FACULTY : FACULTY OF EDUCATION

Course code: HPGD1203

Course Title : THEORIES AND PRACTICE OF TEACHING

AND LEARNING

Matric No. : GCS04389826

SEMESTER / YEAR : MAY / 2025

PROGRAM : POSTGRADUATE DIPLOMA IN TEACHING

PART I
Question 1: CRITICAL ESSAY

1.0 Introduction

Education in the 21st century is evolving rapidly due to the influence of digital technology.
As students grow up in a digitally connected world, it is vital for schools to adopt teaching
strategies that reflect this reality. Traditional methods are no longer sufficient to meet the
needs of diverse learners. Teachers must now incorporate flexible, interactive, and inclusive
tools that help students develop the skills they need for the future. One of the most impactful
strategies for this purpose is ICT-based instruction. This essay explores the nature and
importance of ICT-based instruction in today’s classrooms. It discusses how this approach
aligns with current educational needs, its theoretical background, real-life classroom
applications, benefits, and challenges. The focus is on how ICT-based teaching can transform
Malaysian education into a more inclusive, engaging, and effective system.

2.0 Characteristics and Relevance of ICT-Based Instruction

ICT-based instruction refers to the use of digital tools and platforms to support and enhance
the learning process. These tools include computers, smartphones, internet resources,
interactive whiteboards, and educational software. In an ICT-based classroom, students are
not just passive recipients of information. Instead, they actively engage with content by
watching videos, participating in online discussions, and creating multimedia projects. This
strategy allows for more personalized and student-centred learning experiences.

The relevance of ICT in education is growing each year. Students today are digital natives.
They are familiar with technology and often use it for communication, entertainment, and
problem-solving. Using ICT in the classroom helps connect their everyday experiences with
academic learning. According to the Malaysian Education Blueprint 2013–2025, ICT is
considered essential for preparing students for future careers and for reducing the gap in
educational access between urban and rural areas. Digital tools enable flexible learning,
allowing students to study at their own pace and access materials at any time. This flexibility
is especially important for students with different learning needs or who face barriers in
traditional learning environments.
3.0 Theoretical Foundations of ICT-Based Instruction

The use of ICT in teaching is supported by several educational theories. One of the most
influential is constructivism. This theory suggests that learners build their own understanding
through experience and interaction with the world. ICT supports this idea by providing
opportunities for students to explore, question, and solve problems. For example, using
virtual science labs or interactive simulations allows students to experiment and learn through
discovery (Al-Azawei et al., 2022).

Vygotsky’s theory of social constructivism adds that learning happens best when it involves
collaboration and communication. Digital platforms like Google Workspace and Microsoft
Teams support this by enabling students to work together on documents, share feedback, and
engage in meaningful discussions. This teamwork strengthens understanding and builds
important social skills.

Another key theory is connectivism, introduced by George Siemens. This theory is based on
the idea that knowledge is spread across a network of connections and that learning consists
of navigating and growing these networks. In a digital classroom, students interact with many
sources of information like websites, videos, forums, and peers. Connectivism supports the
use of ICT by showing that learning is not limited to the teacher’s knowledge but can come
from many digital sources (Mishra & Koehler, 2021).

ICT-based instruction also aligns with the Universal Design for Learning (UDL) framework.
UDL promotes teaching methods that accommodate all types of learners by providing
multiple means of engagement, representation, and expression. Digital tools like screen
readers, subtitles, and speech-to-text applications make it easier to meet the needs of students
with disabilities. Studies have shown that UDL combined with ICT improves participation
and achievement among diverse groups of learners (Bond et al., 2021).

4.0 Practical Application in the Malaysian Classroom

In Malaysian schools, ICT can be used in many creative and practical ways. Teachers can set
up online classrooms using platforms like Google Classroom or Microsoft Teams. These
tools help teachers organize lessons, post assignments, and give feedback. Students can
access materials anytime, which is useful for those who need extra time to learn or who miss
classes due to illness or other challenges.

Interactive tools such as Kahoot, Quizizz, and Mentimeter are popular for reviewing lessons
and making assessments more enjoyable. These tools allow students to answer questions in
real time and see their scores instantly. This kind of feedback helps students understand their
progress and motivates them to do better. Teachers can also use multimedia content like
videos, podcasts, and animations to explain difficult concepts. These resources support
different learning styles and make lessons more interesting.

