Implementations of Electronic Gadget by Malaysian Government in Teaching and Learning Procedure in Government Primary School

This chapter discusses about the research background, statement of problem, purpose of the study, objectives of the study, research questions, significance of the study, scope of study and limitation of the study. 1. 1Background of the Study Technology in education can be defined as an electronic network for finding, collecting, storing, processing, transporting and conveying information effectively, rapidly and many (Ahmad Fuad Othman, 2003).

Technology education is one area related to facilitating student learning and interest in the implementation of teaching and learning in schools (Division of Educational Technology, 2012). According to the Division of Educational Technology (2012) again, technology education is a combination of processes and tools involved in addressing educational needs and problems, with emphasis on the application of the latest tools such as computers and related technology.

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Educational technology can also be defined as a field of practice and ethical practices to facilitate and improve the effectiveness of teaching and learning through the production, use and management of resources and appropriate technology process (Karti Suharto, 1990). On January 12, 2009, Bernama Online report of the Director General of Education, Datuk Alimuddin Mohd Dom said that the Ministry of Education would first study the effectiveness of the e-book program, which was launched in the state, before being extended in the country’s education system.

According to the report, the state of Terengganu e-book pilot program that provides laptops to students to replace school books. However, for the time being the use of a textbook manual is still relevant because some schools experiencing problems including no electricity infrastructure and computing facilities. He is keen to capitalize on the rapid development of educational technologies to facilitate the teaching and learning process, including the use of digital textbooks. Through this technology, students no longer have to carry heavy bags loaded with a variety of textbooks and exercise books to school.

I-pad for example, has taken over the role of textbooks and notebooks in several schools in Asia. It is undeniable that technological progress is very instrumental in people’s lives. Advances in technology with human-like life cannot be separated. With the advances in technology we are able to obtain a variety of information available in parts of the world. Technological advances would cause such a big change on the lives of people in various fields and such great impact on the cultural values of the society adopted, including life style of thinking.

Technology designed to facilitate every human activity. Technology has a wide range of countless varieties. One of the most popular examples of technology in the era of globalization is a electronic gadget. Some people have even often hearing the word “electronic gadget”. But not many of them who understand what is meant by the instrument itself. A few years ago among the tools belonged only to smooth procuring employment. However, now owned by each tool was among.

This is due to the diverse shapes of parts and very interesting as well as a variety of other functions to communicate as well as to share, create, and entertain with audio, video, photographs, writings, music and so on. As one who lived in the era of globalization, we need to follow all developments that occur in particular in the field of technology as a tool. However, it should be noted that the facilities provided by the device not only created a positive effect but also pose a negative impact. Therefore, we should be careful in using this technology. . 2Statement of the Problem 1. 2. 1 Issue-Based Teaching Traditional Havice (1999) has classified that involves the use of traditional teaching methods textbooks and lectures alone. Stinson & Claus (2000) stated that the equipment in a traditional classroom is equipped with rows of tables and chairs along with a chalkboard in front of him, while according to Neo & Rafi (2007), the traditional teaching and learning is the ‘chalk and talk’ or methods of use transparency (OHP), while the media used is a printed book as a textbook.

Many teachers are currently said to be creative to use appropriate methods to attract students to the school. This is according to a statement issued by Mohd Ali Hassan, President of the National Parent Collaboration (MAPIN) in Star Online and Utusan Online, (2004) that school teachers now are getting disappear creativity in the interests of students. Although times have changed, but also the information technology is advancing, but we can see that the majority of teachers in our country is still the status quo. They still act like a frog under a coconut shell.

Although there are a variety of teaching methods that can be implemented in the classroom, but they still tend to use the traditional method of using textbooks and blackboards in the process of teaching and learning (T & L). It is acknowledged that many teachers are not creative in teaching methods and learning in the classroom. Therefore, they will take the easy way by using the blackboard and textbooks alone, without having to burden the mind in search of useful activities and facilitate students to understand what they learn.

In addition, there is the teachers who consider the textbook alone is sufficient in process R & D and there is no initiative to refer to reference books or other media material, although has been recognized that waves the textbook itself has certain drawbacks. Teachers seem to be taught to self-style shock without realizing that their students do not like to learn by simply using only a chalkboard. No one taught using a blackboard, but if only this method alone may be adopted by teachers from early years to the end of the year, the students will easily get bored in the classroom.

Not just teachers who are not creative, but with what’s provided by the teacher, has indirectly made mind students being frozen and not creative. This item also had agreed by Muhammad Sobri (2002), in which he says that teachers who teach with just using textbooks as education, just to prove that he is not creative to create an atmosphere of joy and ultimately make them tired and student class- students do not get new ideas. As a result, students’ minds are frozen and not creative. When students are bored in class, so indirectly they are no longer interested to learn and concentrate on their teacher.

Ng Ying (2004) study where he found that one of the reasons students are not interested in pursuing studies in the classroom is because the pattern and the pattern of their boring lessons. Many of the students who will be absent from class when they’re not interested in learning the subject, because in their minds even in the class, they will not understand what the teacher teach them, the better they get away with skipping class way . This item was approved by Rokiah Ahmad (2001) in which he found that the one of the reasons students skip class is because they do not understand what is taught by their teachers.

