UPSI Digital Repository (UDRep)
Start | FAQ | About

QR Code Link :

Type :thesis
Subject :LB Theory and practice of education
Main Author :Tamilmullai Thannimalai
Title :Sikap dan kemahiran guru bahasa Tamil terhadap penggunaan Teknologi Maklumat dan Komunikasi dalam PdPc
Place of Production :Tanjong Malim
Publisher :Fakulti Bahasa dan Komunikasi
Year of Publication :2022
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file
PDF Full Text :Login required to access this item.

Abstract : Universiti Pendidikan Sultan Idris
Kajian ini dilakukan dalam usaha mengetahui sikap dan kemahiran guru bahasa Tamil terhadap penggunaan Teknologi Maklumat dan Komunikasi (TMK) dalam Pengajaran dan Pemudahcaraan (PdPc). Sikap dan kemahiran guru dikaji menggunakan modal penerimaan teknologi (TAM). Faktor kebergunaan dan faktor kemudahgunaan dalam usaha untuk menentukan faktor sebenar yang mempengaruhi guru bahasa Tamil terhadap penggunaan TMK dalam PdPc bahasa Tamil digunakan sebagai pemboleh ubah kajian ini. Kajian ini menggunakan kaedah campuran iaitu kualitatif dan kuantitatif yang melibatkan dua instrumen iaitu temuduga berstruktur dan soal selidik. Kajian ini melibatkan 96 sekolah Tamil di Negeri Selangor dan sejumlah 260 guru bahasa Tamil mengambil bahagian dalam kajian ini. Data yang di peroleh melalui soal selidik telah dinilai dengan menggunakan perisian SPSS manakala data temuduga berstruktur dirumus dan didokumentasikan mengikut kronologi menggunakan perisian NVIVO. Dapatan temuduga merumuskan kerjasama murid, ibubapa, guru, pentadbir, PIBG dan sokongan penuh KPM telah meningkatkan semangat guru bahasa Tamil dalam menggunakan TMK untuk mengajar bahasa Tamil di dalam kelas. Dapatan analisis SPSS menunjukkan bahawa terdapat hubungan signifikasi antara guru di bandar dan di luar bandar terhadap penggunaan TMK dalam PdPc bahasa Tamil. Hasil analisis turut menunjukkan bahawa Tanggapan Kebergunaan (TK) mempunyai pengaruh tinggi terhadap Sikap Guru (SG) dalam penggunaan TMK. Hal ini dapat dilihat daripada hasil analisis regressi yang menujukkan nilai F untuk TK ialah 11.433 dan Tanggapan Mudah Guna (TMG) hanya 1.356. Oleh yang demikian, kajian ini merumus bahawa TK mempengaruhi SG sebanyak 11.34% berbanding TMG hanya mempengaruhi SG sebanyak 1.35%. Berlandaskan dapatan kajian, kerangka panduan kompeten menyeluruh dihasilkan untuk digunakan sebagai panduan semasa PdPc Bahasa Tamil dijalankan di dalam kelas. Kerangka panduan kompeten menyeluruh ini berpotensi untuk dijadikan sebagai panduan memperluaskan penggunaan TMK semasa PdPc bahasa Tamil dijalankan di SJKT. Melalui kajian ini, satu budaya penggunaan TMK yang mantap diterapkan dalam proses PdPc bahasa Tamil di SJKT bandar dan luar bandar yang boleh dijadikan amalan pelbagai pihak yang berkepentingan.

References

Aghiesna, U. (2015). Pengertian, macam, komponen, dan peranan ICT. Diperoleh

pada October 28, 2015, dari http://aghiesna.blogspot.my/2015/03/

pengertian-macam-komponen-dan-peranan.html.

 

Ahmad, A. M., Yakob, N., & Ahmad, N. J. (2019). Science, Technology, Engineering

and Mathematic (STEM) Education in Malaysia: Preparing the Pre-service

Science Teachers. Journal of Natural Science and Integration, 1(2), 159-165.

 

Ahmad, M., Badusah, J., Mansor, A. Z., Abdul Karim, A., Khalid, F., Daud, M. Y., . .

. Zulkefle, D. F. (2016). The Application of 21st Century ICT Literacy Model

among Teacher Trainees. Turkish Online Journal of Educational Technology-

TOJET, 15(3), 151-161.

 

Ahmad, M. J., Jalani, N. H., Hasmori, A. A., & dan Vokasional, F. P. T. (2015).

TVET di Malaysia: Cabaran dan Harapan.‖. Paper presented at the Seminar

Majlis Dekan-Dekan Pendidikan Awam 2015.

 

Akbiyik, C. (2010). Can affective computing lead to more effective use of ICT in

Education. Revista de Educación, 352(4), 181-185.

 

Al-Alwani, A. (2005). Barriers to Integrating Information Technology in Saudi

Arabia Education. Doctoral dissertation, the University of Kansas, Kansas.

 

Alanazi, M. H. (2019). A Study of the Pre-Service Trainee Teachers Problems in

Designing Lesson Plans.

 

Al-Awidi, H., & Aldhafeeri, F. (2017). TEACHERS'READINESS TO IMPLEMENT

DIGITAL CURRICULUM IN KUWAITI SCHOOLS. Journal of Information

Technology Education, 16(1).

 

Alazzam, A.-O., Bakar, A. R., Hamzah, R., & Asimiran, S. (2012). Effects of

Demographic Characteristics, Educational Background, and Supporting

Factors on ICT Readiness of Technical and Vocational Teachers in Malaysia.

International Education Studies, 5(6), 229-243.

 

Alazzam, A.-O., Bakar, A. R., Hamzah, R., & Asimiran, S. (2012). Effects of

Demographic Characteristics, Educational Background, and Supporting

Factors on ICT Readiness of Technical and Vocational Teachers in Malaysia.

International Education Studies, 5(6), 229-243.

 

Albirini, A. (2006). Teachers’ attitudes toward information and communication

technologies: The case of Syrian EFL teachers. Computers & Education,

47(4), 373-398.

 

Al-Emran, M., Mezhuyev, V., & Kamaludin, A. (2018). Students’ perceptions

towards the integration of knowledge management processes in m-learning

systems: a preliminary study. The International journal of engineering

education, 34(2), 371-380.

 

Ali, S. R. O., Nordin, N. C., Said, N. S. M., Manaf, S. M. A., & Musa, W. M. W.

(2017). Work Related Stressor and Job Performance among Secondary School

Teachers in Malaysia. Journal of Applied Environmental and Biological

Sciences, 7(12), 152-156.

 

Almohaissin, I. (2006). Introducing computers into Saudi Arabia secondary school

science teaching: Some problems and possible solutions. Unpublished paper.

 

Alqahtani, R. (2020). E-learning critical success factors during the covid-19

pandemic: A comprehensive analysis of e-learning managerial perspectives.

 

Al-Rahmi, W. M., Othman, M. S., & Yusuf, L. M. (2015). The effectiveness of using

e-learning in Malaysian higher education: A case study Universiti Teknologi

Malaysia. Mediterranean Journal of Social Sciences, 6(5), 625-625.

 

Alt, D. (2018). Science teachers' conceptions of teaching and learning, ICT efficacy,

ICT professional development and ICT practices enacted in their classrooms.

Teaching and Teacher Education, 73, 141-150.

 

Alt, D. (2018). Science teachers' conceptions of teaching and learning, ICT efficacy,

ICT professional development and ICT practices enacted in their classrooms.

Teaching and Teacher Education, 73, 141-150.

 

Amzat, I. H. (2017). Key performance indicators for excellent teachers in Malaysia.

International Journal of Productivity and Performance Management.

 

Ansah, S. O. (2013). Application of information and communication technology

(ICT): a comparative analysis of male and female academics in Africa. Library

Philosophy and Practice (ejournal), 1087.

 

Aoki, K. (2010). The use of ICT and e-learning in higher education in Japan. World

Academy of Science, Engineering and Technology, 66(6), 868-872.

 

Asfar, N., & Zainuddin, Z. (2015). Secondary students' perceptions of information,

communication and technology (ICT) use in promoting self directed learning

in Malaysia. The Online Journal of Distance Education and E-Learning, 3(4),

67-82.

 

Atsoglou, K., & Jimoyiannis, A. (2012). Teachers’ decisions to use ICT in classroom

practice: An investigation based on decomposed theory of planned behavior.

International Journal of Digital Literacy and Digital Competence (IJDLDC),

3(2), 20-37.

 

Aziz, N., & Rahman, N. A. (2017). Use of ICT in indigenous primary school

classroom: A case study of teachers' expectations and experiences. Paper

presented at the 2017 International Conference on Research and Innovation in

Information Systems (ICRIIS).

 

Azizah, Y., Nor Fariza, M. N. and Hazita, A., . (2005). Teaching English the SMART

way. The International Journal of English Language Learning and Teaching

(IJELLT). Vol. 2(2), 11-22.

 

Azman, H., Salman, A., Razak, N. A., Hussin, S., Hasim, M. S., & Hassan, M. A.

(2014). Determining digital maturity among ICT users in Malaysia. Jurnal

Komunikasi: Malaysian Journal of Communication, 30(1).

 

Azmi, N. (2017). Factors influencing the frequency of ICT use in the EFL classroom.

Journal of Humanities and Social Sciences, 2(4), 321-327. Retrieved from

http://scholarsmepub.com/wp-content/uploads/2017/05/SJHSS-24321-

327.pdf.

 

Babu, B. R., Vinayagamoorthy, P., & Gopalakrishnan, S. (2007). ICT skills among

librarians in engineering educational institutions in Tamil Nadu. DESIDOC

Journal of Library & Information Technology, 27(6), 55.

 

Bacher-Hicks, A., Chin, M. J., Kane, T. J., & Staiger, D. O. (2017). An evaluation of

bias in three measures of teacher quality: Value-added, classroom

observations, and student surveys: National Bureau of Economic Research.

 

Badri, M., Al Rashedi, A., & Mohaidat, J. (2013). School teachers’ technology

readiness–An empirical study applying readiness factors and teacher type

categorization. Paper presented at the Proceedings of the 2013 International

Conference on Information, Business and Education Technology (ICIBET

2013).

