Hearts and Minds Towards Making All Schools Smart


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Hearts and Minds Towards Making All Schools Smart

  1. 1. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMARTFIRST EDITION: JUNE 2011All Rights Reserved © Educational Technology Division, Ministry of EducationMalaysiaAll Rights Reserved except for educational purposes with no commercial interests.No part of this publication may be reproduced, stored or transferred forproduction in any form or by any device whatsoever, whether electronic,mechanical, photocopying, recording or otherwise, without prior permission fromthe Director General of Education, the Ministry of Education Malaysia.Negotiations are subjected to royalties and honorarium.ISBN: 978-983-3544-89-8Educational Technology DivisionMinistry of Education MalaysiaPesiaran Bukit Kiara50604 Kuala LumpurMalaysiaTel: +603-20987788Facsimile: +603-20923763 +603-20987981 Ministry of Education Malaysia |0
  2. 2. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMARTTABLE OF CONTENTSPreface ivForeword viIntroduction 1Chapter 1 Smart School and Making All Schools Smart 2 Smart School Concept Smart School Components Smart School Characteristics Making All Schools Smart (MASS): Pembestarian Sekolah Smart Schools Qualification StandardsChapter 2 Pedagogical and Technological Support 10 ICT Infrastructure Software and Educational Application System Technical SupportChapter 3 Policies for Making All Schools Smart 16 National Education Policy Policy On ICT in Education Policy Implementers: Schools and Ministry of EducationChapter 4 Teaching and Learning 21 Educational Resources Best Practices: 21st Century Learning Best Practices: Ubiquitous Learning Best Practices: Project-Based Learning (PBL) Best Practices: Educational PortalsChapter 5 Outcomes of Making All Schools Smart 36Chapter 6 Making All Schools Smart: Moving Forward 43Appendices Smart School Logo ix Smart School Song: “Mendidik Jiwa dan Minda” & Educating Hearts and Mind xReferences xiThe Editorial Committee xiiiGlossary xv M i n i s t r y o f E d u c a t i o n M a l a y s i a | iii
  3. 3. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMART PREFACEAs similar to other countries in the world, education in Malaysia is being transformedto cater to rapid changes in technology and globalisation. Hence, a pool ofknowledgeable and skillful human capital is vital for Malaysia to stay competitive,globally. The need to review the teaching-learning processes to accommodate theever-changing educational landscape is pertinent. The Ministry of EducationMalaysia (MOE) embarks on Making of All Schools Smart (MASS) or PembestarianSekolah as a national agenda to spearhead this transformation through thefollowing mechanisms: Life-long learning Using information and communication technology (ICT) to improve the quality of school management and the delivery of teaching and learning (T&L) materials Developing knowledgeable, competent and innovative human capital Developing individuals with skills for the 21st centuryThe aim of this publication is to provide information on Making All Schools Smart toassist schools in strengthening their school processes. The descriptions of the topicsare as follows:1. Smart School and Making All Schools Smart - The Smart School concept, characteristics, implementation phases and the Smart School qualification ranking is explained.2. Pedagogy and Technology Support - The ICT infrastructure and the support services in management and T&L is described.3. Policies for Making All Schools Smart - The excerpts from the National Education Policy and the Policy on ICT in Education; as well as the roles and responsibilities of various MOE Divisions are stated.4. Teaching and Learning - Exemplary best practices of T&L which are reflective, holistic, creative and innovative is shared.5. Outcomes of Making All Schools Smart - The required qualities of administrators, teachers, support staff, parents and the community is outlined. M i n i s t r y o f E d u c a t i o n M a l a y s i a | iv
  4. 4. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMART6. Making All Schools Smart: Moving Forward - The way forward to consolidate and sustain the Making All Schools Smart (MASS) process is proposed.MOE hopes that “Hearts and Minds towards Making All Schools Smart” will enableschools to optimise their capacity in making and sustaining their schools smart, thusachieving world-class education status.Educational Technology DivisionMinistry of Education Malaysia Ministry of Education Malaysia |v
  5. 5. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMART FOREWORD SECRETARY GENERAL, MINISTRY OF EDUCATION MALAYSIA Bismillahir rahmanir rahim. Assalamualaikum warahmatullahi wabarakatuh and greetings. Alhamdulillah, I am grateful to the Allah Almighty and with His grace and mercy, the Ministry of Education Malaysia finally produced ”Hearts and Minds Towards Making All Schools Smart” to support schools in making their schools smart. This is in line with Malaysia‟s direction of education as catalyst for economic growth and social progress, especially through the development of the information and communication and technology (ICT) sector by year 2020.The fundamentals of developing knowledge-based workers (k-economy) througheducation is consistent with the objectives of the Government TransformationProgramme (GTP), particularly the New Economic Model (NEM) which aims to boostthe economy as a developed nation by year 2020. Thus, the ”Making All SchoolsSmart” programme requires an integrated strategic plan that takes into account theneeds of ICT infrastructure, human resource development and means to remainsustainable.The Ministry of Education Malaysia has provided ICT infrastructure and network in allschools for successful implementation of the ”Making All Schools Smart” programme.Schools will also benefit in terms of acquiring current technologies from theinvolvement and cooperation of smart partnerships with the public and privatesectors. It is my fervent hope that by optimising the use of ICT in teaching-learningand school management, the country‟s aspiration to develop highly skilled andcapable individuals as global players in science and technology can be attained.In this context, the efforts to ensure that heart and minds towards making all schoolssmart is laudable. I hope this book is the preferred choice for all involved in makingall schools smart, thus expediting the development of the potential of eachindividual to catalyst the sustainability of the Smart Schools. M i n i s t r y o f E d u c a t i o n M a l a y s i a | vi
