Issues in ICT

1. FACULTY OF SCIENCE & MATHEMATICS
SBP 60204
Technology and Innovation in Teaching and
Learning Biology
ICT: Critical Issue
NAME : NORSHAHFIZAH BINTI ABDUL SHUKOR
MATRIC NO : M20181000717
LECTURER : EN. AZMI BIN IBRAHIM

2. No. 1: ICT promotes English language use
ICT-enable teaching and learning is often seen as an important vehicle for the
development of English language competencies of teachers and learners.
Introduction
Information and Communication Technology (ICT) plays a critical role in the field of teaching
English as a foreign language. As an international language, English unifies the globe and a
great deal of this unification comes through the ICT. ICT has therefore become an integral part
of our livelihood so much that it is now even embedded into the schools curricular. Over the
past few decades there has been an upsurge of interest in searching a contemporary instrument
to promote language teaching. Language is one of the significant elements that affects
international communication activities.
Ahmadi (2017) stated that one of the important elements for learning is the method that
instructors use in their classes to facilitate language learning process. Computers are regarded
as an important instructional instrument in language classes in which teachers have convenient
access, are sufficiently prepared, and have some freedom in the curriculum. Cakici (2016)
supported the view that language teaching method has been changed due to technology. The
researchers continued that the application of technology helps learners learn based on their
interests. It also satisfies both visual and auditory senses of the learners.

3. Thus, ICT is regarded by a lot of teachers to be a significant part of providing a high-
quality education. ICT tools that are used in English language, adapted from Erben et al.,
(2009):
 E-creation tools: Tools involve playing with and using language to create, explore, and
discover while producing content and learning performances that can be measured.
Examples of these tools include web publishing, presentations software, exercise
creating tools, podcasting, camera, moviemakers, and audio makers.
 E-communication tools: Software that promote communication among students and
teachers may be divided into two kinds of tools. First, there are those types of software
that allow for in real time interaction (i.e. synchronous) such as telephone
conversations, a board meeting, voice conferencing, and instant messaging. The second
type of software includes those that occur with a time delay (i.e. asynchronous) such as
email, text messages transmitted over cell phones, and discussion boards.
 Reading/writing-facilitative e-tools: Some ICT tools can facilitate and boost teaching
and learning of writing and reading skills. Examples of these tools include online
boards, online journals, blogs, wikis, and e-books.
 Listening/speaking-facilitative e-tools: The listening skill can be developed through ICT
tools such as video and audio files; podcasts (syndicated audio files) and vodcasts
(syndicated video files); audio video sharing libraries like YouTube.
 Virtual learning environments: Virtual Learning Environments (VLE) are Web-based
platforms that allow teachers and learners to manage and organize their work
electronically. The benefits of these online spaces are both parents and learners can
access these spaces to assess progress, all participants may have their say on the
discussion forums or conferencing sections and VLEs reduce the social distance
between all participants.

4.  E-assessment tools: Three basic performance types of assessment are performances,
portfolios, and projects. The main difference between these types of assessment and
standardized traditional tests lies in the fact that with the alternative assessment tools,
the leaner “produces evidence of accomplishment of curricula objectives”. This
evidence is put in the form of a performance, project, or portfolio and can be “archived
and used later with other pieces of learning evidence as a compilation of proof to
demonstrate achievement.
A case study by Mafuraga & Moremi (2017) of selected Junior Secondary Schools in
Botswana, about fifty-five (55) teachers in eleven (11) Junior Secondary Schools took part in
the study by means of responding to a questionnaire (). The findings from the study show that:
 most teachers are aware that ICT could be used to enhance English Language teaching
and learning and were willing to go for ICT training to improve their teaching methods.
 most teachers think ICT is the computer which shows lack of knowledge on various
ICT gadgets and tools available such as clickers, smart boards and interactive
whiteboards which could add variety to classroom contexts. This could also be a
statement that they do not vary their teaching methods and materials to keep learners
interested in the lesson or expose them to different learning materials apart from
everyday textbooks.
 the challenges to promote integration of ICT in English Language classrooms because
lack of equipment in schools, lack of ICT skills by teachers due to lack of technical
support for the teacher which ultimately compounds the problem. The other challenge
is that some long serving teachers still stick to and firmly believe in the old ways of
teaching hence their reluctance to accept ICT integration in content delivery. These

