Abstract:

The Ministry of Education Malaysia implemented a high-profile programme that provided laptops for teachers teaching core subjects such as Maths, Science and English beginning 2003. A huge some of money was spent with the aim that teachers will integrate them in classroom instruction. Since a huge some of money was invested, the return of the investment need to be investigated. This paper presents the findings of a study designed to assess the outcome of laptop computers among Malaysian school teachers and students. Their attitudinal and perceptions of classroom environment were explored to assess outcome. Qualitative data were collected from six of the 88 Benchmarked Malaysian Smart Schools in 2009. Focus group method were employed. Five teachers from each subject were represented for the focus group interview totalling 15 teachers for every session in each school. The qualitative data revealed that there is a moderate increase in confidence and expertise with ICT in many teachers, particularly for ‘beginner’ users of laptops; increase use of laptops to strengthen collegial relationships; efficiencies gained in lesson planning, preparation, administration and reporting; and growing use of laptops for classroom practice and student learning activities. There was also considerable variation between individual teachers – firstly, in terms of where they started in 2003, secondly, their degree of progress, and thirdly, their competence and confidence at the end of 2009. The findings also reveal that laptop students' perceptions were found to be more positively associated with students' attitudinal outcomes than with their cognitive achievement outcomes. In spite of differences in progress among teachers and students, a number of broad conclusions can be made. The implications from these findings have relevance for policymakers, schools principals and teachers.

Keywords:

ICT competency, Attitude, Project implementation.