  6. 6. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMART FOREWORD DIRECTOR GENERAL, MINISTRY OF EDUCATION MALAYSIA Assalamualaikum warahmatullahi wabarakatuh and greetings. I would like to congratulate the Educational Technology Division, Ministry of Education Malaysia for its success in publishing Hearts And Minds Towards Making All Schools Smart. ”Making All Schools Smart” is the ministry‟s integrated strategy to systemically reinvent schools as institutions in terms of teaching-learning practices and school management to ensure the development of knowledgable and competetive human capital with the ability to cope with challenges of the information age. This is in tandem with the call to ensure access to quality education and improving students‟ outcomes asstipulated in the Government Transformation Programme (GTP), National Key ResultsArea (NKRA).The continuous effort towards making all schools smart requires concertedinvolvement of all stakeholders namely, educators, parents and the community.Schools, as the prime movers of this initiative should realign their school procceses asthey shift towards making their schools smart. Students of this digital era, meanwhile,need to be equipped with 21st century skills such as information literacy, creativity,innovativeness and effective communication. Characteristics like peace loving,upholding unity and global excellence also need to be nurtured. Thus, the synergybetween administrators, teachers, students, parents and community is vital inMaking All Schools Smart a success.I appreciate the Educational Technology Division‟s initiative in publishing this bookand it is my wish that all implementing agencies and parties involved benefit fromthis publication. I look forward to seeing the success of the Making All Schools Smartprogramme, and this will mark another stellar achievement in our education system. M i n i s t r y o f E d u c a t i o n M a l a y s i a | vii
  7. 7. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMART FOREWORD DIRECTOR OF EDUCATIONAL TECHNOLOGY DIVISON MINISTRY OF EDUCATION MALAYSIA Assalamualaikum w.b.t. and greetings. Praise to be Allah the Almighty that we are able to publish Hearts and Minds Towards Making All Schools Smart. The publication of this book is a step undertaken by the Educational Technology Division to assist schools in the process of making all schools smart. The focus of this process is to enhance the effectiveness of the teaching and learning (T&L) and school management processes through the use of technology as an enabler. This publication is to complement the current practices of technology integration in T&L as well as school management as well as to inculcate the use of ICT as part of life-long learning. I believe that the21st century learning trends, interpreted in a variety of realistic and futuristic strategieswill optimise the capacity of school administrators to steer schools towards achievingthe highest qualification standards of Smart Schools.Schools should consider, integrate and optimise the use of ICT in various approachesas recommended by the Ministry of Education Malaysia, including advocating smartpartnerships with public and private agencies. The “Making All Schools Smart”programme will be more meaningful if the aforementioned approaches arecoupled with the development and utilisation of appropriate educational resources.Finally, I extend my gratitude to the editorial committee and all parties for theircontributions to this publication. For making this book possible, their efforts andcommitment are lauded. I hope this book benefits educators as well as the generalpublic at large, in line with the tagline, THE MALAYSIAN SMART SCHOOL: “EDUCATINGHEARTS AND MINDS” M i n i s t r y o f E d u c a t i o n M a l a y s i a | viii
  8. 8. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMARTINTRODUCTIONS mart School is an initiative mooted by the Ministry of Education (MOE). It seeks to transform the school processes systemically by empowering school management and administration as well as teaching-learning(T&L) through the use of technology. Smart School realises the holisticdevelopment of students, which is to produce students who are creative,innovative, able to think critically and solve problems, competent andcourageous in order to face challenges of the 21st century. "SmartAdministrators, Smart Teachers, Smart Students, Smart Schools" will become areality when educators, students, parents and the community work togetherand put their hearts and minds towards making all schools smart. Ministry of Education Malaysia |1
  9. 9. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMARTCHAPTER 1: SMART SCHOOL AND MAKING ALL SCHOOLS SMART Smart School is one of the Multimedia Super Corridor (MSC) Malaysia flagship applications. The aim is to empower the use of information communication and technology (ICT) in schools. The MSC Malaysia Smart School Flagship Application which was launched by the Honourable Datuk Seri Dr. Mahathir bin Mohamad in July 1997 includes the pilot and the roll-out phases. The implementation of the Smart School Pilot Project started from 1999 and ended December 2002. Based on the lessons learnt form this project, MOE embarked on strengthening the ICT infrastructure and application for the mass roll-out of the Smart School concept, and subsequently, Making All Schools Smart (MASS) or Pembestarian Sekolah. The four (4) Smart School implementation phases are shown in Figure 1.1. Phase 1 The Smart School Pilot Project (1999- 2002) (88 Smart Schools) Phase 2 Strengthening the 88 Benchmark Smart (2003 - 2005) Schools Phase 3 Making All Schools Smart (2006 -2010) Phase 4 Consolidation and Sustainability (2011- 2020) Figure 1.1: The School Smart Implementation Phases Ministry of Education Malaysia |2
  10. 10. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMARTSmart School ConceptThe Smart School incorporates creativity and criticalthinking in teaching and learning (T&L). It is a learninginstitution which is systemically reinvented in terms ofteaching and learning practices and school managementin order to prepare children to face challenges of theinformation age. The Smart School objectives based onthe Malaysian National Philosophy of Education are to: Produce a thinking and technology-literate workforce, Democratise education, Increase participation of stakeholders, Provide all-round development of the individual (intellectual, physical, emotional and spiritual), and Enhance individuals‟ strengths and abilities. Making All Schools Smart requires systemic changes in schools. The school transformation involves continuous improvement of management and administration processes based on sound policies. Teaching and learning should advocate inquiry and collaborative learning as well as student-based authentic assessment. Ministry of Education Malaysia |3
  11. 11. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMART The Smart School Components Teaching and Learning (T&L) The T&L processes are the core or the "heart" of the Smart School. The processes are related to curriculum, pedagogy, developing teaching- learning materials and assessment which help students learn effectively.Figure 1.2: Smart School Components Management and Administration The technology-enabled management and administration is the "driver" or "brain" of the Smart School to ensure effective and efficient school management. People, Skills and Responsibilities Teachers, administrators, support staff, parents, community and private agencies play an active role in developing and enhancing educators‟ professionalism and knowledge as well as school‟s performance. Processes Various resources are the functional inputs, which produce the desired outcomes through the processes in a smart school. Ministry of Education Malaysia |4
  12. 12. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMARTTechnologyTechnology is used as an enabler in T&L, managementand administration as well as to communicate withexternal constituencies.PoliciesPolicies for the Smart School and Making All Schools Smart(MASS) ensure successful implementation of programmes.Smart School Characteristics Teachers as facilitators. Students‟ learning is self-accessed, self-directed and self- paced which leads to lifelong learning. T&L is interesting, effective and student-centred. Schools enculturate extensive use of ICT in management and T&L. Schools advocate networking or partnerships with various members of the community.Making All Ministry of Education Malaysia |5
