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Smart schools were introduced to enhance the efficiency and effectiveness of the education system through the use of ICT. This allows students to achieve balanced development by integrating knowledge, skills, values and language skills. The Ministry of Education financially supports smart schools with RM1.8 million for ICT equipment, computers, printers, and networking. They also provide a variety of courseware for subjects like Malay, English, science, and math. The Ministry of Education provides ICT skills training to school administrators, teachers, and staff, and has appointed a smart school pilot project team to oversee the implementation of smart schools.
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Smart School
The document discusses the introduction of smart schools in Malaysia. It aims to enhance the education system's efficiency and effectiveness through ICT use as a teaching and learning tool. Smart schools also help students achieve balanced development by integrating knowledge, skills, values and language proficiency. The role of the Ministry of Education is to provide financial support totaling RM1.8 million for ICT equipment, facilities and courseware for four subjects. The ministry also provides ICT skills training to personnel involved in smart schools.
P bl ict...smartschool
This document lists the group members working on a problem-based learning project: Nur Afiqah bt Muhamad Apandi, Ameera bt Yahya, Siti Sarah bt Mohd Saifuddin, and Nurul Husna bt Alias. It also discusses the introduction of smart schools by the Ministry of Education in Malaysia to enhance the education system using ICT, help students achieve balanced development, and offer multidisciplinary learning. The Ministry of Education provides financial support of RM1.8 million for ICT equipment, training for teachers and administrators, and appointed a team to oversee the Smart School pilot project.
P bl ict
This document lists the group members working on a problem based learning project: Nur Afiqah bt Muhamad Apandi, Ameera bt Yahya, Siti Sarah bt Mohd Saifuddin, and Nurul Husna bt Alias. It also discusses the role of the Ministry of Education in implementing Smart Schools, including providing financial support of RM1.8 million for ICT equipment, appointing a team to oversee the pilot project, and offering ICT skills training to teachers, administrators, and staff involved in Smart Schools.
Smart school concept
The document discusses the concept of problem-based learning in smart schools. It outlines some key facts, ideas, learning issues and action plans regarding smart schools. Some of the challenges discussed include lack of facilities, mismatch between smart learning and examinations, readiness of teachers and students, lack of technical staff, breakdown of electricity supply, problems integrating with existing computer systems, and high cost networks. Recommendations to address these challenges include extending the smart school concept to teaching-learning processes, ongoing training for teachers, using the Malaysian Grid for Learning platform, ensuring reliable electricity supply, hiring system integration engineers, and providing broad bandwidth networks.
Smart school presentation
The document discusses Malaysia's Smart School initiative which aimed to modernize education through technology. The Ministry of Education and Multimedia Development Corporation launched a pilot program in 1999 that provided 88 schools with computer labs, WiFi, and other digital resources. The goals were to develop students' creative and critical thinking skills and prepare them for the digital age. However, implementing Smart Schools faced challenges such as high costs, lack of ICT skills among some teachers, and ensuring resources kept up with increasing technology usage.
smart school
The document discusses the concept of a Smart School in Malaysia, which aims to provide equal access to quality education through technology. The key goals are to democratize education, enhance individual abilities, and produce a technology-literate workforce. The implementation of Smart Schools occurred in phases from 1999-2020, starting with pilots and expanding infrastructure and training over time. Challenges have included the costs of facilities, lack of technical support staff, and teachers requiring more intensive training to fully utilize new technologies.
Smart School Project
This document discusses Malaysia's Smart School Project, which aimed to reinvent the country's educational system using information and communication technologies. The Smart School Project was introduced in 1996 as one of the flagship applications of the Multimedia Super Corridor national initiative. It had the goals of producing a technology-literate workforce, democratizing education, increasing stakeholder participation, and providing well-rounded student development. The teaching-learning process and management/administration were key aspects addressed by the project over multiple waves from 1999 to 2020. Challenges included insufficient infrastructure and the need for more teacher training in applying Smart School systems.
