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Pr ocedia - Social and Behavior al Sciences 103 (2013) 621 – 627

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13th International Educational Technolo! "on#erence

$ala!sian Teachers% Perce&tion o# '&&l!in Technolo! in the

"lassroo

Saira i*ian+ ,aiah $ohaad or and $arila '. 'i/

/a/b/c Language Academy, Universiti Teknologi Malaysia (UTM), Skudai, Johor, Malaysia

Abstract

'lthouh a&&lication o# technolo! in the classroo has een introduced #or the last to decades+ soe teachers are still

resistance to use technolo! in the classroo. This stud! is desined to investiate $ala!sian teachers% &erce&tions o# usin

technolo! in the classroo. In this stud! &erce&tion is rearded as inter&retation o# events aon $ala!sian teachers due to

&ast e&eriences+ current understandin+ &resent situation and in#oration. ualitative research is used as the ode o# in4uir!

#or this research stud!. The ain ode o# data collection is the 4uestionnaire that elicits in#oration on the res&ondents%

vies o# the use o# technolo! on the classroo. Partici&ants #or this stud! ere seven local Enlish teachers in $ala!sia.

The #indins indicate that althouh $ala!sian Enlish teachers ere usin technolo! and have &ositive &erce&tions toards

usin technolo! in the classroo+ the! #eel it is crucial #or the to undero trainin in this as&ect. The! vie tie constraint

and access to e4ui&ent as the ain ostacles to i&leentin technolo! in the classroo. This research concludes that

althouh $ala!sian teachers are #aced ith soe di##iculties in i&leentin technolo! in the classroo+ the! see a value in

technolo! and ant to use technolo! in the classroo.

5 2013 The 'uthors. Pulished ! Elsevier td. 7 &en access under "" B8-"-9 license.

Selection and &eer-r evie under r es &onsiilit! o# The 'ssociation o# Science+ Education and Technolo!-T'SET+

Sa*ar !a :niversitesi+ Tur *e!.

Key ords; Technolo!+ $ala!sian teachers+ &erce&tions.

1. Introduction

The idea o# a&&l!in technolo! in the classroo coes #ro the :nited States ut the e##icienc! o#

Technolo! &roras is still a controversial to&ic.

<Technolo! is onl! a tool= it allos us to develo& dialoue and interaction+ ut is a eans+ not an end in and

o# itsel#. Tech-ased loal education has the ca&acit! to i&rove critical thin*in and cultural &luralis ut

re4uires #ar ore than >ust #anc! technolo!= it re4uires care#ul+ thouht#ul curriculu develo&ent and the

/ "orres&ondin author. Tel.; 0060107062?3@= #a; A0-000-000-0000 .

!"mail address# saira.ni*ianail.co

1@77-0?2@ 5 2013 The 'uthors. Pulished ! Elsevier td. 7 &en access under "" B8-"-9 license.

Selection and &eer-r evie under r es &onsiilit! o# The 'ssociation o# Science+ Education and Technolo!-T'SET+

Sa*ar !a :niversitesi+ Tur *e!.

doi;10.1016C>.s s &r o.2013.10.3@0

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622 Samir a $ikian et al% / & r ocedia " S ocial and 'ehavior al Science s ()* ( +)(* ) +( - +.

su&&ort o# oraniations hose oal is to uild authentic loal counities onlineD (lein+ 2010+ &. @6).The

introduction o# co&uter technolo! aon the societ! has chaned the a! &eo&le live+ or* and learns. The

a&&lication o# technolo! has i&roved the teachin and learnin in an! schools es&eciall! in the last to

decades. The latest studies on the use o# technolo! #or teachin and learnin shos &roisin results #or

teachers+ students and education.

:sin technolo! in the classroo &re&ares learners to e autonoous and active in their learnin. B! usintechnolo! such as co&uters+ learners ill e ale to create their on *nolede ased on &ast e&eriences

ith ne in#oration (Bitter and Pierson+ 200F).

