UPSI Digital Repository (UDRep)
|
UPSI Digital Repository (UDRep)
|
|
|
| ||||||||||||||||||||||||||
| Abstract : Universiti Pendidikan Sultan Idris |
| Radical changes across almost all areas, including education, due to the COVID-19 outbreak. One of the rapid transformations is digital learning, also known as e-learning. Digital learning transformation has been taking place for more than a decade. However, little comprehensive analysis of digital transformation in teaching in public schools. To the best of the authors knowledge, no comprehensive analysis incorporates external and internal barriers and examines the prominent theories to study successful e-learning integration among teachers. The aim of this study was to provide a thematic and theoretical understanding of digital learning transformation among teachers in public schools. The data for the study was acquired from the Scopus databases. The study employed content and comparative analysis and advocated a grounded theory approach to inductively analyze and criticize the theme construction for answering two research questions. Based on a set of criteria to determine whether each derived study should be included or excluded, 42 articles were reviewed between 2010 and 2022. The analysis uncovered 10 themes of antecedents that were constructed as a framework based on the first-second-order barriers. Results also indicated that CHAT, TPACK, TAM, and UTAUT are the most prominent theories used to conduct digital transformation research. The findings offered significant implications for digital transformation and educational technology communities, especially for policymakers to strategize and reflect on the practice they implemented and improvised if necessary for future sustainable education and efficient teachers performance in teaching. Institute of Advanced Engineering and Science. |
| References |
N. A. Razak, H. A. Jalil, S. E. Krauss, and N. A. Ahmad, “Teachers’ Successful Information and Communication Technology Integration in Primary School: A Malaysian Cultural-Historical Case Study,” International Journal of Information and Communication Technology Education, vol. 17, no. 4, pp. 1–18, 2021, doi: https://doi.org/10.4018/IJICTE.20211001.oa4. W. Luo, I. R. Berson, M. J. Berson, and H. Li, “Are early childhood teachers ready for digital transformation of instruction in Mainland China? A systematic literature review,” Children and Youth Services Review, vol. 120, p. 105718, Jan. 2021, doi: 10.1016/j.childyouth.2020.105718. A. Esfijani and B. E. Zamani, “Factors influencing teachers’ utilisation of ICT : The role of in-service training courses and access,” Research in Learning Technology, vol. 28, no. 1063519, pp. 1–16, 2020, doi: 10.25304/rlt.v28.2313. A. W. Mogwe and P. A. Balotlegi, “Barriers of information communication technology (ICT) adoption in Botswanas’ primary education,” Journal of Education and Learning (EduLearn), vol. 14, no. 2, pp. 217–226 2020, doi: 10.11591/edulearn.v14i2.15312. M. Mahdum, H. Hadriana, and M. Safriyanti, “Exploring teacher perceptions and motivations,” Journal of Information Technology Education Research, vol. 18, pp. 293–317, 2019, doi: 10.28945/4366. M. A. Arroyo, “A learning-centered approach to remote,” UNLV Best Teaching Practices Expo, 2021. [Online]. Available: https://digitalscholarship.unlv.edu/btp_expo/147 T. Karakose, H. Polat, and S. Papadakis, “Examining Teachers’ Perspectives on School Principals’ Digital Leadership Roles and Technology Capabilities during the COVID-19 Pandemic,” Sustainability (Switzerland), vol. 13, no. 23, Dec. 2021, doi: 10.3390/su132313448. Organisation for Economic Co-operation and Development (OECD), “Youth and COVID-19 Responde, recovery and resilience,” Jun. 2020. [Online]. Available: https://www.oecd.org/coronavirus/policy-responses/youth-and-covid-19-response-recovery-and-resilience-c40e61c6/ United Nations, “Everyone Included: Social Impact of COVID-19,” United Nations, 2020. [Online]. Available: https://www.un.org/development/desa/dspd/everyone-included-covid-19.html. T. Karakose, R. Yirci, S. Papadakis, T. Y. Ozdemir, M. Demirkol, and H. Polat, “Science mapping of the global knowledge base on management, leadership, and administration related to COVID-19 for promoting the sustainability of scientific research,” Sustainability (Switzerland), vol. 13, no. 17, 2021, doi: 10.3390/su13179631. S. C. H. Yang, W. K. Vong, Y. Yu, and P. Shafto, “A unifying computational framework for teaching and active learning,” Topics in Cognitive Science, vol. 11, no. 2, pp. 316–337, 2019, doi: 10.1111/tops.12405. M. Fullan and J. Quinn, “How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce? Deep Learning: Transforming Systems to Prepare Tomorrow’s Citizens,” Inter-American Development Bank, 2020, doi: 10.18235/0002959. K. Kaput, Evidence for student-centered learning. Saint Paul, MN: Education Evolving, 2018. A. Mikheev, Y. Serkina, and A. Vasyaev, “Current trends in the digital transformation of higher education institutions in Russia,” Education and Information Technologies, vol. 26, no. 4, pp. 4537–4551, 2021, doi: 10.1108/TR-09-2013-0047. Y. Qarkaxhja, N. I. Kryukova, Y. A. Cherezova, S. N. Rozhnov, E. R. Khairullina, and A. R. Bayanova, “Digital transformation in education: Teacher candidate views on mobile learning,” International