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ICT Integration in the Classroom: In What Ways?
PROCEEDINGS

, , , , UPM, Malaysia

Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The study was conducted using a sample of 438 teachers of SMART schools in Malaysia. The aim was to investigate how teachers integrated ICT in their classroom and to ascertain the effect of teachers’ gender, computer ownership, and computer and Internet access to teachers’ integration of ICT in the classroom. The integration of ICT in the classroom was done in three ways: general instructional integration (Mean=3. 02, SD. = 0.13); teaching students to utilize technology (Mean=2. 72, SD. = 0.09); and managing ICT integration (Mean=2.83, SD. = 0.32). Overall, the mean for ICT integration was 2.86 (S.D. = .16), which was considered low (once a month). There is no statistically significant difference in ICT integration due to gender and computer ownership. A significant difference of integration was observed based on internet access. It was also found that there was a significant relationship between ICT integration and computer access in schools.

Citation

Wong, A.B., Bakar, A.R., Mohamed, S. & Hamzah, R. (2014). ICT Integration in the Classroom: In What Ways?. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 1033-1040). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved January 22, 2020 from .

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