Abstract
The unique advances in interactivity and multimedia
capabilities together with a numerous of emerging technologies have enabled the
creation of virtual learning environments that could be utilized to boost the
development of English language skills among Malaysian primary and secondary
school students. English language standards have been fading over the years and
basic oral skills have been dreadful due to lack of usage and reflective
practice. English lessons that incorporate multimedia applications can exert
powerful motivation and provide bored students with exciting new ways to learn.
The utilization and integration of ICT tools can indeed assist students in
acquiring English Language competency as well as enhance the quality of their
learning experience. This paper first examines the present scenario of English
language teachers as regards ICT integration and tries to determine if ICT
skills of English language teachers in the light of existing infrastructure
facilities are sufficient to promote English language teaching and learning. Researcher
looks at some of the obstacles faced by English language teachers in ICT
integration and finally in the concluding part the researcher suggest the use
of interactive lessons to speed up the teaching and learning of English.
Keywords: English language, interactivity teaching and learning, multimedia
tools
INTRODUCTION
ICT tools have now removed the time and space
limitation found in traditional teaching. Classroom dialogue can now extend
beyond the time and space constraints of class time (Frayer, 1997). Carmen et
al., (2003) say that integrating ICT tools in teaching can lead to increased
students’ learning competencies and increased opportunities for communication.
The integration of ICT tools in the teaching and learning of English have found
to bring other benefits too. Besides motivating pupils and raising self-esteem
and confidence, ICT can enhance pupil interaction, verbalization and
involvement in collaborative learning (SIIA Report – 2000). What is the
scenario on the utilization and integration of ICT tools among English language
teachers in Malaysia? Can similar benefits be achieved here in Malayia? In
order to answer these questions a qualitative study was carried out to find out
the extent of ICT integration among English language teachers in Kemaman
District in Terengganu.
METHODOLOGY
METHODOLOGY
The sampling frame of study was primary and secondary
school teachers in four schools in Kemaman. The researcher conducted face to face,
semi-structured interviews with 24 English language teachers from Sekolah
Kebangsaan Sultan Ismail, Sekolah Kebangsaan Seri Kemaman, Sekolah Menengah
Kebangsaan Sultan Ismail 1, and Sekolah Menengah Kebangsaan Chukai, Kemaman.
Prior to the interviews, the researcher visited the above schools and obtained
useful information pertaining to infrastructure facilities. Each school has 2
computer laboratories with 20 desktop computers in each lab that are networked
to a central server. Broadband internet access in the form of SchoolNet is
available. Printing facilities are only available for teachers. Besides these,
some English language teachers
have been given laptop computer (each school has on an average 19 notebooks), and teaching courseware
to assist them in teaching and professional tasks. Only certain classrooms are
equipped with LCD projector, screen, speakers and an UPS system.
The seven interview questions that were asked are
as follows:
1) Are there sufficient infrastructure facilities in
your school to support ICT integrated activities? If adequate, please mention
the facilities. If inadequate, please mention facilities that are lacking.
2) If infrastructure facilities are improved would you
carry out more ICT integrated activities?
3) Have you conducted ICT integrated lessons in 2005?
If yes, mention the tools used.
4) Have you attended any computer course before?
Please give details.
5) Do you
possess sufficient ICT skills to confidently carry out ICT integrated
activities in class? If the answer is negative, please mention the skills that
you need.
6) What obstacles do you face in carrying out ICT
integrated teaching and learning activities?
7) Is the school administration supportive in your
endeavour to utilize and integrate ICT tools in teaching and learning
activities?
RESULTS
Table 1: Respondent Themes
No
|
Area
|
Respondent Theme
|
1
|
Infrastructure Facilities
|
|
2
|
Computer Courses
|
|
3
|
ICT Skills of Teachers
|
|
4
|
ICT Integrated lessons
|
|
5
|
Supply of Courseware by
MoE
|
|
6
|
Obstacles
|
|
Infrastructure Facilities
Insufficient Computer Laboratories
and Poor Maintenance
Almost all the respondents
indicated that the computer laboratories in their school are inadequate. Presently,
there are two computer laboratories which have networking facilities and are connected
to a central school server. This means that at any one time only two classes
can carry out ICT integrated activities. The computer labs are heavily booked
and many teachers get frustrated for not being able to gain access to the
computer laboratories. What is more alarming is the fact that out of the 20
desktop computers in each lab only 10 - 15 of them are in proper working condition.
