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    Malaysian smart school Malaysian smart school Document Transcript

    • DEPARTMENT OF PHYSICS FACULTY OF SCIENCE AND MATHEMATICS UNIVERSITI PENDIDIKAN SULTAN IDRIS SSI 3013 INFORMATION AND COMMUNICATION TECHNOLOGY IN SCIENCE GROUP B ASSIGNMENT 2: SMART SCHOOL INNITIATIE STUDENT NAME MATRIX NO JUSMAN BIN MUKTAR D20101037504NUR FATIN AFIQAH BINTI KAMARUZAMAN D20101037540 FAIZNUR BINTI ISHAK D20101037542 LECTURER’S NAME: ENCIK AZMI IBRAHIM 1
    • CONTENT PAGE1.0 ABSTRACT 32.0 INTRODUCTION33.0 THE MALAYSIAN SMART SCHOOL 4CONCEPTUAL MODEL4.0 THE TEACHING AND LEARNING 6COMPONENT OF SMART SCHOOL5.0 USE OF TECHNOLOGY AS ENABLERS 9CONTAIN IN A SMART SCHOOL CONCEPT.6.0 THE OVERVIEW OF THE SMART13SCHOOL PROGRESSING 6.1 Wave 1; The Smart School Pilot (1999-2002) 14 6.2 Wave 2 – The Post Pilot (2002–2005) 15 6.3 Wave 3- Making All School Smart (2005-2010 ) 15 6.4 Wave 4- Consilidate And Stabilise ( 2010 - 2020) 177.0 THE SMART SCHOOL ISSUES AND CHALLANGERS 188.0 CONCLUSION 199.0 REFERENCES 20 2
    • 1.0 ABSTRACT In 1996, Malaysia identified information and communication technology (ICT) as oneof the key fondation for its projected transition from a production based economy to aknowledge based economy by 2020. The transition from a production based economy to aknowledge based economy is part of a wider plan to achieve the objective of the nation‟sVision 2020. Vision 2020 is a 30-year plan to “push” Malaysia to achieve a level at par withindustrial nations in terms of economic performance and technological capability. With themove toward a k-economy, the country can achieve sustainable Gross Domestic Product(GDP) growth rates in the long run with knowledge playing a dominant role in drivingproductivity and sustaining economic growth. The smart school initiative is one of theflagship application that a part of Malaysias Multimedia Super Corridor (MSC) projected.2.0 INTRODUCTION Nowadays the technology is growth tremendously without barrier.Considering theimportance of the ICTindustry, Tun Dr Mahathir Mohamed, the former Malaysian PrimeMinister, delivered an impactful and significant documented speech entitled "Malaysia TheWay Forward" at the inaugural meeting of the Malaysian Business Council in 1991. This hasled to the widely known Vision 2020. The document declares that by the year 2020, Malaysiawould have achieved the status of a fully developed country, characterised by; 1. A united Malaysian nation. 2. A psychological liberated, secure and developed Malaysian society. 3. A mature democratic society. 4. A fully moral and ethical society. 5. A mature liberal tolerant society. 6. A scientific and progressive society. 7. A fully caring society and a caring culture. 8. An economically just society. 9. A prosperous society. 3
    • Considering the importance of the ICT industry, early in 1996, the Ministry ofEducation was involved in intense discussion about “Smart Schools”: the concept and itsimplications on the Malaysian education system. By late 1996, the Smart School had becomeone of the seven flagship applications of the Multimedia Super Corridorthat would facilitatethe adoption of ICT sector among the masses as well as provide a growth platform for theindustry as a whole. The Ministry of Education (MOE Flagship) Malaysia is the lead agencyof the Smart School Flagship, one of the original seven Applications of the Multimedia SuperCorridor (MSC) Malaysia launched in 1997.The Malaysian Smart School Flagship waspremised on the strong belief that information and communication technology is a key enablerto imparting the learning desire to all. The impact of technology on education and futuregenerations is undoubtedly enormous. Since the Smart School initiative was launched in July 1997 as one of the sevenFlagships of the MSC Malaysia, the council chaired by the Prime Minister endorsed Ministryof Education (MOE‟s) proposal that MultimediaDevelopment Corporation (MDeC)undertakes asystematic transformation of the selected ‟88 Smart Schools‟ into model schools.Thisincluded promoting best practices in technology-enabled teaching, learning andschoolmanagement.The performanceindicators were meant to show how ICT should be usednot only as a basic operationaltool but also as a critical enabler for education which promotesthe development ofcreativity, collaborative learning, critical thinking and problem-solving.3.0 THE MALAYSIAN SMART SCHOOL CONCEPTUAL MODEL In 1996, the Ministry of Education started to conceptualise the Malaysian SmartSchool, under the leadership of the then Director-General of Education, Tan Sri Dato Dr.Wan Zahid Wan Mohamed. The conceptualised document entitled "The Malaysian SmartSchool: A Conceptual Blueprint" (SSPT, 1997a) explains that the Malaysian Smart Schoolconcept is derived from best practices from around the world, as well as from the best home-grown practices of teachers and educators in Malaysia. In essence, the Malaysian Smart School is defined asa learning institution that hasbeen systematically reinvented in terms of teaching-learning practices and schoolmanagement in order to prepare children for the Information Age. A Smart School will evolveover time, continuously developing its professional staff, its educational resources, and its 4
