The Effects Of Teacher ICT Skills, Beliefs And Training On ICT Integration Among Teachers In Malaysian Schools
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Date
2012-02
Authors
Jamiat, Nurullizam
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Abstract
The processes of integrating information and communication technology
(ICT) into teaching and learning are complex, but most studies conducted in the
Malaysian context only involved simplistic causal descriptions that applied bivariate
analyses where many active variables were ignored or assumed to have been held
constant. This study applied the Structural Equation Modeling method of data
analysis to examine the direct and indirect effects of ICT skills, beliefs, and training
factors on ICT integration into teaching, learning and everyday work among teachers.
A hypothesized model representing the factors and relationships between the factors
towards ICT integration was derived from the diffusion of innovation theory,
technology acceptance model, and literature review. The questionnaire for this study
was adapted from the ICT integration survey developed by the Scottish Executive
Education Department. A total of 7,320 questionnaires were sent to teachers of all
specializations nationwide. 1,668 questionnaires were returned and 1,318 responses
were usable for data analysis after the screening process.
Factor analysis was conducted to refine the hypothesized model.
Three new factors for Teacher ICT Skills (Basic ICT skills, Advanced ICT Skills and
Internet Skills), three new factors for Teacher Beliefs (Belief towards ICT Effects on
Students, Belief towards ICT Benefits and Belief towards ICT Importance) and two
new factors for ICT Integration (ICT Integration into Teaching and Learning and ICT Integration into Everyday Work) were extracted. Further analyses generated a
structural model that indicated a good fit with the data (χ2 / df = 2.18; CFI = 0.996;
NFI = 0.992; TLI = 0.989; RMSEA is 0.03).
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Keywords
Educational innovations