19

EXPLORING THE EXTENT OF ICT ADOPTION AMONG

SECONDARY SCHOOL TEACHERS IN MALAYSIA

BEE THENG LAU*

School of Computing and Design, Swinburne University of Technology Sarawak Campus, Malaysia

CHIA HUA SIM

School of Business, Swinburne University of Technology Sarawak Campus, Malaysia
______________________________________________________________________________________

Since year 2003, a wide range of ICT such as laptop, LCD projectors, trolley with speaker and UBS
system, as well as software like power point, flash and interactive courseware have been used to support
teaching and learning of Mathematics and Science throughout schools in Malaysia. In some schools, extra
effort has been made to provide additional facilities like computer laboratories, wireless internet connection
and local area network to assist teachers’ in their teaching and professional tasks. Ideally, teachers should
be very receptive toward the adoption and implementation of ICT in education. Effective use of ICT with
multimedia and graphics for example, enriches teaching and enhance interactivity in learning. With a large
investment in the ICT infrastructure, and increased emphasis on the use of ICT in teaching, teachers are
expected to be competent and effective in utilizing these tools. However, are all teachers ready and making
full use of the ICT in schools? To what extent are teachers utilizing ICT tools in schools, how have they
perceived their competency to be and what are their specific training and support needs, if any? The paper
aimed to examine these issues. Surprisingly, results indicated that elderly teachers were eager to adopt ICT
in schools. They were receptive to ICT and reported a high extent of ICT use in teaching and professional
job. In general, teachers held a reasonably positive attitude towards ICT adoption in school, and those who
received either prior to and on the job training recorded a higher competency in ICT. Respondents who
were more competent in using computers reported more favorable perception towards ICT. On top of these,
teachers who have been using ICT extensively in their daily routines still indicate high training and support
needs. Respondents also felt that among the various stakeholders, teachers as the classroom practitioners
should have a greater say in deciding how ICT is being used in schools.

Categories and Subject Descriptors: K.3 [Computing Milieux]: Computers and Education
General Terms: ICT, secondary education

IJCIR Reference Format:

Bee Theng, Lau and Chia Hua, Sim. Exploring the extent of ICT adoption among Secondary school
teachers In Malaysia. International Journal of Computing and ICT Research, Vol. 2, No. 2, pp.19-36.
http://www.ijcir.org/volume2-number2/article 3.pdf.

______________________________________________________________________________________

                                                            
*
Author’s Address: Bee Theng Lau, School of Computing and Design, Swinburne University of Technology Sarawak Campus,
Malaysia ([email protected])
Chia Hua, Sim, School of Business, Swinburne University of Technology Sarawak Campus, Malaysia

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© International Journal of Computing and ICT Research 2008.
International Journal of Computing and ICT Research, ISSN 1818-1139 (Print), ISSN 1996-1065 (Online), Vol.2, No.2, pp. 19-36.

International Journal of Computing and ICT Research, Vol. 2, No. 2, December 2008 
  20

1 INTRODUCTION

In Malaysia, the role of English as a secondary language taught in school has been changed into the
medium of instruction of Mathematics and Science subjects when the government decided that these two
subjects are to be taught in English from 2003 onwards. One of the major challenges to the implementation
of this policy is teacher’s proficiency to deliver the two subjects in English (Pillay & Thomas, 2004).
Teachers in Malaysian schools had varying English proficiency as most of them received their education
entirely in the national language, Bahasa Melayu, right from the primary to the tertiary level. In order to
overcome this problem, the Ministry of Education (MOE) had developed a retraining programme (ETeMS)
to enhance teachers’ English language proficiency. In addition, ICT are used to support the teaching and
learning of these two subjects in schools throughout the country. Under the national budget, RM5 billion
has been allocated for the year 2002-2008, to provide training, launching grants, and educational aids to
schools nationwide for smooth implementation of the policy.
Specifically, Mathematics and Science teachers, together with English language teachers have been
given laptop computer, and teaching courseware to assist them in teaching and professional tasks.
Classrooms are equipped with LCD projector, screen, and trolley with speakers and an UPS system. In
addition, a launching grant of RM5000 to RM15000 was given to each school to acquire additional
reference resources. This represented a massive investment to “kick start” the use of ICT in schools across
the country. Under this policy, teachers are not only required to be proficient in English, but also to be
savvy in the use of ICT in classroom. With such an increased emphasis on ICT, and a large investment in
its infrastructure, teachers are expected to be competent and effective in adopting it. However, after six year
of implementation, are all teachers making full use of the ICT in schools? To what extent have teachers
been utilizing the ICT in schools, how have they perceived their competency to be, and what are their
specific training and support needs in ICT? The paper sought to investigate these issues.

