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ICT APPLICATION IN VOCATIONAL AND TECHNICAL EDUCATION AND TRAINING (VTET) INSTITUTIONS IN MALAYSIA

Muhammad Sukri Saud Muhammad Rashid Rajuddin Sarimah Ismail Mohd Safarin Nordin Asnul Dahar Minghat Kamalularifin Subari Nor Fadila Mohd Amin Mohd Zolkifli Abdul Hamid Mahyuddin Arsat
Faculty of Education Universiti Teknologi Malaysia

Abstract
The purpose of the study was to explore and describe the application of Information of Communication Technology (ICT) in classroom in vocational and technical education and training institution in Malaysia. The primary objective of this study was to study the application of ICT in vocational and technical schools in Malaysia. This study also explored the barriers preventing the application and adoption of Information and Communication Technology(ICT) in teaching and learning technical subjects in technical and vocational schools and in Malaysia. This study involved all instructors in technical and vocational schools in Malaysia. A survey was conducted to gather the data. The findings of the study showed that application of ICT was widely used in teaching and learning technical subjects at vocational and technical education and training institution in Malaysia. Two major barriers were identified: lack of time for preparing the teaching materials and lack of knowledge and skills for producing advanced ICT teaching materials. Keywords: Vocational and Technical Education and Training Institution, Information and Communication Technology (ICT).

INTRODUCTION The rapid growths in the use of the computer and computer-based technologies during the past two decades have similarly had an impact on the educational system around the world. Knowledge and skills in computer technology have become progressively more important as instructional tools in schools, and higher educational institutions. The vocational and technical teacher development program becomes an

important component in this new delivery system to ensure they can cope with new technologies in preparing students to enter the work place. The computer has become an important tool for teaching and learning in the Malaysian Educational System. In 1996, the Ministry of Education launched the Smart school (Sekolah Bestari) project to ensure Malaysian students can compete in the global economy. ICT was one of the most important instructional technology tools used in this new educational project. Computers and computer-based technology become common tools used in teaching and learning in vocational and technical schools. In the last ten years, information and communication technology (ICT) and computer technology application have become widely used in secondary and postsecondary educational institutions in Malaysia. Schools have started to receive computers and ICT equipment to enable them to utilize ICT and the Internet. Since the development, Malaysia needs to explore and describe the current practices of ICT, constraints, and strategies in the implementation ICT in technical and vocational schools. RESEARCH QUESTIONS At the school level: 1. What are the practices of integrating ICT into education at the school level of Technical and Vocational School? 2. What are the constraints of integrating ICT into education at the school level of Technical and Vocational School? 3. What are the strategies to overcome the constraints? LITERATURE REVIEW

Teacher has been the change agent between the learner and technology, and plays a critical role in the success of teaching and learning in vocational education programs. Therefore, the teacher should stay abreast of changing technology in order to assure his/her roles still relevant to produce good workers in this complicated business world. Nowadays, computer technology affects the way education is delivered for

preparing workers. To be more specific, computer technology affects technical and vocational and training (TVET). According to Wanocott (2001), information and communication technology (ICT) has become a powerful technology tool in delivering TVET program around the globe. Before that, in 1998, McKenzie also noted that computer and information technology would be used broadly in delivery the CTE programs in the future, in response to technology changes, particularly in the educational system. Many scholars support using computers in educational activities. Zirkle (2002) noted that new technologies, such as a computer, promises rich education experiences. He reported that students who were taught using both traditional methods and the internet performed better than those who were only exposed to the traditional methods. Day, Raven, and Newman (1998) also found that students who were taught using ICT in a laboratory achieved better level than those students who were taught using the traditional classroom approach. Knowledge of computer technology and computer-based technology has become tremendously important to technical and vocational teachers in the new information age. Vocational and technical teachers have realized the value and usefulness of computer technology in their programs. However, they do not have the necessary skills and knowledge to use it effectively for instructional purposes. In order to ensure that technical and vocational education will remain valuable to the educational system, vocational and technical programs must continue to enrich the programs to prepare students for the workplace and society. In order for teachers to do that, they must continue to value computer technology and seek ways to connect program and instructional management with appropriate computer technology, especially the Internet. Teachers' competency in computer technology is essential if they are to be successful instructional leaders as they use and transfer this competency to their students. Certainly, this computer technology foundation is a necessity for all teachers and students (Kotrlik, 2000). Lu (2002) noted that computer technology has a great effect on teaching and learning vocational programs. Computer technologies are

