Briefing Document: Effectiveness of ICT Integration in Schools  "the aim of ICT integration is to improve and increase the quality,

ration is to improve and increase the quality, accessibility and cost-efficiency

of the delivery of instruction to students, it also refers to benefits from networking the learning
Source: Ghavifekr, S. & Rosdy, W.A.W. (2015). Teaching and learning with technology: Effectiveness communities to face the challenges of current globalization."
of ICT integration in schools. International Journal of Research in Education and Science (IJRES),
1(2), 175-191.  "Computers and technology does not acts as a replacing tools for quality teachers but instead
they are considered as an add-on supplements needed for the better teaching and learning."
1. Introduction and Rationale for ICT Integration
2. Benefits of ICT Integration
In the 21st century, technology is a critical component across various fields, including education. It
serves as a "knowledge transfer highway" and has fundamentally reshaped how people "think, work ICT integration offers diverse advantages for both teachers and students.
and live." Educational institutions must embrace ICT integration to prepare students for a "knowledge
society." For Teachers:

Key Ideas:  Creative Lesson Design: Helps teachers "design their lesson plans in an effective, creative and
interesting approach that would result in students’ active learning."
 Global Requirement: ICT integration is a global imperative to shift from traditional teaching to
technology-based methods.  Updated Materials: Provides access to "more updated materials" online, allowing for "more
interesting and engaging lesson[s]."
 Digital Era Preparation: Schools need to prepare students for the current digital era, with
teachers being "key players in using ICT in their daily classrooms."  Improved Quality of Teaching: Teachers believe "the use of ICT improves the quality of
teaching."
 Enhanced Learning Environment: ICT offers a "dynamic and proactive teaching-learning
environment."  Preparation of Resources: Aids in "prepar[ing] teaching resources and materials."

 Improved Quality and Accessibility: The primary aim of ICT integration is to "improve and For Students:
increase the quality, accessibility and cost-efficiency of the delivery of instruction to students."  Engaging Learning: Offers "various interesting ways which includes educational videos,
 Continuous Process: ICT adoption is not a one-time event but "an ongoing and continuous stimulation, storage of data, the usage of databases, mind-mapping, guided discovery,
steps that fully support teaching and learning and information resources." brainstorming, music, World Wide Web (www) that will make the learning process more fulfilling
and meaningful."
 Pedagogical Benefits: ICT "contributes a lot in the pedagogical aspects," leading to "effective
learning with the help and supports from ICT elements and components."  Expanded Resources: Students are "not bounded to the limited curriculum and resources."

 Complementary Tool: Computers and technology are not replacements for quality teachers but  Stimulated Understanding: "Hands-on activities in a technology-based course is designed to
"add-on supplements needed for the better teaching and learning." help them to stimulate their understanding about the subject."

 Beyond the Classroom: ICT enables learning "even if teachers and students are physically in  Active Learning: Enhances the learning process and "maximizes the students’ abilities in active
distance." learning."

Quotes:  Broadened Knowledge: Helps "broaden student’s knowledge paradigm" by providing access to
"latest and current issues."
 "Integration of Information, Communication, and Technology (ICT) will assist teachers to the
global requirement to replace traditional teaching methods with a technology-based teaching and  Enhanced Skills: Improves "student’s ability in language learning skills such as reading, writing,
learning tools and facilities." listening and speaking."

 "schools and other educational institutions which are supposed to prepare students to live in 'a  Creativity and Expression: Allows students to be "more creative and imaginative" and "express
knowledge society' need to consider ICT integration in their curriculum." their ideas and thoughts better."
 Increased Communication and Confidence: Encourages students to "communicate more with 4. "To develop students with attitudes and capability of life-long learning."
their classmates" and "increase[s] students’ confidence to participate actively in the class."
4. Barriers and Challenges to Effective ICT Integration
Quotes:
Despite the recognized benefits and policy frameworks, several significant barriers hinder effective
 "Previous researches proved that use of ICT in teaching will enhance the learning process and ICT integration.
maximizes the students’ abilities in active learning."
 Infrastructure and Facilities:
 "The use of ICT promotes active and engaging lesson for students’ best learning experience."
 "Lack of adequate ICT equipment and internet access is one of the key problems."
 "The use of ICT also helps to broaden student’s knowledge paradigm."
 Many schools, especially in rural areas, have limited computers or high student-computer ratios.
3. Stages and Policies of ICT Integration
 "ICT facilities provided in school are not well functioning and in not a good condition."
Hermans et al. (2008) identified three stages for ICT's value:
 Technical Difficulties and Support:
 Integration: Implementing ICT in specific subject areas to improve achievement and attainment,
requiring curriculum review and appropriate software.  "Technical difficulties sought to become a major problem and a source of frustration for students
and teachers."
 Enhancement: Using ICT to emphasize topics, such as through interactive presentations.
 "Lack of technical assistance and no repair" leads to teachers being "discouraged from using
 Complementary: ICT supporting student learning by enabling organization, efficient submission computers because of fear of equipment failure."
(e.g., email), and information retrieval online.
 Common problems include "low connectivity, virus attack and printer not functioning."
National Policies (Malaysian Context):
 Technical support is "less provided for teachers."
 Dudeney (2010) highlights that national ICT policies provide "a rationale, a set of goals, and a
vision of how education systems run if ICT is integrated."  Teacher Readiness and Skills:

1. Malaysian Ministry of Education policies:Opportunity for all students to use ICT, reducing the  Teachers need "sufficient ICT skills to implement the technology and to have high confident level
"digital gap." to use it."

2. Focus on ICT's role and function in education.  "Teachers require insight into the pedagogical role of ICT."

3. Use of ICT for "accessing information, communication and as productivity tool."  Lack of confidence leads teachers to avoid using ICT, some fearing "students knew more about
the technology than they did."
 Education Blueprint 2013-2025: Aims to raise education standards and includes a strategic shift
(7th shift) to provide "internet access and virtual learning environment via 1BestariNet for all  "Only minority of teachers in Malaysia professionally know the basic of ICT. The majority of them
schools in Malaysia by 2013." just had average knowledge in ICT, and even a group of the teachers are poor in the related
knowledge of ICT."
Goals of ICT Implementation (Malaysian Government):
 Professional Development and Training:
1. "To surround schools with dynamic and innovative learning environments for students to become
more motivated and creative."  "Professional development training programs for teachers also played a key role in enhancing
students’ quality learning."
2. "To enable students to gain wider range of knowledge and be able to access to internet for
developing a global outlook."  However, "training and professional development are not adequately provided for teachers."

3. "To nurture students with capabilities of processing information more effectively and efficiently."  Teachers are "not given enough time to learn and to be comfortable with the use of ICT in
teaching."
 School Management and Support:  Positive Teacher Perceptions (Generally): Most teachers are "aware of the goodness and
usefulness of ICT in teaching" and believe it "helps teachers to improve teaching with more
 "Lack of supports from the school top management that hinder and discourage them from using updated materials." They see ICT providing "lots of opportunities for an effective teaching" and
ICT." making "learning more effective."
 School management and culture are crucial; opportunities for "collegial interaction" and  Teacher Confidence: Most teachers "feel confident learning new computer skills" and believe it's
administrative support are vital. "easier to teach by using ICT." However, this does not always translate to actual use or deep
 Teacher Perceptions and Beliefs: integration.

 While most teachers recognize ICT's usefulness, some still believe they "can still have an  Student Engagement: Teachers perceive ICT as enabling students to be "more active and
effective teaching without the use of ICT." engaging in the lesson."

 Negative perceptions include concerns about "classroom management is out of control," students  Discrepancy in Control: While teachers believe ICT promotes active learning, some also
becoming "too dependent on ICT and not taking responsibility for their own independent reported that "students are a little bit out of control when ICT is used in teaching as teachers are
learning," and students potentially paying "less attention when ICT is used in teaching." not the main focus of learning process."

 "The major barrier of the implementation was the teachers’ belief as the teachers are the person  Significant Barriers Identified:Poor Infrastructure/Maintenance: "ICT facilities provided in
who implements the change in their teaching and learning process." school are not well functioning and in not a good condition."

 Time Constraints:  Lack of Support/Training: "Technical supports if teachers are faced with difficulties as well as
training and professional development are less provided for teachers."
 "Teaching time are not enough for teachers to use the ICT for teaching and learning purposes."
 Time Constraints: Teachers "are not given enough time to learn and to be comfortable with the
Quotes: use of ICT in teaching."
 "Findings indicate that teachers’ well-equipped preparation with ICT tools and facilities is one the  Lack of Management Encouragement: "lack of supports from the school top management that
main factors in success of technology-based teaching and learning." hinder and discourage them from using ICT."
 "Lack of adequate ICT equipment and internet access is one of the key problems that schools 6. Conceptual Frameworks
specifically in rural areas are facing now."
The study adapted two theories to analyze ICT integration:
 "If there is lack of technical assistance and no repair on it, teachers are not able to use the
computer for temporarily."  Diffusion of Innovations (Rogers, 2003): Describes how innovations are communicated and
adopted within a social system, moving from "knowledge" to "confirmation" by users.
 "Teachers need sufficient ICT skills to implement the technology and to have high confident level
to use it in a classroom setting."  Technology Acceptance Model (TAM) (Davis, 2003): Focuses on "perceived usefulness" (belief
in job performance improvement) and "perceived ease of use" (user-friendliness) as determinants
 "teachers are not maximizing the usage of the technology provided." of ICT acceptance and actual use.
 "The results show that classroom management is out of control when ICT is used in teaching... 7. Recommendations
and most teachers agreed that the use of ICT in teaching only cause students’ to pay less
attention." To address the identified challenges and enhance ICT integration:

 "Teaching time are not enough for teachers to use the ICT for teaching and learning purposes."  Effective Implementation & Support: "Preparations of a technology-based teaching and
learning begin with proper implementation and supports by the school top management."
5. Research Findings (Kuala Lumpur Teachers)
 Continuous Maintenance: "Continuous maintenance are adequately provided" for ICT facilities.
A survey of 101 teachers in Kuala Lumpur public secondary schools revealed key insights:
 Teacher Training & Time: Teachers must be "given time to learn and explore it, face the 'trial-
and-error' phase before they are completely comfortable with its usage."

 Change Teacher Beliefs: The government needs to "improve and change the teachers’ belief
about the integration of ICT in classroom" as teachers are "the key role in making any of the new
policy to be implemented efficiently and successfully."

 Enhanced Teacher Skills: Focus on developing "teachers to be literate and have good skills and
knowledge in using ICT to improve their teaching methods and approach."

 Further Research:In-depth studies on "barriers teachers are facing in using ICT in their daily
classrooms in schools."

 Comparative studies across different school types in Malaysia (public, Chinese, Indian schools)
and between public and private schools to identify best practices and areas for improvement.

Quote:

 "The changes that is taking place is driven by advanced technology and communication
devices that should be available to students wherever they are either at school or home. In
addition , the needs for teachers to be literate and have good skills and knowledge in using
ICT to improve their teaching methods and approach is desired to promote effective learning
as well as to meet the demand of the 21st century teaching skills."