Effectiveness of ICT Integration in Malaysian Schools: A Quantitative Analysis

Ghavifekr Simin and Ibrahim Mohammed Sani

The rapid global technological advancement and development of ICT (Information, Communication, and Technology) has placed education into a more challenging profession where teachers are required to replace the traditional teaching methods with a technology-based teaching and learning tools and facilities. This is because ICT integration supports students’ learning performance in terms of critical thinking, problem solving and practicing the lessons main focus through surfing in online resources. In Malaysia, ICT has been included as one of the main elements in transform shift in the latest Malaysian Education Blueprint (2013-2025) as the national education that focuses on quality education for the future development. The main focus of this paper is to identify the effectiveness of ICT integration for teachers and students in teaching and learning process in public secondary schools. A survey questionnaire was distributed randomly to the total of 101 teachers from 10 public secondary schools in Kuala Lumpur, Malaysia. The overall findings show that ICT integration has great effectiveness for both teachers and the students. Results indicate that teachers should always be prepared and well-equipped in terms of ICT competencies and positive attitude to provide quality education opportunities for students to improve their academic outcomes. For the future studies, there is a need for consideration of other aspects of ICT integration especially from management point of view in regard to strategic planning and policy making.

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Shadowing Issues in Research in Foreign Culture: A Lyon Case

Beata Borowska-Beszta

This paper contains a review of theoretical assumptions and practical application of the qualitative research technique called shadowing. Paper includes also example of shadowing technique used in researches undertaken in foreign country – France designed as following the educational consultant from French Academie de Lyon, Louis La Roch1 . I followed after this consultant for one week in May 2012 collecting the observational data, field notes, casual conversation and interviews. I researched everyday routines and professional rituals of educational consultant who daily travelled or walked from home to his office and from office to inclusive units for children and youth with intellectual disabilities in mainstream schools. I spent in shadowing entire week visiting since morning, Academie de Lyon, schools with inclusive units and for the first time I publish now the results of such methodological and research experience of shadowing. Educational consultant, in Lyon visited daily inclusive units called CLIS2 , for children with mild disabilities and ULIS for youth with mild disabilities in Lyon and nearby area.

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