Technology integration among science teachers in the implementation of the 21st century learning

• المؤلفون الرئيسيون: Chieng You Eng, Tan Choon Keong
• التنسيق: مقال
• اللغة: English; English
• منشور في: Penerbit UMS 2021
• الموضوعات: LB1603-1696.6 Secondary education. High schools; LG173 Malaysia
• الوصول للمادة أونلاين: https://eprints.ums.edu.my/id/eprint/31105/1/Technology%20integration%20among%20science%20teachers%20in%20the%20implementation%20of%20the%2021st%20century%20learning2.pdf; https://eprints.ums.edu.my/id/eprint/31105/2/Technology%20integration%20among%20science%20teachers%20in%20the%20implementation%20of%20the%2021st%20century%20learning1.pdf; https://eprints.ums.edu.my/id/eprint/31105/; https://jurcon.ums.edu.my/ojums/index.php/ijelp; https://jurcon.ums.edu.my/ojums/index.php/ijelp

The Ministry of Education (MOE) has launched a reformation of the curriculum through Kurikulum Standard Sekolah Menengah (KSSM) start since 2017. The new curriculum is focused on the aspects of the competencies and skills that can fulfil the need of 21st century education. Teachers play an important role in determining the outcomes of 21st century learning in terms of their knowledge and skills. Thus, the purpose of this study was to find out the integration of technology among secondary school Science teachers in their implementation of 21st century learning. The design of the study was a quantitative approach with survey method. A set of questionnaires was adapted on a 5-point Likert scale to measure the skill level among the teachers. The study involved 100 Science teachers from 11 secondary schools around Kota Kinabalu area, Sabah. Descriptive statistics and inference statistics such as mean, standard deviation, t-test and one-way ANOVA were performed using Statistical Package for Social Science (SPSS) version 25.0. The findings showed that the mean scores of secondary school Science teachers in Kota Kinabalu are high (mean = 3.73). T-test and one-way ANOVA test revealed that (i) there was no significant difference in teacher skills based on gender (ii) there was significant difference in teacher skills based on the number of courses attended.