Smart School Presentation
The document discusses smart schools in Malaysia. It provides background on how ICT was identified as key to achieving Malaysia's Vision 2020. Smart schools were launched in 1996 as part of the Multimedia Super Corridor initiative to transform education through technology. Smart schools apply ICT to teaching and learning through wifi, labs, projectors, and interactive whiteboards. They also use ICT in management systems. While smart schools face challenges like teachers' and students' lack of ICT skills and high expenses, they aim to prepare students for a knowledge-based economy through technology-mediated education.
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Smart School
The document discusses the introduction of smart schools in Malaysia. It aims to enhance the education system's efficiency and effectiveness through ICT use as a teaching and learning tool. Smart schools also help students achieve balanced development by integrating knowledge, skills, values and language proficiency. The role of the Ministry of Education is to provide financial support totaling RM1.8 million for ICT equipment, facilities and courseware for four subjects. The ministry also provides ICT skills training to personnel involved in smart schools.
P bl ict...smartschool
This document lists the group members working on a problem-based learning project: Nur Afiqah bt Muhamad Apandi, Ameera bt Yahya, Siti Sarah bt Mohd Saifuddin, and Nurul Husna bt Alias. It also discusses the introduction of smart schools by the Ministry of Education in Malaysia to enhance the education system using ICT, help students achieve balanced development, and offer multidisciplinary learning. The Ministry of Education provides financial support of RM1.8 million for ICT equipment, training for teachers and administrators, and appointed a team to oversee the Smart School pilot project.
P bl ict
This document lists the group members working on a problem based learning project: Nur Afiqah bt Muhamad Apandi, Ameera bt Yahya, Siti Sarah bt Mohd Saifuddin, and Nurul Husna bt Alias. It also discusses the role of the Ministry of Education in implementing Smart Schools, including providing financial support of RM1.8 million for ICT equipment, appointing a team to oversee the pilot project, and offering ICT skills training to teachers, administrators, and staff involved in Smart Schools.
Smart school concept
The document discusses the concept of problem-based learning in smart schools. It outlines some key facts, ideas, learning issues and action plans regarding smart schools. Some of the challenges discussed include lack of facilities, mismatch between smart learning and examinations, readiness of teachers and students, lack of technical staff, breakdown of electricity supply, problems integrating with existing computer systems, and high cost networks. Recommendations to address these challenges include extending the smart school concept to teaching-learning processes, ongoing training for teachers, using the Malaysian Grid for Learning platform, ensuring reliable electricity supply, hiring system integration engineers, and providing broad bandwidth networks.
Smart school presentation
The document discusses Malaysia's Smart School initiative which aimed to modernize education through technology. The Ministry of Education and Multimedia Development Corporation launched a pilot program in 1999 that provided 88 schools with computer labs, WiFi, and other digital resources. The goals were to develop students' creative and critical thinking skills and prepare them for the digital age. However, implementing Smart Schools faced challenges such as high costs, lack of ICT skills among some teachers, and ensuring resources kept up with increasing technology usage.
smart school
The document discusses the concept of a Smart School in Malaysia, which aims to provide equal access to quality education through technology. The key goals are to democratize education, enhance individual abilities, and produce a technology-literate workforce. The implementation of Smart Schools occurred in phases from 1999-2020, starting with pilots and expanding infrastructure and training over time. Challenges have included the costs of facilities, lack of technical support staff, and teachers requiring more intensive training to fully utilize new technologies.
Smart School Project
This document discusses Malaysia's Smart School Project, which aimed to reinvent the country's educational system using information and communication technologies. The Smart School Project was introduced in 1996 as one of the flagship applications of the Multimedia Super Corridor national initiative. It had the goals of producing a technology-literate workforce, democratizing education, increasing stakeholder participation, and providing well-rounded student development. The teaching-learning process and management/administration were key aspects addressed by the project over multiple waves from 1999 to 2020. Challenges included insufficient infrastructure and the need for more teacher training in applying Smart School systems.
Smart School Presentation
The document discusses smart schools in Malaysia. It provides background on how ICT was identified as key to achieving Malaysia's Vision 2020. Smart schools were launched in 1996 as part of the Multimedia Super Corridor initiative to transform education through technology. Smart schools apply ICT to teaching and learning through wifi, labs, projectors, and interactive whiteboards. They also use ICT in management systems. While smart schools face challenges like teachers' and students' lack of ICT skills and high expenses, they aim to prepare students for a knowledge-based economy through technology-mediated education.