  13. 13. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMART Making All Schools Smart Programme Making All Schools Smart (MASS) is a process to roll-out the Smart School concept to all schools by leveraging on all MOE‟s ICT initiatives. This process is carried out continuously to improve the effectiveness of school management and T&L. Figure 1.3: Leveraging On MOE’s ICTInitiatives in Making All Schools Smart The objectives of MASS are as follows:  To optimise student-centred learning,  To develop ICT-skilled human capital for future needs, and  To produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious, based on a firm belief in God. In order to achieve the above objectives, the Educational Technology Division, as the lead agency in the MOE Malaysia to promote educational technology for smart education has prepared the Smart School Strategic Plan, 2011-2015 (Pelan Strategik Pembestarian 2011-2015). Five (5) major focus areas of this plan and the details are illustrated in Figure 1.4. Ministry of Education Malaysia |6
  14. 14. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMART Figure 1.4: Core Areas of the Smart School Strategic Plan 2011- 2015 Smart School Qualification Standards The Smart School Qualification Standards (SSQS) is a set of indicators to determine the ranking of smart schools. All schools are required to periodically participate in this self- assessment exercise to determine their achievement according to the indicators. The SSQS on-line system for assessment is accessed via http://ssqs.moe.edu.my.Figure1.5: Thehomepage of theSmart SchoolQualificationStandards (SSQS)website Ministry of Education Malaysia |7
  15. 15. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMART The four (4) domains of SSQS are: (1) Human Capital Development (40%), (2) Utilisation (40%), (3) Applications (10%) and (4) Infrastructure (10%).Table 1.1: Sample Domains and Indicators of Smart School Qualification Standards Domain Weightage Descriptions Sample IndicatorsUtilisation 40% The level of ICT  Total hours/periods for ICT integration in integration by: school (i) the administrators in school management - management administration (ii) teachers and students in and teaching- teaching-learning learningHuman 40% ICT competency  Frequency of dissemination ofCapital level of ICT information by administrators administrators, and IT Coordinators teachers and  Number of in-house courses students conducted in the school  Number of innovative programmes implemented in schoolsApplication 10% Number of  Number of applications used applications used (i) school management in school (ii) learning managementInfrastructure 10% ICT Infrastructure  Ratio of numbers of Computers: in school Students  Ratio of numbers of Computer:Teachers  LAN and WAN in school  Number of Internet access locations  Functional ICT equipment Ministry of Education Malaysia |8
  16. 16. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMART The Smart School Qualification Standards (SSQS) Documents Standards (SSQS) Ranking in the Smart School Qualification Standards The Smart School Qualification Standards (SSQS) ranks the achievement of schools from one (1) to five (5) stars. Schools achieving one (1) or two (2) stars have not achieved the desired level according to the indicators while schools with three (3) star ranking and above have achieved the smart school status.Figure 1.6: Ranking in the Smart School Qualification Standards Ministry of Education Malaysia |9
  17. 17. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMART CHAPTER 2: PEDAGOGICAL & TECHNOLOGICAL SUPPORT The Smart School environment, while incorporating ICT infrastructure and utilisation of applications, engages students, teachers and administrators in using ICT effectively for T&L as well as school management. Thus, MOE ensures the availability of Internet services and ICT facilities are functioning in schools as part of pedagogical and technological support. The elements of pedagogical and technological support provided and maintained by Educational Technology Division (ETD) are indicated in Figure 2.1.Figure 2.1: Pedagogical and Technological Support Components Ministry of Education Malaysia | 10
  18. 18. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMART ICT Infrastructure: Network & Computer Equipment  Wide Area Network (WAN) MOE provides the Wide Area Network (WAN) and related services to facilitate Internet access in schools and educational institutions. This network enables an interactive learning environment and an on-line school management to be maintained. In addition, social networking through emails, blogs, Twitter and Facebook support collaborative learning. WAN bridges the digital divide between rural and urban schools, enabling all schools to access the resources available.  Local Area Network (LAN) Schools are provided with a Local Area Network (LAN) to facilitate management, data security processes and sharing of information within the school. Teachers are able to share T&L resources among colleagues, while students collaborate and share ideas and projects.  Computer Laboratory (CL) The computer laboratories under the Computer Laboratory Project were built to promote ICT in teaching and learning. The three CL models are in Table 2.1. Model Student No. of Personal No. of LabsTable 2.1: The Lab Enrolment Computers (PC)Models in the 1 Less than 400 10 Student PCs 1Computer 1 Teacher PCLaboratory 2 400 – 799 20 Student PCs 1Project 1 Teacher PC 3 800 and more 40 Student PCs 2 2 Teacher PCs Ministry of Education Malaysia | 11
  19. 19. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMART  School Access Centre The School Access Centre adopts a cyber-café concept to support on-line learning which takes place anytime outside school hours. To support this initiative, MOE‟s provision of ICT equipment to schools enables the following: i. Learning during and after school hours, ii. Self-paced, self-directed and self-accessed learning, and iii. Increase the contact hours of students with computers. MOE also provides ICT equipment to support other projects. The equipment includes servers, computers, laptops, LCD projectors, printers, scanners, digital cameras, interactive whiteboards, TVs, LCD TVs and DVD players. Software and Educational Application System MOE has provided a number of on-line educational applications to support ICT integration in T&L and school management.Table 2.2: Teaching & Learning Applications TEACHING & LEARNING APPLICATIONSNo. APPLICATION SCOPE USERS ACCESS MEDIUM1. EduwebTV T&L application via video streaming Teachers & Internet Students2. LMS Learning Management System in Teachers Internet collaboration with MAMPU3. MyGfL On-line learning management Teachers & Internet application Students Ministry of Education Malaysia | 12