Project-based learning is another area where ICT plays a strong role. For example, students
can work in groups to research a topic, prepare a digital presentation, and share their work
through platforms like Padlet or Canva. Such tasks encourage critical thinking, creativity, and
collaboration. Teachers in rural areas who lack access to modern classrooms can still use
smartphones and simple apps like WhatsApp to send instructions, share video clips, or give
voice feedback. These small steps can make a big difference.

Malaysia has already taken steps to support ICT integration. The Ministry of Education has
launched initiatives like Frog VLE, which provides access to digital learning materials.
However, challenges remain, especially in terms of infrastructure and teacher readiness.
Some schools still lack stable internet connections, and some teachers are not confident using
digital tools. Continued investment and training are needed to ensure that all teachers and
students benefit from ICT.

5.0 Strengths of ICT-Based Instruction

ICT brings many strengths to the teaching and learning process. One major advantage is
improved engagement. When students use interactive tools, they are more involved in
lessons. Games, quizzes, and videos capture their interest and make learning fun. Research
shows that active learning supported by technology leads to better academic outcomes
(Freeman et al., 2022).

Another strength is personalization. ICT allows students to learn at their own pace. They can
replay videos, pause to take notes, or use online dictionaries to understand new terms. This
helps students take ownership of their learning. Advanced software can even adapt to each
student’s ability level, offering more support or more challenges as needed.

Collaboration is also enhanced. Students can work together online, even if they are not in the
same place. This helps them learn how to communicate and cooperate which are skills that
are important in school and in life. ICT also supports inclusivity. With the right tools,
students with disabilities can access the same content as their peers. For example, a student
who is blind can use screen reading software, while a student with hearing loss can use
captions or transcripts.

Teachers benefit as well. ICT helps them manage their classrooms more efficiently. They can
save time on marking by using automatic quizzes and track student progress through digital
dashboards. These tools help teachers spot learning gaps early and adjust their lessons.

ICT also supports creativity. Students can use digital storytelling, video editing, and graphic
design tools to express what they have learned in unique ways. This not only improves
understanding but also builds confidence.

6.0 Challenges and Limitations

Despite its many benefits, ICT-based instruction comes with some challenges. One of the
biggest issues is the digital divide. Not all students have access to devices or a stable internet
connection. This is especially true in rural or low-income communities. Without proper
access, students may fall behind.

Another challenge is teacher readiness. Many teachers are not trained in how to use digital
tools effectively. They may feel overwhelmed or unsure of how to integrate technology into
their lessons. According to Mishra and Koehler (2021), teachers need a balanced
understanding of content, pedagogy, and technology which are known as TPACK. Without
this foundation, ICT use may be limited or ineffective.

Overreliance on technology is another concern. If students spend too much time using
devices or if teachers rely only on digital tools, learning can become shallow. ICT should
support learning, not replace human interaction or critical thinking. It is important to balance
digital and face-to-face methods.
Cybersecurity and online safety are also important. Teachers must protect student data and
teach students how to use the internet responsibly. They should discuss topics like
cyberbullying, plagiarism, and how to evaluate online sources. As Livingstone et al. (2023)
point out, students need guidance to become safe and responsible digital citizens.

Time and resources can also limit ICT use. Planning lessons that include technology takes
time, and not all schools have the same level of support. Teachers need ongoing training and
technical help to make ICT integration successful.

7.0 Conclusion

ICT-based instruction is an essential teaching strategy for the 21st century. It supports student
engagement, personalized learning, collaboration, and inclusion. Grounded in strong
educational theories, ICT helps create classrooms where students are active learners and
teachers are more effective facilitators. When used thoughtfully, technology can transform
education and prepare students for the challenges of the future.

However, to fully realize the benefits of ICT, schools must address challenges like
infrastructure, teacher training, and digital safety. Policymakers should invest in resources
and support systems. Teachers should continue to develop their digital skills and share best
practices. Most importantly, students should be guided to use technology wisely and
responsibly. With the right approach, ICT can help all learners reach their full potential and
ensure that education is inclusive, meaningful, and future-ready.

