Today, in the realm of Industry 4.0, vastly diverse Internet of Things (IoT) technology are integrated everywhere, not to mention included in academic programs in schools and universities. Domain... Show More

Today, in the realm of Industry 4.0, vastly diverse Internet of Things (IoT) technology are integrated everywhere, not to mention included in academic programs in schools and universities. Domain ratio of the final year projects in Universiti Teknologi Mara exposes a staggering hype in IoT as compared to other domains despite not having IoT included in any of the courses. Meanwhile, to fulfill the needs of the student in exploring this technology, an integrated IoT learning platform is developed. It integrates an IoT smart home model and a web-based interface as a learning platform to inspire hands-on learning for the students. The raspberry pi, motion sensor, analog gas sensor, atmospheric sensor, ultrasonic proximity sensor, and rain detector sensor are integrated together in a Lego-built smart home model where its connectivity and readings are displayed in a simple web interface to enable and inspire learning. A manual to set up the entire model is also prepared as a guide for students to set up and further explore the functionalities and operabilities of “things”.

This study aims at examining the relationship between teacher computer-mediated communication (CMC) competence and teacher attitude toward using Frog VLE a virtual learning platform. This is a... Show More

This study aims at examining the relationship between teacher computer-mediated communication (CMC) competence and teacher attitude toward using Frog VLE a virtual learning platform. This is a non-experimental research using a cross-sectional survey technique through the administration of a set of questionnaire that comprised teacher demographic variables, teacher CMC competence and teacher attitude toward using Frog VLE. The participants in this study are 351 secondary school teachers from Klang district, Selangor. The results indicated that teachers showed medium level of attitude and medium level of CMC competence toward using Frog VLE. Results showed that there is statistically significant direct causal relationship between teacher CMC competence and teacher attitude toward using Frog VLE. CMC motivation and CMC knowledge are the two direct factors of teachers’ affective and behavioural attitude toward using Frog VLE and CMC motivation predict teachers’ cognitive attitudes toward using Frog VLE.

The paper examines role of the Information and Communication Technology (ICT) in Special Education in Ghana. Taking the relevant literature as the guiding principle, the paper addresses the... Show More

The paper examines role of the Information and Communication Technology (ICT) in Special Education in Ghana. Taking the relevant literature as the guiding principle, the paper addresses the opportunities, barriers and challenges posed by the integration of Assistive Technologies devices in schools for the blind and visually impaired in the teaching and learning process. The paper shows that inadequacies of teachers’ knowledge and skills in Assistive Technologies coupled with lack of these technologies are some of the greatest hindrances to effective teaching in the schools for the Blind in Ghana. Educators and policy makers acknowledge Evidence-Based Teaching as one of the most effective strategies for teaching the blind and the visually impaired.The paper highlights that effective integration of Assistive Technologies into schools will help bridge the digital gap between the blind and the sighted in Ghana

This study aimed at investigating the innovation attributes of face-to-face Computer Assisted Cooperative Learning (CACL). It employed a mixed method design as the data were collected through a... Show More

This study aimed at investigating the innovation attributes of face-to-face Computer Assisted Cooperative Learning (CACL). It employed a mixed method design as the data were collected through a survey and semi-structured interviews. The findings showed that face to face CACL has a high degree of adoption in higher education institutes to teach EFL/ESL learners. Also, the regression analysis showed that the five factors are strong predictors of innovation adoption with complexity has the highest significance, followed by compatibility, relative advantage, observability and trialability respectively. The study found that accessibility is an emerging innovation attribute which increases the adoption of any innovation practice. The paper concluded that the human element of face-to-face cooperative learning increases the adoption of CACL, and that relative advantage has influence on the other innovation attributes. The study recommends using face-to-face CACL in teaching EFL/ESL learners, and using accessibility as an innovation attribute.

Purpose: Investigate the ability of EFL learners’cohesion with small group writing activities compared to individual flipped instruction model through Whatsapp with individual writing activities... Show More

Purpose: Investigate the ability of EFL learners’cohesion with small group writing activities compared to individual flipped instruction model through Whatsapp with individual writing activities Design/Method: A quasi-experimental study with a non-equivalent control group and a pre-test/post-test design was implemented to find any significant difference between the two combinations. The instrument of this study was a writing test. Findings: The findings revealed that the small group flipped classroom instruction model through Whatsapp with small group writing activities performed better than teaching cohesion with individual flipped instruction through Whatsapp with individual writing activities. Originality: Flipped classroom innovation has attracted English Language Teaching researchers’ attention to scrutinize its effectiveness.