  20. 20. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMART Table 2.3: School Management and Administrative Applications SCHOOL MANAGEMENT AND ADMINISTRATION APPLICATIONNo. APPLICATION SCOPE USERS ACCESS MEDIUM1. e-GTUKAR To manage inter – Teachers Internet divisional transfers, teacher transfer between states and within regions2. e-DISIPLIN To manage student State Education Internet discipline Offices, Education District Offices & Teachers3. ADU DISIPLIN To manage complaints Teacher Internet on student discipline4. e-PERLU To manage collation of Teachers Internet school‟s operational data5. Sistem Pengurusan To facilitate SPM Teachers Internet Peperiksaan Atas registration and school- (Examination Talian based scores Coordinators) (coursework, oral assessment, and trial examination)6. SSQS To rank schools Adminsitrators, Internet (Smart School according to the Smart Teachers, IT Qualification School Qualification Coordinators & Standards) Standards Students7. SPS To manage information Teachers Internet (Sistem Pengurusan in schools and among Sekolah) teachers and students8. STS To manage and report Teachers Internet (Support Ticketing on school‟s ICT System) problems and issues9. SPPICTS To monitor ICT usage in Teachers Internet (Sistem Pemantuaun schools Penggunaan ICT Sekolah )10. IQ-PSS To rank school resource Teacher- Internet centres according to Librarians/ required indicators Media Teachers Ministry of Education Malaysia | 13
  21. 21. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMART Technical Support MOE offers technical support services to address ICT problems and issues in schools. Schools can either report on-line or through call centres for this purpose. Depending on the severity of the issues, MOE also provides on-site technical support when the need arises.  Support Ticketing System The Support Ticketing System (STS) is used to collect and record data on ICT issues and problems in schools. The information forms the basis for ICT maintenance needs. There are three (3) levels of technical support services provided which are implemented by the respective agencies.Table 2.4: ICT Service Support Levels Service Level Scope Agency  To identify the root causes of issues Teacher 1ST Level Service and problems Activity  Basic On-line Troubleshooting Centres  On-site Troubleshooting (TAC)  Equipment State 2ND Level Service maintenance/replacement Educational  On-site Troubleshooting Technology Division  Resolve issues escalated from 1st level (SETD) service  Provision to supply/install Educational 3RD Level Service equipment/software Technology  Resolve issues escalated from 1st and Division 2nd level service (ETD)  Monitor service performance at all levels and services rendered by vendors Ministry of Education Malaysia | 14
  22. 22. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMART Service Level Scope Agency  Supply and install equipment/ Vendor3RD LEVEL SERVICE software provided by MOE  Provide technical support services for equipment under warranty Three (3) main areas of ICT related issues identified in schools are usually associated with hardware, software and network. These issues are as follows:  Hardware: Laptops, Personal Computers (PCs), Central Processing Units (CPUs), Random Access Memory (RAM), mouse, and keyboards,  Software: Applications, Operating System (OS), Antivirus and other related applications, and  Network: Internet, network equipment such as hubs, switches and modems. Schools encountering ICT related issues and problems can make a report and request for ICT support services by calling this toll-free number, 1800 884774 or visit the following website, http://sts@moe.edu.my. Ministry of Education Malaysia | 15
  23. 23. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMART CHAPTER 3:MAKING ALL SCHOOLS SMART IMPLEMENTATION POLICY Making All Schools Smart (MASS) or Pembestarian Sekolah is one of MOE‟s strategies to complement the National Education Policy which calls for holistic development of students and teachers. Schools, thus, are catalysts to the sustainability of Smart Schools. This is in tandem with the goals of Vision 2020 which stipulates that Malaysia becomes a developed nation by year 2020. The National Education Policy The National Education Policy (NEP) is designed to ensure excellence in the education system so as to produce a knowledge-based society which can contribute to nation building. NEP affirms Information Communication and Technology (ICT) as salient to facilitate education in this digital age. As such, ICT should be integrated in T&L as well as in educational management. The policy statement of NEP includes the following:  ICT for all students,  ICT as a teaching and learning tool, as a subject, and as a subject component, and  ICT to improve productivity, efficiency and effectiveness of the management system. Ministry of Education Malaysia | 16
  24. 24. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMARTPolicy on Information Communication and Technology(ICT) in EducationThe Policy on ICT in Education was launched by theDeputy Prime Minister of Malaysia, the Honourable Tan SriDato‟ Haji Muhyiddin bin Haji Mohd Yassin on October 12th,2010. This policy‟s framework is to organise thetransformation of the education system through the use ofICT in schools, with the involvement and cooperation ofexperts, and through developing partnerships with thepublic and private sectors and community involvement.Producing capable human capital with innovation and theability to explore new areas for generating the country‟swealth is the main objective of the Policy on ICTin Education. The fundamentals of this policy are as follows:  Continuous human capital development in line with 21st century skills,  Appropriate use of technology to integrate existing ICT initiatives in education, and  Transform the T&L processes and education management through the use of technology as an enabler. Ministry of Education Malaysia | 17
  25. 25. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMART Policy Implementers: SchoolsAcronyms: and MOEDivisions of Ministryof Education The success of MASS relies on(MOE) policy implementers at MOE,BPG – Teacher state, district and schools levels.Training Division They are responsible in creating a pool ofIAB- Aminuddin Baki knowledgeable and competent officers,Institute administrators and teachers. OtherBTP – EducationalTechnology Division stakeholders, the parents and community alsoBPTV - Technical and have roles in realising MASS. Thus, awarenessVocational programmes for parents and the communityEducation Division groups can encourage participation andBPKhas – Special contribution to MASS. The three (3) areasEducation Division of responsibilities identified by MOE are: (1)BPSPSK – Residentialand Cluster Schools Human Capital Development, (2) ICTManagement Infrastructure and Application Development,Division as well as (3) Pedagogy and TechnicalBPSH – SchoolManagement Support.DivisionBPM – Information Human Capital DevelopmentManagementDivision Educators and students equippedJNJK – School with knowledge and skills of theInspectorate and 21st century lend support to MASS.Quality Assurance To this end, educators andLPM – ExaminationSyndicate students should incorporate the use of technology in a creative and innovativeBPPDP – EducationalPlanning and manner.Research Division Ministry of Education Malaysia | 18
  26. 26. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMART ICT Infrastructure and Application Development ICT infrastructure and applications which are stable, when well-implemented in schools encourages effective management amongs administrators as well as enhances teachers‟delivery skills and students‟ learning. Pedagogy and Technical Support Efficiency of the administrative and teaching processes ensures effective students‟ learning when schools are well- supported pedagogically and technically, and equipped with an effective communication network.Figure 3.1: Roles and Responsibilities of Divisions in MOE Ministry of Education Malaysia | 19
