This study explores collaborative teacher growth through the lens of Digital Learning Agility (DLA) and its impact on teaching practices and professional development. Using qualitative methods and thematic analysis, the research highlights how fostering collaboration among educators can enhance instructional approaches and student outcomes, ultimately creating a supportive and innovative educational environment.

This qualitative study explores the definition and essential components of computational thinking (CT) within the Malaysian educational context. Through semi- structured interviews with educational technology experts, the research delves into the nuanced understanding of CT, considering its adaptation to the local educational landscape and its broader applicability beyond technical skills. The findings reveal that CT in Malaysia is defined as a problem-solving methodology emphasizing inclusivity and thinking, as guided by the Malaysian Ministry of Education (MOE). Essential of CT identified by experts align with MOE's framework and encompass abstraction, decomposition, pattern recognition, algorithms, logical reasoning, and evaluation. This approach equips students with skills for a computational world and strengthens their critical thinking. The study concludes that integrating CT by focusing on these key skills can enhance students' problem-solving abilities and support national progress. Limitations include the study's focus on educational technology experts. potentially excluding broader educator perspectives, and variations in CT adaptation across regions. Future research should include diverse educator viewpoints and longitudinal studies to assess CT instruction's long-term impact and effectiveness.

Design thinking provides a comprehensive framework that encourages collaboration, empathy and which aligns well with the goals of education. While design thinking is recognised as an effective approach in education, previous research has focused primarily on its application in digital materials or project design tasks. This study addresses this gap by exploring the skills enhanced by student teachers through the implementation of design thinking in the creation of unplugged educational games. Using a qualitative case study design, a total of six groups with total 22 student teachers were selected through the purposive sampling technique to participate in a series of workshops focused on unplugged educational game design. Data was collected through group discussions, document analysis of design artefacts, weekly reflective e-portfolios and participant observation during the game creation process. The findings revealed significant improvements in the student teachers' problem-solving, creativity and communication skills as they engaged in design thinking. Through collaborative problem solving, iterative prototyping and creative ideation, the student teachers have improved their ability to communicate ideas clearly, and were able to tackle complex challenges and generate innovative solutions. These findings highlight the transformative potential of design thinking in teacher education and demonstrate its effectiveness in preparing future educators for the complexities of 21st century teaching and learning. Future research may examine design thinking's impact on teachers of different experience levels, use experimental designs for validation, and compare it with other instructional to identify effective strategies.

To better understand the dimensions of digital learning agility among teachers, a qualitative study was carried out by analyzing semi-structured interviews with three in-service teachers from Selangor, Malaysia. By thematic analysis, this preliminary study has revealed nine dimensions that shapes the Malaysian teachers’ digital learning agility including speed, flexibility, experimenting, performance risk-taking, interpersonal risk-taking, information gathering, collaborating, feedback seeking, and reflecting. Overall, this study shed insights to the existing body of knowledge of learning enablers that might assist in shaping teachers’ digital learning agility

Learning interest has been found to have insignificant and significant relationships with academic performance among students. This study aims to examine the association between learning interest and academic achievement among undergraduate students who underwent a Hybrid-flexible (HyFlex) course which was designed and implemented based on the interest loop of Interest-driven Creator (IDC) theory. In the HyFlex learning setting, students had the autonomy to learn physically, online synchronously, or online asynchronously for each class session. 48 undergraduate students from the faculty of education at a public university in Malaysia participated in this study. Pearson correlation analysis shows a significant positive correlation between learning interest and academic performance. A simple linear regression analysis found that learning interest contributed significantly to academic performance. This implies that the integration of the IDC theory into HyFlex learning could have the potential to foster interest and enhance performance among undergraduate students. However, the small effect size of learning interest indicates that while it is pertinent to cultivate learning interest among learners, academic achievement could be affected by other factors beyond interest.

Gathering information is essential to enhancing teachers' digital learning agility. By gathering data, teachers can stay abreast of the latest digital technologies and tools, acquire new skills, and improve their teaching practices. This preliminary study explores the role of gathering information in supporting teachers’ digital learning agility. The preliminary study employed a qualitative research approach, using semi- structured interviews to collect data from three teachers. The findings reveal that teachers gather information related to student learning and digital technologies to improve their teaching practices and support their students' digital learning. The study highlights the importance of information gathering in enhancing teachers' digital learning agility and provides insights for the development of policies and initiatives aimed at facilitating the improvement of teachers' digital learning agility.