"reatin each technolo! is #or a s&eci#ic &ur&ose so Ginner (1H@0) #elt that educators should deconstruct the

<&ur&oseD o# a iven technolo! in the classroo accordin to the iases and s!stes in each classroo.

Scholars (Ginner+1H@0+ 2000= Brole!+ 1HH@= Postan+ 1HH@) have called on teachers to &a! ore attention to

the o>ective o# usin technolo! in a &ur&ose#ul and eanin#ul a! e#ore a&&l!in it in the classroo.

Ge need to reeer that usin technolo! in the classroo ill onl! e use#ul i# it is a&&lied to eet its

&ur&ose (Brole!+ 1HH@= le+ 2007).

2. Background and Theoretical understanding

There are to contrastin &ers&ectives in su&&ort #or and aainst usin technolo! in the classroo=

constructive and critical. "onstructivis eans <ho &eo&le learn and hat needs to e learnedD (9u##! and

onassen (1HH2). "onstructivist 'ndrea Jooden (1HH6) &erceives technolo! as a toolo #illed ith s*ills #or

etter learnin ! creatin ne aterials not a tool #or &er#orin a &articular tas*. "onstructivists consider the

advantaes o# classroo technolo! hile critical theorists &erceive technolo! as a tool+ an aent o# chane+ and

also as an o>ect ith &olitical otivation that causes isolation so critical theorists tend to add or delete

technolo! into an environent to chane that environent. "ritical theorists elieve that usin technolo! in the

classroo has a sini#icant role in the students% inter&retation o# aterials.

3. Classroom Technology Use

Teachers re&eatedl! use technolo! i# the! receive enouh e4ui&ent and su&&orts (8an and Khao+ 2006) ut

recent #indins ("uan+ ir*&atric*+ and Pec*+ 2001= Lussell+ Beell+ M9!er+ and M"onnor+ 2003= Soloon

and Giederhorn+ 2000= Khao and ,ran*+ as cited in 8an and Khao+ 2006) reveal that. 8an and Khao (2006)

suest that technolo! ado&tion lies ith teachers% oals and &erce&tions. The results o# their stud! sho that

teachers are ore &essiistic aout usin technolo! in the classroo ecause o# the lac* in trainin needs in

a&&l!in technolo!. The result o# their stud! suest that aintainin the status 4uo and avoidin disturance

have a hiher &riorit! on the hierarch! o# teachers% oals a#ter alancin the costs and ene#its o# usin

technolo! (8an and Khao+ 2006). Soe researchers (Snoe!in* and Erter+ 2001–2002= and Khao et al.+ 2006)

elieve that teachers% ada&tation o# technolo! are in#luenced ! their s*ills and elie#s aout technolo!. ,ro

the &ers&ective o# Khao and ,ran* (2003) teachers% elie#s+ &edao!+ and technolo! s*ills in#luence on

technolo! interation into the school culture.

Belie#s are &ersonal+ are di##icult to address in sta## develo&ent+ and ta*e tie to chane. Even i# the! do

chanes+ the &rocess can ta*e !ears. "uan (1HH0) oserved that teachers ill use technolo! ased on their

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Samir a $ikian et al% / & r ocedia " Social and 'ehavior al Science s ()* ( +)(* ) +( - +. 623

&ersonal &ers&ectives aout curriculu and instructional &ractice. 'lthouh illions o# dollars ("ES+ 200@) and

uch #ocus have een &ut on technolo! in education (ISTE+ 2010= "ES+ 200@)+ instruction has not chaned

uch ("uan et al.+ 2001).

The use o# technolo! in the classroo is also uch related to their attitudes toards the technoloical

arriers inherent in the traditional de&lo!ent o# technolo! in schools. These arriers re#lect the school culture

and a##ect a teacherMs &ersonal elie# s!ste or sel#-e##icac! and the ultiate i&act o# usin technolo! in theclassroo. Br!c*i and 9udt (200F) elieve that there are soe di##iculties and challenes such as tie+ su&&ort+

odels+ in#rastructure+ and culture that &ersist and even rea&&ear ith ne technoloies in a&&l!in technolo!

in the classroo.