Advantages, Disadvantages and Challenges of implementing Smart School
The document discusses the advantages, disadvantages, and challenges of implementing Smart Schools. Some key advantages are improved interactive learning, access to the latest technology, and more flexible curriculums. Challenges include the high costs, lack of infrastructure in rural areas, and limited internet connectivity. Methods to overcome the challenges include using more effective teaching materials, increasing public awareness of Smart Schools, and providing rigorous training to teachers on technology and new skills.
Iferd english version
iferd is a private,not for profit institute for education research & development.
iferd is for a creative education!
Smart School Blueprint
This executive summary outlines the key aspects of the conceptual blueprint for the Malaysian Smart School initiative. The blueprint aims to transform Malaysia's educational system to prepare students for the Information Age by creating pilot Smart Schools that utilize technology to reinvent teaching-learning practices and school management. The summary describes the conceptual model, guiding principles for curriculum, pedagogy, assessment and materials, management considerations, processes and scenarios, roles and skills required of teachers and staff, and how technology can enable the Smart School vision. The overall goal is to help realize Malaysia's National Philosophy of Education.
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The document discusses the teaching and learning components of a proposed Smart School, including the curriculum, pedagogy, assessment, and teaching materials. It outlines how technology can enable sources of educational material, group work, communication, experimental learning, and electronic assessment. The document also provides an overview of the SMART Classroom Suite software and notes challenges including the need for parent participation, teacher training on ICT programs, and staff development for the Smart School.
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The document discusses the Smart School project in Malaysia, which aims to prepare students for the Information Age through creative and technology-enabled learning. Key aspects of Smart Schools include a curriculum focused on overall development, pedagogy incorporating active learning and different learning styles, and technology used as an enabler for teaching, learning, assessment, and school management. The implementation of Smart Schools occurred in four waves from 1999 to 2020, with the ultimate goal of making all Malaysian schools technology-enabled learning institutions.
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The Smart School aims to develop a technology-literate workforce through democratized education, increased stakeholder participation, and all-round individual development using teaching/learning materials, technology infrastructure, a smart management system, and professionally trained teachers to assess students in a holistic and learner-centered manner.
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Challenges of building smart school in malaysia
The document discusses the challenges of implementing smart schools in Malaysia. It outlines 6 main challenges: (1) lack of proper technological infrastructure in schools, (2) teachers and staff lacking competency to use information and communication technology devices, (3) students being too passive in smart school settings, (4) low levels of awareness among all stakeholders, (5) pressure from heavy exam-focused syllabi leaving little time, and (6) time constraints making full utilization of technology difficult. The conclusion maintains that while the smart school policy aims to develop skilled students, fully realizing this goal requires addressing these challenges through emphasizing teacher and student experiences and viewpoints in implementing changes.
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The document defines and describes the functions and components of an Educational Media Center (EMC). It states that an EMC is a learning center that provides students and teachers access to various print, audio, and visual media and resources. It then lists the roles of an EMC, which include providing consultancy services, instructional resources, information about innovations, and facilities for viewing/working with media materials. The document proceeds to describe the ideal components and facilities of an EMC according to education standards, which include various rooms and spaces for activities like reading, studying, conferences, and media production/storage. It concludes by outlining how to evaluate an educational media program.
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The document discusses integrating ICT into teaching and learning in Malaysian schools. It identifies several issues, including lack of teacher ICT skills, limited equipment, and students misusing applications. The government has invested in programs like Smart Schools to equip teachers and students with ICT skills through funding and training. However, integrating ICT still faces challenges such as ensuring teachers know how to use it, maintaining equipment, and preventing student misuse. Action plans and oversight are needed to effectively implement ICT in schools.
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This document describes an experiment that models how the human body regulates temperature through sweating. The experiment uses clay jugs filled with hot water to represent the body. One jug is covered with a plastic bag while the other is uncovered. Temperature and humidity sensors monitor changes over time. Covering the jug prevents evaporation, causing its temperature to rise more than the uncovered jug. This demonstrates how sweating and evaporation cool the body by dissipating heat.
