Malaysian Online Journal of Educational Technology Volume 4, Issue 2
Teaching and Learning with ICT Tools: this research provides proper
information and recommendation
Issues and Challenges from Teachers’ to those responsible for
integrating new technologies into
Perceptions the school teaching and learning
process.
ICT Tools, Teaching & Learning,
Simin Ghavifekr[1], Thanusha Kunjappan[2] , Logeswary Ramasamy [3], Technology Issues & Challenges,
Annreetha Anthony [4] Keywords:
Education,
Malaysia
INTRODUCTION
ABSTRACT [1]
Faculty of Education, University of
In this digital era, ICT use in the classroom is important for giving students opportunities to Malay, Malaysia
learn and apply the required 21st century skills. Hence studying the issues and challenges
related to ICT use in teaching and learning can assist teachers in overcoming the obstacles [2] Faculty of Education, University
and become successful technology users. Therefore, the main purpose of this study is to of Malay, Malaysia
analyze teachers’ perceptions of the challenges faced in using ICT tools in classrooms. A
quantitative research design was used to collect the data randomly from a sample of 100
[3] Faculty of Education, University
secondary school teachers in the state of Melaka, Malaysia. Evidence has been collected
of Malay, Malaysia
through distribution of a modified‐ adopted survey questionnaire. Overall, the key issues
and challenges found to be significant in using ICT tools by teachers were: limited
accessibility and network connection, limited technical support, lack of effective training, [4] Faculty of Education, University
limited time and lack of teachers’ competency. Moreover, the results from independent of Malay, Malaysia
ttest show that use of ICT tools by male teachers (M =2.08, SD = .997) in the classroom is
higher compared to female teachers (M = 2.04, SD = .992). It is hoped that the outcome of
Information and communications technology (ICT) is an important part of most organizations these
days (Zhang & Aikman, 2007). Computers began to be used in schools in the early 1980s, and several scholars
suggest that ICT will be an important part of education for the next generation (Bransford, Brown, & Cocking,
2000; Grimus, 2000; Yelland, 2001). Up‐to‐date technology offers many methods of enhancing classroom
teaching and learning (Ghavifekr et al., 2014; Lefebvre, Deaudelin & Loiselle, 2006). Dawes (2001) stated that
new technologies have the potential to upkeep education across the curriculum and deliver opportunities for
efficient student‐teacher communication in ways not possible before. ICT in education has the potential to
transform teaching. However, this potential may not easily be realized, as Dawes (2001) underlined when he
stated, “problems arise when teachers are expected to implement changes in what may well be adverse
circumstances” (p. 61).
Due to ICT’s importance in society as well as in the future of education, identifying the possible
challenges to integrating these technologies in schools would be an important step in improving the quality
of teaching and learning. Balanskat, Blamire, and Kefala (2006) argue that although teachers appear to
acknowledge the value of ICT in schools, they continue encountering obstacles during the processes of
adopting these technologies into their teaching and learning.
However, despite the Ministry of Education, Malaysia having embarked on the project “1Bestarinet”
in providing a virtual learning platform in schools to enhance ICT usage among teachers, ICT has not been
fully adopted in the teaching and learning process in most schools in the country. Only a few teachers are
using ICT as teaching and learning tools (MoCT, 2003). This is because the challenges outweigh the benefits
(Bingimlas, 2009). Therefore, this study is expected to generate information on the teachers’ perceptions and
challenges of integrating ICT tools in the teaching and learning process. With changes in modern technologies
38 www.mojet.net
, Malaysian Online Journal of Educational Technology Volume 4, Issue 2
learners need to be equipped with updated knowledge that will help them adapt to the changing world. Such
knowledge leads to better communication and increased 21st century skills as a result of e‐Commerce and
self‐employment in the ICT sector.
Many studies have been conducted to investigate the challenges to technology integration in
education (Al‐Alwani, 2005; Ghavifekr , Afshari & Amla , 2012; Gomes, 2005; Osborne & Hennessy, 2003;
Özden, 2007). This study provides teachers’ perception and perceived barriers to the use of technology tools
in classroom’s teaching and learning process. Therefore, the main objectives of this study are as follow:
I) To identify school teachers’ perceptions in implementing ICT tools in teaching and learning in
classroom.
II) To determine the challenges of using ICT tools in teaching and learning in the classroom among
school teachers.
III) To identify that to what extent do teachers use ICT tools in teaching and learning in the
classroom.
However, in this paper ICT tools refers to the common technology‐based tools that are using in schools
such as computer, Laptop , LCD, digital photocopy machine, digital Audio and Video devices, digital camera,
scanner, DVD player and multimedia projector.