The arriers o# i&leentin technolo! are classi#ied into ,irst- order or etrinsic #actors and second-order

or intrinsic arriers (Bric*ner+ 1HHF= Erter+ 1HHH). ,irst-order arriers include environental or institutional

issues and resources hile second-order arriers related to a teacher%s &ersonal instructional elie#s+ e&eriences

and strateies. Teachers are #aced ith an! di##iculties due to these intrinsic hich a##ect their decision-a*in

&rocesses and classroo &ractices (Erter+ 1HHH).

The a>orit! o# teachers elieve that #irst-order arriers &revent teachers #ro usin technolo! in the

classroo. In su&&ort #or this+ "uan+ ir*&atric*+ and Pec* (2001)+ and Bauer and enton+ (200F) cite tie tolearn and &re&are instruction as arriers that hinder teachers #ro utiliin technolo! in the classroo. Poor

&ro#essional develo&ent (oehler and $ishra+ 200F) and access to e4ui&ent (8an and Khao+ 2006) also

contriute to #irst order or etrinsic arriers.

4. Importance of the tudy

Previous research have shon that usin technolo! i&roves the learnin e&erience and students% acadeic

&er#orance. In Edin%s (200@) o&inion+ ! interatin technolo! into the curriculu+ education &ractices ill

e i&roved and teachers ill e ale to e&ound u&on the tetoo* and &re&are ore authentic and student-

centered classroo learnin aterials. Stoll (1HHH)+ hoever disareed ith usin technolo! ecause this sends

students the essae that <illeile handritin+ raar+ anal!tical thouht+ and huan dealins don%t atterD(&. 1F@).

The reason #or &lacin #ocus on technolo! is to &roduce de#inite outcoes ($asoret and Jardener+ 2003= &.

?). $an! schools &rovide technolo! in the classroo to create ore acadeic o&&ortunities #or students%

acadeic develo&ent and roth. Noever+ usin technolo! in the classroo de&ends on the a! technolo!

is allied ! teachers (Sinclair+ 200H).

There are a #e studies on teachers% &erce&tions o# a&&l!in technolo! in the classroo. $ala!sian teachers%

&erce&tion o# usin technolo! in the classroo &ractices is descried in the current stud!. The teachers ere

located at ulti&le schools in ohor Bahru.

!. "ethodology

uantitative surve! ethods cannot descrie the interaction as aon &erce&tions and actions (Broo*hart and

,reean+ 1HH2= Lichardson+ 1HH6 ). 's such 4ualitative research is used #or the ode o# in4uir! #or this stud!.

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62? Samir a $ikian et al% / & r ocedia " S ocial and 'ehavior al Science s ()* ( +)(* ) +( - +.

ne o# the uni4ue co&onents o# 4ualitative research is the sall nuer o# &artici&ants in the stud! ( Lussel+

2003 ). Noever+ hile the nuer o# &artici&ants a! e #eer than is #ound in 4uantitative studies+ the de&th

o# 4uestionin and the richness o# the data that 4ualitative research uncovered cannot e co&ared to 4uantitative

research (Slauen Ghite and Si&son+ 1HH@). The &ool o# &artici&ants in this stud! as sall+ thus e##ort to #ocus

in-de&th on the #indins and thees coin out o# the data as &ossile .

Surve! 4uestionnaire in this stud! ('&&endi ') as ada&ted #ro :T':T Surve! Stud! :L;htt&;CC.educ.uvic.caCtieCutautC. The :T':T $odel as develo&ed ! Oen*atesh et al. in 2003. The

4uestionnaire co&osed o# to &arts. Part I relates to the &ersonal in#oration o# &artici&ants. Part II co&rises

4uestions on the use o# technolo! in teachin. 9e#inition o# technolo! also enco&asses co&uter hardare

(e.. scanners+ caeras+ and videocon#erencin tools)+ so#tare a&&lications (e.. ord &rocessin+ ecel+

internet+ PoerPoint+ e&ae construction) and an! technolo! s&eci#ic to the teachin area.

