A DESCRIPTIVE ANALYSIS OF ICT USAGE AT FACULTY OFFERING
QUANTITATIVE SCIENCE AND INFORMATION TECHNOLOGY
COURSES IN NORTHERN REGION PUBLIC HIGHER LEARNING
INSTITUTION
INSTITUT PENYELIDlKAN, PEMBANGUNAN DAN PENGKOMERSILAN
UNIVERSITI TEKNOLOGI MARA
40450 SHAH ALAM, SELANGOR
MALAYSIA
BY:
WAN SITI ESAH BT CHE HUSSAIN
KAMARUL ARIFFIN BIN MANSOR
SITI RAFIDAH BT MUHAMAT DAWAM
DECEMBER 2006
COPYRIGHT © UiTM
A Descriptive Analysis of ICT Usage at Faculty Offering Quantitative Science
and Information Technology Courses in Northern Region Public Higher
Learning Institution
BY:
WAN SITI ESAH BT CHE HUSSAIN
KAMARUL ARIFFIN BIN MANSOR
SITI RAFIDAH BT MUHAMAT DAWAM
DECEMBER 2006
COPYRIGHT © UiTM
lauyah Abd Razak
Pengarah
No. Tel: 04-4562233
nmb~an
Nor Haftza Ayob
Jurutrengkas
No. Tel.: 04-4562244
Khairunila Khalid
Penolong Pendaltar
N~ T~: 04-4562082
Roslimi Aliflin
Pegawai Eksekulif
No. Tel: 04-4562083
Nurul A'in Mohamed
Peg. Sistem M~umal
No. Tel: 04-4562114
,,"zah Ismail
PiPeg. Sisiem Maklumat
No.Tel:04-456211312104
UNIVERSITI TEKNOLOGI MARA (UiTM)
CAWANGAN KEDAH
Surat Kami
Tarikh
100-UiTMSP(HEA.9/19)
4 April 2004
Sahagian Hal Ehwal Akademik
Kampus Sungai Pelani
Peli Sural 187
08400 Merbok
Kedah Darul Aman
Tel
04-4562233
04-4562000 - 2233
No. Fax
04-4562223
E-mail
lpheakdh@kedah.itm.edu.my
Puan Wan Siti Esah Che Hussain
Pensyarah
Universiti Teknologi Mara
Cawangan Kedah
P
uan
PejabalAm
No. Tel: samb. 2084/2085
Zurai,,; Yaacob
Koordinator DIA
No. T~: 04-4562095
CADANGAN PROJEK PENYELlDIKAN
Ju Soon Yew
Koordinator DPA
No. Tel: 04-4562096
Merujuk kepada perkara di atas, dimaklumkan bahawa Jawatankuasa Teknikal Penyelidikan
pada dasarnya telah membuat persetujuan pada 28 Mac 2004 meluluskan projek
penyelidikan kumpulan puan yang bertajuk 'A Descriptive Analysis of ICT usage at
faculties offering Quantitative Science and Information Technology Course in Nothern
Region Public Higher Learning Institution' dengan beberapa pindaan / penarnbahbaikan.
Projek ini akan dijalankan secara berkumpulan dan puan dengan ini bertanggungjawab
sebagai Ketua Projek. Tempoh penyelidikan yang diluluskan adalah selama satu (1) tahun
mulai 1 April 2004 hingga 31 Mac 2005. Peruntukan penyelidikan yang diluluskan adalah
berjumlah RM19,004.60.
"
~adya Fatimah
~o.
,nator 08S
rei:04-4562097
Mohd Saman
~aryaAhmad
(oordinator DIB
~o. Tel: 04-4562116
lahadi Mahmood
:oordinator DIM
10. Tel: 04-4562118
Iazlan Abd Majid
oordinator DIOE
~. Tel: 04-4562119
Iohd Sabri Yusoh @ Yusof
~nyelaras Pra-Ijazah
~ana Muda Udang-undang
~. Tel. :04-4562120
Sehubungan dengan itu, puan bolehlah menghubungi Koordinator Unit Penyelidikan,
Pembangunan dan Pengkormesilan untuk urusan selanjutnya.
ulkafli Md Yusof
oordinator PPI
,. Tel: 04-4562094
Sekian, Selamat Maju Jaya.
auyah Johari
lOrdinator Bahasa
I.Tel: 04-4562098
I Saimah Abu Bakar
IOrdinator IROC
I. Tel: 04-4562076
1Ahmad
,alorTMSK
I. Tel: 04-4562123
JIlamad Fuad AbduUah
IOrdinalor Usahasama
I.Tel: 04-4562074
yan9blL
tfr
e::--
fiah Molek Lope Aman Shah
adinator e-PJJ
L Tel: 04-4562072
P~OF. MADYA DR. ZALiHA HJ HUSSIN
Pengarah Kampus
mFaizah Wan Abdullah
"dinator UPENA
Tel: 04-4562075
s.k
1.