2 LITERATURE REVIEW
A review of 219 studies on the use of technology in education consistently found that students in
technology rich environments experienced positive effects on performance in all subject areas (Look,
2005). In particular, Becta (2003) pointed out that ICT provide fast and accurate feedback to students, and
speed up computations and graphing, thus freeing students to focus on strategies and interpretation. Further,
use of interactive multimedia software, for example, motivates students and leads to improved
performance. In fact, studies showed that more students finished high school and many more consider
attending college where they routinely learned and studied with technology (Becta, 2003). Barak (2004)
pointed further revealed that the use of ICTs in education would promote deep learning, and allows schools
to respond better to the varying needs of the students.
Despite the apparent benefits of the use of ICT for educational purpose, studies showed that in many
cases, the learning potential of ICT is deprived as many teachers are still not fully ICT literate and do not
use it in their teaching. Studies on teachers’ readiness for ICT generally, suggest that there is still a long
way to go before schools in the region will be able to take full advantage of the opportunities provided by
21st century technology (Ya’acob et. al.,2005; So & Paula, 2006). Barak (2006) reveals that while teachers
exploit ICT for their own learning, they are cautious about integrating advanced technologies in schools.
The study also suggests that while teachers recognize the potential of technology in stimulating students’
learning and making school studies relevant to real-life contexts, they do not think that ICT is preferable for
class-based instruction for promoting cooperation and reflection in learning.
To investigate the factors hindering teachers’ readiness and confidence in using ICTs, Tella, et al.
(2007) found that inadequate knowledge to evaluate the role of ICT in teaching and learning, lack of skills
in the use of ICT equipment and software had resulted in a lack of confidence in utilising ICT tools. This is
consistent with Preston (2000) who concluded that lack of technical support to be key inhibitor to the use of
ICT in classroom. As shown by Bradley and Russell (1997), recurring faults, and the expectation of faults
occurring during teaching sessions have reduced teachers’ confidence and caused teachers to avoid using
technology.
In addition, obstacles such as access to equipment, time pressures, lack of mentor and opportunities
for apprenticeship of observation also have an impact on teachers’ ability to use ICT (Slaouti & Barton,
2007). Further, teachers’ workload and time management was found to be inhibiting the implementation of
computer instruction in classroom (Guha, 2000). While there is a great deal of studies about how ICT is

International Journal of Computing and ICT Research, Vol. 2, No. 2, December 2008 
  21

being used in developed countries, there is not much information on how ICT is being integrated into
schools in developing countries (Beukes-Amiss and Chiware, 2006).

3 RESEARCH OBJECTIVES AND HYPOTHESES

Hence, the aims of the study were:
To describe the level of ICT use by teachers among schools in Malaysia.
To determine teachers’ perceived competency and perception of ICTs.
To describe the obstacles faced by teachers in ICT use, and
To identify teachers’ training and support need.
In a study by Jennings and Onwuegbuzie (2001), teachers of younger age were found to be
associated with more positive attitudes towards ICT. This is in agreement with the report by the U.S.
National Center for Education Statistics (2000) which indicated that younger teachers score higher on their
perception of ICT, and have translated their positive perception into higher degree of ICT use in education.
Thus, it was hypothesized that teachers of younger age make more use of ICT in schools, compared to the
elderly counterparts. On the other hand, Atan et al. (2002) found that users exhibit greater competence
computer when they made frequent use of it. Hence, it was predicted that teachers who make daily use of
ICTs are more competent in ICTs compared to those with a lower rate of adoption. Further, Preston (2000)
revealed that lack of technical support as a key factor inhibiting the use of ICT in classroom. As pointed out
by Bradley and Russell (1997), recurring faults, and the expectation of faults occurring during teaching
sessions, reduced the teachers’ confidence and caused teachers to avoid using technology. It is therefore
predicted that teachers with a lower ICT rate of adoption demand more ICT training and support.
The aim was to find out the validity of these hypotheses at 95% level of confidence using p-Test. The
constant is ICT use by teachers with three variables – teachers’ age, their ICT competency, and their
training and support needs. The hypotheses were formulated as below:

H1: Young teachers demonstrate a higher rate of ICT adoption in their profession.
H2: Teachers with higher ICT competency shown greater ICT adoption rate in their profession.
H3: Teachers who demands more ICT training and support have a lower ICT adoption rate in their
profession.

