Students' perceptions regarding the use of ICT in learning

  • Ana Elisa Carreta de Sousa Instituto Politécnico de Leiria - Escola Superior de Turismo e Tecnologia do Mar
Keywords: Students' perceptions, Information and Communication Technology; Learning


This study focuses on how students of vocational courses related to Information and Communication Technologies (ICT) perceive the use they make of technologies in their learning. A questionnaire survey was applied in classroom to 314 students from 4 private and public schools, with the aim of understanding if the students recognize benefits in the use of ICT in teaching and learning, by answering the 34 premises presented to them. Most students recognize benefits from the use of ICT in teaching considering it improves and facilitates learning. They recognize the need to improve the pedagogical use of ICT and that teachers from the scientific and sociocultural components still make little use of the technologies in the classroom. These students consider that the courses they take prepare them to integrate the labor market, indicating good practices in learning with and from technologies in the technical classes. The premises about the disadvantages and obstacles resulting from the use of ICT were the ones that gathered the lowest consensus among students. They consider that the use of ICT is essential in learning and preparing to work with ICT and in a broader sense to live in a society of information and knowledge.


Abrantes, P., Alves, N., Dias, P. & Rodrigues, C. (2013). ICT in portugueses secondary schools: from resistance to innovation. Revista de la Asociación de Sociologia de la Educación, 6 (2), 259-273.

Alves, N., Abrantes, P., Dias, P. & Rodrigues, C. (2012). Learn-Tech: Tecnologias da Informação e Comunicação na Aprendizagem - Relatório Científico Final. Lisboa, CIES-IUL.

Alves, N. & Rodrigues, C. (2014). As Tecnologias da Informação e da Comunicação na Escola: causas de uma subutilização. Revista da Associação Portuguesa de Sociologia. Retrieved from

Costa, F. & Peralta (2007). TIC e Inovação Curricular. Revista Sísifo, (3), 3-6. Retrieved from

Costa, F. (2011). Digital e Currículo no início do Século XXI. In Aprendizagem (In)Formal na Web Social by P. Dias and A. Osório. Edited by Centro de Competência, Universidade do Minho. pp.129.

Cuban, L. (2001). Oversold and Underused: computers in classrooms. Boston, Harvard University Press.

Cuban, L., Kirkpatrick, H. & Peck, C. (2001). High acess and low use of technologies in high school classrooms: explaining an apparent paradox. American Educational Research Journal, 28 (4), 813-834.

Empirica (2006). Benchmarking Access and Use of ICT in European Schools 2006. Final Report from Head Teacher and Classroom Teacher Surveys in 27 European Countries, European Commission, Brussels.

European Comission (2013) Survey of Schools: ICT in Education. Benchmarking Access, Use and Attitudes to Technology in Europe´s Schools. Retrieved from

Palak, D. & Walls, R. (2009). Teachers´Beliefs and Technology Pratices: A Mixed-Methods Approach. Journal of Research on Technology in Education, 41 (4), 417-441.

Selwyn, N. (2008). Realising the potential of new technology? Assessing the legacy of New Labour’s ICT agenda 1997–2007. Oxford Review of Education, 34 (6), 701-712.

Tapscott, D. (2009). Growing Up Digital: How the net generation is changing your world. New York: The McGraw-Hill Companies, Inc.

Wellington, J. (2005). Has ICT come of age? Recurring debates on the role of ICT in education, 1982–2004. Research in Science & Technological Education, 23 (1), 25-39.

How to Cite
de Sousa, A. E. (2019). Students’ perceptions regarding the use of ICT in learning. Proceedings of the International Conference on Education, 5(1), 1-7.