ICT Integration Practices of STEM Teachers in TVET
Fariedah Lal Chan1, Fitri Suraya Mohammad2
1Fariedah Lal Chan, Department of General Studies, MARA Kuching Technical Institute, Kuching, Sarawak, Malaysia.
2Fitri Suraya binti Mohamad, Faculty of Cognitive Science, Universiti Malaysia Sarawak, Sarawak, Malaysia.
Manuscript received on November 11, 2019. | Revised Manuscript received on November 20 2019. | Manuscript published on 30 November, 2019. | PP: 11011-11015 | Volume-8 Issue-4, November 2019. | Retrieval Number: D5428118419/2019©BEIESP | DOI: 10.35940/ijrte.D5428.118419
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: STEM Education is important for a country to be advanced in economy and technology. It is achieved through skilled and multi-talented workforce produced by Technical Vocational Education and Training (TVET) which is a component of STEM Education. Technology becomes a mechanism for STEM teachers to engage their students in STEM disciplines. However, STEM teachers have barriers and challenges integrating technology in STEM Education. Therefore, it is the purpose of this study to examine STEM teachers’ technology integration practices in the context of ICT. This is a preliminary study that is conducted in MARA TVET – one of the private providers of TVET in Malaysia. Using a quantitative data collection tool, 32 STEM teachers from MARA TVET in Borneo Region participated in the study. The study employed adopted SPMa (Standard Practices MARA Educators) instrument that consists of three dimensions: basic ICT skills, integrating ICT in teaching and learning and communicate skillfully using ICT. The overall result revealed that the level of ICT integration of STEM teachers in MARA TVET is high (M = 2.63, SD = 0.80). Dimension basic ICT skills had the lowest mean (M = 2.41, SD = 1.04) and followed by dimension integrating ICT in teaching and learning (M = 2.69, SD = 0.90). Dimension using ICT to communicate had the highest mean (M = 2.78, SD = 1.04). In conclusion, the level of ICT integration of STEM teachers in MARA TVET of Borneo Region based on adopted SPMa instrument is moderate. Though ICT skills affect ICT integration in teaching and learning, there is also a need to examine other factors that affect the success of ICT integration. STEM teachers’ knowledge is a proposed variable to be investigated in future research.
Keywords: Engineering Field, In-Service STEM Teachers, MARA TVET, Teaching Experiences.
Scope of the Article: System Integration.