APC - Document 07092021 - Abdul Jalil Toha Tohara - 2019853076

ANUGERAH PENYELIDIKAN CEMERLANG
(APC)

EXPLORING DIGITAL LITERACY SKILLS, MOTIVATION AND
DETERRENTS AMONGST STUDENTS WITH LEARNING DISABILITIES (SWLD)

USING THE GAMIFICATION LEARNING APPROACH
Master of Science

(Information Management)
IM750

Abdul Jalil Toha @ Tohara (2019853076)
Faculty of Information Management
Supervisors:
Dr. Shamila Mohamed Shuhidan
Dr. Farrah Diana Saiful Bahry

August 2021

STUDENT PROFILE

ABDUL JALIL BIN TOHA @ TOHARA
Student ID: 2019853076
EMAIL ADDRESS: [email protected]

STUDENT PROFILE
Master Student
 Faculty of Information Management
 Universiti Teknologi MARA (UiTM), Puncak Perdana Campus, Shah Alam, Selangor
Darul Ehsan

WORK EXPERIENCE
School Teacher
 SM Pendidikan Khas Vokasional Shah Alam, Selangor

Researcher
 Scholarships & Funding Division,Kementerian Pendidikan Malaysia, Cawangan
CyberjayaAras 1, Blok 2251, Jalan Usahawan 1, 63000 Cyberjaya, Selangor Darul Ehsan
 Hadiah Latihan Persekutuan (HLP ) Holder

FIELD OF EXPERTISE:
 Information Management
 Special Education
 Art and Design

SPECIFIC EXPERTISE:
 Special Education Teacher
 Sign Language using Bahasa Melayu Kod Tangan (BMKT)
 School Resource Centre Management
 Art and Design - Sijil Kemahiran Malaysia (SKM)
 Batik Design, Abstract Arts,
 Beauty and Hair and
 Desktop Publishing Vocational Training Officer (VTO)
 Children Literature (Author & Illustrator)
 Poetry

ACADEMIC QUALIFICATION
Degree
 Bachelor of Science Information Management
 Universiti Teknologi MARA (UiTM) (2004)
Diploma
 Diploma in Education
 Tengku Ampuan Afzan Teachers Traning College
 Kuantan, Pahang (1996)

LIST OF PUBLICATIONS AS MAIN
OR CORRESPONDING AUTHOR

No. Article information Indexed in Scopus/ Main author/
ERA/WoS/MyCite coresponding author

1 Exploring Digital Literacy Scopus Abdul Jalil Toha Tohara/
Shamila Mohamed Shuhidan,
Strategies for Students with Farrah Diana Saiful Bahry Mohd
Norazmi bin Nordin
Special Educational Needs in the

Digital Age

2 Digital Literacy Skills among Abdul Jalil Toha Tohara/
Shamila Mohamed Shuhidan,
Special Needs Students in Digital Farrah Diana Saiful Bahry
Learning: Teachers’

Perspectives.

International Conference on
Research and Practices in
Science, Technology and Social
Sciences (I-CReST 2021)
Date: 26 June 2021
Organizer: UiTM Kampus Dengkil,
Selangor

3 Children Literature Book Perpustakaan Abdul Jalil Toha Tohara/

Negara Malaysia Shamila Mohamed Shuhidan

Title: Literasi Digital Dunia Baharu

ISBN: 978-967-2998-19-8

Publisher: Aras Mega (M) Sdn. Bhd.

Year: 2021

4 Children Literature Book Perpustakaan Abdul Jalil Toha Tohara/
Negara Malaysia Shamila Mohamed Shuhidan
Title: Terima Kasih Cikgu
ISBN: 978-967-19961-5-7
Publisher: Massa Creative
Enterprise Year: 2021

5 Anthology Poetry Book Perpustakaan Coresponding author: Abdul

Negara Malaysia Jalil Toha Tohara (Alengtohara)

Title: Diam Yang Lantang

Compiled by Rahman Shaari &

Norazimah Hj. Abu Bakar

ISBN: 978-967- 43806-3-2

Publisher: Pekan Ilmu Publication

Sdn. Bhd.

Year: 2020

LIST OF CONFERENCES

No. Title of presentation Indexed in Scopus/
Conference information ERA/WoS/MyCite
(name/date/location) Exploring Digital Literacy
Strategies for Students with Abdul Jalil Toha
1 Global Researce Special Educational Needs in the Tohara/ Shamila
Conference 2020 Digital Age Mohamed Shuhidan,
(GRaCe 2020) Farrah Diana Saiful
Bahry
Date: 16-18 October
2021 Digital Literacy Skills among Abdul Jalil Toha
Tohara/ Shamila
Organizer: UiTM Special Needs Students in Digital Mohamed Shuhidan,
Cawangan Terengganu Learning: Teachers’ Perspectives. Farrah Diana Saiful
Bahry
2 International
Conference on Factors That Influence Information Mohd Sharulnizam
Research and Security Behavior Of Home User Kamarulzaman/
Practices in Science, Shamila Mohamed
Technology and Social Shuhidan, Abdul Jalil
Sciences (I-CReST Toha Tohara
2021)

Date: 26 June 2021

Organizer: UiTM
Kampus Dengkil,
Selangor

3 International
Conference on
Research and
Practices in Science,
Technology and Social
Sciences (I-CReST
2021)

Date: 26 June 2021

Organizer: UiTM
Kampus Dengkil,
Selangor

ADDITIONAL ACHIEVEMENT:
(EXAMPLE: GRANT/COPYRIGHT/AWARD,

AND ETC.)

No.
Achievement Information

1
Virtual Innovation Competition 2020 (VIC2020)

Date: 1 January- 1 June 2020

Organiser: UiTM Cawangan Kelantan.

Project: Digital Literacy Skills: Approaches towards Special Needs Students Motivation in
the Digital Learning Environment.

Participants: Abdul Jalil Toha Tohara, Shamila Mohamed Shuhidan, Farrah Diana.

Award: Bronze Medal
2

International Putra InnoCreative Poster Competition
International Putra InnoCreative Carnival in Teaching and Learning 2020

Date: 22-30 October 2020

Organiser: Universiti Putra Malaysia

Project: Kit Tutur Baca Warna (Kit Tubana).

Participants: Faridah Nazir, Amril Zalha Ramli Mohd Yunos, Abdul Jalil Toha @ Tohara.

Award: Gold Medal
3

E-Bengkel Penulisan Kreatif

Date:15 October 2020

Organiser: Kulliyah of Languages and Management, Universiti Islam Antarabangsa
Malaysia (Kampus Pagoh)

Speaker:, Abdul Jalil Toha @ Tohara.

Audience: Students of Kulliyah of Languages and Management, Universiti Islam
Antarabangsa Malaysia (Kampus Pagoh)
4
Kulliyah of Languages and Management (KLM), Research Workshop Series:
Children’s Book Publication

Date: 10 September 2020

Organiser: Kulliyah of Languages and Management (KLM), Universiti Islam Antarabangsa
Malaysia (Kampus Pagoh)

Speaker: Abdul Jalil Toha @ Tohara.

Audience: Lecturers of Kulliyah of Languages and Management, Universiti Islam
Antarabangsa Malaysia (Kampus Pagoh)

APPENDIX

LIST OF PUBLICATIONS AS MAIN OR CORRESPONDING AUTHOR

Appendix 01
Turkish Journal of Computer and Mathematics Education Vol.12 No.9 (2021),
3345-3358

Exploring Digital Literacy Strategies for Students with Special
Educational Needs in the Digital Age.

Abdul Jalil Toha Tohara1, Shamila Mohamed Shuhidan2, Farrah Diana Saiful
Bahry3 Mohd Norazmi bin Nordin4
1Faculty of Information Management, Universiti Teknologi MARA,
Selangor, Malaysia E-mail: [email protected]
2Faculty of Information Management, Universiti Teknologi MARA,
Selangor, Malaysia 3Faculty of Information Management, Universiti
Teknologi MARA, Selangor, Malaysia 4Cluster of Education and
Social Sciences, Open University Malaysia

Article History: Received: 10 January 2021; Revised: 12 February 2021; Accepted: 27
March 2021; Published online: 28 April 2021

Abstract
21st century learning requires students to be equipped with learning skills, knowledge,
media literacy and also life skills. In order to achieve these skills, the school curriculum
embeds the use of technological tools and strategies to provide teaching and learning
strategies for learners, including students with special needs or Special Needs
Students (SNS). Studies found that students struggle to cope with their studies in the
digital learning environment due to their limited digital literacy skills. Digital Literacy
skills are essential to develop as independent learners in the digital age. Previous
studies have shown that digital literacy skills have demonstrated a positive influence
on student performance. However, limited studies have been conducted on the issue.
This paper aims to discuss the concept of digital literacy skills to support teaching and
learning strategies for SNS in Malaysia from teachers’ perspectives. The digital literacy
skills model consists of cognitive skills, technology and ethics as basic guidelines to
explore digital literacy teaching and learning strategies for SNS. This concept has been
tested as a preliminary study in a course by interview with five teachers who taught a
Desktop Publishing among SNS. From the findings, it was shown that the digital literacy
skills model is able to improve the teaching and learning strategies needed for SNS in
the digital environment.
Keywords: Digital Literacy Skills, Special Education, Special Needs Students, Learning
Strategies

Introduction
Malaysia's Special Education is a continuous endeavour under the National Education
Philosophy that seeks to create and develop people who are trained, willing, dedicated,
independent and willing to plan and manage their lives and achieve success as
individuals and members of a healthy and successful society [1]. Special education is
associated with the practice of educating students individually by addressing their
differences and needs [2]. Ng, P. [3] pointed out that individual variations are natural,
thus teaching and learning strategies should be adapted appropriately to the needs of
the child rather than making the child suited for a preordained learning pace,
expectations and quality of learning.

