The Integration of Information and Communication Technology (ICT) in Teaching and Learning in Government and Private Preschools in Malaysia

Mamat, Nordin; Kamaruddin, Kamarulzaman; Ali, Siti Rahaimah; Noh, Noraini Mohamed

doi:10.6007/ijarbss/v10-i11/7881

Cited by 3 publications

(6 citation statements)

References 3 publications

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“…The findings obtained in this direction are in parallel with the prior studies (e.g. Abuhmaid, 2011;Mamat et al, 2020;Malhotra, 2014).…”

Section: Promotion Of Ict Training For Teacherssupporting

confidence: 90%

Digital disruption in early childhood education from teachers' point of view: A qualitative research

Ahmad

2023

Adv. Mobile Learn. Educ. Res.

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In the digital age, teachers must have a more favourable attitude toward information and communication technology (ICT). In the current study, the researcher used a qualitative interview to learn more about early childhood teachers (ECTs) perspectives on the use of ICT in online learning during the Covid-19 pandemic. The researcher in Palestine interviewed 63 female early childhood educators to collect data. "Thematic coding techniques" were used to analyze the interview data. Within five main themes, "ICT advantages" (8 sub-subjects), "the significance of ICT competencies" (2 sub-subjects), "promotion of the ICT training" (5 sub-themes), "the uses of ICT" (6 sub-subjects), and "challenges to using ICT", the research gathered specific information on how teachers perceived digital disruption during the Covid-19 pandemic (5 sub-subjects). The findings showed that increased promotion of ICT training that encourages ICT use among ECTs is necessary. This study adds to the body of knowledge regarding the application of ICT in the early childhood teaching process. Additionally, this study expands on empirical research findings that help report on the use of online learning in Early Childhood Education (ECE), particularly in times of crisis.

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“…The findings obtained in this direction are in parallel with the prior studies (e.g. Abuhmaid, 2011;Mamat et al, 2020;Malhotra, 2014).…”

Section: Promotion Of Ict Training For Teacherssupporting

confidence: 90%

Digital disruption in early childhood education from teachers' point of view: A qualitative research

Ahmad

2023

Adv. Mobile Learn. Educ. Res.

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“…The highest mean was recorded for item A16 which is mean = 4.40; sd = 0.621, A17 mean = 4.36; sd = 0.556, and A15 mean = 4.10; sd = 0.607 or more than 85 percent agreed that the design aspects of size and font, text arrangement and screen design are given priority. The findings of this study are similar to the study by Mamat et al, (2020) that discovered the color selection of screen design in the development of multimedia applications has positive implications and helps students to understand the topics being taught. While Razalli et.…”

Section: Objectivessupporting

confidence: 84%

“…Findings on the interface in the application software that contains key elements such as screen background, windows and panels, buttons and control icons, text, graphics, audio, video, animation and as well as the interface design process involves the production of displays for user viewing. The design then should focus on the needs of the users rather than following the preferences of the designer or software developer, which is similar to the study of Mamat et al, (2020). Furthermore, text -based instructions on small screen displays should be clear and concise.…”

Section: Resultsmentioning

confidence: 99%

“…A study by Nawi & Hamzah (2013), found that the use of mobile applications in education is still at an early stage in Malaysia. According to Chan et al ( 2013) smartphone applications developed by individuals, business sectors, government agencies, military, and institutions are generally for purpose of entertainment, problem solving and meeting daily needs (Mamat et al, 2020). The mobile apps are mainly simple, user-friendly, and inexpensive in features.…”

Section: Problem Statementmentioning

confidence: 99%

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Development of Prayer Mobile Application Software for The Hearing Impaired (Deaf) Based on Malaysian Sign Language

Razalli¹,

Mamat²,

Razali³

et al. 2021

IJARBSS

Self Cite

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This study highlights on development of mobile prayer software for the hearing impaired community. The design and development research method (DDR) of this study is through instructional design model through five phases namely analysis, design, development, implementation and evaluation (ADDIE). The study sample involves 276 people consisting of deaf respondents, students with hearing impairments, teachers and experts in the field of information technology. The study identified that the software and design of the prayer mobile application for the hearing impaired users should include interactive features particularly graphics, animation, voice, video, text size and arrangement, as well as font size and colours. As for the design display, there are six elements should be given priority namely balanced topographic arrangement elements, bright theme divider, data divider, navigation, horizontal line layout and button section. Hence, the development of a mobile prayer application helps the special-need-users to perform their prayer obligation apart from increase their understanding on the Islamic Education component.

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“…Although many PE teachers are aware of the ability of technology to provide benefits, some PE teachers believe that the time it would take to learn and plan for technology integration would not justify its use. PE teachers must address several logistical issues, such as learning about the technology's features, planning how to introduce the technology to students, planning how to manage the technology, and considering how to use the data for pedagogical purposes, in order to effectively integrate technology into instruction [34,35]. These processes are time-consuming, so some PE teachers believe the work is not worth it.…”

Section: Discussionmentioning

confidence: 99%

Perceived barriers to adopting information and communication technology in physical education

Irwahand

Mat-Rasid

Lee

et al. 2022

ppcs

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Background and Study Aim. The use of Information and Communication Technologies (ICTs) in Physical Education (PE) brings the science of sports to life by combining physical and mental activity. It also helps students focus better on practical and theoretical work. The purpose of this study was to investigate the perceived barriers to adopting ICTs in PE lessons among high school teachers in Malaysia. Material and Methods. A total of 112 Physical Education teachers were selected by stratified random sampling to answer an online questionnaire. Cluster analysis was then conducted to classify PE teachers’ profiles according to the frequency scores of experiencing challenges in using ICT tools in PE teaching and learning. Discriminant analyses were performed to determine the significant barriers related to technology that differentiate these clusters. Results. In conclusion, Cluster analysis identified three well-defined profiles: cluster 1 (excellent degrees in applying ICT to their teaching practices) consists of 44 teachers; cluster 2 (moderate degrees in applying ICT to their teaching practices) consist of 41 teachers; cluster 3 (poor degrees in applying ICT to their teaching practices) consist of 27 teachers. Results revealed seven out of twelve technology-related barriers were significant among these clusters. They are the insufficient number of computers (p<0.001), insufficient number of internet‐connected computers (p<0.001), insufficient pedagogical support for teachers (p<0.001), lack of content in the national language (p<0.001), pressure to prepare students for exams and tests (p<0.001), no or unclear benefit to using ICT for teaching (p<0.001) and perception of using ICT in teaching and learning not being a goal in their school (p<0.001). Conclusions. Awareness of these barriers has implications for physical education, curriculum design, teacher training, and youth participation in the school environment. The positive opinions and attitudes of PE teachers toward ICTs as educational tools could pave the way for improving their digital literacy. Thus increase their rate of use of these tools if they are provided with the appropriate technical resources and training.

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The Integration of Information and Communication Technology (ICT) in Teaching and Learning in Government and Private Preschools in Malaysia

Cited by 3 publications

References 3 publications

Digital disruption in early childhood education from teachers' point of view: A qualitative research

Digital disruption in early childhood education from teachers' point of view: A qualitative research

Development of Prayer Mobile Application Software for The Hearing Impaired (Deaf) Based on Malaysian Sign Language

Perceived barriers to adopting information and communication technology in physical education

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