  27. 27. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMART Figure 3.1 indicates the involvement of the divisions in MOE either directly or indirectly, in the MASS programmes. The importance of this programme is reflected at the high level reporting structure of the MASS Committee in Figure 3.2. Therefore, the cooperation among MOE‟s divisions in executing their roles and responsibilities efficiently ensures MASS is a reality.Acronyms:FCC- FlagshipCoordinationCommitteeKSN- ChiefSecretaryKSU- SecretaryGeneralJPN- StateEducationDepartmentPPD- DistrictEducation Office Figure 3.2: The Hierarchical Reporting Structure of MASS Committee Ministry of Education Malaysia | 20
  28. 28. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMART CHAPTER 4: TEACHING AND LEARNING Educational Technology is defined as media applications, systems, approaches and techniques used to achieve effective teaching. The use of technology in an organised and systematic manner among teachers, integrating a variety of teaching strategies, enhances the students learning potential. To produce holistic human capital based on the National Education Philosophy, teachers should take into account students diverse learning styles which include the visual, auditory or kinesthetic domains asFigure 4.1: Theory of stated in the Theory of MultipleMultiple Intelligences by Intelligences by Howard Gardner – theHoward Gardner logical, linguistic, musical, kinesthetic, interpersonal, intrapersonal, spatial, and naturalistic intelligences. The challenges faced by teachers and students of the 21st century are the acquisition and application of knowledge and technology in creative and innovative ways. Thus, this chapter describes the best practices in T&L pertaining to educational technology and its application. Ministry of Education Malaysia | 21
  29. 29. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMART Educational Resources Educational resources should be managed, in an efficient and systematic manner to facilitate access and use by teachers and students. The selection and use of appropriate educational resources will in turn People trained in produce a conducive environment for T&L, thusthe application of information making it more interesting. Improved students‟ resources to their outcomes are the end results. Educational resourceswork… They have learned are categorised into printed and non-printed techniques and materials, and includes the electronic and social skills for utilisingthe wide range of media, which are now readily available in all information tools schools.as well as primary sources in moulding information – solutions to their problems” - Paul Zurkowski National Commission of Libraries and Information Sciences 1974  Figure 4.2: Educational Resources Ministry of Education Malaysia | 22
  30. 30. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMART Teachers can facilitate T&L activities by using a variety of educational resources in a planned and orderly manner. The three (3) different stages in planning the use of educational resources are shown in Figure 4.3. Pre - Set the timelineEducational Implementation - Develop methods to link ER and new topics Resources (ER) - Conduct presentations During Planning Implementation - Focus on important ER aspects Stages forTeaching & Learning Post - Plan enrichment and enforcement activities Implementation Figure 4.3: Stages in Planning the Use of Educational Resources The importance of using educational resources effectively is as follows:  Meeting the needs of the curriculum and to achieve the objectives of different developmental stages in T&L,  Cost effectiveness with the use of appropriate technology,  Cater to the requirements of T&L topics and objectives, students‟ learning background, and the physical condition of the classroom,  Encourage and motivate learning, and  Enriching students knowledge and experience. Ministry of Education Malaysia | 23
  31. 31. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMART Best Practices: 21st Century Learning 21st century learning provides a wider range of learning opportunities. Students‟ learning is not limited to the content of the syllabus but also focus on knowledge creation and ways to solve problems based on the real world context. Students need to master specific skills which are based on content knowledge, generic and ICT skills with the support of an innovative system. The 21st century learning involves the following fields: 1. 21st Century Themes 2. Learning and Innovation Skills 3. Literacy, Media and Technology Skills 4. Life and Career Skills. 1. 21st Century Themes The following are the 21st century themes integrated in subjects which needed to be mastered by students: a. Global Awareness Students of the 21st century should respect and understand other cultures. Global awareness amongst students helps themFigure 4.4: 21st CenturyThemes deal with global issues more efficiently. Ministry of Education Malaysia | 24
  32. 32. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMART b. Entrepreneurial Literacy Students of the 21st century know how to make sound economic choices to increase productivity. This assists students in their future career development. c. Civic Literacy Students of the 21st century recognise their rights and obligations as citizens and understand the implications of their decisions at the local, national and global levels. d. Health Literacy Students of the 21st century have knowledge and practise safe and healthy lifestyles. e. Environmental Literacy Students of the 21st century have knowledge and awareness of the influences that the society has on the environment, and are able to make decisions and solve problems. 2. Learning and Innovation Skills Learning and innovation skills ensure the well-being and the development of students‟ career paths in theFigure 4.5: information age. The skillsLearning and are as follows:InnovationSkills Ministry of Education Malaysia | 25
  33. 33. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMART a. Creative and Innovative Students are able to use various techniques for generating, evaluating and improving ideas creatively and innovatively. b. Critical Thinking and Problem Solving Students are able to use appropriate reasoning techniques in making decisions to solve problems. c. Communication and Collaboration Students are able to use verbal and non-verbal communication effectively, in a variety of contexts. Collaboration with other individuals in a group is also important to inculcate a sense of shared responsibility to achieve common goals. 3. Information, Media dan Technology Skills A variety of literacy skills is needed by the 21st century global citizens in the technology and media era. a. Information Literacy Students have the ability to access, evaluate, use, and manage information effectively.Figure 4.6:Information,Media andTechnologySkills Ministry of Education Malaysia | 26
  34. 34. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMART b. Media Literacy Students are able to analyse the purpose and suitability of media, and other issues in relation to access, utilisation and development of media resources. c. ICT Literacy Students are able to apply ICT technology effectively in managing their learning and daily lives. 4. Life and Career Skills Individuals of the 21st century are required to be competitive in their lives and careers. a. Flexibility and Adaptability Students should be flexible and be able to adapt to the changes in environments and daily lives. b. Self-Initiation and Self-Direction Students should self-actualise and be able to manage their time, as well as plan for their own and their organisation‟s needs. c. Social and Inter-cultural Skills Students should be sensitive about different cultures. They should also respect and be tolerant of inter-cultural relations. Ministry of Education Malaysia | 27
