LITERATURE AND SCIENCE COLLEGE CENTER FOR MODERN EDUCATION AND LANGUAGE STUDIES SGDT3023 COMPUTER-BASED TEACHING

LITERATURE AND SCIENCE COLLEGE CENTER FOR MODERN EDUCATION AND LANGUAGE STUDIES SGDT3023 COMPUTER-BASED TEACHING

SGDT3023 THE READY OF TEACHERS IN INTEGRATING COMPUTER-BASED TEACHING / WEBSITE IN SCHOOLS The use of computer technology in education is not something new, it has been introduced for a long time. The definition of computer-integrated teaching is to use general software built specifically to achieve the objectives of the subject as a teaching and learning tool (T&L). The use of computers in R & D has a direct relationship with the concept of the use of information technology brought into the world of education. The use of computers in schools can be seen from two aspects, namely the use of computers in administration and the use of computers as teaching aids. (Zamri & Mohamed Amin, 2008). Among the advantages of computer-integrated teaching is that it can increase students’ understanding and mastery of lessons. In addition, it can also increase student motivation and can create a fun and challenging learning environment. Students will also gain real experience that can stimulate their own activities among students and build continuous thinking. With computer-based teaching, teaching methods are more student-centered where students can do their own discussions, learning using internet applications that are social sites that serve as a link between students to interact with each other. (Zaidatol Akmaliah & Foo, 2003). Therefore, Teacher readiness is one of the important elements in helping students adapt to new learning environments and methods (Noraini Attan, 2002). According to Habib Mat Som (2005), readiness is an important aspect in determining the success and failure of the implementation of curriculum changes. Teachers’ level of readiness should be given special attention. Therefore, teachers must have a level of readiness

SGDT3023 high in the process of delivering quality and meaningful teaching and learning to students. To integrate computers into teaching, the responsible individual is the teacher himself. Teachers play an important role in providing a conducive learning environment in the classroom. As a measure to create interesting learning according to the current circulation of technology, the Ministry of Education Malaysia (MOE) has implemented computer integration in schools where all teachers need to use computers as teaching aids. Attitudes towards the use of computers lead to the readiness of teachers to accept computers and use them in their daily teaching tasks. However, not all teachers are willing to use computers in their teaching. This is due to the problem of a lack of computer skills. However, the integration of computers can be continued with the availability of teachers who are willing to use computers in their teaching even though they require a variety of neat readiness. Among the readiness that a teacher must have is to have high skills in the use of computers. For example, teachers should attend workshops and courses related to the use of computers and ways to build teaching materials using specialized software such as building courseware, educational games, and more. By attending the course, teachers can improve their skills and become more professional in providing interesting teaching materials and be able to apply computers in teaching. However, workshops organized by the ministry are still not enough for teachers as they involve high costs. In addition, some teachers do not have much time to attend the workshop. So as not to waste time, teachers can also

SGDT3023 takes the initiative by learning the software through Youtube. We can see that computer-based teaching has changed the role of a teacher from an informant to a facilitator or facilitator for students to obtain information in learning and teaching such as finding information through the internet. (Noriati, et.al, (2009). Therefore, it can be concluded that it is very important to have a high level of knowledge readiness for a teacher in using computers in order to facilitate

students

and maintain students’ interest in teaching taught.

(Zainuddin et.al., 2008). The second readiness required by teachers is to establish a positive attitude towards the use of computers. A positive attitude towards something is important to motivate one to learn something desired. As we have seen, today’s teachers are increasingly knowledgeable and sensitive to the preparation to use ICT in the teaching and learning process. This means good acceptance from teachers to use computers in teaching. However, there is no denying that only young teachers give positive traits while old teachers or old teachers still do not make changes because for them there is no need for change if excellent results are still obtained without using a computer. Besides, high anxiety in using computers has dampened the feeling of wanting to experiment with older teachers. There are three types of anxiety faced by teachers in the use of computers, namely fear if damaged when using equipment, fear because they feel unable to learn technology at a high level and some teachers worry if the school instructs teachers who know and are good at computers which requires the use of a computer. Therefore, being plagued by such feelings of worry is Page 4 fear because they feel unable to learn technology at a high level and some teachers are worried if the school instructs teachers who know and are proficient in computers to do all the tasks that require the use of computers. Therefore, being plagued by such feelings of worry is Page 4 fear because they feel unable to learn technology at a high level and some teachers are worried if the school instructs teachers who know and are proficient in computers to do all the tasks that require the use of computers. Therefore, from being plagued by such feelings of worry is Page 4