    • administrative capabilities. This will allow the school to adapt to changing conditions, whilecontinuing to prepare students for life in the Information Age. To function effectively, theSmart School will require appropriately skilled staff and well-designed supporting processes. One of the reasons for this conceptualisation is to transform the Malaysian educationalsystem so that it is parallel with, and in support of, the nation‟s drive to realise Vision 2020.The Vision calls for sustained, productivity-driven growth that will be achievable only with ascientifically and technologically literate, critical thinking work force prepared to participatefully in the global economy for the 21st Century. Furthermore, this transformation of educational system is within the aspiration of theMalaysian National Philosophy of Education that aims towards “developing the potential ofindividuals in a holistic and integrated manner, so as to produce individuals whoareintellectually, spiritually, emotionally and physicallybalanced and harmonious, based on afirm belief in anddevotion to God. Such an effort is designed to produceMalaysian citizenswho are knowledgeable and competent,who possess high moral standards, and who areresponsibleand capable of achieving high levels of personal well-being aswell as being able tocontribute to the harmony andbetterment of the family, the society and the nation atlarge. The transformation in the educational system, was catalysed by the technology-supported Smart Schools, entails changing school culture and pedagogical practices. Thememory-based learning designed for average students is replaced by education that“stimulates thinking, creativity, and caring in all students; caters to individual abilities andlearning styles; and is based on more equitable access. It will require students to exercisegreater responsibility for their own learning, while seeking more active participation byparents and the wider community. A caveat is documented that takes account of the ever evolving world of education inthat “the Smart School concept itself is still a work in progress and remains open toevolutionary refinement, including advances in pedagogy and improvement in informationtechnology. The Malaysian Smart School has the following qualities; 1. A philosophy that say all students can learn if tought, couple with high expactation for all students. 2. A broad curiculumthat considers the different capabilities and needs of all students. 5
    • 3. A school climate that is condusive to learning. 4. An on-going assasment that support good instrucrtion. 5. Strong and profersional principls and teachers. 6. A high level of parent and community involment support.4.0 THE TEACHING AND LEARNING COMPONENT OF SMART SCHOOL The most important things that influence the potencial and ability of the Malaysiansmart school is the teaching and learning component. This teaching and learning componentconsists of curriculum, pedagogy, and assessment that will be designed to fully support thenew teaching and learning methodology for smart school. First of all, I will explain about thecurrriculum, followed by the pedagogy, and lastly is the assessment. According to theopinion of Tanner (1980), curriculum is defined as the planned and guided learningexperiences and intended outcomes, formulated through the systemic reconstruction ofknowledge and experiences under the auspices of the school for the learners continuous andwilful growth in personal social competence. In the context of smart school, curriculum is oneof the component that complies of skills, knowledge, language and values elements in areas ofstudy. In the curriculum adequacy, it needs to promote the values, thinking skills, languageand also the knowledge that really give big impact to the successful of the smart school. Theimplementation of smart schoolregarding to this curriculum adequary, all teachers have toconsistent with the teaching and learning objectives with accuracy and really up-to-date. Thesmart school vision of curriculum must has its goal-based that focusing to all students,including those are with special needs, acuire the knowledge that they really need for the mosteffective lifelong learning and also build up the critical skills. Here are the examples of skills such as scientific skills (by making hypothesis,experimentting), information technology skills (by selecting‟s skills and make use IT tools),generic skills (home management) and many more. Besides the knowledge consists of content(concerning the facts and routine procedures of subject matter), problem solving (based on thesolution of characteristic problems), epistemic (the justification and explanation), and also theinquiry knowledge (the way results are challenged and more new knowledge constructed).The most effective communication and correct usage in reading, writing, and oral 6
    • communication will contribute to the most successful smart school. In addition, the humility(readiness in admitting ones), courage (accepct responsibility), diligence (perserverance),moderation (in feeing of self-importance and consideration for others), gratitude(appreciative), rationality (by having open and logical minds), public spiriteshness (thecollaboration) and others more are the examples of values elements that include in thecurriculum for smart school. Next component is the pedagogy. Its is the holistic science of education. Pedagogytruly proof the full deveelopment of human being through practices and theories. Pedagogyalso will be student-centred for the smart school because the learning strategies withappropriate mix to make sure the promotion of holistic development and also thecompetenceies of basic mastery. Besides, its do learning activities encouragement to gain thecreativity and experimentation with content-independent. Its become a trend of student-centred leaning activities with highly approach fromdifferent maturity of individuals. Therefore, its allow the individuals with different styles oflearning to upgrade their performance everywhere. The most important thing that will becompatibled with various teaching and learning strategies is the classroom atmosphere. Why Iam telling it so? This is because the learning environment for students serve more motivating,interesting, stimulating, and also get more meaningful due to the creative and critical teachingand learning strategies. Furthermore, its allow the children‟s mind, spirit, also body movement take part in thelearning process hence forward get prepare the children for bigger challenges over the time.By implement innovative strategies of teaching, many various learning experiences will beachieved in the smart school such as the process that involves active learning where by learnercultivate the meaning continuously and it should be personalized with students. Next is themodes of learning for smart school which are either in pairs, alone, or in small teams with theinstructor of an expert teacher or community members at one site in the community likes acomputer-based mutlimedia simulation, a hands-on learnng lab, and also in a meeting room. Finally on the part of pedagogy is the tasks that will be given to all students for smartschool. The compulsory tasks given should include the specific knowledge, general skillssuch as delivery of information across settings, negotiation and interpersonal skills, and thedecision making skills. The previous task should be mastered before progressing to the nexttasks and frequently followed by the periodic performance for mastery assessments. This will 7
    • shouldered the learners with more responsibilities for directing and managing their ownlearning process and progress. There are possible roles of students and teachers in teachingand learning room envirronment range from those completely teacher-centred to those entirelystudentt-centred. And these also represent a spectrum of possibilities, but it is hard todetermine the shortcuts accross this spectrum. The smart school assessment system involve an importance departure from traditionalassessment systems. The smart school assessment should be holistic, element-based, criterion-referanced, learner-centred, and also by using multtiple approches and instruments. Theholistic as it compiles not only the accomplishment but also the preparedness, contuinity, andthe ability. Such an oncoming will provide different information regarding to the studentsaptitude and learning styles. One of the assessement component which is holistic for smartschool have play its own role. Firstly, the preparedness is the abilitty of learners to haedifferent experiences and their levels of entry in certain leraning reas that need to be assessedwisely. Secondly, the students continuity in achieving certain learning missions need to bewell monitored and have to be diagnosed to their force and feebleness as well. Differentlearners have different ability styles of learning and multiple intelligences which reallynecessary to be identified. Other than that, smart school assessment system has the element-based assessment that are focusing on the factor that students posses develop through variousarea of studies such as communication which is the aptitude to show ideas, social-emotionaldevelopment that the ability to work collaberatively in a team, cognitive development thatacts as quantities measurement and also the science nd tehnology which implements thehypothesis formulate. Besides that, a phase of assessment that measures an individuals achievement based ona predetermined set of criteria is the smart school‟s criterion-referenced assessment. In orderto implementized our National Philosophy of Education, education standards hve to beestablished with pertaining to the minimum level of accession to be attained by an individualbased on a set criteria and implementized by a set of achievement indicators. Other than that,national performance indicators includes the type and features of the evidence statements thatcan be monitored while the mastery of a factor by an individual are in judgements. Therefore,the development of elements assessments should be prefered on a set of characteristic. Next,for the learner-centred assessment, all the students assessment results are intepreted with the 8
