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The document discusses two major challenges in implementing the Smart School concept in Malaysia's educational system: teachers' readiness and infrastructure. Teachers may be reluctant to use information and communication technology in teaching due to lack of training and comfort with the technology. They also feel it is time-consuming to set up and wastes teaching time that could be spent on exam preparation. Infrastructure is also a challenge as there are not enough computer labs to support all classes, and moving students to labs located far from classes takes time away from teaching. Technical problems like power outages or non-functional equipment can also interfere with using technology in the classroom.
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3. Smart school courseware and management systems have also been underutilized, as schools prefer newer materials in line with the national curriculum taught in English. This highlights challenges in
Position presentation revised
Teachers are key to successful technology integration but many face barriers to use. Internal barriers include beliefs about teaching roles, while external barriers include inadequate equipment. Experience matters - more experienced teachers in a school use technology more while new teachers focus on content. Elementary teachers face more challenges than secondary teachers. Ongoing, curriculum-focused professional development is needed but often training is too brief or not relevant. While comfortable with technology itself, teachers feel overwhelmed by resources and lack support integrating it into lessons.
The challenges and issues concerning the implementation of the smart school c...
The document discusses several challenges in implementing the Smart School concept in Malaysia. Key challenges include a lack of facilities, readiness of teachers and students to adapt to new teaching methods, lack of technical support staff, and problems with the reliability of electricity supply. Teacher training is seen as crucial to overcoming resistance to changing roles and ensuring self-directed learning. Other issues that could hinder success include outdated computer equipment, insufficient courseware and guidance on its use, and underutilization of courseware by some teachers.
Ict ppt
ICT can be used effectively in teacher education to enhance teaching and learning. It allows for more flexible and self-paced learning, and better connectivity between teachers and students. However, successful integration of ICT requires teachers to be comfortable with technology, have strong lesson planning incorporating its use, and address issues like technical reliability and preventing students from getting distracted. Overall, ICT is best used as a tool to supplement instruction when teachers have the right skills, resources, and constructivist teaching approach.
ictppt-130516122017-phpapp02 (1).pdf
The document discusses the use of information and communication technologies (ICT) to enhance teaching and learning in teacher education programs. It outlines several ways that ICT can be used effectively, including to facilitate self-paced learning, provide opportunities for creative expression and flexible learning, and increase student motivation. The document also discusses advantages of using ICT like increased commitment to learning, enhanced enjoyment and interest, and learning computer skills. Some challenges to integrating ICT are discussed, such as teachers' lack of confidence in using technology and the need for reliable equipment and internet access. Careful planning is emphasized to ensure ICT is used to meet learning objectives.
Challenges and opportunities of integrating technology in education in Tanzania
The document summarizes the development of ICT in education in Tanzania. It outlines that ICT introduction began in 1997, but many schools have yet to integrate technology. Barriers to integration include inadequate resources, limited teacher knowledge, curriculum issues, attitudes, lack of electricity, and internet access. Opportunities exist as well, such as supportive policies, motivated teachers, TPACK development, collaboration, growing mobile phone and internet access. Overall, addressing teachers' technological skills remains a key priority to enable effective technology integration in Tanzanian schools.
S si smart school
The document discusses the implementation of smart schools in Malaysia. It provides an introduction to smart schools, outlining their history in Malaysia beginning in 1996. It then discusses some of the key challenges to implementing smart schools, such as lack of leadership support, inadequate technological infrastructure, and lack of technical support staff. It provides solutions to these challenges, such as increased cooperation between stakeholders and ensuring all schools have sufficient facilities and support. The document also examines characteristics of smart schools, such as being student-centered and utilizing information and communication technologies, to improve the learning experience.
Information communication & technology skills
ICT teachers require both technical skills like operating hardware and software, as well as soft skills like patience and lifelong learning. These skills allow teachers to effectively integrate technology into the classroom in ways that enhance the learning experience for students. Some challenges to ICT integration in Indian schools include lack of teacher confidence, technical issues, and timetabling difficulties. However, when implemented properly with a constructivist teaching approach, ICT can help students learn more independently, produce higher quality work faster, and broaden their educational horizons.
Moreheadrev
The document discusses the ongoing challenges of integrating technology meaningfully in K-12 classrooms. It outlines that while technology has changed how classrooms operate, teachers often struggle to use technology in ways that enhance learning. One of the biggest inhibitors is lack of time for teachers to learn technology and how to apply it to their curriculum. The document proposes using curriculum mapping to help teachers better understand what students need to learn, which could then help teachers integrate technology as a tool to support student inquiry and engagement.
Content analysis pbl
The document discusses issues and challenges in integrating information and communication technology (ICT) in teaching and learning in Malaysian schools. It notes that while the Ministry of Education has invested in equipping teachers and students with ICT skills, there remain issues such as ICT not always being used effectively, an inability to interact personally, and over-reliance making students less skilled manually. Challenges include not all schools having effective ICT access, presentations distracting students, content becoming boring if not varied, and lack of technical support and teacher ICT skills and motivation.
