Teaching and Learning with Technology: Effectiveness of ICT Integration in

Schools

Name of Scholar : 1. Bagas Baskoro (5181151009)

2. Rivaldo Effendi (5181151013)

3. Renni Br Pinem (5182151005)

4. Dini Fitri Anisya (5182151010)

Lecturer :Tansa Trisna Astono Putri, S.Kom., M.TI.

Course : English

INFORMATION TECHNOLOGY AND COMPUTER EDUCATION

ELECTRICAL ENGINEERING

ENGINEERING FACULTY – MEDAN STATE UNIVERSITY

 FOREWORD

Praise and God we pray to God Almighty, because thanks to her health which we can
resolve this Critical Review Journal.

We are very grateful to be able to complete critical Journal of the tasks subjects in English
with the title teaching and learning with technology: effectiveness of ict integration in
Schools
. In addition, we would like to thank all those who have helped us during the making of
this critical journal riview take place so as to realized critical of this journal.

So that I can say, this task may be useful to the reader. I expect criticism and
suggestions to this task so that the future can we fix. Because I realized that I made this paper
there are still many shortcomings.

Medan, November 2019

Author

i|CRITICAL JOURNAL REVIEW ENGLISH

 TABLE OF CONTENTS

FOREWORD.................................................................................................. i

TABLE OF CONTENTS............................................................................... ii

CHAPTER I INTRODUCTION

1.1....................................................Rationalization Importance of CJR 1

1.2.......................................................................CJR Writing objectives 1

1.3....................................................................................... CJR benefits 1
1.4............. Journal identity ..................................................................... 2

CHAPTER II SUMMARY OF THE JOURNAL

2.1. summary Journal.............................................................................. 3

CHAPTER III DISCUSSION

3.1.Advantages of the Journal .................................................................. 14

3.2.Weakness of the Journal ..................................................................... 14

CHAPTER IV CLOSING

4.1. Conclusion ......................................................................................... 15

4.2. Suggestion ......................................................................................... 15

REFERENCES............................................................................................... 16

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 PART I

PRELIMINARY

1.1. Rationalization Importance of CJR

Often we are confused to choose a journal for we read and pahami.Terkadang we
choose a journal, but less satisfactory in terms of kita.for example careful analysis of
language, the use of foreign languages which makes it difficult to understand, especially
those in the journal concerning the discussion about leadership ,
Therefore, the author makes Critical Review Journal is to facilitate the reader in
understanding the contents of which were reviewed journals and have a desire to hone their
ability to think critically, especially those on the subject of the operating system.

1.2. The Purpose of CJR

So that students have a desire to read and think systematically and critically, and to
give opinions through writing. In this case, it helps students to express opinions verbally. And
most importantly, by writing a journal Critical Review of the reviewer can test the author and
the author of the journal based on the viewpoint owned.

1.3.Manfaat CJR
1. To finish the tasks English course
2. To increase knowledge / insight into English
3. To know the methods and uses English
4. To determine the use of the application to add animation in the English vocabulary

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1.4.identity of Journal

Title Teaching and Learning with Technology: Effectiveness of

ICT Integration in Schools
Journals
International Journal of Research in Education and Science
Volume, Number, Page
Volume 1, Issue 2, Summer 2015
ISSN
2148-9955
Author Simin Ghavifekr, Wan Athirah Wan Rosdy
Reviewers Bagas Baskoro, Rivaldo Effendi, Renni Pinem, Dini Fitri
Anisya
Date
November 10, 2019

CHAPTER II

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 SUMMARY OF THE JOURNAL

2.1. summary Journal

Abstract

Integration of Information, Communication, and Technology (ICT) will assist teachers to the
global requirement to replace traditional teaching methods with a technology-based teaching
and learning tools and facilities. In Malaysia, ICT is considered as one of the main elements
in transforming the country to the future development. The Ministry of Education, through
the latest Education Blue print (2013-2025), insights the importance of technology-based
teaching and learning into the schools’ national curriculum. This study aims to analyze
teachers’ perceptions on effectiveness of ICT integration to support teaching and learning
process in classroom. A survey questionnaire was distributed randomly to the total of 101
teachers from 10 public secondary schools in Kuala Lumpur, Malaysia. The data for this
quantitative research were analyzed for both descriptive and inferential statistic using SPSS
(version 21) software. The results indicate that ICT integration has a great effectiveness for
both teachers and the students. Findings indicate that teachers’ well-equipped preparation
with ICT tools and facilities is one the main factors in success of technology-based teaching
and learning. . It was also found that professional development training programs for teachers
also played a key role in enhancing students’ quality learning. For the future studies, there is
a need for consideration of other aspects of ICT integration especially from management
point of view in regard to strategic planning and policy making.