Effects in the long run, if things are not resolved, then the student’s academic performance will decline, as has been recognized by Abu Hassan (2000) where his research found that teachers approach the biggest factor why student performance plummeted. In addition, the decrease in motivation to learn among students is also due to the homogeneous nature and form of teaching-way (teacher-student) in the majority of teachers. According to Mohd Fazreen (2003), conducting by teachers learning to use only as a textbook lesson material can cause bland atmosphere and thus give rise to boredom among students.

If this continues, then it will bring negative effects to the students, then teachers need to realize that every student is different, the way of acceptance of students in the class are also very different. Not all students will understand and see if the teacher only using only the blackboard when teaching in the classroom. Wan Zahid (1993) argues that effective learning styles among students depends on the motivation and the means of teaching introduced by the teacher.

When many of the techniques and methods mixed up, it can digest skilled students to discuss, expression, co-operation, and mastery learning through mentoring skilled teacher. Furthermore, teachers should use the latest teaching aids such as the use of computers, internet, and other software. This is because the use of certified technology can improve the quality of teaching and student learning. Provided, teaching materials must be developed to accommodate so they relate to the learning objectives and benefit the students. Efforts should be consolidated in the change traditional teaching methods to process a student-centered teaching.

Therefore teachers should use various teaching methods and then to adapt the teaching methods to students’ interests and learning styles in order to provide a positive impact on their students. 1. 2. 2 The Effects of The Use of Electronic Gadget To Children Nowadays, we can easily found children as young as two years old are playing with an electronic devices and gadgets anywhere. That is not only the video games that make the children stay, it is also includes television, mobile phones and smart phone application, computers, tablet computers, PSP games and etc.

Children tend to be active consumers because many electronic products and gadgets commercial have been targeted to young children market. Parent may find it easier to make their children stay in one place by giving them a gadget to play with. Everything has its usefulness and also its negative aspect on over-exposed to the devices and gadgets. Besides the abovementioned points, let us look at the benefit of using the devices. For younger children below preschool age, the gadgets may positively help them to stimulate their senses and imagination.

Some may helps to promote listening ability, learning of sounds and also speaking ability. Electronic devices and games play positive effects in encourage cognitive learning and development of analytical skills. This may helps in build-up innovative thinking, investigative skills, strategic thinking and foster the creativity potential of kids. They may improve manual dexterity and making the children computer literacy. Besides that being an educational and learning media, a lot of people have an opinion that they are good medium to distract peoples stress and providing fun and entertainment to them.

It is started to enhance the confident level of the children by mastering certain games. It also helps to develop a good coordination of eye, hand and mentally coordination over a period of time. Most of the games designed to encourage kids to moving levels and earning score to survive the game. This may have positively encouraging quick mathematical and engineering skills. Besides that, it also motivates goods attitudes of always moving ahead in life for achieving their aims. 1. 3Purpose of Study As we know, the using of electronic gadgets is becoming popular in our country.

This study aims to investigate the perceptions of parents in the implementation of electronic gadgets use in teaching and learning in government primary schools. This study aims to investigate the awareness of parents about this proposal, knowledge of parents in the use of electronic gadgets, parent opinion on the pros and cons of using electronic gadgets and attitudes of students in the use of electronic gadgets. In addition, parents are asked to comment about the implementer of this new system, either it should or should not be implementing in Malaysia.

Parents were also asked to give suggestions for improve the implementation of electronic gadgets in education or a different system. 1. 4Objective of Study This study has a number of objectives to be achieved by the researcher. The objectives are: 1. 4. 1 To find out awareness among parent about using of electronic gadget in school. 1. 4. 2 To explore parent’s knowledge in using electronic gadget. 1. 4. 3 To identify cause and effect of using of electronic gadget by students. 1. 4. 4 To determine the problem and to recommend a solution in using of electronic gadget. 1. Research Question To achieve the above stated objectives of the study, the following research questions were raised: 1. 5. 1 What is the parent’s perception in using of electronic gadget in school? 1. 5. 2 What is the knowledge of parent’s in using electronic gadget? 1. 5. 3 What are the causes and effects of using of electronic gadget by students? 1. 5. 4 What is the opinion and recommendation of parents on student attitude problem in using electronic gadget? 1. 6Significance of the Study Researchers are working through this research done is beneficial to all parties involved.

Between the interests of this study have some interesting things that 1. 6. 1 This study will help parents give their opinions and suggestions about the use of electronic gadgets in teaching and learning in government primary schools will be implemented by the Ministry of Education (MOE) to be appropriate and beneficial to their children. 1. 6. 2 The study will enable the Ministry of Education (MOE) to review the implementation of the use of electronic gadgets in education in government primary school after receiving feedback from the public, especially the parents. 1. 6. The study also hopes to enlighten people that using electronic devices in education has advantages and disadvantages. 1. 7Scope of the Study Researchers have selected a few locations or scope of the study area to perform this task. After discussion, we have chosing : • Sekolah Rendah Agama Bersepadu, Batu Pahat • Area Johor Bahru, Johor Some of the reasons we chose these locations because it refers to the objectives of the study, parents in urban and rural areas have different suggestions and opinions on the implementation of the use of electronic tools in teaching and learning in government primary schools.

Therefore, the selection of Sekolah Rendah Agama Bersepadu, Batu Pahat and Johor Bahru area became the location or scope of our study. The respondents are 100 parents between the ages of 40 years and under and 40 years and above whose have children studying in government primary schools randomly selected for this study. The data collected via questionnaires were distributed from July 19 to July 26, 2013.