TOPIC 7

THE LATEST DEVELOPMENT OF TECHNOLOGY IN EDUCATION

7.0 Introduction

The latest technological developments have transformed education from conventional

learning towards the adoption of digital technology in the teaching and learning process.
Therefore, this chapter will explain the concept and how Augmented Reality, Virtual
Reality, Mixed Reality, and the Internet of Things (IoT) play a role in providing a realistic,
interesting and interactive learning experience for students. The discussion that follows
will focus on how gamification such as Scratch and Minecraft can be used to spark
students' critical thinking and problem-solving skills. In line with the development of
Industrial Revolution 4.0, this chapter also discusses the concept and role of Industrial
Revolution as well as its impact on education in the future.

7.1 Latest Developments in Technology in Education

This section will discuss the concept and role of Augmented Reality, Virtual Reality,
Mixed Reality, and the Internet of Things.

7.1.1 Augmented Reality (Additional Reality)

(a) Definitions

AR (Augmented Reality) refers to the combination of the real and virtual world through
the combination of objects such as text, graphics, audio and animation for users to
experience a learning experience in three dimensions (3D) (Billinghurst, 2002; Kesim &
Ozarslan, 2012).
(b) Role

(i) AR helps users understand complex concepts better in

(ii) the shape of 3D objects in the virtual world implementing A learning approach
provides opportunities to increase students' involvement, experience and new skills.
learning,

(c) Benefits

(i) Improved understanding of lesson content

(ii) Learning the function and structure of space

(iii) Learning language and communication

(iv) Memory retention/Long-term memory

(v) Improved performance in physical tasks

(vi) Increased cooperation

(vii) Increase student motivation

(d) Example

"Dinosaur 4D+" allows users to see dinosaur movements in 3D by using a scan card.
The application also allows users to rotate, zoom in, or focus on the object. In addition,
this application also provides additional information related to dinosaurs to the user.
4D Elements uses augmented reality to help students explore chemical elements and
reactions making learning chemistry more interactive and fun. This application allows
users to search for atomic weights, chemical elements, reactions and names between
two types of chemicals being tested.

"Google Expeditions" which allows users to see 3D objects such as volcanoes, storms
and even DNA (deoxyribonucleic acid) in the classroom. This application provides more
than 100 types of expeditions in the form of AR that include the history of technology,
landing on the moon and so on.

7.1.2 Virtual Reality

(a) Definitions

VR (Virtual Reality) refers to a 3D virtual environment generated by a computer system.

VR simulates the real world in a virtual space. Scenes and objects that appear real in a
virtual environment allow users to experience real situations through the use of
perception tools such as virtual reality headsets for helmets (Kavanagh et al, 2017;
Smaldino et al., 2019).

(b) Role

VR is meant to help students learn about the world around them in a safe and controlled
environment.
(c) Benefits

(i) Increasing Student Involvement

● Students can actively participate in the lesson by interacting or exploring the 3D
virtual environment system. For example, the application of immersive learning
that allows students to explore the moon or travel to historical places creates fun
and engages students while inspiring their imagination.

(ii) Improve Knowledge Retention

● AR can give students hands-on learning experience through a simulated world
such as exploring a fantasy world or a real-life place, experiencing high-risk
sports, learning to fly a plane, performing surgery and so on. Immersive learning
fosters the retention of students' knowledge over a longer period of time when
their learning experiences are experienced in real situations through the use of
tools that can stimulate their senses of sight, sound, touch, or any other sense.

(iii) Students Improve Learning Outcomes

● The experience with AR benefits the improvement of learning outcomes. In a
virtual world that gives individual students the experience of walking with
dinosaurs in ancient times or holding a human heart, the experience of walking
with Science, AR can improve students' understanding and subsequently
academic achievement.

(iv) Developing Collaboration and Social Skills

● AR improves teamwork and social skills through the construction of an engaging
collaborative learning environment. Students can communicate and research
learning topics in pairs or groups in a controlled and secure virtual environment.
(vi) Building Empathy
● AR can create an environment that puts students in other people's situations. For
example, students explore world life and different cultures, or experience the life
of refugees. This learning experience can increase emotional awareness and
build empathy among students.

(vi) Supporting Special Education Needs Learning

● AR creates a safe environment to benefit special education students learning
important life skills. AR can create a personalized learning environment that
aligns with a specific learning context to meet the individual needs of students.

(d) Example: Virtual Field Trip

Virtual Field Trips create unlimited opportunities/possibilities for students to go

anywhere and see anything from legendary places like Stonehenge and the Eiffel
Tower, impressive museums like the Guggenheim and the Louvre, and even expeditions
to interesting destinations like Sahara and Arctic (Gudoniene & Rutkauskiene, 2019).

Table 7.1: Differences between AR and VR

AR uses settings in the real world.

VR is completely virtual.

AR users can make controls in the real world.

VR users are controlled by the system.

AR can be accessed with a smartphone.

VR requires a headset device.

AR involves both virtual and real worlds.

VR only involves fictional reality.

7.1.3 Mixed Reality

(a) What is Mixed Reality?

MR (Mixed Reality) is a combination of the physical and digital worlds using augmented
reality (AR) and virtual reality (VR) technologies. MR uses advanced computer
technology, digital graphics and physical motion that allow users to interact with physical
and digital objects in real time. Examples of MR include Instagram or Snapchat filters,
virtual makeup applications and virtual furniture fitting (Dieker et al., 2008).
(b) Role

(i) Universal

● MR promotes human interaction regardless of social, economic or geographic

divides.

(ii) Versatile

● MR can be used to teach any topic because students can interact with data sets,
complex formulas and abstract concepts that may be more difficult to understand
through teacher explanations. Students absorb and receive information more
easily by doing than by listening.

(iii) Exploring the ancient world

● The use of MR devices allows students and teachers to go back in time to

interact with objects, animals or people that no longer exist in this era.

