Covid19: The Benefits of Informatiom Technology (It) Functions in Industrial Revolution 4.0 in the Teaching and Facilitation Process

Majid, Sharul Fitry Abdul; Hehsan, Aminudin; Haron, Zaiton; Abu-Husin, Mohd Fauzi; Junaidi, Juhazren

doi:10.31838/jcr.07.07.149

Cited by 3 publications

(7 citation statements)

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“…Besides being in a good condition while teaching, the teachers need to give some good words to encourage the students to join the online lesson and participate in all activities given. Having a stable emotion to conduct lesson in unusual time, they have to make more preparation with technology tools as teaching materials before starting online session compared to face-to-face session that they only focus preparing the teaching methods in classroom (Ajmain et al, 2020). Hashim (2020) suggested some advice to avoid physiology and psychological pressure during this pandemic which are staying healthy, following the government's COVID-19 orders and the most important is do not believe in any fake news related to COVID-19.…”

Section: Discussionmentioning

confidence: 99%

Challenges on Malaysian Teachers’s Self Efficacy in Online Teaching During COVID-19

Rashid¹,

Haron²,

Haron³

2021

IJARBSS

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Realizing online lessons during COVID-19 needs huge participation from both teachers and students. It is not easy to maintain teachers' performance in this unusual time. There are many challenges faced by teachers in online teaching during this pandemic. This study reviews literature to find out Malaysian teachers' self-efficacy related to their performance in online teaching based on Bandura's four main sources of self-efficacy. This study has its importance in revealing true challenges experienced by the teachers to deliver online lesson especially in Malaysia. This is a descriptive study that is enriched with literature on Malaysian teachers' challenges in online teaching from different published resources from the past two years such as journal articles, newspapers and online essays. The results show that the challenges related to self-efficacy faced by Malaysian teachers are their unreadiness in conducting online teaching, low motivation caused by various problems, pressure in balancing teaching duty and household chores, and worrying about the adoption and acceptance of students for online learning. These challenges were categorized based on sources of self-efficacy, that consists of mastery teaching experience, vicarious experience, social persuasion and physiological and emotional behaviours. It is concluded that the most effective way to obtain high self-efficacy level is through mastery experiences. This study proposes further research on solutions for the challenges related to teachers' self-efficacy by implementing Bandura's four main sources of efficacy beliefs.

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Section: Discussionmentioning

confidence: 99%

Challenges on Malaysian Teachers’s Self Efficacy in Online Teaching During COVID-19

Rashid¹,

Haron²,

Haron³

2021

IJARBSS

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“…Additionally, teachers encourage the utilization of information technology (IT) as presentation tools and user-created content on an individual or group level, exposing students to digital and science computer literacies (Changpetch & Seechaliao, 2020;Nouri et al, 2020;Silva et al, 2020). Indirectly, teachers embolden students to have careers or interests connected to science and technology (Ajmain et al, 2020;Hafni et al, 2020;Yavuz et al, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Different technologies are utilized as tools to support student learning, enable various activities, and enhance collaboration. Teachers are encouraged to provide activities that benefit students in using technology outside school (Ajmain et al, 2020;Chacko et al, 2015;Sanders, 2012;Stohlmann, 2020).…”

Section: Technological Integrationmentioning

confidence: 99%

Mathematics Teachers’ Practices of STEM Education: A Systematic Literature Review

Rahman¹,

Rosli²,

Rambely³

et al. 2021

EUROPEAN J ED RES

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<p style="text-align: justify;">Science, technology, engineering and mathematics (STEM) education is regarded as one of the formulas to embracing many of our imminent challenges. STEM education benefits the learners by encouraging interest in STEM disciplines. This daunting task needs everyone’s concerted efforts in creating and innovating mathematics teachers’ classroom practices Therefore, a systematic review was conducted to identify best practices for STEM education following the guidelines of the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) by Moher et al. (2015). The reviewed articles were published from 2016 to 2020 and accessed using the Scopus and Web of Science (WoS) databases. Three themes for best practices were identified namely (a) core competencies encompassing 21st-century teaching skills; (b) instructional designs; and (c) requisite STEM execution. Results of PRISMA determined the dominant STEM practices were critical thinking, communication, collaboration, problem-solving, research-based pedagogy, problem-based learning and project-based learning, technological integration, accessibility, professional development and learning support, evidence of effectiveness, access to materials and practitioner support, and scalability. Mathematics teachers should determine the best STEM practices to employ even though there is a lack of studies on integrated STEM domains. When more students are interested in venturing and exploring into the field of STEM, the high demand for STEM related careers could be met by the younger generation.</p>

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“…The disruptions of technology and the COVID-19 pandemic have challenged the education system and TPD programs, causing both students and teachers to dramatically adapt to new learning environments and to develop a deeper understanding of what constitutes effective teaching [7]. These affect the active use of distance and online technology in many areas [8] to enhance teaching-learning and management processes [9,10]. Thus, information communication technology (ICT), digital technology, social media, and social networking currently play important roles in establishing the effective coexistence of distance and education management [11,12].…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, adequate support and development of technology-related professional pedagogical content knowledge and motivation for PSTs in education programs are needed [23,24]. However, research has demonstrated that adopting technology for teaching and learning and providing authentic training experiences in educational systems for PSTs are rare [16], even though information technology and online teaching-learning are necessary to enhance their teaching abilities and professional skills [9,25,26]. Adequate access to teaching resources, problems with implementing new teaching strategies, issues regarding technology use, and large classroom size management are challenges currently confronting PST programs in many countries, including Thailand [27].…”

Section: Introductionmentioning

confidence: 99%

Improving Professional Skills of Pre-Service Teachers Using Online Training: Applying Work-Integrated Learning Approaches through a Quasi-Experimental Study

Bamrungsin

Khampirat

2022

Sustainability

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Preparing preservice teachers for professional engagement is important for teacher education and has received much attention over the past decades. Therefore, finding effective training and coaching to improve the professional skills of preservice teachers (PSTs) is of great importance. This study developed a proactive online training program (POTP) based on a model of work-integrated learning (WIL) activities and teacher education. The objective was to evaluate the effectiveness of the POTP in improving PSTs’ professional skills. The participants consisted of 83 PSTs in an education program from two universities in Thailand. This study comprises three phases: phase I, the development of the POTP; phase II, a quasi-experimental study with a pretest-posttest design; and phase III, a focus group discussion. The findings demonstrated that PSTs in the group in which the POTP was implemented exhibited increased professional skill development compared to the PSTs in the control group, i.e., without the POTP. Analysis from the focus group confirmed that participants gained knowledge and satisfying online tools, and they were found to have better skills. They also revealed that the POTP not only improved professional skills but also enhanced the inspiration and confidence of the PSTs and supported their life and career goals and preparation. Therefore, educators, practitioners, and policymakers involved in pedagogical content knowledge development in teacher education programs can apply the POTP and assessment models proposed in this work to develop essential soft skills for PSTs and to better prepare them for their careers as teachers in the 21st-century digital era.

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Covid19: The Benefits of Informatiom Technology (It) Functions in Industrial Revolution 4.0 in the Teaching and Facilitation Process

Cited by 3 publications

References 0 publications

Challenges on Malaysian Teachers’s Self Efficacy in Online Teaching During COVID-19

Challenges on Malaysian Teachers’s Self Efficacy in Online Teaching During COVID-19

Mathematics Teachers’ Practices of STEM Education: A Systematic Literature Review

Improving Professional Skills of Pre-Service Teachers Using Online Training: Applying Work-Integrated Learning Approaches through a Quasi-Experimental Study

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