5. scenarios also faced by Malaysian teachers (Ghavifekr, Kunjappan, Ramasamy, &
Anthony, 2016).
Public schools in Malaysia taught English for a good 11 years. Nevertheless, it is
alarming that although students can craft well-written essays, not all of them are able to speak
English fluently upon completing secondary school. Precintha, James, & Melor (2019)
investigate the use of digital storytelling in enhancing students’ speaking skills in English and
the perceptions of the students with regards to the use of digital storytelling to improve their
speaking skills. The study was carried out with 20 Form 4 students studying in a suburban
school in Pahang, Malaysia. The main instrument used in this study is the School Based Oral
Assessment (SBOA) form which was used for the pre-test and post-test. Their language
proficiency was rated as high-intermediate through the SBOA.
The results show that there was an improvement in the students’ speaking skills after
the creation of their Scribe videos and the students had positive perceptions of digital
storytelling. Hence, educators could possibly use digital storytelling as a tool to expand their
repertoire of teaching strategies and motivate students to speak in English.
Benefits of the ICT in English Language Use
Some studies have been done on the advantages of using technology in English language
teaching and learning (Cakici, 2016):
 Hennessy (2005) stated the use of ICT acts as a catalyst in motivating teachers and learners
to work in new ways. The researcher understood that as learners become more autonomous,
teachers feel that they should urge and support their learners to act and think independently.

6.  Teachers should be facilitators and guide their learners’ learning and this change is very
useful for learners to increase their learning (Riasati, Allahyar, & Tan, 2012). The use of
technology has changed the methods from teacher-centred to learner-centred ones. Students
as learners play an active role, which can help them retain more information. The follow-
up discussions involve more information where learners can become more independent.
Finally, learners can process new learner-based educational materials and their language
learning skills can increase (Costley, 2014; Tutkun, 2011).
 Gillespie (2006) said that the use of technology increases learners’ cooperation in learning
tasks. It assists them in gathering information and interacting with resources such as videos.
Warschauer (2000a) described two different views about how to integrate technology into
the class. First, in the cognitive approach, learners get the opportunity to increase their
exposure to language meaningfully and make their own knowledge. Second, in the social
approach, learners must be given opportunities for authentic social interactions to practice
real life skills. This objective can be obtained through the collaboration of learners in real
activities.
 Eaton (2010) told that computer-based communication is a useful feature for language
learning. Computer-assisted discussion features more equal participation than face to-face
discussion. Zhao (2013) supported the above view and said that access to authentic
materials in the target language is critical for successful language learning.
 According to Rodinadze and Zarbazoia (2012), technology helps learners and teachers in
studying the course materials owing to its fast access. Advancements in technology have a
key role in preparing learners to use what they learn in any subject matter to finding their
place in the world labour-force. Technology facilitates learners’ learning and serves as a
real educational tool that allows learning to occur.

7.  Baytak, Tarman, and Ayas (2011) carried out a on the role of technology in language
learning. The results revealed learners’ learning was improved by integrating technology
into the classroom. Learners stated that the use of technology in school makes learning
enjoyable and helps them learn more. Learners also said that technology makes learning
interesting, enjoyable, and interactive. The other outcome of this research was that the use
of technology increases learners’ motivation, social interactions, learning and engagement.
Shortcomings of the ICT in English Language Use
On the other hand, the integration of ICT in classrooms can also bring certain disadvantages
such as:
 teachers may have difficulty in relation to the integration and implementation of
technological tools into course syllabus and curriculum. There are necessities to bear in
mind before to use ICTs in EFL classrooms. Therefore, ICT “is not suitable for all learners
in all situations and for all purposes and may require some considerable learner training for
effective use.”.
 the problems in classroom management, the lack of experienced teachers, choosing the best
technological tool matching with course content, finding reliable and acceptable activities
for students’ learning styles, the costs of new technological tools, and devices, insufficient
physical capacity of classrooms etc. are only certain remarkable issues to be taken into
consideration before employment of ICTs in language classrooms.
 difficulties in using software or hardware, need more technical support, not enough time to
use ICT, too expensive to use regularly, insufficient access to the resources, restrictions the
content of the lessons, counter-productive due to insufficient technical resources.

8.  teachers felt it difficult to fully integrate computers into lessons and the teachers had to give
up too much time to instructional and not being able to allow students enough time to
practise and gain experience with skills being taught.
 lack of technical support meant that teachers lost confidence in the equipment and software
due to frequent failures and failure to complete lessons in the allocated time. School have
found that it is vital to effectively integrate technology into the classroom that an on-site
technical assistant be recruited to assist teachers when needed.
Recommendation for the Successful Integration of Technology
Here are several recommendations to improve the learner’s language skills through technology
(Ahmadi, 2019):
 The technology plan must be closely aligned with the curriculum standards. Teachers
should know what educational approach is the most effective one when integrating
technologies in the classroom.
 Teachers should implement a technology plan that considers integration strategies along
with purchasing decisions.
 The computer technology is an integral part of the learning activity through which skills
are transferred to learners. Language teachers should urge their learners to use technology
in developing their language skills.
 Technology experts should provide extra assistance for teachers who use it in teaching their
English courses.
 Teachers should create technology-integrated lesson materials. These materials should
concentrate on teaching and learning, not just on technology issues.

