The use of digital tools in education has become increasingly prevalent in recent years. This systematic literature review explored teachers' perspectives on the use of digital tools in the classroom, with a focus on the potential advantages and challenges of using technology in their teaching methods. The review found that teachers are aware of the potential benefits of using digital tools, such as the ability to provide dynamic and engaging material, personalized learning experiences, collaboration opportunities, and access to a plethora of resources. However, teachers also face a number of challenges when trying to use digital technologies effectively, such as lack of training, technical difficulties, and concerns about student engagement. The review concludes that there is a need for educational institutions and governments to make investments in providing sufficient resources, infrastructure, and training to assist instructors in incorporating digital technologies into their classes. Additionally, teachers can be inspired to share best practices and gain knowledge from one another's experiences by fostering a friendly and cooperative digital culture within their schools. Ultimately, fostering an inclusive and productive digital learning environment requires considering teachers' viewpoints on the use of digital resources. By resolving the issues and taking advantage of the opportunities, educators may fully harness the full potential of digital resources to improve their teaching practices and provide students with engaging and impactful learning experiences.
Abubakar, H., & Muhammed, H. B. (2023). A systematic literature review on teaching teachers pedagogy through YouTube video technology. Journal of Digital Educational Technology, 3(1), ep2301. https://doi.org/10.30935/jdet/12839
Beardsley, M., Albo, L., Aragon, P., & Hernandez?Leo, D. (2021). Emergency education effects on teacher abilities and motivation to use digital technologies. British Journal of Educational Technology, 52(4). https://doi.org/10.1111/bjet.13101
Cheung, A. (2023). Language Teaching during a Pandemic: A Case Study of Zoom use by a Secondary ESL Teacher in Hong Kong. RELC Journal, Vol. 54(1), 55-70. https://doi.org/10.1177/0033688220981784
Chong, S. W. (2018). Three paradigms of classroom assessment: Implications for written feedback research. Language Assessment Quarterly, 15(4), 330-347. https://doi.org/10.1080/15434303.2017.1405423
Dalby, D., & Swan, M. (2019). Using digital technology to enhance formative assessment in mathematics classroom. British Journal of Educational Technology, 50(2), 832-845. https://doi.org/10.1111/bjet.12606.
Demirkan, O. (2019). Pre-service Teachers’ Views about Digital Teaching Materials. Educational Policy Analysis and Strategic Research, 14(1), 40–60. https://doi.org/10.29329/epasr.2019.186.3
Deneen, C. C., Brown, G. T., & Carless, D. (2018). Students’ Conceptions of e-portfolios as assessment and technology. Innovations in Education and Teaching International, 55(4), 487-496. https://doi.org/10.1080/14703297.2017.1281752
Erdemir, N., & Yang?n Ek?i, G. (2019). The Perceptions of Student Teachers About Using an Online Learning Environment “Edmodo” in a “Flipped Classroom.” SDU International Journal of Educational Studies, 6(2), 174–186. https://doi.org/10.33710/sduijes.638795
Harris, A., Jones, M., & Huffman, J. B. (2018). Teachers Leading Educational Reform: The Power of Professional Learning Communities, Routledge, London, UK.
Jannah, M., Prasojo, L. D., & Jerusalem, M. A. (2020). Elementary School Teachers’ Perceptions of Digital Technology Based Learning in the 21st Century: Promoting Digital Technology as the Proponent Learning Tools. Al Ibtida: Jurnal Pendidikan Guru MI, 7(1), 1. https://doi.org/10.24235/al.ibtida.snj.v7i1.6088
Jena, A. M., & Barman M. (2018). Synchronous E-Learning Performance in Relations to Thinking Skills, Executive Functions and Attention Benefits of Students. The Online Journal of Distance Education and e-Learning, Vol. 6, Issue 3, pg 52-76
Karamifar, B., Germain-Rutherford, A., Heiser, S., Emke, M., Hopkins, J., Ernerst, P., Sticklker, U., & Hampel, R. (2019). Language teachers and their trajectories across technology-enhanced language teaching: Needs and beliefs of ESL/EFL teacher. TESL Canada Journal, 36(3), 55-81. https://doi.org/10.18806/tesl.v36i3.1321
Karsenti, T., Poellhuber, B., Roy, N., & Parent, S. (2020). The Impact of COVID-19 on Higher Education and Educational Technology – Part 1. International Journal of Technologies in Higher Education, 17(2), 5–8. https://doi.org/10.18162/ritpu-2020-v17n2-02
Khan, N., & Qureshi, M. I. (2020). A Systematic Literature Review on Online Medical Services in Malaysia. International Journal of Online and Biomedical Engineering (IJOE), 16(06), 107. https://doi.org/10.3991/ijoe.v16i06.13573
Lawrence, G., Ahmed, F., Cole, C., & Johnston, K. P. (2020). Not more technology but more effective technology: Examining the state of technology integration in EAP programmes. RELC Journal, 51(1), 101-116. https://doi.org/10.1177/0033688220907199
Ministry of Education Malaysia. (2013). Malaysia Education Blueprint 2013-2025. Ministry of Education Malaysia, Putrajaya, Malaysia.
