An issue arises whether the teachers in this country are ready to face and handle the challenges due to the birth of technology especially ICT in and out of school and due to the fact that the latest technology has acquired unique characteristics with lack of appropriate professional development, for these reasons it is necessary for teachers to be ready in terms of their knowledge, skills and also attitude in order to fully exploit the advantages in ICT (Rosnaini Mahmud, 2006). According to Ely (1995) the stress should not be on the technology itself but more on the teachers who will decide on the purpose in using the technology, how it is utilized and evaluates the effect of its use. Nowadays there are a lot of ICT facilities and tools provided in the school however the optimum use is very much relied on the teacher factor (Demirbilek, 2009).
Due to the rapid changes and growths in the use of the computer during the past decades had an impact on the educational system, the technical and vocational teacher development becomes an important component to help the students to provide them the necessary skills to use it in the world of work (Maclean and Ordonez, 2007).
As the computer technologies are experiencing brisk growth, they bear the potential to outreach vocational education to more learners in better ways, and in improving teaching effectiveness, it is best that vocational and technical teachers are stimulated to take part in professional development activities in order to familiarize them with the uses of computer technology (Buntat et al., 2010). Moreover, vocational teachers should be equipped with the knowledge to use new technologies as these technologies are constantly changing and have the knack to affect the ways people live, work and learn (Buntat et al., 2010).
It is believed that any country which offers various skills available has the potential to gain appropriate investment and it is best not to underrate the importance of ICT which belongs under the main aim of vocational education system (Usman and Pascal, 2009). In addition to that it is clearly evident that large expenditures and great efforts are being made by the MOE in Malaysia to transform and intensify investments in ICT into successfully productive experience, and the Ministry of education launched the Smart school project in 1996 and vision 2020, to ensure Malaysian student can compete in the global economy (Siddiquee, N. A. 2007). This new educational project and involved with on subjects of math, science, and language. In the future, the technical and vocational education programs will be also included; there is big expenditure for technical and vocational schools (Sukri, 2005).
The Ministry of Education invests a tremendous amount of money to equip schools with technological facilities, but it is of no value if the teachers are not ready to undertake the task of integrating ICT skills in their classrooms (Baker and Mohamed, 1998). the...