Teachers’ Acceptance and Challenges on Technology Use in Secondary Schools

The purpose of this study was to identify the computer use in the management and operation concerning teaching and learning among teachers. This study also identified technology leadership for measuring the NETS-A international standard system (ISTE, 2014) and the impact of technology achievement in these schools. Methodology: Systematic random sampling was conducted to select a total of 374 teachers and 74 principals and 74 schools from the National Secondary School in Kedah in this cross-sectional survey. The Principal Technology Leadership Assessment (PTL) is based on the National Education Technology Standards-Administrator, NETS-A (2009). The technology leadership questionnaire (PTL) contains 65 Likert-scale items used to obtain information about the involvement of principals in their work. Findings: The items of this survey were validated by pilot tests with findings of 0.915 for TTU instruments and 0.831 for PTL. The results of the actual study show that the overall leadership skills of the technology heads based on the five standards in the NETS-A are high based on the findings of mean analysis and standard deviation. The SMART-PLS analysis showed moderate achievement in each field of TTU teacher study. Simple Linear regression used to identify the principal technological leadership relationship with teacher computer use and the results were not significant. Significance: Principals as technology leaders need to facilitate and enhance ICT integration as ICT contributions have proven to be key factors for increasing productivity, promoting economic growth, and reducing poverty in a country.


INTRODUCTION
Many programs have been highlighted for education sectors to improve technology usage in Malaysian schools. Ministry of Education provides opportunities for all students to have the latest technology skills in order to compete in technology world of information. The principals as well as teachers have important roles to facilitate technology in schools according to government vision.

LITERATURE REVIEW
Effective use of technology across the school system has been a subject of study by scholars in the United States since 2000 [10]. There are also local studies that attempt to address the theme of this study. Among them are Mei Wei [11], Jamil [12], Sathiamoorthy [13], and Nordin and Norazah [14].
Computer skills are important for teachers. Presticide [15] states that teaching skills using the computer is necessary for every teacher and Andoh [16] emphasizes that teachers must use the ICT in their teaching. According to [17] the adequacy, skills and attitude of teachers influence the successful implementation of ICT in schools as positive teachers' perception of ICT can give school administrators the opportunity to provide appropriate insights into the vision and mission of the school.
Teo [8] in his study in Singapore found that teachers' skills, perceptions and attitudes influence the acceptance and use of ICT in schools where teachers have a positive attitude towards the use of computers in teaching and learning in the classroom and [18] must be nurtured since in further training where [16] college training institutions should emphasize the use of technology in teaching and learning. The failure of these institutions will give rise to teachers who do not understand the importance and extent to which they need to integrate ICT in teaching and that hinder the implementation of ICT in teaching and learning in schools [13].
Bordbar [19] argues that computer competence is the most important predictor in teaching. Evidence shows that most teachers who are negative and moderate about the integration of ICT in the learning and teaching process are due to lack of knowledge and skills [19]. Zaidatun et al. [20] emphasize that teachers' competence in ICT is high but there are still obstacles in applying it while in school. In a study by Kellah M. Edens [21], she says that the advancement of information technology has led to increased use of the web and the Internet for educational purposes.
The impact of a teacher's computer is the confidence of a teacher who has it and its ability to use it in teaching and learning in schools [22].
There are four objectives presented in this study  To identify the level of teachers' technology in school management, teaching and learning.  To identify the competency of computer usage among the teachers studied.  To identify the frequency of computer use among the teachers studied.  To measure the relationship between principals' technology leadership and teachers' technology use

Problem Statement Method Sampling
Systematic sampling method was used for teacher sample selection. The survey respondents consisted of teachers from selected secondary schools. A total of 74 secondary schools were involved in this study. The total number of teachers is 12131. According to the Krejcie Morgan table, 1970, the sample selected of 374 teachers was sufficient.
There are many types of secondary schools in Malaysia, especially in the northern zone of Peninsular Malaysia, but only National Secondary Schools were chosen as sample because other secondary schools have unique organizational structures and instructional programs where they are designed to meet specific needs, for example, Religious Secondary School, National Type Secondary School, Special Education School, Vocational Secondary School and International Secondary School. National Secondary School is the largest type of secondary school in Malaysia and its students are of various religions and races and have the same organizational structure and instructional program. It is easier and practical for researchers to conduct surveys in National Secondary Schools than for other types of secondary schools.

Instrument
This study uses a quantitative approach. In this study the written study tool is 'Teachers Computer Use Questionnaire' for teachers. The instrument 'STO' is an instrument for teachers developed by Alexandra B. Paige-Jones [23]. Researchers have been using the same instrument and translate it into Malay language.
'Leadership Technology Assessment' for principals which based on the National Education Technology Standards-Administrator [24]. These measures are designed to help administrators evaluate the technology direction in their schools: Visionary Leadership, Digital Learning Culture, Excellent Professional Practice, Systemic Improvement; and the Digital Education Citizenship. This survey contains five areas as outlined in the above five standards. This exploratory study was conducted randomly to test principals' leadership models and their relationship to teacher computer use.