Google Classroom (GC) has become a prominent online learning platform in Malaysia since the government’s official announcement and later sees its boost in usage again during the COVID-19 pandemic due to the implementation of emergency remote teaching. The literature has unveiled that the mean score pertaining to technological knowledge in the context of GC usage was the lowest. Therefore, this study aims to investigate the level of GC use and the significant influence of facilitating conditions, habit, and behavioural intention on GC use behaviour among Malaysian teachers. A total of 37 secondary school teachers participated in an online quantitative survey consisting of 22 five-point Likert scale items. Descriptive statistics and standard regression analysis were used to analyse the data. Findings found that the extent of agreement and utilisation of GC during the pandemic were only moderate, requiring increased focus as a precautionary measure for potential future scenarios, such as another pandemic, where remote learning becomes the sole viable option. Results also suggested habit (β = 1.128, p < .0005) as the most significant factor that influences Malaysian teachers’ GC use behaviour. Thus, future initiatives in boosting the intentions of using GC among Malaysian teachers need to be considered.

Digitally agile teachers are capable to deal with new experience flexibly and rapidly by trying new behaviors and making quick adjustment so that learning can take place even they have constraints especially in using technologies. Flexible teachers are capable to adjust their plan on the fly and make changes to suit current demand. This preliminary study explores the role of flexibility in supporting teachers’ digital learning agility. The study employed qualitative approach with three in-service teachers through semi-structured interviews. Findings suggest that flexibility helped teachers to become digitally agile by developing more effective and strategic behaviors to overcome difficulties in online learning. This study emphasizes the value of flexibility in enhancing teachers' digital learning agility and offers suggestions for personal and professional development.

In this paper, the authors adopted a mixed methods explanatory sequential approach to examine student teachers’ satisfaction and its relationship with participation modalities in a HyFlex course. It also explored the factors behind their extent of satisfaction and choice of participation modalities. Twenty-six student teachers completed the satisfaction questionnaire, and four participants were recruited for a focus group discussion. The research findings indicated that students were very satisfied with the HyFlex course because the flexibility in attendance and the easy access to learning materials accommodated their learning needs and personal commitments; this promoted self-directed learning and reduced their academic pressure. The student teachers were also satisfied with the HyFlex course because they gained exposure to an innovative learning format. As for the factors affecting student choice of participation modalities in the HyFlex course, peer influence is one of the significant factors. Students also reported that they chose the synchronous mode based on their learning preferences and empathy towards the instructor's commitment, while they chose the online options due to their energy level, health conditions, and personal matters. Overall, this study suggests that HyFlex may be considered as a learning model that could cater to various learning needs among student teachers majoring in baccalaureate in education (physical education), and potentially enhance their learning outcomes.

This paper discusses the concept of seamless learning and its alignment with Interest-Driven Creator (IDC) Theory in response to Tak-Wai Chan’s keynote at the 1st MetaACES 2023. He introduced the Seamless Interest-Driven Co-Creator (SIDC) learning framework — an integration of seamless learning and IDC learning. This paper also explores the educational implications of SIDC learning framework.

This paper centers on illustrating the design process of a challenge-based learning and alternative assessment used in the Educational Technology course at undergraduate level at Universiti Putra Malaysia. The learning and alternative assessment design of this course was framed by the two anchoring loops of the Interest-Driven Creator Theory, namely the Interest Loop and the Creation Loop. Each loop was utilized at a different point and time of the course, spreading throughout 14 weeks of the semester. The Interest Loop was implemented in the first half of the semester, overlapping with the Creation Loop which was implemented in the second half of the semester. Several nudges were creatively designed as a mean to stimulate and scaffold learners throughout the course. Every week during class, the learning activities started by applying the Interest Loop. This was done by inviting learners to participate in the challenges, at the same time making sure that the learners can extend the input from the activities to their final project. The objective of such design was to let students learn by doing or completing the weekly challenges given to them during class. Then, the students were guided to complete their final project through a series of workshops and personal group consultation with the course instructor. By designing the course using the Interest-Driven Creator Theory, it was found that the Interest Loop was specifically useful in designing the learning activities at the micro level of the Educational Technology course, while the Creation Loop was specifically useful in designing the alternative assessment at the macro level.

