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Communication) is not particularly reserved for education; it is not a panacea for solving
all educational problems either. Nevertheless, ICT have definitely become a valuable
resource that helps us to put together different learning communities in new and different
ways. (Taylor, 2004). Research has shown that the use of ICT can support new
educational approaches and make teaching strategies, such as simulation or interactive
learning, more feasible. In addition, educators commonly agree that ICT has the potential
to improve student learning outcomes and effectiveness if used properly (Good &
Lavigne, 2017). Earle, 2002 stressed that incorporation has a sense of completeness
through which all the essential elements of the system are seamlessly merged to form
the whole. For education, simply handing over a series of websites or CD-ROM programs
to students is definitely not ICT integration. In a properly crafted ICT integrated lesson,
ICT and other crucial educational components such as content and pedagogy are molded
into one entity. As a result, the quality of the lesson would somehow be diminished if the
ICT ingredient were taken away from the ICT-integrated lesson (Williams, 2003).

A simple placement of hardware and/or software will not make integration naturally
follow (Earle, 2002). Numerous studies comparing traditional classroom-based instruction
with technology-enhanced instruction have found insignificant differences in student
satisfaction, attitudes, and learning outcomes (Johnson & Aragon, 2003). This statement
is supported by Earle, 2002 and claimed that the computer should be fitted into the
curriculum, not the curriculum into the computer. Therefore, effective ICT integration
should focus on pedagogy design by justifying how the technology is used in such a way
and why. Effective ICT integration into the learning process has the potential to engage
learners. For instance, using multimedia to present authentic and ill-structured problems
in problem-based learning can motivate and challenge students and hence develop their
problem-solving skills. ICT can support various types of interaction: learner-content,
learner-learner, learner-teacher, and learner-interface (Chou, 2003). These types of
interaction make the learning process more interactive and learners more active and
engaged.

THE IMPORTANCE OF THE STUDY

The teacher training system is currently coping with a wave of educational reforms, which
aim to help the system adapt to the spirit of the times and to the standards expected of
graduates of a teacher training program. Furthermore, ICT literacy enhances classroom
teaching and learning via a dynamic, interactive and engaging content that can promote
experimentation, innovation and best practices. UNESCO’S strategic objectives in
education note that ICT is the key to bring about an innovative impact on the quality of
education through various contents and teaching methods.