 

Baharuldin, J., MSN Shaharom.,. (2019). The Role of Teacher Readiness as a

Mediator in the Development of ICT Competency in Pahang Primary School.

 

Baharuldin, Z., Jamaluddin, S., & Shaharom, M. S. N. (2020). The Role of School

Administrative Support and Primary School Teachers’ ICT Literacy to

Integrate ICT into the Classrooms in Pahang, Malaysia. International Online

Journal of Educational Leadership, 3(1), 26-42.

 

Bahrum, S., Wahid, N., & Ibrahim, N. (2017). Integration of STEM Education in

Malaysia and Why to STEAM. International Journal of Academic Research in

Business and Social Sciences, 7(6), 645-654.

 

Balanskat, A., Blamire, R., & Kefala, S.,. (2006). A review of studies of ICT impact

on schools in Europe: European Schoolnet.

 

Bam, K. (1992). Research Methods for Business and Management”.

 

Baturay, M. H., Gökçearslan, Ş., & Ke, F. (2017). The relationship among pre-service

teachers' computer competence, attitude towards computer-assisted education,

and intention of technology acceptance. International Journal of Technology

Enhanced Learning, 9(1), 1-13.

 

Becta. (2004). What the research says about using ICT in Geography. Coventry:

Becta.

 

Beggs, T. A. (2000). Influences and barriers to the adoption of instructional

technology. Paper presented at the Proceedings of the Mid‐South Instructional

Technology Conference, Murfreesboro, TN.

 

Bhattacharjee, B., & Deb, K. (2016). Role of ICT in 21st century’s teacher education.

International Journal of Education and Information Studies, 6 (1), 1-6.

 

Bingimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and

learning environments: A review of the literature. Eurasia journal of

mathematics, science & technology education, 5(3).

 

Bozna, H. (2017). BOOK REVIEW RESEARCH ON E-LEARNING AND ICT IN

EDUCATION. Turkish Online Journal of Distance Education, 18(1), 224-

227.

 

Bransford, J., Brown, A. L., & Cocking, R. R. (Eds.).,. (2000). How people learn:

brain, mind, experience, and school (2nd ed.). Washington, D.C.: National

Academy Press.

 

Brown, T. A. (2015). Confirmatory factor analysis for applied research: Guilford

publications.

 

Bruce, T. (2010). Early childhood: A guide for students: Sage Publications.

Cakir, R., Yukselturk, E., & Ercan, T. (2015). Pre-service and in-service teachers’

perceptions about using Web 2.0 in education. Participatory Educational

Research, 2(2), 70-83.

 

Cannell, K. (2013). An investigation of the attitudes of a group of lecturers at the

University of the Witwatersrand towards the academic use of Facebook and

the integration of other information and communications technologies.

Johannesburg, South Africa: University of the Witwatersrand.

 

Capan, S. A. (2012). Teacher Attitudes towards Computer Use in EFL Classrooms.

Frontiers of Language and Teaching, 3, 248-254.

 

Cassim, K. M., & Obono, S. E.,. (2011). On the factors affecting the adoption of ICT

for the teaching of word problems. In Proceedings of the World Congress on

Engineering and Computer Science (Vol. 1, pp. 19-21).

 

Catarina, P. (2012). Factors influencing teachers’ use of ICT in education. Education

Inquiry, 3(1), 93–108. https://doi.org/10.3402/edui.v3i1.22015.

 

Celebic, G., & Rendulic, D. (2011). Basic Concepts of Information and

Communication Technology. Handbook [Electronic resourse].—URL:

http://www. itdesk. info/handbook_basic_ ict_concepts. pdf (дата

обращения: 19.05. 2018).

 

Chan, Y. F., Mukhtar, N. A., & Noordin, N. M. (2021). Predictive Model of the

Influence of Leadership Styles on Attitudes Towards Organizational Change

Among Secondary School Teachers in Selangor Research Anthology on

Digital Transformation, Organizational Change, and the Impact of Remote

Work (pp. 130-151): IGI Global.

 

Cheng, H.-F., & Dörnyei, Z., . (2007). The use of motivational strategies in language

instruction: The case of EFL teaching in Taiwan. Innovation in Language

Learning and Teaching, 1(1), 153-174. https://doi.org/10.2167/illt048.0.

 

Cheng, S. L., Chen, S. B., & Chang, J. C. (2020). Examining the multiplicative

relationships between teachers’ competence, value and pedagogical beliefs

about technology integration. British Journal of Educational Technology,

e13052.

 

Cheok, M. L., & Wong, S. L. (2016). Frog virtual learning environment for Malaysian

schools: Exploring teachers’ experience ICT in education in global context

(pp. 201-209): Springer.

 

Cheok, M. L., Wong, S. L., Ayub, A. F., & Mahmud, R. (2017). Teachers’

perceptions of e-learning in Malaysian Secondary Schools. Malaysian Online

Journal of Educational Technology, 5(2), 20-33.

 

Cheok, S. W., AFM Ayub, R Mahmud - ICT in Education.,. (2020). ICT Integration

in Malaysian Education Scenario.

 

Chien, S. P., Wu, H.K., & Hsu, Y.S., . (2014). An investigation of teachers’ beliefs

and their use of technology based assessments. Computers in Human

Behavior, 31, 198-210.

 

Comer. (2018). The Internet book: everything you need to know about computer

networking and how the Internet works.

 

Comi, S. L., Argentin, G., Gui, M., Origo, F., & Pagani, L. (2017). Is it the way they

use it? Teachers, ICT and student achievement. Economics of Education

Review, 56, 24-39.

 

Coutinho, C. P. (2010). Challenges for teacher education in the learning society: Case

studies of promising practice Handbook of research on practices and

outcomes in e-learning: Issues and trends (pp. 385-401): IGI Global.

 

Cox, M., Preston, C. and Cox, C.,. (1999). What factors support or prevent teachers

from using ICT in the primary classroom. Paper presented at the British

Educational Research association Annual Conference. University of Sussex at

Brighton, September 2-5 1999.

 

Cox, M. J., & Marshall, G., . (2007). Effects of ICT: Do we know what we should

know? Education and information technologies, 12(2), 59-70.

 

Cunningham, M., Kerr, K., McEune, R. Smith, P. and Harris, S.,. (2003). Laptops for

Teachers: An evaluation of the first year of the initiative. ICT in School

research and evaluation Series No.19. Becta/DfES.

 

D'Agostino, R. B. (1986). Goodness-of-fit-techniques (Vol. 68): CRC press.

 

Dahlan, L. P., M Oktariani - Jurnal Cakrawala.,. (2020). Teacher Competence and

Difficulties In Constructing Hots Instruments In Economics Subject.

 

Daniel, J. (2020). Education and the COVID-19 pandemic. Prospects, 49(1), 91-96.

Darmayanti, L., Magfiroh, I., Bellyan, M., & Anton, D. (2019). PERSEPSI GURU

PRE-SERVICE DALAM PENGGUNAAN ICT DALAM KONTEKS

PENGAJARAN DAN PEMBELAJARAN. Paper presented at the Seminar

Nasional Pendidikan.

 

Davies, L. (2012). Teaching about Conflict through Citizenship Education

Citizenship, Education and Social Conflict (pp. 114-133): Routledge.

 

Davis, F. D., Bagozzi, R.P. and Warshaw, P.R.,. (1989). User acceptance of computer

technology: a comparison of two theoretical models. Management Science,

35(8): 982–1003.

 

Davis, F. D., & Venkatesh, V. (1996). A critical assessment of potential measurement

biases in the technology acceptance model: three experiments. International

Journal of Human-Computer Studies, 45(1), 19-45.

 

Dele-Ajayi, O., Strachan, R., Sanderson, J., & Pickard, A. (2017). A modified TAM

for predicting acceptance of digital educational games by teachers. Paper

presented at the 2017 IEEE Global Engineering Education Conference

(EDUCON).

 

De Vaus, D. (2001). Research design in social research: Sage.

 

Dettori, G. (2010). Fostering self-regulated learning through ICT: IGI global.

 

Dewitt, D., Alias, N., Palraj, S., & Siraj, S. (2018). Problem-Solving Strategies

Among Science Teachers in the State of Selangor, Malaysia Educational

Technology to Improve Quality and Access on a Global Scale (pp. 123-141):

Springer.

 

Don, Z. M., Abdullah, M. H., Abdullah, A. C., Lee, B. H., Kaur, K., Pillai, J. and

Hooi, M. Y.,. (2015). English language education reform in Malaysia: The

roadmap 2015- 2025. Putrajaya: Ministry of Education.

 

Dudeney, G. (2010). The Internet and the language classroom (Vol.X). Cambridge:

Cambridge University Press.

 

Eble, K. E. (1971). The recognition and evaluation of teaching.

 

Ebrahimi, S. S., & Jiar, Y. K. (2018). The use of technology at Malaysian public high

schools. Merit Research Journal of Education and Review, 6(3), 54-60.

 

Eickelmann, B., Gerick, J., & Koop, C. (2017). ICT use in Mathematics lessons and

the Mathematics achievement of secondary school students by international

comparison: Which role do school level factors play? Education and

Information Technologies, 22(4), 1527-1551.

 

Ellis, R., & Goodyear, P. (2013). Students' experiences of e-learning in higher

education: the ecology of sustainable innovation: Routledge.

 

Ellis, V., & Loveless, A. (2013). ICT, pedagogy and the curriculum: Subject to

change: Routledge.

 

Engkizar, E., Muliati, I., Rahman, R., & Alfurqan, A. (2018). The Importance of

Integrating ICT into Islamic Study Teaching and Learning Process. Khalifa:

Journal of Islamic Education, 1(2), 148-168.

 

Embretson, S., & Gorin, J. (2001). Improving construct validity with cognitive

psychology principles. Journal of Educational Measurement, 38(4), 343-368.

 

Empirica. (2006). Benchmarking access and use of ICT in European schools 2006:

Final report from Head Teacher and Classroom Teacher Surveys in 27

European countries. Germany: European Commission.

 

Feldman, A., Nation, M., Smith, G. G., & Besalti, M. (2017). The use of

complementary virtual and real scientific models to engage students in

inquiry: Teaching and learning climate change science Optimizing STEM

education with advanced ICTs and simulations (pp. 30-57): IGI Global.

