M.ED. (EDUCATIONAL MANAGEMENT & LEADERSHIP)
COURSE CODE:
EDF6391
COURSE TITLE:
Introduction to Education
RESEARCH ARTICLE REVIEW TITLE:
Information and Communication
Technology and Education in Muslim
Context
BY:
NORSYAHIRAH BINTI SABRI (G2024946)
LECTURER:
ASSOC. PROF. DR. ISMAIL HUSSEIN
AMZAT
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30 %
TABLE OF CONTENT
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TITLE
Background summary of the article.
(not more than half page using your own words)
Identify the objectives and research questions of
the study.
Summarize of the Literature Review of the study.
Identify and summarize the Methodology of the
Study.
Summarize the Discussion on the Results of the
Study.
Summarize the Conclusion of the
Research/Studies.
Appendix (original copy of your article)
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PAGE NUMBER
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BACKGROUND SUMMARY OF THE CHAPTER
This chapter examines the challenges of using ICT for education in Muslim-majority countries, where
Islam inspires a wide range of social values and norms. The chapter will present a case study of Iran as
one of the fascinating examples of using ICT in a Muslim context. Teaching and learning have
undergone alterations and new stages as a consequence of the use of information and communication
technologies for educational purposes. The use of ICT can be difficult in countries where religious rules
have a strong influence on public spaces, because Internet content involves different preferences.
However, space (classroom, cyberspace, education setting) is a continuous element of ICT and
education as it hosts the circulation of meanings (e.g., the ideas exchanged), whereas religion and values
play an important role in forming the space in which learning occurs. This chapter will also present
previous case studies and their findings, as well as the benefits and drawbacks of the educational system.
OBJECTIVE OF THE STUDY
This chapter does not include any problem statements and research questions. However, the goal of this
research is to look into the challenges of using ICT for education in Muslim-majority countries, where
Islam inspires a wide range of social values and norms. The chapter will present a case study of Iran as
one of the intriguing examples of utilising ICT in a Muslim context. The viewpoint arose from the
findings of an ethnographic study conducted during the course "technology and social change in sociolegal research" at a university in Tehran, Iran (The courses took place in collaboration between the two
universities located in Iran and Sweden). This chapter emphasises on the importance of using technology
for learning and teaching throughout the course to enlighten on how the interrelationships between
cyberspace, technology, and the actual physical space of the classroom can change socially constructed
structures within the educational setting.
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SUMMARIZE OF THE LITERATURE REVIEW
At the beginning of this section, we were presented with a picture of whether changes in future progress,
specifically related to the application of ICT in life, will benefit all humans in various countries or only
some of them. Up to this point, advances in health and medicine, as well as all disciplines of science,
have earned the highest regard, elevating humanity and its dreams. Despite the fact that many countries
collaborate to find solutions for the world, it appears that the “civilized world” plays a key role in
shaping perceptions and international policies, which leads us to reconsider the values that are used to
draught global development plans and policies. However, for a developing country where it is
geographically hard to execute this new way, are these countries aware of what alterations will occur if
not carefully considered before trying to implement the grand plans that developed countries do.
The Incheon Declaration for Education 2030 stipulates that appropriate science, technology, and
pedagogical innovation, based on appropriate information and communication technology (ICT), must
be used to strengthen the education system and promote quality and effective learning. Wiseman and
Anderson (2012) disagree, claiming that there is no universal model for building innovation
infrastructure and capabilities because the system is inextricably linked to national economic demands,
social norms, and value systems. According to them, if this method is tried, it may not last long.
The advancement of the cyber era is likely to have a negative impact on religious aspects. The terms
used globally must be viewed as both good and bad for individuals and religions, because some of the
terms used have different meanings depending on the customs, culture, and religion of various countries.
In fact, Bagchi Kallol et al. (2015) conducted research to back up this claim. The values that are applied
to society will undoubtedly have an impact on the learning environment. According to studies conducted
in Gulf countries, the use of the internet in schools has advantages. Although there is Western influence,
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the source of information in the GCC is controlled by the school based on the settings from the respective
national governments. Furthermore, there are numerous influences and values that both support and
obstruct the use of ICT in learning. In Iran, for example, the influence of ICT brings a variety of positive
values; however, the use of ICT in Bangladesh is hindered by cultural influences, openness to new
things, and distrust of ICT. The use of ICT is also based on personal preference. However, each option
has an impact, whether positive or negative. Those who are resistant to the use of ICT in education may
claim that these changes have negative consequences. However, when properly viewed, various
advances in cultural norms have occurred as a result of the use of ICT.
Meanwhile, the use of technological advances has been encouraged in the context of Islam, because
theological schools were among the first groups to gain access in Iran. According to Kamrava (2008),
“significantly, the last few years have witnessed consistent efforts by established scholars to redesign
and modernise the curriculum from awzah ‘ilmyah and other institutions of Islamic learning.”
