The document provides an overview of Smart Schools in Malaysia, including: 1) The introduction of Smart Schools was aimed at preparing students for the digital age and producing a technology-literate workforce. 2) Smart Schools integrate technology into teaching and learning, and are equipped with resources like multimedia classrooms and computer labs. 3) The progress of Smart Schools in Malaysia occurred in 4 waves from 1999 to the present, aiming to establish Smart School initiatives nationwide.

1. DEPARTMENT OF BIOLOGY
FACULTY OF SCIENCE & MATHEMATICS
SULTAN IDRIS EDUCATION UNIVERSITY
Information And Communication Technology In Science
(SSI 3013)
TITLE : REPORT ON SMART SCHOOL
PREPARED FOR:
ENCIK AZMI BIN IBRAHIM
PREPARED BY:
1. VIVIANA VELENTHIA MICHEAL D201010XXXXX
2. DAYANG SUFINAH BINTI DATU TENG D201010XXXXX
3. DARVINA LIM CHOO KHENG D201010XXXXX
SEMESTER 1 SESSION 2012/2013
GROUP B
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2. LIST OF CONTENTS:
Cover i
List Of Content ii
Acknowledgement iii
Abstract iv
1.0 Introduction 1
2. 0 What is Smart School? 1
3.0 Smart School Initiatives 3
4.0 Teaching And Learning Component In Smart Schools 4
4.1 Curriculum 4
4.2 Pedagogy 5
4.3 Assessment 7
4.4 Teaching –Learning Materials 8
5.0 Technology Enablers 9
6.0 Overview Of The Smart School Progress 10
6.1 Wave 1 – The Pilot (1999 - 2002) 11
6.2 Wave 2 – The Post-Pilot (2002 – 2005) 12
6.3 Wave 3 – Making All Schools Smart, MSSS (2005 – 2010) 13
6.4 Wave 4 – Consolidate And Stabilise (2011 – 2020) 13
7.0 Challenges Faced Since The Inception Of Smart Schools In Malaysia 14
8.0 Conclusion 15
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3. Reference v
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4. ABSTRACT
This report was written about the Smart School Program that has been launched by our
government to prepare the future generation to become the competitive workforce and
all-round development individuals. This report actually is based on the presentation that
we had prepared as required by our lecturer, Encik Azmi. The presentation is about the
introduction of Smart School Program to a group of science teachers from Indonesia by
senior officers from the Ministry Of Education.
In this report, there are some brief introduction about the transformation bring by
technology to the globe and Smart School. In the next section of this report, Smart School
initiatives is listed out and some elaboration on the initiatives. Later, the teaching and
learning component in Smart Schools that include 4 parts which are curriculum,
pedagogy, assessment, and teaching and learning materials.
After that, the use of technology as enablers contained in Smart School concept is
also listed out. The overview of the Smart Schools progress also included in this report.
There are 4 waves in the progress of Smart School program which are The Pilot, The
Post-Pilot, Making All Schools Smart (MASS) and Consolidate And Stabilise.
Lat but not least, the challenges that faced by the Smart School since its inception
also listed out in this report, follows up by the conclusion part.
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5. ACKNOWLEDGMENT
We would like to thanks our lecturer, En. Azmi Ibrahim for his valuable advices that he
gave during the process of preparing the report that titled “Report On Smart School” and
the presentation on Smart Schools. The advices truly help us a lot in the preparation
process of this report and the presentation.
Besides that, we would also like to show our appreciation to our classmates that
gave suggestions during the process of preparing this report and presentation. Next, we
would also like to thanks our friends that share their ideas, thoughts and give suggestions
to us.
In conclusion, we would like to thanks to everyone that involve directly or
indirectly in the process of preparing this report and presentation.
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6. 1.0 INTRODUCTION
The world we live in today is currently undergoing a massive transformation as a result
of the digital revolution. The transformation also has been greatly affecting the world of
education. Education is a very important part of a country as it has the duty to educate
young people who are responsible for the country‟s future development and progress.