(iv) No geographic limitations

● Student safety issues and the expense of field trips are no longer a constraint
because now students can explore the Ziggurat at Chichén Itzá, dive under coral
reefs, and anywhere else.
(v) Provide a more interesting, enjoyable and effective learning experience, for example:

● Science

Biology, anatomy, geology, astronomy are traditionally considered complex subjects.

MR provides new learning opportunities by enabling students to interact with
dimensional objects, human bodies, animals and the environment.

● Social Studies

MR tools are used to design architectural models, recreate historical or natural sites,
explore foreign countries and connect with new and different cultures. Topics related to
literature or economics have finally become more realistic through MR devices.

● Art and Creativity

MR enhances collaboration among students, teachers and external experts from

different locations. For example, an artist holds a class in his studio for a special
workshop, a curator gives guidance to children in a museum, or an actor leads a theater
class in real time with students from all over the world.

Table 7.2: Differences between AR, MR and VR

7.1.4 Internet of Things

(a) What is the Internet of Things (IoT)?

The Internet of Things describes a network of physical objects (things) embedded with
sensors, software and other technologies to connect and exchange data with other
devices and systems via the Internet (Bakla, 2019; Gul et al., 2017).

IoT devices used in the classroom include:

(i) Interactive whiteboards (Interactive whiteboards) or Smart boards (smart boards)

replace blackboards/whiteboards to write and display images and graphics related to
lesson topics to students

(ii) e-books that can be downloaded and are available with zooming and saving
functions

(iii) Voice command systems for teachers

(iv) A text-based note-taking system for students

(v) A smartphone with educational applications

(vi) Student ID cards

(vii) Smart security cameras

(viii) Smart lighting

(ix) Automatic attendance detection system

(x) Wireless door lock

(b) Examples of IoT in Daily Life

Smart mobile devices, smart refrigerators, smart watches, smart fire alarm detectors,
smart door locks, smart bicycles, fitness trackers, smart security systems, etc.

(c) Role

(i) Improve teaching effectiveness

● Students can benefit from IoT such as smart boards that display animated and
3D versions to better explain concepts for topics being studied.

● IoT-based devices and systems become more efficient with the use of AR.
Information can be delivered to students just by scanning the barcode of the topic
being studied.

● AR that combines sound and graphics in the system/software can improve the
understanding/explanation/vision in 3D form of the topic being studied. For
example, the anatomy of the human ear and its functions can be understood
more clearly in an animated way than with theoretical explanations in the
classroom.
(ii) Improve interaction and productivity

● Classes based on virtual applications using smart phones make learning more
interactive. This interactive learning can in turn make students more interested in
engaging in learning activities. Self-learning can also be implemented as
students can revise the topics taught according to their schedule/free time from
the portal/website or by scanning the code on the learning material to view the
information in digital form. This entire process can make students more
independent and improve their abilities/productivity.

(iii) Distance learning

● IoT-based systems in the form of applications or software that have time tracking,
data storage and summarization functions allow institutions to offer courses to
students from different locations to access lectures, pre-recorded classes,
online-based assessments in the learning management system through user IDs.
and password provided.

(iv) Special education

● The incorporation of IoT tools and smart devices transforms learning and the
classroom environment is modified to meet the special needs of students with
disabilities. For example, a system of gloves connected with tracking devices and
tablets to generate information in verbal communication, translate sign language
that teachers can use to teach concepts in textbooks.
(V) Automatically record student attendance

● Marking student attendance is a teacher's daily task at school. IoT can help
reduce this workload for teachers so they can focus more time on teaching
activities. Biometric or barcode-based attendance with student ID card numbers
can be used to automatically record attendance as they enter the classroom.
Student absence messages will also be sent directly to students' parents so that
they are aware of their child's attendance at school.

(vi) Security on school/institution premises

● Most schools/institutions face the problem of a lack of infrastructure to detect

criminal cases (such as theft, abuse, sexual assault) as well as appropriate
contingency plans in the event of a disaster or emergency. IoT can solve such
issues because any criminal activity monitored by cameras can be detected
immediately through the support of a network system that allows the camera
footage to be displayed on various screens in the premises.

● In the event of any fire or short circuit, IoT-based detection devices can activate
alarms in the incident area immediately and accurately and reduce the
complexity and danger in resolving the issue. In addition, LoT-based detectors
can be activated so that alerts and assistance can be obtained automatically in
the event of a break in the school's smart door lock. In conclusion, IoT not only
ensures security but also facilitates management in solving security issues on
school/institutional premises.
(vii) Close monitoring

● The IoT tracking tool automatically collects data and suggests teaching topics
that interest students for further learning. IoT also makes it easier for teachers to
track students' grading and progress/performance. To prevent the misuse of
smartphones for unauthorized activities, student devices can be connected to the
school's wifi system to access the internet controlled by the school/institution.
Student device functionality can also be changed and designed to support only
certain types of applications and systems to facilitate parental control and
teacher monitoring.

7.2 Gamification

Gamification concepts discussed in this section include Scratch and Minecraft.

7.2.1 Scratch

Scratch is a type of gamification application that was first launched in 2007 at the MIT
(Massachusetts Institute of Technology) Media Lab. Scratch is a block-based platform
developed as open source to support a variety of creative expressions. Scratch is a free
programming language tool used to enable students to learn how to code with attractive
visuals (Scratch Wiki, 2015).

(a) Role of Scratch

(i) Scratch is a visual programming language that allows students to create their own
stories, games and interactive animations easily and fun.

(ii) Scratch is designed specifically for young people (age 8 and above) to help them
develop the 21st century learning skills of thinking creatively, communicating clearly,
analyzing systematically, being able to use technology, collaborating effectively, making
designs repeatedly and continuously learning.

(iii) Scratch, encouraging computational thinking and problem solving skills; creative
teaching and learning; self-expression and cooperation; and equity in computing.

(iv) Pupils learn to think creatively, work collaboratively and reason systematically while
using Scratch to code their own interactive stories, animations and games.

(v) Students can share interactive media such as stories, games and animations with
audiences from around the world.

