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THE IMPLEMENTATION OF INTERNET INTEGRATION IN THE TEACHING

OF HISTORY SUBJECT IN PUTRAJAYA
Zaiton Ismail, 1Halimahton Mahsuri Zakaria, 2Zahara Aziz
Fakulti Pendidikan, Universiti Kebangsaan Malaysia
43600 UKM Bangi, Selangor
zaiputra567@yahoo.com
1

Fakulti Pendidikan, Universiti Putra Malaysia

43400 UPM Serdang, Selangor
imalangkawi@yahoo.com.my

Fakulti Pendidikan, Universiti Kebangsaan Malaysia

43600 UKM Bangi, Selangor
zahara@pkrisc.cc.ukm.my

ABSTRACT
This study was carried out to explore the implementation of internet integration amongst
History teachers in three schools in the province of Putrajaya which has comprehensive
facilities of ICT. It was a qualitative study which had Grounded Theory as its approach in the
process of collecting and analyzing data. The research had been completed within seven
months. Data were gathered through interviews, non-participant observations, and documents
analysis from six History subject teachers. The collected data were analyzed using the Nvivo
version 2.0. The researcher had carried out a continuous comparative method during the data
analysis. The study shows that the implementation of internet integration approach in the
classroom and computer lab contexts amongst the teachers were low. History teachers also
had little exposure in pedagogical knowledge and skills towards integrating internet in their
teaching process. Moreover, students abilities, time constraint in completing lesson syllabus,
teachers workload and technical problem of ICT facilities had been identified as elements
that influenced the rate of integrating internet in teaching History. Internet was used only as a
research tool in the teaching and learning process of History subject. The strategy used by
these teachers was to integrate internet in lessons based on online inquiry method and refer
to printed website materials given to groups and individual. The History teachers were able to
integrate internet in their teaching process at the satisfactory level. They can improve their
competencies in integrating internet by continuously using it in their teaching.
Keywords: internet integration, teaching method, teaching history subject, ICT pedagogical
knowledge
INTRODUCTION
A strenuous effort of a Malaysian Ministry of Education equipped all schools with ICT
infrastructure is to encourage the technology integration in teaching and learning. The internet
integration across the curriculum of history subject will promote the teaching and learning
more interesting, enjoyable and effective (KPM 2006). Apart of that, Thompson and Cole
(2003) suggested secondary school teachers to integrate ICT in teaching and learning to
boost the quality of historical thought. This approach will be able to stimulate and construct
students thinking skills based on diversity information source beyond the classroom bounds.
It also exposed the students to undergo the process of finding further historical facts and
improving their inquiry and analytical skills. The students will also have a chance to think
critically, investigating, doing a research and evaluating historical information directly online
without border demarcation, distance and time (Doppen 2003).
Currently, history is a core subject in secondary school curriculum in Malaysia. However,
history subject teachers are often sighed that this subject is unable to capture students
interest and seriousness in studying history. The difficulties to attract students interest
towards history subject are closely related to the quality of teaching and learning method
implemented in the classroom (Annamalai 2003; Khoo 2003). Teaching and learning of
history is claimed as boring and ineffective because the teachers centred, less varieties of