Therefore, in our country, with the presence of information technologies today, our
Malaysian government is also putting huge efforts into education sector to obtain the
good advantages from it. Smart schools were introduced, students were encouraged to use
information and communication technology (ICT), and almost all schools are equipped
with computers and internet access even in the rural area.
The integration of ICT in smart school does not just only give the benefit of ICT
during teaching and learning process. This new technologies have created learning
opportunities that challenges traditional schools and colleges. Furthermore, they enable
people of all ages to pursue learning on their own terms. Smart schools in Malaysia have
shown a good progress since its establishment. Although there are several challenges and
issues faced, the smart schools in Malaysia were constantly being monitored and
upgraded to match the current conditions and the education needs.
2.0 WHAT IS SMART SCHOOL?
In Malaysia, smart schools are learning institutions that are reconstructed to fit the
globally evolving world of information and technology. These learning institutions are
designed in terms of teaching and learning practice and school management in order to
prepare children for the life in this Information Age. In this age, the development of ICT
witnessed to be occurring fast. Therefore, to adapt with this ever changing condition,
smart school will evolve over time, continuously developing and advancing it‟s
professional staffs, it‟s educational resources and it‟s administrative capabilities.
Based on the purpose of smart school to prepare children for the Information Age,
smart school is provided with all the technology needed extending from the school level
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7. up to national level. Smart school is equipped with technology that can facilitate teaching
and learning process such as multimedia, and assists the school management; database
application for instance. These are among the technology that provided in smart school:
School level technology:
Facility Description
Classrooms Equipped with multimedia courseware and presentation
facilities, and e-mail or groupware for collaborative work.
Library/Media Centre With database centre for multimedia courseware, and network
resources like access to the internet.
Computer laboratory For teaching, such as Computer Studies as a subject, and
readily accessible multimedia and audiovisual equipment.
Multimedia With tools for creating multimedia materials and catering to
Development Centre varying levels of sophistication.
Studio/Theatre With a control room for centralized audiovisual equipment,
video conferencing studio, preview room for audio, video, or
laser disc materials.
Teachers‟ Room With on-line access to courseware catalogues and databases,
information and resource management systems, professional
networking tools, such as e-mail and groupware.
Administration Offices Capable of managing databases of student and facilities,
tracking student and teacher performance or resources, and
distributing notices and other information electronically.
Server Room Equipped to handle applications, management databases, and
web servers; provide security; and telecommunications
interface and access to network resources.
Table: Technological facility in smart school
(Source: Smart school conceptual blueprint)
Smart school is not about the technology around the school only. It is also about
the technology that interconnecting the smart schools and educational technology in
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8. district and national level. The network is maintained secured for the communication
between schools and the national authorities. Districts will also need to maintain
extensive databases for information like assessment records of student and teacher
performance; human resource records; matters of governance, financing, and security;
and educational resources.
3.0 SMART SCHOOL INITIATIVES
Smart school was initiated in Malaysia more than 15 years ago as the technological era
wave also hit the country. In order to keep up with the changing world of technology,
there is a need to start educating the young one with technology and with more holistic
education. There are several main initiatives of smart school.
Firstly, smart school was introduced in the initiative to produce a thinking
technology-literate work force. Most of the jobs nowadays demand for skilled workers
especially in dealing with the technology. Therefore, smart school will have the
responsibility to educate and prepare students for their real life after school. In smart
school, students will be taught of thinking across the curriculum. Outside the classroom
and out of the school syllabus, students still can search for information for their own
knowledge. Other than that, technology is also applied in teaching and learning process in
smart school. Thus, students will get used to the technology-environment to learn or work
with.
Moreover, the technology in smart school will increase the participation of
stakeholders. Technology enables easy and speedy communication of stakeholders with
the school. This condition will create the awareness of what had happens in schools.
Therefore, indirectly technology can provide the opportunities for stakeholders, for
example parents community to participate in the school programs.
Smart school also democratizes education by providing equal access to learning
opportunities. In smart school, everyone can have the access to the technology or internet.