Leardin the acadeic derees earned ! the &artici&ants+ ost o# the hold a $aster o# 'rts ($') deree

a>orin in Teachin Enlish as Second anuae hile soe o# the &ossess a Bachelor 9eree. Gith res&ect

to the ae rane+ the a>orit! o# the &artici&ants are 20-2H !ears old and soe o# the are in their 30s. The

teachin e&erience o# the &artici&ants varies #ro three to eiht !ears. si o# the &artici&ants are #eale hile

one is a ale.

#. Analysing the $ata

9ata anal!sis is a co&licated &rocess used to tr! and a*e sense o# the data. It involves <consolidatin+

reducin+ and inter&retin hat &eo&le have said and hat the researcher has seen and read. 'nal!sis involves

or*in ith data+ oraniin the+ rea*in the into eanin#ul units+ s!nthesiin the+ searchin #or

&atterns+ discoverin hat is i&ortant and hat is to e learned+ and decidin hat !ou ill tell othersD.

($erria+ 1HH@= &.1?F) .Jlesne and Pesh*in (1HH2) &ointed out that <data anal!sis is the &rocess o# oraniin

and sortin data in liht o# increasinl! so&histicated >udents and inter&retationsD (&.130). The &ur&ose o# data

anal!sis is to locate crucial eanins+ &atterns+ and thees ithin hat the researcher has etracted as the thee

throuh the 4uestionnaire.

%. &indings

The reason #or conductin the current stud! is to deterine $ala!sian teachers% &erce&tions o# a&&l!in

technolo! in the classroo and the challenes the! a! #ace in i&leentin technolo!. The results are

cateoried under several a>or thees+ i.e. s*ills in handlin technolo! #or instruction in the classroo+

di##iculties and challenes in a&&l!in technolo! in the classroo and &erce&tions o# usin technolo! in the

classroo.

Skills in handling technology or instruction in the classroom

'lost all the &artici&ants re&orted that the! use the technoloical devices ever! da!. 'll o# the use the

Internet reularl!+ all o# the clai the! have the necessar! *nolede #or usin the technolo!+ and aain+ the

&artici&ants are in unison in their vie that it is eas! to ecoe s*ill#ul at usin these technolo!.

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Samir a $ikian et al% / & r ocedia " Social and 'ehavior al Science s ()* ( +)(* ) +( - +. 62F

'll ut one o# the have the e&erience o# usin the co&uter to deliver &resentations+ all have used the

Internet to access curriculu+ and all o# the have used the co&uter to deliver desin and also to &er#or

dataase. $ost o# the &artici&ants clai the! can also acco&lish tas*s usin technolo! 4uic*l!.

These #indins sho that the &artici&ants have a sound *nolede in the use o# technolo! and in usin these

technoloical devices in the classroo+ #or teachin and learnin &ur&oses. This is ecause all the &artici&ants o#

this stud! elon to the cateor! o# <diital nativesD+ ho Pres*! (2001+ cited in Bennett et al+ 200@) de#ines asthe eneration orn in the !ears eteen 1H@0 and 1HH? and are #ailiar ith and rel! uch on I"T in their dail!

lives.

0iiculties and challenges in a11lying technology in the classroom

'lost all o# the #elt that tie to learn co&uter s*ills is not the ostacle to i&leentin the use o#

technolo! in the classroo. The! #elt that the! have enouh tie to learn co&uter s*ills. Noever+ alost all

o# the #elt that it as di##icult to use technolo! in the classroo and this is related to several #actors. The

&artici&ants ere in unison hen identi#!in the lac* o# co&uters as the a>or ostacle to usin co&uter-ased

teachin in the classroo. The net a>or constraints re&orted ! the &artici&ants are insu##icient tie (6

&artici&ants)+ the asence o# access to e4ui&ent (F &artici&ants) and the lac* o# technical su&&ort (? &artici&ants).