Journal of Emerging Technologies in Learning, vol. 16, no. 19, pp. 81–93, 2021, doi: 10.3991/ijet.v16i19.26033. L. B. E. Villar, L. L. Herrero, and G. Álvarez-López, “UNESCO strategy and digital policies for teacher training: The deconstruction of innovation in Spain,” Journal of New Approaches in Educational Research, vol. 11, no. 1, pp. 15–30, 2022, doi: 10.7821/naer.2022.1.812. P. Giavrimis, S. Giossi, and A. Papastamatis, “Teachers’ attitudes towards training in ICT: A critical approach,” Quality Assurance in Education, vol. 19, no. 3, pp. 283–296, 2011, doi: 10.1108/09684881111158072. L. Sumardi, “Does the teaching and learning process in primary schools correspond to the characteristics of the 21st century learning?” International Journal of Instruction, vol. 13, no. 3, pp. 357–370, 2020, doi: 10.29333/iji.2020.13325a. P. A. Ertmer, A. T. Ottenbreit-Leftwich, O. Sadik, E. Sendurur, and P. Sendurur, “Teacher beliefs and technology integration practices: A critical relationship,” Computers and Education, vol. 59, no. 2, pp. 423–435, Sep. 2012, doi: https://doi.org/10.1016/j.compedu.2012.02.001. P. A. Ertmer, “Addressing first-and second-order barriers to change: Strategies for technology integration,” Educational Technology Research and Development, vol. 47, no. 4, pp. 47–61, 1999. J. W. Creswell, Qualitative Inquiry & Research Design, Choosing Among Five Approaches. Thousand Oaks, California: Sage Publications, Inc., 2007. J. Corbin and A. C. Strauss, Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory, 3rd ed. Beverly Hills, CA: Sage Publications, Inc., 2008. W. Z. W. Ali, H. M. Nor, A. Hamzah, and H. Alwi, “The conditions and level of ICT integration in Malaysian smart schools,” International Journal of Education and Development using Information and Communication Technology, vol. 5, no. 2, pp. 21–31, 2009, [Online]. Avilable: https://www.learntechlib.org/p/42320. S. Divaharan and C. P. Lim, “Secondary school socio-cultural context influencing ICT integration: A case study approach,” Australasian Journal of Educational Technology, vol. 26, no. 6, pp. 741–763, 2010, doi: https://doi.org/10.14742/ajet.1040. N. J. Al-zaidiyeen and L. L. Mei, “Teachers’ attitudes and levels of technology use in classrooms: The case of Jordan schools,” International Education Studies, vol. 3, no. 2, pp. 211–219, 2010, doi: https://doi.org/10.1207/s15326985ep2501_6. E. M. Rogers, Diffusion of Innovations, 4th Ed. the Free Press, New York, 1995. M. Fullan, Leading in a Culture of Change. US: John Wiley & Sons, Inc, 2002. Y. Engestrom, Learning by Expanding: An Activity Theoretical Approach to Developmental Research. Helsinki: Orienta-Konsultit Oy, 1987. J. Tondeur, M. Cooper, and C. P. Newhouse, “From ICT coordination to ICT integration: A longitudinal case study,” Journal of Computer Assisted Learning, vol. 26, no. 4, pp. 296–306, 2010, doi: 10.1111/j.1365-2729.2010.00351.x. G. Sang, M. Valcke, J. van Braak, J. Tondeur, and C. Zhu, “Predicting ICT integration into classroom teaching in Chinese primary schools: Exploring the complex interplay of teacher-related variables,” Journal of Computer Assisted Learning, vol. 27, no. 2, pp. 160–172, 2011, doi: https://doi.org/10.1111/j.1365-2729.2010.00383.x. S. Higgins and D. Moseley, “Teachers’ Thinking about ICT and Learning: Beliefs and Outcomes,” Teacher Development, vol. 5, no. 2, pp. 191–210, 2001. G. Wikan and T. Molster, “Norwegian secondary school teachers and ICT,” European Journal of Teacher Education, vol. 34, no. 2, pp. 209–218, 2011, doi: https://doi.org/10.1080/02619768.2010.543671. H. Kim, H. Choi, J. Han, and H.-J. J. So, “Enhancing teachers’ ICT capacity for the 21st century learning environment: Three cases of teacher education in Korea Teacher ICT capacity for the 21st Century learning,” Australian Journal of Educational Technology, vol. 28, no. 6, pp. 965–982, 2012, doi: https://doi.org/10.14742/ajet.805. S. Prestridge, “The beliefs behind the teacher that influences their ICT practices,” Computers and Education, vol. 58, no. 1, pp. 449–458, 2012, doi: 10.1016/j.compedu.2011.08.028. L. Starkey, “Teachers’ pedagogical reasoning and action in the digital age,” Teachers and Teaching, vol. 16, no. 2, pp. 233–244, 2010, doi: 10.1080/13540600903478433. M. Judge, “Mapping out the ICT integration terrain in the school context: Identifying the challenges in an innovative project,” Irish Educational Studies, vol. 32, no. 3, pp. 309–333, 2013, doi: 10.1080/03323315.2013.826398. M. Prensky, “Digital Natives, Digital Immigrants Part 2: Do they really think differently,” On the Horizon, vol. 9, no. 6, pp. 1–6, 2001, doi: 10.1108/10748120110424843. T. M. Mama and S. Hennessy, “Developing a typology of teacher beliefs and practices concerning classroom use of ICT,” Computers and Education, vol. 68, pp. 380–387, 2013, doi: 10.1016/j.compedu.2013.05.022. Y. Engestrom, “Expansive learning at work: Toward an activity theoretical reconceptualization,” Journal of Education and Work, vol. 14, no. 1, pp. 133–156, 2001, doi: 10.1080/13639080020028747. J. Copriady, “Self-motivation as a mediator for teachers’ readiness in applying ICT in teaching and learning,” Procedia - Social and Behavioral Sciences, vol. 176, pp. 699–708, 2015, doi: 10.1016/j.sbspro.2015.01.529. |
| This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |