MARC View

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001			vtls000094252
003			KUKTEM
005			20251117113320.0
008			160405t2015 da f ab m 000 0 eng d
020			_aTHE0005473(Local)
039		9	_a201905151741 _bhanafiah _c201710171203 _daishah _y201604051100 _zshima
040			_aUMP
090			_aPBMSK .Z34 2014 r Thesis
100	0		_aZaenab S.Abdul Majeed
245	1	2	_aA Case study in the adoption of ICT in teaching and learning at a Malaysian Smart School/ _cZaenab S.Abdul Majeed
260			_aKuantan, Pahang : _bUMP, _c2014
300			_axvi, 114 p. : _bill. ; _c30 cm. + _e1 CD-ROM
500			_aCentre for Modern Languages and Human Sciences
502			_aThesis (Master of Humanities Technology (Technology Enhanced Language Learning))-- Universiti Malaysia Pahang – 2014
504			_aBibliography : p. 92-102
520	3		_aOver the past number of years there has been a move towards using ICT in teaching and learning in Malaysia. This study explores factors that affect secondary school teachers’ adoption of ICT in the teaching and learning environment in a Malaysian smart school. A self-administered questionnaire was issued to all teaching staff (n=73). A random sample of key teachers interviews (n=10) were also used to provoke more elaborate responses on the participants’ experience in using ICT for teaching and learning as well as to gain a deeper understanding of the reasons for the responses given in the questionnaire. Descriptive analysis (frequency and percentages) were performed, and non- parametric tests (binominal and chi-square tests) were conducted on the data collected from the questionnaires. The emerging themes from the interview data were recorded for analysis. The results revealed that the participants were at the Utilisation level of ICT adoption (Hooper & Rieber, 1999). Most of them have a positive attitude toward ICT adoptions; they were willing and interested to use ICT, specifically computers in the classroom. The participants used ICT tools to prepare exam materials, content, worksheets and handouts for their teaching. They also used the internet and internet-based applications for sharing ideas/ resources for teaching and learning, and communication with other teachers. In addition, the participants felt competent and confident when they used ICT in the classroom. However, it was also found that the participants felt that: (1) using ICT in teaching took up too much time, (2), the school management did not provide enough training to improve their ICT skills, and (3) even though the school management supported ICT adoption in teaching and learning but they did not put it as a priority. These factors were considered as barriers and there was a significant association (p <.05) between teachers` perception and barriers that teachers thought may affect ICT adoption. In conclusion, the findings indicate that the participants were positive about the adoption but several factors were barriers which that they were unable to progress from a lower level to a higher level of adoption. Recommendations include allocation of time to prepare ICT resources and lessons, further training for teachers and increase in the number of computers at the school.
610	2	0	_aCentre for Modern Languages and Human Sciences _xDissertations
650		0	_aUniversities and Colleges _xDissertations
650		0	_aTheses
856	4	0	_uhttp://ecollib.ump.edu.my/3653/ _zLibrary access only
999			_aVIRTUA40 _c6598 _d6604
999			_aVTLSSORT00800200040009001000245026003000500050205040520061006500650185609992