Effect of Administration Support on Teachers' ICT Utilization in the Malaysian Context

Effect of Administration Support on Teachers' ICT Utilization in the Malaysian Context

Simin Ghavifekr (Faculty of Education, University of Malaya, Malaysia) and Tan Yi Quan (Faculty of Education, University of Malaya, Malaysia)
DOI: 10.4018/978-1-7998-1408-5.ch015
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In the 21st century, technology utilization is required in most of the workplaces because it helps to accelerate the pace of globalization and increase the organization's competitiveness. Utilizing ICT in education can be considered as an effective enabler to create access, store, transmit, and manipulate different information in audio and visual form, due to its capabilities in providing proactive teaching and learning environment. ICT utilization in education can be used for various purposes such as active teaching and learning, students' engagement, and administrative tasks. Administrative support plays a significant role in the effective and efficient utilization of technology in educational institutions. This piece of work presents a comprehensive review of the relevant literature regarding ICT utilization and Administrative supports in education settings. In addition, this chapter elaborates on the relevant theories to technology use and administrative supports and their key dimensions.
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Technology Utilization In Malaysian Education

According to a report from UNESCO (2014), most of the Asian countries emphasized on course or objectives which relate to ICT skills from primary until upper secondary levels of education because ICT plays vital role for lifelong learning. Apart from these, ICT has a multiplier effect across the education system because it can enhance the students’ learning performance, promotes social mobility and helps the country to compete in the worldwide economy.

Key Terms in this Chapter

ICT Applications in Schools: Refers to applying ICT tools and services for processing data and information as well as managing and storing digital contents for the purpose of creating innovative approaches in teaching and learning.

Teachers: Refers to individuals who lead students to gain required knowledge and skills. In this chapter, the term specifically refers to school setting (K-12).

Malaysian Smart Schools: Refers to learning institutions that has been established since late 1990’s in Malaysia with the aim of enhancing the quality of teaching & learning practices using ICT. Moreover, the schools rely on innovative education delivery system to support advanced curriculum. The smart school project established with the 4 implementation waves as follow: Wave 1: Pilot Phase (1999 – 2002), 88 school nationwide selected; Wave 2: Post-Pilot (2002 – 2005), Massive computerization phase to all 10,000 schools; Wave 3: Making All Schools Smart (2005 - 2010), Leveraging all ICT initiatives; Wave 4: Consolidate & Stabilize (2010 – 2020), Innovative practices using ICT enculturated.

Proactive Teaching and Learning Environment: Refers to analysing related data sets that are generated by students, teachers, and education system in order to predict students’ needs and take necessary actions proactively.

Administrative Provisions: Refers to the authority of managing the business or institutional activities in an organisation from various aspects including internal or external resources.

ICT Integration in Education: Refers to using information technology-based teaching and learning system for the purpose of facilitating faster, easier and more attractive communication between teacher and students.

Education Stakeholders: Refers to all the individuals who are participating in school’s activities and students’ well-being. In school setting it refers to management and administration teams, teachers, staff members, students, parents, community members, members of parents-teachers association, local business leaders, and elected school board members.

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