Introduction

In this 21st century, the term “technology” is an important issue in many fields including
education. This is because technology has become the knowledge transfer highway in most
countries. Technology integration nowadays has gone through innovations and transformed
our societies that has totally changed the way people think, work and live (Grabe, 2007). As
part of this, schools and other educational institutions which are supposed to prepare students
to live in “a knowledge society” need to consider ICT integration in their curriculum
(Ghavifekr, Afshari & Amla Salleh, 2012).

Integration of Information, Communication, and Technology (ICT) in education refers to the

use of computerbased communication that incorporates into daily classroom instructional
process. In conjunction with preparing students for the current digital era, teachers are seen as
the key players in using ICT in their daily classrooms. This is due to the capability of ICT in
providing dynamic and proactive teaching-learning environment (Arnseth & Hatlevik, 2012).
While, the aim of ICT integration is to improve and increase the quality, accessibility and
cost-efficiency of the delivery of instruction to students, it also refers to benefits from
networking the learning communities to face the challenges of current globalization (Albirini,
2006, p.6). Process of adoption of ICT is not a single step, but it is ongoing and continuous
steps that fully support teaching and learning and information resources (Young, 2003).

ICT integration in education generally means technology-based teaching and learning process
that closely relates to the utilization of learning technologies in schools. Due to the fact that

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students are familiar with technology and they will learn better within technology-based
environment, the issue of ICT integration in schools, specifically in the classroom is vital.
This is because, the use of technology in education contributes a lot in the pedagogical
aspects in which the application of ICT will lead to effective learning with the help and
supports from ICT elements and components (Jamieson-Procter et al., 2013).
ICT can be used in various ways where it helps both teachers and students to learn about their
respective subject areas. A technology- based teaching and learning offers various interesting
ways which includes educational videos, stimulation, storage of data, the usage of databases,
mind-mapping, guided discovery, brainstorming, music, World Wide Web (www) that will
make the learning process more fulfilling and meaningful (Finger & Trinidad, 2002). On the
other hand, students will benefit from ICT integration where they are not bounded to the
limited curriculum and resources, instead hands-on activities in a technology-based course is
designed to help them to stimulate their understanding about the subject. It also helps
teachers to design their lesson plans in an effective, creative and interesting approach that
would result in students’ active learning.
Technology-based teaching and learning can make many changes in school that requires for
proper planning and policy making. Researchers and policymakers must both have the same
insight about the future plan. Dudeney (2010) noted that national ICT policies can serve
several crucial functions. They provide a rationale, a set of goals, and a vision of how
education systems run if ICT is integrated into teaching and learning process, and they are
beneficial to students, teachers, parents and the general population of a given country.
Ministry of Education Malaysia has formulated three main policies for ICT in education. The
first policy insists on all students are given opportunity to use ICT. This is aimed to reduce
the digital gap amongst the schools. The second policy focuses on the role and function
played by ICT in education. Besides that, another policy stressed on the use of ICT for
accessing information, communication and as productivity tool (Chan, 2002).

However, infrastructure and facility of ICT is then needed to supply to the schools throughout
the nation. A key factor in use of ICT is sufficient computer labs and ICT equipment. This is
to ensure that subject teachers are easily access to ICT tools whenever needed (Hennessy,
Ruthven, & Brindley, 2005). Lack of adequate ICT equipment and internet access is one of
the key problems that schools specifically in rural areas are facing now. For example, results
of a research show that in Kenya, some schools have computer but this could be limited to
one computer in the office only. Even in schools with computers, the student-computer ration
is high. In addition, the report continues revealed that the schools with ICT infrastructure are
supported by parents’ initiative or community power (Chapelle, 2011).

