In the era of globalization, the explosion of technologies is impacting the world in more

ways than can be imagined. The use of technology in education is seen as a way to produce a
more educated knowledge-based work force. The integration of technology into the teaching and
learning has also not escaped the attention of educators. As a discipline, education too is very
much influenced by the rapid development of information and communications technology (ICT)
and educators have been looking at ways to integrate ICT into the curriculum over the last
decade (Becta, 2003; Ministry of Education, 2007). Subsequently the principle of integrating
ICT in teaching and learning is no longer controversial but on the contrary it has come to be
embedded in the curricula of most countries in the world (NCTM, 2000; Curriculum Planning
and Development Division, 2001; Departemen Pendidikan Nasional, 2003; Curriculum
Development Centre, 2006). Increasingly the use of technology is now seen as essential in the
teaching and learning in schools because today society emphasize on creative and critical
thinking and problem solving skills. Thus, students are the one that become the focus group in
this aspect. According to Maddux, Johnson and Willis (1997), the capability of the ICT as an
educational tool is only limited by the imagination and creativity of teachers and learners.
However, the success of this tool will depend on teachers’ ability and students’ interest to
examine and make sense of the information they access, and evaluate the merits of the
information encountered. This investigation was predominately exploratory in nature, with the
intention of acquiring an understanding of the interest of students towards the usage of ICT in
teaching and learning in rural area school.

Nations have recognised not only the positive effects of technology in education, but also
the pivotal roles that it plays in securing jobs in the competitive job market of the 21st century.
Prospective job applicants increasingly need to be computer-literate in order to qualify for job
positions. Moreover, for countries to compete with each other in the global information-based
and knowledge-based economy, they need a workforce that is skilled in the use of technology to
gain the necessary competitive edge over one another. Hence, it is no longer a question of if
technology should be integrated in the school setting, but a question of when and how to
integrate technology so that it benefits all the parties concerned – students, teachers,
administrators, parents and the community.
 The Education Ministry in Malaysia being aware of the education divide between the
schools in the rural areas and towns is now embarking on high impact projects to bridge the
divide. The ministry is giving priority to improve education outside towns under the Ninth
Malaysia Plan (9MP) in a comprehensive manner from pre-school to higher education. Former
Education Minister Datuk Seri Hishammuddin Hussein revealed that up to September 2006,
there were 767 primary and 28 secondary schools without 24 hours electricity supply and 1,517
primary and 68 secondary schools without connected water supply. Under the 9MP, the ministry
is hoping to supply higher voltage generator capable of supplying 30-35KVa and also the solar
power equipment and set up mini dams to ensure the implementation of ICT initiatives
(“Bringing Impact To Rural Education In Malaysia,” 2006)