2.
Ierisang Mohamed
.dinator USPP
T~. : 04-4562122
3.
Hwei Choo
(dinator Ekonami
Tel.: 04-4562144
4.
5.
Penolong Naib Canse/or (Penyelidikan)
Timbalan Pengarah Kampus HEA
Koordinator UPP
Penolong Bendahari
Fail Peribadi
i Hassan
rdinatorPLK
Tel.: 04-4562078
Iadi Mohamed Ghazali
rdinalor Pemubungan Korperal
T~: 04-4562056
Ina...
Fungsi Utama : Pengurusan Pendaftaran Pelajar. Pendaftaran Kursus. M~umat Pelajar dan Peperiksaan
II
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Tarikh
No. Fail Projek
11 Disember 2006
600-IRDC/SSP.5/3/1102
Penolong Naib Canselor (Penyelidikan)
Institut Penyelidikan, Pembangunan dan Pengkomersilan
Universiti Teknologi MARA
40450 Shah Alam
Ybhg. Prof.,
LAPORAN AKHIR PENYELIDlKAN "A DESCRIPTIVE ANALYSIS OF ICT
USAGE AT FACULTY OFFERING QUANTITATIVE SCIENCE AND
INFORMATION TECHNOLOGY COURSES IN NORTHERN REGION
PUBLIC HIGHER LEARNING INSTITUTION"
Merujuk kepada perkara di atas, bersama-sama ini disertakan 3 (tiga) naskah Laporan
Akhir Penyelidikan bertajuk "A Descriptive Analysis OfICT Usage At Faculty
Offering Quantitative Science And Information Technology Courses In Northern
Region Public Higher Learning Institution".
Sekian, terima kasih.
Yang benar,
.»
WAN
ESAH BT CHE HUSSAIN
Ketua
Projek Penyelidikan
111
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PROJECT TEAM MEMBERS
WAN SITI ESAH CHE HUSSAIN
Project Leader
.................
~
.
Tandatangan
KAMARUL ARIFFIN MANSOR
Project Member
. . . . . . . . . ~:z:
Tandatangan
SITI RAFIDAH MUHAMAT DAWAM
Project Member
IV
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.
ACKNOWLEDGEMENTS
First and foremost, we would like to express our greatest gratitude towards Allah
S.W.T, With His Most Gracious and Most Merciful; we are able to complete this
research.
The process of preparing this research, like any other project, requires the help of
many people and this is certainly not an exception. We wish to express our heartfelt
thanks to Associate Professor Dr. Zaliha Hj Hussin and other Northern region higher
institution authories (UiTM in Pedis, Pulau Pinang and Kedah, Kolej Universiti
Kejuruteraan Utara Malaysia (KUKUM), Universiti Utara Malaysia (UUM) and
Universiti Sains Malaysia (USM)) for giving their permission to distribute our
questionnaires in their campuses.
Our appreciation goes to our husband/wife for being very understanding and
supportive, our parent for their encouragement and care, and our beloved children
who bring us joy and happiness.
Finally, we would like to thank those who were involved directly or indirectly in
giving their numerous suggestions, comments, and ideas.