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activities, examination oriented and less of using teaching aids used. Normally, students are
asked to memorize the facts, dates, and the past events that have been thought (KPM 2003).
In fact, inquiry activity is seldom being carried out in teaching and learning history because
the teachers are worried to finish the syllabus in time. They also have to make sure that the
students are well versed with the format of the examination as stated by the Ministry of
Education (Mohd Rozi 2006).
Furthermore, most of the history teachers are not efficient to use ICT in teaching and learning
process. Teachers also claimed that they cannot integrate the internet in their teaching
because of the incomplete ICT infrastructure in schools (Yusri 2004). To ensure that all
students are able to acquire the digital skills in smart school project, most of the school built in
Putrajaya are equipped with level A and B+ ICT facilities such as computers and internet
(KPM 2006). There is no study conducted related to integrating internet in teaching and
learning history in the smart schools operated in Putrajaya. According to the statement made
by the Minister of Education, the implementation of integrating ICT in smart schools is low.
The teachers dont want to make changes in the way of teaching and found that using ICT in
their teaching is a burden (Hishamuddin 2007). Therefore, this study had been carried out to
know the status of internet integration by the history subject teachers in smart school. This
research is focusing on how the internet integration has been implemented among the history
teachers?
LITERATURE
The integration of ICT in the teaching and learning has been widely practiced among western
history teachers since early 1990 (Martin 1992; Hillis 1998; Smart 1998; Shiroma 2000).
Martin (1992) discovered 72% of history subject teachers from 56 schools in Dorset district
had used ICT in their teaching and learning process. For example, Smart (1998) has
integrated a combination of map digital software in teaching and learning history for schools in
London. As a result, the students were able to increase historical knowledge and skills
through the software. Thompson and Cole (2003) has carried out continuous observations
towards form six students in Saffron Walden and County High School, Essex and found the
massage debate column on the historical issue had enhanced the quality of arguing and
written communication skills during the online and classroom discussions to produce written
historical essay or assignment. In addition, message column also provide the students
opportunity and promote them to have a discussion with their colleagues or history expertise
to increase the quality of historical thought.
While Sandwell (2005) discovered the website based on archive documents, The Great
Unsolved Mysteries (www.canadianmysteries.ca) which was developed in 1995, has great
response from the history teachers to get teaching aids and up-to-date teaching methods.
This website consists of four levels of lesson which gives opportunity to teachers according to
the students abilities. The websites questionnaire study found that it has been used
intensively by more than100 high school classrooms in Canada and United State of America.
In fact, this website won the North American best education website (NAWEB) in 2002 and
MERLOTs award which containing best online history resources (www.merlot.org).
Fortunately, it has proven that Canadian and United States of American history subject
teachers were actively integrating internet in conducting history lessons based upon
constructivism classroom.
The revolution of new method in teaching history with applying primary resources in inquiry
activities in western countries have triggered preparation of primary documents on the
website such as Web quest, Think quest, Digital History, School History, etc. (Shiroma 2000;
Levesque 2006). Recently, historical scholars in Canada have innovated digital history
programme on the website. The Virtual Historian website consists of primary documents and
problem solving activities to promote students doing history. Levesque (2006) stated the
cooperation of historical academician, history teachers, history expertise, those who involve in
archive and museum work had developed The Virtual History project. The digital history
programme has increased internet integration among history subject educators. However,
there is no an experimental study carried out to assess the impact of the digital history
programme in Canada yet. Instead, there is no cooperation and collaboration in developing a
website consisting of Malaysian history resources.

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A different situation is found in Malaysian schools, whereby the implementation of internet

integration among history teachers is not encouraging (Vasantha 2000; Rosnah 2003; Yusri
2004). Vasanthas (2000) study had found out that 14 of 15, Form One history teachers
(93.3%) from three schools in Klang Valley had never used the computer in their teaching and
learning. While, Yusri (2004) found only 27.5% from 40 history subject teachers in Bentong
district of Pahang used the download teaching material from the internet. The absence of
internet facilities in schools and less training and guidance of using ICT in teaching and
learning becomes a main causes for the history teachers did not integrate internet in their
teaching. The low level of internet integration is also found in the smart schools which has
fully supported with various ICT equipment since 1999. This is actually the result of the
teachers that dont have a paradigm shift in teaching and considered it as a burden
(Hishamuddin 2007).
As a conclusion, history subject teacher in western countries had intensively used the internet
in their teaching and learning. They integrated the internet as a research, communication and
presenting tools in to promoting the constructive learning to develop historical thinking by
doing history. The internet integration in Malaysian schools still stayed at low level.
Malaysian history teachers did not fully explored the internet in their teaching.
METHODOLOGY
This research was a qualitative study which had used Grounded Theory as its approach
based on Pandits (1996) model. The research had been completed within seven months,
from Mac until September. Data were gathered through interviews, non participant
observations and documents analysis from six participants. The collected data were
analysed using the NVivo version 2.0. A triangulation process was carried out to enhance
internal data validity. The data was simultaneously analysed with systematic through open
coding, axial coding and selective coding processes. The researcher also carried out a
continuous comparative method to dig out the themes and categories.
Six female teachers from three schools in Putrajaya were selected based on purpose
sampling and their willingness to involve in this study. They are known as Mrs Anis, Mrs Baiti,
Mrs Dora from A School, Mrs Faiza is from B School and Mrs Sarah who teach in C School.
FINDINGS
ICT Facilities
Three schools in Federal Territory of Putrajaya which is known as A School, B School and C
School were built to fulfil the smart school concept. A School has 535 sets of computers. B
School has 527 sets of computers and C School has 531 sets of computers. A set of
computer consist a CPU, keyboard, monitor, speakers, head phone and connected to the
internet. Each classroom of the three schools has seven sets of computers (Appendix: Table
1). The schools are high technology schools and very conducive for history teachers to
integrate internet in teaching and active learning.
The Internet Integration Implementation Level
The implementation of internet integration among history teachers is low. Only Mrs Anis had
integrated the internet for 16 periods in her teaching. It is about 22% from the total periods of
history subject teaching. While, another five history teachers had integrated the internet into
their teaching less than 10 periods.
There are five factors of why internet integration implementation is low among the history
teachers.
1. ICT Competencies and Pedagogical Knowledge
The research shows that level of ICT competency is not the main factor that influence
internet integration rate among the history teachers. Instead, the level of pedagogical
knowledge in ICT integration in teaching is obviously giving confidence to the history
teachers to integrate internet in their teaching.
2. Student ability
The history teachers intend to have internet inquiry activities in groups according to the
students abilities especially in good classes.