Content analysis pbl
The document discusses issues and challenges in integrating information and communication technology (ICT) in teaching and learning in Malaysian schools. It notes that while the Ministry of Education has invested in equipping teachers and students with ICT skills, there are still barriers to effective integration. The key issues are the effectiveness of ICT, lack of personal interaction, and over-reliance on virtual experiments. Major challenges include lack of infrastructure in remote schools, distracting presentations, lack of motivation among senior teachers, and delays in maintenance/upgrades.
PBL
The document discusses issues and challenges with integrating information and communication technology (ICT) into teaching and learning in Malaysian schools. It identifies several key challenges: 1) some teachers lack formal training in using ICT and are uncomfortable teaching with it; 2) many students do not have access to necessary technology at home; and 3) there is insufficient access to computer hardware and facilities at schools for all students. It argues that teachers need more opportunities for ICT professional development courses and schools need improved infrastructure and facilities to effectively integrate ICT into the curriculum.
Ictppt 130516122017-phpapp02
The document discusses the use of information and communication technologies (ICT) to enhance teaching and learning in teacher education. It outlines several benefits of using ICT, including enabling self-paced learning, facilitating transactions between teachers and students, and allowing access to learning from anywhere. However, it also notes some challenges like teachers' lack of confidence in using ICT and lack of planning for how to integrate it. Overall, the document concludes that ICT can be a valuable instructional tool when teachers are comfortable with the technology and incorporate it to support constructivist and student-centered pedagogies.
Week5 E Garrett Powerpoint
Technology integration is better than just technology use in schools according to the document. Technology integration involves using technology productively to enhance learning, while technology use is simply having electronic devices available without a focus on how they improve education. The document discusses reasons some argue for just technology use, such as budget constraints, time issues, and teachers lacking skills, but says technology integration should be the focus since it engages students, improves skills, and prepares them for a technology-focused society and future careers.
Technology Powerpoint
Technology integration is better than just technology use in schools according to the document. Technology integration involves using technology productively to enhance learning, while technology use is simply having equipment available without a focus on how it contributes to education. The document discusses reasons some argue for just technology use, such as budget constraints, time issues, and teachers lacking skills, but emphasizes benefits of technology integration like improved communication, creativity, grades, and enjoyment for students. It concludes schools should focus on training teachers to integrate technology into lessons to better prepare students for a technology-driven society and future.
Technology Powerpoint
Technology integration is better than just technology use in schools according to the document. Technology integration involves using technology productively to enhance learning, while technology use is simply having equipment available without a focus on how it contributes to education. The document discusses reasons some argue for just technology use, such as budget constraints, time issues, and teachers lacking skills, but emphasizes benefits of technology integration like improved communication, creativity, grades, and enjoyment for students. It concludes schools should focus on training teachers to integrate technology into lessons to better prepare students for a technology-driven society and future.
Technology Powerpoint
Technology integration is better than just technology use in schools according to the document. Technology integration involves using technology productively to enhance learning, while technology use is simply having electronic devices available without a focus on how they improve education. The document discusses reasons some argue for just technology use, such as budget constraints, time issues, and teachers lacking skills, but says technology integration should be the focus since it engages students, improves skills, and prepares them for an increasingly digital world. Society relies on technology for communication, creativity and work, so schools must help students learn to use it effectively.
Similar to Online Forum (20)
Assignment 1 - Report on Challenges of Smart School
Assignment 1 - Report on Challenges of Smart School
The challenges and issues concerning the implementation of the smart school c...
The challenges and issues concerning the implementation of the smart school c...
Challenges and opportunities of integrating technology in education in Tanzania
Challenges and opportunities of integrating technology in education in Tanzania
More from AzFaTiNi NaWi
THE MORE THE MERRIER
1) The document discusses an experiment to observe the change in pH when milk is left at room temperature for 24 hours. Students measure the pH of milk every hour using a pH probe connected to a data logger.
2) The results show that the pH decreases over time, from an initial pH of around 5.4 to a final pH of around 4.6. This is because lactic acid bacteria in the milk ferment the lactose into lactic acid, lowering the pH.
3) The document raises questions about how this bacterial fermentation causes milk to spoil. It also discusses how proper pasteurization and storage can prevent milk spoilage.
FILA (GROUP 6)
Malaysia implemented the Smart Schools initiative in 1999 as part of its Multimedia Super Corridor project to transition the country to a knowledge-based economy by 2020. Smart Schools aim to utilize leading-edge information and communication technologies to improve teaching methods and help students learn important skills. Ninety pilot Smart Schools served as models, and the goal is for all Malaysian primary and secondary schools to incorporate these technologies and teaching concepts by 2020. Key issues discussed include how information and communication technologies can boost a society's knowledge and drive economic growth, the teaching components of Smart Schools, their progress and challenges in implementation, and potential solutions to overcome problems.