 

Fhaeizdhyall, A., Nazamud-Din, A., Sabbir, F., & Ibrahim, S. (2018). The

effectiveness of teacher education program: identifying the difficulties and

challenges faced by the pre-service English teachers. International Journal of

English Language Teaching, 6(1), 1-17.

 

García-Peñalvo, F. J. (2012). Multiculturalism in Technology-Based Education: Case

Studies on ICT-Supported Approaches: Case Studies on ICT-Supported

Approaches: IGI Global.

 

Ghasemi, B., & Hashemi, M. (2011). ICT: Newwave in English language

learning/teaching. Procedia-Social and Behavioral Sciences, 15, 3098-3102.

 

Ghavifekr, A. R., MFA Ghani, NY Ran.,. (2014). ICT integration in education:

Incorporation for teaching & learning improvement.

 

Ghavifekr, S., & Mohammed Sani, I.,. (2015). Effectiveness of ICT Integration in

Malaysian Schools: A Quantitative Analysis. International Research Journal

for Quality in Education, 2(8), 1‐12.

 

Ghavifekr, S., Abd Razak, A.Z., Ghani, M.F.A., Ran, N.Y., Meixi, Y. & Tengyue, Z.,.

(2014). ICT Integration In Education: Incorporation for Teaching & Learning

Improvement. Malaysian Online Journal of Educational Technology

(MOJET),2 (2), 24-46.

 

Ghavifekr, S., Afshari, M., & Amla, S.,. (2012). Management strategies for ELearning

system as the core component of systemic change: A qualitative

analysis. Life Science Journal, 9(3), 2190‐2196.

 

Ghavifekr, S., Kunjappan, T., Ramasamy, L., & Anthony, A. (2016). Teaching and

Learning with ICT Tools: Issues and Challenges from Teachers' Perceptions.

Malaysian Online Journal of Educational Technology, 4(2), 38-57.

 

Ghavifekr, S., Kunjappan, T., Ramasamy, L., & Anthony, A. (2016). Teaching and

Learning with ICT Tools: Issues and Challenges from Teachers' Perceptions.

Malaysian Online Journal of Educational Technology, 4(2), 38-57.

 

Ghavifekr, S., & Quan, T. Y. (2020). Effect of Administration Support on Teachers'

ICT Utilization in the Malaysian Context. Utilizing Technology, Knowledge,

and Smart Systems in Educational Administration and Leadership, 279-297.

 

Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and learning with technology:

Effectiveness of ICT integration in schools. International Journal of Research

in Education and Science, 1(2), 175-191.

 

Gil-Flores, J., Rodríguez-Santero, J., & Torres-Gordillo, J.-J. (2017). Factors that

explain the use of ICT in secondary-education classrooms: The role of teacher

characteristics and school infrastructure. Computers in Human Behavior, 68,

441-449.

 

Gomes, C. (2005). Integration of ICT in science teaching: A study performed in

Azores, Portugal. Recent Research Developments in Learning Technologies.

 

Govindamah, K. (2009). Sikap dan tahap penguasaan ICT dalam kalangan guru-guru

Matematik di Sekolah Jenis Kebangsaan Tamil di Kedah. Universiti Utara

Malaysia.

 

Goyal, M. a. A., S.,. (2012). Harnessing work: family life balance among teachers in

educational institutions”, International Journal of Applied Services Marketing

Perspectives, Vol. 1 No. 2, pp. 170-176.

 

Grabe, M., & Grabe, C.,. (2007). Integrating technology for meaningful learning (5th

ed.). Boston, MA: Houghton Mifflin.

 

Grimus, M. (2000). ICT and multimedia in the primary school. Paper presented at the

16th conference on educational uses of information and communication

technologies, Beijing, China.

 

Gulhane, G. L. (2016). Integrating ICT in Teacher Education. MIER Journal of

Educational Studies, Trends and Practices, 1(2).

 

Gündüz, Ş. (2020). Investigation of the Relationship between Pre-service Teachers’

Perceptions of Education and Support for ICT and ICT Competencies.

Malaysian Online Journal of Educational Technology, 8(2), 28-42.

 

Hadi, S., Retnawati, H., Munadi, S., Apino, E., & Wulandari, N. F. (2018). The

difficulties of high school students in solving higher-order thinking skills

problems. Problems of Education in the 21st Century, 76(4), 520.

 

Hadriana. (2017). Analisis pemanfaatan Teknologi Informasi dan Komunikasi (TIK)

oleh guru-guru bahasa Inggeris SMAN Pekan Baru [Analysis of the use of

ICT by public high school teachers in Pekanbaru]. Pekanbaru: Universitas

Riau.

 

Hair Jr, J. F., Sarstedt, M., Ringle, C. M., & Gudergan, S. P. (2017). Advanced issues

in partial least squares structural equation modeling: Sage Publications.

 

Häkkinen, P., Järvelä, S., Mäkitalo-Siegl, K., Ahonen, A., Näykki, P., & Valtonen, T.

(2017). Preparing teacher-students for twenty-first-century learning practices

(PREP 21): a framework for enhancing collaborative problem-solving and

strategic learning skills. Teachers and Teaching, 23(1), 25-41.

 

Halili, & Sugumaran. (2019). Faktor Mempengaruhi Penggunaan Video Youtube

dalam Kalangan Guru Sekolah Rendah dalam Kesusasteraan Tamil.

 

Halili, S. H. (2019). PENERIMAAN GURU SEKOLAH RENDAH TERHADAP

PENDEKATAN KELAS BERBALIK DALAM MATA PELAJARAN

BAHASA TAMIL. JuKu: Jurnal Kurikulum & Pengajaran Asia Pasifik, 7(2),

10-17.

 

Halili, S. H., & Suguneswary, S. (2017). Penerimaan Guru Terhadap Penggunaan

Teknologi Maklumat Dan Komunikasi Berasaskan Model TAM Dalam

Pengajaran Mata Pelajaran Bahasa Tamil. JuKu: Jurnal Kurikulum &

Pengajaran Asia Pasifik, 4(2), 31-41.

 

Halili, S. H., & Sulaiman, H. (2018). Factors influencing the rural students'

acceptance of using ICT for educational purposes. Kasetsart Journal of Social

Sciences.

 

Hall, D. (2010). The ICT handbook for primary teachers: a guide for students and

professionals: Routledge.

 

Hall, J., Malmberg, L. E., Lindorff, A., Baumann, N., & Sammons, P. (2018). Airbag

moderation: The definition and implementation of a new research hypothesis.

 

Hamidi, F., Meshkat, M., Rezaee, M., & Jafari, M.,. (2011). Information technology

in education. Procedia Computer Science, 3, 369-373.

 

Han, I., Shin, W. S., & Ko, Y. (2017). The effect of student teaching experience and

teacher beliefs on pre-service teachers’ self-efficacy and intention to use

technology in teaching. Teachers and Teaching, 23(7), 829-842.

 

Haron, M. Z., Othman, M. K. H., & Awang, M. I. (2019). Technology-assisted

teaching aids in teaching and learning: Evidence from the Malaysian Tahfiz

Ulul Albab Model (TMUA). International Journal of Innovative Technology

and Exploring Engineering, 8(12), 4401-4404.

 

Hassan, T., & Sajid, A. R., . (2013). ICTs in learning: Problems faced by Pakistan.

Journal of Research and Reflections in Education, 7(1), 52 -64.

https://doi.org/10.11591/ijere.v1i2.1244.

 

Hazita, A. (2003). National needs and global goals in plural lingual setting:

Implication for multilingual education. Proceedings for Solls-Intec 03, 16-18

Dec. Putrajaya.

 

Hénard, F. (2010). Review on quality teaching in higher education. OECD Publishing.

 

Hérold, J.-F., & Ginestié, J. (2018). Using ICT in STEM Education: A Help or a

Hindrance to Student Learning? K-12 STEM Education: Breakthroughs in

Research and Practice (pp. 951-969): IGI Global.

 

Hevner, A., & Chatterjee, S. (2010). Design science research in information systems

Design research in information systems (pp. 9-22): Springer.

 

Hiong, Y. S., AAF Umbit.,. (2019). A SWOT-Thematic Analysis of Blended

Learning Practices at Institute of Teacher Education Malaysia.

 

Hlasna, P., Klímová, B., & Poulova, P. (2017). Use of information and

communication technologies in primary education–A case study of the Czech

Republic. International Electronic Journal of Elementary Education, 9(3),

681-692.

 

Hlengwa, C. L., Chimbo, B., & Buckley, S. (2018). Impact of teacher demographic

factors on perceptions of ICT-enhanced teaching and learning in inclusive

schools: Johannesburg Central District, South Africa. Development

Informatics Association (IDIA 2018), 140.

 

Ho, Y.-M., Kamaruddin, M. K., & Ismail, A. (2016). Integration of sustainable

consumption education in the Malaysian School Curriculum: Opportunities

and barriers. Paper presented at the SHS Web of Conferences.

 

Hol, D., & Aydin, I. (2020). Is Technology in Our Classrooms? EFL Teachers' Beliefs

and Engagement with Technology in the Classroom. Journal of Educational

Issues, 6(2), 38-58.

 

Hsu, P.-S. (2016). Examining current beliefs, practices and barriers about technology

integration: A case study. TechTrends, 60(1), 30-40.

 

Husain, N. M. (2017). Model kompetensi guru pengaturcaraan berasaskan sistem

pendidikan di Malaysia. Universiti Pendidikan Sultan Idris.

 

Hussein, N. M., J Shaari.,. (2018). STUDENTS'PERCEPTION TOWARDS THE

INTEGRATION OF TECHNOLOGY IN ENGLISH LANGUAGE

LEARNING.

 

Ignatova, N., Dagiene, V., & Kubilinskiene, S. (2015). ICT-based Learning

Personalization Affordance in the Context of Implementation of

Constructionist Learning Activities. Informatics in Education, 14(1), 51-65.

 

Inggit, D. W. (2011). Peningkatan pendidikan berbasis ICT [Improving ICT-based

education]. Yogyakarta: UIN SunanKalijaga.