In Malaysia, Special Education has begun even before independence with the opening
of the Visually Impaired School and the Hearing Impairment School in the 1920s
through voluntary involvement. Later, the Cabinet Committee Report that reviewed the
implementation of the Education Policy 1979 through Certificate 169 stated, “… the

government should take responsibility for the education of disabled children. The
government is mandated to take over the special responsibility of the associations
currently operating in the area of education. Additionally, involvement of voluntary
bodies should continue in the development of education for children
with disabilities". This report became a turning point that led to a clearer emphasis on
the development of special education in Malaysia.

In the 1960s, an integrated plan for the education of visually impaired and hearing-
impaired children at the elementary and middle school levels was introduced. The
government's involvement in special needs students’ education began with the
establishment of the Princess Elizabeth Special Education Primary School in Johor
Bahru, Johor under the Department of Social Welfare in 1948 and the Federal Deaf
Children's School, Tanjong Bungah in Penang (Primary and Secondary) in 1954 for
hearing-impaired students.

The term Special Needs Students (SNS) refers to students who have received
certification from a doctor, optician, audiologist or psychologist in the government or in
private sector as proof of the students’ visual impairments, audition disabilities, speech
impairments, physical incapacity (disabilities), learning impairments or any combination
of disabilities. Special Education Schools are schools for SNS at all levels of schooling.
The Special Education Division manages all the Special Education Schools by serving
and assisting these schools for handicapped students [1].

There are 28 special education primary schools, two special education secondary
schools and four secondary vocational special education schools in Malaysia. In
addition, the Ministry of Education (MOE) provides Special Education Integrated
Programs in 1,521 elementary and 822 secondary schools. These are inclusive
programmes where SNS are schooled together with normal students. The MOE has
also established Special Education Programmes to address special needs students’
dropout problems. The programmes are the Special Recovery Programme, Inclusive
Education Programme, Integrated Special Education Programme, and Special
Education Service Centre. (Malaysia Special Education Department, 2019).

According to the Malaysian Education Blueprint (2013-2025), 21st century learning
focuses on students’ performance with a combination of specific skills, knowledge,
talent and digital literacy [4]. These are to develop students’ advanced computational
thinking in multidimensional skills. Students need to acquire and recognize their
environmental capabilities, learn using technology applications, and collaborate in
teams with other students; therefore, highlighting the need to enhance digital SNS
skills. Digital Literacy (DL) and Information, Communication and Technology (ICT)
applications are essential learning needs. This blueprint (2013-2025) has set clear
objectives for students to achieve quality, equitable and accessible education within 13
years of schooling. A study by Rozinah [5] pointed out that the passion to acquire digital
literacy will encourage people to be more efficient and effective in the use of digital
tools and the internet to locate information. The usage of technological tools shows that
students are digital as well as computer and information literate. Teo, P. [6] concluded
that curriculum that is combined with technology is an essential component of 21st
century learning.

Former Education Minister, Dr. Mazlee Malek introduced a ‘Zero Reject' policy to
ensure that every school accepts special needs students. The policy will be
implemented in stages. This seeks to ensure that all children in the country, including
those with special needs and undocumented children, have access to education [7].
The connections and support of the inclusive learning movement focuses on the special
needs of SNS who share the same classrooms with other children so they can perform
in reading, mathematics and language skills. Inclusive learning also be able to develop
good relationships SNS with peers, have better socialization skills and fewer behavioral
issues than those in segregated settings. In this integrated environment, SNS may be

able to achieve academic excellence and develop more effective communication.

A creative teaching and learning framework using interactive teaching materials is an
important basis to improve students’ understanding. Teachers may enhance their
digital literacy skills in order to design suitable teaching and learning strategies to
improve the teaching and learning of SNS. Teachers comprehend that digital literacy
can be used to support inclusive literacy practices in order to create a learner
community, make the curriculum accessible and associate academic goals to real-
world platforms. Gill [8] indicated that school leaders should invest in developing
general education teachers’ abilities to collaborate, communicate, demonstrate
kindness and build relationships. At the same time, teachers need hands-on experience
to serve students with special education al needs and build their capacity to better
serve all learners. Therefore, in the process of preparing and developing the needs of
our nation, it is important to address the holistic education system as a whole. Every
Malaysian child deserves equal access to education. It is a crucial need to look at the
teaching and learning strategies for SNS so that they are not neglected from
mainstream learning. As technology advancement has been embedded in current
curriculum setting, therefore it is also a crucial to highlights the important of Digital
literacy as learning strategies to motivate SNS in their learning process.

Problem of Statement

Digital literacy can be considered as independent learning as students have the ability
to access, manage and use information using technology devices. Teachers mould
students to be digital citizens using current information technology skills and
experiences such as email, Google Classroom, Google Meet, Frog-VLE interactive
programmes. Teachers use these media and technology elements in the classroom in
order to engage students in interactive learning [9]. Although students are capable of
using technology devices, they still have problems accessing the right information
using technology platforms which is considered a lacking in digital literacy skills. With
regards to digital literacy, advanced skills may need more attention not only in terms of
technological skills but also cognitive or thinking skills. This may have an effect to SNS
as they may avoid to participate in the digital learning environment due to low self-
efficacy and motivation.

Currently, the education system in Malaysia focuses on inclusive learning, therefore
students with learning disabilities may also be required to use digital literacy skills as
their learning strategies. According to Naz and Murad [10], internal factors such as
culture, ethnicity, family history, region, and the schools students study at also factor in
students’ different learning approaches. These diversities will lead to different learning
needs among students, including SNS.

On the other hand, external factors such as infrastructure, Internet connectivity, lack of
a successful approach method and funding for their connectivity influence SNS in
learning in the digital environment. A study by Mushtaq [11] showed that ICT facilities
provide tremendous capacity to promote lifelong learning for all student classes,
including those with special educational needs. Most previous studies investigated
digital literacy among students, but still lack focus on SNS.Background of Study

According to Folostina & Iacob [12], special education is a fundamental pillar to creating
a humanistic, compassionate and all-inclusive policy to build a nation. Education
creates equal development opportunities for all children, no matter their challenges or
capabilities to ensure the rights of people with disabilities and ensure their inclusion in
society. Malaysia’s special vocational education schools offer SNS the Malaysian Skills
Certificate (SKM), thus helping them to become independent and enjoy better life
quality. These special vocational education schools are located in Johor, Selangor,
Pahang and Kedah with 892 students [1].

Teachers at these vocational special education schools are trained at SKM Level Three
to enable them to teach as accredited teachers [13]. According to Edilan et al. [14],
Special Education Vocational Secondary Schools has a computer technology-related
course called the Artist Desktop Publishing Course which is standardised from level
one until level two following the National Occupational Standard (NOSS) with a specific
Curriculum of Competency Unit (CU). Table 1 shows the use of technology and digital
literacy skills required as teaching strategies applied to SNS.

Table 1. Curriculum of Competency Unit (CoCU)

Curriculum of Content / Task
Competency Unit
CU1 Desktop Publishing Software Installation
Image Editing
CU2 Image Digitalization
CU3 Artwork Colour Application
CU4 Type Setting
CU5 Mock Up Preparation
CU6

The pedagogy of students with special needs has a long yet contradictory history. Thus,
the emergence of technology is accompanied with the demand to add new strategies
in teaching and learning for SNS. Williams [15] stated that digital literacy is important
for students with special needs. Additionally, knowledge and abilities acquired at the
cognitive level can be defined as information literacy skills in the educational context.
Such issues will contribute to the implementation of good digital literacy practices in
specialised education. Melissa
[16] added that special education teachers use these resources by applying digital
literacy skills to resolve class issues and ensure that students with lesser learning
capabiliity can grow smoothly and steadily. This paper aims to propose a digital literacy
skills strategy for SNS in order to support their learning in the digital age from teacher
perspectives.
Methodology

There are prolific studies related to the educational system for SNS. However, there
is still a lack of establishment of formal education for special needs in Malaysia. In the
early stage of the study, extensive observation was done and a literature search was
conducted as a cross check with the current situation of SNS education in Malaysia as
reported in previous literatures. This study also been supported by preliminary studies
with five teachers’ who taught Desktop Publishing subject with teaching experience
from three to nine years with SNS. The teachers’ experience was expected to be
dominant source of evidence about on how SNS learning strategies using digital
literacy skills for Desktop Publishing. Approximately 132 articles were extracted from
various sources such as Google Scholar, ProQuest databases, ResearchGate hub
and other permissible literature databases. Only ten percent of the articles reviewed
were utilized for models and theory adaptations and adoptions. The keywords used
were digital literacy skills, learning motivations, learning strategies, special needs
students, special needs education, 21st century learning, information seeking process
and Information Communication & Technology (ICT) based learning as a basic
guideline to discuss with teachers.