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3. Time Constraint to Complete the Syllabus

The history teachers are instructed to complete the syllabus following the schedule stated
by the schools. Thats why they have to turn to textbook in order to complete the syllabus
on time. The internet integration inquiry method needs a longer time to complete the
tasks.
4. Teachers Workload
The workload given in aspect of curriculum, co-curriculum, management and variety of
tasks given to the history teachers from time to time do not give enough space and time
to plan internet integration teaching.
5. ICT Technical Constraint
The computers given have low capacity speed which slow down the process in integrating
internet. Technical problems because of the week maintenance and internet not activated
yet lead to teachers for not integrating internet in their teaching.
Internet Integration Strategy in Teaching History
Internet integration strategy in teaching history are based on inquiry method or getting
resources from internet as a research tool. There are two ways for the teachers to benefit
internet as the research tool.
a. Students have online research.
b. Students refer to the printed documents which are downloaded from the website.
The inquiry method is implemented in cooperative groups in the classroom. An individual
activity is done in computer laboratory.
Internet Integration Teaching Method
There are three teaching methods done by the history teachers.
i.
One sub topic completed within double periods of teaching. The activities are
done in groups (A Model).
ii.
One topic will be taught in series of teaching. The activities are done in groups (B
Model).
iii.
A topic will be taught in series of teaching. This is an individual activity in the
computer lab (C Model).
Most of the history teachers used B Model in their teaching. The students have enough time
to access the internet during the learning process. They are able to access the internet more
than one hour compare to less time (30 minutes) given to A Model. Only Mrs Anis
implemented C Model in her teaching.
Internet Integration Teaching Steps
There are three phase in implementing internet integration teaching:
a. Induction phase The teacher will attract the student attention to the topic. It is then
follow by dividing into groups and giving instruction for them to complete the tasks
given.
b. Development Groups activities were implemented involving the inquiring learning
process. There are six general steps practiced by the teachers: i. Identifying
problems, ii. Searching information via variety resources (text book and internet), iii.
Analyzing information, iv. Exhibiting information, v. Present the information v.
responses and evaluating.
c. Closure The history teacher make a conclusion of the main idea of the topic discuss
and make an evaluation based on teacher objectives of that particular day.
History Teacher Ability in Integrating Internet in Teaching
Only Mrs. Anis is able to integrating internet using varieties of methods and techniques
efficiently. Mrs. Baiti is at the moderate level because it is not done systematically and not
effective in integrating internet. Both of these teachers have a moderate level of ICT
pedagogical knowledge in teaching. But, the other four teachers are not able to implement
internet integration method optimally and effectively in their teaching. Overall, the History
teachers were able to integrate internet in their teaching process at the satisfactory level.

