Abstract
<p class="apa">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.</p>
Highlights
Governments and policy makers around the world strive to integrate new media into the classroom, as digital technologies are believed to positively contribute to better teaching and learning practices (Koc, 2005; Robertson, Fluck, Webb, & Loechel, 2004; Wang, 2008)
It was employed with the aim to explore, and understand the actual practice pertaining to the integration of new media in schools in Malaysia
It was initially assumed that, every secondary school in Malaysia, regardless of their status, should have at least adequate access of new media for students and teachers to use. This assumption was made based on the National Education Plan 2006-2010, in which, it was stated that, all schools in Malaysia were to be equipped with sufficient technological infrastructure, to ensure a more frequent use of new media for teaching and learning
Summary
Governments and policy makers around the world strive to integrate new media into the classroom, as digital technologies are believed to positively contribute to better teaching and learning practices (Koc, 2005; Robertson, Fluck, Webb, & Loechel, 2004; Wang, 2008). Despite continuous efforts to integrate digital technologies into the classroom, young people’s use of new media during school in general remains limited (Collins & Halverson, 2009; Somekh, 2004). This is due to a number of factors, including the lack of infrastructure and technical support, insufficient funding to acquire digital resources and inadequate opportunity for teachers to continuously learn and develop their technological knowledge (Elgali & Kalman, 2010; McGarr & Kearney, 2009). Beyond policy, these are some of the major issues that need to be taken into consideration when dealing with the integration of new media technologies in schools
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