Model of Digital Literacy

This paper sought to determine existing theories and models related to digital literacy
that support teaching and learning strategies which can be considered for SNS. In
addition, literature on SNS was also reviewed, especially those using the Malaysian

scenario as a context. From the exercises conducted, some theories and models were
identified as digital literacy strategies for the SNS. The list is as below:

Table 2. Models and Theories on Digital Literacy

Model Dimension Description
/Theory
Observation Social learning theory is a theory of
Social Attention learning process and social behavior that
Learning Retention suggests that new habits can be learned
Bandura, Reproductio through watching and imitating others.
1977 n Motivation This theory states that learning is a
cognitive process that takes place in a
social context, and can occur only
through observation or direct instruction
even in the absence of motor repetition
or direct reinforcement.

Digital Technology Cognitive The researcher focused on the mastery
Literacy Ethics of specific aspects of digital literacy and
Calvani, 2008 technical skills while neglected
dimensions that are pedagogically
significant. He developed a conceptual
model for the three- dimensional notion
of digital competence that comprise of
three Belements; technological,
cognitive and ethical.

Digital Five Dimension Change and rapid technology for people.
Literacy Critical Digital Digital literacy becomes increasingly
Staff, 2018 Literacy Decoding important at a time when students read
Meaning making as much on screens as on books. The
Analising Persona definition of many of these terms
Using changes as media overlap increases.
Interactive eBooks can function like
blogs and books. Threaded emails can
look and work like social media. E-mail,
text messages and social
media are becoming increasingly similar.

Digital Core Skills of Digital Digital literacy means that technology
Literacy Literacy
Promethean Creativity can be understood and used. It concerns
, 2017 Critical Thinking and
Evaluation the ability to search, use and build
Cultural and Social
Understanding information online in a useful and
Collaborations Ability
to find and select beneficial manner. Digital literacy also
information Effective
Communication includes recognizing the technical
E-safety Functional
Skills shortcomings and

acknowledging the dangers and

safeguards needed for the use of

technology.

As the concept of education systems is to promote inclusive learning, SNS adapt to the
new learning environment in order to be highly trained learners - in other words, in the
sense of 21st century learning; they must be digitally educated [17]. According to
Promethean [18], digital literacy means the ability to search and use information and
apply digital tools in a useful and beneficial manner. Gilavand [19] claimed that the
focus of digital literacy is on growth as technology has become increasingly important
at a time when students read as much on screens as on books. In the meantime, Staff
[20] defined digital literacy as a programme to develop non-cognitive factors such as
academic attitudes, mindsets, learning strategies, social abilities and perseverance in
students as a step forward to improve students’ abilities. Calvani et al. [21] reflected on
the three dimensions of digital literacy which are technology, information ethics and
cognitive. Cognitive abilities include mental ability and analytical competencies.
Students cope with different technical environments (e.g. technology), and apply it
responsibly using ethical-collaborative competencies. All these models of digital literacy
will be a basic guideline used to explore the digital literacy strategies suitable for SNS
to learn in the digital age.

According to Bandura [22], the social learning theory is a learning process and social
behavior which suggests that new habits can be learned through watching and imitating
others. In order to adapt to this new learning environment, teachers teach and
demonstrate digital literacy skills that cover three main domains: cognitive, technology
and ethical. New techniques, including attention exercises, conversations, stories,
physical work and fun learning can be used to manage stressors at work [23]. Teachers
create special activities for SNS in the classroom using modern technologies, therefore
indirectly engaging their participation in learning. Teachers introduce SNS using a
variety of platforms or channels such as PowerPoint slides, videos, movies, sounds
and images to nurture and attract SNS to focus on their learning.

Discussion

Exploring digital literacy skills in the process of teaching and learning among SNS
covers various aspects such as students’ behavior, learning process, learning space,
information, communication and technology (ICT) and various references related to
student motivation to continue to succeed. After careful consideration from previous
literature and preliminary findings with five teachers, three main areas of digital literacy
skills (cognitive, technology and ethical) by Calvani et al. [21] that are used to develop
a three-dimensional conceptual model for technical skills were chosen as the main
domains in the teaching strategies that will be applied to SNS. There are specific
problems and various circumstances in today's teaching and learning environment that
these SNS need to circumvent in order to understand and be able to follow the learning
process well and effectively. In this study, the appropriateness of teachers in
addressing the current situation with existing issues and obstacles for the use of digital
literacy among special students in the modern age and the future is discussed.
Calvani’s principle of digital literacy seems to be suitable for digital literacy strategies
for different needs, including for SNS.

Based on the preliminary findings, teachers claimed that flexibility and creativity are
needed to increase SNS's commitment to learning. The Competency Unit (CU)
curriculum, for example, consists of CU1- Desktop Publishing Software Installation, an
essential part of class activities, which requires SNS to install software and use it in the
class session as a basis for the learning process. Teachers consistently guide how to
use, understand and apply the tools and applications in the technology for academic
purposes. To do so, all teachers agreed that to ensure students can understand and
apply the technology’s concept and operations and use a wide range of search
strategies on credited and authorised websites, especially while doing online search.
SNS conduct informational search and example activities based on assignments
provided by teachers and use technology appropriately. Most of all, teachers will make
sure students are able to find basic information, prepare content and complete tasks.

This was consistency with Shuhidan [24] study, where teachers focus more on actions
related to information-seeking processes as being most relevant to learning; that is,
actions such as how to use the Internet and how to synthesize, organize and evaluate
the information found. Teachers also suggested that introduce relevant and related
search engines along the process of teaching and learning. In addition, teachers assist
the retrieval and storage process in classroom sessions with SNS.

The other teaching strategy for digital literacy is cognitive. Teachers attempt to give
insight or assessment on content or information and plan strategically to ensure that
students are able to read, select, interpret, and evaluate information. As per required
by the Malaysian education system, students must be equipped with 3R (Reading,
wRiting, aRithmetic) skills. Therefore, it is a must for teachers to guide and facilitate
SNS with problem solving skills in order to answer questions and issues and complete
tasks. In front of SNS, teachers practice bilateral and holistic communication to help
students find information, complete tasks and communicate online. From the teachers’
observation, SNS gets more information from their friends than from their own teachers,
and they tend to get information from the Internet, which sometimes makes them
confused. Some of the SNS will ask for clarification from the teacher. The best way is
to advise them on finding the right sources and always advise them to ask their parents
and teachers how to deal with information and educational tasks. Shuhidan [24]
mentioned that the key findings which are cognitive and action stages for school
children were perceived as being important in the process of information search for task
completion. Teachers help students use the proper channels in the process of obtaining
information to complete class assignments.

With this, SNS can evaluate the information obtained and provide the right response
during the teaching and learning process. For example, in the CU2-Image Editing and
CU3-Image Digitalization courses, teachers need to encourage SNS to be more
creative and practice critical thinking in order to focus on idea generation and
knowledge creation. In the CU4- Artwork Color Application course, teachers guide and
monitor students to choose the appropriate color associated with an assignment or
task. For example, when a student needs to complete the task of creating a greeting
card for a birthday or Christmas celebration, the SNS must choose the appropriate color
for the occasion and celebration. In the teaching process, teachers use a variety of
media to attract students to gain information effectively such as using
telecommunication technologies, holding group meetings using teleconference, and
creating arts activities such as drawing comics, magazine covers, and pamphlets -
tasks already listed under the CU2 and CU3 courses. By doing so, the SNS are given
the opportunity to explore their mind’s ability and innovation as some of the output can
be used commercially. Using the right steps in the teaching and learning process does
assist in completing tasks for all competency unit curricula.

