3 Issues Affecting Effective

Implementation of KSSR
Alvin Chan, Celestina Tan, Chin Sheh
Tsun
TESLR1

Barriers
to
integrati
on of ICT

Excess
of
workloa
d

Issu
es
Time
constrai
nt

Barriers to Integration of
ICT

Advantages of ICT
integration

IC
T
ca
n

be used to present information

in new ways which help
students understand more
readily.
give students power to try
different ideas and instill
confidence in learners
save money and time, which
can improve the use of
teachers time
Murphy & Greenwood
(1998)

The act of integrating ICT

into teaching and learning is
a complex process and one
that may encounter a
number of difficulties. These
difficulties are known as
barriers. (Schoepp, 2005)

Teacherlevel
barriers

Lack of teacher
confidence
Lack of teacher
competence

Barriers to
integration
of ICT

Lack of time
School-level
barriers

Lack of effective
training
Lack of accessibility

Eurasia Journal of Mathematics, Science & Technology

Education, 2009

Lack of teacher confidence

Teachers fear of failure
Limitations in teachers ICT knowledge
makes them feel anxious about using ICT
in the classroom (Balanskat, 2006)
In Bectas survey (2004), many of the
teacher respondents who identified their
lack of confidence as a barrier reported
being particularly afraid of entering the
classroom with limited knowledge in the
area of ICT with their students knowing
that this was the case.

Lack of teacher competence

Newhouse (2002), found that
many teachers lacked the
knowledge and skills to use
computers and were not
enthusiastic about the changes
and integration of supplementary
learning associated with bringing
computers into their teaching
practices.

Figure: Location where teachers use

computers

International Journal of Academic Research in Progressive Education and

Development, 2012

Lack of time
Time limitations and difficulty in scheduling
enough computer time for classes
Bectas study (2004), found that the problem
of lack of time exists for teachers in many
aspects of their work as it affects their ability
to complete tasks, with some of the
participant teachers specifically stating which
aspects of ICT require more time. (locate
Internet advice, prepare lessons, explore and
practise using the technology, deal with
technical problems, and receive adequate
training)

Lack of effective training

Research by Cox et al. (1990a)
showed that after teachers had
attended professional development
courses in ICT they still did not know
how to use ICT in their classrooms
The courses only focused on basic
ICT skills and not on how to develop
the pedagogical aspects of ICT.

Lack of accessibility
In Sicilias study (2005), teachers
complained about how difficult it was to
always have access to computers.
Computers had to be booked in advance
and they could not book them for several
periods in a row
Lack of ICT equipment and internet access
is also one of the key problems that school
specifically in rural areas are facing now

Excess of Workload

Excess of workload
Workload can be thought of as excessive
in a number of ways. If deadlines are
often missed or the quality of work is not
what it should be, this may indicate that
workload is excessive.

By Keil Centre, 2002

Teachers roles
1970s and 1980s
Focus on teaching
and learning.
Execute
curricular, cocurricular and coacademic
activities.
Manage little
administrative
work such as filling
in the record
books, report cards
and so on.

Current
Focus on teaching and
learning.
Execute curricular, cocurricular and co-academic
activities
Plan strategies
Write reports
Key in of information online
Do filing of documents
Do post-mortems
Analyse performance analysis
Keep abreast of technology
advancements especially ICT

Interview responses:
o National Union of the Teaching Profession (NUTP)
secretary-general, Lok Yim Pheng said Along with
heavier workload, our teachers need a lot of time to
familiarise themselves with the system and the
computer programmes they use for these purposes.
o Lok also said regular school meetings between
teachers and principals were at times unproductive,
and called for more professional engagement.
o These meetings should stick solely to the agenda,
which unfortunately is not the case in many of our
schools, as we have heard from teachers
themselves, she said.

Time Constraint

Increased
wokload

4 components in KSSR:
1. School assessment
2. Psychometric assessment
(aptitude and personality test)
3. Physical activity assessment
4. Sport and co-curricular activity

More roles
(teaching, coaching,
managing)

Time constraint
(Ikhsan Othman, Norila Md Salleh & Nurul Aida Mohd

Teachers Knowledge and Issues in the

Implementation of
School-Based Assessment: A Case of Schools in
Terengganu

Gopala Krishnan Sekharan Nair et al.,

(2014)

Informational-personal
The results indicated that the
respondents admit that their
time, energy and commitments
are very much in demand in the
implementation of SBA.

Management
The tasks include filling, keying in
data, planning for assessment, as
well as managing students.
The results revealed that the
respondents agreed with the
statement
I do not know how to complete SBA
tasks efficiently

Interview response:
I am a form teacher who teaches English. Im not only
having to key in SBA marks. I have to key in sports
data which is known as fitness test or Ujian Segak in
Malay. Sometimes the server is really slow and it can
really eat up your time. The job of keying in never ends as
there is always something new to key in. I feel burdened
when I have to deal with so much clerical work like
keying in and sorting students data. I am also occupied
with other things like being a mentor to my students.
The schools or the education departments should make
sure that the Information Communication Technology (ICT)
facilities function well so that it would not take a teacher
ages to finish the process of entering data.

Based on the interview responses, it is clear

that amount of work; especially clerical one
that teachers need to carry out is
overwhelming. Hence time to complete
everything pose as one of the major
factors that impede efficient
implementation of SBA. This factor that
somewhat impedes smooth implementation
of SBA was also evident in the questionnaire.
(Gopala Krishnan Sekharan Nair et al., 2014)

Conclusion
Barriers
to
integratio
n of ICT
Excess of
Time
workload constraint

Suggestions for
improvement
Attend a continuous professional
development in the three main
components of teaching and learning
process; content, pedagogy and
assessment
(Rohaya Talib et al., 2014)

Make parents and teachers partners in

the education of their children
(Noorazam, 2011, cited in Gopala Krishnan Sekharan Nair et al., 2014)

Introduce teacher assistant

(Augustine, 2016)

References
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<http://www.ijern.com/journal/July-2013/20.pdf>

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