4 METHODOLOGY
A survey was conducted to collect both quantitative and qualitative data on ICT adoption of teachers’
in schools. The instrument used was a self-administered questionnaire consists of six sections. Section 1 is
on the demographic information of the respondents, followed by Section 2 on teachers’ ICT competency
and Section 3 on the extent and frequency of ICT use in schools. Section 4 examines their perceptions of
ICTs, the next section focus on the obstacles faced, and the last section on their training and support needs.
The questionnaires were randomly distributed to some 250 secondary schools teachers of Mathematics and
Science. All items in the first five sections were measured on a five-point, closed-ended Likert scale, while
the last section with open-ended questions for teachers to add their inputs. A total of 212 completed
questionnaires were received and data were analysed using SPSS version 15.

5 DESCRIPTIVE STATISTICS AND DISCUSSION

5.1 USE OF ICTS IN SCHOOLS
Respondents were asked to indicate how frequent had they used ICT in each case – for teaching and
instructional support, classroom management, communication and personal development. Each item was
measured on a five point rating scale from 1 (never) to 5 (daily).

International Journal of Computing and ICT Research, Vol. 2, No. 2, December 2008 
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Use of ICTs for Teaching & Instructional Use of ICTs for Classroom Management Activities
Support
Occasionally Never 2.80%
Occasionally 21.70% Daily 18.90%
Never 0.50%
13.70%
Daily 41%
Monthly
10.80%

Monthly Weekly
Weekly 34% 26.90% 29.70%

Use of ICTs for Communication Use of ICTs for Personal Development

Never 21.70% Daily 7.50% Daily , 2.80%

Weekly Weekly , 9.40%
17.90% Never, 36.80%
Monthly ,
9.40%

Monthly
Occasionally 12.70% Occasionally,
37.70% 39.60%

Figure. 1 Use of ICTs by Teachers in Schools

As shown in Figure. 1, respondents were reported to make frequent use of ICT, either daily or
weekly for teaching and instructional support (75%) and classroom management activities (49%).
Respondents however, reported less frequently use of ICT for communication with peers (26%), and for
personal development (12%). This is contrary to the findings of The Gordon University Aberdeen (2004)
which revealed that secondary school teachers at Scotland made use of ICT as much or more for
professional development and communication as in the classroom. Thus, mechanisms need to be put in
place to ensure that teachers utilize computer technology for further development and communication, such
as seeking peer-to-peer advice or participating in online professional development.

International Journal of Computing and ICT Research, Vol. 2, No. 2, December 2008 
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Use of Tecahing Courseware Use of Presentation Tools

1-2 times a Never

year 9% Never 2.40%
14.20%
Monthly Daily 20.30%
Daily 30.20%
14.60%
1-2 times a
year 17.50%

Weekly
22.60%
Weekly Monthly
42.90% 22.60%

Use of Spreadsheets Use of Internet browsing

Never
Daily 8% Never 7.50%
13.20% Weekly 1-2 times a Daily 17%
23.60% year 12.30%
1-2 times a
year 17%

Monthly Weekly
26.40% 35.80%
Monthly
30.70%

Figure 2a: Use of ICT Application by Teachers

When asked about ICT application most frequently used either on daily or weekly basis, higher
ratings were given to teaching courseware (73%), presentation tools (43%), internet browsing (53%), and
spreadsheets (32%) [Fig. 2a]. As shown in Fig. 2b, the corresponding Fig.s were lower for graphical
visualizing tools (24%), hypermedia/multimedia (22%), simulation programmes (14%) and online demos
(7%).

International Journal of Computing and ICT Research, Vol. 2, No. 2, December 2008 
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Use of Online demos Use of Graphical Visualising Tools

Daily 7.10%
Daily 0.90% Weekly 5.70% Monthly Weekly
9.40%
16.50%
Never 37.30%

1-2 times a
year 10.40% Monthly
Never 69.30% 14.60%
1-2 times a
year 19.30%

Use of Hypermedia/ Multimedia Use of Simulation Programmes

Daily 7.10%
Daily 7.10%
Never 29.70% Weekly
Never 29.70% Weekly 14.60%
14.60%

Monthly
23.10% Monthly
1-2 times a
1-2 times a 23.10%
year 19.80%
year 19.80%

Figure 2b Use of ICT Application by Teachers

It might appear that teachers do not make use of graphical visualizing tools, hypermedia/
multimedia, and simulation programmes because they consider the applications to be specialized software
and require advanced skills from users. This suggests that teachers need training in a wider range of ICT
applications for them to make full use of technology in teaching. Programmes like simulation for example,
allow teachers to show experiments that would not otherwise be possible, and have great educational
potential to enhance teaching (McFarlane and Sakellariou, 2002).

5.2 ICT COMPETENCY

For teachers’ ICT competency, respondents were asked to rate their perceived competency in basic
computer applications which include word processing, spreadsheets, presentation tools, e-mailing, internet
browsing, statistical tools, and teaching courseware. Each item was measured on a five point rating scale
from 1 (no capability) to 5 (excellent).