(vi) Scratch encourages students to think outside the box and come up with creative
ways to solve problems. In the process of creating code, they have to figure out how to
break down complex ideas into smaller, more manageable parts. This process helps
them develop problem-solving skills that can be used in other areas of their lives.

(vii) Scratch is one way for teachers to bring students into the fun world of coding and
programming because it is a programming tool aimed at students as young as eight
years old.

(b) Elements Scratch

Scratch basically has four main elements (Scratch Wiki, 2015):

(1) The Stage is the most important element in Scratch Programming. All the design will
happen here. The Stage background can be designed in different shapes.

(2) The sprites refer to the main actors or characters of the Scratch project. Sprites are
programmed to do things in Scratch. Sprites can be moved, changed appearance, react
when touched and controlled by the player. Sprites can also be programmed to speak in
speech bubbles and play sounds and music. A project can have many sprites, and each
sprite can have many scripts.

(3) The Script tells the actor what to say or do. Each sprite is programmed with a script
to execute certain commands.

(c) Advantages of Scratch

(i) Scratch triggers students' creativity in storytelling, games and animation. Students
can collaborate on the same project through the use of Scratch and share their projects
online.

(ii) Scratch develops students' 21st century skills through the use of technology.

(iii) Scratch can be used by all students at various age levels including primary,
secondary, and adult students.

(iv) Scratch is used in more than 150 countries and is available in more than 40
languages.

(v) Scratch can be used across the curriculum and students/teachers can create and
share resources through Scratch.

(vi) Scratch is a free program that allows the public to access Scratch for personal and
academic use.

(d) Drawbacks of Scratch

(i) Other people can take the material made as their own (This is actually called a
remix).
(ii) The teacher cannot monitor what the students create in the early stages.
Inappropriate materials may be used by students without the teacher's knowledge.

(iii) Students under the age of 13 need to use a parent/guardian's email address, some
parents of students who do not have an email address make it quite difficult to use
Scratch.

7.2.2 Minecraft

Minecraft is a block-based 3D sandbox video game. These blocks are made up of

various materials and most of them can be "mined" or broken and stored in inventory.
The game was created in the Java programming language. It is a computer game or
gamification that is friendly to young learners and requires them to combine exploration,
block building and adventure skills to create anything from simple building materials
such as containers or weapons, small huts to houses, castles and cities, or large
metropolises and wide (Fandom, 2011).

(a) Game mode in Minecraft

Minecraft offers several game modes that allow players to experience the open world in
a unique way. Minecraft offers three different game modes: Adventure, Survival and
Creative. Each game mode has four difficulty levels: Peaceful, Easy, Normal and Hard.

(i) Adventure the player interacts with objects (levers) and mobs to complete the
adventure.

(ii) Survival after randomly being born in a new world, the player is required to try to
survive by collecting materials, building shelters, gaining experience and resisting mobs
or hostile objects.
Adventure and Survival modes are the same. The difference between Adventure and
Survival modes is that Adventure players can download adventure maps created by
other players. Both modes allow the player to fight hostile creatures or mobs (such as
spiders, zombies and black creatures with glowing eyes), build structures and manage
health stats continuously.

(iii) Creative- Creative mode is the best option for beginners. This mode gives the player
access to almost all resources (for example, blocks and items that are invulnerable and
have the ability to fly) in the game. The purpose of this game mode is to create/design a
unique world.

(b) Role of Minecraft

(1) Promote 21st century learning

Minecraft develops basic skills of programming, teamwork, problem solving, project

management and offers an environment to foster creativity and "outside the box"
thinking in young learners.

(ii) Cultivating the value of collaboration and teamwork

The Minecraft game involves cooperation between players and other teammates. For
example, they need to rely on each other in the process of gathering and sharing
resources to achieve a common goal. They need to work together positively to achieve
their goals while building friendships with teammates.

(iii) Minecraft helps players learn problem solving techniques

The ability to solve problems determines how well an individual can overcome obstacles
in real life. For example, "survival mode" in Minecraft trains players to hold back hunger
and health in the face of dangerous monsters and other obstacles. They have to figure
out how to escape, find shelter and learn to survive in the digital game scene/world
using a short amount of time. This situation encourages players' critical thinking when
they need to react quickly and efficiently to solve real-world problems.

(c) Minecraft Advantage

(i) Accessible

Minecraft is an open environment that allows young learners the freedom to explore the
world and explore without following a strict set of rules. For example, the avatar collects
resources by cutting down trees and cleaning up dirt. Finally, these resources can be
used to create other tools. Tools can start with simple ones like hammers, axes and
shovels. Players can build complex tools such as circuits, trains and houses after
acquiring enough resources.

(ii) Minecraft provides a safe learning environment.

Students are free to write their own stories, collaborate with friends, and build anything
they want in a safe and secure environment.

(iii) Age-appropriate content

Minecraft can be played by students of all ages. Parents are also allowed to control their
children's games in Minecraft.

(d) Disadvantages of Minecraft

(i) Minecraft requires payment.

Minecraft is not completely free. Users have to make payments for multiplayer games.

(ii) No time management due to addiction to play

Minecraft players tend to be addicted to the open-world sandbox game that offers hours
of fun without noticing the passing of time.

(iii) Addiction causes students to lose focus in learning

Addiction to excessive game habits causes players to focus less when studying. This
condition may be harmful to health and affect an individual's academic performance.

7.3 Industrial Revolution

7.3.2 Impact to Education

Industrial Revolution 4.0 will create new jobs and will also eliminate some types of
existing jobs. For example, highly skilled workforce to develop software systems,
artificial intelligence, designers, program operators are indispensable. On the other
hand, low-skilled jobs such as production operators may be slowly affected as their
labor is no longer needed and will be replaced by the use of robots or other
computer/digital systems.

In this context, changes in the education system need to be made by giving early
exposure to technologies related to Industrial Revolution 4.0 to students starting from
primary school to university. Early preparation is necessary in order to produce skilled
workers who can meet the needs of the market in the future. Based on current trends,
Industrial Revolution 4.0 will require changes in the main aspects of education in terms
of structure/management of education, content, and delivery/pedagogy.