  35. 35. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMART d. Productivity and Accountability Students are highly productive and carry out their duties with integrity. e. Leadership and Responsibility Students are able to display the characteristics of a competent leader and are able to contribute to the betterment of self and team improvement.“Imagination is more important than knowledge. While knowledge defines all we currently know and understand. Imagination points to allwe might yetdiscover and create” - Albert Einstein Figure 4.7: 21st Century Skills Learning Components Ministry of Education Malaysia | 28
  36. 36. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMART Best Practices: Ubiquitous Learning Ubiquitous learning is an approach which allows students to learn at anytime and anywhere. Other than the classroom, students can learn at various locations at all times. The ICT in Education Program in Korea is an example of how ubiquitous (U) learning is used to integrate 21st century learning via the use of technology. The robust and stable ICT infrastructure in Korea has enabled their education system to shift from the computer- aided mode to distance learning, and currently, Internet-based education. ICT Education in Korea emphasises the development of learning content by teachers and student-centred learning. Peer evaluation among teachers and students is encouraged while alternative assessment tools are used to enhance learning. The approaches used in U- Learning are outlined in Table 4.1.Table 4.1: Approaches in U-Learning Learning Approach Teaching Approach  U-Discussion  Topic Selection  U-Tutorial  Defining Problems/Issues  U-Problem Solving  Planning of T&L Activities  U-Study Guide  Planning to support Students’ Learning  Simulation  Assessment  Role Play Student Assessment Approach Teacher Assessment Approach  Self and Peer Assessment Self and Peer Assessment  Example of alternative assessment  T&L Plan tools:  Assessment of T&L Activities Presentation, portfolio, interview,  Ethical use of information (information journal (learning logs) ethics) Ministry of Education Malaysia | 29
  37. 37. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMART Best Practices: Project-Based Learning Project-Based Learning (PBL) is a student- centred activity model implemented across the curriculum. PBL geared towards the national curriculum, encompasses inter- cultural, reflective, holistic, global and technology-aided learning where exploration of real-life situations using 21st century learning skills is focussed. The focus areas of PBL are shown in Table 4.2. Table 4.2: Focus Areas of PBL Planning Creative and Innovative Critical Thinking Making decisions Consider appropriate Reasoning technology Identify suitable technology Communication when doing assignments The advantages of PBL:  Create positive communication and collaboration among students  Encourage students who lack concentration to participate in the T&L process  Facilitate students‟ understanding of topics and to apply the knowledge acquired  Enable students to master problem- solving and self-management  Encourage accountability  Enable students to determine their own learning goals  Meet the needs of students‟ diverse learning styles and levels Ministry of Education Malaysia | 30
  38. 38. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMART The six (6) steps approach to PBL is shown in Figure 4.8. Figure 4.8: The Flow of the PBL Approach Ministry of Education Malaysia | 31
  39. 39. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMART Best Practices: Educational PortalsEducational portals can be used to inculcate creativityand thinking skills, as well as enculturation of ICT in T&L. Theon-line educational resources from these portals suggestedcould be used to enhance learning.1. http://www.mygfl.gov.my The Malaysian Grid for Learning (MyGfL) is a MOE portal for uploading, accessing, and downloading T&L resources.2. http://www.eduwebtv.com EduwebTV provides educational information and T&L resources webcast over eight (8) channels. In November 2010, a total of 3696 videos over the academic, curriculum, news, guidance, documentary, interview, interactive and live telecasts channels are available for download.3. http://www.spp.moe.edu.my MOE‟s Learning Management System (LMS), also known as Sistem Pengurusan Pembelajaran (SPP) portal offers interactive e-materials to cater to learners with different learning styles and levels. The e-materials are curriculum-based and encourage self-accessed, self-paced and self-directed learning. Ministry of Education Malaysia | 32
  40. 40. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMART 4. http://www.thinkquest.org This MOE-Smart Partnership portal provides opportunities for students to collaborate with the global community in a safe and controlled environment. 5. http://www.intel.com/education/elements This MOE–Smart Partnership portal offers training on Intel Teach Elements for teachers in the area of ICT integration in T&L as part of their professional development. 6. http://www.petrosainslearning.com This portal promotes collaborative learning by allowing students to share their scientific research with the global community. 7. http://myideas.my The MyIdeas portal is a joint effort between MOE and the Ministry of Science, Technology and Innovation (MOSTI). It provides a platform for society to share ideas. Viable and innovative ideas are then turned into best practices to improve the lives of Malaysians. Ministry of Education Malaysia | 33
  41. 41. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMART 8. http://www.cybersafe.my CyberSAFE or “Awareness of Cyber Security for Everyone” is an initiative by CyberSecurity Malaysia (CSM), an agency under MOSTI to harness awareness and to educate the public about social issues in using technology. The aim is to enable Internet users to make correct and accurate decisions in managing problems related to Internet use. 9. http://bibliografi.moe.edu.my This Educational Resources Management portal contains a library of digital educational resources which facilitates and assists students as well as teachers identify and locate information efficiently. 10. http://btpnkl.edu.my/cerdiknet/ This portal contains a collection of learning activities for a variety of subjects. It encourages interactive T&L activities for self-accessed, self-paced and self-directed learning among students. Teachers can also upload and share their teaching learning materials. Ministry of Education Malaysia | 34
  42. 42. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMARTMOE also provides facilities to accommodate educationalresources of various formats to support T&L effectively. Thefacilities are: School Resource Centre (Library, Audio-Visual Room, Teaching-Learning Materials Room) School Access Centre Computer LaboratorySchools, on their own initiative, are encouraged todevelop and provide facilities to support T&L. SubjectRooms or Self-Access Centres are examples to provideconducive learning environments for students.Ubiquitous Learning Space Audio Visual (AV) Room Computer Lab Lab School Resource Centre Ministry of Education Malaysia | 35