Acknowledging that students vary in terms of their learning abilities – culture, socioeconomic status, gender, motivation, and needs per se, has increased instructors’ awareness on mixed-ability classroom. Realizing the need for a personalized learning, many instructors have started to embark on differentiated learning and instruction to capitalize students’ ability. However, few research studies have been carried out on differentiated assessments. Differentiated assessments allow teachers to provide opportunities to students with diverse characteristics and backgrounds to prove that they have learned, but at their own pace and ability, though (NSW Education Standards Authority, n.d., Tomlinson, 2001). However, there is no generic, systematic and dedicated tool available yet for instructors to achieve and employ the differentiated assessment. In the context of Universiti Putra Malaysia, current evaluation practices do not provide a precise insight into the true level of CO (Course Outcome) achievement for each student as a standard test/examination is given to students despite their mixed learning ability. Identifying students’ learning ability, at the first place, is also a challenging task and the process can take a long time. Therefore, it is timely to create a dedicated tool for differentiated assessment that can address these issues and challenges. Against this background, this research will develop a prototype of a generic, systematic and intelligent tool that has two-fold objectives: (i) the system allows instructors to employ differentiated assessment across courses or programmes, and (ii) it provides opportunities for students to execute tasks or complete an assessment by choice based on their actual ability. This effort is in line with UPM’s agenda to expand alternative assessment across courses and programmes.

The rise of computational thinking (CT) inclusion in education systems across the world has prompted the needs to effectively measure the computational skills for various educational level, i.e. from early childhood, elementary, secondary (K-12 education) up to adult learners. In this paper, the essence of a research proposal is presented, which focuses on developing and designing an instrument suitable for Malaysian adolescent (i.e. secondary school level students) context. The paper aimed at outlining the research objectives, and limitations and the suggested research design. Delphi technique and interview will be deployed during the first phase of the study to obtain consensus from experts identified in the field, followed by the development of the instrument. Next, the instrument will be validated, and later tested with a group of students taking Basics of Computer Science subjects in schools. The research has implication for many stakeholders, mainly for educators involved in teaching the subject in school setting. The development of this instrument would benefit in assessing appropriate CT skills and practice, in the context of Malaysian education. Among the overarching contribution includes advocating CT as another critical 21st century skillset and enhancing individual competency in problem solving.

This purpose of this study is to examine factors that influence Science Teachers’ attitudes towards using ICT for teaching and learning Science. A total of 121 Science Teachers participate in this study. The findings of this study revealed that the respondents had positive attitudes towards using ICT for teaching and learning with an average mean score of 3.91 (SD = 0.540) on a Likert scale of 1-5. The respondents also competent enough at handling basic technology tasks (M= 3.86; SD = .718). The results have also indicated that s teachers were getting support from the school (M=3.57, SD= .629) and the schools were well equipped to the extent of facilitating teachers use of ICTs in the classroom (M=3.45, SD=.386). Correlation analyses showed that positive correlations between attitudes towards using ICTs for teaching and learning on one hand and ICT competency (r = .546), School support (r = .519), School culture (r = .370) and Access to Resources (r = .467). Nevertheless, a multiple regression analysis has revealed that only ICT competence, school support and school culture have significant influence on teachers’ attitudes toward using ICT for teaching and learning.

This paper compiles the review of the literatures revolving around the studies on the use of interactive whiteboards in schools. It criticizes and summarizes the current debates, issues, and impeding factors found in empirical studies. Through various articles related to the studies about technology and interactive whiteboard in schools dated from 1986 to 2014, the findings of this critical review suggest that teacher-centered versus student-centered mode of instruction is one of the most debated issues highlighted across studies. Unfortunately, teachers are being continuously blamed on the way they use the interactive whiteboards. The method technology is introduced to the teachers, teachers’ willingness and negative perception on technology initiatives, trainings, and technical problems, are among other issues and impeding factors that hampers the interactive whiteboards implementation in schools. This paper also identifies the gap in the literature and calls for future research in areas such as the role of context and school community involvement in the diffusion process of interactive whiteboard technology.

This paper centers on the impact of laptop use on the professional development of teachers. Three hundred and eighty six secondary school teachers from 28 selected schools participated in the survey. These teachers were currently teaching Science and Mathematics, and were provided laptop as part of the Teaching and Learning of Science and Mathematics in English, or better known by its Malay acronym PPSMI programme. Teachers’ professional development was measured in three dimensions: teaching-learning, administrative practice and use of resources. The analysis revealed that the use of laptop has a moderate impact on the overall teachers’ professional development.