Information and Communication technologies (ICTs) are invaluable in the education of young people today. The internet is the most recent ICT development that is popular with the young generation and can therefore be a very important tool in the education of the young people. Internet-based instruction and course delivery is convenient since it makes education more meaningful, responsive, reliable and relevant.
Education technology has embraced the internet both for teaching and learning since it is a paradigm shift that enables both beginning computing level, undergraduate or elementary level, and the advanced computing level, for graduates to be more reliable and responsive. A digital native refers to those people who are born in places where digital technologies- ICT, such as computers, mobile phones and the internet already thrive.
The ICT will at this juncture be less important to the education of such young people as compared to those who had no access to ICT earlier at home therefore have to learn and adopt ICT later in life (Anderson & Garrison 2003). This term is used to refer mostly to young people in the 21st century who are in deed in the digital age as compared to those born before this period. ICT will be invaluable to digital natives, also called the millennium learners, as they are well endowed with the necessary skills required for one to be in tandem with the dynamic teaching and learning techniques.
ICT is significant to education in a number of ways such as: Facilitating faster access to varieties of learning resources that will enhance teaching and learning, provides immediate feedback from people who are remote of distance, provide authentic and updated information, learning can take place at any time of the day or night, facilitates multimedia education approach, provides online libraries and even caters for children with disabilities (Linn, Davis & Bell 2004).
Students are able to actively contribute to the construction of knowledge since the internet promotes cooperative learning while at the same time the students can receive immediate feedback from the teachers. The internet has led to a redesigning of course features such as: online resources, syllabi, virtual classrooms, online discussions, interactive learning and fewer lectures (Roxanne & Turoff 2007). Learning is shifted from teacher centered to learner centered as a result of the internet which caters for the needs of the students more adequately and is self-regulated by the students.
In addition, the learners develop critical thinking skills, interpersonal skills, better cognition and better management skills. Virtual classrooms are the simulated and computer based environment where there is real time teaching of students from different locations all over the world as if they were at one place at the same time. Instructions are delivered remotely via the internet in these virtual classrooms to teach at high schools, colleges and university to deliver distance education Kariuki & Louis 2004).
This method is increasingly becoming popular with students who can now learn from the comfort of their homes and is therefore becoming a major component for education mostly in the developed nations like Britain, the United States, China and Germany. Interactive learning has been developed through the use of engines and programs like face book and twitter where students can chat with their tutors and class mates live to get reading materials, instructions, submit their completed tasks to their tutors and receive immediate feedback on their progress (Plank et al 2009).
The internet is therefore an invaluable tool that has significantly impacted to the development of teaching and learning in line with the dynamic world. Reference Kariuki James & Louis Henry (2004), “The myths about e-learning in higher education,” Taylor & Francis: London Anderson T. & Garrison R, (2003), “E-learning in the 21st century: a framework for research and practice,” Routledge, London.
Starr Roxanne & Murray Turoff, (2007), “Education goes digital: The evolution of online learning and the revolution in higher education, Routledge Publishers: London. Plank D et al (2009), “Emerging Web Technologies in Higher Education: A case of incorporating blogs, podcasts and social bookmarks in a web programming course based on students learning styles and technology preferences,” Taylor & Francis: London. Linn M. , Davis E. & Bell P. (2004). “Internet environments for science education,” Routledge: New York.