Survey Reliability and Validity
Prior to conducting the survey at the 74 schools, the reliability test was conducted at 40 schools involving 40 principals and 150 teachers. Secondary schools other than the schools designated for the principal's survey purpose were chosen in this study. This test was conducted to identify the reliability of the study instrument to be used. Generally, reliability is a measure of the extent to which it is error-free and produces consistent results and to measure the consistency of the researchers using the Cronbach Alpha Consistency Index [5].
According to John W. Creswel [25] in his book 'Educational Research', validity refers to the development of an event in which the interpretation of a test on a concept or construct that will be measured meets the purpose of the study (p. 14). The research instruments that researchers use should be able to accurately measure what they want to measure and meet the topic, objectives and research questions [14].
In addition, one teacher (0.3%) reported having a diploma, of which 336 teachers (89.8%) were first-degree graduates while 37 teachers (9.9%) had post-graduate certificates. Based on this demographic information, the survey found that 92 teachers (24.6%) had technology knowledge in the field of study.  Competence is the knowledge that is acquired and the ability to perform an activity or task [26] and researchers have found that the level of computer usage competency among teachers has been shown to provide a low level of competence for teachers to use the knowledge and skills to perform a task. Accessed shared files through shared network directory 3.31 1239 Based on Table 4.4, the mean value of computer usage frequency for the highest administrative and management tasks was for item number 24 (3.70). Item No. 24 relates to email usage. In this study, the use of email among teachers was high. This is because the use of email is an alternative to manual administration and management of documents. Using email can also save time and cost. Furthermore, the mean value of computer usage frequency for the lowest administrative and management tasks was for item number 28 (3.31). It is at a moderate level [12,27]. Item 28 provides a statement about accessing shared files through the shared network directory. The frequency of accessing shared files through the shared network directory may be due to teachers' lack of understanding of how to access shared files. The frequency of teacher technology use in teaching and teaching preparation was 3.400 mean, standard deviation 0.584 (table 4.5) showing moderate achievement. In order to achieve success in education in schools, technology leaders need to ensure that teachers integrate teaching models (objectivists) and constructivist models with the use of ICT especially computers in teaching. The blend of traditional and modern teaching models with ICT can create a new model of teaching that is suitable for students of various intelligence, abilities and backgrounds.
The mean value of computer use frequency for teaching and learning planning tasks was highest for item 42 of 3.81. The level is high [12,27]. Item 42 is related to the frequency of using technology for teaching and learning planning tasks through the use of DVD players. The frequency of assignments to students had a mean value of 3.259, a standard deviation of 0.652 (table 4.6) showed moderate achievement. Today, more data is accessible in schools than before, but most teachers are unable to apply it due to lack of skills in data usage [28]. Descriptive analysis was conducted to look at the level of use of computers in school management, teaching and learning planning. The levels of computer use in school management, teaching and learning among the 374 teachers Kedah are shown in Table 4.7. The mean and standard deviation of each tested construct proved to be moderate. Determination of the level of computer use among teachers is based on the views of Jamil [12] quoted from Hamzah, Juraime, Hamid, Nordin, N and Attan [27], mean values ranging from . to . (low), . to . (medium) and . to . (high). In this study, this construct was categorized as moderate. The Competency construct had mean values (X = 3.641, SD = 0.583).
The mean value of computer use frequency for teaching and learning planning tasks was highest for item 42 of 3.81. The level is high et al. [12] Item 42 is related to the frequency of using technology for teaching and learning planning tasks through the use of DVD players. Frequency of DVD player usage among teachers was high. This study shows the DVD player was used widely among teachers in the classroom. For example, for science subjects, the use of DVD players can facilitate the process of teaching, learning and engaging students in science subjects. This is because, through a DVD player, teachers are able to explain and demonstrate basic concepts that are difficult for students to understand.
Item number 56 gives the lowest mean value of 3.06. This level is moderate [29,27]. This indicates that the frequency of the use of computers for teaching and learning planning tasks for item 56 is low. Item number 56 presents a statement regarding the use of computer labs. In this study, teachers stated that the frequency of computer lab use was low. This low frequency may be due to the lack of equipment available in the computer lab. As such, the school management should provide adequate equipment as well as inform all students about the technological services provided in the computer lab. Table 4.5 shows the mean values and scores of all items used to assess the frequency of computer use for planning, teaching and learning tasks among teachers.  The researcher performed a descriptive analysis to answer the fourth research question that measured the level of Leadership Technology (PTLA) based on Moidunny's [30] recommendation. Moidunny [9] states that the mean score for the Principal Technology Leadership (PTLA) variable can be interpreted using the NETS-A standard values as shown in Table 4.10.    This study model involves the direct relationship between Principal Technology Leadership (PTL) and Teacher Computer Use (TTU). Table 4.14 shows the results of the evaluation of the structural model (direct effect) involving hypothesis testing of H01. Hypothesis H01 predicts that there is no significant relationship between Principal Technology Leadership (PTL) and Teacher Computer Use (TTU). The results of the H01 test were not significant (ß = 0.771, t = 35.004, p <0.05). Therefore, the study hypothesis was rejected and the null hypothesis was accepted that there is no relationship between Principal Technology Leadership (PTL) and Teachers Computer Use (TTU).

