Does Student Teachers' Digital Interest in YouTube Technology Matter? A Case Study of Micro-Teaching Skills

In 2021, according to the statistical research presented, 2 billion videos would be seen on YouTube every day, and more than a billion individuals will subscribe to channels and use the site on a regular basis. Because of its widespread usage and ease of accessibility, YouTube video technology has been shown in several studies to have advantages for classroom instruction and lifetime learning.  The persistent reason for this research was to investigate the perspective of teacher-trainees' interest in using video in teaching Micro-teaching skills, by applying YouTube video technology as an educational instrument in the instructional process. The research survey design was applied with 300 teacher-trainees in all NCE and B. Ed. programmes as the respondents to the research from all various departments. The questionnaires were distributed to them after watching the video clips on YouTube.  The collected data was analysed using simple frequencies used for the test of the research question and analysis of Person correlation coefficient to retain or discard the hypothesis. The result revealed that teacher trainees have an interest in the usage of YouTube video technology, and it can be used to attain the educational ends achieved through the usage of YouTube video technology in teaching micro-teaching skills. The exciting findings of the result show that teachers and trainees from all departments agree and are satisfied that YouTube technology is an educational resource for modern instruction. The research recommends that YouTube should be used as a digital alternative to traditional microteaching (face-to-face), and it will address students' congestion due to the lack of appropriate lab equipment and qualified technicians in traditional microteaching laboratories

The Economic Burden of Families with Autism Spectrum Disorders (ASD) Children in Malaysia

The economic burden of families with Autism Spectrum Disorders (ASD) children that are far beyond the needs of typical children causes physical and mental stress for their parents. The study aims to examine the economic burden of parents with ASD children in Malaysia. Calculation is made using a cost-loss approach due to ASD that include direct, indirect and developmental costs. Using convenient sampling method, a total of 245 parents have filled out questionnaires through online or hard copies. Development costs represent the highest cost of RM20,989.33, followed by medical direct costs RM8,378.73, RM5,033.57 for non-medical direct costs and RM963.99 for indirect costs. The total cost of financing an ASD child is RM35,365.62 a year. This is a huge and burdensome amount for parents. The findings of this study may assist responsible parties in the planning of effective service provision to suit the need of parents with ASD children in Malaysia