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.

In the 21st century, the integration of computational thinking (CT) into education has become crucial, enhancing students' abilities to address complex problems through systematic and innovative approaches. Malaysia has recognized this need by embedding CT into its national curriculum, emphasizing key components such as abstraction, decomposition, pattern recognition, algorithms, logical reasoning, and evaluation. However, challenges remain in defining CT consistently and assessing its integration effectively, particularly among trainee teachers. This study aims to develop a robust multiple-choice question (MCQ) assessment tool to measure CT skills among trainee teachers in Malaysia. Utilizing a mixed-methods approach, the research begins with qualitative insights from educational technology experts to refine CT definitions and components. This informs the subsequent quantitative phase, involving the development and validation of the MCQ tool. Key objectives include evaluating content validity, difficulty and discrimination indices, and construct validity. The study's outcomes will provide a standardized measure of CT, guiding educational strategies and enhancing teacher training programs to better prepare educators for the digital age. The research underscores the importance of a universal CT assessment tool tailored to Malaysia's educational context, promoting consistent and equitable development of essential 21st-century skills.

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.

Under the societal and cultural structure where education systems are heavily driven by examinations (especially in Asia) and the pursuit of excellence reigns supreme, competing for limited educational, environmental/natural, and capital resources is prevalent and appears unavoidable. Although great socioeconomic development and scientific advances have been achieved, it inevitably comes with adverse consequences (e.g., alarmingly increasing rates of anxiety and depression, diminishing learning interest and confidence, social inequity, conflicts, divisiveness, and lack of inclusiveness). The focus of this panel is if and how 'Global Harwell' (a term combining 'harmony' and 'wellbeing') can direct all stakeholders involved in education to a universally shared educational goal. This panel invites a group of international scholars to share their practices and research findings on how the values, principles, concepts, and elements of 'Global Harwell' (e.g., positive emotions, engagement, positive relationships, meaning, accomplishment, compassion, gratitude, empathy) can be or are being actualized in educational systems, with technologies playing a supporting or an essential role at the global, societal, family, and/or individual levels, for ultimate student wellbeing and a harmonious world.

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.

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.

Malaysia will need one million STEM workers by the year 2020 and eight million workers with STEM skills by 2050. However, Malaysia is suffering from STEM talent depletion due to lack of interest in STEM among students. The Ministry of Education thus implemented various changes to its education system to instil STEM interest among students and introduced STEM programmes and strategies to increase students’ participation in STEM in Malaysia. Therefore, this study aimed to examine students’ career interest and their perception on whether STEM programmes and strategies would enable them to choose a career in STEM. A total of 204 Form Four STEM stream students from Perak, Selangor and Federal State of Kuala Lumpur participated in this study. The data was analysed using MANOVA, followed by ANOVA. The results from MANOVA revealed that there was a statistically significant difference across the states in students’ career interest at p = .02 and their perception on STEM programmes and strategies at p = .01. The findings of this study could be considered for enhancement of STEM initiatives to support STEM education in Malaysia.

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 study investigates uses of ICT as reflected in teacher educators’ beliefs and practices. The research is situated in Malaysia where ICT in education has still not reached the desired expectation. Based on the argument that teacher educators’ limited use of technology in teaching and learning can be explained by the lack of beliefs towards ICT, understanding their rationales and behaviours is important for a successful implementation of an ICT initiative. Interviews were used to solicit information from nine teacher educators from a teacher training institute. Four foci emerged across the findings in terms of beliefs that guided their practices. Analysis of the findings resulted in a development of a typology explaining the relationship between beliefs and practices among the teacher educators.

This study explored views held by teachers in Nigeria with regards to Information and Communication Technologies (ICT) integration. This qualitative study used interview to collect data from teachers at the college of education. Results of this study indicated that teacher education programs failed to provide adequate instructional technologies and ICT facilities for class activities. Further, three major issues which appeared to affect the integration of ICT were found to be: (a) the redesigning of the curriculum and ICT policy, (b) incompetent teachers/lack of professional training in ICT delivery, and (c) insufficient ICT structures.

