Malaysian Teachers’ Perception of Applying Technology in the Classroom

Nikian, Samira; Nor, Faizah Mohamad; Aziz, M.A.F. Abd

doi:10.1016/j.sbspro.2013.10.380

Cited by 24 publications

(18 citation statements)

References 19 publications

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“…There are also teachers who have knowledge but do not use them because of time constraints. Early planning needs to be done to integrate in teaching and at the same time, teachers need to complete all the topics into the syllabus in preparation for exams and many outdoor activities [20,27,29]. This situation is explained by the study conducted by Awang et.…”

Section: Discussionmentioning

confidence: 99%

FrogVLE Application in Science Teaching in Secondary Schools in North Malaysia: Teachers’ Perspective

Ramli

Saleh

2019

Education Sciences

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The frogVLE application was launched in Malaysia to provide a virtual learning environment in order to produce competitive and relevant students in the 21st century. As science is one of the most important subjects for the development of a nation, the perspective of teachers as policy implementers should be taken into account in ensuring that the desire is achieved. Hence, this study aimed to investigate the level of application of frogVLE in secondary school science teaching in the northern peninsular of Malaysia. This qualitative study involved 50 secondary school science teachers in Perak, Kedah, Penang and Perlis. Each respondent was required to answer a questionnaire which consists of 20 questions. Five teachers were randomly interviewed by the researcher. The data were analyzed descriptively. The analysis results provide a real picture of how the frogVLE application is used in teaching, as well as the issues, challenges and suggestions for improvements in frogVLE while teaching secondary school science subjects. The findings from this study are expected to help the Ministry of Education to develop programs and improve the use of the frogVLE application in teaching science in secondary schools. In conclusion, a virtual learning environment such as the frogVLE application can only be used optimally to help improve science teaching excellence if the relevant issues are solved and supportis received from all parties.

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Section: Discussionmentioning

confidence: 99%

FrogVLE Application in Science Teaching in Secondary Schools in North Malaysia: Teachers’ Perspective

Ramli

Saleh

2019

Education Sciences

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“…While students may feel ill at ease learning through an electronic device, teachers may feel the same when teaching with the aid of a computer (Zhao and Cziko 2001;Bawer and Kenton 2005;Nikian et al 2013). In the failed case, while the teacher took students as her subjects, wasn't the teacher also a subject of the case and clearly showed a lack of understanding of FCM?…”

Section: Teachers' Lack Of Enough Knowledge and Techniques Concerningmentioning

confidence: 99%

Current problems with the prerequisites for flipped classroom teaching---a case study in a university in Northwest China

2018

Smart Learn. Environ.

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With the rapid advancement of IT, more and more attempts have been made to incorporate this modern technology into education. Of the newest teaching and learning devices and approaches, the use of microlectures and the idea of flipped classroom model(known as FCM) have caught the attention of many teachers. While the new teaching device and the innovative teaching approach succeed in some teachers' classes, they are doomed to failure in others' for this new approach involves prerequisites of which many teachers might not be fully aware of before their teaching practice, the lack of which might become barriers. This paper presents a post hoc analysis of a failed case with FCM and attempts to discuss, at a macroscopic level, problems with preconditions for FCM that currently exist, in the hope that teachers who are making an attempt at FCM can be aware of these problems and thus would make better preparation for it so as not to repeat the failure should they conduct FCM in their teaching. As are revealed by a detailed analysis of the reasons and a further deliberation on the failure with regard to a successful case, students' inadaptability to unmonitored e-learning, teachers' inadequate knowledge of computer science and information technology, the lack of a desirable communication platform and restrictive syllabuses may all hinder the smooth application of FCM, among which, the lack of a desirable communication platform and teachers' lack of adequate knowledge of computer science and information technology have become a bottleneck in the application of FCM.

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“…Although schools often incorporate a variety of technologies, technology use in the schools still falls short to answer 21st century students' learning needs, particularly in developing countries (Karaca, & Yildirim, 2013). For instance, Nikian, Nor, and Aziz (2013) found that some teachers are still resisting the use of technology in their classrooms. In addition, such implementation should not be hindered by the common obstacles to technology integration such as knowledge, skills, confidence, access, time, and many others.…”

Section: Introductionmentioning

confidence: 99%

Male and female language teachers' technology integration differences in elementary schools in the United Arab Emirates

Almekhlafi

Ismail

Al-Mekhlafy

2016

IJRSET

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Today, educators and policy makers are paying increasing attention to the integration of educational technology in K-12 schools to promote better learning outcomes. Research has recently indicated that integrating technology into the curriculum promotes not only stimulating curricula based on real world problems and tools, but it also expands opportunities for successful teaching and learning. Teachers have found technology to be a motivating and appealing tool in their classes, particularly when it comes to teaching languages. However, investigating the differences between male and female teachers pertaining to technology integration strategies and applications has not received enough attention, particularly in elementary schools in the United Arab Emirates (UAE). The purpose of this study was to investigate the differences between male-female teachers' technology integration in elementary schools in the UAE. A Questionnaire and focus group interviews were used as the two main tools for data collection. Results show some significant differences between male and female teachers in the strategies and intensity of technology integration in their classes.Both quantitative and qualitative results show that teachers perceived technology as a tool for promoting language teaching and learning. Recommendations for successful technology integration were highlighted at the end of the study. Suggestions for conducting further studies were also discussed.

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Malaysian Teachers’ Perception of Applying Technology in the Classroom

Cited by 24 publications

References 19 publications

FrogVLE Application in Science Teaching in Secondary Schools in North Malaysia: Teachers’ Perspective

FrogVLE Application in Science Teaching in Secondary Schools in North Malaysia: Teachers’ Perspective

Current problems with the prerequisites for flipped classroom teaching---a case study in a university in Northwest China

Male and female language teachers' technology integration differences in elementary schools in the United Arab Emirates

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