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TABLE OF CONTENTS
Page
RESEARCH OFFER LETTER
REPORT SUBMISSION LETTER
LIST OF MEMBER
ACKNOWLEDGEMENT
TABLE OF CONTENTS
LIST OF FIGURES
LIST OF TABLES
LIST OF APPENDICES
ABSTRACT
Chapter 1:
1.0
1.1
1.2
1.3
1.4
1.5
1.6
1.7
Chapter 2:
2.0
2.1
2.2
2.3
Chapter 3:
3.0
3.1
3.2
3.3
3.4
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111
IV
V
VI
V111
IX
Xl
X11
INTRODUCTION
Introduction
Research Background
Research Significance
Research Objective
Definitions of terms used
Problem Statement
Scope
Limitation of Study
1
3
4
4
5
6
8
8
LITERATURE REVIEW
Introduction
ICT: Definition and Its Components
Effectiveness ofICT Usage
Barrier to ICT Usage
9
9
12
13
METHODOLOGY
Introduction
Questionnaire Design
Pilot study
Sampling
Data analysis
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15
16
17
17
18
Chapter 4:
FINDINGS
4.0
Introduction
19
4.1
Respondent's Demographic Profile
19
4.2
Professional Views on ICT Utilization in Classroom
4.3
Level of ICT Resources Available
24
26
4.4
Types and Extent ofICT Usage
31
4.5
ICT Related Competencies
35
4.6
Extend of Staff Development / Training Available
38
4.7
Barriers to ICT Usage
38
Chapter 5:
5.0
CONCLUSION AND RECOMMENDATION
40
5.1
Introduction
Conclusion
5.2
Recommendations
43
5.3
Suggestion for Future Research
46
40
REFERENCE
47
APPENDICES
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LIST OF FIGURES
Page
Figure 4.1
Histogram on the distribution of numbers of peripherals
available for faculty members' usage.
30
Figure 4.2
Hours spend per day accessing internet
34
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LIST OF TABLES
Page
Table 4.1
Respondent's origin based on lPTA
20
Table 4.2
Two-way frequency table between Gender and lPT A
20
Table 4.3
Two-way frequency table between Race and lPTA
21
Table 4.4
Two-way frequency table between Age and lPTA
21
Table 4.5
Three-way frequency table between Education level,
Position and lPTA
22
Table 4.6
Frequency distribution on years of teaching and working
experience in current institution
23
Table 4.7
Office and Home Computer Ownerships
24
Table 4.8
Mean score ofProfesional views on lCT utilization in classroom
25
Table 4.9
Mean score oflevel ofICT reasources
27
Table 4.10
Percentage availability of teaching/educational software
28
Table 4.11
Computer peripherals available at faculty / institutions.
29
Table 4.12
Frequency distribution on number of peripherals available
at faculty / institution
30
Table 4.13
Time spent daily on computers to perform various activities
31
Table 4.14
Example of Usage oflCT in Daily Activities
32
Table 4.15
Mean Score for the Example of Usage ofICT in Daily Activities
33
Table 4.16
Mean score indicating the purpose of accessing internet based on
categories specified
35
Table 4.17
Proficiency level related to computer technologies.
36
Table 4.18
Level in the process of integrating computer technology
in teaching activities.
37
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Table 4.19
Types of computer training offered in selected institutions
38
Table 4.20
Mean score and standard deviation of barriers in leT usage
39
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LIST OF APPENDICES
Appendix A: Questionnaire
Appendix B: Descriptive Statistics
Appendix C: Reliability Tests
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ABSTRACT
This study is about the utilization of ICT in preparing the teaching materials and
integrating them in delivering lecture. It focuses on finding out the ICT resources
available for academic staffand to what extend do the lecturers used the ICTfacilities
available at their institutions. It will also look into the programs or workshops
regarding ICT that are in demand among lecturers to upgrade their knowledge in
ICT. Lastly the study would like to find out what are the factors that hindered
lecturers from using ICT in their field. The software used to analyze the data is SPSS
v. 12.0.1. From the finding, we discovered that the utilization of ICT among the
faculty members were at the average level that still need rooms for improvement. The
result also showed that the level ofICT resources is inadequate with a mean score of
3.79. Consequently, this factor becomes a major reason for educators not extensively
utilizing ICT in teaching.
Even though there is no significant barrier on ICT
utilization found from the survey, many still under utilized the ICT facilities provided
in their institution for unknown reasons. The recommendations for this study are also
includedfor further research and use.