As one SK Seri Kemaman teacher stated,
“Everytime I on the computers in the lab, it hangs
and it takes hell of a long time to come back to its normal operating mode.”
Maintenance is poor and is
rather slow. On the question of increased ICT integration with improved
infrastructure facilities, 2/3 of the informants said that they were not
sure and another 1/3 were reluctant to comment on this matter.
Two comments supported this perception:
“I’m not sure at this point of time.” “I face many
constraints… I don’t like to say anything on this matter.”
Desktop Computers Installed with out-of-date
Operating Systems
Approximately 2/3 of the
informants specifically mentioned that 10 computers in each lab have been
installed with Windows XP Operating System. The implication of this is that the
some CD-ROMs supplied by the Technology Division of the Ministry of Education
cannot be ‘opened or run’ as the programmes contained in the CD-ROMs have been
made using Windows Vista operating system. One of SMK Sultan Ismail 1 teacher
spoke candidly,
“I
tried to open the CD-ROMs but in vain. I’m fed-up.”
What a waste! Some
allocation of funds is necessary where the school administrator could use his
discretion to repair or change the operating system quickly without adhering to
bureaucratic procedures.
SchoolNet (Broadband) connection often inconsistent
1/4 of the informants
asserted that the broadband access is not consistent and on certain days there
is no internet service. The school servers are frequently attacked by virus and
there is a need for GITN Sdn. Bhd (Government Integrated Telecommunications
Network) to block the virus before they enter SchoolNet. In addition to this,
the existing cabling and wiring cannot take the full load of electricity when
all the computers are on at the same time. One of SK Seri Kemaman teacher commented,
“Very
often the SchoolNet is down. I’m fed-up with the quality of their
service.”
No central database
All the informants noted an
absence of a central database in their schools. The establishment of a database
is vital where all data is integrated and stored. All departments can access
the information in a database according to their needs. Students with low
English proficiency could be identified in a split second and remedial measures
could be initiated. 1/3 of the respondents say that their computer laboratories
are not networked to a central server. This is quite a sizable number and this means
the potential gains that can be imitative from a school intranet have not been
exploited. What is even worse is that the school servers are shutdown after
school hours and therefore the servers only play a limited role. Almost all the
responses noted that ‘File Processing System’ is still widely practiced in all
the four schools. Teachers store their data ‘thumb drives’. Every time a
department official wants information about teachers, he sends a form to
schools and asks teachers to fill in their particulars. The Ministry officials
can easily extract information about teachers if there is a central database.
Teachers frequently complain that they have to fill in their personal
particulars several times in a year. The following views exemplify these
feelings,
“I am fed-up of filling up my particulars so many times in a year.”
No Learning Management System
On the use of Learning Management
System, virtually half the informants noted that they have not used a Learning
Management System before. This indication is not a healthy sign as a LMS not
only help to reduce the administrative burden of teachers but it can help to
monitor and track the individual progress of students. Besides these functions,
a typical LMS has special classroom features such as discussion forums,
calendars, and "chat rooms" where participants can communicate in
real time with each other. The Smart School Management System (SSMS)
has four main modules namely the Attendance, Lesson, Co-curriculum and
Timetable modules. There is a dreadful need then to extend the SSMS to
all primary and secondary schools in the country. The automated functions in
SSMS can help to reduce the administrative burden of teachers. One teacher in
SMK Sultan Ismail 1 explained,
“I’ve to manually arrange lots of data. I wish my school had adopted the
SSMS”.
