Paper • open access

Keywords: Pedagogy, Issues, Obstacles, Learning Environment, ICT 
1. Introduction 
The development of the Information and Communication Technology (ICT) world has given many 
positive impacts to various fields including education [1][2]. The Ministry of Education's action which 
makes use of various teaching aids such as laptops, compact discs, the use of various educational 
software and other teaching aids demands that every educator use various teaching aids either in the 
form of tools or software to help stimulate and raising students' interest and inclination towards 
learning topics [3–6]. Teaching and learning are the primary focus of national education management 
at both primary and secondary levels. Therefore, education management at both the state level and at 
the national level is always looking for the best teaching methods and methods in order to improve the 
ability of a teaching and learning process [7–9]. Application training and integration of information 
and communication technologies or otherwise known as ICT is among the efforts introduced in most 
primary and secondary schools by the government to improve ICT skills among Malaysian teachers 
[10–13]. All schools in Malaysia are encouraged to integrate ICT to enhance the effectiveness of 
teaching and learning processes as well as providing the students and teachers to face the challenges of 
information and communication technology [14,15,16]
2. Pedagogy and Social Issues in the use of technology in teaching 
More than a decade ago, empirical studies have shown that the obstacles to computer and ICT usage 
among teachers in the classroom are related to time factors, training factors, attitude factors and 
more[2,4,8,16,17–21] . [6]The findings show that the level of teachers' skills in computer and ICT use 
are still at a moderate level. Teachers are also more likely to use computers and ICTs are limited to 
personal use only and not for teaching and learning purposes. Among the identified barriers are time 

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JICETS 2019
Journal of Physics: Conference Series
1529 (2020) 042058
IOP Publishing
doi:10.1088/1742-6596/1529/4/042058
2
factors, attitude factors, training factors and convenience factors. In this sophisticated technology era, 
researchers found that there are still a handful of rural teachers who are not interested in using this 
sophisticated technology. It is hoped that all teachers regardless of whether those who work in urban 
or rural areas can change their perceptions of using computer and ICT can further facilitate their 
teaching and learning process
(
refer to figure 1). 
While information and communications technology in Malaysia is sought from the very beginning, 
there is no doubt that there are some problems and challenges often faced by the government to apply 
TMK in teaching and learning in Malaysia. There are some issues raised by certain quarters to identify 
the challenges faced in the education system especially the TMK application in the new education 
curriculum namely KSSR. 
The main challenge identified is the lack of competence and skills among educators to use TMK 
tools. One of the constraints in using TMK effectively is due to the teacher's skill factor. [22,24,25] 
say that teachers are still faced with problems in terms of lack of skills in using information 
technology in teaching and learning in their classes. In addition, in terms of equipment deficiencies 
[5,6,8,26] through their study showed that lack of equipment and technology was one of the problems 
in using TMK in teaching and learning. As for computer maintenance aspects according to [1,27,28]
stated that computer maintenance at school was inefficient and difficult to obtain technical assistance 
to repair computers. Teachers also face constraints in terms of time in spending the teaching syllabus 
set by the Ministry of Education.