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DISCUSSION
The critically low rate internet integration implementation among history teachers in first class
ICT facilities showed that the ICT acculturation was not yet exist in Malaysian Smart Schools.
It proved the study had been done before (Vasantha 2000; Rosnah 2003; Yusri 2004) that
90% history teachers did not use ICT in their teaching. However it was contrasting Yusris
(2004) finding that uncompleted ICT facilities was the reason for the teachers did not integrate
the internet in their teaching. Instead, it proved the Educations Minister, Hishamuddin (2007)
words that the teachers did not want to shift the paradigm and a burden to them.
Internet integration teaching implementation among the history teachers were influenced by
ICT competencies and pedagogical knowledge, students abilities, time constraint, teachers
workload minimizes the teachers to plan quality internet integration teaching. The ICT
technical constraint in schools is also effected the implementation. The effects of these five
elements meet the internet integration to inquiry method is low. It shows that internet
integration culture among the Malaysian history teachers is left behind compare to the
teachers in Canada and United State of America in Sandwell (2005) research.
The pattern of using ICT based on the matrixs tables built by North Central Regional
Education Laboratory researcher (NCREL 1994) in teaching history in the three schools of
Putrajaya falls in D quadrant. This shows that the used of technology is at the low level
though the ICT facilities provided are considered as first class or A grade facilities. It also
means that the history teachers do not used the technology facilities provided in schools
optimally. The schools management and the history teachers must take serious action to
solve the problems. The mission and vision in implementing ICT in schools should be
updated.
The teacher used only one of the internet integration methods based on Means (1994) model
though Leu and Leu (1999), Baron and Ivers (2000) and Roblyer (2004) have presented three
methods in internet integration such as research tool, communication tool and publishing tool.
The history teachers do not apply the function of the internet as communication tool and
publishing tool in their learning.
Internet integration method in groups is implemented through A and B model. Inquiry method
in groups are effective and accommodate the constructive learning approach which the
students built their own knowledge and inculcate socialization skills among students as stated
by Daccord (2003) or Naik and Teelock (2006). Furthermore, sharing computer while surfing
internet in groups is able to boost the cooperative spirits as stated in McConnel (2006)
research. The history teachers are found to be comfortable in using B models in their teaching
because of the enough time provided for all the activities and subject scope for one topic is
widely covered. Both models for internet integration teaching method applied by the history
teachers are based on teaching samples given by Curriculum Development Centre (PPK
2002) which is also based on Means model (1994). The C model for internet integration
method is effective but the history teachers are not given the opportunities to fully use the
computer laboratory.
CONCLUSION
A first class ICT infrastructure in the three schools in Putrajaya was not yet being fully
benefited by the history subject teachers. The internet integration implementation was
critically low although in a very conducive classroom with ICT facilities. Two history teachers
with medium ICT pedagogical knowledge were able to implement the internet integration
teaching quite effective. While, another four history teachers with less ICT pedagogical
knowledge did not able to operate internet integration method in their teaching effectively.
Therefore, the history teachers really need continuous training and guidance towards ICT
pedagogical aspect so that they will be able to implement it intensively in their teaching. They
can improve their competencies in integrating internet by continuously using it in their
teaching.

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Appendix
Table 1: Type of Rooms and Number of ICT Facilities in Schools
Room
Type

A School
ICT Facilities
Num.

B School
ICT Facilities

Num.

C School
ICT Facilities

Num

Computer
Laboratory
(4)

36 computer sets
1 printer
1 TV 29

144
4
4

36 computer sets
1 printer
1 TV 29

144
4
4

36 computer sets
1 printer
1 TV 29

144
4
4

Multimedia
Laboratory
(1)

20 computer sets
1 printer
1 TV 29

20
1
1

20 computer sets
1 printer
1 TV 29

20
1
1

20 computer sets
1 printer
1 TV 29

20
1
1

Self
Access
Room (6)

2 computer sets
1 printer

12
6

1 computer sets
1 printer

6
6

2 computer sets
1 printer

12
6

Classroom
(36)

7 computer sets
1 TV 29

252
36

7 computer sets
1 TV 29

252
36

7 computer sets
1 TV 29

252
36

Science
Laboratory
(7)

7 computer sets
1 TV 29

49
7

7 computer sets
1 TV 29

49
7

7 computer sets
1 TV 29

49
7

Staff
Room

30 computer sets
3 printer
1 scanner

30
3
1

33 computer sets
2 printer

33
2

30 computer sets
2 printer

30
2

Office

7 computer sets
2 printer

7
2

9 computer sets
2 printer

9
2

8 computer sets
2 printer

8
2

Resource
Centre

4 computer sets

2 computer sets

2 computer sets

Other
rooms

17computer set

17

12 computer sets

12

14 computer sets

14

Total of Computer Sets

535

527

531