Ethics is the teachers’ third strategy to ensure that students are ethical and honest in
sharing, collecting and collecting information. Every step of the classroom, the teacher
must be alert and inform the students of their responsibility. Do not simply copy, paste
and share information with others. Teachers have to make sure SNS can constructively
process information and technology with a sense of responsibility and ethics. Initially,
students should select reliable sources. In terms of information sharing, students should
share information ethically, protect their privacy and be aware of plagiarism. This
approach is related to CU5-Type Setting, whereas students are prohibited from copying,
plagiarising and abusing the assignments or writings of others. Teachers apply pure
values and guide SNS to prepare their own assignments successfully. Ethics is also an
excellent fit to prepare for CU6-Mock up Preparation.

Teachers ensure that students prepare their own mock- ups, not with the help of others,
but allowing them to share ideas in order to improve their knowledge and support
information. In order to proceed and continue the task of providing good mockup with
the teacher's guidance and cooperation, SNS should have their own ideas, pick them

and speak with the instructor. All these methods and techniques will make the digital
learning environment more effective for SNS. Study ethics requirements should be
tightened as the SNS do not aware about ethical obligations.

Teachers take a holistic view, illustrate the proper conduct of learning, and display the
adverse impacts on the process because most SNS are not aware of their ethical
obligations (Aminah [25]; Azlisham [26]; Een [27]; Een [28]; Fauziyana [29]; Fauziyana
[30]; Firkhan [31]; Ishak [32]). This is because they do not recognize that some things
they do wrong to complete the job; sometimes, they do not know that they did it. SNS
will be more mindful of the principles and laws of the classroom (Mohd Norazmi [33];
Nik Nurhalida [34]; Norazmi [35]; Norazmi [36]). A study by Shuhidan [24] showed that
teacher skills are also crucial to teaching in order to ensure that students are successful
information seekers for their learning. Teachers provide guidance and reminders to
uphold ethics when studying and post memoranda or posters on the study mark so that
students will be able to understand and practice good tags during learning (Rosnee
[37]; Roszi [38]; Saadiah [39]; Yusaini [40];
Zaid [41]; Zaid [42]).

Conclusion

This paper explores digital literacy strategies based on Calvani [21] as a basic guideline
for special needs students in their learning process during the digital age supported by
teachers’ perspective. Calvani’s theory states that digital literacy skills, namely
cognitive, technology and ethics could be applied to SNS and teachers in their teaching
and learning process. This paper contributes to the improvement and implementation
of digital literacy in special education schools which aligns with the Malaysia Education
Blueprint 2013 – 2025. It provides an overall perspective to improve policies for the
betterment of 21st century teaching and learning strategies of special needs students
and teachers. Teachers can develop their digital literacy skills to design effective
teaching and learning strategies to help the SNS succeed. School management should
also invest in improving ICT equipment, providing moral support, and ensuring

conducive learning spaces to better serve all students. The comprehensive education
programmes as a whole must be discussed as every Malaysian student should have
fair access to education. It is important to ensure that teaching and learning approaches
for students with special needs are in line with stream learning.

References

1. Malaysia Special Education Department, (2019). Retrieved from

https://www.moe.gov.my/korporat/bahagian- dan-unit/bahagian-pendidikan-

khas

2. Watson, Sue. (2019). What is special education?. Retrieved from

https://www.thoughtco.com/what-is-special-education-3110961
3. Ng, P. (2019). Special Needs Education for Children –Malaysian Overview.

Retrieved from http://www.kiddy123.com/article/guide/education-learning.

4. Malaysian Ministry of Education (2013). Malaysia Education Blueprint 2013-

2025. Putrajaya: MOE.

5. Rozinah Jamaludin, Dr. (2018, June 11). Using technology in the classroom can

transform learning. Retrieved from

https://www.nst.com.my/opinion/letters/2018/06/378673/using-technology-

classroom-can-transform-learning

6. Teo, P. (2019). Teaching for the 21st century: A case for dialogic pedagogy.

Learning, Culture and Social Interaction, 21, 170–178.

doi:10.1016/j.lcsi.2019.03.009

7. Azmi, S. N. (2018, December 20). Zero Reject Policy for all students: New

Straits Times. Retrieved from

https://www.nst.com.my/news/nation/2018/12/442345/zero-reject-policy-all-

students.

8. Gill, P. (n.d.). What Makes You So Good? Highly Effective General Education

Teachers Serving Students with Special Education Needs. Retrieved June 06,

2020, from https://digitalcommons.unomaha.edu/srcaf/2020/schedule/64

9. Putri, T., Tenku, N., Abdul, N., Fariza, N., & Noor, M. (2012). Digital Literacy

Competence for Academic Needs : An Analysis of Malaysian Students in Three
Universities. Procedia - Social and Behavioral Sciences, 69(Iceepsy), 1489–

1496. https://doi.org/10.1016/j.sbspro.2012.12.090

10. Naz, F., & Murad, H. S. (2017). Innovative Teaching Has a Positive Impact on the

Performance of Diverse Students. SAGE Open. Retrieved from

https://doi.org/10.1177/2158244017734022

11. Mushtaq, R., & Bruneau, C. (2019). Microfinance, financial inclusion and ICT:

Implications for poverty and inequality. Technology in Society, 101154.

doi:10.1016/j.techsoc.2019.101154

12. Folostina, R., & Iacob, C. I. (2020). The Inclusion of Children with Special

Education Needs: A Theoretical Approach. In Analyzing Paradigms Used in

Education and Educational Psychology (pp. 189-209). IGI Global.

13. Syuhada, A. (2018, July 26). Govt offers vocational education for special needs

students. Retrieved from https://themalaysianreserve.com/2018/07/26/govt-

offers-vocational-education-for-special- needs-students/

14. Edilan, M., Naema, S., Farhan, W., Mohd, Joeherry, Zara, Akbarudin Nasurdin.

(2020, May 30). NOSS (National Occupational Skills Standards) - Understanding

the basics. Retrieved June 02, 2020, from http://jpkmalaysia.com/noss/

15. Williams, P. (2016). Exploring the challenges of developing digital literacy in the

context of special educational needs communities. Innovation in Teaching and
Learning in Information and Computer Sciences, 5(1), 1–16.

doi:10.11120/ital.2006.05010006

16. Melissa Ferry (2012). 10 Item Every Special Educator Should Have in Their

Classroom,

17. http://www.friendshipcircle.org/blog/20 12/11/20/10-items-every-special-

educator-should- have-in-their- classroom/

18. Blaschke, Lisa Marie. (2012). Heutagogy and lifelong learning: A review of

heutagogical practice and self-determined learning. International Review of
Research in Open and Distance Learning, 13(1), 56–71.

https://doi.org/10.19173/irrodl.v13i1.1076

19. Promethean. (2020, November 24). Digital literacy in the classroom. How

important is it? Retrieved December 26, 2020, from

https://resourced.prometheanworld.com/digital-literacy-classroom-important/

20. Gilavand, A. (2016). Investigating the Impact of Environmental Factors on

Learning and Academic Achievement of Elementary Students: Review

Investigating the Impact of Environmental Factors on Learning and Academic

Achievement of Elementary Students: Review, (August).

21. Staff, T. T. (2018, September 26). 5 Dimensions of Critical Digital Literacy: A

Framework. Retrieved from https://www.teachthought.com/literacy/5-

dimensions-of-critical-digital-literacy/

22. Calvani, A., Cartelli, A., Fini, A., & Ranieri, M. (2008). Models and Instruments for
Assessing Digital Competence at School, 4 (September 2008), 183–193.

23. Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.

24. Hopman, J. A., Tick, N. T., Ende, J. V., Wubbels, T., Verhulst, F. C., Maras, A.,

Lier, P. A. (2018). Special education teachers' relationships with students and

self-efficacy moderate associations between classroom-level disruptive

behaviors and emotional exhaustion. Teaching and Teacher Education, 75, 21-

30. doi:10.1016/j.tate.2018.06.004

25. Shuhidan, S. M. (2013). Information-Seeking Processes among Primary School

Children in Australia and Malaysia. (August). RMIT University, Australia.

26. Aminah Binti Mat Yusoff, Mohd Hisyam Bin Abdul Rahim, Azizul Azra bin Abd

Hamid, Fatimah binti Ahmad, Mohd Norazmi bin Nordin (2021). Metacognitives

And Morals: The Qur'an As A Guide. Turkish Journal of Computer and

Mathematics Education Vol.12 No. 4(2021), 659-664.