    • report when they are ready to be assessed. To perform the authentic, alterntive andperformance assessments, multiple approaches and instruments involve students in aseequence that complies all the teacing and learning circumstance such „how it is taught?,what is taught?, and how it is categorized?‟. These assessment can be divided into three part which are classroom assessment,school-based assessment, and also centralised assessment. For the classroom assessment, itcombines by means of school records and follow the instruments such as anecdotal records,calander records, checklists, work samples, and eexhibitions. Thise for the school-based ndcentralised assessment, they committes by means of school certifications by following theinstruments like standardised tests, multiple intelligences tests, criterion-referenced tests,projects, and also works samples and exhibitions.5.0 USE OF TECHNOLOGY AS ENABLERS CONTAIN IN A SMART SCHOOLCONCEPT. Technology is one of the most important component that must be prepared and takenote of as it is a must have component in order to implement the Smart School concept. Ofcourse Smart School cannot be done if we just having the technology alone, as a goodteaching-learning strategies and a superb management is still needed, so that Smart Schoolwill be a great program with success. However, in transforming the traditional school to theSmart school, the needed and use of technology cannot be deny. This is because, advancedinformation technology at the school, district and national levels is the component where anation-wide system will depend on it. Since the early 1970‟s until now, we seen that technology had played an important andmajor role in the implementation of the Smart School. Thanks to our government and theMinistry of Education as they planned it in a futuristic way. If the Smart School is not beingimplemented, maybe we are so far outdated about the technologies nowadays. It is notimpossible to happen anyway. The use of technology in a Smart School is huge. Technologynot only help in teaching and learning activities that had been planned, but it also has furtherroles in helping the management of the smart school itself. For the technology in smart school, originally it include the classrooms withmultimedia courseware and presentation facilities, as well as e-mail or groupware for 9
    • collaborative work. Then, the library or media centre with a database centre for multimediacourseware and network resources like the access to the internet. Other than that, computerlaboratory is necessary for teaching, such as Computer Studies as a subject, and readilyaccessible multimedia and audiovisual equipment. Whereas, the good thing is parents,students, and other members of the community can stay in touch with the school. Students forexample can also follow up about the coursework although they are not in school and theirparents can know and monitor their performance and progress from home or office as long asthey are connected to the access of internet and can communicate with teachers as well inorder to get the information about their child‟s performance during the school day. In making the Smart School, District-level technology is needed so that it can connectand communicate with schools in the area and with state and national authorities. Theextensive database for many different types of information is needed so that the assessmentrecords of student and teacher performance, and other resources involving education can beaccess easily. Then, the national-level technology will allow the open access to educationalresources, helping in work involving group, maintain the open communication channels withconstituencies, while giving the secret or controlled distribution of sensitive information.Moreover, a repository centre that can be access by all educational sites and can maintainsuitable access to the Ministry of Education and the government administration. The technology that we are suggested just the same like what Malaysia hadbeing practice to implement the smart school. This technology suggestion will support SmartSchools, as the technologies and infrastructure is needed for the teaching and learning,management, the connectivity to external constituencies and the Educational Networkconnecting the Smart Schools. Firstly, the Information Technology for the teaching andlearning process. The students should have the computer, and each of it must be able to accessthe latest educational materials available, locally or worldwide. Then, for the collaborativelearning, the group must have a tool that can help them to work together more efficiently. Distance learning can be possible by using the technology like video conferencing, e-mail and others. Other than that, for the experiential learning, software that can stimulatelearning and virtual reality will improve the teaching process. While, for the drill and practice,software or courseware which are able to be used and practise by students on their own orwith their friends would be so interesting and it will attract them as it is not as boring as thetraditional method before. 10