International Journal of Computing and ICT Research, Vol. 2, No. 2, December 2008 
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Perceived competency - Word Processing

Low No Capability
Capability at all 0.90% Excellent
4.70%
14.20%
Fair 22.60%

Good
57.10%

Perceived competency - Presentation Tools Perceived Competency - Courseware

No Capability
No Capability at Low
at all 0.50%
Low Capability all 3.30% Excellent 9% Capability 8%
Excellent
9.40% 9.90%
Fair 27.40%

Fair 36.30% Good 41.50%

Good
52.80%

Figure 3a Computer competency of Teachers

Fig. 3a indicated that teachers considered themselves to be more competent, either excellent or
good in the use of word processing (71%), teaching courseware (63%), presentation tools (50%). The
results suggest that teachers’ computer competency is possibly related to their frequent use of word
processing, presentation tools and courseware in preparing teaching materials and presenting lessons. The
result is in agreement with those of Cuckle et al. (2000) and Jegede et. al. (2007) who found teachers to be
most competent in word processing compared to other applications.

International Journal of Computing and ICT Research, Vol. 2, No. 2, December 2008 
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Perceived competency - Internet Browsing Perceived competency - Emailing

No Capability at Excellent No Capability at

all 2.80% 10.40% Excellent
Low Capability all 7.10%
7.50%
13.70% Low Capability
15.60% Good 33.50%

Good 36.30%

Fair 35.40%
Fair 34%

Perceived competency - Spreadsheets Perceived competency - Statistical Tools

No Capability at
all 7.50% Excellent No Capability at Excellent
4.20% all 8% 2.80%
Low Capability Good 20.30%
12.30% Good 34.90%
Low Capability
22.60%

Fair 35.40% Fair 40.10%

Figure 3b Computer competency of Teachers

On the other hand, a lower proportion of respondents perceived themselves to be broadly good in
internet browsing (47%), emailing (41%), and spreadsheets (39%). As shown in Fig. 3b, most of the rating
fell between the range of “fair” and “good”, i.e. moderate level of skills in these applications. It is however,
not surprising for teachers to feel less competent as these applications are most likely not used in daily
teaching and instruction, e.g. spreadsheets are normally used by teachers to manage student grades and
results.
Overall, the results are consistent with the findings of Slaouti & Barton (2007) who concluded that
ICT most commonly used by teachers was word-processing, PowerPoint and the WWW. According to their
research, “Video conferencing and synchronous communications had again not been used, email had only
been used by four of the group and most had made no use of databases or text reconstruction software.” It
also appears that respondents feel least competent in statistical tools (31%), as shown in Fig. 3b. It might be
that these are technical areas that need to be learned by teachers, and that current training courses do not
address teachers’ training need in this area.

International Journal of Computing and ICT Research, Vol. 2, No. 2, December 2008 
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5.3 TEACHERS’ PERCEPTION OF ICT ADOPTION IN SCHOOLS

In general, teachers broadly agree that use of ICTs makes them more effective in their teaching
(75%), more organized in their work (80%) and better able to meet the varying needs of students (48%). In
general, teachers broadly agreed that with the use of internet and technology, their lesson plans are richer
(55%) [Fig. 4]. This is in agreement with the findings of Slaouti & Barton (2007) which reported that ICT
can motivate students in their learning by bringing variety into the lessons, and at the same time, sustaining
teachers’ own interest in teaching”.

Teachers' Perception - ICTs make teaching Teachers' Perception - ICTs help in organising
more effective profession tasks
Strongly
Disagree Strongly
Disagree Strongly Disagree 3.30% Disagree 0.90% Strongly Agree
1.90%
4.70% Agree 12.30% 12.70%
Neutral 15.10%
Neutral 17%

Agree 62.70%
Agree 67%

Teachers' Perception - ICT makes lesson plans Teachers' Perception - ICTs Helps to meet the
richer varying needs of studens
Strongly
Strongly
Disagree Disagree 0%
Disagree 0% Strongly
8.50% Disagree 9% Strongly Agree
Agree 5.70%
2.40%

Neutral Agree 45.80%

33.50% Agree 49.50 Neutral
39.20%

Figure 4 Teachers’ Perception of ICT

A further positive sign is 85% of them indicated that they would like to integrate more computer
applications into their teaching. It appears that teachers’ perceptions toward ICTs are encouraging, where
most of them showed positive perceptions on computer use in teaching and instruction. It is believed that
teachers can see the value of the ICTs in enhancing teaching and learning, and they are positive towards
further integration of technologies into classroom instruction.