Ministry of Education Malaysia. (2016). Malaysia Education Blueprint 2013-2025. 2016 Annual Report, Ministry of Education Malaysia, Putrajaya, Malaysia.
Nusrah, A. M., & Chan, Y. F. (2020). The Effects of Perceived Leadership Styles and Emotional Intelligence on Attitude toward Organizational Change among Secondary School Teachers. Asian Journal of University Education, 16(2), 36-45. https://doi.org/10.24191/ajue.v16i2.10295
Ovcharuk, O. V., Gurzhii, A. M., Ivaniuk, I. V., Kartashova, L. A., Hrytsenchuk, O. O., Vakaliuk, T. A., & Shyshkina, M. P. (2022). The use of digital tools by secondary school teachers for the implementation of distance learning in the context of digital transformation in Ukraine. CTE Workshop Proceedings, 9, 16–27. https://doi.org/10.55056/cte.96
Panagiotopoulos, G., & Karanikola, Z. (2020). Education 4.0 and Teachers: Challenges, Risks and Benefits. European Scientific Journal, ESJ, Vol. 16, 34. https://doi.org/10.19044/esj.2020.vl6n34p108
Portz, J. D., Bayliss, E. A., Bull, S., Boxer, R. S., Bekelman, D. B., Gleason, K., & Czaja, S. (2019). Using the Technology Acceptance Model to Explore User Experience, Intent to Use, and Use Behavior of a Patient Portal Among Older Adults With Multiple Chronic Conditions: Descriptive Qualitative Study. Journal of Medical Internet Research, 21(4), e11604. https://doi.org/10.2196/11604
Pratama, S. H. H., Arifin, R. A., & Widianingsih, A. W. S. (2020). The Use of Youtube as a Learning Tool in Teaching Listening Skill. International Journal of Global Operations Research, 1(3), 123–129. https://doi.org/10.47194/ijgor.v1i3.50
Singh, R. (2019). Barries of technology intergration in teaching English. International Journal of Academic Research in Business, Arts and Science, 1(2), 24-37.
Sudlow, C. (2018). Digital tools in English Language teaching and learning: A case study of Google Classroom. ELT Journal, 72(2), 182-192.
Tai, M. K., & Omar, A. K. (2017). Measuring teacher attitudes towards change: An empirical validation. International Journal of Management in Education, 11(4), 437-469. https://doi.org/10.1504/IJMIE.2017.086909
Tai, M. K., & Omar, A. K. (2018). A comparative analysis on principal change leadership competencies in Malaysian high- and mediocre-performing secondary schools. Asia Pacific Journal of Education, 1–20. https://doi.org/10.1080/02188791.2018.1476319
Tai, M. K., & Omar, A. K. (2019). School Leaders’ Competencies that make a difference in the Era of Education 4.0: A Conceptual Framework. International Journal of Academic Research in Business and Social Sciences, 9(4). https://doi.org/10.6007/ijarbss/v9-i4/5836
Wahyudi, W. D. (2019). The 21st century learning process: A review of Literature. International Journal of Educational Research.
Yordming, R. (2017). Teachers’ Perspective towards Digital Teaching Tools in Thai EFL Classrooms. International Journal of Languages, Literature and Linguistics, 3(2), https://doi.org/10.18178/ijlll.2017.3.2.108
Zhang, S., Shi, Q., & Lin, E. (2020). Professiona Development Needs, Support and Barriers: TALIS US new and veteran teachers’ perspective. Professional Development in Education, 46(3), 440 – 453. https://doi.org/10.1080/19415257.2019.1614967
Zhorova, I., Kokhanovska, O., Khudenko, O., Osypova, N., & Kuzminska, O. (2022). Teachers' training for the use of digital tools of the formative assessment in the implementation of the concept of the New Ukrainian School. Educational Technology Quarterly, 2022(1), 56–72.