We all know that technology has transformed our larger society. It has become central to
people‟s reading, writing, calculating, and thinking. With technology, learning can be
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9. done at anytime, and in every way desired. Therefore, smart school and technology also
provided for differing abilities, styles and paces of learning.
Just like any other school, smart school also developed to provide all-round
development of the individual. This covers the development of intellectual, physical,
emotional, and spiritual. Smart school provides a broad curriculum for all, teach values
and language across the curriculum, and emphasize thinking skills.
4.0 TEACHING AND LEARNING COMPONENT IN SMART SCHOOLS
The teaching and learning component comprises four areas:
1. Curriculum: designed to help students achieve overall and balanced development.
2. Pedagogy: allows for appropriate mix of learning strategies to ensure mastery of
basic competencies and promotion of holistic development.
3. Assessment: designed to give accurate feedback of students‟ readiness, progress,
achievement and aptitude.
4. Teaching and learning materials: cognitively challenging and motivating by
combining the best of network based, teacher-based, and courseware materials.
4.1 CURRICULUM
The smart school curriculum shall be meaningful, social responsible, multicultural,
reflective, holistic, global, open-ended, goal-based and technological. It shall promote
holistic learning, allowing children to progress at their own pace, and catering for
students varying capabilities, interest and needs. It will seek to ensure that children are
educated with critical and creative thinking skills, inculcated with appropriate values, and
encouraged to improve their own language proficiency. New elements that found in
Smart School curriculum are purposed on all-round development of students appropriate
for this era. Thus, the curriculum will be designed to:
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10. 1. Help students achieve overall balanced development integrate knowledge, skills,
values, and correct use of language.
Domain All round development
Effective oral and written communication in Malay.
Communication English as a second language. Emphasis multiple
languages, interpersonal skills and networking.
Focus on acquiring knowledge. Focus on searching,
Cognitive generating, and using knowledge with an emphasis on
problem-solving and creativity.
Instill moral and religious values. Emphasis adaptability,
Affective team player characteristics, emotional balance and
emotional intelligence.
Physical Instill social responsibility and consciousness of health
and environmental issues. Emphasis a global orientation
and inculcate work place skills and attitudes.
(Source: Smart school conceptual blueprint)
2. State explicitly intended learning outcomes for different ability levels.
3. Foster the knowledge, skills, and attitudes appropriate for success in the Information
Age.
4. Offer multidisciplinary, thematic, and continuous learning.
4.2 PEDAGOGY
The smart school pedagogy will seek to make learning more interesting, motivating,
stimulating and meaningful. This component involves the children minds, spirit, and
bodies in the learning process. It also builds basics skill to prepare children for greater
challenges over time and cater for a range of needs and capabilities among the students.
The pedagogy shall:
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11. 1. Use an appropriate mix of learning strategies to ensure mastery of basic
competencies and promote holistic development.
Involves specific learning goals
Process Active learning process, where learner constructs meaning
- Continuous
- Personalized
Alone, in pairs, or in small teams with an expert (teacher or
community member), a facilitator (teacher assistant, volunteer or
Modes student), non-human resources (hands-on materials, computer-
based resources, multimedia resources, or print materials)
At a site in the community, a computer-based multimedia
simulation, a hands-on learning lab, a meeting room or library.
Authentic, often in real life environments, with real world
challenges interdisciplinary:
- Specific knowledge
Tasks - General skills such as transfer of information across settings,
negotiation and interpersonal skills, decision making skills
Mastery of a task before progressing to next task
Periodic performance mastery assessment
More responsibility to learner for directing and managing own
learning.
(Source: Smart school conceptual blueprint)
2. Accommodate individual different learning styles, so as to boost performance.
Differentiating Teacher- Teacher as Teacher as Student-
Factors centred mentor and coach or centred
model Facilitator
Establishment Established Established Established Established
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12. of learning by Teacher by Teacher through by student
objectives discussion with teacher‟s
between suggestion
student and and input
teacher
Determination Determined Suggested by Determined Determined
of instructional by Teacher teacher, open by student by student
tasks to discussion with teacher‟s with teacher‟s
suggestion suggestion
and input and input
Selection of Selected by Suggested by Selected by Selected by
Resources for Teacher teacher, open student with student with
tasks to discussion teacher‟s teacher‟s
suggestion suggestion
(Source: Smart school conceptual blueprint)
3. Faster a classroom atmosphere that is compatible with different teaching-learning
strategies.