9.  To facilitate the integration of technology, enough support and technical assistance should
be provided for teachers. Training should be provided for teachers to learn how to use and
teach it effectively. Teachers also should seek the guidance from their colleagues who can
help them teach better through using technology.
Conclusion
As the benefits and shortcomings of ICT to promotes English language use in classroom
together with the recommendation discussed earlier, teachers especially in Malaysia should be
convinced of the usefulness and advantages of technology in improving learners’ learning.
When technology is used appropriately, it can bring about a lot of advantages to teachers and
learners.

10. References
Ahmadi, M. R. (2018). The use of Technology in English Language Learning: A Literature
Review. International Journal of Research in English Education, 3(2), 115-125.
Çakici, D. (2016). The use of ICT in teaching English as a foreign language. Participatory
Educational Research (PER), 4, 73-77.
Ghavifekr, S., Kunjappan, T., Ramasamy, L., & Anthony, A. (2016). Teaching and Learning
with ICT Tools: Issues and Challenges from Teachers' Perceptions. Malaysian Online
Journal of Educational Technology, 4(2), 38-57
Mafuraga, M., & Moremi, M. (2017). Integrating information and communication technology
in english language teaching: a case study of selected Junior secondary schools in
Botswana. International Journal of Education and Development using ICT, 13(1).
Precintha Rubini, A., James, P. P., Yong, K. L., & Yunus, M. M. (2019). Hear Me Out! Digital
Storytelling to Enhance Speaking Skills. International Journal of Academic Research in
Business and Social Sciences, 9(2).

11. FORUM 2: Electronic learning materials
Learning materials in electronic format are most useful when they are directly linked to
the curriculum. The absence of educational content directly linked to the curricula is one
of the key inhibitors of ICT use by the teachers and learners.
Introduction
Teaching and learning could be a daunting task for both instructors and learners. It requires
teachers to employ suitable approaches and methodologies to ensure the effectiveness of the
lesson. According to Ghazal, Aldowah & Bervell (2018), educational technology facilitates
learning and improving performance by creating, using, and managing appropriate
technological processes and resources. To link the learning materials in electronic format to
the curriculum, educational technology for learning management systems (LMS), will be
handy as tools for student and curriculum management.
LMS is a software application for the administration, documentation, tracking,
reporting, and delivery of educational courses, training programs, or learning and development
programs. The learning management system concept emerged directly from e-Learning. E-
learning has become every day and commonplace within education across the world yet in
some institutions the opportunities and affordances of technology have yet to be fully utilised.

12. Definition and examples of LMS
There are a variety of terms and associated acronyms to describe related, but conceptually
different, e-learning platforms. For this discussion, an LMS is an umbrella term used to
describe one centralised cloud-based or server-based software program that has the core
purpose of enabling learning and teaching (Edmunds & Hartnett, 2014). Simply put, the LMS
is an online program with a variety of features that support teaching and learning.
LMS software provides institutions with a digital space for everything from
documentation and tracking to the delivery of online teacher education and training. Among
the leaders in the space are Google Classroom, Agilix, Blackboard, Desire2Learn, Epsilen,
Moodle, and Pearson Learning Solutions. Learning tools and technologies like social learning
platforms make it easy for educators to create and manage groups. Educators can join online
professional learning communities to ask questions and share tips and stay connected with a
global educators’ community. They can keep themselves updated with the most relevant
content for their curriculum using such learning tools and technology such as curriculum-
integrated and enrichment digital content, gamification platforms, and language learning with
the objective of enriching and enhancing the classroom experience. LMS enable educators to
rapidly share information with other educators in real-time. The explosion of free and open
content and tools has created an environment of sharing economy.
Edmunds & Hartnett (2014) found that teachers saw the LMS as a tool for learning and
the way that it was used generally aligned with the pedagogy that was being used in the
classroom. Because assessment for learning (AFL) was the scaffold upon which classroom
learning was designed, it was also the framework within which the LMS was designed and
used. Ultimately, the LMS was used as a tool to address the learning needs of students and, in
so doing, supported both AFL pedagogy and personalised learning for students.

