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classroom practice is a complex and multi-faceted issue. Novice teachers should be able
not only to use ICT in order to support their traditional instruction but also to reorganize
their instruction using ICT. Effective programmes aiming at teachers’ ICT preparation and
support should be flexible, continuous and subject focused rather than uniform or identical
for all. They should clearly articulate specific types of effective instructional models and
representative. ICT paradigms for every subject in the curriculum. Professional and
novice teachers' development programmes should also focus on coupling changes in
teachers’ pedagogical cultures and philosophies for teaching and learning with their
training on how to use appropriate ICT tools with their students. Teachers’ ICT integration
culture and capability is built up over time from experience, reflection and review. Further
research is necessary to address the issues above in order to redirect current policies
and strategies employed for ICT integration in classroom practice.

References

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Earle, R. S. (2002). The Integration of instructional technology into public education:
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Good, T. L., & Lavigne, A. L. (2017). Looking in classrooms. Routledge.

Huda, M., & Teh, K. S. M. (2018). Empowering professional and ethical competence on
reflective teaching practice in digital era. In Mentorship Strategies in Teacher
Education (pp. 136-152). IGI Global.

Ismail, Z., Zakaria, H.M., & Aziz, Z. (2007). The implementation of Internet integration in
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ISTE [International Society for Technology in Education] (2017). National educational
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Johnson, S. D., & Aragon, S. R. (2003). An instructional strategy framework for online
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