Abstract
As teacher educators in Malaysia with a commitment to the use of Information and Communication Technology (ICT) in teaching and learning, we live and work in the diverse cultural and political contexts of education and schooling that affect many of our practices and beliefs. How can knowledge and understanding of pedagogy with ICT be constructed by teachers to promote effective teacher education in this field? The Smart Schools initiated by the government to proclaim its priority to increase the use of ICT in Malaysian schools (Smart School Blueprint, 1997) was neatly laid out. All teachers will be expected to show evidence of specific standards in their ICT capability through training given under Smart School Teacher Training Programme. This initial research inquiry focused on 'What is the intention dimension between teachers' knowledge of pedagogy and ICT in teaching and learning of English?' It is this range of theories and beliefs that generate action in the classroom. There are interesting and challenging claims made for the potential of ICT in teaching and learning. The purpose and role of the teacher can be clarified and refined in the context of using ICT (Scrimshaw, 1997a). In order to capture the ICT use intentional dimension portrayal, researcher has used a modified Concern Based Adoption Method (CBAM) (G.E. Hall & S.M.Hord (1987), and Susan Loucks-Horsley (1996) to analyze the level of use of ICT in the innovation among these teachers. In short, the research question changed from 'How does ICT support the development of teaching and learning?' to 'What is the intention between teachers' knowledge of pedagogy and ICT in teaching and learning? The cultural, political, emotional and moral experience of the teacher engaging with teaching and learning in the digitalised approach is admitted. The implications of the research for in-service teacher training and continuing professional development are acknowledged.