13. E-learning: advantages and disadvantages
Based on E-learning has a huge potential to enable higher education institutions to enhance
learning and teaching, improve access to instructional resources and programmes, expand
instructional opportunities through online learning, and reduce the costs of education in the
long term (Wu, Tennyson & Hsia, 2010).
However, it has some limitations such as lack of face-to-face interaction with
instructors and classmates, high initial costs for preparing online courses, substantial costs for
system updating and maintenance, as well as the need for flexible instructional support (Wu,
Tennyson & Hsia, 2010).
Furthermore, students in e-learning environments may face feelings of isolation,
confusion, and frustration or reduced interest in the subject matter (Wu, Tennyson & Hsia,
2010). With these concerns resulting in non-acceptance and dissatisfaction with e-learning,
instructors are searching for alternative instructional delivery solutions to reduce the above
problems.
Blended Learning as Alternative Instructional Approach
The blended learning has been offered as a favourable alternative instructional approach.
According to Wu, Tennyson & Hsia (2010), learning environments within the blended mode,
mix a variety of learning methods for learning events, often combining face-to-face traditional
learning with asynchronous and or synchronous online learning. It is characterized as the best
feature of online learning and the traditional classroom.
Learning performance using social media in Malaysian higher education shows a
positive result (Al-Rahmi, Alias, Othman, Marin, & Tur, 2018). Their research reported that
male and female students’ satisfaction of social media use for collaborative learning and

14. engagement positively affected their learning performance, although in the case of females,
they were not fully satisfied with perceived ease of use and usefulness. The study concludes
that overall, active collaborative learning and engagement through social media enriches the
learning activities of students and facilitates group discussions, and hence, their use should be
encouraged in learning and teaching processes in higher education institutions.
According to Wai & Seng (2015), the usage of blended learning not only enhancing
students’ campus learning experiences but providing quality and friendly learning
environment. But students had problem to download online lectures and online exercises in
their blended learning, it is suggested that the usage of online discussion tools among students
and lecturers need to be improved. The system needs to be up-graded in the future so that all
the online materials will be accessible to the students. Thus, LMS is the alternative for the
educators to have better system.
Ghazal et. al. (2018) emphasized that LMS is an information technology (IT) system
that provides flexibility to instructors in building, updating and maintaining courses hosted
online by websites. LMS is also identical with an e-learning system in terms of using the
internet website inside classrooms to promote the instructional process. LMS and e-learning
have become an essential tool for stakeholders in education and training. The importance of
LMS is not limited to effectiveness and efficiency in teaching in higher educational institutions
but further promotes knowledge sharing and codification in an effective and efficient manner.

15. Conclusion
Personally, I do agree the learning materials in electronic format are most useful when they are
directly linked to the curriculum. While the absence of educational content directly linked to
the curricula is one of the key inhibitors of ICT use by the teachers and learners can be hindered
with the educational technology for learning management systems, LMS. But still, efforts and
interest of the educators are essential in planning the success of the usage of these learning
materials in electronic format

16. References:
Al-Rahmi, W. M., Alias, N., Othman, M. S., Marin, V. I., & Tur, G. (2018). A model of
factors affecting learning performance through the use of social media in Malaysian
higher education. Computers & Education, 121, 59-72.
Daud, W. A. A. B. W., Ghani, M. T. A., Bin, A. Z., Amiruddin, A. A. R., bin Hassan, A. T.,
& binti Abdul, C. A. (2019). The Effectiveness Of E-Almunawwar As An Interactive
Tool For Learning Arabic Language In Universiti Malaysia Kelantan. E-
learning, 3(11).
Edmunds, B., & Hartnett, M. (2014). Using a learning management system to personalise
learning for primary school students. Journal of Open, Flexible and Distance Learning,
18(1), [11–29].
Ghazal, S., Aldowah, H., Umar, I., & Bervell, B. (2018). Acceptance and satisfaction of
learning management system enabled blended learning based on a modified DeLone-
McLean information system success model. International Journal of Information
Technology Project Management (IJITPM), 9(3), 52-71.
Wai, C. C., & Seng, E. L. K. (2015). Measuring the effectiveness of blended learning
environment: A case study in Malaysia. Education and Information
Technologies, 20(3), 429-443.
Wu, J.-H., Tennyson, R. D., & Hsia, T.-L. (2010). A study of student satisfaction in a blended
e-learning system environment. Computers & Education, 55(1), 155–164.
doi:10.1016/j.compedu.2009.12.012

17. http://www.panworldeducation.com/2017/03/23/benefits-of-digital-learning-over-traditional-
education-methods/
https://en.wikipedia.org/wiki/Digital_learning
https://en.wikipedia.org/wiki/Educational_technology