Globalization compels all countries to undertake substantial changes in their education agenda to be able to cope with such changes. Among these is the need to cope with technology. The demands placed upon the workforce, in terms of technology competencies, have made nations conscious of the need to integrate technology into school curricula, to prepare the youth for the demands of the future (Hord, Rutherford, Huling-Austin, & Hall, 1987; Hishamuddin, 2005). Tinio (2003) succinctly puts that the justification for the promotion of ICT in curricula worldwide is to equip students for the future requirements of the work setting. The latter strongly required the use of ICT, specifically computers and other online resources. This makes computer literacy a requisite for success in a technology-driven world (Tinio, 2003). The move to integrate technology into education entails the use of technological tools in pedagogy, including the Internet, blogs, digital cameras, other electronic and digital tools to enhance the teaching process. Moreover, Pierson (2001) notes that educational reform will only be authentic if it goes beyond the acquisition of hardware supportive of technology, but a real, open adoption of strategies that will enable such integration into the school curriculum.
Pierson (2001) adds that the requirement for computer literacy is apparent in daily tasks required of students both in their homes and within the educational institution. This demand entails teachers to gain knowhow of content, instruction, and technology that are apt for student progress. It is thus critical for teachers to know how to integrate technology into their teaching approaches (Pierson, 2001).
The differences between the conventional and novel uses of technology emphasize the idea that teachers can utilize technology to enhance pedagogical approaches towards the enhancement of student learning (Cognition and Technology Group at