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A benefit is an advantage which has a good effect and promotes well-being (Barnhart & Barnhart, 1990). ICT cross-curriculum use can be an advantage for teachers, learners, schools, as well as the wider education system. How can each sector in education benefit from ICT cross-curriculum use?
In their study of How Information Technology Enable 21st Century Schools, (Kolderie & McDoanald, 2009) maintains that the national and provincial departments benefit by gaining competent learners and teachers who could compete in a global society. This comparative study indicates that ICT cross curriculum schools are more effective and achieve better results in assessment when compared to schools that did not use ICT. In a European study, (Balanskat, Blamire, & Kefalla, 2006) noticed that learners’ marks in their various subjects increased, their motivation increased, their cognitive processing developed, and they were able to work independently.
The initial cost of installing the ICT infrastructure is high, but ultimately the institutions will be cutting on costs, especially about resources like books, copying, and postage. Schools benefit in many aspects from using ICT. Firstly, learning and teaching materials are available in one central location, ensuring easy access for both teachers and learners. Teaching aids are also made available by means of email and websites, and new stimulating lessons are readily accessible to all learners. Learners can communicate and share information with one another, as well as with teachers, even after the end of the normal school day.
Although machines cannot replace the human interaction between teachers and learners, they can be used to enhance the relationship between the various role players within the system of education (Bramald, Miller, ; Higgins, 2000). Role players in the learner’s school career, e.g. parents, have easy access to important information on the homepage, which saves time and money, and ensures that all role players receive relevant news (Becta, 2006). Assessment marks are also recorded electronically, and parents can monitor their children’s performance without making an appointment with the class teacher. Additionally, learners can have access to their marks at all times to pace their performance as well (Twiner, Banyard, ; Underwood, 2007). This indicates that the computer-generated classroom allows a multi-faceted teaching and learning experience (Becta, 2010).

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