Classroom Innovation of Technology Teaching

in Malaysian Secondary Schools: Some Preliminary Findings

Introduction

Background

Aim &
Significance

PURUSHOTHAMAN RAVICHANDRAN Research

Lecturer Questions
Kolej Yayasan UEM
E-mail: ravi@kyuem.edu.my Methodology

and
Data Analysis
RAJENDRAN NAGAPPAN
Associate Professor Discussion/
Sultan Idris University of Education Findings
E-mail: nsrajendran@hotmail.com
Conclusion
Session plan
Introduction

Background

Aim &
Introduction Significance
Background Research
Aim and Significance Questions
Research questions
Methodology
Methodology
 Instruments and Sample
 Research procedure Data Analysis

Data analysis Discussion/

Findings
Discussion & Findings
Conclusion Conclusion
 Introduction
Introduction

Background

Aim &
Significance

Research
Comparing the evidence of teachers using ICT in Questions
schools twenty years ago with that available today,
it shows that there is a steady growth of innovative Methodology
and experienced teachers able to use ICT to
improve their pupils' attainment. What is needed Data Analysis
now is a way of helping more teachers and pupils
benefit from these opportunities and experiences. Discussion/
(http://www.becta.org.uk, 2003). Findings

Conclusion
 Introduction
Introduction

Background

Aim &
Significance

Research
Online teaching increases multicultural awareness Questions
among the students of different cultures (Roblyer,
1991) & enhances communication skills with each Methodology
other (Cohen & Riel, 1989). A final most compelling
reason for integrating technology into teaching and Data Analysis
learning is the need for students to learn skills that
will prepare them to become lifelong learners in an Discussion/
information society (M.D.Roblyer, Jack Edwards 1998). Findings

Conclusion
 Introduction
Introduction

Background

Aim &
Significance

Research
Teachers must be trained in the use of computers Questions
in education to make meaningful curricular
decisions when using them in the classroom. Data Methodology
available suggest that teachers, even those who
have been trained, in general, find it problematic to Data Analysis
effectively infuse technology into teaching using
Web-tools (http://www.ejisdc.org,2001). Discussion/
Findings

Conclusion
 Introduction
Introduction

Background

Aim &
Significance

Research
This calls for a need to re-examine the ways in which Questions
teachers are currently using technology in their
teaching and how the secondary school teachers Methodology

can be re-educated to adapt themselves to Web-

based teaching environment . Data Analysis

Discussion/
Findings

Conclusion
 Background
Introduction

Background

Aim &
Significance

Research
Malaysia, as a nation that intends to be fully Questions
developed by the year 2020 (Ahmad Sarji Abdul
Hamid, 1993), has embarked on various information Methodology
technology (IT) projects that will keep it abreast of
the information era ("Corridor of Power," 1997; Ministry Data Analysis
of Education, 1997).
Discussion/
Findings

Conclusion
 Background
Introduction

Background

Aim &
Significance
In Malaysia, online technology has been promoted
Research
in secondary schools since 1990s through various Questions
ICT programmes such as Electronic Resource
Centre, Smart School Project (Gan, 2001; Ishak Methodology
Hizam, 1993) and also Global SchoolNet Project
(Chan, 2002). Although many such projects have Data Analysis
been implemented, there is still skepticism of the
effectiveness of these projects in influencing the Discussion/
Findings
teachers and students in Malaysian secondary
schools.
Conclusion
 Background
Introduction

Background

Aim &
Only 17.54% of the 4670 secondary and primary Significance
schools surveyed used computers for teaching
and learning (ETD, 1999). Also ETD has further Research
Questions
surveyed the amount of use of the courseware
(CD titles) provided by them during 2001 and the
Methodology
findings showed that 796 schools surveyed do
not use the provided courseware.
The reasons given were: Data Analysis
• courseware was not compatible with the
computers in school, Discussion/
• teachers did not use the courseware Findings

because they were not provided with

sufficient training and support (ETD, 2001). Conclusion
 Background
Introduction

Background

Aim &
Significance

Research
Questions
As such there is a need to investigate what has
to be changed in order to motivate, train and Methodology
empower the teachers to have good knowledge
and skills, belief, confidence and higher
Data Analysis
attainment in effectively teaching classes by
integrating technology in teaching. Discussion/
Findings

Conclusion
 Aim & Significance
Introduction

Background

Aim &
Significance
This study focuses on
2) The current skills and confidence level the Research
teachers have to integrate technology in Questions
teaching using Web-tools.
3) It attempts to find the attitude, knowledge, and Methodology
belief the teachers have in using Web-tools.
4) It finds a suitable method for the teachers at the Data Analysis
secondary schools, as to how they should be
empowered to use ICT in teaching in a Web-
Discussion/
based environment and Findings
5) It tries to find out how the teachers could adapt
themselves in a Web-based teaching Conclusion
environment.
Research Questions
Introduction