Limited Computer Facilities for Teachers
Almost 1/2 of the
respondents specified that only limited computers are allocated for the staff to
use. The teachers added that due to this limitation, they find it rather
difficult to prepare examination questions and prepare reports. A teacher in SMK
Chukai lamented,
“Every time I want to use the school computer,
somebody is using it. I don’t get a chance to use.”
All the informants
contented that there are many desktop and notebook computers in the schools. However,
many of the PCs and notebooks are out of order.
“My school has 19 notebook computers but when a
teacher wants to attend a course and needs to bring along a notebook, it is
extremely difficult to find one. 12 of the notebook computers are out of order.
I virtually have to beg to obtain a computer which is in proper working
condition.”
Computer Courses
Insufficient courses and
training
Teachers are currently
being given a two week course on ICT integration in teaching and learning. This
course which is known as BPPT (Bimbingan Perguruan Profesional dalam Teknologi
Maklumat dan Komunikasi) is a nationwide project held in 90 centres (www.bppt.com.my). Besides the BPPT course,
the Local District Education Officials do organize a three day basic computer
course for teachers. Though these courses are available, it is difficult to get
selected as many teachers want to attend. One of SK Sultan Ismail teacher
lamented,
“I hope I’d be selected for
the 10 days computer course in the near future.”
Many have not attended any computer
course at all
2/3 of the respondents said
that a large majority of teachers especially the senior ones have not attended
any computer courses at all. The opportunities to attend computer courses are there
but however for some rhyme or reason, the senior teachers avoid going by
directing other younger teachers to go. They are either afraid or fearful of
being ridiculed by fellow teachers of being incompetent. Two comments supported
this perception.
“My fingers are stiff and I don’t like to use
computers…. Let the young people learn computers. It is of no use to me.”
ICT Skills of Teachers
ICT skills generally poor
Almost 2/3 of the
respondents acknowledged that their ICT skills are generally poor. Some of
the distressing responses were in this area.
“I am familiar with MS Word and surfing the
internet but when it comes to using Excel, PowerPoint and the scanning machine,
I am at a lost. I’ve to seek help from my friends. Sometimes my friends anger
when I ask them simple ICT questions.”
Request for more training
Most respondents suggested
that appropriate skills training on the use of MS Word, MS Excel and MS
PowerPoint be given to all teachers at an ongoing basis. Those who have mastered
the basic skills should be given opportunities to go for more advanced
training. One SK Sultan Ismail teacher spoke candidly,
“Please give me training and I can perform. How do
you expect me to integrate ICT tools in teaching and learning activities when
you don’t train me?
ICT Integrated Lessons
ICT integration rarely carried out
ICT integration rarely carried out
Under the BPPT Project
(www.bppt.com.my), as of 31st December 2005, 40,231 teachers in
Malaysia has been trained
on appropriate ways of integrating ICT tools in teaching and learning activities
in the classroom. Out of this total, 3699 teachers are English option teachers
and these teachers have been professionally trained by master trainers
appointed by the Prestariang Sdn. Bhd., an outsourced private company stationed
in Cyberjaya. Approximately 2/8 of the informants specifically indicated that
after having gone through the intensive 10 days training on ICT integration,
they are aware of the benefits and now knows how to integrate ICT tools in teaching
and learning activities but unfortunately they are unable to carry out ICT
integrated lessons in class. Too many constraints hold back them in this
crucial task of ICT integration in teaching and learning activities. The
following views exemplify their feelings.
“I know ICT tools can motivate pupils and help in
better understanding of concepts but I can’t conduct an ICT integrated lesson
because many of the computers in the computer laboratory are not in proper
working condition… I have no time and I’ve to finish my syllabus…I’ve too many
classes to handle and right now I can’t think of ICT integration… I’ve too many
administrative tasks to complete.”
Overall only 4 informants
admitted that they did carry out ICT integrated activities three times in a
year. This is a big letdown but however at least a few teachers are still keeping
the ‘torch of ICT integration’ burning.
Teachers are ignorant of
ICT integrated and interactive lessons and quizzes in the web
There are hundreds of
websites that have been created to assist in the teaching and learning of English.
In fact there are many ‘self exercises’ in the internet. English Exercises
Online at http://www.agendaweb.org/ and http://perso.wanadoo.es/autoenglish/ has over 100 free exercises
and handouts. They cover vocabulary, grammar and reading comprehension. For an
interactive lesson with a real teacher one can visit http://eslgo.com/.
At this site a student can learn English as a second language (ESL) with an ESL
teacher. In spite of the existence of numerous useful websites, 1/3 of the
informants were ignorant of the existence of interactive and ICT integrated
English lessons in the World Wide Web. A senior teacher from SMK Chukai explained,
“I didn’t know that there are free websites for
students to listen to poems and popular stories.”
Supply of Courseware by
Technology Division, Ministry of Education (MoE)
Many CDROMs have been
supplied but rarely used by teachers
Besides the resources
available in the Internet, there is a wealth of materials in the form of CD-ROMs
available to English teachers. Hundreds of CD-ROMs are sent to almost all the
10,000 schools in East and West Malaysia. Many of the CD-ROMs have interactive
English lessons but somehow only 8 respondents acknowledge that they use these
resources once a while. Meanwhile, 10 informants have kept away due to lack of
time while six teachers were ignorant of these valuable resources.
“I don’t have enough time to go through the CD-ROMs
supplied by the Ministry of Education.”
Obstacles
Laboratory coordinators not
skilful in solving simple PC problems
Very often computers in the
school laboratories do not function properly. When a computer malfunctions, the
problem may be a small one and can normally be put right by a person with elementary
computer repair knowledge. 2/3 of the respondents noted that lack of computer
repair and maintenance skills prevent the coordinators from carrying out minor
repairs and as a result many of the computers because unusable due to lack of
funds for repairs. Allocation of funds for repair takes a long time to be
approved. The reason that several teachers do not take their classes to the
computer laboratories is that:
“In SK Seri Kemaman, only 10 out of a total of 20
computers in the lab are usable. Imagine 10 computers being shared by 35
students. The class becomes noisy. I prefer not to take my pupils to the lab.”
Poor support from school
administrators
The success of ICT
integration in teaching and learning activities to a large extent is dependent on
the support given by the school headmaster or principal. 2/3 of the responses
noted negative experiences in relation to support from the Head teacher. One
SMK Chukai teacher commented,
“My headmaster is more concerned about the
examination results rather than ICT integration.”
Another SMK Sultan Ismail 1
teacher explained,
“My principal all the time talks about better
grades in the school assembly. He doesn’t repair computers which are out of
order.”
Negative attitude of
teachers could act as a stumbling block to greater use of ICT resources in the teaching
and learning of English. 1/4 of the informants complained that they have poor
skills and insufficient infrastructure facilities to think about ICT
integration. They asserted that it is too difficult for them to integrate ICT
tools in teaching and learning activities. The following views exemplify their
negative attitudes.
“Let those who are clever in ICT do the
integration…I don’t care. I am too old for ICT integration”.
Administrative burden –
many tasks are still manual
The administrative burden
of teachers has been the curse of teachers in general. In this information era
where automated functions are the order of the day, there are still many tasks
in schools which are done manually. Preparation of Report Cards, making
attendance summaries and filling the Record Book are some of the administrative
tasks which wear down the overworked teacher. Some of the distressing responses
were from this area.
“I feel tired of filling up forms and writing the
Record book…The administrative task sometimes eats my teaching time. I’m bogged
down by administrative work… I wish I could spend more time on teaching rather
than doing administrative duties.”
DISCUSSION
Almost
all the teachers cited lack of ICT resources and infrastructure facilities in
schools as the most common reason that impedes the integration of ICT tools in
the teaching and learning of English. Computers in fact are available in school
for teachers and pupils but the interview findings revealed that many of them
are out of order. This is a serious problem and repair facilities are slow.
