smart school challenges and progress

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  • 1. SMART SCHOOLCHALLENGES

2. Heavy investment on facilities Government need to spend a lot for electronic facilitiesand new books. The cost and maintenance fees for the facilities are high. Effective implementation of Smart Schools will require: funding for the building of new schools with its entiremultimedia infrastructure upgrading facilities in existing schools teacher training institutions maintenance of new technology 3. Lack of democratization in education Students have no choice on what to learn and when to sitfor exam. They dont have enough time to study and understand thelesson as they have different ability to learn.Lack of manpower in handling the technical problem Insufficient technicians. 4. Lack of technological infrastructure and teaching materials in school in rural area Limited internet connection Limitation of infrastructure, such as computer labslead to ineffectiveness of technology supported teaching and learning. Shortage of computers. 5. Smart school hardware, software and courseware was found to be under-utilized Some teachers are not keen on using the courseware lack of ICT knowledge not comfortable with the use of hardware andcourseware. prefer traditional way of teaching which is chalk andtalk a waste of time. 6. The design of the courseware does not accommodate forstudents with differing needs and learning abilities. Courseware lacks proper guidelines to use. Software used in school and MOE is causing problem: to key in data cannot be used by schools computer the processor takes a longer time and slow. the hardware is out of date lack of knowledge can cause damage to computer 7. Lack of trainings Some teachers cannot teach effectively. New teachers lack intensive training. Experienced teachers lack of ICT knowledge.Time constraint Students felt that learning using computer is very timeconsuming. Teachers have to prepare earlier if they want to usethe computer lab for teaching and it will disturb the process of teaching and learning. 8. Students Students nowadays are passive. They hope every material is provided by their teacher.Dont disturb me !!!Parents Parents are not involved in this project. Busy with their work so that they can upgrade theirlife and provide the better environment to their children. 9. Negative attitude of teachers A teacher (especially senior teachers) has beenblended with traditional methods and difficult to adapt new instructional technology.Staff development program (courses) Did not involve every staff. 10. SMART SCHOOLPROGRESS 11. General academic performance Academic performance of Malaysian studentsimproved across all national examinations in 2009 in core subjects Language, Mathematics and Science Primary School scores increased by 11.4%, LowerSecondary scores by 6.4% and Malaysian Certificate of Education (SPM) scores by 3.4% 12. Smart School Qualification Standards (SSQS) a monitoring tool to measure the use of ICT in schools schools are given Star Ranking each year based ontheir performance in four areas: use of ICT competency of end-users (students, teachers,administrators) adoption of applications provided by MOE(modules and courseware) IT infrastructure 13. Smart School Qualification Standards (SSQS) As of October 2009, MOE has awarded Smart Schoolrating to 7575 schools. This means they have achieved at least 3 stars Dr Norrizan Razali, Senior Manager, Smart SchoolDepartment, MDec explains the Star Rankings: A three-star school has adopted technology. Its teachers plug and play content or electronic courseware provided by MOE. It merely adopts ICT with little or no enhancement or customization of the material to suit its needs. Of the 7575 Smart Schools, 67% are at 3-star ranking,32% at 4-star and 1% at 5-star 14. Smart School Qualification Standards (SSQS) 15. References Adey, P. (2004). The professional development of teachers: Practice and theory. Dordrecht, The Netherlands: Kluwer AcademicPublishers. Borko, H., Elliot, R. & Uchiyama, K. (2002). Professional development: A key to Kentucky's educational reform effort.Teaching and Teacher Education, 18, 969-987. Ely, D. P. (1999). Conditions that facilitate the implementation of educational technology innovations. EducationalTechnology, 39(6), 23-27. Frost & Sullivan (2004). Benchmarking of the Smart School integrated solution. Multimedia Development Corporation andMinistry of Education, Malaysia. [verified 9 May 2010; 1.7 MB] http://www.mscmalaysia.my/codenavia/portals/msc/images/pdf/ssbenchmarking.pdf Frost, & Sullivan. (2006). Impact assessment studies on the Smart School Integrated Solution ( SSIS ) and other ICT initiatives.Retrieved from http://www.mscmalaysia.my/sites/default/files/pdf/publications_references/ImpactStudy.pdf Hajar Mohd. Nor (2005). Conditions facilitating the implementation of information and communication technology (ICT) integration inthe Malaysia Smart Schools. Unpublished PhD, Universiti Putra Malaysia, Serdang, Selangor. Making Malaysias schools smarter. (2010). (pp. 4246). Retrieved fromhttp://www.mscmalaysia.my/sites/default/files/pdf/publications_references/FutureGov_February_2010.pdf Mokhtar Hj. Nawawi, Ahmad Fauzi M. Ayub, Wan Zah W. Ali, Aida Suraya M. Yunus & Rohani Ahmad Tarmizi (2005).Teachers perceptions on the conditions facilitating the use of computers in teaching mathematics. Malaysian Online Journal of Instructional Technology (MOJIT), 2(3), 88-98. [verified 9 May 2010] http://pppjj.usm.my/mojit/articles/pdf/Dec05/11%20-%20MATHEMATICS_TEACHERS__PERCEPTIONS-f.pdf Sham Ibrahim (2003). The use of multimedia software in instruction among secondary school teachers in the district of Jelebu, NegeriSembilan. Unpublished MA Thesis. Universiti Putra Malaysia, Serdang, Malaysia. Smart School Qualification Standards (SSQS). (2009). Retrieved fromhttp://www.mscmalaysia.my/sites/default/files/pdf/publications_references/SSQSNov2009BB.pdf