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Furthermore, In Malaysia the ICT master plan, outlined many programs to facilitate
the integration of ICT in education and training programs (MOE ,2012) to prepare
technologically literate and thinking workforce that will enable Malaysians to function as
st
keen and competitive global players of the 21 century.

Malaysian governments at all levels make efforts:
 To equip classroom with computers, connectivity to networks and access to the
internet.
 Almost all educational institutions are equipped with computer labs and access to
the net.
 Teachers are to go for basic information courses and also provide intensive and
continuous ICT training for all teachers.

Based on the spirit of National Education Philosophy, the essence of Teacher
Education Philosophy stated below will determine the course of direction and source of
inspiration for teachers to follow, with the aim to excel teaching and learning and to
enhance the image of teacher professionalism.

“Teacher with noble characters, progressive and scientific outlook will be prepared
to uphold the national aspirations as well as to enhance the national inherited
culture to ensure individual development and to preserve a united, democratic,
progressive and discipline society”

According to the above-mentioned Teacher Education Philosophy, the main
objective of teacher education is to train and produce teachers with a noble character, a
progressive and scientific vision, and a commitment to uphold the national aspirations
and heritage of culture. Teachers who are qualified as skilled professionals are expected
to succeed in their teaching careers and improve the reputation of the teaching
profession. In tandem with the training of students for the new digital age, teachers are
seen as key players in the use of ICT in their everyday classrooms. Previous studies
indicated that ICT integration is a complex phenomenon and technology or computer use
among teachers is complicated process. Over the years following the implementation of
various technology initiatives in the Malaysian education system, Ismail, Zakaria and Aziz
(2007) reported that the level of technology integration of teachers was still low. Teacher
training is therefore a necessary prerequisite for the assimilation of the conceptual
changes related to teaching and the integration of ICT in schools (Kay, 2006).

Moreover, defining the pedagogical competencies that a novice teacher needs to
possess is not a simple task, since the competencies involved are complex in nature.
Luckily, many organizations have published documents that can provide good references.