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Use of ICT in indigenous primary school classroom: A case study of teachers' expectations and experiences

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dc.citedby1
dc.contributor.authorAziz N.en_US
dc.contributor.authorRahman N.A.en_US
dc.contributor.authorid35919178200en_US
dc.contributor.authorid57220539367en_US
dc.date.accessioned2023-05-29T06:37:58Z
dc.date.available2023-05-29T06:37:58Z
dc.date.issued2017
dc.descriptionEducation; Information systems; Metadata; Cultural backgrounds; ICT infrastructures; ICT Teacher; Indigenous; Information and Communication Technologies; Primary schools; Real situation; Teaching and learning; Teachingen_US
dc.description.abstractInformation and communication technology (ICT) is widely used in today's education to improve teaching and learning. Students that are well exposed to ICT in the early stage of their education can capitalize the knowledge to seek for more information over Internet and other interactive sources. This is not necessary the case for school in rural areas, with limited provision of ICT infrastructure and different cultural background such as indigenous schools. To understand the real situation, this study had conducted a study at indigenous primary school in Selangor, located in peninsular Malaysia. The teachers' expectation and experiences using ICT as a tool for ICT and science subject presented in this paper. At the same time this study looks into the adequacy of ICT infrastructure and the challenges in using the school facilities. � 2017 IEEE.en_US
dc.description.natureFinalen_US
dc.identifier.ArtNo8002490
dc.identifier.doi10.1109/ICRIIS.2017.8002490
dc.identifier.scopus2-s2.0-85029953036
dc.identifier.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85029953036&doi=10.1109%2fICRIIS.2017.8002490&partnerID=40&md5=b87c1f0c1086f39eb97582544e7e40d2
dc.identifier.urihttps://irepository.uniten.edu.my/handle/123456789/23141
dc.publisherIEEE Computer Societyen_US
dc.sourceScopus
dc.sourcetitleInternational Conference on Research and Innovation in Information Systems, ICRIIS
dc.titleUse of ICT in indigenous primary school classroom: A case study of teachers' expectations and experiencesen_US
dc.typeConference Paperen_US
dspace.entity.typePublication
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