    • Secondly, the Information Technology implication on the management of the SmartSchool.The smart school can link with the Ministry of Education for the administrationprocess and the policy implementation by using the computer. Under the management of theSmart School computer is the most important tool required. Under the student affairsmanagement, the database that can keep and maintain the entire student‟s profile is alsonecessary. Besides that, school can link to the outside source in order to increase the type ofinformation that they can provide to the students, for example like the Internet libraries ormuseums for the purpose of research, reference and data collection. From the database that can keep the student‟s pofile, to the management of theschools, the financial management will be easier as the school databases can be access tofacilitate budgeting, accounting and reporting. School management also can link to thedatabases in order to manage the facilities, to plan the facility scheduling, maintenance andinventory. Then, database of the school also must be linked to the State EducationDepartments for human resource management purposes. The security and technologymanagement also can be done using the computer communication for the purpose of acquiringcentralised IT support for the school. The Smart School will have its specific configuration involving the classroom,library or media centre, computer laboratory, multimedia development centre, studio ortheatrette, teacher‟s room, administration office and finally the server room. Firstly, theclassroom will be provided by the multimedia learning, using the specific courseware whichcan help in improving the teacher‟s presentation involving the topic they will teach. Studentsand teachers can have computer each and teacher can take this opportunity to teach by usingmore interesting audio and video facilities. Nowadays we can see that most of the students inMalaysia are having their own computers or lap top/ netbook. Furthermore, our governmenthad distributed 1Malaysia netbooks to all students in school that fulfil the criteria. Under theNational Broadband Initiative, a number of community broadband centres had also been setup in rural areas nationwide to meet the objective. Secondly, the library or media centre where it will provide the local repositorycentre for multimedia courseware and materials. Thirdly, Smart School need the computerlaboratory where it is the place where computer-based-training (CBT) and computer skill isdevelop first for the students. Besides that, it will provide the access to centralised multimediaresources. Nowadays, most of Malaysian school nationwide have their own computer 11
    • laboratory. Then, the multimedia development centre is places where tools for multimediamaterials like the preparation or presentations or music will be develop. Next configuration ofSmart School is studio or theatrette including a control room, function as to centralise theaudio-visual equipment. This also contain of a preview room for audio, video or video discmaterial. Other than that, teacher‟s room is necessary so that they can have an access toinformation and resource management systems. Besides all that configuration of Smart School, the administration office alsoimportant. This is because, here we can manage the databases of students, staff or facilityinformation. It also important as the status of teachers and students profile or performance canbe track. The distribution of notices and information also can be done easily and moresystematic. Finally, is the server room. This server room will provide the security measures(for example like Proxy server and firewall) and it will be the centre of the server site. Thetelecommunication interface will be maintained by the server room and the access to WideArea Network resources such as the Internet is able. Last but not least, the type of InformationCommunication and Technologies (ICT) application used in Smart School. The normal or basic ICT equipment usually used and being provided in Smart Schoolare the computers, notebooks, LCD projectors, ICT lab, smart board, WiFi, or broadband forthe students. The computers can replaced the book and a lot of assignment that been given tostudents can be save and it will stay longer. If they are using a book, some of teachers do notunderstand their bad hand writing and book can be torn or damage if it is in contact withwater. If student use computer or notebooks, they can have a CD‟s back up and do not have toworry if their notebook is breakdown. Then, we know that using marker pen on whiteboard isquite boring sometime. We need to erase it when there is no more space to write on and it canstain the teacher‟s and student cloth. Rather than writing notes on a whiteboard, teachers can make us of Power Pointpresentation with the animation effect which will improve the student‟s interest in studying anew topic especially the boring one like history for example. Other than that, image and evenfilm or video can be show to them through the use of computer together with the LCDprojectors. About the smart board, it is an interactive whiteboard that can detect the touch. Itcomes with four digital pens which use the digital ink and it is far away better than thetraditional whiteboard markers. 12