(a) Structure and Management of Education

The current Industrial Revolution 4.0 requires a transformation of education that

includes two main components, namely emphasizing cross-disciplinary education in
terms of content, delivery, management, and designing education/degree programs that
can develop human resources or technical workforce to support Industrial Revolution
4.0.

Industry Revolution 4.0 will cause changes in business models across sectors. To face
this cycle of change, lifelong learning that emphasizes the continuous learning process
will be made a part of a person's culture and lifestyle in order to maintain competition in
the professional field they are engaged in. This phenomenon requires collaboration
between educational institutions and industry.

Additionally, the invention of mobile devices, cloud computing, social networks and big
data enable personalized learning. Learning can be carried out independently in terms
of time and place/location. The increasing demand for mobile learning makes Massive
Open Online Courses, virtual classrooms, remote labs, virtual labs and game-based
learning as learning tools which is important.

(b) Curriculum / Teaching Content

Content changes are not limited to technical education only, but also include all
disciplines in general. New emphasis needs to be placed on new content that cuts
across disciplines and soft skills. An important segment of Industrial Revolution 4.0 will
likely lie in interdisciplinarity between courses such as electrical engineering,
mechanical engineering, business administration and computer science. Therefore,
close collaboration between universities and industry and stakeholders will become
more important to implement Education

Core technical courses/subjects should be emphasized at the university level under

different programs as the need for human resources in technical fields such as
traditional, cloud computing, virtual/augmented reality, and robotics is increasing.
Interdisciplinary programs such as combining engineering studies, information and
communication technology or ICT (Information and Communication Technology) and
business can be developed to meet future needs. The application and construction of
soft skills is to ensure that every student becomes a person who is digitally literate, has
communication and collaboration skills, is able to solve problems, innovate and be
competitive in the professional field they are engaged in.

(c) Delivery of Curriculum / Pedagogy

Education 4.0 must be able to produce graduates who are creative and able to think
critically. In addition, graduates also need to be innovative and have entrepreneurial
characteristics and flexibility in dealing with complex problems. Therefore, teaching
techniques will emphasize problem solving, critical and creative thinking. Education 4.0
is proposed to apply cognitive, affective and psychomotor domains in the teaching and
learning process. In the cognitive domain, application, analysis, evaluation and creation
will be more important than the lower level cognitive skills. Emphasis on meaningful
learning. Project and scenario-based teaching strategies and practice/practical oriented
learning.

The new era of education will focus on the use of IoT, cloud computing, AR, AI and
other technologies that are key components of Industrial Revolution 4.0. IoT devices
that will be commonly used in classrooms include interactive whiteboards, tablets and
mobile devices, 3D printers, wireless door locks, attendance tracking systems, stable
Wi-Fi, robust networks and bandwidth. In other words, the use of IoT will become a new
trend in teaching activities and classroom management.

The application of big data analysis in teaching and learning will shape a new learning
environment in the future. The use of learning analysis can help teachers to monitor
progress or track the success and failure of each student's mastery of knowledge and
skills for each topic so that further steps or actions can be taken. These steps include
the use of systems/applications that can provide appropriate training to each student
automatically based on their level of progress.
TOPIC 8

ISSUES AND CHALLENGES OF TECHNOLOGY INTEGRATION IN TEACHING AND

LEARNING

8.0 Introduction

The rapid development in the era of technology becomes a must to study the issues
that need to be thought about in order to protect the copyrights of other people's works
and products. In addition, this chapter will examine the challenges that may exist as a
result of the rapid development of technology. Among the issues and trends that will be
discussed include protected copyright, intellectual property, cyber law, security,
confidentiality and plagiarism. In addition, attention is also given to the challenge of
integrating technology to organizational support, teacher readiness, student readiness,
technology infrastructure, skills training. Next, this chapter will also discuss the
challenges of technology integration for students with different academic abilities and
special education needs.

8.1 Intellectual Property Rights

Copyright is an exclusive right granted by law for a certain period of time to the creator
of a work to control the use of their work. Copyright protection in Malaysia is based on
the Copyright Act 1987.

Works eligible for Intellectual Property protection are:

(i) Literary works;

(ii) Musical works;

(iii) Works of art;

(iv) Movies;

(v) Sound recordings;

(vi) Broadcasts; and

(vii) Published works.

8.1.1 Duration of Copyright Protection

(a) Literary Works, Musical Works or Artistic Works

• Copyright on any literary, musical or artistic work exists during the lifetime of the
creator and shall continue to exist until the expiration of a period of fifty years after his
death.

(b) Films, Sound Recordings and Performers

• Copyright must exist for 50 years from the publication of the work, provided for film
works and sound recordings. For the performer, the copyright must exist from the
performed performance or fixation in the sound recording.

(c) Posting

• Copyright in broadcasting, protection applies in the way of transmission either through

wire or wireless (wireless), a period of fifty years shall be counted from where the post
was first made.
8.1.2 Rights of Copyright Owners

(a) Legal Rights

• Creators, copyright owners and performers are granted exclusive rights to control
under copyright law. The legal rights granted to them include the right to enforce their
copyrighted works in cases of infringement either through civil or criminal action. In
terms of criminal conduct, it is carried out by the Enforcement Division of the Ministry of
Domestic Trade, Cooperatives and Consumerism (KPDNKK) or the Royal Malaysian
Police.

(b) Economic Rights

• Economic rights granted to rights holders include reproduction rights, public

communication rights, rights to perform, display or play to the public, distribution rights
and commercial rental rights. This right can be exercised within the period of protection
regulated under the Copyright Act 1987. Economic rights enable the right owner to
obtain financial rewards from the use of his works by consumers or for commercial
purposes. Economic rights can be acquired through assignment, licensing and
bequests.

(c) Moral Rights

(i) Paternity Rights: This right allows the author (of the work) to be recognized and
demand that the originality of their creation be maintained.

