This study investigated the diffusion of ILT among career and technical educators in Malaysia. The study was conducted at a large career and technical institute and used a non-experimental approach. The study explored the associations and differences of gender, personal computer ownership, years of teaching experience, self-reported knowledge, barriers, institutional supports, and usage of ILT.
Results showed that majority of faculty members reported that ILT are important as teaching tools, yet the results suggest that few faculty members are using it in teaching practices. Compared to male, female faculty members owned more personal computers. Faculty members who owned a personal computer rated their knowledge ( t (121) = 2.38, p < .019), usage ( t (121) = 2.54, p < .001), satisfaction ( t (121) = 4.55, p < .001), and supports ( t (121) = 5-37, p < .001) slightly higher than those who did not own a personal computer. Further, faculty members who owned a personal computer rated their barriers slightly fewer ( t (121) = -3.38, p < .001) than those who did not own a personal computer.
There were significant main effects of gender on knowledge ( F (1, 119) = 5.34, p < .05), of gender on satisfaction, ( F (1, 119) = 6.20, p < .05), of personal computer ownership on satisfaction, ( F (1, 119) = 11.28, p < .01), of personal computer ownership on barriers; ( F (1, 119) = 5.34, p < .05), and of personal computer ownership on supports, ( F (1, 119) = 18.32, p < .01).
The results of multiple regression revealed that the best predictors for knowledge were usage and satisfaction ( R 2 = .599; F (7, 115) = 24.55, p < .001). Further, the best predictors of usage were knowledge and satisfaction ( R 2 = .558; F (2, 120) = 75.88, p < .001). The findings revealed that career and technical faculty members were most comfortable using familiar technology including the Internet, word processing, and presentation software.
The study suggests that career and technical training facilities in Malaysia should address general barriers and increase both technological and pedagogical supports to successfully implement ILT in teaching and learning practices.
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