60

50
40
Responses (%) 30
20
10
0
Very Somew hat Neutral Somew hat Unimportant at
Important Important Unimportant all

International Journal of Computing and ICT Research, Vol. 2, No. 2, December 2008 
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Figure 5 The importance of ICTs in teaching

70
60
50
40
Responses (%)
30
20
10
0
Teachers Students Principals Parents District
administrator

Figure 6 Who should have a greater voice in deciding how ICTs are being used in schools?
Overall, a high 87% of the teachers perceived ICTs as an important tool to accomplish their
professional tasks (Fig. 5), and 69% of them felt that among the various stakeholders, teachers as classroom
practitioners should have a greater voice in deciding how ICT is being used in schools (Fig. 6).

5.4 ICT TRAINNING AND SUPPORT NEEDS

In addition, most of the teachers considered themselves as having limited knowledge to make full
use of ICTs, or to integrate ICTs fully into teaching.

60
50
40
Responses (%) 30
20
10
0
Professional ICT seminars/ Release time for ICT support
development conferences exploring personnel
course

Very Important Somewhat Important Neutral Somewhat Unimportant Unimportant at all

Figure 7 Perceived needs for ICT training and support

When asked to indicate the important channels for improving their ICT skills, respondents had given
higher ratings to the need of school-based professional development (80%) and ICT seminars/conferences
(64%) [Fig. 7]. The result suggests that school leaders should initiate industry-teachers partnerships to
deliver ICT training programmes that are appropriate to teachers needs. Other than courses organized by
the central agency, more effective ICT training could be obtained locally through smart partnership with
industry and institutions of higher learning. As Ya’acob et. al. (2005) has suggested, training should be
offered to teachers on a continuous, rather than a one-off, basis so that their IT knowledge is upgraded over
time.
5.5 MEAN SCORE OF ICT USE
When analysed according to age group, result indicated that elderly respondents (aged over 45
years) made more frequent use of ICT in schools (M = 3.22; S.D. = 0.57) on a five-point rating scale [Table
1].

International Journal of Computing and ICT Research, Vol. 2, No. 2, December 2008 
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Table I ICT Use by age groups

Mean Std. Deviation
Age
Below 35 2.74 0.51
35 – 45 3.00 0.53
Over 45 3.22 0.57

The main reason could be, senior teachers having vast teaching experience, sound classroom
management skills and good knowledge of the curriculum, can easily digitize their materials with ICTs,
hence more flexibly apply ICTs in classroom instruction. This also suggests that they feel comfortable with
ICT and see its value in education, and have tried to enrich their lesson and make teaching lively with texts,
sounds and images. The result is in agreement with Novak and Knowles (1991) who found that younger
beginning teachers struggling to survive and settle into their new role as teachers do not emphasize the
usage of computer as they view computers as ‘extra’, and not as a tool to enhance teaching.

5.6 MEAN SCORE OF ICT COMPETENCY

Teachers’ perceived competency was also analysed according to their age groups (Table 2). On a
five point rating scale, young teachers aged below 35 recorded a higher mean of competency (M = 3.68;
S.D. = 0.55) than the other two groups. The result is consistent with a report by the U.S. National Center
for Education Statistics (2000) which revealed that new teachers, having grown up with computers, have
greater computer skills to enhance their teaching and instructional practices.
As shown in Table II, teachers’ computer competency tended to increase with increased hours of
training. Mean competency was found to be highest for those who had received more than 20 hours of
training in ICT (M=3.66; S.D.=0.56). Furthermore, teachers who make daily use of ICTs are more
competent in ICTs than all the other groups (Table 2). Mean competency was reported to be highest for
those who made daily use of computer (M=3.44; S.D.=0.77).

Table II Perceived computer competency

Mean Std. Deviation
Age
Below 35 3.68 0.55
35 - 45 3.45 0.67
Above 45 2.95 0.77
Prior ICT Training
None 3.32 0.70
1-5 hours 3.39 0.80
6-10 hours 3.39 0.58
11-20 hours 3.45 0.63
More than 20 hours 3.66 0.56
Frequency of use
Occasionally 3.34 0.58
Monthly 3.36 0.71
Weekly 3.41 0.62
Daily 3.44 0.77

5.7 MEAN SCORE OF ICT PERCEPTION AND PEARSON CORRELATION COEFFICIENTS

Results also indicated that the more time teachers spent using computers, the more positive their
perception toward ICT. As shown in Table III, those who made daily use of computer held a more positive
perception of ICT (M=3.69; S.D.=0.33).