27. Azlisham Abdul Aziz, Mohd Nor Mamat, Daud Mohamed Salleh, Syarifah
Fadylawaty Syed Abdullah, Mohd Norazmi Nordin (2021). An Analysis Of
Systematic Literature Review On The Development Of Islamic Oriented

Instruments. Journal of Contemporary Issues in Business and Government Vol.
27, No. 1: 3222-3233.
28. Een Nurhasanah, Uah Maspuroh, Nia Pujiawati, Mohd Norazmi bin Nordin.
(2021). Socio-Economic Study: Middle Class Society Portraits in Drama “Sayang
Ada Orang Lain” By Utuy Tatang Sontani. Multicultural Education Volume 7,
Issue 2, 2021 189-199.
29. Een Nurhasanah, Uah Maspuroh, Rina Marlina S. Psi, M.Pd, Mohd Norazmi bin
Nordin. (2021). Arifin C. Noor’s Drama “Matahari Di Sebuah Jalan Kecil” As A

Media For Literature Learning In Senior High School: A Study Of The Structure
And Psychological Value. Psychology and Education (2021) 58(2): 11315-
11328.
30. Fauziyana, M., Zaid, M., Rasid, A. R., Rosnee, A., Norazmi, N. (2021). Meta
Analysis for Special Education Leadership In Malaysia. PalArch’s Journal of
Archaeology of Egypt / Egyptology, 17(7), 13455-13468.

31. Fauziyana, M., Zaid, M., Rosnee, A., Norazmi, N. (2021). Teachers Competency
Elements of Special Education Integrated Program for National Type Schools in
Johor, Malaysia on Implementation of Individual Education Plan. International
Journal Of Pharmaceutical Research Volume 13 ,Issue 2, Apr - Jun, 2021.

32. Firkhan Ali Bin Hamid Ali, Mohd Zalisham Jali, Mohd Norazmi bin Nordin. (2021).
Preliminary Study On It Security Maintenance Management In Malaysia
Organizations. PalArch’s Journal of Archaeology of Egypt / Egyptology, 18(1),
4061-4073.

33. Ishak Khairon, Kamarul Azmi Jasmi, Mohamad Khairul Latif, Muhammad Yusof
Hakimi Mohd Kanafiah, Mohd Norazmi bin Nordin. (2021). Thrust Of Faith And
Manifestations To Faith According To The Qur’an And Hadith: A Study Of Content
Analysis. PalArch’s Journal of Archaeology of Egypt / Egyptology, 18(4), 295-
314.

34. Mohd Norazmi bin Nordin, Faiza Iqbal, Ruqia Safdar Bajwa. (2021). Challenges

Of Parents In The Implementation Of Teaching Process And Facilitation At Home
During Movement Control Order For Students With Special Needs With Hearing
Impairment In Malaysia. Psychology And Education (2021) 58(2): 9188-9193.
35. Nik Nurhalida Binti Nik Hariry, Fahirah Syaliza binti Mokhtar, Nor Aeini binti Haji

Mokhtar, Mohd Norazmi bin Nordin (2021). Enforcement Of Maritime
Archaeology In Malaysia: A Review. Journal of Contemporary Issues in Business
and Government Vol. 27, No. 2,2021: 2201-2210.
36. Norazmi, N. (2020). Effect Size for Model of the Influence of Headmasters

Leadership on Teacher Task Load and Teacher Job Satisfaction of Special
Education Integration Program. International Journal of Phycpsocial
Rehabilitation. Vol. 24, Issue 10, 2020: 2102-2112.

37. Norazmi, N. (2020). Factors for the Task Load of Special Education Integration
Program (PPKI) Teachers in Johor. International Journal of Innovative
Technology and Exploring Engineering (IJITEE), Volume 9, Issue 3: 2413- 2416.

38. Norazmi, N., Zaid, M. & Abdul Rasid, A. R. (2019). The Practice of Headmasters'
Leadership and Its Effect on Job Satisfaction of Special Education Integration
Program (PPKI) Teachers in Johor, Malaysia. Universal Journal of

Educational Research 7.9 (2019): 2008-2014. DOI: 10.13189/ujer.2019.070923.

39. Norazmi, N., Zaid, M. & Abdul Rasid, A. R. (2020). Relationship between
Headmasters’ Leadership, Task Load on Special Education Integration
Programme Teachers’ Job Satisfaction. Universal Journal of Educational

Research 8(8):3398-3405

40. Norazmi, N., Zaid, M. & Abdul Rasid, A. R. (2020). Special Education Integration
Program (PPKI) Teachers: Task Load and Job Satisfaction. International Journal
of Psychosocial Rehabilitation, Vol. 4, Issue 7: 7439- 7445.

41. Rosnee Ahad, Mohamad Zaid Mustafa, Suhaimi Mohamad, Nur Hanim Saadah
Abdullah, Mohd Norazmi Nordin (2021). Work Attitude, Organizational

Commitment and Emotional Intelligence of Malaysian Vocational College
Teachers. Journal of Technical Education and Training Vol. 13 No. 1 (2021): 15-
21.
42. Roszi Naszariah Nasni Naseri, Harniyati Hussin, Maryam Mohd Esa, Noorizda
Emellia Mohd Aziz, Mohd Norazmi bin Nordin (2021). What is a Population in
Online Shopping Research? A perspective from Malaysia. Turkish Journal of
Computer and Mathematics Education Vol.12 No.4 (2021), 654-658.
43. Saadiah Kaspin, Hanif Khairi, Oskar Hasdinor Hassan, Nadiah Mohamad, Mohd
Norazmi bin Nordin (2021). Identifying Factors Leading To Gold Losses During
The Fabrication Process And Assessing Its Impact On The Smes Jewellery
Industry. Turkish Journal of Computer and Mathematics Education Vol.12 No.7
(2021), 975-985.
44. Yogesh Hole et al 2019 J. Phys.: Conf. Ser. 1362 012121
45. Yusaini Hisham Bin Mohamed, Prof Madya Dr Abd Rahman Bin Abdul Rahim,
Prof Madya Dr Azanizawati Binti Ma'aram, Mohd Norazmi bin Nordin. (2021).
The Moderating Effect of Halal Traceability System on Halal Food Supply Chain
Management and Halal Integrity Assurance Relationship. Journal of
Contemporary Issues in Business and Government, 2021, Volume 27, Issue 2,
Pages 5060-5075.
46. Zaid, M., Norazmi, N. & Abdul Rasid, A. R. (2020). Headmaster Leadership Effect
On Task Load Of Special Education Integration Program Teacher. Humanities &
Social Sciences Reviews, Vol. 8 No. 2 (2020): 451-456.
47. Zaid, M., Norazmi, N. & Abdul Rasid, A. R. (2020). Headmaster Leadership Effect
On Task Load Of Special Education Integration Program Teacher. Humanities &
Social Sciences Reviews, Vol. 8 No. 2 (2020): 451-456.
48. Zaid, M., Norazmi, N. & Abdul Rasid, A. R. (2020). Regression between
Headmaster Leadership, Task Load and Job Satisfaction of Special Education
Integration Program Teacher. Universal Journal of Educational Research 8.4
(2020) 1356 - 1362. Doi: 10.13189/ujer.2020.080428.
49. Zaid, M., Norazmi, N. & Abdul Rasid, A. R. (2020). Structural Equation Modelling
Using AMOS: Confirmatory Factor Analysis for Taskload of Special Education
Integration Program Teachers. Universal Journal of Educational Research, Vol 8
(Jan, 2020) No 1: 127-133. DOI: 10.13189/ujer.2020.080115.
50. Zaid, M., Norazmi, N. & Abdul Rasid, A. R., Badaruddin, I. (2021). Vocational
College Teachers In Malaysia: Confirmatory Factor Analysisfor Job Attitude.
PalArch’s Journal of Archaeology of Egypt / Egyptology, 17(9), 5091 - 5098.
51. Zaid, M., Norazmi, N. & Abdul Rasid, A. R., Badaruddin, I. (2021). Vocational
College Teachers In Malaysia: Emotional Intelligence. PalArch’s Journal of
Archaeology of Egypt / Egyptology, 17(9), 5099 - 5106.
52. Zaid, M., Norazmi, N. & Abdul Rasid, A. R., Badaruddin, I. (2021). Organizational
Commitment of Vocational College Teachers in Malaysia. PalArch’s Journal of
Archaeology of Egypt / Egyptology, 17(9), 5023-5029.

Appendix 02
International Conference on Research and Practices in Science, Technology and Social Sciences
(I-CReST 2021)

Digital Literacy Skills among Special Needs Students in Digital Learning: Teachers’
Perspectives.