Background

Aim &
Significance
RQ 1:
What is the current level of knowledge, skills, Research
attitude and beliefs of the present secondary Questions
school teachers in using Web-tools in
classrooms?
Methodology
Ho: There is a significant difference between the
teachers having ICT knowledge and those without Data Analysis
ICT knowledge opting for Web-based teaching

Ho: There is no significant difference in knowledge Discussion/

Findings
and skills between rural and urban teachers in
using Web-tools, as a part of their teaching tool
Conclusion
Research Questions
Introduction

Background

Aim &
Significance

Research
Questions

RQ 2: Methodology
What learning opportunities do teachers
have in order to use Web-tools in their Data Analysis
classroom teaching?
Discussion/
Findings

Conclusion
 Research Questions
Introduction

Background

Aim &
RQ 3: Significance
How could teachers at secondary schools in Malaysia
be empowered to use ICT in teaching in a Web-based Research
Questions
environment?

a) How far can the teachers adapt themselves to Methodology

Web-tools?

c) What is the learning curve of the teachers while Data Analysis

infusing Web-tools in their teaching?
Discussion/
c) What kind of framework does the Ministry need to Findings
promote the use of Web-tools based on the
lifespan and learning cycle of the teachers at the Conclusion
secondary schools?
 Methodology
Introduction

Quantitative
Qualitative
Background
 9 districts in the state of Perak
Aim &
 Questionnaire administered Significance
to 216 Secondary Schools Research
Questions
 English, Maths
 9and Science
districts in the state of Perak
teachers who were teaching
Questionnaires in
administered to 216 Methodology
the form-3 and Secondary
form-4 class Schools
were administered with
questionnaire. English, Maths and Science teachers who
 Data Analysis
were teaching the form-3 or form-4 classes
were given questionnaires.
Discussion/
Findings

Conclusion
 Methodology
Introduction

Qualitative
Background
 9 districts in the state of Perak
Aim &
 Questionnaire administered Significance
to 216 Secondary Schools Research
Questions
 English, Maths and Science
teachersObservations
who were teaching in
and interviews with Methodology
the form-3
10 and form-4
teachers class
from 2 districts, 5 each from
were administered with
rural and urban school districts.
questionnaire. Data Analysis

Discussion/
Findings

Conclusion
District-wise respondents to the questionnaire

Introduction

Background
Total Percentage of
number Questionnaire Aim &
Name of the Number of of schools received Significance
districts Questionnaire received in from each
in Perak from each district the district districts
Research
Batang Padang 20 21 95 Questions

Manjung 16 19 84
Methodology
Kinta 61 65 94

Kerian 15 17 88 Data Analysis

Kuala Kangsar 15 18 83
Discussion/
Hilir Perak 17 22 77 Findings
Larut Matang &
Selama 25 28 89 Conclusion
Hulu Perak 8 12 67

Perak Tengah 14 14 100

Total 191 216 88

2
Perceived problems of Web-based teaching
Introduction

Statement Percentage of Respondents Background

Disagree Slightly Fairly Strongly

agree agree agree Aim &
Significance
1. The speed of the Internet may be very slow 8.1 59.0 26.0 6.9
Research
2. Most of the computers are old 18.7 56.9 19.4 5.0
Questions
3. Teaching time is too short for CAI 12.9 65.9 17.6 3.6
4. The school does not provide sufficient educational 38.4 38.8 18.6 4.2 Methodology
software for the subject
5. Most of the students are happy to replicate other students’ 9.2 57.4 29.5 3.8
work and this makes it difficult for teachers to assess Data Analysis
students’ ability
6. The school does not provide computer training for 27.2 53.3 15.5 4.0 Discussion/
students in e-learning Findings
7. There is no internet connection in the school and students 53.1 31.3 12.0 3.6
may not be able to use the internet Conclusion
8. Most of the software CDs provided do not fit the 44.7 18.4 32.6 4.3
requirement of the curriculum
9. It is difficult for a teacher to teach additional subject 19.1 49.5 26.2 5.2
matter using computer because most of the time teachers are
involved in meetings, workshops and seminars

2
Discussion & Findings
Introduction

Background

Aim &
Significance
1) Respondents collectively agree that the speed of
the internet may be slow; (close to 92.0 percent of Research
them perceive this to be so). Questions

2) Teaching time is too short for CAI (87.1 percent

Methodology
agreeing).
3) This is followed by most of the computers are
old (81.3 percent agreeing). Data Analysis

4) Difficult to teach additional subject using

Discussion/
computer because most of the time they are Findings
involved in meetings, workshops and seminars
(80.9 percent agreeing). Conclusion
Discussion & Findings
Introduction

Background

Aim &
Significance

Research
Questions
Further the school does not provide computer
training for students in e-learning (72.8 percent Methodology
agreeing); the school does not provide sufficient
educational software for teaching the subject (61.6
Data Analysis
percent agreeing); and most of the software CDs
provided do not fit the requirement of the Discussion/
curriculum (55.3 percent agreeing). Findings