International Journal of Computing and ICT Research, Vol. 2, No. 2, December 2008 
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Table III Teachers’ Perceptions of ICT

Mean Std. Deviation
Frequency of Use
Daily 3.69 0.33
Weekly 3.49 0.32
Monthly 3.43 0.24
Occasionally 3.19 0.44

When analysed using Pearson Correlation Coefficient, results showed that there is a moderately
positive correlation between teachers’ perception and ICT use (r = 0.56). The result suggests that a more
positive perception had led to increased use of computer in education. This is in agreement with previous
studies which found teachers’ attitude toward computers as a key factor in predicting the frequency of
technology use (Becker, 2000; Zhao and Frank, 2003). As far as age was concerned, there was a higher
degree of correlation, r = 0.6 between the perception and ICT use among teachers aged above 45 years
(Table IV). When teachers were grouped according to the academic level taught, a higher degree of
correlation, r = 0.64 was observed for those teaching Form 1 – 3.

Table IV Pearson Correlation Coefficients - Teachers’ Perception Vs ICT use

Age Perception * ICT use
Below 35 0.55
35 – 45 0.35
Above 45 0.60
It also appears that a positive perception of computer in education was positively related to the
ability to apply ICTs (Table V). The results suggest that a higher ability to use ICT means there will be
more positive perception of computer use in education. This may mean that in order to change teachers’
perception and increase their computer usage, it is vital to develop their computer skills, and providing
them with hands-on experience of ICTs. The result is consistent with the findings of previous study which
concluded that teachers who are more competent in using computers have also more favorable attitudes
towards computer (Sa’ari et.al. 2005; Jegede et. al., 2007). As far as age was concerned, there was a high
degree of correlation, r = 0.57 between competency and perceptions of computer technologies among
teachers above 45 years old as depicted in Table V.

Table V Pearson Correlation Coefficients - Teachers’ Competency Vs Perception of ICT

Age Teachers Competency * Perception of

ICTs
Below 35 0.33
35 – 45 0.42
Above 45 0.57

When teachers were grouped according to the academic level taught, there was a higher degree of
correlation (r = 0.57) between competency and ICT adoption for those teaching form 1 – 3.

6 HYPOTHESES EVALUATION
As shown in Table VI, the use of ICT by teachers recorded an overall mean of 3.0583 (S.D.= 0.83)
over a five-point rating scale. This suggests that teachers in general, had demonstrated a reasonably positive
attitude towards ICT use in schools.

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Table VI Mean and standard deviation of the constant (ICT Use) and variables (teachers’ age, ICT
competency, training and support needs)

Mean Std. Deviation N

ICT Use 3.0583 .83109 212
Age 2.0142 .84584 212
Competency 3.3540 .71557 212
Training Needs 4.2928 1.62698 212

As for teachers’ computer competency, an overall mean of 3.3540 (S.D. = 0.71) on a five point
rating scale, indicates that teachers generally feel competent in utilizing ICT tools in school. However, it is
interesting to note that respondents still demand for high training and support in ICT (M=4.2928;
S.D.=1.62) on a five-point scale. The standard deviation which is greater than one suggests most of the
respondents indicated high needs, whereby a small portion of the sample indicated very low needs.

Table VII Pearson Correlations and 1-tailed Significance Test of the constant (ICT use) and variables
(teachers’ age, ICT competency, training and support needs)

Extent Age Competency Needs

Pearson Correlation ICT Use 1.000 -.161 .507 .127
Age -.161 1.000 -.117 .021
Competency .507 -.117 1.000 .039
Training Needs .127 .021 .039 1.000
Sig. (1-tailed) ICT Use . .010 .000 .033
Age .010 . .044 .378
Competency .000 .044 . .286
Training Needs .033 .378 .286 .

Table VIII Model Summary

Change Statistics
Adjusted R Std. Error of R Square
Model R R Square Square the Estimate Change F Change df1 df2 Sig. F Change
a
1 .161 .026 .021 .82224 .026 5.566 1 210 .019
2 .517b .267 .260 .71496 .241 68.751 1 209 .000
3 .528c .279 .269 .71075 .012 3.481 1 208 .063

Table VIII shows the summary of models from the study to predict the relationships between ICT
use and the three main variables - age, ICT competency and training needs. Model 1 consists of predictors
that are ICT use and age. Model 2 predicts ICT use against age and competency. Model 3 predicts ICT use
against age, competency and training needs.
The ANOVA test in Table IX shows the three models formed for regression and residual analysis
to be significant (Sig.), from 0.000 to 0.019 (less than 0.05). Furthermore, F test conducted for these three
models shows positive value of 5.566 for Model 1, 38.057 for Model 2, and 26.833 for Model 3.