SGDT3023 makes it easier for them to continue to reject the educational change. But in their hearts there can also be a sense of inferiority when being among computer literate individuals. Therefore, this negative attitude towards computers needs to be removed so that the integration of computers in education can be carried out smoothly and can meet the policy of the MOE which strives to implement educational improvement in this country. The third readiness that teachers need to take is to be prepared for the lack of computer facilities in schools. The process of integrating information technology in teaching and learning requires adequate infrastructure such as computer lab facilities, equipment related to the use of information technology, adequate and smooth computer preparation and maintenance greatly affects the level of computer use among teachers. Poorly maintained computer technology equipment has resulted in many computer and ICT equipment supplied to schools not being utilized by teachers and students. To ensure the use of computers in the classroom, ministries and schools also need to provide and equip technology equipment such as computers, LCDs, and voice equipment in the classroom. The existence of computer labs in schools is felt to be a mandatory thing. As we know, the ministry has built computer labs in every school. The purpose is to enable students and teachers to use the tools provided fully. Students and teachers are free to learn to use it to access information, search for data, explore new knowledge, and so on. Unfortunately, this cannot be fully implemented. To complete the facilities of all schools requires a lot of costs, high commitment and takes a long time to complete all the equipment. However, teachers themselves must also have a role and a sense of responsibility to provide for these needs

SGDT3023 without waiting for help from others. For example, buy your own laptop and subscribe to broadband for use in the learning and teaching process. With the availability of their own computer, teachers can find teaching information quickly and smoothly with the help of fast internet no matter where the teacher is. The fourth readiness is to be willing to bear a lot of workloads and limited time. To create a variety of teaching methods using computers, the task of teachers increases by providing teaching materials that use specialized software such as Powerpoint slides, Prezi, Camtasia, and more. In addition, the workload of many teachers in the school, namely holding positions such as class teachers, discipline teachers, and so on. This is an obstacle for teachers to integrate computers into teaching. Admittedly, using computer technology in the classroom can facilitate teaching by simply displaying the material to the LCD, but instead, the preparation of materials and equipment takes a long time to complete. However, this burden will be reduced if the teacher has a high knowledge of a particular material or equipment and can facilitate the process of preparation of teaching materials. In addition, teachers need to be smart in managing time. Managing the intended time is in terms of the time required for preparation before starting learning and teaching. Once the teacher is proficient in the preparation of equipment, teachers do not need to take long to provide computer equipment and hardware such as LCD installation. Some teachers can accept this integration, but at the same time, it also makes teachers not eager to implement the use of computers in the classroom. In addition, teachers should also wisely manage time in the preparation of teaching and learning materials. This is because, if the R&D material is made

SGDT3023 by teachers using interesting software it can eliminate student boredom and arouse students’ interest in a topic taught. Especially if the teacher uses website-based teaching, where the teacher must upload notes and exercises to the website. Therefore, teachers need more time for web-based teaching because of every discussion of a topic given by students while outside of P & P, teachers should provide feedback directly and as soon as possible. This is because the active involvement of students is one of the important components in the success of a learning process through the website. According to (Baharudin, 2001), learning through websites should have characteristics such as responsible students and have the initiative to learn independently in shaping a skill. Therefore, teacher time management is very important in achieving learning objectives. Everything is not impossible, everyone will receive the same time in a day which is 24 hours. Therefore, only we can manage time well or not. In addition, the next readiness of teachers is that teachers need to understand the value of using information technology. If, teachers who do not understand the value of the use of information technology causes them to be lazy to learn and deepen their knowledge of information technology. The use of information technology seems to be a burden to them during learning and teaching sessions. The quality of student achievement is highly dependent on the teaching of teachers in the classroom. Students find it difficult to provide focus and interest in following teaching and learning activities in the classroom, especially teaching that involves teacher-centered methods alone. (Norazura, et.al, 2010). Therefore, teachers can make website-based teaching as a platform in classroom teaching because the website can actively involve students. But teachers can make web-based teaching a platform in classroom teaching because websites can actively involve students. But teachers can make web-based teaching a platform in classroom teaching because websites can actively involve students. But

SGDT3023 not all teachers want to use websites as an added value in their teaching. According to (Khan, 1999) web-based teaching is seen as an intermediate medium in delivering instruction to students. Teachers and students can obtain information by using this website

