In the absence of dedicated studies, what motivates or discourages teachers to use ICT in their professional activities is a matter of conjecture, with assuredly different explanations across individuals, groups, and societies, including educational settings (and policies) at primary, secondary, and tertiary levels. That said, ICT per se can do much to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Mobile devices allow students to access learning assets anytime and anywhere. Teachers too can prepare for classes anytime and anywhere. Mobile phones can be used for literacy training, numeracy training, and interactive tutoring. Smartphones can serve as e-books or e-readers, and for "educative games", thereby unlocking the most valuable asset of many young students—their curiosity. Connectivity provided by data and telecommunication networks brings to teachers and students alike a wealth of learning resources and online information. Digital services such as e-learning programs—self-paced and instructor-led, online certification programs, online competitions and labs, and student advisory services open up a world of learning assets to students, leading to livelihood opportunities. Smart systems can analyze patterns of student learning and help prescribe individual learning plans. And, social media can bolster support networks for teachers, students, and women and girls wishing to further their education.

Article Information and Communication Technology for People

Thank you Olivier Serrat for such valuable and detailed discussion.

Thank you for your comment and article.

Some have trouble learning to use it

Thank you Taher Alkhalaf for your comment.

Dear Haghi A.K.

I appreciate your work and have read the abstract. We should not neglect the role of the teacher as a link between the tools of knowledge and the recipient

You mentioned a key issue. Thank you again Taher Alkhalaf .

The implementation of ICT information technologies in educational processes should increase the attractiveness of education for young people and the effectiveness of the teaching process. However, the implementation of ICT information technologies in educational processes will not fully replace the teacher and traditional teaching methods. On the other hand, in special conditions, e.g. small towns, villages with a small number of students, e-learning can significantly support traditional forms of education. Also now in many countries, when the operation of schools and universities was suspended due to the Koronavirus Covid-19 pandemic, the didactic process is continued mainly through e-learning classes. The development of e-learning is largely determined by the improvement of ICT information technologies and online new media.

Regards

Dariusz Prokopowicz

Dear Dariusz Prokopowicz ,

Thank you very much indeed for such valuable insight and helpful notes.

I think the accessibility of resources determines the teachers' willingness or motivation. Moreover interest of the students also determine the motivation. Access to connectivity and digital resources motivate the teachers to make use of it. Moreover, if teachers are trained for digital classrooms they are more keen and willing to use ICT based learnings.

Thank you Munira Tharwani for your practical point of views.