ICT Intervention for School Teachers in Digital Teaching and Learning Environment

Zurina Muda; Amirah Ismail; Azura Ishak; Siti Fadzilah Mat Nor

doi:10.37934/sijile.6.1.110

Authors

Zurina Muda SOFTAM, Faculty of Information Science & Technology, Universiti Kebangsaan Malaysia, Selangor, Malaysia
Amirah Ismail SOFTAM, Faculty of Information Science & Technology, Universiti Kebangsaan Malaysia, Selangor, Malaysia
Azura Ishak SOFTAM, Faculty of Information Science & Technology, Universiti Kebangsaan Malaysia, Selangor, Malaysia
Siti Fadzilah Mat Nor SOFTAM, Faculty of Information Science & Technology, Universiti Kebangsaan Malaysia, Selangor, Malaysia

DOI:

https://doi.org/10.37934/sijile.6.1.110

Keywords:

ICT intervention, teacher, teaching and learning (T&L)

Abstract

The digital revolution has significant implications in education, but the use of ICT in school education is still at a moderate level. Lack of support, lack of teacher’s confidence and equipment constraints were among the problems highlighted. The DELIMa-Malaysian Ministry of Education (KPM) portal for the Malaysian school system has also not yet been fully utilized. Thus, this study emphasizes on transferring knowledge and technology to the teacher’s community through ICT intervention in a digital teaching and learning (T&L) environment. The objectives of the study are to identify the requirements of the stakeholders, develop ICT infographic modules for intervention training; and evaluate the training effectiveness. The research methodology consists of four phases – requirements, design and development; implementation; and evaluation phases. This paper aim to discuss the results of the preliminary study conducted during the requirement phase to identify the challenges and needs of the schools’ teachers in the current digital teaching and learning. The study analyzed responses from 173 teachers in Selangor, Malaysia. The problems and needs of the teachers are identified where problem factors show that Internet access (32.94%), students’ participations (30.94%) and teachers’ ICT literacy competency (30.59%) are among the highest percentage. ICT educational tools required are ranked based on frequencies, namely: Canva (74), Google Classroom (59), Jamboard (39), Padlet (34), Kahoot (30), Quizizz (27). Based on the findings, infographic modules for Canva and Jamboard are developed, and an intervention of ICT training for teachers is conducted to enhance their ICT literacy. It is hoped that this study will increase the readiness and competence of teachers in the use of ICT for digital T&L, improves their acceptance towards ICT and at the same time support the DELIMa-MOE initiatives in contributing a positive impact to Malaysia education system.