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Technology Integration Analysis among TVET lecturers in Sarawak

High-quality TVET graduates are top priorities, as it directly impacts the country's economic development. Consequentially TVET lecturers should equip themselves with sufficient pedagogical and content knowledge in the skills taught. Furthermore, the Covid-19 pandemic has had an impact on TVET...

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Main Authors: Hamidah, Mohammad Yunus, Fitri Suraya, Mohamad
Format: Article
Language:English
Published: Sungai Siput Community College 2022
Subjects:
L Education (General)
LB2300 Higher Education
Online Access:http://ir.unimas.my/id/eprint/38164/1/Technology%20Integration%20-%20Copy.pdf
http://ir.unimas.my/id/eprint/38164/
https://jthkkss.com/
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spelling my.unimas.ir.381642022-03-25T00:27:50Z http://ir.unimas.my/id/eprint/38164/ Technology Integration Analysis among TVET lecturers in Sarawak Hamidah, Mohammad Yunus Fitri Suraya, Mohamad L Education (General) LB2300 Higher Education High-quality TVET graduates are top priorities, as it directly impacts the country's economic development. Consequentially TVET lecturers should equip themselves with sufficient pedagogical and content knowledge in the skills taught. Furthermore, the Covid-19 pandemic has had an impact on TVET education, urging the use of technology in a more holistic approach. This study evaluates the current level of competencies of TVET lecturers in integrating technology in their teaching and learning from the lenses of the Technological Pedagogical Content Knowledge (TPACK) model. This study used a quantitative research methodology through a survey approach on TVET lecturers. A questionnaire was distributed to all TVET lecturers from six Community Colleges in Sarawak (N = 68, n = 62). Analysis of quantitative study findings showed that TVET lecturers assumed their technological, pedagogical, and content knowledge (M = 5.71, SD = .691). The mean score of technological knowledge (TK) was the most dominant knowledge component (M = 5.91, SD = .726). The mean score of TPACK knowledge was the lowest knowledge component mastered (M = 5.46, SD = 1.046). The main findings are discussed in terms of demographics such as gender, teaching experience, academic level, and field of specialization, to better understand the level of knowledge of current TVET lecturers. As a result, policymakers could design professional development programs that consider the interaction of pedagogical, content, and technological knowledge to improve TVET teaching and learning, in accordance with the Ministry of Higher Education's emphasis on the TVET sector as a catalyst for national development. Sungai Siput Community College 2022-03-15 Article PeerReviewed text en http://ir.unimas.my/id/eprint/38164/1/Technology%20Integration%20-%20Copy.pdf Hamidah, Mohammad Yunus and Fitri Suraya, Mohamad (2022) Technology Integration Analysis among TVET lecturers in Sarawak. Journal of Technology and Humanities, 3 (1). pp. 7-16. ISSN 2805-4431 https://jthkkss.com/ DOI: org/10.53797/jthkkss.v3i1.2.2022
institution Universiti Malaysia Sarawak
building Centre for Academic Information Services (CAIS)
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaysia Sarawak
content_source UNIMAS Institutional Repository
url_provider http://ir.unimas.my/
language English
topic L Education (General)
LB2300 Higher Education
spellingShingle L Education (General)
LB2300 Higher Education
Hamidah, Mohammad Yunus
Fitri Suraya, Mohamad
Technology Integration Analysis among TVET lecturers in Sarawak
description High-quality TVET graduates are top priorities, as it directly impacts the country's economic development. Consequentially TVET lecturers should equip themselves with sufficient pedagogical and content knowledge in the skills taught. Furthermore, the Covid-19 pandemic has had an impact on TVET education, urging the use of technology in a more holistic approach. This study evaluates the current level of competencies of TVET lecturers in integrating technology in their teaching and learning from the lenses of the Technological Pedagogical Content Knowledge (TPACK) model. This study used a quantitative research methodology through a survey approach on TVET lecturers. A questionnaire was distributed to all TVET lecturers from six Community Colleges in Sarawak (N = 68, n = 62). Analysis of quantitative study findings showed that TVET lecturers assumed their technological, pedagogical, and content knowledge (M = 5.71, SD = .691). The mean score of technological knowledge (TK) was the most dominant knowledge component (M = 5.91, SD = .726). The mean score of TPACK knowledge was the lowest knowledge component mastered (M = 5.46, SD = 1.046). The main findings are discussed in terms of demographics such as gender, teaching experience, academic level, and field of specialization, to better understand the level of knowledge of current TVET lecturers. As a result, policymakers could design professional development programs that consider the interaction of pedagogical, content, and technological knowledge to improve TVET teaching and learning, in accordance with the Ministry of Higher Education's emphasis on the TVET sector as a catalyst for national development.
format Article
author Hamidah, Mohammad Yunus
Fitri Suraya, Mohamad
author_facet Hamidah, Mohammad Yunus
Fitri Suraya, Mohamad
author_sort Hamidah, Mohammad Yunus
title Technology Integration Analysis among TVET lecturers in Sarawak
title_short Technology Integration Analysis among TVET lecturers in Sarawak
title_full Technology Integration Analysis among TVET lecturers in Sarawak
title_fullStr Technology Integration Analysis among TVET lecturers in Sarawak
title_full_unstemmed Technology Integration Analysis among TVET lecturers in Sarawak
title_sort technology integration analysis among tvet lecturers in sarawak
publisher Sungai Siput Community College
publishDate 2022
url http://ir.unimas.my/id/eprint/38164/1/Technology%20Integration%20-%20Copy.pdf
http://ir.unimas.my/id/eprint/38164/
https://jthkkss.com/
_version_ 1729708059034386432
score 13.211869

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