 Creating an atmosphere of respect and rapport
 Establishing a culture for learning
 Managing classroom procedures
 Managing student behavior
 Organizing physical space
4.3 ASSESSMENT
The smart school assessment system will be distinctly different from current system to
help realize the National Philosophy of Education. It shall be element-based and
criterion-referenced to provide more holistic and accurate picture of students‟
performance. Teachers, students, and parents will be able to access on-line assessment
items. Smart school assessment will be flexible and learner-friendly, while assuring the
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13. quality of the assessment information by using multiple approaches and instruments. It
will lead to living certification, which not only attest to a student‟s cumulative
accomplishments but will also be open to continued improvement on a lifetime basis. The
scope of assessment in the Smart School is holistic and gives various information
regarding the students learning styles and abilities such as:
Learners have different experiences and their levels of entry in certain
Readiness
learning areas need to be assessed.
The student’s progress in achieving certain learning objectives needs to be
Progress
monitored. His/her strengths and weaknesses also need to be diagnosed.
Assessing the achievement of each intended learning outcome in a learning
Achievement area is necessary to indicate whether the learner is ready to move on to the
next area.
Learners’ different styles of learning and multiple intelligences have to be
Aptitude recognized.
4.4 TEACHING-LEARNING MATERIALS
Smart school will need teaching-learning materials designed for the new strategies. These
materials will accommodate students differing needs and abilities, resulting in further
realization of their capabilities and potential, and allow students to take greater
responsibility for managing and directing their own learning. The materials should be
cognitively challenging, attractive, motivates students to learn and encourages active
participation. In addition, the materials will be acquired from a wide range of sources.
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14. Conceptual selection and evaluation guidelines for teaching-learning materials will cover
5 main criteria:
Cosmetic Adequacy Instruction Adequate Curriculum Adequate
• Graphic quality • Promotes vertical and • In-line with curriculum
• Video quality horizontal integration specifications
• Animation quality • Consider different • Promotes
• Voice and sound quality capabilities of students values, skills, knowledge,
and teachers and language across the
• Layout quality
• Suitable for a variety of curriculum
• Color and fonts quality learning environment • Consistent with teaching-
• Well designed interface learning objectives
• Professionally done • Content is accurate and
• Adaptable to different up-to-date
teaching and learning • Content is relevant to
styles student‟s environment
• Assessment is built-in
Technical Adequate Cost effectiveness
• User-friendly • Value for money
• Clear and comprehensive
manual guides
5.0 TECHNOLOGY ENABLERS
Technology alone will not make a school smart. Only improved teaching-learning
strategies, management and administrative processes, and capable, well trained people
with enthusiasm for their work can do that. However, information technology can enable
the process of transforming traditional school into Smart School. Consequently, a nation-
wide system of Smart Schools will depend on advanced information technology at the
school, district, state and national levels. The technology has implications on teaching-
learning process, smart school management system and linkages to external
constituencies due to smart school practices.
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15. School-level technology:
Technology has many roles to play in Smart School, from facilitating teaching and
learning activities to assisting with school to assisting with school might include the
following:
1. Classrooms with multimedia courseware, and presentation facilities, and e-mail or
groupware for collaborative work.
2. Library/media centre with database centre for multimedia courseware, and
network resources like access to the internet.
3. Computer laboratory for teaching, such as Computer Studies as a subject, and
readily accessible multimedia and audiovisual equipment.
4. Multimedia Development Centre with tools for creating multimedia materials and
catering to varying levels of sophistication.
5. Studio/Theatrette with a control room for centralized audiovisual equipment,
video conferencing studio, professional networking tools, such as e-mail and
groupware.
6. Administration Offices capable of managing database of students and facilities,
tracking students and teachers performance or resources, and distributing notices
and other information electronically.