1*Abdul Jalil Toha Tohara, 1,2Shamila Mohamed Shuhidan, 3 Farrah Diana Saiful Bahry,3 Mohd
Sharulnizam Kamarulzaman. 4

1Faculty of Information Management, Universiti Teknologi MARA, UiTM Puncak Perdana
Campus, 40150 Shah Alam, Selangor, Malaysia
*Email: [email protected]

1,2Faculty of Information Management, Universiti Teknologi MARA, UiTM Puncak Perdana
Campus, 40150 Shah Alam, Selangor, Malaysia Email:[email protected]

3Faculty of Information Management, Universiti Teknologi MARA, UiTM Puncak Perdana
Campus, 40150 Shah Alam, Selangor, Malaysia
Email: [email protected]
4Cybersecurity Malaysia, Menara Cyber Axis,
63000 Cyberjaya, Selangor, Malaysia
Email: [email protected]

ABSTRACT

Digital learning is learning facilitated by technology and requires students to be equipped with
learning skills, information and media literacy also life skills. Despite having benefits in digital
learning, studies found that students still lack of digital literacy skills and indirectly less motivation
in their learning. Digital Literacy skills also crucial as to develop students as independent learners
in the digital age including special needs students. Nowadays, there is an increasing use of
technology in special education as studies found that there are potential and new opportunities to
improve teaching strategies with special needs students (SNS). However, limited studies have
been conducted on SNS regarding their digital literacy skills. Therefore, this paper aims to discuss
the digital literacy skills among SNS in Malaysia from teachers’ perspectives. The digital literacy
skills by Calvani’s model consists of cognitive, technology and ethical domain as the basic
guideline to explore the digital literacy skills for SNS. The study was conducted in one selected
Special Education Secondary school in Malaysia and used qualitative research method approach
for data collection by interviewed five teachers who taught a Desktop Publishing Classes. From
the findings, teachers highlighted that SNS aware of ethical domain and apply it in their digital
learning, however still need to be guided and explain for technology and cognitive domain in term
of concepts and operations. It is hoped that policy makers and the Ministry of Education will focus
on learning strategies embedded with digital literacy skills among SNS as they needed to be
equipped with cognitive, technology and ethical skills for the digital learning.

Keywords: Digital Literacy Skills, Special Education, Special Needs Students, Digital Learning

INTRODUCTION

Digital learning requires students to have digital literacy skills that can support inclusive literacy
practices and create a community of learners who use digital tools to make the curriculum
accessible and can link academic goals with real‐world platforms [20]. [14] found through her
research ethics the value of oral history and the positive benefits for inclusive learning disability
research using digital storytelling/histories. 21st century learning requires students to be equipped
with learning skills, knowledge, digital literacy and also life skills. In order to achieve these skills,
the school curricula must embed technology tools and strategies that match the current teaching
and learning strategies for all learners, including Special Needs Students (SNS). Special education
is often associated with the practice of educating students individually by addressing their

differences and needs [29]. [17] pointed out that individual variations are natural. Teaching and
learning strategies may be adapted appropriately to the needs of the child rather than forcing the
child to suit him/herself with the preordained learning pace, expectations and quality of learning.
In Malaysia, Special Education is a continuous endeavor to build students to be trained, dedicated,
independent and willing to plan and manage their lives and achieve success as individuals and
members of a healthy and successful society in line with the National Education Philosophy
(Special Education Department, 2020). The desire to make the education system in Malaysia
comprehensive, progressive, spiritual and world-class is a dream that still needs effort to be
realized. Many schools are equipped with Internet to support the teaching and learning process –
this is especially ensured for computer literacy classes that are included in special education
schools. One of the latest computer literacy methods that have been introduced in schools is
gamification. The teaching and learning process conducted among special needs students need
to be more attractive, therefore explaining the use of gamification to influence motivation [11].
Information and communication technology (ICT) has changed the world, including education
systems. Further knowledge must be learned from information gained in school.

The Special Education Philosophy which believes that "Special Education in Malaysia is a
continuous effort to produce skilled, educated, capable, believing, self-reliant, able to plan and
manage life as well as realize the self-potential as an individual and as community members that
are productive and balance in line with the National Education Philosophy” is the pillar that drives
all programs under this effort. To achieve the mentioned philosophy, Special Education Schools
(SPK) are now highly needed in order to assist students with disabilities. In Malaysia, there are
currently 28 Special Education Primary Schools (SPK), two Special Education Secondary Schools
(SMPK), and four Vocational Special Education Secondary Schools (SMPKV). According to
Special Education Division, (2020), the number of SNS in Malaysia is 92,755 as June 30, 2020.
With the aims to produce skilled and holistic students to meet future job demand, Special
Education Division with the aspiration of Malaysia Education Blueprint (2013-2025) and SDGs 4
to provide quality education align Special Education Programme with technology into the
curriculum. Technology evolution and expansion translate into expanded access to education that
is enabled by devices that deliver distant and online education. Within the education sphere,
whether traditional or online instructional delivery, there is a drive to enhance the learning
outcomes needed to obtain the skills required in the 21st century workplace [12]. Due to that most
teachers actively transform their teaching and learning approach which can be presented based
on PAH continuum learning approach: from pedagogy to heutagogy learning focused on self-
determined learning [7].

Nowadays, students who are raised in the digital learning are already adapt with high-end
technology interfaces and equipment that enable them to create interactive videos and do both
sound and photo editing by only learning from YouTube, Dummies Book, various ICT classes and
the latest technique, gamification. The transformation of technology should be adaptable by
teachers and students alike in order to reduce the gap of digital literacy between them. According
to [22], the passion to acquire digital literacy will encourage them to be more efficient and effective
in finding information, using digital tools, or accessing the Internet. Students also need to acquire
expertise in using technological tools in order to engage with the latest digital literacy methods,
however, there is still lacking study in digital literacy skills among students although there is
increasing the number of Internet users in Malaysia. Therefore, this study aims to assess the digital
literacy skills among special needs students from teachers’ perspectives.

LITERATURE REVIEW

Students with learning disabilities require more appropriate educational environment compared to
traditional learning methods. The learning needs of special needs students are also becoming
increasingly diverse due to such diversities and technology advancement. There is also a lack of
effective approach methods and support for special needs students in terms of equipment and
internet accessibility. According to [16], ICT offers great potential to support lifelong learning for
all groups of students, including those who have special educational needs. The application of ICT
enhances independence, integration, and equal opportunities for such people. In this way, ICT
facilitates their inclusion into the society as valued, respected, and contributing members. Online
learning and gamification are nowadays being used as one of the techniques that can increase
motivation and encourage the involvement of users, particularly in the education domain that

requires teaching and learning activities to be more fun and interesting [9]. Additionally, [9] who
proposed the gamification theory calls for more enjoyable and interesting teaching and learning
experiences, especially in the field of education. According to [10] gamification techniques can be
used to aid and motivate students with special educational needs in their educational endeavors,
specifically, the use of mobile applications in education has increased, with an increasing number
of programs accessible in application (PlayStore, AppStore, etc.) that address specific issues in
stories, such as reading, writing, mathematics, and other disciplines. These excellent gamification
examples may be used to boost motivation, achievement, and participation in learning activities.
There are gamification strategies which combine several mechanics in such a way to create
dynamics that result in all types of aesthetic outputs such as the combination of images, sounds,
videos and text [11]. E-learning and educational entertainment are extremely beneficial in schools
with children who have special needs. Despite of using technology platform such as online learning
and gamification approach, special classes and special schools that complement the traditional
teaching methods and the use of textbooks, blackboards, whiteboards and paper have been
provided for children with autism in order to motivate them in learning too. [25] Found that
curriculum plays a large role in typical education. There is a tendency for teachers to consult other
typical education teachers before meeting experts in typical education. This trend is based on
differences in the proficiency of education teachers and typical education teachers. In addition,
there are also interests in terms of equality and functioning between education teachers and
special education teachers in the development of their respective fields. Other than that findings
from [18] identified based on special education teachers and students found that six main themes
that influenced in special education teaching and learning: independent practice exercises;
emotional support; small class size; adjusted teaching methods; teachers’ characteristics and
instruction by modelling. [28] supported that special education teachers need to collaborate
effectively with special need students to encourage them develop self-determined skills in
secondary school and later in higher education learning. They added teaching methods and
psychological concerns also allow SNS to improve in their learning process. As for the 21st century
learning, in all education systems setting, students encourage to be a self-determined learner
which include the special need students as the technology advancement has change the way
students access and share information [2]. This transformation has changed the pedagogy of
learning to heutagogy learning approach that required students to become independent learner to
learn at their own pace and time. Technological developments have also been able to foster new
opportunities for collaboration by justifying continuous communication without leaving the
classroom including to SNS and need to be equipped with digital literacy skills to support their
learning process.