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Chapter 1
INTRODUCTION
1.0
Introduction
Through Internet and accredited technology journals, it is widely discussed
and known that higher institutions and schools in America and other developed
countries had been integrating the technology into their classrooms. The benefits of it
are undoubtedly very significant. Students are said to be more eager and highly
motivated because they can access their learning anywhere and at anytime provided
they have a computer. A study conducted by Chris Rother, a vice president of
Education of CDW.G found that 86% of their respondents who are students said inclass computers improve their academic performance and 74% said it increase their
attention in class. In fact, 65% of the teacher respondents who responded to the
survey said that computers can be more effective than teachers in conveying certain
types of information to the students. (Rother, 2003)
To facilitate teaching with technology, universities are building electronic
classrooms at increasing rates. Technology can play various instructional roles--and it
is the responsibility of the instructors to decide how to best use technology to support
student learning. Having a complete infrastructure of the ICT will go meaningless if it
is not utilize to fullest capacity. A study was done at University of Southern
Mississippi to determine extend of the ICT usage at various faculties levels. Through
the findings, it can be concluded that on the average, the staffs were using more
technology now that they did two years ago. However, there was significant
difference in the attitude on ICT utilization based on gender. Females are found to be
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more receptive towards the usage of ICT. They indicated greater desire to use
technology in their classes. (William, Malone & Harper, 2001)
The positive side effect of computer usage is that they bring a psychological
satisfaction to the users. As information technology moved into advanced level, it
becomes more transparent that it is a tool which can enhance human achievement and
communication. Technology in the classroom should play a similar role; as an
everyday tool that empowers students to explore and master important ideas besides
developing valuable skills. While most schools and higher institutions now have
computer and Internet access, many teachers and instructors still have difficulty with
incorporating this new technology into instruction. There are various reasons why this
happen. One possible reason could be because funding and time for teacher
technology training are often lacking. In reality, most instructors have some
familiarity with computers and are able to use a variety of computer software as found
in one study done by the National Education Association (2000); it was found out that
94% of all respondents in the survey are able to search the Internet (James M., 2001).
However, they do not know how to fuse computer skills into classroom instruction.
Therefore, the relevant authorities have to take pro-active steps in order to ensure the
full usage of the technology infrastructure installed, where millions of ringgit had
been spend on it so that it will not go waste less. They have to instill commitment
among the instructors to willingly incorporate these technologies into their classes. As
another findings from a survey on 'Survey of ICT utilization in Philippines Public
High School' stated that 92% of the respondents who are teachers of the public school
said that there is a need for more information given to them on how to use ICT to
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support the curriculum and 96% of the respondent needs to develop skills to hands on
activity to shared with their students. (Tinio, 2002)
This shows that the relevant authorities should work hand in hand with the
instructors and educators to integrate technology into curriculum a success by
providing teachers with extensive support, tools, and professional development.
1.1
Research Background.
The world is flourished with new technologies almost every second. The
technologies are always in the directions of making life easier and easier. Information
is spread faster and faster through these advanced technologies. Besides, conveying
information, technologies can be used in hundreds other areas particularly, education.
If educator were to ignore the fact that technology can enhance our knowledge and
teaching skill as well as upgrading students understanding our lesson more easily,
then we are actually stepping backwards. Even young children as young as three years
old have starts playing game and interactive lessons on computer. It makes learning
more exciting and easier to comprehend. This should make us rethink of our
involvement in the utilization and integration of information technologies into our
teaching and learning process.
Besides that, institution authorities have spent millions of ringgit in investment
to equip their centers with educational technologies such as computer lab, LCD
projector, networking or other computer peripherals like printers and modems to assist
teaching and preparations of teaching materials. Moreover, some have engaged
professionals to give computer courses to their academic staffs in preparation to step
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up as world-class university. As indicated and found in a few studies cited above, this
survey would like to look into the Malaysian Higher Institution scenario of ICT
utilization among their educators.
1.2
Research Significance
Due to these reasons, we would like to find out to what extend
educatorlinstructor in higher learning centers grab the opportunity to use the facilities
in their course preparations and incorporating the technology into the classroom in
order to enhanced learning to get utmost benefits. We would also wish to find out
what kinds of barriers if any that hindered educators from using the ICT. From the
information gathered, we hope to differentiate the types of barriers, were it due to lack
of skills and information to utilize the technologies or was it phobia to the technology
itself that prevent educators from ICT. It could also be, due to lack of facilities
provided by institutions. All these questions are hopefully is answered through this
humble survey.
It is also our hope that the information gathered through this survey can be a
big help to the institution authorities to know the extent of their respective staff usage
of ICT and give ideas to plan or for offering relevant workshop, administered grant
and funds for upgrading facilities.
1.3
Research Objective
The general objective ofthis survey is to study the extent ofICT utilizations in
higher learning institution in northern region. The objective is further divided into six
sub-objectives that focus on:
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1. The user background
2. Level of ICT resources available
3. Types and extent ofICT usage
4. The ICT-related competencies of faculty members
5. The extent of staff development on ICT
6. Barrier to the usage of ICT
1.4
Definitions of terms used:
ICT - integrated of computers and communications facilities such as the Internet, email, CD ROMs and video conferencing within the curriculum to support teaching
and learning.
