Many teachers use ICT to support traditional learning methods, for example, information retrieval in which students are ‘passive learners of knowledge instead of ‘active producers able to take part in the learning process. In a document entitled teaching and learning with ICT, G. Galea (2002) explains how ICT can promote teaching and learning. According to her there are two main reasons behind increasing the use of ICT in education in UK. Firstly, ICT can change the lessons’ pace: she stated that children in modern society need to develop sufficient potentials and skills that enable them to take full advantage from the new opportunities that ICT offer. Second, there are groundswells of interest of academic researches in UK in how technological tools can enhance the quality of teaching and learning in schools, and so help learners to achieve better outcomes.
Furthermore, it has been proved that new technologies have lots of benefits on the students.
ICT allow for a higher quality lessons through collaboration with teachers in planning and preparing resources (Ofsted, 2002). Students learn new skills: analytical, including improvements in reading comprehension (Lewin et al, 2000). ICT also develop some writing skills: spelling, grammar, punctuation, editing and re-drafting (Lewin et al, 2000). Still new technologies encourage independent and active learning, and students’ responsibility for their own learning (Passey, 1999) ICT proves that students who used educational technology felt more successful in school they are more motivated to learn more and have increased self- confidence and self-esteem. It is also confirmed that many students found learning in a technology-enhanced setting more stimulating and much better than in a traditional classroom environment (Pedretti and Mayer-Smith 1998).