According to [1], digital literacy is needed to adequately prepare students for future jobs.
The school itself must respond to the dynamic process by developing innovative classroom
learning environments or by changing work structures and processes in and beyond the school
environment. Hence, innovative work behaviours are important as all teachers need to meet
present and future educational needs. [7] study found that educators strongly perceive the need
for technology integration in the classroom. Additionally, past studies have highlighted the
importance of designing training programmes aimed at developing students’ digital literacies, with
special emphasis on social-emotional competencies [19]. In recent years, education experts have
recognised the profound impact that a myriad of technological innovations in ICT has on education
[8]. Digital literacy is now considered as the skills, knowledge and ability of teachers to
appropriately use digital tools and facilities to identify, access, manage, integrate, evaluate and
synthesize digital resources, construct new knowledge, create media expressions, and
communicate with others [21]. The use of ICT also acts as the foundation of the SNS' learning
routines and day-to-day lives. [15] mentioned that there is still a shortage of education support
facilities for the SNS for learning in terms of technology and support technology. Technical
assistance facilities should be strengthened to facilitate the learning process as it plays a major
role and has an influence on the SNS’ education and other aspects of day-to-day life.
Calvani’s (2010) digital literacy theory mentioned that it includes the dimensions of technology,
cognitive and ethics. Digital literacy is used to aid in improving education by letting students and
teachers become knowledgeable people who know about expansion. The definition of digital
literacy dimensions covers on the technological, cognitive and ethical as follow: technological
dimension: able to explore and identify task problem using technological contexts in a flexible way;
cognitive dimension: able to read, select, interpret and evaluate data and information contexts in

a relevant and reliability; ethical dimension: able to interact with other individuals with responsibility
using available technologies. The SETT framework was designed by [30] to assist SNS with the
process of gathering, organising and analyzing data to be transformed into information that is
needed by the SNS for problem-solving or decision-making. The model comprises of the
characteristics of students (S), the environment in which students use to explore information (E),
task activities (T), and the tools or strategies that the SNS use that can be applied to their learning
process (T). Calvani and SETT framework seems to be appropriate to be used as a basic guideline
in this study to explore digital literacy skills among SNS.

RESEARCH METHODOLOGY

This study adopted the exploratory study method. According to [24], an exploratory study is a
valuable means to find new insights and clarify uncertainties on the precise nature of a problem
based on three principal ways: a search of related literature and interviews with experts. Therefore,
the qualitative approach is the most appropriate strategy for this study as a valuable kind of
sampling for special situations is used in exploratory research for judgement. The respondents
were selected on the basis that they can provide the best information for answering the research
questions. For this study, five (5) Desktop Publishing teachers were interviewed from one selected
Special Education Secondary School in Malaysia as single case study to represent the study after
sought permission from Educational Technology Division, Ministry of Education, Malaysia.
4. FINDINGS

All teachers are qualified in education background, have training in line with information
technology, and with three till 10 years teaching experience. Table 4.1 shows the Interview
Findings from Teachers Perspectives which cover the domain of digital literacy skills namely:
Technology, Cognitive and Ethical.
Table 4.1 Interview Findings from Teachers Perspectives

DOMAIN SUB FINDINGS RESPONDENTS
DOMAIN

Digital Technology  Technology readiness is important to special needs students to support in teaching DT1, DT2, DT3

Literacy and learning process such as terms, operation as well as introduced to software

and hardware application.

 Teachers consistently guide how to use, understand and apply the tools and

applications in the technology for academic purposes.

 Guide students to understand and apply the technology concept and operations,

and use a wide range of information search strategies with credentials and

authority websites especially during online search.

 Teachers make sure students are able to store and retrieve information in a safe

and accessible place.

Cognitive  Teachers give insight into content or information assessment. Strategies for DT2, DT3, DT4,

teachers, including ensuring students are able to read, select, interpret, and DT5

Digital literacy is a muesvtalauantde incforirtmicaatilonin. special education, digital learning. Students must have

access to a reputable sSopuecrciael noeef dtesctuhdnenotlsongeyedinguoidrdeefrromtoteimffeetcotitvimeelyinleoardrenr ntoefwulfcilothneciretpastsk,, techniques,

and technologies. Howgeevneerra,tienthteeirmcosgnoitfivteeacnhdncroitliocaglyth,intekiangchinetresrmcolaf imnfoerdmatthioantesvoalmuaetioonf the SNS have
some difficulties using Tteeacchhenros lsohgoyul-dreulsaetea dvaarieptpy loicfamtieodniass,inetshpeewcaiay ltloy athttroasctestruedqeuntisrintoggateinchnical skills
aTlhaecksTainoeetfusafotcrduhhmeenetarnditcietseosnnersslueestmrfaetferenutcnhdtgtiaviwgntehlltgyehicedsohufsbcthttauoeldaarensmnccuteossioims,nfgoetpterthrxdeeitlcee,ahcirmloesaman,ngmaddesnuh,ndotseinocsceautspnhitodeninsncoatislnfeohidccaghavrnyiintdo-igeolro,oengcliosaelsltieenacdnttidnhgieunassianntdgprupcliDctiToa1nt,iDosTn2.a, DnATdll3,
and operations.
questionEsthdicus e to
teachers agreed that SNcoSllecsthinoguinldforbmeateiodnu. cated about technology principles and processeDsT4,,aDsT5well
as how to employ vaPrieonualstiesmweillthbeoidmspoosefd oinnfsoturmdeanttsiownhoreentgraiegevianlacativnitdieshthaavtemimthiceanadbcoilpityy to retrieve

information. The evaluaothioenr pseoinpclel'us dweorkcoorminpfolremxatieonc.hniques. The SNS specifically demanded for a

user-friendly surfaceanCdreaintetearwaacrteinveessetloempreontetcst itnheairprpiglihctas taiondnsproorpewrtey bwseiltletso, ainvoaidddetihtiiocanl to the need
to be informed. As for thpreobcleomgsnoitcicvuerridngoimn sacihno,otlhasethteeyaaclshoebresencltaauimghet dto tchreaattethanedSusNeSpansseweodrd guidance on

in order to protect their confidential information

Occasion in order to accomplish their tasks and produce cognitive and critical thinking. Students
who are slow learners need assistance during the information-seeking process which include
information selection, interpretation and evaluation. This process is an important element as the
SNS need to understand it before they can make any decisions to solve problems or complete
tasks. Aiding with reading, selection, comprehension, and assessment Special needs children
require support with tasks in order to carry out their cognitive and critical thinking. Learners will
gravitate toward an integrated method that combines text, images, speech, and video. Teachers
are responsible for the accuracy and integrity of student data collection. Students who are found
to have plagiarized the work or information of others will face disciplinary action. Ethical problems
can be avoided by informing students about their rights and privacy. The SNS showed
responsibility in terms of computer safety as they know how to protect their information privacy
and share information ethically. Other than that, information skills were found to be integrated with
other digital skills domain by Calvani, (2010): technology, cognitive and ethical. Although
technology is important, but as a base, the SNS should be able to identify the information that they
need, then select, organize, evaluate it in order to solve their tasks and later by applying it with the
use of technology. The findings also showed that the characteristics of teachers and SNS are
important in determining SNSs’ learning motivation as governed by teaching strategies, the
Heutagogy learning approach, social learning, and the learning environment. All these work along
with digital literacy in guiding the SNS towards having learning motivation through the internal and
external factors such as emotional support, guidance, and rewards. Figure 1 shows the Research
Framework which is derived from this study’s findings, previous literature and an extension to
Calvani’s model.

Figure 1: Research Framework

DISCUSSION AND CONCLUSION

This study explored the digital literacy among SNS and challenges that they faced in learning
process. It was found that SNS evidently very ethical in online learning but still need guidance and
need a support for technology and cognitive domain. As some students are more likely to develop
reading problems, it is important to be aware of these patterns so that students can be tracked
and any problems can be identified early. Teachers agree that technology will aid in the
interpretation of knowledge and enhance reading and math skills in special education. The ability
to have good logical thinking need to be refine and it has been proven to stimulate new discoveries
and creativity [26]. Mere to the online learning environment development which based on
computational development, learning in the online environment actually push the learners to think
just like what computational thinking do such as logic thinking to either click which button or
decision to mouse-over on the menu link [23]. At this age of ever-changing online information
landscape, [5] agreed to the crucial of algorithms in shape and filter information content. SNS
relatively considered as moderate to select and chose the information they need to complete the
task given even if the process was slow after guidance from teachers. Teachers always and able
to view all SNS computer displays centrally, facilitating, monitoring and block information sources

that are misleading and prohibited. This method also simplifies control over the SNS. [4], feels that
the government should begin building new e-learning for special needs schooling that students
with disabilities may access. Digital literacy skills associated towards learning motivation among
the SNS in the digital learning environment. From this study the contribution to the body of
knowledge is the extended of [3], where sub domain emerged as discussed. Digital Literacy model
is seen to be able to benefit SNS in supporting their learning and to prepare them to be self-
determined learner. Digital learning requires SNS to have digital literacy skills that can support
inclusive literacy practices and create a community of learners who use digital tools to access the
curriculum and link academic goals with real‐world platforms. Teachers agree that SNS need to
be equipped with digital literacy skills in order to survive in digital learning environment. It is hoped
that policy makers and the Ministry of Education will focus on digital literacy skills among SNS as
students needed to be equipped with learning skills, that aligned with Sustainable Development
Goals, SDGs4 for quality of education and support Malaysia Education Blueprint (2013-2025), by
giving special focus to providing equal access (Shift 1), leveraging on ICT (Shift 7), and
collaborating with parents, community and the industry (Shift 9).

