Today i would like to share my group
assignment about integrating ICT in T&L process.
Guest what?
Maybe some of us not care about this
issue due to their 'busy world'
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Our Government has come with
a idea to integrate ICT in T&L process. They tried to bring a new approach technique in T&L process. Nowadays,
we can see a lot of steps that has been taken by the government to integrate
ICT in T&L process. For example :
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It is well documented that ICT changes
the nature of motivation to learn in a proper ways or just misuse of the
technology provided by the government?
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The use of ICT technology can provide
pro and con towards teaching and learning process (T&L). It depends on us
either to use them correctly or just abuse them. If we see on the pros side,
ICT bring the T&L process more fun and attractive. If we see the
conventional method of teaching, it is a little bit bored because it only about
marker pen, whiteboard and book. ICT bring more excitement because it have
educational games, interactive learning module, and many more.
However, ICT also can give some
negative effect if there are misuses of those technologies. Misuse can happen
on student and also teacher. Some irresponsible teacher will exploit the
“technophobia” in a school. Since they equipment provided by government are not
been used, those teachers will take or even sell the component of the equipment
for their own benefit. This are totally break the ethic of a teacher.
On the context of student, the
equipment used for non-benefit and time-wasting activity. Some student used the
equipment like computer and projector for playing games, watching movie and
even worst watching adult content films. This technology provides by government
to help them in learning not to ruined their attitude and behavior. In
addition, some student used the equipment as a place to wind off their stress.
They commit vandalism by ruined the equipment to show off the anger or just do
that for fun.
What will
be the long term impact of ICT on the teaching and learning process like
maintenance and installation cost?
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ICT hardware and software supply
problems
Total provisions laboratories,
computers, servers, and LCD projectors to schools based on students enrollment.
Ministry of Education informed the board that as of September 2003 alone is
there school computer lab project 4297 (3700 new labs and lab 597 modified) has
approved its construction.
Supply or notebook computer
to a teacher and lecturer for the use of P & P is still not enough. Only a
small number of teachers and lecturers who acquire these facilities through
specific projects or contributions. To improve the quality of teaching and
learning, MOE will provide computers to teachers with a ratio of 1: 10 for the
years 2002 to 2003. This ratio will be increased to 1: 5 in 2004 and 2005,
while in 2006 and 2010, the ratio of computers than teachers is 1: 1.
Although plans were made,
computer hardware supplied to the department or division is still not
sufficient to meet the requirements of KPM personnel because of the constraints
of the money. In addition, most computers supplied are low-capacity model and
not linked to the internet facilities when the need for these facilities is
increasing the insistence of tasks, communication needs, and meet the challenge
of realizing e-government.
Poor maintenance of computer
Computer lab at school
certainly face problems in terms of maintenance. Many laboratories in schools
unmanageable because no expertise in terms of maintenance. Given the computer
lab does not have a science lab as a lab assistant who has her own laboratory
assistant, the maintenance work for now rests on the shoulders of teachers of
information technology itself. Works Minister Datuk Seri S. Samy Vellu said
that most of the 75 computer laboratories that have been handed over to the
contractor suffered damage, especially in the roof of the building, and he also
confirmed that a total of 574 out of 600 computer laboratories in the eastern
zone of insecurity and dangerous to use. (Utusan Malaysia July 19, 2003).
About 30 percent of
computers in school labs across the country is problematic because computer
hardware used more than five years,
often breaks down. According to the President of the Teachers Union Malays of
West Malaysia (KG-MMB), Mohamed Sabri Mohd Arshad, inefficient maintenance
system, including the need to wait between 3 to 5 months before the damage
repaired. If a computer breaks down, the school must report to the IRB before
the problem was brought to the attention of the NRD. Not all complaints be
addressed immediately because some nonchalant attitude causes a computer
technician come to repair damaged computer for months after the complaint is
made.
Is there any specific skill needed to
acquire by teacher in order to be effective in an ICT based learning
environment?
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Teachers who
produce instructional materials in the form of multimedia. Lack of skilled in ICT
is a major Norida Suhadi (2001) to 100 graduate and non-graduate
teachers found that only 10% of problem faced by
teachers in developing teaching materials in the form of multimedia.
This occurs because due to
the negative attitude that exists among teachers. For example, there are a
handful of skilled teachers who do not use ICT at school and they do not have
our own initiative to solve the problem. For those skilled in ICT is a
disadvantage because they have to set aside time to plan and produce R & D
activities using ICT.
Lack of infrastructure and
support material and trained personnel to assist teachers in the use of ICT is
a cause that caused the teachers are not skilled or trained in the field of ICT
in schools. For example, there are some schools that have computer labs, but
the computer could not function properly due to technical problems. The impact
of this problem has led R & D process that lasts boring and will lead to a
decline in student achievement. This in turn will cause discipline problems
among students has increased as well as professional teachers will be looked
down upon by society. This situation occurs if the teacher does not transform
themselves into a more positive direction in designing and producing the
interesting activities and can provide a clear understanding to the students
about a topic taught using ICT.
Are Malaysian people’s
ready to adapt the ICT application in teaching and learning process?
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Mentality of
Malaysian society today is actually still not fully adapt the uses of ICT in
teaching and learning process. Even on the outside views, many students who
prefer more to learn through ICT technique compare to the traditional ways but
do they actually want to learn seriously or just excited with the tools of
advanced technology today.
If we seen
from the lower class of people, not many of them actually have been exposed to
ICT facilities which would cause some of them cannot totally adapt the
integration of ICT with teaching and learning process. At last, it will affect
their studies. Thus, many teachers that has a thinking like this are not sure
to use these ICT facilities that provided but prefer a more on traditional
learning techniques.
In addition,
the perception of teachers that are afraid to use the facilities provided by
the government are also one of the factors causing the process of teaching and
learning is about getting less popular in school. Holmes (1999), stated that
the integration of technology in teaching and learning requires teachers who
are willing and flexible in the use of technology in everyday teaching subjects
that their taught. Learn how to use a computer that does not suffice to enable
teachers to incorporate technology in the teaching and learning process. However,
the integration of ICT in teaching and learning process will not be successful
if a teacher has a negative perception on this issue.
here is my report on this topic (click the link below)