8.0 References

Al-Azawei, A., Serenelli, F., & Lundqvist, K. (2022). Universal design for learning (UDL): A
systematic review. Educational Technology & Society, 25(2), 68–79.
https://doi.org/10.1007/s10639-022-10925-8

Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2021). Mapping
research in student engagement and educational technology in higher education: A systematic
evidence map. Educational Technology Research and Development, 69, 2181–2206.
https://doi.org/10.1007/s11423-021-09967-z
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., &
Wenderoth, M. P. (2022). Active learning increases student performance in science,
engineering, and mathematics. PNAS, 119(4), 843–850.
https://doi.org/10.1073/pnas.119843850

Joshi, B. M., & Khatiwada, S. P. (2024). Analyzing barriers to ICT integration in education:
A systematic review. The Third Pole, 24(1), 34–49. https://doi.org/10.3126/ttp.v24i1.73325

Livingstone, S., Haddon, L., & Görzig, A. (2023). Digital literacy and ethical use of ICT in
classrooms: A cross-national perspective. Journal of Media and Communication Studies,
15(1), 24–38. https://doi.org/10.1080/1369118X.2023.1838457

Mishra, P., & Koehler, M. J. (2021). Technological pedagogical content knowledge

(TPACK): A framework for teacher knowledge. Educational Technology Research and
Development, 69(5), 987–1006. https://doi.org/10.1007/s11423-021-09918-8

Williams, M., Jones, A., & Rees, S. (2024). Inclusive education in the digital age: Addressing
barriers to access. British Journal of Educational Technology, 55(2), 142–156.
https://doi.org/10.1111/bjet.13032

(1543 words)
QUESTION 2: REFLECTIVE ESSAY

1.0 Introduction

As a future teacher who is blind, I have experienced how powerful and transformative ICT-
based instruction can be. While I may not yet have classroom experience, my journey as a
learner has been shaped by the use of digital tools that helped me overcome learning barriers.
ICT allowed me to participate in educational activities on equal footing with my peers. This
reflective essay explores my beliefs and values toward ICT in teaching, my commitment to
its integration, and how I will navigate ethical, inclusive, and pedagogical responsibilities. It
also includes insights from current research in educational technology and teaching
methodology. These reflections are grounded in the idea that every student deserves to learn
in a way that supports their needs and strengthens their potential.

2.0 Beliefs and Values Toward ICT in Teaching

I believe that ICT is not just a tool, it is a pathway to access, participation, and empowerment.
As someone who relies on screen readers and other assistive technologies, I have come to
understand that ICT can be the key to breaking down educational barriers. I value the role of
ICT in promoting equity. When thoughtfully applied, ICT allows students with different
learning styles, abilities, and backgrounds to participate in learning fully.

One of the core values I hold is that learning should be inclusive. ICT supports inclusive
education by offering content in different formats such as text, audio, and video. Universal
Design for Learning (UDL) encourages the use of multiple ways to present content and assess
understanding. Al-Azawei et al. (2022) explain that UDL, when combined with ICT,
enhances access for learners with disabilities. I aim to adopt this model by offering my
students various ways to engage with lessons.

My belief in active learning is another reason I value ICT. Technology encourages learners to
become active participants rather than passive recipients. Students can create digital content,
contribute to online discussions, and work in virtual teams. This aligns with research by
Freeman et al. (2022), which shows that students involved in technology-supported active
learning perform better academically.
I also believe that digital citizenship must be part of any ICT-based teaching approach. As
students spend more time online, they need to learn how to navigate digital spaces safely and
respectfully. This includes understanding how to avoid plagiarism, communicate kindly, and
protect their privacy.

3.0 Commitment to ICT Integration

My commitment to integrating ICT into my teaching stems from both personal experience
and a desire to create accessible and engaging learning spaces. I plan to use tools that I know
are inclusive, such as screen-reader-friendly platforms like Google Classroom and Microsoft
Teams. These tools allow for easy sharing of resources and enable continuous
communication between teachers and students.

In addition to accessibility, I am committed to flexibility in teaching. I will incorporate

multimedia learning resources that include podcasts, video tutorials, and e-books. These tools
support different types of learners. Some students learn best by listening, while others prefer
visuals. By offering choices, I can accommodate everyone’s needs.

Collaboration is also a key focus of my commitment. Tools like Padlet, Trello, and Google
Docs allow students to work together even when they are not in the same location. This
promotes teamwork and helps students develop communication skills that are essential in
today’s world. These platforms also help students manage tasks and deadlines effectively.

Another important part of my commitment is my own development. I plan to grow my

knowledge of the Technological Pedagogical Content Knowledge (TPACK) framework. This
model helps teachers understand how to combine content, pedagogy, and technology
effectively (Mishra & Koehler, 2021). Since I am familiar with assistive technology, I want
to go further and explore how mainstream digital tools can be adapted for all learners.

To achieve this, I will participate in professional development programs and teacher learning
communities. Ng (2022) highlights how such communities help teachers improve their ICT
skills and share inclusive practices. I am eager to learn from others and share what I know
about digital accessibility.