7. Server Room equipped to handle applications, management databases, and web
servers to provide security and telecommunications interface and access to
network resources.
6.0 OVERVIEW OF THE SMART SCHOOL PROGRESS
The Smart School Flagship is one of the seven flagships of the Multimedia Super
Corridor (MSC) that has been carried out in the year 2000. The Smart Schools concept
has began with the launched of The Pilot Project to seek for the proof-of-concept before
the next steps or phases are implemented by the government. If the concept solution
fulfills the scope of the service required, then the entire project will be launched. Phases
in the Smart School Flagship are carried out in 4 waves as below:
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16. 6.1 WAVE 1 – THE PILOT (1999 – 2002)
In this wave, Ministry Of Education (MoE), Multimedia Development Corporation
(MDC) and Telekom Smart School Sdn. Bhd. (TSS) has build a partnership in order to
ensure the involvement from both the central and state levels. The MoE and TSS have
signed the agreement on 28 July 1999. Different parties play different significant roles
such as the MoE provided the educational expertise while the industry partner, TSS on
the other hand was setting up the infrastructure and developing applications and teaching-
learning solutions to fulfill the requirements and objectives of the Smart School. Besides
that, MDC was strategic the position and role in the Information and Communication In
Technology (ICT) growth and development process of the Multimedia Super Corridor
(MSC) for build up the partnerships with the industry sector.
The Conceptual Blueprint of Smart School has clearly stated that two type of
phases will be launched, which are a Pilot Project phase and a broad roll-out phase during
the implementation of the Smart School. Eighty-eight (88) Pilot schools that recognized
to be the center for the roll-out of Smart School concepts, materials, skills and
technologies were participated in this Pilot Project phase. All these selected schools need
to tested 3 models of technology which are a computer laboratory (Level B) (80 schools
participated), a limited classroom model (Level B+) (2 schools participated) and a full
classroom model (Level A) (6 schools participated).
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17. The Pilot Project tested the Smart School Integrated Solution (SSIS) through
various components. At this stage, measures such as teachers and principals trained in use
of Smart School application, ICT infrastructure and systems as an enabler for quality
teaching and learning, Data Centre, Help Desk and Call Centre are taken. The
implementation phase from year 1999 to 2002 was closely monitored by the three parties.
Issues that occurred at this phase were resolved at the meetings that attended by the three
parties.
6.2 WAVE 2 – THE POST-PILOT (2002 – 2005)
When the Pilot Project was successfully concluded in 2002, a consortium of evaluators
made up of experts from the local universities was commissioned by the MoE or MDC
partners to conduct an evaluation of the project.
Others also included a benchmarking study by Frost and Sullivan, an independent
consultant, to compare the Malaysia Smart School‟s Integrated Solution (SSIS) with eight
other countries, a study by local academics, and technology evaluation by the Smart
School team and TSS. The benchmarking study compared the merits of the SSIS and its
components with similar implementations in Australia, Britain, Canada, Ireland, Japan,
New Zealand, Singapore and the USA to benchmark their best practices in ICT-mediated
education with that of Malaysia. The benchmark shown that Malaysia‟s achievement is
good as the teaching-learning courseware was tailor-made for Malaysian curriculum
while the other countries used courseware developed for the generic market.
The evaluation work began in April 2003 and a report of the findings was
published in year 2004. At this stage, it is more to enhancement of 88 Smart Schools.
At Post Pilot phase, massive computerization phase is launched to all 10,000
schools. Infrastructure and measures such as computer lab, SchoolNet, coursewares, e-
material and the Teaching-Learning Science And Mathematics In English (PPSMI), an
education policy is conducted to the whole Malaysia‟s schools.
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18. 6.3 WAVE 3 – MAKING ALL SCHOOLS SMART, MASS (2005 – 2010)
Making All Schools Smart is a continuous process to acculturate the use of technology in
education to ensure quality teaching and learning, effectiveness of school administration
and management and teachers‟ ICT competency. At this wave, the steps of leveraging all
ICT initiatives are taken. For examples, EduWebTV and School Access Centre are set up
and made full use of them.
