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There are many benefits of using ICT in the classroom. Schools that make use of educational technologies give their students a chance to be more engaged, motivated and excited about learning (Majid, 2017). In an interactive ICT-facilitated lesson, teachers can prepare dynamic multimedia lessons that help students in content retention. ICT in the classroom acts as a tool that opens up the whole world for students as a source of inspiration and education. For example, when using interactive whiteboards in the classroom environment, teachers are no longer limited to presenting information from books. When an interactive whiteboard is connected to a computer with Internet access, the entire Internet is available, a feature that is especially beneficial in subjects that evolve faster than textbooks can be published, such as science and technology. Students can use technology to conduct experiments that would be impossible in the constraints of normal science classrooms. Additionally, mathematics ‘comes to life’ when students interact with problems by manipulating them on an interactive whiteboard (Subramaniam & Kandasamy, 2011).

The benefits of ICT in education are apparent in all subject areas. Using ICT, a teacher can show a video of current events to foster classroom discussion. In history

classes, teachers can make unfamiliar topics easier for students to understand using vivid images (Crook & Lackovic, 2017). Counter points can be examined and debated to foster critical thinking. The benefits of ICT go beyond access to current information. When students participate in interactive technology-based learning, technology helps them take ownership of educational progress, they no longer assume a passive role. Technology enables students to connect with real-world mentors and experts beyond the limits of the classroom (Keane, Keane & Blicblau, 2016). Keane, Keane and Blicblau (2016) indicated that students now need to learn more than the 3Rs (reading, writing and arithmetic), arguing instead in favour of the 4Cs: creativity, communication, collaboration and critical thinking.

ICT sparks students’ excitement to learn by encouraging them to creatively explore and make their own multimedia presentations. Students feel motivated and proud when they can help their peers learn how to use ICT, and with this motivation, students learn how to work cooperatively and foster teamwork, a feature that will benefit them in their future work environment.

The integration of ICT has numerous benefits for educational systems. For example, ICT provides links between notebook and laptop software, enhancing file and data transfer from the main computer to the learning centre. Learning activities can be viewed on a table, providing students with prior information that may be critical in achieving their social and academic goals. Students also have the chance to view images through a document camera, which encourages learning in an interactive environment (Alberta, 2013).

Implementing technology in the educational system of Saudi Arabia would give primary school students the opportunity to learn collaboratively and develop creativity through the chance to articulate their knowledge with their peers. The process of learning becomes enjoyable because ICT tools enable pupils to perceive knowledge

acquisition and generation processes as a game (Alrashidi, Phan & Ngu, 2016). With technology, the learning process becomes creative, and has the capacity to personalise and differentiate instructions with the goal of supporting a range of learning preferences in exciting and engaging forms. The process of learning becomes comparable to a play environment, in which students engage with their teachers efficiently and effectively. This is critical for information sharing between students and their teachers (Voogt et al., 2012). For instance, ICT media facilitates flexible learning, and this means access to learning resources that can be used to support learning at any place and time outside the normal classroom setting. There is evidence that flexible learning made possible by ICT media may blur the boundaries between learning in and out of school. Benefits of ICT media can be realised using ICT tools or within specific online service departments (Alrashidi et al., 2016). It has also been reported that some schools in Australia use ICT media in their curriculum; for example, some mathematics departments use an ICT media service called Mymath for setting homework (Jackson, 2013).

Through ICT media learning platforms, students can access classroom curriculum and material out of school hours. Although it is arguable that these students come from well-off families, with the introduction of ICT-facilitated learning in Saudi Arabian schools (Alrashidi et al., 2016; Mofarreh, 2016), all students in public primary schools will be able to benefit from ICT media. Further, while ICT media may be beneficial in improving the quality of education by allowing learning outside school hours, support services are still needed because the material provided by a platform may be limited to what was taught during lesson time (Agyei & Voogt, 2011).

Even though ICT-facilitated learning has immense benefits, studies have shown that there is no evidence that students using ICT tools are willing to forego teacher involvement in their learning experience (Lund & Rasmussen, 2010). Studies have shown that students prefer the detailed discussions and feedback that is a feature of the

traditional physical classroom. In a research study of a virtual school pilot scheme funded by the UK government focusing mainly on online teaching and targeting primary students, Cox (2006) described the importance of the teacher’s presence for students. For higher education, there is some substantial research on the model of learning and teaching provided by a virtual school. These observations highlight the need for a theory that effectively blends both remote online and physical learning experiences.

The views of students and parents are notably absent from most studies focusing on ICT use in the classroom and the possibility of virtual classrooms replacing physical classrooms. Students will probably suggest the use of existing ICT infrastructure, such as Facebook and YouTube, in the learning process. Therefore, it is arguable that, based on students’ views on the use of ICT in the teaching and learning experience, there is little indication that the Net generation feels in any way empowered by schools in the learning process. A point of concern is the way technology is perceived by students as a controlling and monitoring tool—an aspect of ICT that can blur the line separating school and home (Tiryakioglu & Erzurum, 2011).

Research conducted on 352 primary school teachers suggests that, where pedagogy, skills and structures complement each other, use of ICT-facilitated platforms leads to changes in classroom or teacher practice (Robertson & Al-Zahrani, 2012). When one element is absent, the technology used tends to support or replicate existing practices. Based on these findings, successful implementation of ICT tools and infrastructure in the Saudi Arabian education sector should focus on the input of major educational stakeholders, including teachers, students and parents.

Teaching outcomes reflect the current system in use by teachers, as evidenced by research findings from a British Educational Communications and Technology Agency (BECTA)-sponsored research project (Younie & Leask, 2013). Teachers, as the

main learning directors, need to develop a range of technical skills related to technologically changing learning platforms. It is through the acquisition of these skills that they can adapt a favourable model of pedagogy to ICT-facilitated teaching and online teaching opportunities. It remains debatable that e-learning is an adaptation to theories relating to existing face-to-face teaching and learning; however, some ICT- facilitated platforms require understanding of specific pedagogical approaches that make best use of ICT features. Salmon’s e-learning model illustrates how online communities can work together (Salmon, 2013) and has been widely adapted and used. In this framework, teachers’ understanding of approaches is essential for the effective use of the platform.

School structure has also been identified as an essential element determining ICT-facilitated teaching outcomes. School structure in this context means classroom practices, such as two-part lessons, lesson timing, school timetable and teacher work patterns and practices. Implementing ICT in schools should be considered a work in progress, requiring further investigation—current models provide a working framework within which to implement and evaluate ICT usage in the educational sector (Willocks & Redmond, 2014). While the technology focuses on teachers disseminating content and students receiving content, it could be adapted to investigate and evaluate parent and student use of technology (Conrad & Donaldson, 2011).