Usage or utilization - a function of attitude and availability of help for learning using
the available technologies and willingness to adopt those tools and techniques in the
teaching process.
TRC (Technology Rich Classroom) or TEC (Technology Enable Classroom) Classrooms with multimedia computer and audiovisual facilities integrated into
regular teaching and learning activities.
ICT resources - ICT infrastructure available at the respective faculties and
institutions,
for example video
conferencing,
Point/presentations and WWW.
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e-mail, chat rooms,
Power
1.5
Problem Statements
Malaysia is envisioned to be a regional hub for a world-class education.
Various steps have been taken to achieve this goal. Many private universities and
colleges have been established over the last few years. English has been re-introduced
as a medium of instruction for the teaching of science and mathematics in schools and
higher education. Investment in ICT saw a generous growth of 9.2% per annum from
RM3.8 billion in 1995 to RM5.9 billion in 2000. The growth in manufacturing, ICT
and education was encouraging. (Abdul Wahab, 2004)
The demand for ICT workers in Malaysia also has increased from 88,160 in
1998 to 108,200 in 2000. By the year 2005, Malaysia will need 181,600 ICT-based
workers. This represents a sharp increase of 10.7% per annum as compared to the
overall employment growth of 3.7% during the same period. The public universities
are expected to output about 20,260 ICT-based graduated per year.
However, the supply is far from meeting the demands. Thus, efforts are being
made to bridge the supply-demand gap. Universities and colleges will be required to
start various ICT programs via e-leaming mode. The demand for ICT literate
graduates in the job market is so great that the government has implemented ICT
courses in their Unemployed Graduate Reskilling Programs.
Studies also show a lot of improvement in classes where the technology is
corporate in the teaching and leaming. One study on students of a school in Nebraska
shows that after a computer was placed in each classroom besides having a computer
laboratory for about two and a half years, the students' achievement in reading and
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mathematics test shows a significance improvement. The study also shows that usage
of ICT in learning over an extended period have a positive effect on the students'
achievement. (lsernhagen, 1999) The impact of a TRC (Technology Rich Classroom)
can be seen in the student's response during the class meeting. Students with learning
difficulties were found to be more eager to learn and participate in the learning
process as justified by a study conducted by Chris Rother, a vice president of
Education ofCDW.G who found that 86% of their students respondents who used inclass computers had improve their academic performance while 74% said it do
increase their attention in class. (Rother, 2003)
Since ICT focuses on individual assessment, it will make the teaching and
learning enterprise more outcome-oriented. This change has important implications
for learning productivity. Barbara Nanney pointed out that student-centered learning
when used in a proper way will be able to produce a long life learning effect on the
students. They will be ever ready to seek solution to problem encountered without
depending too much on the instructor. They will be able to reason out on their own to
solve the problems thus it creates an environment of satisfaction in them and
appreciation on the knowledge acquired. (Nanney, Barbara)
In year 2000, Malaysian had been ranked 17th in the top 25 countries of
internet users. (Belawati, 2004). The number of users is expected to be increasing
over the years. Moreover with the commitment of the Malaysian government who had
spend approximately RM4.2 billion through the Ministry of Education to furnished
schools with internet, the literacy of computers among the citizens will increased thus
increased the internet users. Furthermore, in the upcoming RMK 9 plan, the amount
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allocated for internet infrastructures was huge, with the hope that information could
be reached by anybody, anywhere, anytime.
Hence a question anses on the extent of uses of ICT among the faculty
members in higher institution grab this opportunity and how far will the utilization of
ICT enhance academic productivity.
1.6
Scope.
The target populations are public university instructors in northern region of
Malaysia, which includes Pedis Indera Kayangan, Pulau Pinang and Kedah Darul
Aman. The higher institutions are UiTM Pedis in Arau, UiTM Pulau Pinang in
Permatang Pauh and UiTM Kedah in Merbok, Kolej Universiti Kejuruteraan Utara
Malaysia (KUKUM), Universiti Utara Malaysia (UUM) and Universiti Sains
Malaysia (USM). The lecturers are those who are teaching Quantitative Science and
Information Technology courses. They are the target population because, as one
teaching subjects connected directly to the technology, they are supposed to be the
one who will be pioneer and initiator in using the technology.