FILA (CLASS)
The document discusses Malaysia's Smart Schools initiative which aims to transform the country's education system into knowledge-based schools equipped with advanced technology. As part of the Multimedia Super Corridor project, the government launched a pilot program in 90 schools in 1999 and plans to eventually roll the Smart School program out nationwide by 2020. The goals are to improve society's knowledge to drive economic growth, make teaching and learning more engaging through technology, and prepare students for an increasingly globalized world.
THE MORE THE MERRIER
Lactic acid bacteria naturally present in milk ferment the lactose in milk, converting it into lactic acid and causing the pH of the milk to drop over a period of 1 day. The experiment measured the pH of milk over this time using a data logger to record pH readings, showing an initial steady decline in pH as lactic acid production increased. The UHT milk would not experience a reduction in pH over the same time period due to being ultra-pasteurized to kill bacteria.
PBL
The document outlines the steps taken in a problem-based learning activity by a group of students analyzing Malaysia's Smart Schools initiative, which aims to improve education through technology. It provides background on Smart Schools and assigns the group to prepare a presentation on the teaching and learning components as well as the use of technology and challenges faced in implementing Smart Schools. The document then details each stage of the problem-based learning process undertaken by the group to research and develop their presentation.
Roadmap
This document outlines a roadmap for expanding Malaysia's Smart School initiative to all schools between 2005 and 2020. It discusses expanding the initiative in four waves: 1) the initial pilot program between 1999-2002, 2) post-pilot enhancements between 2002-2005, 3) making all schools "smart" between 2005-2010, and 4) consolidating and stabilizing the program between 2010-2020. The goal is for the Smart School concept, which uses information and communication technology to enhance learning, to become pervasive in all Malaysian schools by 2020.
Biology Syllabus
The document is a biology syllabus for primary schools in Malaysia. It outlines the aims of developing well-rounded students through biology education and the objectives of acquiring biological knowledge and scientific skills. The content is organized into themes including cells, physiology, heredity, and relationships between living things and the environment. Scientific skills, thinking skills, attitudes, and knowledge are integrated into the curriculum.
CS Biology Form 4
This document contains curriculum specifications for the Biology curriculum for Form 4 secondary students in Malaysia. It includes:
1. The national philosophy of education in Malaysia, which aims to produce well-balanced citizens through education.
2. The objectives of the biology curriculum, which are to provide students with knowledge and skills in biology, scientific attitudes and values to solve problems and make decisions.
3. An overview of the scientific skills and thinking skills emphasized in the curriculum, including science process skills, manipulative skills, critical thinking skills, creative thinking skills and thinking strategies.
4. Details on the curriculum content organization, which is arranged into themes and learning areas covering topics such as cells, physiology, and relationships between living
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Online Forum
- 2. NAME : AZFATINI BT NAWIMATRIC NUMBER: D20081032320GROUP : ALETCURER: ASSOC PROF DR SOPIA MD YASSIN<br />In my opinion, there are two major challenges in implementing Smart School concept in Malaysia’s educational system. This two major problems or challenges are due to teachers’ readiness and infrastructure. I think teachers’ readiness is the main challenges to the successful of Smart School implementation. The problem arises when most of the teacher in school especially the senior teacher may choose to teach by using conventional method as example chalk and talk, common demonstration, student role play, experiment and worksheet instead of using courseware prepared by Ministry of Education, deliver the lecture by using Power Point, showing the simulation, online assessment and so on. Their reluctant to use the Smart School concept and information and communication technology (ICT) in teaching are due to a few reasons. First, they said using information and communication technology is time consuming as they need to set up the multimedia and technology before teaching. Some of them do not know how to handle all those stuff such as projector and so on. They may think teaching by chalk and talk is much easier as they do not need to prepare a lot of teaching material and no technology apparatus set up is needed. Teachers were not keen on using the Smart School courseware as they found usage of materials directly related to exam preparation saved precious teaching time. Actually, not all the teachers do not interested to use the Smart School concept, but some of them may not use it as they need to finish up the entire syllabus in time. As the ICT usage may consume some of their teaching time, they may choose the conventional way to teach. Lack of monitoring and support made teachers less inclined to be rigorous in implementing Teaching Learning Material and the Smart School way. I think, if there are enough technical support staffs in school to handle all those multimedia and technology set up and prepare what is needed by teacher before using the computer lab and teaching session, they may interested to use it. Teachers may refuse to use the Smart School courseware as they need more training and be comfortable with using ICT in general. They think it is wasting of time and increase their burden to attend training course. Teachers also refuse to apply Smart School concept in their teaching because it will increase their work load. As example, if they give online assessment, they need to online to check their students’ assignment.<br />The second challenges in implementing Smart School concept is infrastructure. Teacher face difficulties to use computer lab as it is not enough to support all the class available in a school. Average, each class only has a few times session to use computer lab per year. To move students from their class to the computer lab is also time consuming as computer lab usually located distant from class. This is one of the reason teacher refuse to use this computer lab. Technology also may give problems to human when there are a few problems arise such as no electricity, the apparatus dysfunctional, no internet connection and so on. In my opinion, these are a few reasons contributing to problems or challenges in integrating Smart School concept in Malaysia.<br />