(ii) Integrity Rights: This right allows the author to prevent any user from
misrepresenting, recording or modifying his work where the result of the significant
modification will change the original work and harm the honor or reputation of the
creator.
8.1.3 Statutory Rights

The moral rights granted under the provisions of the Copyright Act are considered to be
the statutory rights of the creator over his work. So any infringement of copyright is
considered a breach of statutory duty.

Definition of 'Behaviour'

'Performer' means the person performing live.

Live Performance

Include:

(a) The performance of a play, or part of such a play, includes something such
performances are made using puppets, or performances of a spontaneous play.

(b) Performance of a musical work or part of it, or spontaneous performance of a

musical work.

(c) The reading, recitation or delivery of a literary work, or part of such a work, or the
spontaneous reading, recitation or delivery of a literary work.

(d) Dance performances.

(e) Performances of circus acts or variety acts or any similar spectacle or show.

(f) Performances relating to the expression of folklore, delivered directly by a person,

whether in front of an audience or otherwise.

Excludes:
(a) Any reading, speaking or delivery of any news material or information.

(b) Any live performance of a sporting activity.

(c) Participation in a performance directly by the audience.

Eligibility for Protection for the performer must exist in every live performance where the
performer is:

(a) Citizens or permanent residents of Malaysia.

(b) Is not a citizen or permanent resident of Malaysia but the presentation:

(i) Held in Malaysia.

(ii) Has been incorporated in a sound recording protected under this act.

(iii) Not yet specified in a sound recording but included in a broadcast that is eligible for
protection under this Act. The duration of the Protection Performer's Rights is granted
for 50 years from the date of presentation.

8.1.4 Copyright Infringement

Anyone who uses any copyrighted work without permission from the author, copyright
owner and performer, is an infringement under the Copyright Act 1987. Among the acts
of copyright infringement include:

(a) reproduction of any copyrighted work in any material form by way of screening,
performance or distribution to the public;
(b) importing infringing copies of copyrighted works into the country of Malaysia for
other than permitted private use;

(c) making infringing copies of copyrighted works for the purpose of sale or rental to the
public;

(d) the sale, rental and distribution of any infringing copies of copyrighted works by way
of trade, disclosure and offering for sale or rental;

(e) possess the infringing copy for commercial purposes other than permitted private
use;

(f) exhibiting infringing copies of copyrighted works for commercial purposes to the
public.

8.2 Cyber ​Law

Law is one of the policies of the government created for the good of the country. This is
because through laws we can regulate and control society. However, most people do
not like the law because they think their lives are not free. In the context of the Internet,
cyber laws were created to ensure that netizens use cyberspace properly and prudently.
One of the good steps in dealing with the issue of cyber threats is through the
enforcement of cyber laws.

Cyber ​law is a law related to the use of the Internet that includes elements of technology
including hardware, software and information systems. This law is a new area in the
legal system to protect all matters related to digital technology and the Internet.

The Internet has become a necessity for everyone in daily life whether in business,
education, communication, social and running the banking system and so on. Although
the Internet provides many conveniences to users, there are still a few individuals who
misuse and are less responsible for using the Internet for the purpose of online fraud.
Identity theft, virus attacks and hacking. Therefore the government has introduced
drastic measures to curb cyber crime. Among the cyber laws in Malaysia are as follows:

8.3 Plagiarism

Plagiarism is included in the offense of cheating and stealing in addition to being against
the ethical and legal basis (Brandt, 2002; Smith, 1999). According to Christopher Ricks
in the British Academy Lectures, plagiarism is an act that has been considered immoral
for centuries (Goldgar, 2001).

Plagiarism is a violation of an author's moral rights. Droit moral (moral right) is of French
origin, which according to Earl W. Kintner (Kintner & Jack 1975:355) is:

"The right to prevent others from altering or diminishing his work, the right to prohibit
others from attributing his name to a work not made by him, and the right to prohibit
others from using his work or his name to damage the reputation of his skill or position."

The following are acts associated with plagiarism:

(a) Changing other people's work and making a certificate as one's own.

(b) Copying words or ideas from others without giving credit.

(d) Failing to insert quotation marks against taken quotations. Giving wrong information
about the source taken.

(e) Only change the wording but retain the source sentence structure without giving
credit.
In addition, the use of images, audio and video without obtaining permission from the
owner is also considered plagiarism. The following are activities that can be categorized
as plagiarism:

(a) Copying images from websites to use in documents or own websites.

(b) Create video material using video footage owned by others who have copyright
reserved.

(c) Making musical creations created by others.

(d) Creating and composing songs similar to the original music.

Here are the things that need to be emphasized to avoid act of plagiarism:

(a) "Paraphrase" i.e. repeating something written with different words or sentences, in a
simpler and clearer form.

(b) Making "Citations" which are reference sources used such as books, research
papers, or journals.

(c) "Outing" - Repeat or copy (words from a text or speech written or spoken by another
person).

Here are some ways to avoid plagiarism:

Explaining the definition of plagiarism to students or higher education institutions

(a) where it is possible that they lack understanding about plagiarism.

(b) Discussing the plagiarism policy where plagiarism is a fraud in the academic world
where writers do not get credit for the work they have done.

(c) State the penalty and action to be taken

• Discuss the penalties and actions to be taken against plagiarism. If warning of

penalties and serious actions have been stated, students will be less inclined to take
risks.

(d) Include plagiarism in the course learning measure

• Including the plagiarism policy together in the course learning measures will remind
students of the definition and consequences of plagiarism. Discuss plagiarism on the
first day when informing and discussing the syllabus to show the implications of
plagiarism.

(e) Teaching the method of making citations Teachers should show and teach the
correct method of making citations to appreciate the work of others and teach students
to understand plagiarism more seriously.

(f) Citation requirements It is necessary to implement detailed citation requirements,

including specifying page and page numbers.

(g) The use of quotations There is no better way to teach the concepts of the
importance of using quotations unless the teacher himself shows it with leadership by
example. Practice using quotes include in all your sharing notes.
There are several applications that can be used to check the level of plagiarism.
Students can use this application to check the rate of plagiarism activity on the writing
produced. Among the applications that can be used are Turnitin, DupliChecker,
Grammarly, Paper Rater, ProWriting Aid, PlagScan and others.