 

Islam, A. A., Mok, M. M. C., Gu, X., Spector, J., & Hai-Leng, C. (2019). ICT in

higher education: An exploration of practices in Malaysian universities. IEEE

Access, 7, 16892-16908.

 

Islam, B. P., & Negeri, J. P. (2017). Kementerian Pendidikan Malaysia: Oktober.

 

Ismail, K., Nopiah, Z. M., & Rasul, M. S. (2018). Challenges faced by vocational

teachers in public skills training institutions: a reality in Malaysia. Journal of

Technical Education and Training, 10(2).

 

Ismail, Y. D., F Husin, R Khalid.,. (2018). Instructional Leadership and Teachers'

Functional Competency across the 21st Century Learning.

 

Istifci, I. (2019). A Comparative Study on Language Teachers’ Perceptions of ICT

Self-Efficacy. Paper presented at the ECEL 2019 18th European Conference

on e-Learning.

 

Jamieson-Proctor, R., Albion, P., Finger, G., Cavanagh, R., Fitzgerald, R., Bond,

T., & Grimbeek, P. (). (2013). Development of the TTF TPACK Survey

Instrument. Australian Educational Computing, 27(3),26-35.

 

Jamieson-Proctor, R. M., Burnett, P. C., Finger, G., & Watson, G. (2006). ICT

integration and teachers' confidence in using ICT for teaching and learning in

Queensland state schools. Australasian Journal of Educational Technology,

22(4).

 

Jamshed, S. (2014). Qualitative research method-interviewing and observation.

Journal of basic and clinical pharmacy, 5(4), 87.

 

Jia, Y., & Loo, Y. (2018). Prevalence and determinants of perceived stress among

undergraduate students in a Malaysian University. Journal of Health and

Translational Medicine, 21(1).

 

Kamaruddin, K., Abdullah, C. A. C., Idris, M. N., & Nawi, M. N. M. (2017).

Teachers’ level of ICT integration in teaching and learning: A survey in

Malaysian private preschool. Paper presented at the AIP Conference

Proceedings.

 

Kamaruddin, K., Abdullah, C. A. C., & Idris, M. N. (2017). Integrating ICT in

teaching and learning: A preliminary study on Malaysian private preschool.

International Journal of Academic Research in Business and Social Sciences,

7(11), 1236-1248.

 

Kamaruddin, K., Abdullah, C. A. C., Idris, M. N., & Nawi, M. N. M. (2017).

Teachers’ level of ICT integration in teaching and learning: A survey in

Malaysian private preschool. Paper presented at the AIP Conference

Proceedings.

 

Karunaratne, T., Peiris, C., & Hansson, H.,. (2018). Implementing small scale ICT

projects in developing countries- How challenging is it? International Journal

of Education and Development using Information and Communication

Technology (IJEDICT), 14(1), 118-140. Retrieved from

https://www.learntechlib.org/p/183556/article_183556.pdf.

 

Kashada, E., H Nakkas.,. (2020). The role of technology acceptance model (TAM)

towards information systems implementation success: A Meta-Analysis.

 

Kaur, T., & Hussein, N. (2015). Teachers’ readiness to utilize Frog VLE: A case

study of a Malaysian secondary school. Journal of Education, Society and

Behavioural Science, 20-29.

 

Kazdin, A. E. (2003). Research design in clinical psychology.

 

Kementerian Pendidikan Malaysia . (2015). Pelan Pembangunan Pendidikan Malaysia

2015-2025 (Pendidikan Tinggi). Putrajaya, Malaysia: Kementerian

Pendidikan Malaysia.

 

Kementerian Pendidikan. (2006). National Education Blueprint Putrajaya:

Government of Malaysia.

 

Keong, C. C., Horani, S., & Daniel, J. (2005). A study on the use of ICT in

mathematics teaching. Malaysian Online Journal of Instructional Technology,

2(3), 43-51.

 

Kepol, N. (2017). Quality Malaysian English Language Teachers: Examining a Policy

Strategy. Malaysian Journal of learning and Instruction, 14(1), 187-209.

Keputusan SSQS. (2017). Keputusan SSQS 2017 dan Analisa Keseluruhan, from

https://www.btpnsel.edu.my/2018/01/keputusan-ssqs-2017-dan-analisakeseluruhan/

 

Kern, R. a. W., M.,. (2000). Theory and practice of network-based language teaching.

In: Warschauer, M. and Kern, R. (eds.) Network-Based Language Teaching:

Concepts and Practice. Cambridge, UK: Cambridge University Press, 1–20.

 

Keser, K., & Yavuz, F. (2018). Classroom management problems pre-service teachers

encounter in ELT.

 

Khalid Abdullah, B. (2009). Barriers to the Successful Integration of ICT in Teaching

and Learning Environments: A Review of the Literature. Retrieved from

http://www.ejmste.com/v5n3/eurasia_v5n3_bingimlas.pdf .

 

Khairani, A. Z. (2017). Assessing urban and rural teachers’ competencies in STEM

integrated education in Malaysia. Paper presented at the MATEC Web of

Conferences.

 

Khairani. (2017). Assessing urban and rural teachers' competencies in STEM

integrated education in Malaysia.

 

Khan, A. R., Hadi, R. S., & Ashraf, M. M. (2013). The Impact of ICT on Education:

A Study on Rural Schools. Communications in Information Science and

Management Engineering, 3(8), 367.

 

Khan, M. N., & Amin, S. (2020). The Impact of Higher Education Problem Based

Learning in 21st Century: Evidence from Malaysia & Pakistan. International

Journal of Innovation in Teaching and Learning (IJITL), 6(2), 160-169.

 

Kılıçkaya, F. (2020). Adult Language Learners' Informal Employment of ICT

Applications and Websites to Assess Their English Skills Enhancements and

Limitations to ICT-Based Informal Language Learning: Emerging Research

and Opportunities (pp. 89-111): IGI Global.

 

Kimmons, R., & Hall, C. (2016). Toward a broader understanding of teacher

technology integration beliefs and values. Journal of Technology and Teacher

Education, 24(3), 309-335.

 

Kit, L. W., & Ganapathy, M. (2019). The Reality of Malaysian ESL Teachers’ ICT

Pedagogical Practices: Challenges and Suggestions. English Linguistics

Research, 8(3), 39-48.

 

Klimova, B. (2017). Smart teacher. Paper presented at the International Conference

on Smart Education and Smart E-Learning.

 

Klimova, B. (2017). Smart teacher. Paper presented at the International Conference

on Smart Education and Smart E-Learning.

 

Kolikant, Y. B.-D. (2010). Digital natives, better learners? Students’ beliefs about

how the Internet influenced their ability to learn. Computers in human

behavior, 26(6), 1384-1391.

 

Kolikant, Y. B.-D. (2012). Using ICT for school purposes: Is there a student-school

disconnect? Computers & Education, 59(3), 907-914.

 

Köksal, D. (2019). Learning while teaching: Student teachers’ reflections on their

teaching practicum. Dil ve Dilbilimi Çalışmaları Dergisi, 15(3), 895-913.

 

Korte, W. B., & Hüsing, T., . (2007). Benchmarking access and use of ICT in

European schools 2006: Results from Head Teacher and A Classroom Teacher

Surveys in 27 European countries. eLearning Papers, 2(1), 1‐6.

 

Korucu-Kis, S., & Ozmen, K. S. (2019). Exherent and Inherent Value Beliefs about

Technology: Missing Pieces in the Puzzle of Technology Integration?

International Journal of Educational Technology, 6(1), 1-11.

 

Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research

activities. Educational and psychological measurement, 30(3), 607-610.

 

Kumar, J. A., Bervell, B., & Osman, S. (2020). Google classroom: insights from

Malaysian higher education students’ and instructors’ experiences. Education

and Information Technologies, 25(5), 4175-4195.

 

Kumar, R. (2019). Research methodology: A step-by-step guide for beginners: Sage

Publications Limited.

 

Kurtz, S., Draper, J., & Silverman, J. (2017). Teaching and learning communication

skills in medicine: CRC press.

 

Lakshmi, S., & Peer, J. (2009). Use of Tamil language and IT in Tamil language

education.

 

Lau, B. T., & Sim, C. H. (2008). Exploring the extent of ICT adoption among

secondary school teachers in Malaysia. International Journal of Computing

and ICT research, 2(2), 19-36.

 

Leask, M., & Pachler, N. (2013). Learning to teach using ICT in the secondary

school: A companion to school experience: Routledge.

 

Lee. (2016). Building and sustaining national ICT/education agencies: Lessons from

Malaysia.

 

Lee, K. T. (2001). Using ICT as a subject, tool for curriculum, and co-curricular

resource. In UNESCO-ACEID, Using ICT for Quality Teaching, Learning and

Effective Management (pp. 41-55). Bangkok, Thailand: UNESCO.

 

Lee, M. N., & Thah, S. S. (2016). Building and sustaining national ICT/education

agencies: Lessons from Malaysia: World Bank.

 

Lefebvre, S., Deaudelin, D., & Loiselle, J.,. (2006). ,ICT implementation stages of

primary school teachers: The practices and conceptions of teaching and

learning. Paper presented at the Australian Association for Research in

Education National Conference, Adelaide, Australia.

 

Len, L. K., Yunus, M. M., & Embi, M. A. (2017). Build me up: Overcoming writing

problems among pupils in a rural primary school in Belaga, Sarawak,

Malaysia. Jurnal Pendidikan Humaniora, 5(1), 1-7.

 

Leng, C. H., Abedalaziz, N., Orleans, A. V., Naimie, Z., & Islam, A. (2018).

Teaching practices of Malaysian science teachers: Role of epistemic beliefs

and implicit intelligence. MOJES: Malaysian Online Journal of Educational

Sciences, 6(2), 48-59.

 

Leong. (2017). Principal technology leadership practices, teacher ICT competency,

and teacher acceptance of School Management System (SMS) in Negeri

Sembilan secondary

 

Ling, U. L., Saibin, T. C., Labadin, J., & Aziz, N. A. (2017). Preliminary

investigation: Teachers’ perception on computational thinking concepts.

Journal of Telecommunication, Electronic and Computer Engineering (JTEC),

9(2-9), 23-29.

