Viva Final

Empowering Secondary School Teachers in
Malaysia To Integrate Technology In Their

Teaching by:
Using
Web-tools
Ravichandran a/l Purushothaman
UPSI
Tanjong Malim
Perak
Empowering Secondary School Teachers in Malaysia To
Integrate Technology In Their Teaching Using
Web-tools
Introduction and Background

Problem statement
Objectives
Research questions
Methodology
Instruments and Sample
Research procedure
Data analysis
Discussions & Findings

Web-tools
Why Technology in Teacher Education is Important ?

(http://www.becta.org.uk, 2003).
What others say….

(http://www.ejisdc.org,2001).
This calls for a need to re-examine the ways in which teachers

are currently using technology in their teaching.
Web-tools
Information Technology Projects in Malaysia.
Smart Schools in Malaysian Secondary Schools.
Billions of dollars have been invested

in this area to integrate ICT with education.
Web-tools
The study firstly focused on the skills, confidence level

the present teachers have and what is required of them
to face the future trends.
Secondly, it attempted to find the attitude, knowledge and

beliefs the teachers have in using the web-tools as against
what is required.
Thirdly, it attempted to find a suitable method for the teachers

at Secondary Schools as to how they should be empowered
to use ICT in teaching in a web-based environment.
Lastly, it attempted to find out how the teachers could adapt

themselves in a web integrated teaching environment.
Web-tools
The Conceptual Framework underpinning this study is

from Salmon’s five stage model.
http://www.atimod.com/e-moderating/5stage.shtml
Web-tools
Primary research question : How can the existing pedagogical

community in Malaysian Secondary Schools be empowered to
integrate technology into their teaching using Web-tools.
Research Question :1
Ho: There is a significant difference between the teachers
having ICT knowledge and without ICT knowledge opting
for web-based teaching?
Ho: There is no significant difference in knowledge and skills

between rural and urban teachers in using Web-tools,
as a part of their teaching tool?
Web-tools

What type of collaborative learning opportunities do teachers
acquire while using Web-tools in their teaching?
Web-tools

[a] How far can the teachers adapt themselves to Web-tools?
[b] What is the learning curve of the teachers while infusing

Web- tools in their teaching?
[c] What kind of framework does the Ministry need to promote

the use of Web-tools based on lifespan and learning cycle of
teachers at the secondary schools?
Web-tools
Quantitative analysis
9 districts in the state of Perak.
Questionnaires distributed to 216 Secondary Schools.
English, Maths and Science teachers who were

teaching the form-3 and form-4 classes were given
questionnaires (i.e. 216 x 3 = 648).
Web-tools
Qualitative analysis
Percentage
Total of
Number of number of Questionnaire
Name of the Questionnaire schools received
districts in Observations
received in the from each
Perak and district
from each district district
Interviews
Batang Padang 20 21 95
with 10 teachers
Manjung 16 19 84
Kinta 61 65 94
Kerian 15 17 88
From 2 districts
Kuala Kangsar 15 6 observations
5 teachers each18 83
Of and
Hilir Perak from
17 rural and22 77
PERAK 3 interviews for
urban schools
each teacher
Larut Matang &
Selama 25 28 89
Hulu perak 8 12 67
Perak Tengah 14 14 100
Total 191 216 88

Web-tools
Perceptions on effectiveness of Web-based teaching environment

among the teachers with and without ICT knowledge.
A total of seven statements were used to gauge these perceptions,

measured on four scales: slightly agree, disagree, fairly agree and
strongly agree.
The results of the Chi-Square tests carried out show that there is
no significant difference.
Web-tools
Differences in Perceptions on Knowledge and Skills between

rural and urban teachers in using Web-tools.
The results of Chi-Square tests show that it differs only in

conducting quizzes in subject using software provided by
The school.
100
90
80
70
60 51.7
50 42.4 In conducting
40 quizzes
30
20
10
0
RURAL URBAN
Web-tools
Purpose Significance So what ?

One of the aims of The result of the Chi- This findings contradicts the
the investigation is square test shows that finding of Plomp et al (1990),
to find teachers’ there is no significant Norhayathi Abd.Mukti(2000)
perception in opting difference in teachers’ & Novak and Knowles(1991).
for web-based perception in opting for They say teachers who are
teaching, among web- based teaching familiar and knowledgeable
teachers with ICT with respect to with instructional software
knowledge and teachers with or without are more likely to include it in
those without it. ICT knowledge. their teaching.
Web-tools
Purpose Significance So what ?
To determine the extent to It is quite significant that rural This finding confirms the
which the teachers in rural teachers are more likely to finding of Kian-Sam Hong ,
differ with respect to skills, utilize such facility because Chee-Kiat Koh (2002), whose
attitude and knowledge in of more rural teachers sample consisted of 200
using Web-tools into their (65.3%) have attended secondary teachers from rural
teaching as against Urban computer courses offered by schools in Malaysia. The
school teachers. Educational department than findings showed that rural
the urban teachers(57.4%). secondary school teachers in
Malaysia have positive
attitudes towards computers.
Web-tools
What type of collaborative teaching opportunity do the teachers

acquire while using the Web-tools in their teaching?
The single most important factor to look upon in online teaching

is online collaborative learning. (Noel lejune and Karen Richardson, 1998).
The embodiment of this research encompasses on salmons’ 5

stage model, which illustrate the gradual development
underpinning meaningful collaboration and constructivist
learning.
Web-tools
Communication is needed for collaboration.
Collaboration learning opportunity can only take place when the

sender sends and receiver responds. (Noel lejune and Karen Richardson, 1998).
It is a two way process either synchronous or asynchronous.

Web-tools
Two way through Web
One way through Web

Web-tools
Teachers had used the term “collaboration” but did not think
whether such collaboration would establish communication
both ways only in a Web-based environment or not.
Half-duplex collaboration:
One way though Web and the response not necessarily through Web.
Full-duplex collaboration:
When collaboration happens both ways through Web.
Web-tools
To assess pedagogical preferences and pedagogical acceptance

of the Web-tools in the teaching strategy, observations were
designed based on Salmon’s 5-stage model.
Salmons’ 5 stage model
Web-tools
After the teacher observation, it was evident that only four out of the
ten participants who were involved in this study were able to
journey through the Web-tools, without any hindrance.
Web-tools
However, it is quite difficult to estimate if such commitment and

ability of the teachers to infuse technology was due to the
additional knowledge these teachers had before the conduct
of the observations.
This has to be seen in the context of Shulman’s argument (1986),

which states that having knowledge of subject matter and general
pedagogical strategies though necessary is not sufficient for
capturing the knowledge of good teacher.
Web-tools
Punya Mishara and Matthew J. Koehler (2006)

(TPCK).
TPCK is a form of knowledge that expert teachers bring into play

anytime while integrating technology with PCK.
Web-tools
For example : One of the teacher mentioned that,

“For me I’m a mathematics teacher so I need space for
using formulae, I need something that can be used to do
calculations and so on” [3I6RF]
Thus we can see that this teacher is looking for more added
features, in order to transform subject knowledge for the
purpose of technology integration.
Web-tools
Therefore, the four teachers who were able to infuse Web-

tools successfully without much hindrance and integrate it
in their classroom teaching were those teachers who seem
to have sufficiently acquired TPCK (Technological
Pedagogical Content Knowledge), which seems to have
allowed them effectively to transform their subject
knowledge for the purpose of technology integration.
Web-tools
This finding concurs the model for the adoption of

new technologies by Hooper and Rieber (1995). They
proposed a model that consists of five specific
phases:
Hooper and Rieber (1995)

Familiarization
Utilization
Integration
Reorientation
Evolution
Web-tools
According to Hooper and Rieber, many teachers progress

only to the integration phase.
The Life span of majority of the teachers who were observed

were able to progress only to the utilization phase.
This may be because effective content integration takes time, and

new technologies may have glitches.
Web-tools
Thus, we can see that the learning curves of the rest of the
teachers tend to bend as they progress through different stage
of Web-tools.
Some of the predominant factors can be:

i) desire to adapt to new teaching style or
ii) low level of self-efficacy or
iii) unwillingness to shift from traditional mode to Web-based
teaching or
iv) no conducive learning environment.
Web-tools
Thus it would be worth looking at the diagrammatic

illustration, as to how this transition affects the teachers’
level of attainments during the integration of technology in
their classrooms using Web-tools.
Web-tools
Moreover, the Web-tools used in this study

seem to be in a layered fashion within the
framework of:
d) Interactive
e) Collaborative
f) Supportive and lastly
g) Formative
Interactive
Collaborative
Supportive
Formative
Posting messages
Uploading notes, Hyperlinks
Using Search engines, Lesson plans
Reports, Remarks Quizzes, Online attendance