Teachers’ Belief on Technology-based Teaching and Learning

With the development of learning technologies in the late 20th century, education system has
changed rapidly. This is due to the capability of technology to provide a proactive, easy
access and comprehensive teaching and learning environment. Nowadays, Ministry of
education in all over the world has provide a lot of facilities and training in order to enhance
the use of advanced technologies in the countries’ teaching and learning process. A high
budget has been placed in order to provide the equipment needed by teachers to improve the
education system. Despite all the efforts, most of the countries are facing similar problem

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whereby the teachers are not maximizing the usage of the technology provided (Albirini,
2006). This has become a serious matter as many previous researches have proven the usage
of ICT in teaching and learning process could improve students’ achievement (Nakayima,
2011, Jamieson-Proctor et al., 2013). Many, researchers have taken an effort to analyse the
factors that affecting teachers’ acceptance of ICT usage in the classrooms (Capan, 2012;
Virkus, 2008; Zhang, 2013; Dudeney, 2010). It shows that, the major barrier of the
implementation was the teachers’ belief as the teachers are the person who implements the
change in their teaching and learning process. Moreover, previous research (Cassim &
Obono, 2011) shows that the correlation of teachers’ belief and the use of ICT are high.
Teachers’ role is getting more important especially in usage of ICT in pedagogy which could
increase the achievement of the students, their creativity and thinking skills.
Results of a previous research (Cox & Marshall, 2007) shows that teachers only need a
traditional – centered approach when developing ICT skills in the classroom. The teachers are
having high confidence and competency in using ICT in classroom even though it does not
represents the types of ICT used. This is because they believe that ICT is a tool could help in
learning process especially to relate with real life practices. This factor has reform the
teaching method to integrate ICT in order to create and construct knowledge for the students.
The research shows that the relationship between competency and confidence could reflect
the balances between training and pedagogically focused approaches in ICT professional
development. With this, the school management could make sure that there are sufficient
supports for the teachers to integrate ICT in the classroom.

Integration of ICT in the Malaysian Context

The integration of ICT in classroom is getting more important as it help student in enhancing
their collaborative learning skills as well as developing transversal skills that stimulates social
skills, problem solving, selfreliance, responsibility and the capacity for reflection and
initiative. All these elements are core values that students need to achieve in an active
teaching and learning environment (Ghavifekr et al., 2014). Similarly, in Malaysia the
government has implemented the integration of ICT in learning and teaching process in early
1970’s. This is due to the importance of technology literate which produce critical thinking
workforce to face and involve the country in the global economy (Hamidi, Meshkat, Rezaee,
& Jafari, 2011). Accordingly, many schools were upgraded with computer’s lab, the internet
connection, smart white boards, LCD and other ICT tools and equipment. Despite all these,
the problem faced was the teachers’ skill and aptitude, technical support and stability of the
system in order to implement the policy successfully. However, the government is still
improving and upgrading the systems to be fully utilising by ICT. As a developing country,
exploration of the factors that affecting Malaysian teachers’ ICT usage in schools can help to
increase the integration of ICT in country’s teaching and learning process.

The Ministry of Education launched a comprehensive review of the education system in

Malaysia in October 2011. In order to raise the education standards, government developed a
new national education blueprint; the latest one is the Education Blueprint 2013-2025. This
blueprint provides the plan for the sustainable educational transformation of the Malaysia
education system until 2025 (Ministry of Education, 2012). This document also includes the
plan to raise the role of ICT in the whole education system. In order to complete the
transformation mission, Blueprint proposed 11 strategic and operational shifts. ICT has been
mentioned on the 7th shift , which requires scaling up quality learning in Malaysia by

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providing internet access and virtual learning environment via 1BestariNet for all schools in
Malaysia by 2013 (Ministry of Education, 2012). It ensures possibilities of maximizing the
implementation of ICT for self-guided learning.

The main goal of ICT implementation in education proclaimed the vision and missions of the
government to promote ICT in education for the following intentions:

1) To surround schools with dynamic and innovative learning environments for students to
become more motivated and creative;
2) To enable students to gain wider range of knowledge and be able to access to internet for
developing a global outlook;
3) To nurture students with capabilities of processing information more effectively and
efficiently; and
4) To develop students with attitudes and capability of life-long learning

The new era of ICT in education should be developed rapidly to appropriate extent in order to
matching the capability of students as well as teachers in educational experience due to the
development of new information technology.