  43. 43. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMARTCHAPTER 5: OUTCOMES OF MAKING ALL SCHOOL S SMART Schools are the owners and key drivers of MASS. The school‟s stakeholders: adminsitrators, teachers, students, parents, the community and other contributing agencies share responsibilities for the success of MASS. Therefore, their contribution and expertise in planning and enhancing existing programmes is crucial. The outcomes of MASS for administrators, teachers, IT Coordinators (ITC), Library and Media Teachers (TL) and support staff are measured by the Malaysia School Principals‟ Competency Standards, the Standards of Malaysian Teachers (SGM), the Quality Standards of Education in Malaysia (SKPM) and the Smart School Qualification Standards (SSQS). The Smart Schools students‟ outcomes target the attainment of lifelong learning skills in ICT-based T&L environments. Hence, students should be critical and innovative in problem solving, able to communicate effectively and to function in groups. Meanwhile, the support of parents, local communities and external agencies‟ is manifested in their involvement in school activities. Ministry of Education Malaysia | 36
  44. 44. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMART MOE‟s quality standards outline three (3) key aspects to describe the expected outcomes for schoolTo be read administrators, teachers, support staff and students.with theseMOE These standards related to values in practice,standards: knowledge and skills, and professional skills areThe illustrated in Figure 5.1 and described in Table 5.1 toMalaysianQuality Table 5.5.Standards ofEducation STAKEHOLDERS’ OUTCOMES OF MAKING ALL SCHOOLS SMART(SKPM) (MASS)Standards ofMalaysianTeachers(SGM)Smart SchoolQualificationStandards(SSQS)The SmartSchoolConceptualBlueprintCircular No.3/2005 -Coordinationof TeachingPeriods forSmart SchoolTeacherCoordinator(ITC) & Media& LibraryTeachers (TL) Figure 5.1: Outcomes of Making All Schools Smart (MASS) Ministry of Education Malaysia | 37
  45. 45. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMARTTable 5.1: Outcomes related to Values in Practice (Professional) OUTCOMES: VALUES IN PRACTICE (PROFESSION) No Itemisation A T ITC SS C & TL (PTA) 1. Adhering to the principles and work ethics √ √ √ √ of public service. 2. Committed to duties and responsibilities. √ √ √ √ √ 3. Responsible towards the safety √ √ √ √ of infrastructure, applications and ICT related data. 4. The dissemination of information through √ √ √ √ √ various modes and media in an ethical manner. 5. Able to share experiences in the use √ √ √ √ √ of ICT in management and T&L. 6. Support smart partnership programmes √ √ √ √ √ conducted with various parties in the local and international front. 7. Cultivate and practice the spirit of √ √ √ √ √ teamwork. 8. Credible as a change agent in acculturating √ √ √ √ √ ICT integration in management, T&L and communication.[Legend: (A) Administrator; (T)Teachers; (ITC) IT Coordinator ; (TL) Media & LibraryTeachers; (SS) Support Staff; (C) Community; (S) Students; & (PTA)Parents Teacher Association ]Table 5.2: Outcomes related to Values in Practice (Personality) OUTCOMES: VALUES IN PRACTICE (PERSONALITY) No Itemisation A T, TL & SS S C ITC 1. Courteous and exhibit noble √ √ √ √ √ values in handling daily affairs. 2. Comply with the ethics and √ √ √ √ √ universal rules of ICT utilisation. 3. Open-minded and rational towards √ √ √ √ √ new views and ideas relating to ICT in education. Ministry of Education Malaysia | 38
  46. 46. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMART OUTCOMES: VALUES IN PRACTICE (PERSONALITY) No Itemisation A T, TL & SS S C ITC 4. Creative and critical in developing √ √ √ √ √ new ideas in the field of ICT in education. 5. Proactive, voluntary and innovative. √ √ √ √ √ 6. Highly motivated in achieving personal and √ √ √ √ √ organisational excellence. 7. Self-directed in acquiring knowledge and √ √ √ √ √ continously enhancing personal competence in areas of current technology. 8. Able to self-assess and self-reflect. √ √ √ √ √ 9. Responsible towards teaching and learning. √ √ √[Legend: (A) Administrator; (T)Teachers; (ITC) IT Coordinator ; (TL) Media & LibraryTeachers; (SS) Support Staff; (C) Community; & (S) Students]Table 5.3: Outcomes related to Values in Practice (Social)OUTCOMES: VALUES IN PRACTICE (SOCIAL) No Itemisation A T,TL & SS S C . ITC 1. Friendly, approachable and considerate. √ √ √ √ √ 2. Practicing effective interpersonal and √ √ √ √ √ intrapersonal communication. 3. Actively involved in school programmes. √ √ √ √ √ 4. Create a strong networking among the √ √ √ √ √ staff. 5. Create a strong networking with the √ √ √ √ √ community. 6. Willing and ready to work collaboratively. √ √ √ √ √[Legend: (A) Administrator; (T)Teachers; (ITC) IT Coordinator ; (TL) Media & LibraryTeachers; (SS) Support Staff; (C) Community; & (S) Students] Ministry of Education Malaysia | 39
  47. 47. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMARTTable 5.4: Outcomes related to Knowledge and SkillsOUTCOMES: KNOWLEDGE AND SKILLSNo. Itemisation A T, TL & SS S C ITC (PTA)1. Able to interpret and implement MOE‟s √ √ √ √ policy.2. Competent in executing assignments using √ √ √ √ √ in ICT.3. Skilled insearching and processing relevant √ √ √ √ √ information from various sources.4. Skilled in integrating 21st century skills in √ √ √ √ √ teaching and learning.5. Skilled in integrating 21st century skills in √ √ √ management.6. Able to develop multimedia materials. √ √ √ √ √7. Skilled in disseminating information through √ √ √ √ √ the internet.8. Applying relevant leadership √ √ √ √ √ characteristics at appropriate levels and situations.9. Practice resource management procedures in accordance to instruction from Treasury, in circulars according to relevant regulations and procedures:  Financial Resources √ √ √  T&L Resources √ √ √  Human resources/students √ √ √ √[Legend: (A) Administrator; (T)Teachers; (ITC) IT Coordinator ; (TL) Media & LibraryTeachers; (SS) Support Staff; (C) Community; & (S) Students]Table 5.5: Outcomes related to Professional SkillsOUTCOMES: PROFESSIONAL SKILLSNo. Itemisation A T TL/ SS C ITC1. Understand, appreciate and implement √ √ √ √ education policies in schools.2. Steer the school towards achieving the √ √ √ √ √ MASS vision and mission. Ministry of Education Malaysia | 40
  48. 48. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMARTOUTCOMES: PROFESSIONAL SKILLSNo. Itemisation A T TL/ SS C ITC3. Capable of strategic, tactical and √ √ √ √ operational planning of school programmes.4. Monitor and evaluate the implementation √ √ √ of school programmes.5. Develop knowledge and inculcate √ √ √ thinking culture among the schools‟ stakeholders.6. Acculturating the use of ICT in education √ √ √ √ √ in school and the community.7. Capable of stimulating the intellectual √ √ √ capacity of staff and students.8. Establishing a systematic documentation √ √ √ √ system to facilitate information retrieval.9. Moving schools towards the establishment √ √ √ √ √ of the "Learning Organisation".10. Efficient in establishing teams. √ √ √ √ √11. Making rational decisions through √ √ √ √ √ organised discussions and consultations.12. As the core driver of school programmes. √ √ √13. Leading schools towards continuous √ √ √ improvement.14. Provide a conducive school √ √ √ √ environment for teaching and learning.15. Ensure the safety of staff and students in √ √ √ √ the school.16. Ensure the safety of equipment and ICT √ √ √ √ infrastructure in school.17. Conduct training for staff according to √ √ √ √ the needs of the individuals and the organisations.[Legend: (A) Administrator; (T)Teachers; (ITC) IT Coordinator ; (TL) Media & LibraryTeachers; (SS) Support Staff; (C) Community; & (S) Students] Ministry of Education Malaysia | 41
