Abstract
This preliminary study investigated Malaysian secondary Smart School teachers' beliefs about ICTs and how they are used in their classrooms. Using a case study design, data were collected from focus group interviews with 31 Science, Mathematics and English teachers from three Malaysian secondary schools, and from journals of three students. Results showed that although these teachers held positive beliefs about ICTs in education, these beliefs were not fully translated into their classroom practices. Most of them believed that ICT was just a tool to use in teaching and learning, particularly if it eased knowledge dissemination, and helped students to understand the content. The analysis revealed early career teachers were using ICTs in more varied ways than the more experienced teachers. Many of these early career teachers communicated with their students through blogs and online groups; practices that were rare among the more experienced teachers.
Keywords
ICTs, teacher beliefs, teacher practices.