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iferd is a private,not for profit institute for education research & development.
iferd is for a creative education!
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This executive summary outlines the key aspects of the conceptual blueprint for the Malaysian Smart School initiative. The blueprint aims to transform Malaysia's educational system to prepare students for the Information Age by creating pilot Smart Schools that utilize technology to reinvent teaching-learning practices and school management. The summary describes the conceptual model, guiding principles for curriculum, pedagogy, assessment and materials, management considerations, processes and scenarios, roles and skills required of teachers and staff, and how technology can enable the Smart School vision. The overall goal is to help realize Malaysia's National Philosophy of Education.
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The document discusses the Smart School project in Malaysia, which aims to prepare students for the Information Age through creative and technology-enabled learning. Key aspects of Smart Schools include a curriculum focused on overall development, pedagogy incorporating active learning and different learning styles, and technology used as an enabler for teaching, learning, assessment, and school management. The implementation of Smart Schools occurred in four waves from 1999 to 2020, with the ultimate goal of making all Malaysian schools technology-enabled learning institutions.
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The document discusses the challenges of implementing smart schools in Malaysia. It outlines 6 main challenges: (1) lack of proper technological infrastructure in schools, (2) teachers and staff lacking competency to use information and communication technology devices, (3) students being too passive in smart school settings, (4) low levels of awareness among all stakeholders, (5) pressure from heavy exam-focused syllabi leaving little time, and (6) time constraints making full utilization of technology difficult. The conclusion maintains that while the smart school policy aims to develop skilled students, fully realizing this goal requires addressing these challenges through emphasizing teacher and student experiences and viewpoints in implementing changes.
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The document defines and describes the functions and components of an Educational Media Center (EMC). It states that an EMC is a learning center that provides students and teachers access to various print, audio, and visual media and resources. It then lists the roles of an EMC, which include providing consultancy services, instructional resources, information about innovations, and facilities for viewing/working with media materials. The document proceeds to describe the ideal components and facilities of an EMC according to education standards, which include various rooms and spaces for activities like reading, studying, conferences, and media production/storage. It concludes by outlining how to evaluate an educational media program.
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The document provides an overview of Smart Schools in Malaysia, including:
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3) The progress of Smart Schools in Malaysia occurred in 4 waves from 1999 to the present, aiming to establish Smart School initiatives nationwide.
Roles and functions of an educational media center
An educational media center (EMC) is a facility within a school that houses and makes available various educational resources. The EMC serves multiple roles, including being a central location for resources, a laboratory for learning, an agent for teaching, a service agency, a coordinating body, and a recreational reading center. An EMC provides various services to improve the teaching and learning process by making it more interactive, collaborative, interesting and authentic. These services include multimedia support, selecting and organizing print and non-print materials, circulating resources, photocopying, producing videos and sounds, and reference and bibliographic services.
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This document contains information about Bandile Vincent Bewana, a South African student with identification number 201102308. It discusses several topics related to education in South Africa including the knowledge society, education for all, national strategic objectives, teacher competency standards regarding information and communication technology, and initiatives to develop teacher competencies in ICT. It also addresses the pervasiveness of technology in education and provides conclusions about the need to introduce ICT at an early stage and the role of the government.
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Educational Technology in Asia Pacific Region.
Policies and strategies
ICT programs, Initiatives, and Focus Area
Goals and Mission.
Educational Technology and ICT of :
Singapore
Hong kong
Malaysia
New Zealand
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Edtech in th asia pacific region
The document discusses educational technology policies and initiatives in five Asia Pacific countries/regions: New Zealand, Australia, Malaysia, Singapore, and Hong Kong. All five places have implemented ICT policies and strategies in schools to improve learning outcomes through technology. They focus on providing infrastructure like computers and internet access; developing educational software; training teachers in technology integration; and establishing technology standards for "smart schools". The goal overall is to enhance education through strategic adoption of information and communication technologies.
