Weir and Connor (2009) suggest that technology and more specifically video technology, when incorporated into the classroom setting, has created a common theme of altitudinal motivational benefits. Other benefits are highlighted as student engagement, collaboration and active learning (Wieder, 2011). Additional to these benefits, its emphasized that the use of video can facilitate students with dissimilar learning styles (Burn et al, 2001) such as Visual, Auditory and Kinaesthetic learners as promoting effective teaching and learning can aid visual learners, facilitate individual development and be useful for assessment purposes (Weird and Connor, 2009). This statement shows that all learners under the right supervision can use ICT to their advantage and have the opportunity to progress. Stressing that If educators do not manage to supervise correctly then students learning will be unsuccessful as teachers are not catering for all students (Capel and Whitehead, 2015), which is why it is vital that technology is effectively implemented and integrated into the classroom in order to have a positive effect (O’Loughlin et al, 2013). The ICT resource will create a different environment for the students in comparison to what they are used to which can enhance interaction, in turn developing student’s ability to socialise (Garn et al, 2011). Students being able to socialise and discuss each other’s performances will provide students the opportunity to become owners of their learning through social situations (Kelly and Melograno, 2015). Not only can the students become owners of their learning, but the development of these social skills can be significant as they can be considered to be a key aspect in a student’s intelligence as well as influencing later life (Merrell and Gimpel, 2013). Disruptions to the development of these social skills can contribute to psychological distress, social isolation and reduced self-esteem (Beauchamp and Anderson, 2010) which will affect students’ progress, hence why it is so important to attend to social skills through collaborative and constructive learning. In this case, using ICT as a facilitator to socialise and improve learning outcomes as it provides the opportunity to engage in different behaviours such as comparing and contrasting ideas (Lam and Muldner, 2017) and becoming owners of their learning (Kelly and Melograno, 2015). In addition to this, students are empowered to take more responsibility for their own and their peers learning, especially when trained and taught to use ICT (Chow et al, 2014) as students can utilise the iPad to the highest level as it is appealing for them, encouraging active problem-based learning (Pellett et al, 2009) and higher -order thinking skills (Fu, 2013). Ghaznavi et al (2011) >