2.2 Perception of ICT in education Over the last decade, ICT has been at the center of every activity and the pace of acquisition and dissemination of the tool in education transforms the teaching and learning process. in different parts of the world. This is due to the marked increase in the use of ICT for social, economic and political change. ICT is closely linked to improving and accelerating the methods and quality of doing things. Furthermore, Kerr (2005) highlights that the use of technology in education can lead to the transformation of the educational process and improve the efficiency of the entire system. According to Bruess (2003), computer ICT is permeating the educational field and changing the way teachers teach and students learn. Thanks to ICT, students can access different sources of knowledge on their own. This trend is a departure from the traditional approach of relying almost entirely on teachers. With this new trend, the educational process has taken on a new dimension, thereby demanding new approaches in the way curriculum teaching was previously handled. Teachers need new knowledge and skills to enable them to transform their traditional teaching methods (Al-Oteawi, 2002). Furthermore, the concept of integrating ICT into school curricula is not easy to understand and may be perceived differently in different environments. Addressing the various challenges requires a clear perception of the entire process and a procedure on how technology can be integrated into education. For example, there is a distinction between acquiring technology and integrating technology. An institution can be well equipped technologically but use this technology poorly (quantity is not always synonymous with quality). This means that it is not... middle of paper ... She observed that many schools are unable to create a strategic plan because they lacked the information and experience necessary to plan and use ICT strategically. Affirming Titthasiri (2000), Piacciano (2002) identifies lack of careful planning as a barrier to the implementation of successful IT applications in schools. He said unless educators take the time to develop clear plans for how ICT will benefit students, the flood of new IT hardware in schools risks going to waste. However, he recommended that when planning and implementing ICT in the school curriculum, teachers should be included. and a mechanism must be in place to evaluate and provide feedback. In the same spirit, Whitehead et al. (2003) observe that for technology to be effective in the curriculum, its adoption and use must be carefully planned and implemented..