8.4 Dissemination of Information

Communication is a process of delivering information or messages from one party to

another in order for a situation to occur that affects a person's actions. This can be
proven by the recipient's response, effect or action after receiving the content of the
message. Many experts assess that communication is very necessary in social life. The
delivery of information is targeted to various target groups consisting of various types of
race, ethnicity, religion, age, background, family, educational background and residential
location. According to Professor Wilbur Schramm (1988), he explained that
communication and society are two twin data that cannot be separated from each other.

Today, there is change, progress, technological evolution where most of the Malaysian
community consisting of young generation Y, generation Z and alpha are more inclined
to choose new media as a source of information compared to conventional media such
as newspapers, radio and news on television. This is because they are more
comfortable using new media as an information search agent because it is fast and only
at the tip of the finger making it very popular, a lifestyle or a trend accepted by society in
today's technological age.
8.5 Confidentiality

The development of information and communication technology (ICT) has enabled

information to be sent and received quickly. This facility has led to increased use of the
Internet and electronic mail. This fact is also influenced by the number of users and the
importance of information that is increasing over time. This means we should have
effective and systematic management to maintain and build confidentiality elements.
The secret referred to has to do with the care and preservation of "materials" and tools
or objects, written materials such as maps, especially topographical maps, plans,
models, graphs, drawings, tape recorders and other devices that contain sound. This
also includes films, negatives or devices containing images that can be produced,
reproduced or reproduced.

This involves someone such as a trustee, administrator or someone who serves in the
public service abetting and disseminating confidential material to another party.

8.6 Safety

Safety is defined as a state of being free from unacceptable threats or risks. Security
maintenance is an ongoing process. It involves regular activities that must be done from
time to time to ensure safety because threats and risks are constantly changing.
Information and Communication Technology Security (ICT) means a situation where all
matters of providing and supplying services based on ICT systems run continuously
without interruptions that may affect security. KTMK is closely related to the protection of
ICT assets.

There are four basic components of ICT security namely:

(a) Protect official secrets and information from unauthorized access;

(b) Guarantee each information is valid, accurate and complete;

(c) Ensure the availability of information when needed by users; and

(d) Ensure access is limited to authorized users and information is from authorized
sources.

The main features of information security are as follows:

(a) Confidentiality - Information must not be arbitrarily disclosed or accessed without

permission;

(b) Integrity - Data and information must be accurate, complete and up-to-date. It can
only be changed in an authorized way;

(c) Undeniable - The source of data and information must be from a valid and
undisputed source;

(d) Validity - Data and information must be guaranteed to be valid; and

(e) Availability - Data and information should be accessible when necessary.

8.6.1 Principles

The basic principles that must be followed are as follows:

(a) Access on a Need-to-Know Basis

Access to the use of ICT assets is only granted for specific purposes and restricted to
certain users on a "need to know" basis only. This means access will only be granted if
the user's role or function requires the information. Consideration for access is based on
information category and system owner.
(b) Minimum Access Rights
User access rights are only given at the most minimal level which is to read and/or view
only. Approval is necessary to allow the user to create, store, update, change, delete or
cancel any information. Access rights are reviewed from time to time based on user
roles and responsibilities.

(c) Accountability
Users are responsible for all their actions against ICT assets.

(d) Exclusion
The task of creating, deleting, updating, changing and validating data needs to be
isolated to prevent unauthorized access and protect ICT assets from errors, gradual
information leakage or manipulation. Isolation also includes the act of separating
between operational groups and networks.

(e) Auditing
Auditing is an action to identify ICT security incidents or identify situations that threaten
ICT security. It involves the preservation of all records related to ICT security measures.
ICT assets such as computers, servers, routers, firewalls and networks must be able to
generate and store logs of security actions for audit trail purposes.

8.6.2 Mobile Device Security

When using a mobile device, things must be observed to ensure information security is
as follows:

(a) Portable equipment must be stored in a safe place when not in use:

(b) Protective measures must be taken to prevent loss of equipment, data, disclosure of
information and unauthorized access;
(c) User technical support services are limited to official matters only, and

(d) Passwords must be configured on mobile devices to prevent unauthorized access.

8.6.3 Physical and Environmental Safety

(a) Physical Security of the Area

Controlling access, preventing physical damage and interference to premises that
house information and information processing facilities.

Things that must be followed are as follows:

(i) Physical security areas should be clearly identified;

(ii) The location and robustness of physical security shall depend on the need to protect
assets and the results of a risk assessment;

(iii) The guest room of the premises must be controlled by an officer or other control
method;

(iv) Perimeter security (obstacles such as walls, control fences, security guards) shall be
used to protect areas containing information and information processing facilities; and

(v) A suitable intrusion prevention system shall be installed in the physical security area.
(b) Physical Access Control
Access control is a key activity in the aspect of information security. Physical access
controls should be identified and physical access mechanisms should comply with
established rules and guidelines. The access control mechanism is as follows:

(i) Physical (example: Security Door)

(ii) Technology (example: Biometrics, Smart Card, Digital ID)

(iii) Administration (eg: Visitor Pass, Logbook)

(c) Support Services

To ensure that ICT equipment functions properly all support services (power supply,
telecommunications, water supply, gas, sewage, air distribution and air conditioning)
must be controlled from interference or damage. Things that must be followed are as
follows:

(i) All ICT equipment must be supplied with a suitable electricity supply;

(ii) Support equipment such as Uninterruptible Power Supply (UPS) and generators
must be used for critical services such as in the Data Center so that the power supply
continues;

(iii) All power supply support equipment should be checked and tested on a scheduled
basis and if it is necessary to install an alarm device to detect damage; and (iv)
Emergency lighting and communication shall be provided and an emergency switch to
shut off the supply shall be provided.
8.6.4 Equipment Security

(a) ICT equipment

Things that must be followed are as follows:

(i) The user must be fully responsible for the ICT equipment by ensuring that the related
ICT equipment is equipped with antivirus and perform regular scans;

(ii) The user must check and ensure that all ICT equipment under his control is working
perfectly;

(iii) Users are not allowed to make any modifications to the hardware and software that
has been installed without permission;

(iv) Any ICT asset management activities such as movement and loss of assets must be
managed in accordance with regulations;

(v) The operation of ICT equipment must comply with and refer to the current
regulations in force; and

(vi) Users are absolutely prohibited from changing the administrator password
(administrator password) of the equipment that has been set.