    • All in all, the technology is absolutely an important component that we musttake note of in order to make sure Smart School concept can be done although in othercountry. However, the technology used must keeping up with the current and latesttechnology nowadays as the technology equipment is growing in such a rapid time.6.0 THE OVERVIEW OF THE SMART SCHOOL PROGRESSING To ensure that the National Vision of 2020 trough the objective and the mission of theMalaysian Smart School initiative is archive, the Ministry of Education with collaborate withthe Multimedia Super Corridor (MSC) has come out with some strategies to make sure themission and the vision complete. The strategies was divide and introduce into four phase ofwave plan. The four waves of the Smart School implementation plan are: 1. Wave 1 – The Smart School Pilot (1999-2002) 2. Wave 2 – The Post-Pilot (2002-2005) 3. Wave 3 – Making All Schools Smart (2005-2010) 4. Wave 4 – Consolidate and Stabilise (2010-2020)Graph 1; Graph 1 shows the Smart School Milestones (four wave) progressing and the target. 13
    • 6.1 Wave 1; The Smart School Pilot (1999-2002) The Smart School implementation in this first wave was comprises two phases, that is,a Pilot Project phase and a broad roll-out phase. In the Pilot Project phase, eighty-seven Pilotschools were involved in which tested three models of technology, that is, a computerlaboratory model (Level B), a limited classroom model (Level B+), and a full classroommodel (Level A). In the original Implementation Plan, the Ministry of Education would usethe findings of the Pilot Project to prepare a Master Plan to ensure that all schools in thecountry become smart schools in stages, by the year 2010. In the broad roll-out phase, the Government of Malaysia is expected to play the role ofarchitect and driver for the Smart School project. The strategies are to prepare the guidelinesand provide the basic amenities toschools according to their individual needs. Other than that,the government also need to actively encourage all schools to become Smart Schools ontheirown initiative by using their own financial resources andexpertise. The 87 pilot schools were identified to act as the nucleus for theeventual roll-out ofSmart School concepts, materials, skills and technologies. This Pilot Project tested the SmartSchool IntegratedSolution (SSIS) via the following components: 1. The provision of ICT infrastructure and system 2. TLMs (1,494 courseware titles) and related print materials forMalayLanguage, English, Science and Mathematics 3. A computerised Smart School Management System (SSMS) withthe management of major school functions provided in modularform 4. A Smart School Technology Infrastructure involving the use ofcomputers and non-IT equipment, Local Area Network (LAN)and a Virtual Private Network (VPN) that connects the schools tothe Ministry‟s Data Centre and Help Desk 5. Support services in the form of centralised Help Desk and a datacentre which can provide teaching-learning and managementsupport for the schools 6. Related specialised services which form part of the SSIS such assystems 7. Integration, project management, business processreengineering and change management to achieve a total solutionto all the teaching-learning, management and leadershipfunctions of the school. 14
    • 8. The provision of training for teachers, Principals and SchoolHeads in smart teaching and learning, the use of Smart Schoolapplications software, courseware, and ICT literacy. Training isalso be imparted on how to utilise the LAN for TLM and the HelpDesk when assistance is needed or a problem needs to be resolved 9. The MalaysianGovernment isexpected to play boththe role of architectand driver for theSmart School project 10. The post of an ICT Coordinator for Smart Schools approved bythe MoE and made available to assist teachers in the day-to-dayoperations of infrastructure and the dedicated software. 6.2 Wave 2 – The Post Pilot (2002–2005) In this phase, the government post the pilot and need to make sure that the objective inthe mission of the phase of wave 1 was completed and will rebuild and fixed all the lacking inthe first wave of The Smart School pilot. Actually, the second wave is just to continue the firstwave. The monitoring and corrective measures are so critical that negligence in addressingconstraints highlighted in the various studies will jeopardise the successful implementation ofthe Smart School. The objective in this stage is consolidation of smart school principles. 6.3 Wave 3-Making All School Smart (2005-2010 ) The Ministry of Education (MoE) has come out with a visionary plan for rolling out SmartSchool during 2006 to 2010. The plan to “make all schools smart by 2010” will leverage onall the initiatives MoE has undertaken prior to and since 1999, as well as future initiatives.Making All Schools Smart is a continuous process to acculturate the use of technology ineducation to ensure quality teaching & learning, effectiveness of school administration andmanagement and teachers‟ ICT competency. The primary objectives in this stage are toproduce a knowledge society that is critical, creative and innovative, to produce technologysavvy individuals, to bridge the digital divide and to cultivate life-long learning based on ICT. In progress to make all school smart, the government need to consider three factorssuch the installing hardware, the installing software and training the wetware. The hardwareinstallation required for the smart school are the equipping school with access centre, 15