Background of Study
The Malaysia smart school initiative was launched in 1999. The Ministry of Education Malaysia (1997)
defined Malaysian Smart School or locally known as “Sekolah Bestari” as a learning institution that has been
systematically reinvented in terms of teaching‐learning practices where school management prepare children
for the Information Age as well as to promote the goals of the National Philosophy of Education. It is the 7th
shift in the recent Malaysia Education Blueprint (2013 – 2025), which states the Ministry’s intention in
leveraging ICT to scale up quality learning across Malaysia. It acts as a platform for the Ministry of Education
to produce a technologically literate, critically thinking work force, which is prepared to participate fully in
the global economy of the 21st century (Ghavifekr & Mohammed Sani, 2015). It also acts as a spur to achieve
the Malaysian’s Vision 2020 to make Malaysia a leader in information and communications technology
internationally. The Ministry also intends to expand 1Bestari (Wi‐Fi) to all schools. The Smart School project
was built based on international best practices in both the primary and secondary education (MoE, 1997).
Besides that, the Malaysian Ministry of Education is encouraging other schools to equip themselves
with appropriate levels of technology according to their means and capacities. Schools are encouraged on
their own initiative to seek assistance from various stakeholders, parents, community and private sector
organizations as the MoE can only provide technology to schools in stages (Ghavifekr, 2012; Khalid Abdullah,
2009). Under the Smart School project, about 8,000 schools will be equipped with computer facilities by the
end of 2005. By 2010, it is projected that about 10,000 primary and secondary schools will have computer
facilities. More schools will obtain computers with Internet connection and teachers will be encouraged to
use them in their classroom teaching (MoE, 1997). In 2004, Malaysia had more than 4000 schools with
computer laboratories and two years later about 9,200 schools had been equipped with broadband Internet
access (MoE, 2006).
39 www.mojet.net
, Malaysian Online Journal of Educational Technology Volume 4, Issue 2
computer and that perceived usefulness was also strongly linked to these intentions.
THEORETICAL FRAMEWORK
Previously, Davis, Bagozzi and Warshaw (1989) developed a theory of 'action relating to reasons' so
called Technology Acceptance Model (TAM). Later based on their work, Venkatesh and Davis (2000)
investigated the reasons some people use computers and their attitudes towards them that called TAM 2.
The model, shown in Figure 1, links the perceived usefulness and ease of use with attitude towards using ICT
and actual use (system use). They tested this model with 107 adult users, who had been using a managerial
system for 14 weeks. They found that people’s computer use was predicted by their intentions to use the
Figure 1. A theoretical extension of the technology acceptance model as TAM 2 (Source: Venkatesh &
Davis, 2000)
According to Venkatesh and Davis (2000) when teachers are presented with a new technology, two
key factors would influence their decision from the extended variables around them about how and when
they will use it:
• External Variables – It represents the challenges that teachers face that come from outside their
sphere of control when integrating a new technology in their teaching and learning process. These
challenges include: o Limited accessibility and network connection o Schools with limited ICT
facilities o Lack of effective training o Limited time
40 www.mojet.net
Teaching and Learning with ICT Tools: this research provides proper
information and recommendation
Issues and Challenges from Teachers’ to those responsible for
integrating new technologies into
Perceptions the school teaching and learning
process.
ICT Tools, Teaching & Learning,
Simin Ghavifekr[1], Thanusha Kunjappan[2] , Logeswary Ramasamy [3], Technology Issues & Challenges,
Annreetha Anthony [4] Keywords:
Education,
Malaysia
INTRODUCTION
ABSTRACT [1]
Faculty of Education, University of
In this digital era, ICT use in the classroom is important for giving students opportunities to Malay, Malaysia
learn and apply the required 21st century skills. Hence studying the issues and challenges
related to ICT use in teaching and learning can assist teachers in overcoming the obstacles [2] Faculty of Education, University
and become successful technology users. Therefore, the main purpose of this study is to of Malay, Malaysia
analyze teachers’ perceptions of the challenges faced in using ICT tools in classrooms. A
quantitative research design was used to collect the data randomly from a sample of 100
[3] Faculty of Education, University
secondary school teachers in the state of Melaka, Malaysia. Evidence has been collected
of Malay, Malaysia
through distribution of a modified‐ adopted survey questionnaire. Overall, the key issues
and challenges found to be significant in using ICT tools by teachers were: limited
accessibility and network connection, limited technical support, lack of effective training, [4] Faculty of Education, University
limited time and lack of teachers’ competency. Moreover, the results from independent of Malay, Malaysia
ttest show that use of ICT tools by male teachers (M =2.08, SD = .997) in the classroom is
higher compared to female teachers (M = 2.04, SD = .992). It is hoped that the outcome of
Information and communications technology (ICT) is an important part of most organizations these
days (Zhang & Aikman, 2007). Computers began to be used in schools in the early 1980s, and several scholars
suggest that ICT will be an important part of education for the next generation (Bransford, Brown, & Cocking,
2000; Grimus, 2000; Yelland, 2001). Up‐to‐date technology offers many methods of enhancing classroom
teaching and learning (Ghavifekr et al., 2014; Lefebvre, Deaudelin & Loiselle, 2006). Dawes (2001) stated that
new technologies have the potential to upkeep education across the curriculum and deliver opportunities for
efficient student‐teacher communication in ways not possible before. ICT in education has the potential to
transform teaching. However, this potential may not easily be realized, as Dawes (2001) underlined when he
stated, “problems arise when teachers are expected to implement changes in what may well be adverse
circumstances” (p. 61).