Web-tools
Recommendations
In this study, the theories, models and practices provide a

base for selecting and developing the most appropriate
strategies, for adopting Web-tools in Malaysian Secondary
Schools.
Models of Web-tools are continually evolving and it is

imperative that some of this implications can be of great
use to the policy makers, practitioners and researchers, who
are more towards adoption of Web-tools..
Web-tools
Recommendations
Implications for policy makers:

Knowledge acquisition is not prevalent among the teachers
of secondary schools and it is not seen as a human
construction but as a static event.
Therefore teachers need, not only ICT skills, but also the
models of best practices that can enhance their
Technological Pedagogical Content Knowledge.
Web-tools
Recommendations
Implications for practice: Many in-service workshops often

take the format of motivational speeches.
May have to be re-designed, in such a manner that the teachers’

beliefs about integrating technology teaching using Web-tools,
have significant impact on the level of their satisfaction.
Web-tools
Recommendations
Implications for further research: When it comes to

Technological Pedagogical Content Knowledge, the
discussions are basically on the technological factors and
their relationship between technology, pedagogy and
content knowledge.
Therefore, it seems very important to investigate how

teachers may be able to construct the Technological
Pedagogical Content knowledge successfully to use Web-
tools in Malaysian secondary schools.
Web-tools

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Empowering Secondary School Teachers in

Malaysia To Integrate Technology In Their

Introduction and Background

Discussions & Findings

Why Technology in Teacher Education is Important ?

What others say….

This calls for a need to re-examine the ways in which teachers

Information Technology Projects in Malaysia.

Smart Schools in Malaysian Secondary Schools.

Billions of dollars have been invested

The study firstly focused on the skills, confidence level

Secondly, it attempted to find the attitude, knowledge and

Thirdly, it attempted to find a suitable method for the teachers

Lastly, it attempted to find out how the teachers could adapt

The Conceptual Framework underpinning this study is

Primary research question : How can the existing pedagogical

Ho: There is no significant difference in knowledge and skills

Primary research question : How can the existing pedagogical

Primary research question : How can the existing pedagogical

[b] What is the learning curve of the teachers while infusing

[c] What kind of framework does the Ministry need to promote

9 districts in the state of Perak.

Questionnaires distributed to 216 Secondary Schools.

English, Maths and Science teachers who were

Perak Tengah 14 14 100

Total 191 216 88

Perceptions on effectiveness of Web-based teaching environment

A total of seven statements were used to gauge these perceptions,

Differences in Perceptions on Knowledge and Skills between

The results of Chi-Square tests show that it differs only in

Purpose Significance So what ?

Purpose Significance So what ?

What type of collaborative teaching opportunity do the teachers

The single most important factor to look upon in online teaching

The embodiment of this research encompasses on salmons’ 5

Communication is needed for collaboration.

Collaboration learning opportunity can only take place when the

It is a two way process either synchronous or asynchronous.

Two way through Web

One way through Web

To assess pedagogical preferences and pedagogical acceptance

However, it is quite difficult to estimate if such commitment and

This has to be seen in the context of Shulman’s argument (1986),

Punya Mishara and Matthew J. Koehler (2006)

TPCK is a form of knowledge that expert teachers bring into play

For example : One of the teacher mentioned that,

Therefore, the four teachers who were able to infuse Web-

This finding concurs the model for the adoption of

Hooper and Rieber (1995)

According to Hooper and Rieber, many teachers progress

The Life span of majority of the teachers who were observed

This may be because effective content integration takes time, and

Some of the predominant factors can be:

Thus it would be worth looking at the diagrammatic

Moreover, the Web-tools used in this study

Uploading notes, Hyperlinks

Using Search engines, Lesson plans

Reports, Remarks Quizzes, Online attendance

In this study, the theories, models and practices provide a

Models of Web-tools are continually evolving and it is

Implications for policy makers:

Implications for practice: Many in-service workshops often

May have to be re-designed, in such a manner that the teachers’

Implications for further research: When it comes to