REFERENCES

[1] Bawuro, F. A. (2018). Factors Influencing Innovative Behaviour of Teachers in Secondary
Schools in the North East of Nigeria. Path of Science, 4(3), 1007–1017.

https://doi.org/10.22178/pos.32-9

[2] Blaschke, L. M., & Hase, S. (2019). Heutagogy and digital media networks: Setting students

on the path to lifelong learning. Pacific Journal of Technology Enhanced Learning, 1(1), 1-

14. https://doi.org/10.24135/pjtel.v1i1.1

[3] Calvani, A., Fini, A., & Ranieri, M. (2010). Digital Competence in K-12. Theoretical Models,
Assessment Tools and Empirical Research, 157–171.

[4] Chonghui, L. (2020, June 28). Don't leave special students behind. Retrieved June 01, 2021,

from https://www.thestar.com.my/news/education/2020/06/28/dont-leave-special-students-

behind

[5] Fister, B., & MacMillan, M. (2020). Information Literacy in the Age of Algorithms: Student

Experiences with News and Information, and the Need for Change. Project Information

Literacy.

[6] Halsall, J. P., Powell, J. L., & Snowden, M. (2016). Determined learning approach:
Implications of heutagogy society based learning. Cogent Social Sciences, 2(1), 1–11.

https://doi.org/10.1080/23311886.2016.1223904

[7] Hartman, R.J., Townsend, M.B. and Jackson, M. (2019), "Educators’ perceptions of

technology integration into the classroom: a descriptive case study", Journal of Research in

Innovative Teaching & Learning, Vol. 12 No. 3, pp. 236-249. https://doi.org/10.1108/JRIT-

03-2019-0044

[8] Haseeb, A. S. M. A. (2018, January 10). Higher education in the era of IR 4. New Straits

Times. Retrieved from https://www.nst.com.my/education/2018/01/323591/higher-

education-era-ir-40

[9] Hunicke, R., Leblanc, M. and Zubek, R. (2004), “MDA: a formal approach to game design
and game research”, AAAIWorkshop on Challenges inGAMEAL, San Jose, CA

[10] Ifigenia, P. R. D., Jaime, M. A., Julien, B., & Cesar, P. G. J. (2018). Integration of gamification

to assist literacy in children with special educational needs. IEEE Global Engineering

Education Conference, EDUCON, 2018-April, 1949–1956.

https://doi.org/10.1109/EDUCON.2018.8363474

[11] Kusuma, G. P., Wigati, E. K., Utomo, Y., & Putera Suryapranata, L. K. (2018). Analysis of

Gamification Models in Education Using MDA Framework. Procedia Computer Science,
135, 385–392. doi:10.1016/j.procs.2018.08.187

[12] Lewin, C., & McNicol, S. (2015). The impact and potential of ITEC: Evidence from large-

scale validation in school classrooms. In Re-engineering the Uptake of ICT in Schools (pp.
163–186). Cham: Springer.

[13] Malaysian Ministry of Education (2013). Malaysia Education Blueprint 2013-2025. Putrajaya:

MOE.

[14] Manning, C. (2010). Original article: 'my memory's back!' inclusive learning disability research

using ethics, oral history and digital storytelling. Retrieved June 02, 2021, from

https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1468-3156.2009.00567.x

[15] Muhamad Nadhir Abdul Nasir & Alfa Nur Aini Erman Efendi. 2016. Special Education for

Children with Disabilities in Malaysia: Progress and Obstacles. Malaysian Journal of Society

and Space. 10: 78 - 87.

[16] Mushtaq, R., & Bruneau, C. (2019). Microfinance, financial inclusion and ICT: Implications

for poverty and inequality. Technology in Society, 101154.

doi:10.1016/j.techsoc.2019.101154
[17] Ng, P. (2019). Special Needs Education for Children –Malaysian Overview. Retrieved from

http://www.kiddy123.com/article/guide/education-learning.

[18] Orly Lipka, Alona Forkosh Baruch & Yael Meer (2019) Academic support model for post-

secondary school students with learning disabilities: student and instructor perceptions,

International Journal of Inclusive Education, 23:2, 142-157, DOI:

10.1080/13603116.2018.1427151

[19] Porat, E., et al. (2018). "Measuring digital literacies: Junior high-school students' perceived

competencies versus actual performance." Computers & education 126: 23-36.

[20] Price-Dennis, D., Holmes, K. A., & Smith, E. (2015). Exploring Digital Literacy Practices in
an Inclusive Classroom. The Reading Teacher, 69(2), 195–205. doi:10.1002/trtr.1398

[21] Prior, D. D., Mazanov, J., Meacheam, D., Heaslip, G., & Hanson, J. (2016). Attitude, digital

literacy and self-efficacy: Flow-on effects for online learning behavior. Internet and Higher
Education, 29, 91–97. https://doi.org/10.1016/j.iheduc.2016.01.001

[22] Rozinah Jamaludin, (2018). Using technology in the classroom can transform learning.

Retrieved from https://www.nst.com.my/opinion/letters/2018/06/378673/using-technology-

classroom-can-transform-learning

[23] Salahli, M. A., Gasimzadeh, T., Alasgarova, F., & Guliyev, A. (2018, August). A Mobile

Application to Teach Coding and Computational Thinking in Scratch Programming

Language. In International Conference on Theory and Applications of Fuzzy Systems and

Soft Computing (pp. 807-814). Springer, Cham.

[24] Saunders, M.N.K., Lewis, P. and Thornhill, a. (2019) research methods for business

Students. 8th Edition, PEARSON, london. - references - scientific research publishing. (n.d.).

Retrieved April 02, 2021, from

https://www.scirp.org/reference/referencespapers.aspx?referenceid=2651783

[25] Slatoff, Alexandra (2014). Communication: The Key to Collaboration between Special and

General Education Teachers. Graduate Master's Theses, Capstones, and Culminating

Projects. 154. https://doi.org/10.33015/dominican.edu/2014.edu.20

[26] Sodikova, D. (2020). Formation of creative relationship through students using the creativity

of eastern thinkers. Mental Enlightenment Scientific-Methodological Journal, 2020(1), 104-

110.

[27] Special education division (2020). Retrieved from

https://www.moe.gov.my/korporat/bahagian- dan-unit/bahagian-pendidikan-khas

[28] Waseem Mazher (2019) Teaching Secondary School Students with Learning Disabilities to

Cope in Preparation for College, The Clearing House: A Journal of Educational Strategies,

Issues and Ideas, 92:1-2, 53-62, DOI: 10.1080/00098655.2019.1571989

[29] Watson, Sue. (2019). What is special education?. Retrieved from

https://www.thoughtco.com/what-is-actspecial-education-3110961

[30] Zabala, J.S. (2020), "The SETT Framework: A Model for Selection and Use of Assistive

Technology Tools and More", Chambers, D. (Ed.) Assistive Technology to Support Inclusive

Education (International Perspectives on Inclusive Education, Vol. 14), Emerald Publishing

Limited, Bingley, pp. 17-36

Appendix 03

Title: Literasi Digital Dunia Baharu
Author: Abdul Jalil Toha Tohara/ Shamila Mohamed Shuhidan
ISBN: 978-967-2998-19-8
Publisher: Aras Mega (M) Sdn. Bhd.
Year: 2021





Appendix 04

Children Literature Book
Title: Terima Kasih Cikgu
Author: Abdul Jalil Toha Tohara/ Shamila Mohamed Shuhidan
ISBN: 978-967-19961-5-7
Publisher: Massa Creative Enterprise Year: 2021





Appendix 05
Anthology Poetry Book
Title: Diam Yang Lantang
Compiled by Rahman Shaari & Norazimah Hj. Abu Bakar
Coresponding author: Abdul Jalil Toha Tohara (Alengtohara)
ISBN: 978-967- 43806-3-2
Publisher: Pekan Ilmu Publication Sdn. Bhd.
Year: 2020

LIST OF CONFERENCES

Appendix 06
Global Researce Conference 2020 (GRaCe 2020)
Date: 16-18 October 2021
Organizer: UiTM Cawangan Terengganu

Appendix 07
International Conference on Research and Practices in Science, Technology and Social Sciences
(I-CReST 2021)
Date: 26 June 2021
Organizer: UiTM Kampus Dengkil, Selangor

Appendix 08
International Conference on Research and Practices in Science, Technology and Social Sciences
(I-CReST 2021)
Date: 26 June 2021
Organizer: UiTM Kampus Dengkil, Selangor

ADDITIONAL ACHIEVEMENT: (EXAMPLE: GRANT/COPYRIGHT/AWARD, AND ETC.)
Appendix 09: Certificate of Innovation Competition VIC2020

Appendix 10: Certificate of Innovation Competition PICTL

Appendix 11: E-Bengkel Penulisan Kreatif , IIUM

Appendix 12: Kulliyah of Languages and Management (KLM), Research Workshop Series:
Children’s Book Publication , IIUM

THANK YOU