This article intended to describe the undergraduates’ attitude towards the use of asynchronous online discussion (AOD). A total of 269 undergraduates in Universiti Putra Malaysia (UPM) participated in this study. Attitudes scale consisted of 23 items with five point likert scale were used as the instrument in this study. Overall, findings of this study indicated that undergraduates have positive attitudes towards the use of AOD.

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 study reviews selected influencing factors on students’ approaches to learning for accounting in the ICT-supported learning environment, namely the students’ perceptions of learning environment, academic ability, and prior educational experience. The retrieved research reports reveal that the learning environment which is perceived as being tensed up with pressure and demands would influence students to adopt surface approaches to learning. However, the ICT-supported learning environment that contributed to the perceptions of interactivity and involvement, inquiry and investigation, authencity of learning, cooperation, and differentiation would stimulate deep approach to learning. Furthermore, academic ability could positively or negatively influence approaches to learning. Lastly, the availability and quality of prior educational experience could influence deep approach to learning, while problematic prior educational experience would lead to surface approach to learning.

The digital education revolution has had a significant impact on the teaching-learning environments. In this new era, it is unimaginable to have technology illiterate teachers in classrooms. The demand for education reform in most developing countries has been growing ever since to ensure that teachers are equally proficient in both computer technology competencies and pedagogical content knowledge. The success of such educational reforms also relies on teachers’ attitudes and willingness to embrace computer technologies in the learning environment. To cope with these expectations, teacher training institutions should include computer related attitudinal objectives in their teacher training programmes. This paper explores the issues surrounding the assessment of computer attitudes among teachers and student teachers with the view whether such assessment matters in teacher education. The focus of this paper is guided by three relevant questions—“What is computer attitudes?”, “What affects computer attitudes?”, and lastly “Why measure computer attitudes?”

This paper explores the relationship between the three factors that influence the acceptance of m-Learning. A sample of 210 respondents was selected whereby the respondents have to be m-Learning users to be included in the survey. A structured, self-administered questionnaire was used to elicit responses from these respondents. The findings indicate that perceived ease of use (β= 0.490, p < 0.001) and perceived usefulness (β= 0.474, p < 0.001) were positively related to positive attitude to use m-Learning. Furthermore, perceived ease of use (β= 0.936, p < 0.001) was found to be a significant predictor of perceived usefulness. This goes to show that perceived ease of use, perceived usefulness and attitude are the three main drivers of m-Learning acceptance. Implications of the findings for developers are discussed further.

In this information age, Malaysian teachers are expected to integrate ICT in the learning environments. The issue of how various factors affect teachers’ classroom practices are of great concern as the Malaysian Ministry of Education recognizes the importance of ICT in the education sector. This study was conducted to determine the effects of five selected factors on teachers’ ICT integration in the classrooms. This study involved 438 secondary school Smart Schools teachers who were randomly selected. The research findings showed that there were no significant effects on ICT integration with respect to teachers’ gender and computer ownership. However, there were significant effects in ICT integration due to subject area, Internet access and level of ICT training.

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.

The Malaysian Ministry of Education granted each Mathematics and Science teacher with a laptop. The integration of laptop needs strong support from the school administrators to successfully implement it. Therefore, this quantitative study was carried out to explore how teachers perceived the support of administrators in the integration of laptops in the teaching-learning process. Respondents were 38 secondary school teachers from the state of Selangor, Malaysia. The overall perception of the teachers on the administrators support was reported as satisfying. More than half of the teachers (56.5%) agreed that they received administrators support in integrating the laptops in the teaching-learning process and only a small percentage of the teachers (17.5%) disagreed that they received adequate support by the administrators.

This paper aims to describe Malaysian in-service teachers' IT preparedness. IT preparedness is measured in terms of their actual IT skills, and knowledge as well as their attitudes toward IT. The study revealed that the teachers are IT skilled. However, they are only proficient in several types of productivity tools. The results also showed that two extreme groups existed, those who are highly proficient in certain productivity tools and those who are not. The teachers, however, are knowledgeable about IT and have very positive attitudes toward IT.