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The document discusses educational technology in the Asia Pacific region. The goal is to support schools' development and use of information and communication technologies (ICT) for teaching, learning, and administration. Key strategies include using ICT to improve learning outcomes and school operations, and developing community partnerships to enhance access to learning through technology. Focus areas are increasing school access to ICT and providing teacher professional development on using technology. Initiatives include an online resource center and a computer recycling scheme.
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The document discusses the establishment and implementation of Smart Schools in Malaysia as part of the Multimedia Super Corridor initiative. It describes key aspects of Smart Schools like the curriculum, pedagogy, assessment, and use of technology to enhance the teaching and learning process. It also outlines some challenges faced in early implementations like students becoming passive due to over reliance on technology and teachers having to spend time on non-teaching tasks like administrative work.
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This document discusses the Malaysian Smart School initiative which aims to reconstruct learning institutions to fit the evolving digital world. It outlines 4 waves of implementation from 1999-2020:
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The document discusses Malaysia's initiatives to integrate information and communication technology (ICT) into education. It outlines Malaysia's recognition of ICT's importance for development since the 1990s. National plans were made to improve ICT infrastructure in schools and teach ICT skills. The Ministry of Education's goals were to reduce the digital divide, use ICT as a teaching/learning tool, and enhance management efficiency. Implementation strategies included preparing ICT equipment, integrating ICT into teaching, upgrading teacher/student ICT skills, and improving ICT maintenance in schools.
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This document discusses the Malaysian Smart School initiative which aims to reconstruct learning institutions to fit the evolving digital world. The key points are:
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2. The initiative aims to produce a technology-literate workforce and provide well-rounded student development.
3. Teaching and learning components include reformed curricula, student-centered pedagogy, assessments, and digital materials.
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The document discusses the concept and history of Smart Schools in Malaysia. Some key points:
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This document discusses the role of information and communication technology (ICT) in teacher education. It outlines several purposes of ICT in education, including keeping pace with scientific and technological development and improving student learning and performance. The document also describes different approaches to integrating ICT in teacher education programs, such as improving ICT skills, focusing on ICT pedagogy, incorporating ICT into specific subjects, and practice-driven approaches. It emphasizes that ICT allows teachers to upgrade their knowledge and resources to become more effective educators who can help students succeed.
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This document discusses a group assignment on smart schools in Malaysia. It provides background on the history of smart schools in Malaysia, which began as a pilot program in 1999 before expanding nationwide. It also outlines some of the key challenges in implementing smart schools, such as lack of technological infrastructure and training for teachers, insufficient technical support, and inadequate financial resources - particularly in rural areas. The conclusion reiterates that smart schools aim to improve education through ICT but face difficulties that must be addressed, such as providing more teacher training on using technology.
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Smart school
- 1. GROUP MEMBERS…. NUR AFIQAH BT MUHAMAD APANDI D20091034872 AMEERA BT YAHYA D20091034814 SITI SARAH BT MOHD SAIFUDDIN D20091034843 NURUL HUSNA BT ALIAS D30091034858
- 2. Problem based Learning…. Q- Why Smart school is introduced - To enhance the efficiency and effectiveness of the education system by using ICT. - As a tool for teaching & learning, as the subject and subject component.
- 3. - - To help students to achieve overall balance development, integrate knowledge, skills, values & correct use of languages. - - Enhance the knowledge, skill &attitudes appropriate for success in the formation age. - - Offer multidisciplinary and continuous learning.
- 4. What is the role of the Ministry of Education in the implementation of Smart Schools? Financial. • spend a total of RM1.8 million ICT equipment and facilities. •`computers, printers, servers, projectors and networking Variety of courseware. •involving four subjects, namely Malay, English, Science and Mathematics What kind of support that Ministry of Education (MOE) give to Smart School?
- 5. ICT skills training to individuals involved in Smart School. School administrators, teachers, support staff and personnel at various levels of the District Education Office, the State Education Department, and parts of the MOE has appointed Smart School pilot project team. to supervise, monitor and implement the Smart School Project of the Ministry.
- 6. ICT skills training to individuals involved in Smart School. School administrators, teachers, support staff and personnel at various levels of the District Education Office, the State Education Department, and parts of the MOE has appointed Smart School pilot project team. to supervise, monitor and implement the Smart School Project of the Ministry.