developing at a rapid pace, carrying the potential to deliver vocational education to more learners in more satisfactory ways. Vocational education teachers should been encouraged to participate in professional development activities to acquaint them with the uses of computer technology for improving teaching effectiveness. Vocational and technical teachers will continue to be challenged by these new technologies and must be able to use these new technologies that are continually changing the ways how people live, work, and learn. Moreover, Bork (1985) noted that the application of computer technology use in education would be very important and would become the dominant delivery system in the next 25 years. According to Wanocott (2001), computer technology and computer based technologies have become a popular teaching tool for technology instructors. With the high quality of graphical-user interface, high speed processing, and affordability, computer use in preparing the workforce has come of age. The educational software designer is now able to design and develop multidimensional educational software that includes high quality graphics, stereo sound, and real time interaction. Miller (1997) found that, overall, vocational teachers understand the importance of computers in education. The problem is technical and vocational educators today face the challenge of utilizing and integrating computers and related technologies into their instruction in a manner that enhances student learning and achievement. Within the last two decades, affordable technology has allowed schools to experience a growing investment in technology for the teaching/learning process (Sheingold & Hadley, 1990). Dwyer (1999) stated that computer technology-based learning environments can help students acquire the type of knowledge, skills, and attitudes needed for success, for example, cooperative team projects via e-mail and the Internet, electronic discussion, experiential learning activities via specialized software, simulation of real-life observation experiences, computerized movies with interactive check sheets, and practice activities for developing decision making, problem solving, and management skills. In terms of the use of computers in teaching and learning, a National Center for Education Statistics (2000) study showed that 44% of teachers reported using technology for classroom instruction, 42% reported using computer applications, and 12% reported using practice drills in the classroom. The study also showed that 41% of

teachers reported requiring students to do research using the Internet, 20% required students to use technology to solve problems and analyze data, 27% had students conduct research using CD-ROMs, 27% assigned students to produce multimedia reports/projects, 23% assigned graphical presentations of materials, 21% assigned demonstrations/simulations, and 7% assigned students to correspond with others over the Internet. Several scholars have discussed the barriers to the implementation of technology. Glenn (1997) noted that the organizational structure of schools inhibits teachers' efforts to learn new technologies and resist innovation, for example, the limited amount of time available to teachers to learn new technology. Fabry and Higgs (1997) found that the major issues in the implementation and integration of technology in teaching and learning includes resistance to change to something new (teacher, student, and school), teachers' attitudes, training, time, access, and cost. Smerdon, Cronen, Lanahan, Anderson, Iannotti, and Angeles (2000) also found that the barriers to the use of the Internet and computers for instruction included lack of computers, lack of release time for teachers to learn how to use technology, and lack of time in the school schedule for student computer use. The Office of Technology Assessment (1995) reported the barriers of using computer technology in education include lack of teacher time, limited access and high costs, lack of vision or rationale for technology use, lack of training and support, and current assessment practices that may not reflect what has been learned with technology. METHODOLOGY This section discusses the research design, instrumentation, validity, reliability, population and sampling technique, selection and sampling error control, data collection, and data analysis. Research Design The study utilized survey research to collect data from a sample.

Population and Sampling Technique The population of this study was all technical and vocational teachers in technical and vocational schools in Malaysia. The population were selected to be research samples. This study involved of nine technical and vocational schools. 93% of the respondents were returned the questionnaires. Instrumentation A set of questionnaire was used as a research instrument. Open ended items were available to enable the respondents to provide comments. The content validity and internal consistency reliability of the questionnaire (to determine whether the items really measured the research questions) was assessed by five experts. Corrections were made until deemed acceptable. For the internal consistency reliability, the questionnaire was assessed through pilot study by 15 vocational teachers in one of the technical schools in Malaysia. The questionnaire analysis of internal consistency showed that its Cronbachs alpha ranged from 0.98 to 0.99. Data Collection A questionnaire that marked with serial number has been sent to each sample with a return- stamped envelope for following-up purpose. Another set of questionnaire was sent to those who did not return the first questionnaires. Data Analysis The descriptive statistics of means, modes, and standard deviations were used to describe the findings of the study. The level of ICT application was interpreted based on the mean score table which was adapted from Lendell (1997) in Mohd Najib (1999) as follows: Mean Score Interval 1.00 2.49 2.50 3.49 3.50 5.00 Interpretation Do not agree Not totally agree Agree Level of ICT Application Low Moderate High

(Lendell (1997), Mohd Najid (1999))

FINDING AND DISCUSSION Based on the table 1, the following are the three highest ICT application of Malaysian vocational and technical teachers. There are (1) produce electronic slides (2) internet Searching for Information and research, and (3) create and use group addresses for electronic mail. These findings shown that teachers were interested to learn how to utilized internet to enrich their knowledge and skills in order to become more effective in classroom. The also reason could be because, technical and vocational instructors have understood the importance of online technologies for teaching and learning. The advanced development of internet technology also might be the reason why internet based technology had been widely used among teachers. Today, the use of basic Internet skills as a support for teaching has become more common especially in cities and in boarding schools in Malaysia. Internet based technology usage tremendously in teaching and learning also show that the vocational and technical teachers in Malaysia have been interested to learn more about the latest ICT application in their effort to get connected with their students. However, teachers perceived moderate level of ICT application for (1) simulation program (2) hypermedia / multimedia program, and (3) drill / practice tutorials. This was because teachers were required more time and skill and knowledge to prepare and use these technologies. This was also because schools were required more funding to buy these ICT applications and to set up the ICT facilities. Malaysian vocational and technical teachers were also perceived low level of ICT application in effective using of distance learning desktop video conferencing, and tele-teaching technologies. This also show that teachers needed more trainings in advanced and complicated ICT applications to be used in their classroom. Two major barriers were identified from this study. There were lack of time for preparing the teaching materials, and lack of knowledge and skills for producing advanced ICT teaching materials. This finding confirmed that in this study teachers perceived moderate level of application in more complicated and high-tech ICT application in their teaching and learning. This was because teachers were required to

