ABSTRACT
To face the challenges of the new economy brought about by the exponential development of information and communications technologies (ICT) over the past several decades, there is a massive drive by policy makers in many countries to reform their education system through increasing the use of ICT in education (Kozma, 2005b; Power, 2007; Twining, 2004). Besides policy makers, many educational researchers have also expounded the importance of ICT in education (Ng, 2010). The question is no longer whether ICT should be used in education. Instead, it is about how the potential of ICT could be harnessed to improve student learning outcomes (Ringstaff & Kelley, 2002; Twining, 2004).
