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THE DIFFERENCE IN THE DEFINITION OF SUCCESSFUL IMPLEMENTATION OF THE ICT CURRICULUM BETWEEN THE TEACHER TRAINEES, ADMINISTRATOR, AND LECTURER

The study is a case study on a group of teacher trainees currently in their sixth semester in a teacher training college. The study investigated the implementation of subjects to prepare teacher trainees to use ICT in the classroom. The study was conducted in a teacher training college in Kota Kinabalu, Sabah. The focus, in this case, will be on how the teachers were trained in the college to use technology, integrate technology into their pedagogy and use technology to deliver the content of the lesson. The study utilized Trowler’s (2003) implementation staircase to establish how the implementation was carried out in the teacher training institute by the lecturer in charge. The study was conducted on a group of 30 teacher trainees, a teacher training lecturer and an administrator of the institute. The data was collected via a TPACK (Technological Pedagogical Content Knowledge) survey to ascertain the teacher trainees’ TPACK level. A focus group interview on the teacher trainees and lecturer was conducted on the implementation of ICT via the curriculum in the college. The data collected indicated a mismatch in the results of the implementation. The teacher trainees perceived that the implementation of the ICT curriculum is insufficient whereas the implementation of the ICT curriculum was perceived as a success by the lecturer.