ISSN: 2226-6348
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This paper focuses on the level of maximization of digital technology use by teachers in Sekolah Jenis Kebangsaan Cina (SJKC) in the Seberang Perai Tengah district, as well as examining various factors that influence the effectiveness of its integration in the teaching and learning (T&L) process. Although Malaysia has introduced several national initiatives to promote the use of digital tools in education, there remains a lack of empirical evidence on how effectively these technologies are being utilized at the school level, particularly in vernacular schools such as SJKC. Many teachers continue to face challenges such as limited infrastructure, lack of targeted professional training, and insufficient administrative support—hindering the full realization of technology's potential in the classroom. This gap highlights the need to investigate the actual extent to which digital technology is integrated into classroom practices and the contextual barriers that may influence its success. The optimal use of digital technology in T&L is not only capable of improving the effectiveness of content delivery but also plays a vital role in enriching students' learning experiences. Furthermore, the integration of technology in education can foster 21st-century skills among students, especially in the areas of digital literacy, critical thinking, problem-solving, and self-directed learning. This paper also reviews relevant literature that provides an in-depth picture of the benefits and challenges associated with educational technology use—including increased student engagement, individualized learning support, and the persistent difficulties teachers face in digital adoption. Based on the findings, this paper proposes strategic recommendations for schools, administrators, and policymakers to empower teachers, enhance access to digital tools, and support technology-based teaching practices in a more systematic and comprehensive manner. Therefore, the outcomes of this study are expected to serve as a valuable reference for advancing digital education transformation at the primary school level, particularly within the context of SJKC.
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