    • upgrading computer laboratory, upgrading schoolNet, expanding Educational TV and usingICT in the teaching of science and mathematics in English.The hardware component alsoincludes installation of computers in thelaboratories built during the computerisationprograms. It istargeted that during the period of making all schools smart the PCto studentratio be reduced to 1:20. Peripherals such as servers willalso be installed. For teachingMathematics and Science throughEnglish, notebooks, LCD projectors, screens, trolleys andprintershave been deployed for assistance. It is also targeted that PC ornotebook to teacherratio be reduced to 1:2. ETV has beenimplemented with television sets and DVD recorders.Thebandwidth capacity of the SchoolNet will be increased from thecurrent 1 Mbps to 2 Mbpsor more. In other hand, the software installation that required for each of smart school are theWeb-based courseware, interactive courseware, educational TV, web-based schoolmanagement system and courseware for the teaching of science and mathematics in English.The number of courseware and applications for the purpose of teaching and learning will beincreased by subjects and titles to cater such to ensure that schools have access to a variety ofcourseware titles and educational TV programmes, provide an effective LearningManagement System (LMS), develop and distribute more suitable courseware titles andsubjects and develop more educational TV programmes on demand. Moreover, all newcourseware produced by ETD, MoE will be web-enabled. The courseware will reside inMoE‟s repository, which will be made available for the 10,000 schools. Besides that, the government also need to give the wetware training the community,teacher and the student about the technology. Under the stage of wave 3 to make all schoolsmart school, teachers will undergo a programme of Continuous Professional Development(CPD) as they will be continuously trained to enhance the teachers‟ competency in integratingICT in teaching and learning. Training of teachers by 2010 will also cover such teaching ofScience and Mathematics in English, educational TV, smart teaching and learning, a moduleon integrating the above ICT initiatives in a lesson, other relevant programs developed by theTeacher Training DivisionTraining of administrators of Smart Schools is vital andoutreachprogrammes for parents and the community. Administrators will be mandated to undergo acourse on Educational Technology Management or similar courses so that they can beeffective managers for a dynamic educational environment. 16
    • 6.4 Wave 4-Consilidate And Stabilise (2010 - 2020) This phase is in progress. The main objective for this stage is to consolidate andstabilise all the school that already become the smart school. This stage is very importantbecause some of the school that just get the status of the smart school must have their problemto manage the smart school, problem of lacking of the technology equipment, and most of theteachers is lacking knowledge about the technology. In this stage, the government has come out with many ways to solve the problem suchorder all teachers that the qualification below than degree need to continued their study to getthe degree. If the teacher go for the next study, their will expose with the technology and atthe same time, their will learn how to use the technology as all the university and collagetoday was change their technique inteaching and learning. Other than that, the ministry ofEducation also has manage a lot of program to all the teacher entire in Malaysia that based onthe technologies and to give them an experience how to handle the technologies. Other than that, to ensure that national vision of 2020 will be achieve and to strengthenthe Malaysian smart school, the government has introduce and start the program of “1computer to 1 house” in Malaysian in the middle of year 2010. This program objective is tohelp the student from the poor family to their computer to easier them to study. This programalso will directly affect the qualities of the student and can catalyst the school that not havethe smart school standard yet to be the smart school as their student already expose to thetechnology. On the other hand, the qualities of the school and the student will be increasebecause their have an advantages to help them in studyto improve their performance and alsocan increase the standard of Malaysian education system. These programs also not justdistribute the mini note book to the smart school student only, but the government also givethis note book to the entire qualified student that from the poor family.7.0 THE SMART SCHOOL ISSUES AND CHALLANGERS There have a lot of issues and challenged that the Ministry of Education (MoE) willneed to focus on to drive theeducation system forward towards a virtual school environment 17