have more time and advanced ICT skill and knowledge to produce and use the ICT application. The reason could be that the skills involve more expensive equipment and may coincide with desires the teachers to be more creative. Another reason might be the vocational and technical schools do not have the equipment. As a result, the teachers had not had an opportunity to learn those skills. This show that Malaysian technical and vocational teachers were required more training to use and develop the advanced ICT applications of teaching and learning materials. This is not appropriate if vocational and technical schools want to intensively apply ICT in the classrooms. Lack of training could also result because of the implementation of Information and Communication Technology (ICT) in teaching and learning in Malaysia was focused more on the subjects of language, math, and sciences. This finding produces concern for the development of vocational and technical education in Malaysia today. To overcome these constraints, the Malaysian Ministry of Education should provide more funding to support the implementation of ICT in technical and vocational schools in Malaysia. The Ministry of Education, Malaysia, in collaboration with its Unit of Technical and Vocational Education, college/university teacher education programs and any vocational and technical teachers training programs provider should place high priority on increasing advanced and hightechnology ICT in their programs instead of the basic computer literacy courses. Statement Level of Application Mean SD 4.0 1.0 3.2 1.3 4.0 1.0 3.0 1.2 4.3 1.2 4.0 1.0 4.5 1.2 Mode Interpretation of ICT Application High High High Moderate High High High

Word processing packages Spreadsheets Graphical applications Databases Presentation software Compose new e-mail Create and use group addresses for

5 3 5 3 5 5 3

electronic mail Effective use of distance learning desktop video conferencing, and tele-teaching technologies Connect to country or university library Internet Searching for Information and research Hypermedia / Multimedia Simulation program Drill / Practice tutorials Produce print-based products (e.g., newsletters, brochures, poster, books)). Produce electronic slides Operate a digital video recorder/player
Domain Mean (Mean of Means)

2.4 1.0

Low

4.0 1.2 4.5 1.2 3.2 1.0 2.5 1.0 3.0 0.9 4.0 1.0

High

5 3 2 3 4

High Moderate Moderate Moderate High

4.7 0.9 3.5 1.0 3.5

5 3

High High

High

Tabe 1: Level of ICT Application in teaching and learning

Conclusion In overall, ICT applications have been widely used in technical and vocational schools in Malaysia. The effectiveness of using ICT in teaching and learning at technical and vocational schools could be increased with cooperation of all teachers and administrative. The importance of ICT in teaching and learning of vocational courses cannot be denied. Moreover, the ICT becomes the paramount technological tool in conducting training or courses. The vocational teacher should learn how to adapt the technology. This will ensure technical and vocational programs are relevant to the society. Hopefully, in the future, computer technology and computer-based- technology become a common instructional medium for delivering technical and vocational education and training.

References Bork, A. (1985). Personal computers for education. New York: Harper & Row Day, T., Raven, M., & Newman, M. (1998). The effects of worldwide web instruction and traditional instruction and learning styles on achievement and changes in student attitudes in a technical writing in agricommunication course. Journal of Agricultural Education, 39(4), 65-75. Dwyer, C. A. (1999). Using emerging technologies to construct effective learning environments. Educational Media International, 36(4), 300-309. (ERIC Document Reproduction Service No. EJ605260). Glenn, A. D. (1997). Technology and the continuing education of classroom teachers, Peabody Journal of Education, 72(1), 122-128 Kotrlik, J. W., & Smith, M. N. (1989). Computer anxiety levels of vocational agriculture and other vocational teachers. Proceedings National Agricultural Education Research Meeting, 1-9. Lu, C. (2002). Instructional technology competencies perceived as needed by vocational teachers in Ohio and Taiwan. Doctoral dissertation, The Ohio State University, Columbus. Miller, J. A. (1997). On-line, Off-track. Techniques, 72(7), 13-15. National Center for Education Statistics, U.S. Department of Education. (2001). Stats in brief: Teacher use of computers and the Internet in public schools. Washington. Office of Technology Assessment (1995). Teachers and technology: Making the connection, Washington D.C.: U.S. Government Printing Office. Sheingold, K. & Hadley, M. (1990). Accomplished teachers: Integrating computers into classroom practice. New York: Center for Technology in Education, Bank Street College of Education. Smerdon, B., Cronen, S., Lanahan, L., Anderson, J., Iannotti, N. & Angeles, J. (2000). Teachers' tools for the 21st century: A report on teachers' use of technology. Washington, D.C.:National Center for Education Statistics, U.S. Department of Education. Wonacott M. E. (2001). Implications of distance education for CTE. ERIC Document Reproduction Service. No. EDQ-CE-00-227 Zirkle, C. (2002). Using the Internet to enhance teacher education. Techniques, 77(5),24-25

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