# data[].attributes.headline
How can  schools be contemporary but true to tradition at the same time? Irrespective of the structure of the educational system and various alternative educational profiles (in particular, at the level of secondary or vocational instruction), a number of rules that should guide the digitalisation of education can be distinguished. 1. Schools ought to define their educational goals and implement the broadly defined ICT in order to realise these goals faster, more efficiently and effectively. Technology is a tool (and not a goal in itself) that should support all of the defined educational goals. Successful schools are schools that have first identified their educational goal and then implemented technology in the context of this particular goal.  2. Openness to change, the ability to move and relocate and readiness to develop one's competence – are the principles followed by teachers and headmasters of schools that are successfully preparing their students to live in the contemporary world. 3. We would like schools to avail themselves of the best available solutions aiding the educational process. The primary effect of the educational process ought to be topmost quality and effectiveness. It is possible to achieve this via the provision of conditions permitting the unconstrained competition between educational partners and allowing schools to choose from the rich market offer and use selected tools and resources offered both on an open-access and commercial basis. 4. It is also important to develop – following the example of other countries – the technical and organisational standards that all the stakeholders of digital education can adjust to. We recommend that the technical standards ensuring the security and interoperability of systems, applications and educational services be established. Taking into account these general rules, we have analysed the current status of the digitalisation process of schools and we postulate that the necessary changes in the four fundamental fields, namely infrastructure, hardware, resources and competence be introduced. 

# data[].attributes.subject
How can  schools be contemporary but true to tradition at the same time? Irrespective of the structure of the educational system and various alternative educational profiles (in particular, at the level of secondary or vocational instruction), a number of rules that should guide the digitalisation of education can be distinguished. 1. Schools ought to define their educational goals and implement the broadly defined ICT in order to realise these goals faster, more efficiently and effectively. Technology is a tool (and not a goal in itself) that should support all of the defined educational goals. Successful schools are schools that have first identified their educational goal and then implemented technology in the context of this particular goal.  2. Openness to change, the ability to move and relocate and readiness to develop one's competence – are the principles followed by teachers and headmasters of schools that are successfully preparing their students to live in the contemporary world. 3. We would like schools to avail themselves of the best available solutions aiding the educational process. The primary effect of the educational process ought to be topmost quality and effectiveness. It is possible to achieve this via the provision of conditions permitting the unconstrained competition between educational partners and allowing schools to choose from the rich market offer and use selected tools and resources offered both on an open-access and commercial basis. 4. It is also important to develop – following the example of other countries – the technical and organisational standards that all the stakeholders of digital education can adjust to. We recommend that the technical standards ensuring the security and interoperability of systems, applications and educational services be established. Taking into account these general rules, we have analysed the current status of the digitalisation process of schools and we postulate that the necessary changes in the four fundamental fields, namely infrastructure, hardware, resources and competence be introduced. 

# data[].attributes.headline
Problems and Solutions of Integrating Technology in teaching and learning faced by most countries

# data[].attributes.subject
Problems and Solutions of Integrating Technology in teaching and learning faced by most countries

# data[].attributes.body
https://www.powtoon.com/my-powtoons/#/

# data[].attributes.body
The Ministry of Education views ICT as a tool to revolutionize learning, to produce richer curricula, enhanced pedagogies, more effective organizational structures in schools, greater relations between schools and society and the empowerment of learners.
This shows that the integration of ICT in teaching and learning is indispensable in the current competitive world as it provides numerous benefits.
The teacher is a key to improving learning with ICT. Teachers’ attitude towards the use of technology in teaching and learning process is one of the main factors for achieving a meaningful use of computer technology in the field of education. Teachers’ attitudes are considered as a major predictor of the use of new technologies in the educational settings (Albirini, 2006).
Perception of English Teachers about Integrating ICT in Teaching English Language to Secondary School Students

https://files.eric.ed.gov/fulltext/EJ1077179.pdf

The usage level of ICT among secondary school English teachers in teaching English Language
Obstacles Face by Secondary School English Teachers in Integrating ICT in Teaching English Language

What are the barriers?
Barriers in Integrating ICT in Teaching and Learning
Studies reveal a number of factors which influence teachers’ decisions to use ICT in the classroom. According to Schiller (2003), personal characteristics such as educational level, age, gender, educational experience, experience with the computer for educational purpose and attitude towards computers can influence the adoption of a technology.
The study conducted by Jones (2004) discovered seven barriers affected the integration of ICT into lessons: lack of confidence among teachers during integration, lack of access resources, lack of time for the integration, lack of effective training facing technical problems in use, lack of personal access during lesson preparation, age of the teachers, and teaching experiences. Kumar et al (2008) found attitude, motivation, gender, age and computer training have effects on the Actual Usage of Computers (AUC) by teachers. According to Sang et al (2009) and Zhao & Cziko (2001), teachers’ educational beliefs impact on their use of ICT. Besides, Richardson (2009) claimed that the ICT integration in teaching is still difficult for some teachers due to lack of training and practice. Jones (2004) and Keong et al (2005) determined that lack of technical support was a barrier to the successful integration of ICT in teaching. Lack of technical support discourages teachers from adopting and integrating technology in classrooms (Korte & Husing, 2007). Becta (2004) also agreed that lack of technical support available in schools and technical maintenance is the main problem in integrating ICT in classrooms. Thus, there are still several factors hindering the integration of ICT into lessons. Hare (2007) also stated that lack of policy framework, inadequate infrastructure and high cost, and inadequate in-service training on ICT integration in education.

# data[].attributes.headline
Integration of ICT in language teaching: Challenges and barriers.

# data[].attributes.subject
Integration of ICT in language teaching: Challenges and barriers.

# data[].attributes.body
1.  Barriers Teachers Face in Integrating ICT During English Lessons .

Introduction
According to Ferrero (2002), the present young people, the so-called ‘Net Generations’ usually adapt quickly to technology and are considered to master the technological devices better than adults. Consequently, the Net Generation impacts the situation in the schools. Therefore, there have been worldwide changes taking place in the teaching and learning process towards the use of ICT tools. The schools are faced with a new social and cultural transformation that challenges teachers and students in relation to their technical ability, knowledge and expertise in the use of ICT.

Moreover, the implementation of ‘ICT for all students’ in Malaysia in 2012 has resulted in a growing demand for teachers to use ICT into their lessons in order to provide learners a meaningful learning. However, the success of such innovation depends greatly on teachers’ adoption of ICT in the classroom.
The government has assured all Malaysians that no one; both in rural and urban areas; would be deprived of the Information and Communication Technology (ICT) development. This calls for a need for teachers nationwide to make necessary adjustments to the teaching and learning process .
Let's  take a closer look at the barriers faced by teachers in integrating ICT tools in teaching the English language in the classrooms in general.

# data[].attributes.headline
THE APPLICATION OF ICT IN ENGLISH LITERATURE CLASSROOMS

# data[].attributes.subject
THE APPLICATION OF ICT IN ENGLISH LITERATURE CLASSROOMS

# data[].attributes.body
https://www.researchgate.net/publication/305683715_THE_APPLICATION_OF_ICT_IN_ENGLISH_LITERATURE_CLASSROOMS

The findings from the study show that the English Literature instructors interviewed do use ICT

application in their English Literature classrooms yet the usage is limited as they only use WhatsApp

and LMS for uploading and sharing teaching materials. The ICT application is still not fully utilized

when it comes to coursework assessment as the instructors still use conventional method (on paper)

when testing the students in quizzes and examination questions.

https://www.facebook.com/search/top/?q=vellp%202%2C0

https://www.facebook.com/groups/197810421013551/