1.7
Limitation.
This study focus only on the northern region area and the respondents are
limited to those teaching Quantitative Science and Information Technology only.
Even though lecturers teaching engineering courses are also likely to be using
software in delegating their subject matter, we did not include them because not all
IPTA in northern region has engineering courses offered at their institutions. Further
study might look into the case of engineering instructors utilizing the ICT.
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Chapter 2
LITERATURE REVIEW
2.0
Introduction
The role of ICT in facilitating the process of teaching and learning has made
the education no longer be confining to the four walls of the classroom. Now, students
are able to engage in learning anytime, anywhere because they could access the
lecture materials via the Internet. Even the lecture materials can be supported by audio
and video files so that the lessons are more engaging and multimedia-rich. Tutorials
and discussions also can be conducted using discussion forums, chat or video
conferencing tools with the advent of this technology.
However, this does not mean that the face-to-face interaction between teachers
and learners should be eliminated. A study conducted by the American Association
for History and Computing suggests "that the most effective use of instructional
technology is being made in small-class settings, where technology is being adopted
not just to promote efficiency and ameliorate crowded classrooms, but to be
integrated into classes that also provide face-to-face interaction". (Trinkle, 1999)
2.1
ICT: Definition and Its Components
Before we discuss further on the utilization of ICT in the classroom, let's
discover what it means by ICT and its components. ICT or Information and
Communication Technology, comprises of two parts i.e. Information Technology as
well as Communication Technology.
According to Wikipedia encyclopedia,
Information Technology is a broad subject concerned with technology and other
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aspects of managing and processing information, especially in large organization. The
term is used to describe the items of equipment (hardware) and computer programs
(software) that allow us to access, retrieve, store, organize, manipulate and present
information by electronic means.
Personal computers, scanners and digital cameras fit into the first category,
which is hardware. There are four categories of hardware devices, namely system
unit, which includes microprocessor and memory, input/output devices such as
keyboard, mouse, monitors and printers, secondary storage including floppy, hard,
and optical disks, and communication devices such as modem for connecting Internet.
The second part of information technology is software or programs, which
consists of system and application software. System software comprises of a variety
of programs that control or maintain the operations of the computer and its devices,
including operating system such as Windows XP, utilities (service programs), device
drivers and language translators. Application software consists of programs designed
to make users more productive and/or assist them with personal tasks. Application
software includes basic and specialized applications. Basic (general-purpose)
applications are widely used in nearly all career areas. Programs include browsers,
word processors (e.g. MS Word), spreadsheets (e.g. MS Excel), database management
systems (e.g. MS Access), and presentation graphics (e.g. MS PowerPoint).
Specialized (special-purpose) applications focus on specific disciplines and
occupations. These programs include graphics (e.g. Adobe Photoshop, and other
desktop publishing programs), audio (e.g. Sony's ACID), video (e.g. Windows Movie
Maker), multimedia (e.g. Macromedia Director), Web authoring (e.g. MS FrontPage),
and artificial intelligence programs (e.g. VirtualReality, and Expert System).
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On the other hand, Communication Technology (CT) is the term used to
describe telecommunications equipment, through which information can be sought
and accessed, for example, phones, faxes, modems and computers.
With the arrival of the internet and the broadband connections to all schools,
the application of IT knowledge, skills and understanding in all subjects became a
reality. This change in emphasis has resulted in a change of name from Information
Technology (IT) to Information and Communication Technology (lCT). Thus, ICT in
education can be understood as the application of digital equipment to all aspects of
teaching and learning such as the Internet, e-mail, CD-ROMs and video conferencing
within the curriculum to support teaching and learning.
Many researches had been conducted in some countries, which include
attainment and ICT impact as indicators for ICT usage in education. For instance, in
Canada, the researches conducted include "obstacles to fuller use of information
technologies" in its list of ICT usage indicators, whereas in Europe, "teacher
confidence in the use ofICT, change in teaching methods and desirable ICT skills" is
assessed.
In South Africa, they attempt to measure practical, foundational and reflexive
competencies
of teachers,
where
in
New
Zealand,
"obstacles· faced
by
teachers/teachers in using ICT, factors that encourage use of ICT, student's positive
views about technology activities in school" are among the ICT indicators.
Meanwhile, the UK looks at teachers' confidence in ICT use and the benefits
of ICT in subjects, but in the US, most ICT indicators pertain to the teachers'
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