The Emergence of New Technology in Malaysian Smart Schools: Views of Islamic Education Teachers and Students

Hamzah, Isa; Ismail, Amirah; Tamuri, Ab. Halim; Embi, Mohamed Amin; Maimun, Aqsha Lubis

doi:10.18848/1447-9494/cgp/v16i04/46247

Cited by 13 publications

(19 citation statements)

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“…Despite the importance of these strategies for improving teaching and learning, in practice less attention has been given them. These results are consistent with those of Keong et al (21), Gladun and Rogushina (31), Pelgrum (32), Hamzah et al (33), Umar and Hassan (34), and Mohajer et al (35). Factors inhibiting the use of information technology in the teaching process were identified by these studies as hardware and software shortages, lack of knowledge regarding methods of combining information and communication technology with curriculum, inadequate computers, lack of skills and knowledge of teachers, problems integrating IT with training and its process, problems in adapting to the new role of training, lack of preparedness of students, lack of a valid scientific pattern, low-level performance by teachers in integrating information and communication technology in the teaching process, and the lack of coherent planning to create continued teaching-learning of students outside of school hours.…”

Section: Discussionsupporting

confidence: 92%

“…Their results indicated that the growth of learning systems require new, more complicated hardware and software; feedback to the student is always delayed and time-consuming (31). The results of Pelgrum's research entitled "determine the barriers to the integration of information and communication technology in education: the results of the worldwide educational assessment" as well as those of Hamzah et al entitled "the impact of technological changes on Malaysia's smart school students and teachers of Islamic education" have pointed to inadequate computers, low skills and knowledge of teachers, problems in integrating technology with teaching and its processes, difficulty in adapting to the new teaching role, students' lack of preparation, and the lack of scientific patterns as barriers and challenges to the development of smart schools (32,33). Omar and Hassan reported their research results in "Malaysia's level of integration of ICT teachers and their perception of impact on the teaching-learning."…”

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confidence: 99%

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Strategies to Improve Teaching-Learning Process in Smart Schools in Terms of Teaching Method

Dolati

Jamshidi

Beidokhti

2016

Interdiscip J Virtual Learn Med Sci

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Background: The rapid changes and breakthroughs in technology have affected teaching and learning methods. Accordingly, this study aimed to identify strategies related to teaching methods to improve the teaching-learning process in smart schools in Semnan province. Methods: This combined exploratory research first employed the qualitative method and then the quantitative method. Interviews and quantitative content analysis were used in the qualitative part, and a cross-sectional survey was used in the quantitative part. The results of the analysis and in-depth study of theoretical foundations were set into the form of a questionnaire made by the researcher. Content validity was determined by experts, and reliability of the questionnaire was determined using Cronbach's alpha coefficient as 0.77 in the desirable status and 0.92 in the status quo. In the quantitative part, the research questionnaire was completed by 310 teachers, principals, and information and communication technology experts who were selected by stratified sampling in the year 2015. For data analysis, chi-square tests with a Friedman significance level of 0.05 and SPSS version 22 were used. Results:The results showed that collaborative methods of teaching ranked first in utmost importance with an average of 4.53 in the significance level of 0.05, use of educational software in teaching ranked second with an average of 4.29, controlling and directing the class with a variety of teaching-learning strategies ranked third with an average of 4.26, and the student-centered teaching method with an average of 4.15 ranked fourth in improving the teaching-learning process in smart schools. Conclusions: Based on the results, it can be deduced that the collaborative teaching method and use of educational software in teaching can improve the teaching-learning process in smart schools.

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Section: Discussionsupporting

confidence: 92%

mentioning

confidence: 99%

Strategies to Improve Teaching-Learning Process in Smart Schools in Terms of Teaching Method

Dolati

Jamshidi

Beidokhti

2016

Interdiscip J Virtual Learn Med Sci

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“…From time to time, Miss Ashley also invites professional trainers to come to the school to train teachers, especially on more advanced applications such as the Adobe Creative Suite and Drupal. This finding, reaffirms the earlier study conducted by Hamzah, Ismail and Embi (2009), who reported that, participation in the ICT related training courses is beneficial for teachers, as they acquire valuable knowledge and skills of new media, and make them to be more positive, and confident in utilising new media for teaching and learning purposes.…”

Section: Teachers' Attitude and Knowledge Of New Mediasupporting

confidence: 89%

The Integration of New Media in Schools: Comparing Policy with Practice

Ismail

2015

IES

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Beyond policy, this paper investigates the actual practice related to the integration of new media in schools. Despite continuous government effort to integrate new media in schools, the use of digital technologies for teaching and learning in the classroom remains limited. This study suggests that, apart from the issue related to the state of technological infrastructure, other related factors, including school's leadership and policy, and teachers' attitude and knowledge of new media, can also influence the integration of digital technologies into the classroom. Hence, it is important for schools to develop a comprehensive policy of new media, to ensure that the technological infrastructure is carefully managed and maintained. Schools also should provide teachers with continuous professional development opportunities, to ensure that their knowledge and skills of new media remain relevant in the constantly changing digital environment.

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“…However, the relationship between organizational culture and the 1BestariNet application showed an inverse correlation. The organizational culture at school, which could be considered the best in terms of communication, innovation, returns and staff participation, resulted in its staff to refuse using the 1BestariNet application which had a lot of technical problems (Hamzah et al, 2009). Good communication and staff participation between the staff and the management (Ali et al, 2011) propelled them to use other initiatives like Broadband service instead of the 1BestariNet application.…”

Section: Discussionmentioning

confidence: 99%

Service Quality, Organisational Culture, and Technology Acceptance Towards 1bestarinet Application in Northern Malaysia

Yunus¹,

Kamarudin²,

Zachariah³

et al. 2017

EDULEARN Proceedings

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Since a decade ago, the Malaysian educational system has undergone a tremendous transformation due to recent technological advancement. To achieve the targets in the Malaysian Educational Blueprint, comprehensive usage of technology is crucial, not only in teaching and learning but also in management and administration. This study had been conducted using online administered questionnaires. About 80 secondary school teachers randomly selected in northern states of Malaysia, managed to complete all the questions in the questionnaires. The data collected were analyzed using SPSS and SmartPLS. It was found that organizational culture and technological acceptance influenced the 1BestariNet application but service quality did not. As such, this study had been conducted to fill in the gaps in previous research, especially in terms of the extent of the influence of service quality, organizational culture and technology acceptance on the 1BestariNet application. Future research directions were recommended at the end of the paper.

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The Emergence of New Technology in Malaysian Smart Schools: Views of Islamic Education Teachers and Students

Cited by 13 publications

References 0 publications

Strategies to Improve Teaching-Learning Process in Smart Schools in Terms of Teaching Method

Strategies to Improve Teaching-Learning Process in Smart Schools in Terms of Teaching Method

The Integration of New Media in Schools: Comparing Policy with Practice

Service Quality, Organisational Culture, and Technology Acceptance Towards 1bestarinet Application in Northern Malaysia

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