 

Lim, W. K., Said, M. N. H. M., Atan, N. A., & Ler, S. Y. (2018). Students’

Perception towards the Use of Frog VLE Based on Rogers’ Diffusion of

Innovation Theory. Innovative Teaching and Learning Journal (ITLJ), 2(1),

51-57.

 

Limone, P., Sinatra, M., Tanucci, G., & Monacis, L. (2019). The Utilitarian vs.

Hedonic Teacher Acceptance of ICT Use. Turkish Online Journal of Distance

Education, 20(4), 1-10.

 

Lippincott, J. K. (2019). LEARNING COMMUNITIES FOR EXCELLENCE:

Developing collaborative relationships: Librarians, students, and faculty

creating learning communities. College & Research Libraries News, 63(3),

190-193.

 

Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford

review of education, 38(1), 9-24.

 

Lubis, A. H., Idrus, S. Z. S., & Sarji, A. (2018). ICT usage amongst lecturers and its

impact towards learning process quality. Jurnal Komunikasi: Malaysian

Journal of Communication, 34(1).

 

Lu, Z., Hou, L., & Huang, X. (2010). A research on a student-centred teaching model

in an ICT-based English audio-video speaking class. International Journal of

Education and Development using ICT, 6(3), 101-123.

 

Mahmud, S. N. D., Nasri, N. M., Samsudin, M. A., & Halim, L. (2018). Science

teacher education in Malaysia: challenges and way forward. Asia-Pacific

Science Education, 4(1), 1-12.

 

Majumdar, S. (2015). Emerging trends in ICT for education & training. Gen. Asia

Pacific Reg. IVETA.

 

MARCIA, G. (2018 ). The Influence Of Literacy Support On Reading, Science,

Mathematics And Ict Literacy Performance Among Form Four Students In

Peninsular Malaysia.

 

Marcus-Quinn, A., & Hourigan, T. (2017). Handbook on digital learning for K-12

schools: Springer.

 

Marlina, R. (2019). PERSEPSI GURU DALAM PENGGUNAAN MEDIA BERBASIS

ICT DI SEKOLAH. Paper presented at the Prosiding Seminar Nasional

SIMBIOSIS.

 

Masuwai, A. M., & Saad, N. S. (2017). Evaluating the face and content validity of a

Teaching and Learning Guiding Principles Instrument (TLGPI): A perspective

study of Malaysian teacher educators. Geografia-Malaysian Journal of Society

and Space, 12(3).

 

Mertala, P. (2019). Teachers’ beliefs about technology integration in early childhood

education: A meta-ethnographical synthesis of qualitative research. Computers

in Human Behavior, 101, 334-349.

 

Merton, R. K. (2008). Focused interview: Simon and Schuster.

 

Ministry of Education Malaysia. (1997). Smart school flagship application: The

Malaysian smart school a conceptual blueprint. Kuala Lumpur: Ministry of

Education.

 

Min, W. Y., Mansor, R., & Samsudin, S. (2017). The challenge of producing

progressive teachers in Malaysia: A case study of reflective writings among

UPSI student teachers. Geografia-Malaysian Journal of Society and Space,

11(7).

 

Mirzajani, H., Bayekolaei, M. D., Kookandeh, M. R., Razaee, S.S., Kamalifar, A. A.

and Shani, H. R.,. (2016). Smart schools an innovation in Education:

Malaysia’s experience. Asian Journal of Education and Training. Vol. 2(1),

11-15.

 

Mirzajani, H., Mahmud, R., Ayub, A. F. M., & Wong, S. L. (2016). Teachers’

acceptance of ICT and its integration in the classroom. Quality Assurance in

Education.

 

Mirzajani, H., Mahmud, R., Ayub, A. F. M., & Wong, S. L. (2016). Teachers’

acceptance of ICT and its integration in the classroom. Quality Assurance in

Education.

 

Mirzajani, H., Mahmud, R., Ayub, A. F., & Luan, W. S.,. (2015). A review of

research literature on obstacles that prevent use of ICT in pre-service teachers'

educational courses. International Journal of Education and Literacy Studies,

3(2), 25-31. https://doi.org/10.7575/aiac.ijels.v.3n.2p.25.

 

Mohamad Nasri, N., Husnin, H., Mahmud, S. N. D., & Halim, L. (2020). Mitigating

the COVID-19 pandemic: a snapshot from Malaysia into the coping strategies

for pre-service teachers’ education. Journal of Education for Teaching, 1-8.

 

Mohamad Siti Badariah. (2015). Penggunaan ICT dalam kalangan guru Program

Pendidikan Khas Integrasi Masalah Pembelajaran di sekolah rendah.

Universiti Pendidikan Sultan Idris.

 

Mohamed, A. H. (2020). Designing and Organising Successful Continuing

Professional Development Training (CPDT) for Science Teachers in High

Performing Schools: Implementing Instructional Technology (IT) Integration

Effectively in Malaysia. Paper presented at the International Proceedings

Conferences Series.

 

Mohanraj, J., Yuen, K. O., Eshvary, P., Sangwan, A., Thasya, A., Sahlan, N. S., . . .

Kaur, H. (2019). Exploring the Digital Divide between Pre-clinical Teachers

and Students in an Integrated Medical Curriculum from a Malaysian Private

University. Universal Journal of Educational Research, 7(12A), 1-9.

 

Mollaei, F., & Riasati, M. J. (2013). Teachers’ perceptions of using technology in

teaching EFL. International Journal of Applied Linguistics and English

Literature, 2(1), 13-22.

 

Mugo, D. G., Njagi, K., Chemwei, B., & Motanya, J. O. (2017). The technology

acceptance model (TAM) and its application to the utilization of mobile

learning technologies.

 

Multimedia Development Corporation. (2006). Impact assessment study on the smart

schoolintegrated solution and other ICT initiatives .Putrajaya: Government of

Malaysia.

 

Murray, D. L., Bastille-Rousseau, G., Beaty, L. E., Hornseth, M. L., Row, J. R., &

Thornton, D. H. (2019). From Research Hypothesis to Model Selection.

Population Ecology in Practice.

 

Murray, G. B.-R. (2019). From Research Hypothesis to Model Selection.

 

Murugaiah, P. (2018). Profiling web technology adoption of English language

instructors in Malaysian universities. Malaysian Online Journal of

Educational Technology, 6(4), 67-82.

 

Musa, N. C., Lie, K. Y., & Azman, H. (2012). Exploring English language learning

and teaching in Malaysia. GEMA Online® Journal of Language Studies,

12(1).

 

Muslem, A., Yusuf, Y. Q., & Juliana, R.,. (2018). Perceptions and barriers to ICT use

among English teachers in Indonesia. Teaching English with Technology,

18(1), 3-23. Retrieved from http://cejsh.icm.edu.pl/cejsh/element/

bwmeta1.element.desklight-34ba375d-50d4-4341-9c9b-6e6fd275c1c0/c/

ARTICLE1.pdf.

 

Muthusamy, P. (2012). Attitudes and motivation in teaching through ICT Among

Malaysian Tamil Teachers: an overview.

 

Mwendwa, N. K. (2017). Perception of teachers and principals on ICT integration in

the primary school curriculum in Kitui County, Kenya. European Journal of

Education Studies, 3(7), 408-430. https://doi.org/10.5281/zenodo.824829.

 

Mwila, P. (2018). Assessing the attitudes of secondary school teachers towards the

integration of ICT in the teaching process in Kilimanjaro, Tanzania.

International Journal of Education and Development using Information and

Communication Technology (IJEDICT), 14(3), 223-238. Retrieved from

https://eric.ed.gov/?id=EJ1201563.

 

Nakayima, J. K. (2011). Perceived usefulness, perceived ease of use, behavioural

intention to use and actual system usage in Centenary Bank (Doctoral

dissertation, Makerere University).

 

Naqvi, S., & Al Mahrooqi, R. (2016). ICT and language learning: A case study on

student-created digital video projects. Journal of Cases on Information

Technology (JCIT), 18(1), 49-64.

 

Newhouse, P. (2002). Literature review: The impact of ICT on learning and teaching,

Perth, Western Australia: Department of Education.

 

Ng, S. F., Hassan, N. S. I. C., Nor, N. H. M., & Malek, N. A. A. (2017). The

relationship between smartphone use and academic performance: A case of

students in a Malaysian tertiary institution. Malaysian Online Journal of

Educational Technology, 5(4), 64-76.

 

Ngui, G. K., & Lay, Y. F. (2020). The Effect of Emotional Intelligence, Self-Efficacy,

Subjective Well-Being and Resilience on Student Teachers' Perceived

Practicum Stress: A Malaysian Case Study. European Journal of Educational

Research, 9(1), 277-291.

 

Nikian, S., Nor, F. M., & Aziz, M. A. (2013). Malaysian teachers’ perception of

applying technology in the classroom. Procedia-Social and Behavioral

Sciences, 103, 621-627.

 

Noh, N. M., Halili, S. H., & Siraj, S. (2020). ANALISIS FAKTOR KEKANGAN

PEMBELAJARAN BERASASKAN REKA BENTUK DALAM

KALANGAN GURU BERDASARKAN FUZZY DELPHI METHOD. JuKu:

Jurnal Kurikulum & Pengajaran Asia Pasifik, 8(1), 33-42.

 

Noordin, N., & Ngah, K. (2019). The Beauty and the Beast of Rural Education

Development in Northern Malaysia. Asian Social Work Journal, 4(4), 1-8.

 

Norashid Bin Othman & Hamzah Bin Md. Omar.. (2014.). Beban Tugas dan Motivasi

Pengajaran Guru di Sekolah Menengah Daerah Ranau. Jurnal Pemikir

Pendidikan (Journal for Educational Thinkers) 5: 35-57.

 

Nordin, H., & Ariffin, T. F. T. (2016). Validation of a technological pedagogical

content knowledge instrument in a Malaysian secondary school context.

Malaysian Journal of learning and Instruction, 13(1), 1-24.

 

Nordin, S. e. a. (2003). ICT in Teaching and Learning Geography in Sabah. Paper

presented in National Geographic Conference.