The Conceptual Framework

For the purpose of this study in light of ICT integration to enhance a quality teaching and
learning experience in schools , two theories of Diffusion of Innovations by Rogers (2003)
and Technology Acceptance Model (TAM) by Davis (2003), has been identified and adapted
to the research setting as the conceptual framework for this research (Figure 1). Rogers’s
theory stated as the process by which an innovation is communicated through certain
channels and over time among the members of a social system. The process will starts with
“knowledge” of the first channel that represents characteristics of the decision making unit by
the ICT users in order to integrate the technology. And it ends with “confirmation” by the
users to accept the technology and integrate it accordingly. The TAM theory comprises of
various parts which is representing the process of ICT acceptance by the users including;
behavioral intension, perceived usefulness and perceived ease of use. While, perceived
usefulness refers to the degree to which person believes on the benefit from the use of a
particular technology by improving the job performance, perceived ease of use refers to the
importance of a technology in being userfriendly for the users. Generally, TAM theory was
developed to measure the effectiveness or success of a technology in helping understanding
the value and efficacy of a particular system. It is also considered as one of the most
influential theories in contemporary information systems research. However, the theory has
evolved with more specific variables explaining how a user can accept a technology over the
years.

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The proposed framework includes various factors directly associated with the core aim of the
study that explains how knowledge and perceptions will affect the perceived usefulness and
ease of use of ICT integration. The factors embedded in the conceptual framework have been
meticulously interlaced, so that the interrelationship among them constitutes to measure their
effectiveness on ICT integration by teachers. However, intension to integrate ICT by teachers
is the main variable that supports the key elements in the above framework such as ease-of-
use, functionality, flexibility, accessibility and integration. In addition, the intention of
teachers to use the technology is strongly influenced by their perceptions on usefulness of the
system as well as perceived ease of use and determines their actual use of ICT. The proposed
framework has guided this research in investigating the factors affecting the technology
integration by school teachers.

Method

Research Design

In this research, quantitative methodology was used to collect and analyze the data obtained
from all the respondents. The researchers developed the questionnaire and finalized it before
being distributed to the targeted group of respondents. Few sections on the questionnaire
were designed specifically to address research objectives in regard with the effectiveness of
ICT integration for students in learning and effective elements of ICT integration in public
school in Kuala Lumpur. Therefore, the questionnaire was distributed to obtain the data from
the respondents.

Population and Sampling

The overall total of respondents for this research was 101 teachers from public primary and
secondary schools in Kuala Lumpur. The questionnaire was randomly distributed to the
respondents with teaching background regardless of gender, race, teaching experience as well
as highest teaching experience. There are no preferences set by the researchers as long as the
respondents come with teaching background especially in public primary and secondary
school in Kuala Lumpur. Since the targeted respondents for this research are meant for
individuals with teaching background, the researchers tried to get especially teachers from
public primary and secondary schools in Kuala Lumpur to be part of this research. Hence, the
questionnaires distributed are not equal in numbers where teachers from secondary schools
dominate the overall population as compared to teachers from primary schools.

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Instrument

A survey questionnaire with a total of 43 items was used as the main instrument in this study
to analyze the effectiveness of ICT integration in teaching and learning in public schools in
Kuala Lumpur. A total of 101 questionnaires were distributed where all respondents were
asked to read the statements given and choose their answers based on 4-Likert scale ranged
from 4= Strongly Disagree, 3= Disagree, 2= Agree and 1= Strongly Agree. The
questionnaires consisted of 4 sections. Section A is about the demographic background of the
respondents consists of 8 items that includes gender, race, teaching experience, type of
school, school area, preference of teaching style, highest academic qualification and the
ability of handling ICT in teaching. The other 3 sections in the questionnaire focus more into
teacher’s perception and the elements of effectiveness of ICT integration in schools. Section
B comes with 15 items that looks into teacher’s perception of ICT in teaching, section C
consists of 10 items that looks into the effectiveness of ICT integration for students in
learning meanwhile section D comes with 10 items that looks into the effective elements of
ICT integration in teaching. The questionnaire used for this quantitative study was adopted
and modified from the original questionnaire designed by Gulbahar and Guven (2008) that is
considered suitable for this research. Some of the items are designed and developed by the
researchers accordingly with the title chosen so that the items developed are able to provide
the answers needed for both research questions.

