The document discusses issues and challenges in integrating information and communication technology (ICT) in teaching and learning in Malaysian schools. It notes that while the Ministry of Education has invested in equipping teachers and students with ICT skills, there remain issues such as ICT not always being used effectively, an inability to interact personally, and over-reliance making students less skilled manually. Challenges include not all schools having effective ICT access, presentations distracting students, content becoming boring if not varied, and lack of technical support and teacher ICT skills and motivation.

1. Information And Communication Technology In Science
(SSI 3013)
Title : Content Analysis PBL
Prepared for:
Encik Azmi Bin Ibrahim
Prepared by:
1. Viviana Velenthia Micheal D20101037453
2. Dayang Sufinah Binti Datu Teng D20101037517
3. Darvina Lim Choo Kheng D20101037508
Semester 1 Session 2012/2013

2. Group B
PROBLEM SCENARIO:
ICT application has become an important part of teaching and learning. The Ministry of
Education has invested a huge effort in terms of funding and training to equip teachers and
students with ICT skills. In your opinion what are the issues and challenges in integrating
ICT in teaching and learning in our Malaysian Schools.
Give your idea to this issue in not more than 500 words.
I NTRODUCTION:
ICT has become very significant in nowadays. Hence, our government had spent millions
ringgit and invested huge effort in preparing our children in this Information Age by
integrating ICT in teaching and learning process. However, integrating ICT is not the easy
jobs as there are challenges and issues need to settle.
FACTS
1. ICT application has become an important part of teaching and learning.
2. Ministry of Education has invested a huge effort in terms of funding and training to
equip teachers and students with ICT skills.
3. There are issues and challenges in integrating ICT in teaching and learning in our
Malaysia school.
IDEAS:
Issues:
1. Effectiveness of ICT.
2. Computer cannot interact in a personal level interaction or give fuller and specific
explanations

3. 3. Visual experiments make students to be incompetent in manual process skills.
Challenges:
1. Not all school especially remote area’s schools can apply ICT effectively.
2. Designs in computer presentation distract the students’ attention.
3. Same teaching aids make students bored.
4. Replacement of new equipment takes long time and process.
5. Lack of skill and motivation in senior teachers.
6. Lack of technical expert in repairing and maintaining the ICT equipment.
DISCUSSIONS:
Issues:
One of the issues is the effectiveness of ICT. Without constant monitoring by the teaching
staff, students tend to use ICT devices incorrectly instead of use it effectively for their study.
For example, while using computers in classroom, students will tend to browse the internet
for unrelated things such as games, social networks, music, or even porn.
Another issue of ICT usage in school is computers cannot interact in a personal level
interaction or give fuller and specific explanations. When teachers depend too much on ICT,
they will communicate less with the students. ICT software and hardware such as CDs, and
presentation slides will be used widely without approaching the students personally to know
their understanding level.
Issue also arises from ICT usage when many experiments were done virtually using
the software and computers. This makes students to be incompetent in manual process skills.
Using software, students cannot experience the real process.
Challenges:

4. One challenge that may arise is that not all schools in Malaysia that can apply ICT
effectively. Remote areas such as in Sabah and Sarawak do not have a regular source of
electricity and this cause implementation of ICT is impossible without electricity.
Another challenge is computer presentations (e.g. Power Point) can be made quite
"glitzy" without adding any benefit beyond what one could have had with a simple overhead.
These "glitzy" features most often serve to distract the audience, rather than focus their
attention on the subject at hand. Besides when the same teaching aids (e.g. Power Point) used
again and again, probably the students become not interested and attracted to the lesson.
In the event of damage to material goods or changing of better tools, waiting for new
equipments process takes a long time because it has to go through various procedures. This
would interfere with the process of teaching and learning that should happen in schools.
In addition, lack of skill and motivation in the senior teachers. Although government
has provided basic training, not all senior teachers attend the course. Plus, some of senior
teachers lack of motivation and a bit phobic about teaching using ICT. Burden of teachers
also increase after integrating ICT in schools and this may creates an anti-ICT environment
among the teachers. These make them unmotivated to use ICT in their teaching process.
Furthermore, lack of technical expert in repairing and maintaining the ICT
equipments. No all the schools has technician and the government also cannot provide
sufficient technicians at one time.
CONCLUSION
As a conclusion, integrating ICT in teaching and learning process is not an easy
process. There are many challenges and issues that may arise. However, by time it is hoped
that everyone will have the awareness and motivated to use and gain the benefit of ICT.

5. PROBLEM SCENARIO
ICT application has become an important part of teaching and learning. The Ministry of
Education has invested a huge effort in terms of funding and training to equip teachers and
students with ICT skills. In your opinion what are the issues and challenges in integrating ICT in
teaching and learning in our Malaysian Schools.
Give your idea to this issue in not more than 500 words.
FILA
Facts Ideas Learning Issues Action Plan
4. ICT application Issues: 1. What are the 1. Do group
has become an 4. Effectiveness of ICT. issues that related discussions to get
important part of 5. Computer cannot to the integrating the facts and brief
teaching and interact in a personal of ICT in teaching ideas on issues and
learning. level interaction or give and learning challenges.
5. Ministry of fuller and specific process? 2. Do research on the
Education has explanations 2. What are the brief ideas that
invested a huge 6. Visual experiments challenges need to come out from
effort in terms make students to be face when discussion.
of funding and incompetent in manual integrating ICT in 3. Find information
training to equip process skills. teaching and from various
teachers and learning process? sources such as
students with Challenges: searching through
ICT skills. 7. Not all school internet, library and
6. There are issues especially remote area’s ask opinions.
and challenges schools can apply ICT
in integrating effectively.
ICT in teaching 8. Designs in computer
and learning in presentation distract the
our Malaysia students’ attention.
school. 9. Same teaching aids
make students bored.
10. Replacement of new
equipment takes long
time and process.
11. Lack of skill and
motivation in senior
teachers.
12. Lack of technical expert
in repairing and
maintaining the ICT
equipment.

6. REFERENCES
Anjali Khirwadkar (2007). Integration of ICT in Education: Pedagogical Issues.
Retrieved on September 25, 2012 from http://www.journal.au.edu/edu_journa
l/jan2007/article06_vol1no1.pdf.
ICT and Education – Key Issues (2011). Retrieved on September 25, 2012 from
http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTEDUCATION
/0,,contentMDK:20533883~menuPK:617610~pagePK:148956~piPK:216618~
theSitePK:282386~isCURL:Y,00.html.
Issues and Challenges In Integrating ICT In Teaching And Learning In Our
Malaysian Schools (2009). Retrieved on September 27, 2012 from
http://zaimahizzati.blogspot.com/2009/10/issues-and-challenges-in-
integrating.html.
Khalid Abdullah Bingimlas (2009). Barriers to the Successful Integration of ICT in
Teaching and Learning Environments: A Review of the Literature. Eurasia
Journal of Mathemathics, Science & Technology Education, 5 (3), 235-245.
http://www.ejmste.com/v5n3/EURASIA_v5n3_Bingimlas.pdf.