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Figure 1. Current issues in the use of ICT 
Computer skills and skills in learning are an ability to be associated with intelligence, conglomerate 
development, creativity and innovation, inventions, designs, visuals, virtual learning and so on. In fact, 
not many of these educators benefit from the use of the internet as an alternative that provides access 
to a variety of information that can help reinforce the teaching and learning materials. Researchers 
found that generations born before the 1970s showed that their efficiency in handling information and 
communication technology tools was very low, especially the elderly teachers [5]. This is very 
different from the generation after the 1990s who are competent and knowledgeable in ICT usage. 
There are still teachers who do not know how to use the computer to enter data or are still struggling to 
type in official letters using Microsoft Word. The weakness of some of these teachers has led the 
government to apply TMK in teaching and learning stunted [3]. 
Inadequate funding sources of school cause some issues arise among teachers. Each school will get 
a budget to fund some of the costs at school. One of the costs that the school will have to pay if they 
have problems with TMK tools. This is because the school does not have sufficient financial resources 
skills 
Digital 
gap 
attitude 
time 
financial 
exercise 
Issues in 
the use of 
ICT 

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JICETS 2019
Journal of Physics: Conference Series
1529 (2020) 042058
IOP Publishing
doi:10.1088/1742-6596/1529/4/042058
3
to finance the various costs of using this information technology in accordance with the findings of the 
study by [29, 26,10] that the attitude of teachers in the use of school computer labs is at moderate 
level, also has the most basic computer software skills of Microsoft Words and the main problem of 
using computer labs is a slowly repaired computer. 
In the event of failure of TMK tools such as projectors, laptops and so on it will be abandoned and 
the superior or teachers will not care about it because the cost of financing is expensive [5,8,11,26]. 
Sometimes some teachers take their own initiative to fix it but the cost is to be borne by itself. 
Therefore, most teachers will not care about it and eventually they will be left behind in the school 
store without any use. The disadvantage of school leaders who are less committed to using ICT can 
also cause schools to lag behind the mainstream of change that is in line with the findings of [23] 
states that the constraints arising in the study are support aspects of the school's own management. 
Schools also failed to play a positive role in developing students to computer literacy, especially in 
rural areas. Not only that, funds provided by the government are not enough to provide all facilities in 
schools such as computer facilities [27]. Some schools in Malaysia still have a problem with the lack 
of computers even with spacious room facilities. The number of students in the school will have this 
problem and it will cause teachers who teach not to show interest in using it [10]. Sometimes some 
schools have too many computers, so some can not be used because the numbers they provide and the 
space available at school is limited. So here comes some issues and the goal of the government's goals 
can not be reached. It should be noted that all schools get equal rights to avoid wastage. 
Another challenge that can be identified is the negative attitude of teachers who do not give 
importance to TMK in teaching and learning [3,10]. The rapid development of technology has a 
profound impact on the teaching practices of teachers in the classroom. [30–33] has identified three 
categories of computer-based learning environment based on computer programming, computer-
assisted learning and ultimately computer as a tool in teaching and learning. This study aims to see 
computer technology as a tool in the learning environment to implement teaching strategies for 
information and communication technology components. Based on these developments, the teachers 
should take the initiative by showing a positive attitude or interest in the teaching and learning of 
TMK elements [34 ,26] . On the other hand, some teachers who do not show their interest and positive 
attitudes make the government and school's aspirations unreachable [3]. 
[35] finds that some teachers have been familiar with the traditional methods and it is difficult to 
make adjustments with instructional technology while [36] propose in the era of globalization based 
on the development of information and communication technology (ICT) among students. Changes 
should take place in teaching and learning systems in the classroom where constructivism is 
encouraged as it can foster interest and encourage students to be more responsible for learning while 
applying lifelong learning practices. In the context of TMK in teaching, technology is used as a 
presentation tool and demonstration tool and it is the best way to be used in teaching and learning [3]. 
The use of technology media among educators and students in teaching and learning is essential for 
the current educational needs of the country. This paradigm shift is seen to have a major impact on 
education, especially in IPTAs that make this technology a key requirement for educators and students 
themselves [9]. In fact, the best approach is that when the use of TMK is in line with the needs of the 
students, it can produce the expected results within a reasonable time frame. Even negative attitude of 
teachers causes the use of this TMK can not be applied to improve the quality of student learning. 
They prefer to use traditional methods to save their time and also pursue to spend the syllabus. In fact, 
the use of TMK helps teachers to save time and deliver their teaching creatively and innovatively [1]. 
In addition, the challenges identified by the influence of information and communication 
technology development are the digital divide between rural students and students in urban areas. 
Access issues and the use of ICTs called the digital divide. Although it has shown quite encouraging 
growth, in Malaysia the problem of this digital divide can be considered still significant and serious
[1]. Students in urban areas have complete facilities and access to information and communication 
technology materials is very easy as they get extensive exposure. Compared to students in rural areas, 
they do not receive or suffer from lack of internet facilities at school. This led to the exposure of rural 

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JICETS 2019
Journal of Physics: Conference Series
1529 (2020) 042058
IOP Publishing
doi:10.1088/1742-6596/1529/4/042058
4
students not equivalent to pupils in the city [32,35,36]. Education policy in Malaysia is providing 
equal education regardless of race, economic status, student background and so on [13]. On the 
contrary, this issue is often raised as a serious issue and can not be solved for some reason. The digital 
divide between urban and rural students is an injustice in education. The digital divide illustrates the 
unfairness of students in rural areas. 
Although the government took the initiative to overcome this problem by providing TMK facilities 
in rural schools but there are also some problems such as internet networking problems, lack of skills 
to use ICT equipment and do not care about the school cause a digital divide. Because of this digital 
divide, students in rural areas are far behind in contrast to students in rural areas. This should be given 
a serious emphasis when we see the impact [13].