INFORMATION AND COMMUNICATION TECHNOLOGY

TITLE : SMART SCOOL IN MALAYSIAPRESENTED BY :

IRA NUSRAT JAAFAR (D20101037533)

WAN NORAZWANI MAHUSIN(D20101037506)

NOOR AZURAH ABDUL RAZAK(D20101037502)

Smart School is a Malaysian education system which learning institution that reconstruct systematically teaching-learning and school management in order to prepared children for Information Age.

It is one of the seven flagship applications envisaged under the Multimedia Super Corridor (MSC) initiative.

Smart School is not just about ICT intervention in teaching and learning. The national curriculum and pedagogy are given the highest importance, with the role of teachers, administrators, parents and the community enhanced in the education of the Malaysian students

INTRODUCTION

Teaching and Learning

Management and

Administration

People, Skills&

Responsibilities

Process

Technology

Policies

SMART SCHOOL

COMPONENTS

1) Teaching and learning

2) Management and Administration

Teaching-Learning Materials Interactive courseware and printed materials for Mathematics, Science, English and Bahasa Melayu that enables students to practice self-paced, self-accessed and self-directed learning.

represents the driver or the “brain” of the Smart School, is computerised. Management software helps the Smart School principals and headmasters to manage more efficiently and effectively the resources and processes required to support the teaching-learning functions.

3) People, Skills and Responsibilities

4) Process

Stakeholders involved in the implementation of Smart Schools will be equipped with specific skills and requisite knowledge base to enable them to play their roles effectively.

The Smart School processes are viewed as a system.These processes have been and will continuously be studied reviewed carefully to ensure that the system provides accurateand functional input to produce the desired output.

5) Technology

6) Policies

Technology is used as an enabler for Smart School practices in teaching-learning, management, and communications with external constituencies

To ensure the successful implementation of the Smart School, changes in existing policies and regulations, as well asthe formulation of new policies and regulations, have to be conducted.

Technology Enablers

Teaching and learning process based on ICT technology

dangerous experiment through the computer simulation experiment

student also uses the computer in extra curriculum activities such as for designing the school magazine

School management◦effectively and efficiently manage

attendance and respond to problem situations

◦comprehensive resource database including audio and video for quick and easy access by teachers and students that will reduces cost of managing resource information

◦combines the best of network-based, teacher-based and courseware material

Overview

of Sma

rt Scho

ol Progress

Wave 1-The Smart School Pilot (1999-

2002)

Wave 3-Making All

School Smart (2005-2010)

Wave 4- Consolidate and Stabilize (2010-2020)

Wave 2-The Post

Pilot (2002-2005)

87 Pilot Schools were involved in the Pilot

Project phase. Experienced 3 models

of technology :-Computer laboratory

model (Level B), a limited classroom

model (Level B+), & a full classroom model

(Level A).

2 phases: Pilot

Project phase & a broad roll-out phase.

Wave 1:The Smart

School Pilot

(1999- 2002)

Wave 2-The Post Pilot

(2002-2005)

School, community MoE, state & industry

stakeholders

Wave 4- Consolidate and Stabilize (2010-2020)

Present opportunities

for the advancement of the Smart

School applications

being implemented in schools.

By 2020, the teaching-learning

scenario could be very much different from

the one we have today

Applications of the Smart School and other ICT initiatives

would have converged into

effective Smart School

solution

CHALLENGES

Passive students

- Students hope that everything materials provide by their teacher - student supposedly plays an active role

Limitation Of Infrastructure -limitations to access the network

hamper the effectiveness of technology supported teaching and learning.

-Smart Schools project was wholly inaccessible to rural areas

-The geography of the country itself posed a real challenge for the Ministry of Education.

Teacher’s mindset◦misconception among teachers was that

using the courseware simply meant assigning a topic for students to learn or search

◦students used the courseware without guidelines or teacher supervision.

◦some teachers claimed that teaching with the courseware provided required much more preparation time and effort than previously.

Technical support◦critical to maintenance of all

installed hardware and software to ensure minimal description to the teaching-learning and management process.

Smart School Project signifies a dramatic change in the local educational system whereby information technology is utilized in every aspect of education and students are required to take much greater responsibilities of their own learning

The learning settings in smart schools are conducive for self regulated learning.

Information from this study may help smart schools' authorities and teachers to further promote and enhance self-regulated learning in these schools.

CONCLUSION