Insu##icient tie ould usuall! relate to the aount o# tie a teacher needs to &re&are his teachin and

learnin resources #or use ith his learners. The #indin that tie is a constrainin #actor+ is consistent ith the

#indins o# Peirson (2001)+ "arlson and Leid! (200?) and ,riedan (2006). The asence o# access to co&uters

has+ tie and tie aain een the co&laint o# an! teachers in schools in $ala!sia. "o&uters are insu##icient

not >ust #or the use o# the students+ ut also #or the teachers ho ould need the to &re&are their co&uter-

ased lessons. ther e4ui&ent that include the "9 &ro>ector+ the server+ and all other related technoloical

devices that are re4uired to a*e co&uter-ased teachin a success+ are also usuall! hard to coe !. The lac*

o# technical su&&ort+ in the #or o# technicians ho ould assist in the set u& o# these devices in the classroos

and to hel& aintain these resources+ is another challene that ould need sound #inancial ac*-u& #ro the

schools or the $inistr! o# Education.

The &artici&ants have all ruled out that &ersonal elie#s ould hinder their use o# technolo! in the classroo.

This+ aain+ is attriuted to the #act that these &artici&ants are all diital natives ho ould not have an!

inhiitions or #ear or neative elie#s aout the use o# technolo! as the! are #ailiar ith I"T. 'll ut one also

#elt that adinistrative su&&ort as also not a &role.

Thus+ this stud! concludes that insu##icient tie+ and access to e4ui&ent as ell as the lac* o# technical su&&ort are the ain ostacles in usin technolo! in the classroo.

&erce1tions o using technology in the classroom

'lthouh there ere several variales that constrained the use o# technolo! aon these teachers o# Enlish+

the! had &ositive &erce&tions o# the i&leentation o# technolo! in enhancin learnin. $ost o# the &artici&ants

#elt that co&uter instruction is use#ul and ost have also e&ressed their intention to use technolo! in their

teachin. 'lthouh the! are ade&t in their use o# technolo!+ all o# the ho&ed to attend ore trainin in the use

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626 Samir a $ikian et al% / & r ocedia " S ocial and 'ehavior al Science s ()* ( +)(* ) +( - +.

o# co&uters as this ould otivate the to a&&l! ore technolo! #or instruction in the classroo. This #indin

is also siilar to that re&orted ! Loach (2010).

8. 'imitations of this study

9es&ite the researcher%s aiin to desin a 4ualit! research stud!+ it is i&ortant to note that this research

stud! has liitations in its desin and i&leentation. The research as liited in several a!s. The &riar!liitation as related to the sa&le sie. It should e noted that the sa&le sie as not lare enouh. I# a larer-

scale 4uantitative stud! as to e develo&ed+ a larer nuer o# &artici&ants could e surve!edeither teachers

#ro di##erent reions.

It ould e ore reliale i# the researcher used ulti&le data sources such as intervie+ re#lective >ournals and

oservations as additional instruents. $oreover+ the anal!sis o# the data as liited since the students ere

neither 4uestioned nor intervieed. :sin data #ro ulti&le sources ould have alloed trianulation+ and thus

ene#it the overall results o# this stud!

(. Conclusions

In eneral+ e can conclude that these &artici&ants+ ho are teachers o# Enlish+ are ver! #ailiar ith the use o# I"T and have no 4uals ith i&leentin technolo! in the classroo. Noever+ the onl! draac*s the!

have in usin technolo! ould e the lac* o# co&uters+ insu##icient tie in &re&arin technolo!-ased lessons

and the lac* o# technical su&&ort. 'lthouh there ere constraints #aced ! these teachers+ the! ere otivated in

underoin ore trainin in the use o# technolo! in the classroo and ere in eneral+ &ositive toards the use

o# co&uters in education.

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