An ICT integration plan provides a detailed blueprint of the steps and methods needed
to translate the school ICT vision into reality. Developing ICT integration plans is no doubt a
complex and time-consuming task, but they are usually well worth the time required to put them
Integrating ICT into teaching and learning is not a new concept. It may be as old as other technologies such as radios or televisions. However, with the rapid development of emerging technology, such as web technology, ICT integration has increasingly attracted the attention of educators. In this section, we will elaborate on the terms of ICT and integration separately before giving the definition of ICT integration.
Research has indicated that the use of ICT can support new instructional approaches and make hard-to-implement instructional methods such as simulation or cooperative learning more feasible. Moreover, educators commonly agree that ICT has the potential to improve student learning outcomes and effectiveness if it is used properly and cost effective methodology is implemented on the infrastructure platform(read shared resource computing).
Integration has a sense of completeness or wholeness by which all essential elements of a system are seamlessly combined together to make a whole. In education, simply handing out to students a collection of websites or CD-ROM programs is certainly 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.
ICT integration in this paper is broadly defined as a process of using any ICT (including information resources on the web, multimedia programs in CD-ROMs, learning objects, or other tools) to enhance student learning. It is more of a process rather than a product.
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 .These types of interaction make the learning process more interactive and learners more active and engaged.
In order to address the problem and achieve the learning objectives, teacher-designers need to carefully compare all
possible technologies that can be used for learning this topic. The technologies in this model may include software
such as multimedia courseware, web-based resources, communication tools (such as voice chat, textual discussion
forums, or video conferencing), mind tools (such as concept mapping tools and multimedia authoring tools), or any
other possible ICT tools.
Cost plays a significant role hence the need to automate using cost effective hardware solutions that allow users share PCs.
Shared resource computing solution providers like Thinglobal play an important role in enabling low cost VDI implementations especially in EMEA .
Both Education sector and community based project implementers continue to applaud Thinglobal for their solutions which has enabled entry level computing at less than 10 dollars per seat.