Since the Internet and the World Wide Web,


Since the 1980s ,Information and communications technology (ICT) acceptance has been a key area of interest among educators and educational research, although it is the relatively new uses of the Internet and World Wide Web that are stimulating new demands and expectations in education, (white, 2008). The fast growing technologies have changed the ways of teaching and Learning in educational institutions since late the 1990s (Pishva et al., 2010).

The growth of the use of ICT in schools will continue, with increased range of educational content online and in increased use of eLearning as delivery mechanism. (Davis, 2009). Examining school characteristics like leadership or school conditions, as infrastructure is useful for understanding which factors, best explain successful integration of ICT in teaching and learning (Vanerlinde, et al., 2010)

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With the aid of ICT, students are able to access more diversified learning experiences without the limitations of time, space, and place. E-learning has also been demonstrated to improve learning (Chen, 2011),Teachers and learners no longer have to rely solely on printed books and other materials in physical media housed in libraries (and available in limited quantities) for their educational needs.

With the Internet and the World Wide Web, a wealth of learning materials in almost every subject and in a variety of media can now be accessed from anywhere at any time of the day and by an unlimited number of people (Pannu & Tomar, 2010),

As there is a great need for skills development, this   will help children and students to develop an understanding of how digitization affects the individual and society. (skolverket, 2017)E learning means that web technology used to distribute different solutions that support learning and the knowledge process. e-learning encompasses learning at all levels, both formal and non-formal, that uses an information network—the Internet, an intranet (LAN) or extranet (WAN)—whether wholly or in part, for course delivery, interaction and/or facilitation. Others prefer the term online learning.

Web-based learning is a subset of e Learning and refers to learning using an Internet browser (such as Netscape or Internet Explorer). (Tinio, 2002)

A significant trend in schools has been to implement so-called learning management systems (LMS), which used as a common platform where students and teachers can interact digitally.


Learning need such System is a broad term that is used for a wide range of systems that organize and provide access to online learning services for students, teachers, and administrators. These services usually include access control, provision of learning content, communication tools, and organizations of user groups. Another term that often used as a synonym to LMS (Learning management system) is learning platform. (Paulsen, 2002).






This study conduct the teacher perception of applying IST on primary school in Sweden, which IST is one of the largest companies in the Nordic region in school and learning and provides administration, learning, scheduling, and services to customers in Sweden, Denmark, Norway and Germany. IST Learning focuses on facilitating and streamlining documentation and communication for teachers, students, caregivers and principals in school days. The service supports the teachers’ planning and implementation of the teaching as well as the assessment at the group or individual level based on the knowledge requirements – all based on the school’s curricula for primary and secondary schools. IST Learning” System” offers functionality for; Planning, Assessment, Review, Development, and Calling. The teacher can easily obtain curriculum content and hence easier to create documentation for formative assessment. All roles get a good overview of plans, assessments and development talks. Teachers can easily share, collaborate and collaborate work areas (IST, 2017).


The greatest benefit for teachers is the powerful support in the assessment process, which significantly facilitates the establishment of legally valid assessments and grades. With the planning and assessment services, it is provide teachers with a powerful tool for assessing and evaluating students in a structured way. This in turn increases the educational efficiency and quality, which in the end saves the teacher time. However, that is not all – the service also supports the individual student by giving students access to work areas and assessments, all in one place. The system is therefore a perfect communication and work tool for students, where they can see their tasks, submit information and see the teacher’s assessments and assessments. (IST, 2017).


In any school, teachers play a key role in the effective integration of technology for teaching and learning. Teachers decide on the type, frequency, and quantity of technology tools they use in their curriculum design and lesson delivery (Teo, 2013) In view of the fast

Rate of technological development, teachers constantly need to adapt to new technologies and refine their skills in order to integrate technology into the classroom (Pynoo, et al., 2010).


This causes the research area, as there is no data about what generates a teacher experience of IST learning.  The result will provide a clearer picture of the pedagogical expectation and perception of a system that will be a tool in their work and aim to gain knowledge about how users think and act when using the system