This research used the PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analyses) protocol which focuses on articles related to the key words. Not only that, it was also used as the base to report systematic observation towards other researches, specifically intervention assessment. According to Sierra-Correa and Cantera Kintz (2015), PRISMA has three advantages, which are:

1) Defining clear research questions that allow for a systematic research;

2) Identifying the inclusive and exclusive criteria; and

3) Studying the wide scientific literature database in one time definition.

Thus, PRISMA has helped in the process of finding related articles to the key words on the use of technology towards education equity.

This research depends on two databases of main journals—ERIC and JSTOR. These databases were chosen for their ease of use and suitability with the articles found.

Some eligibility and eclusion criteria were specified. First, only journal articles with empirical data were chosen. Second, in order to avoid confusion and difficulty in translating, searching WAS only focusing on articles published in English. Third, related to time line, a five-year period was chosen (between 2015 and 2019), a sufficient period to observe the related research and publication evolution. Finally, based on the objective, the researcher has been focusing on articles that can be accessed globally.

There are four stages to the process of systematic review. The process has been conducted in Jun 2019. The first stage was identifying the key words used for the searching process which were education’s quality, equity and access. Other than that, the researcher used synonym for the term equity which is fairness to widen the angle of article searching. At this stage, there were no duplicate articles. In order to identify any duplicates, the researcher used the Mendeley software.

The second stage was screening. At this stage, 594 articles were studied and 550 articles were extracted. The third stage was eligibility. At this stage, the researcher identified accessible and downloadable articles. After carefully studied by the researcher, 38 articles were excluded as they were seen inappropriate with the research objective. The fourth stage was finalizing the suitable articles. Thus, only 6 articles were deemed useful and suitable after going through all aspects (Figure 1 & Table 1).

Six articles chosen by the researcher were assessed and analyzed. The main focus was the specific study based on the research question. The data was extracted by reading the research abstracts which illustrate the chosen articles. Then, the researcher read the whole articles to identify the themes that were suitable with the current research question. Qualitative analysis was done using content analysis to identify the themes related to use of technology in education (Table 2 & Table 3).

Every child deserves quality education access to achieve his/her potential. Gardner (1983) states that each child has his/her own talent. Thus, the education system must suit children’s development so that their self-potential can be nurtured through school education. School facilities in urban areas need to be similarly available with those in rural areas in order for all students to enjoy the facilities fit for a developed country. All parties must play their roles to achieve this aim. In fact, education in Malaysia should realize the importance of teacher’s roles in the successness of all students (Samruhaizad & Azahan, 2017).

Quality education access is not only limited to developed schools. This access needs to be widened so that students are not left behind in receiving quality education. This could help shape students to be widely knowledgeable on current issues. Every school needs various latest access so that students have limitless information access. Students can explore the various applications available on the Internet in an effort to better understand a particular subject (Norhiza, Zamri, & Wan Muna Ruzanna, 2016).

The World Bank (2011) and the United Nations Development Program (2005) has put Malaysia’s success to achieve a whole primary education on many factors. One of them is the government’s investment in education to ensure education access to all students and political spirit to put the basic framework and education institutes at their place as well as commitments from all parties to ensure that quality education can be achieved.

Quality education is able to produce quality students. These students are the important assets of a country’s development. The 21^st century learning (PAK-21) is not something new. Developed countries have been practicing 21^st century learning. However, this is still new in Malaysia. Its implementation is seen as a pure effort by the ministry to improve students’ self-potential in various fields. Education is focusing more on fun learning as it attracts students’ interest in class. PAK-21 concept is not focusing on technology only, but also student-centered learning. Not only that, teachers are the ones who are able to create a collaborative and cooperative learning environment. PAK-21 contains pdpc activities that encourage students to think critically and creatively as well as encourage them to explore and research with teachers and groups (Ainun Rahmah, Zamri, & Wan Munna Ruzana 2017). A teacher’s job is to become a facilitator who is always encouraging students to think to solve problems and make decisions.

Previously, the minister was introduced school-based assessments (pbs) in which students were evaluated fairly and fairly as individuals in the community based on their abilities, abilities, talents, skills and potentials without being compared to others (Aniza & Zamri, 2015). Nowaday, many developed countries like Finland use classroom assessment (pbd) to assess students. Pbd is a more complete, meaningful, authentic, and accurate assessment of student mastery. This assessment is more relaxed and focused on students’ skills (SH. Siti Hauzimah, 2019). This is more casual and is focusing on students’ skill development. Pbd is an assessment that could observe students’ development in terms of revising, making decisions and solving problems based on their current knowledge and environment. Students are trained to think creatively and critically in making decisions. At the same time, this assessment allows students to practice Higher Order Thinking Skill (HOTS).