The purpose of this study was to evaluate the implementation of ICT policies in investigating o Behavioral Intention (BI) and Use Behavior (UB) factors by employing experience and workload of teachers as moderator. The identified factors were Use Expectancy (UE), Social Influence (SI), Facilitating Conditions (FC) and Teacher Efficacy (TE). Experience and workload are defined as moderator variables, and integrated into the study model. The data were collected through a questionnaire among 720 teachers in Malaysia. The findings showed UE, SI, FC, and TE were significant factors affecting BI and UB. The findings of empirical analysis also revealed that experience factors moderate the relationship between FC and UB. Meanwhile, workload factors moderate (1) UE and BI relationships, and (2) TE and BI relationships. This study also provided positive implications for efforts to promote learning practices using a blended learning approach through constructive guidance to policymakers and planning for professional development of teaching.

A change on the education system is essential in order to produce positive impacts to the success of students; hence, preparing them for the 21st century globalization challenges. The advanced technology nowadays which is both dynamic and futuristic ought to catalyses innovation within the education system of Malaysia. As such, the Ministry of Education (MOE) of Malaysia has taken proactive steps and innovate the education system in line with the current technology. Smart school is one of the results of the initiative and to ensure the success of the smart school concept, MOE has implemented a blended learning platform known as the Frog-Virtual Learning Environment (Frog VLE). Nevertheless, the Frog VLE remains new and hardly practiced among educationist; therefore, this study aims to highlight the Frog VLE in details and how it can be practice within the classroom.

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The aim of this paper is to understand and to explore the implementation of blended learning among student-teachers in Sultan Idris Education University (UPSI). UPSI has implemented blended learning via MyGuru and IMS platforms. Under the platforms, student teachers are able to perform EPortfolio, E-Assessment, E-Quiz, E-PBL and etc. Besides, the paper also focuses on how far MyGuru and IMS in UPSI are complying with the ELearning Framework as E-Learning Tools and promote blended learning among adult learners especially student teachers. A case study approach drawing on a phenomenological perspective was carried out in this research. The research has conducted in-depth interviews with students and lecturers to understand and explore their individual perception on the implementation of blended learning in teaching and learning among student teachers.