Technology has had a positive impact on religion by facilitating the spread of Islam and the verses of
the Quran. The internet allows Muslim students in Iran to easily write, discuss, debate, and preach on
various forums and platforms.
In terms of the use of ICT in Muslim education, the advancement of ICT in higher education, including
in Iran, is considered as national development goal. In the context of social norms, the majority of the
higher education population in Iran is Muslim, and in order to implement this method of learning, the
social norms of teaching and learning for Muslims and non-Muslims must be balanced. Religious values
and sensitivities must be preserved in order to create a peaceful and conducive learning environment
and to instill respect in students.
The most important challenges that demanded systematic efforts to achieve the millennium development
goals (MDGs) prior to ICT were: “(a) Reducing both the population below the national poverty line and
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the poverty gap.” (b) Providing the infrastructure required for universal primary education in
impoverished provinces. (c) Increasing the number of job opportunities for women, particularly
educated women, as well as their participation in the country's decision-making system. (d) Improving
the quality of maternal health programmes. (e) Combating the spread of HIV/AIDS, eliminating malaria,
and controlling tuberculosis. (f) Keeping the environment in good condition.”
SUMMARIZE OF THE METHODOLOGY OF THE STUDY.
This study's methodology is based on the current case study for the joined courses in Iran, as well as
some facts based on library research and sources from previous studies, which include information about
the development of ICT applications in other countries around the world, including Iran.
RESULTS AND DISCUSSION OF THE STUDY
Universities in Tehran have well-developed technological infrastructures; however, using ICT as one of
the primary tools for education was not the norm when the joint course was held. Although various
supports and facilities are provided to implement this study, there are still shortcomings because the
established teaching method needs to be changed in accordance with the study's requirements that want
the use of ICT in learning. The study's shortcomings include a broad curriculum that does not address
rapid change, a lack of a genuine programme for real workforce needs, a failure to establish preuniversity guidance committees, and a failure to expand a participatory and student-centered
environment in higher education. The original learning method did not make extensive use of ICT, and
this study concluded that the use of ICT in higher education is inadequate and must be improved if
learning is to progress in line with national progress. Previous research has suggested that countries
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with a majority Muslim population should share their concerns about the limitations of ICT in education.
Consider what has occurred in Malaysia, Bangladesh, and other Gulf countries. Teachers' attitudes, a
lack of knowledge and training in ICT among teachers, insufficient funds from the government and
schools, and many other constraints have been expressed by the countries involved. This constraint
means that, despite the introduction of ICT a few years ago, the method of learning has not changed
significantly, and the primary method of learning still relies on traditional methods. According to the
author's experience leading joint courses and online lectures in Iran, despite all regional and national
plans and expenditure on ICT in education, educational institutions continue to honour the existing
normative structures in terms of learning and teaching. In the Iranian context, the university was
equipped with the most up-to-date information technology; however, social and bureaucratic norms
would determine who, how, and when the equipment was used for educational purposes – decisions that
were beyond the authority of students and instructors. As a result, while students were willing to use
technology more in their lessons, the infrastructures run by conservative norms did not permit for
limitless spontaneous contact, inquiry, and Internet access.
The data from the World Values Survey Wave 6, conducted in 2010–2014, regarding “Future changes:
More emphasis on the development of technology” in the selected countries revealed that participants'
perceptions of the future and advantages for the next generation in relation to science and technology
correspond with perceptions of “development of technology.” According to WVS6, only 2.1 percent of
respondents “completely disagree” with the statement that “Science and technology are making our lives
healthier, easier, and more comfortable,” while this percentage increases (from 1 equivalent of
completely disagree to 10 equivalents of completely agree) to 35.4 percent of total respondents who
“completely agree” with the statement.
In terms of barriers and challenges, factors limiting the introduction of ICT to education in Iran are lack
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of a comprehensive ICT-based educational policy, conservative attitudes, oversensitivity and control
over educational matters such as organizational and communication. Lack of content-production issues
led to a non-structured and partial introduction of ICT into educational institutions, the adoption of
parallel networks and programmes in ICT application, a lack of certainty and confidence in projects
initiated, inefficiency of communication backbone and networking, and a lack of basic ICT needs.
CONCLUSION
There is no denying that the use of ICT in education has evolved and changed over time. There are also
numerous challenges that Islamic countries, particularly developing countries, must face in order to
implement this concept in education. Although there are many advantages to using new technologies
for students' knowledge search, there are inevitably some disadvantages if the use of ICT is not well
controlled by the school. Finally, if you want to fully implement ICT in the learning session, you must
consider a variety of factors including teachers' abilities, the efficacy of ICT in the learning process, and
the impact on student attitudes.
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