6% among Asian-Americans, 55.7% among Whites, and 33.7% among Hispanics. Similarly, only 23.5% of Black households have Internet access compared to 56.8% among Asian-Americans, 46.1% among Whites, and 23.6% among Hispanics" (p. 31). This so-called "digital divide" gap, though, between the "information haves" and the "information have-nots" continues to shrink and more and more young people are using these technologies in and out of the classroom (Subramony, 2007). As a result, high school teachers today must not only understand how these technologies work, they must be able to help guide their students in their effective use for educational pursuits. In this regard, Labbo notes that, "The push forward of new digital literacies involves the critical need for educators to better understand how to help students learn how to use new computer technology tools and digital genres" (p. 200).
Consequently, to the extent that these young learners fail to find ICT resources in their classrooms or teachers who do not know how to use them effectively will likely be the extent to which they are disappointed and frustrated (Ng, 2008), two conditions in particular that are not conducive to actively engaging students in the learning process and helping them develop the critical thinking skills that are needed for success in school as well as in the workplace after graduation (Waters, 2008). In this regard, Villano (2008) emphasizes that, "Students seem to be more in tune with 21st-century skills than the adults who hold sway over their education" (p. 53). Likewise, Lacina (2009) notes that, "In some cases, teachers are not prepared to make technology a critical element, or an interactive component, of classroom instruction" (p. 270). Clearly, then, high school teachers must not only thoroughly understand how to use ICT-based resources effectively, they must identify the best way to use these resources for the unique set of students who enter their classrooms based on what the skills sets these student possess, or do not possess, and how these can be used to achieve superior academic outcomes. In some cases, this may involve helping high school students learn how to use these technologies in the first place while in others it may require helping them use what they already know to their best effect in the classroom.
Some teachers may be reluctant to invest the time and effort needed to achieve these blend of expertise, but a growing body of evidence indicates that it is definitely in their students' best interests to do so, but it is also in the teachers' best interests as well. For example, Saddington and Clarke (2006) note that ICT resources can help teachers in the countless administrative tasks that detract from classroom instruction, and these resources can also help them provide students with the timely feedback they want and need. For instance, Saddington and Clarke write, "A number of studies have shown the strength of ICT for use in assessing students. In particular, ICT can help teachers by storing and recording information about how students understand material and in easing the process of feedback to students" (2006, p. 20). Other benefits of integrating ICT resources in the classroom include:
1. Meeting the needs of visual learners;
2. More interactively teaching whole-class lessons;
3. Better engaging students; and,
4. Using a variety of multimedia within a whole-class lesson -- such as video, pictures, diagrams, and websites (Lacina, 2009, p. 271).
Taken together, the use of ICT resources in the classroom has been shown to provide a wide range of benefits for students and teachers alike and all signs indicate that their use is here to stay. Moreover, the use of these ICT resources can be reasonably expected to increase in the future and these issues are discussed further below.
Current and Future Trends in ICT Applications in Education
As noted above, innovations in ICT continue to introduce new technologies that are being adapted to classroom applications every day, and this pace of change appears to be increasing as well. How these future innovations in ICT resources will affect classroom instruction remains unclear, but some future trends can be extrapolated from the current trends in the use of ICT in the classroom. According to Kiridis, Drossos and Tsakiridou (2006), "Nowadays, ICT has become a significant component of school curricula, a supportive tool for providing teachers and students with enhanced teaching and learning opportunities in the whole range of school subjects" (p. 74). These trends in ICT applications in the classroom can be explicated based on the current curricular offerings of a number of industrialized nations around the world. For example, Kiridis and his associates add that, "The content of the national curriculum statements of countries such as the UK, the United States and Australia provide clear evidence for this shift from the teaching of ICT alone to the infusion of ICT as a significant tool in the school curricula" (p. 75).
Other current trends can be seen in what types of ICT resources are most commonly being used for classroom applications. For instance, Ng (2008) advises that, "The amount and variety of resources freely available...
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