The development and policies of ICT supporting educational technology in Singapore, Thailand, Indonesia, and Myanmar

Machmud, Muhammad Takwin; Widiyan, Agung Purwa; Ramadhani, Noer Risky

doi:10.11591/ijere.v10i1.20786

Cited by 43 publications

(44 citation statements)

References 12 publications

(18 reference statements)

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“…According to Esplin, Stewart, and Thurston [14], excellent professional practice is the best step in channeling all school people from top management, teachers, and students. Meanwhile, the practice of digital citizenship among principals prioritizes the safe, legal and ethical use of ICT in every activity, especially the use of resources in cyberspace [30], [37]. Thus, the characters of technology leadership are the trigger to the higher confidence of teachers to be able to use more sophisticated digital devices.…”

Section: Discussionmentioning

confidence: 99%

The authority of principals’ technology leadership in empowering teachers’ self-efficacy towards ICT use

Ismail

Omar

Raman

2021

IJERE

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<span>The application of information technology and communication (ICT) in education has a significant impact on teachers. Administrators pressure them to use ICT to improve the quality of teaching and to learn in the classroom. However, teachers are still skeptical of the ability to embody pedagogical strategies through the use of ICT. The purpose of this study was to explore the relationship between principals’ technology leadership and teachers’ self-efficacy. The study also determined the dimensions of technology leadership that are predictors to the empowerment of teachers' self-efficacy in using ICT. There are two instruments used, namely NETS-A and TSES. The respondents of the study consisted of 376 teachers in Malaysia. The study was conducted based on a quantitative approach, and respondents were selected through multi-level sampling. The results of the t-test found no significant difference for the gender of teachers on the improvement of self-efficacy. Through correlation testing, there was a moderate relationship between technology leadership and teachers’ self-efficacy. Even so, there is 24% of the influence of technology leadership that affects teachers' self-efficacy. Two contributing dimensions are excellence in professional practice and digital citizenship. In summary, principals can generate a revival of teachers' self -efficacy if they wisely encourage them to use ICT. Principals should be role models to teachers and students in ensuring that the concept of pedagogy in the classroom is always carried out through an ICT approach.</span>

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Section: Discussionmentioning

confidence: 99%

The authority of principals’ technology leadership in empowering teachers’ self-efficacy towards ICT use

Ismail

Omar

Raman

2021

IJERE

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“…The use of ICT packaged in a computer is an innovation that can be applied in learning [15]- [17]. As part of forms of technology computer has a great potential for learning processes because the development of technology has become an integral part of human life, moreover computer has been considered as one of the appropriate digital devices for the educational process [18], [19]. This is similar to the study conducted by Shatri [20] regarding the implementation of the ICTs in education institutions in several countries such as Thailand, Myanmar and Singapore, the study results indicate the fact that the integration of the ICTs into the education system is a basis of the formation of higher human resources, this shows that Singapore, Thailand, Indonesia, and Myanmar have demonstrated an initiative to integrate ICT into education.…”

Section: Introductionmentioning

confidence: 99%

Students’ opinions on the need for interactive multimedia development for entrepreneurship learning

Budiarto

Rejekiningsih

Sudiyanto

2021

IJERE

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<span>The use of information technology in education has the potential to have positive outcomes in the face of globalization. This study aimed to identify various needs in order to integrate technology into learning. The study employed a quantitative approach with a survey method to senior high schools. The questionnaire was used as a data collection instrument which was distributed to a research sample of 60 students who were randomly selected. The results revealed that students' attitudes toward the integration of technology into the learning process are inversely proportional to their use of learning media, which is still limited to the printed module. Students would like to create interactive multimedia as a medium for learning craftsmanship and entrepreneurship, based on the needs of students who are technologically literate and efforts to optimize the use of facilities that available at school.</span>

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“…These functions have gone a long way to aid and support the delivery of information for the improvement of teaching and learning. The integration of ICT into education is imperative to the improvement of the teaching and learning process (Machmud et al, 2021). Also, ICT has become quintessential in all spheres of life due to the proliferation of digital technologies, both in formal and informal educational settings.…”

Section: Introductionmentioning

confidence: 99%

Colleges of Education Lecturers’ Attitude Towards the Use of Virtual Classrooms for Instruction

Ekunola¹,

Onojah²,

Talatu³

et al. 2021

Indonesian J. Multidic. Res.

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This study aimed at examining the attitudes of the college of education lecturers towards the use of VCs for instruction in Ondo State. The objectives were to: (i) examine lecturers’ attitude towards the use of VCs, (ii) determine the difference in lecturers’ gender on their attitude towards the use of VCs, and (iii) examine lecturers’ attitude towards the use of VCs based on years of teaching experience. A self-structured questionnaire with a reliability result of 0.70 was used to collect data from 298 lecturers. Frequency counts, percentages, and mean were used to answer research question 1, and an independent sample t-test was used to test hypotheses 1-2 at a 0.05 level of significance. It was revealed that lecturers had a positive attitude towards the use of VCs, no significant difference in the lecturers’ attitude towards the use of VCs based on gender and there was a significant difference between the less experienced and the experienced lecturers' attitudes towards the use of VCs in favor of less experienced lecturers. The study concluded that irrespective of gender, lecturers’ attitudes towards the use of VCs do not vary, while there are disparities in the lecturers' years of teaching experiences, this implied that, regardless of the instructors' gender, integrating VCs for education will be a welcome development. While lecturers’ attitude is influenced by their years of teaching experience. The study recommended among others that concerned agencies and school management should sensitize, train, and provide an enabling environment.

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The development and policies of ICT supporting educational technology in Singapore, Thailand, Indonesia, and Myanmar

Cited by 43 publications

References 12 publications

The authority of principals’ technology leadership in empowering teachers’ self-efficacy towards ICT use

The authority of principals’ technology leadership in empowering teachers’ self-efficacy towards ICT use

Students’ opinions on the need for interactive multimedia development for entrepreneurship learning

Colleges of Education Lecturers’ Attitude Towards the Use of Virtual Classrooms for Instruction

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