Data Collection Procedure

The researchers modified the questionnaire before it is being finalized and distributed to the
target group of respondents. Then, each researcher takes up 50 and 51 questionnaires
respectively that made a total of 101 questionnaires being distributed to all respondents. The
data was collected within 2 weeks through random distribution and some of the
questionnaires were sent to respondents email. The respondents were given 3-5 days to
complete the questionnaire and send it back to the researcher for data analysis. After 2 weeks,
all the complete filled-up questionnaires were gathered and collected for further data analysis
by the researcher to get the output and findings for the research.

Data Analysis Process

All the data collected from the respondents were gathered together to be analyzed using
Statistical Package for the Social Sciences (SPSS) version 21. The analysis includes both
descriptive and inferential analysis. The researchers used descriptive analysis to analyze the
frequency and percentage of the overall population in the demographic background.
Besides, it is also used to determine the mean, standard deviation, frequency and percentage
to identify the effectiveness of ICT integration for students in learning as well as the effective
elements of ICT integration in teaching in public schools in Kuala Lumpur.

Results

The findings of this research will give the output needed by the researchers to answer the
research questions. The findings are done according to the sections in the questionnaire and

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some inferential analysis that includes reliability testing and Mann-Whitney U testing is also
conducted towards the overall data.

Teachers’ Perception on Technology-based Teaching and Learning

From the data provided in Table 2 about teacher’s perception of ICT in teaching, it shows
that most teachers are aware of the goodness and usefulness of ICT in teaching. Most
teachers realized that the use of ICT helps teachers to improve teaching with more updated
materials that shown the lowest mean of 1.70. It is undeniable that teaching resources and
materials provided online are more updated and teachers can refer to it in order to design
more interesting and engaging lesson for students.

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Besides, most teachers agreed that the use of ICT will definitely provide lots of opportunities
for an effective teaching as well as ICT supported teaching makes learning more effective
with the sharing mean of 1.72. This situation shows that teachers view the use of ICT in
teaching and learning process as something positive where ICT is the aid needed by teachers
to ensure the effectiveness of both teaching and learning process. Next, from the data
obtained, it also shows that the use of ICT in teaching enable the students to be more active
and engaging in the lesson prepared by the teachers with score mean of 1.75. This is because
students are familiar with ICT and they find it easier learning by ICT and allows them to be
engage more in the lesson.

Effectiveness of Technology-based Teaching and Learning for Students

The results obtained from Table 3 that would want to examine the effectiveness of ICT
integration for students in learning shows that the use of ICT promotes active and engaging
lesson for students’ best learning experience with recorded of the lowest mean score of 1.67.
In the previous section, most teachers agreed that the use of ICT enables the students to be
more active and engaging in the lesson. This shows that both teachers and students agreed
that the use of ICT provide the chances for students to be active and take more parts or roles
for their best learning experience.

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The use of ICT also helps to broaden student’s knowledge paradigm with mean score of 1.69
where students are able to integrate their prior knowledge into the current learning systems as
well as sharing and exchanging point of view with the teachers and classmates. ICT helps to
provide latest and current issues where students can obtain it very easily and integrate it into
their learning process.

The result shows that the effectiveness of ICT for students in learning are it encourages
students to communicate more with their classmates as well as it increase the students
confidence to participate actively in the class with shared mean of 1.84. It is effective in a
sense that students are occupied with adequate knowledge that enables them to be more
confident in sharing and exchanging their opinion with their classmates. Lastly, it shows that
students are more behaved and under control with the use of ICT in learning but it is also
considered as fewer acceptances by teachers as the score mean is the highest of all with 1.88.
This might give the ideas to teachers that students are a little bit out of control when ICT is
used in teaching as teachers are not the main focus of learning process.