    • where digital content will be the norm. Such issues will includeinnovative budgeting alongwith the strengthening of leadership,supporting e-learning, improving on teacher training andon theircareer prospects. The main issues and challenge of the smart school is the budget to maintain that typeof education. As the use of technology in the smart school is the norm, therefore it will bevery costly. As we know, the price of each technology such a computer and LCD Projectorare very expensive and costly to maintain. It will be the big issues and challengers when weneed to take all the school in Malaysia as the smart school standard. To overcome thisproblem, the government should give more budgets to the ministry of Education to maintainand buy the equipment for all school in Malaysia. Besides, the other issues and challengers of the smart school is the supporting e-learning. As we know the proses of teaching and learning in the smart school is based on theICT, so it needs a large scale of the e-learning in the smart school. E-learning meant theknowledge and the study is based on the ICT to get the information. But to get the e-learning,the smart school need to supply the internet wireless around the school so that all the teacherand student can access the internet to have their e-learning. But to supply the internet wirelessaround the school need a big cost and it also depends on the strength of the wireless cansupply. Other than that, the software of the e-learning also difficult to access and to findbecause its limited. To overcome this problem, the Ministry of Education should give morebudgets to the smart school to help them to get the enough software of e-learning and tomaintain their ICT equipment in the school. Others, the issues and the challengers of the smart school are the qualities of theteachers. Mostly the old teacher at the school does not know how to use the ICT because theICT is the newest technology for them. Their more prefer to teach the student by using thewhite board and text book because it‟s save their time and don‟t have any preparation to runtheir teaching. Other than that, the equipment at the school are always not function well andmake the teachers fed up to use the technology such computer and LCD Projector. Thereforeto overcome this problem, the ministry of Education should give an incentive to the teacherthat use the ICT in teaching and give the training to all the teachers to use the ICT equipmentin the school.8.0 CONCLUSION 18
    • The Smart School initiative was launched in July 1997 as one of the seven Flagshipsof the Multimedia Super Corridor (MSC) Malaysia. The transformation in the educationalsystem, was catalysed by the technology-supported Smart Schools, entails changing schoolculture and pedagogical practices. The memory-based learning designed for average studentsis replaced by education that “stimulates thinking, creativity, and caring in all students; catersto individual abilities and learning styles; and is based on more equitable access. It willrequire students to exercise greater responsibility for their own learning, while seeking moreactive participation by parents and the wider community. In essence, the Malaysian Smart School is defined as a learning institution that hasbeen systematically reinvented in terms of teaching-learning practices and schoolmanagement in order to prepare children for the Information Age. A Smart School will evolveover time, continuously developing its professional staff, its educational resources, and itsadministrative capabilities. This will allow the school to adapt to changing conditions, whilecontinuing to prepare students for life in the Information Age. The Vision calls for sustained,productivity-driven growth that will be achievable only with a scientifically andtechnologically literate, critical thinking work force prepared to participate fully in the globaleconomy for the 21st Century.9.0 REFERENCESGan, S.L. (2000). IT and education in Malaysia: Problems, issues and challenges. KL:LongmanMinistry of Education Malaysia.(1997). Education in Malaysia. KL: Ministry of EducationMalaysia.Mohamad, Mahathir. (1991). Malaysia: The Way Forward. Kuala Lumpur: Centre forEconomic Research & Service, Malaysian Business Council. [This is the text of workingpaper presented by YAB Dato‟ Seri Dr Mahathir Mohamad at the inaugural meething of theMalaysian Business Council held in Kuala Lumpuer on February 28, 1991]Mohamed, Mahathir. (1993). Malaysia: The Way Forward, Vision 2020: Understanding theconcepts, implications, and challenges. Selangor: Pelanduk Publication.Smart School Project Team. (1997a). Smart School flagship application: The MalaysianSmart School – A conceptual blueprint. Kuala Lumpur: Ministry of Education. 19
    • Smart School Project Team. (1997b). The Malaysian Smart School: Implementation plan.Kuala Lumpur: Ministry of Educationhttp://www.slideshare.net/mariating/smart-school-roadmapdiperolehipada 9 Oktober 2012; pada 9.05 p.mhttp://www.moe.edu.my/btp/wp-content/uploads/2011/04/CRF_00041.pdfdiperolehipada11Oktober 2012; pada10.05 p.mhttp://www.mscmalaysia.my/sites/default/files/pdf/publications_references/Smart_School_Blueprint.pdfdiperolehipada11Oktober 2012; pada10.49p.m 20