Experience has shown that a notebook owned by the school tend to breakdown
faster than one which is owned by an individual. This could probably be due to
‘many hands’ using a particular notebook and therefore the ‘wear and tear’ are
much greater. It is suggested that it is better for the individual teacher to
buy his or her own notebook. It is sad to note that some schools still used
Windows XP Operation System. It is suggested that computers with Windows XP Operation
System should be quickly reinstalled with the latest Windows 7 Operating
System. However, caution should be exercised by ensuring that only original softwares
are purchased and installed. Many urban schools at this point of time have
already been equipped with ultramodern IT facilities. However, computer
infrastructure facilities in hundreds of rural schools are still at the bare
minimum. Many still do not have proper computer laboratories and those that
were built were not done to specifications.
Extending
broadband facilities is another teething problem that should be urgently looked
into as transfer of data and graphics through normal telephone dialup services
are rather slow. SchoolNet connection has never been smooth and therefore GITN,
the service provider for broadband SchoolNet ought to be improved if we want
more teachers to carry out ICT integration. The interviews glaringly revealed
the absence of a central database for either the teachers or the pupils. The establishment
of a central database is vital in obtaining quick and fast retrieval of data.
Having now realized the importance of a central database, the Ministry of
Education as of 3rd January 2006 has introduced three different database
systems namely SMM for pupils, EMISP for teachers and PREST2K for teacher
evaluation (http://www.moe.my) . Personal
details of all pupils and teachers in a district are entered into these
systems. There has been a lag in the implementation of the Smart School
Management System. The SSMS which has been implemented only in the ‘Smart
Schools’ should be extended to cover all the 10,000 primary and secondary
schools in the country. The most revealing finding came from the ICT integrated
lessons area. Out of a total of 24 teachers interviewed, only 4 teachers
admitted that they have integrated ICT tools in the teaching and learning of
English. The others frankly said that they were too many obstacles on their
way.
Another
frequent complaint of teachers is the lack of opportunities for training in ICT
skills. Training in ICT skills is crucial in implementing ICT integration in
the teaching and learning of English. As more teachers become competent in the use
of basic ICT tools, there would be more ICT integrated activities in the
classroom. This would give a boost to English language teaching and learning. Furthermore,
computer skills training should be provided on an ongoing basis as new software
and hardware are introduced.
CONCLUSION
This
study has demonstrated that lack of infrastructure facilities is but one of the
many causes for poor ICT integration. Several of the informants stated in
confidence that even if the infrastructure facilities were to be increased, the
situation would not change. What is more alarming is the fact that even after
having gone through a 10 day course on ways of integrating ICT tools in the
teaching and learning of English, the teachers are not carrying out ICT integration.
What is amiss? The interviews suggest that there are far more serious and more
complex issues to address. The ICT skills of teachers need to be addressed
first. In-house training on ICT skills should be intensified in all schools.
Some of the obstacles like the administrative burden need to be seriously addressed.
Adequate infrastructure facilities and resources would of course provide a
learning climate and environment rich in authentic interaction. However, it is not
practical to keep on increasing the number of computer laboratories in the
schools. A possible solution would be to fix an LCD and computer with broadband
wireless access in a few selected English language classrooms on a permanent
basis.
Another
pertinent issue is the indifferent attitude of the teachers. This should be
seriously looked into if any integration is to be implemented. Teachers do go
for the ICT integration courses and complete it successfully and it appears to
end there. Once back in school, the teachers tend to adhere to in their traditional
ways of teaching. A sense of commitment and dedication on the part of the
teachers is necessary. Close observations by the researchers have mirrored the
fact that ICT skills gained at courses are being used to the maximum to further
the participants’ qualifications but they are not being used to improve their presentation
skills for the benefit of pupils. The school administrator, the Education
Department and school inspectorate should therefore urge the teachers to
integrate ICT tools in the teaching and learning of English as the benefits are
many. The successful implementation of ICT integration needs the concerted
effort of all the stakeholders. The full cooperation and support from the
school administration, positive attitude of English language teachers, continuous
training to update teachers’ ICT skills and appropriate training on when, when
not and how to use ICT tools appropriately in classroom situations is necessary
to fully realize the benefits of ICT integration.
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