  49. 49. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMARTThe following websites are references for the related human capitaloutcomes of MASS:  ISTE National Educational Technology Standards (NETS): www.iste.org; http://cnets.iste.org  Quality Standards of Education in Malaysia (SKPM), School Inspectorate and Quality Assurance, MOE: www.jnjk.gov.my  The Standards of Malaysian Teachers (SGM), Teacher Education Division, MOE: www.ipik.edu.my/sgmdoc/index.html  The Malaysia School Principals‟ Competency Standards, Aminuddin Baki Institute, MOE: www.iab.edu.my  Professional Circular No. 3/2005 – Coordination of Teaching Periods for Smart School Coordinators (IT Coordinators) and Library and Media Teachers: www.moe.edu.my  Smart School Qualification Standards: www.moe.edu.my  The Smart School Conceptual Blueprint: www.moe.edu.my Ministry of Education Malaysia | 42
  50. 50. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMARTCHAPTER 6: MAKING ALL SCHOOLS SMART: MOVING FORWARD In 2011, the Smart School implementation entered the fourth wave of consolidation and sustainability. During the third wave of implementation, ICT elements were made available in schools by leveraging on the various ICT initiatives. Hence, in Wave 4, schools attempt to consolidate and stabilise all initiatives in making their schools smart. MOE ranked schools according to the Smart School Qualification Standards. The ranking for 2010 is shown in Figure 6.1. The strategies discussed here are geared towards achieving the Smart School Vision, in line with Vision 2020. 2020. SSQS Ranking Number of Percentage Schools (%) 5 Star 271 3.0 4 Star 3440 38.4 3 Star 4436 49.5 Total 8147 91.0 Figure 6.1: SSQS Ranking for 2010 Ministry of Education Malaysia | 43
  51. 51. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMART Consolidation and Sustainability of Smart School In the launching of the Policy on ICT in Education Malaysia, the Honourable Tan Sri Dato‟ Haji Muhyiddin bin Haji Mohd. Yassin stated that the National Key Results Areas (NKRA) for education emphasises the need for improving students‟ outcomes and providing access to quality education for all. Therefore, in order to achieve this national agenda, the critical success factors- The Honourable Tan Sri Dato‟ Haji for Smart Schools lie in the support of the Muhyiddin Bin Haji programmes as in Table 6.1. Mohd Yassin, Deputy Prime Minister of Malaysia Making All Schools Smart as the Critical Success Factors Table 6.1: Critical Success Factors for Making All Schools Smart Item Goals Critical Success Factors NKRA High The Making All Schools Smart (MASS) Performing programme contributes to the Schools (HPS) stabilisation and achievement of the targeted 100 HPS. The current 15 schools listed as the HPS were ranked 5 stars. By year 2015, 100 HPS are expected to achieve the 5 star SSQS status. Digital Bridge the All the10,000 schools achieve the Divide digital divide smart school standards. Vision 2020 Enhance the Produce knowledgable human national capital to steer the national education transformation towards developing a delivery knowledge-based economy system (knowledge-economy). through e-Gov Ministry of Education Malaysia | 44
  52. 52. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMART Implementation Strategies In ensuring the MASS programme was more compatible, MOE focussed on the following aspects:  Improving and ensuring the suitability of ICT infrastructure for use in schools,  Creating learning environments for students to study any where and at anySharing of experiences and bestpractices amongst Principals and time through the use of variousHeadmasters of the catalystschools: Sarawak Region communication media,  Encourage schools to integrate the use of technology in education through smart partnerships with industries, academia, governmental and non- governmental bodies,  Ensure current technology and pedagogical practices are introduced to users, and  Provide expert advice and skills to teachers within the localised regions through the State Educational Technology Divisions and the Teacher Activity Centres. Strengthening the Catalyst Schools Programme- Southern Region (Melaka, Negeri Sembilan and Johor) Ministry of Education Malaysia | 45
  53. 53. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMART Implementation Strategies: Catalyst Schools One of MOEs 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 Effect” to speed up the process of achieving the 5 star ranking by other schools. The catalyst schools are required to mentor, guide and hand-hold schools within their group and walk them through the MASS process.Figure 6.2: Implementation Strategies for Catalyst Schools Ministry of Education Malaysia | 46
  54. 54. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMART The proposed mechanism is for the premier schools to be catalyst schools. The requirement for catalyst schools is that they are the 5 star SSQS schools. Each catalyst school guides ten (10) schools in their groups to achieve a 3 star ranking and above. These schools will in turn be catalysts and a point of reference for other nearby schools. An example of this strategy is illustrated in Figure 6.2. CATALYST SCHOOLS MECHANISM KOTA TEACHER ACTIVITY CENTRE KELANTAN SK Seri Kota Catalyst: SMK Dato’ Ahmad Maher 5 SK Mulong SMK Pengkalan SMK(A) Naim Chepa Lilbanat Sultan Ismail College SK Zainab 2 SMK Puteri SK Salor Online Year 2010 Year 2011 Other Resources and Schools[Legend: (SK) Primary School; (SMK) Secondary School; (SMKA) Religious SecondarySchool]Figure 6.3: The Mechanism of Catalyst Schools in Kota District, state ofKelantan The Catalyst School Programme The outcomes of the catalyst school programme focuses on the holistic development of students and teachers. To achieve this, several programmes were implemented as indicated in the figure 6.4. Ministry of Education Malaysia | 47
  55. 55. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMART British Council Connecting Classroom Mindset & Culture Change Sharing of On-Site Best Monitoring Practices 5-Star Schools Bestari Club Community (Bestari Programmes/ Brigade) Smart Partnerships ICT Buddy SupportBestari Club Activities Figure 6.4: The Catalyst School Programme Mindset & Culture Change All stakeholders go through a paradigm shift for a change in mindset in order to create a culture of ICT-enabled management and T&L. Sharing of Best Practices The best practices in the integration of ICT in management and T&L are shared among the schools. Ministry of Education Malaysia | 48
  56. 56. HEARTS AND MINDS TOWARDS MAKING ALL SCHOOLS SMARTMyIdeas… Community Programmes/Smart Partnerships In the effort to enhance technology usage, schools embark on programmes with various agencies to leverage on the current technology and ICT expertise of the industry. ICT Buddy Support This programme is a peer-coaching programme organised by IT Coordinators (ITC) and Media and Library Teachers (TL) to advocate the use of ICT in management and T&L. Bestari Club (Bestari Brigade) Digital Story Telling The Bestari Club assists the school to improve the implementation of ICT programmes by involving students who are skilled and knowledgeable in ICT management. Some of the activities conducted are Peer ICT Training, maintenance of ICT facilities, documentation of school activities using multimedia and developing websites. The club also promotes information about MASS and ICT through school-based exhibitions, ICT Week, ICT Camps or publications of newsletters for the school and local communities. Ministry of Education Malaysia | 49