Due to ICT’s importance in society as well as in the future of education, identifying the possible
challenges to integrating these technologies in schools would be an important step in improving the quality
of teaching and learning. Balanskat, Blamire, and Kefala (2006) argue that although teachers appear to
acknowledge the value of ICT in schools, they continue encountering obstacles during the processes of
adopting these technologies into their teaching and learning.
However, despite the Ministry of Education, Malaysia having embarked on the project “1Bestarinet”
in providing a virtual learning platform in schools to enhance ICT usage among teachers, ICT has not been
fully adopted in the teaching and learning process in most schools in the country. Only a few teachers are
using ICT as teaching and learning tools (MoCT, 2003). This is because the challenges outweigh the benefits
(Bingimlas, 2009). Therefore, this study is expected to generate information on the teachers’ perceptions and
challenges of integrating ICT tools in the teaching and learning process. With changes in modern technologies
38 www.mojet.net
, Malaysian Online Journal of Educational Technology Volume 4, Issue 2
learners need to be equipped with updated knowledge that will help them adapt to the changing world. Such
knowledge leads to better communication and increased 21st century skills as a result of e‐Commerce and
self‐employment in the ICT sector.
Many studies have been conducted to investigate the challenges to technology integration in
education (Al‐Alwani, 2005; Ghavifekr , Afshari & Amla , 2012; Gomes, 2005; Osborne & Hennessy, 2003;
Özden, 2007). This study provides teachers’ perception and perceived barriers to the use of technology tools
in classroom’s teaching and learning process. Therefore, the main objectives of this study are as follow:
I) To identify school teachers’ perceptions in implementing ICT tools in teaching and learning in
classroom.
II) To determine the challenges of using ICT tools in teaching and learning in the classroom among
school teachers.
III) To identify that to what extent do teachers use ICT tools in teaching and learning in the
classroom.
However, in this paper ICT tools refers to the common technology‐based tools that are using in schools
such as computer, Laptop , LCD, digital photocopy machine, digital Audio and Video devices, digital camera,
scanner, DVD player and multimedia projector.
Background of Study
The Malaysia smart school initiative was launched in 1999. The Ministry of Education Malaysia (1997)
defined Malaysian Smart School or locally known as “Sekolah Bestari” as a learning institution that has been
systematically reinvented in terms of teaching‐learning practices where school management prepare children
for the Information Age as well as to promote the goals of the National Philosophy of Education. It is the 7th
shift in the recent Malaysia Education Blueprint (2013 – 2025), which states the Ministry’s intention in
leveraging ICT to scale up quality learning across Malaysia. It acts as a platform for the Ministry of Education
to produce a technologically literate, critically thinking work force, which is prepared to participate fully in
the global economy of the 21st century (Ghavifekr & Mohammed Sani, 2015). It also acts as a spur to achieve
the Malaysian’s Vision 2020 to make Malaysia a leader in information and communications technology
internationally. The Ministry also intends to expand 1Bestari (Wi‐Fi) to all schools. The Smart School project
was built based on international best practices in both the primary and secondary education (MoE, 1997).
Besides that, the Malaysian Ministry of Education is encouraging other schools to equip themselves
with appropriate levels of technology according to their means and capacities. Schools are encouraged on
their own initiative to seek assistance from various stakeholders, parents, community and private sector
organizations as the MoE can only provide technology to schools in stages (Ghavifekr, 2012; Khalid Abdullah,
2009). Under the Smart School project, about 8,000 schools will be equipped with computer facilities by the
end of 2005. By 2010, it is projected that about 10,000 primary and secondary schools will have computer
facilities. More schools will obtain computers with Internet connection and teachers will be encouraged to
use them in their classroom teaching (MoE, 1997). In 2004, Malaysia had more than 4000 schools with
computer laboratories and two years later about 9,200 schools had been equipped with broadband Internet
access (MoE, 2006).
39 www.mojet.net
, Malaysian Online Journal of Educational Technology Volume 4, Issue 2
computer and that perceived usefulness was also strongly linked to these intentions.
THEORETICAL FRAMEWORK
Previously, Davis, Bagozzi and Warshaw (1989) developed a theory of 'action relating to reasons' so
called Technology Acceptance Model (TAM). Later based on their work, Venkatesh and Davis (2000)
investigated the reasons some people use computers and their attitudes towards them that called TAM 2.
The model, shown in Figure 1, links the perceived usefulness and ease of use with attitude towards using ICT
and actual use (system use). They tested this model with 107 adult users, who had been using a managerial
system for 14 weeks. They found that people’s computer use was predicted by their intentions to use the
Figure 1. A theoretical extension of the technology acceptance model as TAM 2 (Source: Venkatesh &
Davis, 2000)
According to Venkatesh and Davis (2000) when teachers are presented with a new technology, two
key factors would influence their decision from the extended variables around them about how and when
they will use it:
• External Variables – It represents the challenges that teachers face that come from outside their
sphere of control when integrating a new technology in their teaching and learning process. These
challenges include: o Limited accessibility and network connection o Schools with limited ICT
facilities o Lack of effective training o Limited time
40 www.mojet.net