 

Nunan, D., . . (2003). The impact of English as a global language on educational

policies and practices in Asia-Pacific region. TESOL Quarterly. Vol. 37, 589-

613.

 

Nurila abdul wahab. (2018). KUALITI PENG AN, PRESTASI KE A, TE NAN KE A

DAN HUBUNGAN DENGAN BEBAN TUGAS GURU SEKO H

MENENGAH.

 

Obahiagbon, K., & Osahon, O. J.,. (2014). Information and communication

technology (ICT) key tool for enhancing teaching and learning in Nigeria: A

study of two tertiary institutions in Benin Metropolis. American Journal of

Educational Research, 2(12), 1257-1259.

 

Ogata, H., Yin, C., Oi, M., Okubo, F., Shimada, A., Kojima, K., & Yamada, M.

(2015). E-Book-based learning analytics in university education. Paper

presented at the International conference on computer in education (ICCE

2015).

 

Ojo, O., & Adu, E.,. (2018). The effectiveness of information and communication

technologies (ICTs) in teaching and learning in high schools in Eastern Cape

Province. South African Journal of Education, 38(2), 1-11.

https://doi.org/10.15700/saje.v38ns2a1483.

 

Oliver, R. (2002). The role of ICT in higher education for the 21st century: ICT as a

change agent for education. Retrieved April, 14, 2007.

 

Omar, F. Z., AM Rashid.,. (2020). Knowledge, skills, and attitudes as predictors in

determining teachers' competency in Malaysian TVET institutions.

 

Onwuegbuzie, A. J., & Johnson, R. B. (2006). The validity issue in mixed research.

Research in the Schools, 13(1), 48-63.

 

Osborne, J., & Hennessy, S. . (2003). Literature review in science education and the

role of ICT: Promise, problems and future directions. London: Futurelab.

 

Özden, M. (2007). Problems with science and technology education in Turkey.

Eurasia Journal of Mathematics, Science & Technology Education, 3(2), 157‐

161.

 

Papanastasiou, E. C., & Angeli, C. (2008). Evaluating the use of ICT in education:

Psychometric properties of the survey of factors affecting teachers teaching

with technology (SFA-T3). Journal of Educational Technology & Society,

11(1), 69-86.

 

Pelgrum, W. J. (2001). Obstacles to the integration of ICT in education: results from a

worldwide educational assessment. Computers & Education, 37, 163‐178.

 

Peng, C. F., Hamid, Z., & Nizam, M. (2019). Intermediary Effect of Intention of ICT

adoption on the Relationship of Attitudes toward Adoption and Adoption of

VLE among the Malay Language Teachers. Peng, CF, 151-157.

 

Percy, W. H., Kostere, K., & Kostere, S. (2015). Generic qualitative research in

psychology. The Qualitative Report, 20(2), 76-85.

 

Perkins, D. N. (1992). Smart Schools: From Training Memories to Educating Minds.

New York: The Free Press.

 

Phutela, N., & Dwivedi, S. (2019). Impact of ICT in Education: Students’

Perspective. Available at SSRN 3377617.

 

Poobalan, N., Zaharudin, R., & Voon, Y. T. (2019). Penggunaan bahan multimedia

interaktif 3D animasi (‘Scratch’) dalam kaedah pembelajaran teradun terhadap

minat dan pencapaian murid Tahun 5 bagi mata pelajaran Sains. Jurnal

Pendidikan Sains Dan Matematik Malaysia, 9(1), 49-56.

 

Pranchis  Andin.  (2018).  Kajian penerimaan modul latihan berasaskan model penerimaan teknologi 

(Technology Acceptance Model) dalam kalangan guru sekolah rendah di daerah Keningau. Doctoral 

thesis, University Malaysia Sabah. .

 

Prasojo, L. D., Mukminin, A., Habibi, A., Hendra, R., & Iqroni, D. (2019). Building quality 

education through integrating ICT in schools: Teachers' attitudes, perception, and barriers. 

Calitatea, 20(172), 45-50.

 

Prasojo, L. D., Mukminin, A., Habibi, A., Marzulina, L., Sirozi, M., & Harto, K.,. (2018). Learning 

to teach in a digital age: ICT integration and EFL student teachers’ teaching practices. Teaching 

English with Technology, 18(3), 18-32. Retrieved from 

http://yadda.icm.edu.pl/yadda/element/bwmeta1.element. 

desklight-ee2fa257-2cf6-4343-9620-27bad8ac046c/c/ARTICLE2.pdf.

 

Qasem, A. A., & Viswanathappa, G. (2016). Teacher perceptions towards ICT integration: Professional 

development through blended learning. Journal of Information Technology Education: Research, 15 , 

561-575.

 

Quinlan, C., Babin, B., Carr, J., & Griffin, M. (2019). Business research methods: South Western 

Cengage.

 

Ragnedda, G. M. (2013). The digital divide: The Internet and social inequality in international 

perspective.

 

Rahmat, M. K., & Au, W. K. (2019). Visual Art Education Teacher's Beliefs and Attitudes toward 

Incorporating ICT into Art Classrooms. Asian Journal of University Education, 15(3), 285-294.

 

RAMAN, K., OTHMAN, N., & AFFANDI, H. M. (2019). Jurang Penggunaan

Teknologi Maklumat dan Komunikasi (TMK) di antara Sekolah Bandar dengan Luar Bandar. Malaysian 

Journal of Education (0126-6020), 44.

 

Raman, S. b. S. (2018). Relationship Between Technology Leadership, ICT Facility, Competency, 

Commitments Towards Effectiveness of School Mangement Tasks in Schools.

 

Ramli, N. F., & Talib, O. (2017). Can education institution implement STEM? From Malaysian 

teachers’ view. International Journal of Academic Research in Business and Social Sciences, 7(3), 

721-732.

 

Rauf, A. A., & Suwanto, S. (2020). Attitudes and Technology Integration among ESL Secondary School 

Teachers in Sabah. Malaysian Journal of Social Sciences and Humanities (MJSSH), 5(12), 280-287.

 

Ravichandran, P. (2019). QUALITATIVE APPROACH IN DEVELOPING A TECHNOLOGY ACCEPTANCE MODEL FOR MOOCS 

IN MALAYSIAN

HIGHER EDUCATIONAL INSTITUTIONS.  International Journal of

Education, 4(30), 364-376.

 

Razak, N., Ab Jalil, H., & Ismail, I. (2019). Challenges in ICT integration among Malaysian public 

primary education teachers: The roles of leaders and stakeholders. International Journal of 

Emerging Technologies in Learning (iJET), 14(24), 184-205.

 

Reimers, A. S. (2020). A framework to guide an education response to the COVID-19 Pandemic of 2020.

 

Rinawati, R. (2019). Upaya Peningkatkan Kemampuan Guru Dalam Penggunaan Teknologi Informasi dan 

Komunikasi (TIK) Melalui Kegiatan Workshop di Tk Kecamatan Sungai Lalak. JURNAL PAJAR (Pendidikan 

Dan Pengajaran), 3(4), 800-807.

 

Riza, E. D. (1998). Laparoscopic surgical instrument with adjustable grip: Google Patents.

 

Rizal, F., Jalinus, N., Zaus, M. A., Wulansari, R. E., & Nabawi, R. A. (2019).

Comparison of ICT using in learning between Indonesia and Malaysia. Paper presented at the Journal 

of Physics: Conference Series.

 

Rosen, Y., & Rimor, R. (2016). Teaching and assessing problem solving in online collaborative  

environment  Professional  Development  and  Workplace Learning: Concepts, Methodologies, Tools, 

and Applications (pp. 254-269): IGI Global.

 

Rozmi, A. N. A., Bakar, M. I. A., Hadi, A. R. A., & Nordin, A. I. (2019).

Investigating the intentions to adopt ICT in Malaysian SMEs using the UTAUT Model. Paper presented 

at the International Visual Informatics Conference.

 

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new 

directions. Contemporary educational psychology, 25 (1), 54-67.

 

Safri, M., MH Hanafiah.,. (2020). Massive Open Online Course (MOOC): Our saviour during COVID-19 

pandemic?

 

Sailin, S. N., & Mahmor, N. A. (2018). Improving student teachers’ digital pedagogy through 

meaningful learning activities. Malaysian Journal of learning and Instruction, 15(2), 143-173.

 

Salleh, S. (2016). Examining the influence of teachers' beliefs towards technology integration in 

classroom. The International Journal of Information and Learning Technology.

 

Salkind, N. J. (2010). Encyclopedia of research design (Vol. 1): Sage. 

 

Samuel, M., Tee, M. Y., & Symaco, L. P. (2017). Education in Malaysia:

Developments and challenges (Vol. 39): Springer.

 

Samuel, R., & Bakar, Z. (2006). The utilization and integration of ICT tools in promoting English 

language teaching and learning: Reflections from English option teachers in Kuala Langat District, 

Malaysia. International Journal of Education and Development using ICT, 2(2), 4-14.

 

Sang, G., Valcke, M., van Braak, J., Tondeur, J., & Zhu, C. (2011). Predicting ICT integration into 

classroom teaching in Chinese primary schools: exploring the complex interplay of teacher‐related 

variables. Journal of Computer Assisted Learning, 27(2), 160-172.

 

Santoso, B., Aisyah, N., Hapizah, H., Meryansumayeka, M., Sukmaningthias, N., & Pratiwi, W. D. 

(2019). Pendampingan Inovasi bagi MGMP Matematika SMP Kota Palembang untuk Menghasilkan Proposal 

Penelitian Tindakan Kelas Berbasis ICT. Jurnal Anugerah, 1(2), 91-97.

 

Scherer, R., Siddiq, F., & Tondeur, J. (2019). The technology acceptance model (TAM): A 

meta-analytic structural equation modeling approach to explaining teachers’  adoption  of  digital 

technology  in  education.  Computers  & Education, 128, 13-35.

 

Scherer, R., Siddiq, F., & Tondeur, J. (2019). The technology acceptance model (TAM): A 

meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital 

technology in education. Computers & Education, 128, 13-35.

 

Schoepp, K. (2005). Barriers to technology integration in a technology‐rich environment. Learning 

and Teaching in Higher Education: Gulf Perspectives, 2(1), 1‐24.