Smart School Qualification Standards (SSQS), a monitoring tool is used to measure the
utilization of ICT in schools. This SSQS focusing on 4 domains, which are 40% on
human capital, 40% on utilization, 10% on application and another 10% on infrastructure.
SSQS Star Ratings for the schools divided into 5 categories which the best is Advanced
Plus (5*), follow up by Advanced (4*), Median (3*), Basic Plus (2*) and lastly Basic
(1*). In 2010, MoE has awarded „Smart School‟ rating to 8147 schools. This means they
have achieved at least three stars. About 88.9% of schools have achieved smart school
status in the end of this wave.
6.4 WAVE 4 – CONSOLIDATE AND STABILISE (2011 – 2020)
At this wave, continuous effort is continued. Meticulous planning and monitoring,
rigorous training and upgrading of teachers and school administrators, enhancement of
information literary among school leavers and formulation of smart partnerships are
taken to consolidate and sustain the Smart Schools progress.
The Educational Technology Division, as the lead agency in the MoE Malaysia
has prepared the Smart School Strategic Plan, 2011-2015 (Pelan Strategik Pembestarian
2011-2015) to achieved the objectives of MASS. National Key Results Areas (NKRA)
for education that emphasis the need for improving students‟ outcomes and providing
access to quality education for all is launched.
All the 10,000 schools should achieve the smart schools standards in this wave.
One of MoE‟s strategies to ensure schools achieve the Smart School status is by means of
the Catalyst Schools programme. This strategy is expected to generate the “Mutiplier
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19. Effect” to speed up the process of achieving the 5 star ranking by other schools. The 5
star SSQS catalyst schools are required to mentor, guide and hand-hold schools within
their group and walk them through the MASS process.
Catalyst School System
To make sure the Catalyst School Program succeed, several programmes were
implemented like mindset & culture change, sharing of best practices, Community
Programmes/Smart Partnerships, ICT Buddy Support, Bestari Club (Bestari Brigade) and
On-Site Monitoring.
7.0 CHALLENGES FACED SINCE THE INCEPTION OF SMART SCHOOLS
IN MALAYSIA
Since the inception of Smart Schools in Malaysia, numerous of challenges have to be
faced in the process of ensuring the successful of this project. First of all, continuous
monitoring and coaching of innovative use of technology in schools need a lot of effort
19

20. and determinant from the responsible parties. Without the continuous monitoring and
coaching, the Smart Schools implementation would not be success as now.
Secondly, continuous upgrading of infrastructure such as the broadband and
hardware need to be concern and take action. Since the technology and information of the
world is upgrading and increase from time to time, MoE, MDC and TSS must cooperate
more to fulfill the need of the Smart Schools from the aspect of latest infrastructure. In
addition, instilling the ownership of Smart School initiatives among the stakeholders and
changing the mindset of teachers and stakeholders also are the challenges need to be
faced. By overcome this challenge, the Vision 2020 can be better achieved through Smart
Schools Project as the stakeholder feel that they have the responsibility and
accountability to make it a reality.
Thirdly, alignment of objectives at all levels required, within the Ministry and
between Ministries or agencies. Without the alignment of objectives, the inception and
continuous effort for Smart Schools will totally be a mess and waste of time and energy.
With the alignment, the human resources, money, plans and other will be effectively used
to achieve the best and maximum success.
8.0 CONCLUSION
In conclusion, the inception of Smart School in Malaysia is a big leap in our local
education to achieve our nation Vision 2020. The continuous effort towards making it‟s a
big success requires fully involvement of all the stakeholders. There still have challenges
and obstacles need to face and overcome by all the stakeholders. However, cooperation
and ownership of Smart School from the stakeholder can overcome the challenges
effectively.
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14, 2012 form http://llk.media.mit.edu/courses/readings/Collins-Rethinking-
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Azian T.S Abdullah (2006, December). The Malaysian Smart School Initiative.
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Educational Technology Division (2011). Hearts And Minds Towards Making All
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