International Journal of Computing and ICT Research, Vol. 2, No. 2, December 2008 
  32

Table IX ANOVA analysis of the constant (extent of ICT adoption) and variables (teachers’ age,
competency and ICT professional training needs)

Model Sum of Squares df Mean Square F Sig.

1 Regression 3.763 1 3.763 5.566 .019a
Residual 141.977 210 .676
Total 145.740 211
2 Regression 38.906 2 19.453 38.057 .000b
Residual 106.833 209 .511
Total 145.740 211
3 Regression 40.665 3 13.555 26.833 .000c
Residual 105.075 208 .505
Total 145.740 211

Table X shows the components in the three models. Model 1, 2 and 3 which suggests that age has
a negative relationship with the extent of ICT use among teachers. This finding is valid as the significance
is less than 0.05. This result however, is opposed to hypothesis 1 in the study. Senior teachers were found
to be highly positive towards ICT use in their teaching and professional work, and had translated this into a
greater use of ICT in schools. This suggests that teachers of elderly age are very open to new technology
like ICT which is contrary to the findings in other developing countries (Jennings and Onwuegbuzie, 2001).

Table X Standardized coefficients, Beta and t-Test results for each model

Standardized
Coefficients
Model Beta t Sig.
1 (Constant) 23.102 .000
Age -.161 -2.359 (.019)
2 (Constant) 4.819 .000
Age -.103 -1.720 .087
Competency .494 8.292 (.000)
3 (Constant) 3.738 .000
Age -.106 -1.779 .077
Competency .490 8.255 (.000)
Needs .110 1.866 .063

As for competency against the ICT use in Model 2 and 3, confidence level of 95% is fulfilled. Both
demonstrate positive relationship. This agrees with hypothesis 2 in the study that is, a higher competency
results in higher ICT use in school. Lastly, the training and support needs variable is only significant at the
level of 90%. It shows a positive relationship with ICT use, and this violates hypothesis 3 in the study. It is
interesting to find that teachers who have been using ICT extensively in their teaching and professional
tasks still demand for a wider range of training and support in this area. The eagerness to learn more and
acquire further support is high among the teachers. This is in agreement with the findings of Gray and
Souter (2004) who reported that Science teachers in Scotland were reasonably confident in their use of ICT,
but felt that they needed much more ways of support and professional development in order to maximise
the use of ICT in the classroom.

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7 BARRIERS TO ICT USE IN SCHOOLS

Teachers were also asked to indicate their reasons for not using a broader range of ICTs in
classrooms. 205 teachers responded and the obstacles faced were ranked in order of importance, as shown
in Table XI.

Table XI Main obstacles hindering ICT use in Education

Obstacles Rank
Lack of technical support 1
Lack of time 2
Limited knowledge on how to make full use of ICTs 3
Limited understanding on how to integrate ICTs into teaching 4
Lack of software or websites that support state standards 5

The results suggest that lack of technical support was perceived by teachers as the key barrier to
the further uptake of ICT in schools. This is consistent with the findings of a study by Cox et al. (1999)
which reported lack of technical support as the school-level barrier in the uptake of ICT in teaching. As
pointed out by Cuban (1999), the lack of available technical support is likely to lead to teachers avoiding
ICT, for concern of a technical fault occurring cannot be rectified, and lessons being unsuccessful.
Mechanisms therefore, need to be put in place to ensure that teachers have adequate access to
technical support. It is suggested that a teacher with ICT competency be appointed as ICT coordinator in
each school to provide technical and pedagogical support to teachers. This is crucial in order to support
teachers to make full use of ICT in classroom, and not losing time fixing configurations or other technical
problems.
As depicted in Table XI, lack of time was reported by the teachers as another strong ICT barrier in
schools. The result is in consistent with the finding of Preston et al. (2000) who revealed the lack of time to
explore ICT and prepare ICT resources as a teacher-level barrier in implementing ICT in schools. Teachers
are sometimes unable to make full use of technology because they lack the time needed to prepare ICT
resources for lessons. Time is also needed for teachers to become more familiar with hardware and
software.