 

Selvaraj, B. (2010). English Language Teaching (ELT): Curriculum reforms in Malaysia. Voice of 

Academia. Vol. 5(1), 51-60.

 

Selwood, I. D., Fung, A., & O'Mahoney, C. D. (2012). Management of Education in the Information 

Age: The Role of ICT (Vol. 120): Springer.

 

Semerci, A., & Aydin, M. K. (2018). Examining High School Teachers' Attitudes towards ICT Use in 

Education. International Journal of Progressive Education, 14(2), 93-105.

 

Semerci, A., & Aydin, M. K. (2018). Examining High School Teachers' Attitudes towards ICT Use in 

Education. International Journal of Progressive Education, 14(2), 93-105.

 

SFABD RAHMAN, Y. (2019). A Technology Acceptance Model (TAM): Malaysian ESL Lecturers' Attitude in 

Adapting Flipped Learning.

 

Shanmugam, B. B. (2019). Pembinaan kerangka panduan ICT bagi mata pelajaran

Sains untuk guru-guru SJK (T) di luar bandar di negeri Perak.

 

Shanmugam, K., & Balakrishnan, B. (2020). Perisian microsoft power point sebagai

peranti persembahan semasa pdpc sains di SJK (T) luar bandar di negeri

Perak. Muallim Journal of Social Sciences and Humanities, 49-65.

 

Sharpe, R., Beetham, H., & De Freitas, S. (2010). Rethinking learning for a digital

age: How learners are shaping their own experiences: Routledge.

 

Shdaifat, N. S. (2020). The Reality of Using E-Learning Applications in Vocational

Education Courses During COVID 19 Crisis from the Vocational Education

Teachers' Perceptive in.

 

Sicilia, C. (2005). The Challenges and Benefits to Teachers' Practices in

Constructivist Learning Environments Supported by Technology. Unpublished

master’s thesis, McGill University, Montreal.

 

Siew, N. M., Amir, N., & Chong, C. L. (2015). The perceptions of pre-service and inservice

teachers regarding a project-based STEM approach to teaching

science. SpringerPlus, 4(1), 1-20.

 

Sife, A., Lwoga, E., & Sanga, C. (2007). New technologies for teaching and learning:

Challenges for higher learning institutions in developing countries.

International Journal of Education and Development using ICT, 3 (2), 57-67.

 

Silviyanti, T. M., & Yusuf, Y. Q. (2015). EFL Teachers' Perceptions on Using ICT in

Their Teaching: To Use or to Reject? Teaching English with Technology,

15(4), 29-43.

 

Singh, C. K. S., Gopal, R., Ong, E. T., Singh, T. S. M., Mostafa, N. A., & Singh, R.

K. A. (2020). ESL TEACHERS’STRATEGIES TO FOSTER HIGHERORDER

THINKING SKILLS TO TEACH WRITING. Malaysian Journal of

learning and Instruction, 17(2), 195-226.

 

Singh, K. K. K., Yamat, H., & Wahi, W. (2018). Teachers’ Beliefs on Technological

Fusion in Teaching ESL Students. Creative Education, 9(14), 2125.

 

Singh, T. K. R., & Chan, S. (2014). Teacher readiness on ICT integration in teachinglearning:

A Malaysian case study. International Journal of Asian Social

Science, 4(7), 874-885.

 

Siti Hajar, S. (2016). TEACHERS' ACCEPTANCE ON USING INFORMATION

COMMUNICATION AND TECHNOLOGY (ICT) IN TEACHING TAMIL

LANGUAGE.

 

Smart School Project Team. (1997). The Malaysian Smart School: A Conceptual

Blueprint. Kuala Lumpur: Government of Malaysia.

 

SNAS Zamri. (2017). Mathematics Teachers' Readiness Toward Information and

Communication Technology Application: A Comparative Study Between

Malaysia and Indonesia.

 

Spencer, K. (1999). Educational Technology-An Unstoppable Force: a selective

review of research into the effectiveness of educational media. Journal of

Educational Technology & Society, 2(4), 23-34.

 

Spradley, J. P. (2016). The ethnographic interview: Waveland Press.

 

Srivastava, A., & Thomson, S. B. (2009). Framework analysis: a qualitative

methodology for applied policy research.

 

SSQ. (2017). Keputusan SSQ jenis sekolah, from https://www.btpnsel.

edu.my/2018/01/keputusan-ssqs-2017-dan-analisa-keseluruhan/

 

Stocks, S., & Pujic, V. (2017). The Role of an Effective Facilitator.

 

Stone, H., Sidel, J., Oliver, S., Woolsey, A., & Singleton, R. C. (2008). Sensory

evaluation by quantitative descriptive analysis. Descriptive Sensory Analysis

in Practice, 28, 23-34.

 

Suárez-Rodríguez, J., Almerich, G., Orellana, N., & Díaz-García, I. (2018). A basic

model of integration of ICT by teachers: Competence and use. Educational

Technology Research and Development, 66(5), 1165-1187.

 

Sudarwati, N., & Prianto, A. (2019). PRAKTIK MEMBUAT VIDEO DAN

MULTIMEDIA SEBAGAI MEDIA PEMBELAJARAN. LECTURER

REPOSITORY.

 

Suharsaputra, U. (2015). Manajemen pendidikan perguruan tinggi. Bandung,

Indonesia: PT Refika Aditama.

 

Sulaiman, & Ismail. (2020). [PDF] Teacher competence and 21st century skills in

transformation schools 2025

 

Sulaiman, J., Yunus, F. A. N., & Ahmad, W. M. R. W. (2019). Professionalism of

Technical Teacher in Vocational Education. Online Journal for TVET

Practitioners, 4(1).

 

Sulaiman, T., Muniyan, V., Madhvan, D., Hasan, R., & Rahim, S. S. A. (2017).

Implementation of higher order thinking skills in teaching of science: A case

study in Malaysia. International Research Journal of Education and Sciences

(IRJES), 1(1), 2550-2158.

 

Sumardi, S., Ayu, A., & Naim, M. (2019). Reading Habit Development with ICT

Support for Students with Specific Learning Disabilities in Jember, Indonesia.

Paper presented at the 6th International Conference on Educational Research

and Innovation (ICERI 2018).

 

Sumintono, B. (2017). Science education in Malaysia: challenges in the 21st century.

Jurnal Cakrawala Pendidikan, 36(3).

 

Sun, J., Flores, J., & Tanguma, J. (2012). E‐Textbooks and students’ learning

experiences. Decision Sciences Journal of Innovative Education, 10(1), 63-77.

 

Surjono, H. D. (2013). Peranan teknologi informasi dan komunikasi (ICT) dalam

peningkatan proses pembelajaran yang inovatif. Kajian dibentangkan di

Seminar Nasional Pendidikan & Saintec 18 Mei, 2013, Universiti Malaya

Sabah, Sabah, Malaysia.

 

Sutherland, R., Armstrong, V., Barnes, S., Brawn, R., Breeze, N., Gall, M., . . .

Triggs, P. (2004). Transforming teaching and learning: embedding ICT into

everyday classroom practices. Journal of Computer Assisted Learning, 20(6),

413-425.

 

Szucs, J. I. (2017). When null hypothesis significance testing is unsuitable for

research: a reassessment.

 

Taat, M. S., & Francis, A. (2020). Factors Influencing the Students' Acceptance of ELearning

at Teacher Education Institute: An Exploratory Study in Malaysia.

International Journal of Higher Education, 9(1), 133-141.

 

Tahir, L. M., Musah, M. B., Al-Hudawi, S. H. V., & Daud, K. (2020). Becoming a

Teacher Leader: Exploring Malaysian In-Service Teachers’ Perceptions,

Readiness and Challenges. Egitim ve Bilim, 45(202).

 

Tahir, Z., Malek, J. A., & Ibrahim, M. A. (2016). Developing smart ICT in rural

communities in Malaysia through the establishment of telecenters. e-Bangi,

13(1).

 

Tai, K. L., Ng, Y. G., & Lim, P. Y. (2019). Systematic review on the prevalence of

illness and stress and their associated risk factors among educators in

Malaysia. PloS one, 14(5).

 

Tan, B. S., & Wong, S. L. (2020). Learning principles of accounting in ICT-supported

learning environments of Malaysian secondary schools: future-oriented

approach. Research and Practice in Technology Enhanced Learning, 15, 1-23.

 

Tao, D. (2009). Intention to use and actual use of electronic information resources:

Further exploring technology acceptance model (TAM). AMIA Annual

Symposium Proceedings 2009, (pp. 629–633).

 

Tarmiji, e. a. (2005). GIS in Teaching Geography in Schools. Paper presented in GIS

Seminar for Teachers. PPIK, USM. 25 Jun 2005.

 

Tempelaar, D., Rienties, B., Giesbers, B., & van der Loeff, S. S. (2013). How cultural

and learning style differences impact students’ learning preferences in blended

learning Transcultural blended learning and teaching in postsecondary

education (pp. 30-51): IGI Global.

 

Teo, T., Luan, W. S., & Sing, C. C. (2008). A cross-cultural examination of the

intention to use technology between Singaporean and Malaysian pre-service

teachers: an application of the Technology Acceptance Model (TAM). Journal

of Educational Technology & Society, 11(4), 265-280.

 

Thang, S. M., Murugaiah, P., Lee, K. W., Azman, H., Tan, L. Y., & Lee, Y. S. (2010).

Grappling with technology: A case of supporting Malaysian Smart School

teachers' professional development. Australasian Journal of Educational

Technology, 26(3).

 

Thien, L. M., Razak, N. A., & Ramayah, T. (2014). Validating teacher commitment

scale using a Malaysian sample. Sage Open, 4(2), 2158244014536744.

 

Tezci, E. (2009). Teachers’ effect on ICT use in education: The Turkey sample.

Procedia-Social and Behavioral Sciences, 1(1), 1285-1294.

 

Thompson, B. (2004). Exploratory and confirmatory factor analysis: Understanding

concepts and applications. Washington, DC, 10694-10000.

 

Thompson, F. E., & Subar, A. F. (2017). Dietary assessment methodology Nutrition

in the Prevention and Treatment of Disease (pp. 5-48): Elsevier.