4.0 Ethical, Inclusive, and Pedagogical Considerations

As a future teacher, I am aware of the ethical responsibilities that come with using
technology. Students trust teachers with their data and privacy. I will make sure to use
platforms that are secure and compliant with data protection regulations. I will also educate
my students on how to stay safe online. Livingstone et al. (2023) emphasize the importance
of teaching digital literacy skills such as verifying information sources, avoiding
cyberbullying, and protecting personal data.

In terms of inclusion, my goal is to ensure that every student feels supported. I will evaluate
each digital tool to confirm that it works with assistive technology and is accessible on
different devices. For example, I will choose tools with captioned videos and alt text for
images. I will also provide learning materials in multiple formats to support students with
different learning preferences.

Inclusivity also means giving students different ways to show what they have learned. I will
offer options such as written responses, recorded audio, or multimedia presentations. This
approach recognizes that students express understanding in different ways and gives each
learner a fair chance to succeed.

Pedagogically, ICT must serve a purpose. It should support the learning goals and not distract
from them. I plan to use a blended learning model, where digital tools complement face-to-
face instruction. According to Means et al. (2020), blended learning improves engagement
and academic performance when used thoughtfully. I will ensure that each technology I use
has a clear purpose and enhances the lesson.

It is also important to consider the digital divide. Some students may not have access to
reliable internet or devices at home. To address this, I will provide downloadable content and
explore the use of offline resources when necessary. I will also work with school leaders to
advocate for support for students who lack access. Williams et al. (2024) warn that ICT can
widen inequality if not implemented with equity in mind.

Assessment is another key area. I will use digital tools like Google Forms and Kahoot for
formative assessment. These tools offer instant feedback and help me track student progress.
However, I will also allow students to choose how they demonstrate their learning. This
could include voice recordings, video reflections, or digital storytelling.
5.0 Conclusion

ICT continues to transform education by creating more inclusive and engaging learning
environments. As a future teacher who is blind, I have experienced how technology can break
down barriers and open doors to meaningful learning. I am committed to using ICT not only
to teach content but also to build a supportive and accessible classroom where all students
feel seen, heard, and empowered. My goal is to model the responsible and creative use of
technology, encouraging students to explore, express themselves, and develop critical life
skills. Teaching goes beyond delivering lessons. It involves nurturing relationships, guiding
growth, and preparing students for the future. With ICT, I believe we can create a learning
space where every learner is valued and supported to reach their full potential.

6.0 References

Al-Azawei, A., Serenelli, F., & Lundqvist, K. (2022). Universal design for learning (UDL): A
systematic review. Educational Technology & Society, 25(2), 68–79.
https://doi.org/10.1007/s10639-022-10925-8

Chukwudebe, G. A., Daramola, F. O., & Singh, A. (2023). ICT and inclusive education: A
critical review of digital pedagogy in marginalized communities. International Journal of
Inclusive Education, 27(4), 543–560. https://doi.org/10.1080/13603116.2022.2101120

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., &
Wenderoth, M. P. (2022). Active learning increases student performance in science,
engineering, and mathematics. PNAS, 119(4), 843–850.
https://doi.org/10.1073/pnas.119843850

Livingstone, S., Haddon, L., & Görzig, A. (2023). Digital literacy and ethical use of ICT in
classrooms: A cross-national perspective. Journal of Media and Communication Studies,
15(1), 24–38. https://doi.org/10.1080/1369118X.2023.1838457

Means, B., Bakia, M., & Murphy, R. (2020). Learning online: What research tells us about
whether, when and how. Educational Technology & Society, 23(3), 203–215.
https://doi.org/10.1111/edth.2020.223
Mishra, P., & Koehler, M. J. (2021). Technological pedagogical content knowledge
(TPACK): A framework for teacher knowledge. Educational Technology Research and
Development, 69(5), 987–1006. https://doi.org/10.1007/s11423-021-09918-8

Ng, C. H. (2022). Supporting teachers’ ICT professional development in inclusive

classrooms: A Southeast Asian case study. Teaching and Teacher Education, 112, 103652.
https://doi.org/10.1016/j.tate.2022.103652

Williams, M., Jones, A., & Rees, S. (2024). Inclusive education in the digital age: Addressing
barriers to access. British Journal of Educational Technology, 55(2), 142–156.
https://doi.org/10.1111/bjet.13032

(1169 words)
PART II: ONLINE CLASS PARTICIPATION