Conclusion
 Discussion & Findings
Introduction

Background

However, these problems need not be a permanent stumbling Aim &

Significance
block to the implementation of technology integration with
classroom teaching in schools for a number of reasons. Research
Questions
1) The largest proportion of respondents who perceive these problems are
within the “slightly agree” category.
Methodology
2) The lack of physical facilities such as having old computers should not be a
problem in the first place because if the authority wishes schools to implement
e-learning successfully, it must provide sufficient ancillary equipment. Data Analysis

3) Some of the perceived problems such as teachers being too involved with
meetings, workshops and seminars seem to be perpetual problems in schools Discussion/
with or without e-learning. Findings

4) The unsuitability or the lack of software in schools should be transition in

Conclusion
nature as much as the lack of suitable textbooks was initially a problem in
conventional teaching in the history of education in the country .
 Discussion & Findings
Introduction

Background

Aim &
Significance

Added to the above quantitative analysis, from the Research

observation and interview results, assessments were done to Questions
find how far the teachers can adapt themselves to Web-tools.
Methodology

Teachers were graded based on the level of difficulties and

Data Analysis
skills exhibited using the observation chart and case-ordered
effects matrix. Comfort levels for using Web-tools were scaled
Discussion/
using “Limited”, “Moderate” and “High”. Findings

Conclusion
 Teachers’ attainment through various
modules of Web-tools
Introduction

Background
Four learning contracts were used for assessing the teachers’ attainment through
Various modules of Web-tools. Aim &
Significance

Research
Questions

Methodology

Data Analysis

Discussion/
Findings

Conclusion

www.kyuemravi.com
 Teachers’ attainment through various
modules of Web-tools
Introduction

Name Lesson plan Posting Uploading Creating Attendance. Reports/ Quiz Web-tools
Message Notes Links Remarks Usage
Background
L M H L M H L M H L M H L M H L M H L M H L M H

Vel
Aim &
       
Significance
Gouri         Research
Questions
Azila        

Lau
Methodology
       

Suriathy         Data Analysis

Khalijah        
Discussion/
Padhma Findings
       

Krishna         Conclusion

Loh        

Mohan        

L – Limited M- Moderate H- High

Discussion & Findings
Introduction

Background

Aim &
Significance
From the ten teachers observation results, only
Thusteachers
four it is evident that even
showed much a competent
innovationinnovator
while Research
may struggle Questions
journeying thoughintheusing suchmodules.
Web-tools Web-tools.ThoseAs
Therefore,
specifically this struggle by the teachers cannot
teachers whopointed
did notout showby Goldman,
the same Cole, and
level of
Syerbe that
considered as a fear ortechnology
an aversion projects
towards Methodology
innovation teachers’
cannot be first
underestimated in the
technology
generate innovation,
excitement but but rather a desire to
effectiveness of the use ofoften little
Web-tools. content
For
move up
learning. in their
Often it learning
takes a fewprocess.
years untilinteachers Data Analysis
instance, Krishna Kumar was quite strong some
ofcan
the use technology
qualities, effectively
while infusing in coreHesubject
Web-tools. was Discussion/
areas
also (Goldman,
quite Cole, & Syer,proficient.
technologically 1999). In addition Findings
he had journeyed through most of the Web-tools
modules easily. Conclusion
 Conclusion
Introduction

Background

Aim &
Significance

Research
What seems
Although even more
teachers were problematic
confident is and
that Questions
teachers dotonot
enthusiastic feelthese
face sufficiently equipped
challenges and
in their
prepared to there
classroom integratearethe technology
weaknessesteaching
and Methodology
using Web-tools
dissonance into their
of pattern teaching.
exhibited As a what
against result
of this,
was to a large extent,
recommended by the the reformers
kind of teaching
and Data Analysis
that goes on in the classrooms investigated
researchers.
seems to be distinctively different from what is Discussion/
Findings
expected from the reformers.
Therefore, there seems to be a need for localised Web-tools and Conclusion
training to suit the teachers to infuse Web-based teaching.
 Reference
Introduction

Background

Aim &
Significance

Research
Chan, F. M. (2002). ICT in Malaysian Schools: Policy and Strategies [Online]. Available: Questions
http://gauge.u-gakugei.ac.jp/ [2005, June 23].
Cohen, Moshe and Margaret Riel.1989. "The Effect of Distant Audiences on Students' Writing,
AERA Journal, Summer”, 1989.
Methodology
Gan, S.L. (2001). IT & Education in Malaysia: Problem, issues and challenges. Petaling Jaya:
Pearson Education Malaysia.
Goldman, S., Cole, K., & Syer, C. (1999). The technology/content dilemma [Online].
Available: http://www.ed.gov/rschstat/eval/tech/techconf99/whitepapers/paper4.html Data Analysis
Roblyer.M.D. , Jack Edwards Integrating Educational Technology into Teaching.
Available: http://cwx.prenhall.com/bookbind/pubbooks/roblyer/.
Discussion/
Findings

Conclusion