ABSTRACT
Current learning in a Sekolah Menengah Kebangsaan (SMK) vocational secondary school is centered on teachers with lectures and assignments as the principal methods. To further enhance the learning process and the level of understanding of students toward the subject matter and the development of Higher-Order Thinking Skills (HOTS) or ability needs a learning innovation. Integrating technology in learning is a challenge for teachers. A productive integration model in teaching enables students to be more active in the learning process as long as the component of the technology is used proportionately and effectively. It is also believed to be able to improve their ability to think critically and solve problems. One integration model is the framework for Technological Pedagogical Content Knowledge (TPCK). This model is optimal for all three main components, namely, subject matter, pedagogy and technology. The learning process can be managed well if students are invited to take advantage of all sensory tools. The more senses which are used for receiving and processing information, the more likely the information is to be understandable and understood, and thus maintained in memory. Direct experience will give the most complete impression and the most meaningful information and ideas contained in that experience and, therefore, vision, hearing, feeling, smell, and touch should all be involved. Information and Communication Technology (ICT)-based learning demands the ability to think at a high level or possess HOTS. HOTS include aspects of: critical thinking, logic, reflection, creativity, and metacognition. ICT in lessons can be used as a tool to engage students in thinking. The use of ICT is closely related to the components of analysis, synthesis and evaluation in Bloom’s taxonomy.