(b) Portable Storage Media

Storage media is electronic hardware used to store data and information such as
diskettes, magnetic tapes, optical disks, flash disks, and other storage media. Storage
media must be ensured to be in good condition, secure, guaranteed confidentiality and
availability for use.
Things that must be followed are as follows:

(i) Storage media must be stored in a good storage space and have security features
appropriate to the content of the information;

(ii) Access to enter the storage media storage area shall be limited to authorized users
only;

(iii) All storage media must be controlled to prevent unauthorized access, theft and
destruction;

(iv) All storage media containing critical data must be stored in a suitable place and
have security features;

(v) Access and movement of storage media must be recorded;

(vi) All storage media that need to be disposed of must be done in an orderly and safe
manner; and

(vii) The deletion of information or media content must be approved by the owner of the
information first.

8.7 Role of Students as Digital Citizens

As digital citizens, students have an important role in building a positive and productive
digital environment. Here are some important roles of students as digital citizens:

(a) Be a Responsible Digital User

Students as digital citizens must be aware that every action they take in the cyber world
has a big impact on themselves and others. Therefore, students must be responsible
digital users and avoid behavior that endangers themselves or others.
(b) Building Digital Awareness
Students must also develop an awareness of the importance of maintaining privacy and
security in cyberspace. They should learn about the importance of choosing strong
passwords, keeping personal information private and avoiding insecure websites.

(c) Maintaining Digital Ethics

Students as digital citizens must also understand and respect digital ethics. They should
avoid actions such as bullying, cyberstalking and using offensive or inappropriate
language on social media or other digital platforms.

(d) Participate in the Digital Community Positively

Students must also participate in the digital community in a positive and productive way.
They should use social media and other digital platforms to share useful ideas, opinions
and experiences and build a welcoming and inclusive environment.

(e) Help Prevent the Spread of Fraud and Inaccurate Information

Students must also help prevent the spread of fraud and inaccurate information in
cyberspace. They should conduct fact-checking before sharing information and avoid
disseminating unverified or unclear information.

To build a positive and productive digital society, students as digital citizens must play
an active and responsible role in the digital environment.

8.8 Technology Integration Challenges

The integration of technology in various aspects of life has brought many benefits and
conveniences, but also poses challenges that need to be overcome. Some of the
technology integration challenges faced are as follows:
(a) Infrastructure and Accessibility

• One of the main challenges to integrating technology is uneven infrastructure and

accessibility. In some regions or countries, technology infrastructure and accessibility to
the Internet are still limited, making it difficult for people to use technology optimally.

(b) Cost

• The high cost of purchasing equipment and Internet access is also a significant
challenge in technology integration. This can be a barrier for groups of people who do
not have access to sufficient financial resources.

(c) Dependencies

• Excessive use of technology can lead to dependence on technology, which can

interfere with a person's productivity and mental and physical health.

(d) Security and Privacy

• Technology integration can also raise security and privacy concerns. Unwise use of
technology can make personal information vulnerable to abuse and cyber attacks.

(e) Cultural and Language Differences

Technology is often created by people from different cultural and linguistic backgrounds.
This can create problems in the use of technology among different user groups.
8.8.1 Organizational Support

Organizations can provide important support in the integration of technology, both for
the internal benefit of the organization and to support the public. Some forms of
organizational support in technology integration are as follows:

(a) Investing in Technology Infrastructure

• Organizations can invest their resources in the necessary technology infrastructure to

maximize the use of technology by employees and customers. This includes hardware,
software, fast Internet access and technology support.

(b) Employee Training

• Organizations can provide training related to technology applications to their

employees to maximize the use of technology in their jobs. This training may cover the
use of software, hardware and applications, as well as cyber security and privacy skills.

(c) Increase User Engagement Through Technology

• Organizations can leverage technology to increase engagement in the use of

technology in various matters, such as by developing interactive applications, websites
and social media. This can increase user satisfaction and expand the organization's
customer base.

(d) Encouraging Innovation and New Discovery

Organizations can drive innovation and new discoveries through the use of technology
and support employees to develop new ideas that can improve the organization's
efficiency, productivity and service quality.
(e) Improve Work Experience of Employees

• Organizations can use technology to improve employees' work experience, such as by

providing access to task and schedule management systems, teleconferencing systems
and online collaboration tools. This can help employees work more efficiently and
productively.

8.8.2 Teacher readiness

The willingness of teachers to integrate technology is very important to create effective

and innovative learning. Here are some reasons for teacher readiness:

(a) Increase Learning Effectiveness

• Using technology, teachers can enrich learning with interesting digital resources, such
as videos, animations and simulations. This can help students better understand the
material and retain information better.

(b) Improve Learning Efficiency

• With the existence of technological infrastructure such as fast Internet connection and
learning software, teachers can deliver learning materials more efficiently and students
can access learning resources more easily. Teachers can use more innovative and
effective learning methods. This can improve the overall quality of education and
prepare students for a future that is increasingly dependent on technology.
(c) Increase Student Motivation

• Students are often more attracted to technology and innovative ways of learning.
When teachers use technology in learning, it can increase student motivation and make
them more eager to learn.

(d) Improve Efficiency

• By using technology, teachers can save time and energy in planning and implementing
lessons. For example, the use of online classroom applications can help teachers
organize assignments and monitor student progress more efficiently.

(e) Improve Students' Technology Skills

• Adequate technology infrastructure can help students get used to using technology
and develop the digital skills needed for the future.

