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en & Ma, 2002). Based on another survey conducted by Rudd et al “Harnessing Technology Schools Survey” (2009), it was found that the vast majority of teachers are both enthusiastic and confident in using ICT to support teaching and learning.

Teacher’s willingness according to Age Group

According to (Prensky, 2001) “digital natives” and “digital immigrants” illuminate the relative distance of older people from the internet compared to younger generations. Digital natives represents the first generations to grow up with new technology and have spent and are spending their lives surrounded by and using all kinds of technology. Whilst Digital Immigrants is that term defining those not born into digital world but at some point become fascinated by and adopted aspects of new technology. “Digital Immigrant Educators grouse”

From the above table, the following statements can be deduced:

Considering the youngest age group, >20-30 yrs, there is a ratio of 144 : 151 who are willing to use technology. In comparison with the age group, >50 yrs, there willingness ratio is almost the same, i.e, 39:42.

H0 : The willingness to use technology is affected by age group

H1 : The willingness to use technology is not affected by age group

Using the Chi-Square test with a value of 73.192, p = 0.000 <5%, we hereby reject H0. We conclude that at a 5% level of significance, there is an association between the use of technology and age difference. Using Cramer’s V value = 0.447 out of a possible maximum of 1, there is a weak relationship between willingness to use technology and age group. From our analysis, we can justify the study conducted by Rudd et al “Harnessing Technology Schools Survey” (2009) that indeed age is not a barrier to use technology in class. Educators within an age group >50 years can be enthusiastic to use technology. The results negate the misconception about Digital Immigrantship that those with higher age group are reluctant to apply technology as a support in learning and teaching. We, therefore, deduce that the willingness to use technology is not affected by age group.

1.2 Teacher’s willingness according to years of Working Experience

From the above table, the following statements can be assumed:

Considering smaller working experience, ie, <5 years, there is a ratio 127 : 131 who are willing to use technology. In comparison with those of higher working experience, >30 yrs, there willingness ratio is almost the same, i.e, 30:33

H0 : The willingness to use technology is dependent on years of working experience

H1 : The willingness to use technology is independent on years of working experience

Using the Chi-Square value = 28.979, p= 0.000 <5%, we therefore reject H0 and conclude that at a 5% level of significance, there is an association between the use of technology and years of working experience. To confirm the strength of the relationship, Cramer’s V = 0.280 out of a possible maximum of 1, there is a very weak relationship between willingness to use technology and years of working experience. Our findings are in contradictory terms with Baek et al (2006) where they implied that teachers are less conce