Abstract
The government has declared that all Malaysians that no one; both in rural and urban areas; would be divested from the Information and Communication Technology (ICT) development. This calls for a need for teachers nationwide to make essential adjustments to the teaching and learning process. This paper takes a closer gaze on the obstructions faced by teachers in integrating ICT tools in teaching English language in the classrooms. This study aspires at determining why the teachers do not use ICT in the classrooms even they were utterly encouraged by sufficient technical supports.10 English teachers from a Secondary School were interviewed and their views and thoughts were discussed. The findings exposed that even the school is highly resourced with ICT tools and facilities, obstructions such as lack of time, amount of workload, lack of ICT skills and teachers’ negative attitudes towards ICT were hindering the teachers to incorporate ICT in their teaching. However, the teachers should be competent to shape and systematize their learning environment in non-traditional ways by merging the ICT with new pedagogy.
Highlights
A child is brought up with an ability to read, write, and count
I’m teaching form 3 which the class is going to sit for the PMR examination at the end of the year
The teachers who rooted in the traditional method should accept the technological changes and need to develop their teaching professionalism
Summary
A child is brought up with an ability to read, write, and count. Skills in ICTs are becoming another essential capability for the child to acquire. According to Ferrero (2002), the present young people, the so-called Net Generation usually adapt quickly to technological and are considered to master these technological devices better than adults. The Net Generation impacts the situation in the schools. The schools have been faced with a new social and cultural transformation that challenges teachers and students in relation to their technical ability, knowledge and expertise in the use of ICT. The key predictor of student learning is the quality of teachers (Ololube, 2006). Once the Ministry of Education has formulated the policy “ICT for all students” in 2012, the curriculum was transformed and started to emphasize ICT integration in teaching and learning (Chan, 2002).
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