(f) Providing Access to a Wider Network of Educational Resources

• With an Internet connection and mobile devices, students can access a wider range of
educational resources, including learning videos, e-books and online courses.

(g) Improving School Management Efficiency

• Technological infrastructure such as learning management systems can help schools

manage administrative and management tasks more efficiently.
8.8.3 Digital Learning Skills Training Challenges Among Today's Teachers

Digital learning skills training is a significant challenge for today's teachers, especially
when facing the use of technology in the learning process. Some of the challenges in
training digital learning skills for today's teachers are as follows:

(a) Paradigm Change

• In facing the use of technology in learning, teachers need to change their traditional
paradigm and learn how to integrate technology in learning. This requires a willingness
to learn and adapt new approaches in teaching.

(b) Availability of Infrastructure

• Although technological infrastructure is important in learning, not all schools have

adequate access to the necessary technology. This can be a challenge for teachers in
preparing students for a future that is increasingly dependent on technology.

(c) Lack of Training and Support

• Teachers often do not have adequate skills and training to use educational technology
and a lack of support in terms of professional development. This can be an obstacle for
teachers in adapting technology in the teaching process.

(d) Time Availability Problem

• Teachers often have a heavy workload, and lack of time to learn and master
educational technology which can be an obstacle in preparing themselves and students
for a future that is increasingly dependent on technology.
(e) Rapid Changes

• Technology continues to develop rapidly, and teachers need to learn and master new
technologies continuously. This requires active learning skills and a willingness to keep
up with the latest technological developments.

8.9 Student Readiness in Technology Integration

Along with the rapid development of technology, the use of technology in learning is
becoming more and more common. However, students' willingness to integrate
technology in learning can vary depending on various factors, such as socio-economic
background, knowledge of technology, and learning preferences.

Some factors that can increase students' willingness to integrate technology in learning
are:

(a) Introducing Early Technology

• Students who are used to using technology since childhood will be easier and more
open to using technology in learning.

(b) Presenting Interesting Technologies

• The use of interesting and fun technology such as games or videos learning can
encourage students to engage in learning.
(c) Provide Technology Training

• Appropriate and effective technology training can help students understand how to use
technology in learning and increase their confidence in using technology.

(d) Providing Easy Access

• Ensuring that students have easy and smooth access to technology devices and
Internet connections can make it easier for students to integrate technology into
learning.

(e) Creating Technology Oriented Learning

Creating learning specifically designed for technology, such as online learning or

blended learning, can help students feel comfortable using technology.

8.10 Technology Infrastructure

Technological infrastructure can be very important in education, especially in today's

digital age. Some important technological infrastructures are mainly used

(a) Internet network

• A fast and reliable Internet connection is essential in opening up access to online

educational resources and distance learning platforms.

(b) Hardware

• The availability of hardware such as computers, laptops, tablets or smartphones can

help students and teachers access and produce educational materials more easily.
(c) Software

Learning software can help students understand material in a more interactive and
engaging way, such as foreign language learning apps or physics simulations.

(d) Learning Management System

• An LMS is a digital platform used by educational institutions to manage and provide

online learning materials, including assignments, exams and interactions between
students and teachers.

(e) Multimedia Technology

• Multimedia technology such as projectors, cameras and audio devices can help
increase student interaction and participation in the classroom, and make learning more
engaging and enjoyable.

With the availability of technological infrastructure facilities, teaching and learning can
be more inclusive, effective and efficient. However, it is important to ensure that all
students have equal access to these technologies to minimize the digital divide in
education.

Industrial Revolution 4.0 is a new stage in industrial development marked by the use of
increasingly sophisticated digital technology. Some elements of industrial revolution 4.0
include:

(a) Internet of Things (IoT)

• Technology that allows electronic devices to connect and exchange data via the
Internet. Examples include sensors and devices connected to Internet networks.
(b) Big Data

• A term that refers to the large and complex amounts of data generated by IoT devices
and other technologies. Big data analytics can provide new insights into customers,
business operations and market trends.

(c) Artificial Intelligence (AI)

• Technology that allows computers to process information and make decisions like
humans. Examples include machine learning, deep learning and natural language
processing.

(d) Robotics

• Technology used to create machines that can perform human tasks or tasks that are
difficult for humans to perform.

(e) Augmented Reality (AR) and Virtual Reality (VR)

• Technologies that allow users to interact with digitally created or digitally altered
environments.

(f) Cyber ​Security

• The security of information and technology systems is an important element in the

Industrial Revolution 4.0, mainly due to the increase in the amount of data generated
and transmitted via the Internet.
(g) Cloud Computing

A technology that allows access and processing of data and applications over the
Internet, so it does not require data storage on physical devices.

(h) 3D printing

• Technology that enables the manufacture of products by printing them layer by layer
using materials that can be processed through a 3D printer.

8.11 Challenges of Technology Integration for Students with Different Academic Ability
and Special Education Needs

The integration of technology in education has its own challenges when it has to be
applied to students with different academic abilities and special educational needs. Here
are some challenges that may be encountered in the integration of technology for
students with special educational needs:

(a) Accessibility

Students with special educational needs may need special technology devices or
modifications to make the technology accessible and used properly. This can be a
challenge when schools do not have sufficient resources to provide the necessary tools
and modifications.

(b) Capacity Limits

Some students with unique educational needs may have limited ability to use
technology. For example, students with motor disabilities may have difficulty using input
devices such as a mouse or keyboard. In this regard, teachers need to pay attention to
the individual needs of students and provide alternative solutions to overcome these
limitations.

(c) Lack of Training and Support

• Teachers and school staff may need more specialized training and support to integrate
technology with special education needs. This can include training in specific software
or applications that can help students with special educational needs learn effectively.

(d) Lack of Appropriate Content

• Not all course materials or learning content available online are suitable for students
with special educational needs. In this regard, teachers need to find or create content
that suits the needs of students.

(e) Difficulty Adapting Learning

• Students with unique educational needs may require different learning approaches. In
this regard, teachers need to adapt learning methods and content to meet the individual
needs of students.