8 TEACHERS’ INPUT ON ICT USE

Teachers who responded to this survey have also given some valuable insights on how ICT usage in
schools could be improved. Among others teachers demand for internet access, local area networks,
wireless Internet to be made available in schools to allow them to explore information besides books and
courseware; They also expressed the need to have a centralized database or a ICT network for teachers to
facilitate sharing of materials, to post important announcement, events and school results.
In general, factors like lack of time and technical support, limited knowledge to integrate ICT fully in
teaching were identified as the key factors affecting uptake of ICTs in schools. School-based professional
development and ICT conferences were perceived by the teachers as important channels for improving
their ICT skills.
The following are the ways in which teachers think they can get more involved with ICT decisions
within their school and district:
• Provide suggestion box and recommendation to be read by principals during staff meetings, with
proper follow up actions.
• Questions and answers about ICTs through e-mails.
• Discussion through school web site.
• Organize staff development programs regularly to share knowledge and skills on ICT.
• Conduct monthly meetings on discussions regarding ICT use (ATK ICT).
• Teachers cooperate among themselves, within school and district, and always meet to discuss
issues arise.
Respondents were also asked to indicate areas where they would like to learn more, and results were
summarized according in the order of importance. As summarized in Table XIII, respondents’ prior

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  34

concerns was to improve their skills in making charts and graphs, enhancing documents with pictures,
followed by their enthusiasm to obtain lesson plans and learning activities from internet sources.

Table XII Areas where Teachers want to learn more about

Obstacles Rank
Making charts and graph, and enhancing documents with pictures 1
Obtaining lesson plans and activities from electronic/internet sources 2
Make slide presentations to share information with students 3
Use internet to participate in discussions about teaching and learning 4
Create a website to share classroom activities 5

9 RECOMMENDATION
Overall, a high 75% of the teachers considered a collaboration portal to be suitable in promoting
further use of ICT in school (Fig. 8). In response to this finding, it is proposed that a nationwide website
namely, the e-Blackboard, be introduced to all teachers in order to extend the use of ICTs among teachers.

Fig. 8 Suitability of a Collaboration Portal for teachers

Not suitable
No comments
at all 0%
8.01%
Somewhat Very suitable
suitable 34.43%
16.98%

Suitable
40.58%

The e-Blackboard can be hosted by a leading school or third party where all teachers would be
given an account to access to. With e-Blackboard, teachers will be able to upload teaching materials, record
grades, and attendance, develop online assessments, and make announcements. Teachers in the same
subject can be enrolled under one subject code to allow them to share information and materials, thus
creating collaborations among schools. Furthermore, school principals and board of directors can also track
teachers' works at any time, any where. Teachers can access e-Blackboard at any where and any time, too.
Any announcements made can reach both schools and teachers efficiently. One most important fact is that
all teachers can go electronic in this digital age, where materials can be produced, updated and replicated
easily.
More specifically, the e-Blackboard can be designed to display various sections, e.g. syllabus and
curriculum, lesson plans, teaching materials, discussion forum, question bank, research articles
communication, announcement, and external educational links. Sharing of resources, and expertise on the
e-Blackboard means less duplication of effort, e.g. in the preparation of lesson plans and worksheets.
Furthermore, discussion on the forum provides better networking opportunities to teachers, which mean
greater social contact and support. By sharing teaching and related materials, teachers would be able to
collect more information than it is otherwise possible. Additional information obtained enable teachers to
enrich their teaching, hence improving the quality of the lessons presented. Announcements, notices and
exchange of messages posted on the e-Blackboard can take place immediately at a minimal cost. External
educational links can also be added to allow teachers to share on-line interactive or multimedia educational
websites in order to enhance teaching and learning. Additionally, questions banks can be utilized to include
remedial or enrichment exercises from different sources to meet the varying needs of students. In short,
sharing of resources and good practice on the e-Blackboard will greatly promote communication and
collaboration among teachers. On top of this, the e-Blackboard can be configured to enable parents to

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  35

remotely access their children’s school records to keep track of their progress. Parents and the community
can encourage teachers’ ICT use by sponsoring talks, organizing national seminar for teachers to present
and discuss their thoughts. To promote rapport between teachers-parents, additional Parent Link can be
added to foster mutual support and shaping the overall character of ICT in teaching and learning. However,
to develop a successful e-Blackboard site for teachers, critical security policies covering authentication and
passwords, backup procedures, installation of firewalls, and use of licensed software have to be in place
beforehand.

10 CONCLUSION
This study investigated teachers’ ICT use in schools, their perceived competency, perception of ICTs,
and their training and support needs. From the study, it appears that most of them are positive with the use
of ICT use in school, and they appreciate the use of ICT in enhancing teaching and learning. Result also
showed that they are positive towards further integration of technology into classroom instruction. Training
therefore, should be offered to teachers on a continuous, rather than a one-off, basis so that their IT
knowledge is upgraded over time. It is indeed hoped that the benefits from the use of ICTs can be fully
realized and optimized in teaching. From the results, it would appear that mechanisms need to be put in
place to ensure that teachers utilize computer technology for further development and communication, and
training need to be designed to increase teachers’ familiarity with a wider range of ICT applications.
Teachers’ should also be given the opportunity and encouraged to reflect on, and make decisions about
their own ICT development needs on ongoing basis.

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