How lecturers integrate computer-related technology into instructional practice: a qualitative study at a higher learning institution in Malaysia
Malaysian higher learning institutions have embraced the 21st century skills in teaching and learning to ensure career readiness among learners. Information Communication Technology tools provide the opportunity for educators to apply problemsolving and project-based learning in both face-to-face...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
IIUM Press
2017
|
| Subjects: | |
| Online Access: | http://irep.iium.edu.my/66238/ http://irep.iium.edu.my/66238/ http://irep.iium.edu.my/66238/1/paper%20issa.pdf |
| Summary: | Malaysian higher learning institutions have embraced the 21st century skills in
teaching and learning to ensure career readiness among learners. Information
Communication Technology tools provide the opportunity for educators to apply problemsolving
and project-based learning in both face-to-face and blended learning. However,
there have been issues with educators’ awareness and skills in utilizing the technology
tools in the instructional processes. This study attempted to explore the experiences and
intentions of lecturers to integrate computer-related technologies in undergraduate
classrooms. In-depth semi-structured interviews were conducted with three lecturers, two
of them teach foreign languages and the other teaches Instructional Technology. The study
sought to reveal the pedagogical approach and types of information technology adopted in
the classrooms. This study addressed teachers’ awareness the use of technology in the
classroom and issues related to it. The results were thematized based on Web 2.0 tools
integration, pedagogical approach in addressing higher order thinking skills and student
career readiness. Lecturers were found to be aware of the relevance of Web 2.0 tools for
instructional purposes. However, they highlighted low Internet speed as the main challenge
in their efforts to integrate technology into their instructional activities. This research
contributes to the area of TPACK (Technology Pedagogical Content Knowledge) by
highlighting the application of computer-related technologies into classroom instruction. It
also highlights how such technologies are matched with learner-centered instructional
strategies to enhance learners’ 21st century skills that are essential for career readiness. |
|---|