Effective Elements in Technology-based Teaching and Learning in Schools

From the data obtained, it shows that teaching time are not enough for teachers to use the ICT
for teaching and learning purposes with score mean of 1.97. It means there is no unhurried
times provides for teachers so that teachers can at least use ICT for effective teaching and
learning process. It is good if teachers are given more time to teach so that ICT integration in
teaching can be a success. Most teachers agreed that all ICT tools provided for their school

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goes to waste with mean of 1.98 due to teachers lack of knowledge and skills in using it.
Sometimes, ICT facilities are completely provided but little access to ICT prevents teachers
from using it in teaching with score mean of 2.02.

Finally, the worst findings shows that teachers are not given enough time to learn and to be
comfortable with the use of ICT in teaching with the highest mean recorded at 3.00. It is
better if teachers are given time to learn and be comfortable with ICT for them to explore its
use and make the best use of it. The overall findings shows that there is none effective
elements identified from the data collected regarding the effective elements of ICT
integration in teaching and learning in public schools in Kuala Lumpur. However, the
researchers made up of some suggestions and recommendations for teachers and school top
management to cater to this issue found from the research conducted towards teachers.

Reliability Testing

The Cronbach’s Alpha reliability testing is used to test the internal consistency of an
instrument and its items (see Table 5). It is also considered as a measurement for scale
reliability. For this study, the scale used is Likert scale ranged from 4= strongly disagree, 3=

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disagree, 2= agree and 1= strongly agree. According to Kline (1999), the most generally
accepted value of alpha value is something greater than 0.7 and alpha value greater than 0.6 is
ranged acceptable. For this research, reliability test is done accordingly by section that
includes in section B, C and D of the questionnaire.

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 CHAPTER III

DISCUSSION

the very first stage of ICT implementation must be effective to make sure that, teachers and
students are able to make the best use of it. Thus, preparations of a technology-based teaching
and learning begin with proper implementation and supports by the school top management.
If the implementation process of technology integration in schools take place appropriately
from the very beginning stage and the continuous maintenance are adequately provided, ICT
integration in schools will result in a huge success and benefits for both teachers and students.
The use of ICT especially in teaching and learning is more about practicality as compared to
theories and that is why teachers must be given time to learn and explore it, face the “trial-
anderror” phase before they are completely comfortable with its usage and able to make use
of it for teaching and learning.

Finally, the integration of ICT in classroom needs serious consideration in order to increase
the competency of the country’s education system. This will help in increasing the world
ranking of the national education and produce the better future work force. In order to
enhance the use of ICT in classroom, the government needs to improve and change the
teachers’ belief about the integration of ICT in classroom. As the teachers’ role is the key role
in making any of the new policy to be implemented efficiently and successfully. The changes
that is taking place is driven by advanced technology and communication devices that should
be available to students wherever they are either at school or home. In addition , the needs
for teachers to be literate and have good skills and knowledge in using ICT to improve their
teaching methods and approach is desired to promote effective learning as well as to meet
the demand of the 21st century teaching skills.

3.1. Advantages

From the results of the journal this is a good journal. The journal is raised problems of
everyday life and provide an effective solution to the problems that make Teaching and
Learning with Technology: Effectiveness of ICT Integration in Schools. Besides the journal
is a journal which is good because it has a structured method of study of existing problems.
Explaining the steps do in studies with clear and easy to understand. Besides these journals
also have a conclusion at the end of the journal to show the essence of the research that has
been done. Grammer in this journal its so good, and i almost did not find grammar
mistakes,maybe because it internasional journal.

3.2. Weakness

In this paper does not explain the theoretical basis of the research and the existing
problems. Also in the journal does not expose any obstacles encountered in research.

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 CHAPTER IV

CLOSING

4.1. Conclusion

From the analysis that has been done, it can be concluded that the journal is very
useful in life. This is because these entries can give appropriate solution of Effectiveness of
ICT Integration in Schools . In increasing student interest in to teaching by ICT and the
student easy to understand the lesson.

4.2. Suggestion

In writing this review is critical journal contained many mistakes, we as authors

apologize and accept each critics from readers.

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 REFERENCES

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 (IJRES), 1(2), 175-191.

REFERENCES

Devi Ika. 2012. Animation Video to Improve Student Interests. Surakarta: Eleven University
in March.

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