Operational Definitions

1. Teachers’ Belief on Technology-based Teaching and Learning With the event of learning technologies within the late twentieth century, education system has modified chop-chop. This is because of the potential of technology to produce a proactive, easy accessibility and comprehensive teaching and learning setting. Nowadays, Ministry of education altogether over the globe has give loads of facilities and training so as to reinforce the employment of advanced technologies within the countries’ teaching and learning method. A high budget has been placed so as to produce the instrumentation required by lecturers to boost the education system. Despite all the efforts, most of the countries face similar drawback whereby the lecturers don't seem to be maximizing the usage of the technology provided (Albirini, 2006). This has become a significant matter as several previous researches have tested the usage of ICT in teaching and learning method might improve students’ achievement (Nakayima, 2011, Jamieson-Proctor et al., 2013). Many, researchers have taken a trial to analyse the factors that touching teachers’ acceptance of ICT usage within the school rooms (Capan, 2012; Virkus, 2008; Zhang, 2013; Dudeney, 2010). It shows that, the key barrier of the implementation was the teachers’ belief because the lecturers area unit the one who implements the amendment in their teaching and learning method. Moreover, previous analysis (Cassim & Obono, 2011) shows that the correlation of teachers’ belief and therefore the use of ICT area unit high. Teachers’ role is obtaining a lot of necessary particularly in usage of ICT in pedagogy that might increase the action of the scholars, their ability and thinking skills. Furthermore, a quest by Chien, Wu and Hsu (2014) has shown that students at school area unit having

2. high expectation on ICT integration in room because the new generation area unit born and big with technologies and could be outline because the digital – native development. The younger the scholars, the upper their expectation area unit on ICT integration in room. It conjointly proved that the mixing of ICT is usually smitten by the private factors that outline as self-perceptions. This analysis conjointly shows that the acceptance of ICT of lecturers and students in room and outdoors of room whereby each area unit a lot of seemingly to use technologies outside the classroom. They found that the barriers of ICT integration in room area unit confidence, ability and attitudes of lecturers cut back the proportion of ICT integration. Results of a previous analysis (Cox & Marshall, 2007) shows that lecturers solely would like a conventional – targeted approach once developing ICT skills within the room. The lecturers area unit having high confidence and competency in victimisation ICT in room although it doesn't represents the categories of ICT used. this is often as a result of they believe that ICT could be a tool might facilitate in learning method particularly to relate with real world practices. This factor has reform the method to integrate ICT so as to form and construct data for the students. The analysis shows that the connection between competence and confidence might replicate the