Predictive Relationship between Technology Acceptance Readiness and the Intention to Use Malaysian EduwebTV among Library and Media Teachers

AbstractLibrary and Media Teacher (LMT) serves as a catalyst for the implementation of the technology programs conducted in schools. The challenge to the LMT is to be more open and innovative to the innovations introduced in schools from time to time. Their level of readiness to accept new technology in teaching and learning earlier than their colleagues in schools could expedite the diffusion process into the school education system. Therefore, this study was conducted to measure the level of readiness acceptance among LMT in terms of Personal Innovativeness (PI), Personal Innovativeness Information Technology (PIIT) and Computer Self-Efficacy (CSE), and the contribution to the acceptance of Edu web TV in teaching and learning. The study involved 546 respondents consisting of LMT of primary and secondary schools in Malaysia. The findings show that the readiness acceptance level among LMT in terms of PI, PIIT and CSE are moderate. Significant relationships were found between CSE, PI, PIIT and behavioural intentions to use the Edu web TV. The obtained results also show that PIIT and CSE significantly contributed to the intention to use Edu web TV. Therefore, those individuals with higher levels of PIIT and CSE are more open, willing to try and confident in the adoption of new technology in teaching and learning than those with lower levels of PIIT and CSE. These results provide valuable feedback to institutions and educators in enhancing the effectiveness of LMT

La preparación de los maestros de ciencias y matemáticas de la escuela primaria en la implementación del programa de lenguaje dual (DLP)

This research was conducted to determine the readiness of science and mathematics teachers in implementing DLP (Dual Language Program) in primary schools. This quantitative research using questionnaires forms. A total of 100 samples consisted of science and mathematics teachers who were randomly selected from primary school district of Batang Padang. Descriptively, the data were analyzed using frequency distribution, percentage, mean and standard deviation. The findings show that the level of readiness of science and mathematic teachers in terms of knowledge is high while the level of implementation and the interest of teachers towards the implementation of DLP is moderate. Inferential analysis based on the correlation analysis that has been conducted also shows that there is no significant relationship between the level of teacher's readiness and experience teaching of science and mathematics in primary schools for implementing DLP. In summary, science and mathematics teachers are generally willing to implement DLP where their knowledge of DLP is high, but their skill and interest are still moderate, and it has no relation with teacher’s teaching experience. All parties should play a role to help science and mathematics teachers so that their skill and interest in DLP can be improved in an effort to ensure that the implementation of DLP more successful in the future.Esta investigación se realizó para determinar la preparación de los maestros de ciencias y matemáticas en la implementación de DLP (Programa de lenguaje dual) en las escuelas primarias. Se forma esta investigación cuantitativa mediante cuestionarios. Un total de 100 muestras consistieron de maestros de ciencias y matemáticas que fueron seleccionados al azar del distrito escolar primario de Batang Padang. Descriptivamente, los datos se analizaron mediante distribución de frecuencia, porcentaje, media y desviación estándar. Los hallazgos muestran que el nivel de preparación de los maestros de ciencias y matemáticas en términos de conocimiento es alto, mientras que el nivel de implementación y el interés de los maestros hacia la implementación de DLP es moderado. El análisis inferencial basado en el análisis de correlación realizado también muestra que no existe una relación significativa entre el nivel de preparación de los maestros y la experiencia en la enseñanza de la ciencia y las matemáticas en las escuelas primarias para la implementación del DLP. En resumen, los maestros de ciencias y matemáticas generalmente están dispuestos a implementar DLP donde su conocimiento de DLP es alto, pero su habilidad e interés son aún moderados, y no tiene relación con la experiencia docente del docente. Todas las partes deben desempeñar un papel para ayudar a los maestros de ciencias y matemáticas para que su habilidad e interés en DLP puedan mejorarse en un esfuerzo por garantizar que la implementación de DLP sea más exitosa en el futuro

Blended Learning: Literature review on the acceptance factors of the teachers based on acceptance models

This study focuses on the factors of acceptance of teachers towards blended learning approaches based on researched Modelsof Acceptance. These factors are identified from literature reviews and brief surveysthrough semi-structured interviews. The aim of this study is todiscuss the formation and determination of these factors based on previous models of learning environment ofschools in Malaysia. The result of this study is expected to reveal a complete overview ofacceptance factors; hence to serve as guidelines to the implementing parties so that blended learning canbe carried out successfully in Malaysia

La preparación de los maestros de ciencias y matemáticas de la escuela primaria en la implementación del programa de lenguaje dual (DLP)

This research was conducted to determine the readiness of science and mathematics teachers in implementing DLP (Dual Language Program) in primary schools. This quantitative research using questionnaires forms. A total of 100 samples consisted of science and mathematics teachers who were randomly selected from primary school district of Batang Padang. Descriptively, the data were analyzed using frequency distribution, percentage, mean and standard deviation. The findings show that the level of readiness of science and mathematic teachers in terms of knowledge is high while the level of implementation and the interest of teachers towards the implementation of DLP is moderate. Inferential analysis based on the correlation analysis that has been conducted also shows that there is no significant relationship between the level of teacher's readiness and experience teaching of science and mathematics in primary schools for implementing DLP. In summary, science and mathematics teachers are generally willing to implement DLP where their knowledge of DLP is high, but their skill and interest are still moderate, and it has no relation with teacher’s teaching experience. All parties should play a role to help science and mathematics teachers so that their skill and interest in DLP can be improved in an effort to ensure that the implementation of DLP more successful in the future.Esta investigación se realizó para determinar la preparación de los maestros de ciencias y matemáticas en la implementación de DLP (Programa de lenguaje dual) en las escuelas primarias. Se forma esta investigación cuantitativa mediante cuestionarios. Un total de 100 muestras consistieron de maestros de ciencias y matemáticas que fueron seleccionados al azar del distrito escolar primario de Batang Padang. Descriptivamente, los datos se analizaron mediante distribución de frecuencia, porcentaje, media y desviación estándar. Los hallazgos muestran que el nivel de preparación de los maestros de ciencias y matemáticas en términos de conocimiento es alto, mientras que el nivel de implementación y el interés de los maestros hacia la implementación de DLP es moderado. El análisis inferencial basado en el análisis de correlación realizado también muestra que no existe una relación significativa entre el nivel de preparación de los maestros y la experiencia en la enseñanza de la ciencia y las matemáticas en las escuelas primarias para la implementación del DLP. En resumen, los maestros de ciencias y matemáticas generalmente están dispuestos a implementar DLP donde su conocimiento de DLP es alto, pero su habilidad e interés son aún moderados, y no tiene relación con la experiencia docente del docente. Todas las partes deben desempeñar un papel para ayudar a los maestros de ciencias y matemáticas para que su habilidad e interés en DLP puedan mejorarse en un esfuerzo por garantizar que la implementación de DLP sea más exitosa en el futuro