DISCUSSION
Davies [10] emphasizes that technology leadership in schools should take into account various factors from various stakeholders. All relevant parties will have an impact on the basics of technology in schools. However, this framework does not take into account the opinions of the various parties. For example, the use of teacher technology in the classroom is not considered part of technology leadership, but rather as a 'result'. Venkatesh and colleagues [15] added that UTAUT aims to clarify the user's intent to use information systems and subsequent usage behaviors. This theory argues that the four main constructs are: 1) performance, 2) business, 3) social influence, and 4) ease of use. Koehler and Mishra [31] further emphasize the three fundamentals of science (content, pedagogy, and technology) as they are the core frameworks of technology, pedagogy, and content knowledge (TPACK). Zaidatun et al. [20] claiming teachers' competence in ICT is high but there are still obstacles in applying it while in school.
Descriptive analysis was also conducted to look at the level of use of computers in school management, teaching and learning. It has a total of 374 teachers who teach in National Secondary Schools throughout the state of Kedah. The researchers found that the mean values and standard deviations of each of the constructs tested were moderate. Determination of the level of computer use among teachers is based on the views of Jamil [11] quoted from Hamzah, Juraime, Hamid, Nordin, N and Attan [27], mean values ranging from 1.00 to 2.33 (low), 2.34 to 3.66 (medium) and 3.67 to 5.00 (high). In this study, the whole construct was categorized as moderate. The Competency construct had mean values ( ̅ = 3.641, SD = 0.583) followed by the Administration and management constructs ( ̅ =3.454, SD = 0.532). Next, the Teaching and Learning Planning construct ( ̅ = 3.400, SD = 0.584) and finally the Student Assignment construct ( ̅ = 3.259, SD = 0.652).
The frequency of computer use among teachers studied was about the frequency of teacher technology use in teaching, teaching preparation and assignments to students. Technology resources especially computers with sufficient numbers and in good condition are one of the important factors and they are a hindrance to the effective use of technology [32].

Implications for Teachers
The involvement of teachers in this survey reflects that teachers are aware of their increasingly challenging task and want to work with school administrators to increase their mastery of students and technology. Teachers need to master the skills of communicating information to students whether in the classroom, computer lab or in the classroom. Knowledge transfer skills to students must be in line with the competency of using computer hardware as well as the use of appropriate teaching and learning approaches such as TPACK which was popularized by Mishra and Koehler [33].
There are three core components of technology integration in teaching: content, pedagogy, and technology, and the relationships between them. The three fundamentals of science (content, pedagogy, and technology) constitute the core framework of technology, pedagogy, and content knowledge (TPACK). Teachers need to apply enough knowledge to develop technology such as producing code and algorithms and developing a simple application system for students to develop. If early exposure to Industry 4.0-related technology is possible and encouraged, this highly skilled workforce will be able to create schools according to market needs. Information and processes to gain knowledge about developing a technology are easily accessible and learned through the Internet and are largely free.

Implications for Principals
School principals must move forward to keep up with the latest emerging technology. Principals must alert of the changes occurring in the school to promote latest technology that empower educators to build students' learning through digital resources [24].

Implications for Students as future skilled workers for Industrial Revolution 4.0
Advances in Information and Communication Technology (ICT) have further increased the use of the Internet, web and networking in education. These new developments have created a more flexible learning environment in terms of time, place, methodology and learning materials, as well as creating greater opportunities for greater collaboration in the educational process [20]. Advances in information technology have led to increased use of the web and the Internet for educational purposes [21]. Communication technology enables individuals or groups of individuals to exchange data and information in unlimited time and space, quickly and simultaneously through local or global networks [29]. Progress in computing has changed the pattern of education in the country [34,35].
According to Pradhan et al. [3], the information and communications technology infrastructure refers to digital telephone networks, mobile phones, Internet capabilities, Internet browsers, broadband and other technologies. Principals and teachers need to be efficient and frequent users of this infrastructure as they need to provide students with these technology applications. The rapid development of ICT is crucial to the growth of the country's economy as the development of this technology enables its users to access information easily and quickly to obtain information and knowledge [2]. ICT also enables companies to communicate faster and better, thus reducing production costs and increasing productivity of a country [6].
ICT also enables access to new markets, lower cost of capital as a result of efficient functioning of financial markets, reducing regional differences in income and productivity, enabling access to human capital through telecommunications networks [3]. The use of ICT through Internet access can promote sustainable entrepreneurship and small business development as it reduces their financing difficulties by reducing agency costs [4].
The emergence of new technologies can provide greater opportunities for students with physical disabilities and the development of new technologies also helps those with disabilities start something that gives them comfort. Many new systems in the field of technology are on display at the Electronic Consumer Exhibition in Las Vegas and are aimed at improving the quality of life of individuals with disabilities [20].

Limitations
This study was carried out only in the state of Kedah, hopefully further research will be done in other states in Malaysia. The following study can include students involvement for better result. This was a cross-sectional study and it is recommended a mix-method approach to get more precise outcomes.