specifically for the purpose

teaching and learning such as through quizzes, additional notes, discussions, and so on. There are several key features that differentiate a website from other media namely the ability to provide an environment that allows students to interact with teachers, students interact with other students or students interact with the website environment itself. Therefore, web-based teaching can be done by all teachers in addition to classroom teaching. Teachers can use existing free websites or build their own. For example, teachers can use Weebly software, Webs, Blogs, Joomla, and so on. Usually, teachers who first want to develop a website, they still do not have the skills in designing the website interface. But this free website software provides such web design options and teachers only need to change the illustrations, titles, and content to suit the learning topic. In conclusion, the integration of computers in computer-based teaching in schools can be carried out smoothly with the cooperation of mandatory parties. Educators in particular need to improve the quality of teaching in line with the development of technology in education. This means that teachers not only need to attend courses organized by the MOE or the school but also teachers themselves need to improve their abilities and knowledge in various fields so that they will not be swept away by the current technology. This is because teachers are important agents in the integration of computers in computer-based teaching in schools that can be carried out smoothly with the cooperation of mandatory parties. Educators in particular need to improve the quality of teaching in line with the development of technology in education. This means that teachers not only need to attend courses organized by the MOE or the school but also teachers themselves need to improve their abilities and knowledge in various fields so that they will not be swept away by the current technology. This is because teachers are important agents in the integration of computers in computer-based teaching in schools that can be carried out smoothly with the cooperation of mandatory parties. Educators in particular need to improve the quality of teaching in line with the development of technology in education. This means that teachers not only need to attend courses organized by the MOE or the school but also teachers themselves need to improve their abilities and knowledge in various fields so that they will not be swept away by the current technology. This is because teachers are important agents in Educators in particular need to improve the quality of teaching in line with the development of technology in education. This means that teachers not only need to attend courses organized by the MOE or the school but also teachers themselves need to improve their abilities and knowledge in various fields so that they will not be swept away by the current technology. This is because teachers are important agents in Educators in particular need to improve the quality of teaching in line with the development of technology in education. This means that teachers not only need to attend courses organized by the MOE or the school but also teachers themselves need to improve their abilities and knowledge in various fields so that they will not be swept away by the current technology. This is because teachers are important agents in

SGDT3023 produces a generation of students who are computer literate and information technology. In addition, the change of negative thinking on the use of computers should be discarded because there are many advantages gained if using a computer among them can increase students’ interest in certain subjects. In addition, students today are generation Y who are more focused on virtual learning such as using smartphones and through social media.

Therefore, teachers need to be willing to accept

the use of computers in the teaching and learning process in order to produce a computer literate generation. Thus, the higher one’s knowledge, the higher the use of computers in teaching and learning. In addition, to overcome the problem of lack of equipment and computer equipment in schools, the government needs to provide an adequate allocation to equip schools with adequate facilities and equipment for all students and teachers in order to produce excellent students and glorious teachers.

Baharudin Sidki & Nik Rahimi Nik Yusoff. (2008). Challenges in the use of ICT in Islamic Education R & D. In Norliza Hussin, Mohamad Sattar Rasul & Roseamnah Abd. Rauf. Use of Website as a Transformation in the Teaching and Learning of Islamic Education.Selangor: Universiti Kebangsaan Malaysia.

Habib Mat Som. (2005). Profile of Secondary School Teachers’ Readiness for the Implementation of Curriculum Changes. The University of Malaya.

Khan, BH (1999). Web-Based Instruction. In Norliza Hussin, Mohamad Sattar Rasul & Roseamnah Abd. Rauf. Use of Website as a Transformation in the Teaching and Learning of Islamic Education.Selangor: Universiti Kebangsaan Malaysia.

Maizura Yasin (2010). Level of Teacher Readiness of Content Knowledge Pedagogy of Civic Education and Citizenship Form One.Universiti Putra Malaysia.

Noraini Attan. (2002) .The Level of Teacher Readiness in Using Computer-Based Information Technology for Science Teaching and Learning. In Zainuddin Abu Bakar, Meor Ibrahim Kamaruddin, Mohd Ali Ibrahim & Rahmad Sukor Ab Samad. (2008). ICT Skills Among Malaysian IPTA Trainee Teachers. Selangor: Arah Pendidikan Sdn.Bhd.

Norazura Tukiran, Juliza Adira Mohd @ Ariffin & Siti Hazwani Mohamed Rozi. (2010). Multiple Intelligences Theory To Increase Student Active Involvement In The Classroom. In Norliza Hussin, Mohamad Sattar Rasul & Roseamnah Abd. Rauf. Use of Website as a Transformation in the Teaching and Learning of Islamic Education.Selangor: Universiti Kebangsaan Malaysia.

SGDT3023 Noriati A. Rashid, Boon Pong Ying, Sharifah Fakhriah Syed Ahmad & Wan Kamaruddin Wan Hassan. (2009). Technology in Teaching and Learning. Selangor: Oxford Fajar Sdn. Bhd.

Zaidatol Akmaliah Lope Pihie & Foo Say Fooi. (2003). Educational Management & Leadership. Selangor: Universiti Putra Malaysia Publishers.

Zamri & Mohamed Amin. (2008). Information and Communication Technology in Teaching and Learning English: Theory and Practice. Selangor: Karisma Publications Sdn.Bhd.

Zainuddin Abu Bakar, Meor Ibrahim Kamaruddin, Mohd Ali Ibrahim & Rahmad Sukor Ab Samad. (2008). ICT Skills Among Malaysian IPTA Trainee Teachers. Selangor: Arah Pendidikan Sdn.Bhd.

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