 

Timmi, M. (2017). Estonian English Language Teachers' Attitudes Towards the Use

of Information and Communication Technology in Secondary School.

University of Tartu, Tartu, Estonia.

 

Tiokhin, J. L. (2020). Crowdsourcing hypothesis tests: Making transparent how

design choices shape research results.

 

Tondeur, J., Aesaert, K., Prestridge, S., & Consuegra, E. (2018). A multilevel analysis

of what matters in the training of pre-service teacher's ICT competencies.

Computers & Education, 122, 32-42.

 

Tondeur, J., Aesaert, K., Pynoo, B., van Braak, J., Fraeyman, N., & Erstad, O. (2017).

Developing a validated instrument to measure preservice teachers’ ICT

competencies: Meeting the demands of the 21st century. British Journal of

Educational Technology, 48(2), 462-472.

 

Tondeur, J., van Braak, J., Siddiq, F., & Scherer, R. (2016). Time for a new approach

to prepare future teachers for educational technology use: Its meaning and

measurement. Computers & Education, 94, 134-150.

 

Toprakci, E. (2006). Obstacles at integration of schools into information and

communication technologies by taking into consideration the opinions of the

teachers and principals of primary and secondary schools in Turkey. Journal of

Instructional Science and Technology(e‐JIST), 9(1), 1‐16.

 

Umar, I. N., & Hassan, A. S. A. (2015). Malaysian teachers’ levels of ICT integration

and its perceived impact on teaching and learning. Procedia-Social and

Behavioral Sciences, 197.

 

Umar, I. N., & Yusoff, M. T. M. (2014). A study on Malaysian teachers’ level of ICT

skills and practices, and its impact on teaching and learning. Procedia-Social

and Behavioral Sciences, 116, 979-984.

 

Uluyol, Ç., & Şahin, S. (2016). Elementary school teachers' ICT use in the classroom

and their motivators for using ICT. British Journal of Educational

Technology, 47(1), 65-75.

 

Valtonen, T., Kukkonen, J., Kontkanen, S., Sormunen, K., Dillon, P., & Sointu, E.

(2015). The impact of authentic learning experiences with ICT on pre-service

teachers' intentions to use ICT for teaching and learning. Computers &

Education, 81, 49-58.

 

Velaytham, R. S., & Surat, S. (2019). HUBUNGAN STRES DENGAN KONFLIK

KERJA-KELUARGA DI KALANGAN GURU DI SEKOLAH JENIS

KEBANGSAAN TAMIL CONVENT, SEREMBAN. Jurnal Dunia

Pendidikan, 1(1), 1-8.

 

Vellymalay, S. K. N. (2012). The impact of parent's socioeconomic status on parental

involvement at home: A case study on high achievement Indian students of a

Tamil School in Malaysia. International Journal of Academic Research in

Business and Social Sciences, 2(8), 11.

 

Villalba, A., González-Rivera, M. D., & Díaz-Pulido, B. (2017). Obstacles Perceived

by Physical Education Teachers to Integrating ICT. Turkish Online Journal of

Educational Technology-TOJET, 16(1), 83-92.

 

Virkus, S. (2008). Use of Web 2.0 technologies in LIS education: Experiences at

Tallin University, Estonia. In L. Tedd (Ed.), Program: Electronic library and

information systems (pp.262- 274).

 

Vongkulluksn, V. W., Xie, K., & Bowman, M. A. (2018). The role of value on

teachers' internalization of external barriers and externalization of personal

beliefs for classroom technology integration. Computers & Education, 118,

70-81.

 

Voogt, J., Knezek, G., Cox, M., Knezek, D., & ten Brummelhuis, A. (2013). Under

which conditions does ICT have a positive effect on teaching and learning? A

call to action. Journal of Computer Assisted Learning, 29(1), 4-14.

 

Walker, A. (2010). Using Social Networks and ICTs to Enhance Literature Circles: A

Practical Approach. International Association of School Librarianship.

 

Wei, C. P., S Kannan, SA Moulod.,. (2016). Relationship between Teacher ICT

Competency and Teacher Acceptance and Use of School Management System

(SMS).

 

Wei, C. P., S Kannan, SA Moulod.,. (2016). Relationship between Teacher ICT

Competency and Teacher Acceptance and Use of School Management System

(SMS).

 

Wei, L. M., Piaw, C. Y., & Kannan, S. (2017). Relationship between principal

technology leadership practices and teacher ICT competency. MOJEM:

Malaysian Online Journal of Educational Management, 4(3), 13-36.

 

Wei, L. M., Piaw, C. Y., Kannan, S., & Moulod, S. A. (2016). Relationship between

teacher ICT competency and teacher acceptance and use of school

management system (SMS). Malaysian Online Journal of Educational

Technology, 4(4), 36-52.

 

Williyan, A. (2020). ICT IN DISTANCE LEARNING: TEACHERS’ATTITUDES

AND PROBLEMS. ELT Echo: The Journal of English Language Teaching in

Foreign Language Context, 5(2), 119-136.

 

Wiranto, S. (2014). Penerapan teknologi informasi dan komunikasi sebagai media

interaksi guru-siswa di SMPN 1 Arjosari Pacitan [Application of information

and communication technology as teacher-student interaction media]. Sebuah

Publikasi Ilmiah Program Pascasarjana. Central Java, Indonesia: University of

Muhammadiyah Surakarta. Retrieved from http://eprints.ums.ac.id/

32464/18/2%20Artikel%20Publikasi%20Ilmiah%20Sigit.pdf.

 

Wong, K.-T. (2013). Understanding Student Teachers' Behavioural Intention to Use

Technology: Technology Acceptance Model (TAM) Validation and Testing.

Online Submission, 6(1), 89-104.

 

Wood, D. (1999). Learning the Three Great Truths: And the ICT Research Agenda.

http://telematics3.ex.ac.uk/ERF/present/lecture4/wood2.htm.

 

Yaakub, M. R., Zaki, F. Z. M., Latiffi, M. I. A., & Danby, S. (2019). Sentiment

analysis of preschool teachers’ perceptions on ICT use for young children.

Paper presented at the 2019 IEEE International Conference on Engineering,

Technology and Education (TALE).

 

Yanuarto, W. N., Maat, S. M., Husnin, H., & Atweh, B. W. (2019). Teachers' Beliefs,

Mathematics Anxiety, and ICT Literacy: a Systematic Review. Religación, 4,

43-50.

 

Yang, K. T., & Wang, T. H.,. (2012). Interactive White Board: Effective Interactive

Teaching Strategy Designs for Biology Teaching. Tech, E-Learning-

Engineering, On-Job Training and Interactive Teaching, 139-154.

 

Yelland, N. (2001). Teaching and learning with information and communication

technologies (ICT) for numeracy in the early childhood and primary years of

schooling. Australia: Department of Education, Training and Youth Affairs.

 

Yeop, M. A. Y., Mohd Faiz Mohd; Wong.,. (2019). Implementation of ICT Policy

(Blended Learning Approach): Investigating Factors of Behavioural Intention

and Use Behaviour.

 

Yim, J. S.-C., Moses, P., & Azalea, A. (2019). Predicting teachers’ continuance in a

virtual learning environment with psychological ownership and the TAM: A

perspective from Malaysia. Educational Technology Research and

Development, 67(3), 691-709.

 

Yim, J. S.-C., Moses, P., & Azalea, A. (2019). Predicting teachers’ continuance in a

virtual learning environment with psychological ownership and the TAM: A

perspective from Malaysia. Educational Technology Research and

Development, 67(3), 691-709.

 

Young, S. S.-C. (2003). Integrating ICT into second language education in a

vocational high school. Journal of Computer Assisted Learning, 19(4), 447-

461.

 

Yuen, A. a. M., W.,. (2002). Gender differences in teacher computer acceptance.

Journal of Technology and Teacher Education, 10 (3): 365–382.

 

Yunus, M. M. (2018). Innovation in education and language learning in 21st century.

Journal of Sustainable Development Education and Research, 2(1), 33-34.

 

Yvonne Feilzer, M. (2010). Doing mixed methods research pragmatically:

Implications for the rediscovery of pragmatism as a research paradigm.

Journal of mixed methods research, 4(1), 6-16.

 

Zainal, A. Z., & Zainuddin, S. Z. (2020). Technology adoption in Malaysian schools:

An analysis of national ICT in education policy initiatives. Digital Education

Review(37), 172-194.

 

Zamri, E., Moy, F., & Hoe, V. (2017). Association of psychological distress and work

psychosocial factors with self-reported musculoskeletal pain among secondary

school teachers in Malaysia. PloS one, 12(2).

 

Zamri, S. N. A. S. (2017). Mathematics Teachers’ Readiness Toward Information and

Communication Technology Application: A Comparative Study Between

Malaysia and Indonesia. Advanced Science Letters, 23(3), 2033-2037.

 

Zhang, C. (2013). A Study of Internet Use in EFL Teaching and Learning in

Northwest China. Asian Social Science, 9(2), 48-52.

 

Zhang, J., Yang, J., Chang, M., & Chang, T. (2016). ICT in education in global

context. The Best Pracices in K-12 Schools.

 

Ziden, A. A., Rahman, M. F. A., Amzah, F., & Ifedayo, A. E. (2020). Using e-

Portfolio to Develop IMT Skills among Trainee Teachers in a Malaysian

University. Universal Journal of Educational Research, 8(10), 4470-4477.

 

Zinger, D., Tate, T., & Warschauer, M. (2017). Learning and Teaching

withTechnology: TechnologicalPedagogy and Teacher Practice.

 

Zuhdi, U., & Budiyanto, M. (2018). The Development of Ict-Based Levelling Reading

Books for Improving English Vocabulary for Inclusive Primary Students.

Paper presented at the 2nd INDOEDUC4ALL-Indonesian Education for All

(INDOEDUC 2018).

 


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.

Back to previous page

Installed and configured by Bahagian Automasi, Perpustakaan Tuanku Bainun, Universiti Pendidikan Sultan Idris
If you have enquiries with this repository, kindly contact us at pustakasys@upsi.edu.my or Whatsapp +60163630263 (Office hours only)