smart school
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This document discusses the Malaysian Smart School, which aims to implement technology-based teaching and learning to prepare students for the information age. It outlines some key challenges for Smart Schools, including the heavy investment needed for electronic facilities and maintenance, negative attitudes from some senior teachers, lack of technological infrastructure and materials in rural areas, and insufficient technical support staff. The document also notes differences between Smart Schools and daily schools, such as Smart Schools being more interesting with digital devices and using more effective digital materials like smart boards instead of traditional print textbooks.
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This document discusses the issues and challenges of integrating information and communication technology (ICT) into teaching and learning in Malaysian schools. It identifies several key challenges: 1) A widening gap between urban and rural students due to rural students having less exposure to ICT. 2) A lack of teacher skills in using ICT which slows down lessons. 3) Potential misuse of computer labs and free internet access by teachers and students for non-educational purposes. 4) Insufficient technology infrastructure in schools for effective integration of ICT. 5) Insufficient financial resources, particularly for rural schools, to support the variety of costs associated with integrating ICT. The document concludes by emphasizing the need to encourage ICT skills development for
Assignment 1
Educational technology has evolved over the decades from early uses of radio in schools in the 1920s to modern tools like word processors, websites, and e-learning. It offers benefits like easy access to course materials, increased student motivation, and opportunities for differentiated instruction. However, critics point to potential downsides such as a lack of proper training, limited access to technology resources, and the additional time required for educational technology integration.
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The document discusses the advantages of using information and communication technologies (ICT) in education. It states that most European countries are increasing the use of technologies in schools to motivate students and help them with research. Teachers believe ICT resources can be helpful, but some countries face economic issues acquiring electronic devices and internet access, forcing teachers to rely on traditional methods. When implemented effectively, ICT can help develop students' analytical reading, writing, and grammar skills while promoting independent and active learning.
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The document discusses challenges in integrating information and communication technology (ICT) into teaching and learning in Malaysian schools, identifying issues such as inadequate teacher training, a lack of access to technology for students at home, and insufficient facilities and time for hands-on learning using ICT resources in schools. It proposes that the government and teachers should improve ICT infrastructure in schools, provide more training for teachers on using educational technologies, and employ multimedia tools to make lessons more engaging for students.
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The document discusses the challenging implementation of information and communication technology (ICT) in smart schools in Malaysia. It identifies six main challenges: (1) lack of technological infrastructure and teaching materials such as limited internet connection and shortage of computers; (2) underutilization of existing smart school hardware, software, and courseware; (3) lack of democratization in education where students have no choice in their education; (4) lack of training for teachers in ICT; (5) negative attitudes of experienced teachers towards ICT; and (6) time constraints where using computers is time consuming for both students and teachers.
Smart school-system-issue-and-challenges
This document discusses the challenges of implementing information and communication technology (ICT) in smart schools in Malaysia. It identifies three main issues: (1) lack of proper technological infrastructure and teaching materials in schools, (2) lack of experienced and skilled teachers in using ICT, and (3) problems engaging passive and slow learning students. To address these issues, the document recommends improving infrastructure, training teachers, and making lessons more creative and engaging for students. The conclusion states that overcoming these challenges is necessary for smart schools to have a bright future in Malaysia's education system.
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1) The study examined ICT competence and challenges to ICT usage among academic staff in universities in Cross Rivers State, Nigeria. It found that the majority of academic staff funded their own ICT training and rated their competence as low.
2) Most academic staff possessed laptops but accessed the internet mainly at public cyber cafes. Major challenges to ICT usage included inadequate funding for training, lack of ICT facilities, and excessive workload.
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ict and constructivism
The document discusses ICT (information and communication technologies) and constructivism in education in Tanzania. ICT includes computers, the internet, broadcasting technologies, and telephony. Constructivism views learning as a process where individuals construct meaning based on prior knowledge and experience. The document outlines three types of ICT used in education - interactive whiteboards, mobile phones, and video conferencing. It explains how ICT and constructivism can generate new ways of teaching and learning, and shift from teacher-centered to learner-centered approaches. However, use of ICT in Tanzania faces challenges like lack of funds, qualified teachers, infrastructure, and outdated curriculum. It recommends the government invest more in ICT and education to
Assessing the impact of Digital Age as a change agent for higher institution ...
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the-ict-facilities-skills-usage-and-the-problems-faced-by-the-students-of-hig...
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Smart school
This document discusses the challenges of implementing information and communication technology (ICT) in smart schools in Malaysia. It identifies three main issues: (1) lack of technological infrastructure and teaching materials in schools, requiring heavy investment; (2) lack of experienced and skilled teachers in using ICT for teaching due to insufficient training; (3) students having problems like being passive or slow learners, getting bored easily. To resolve these issues, the document recommends improving infrastructure, training teachers, and making lessons more engaging for students. The conclusion is that overcoming these challenges through further study is needed for smart schools to have a bright future in Malaysia.
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- 1. SBI 3013: INFORMATION AND COMMUNICATION TECHNOLOGY IN BIOLOGY THE MALAYSIAN SMART SCHOOL
- 2. INTRODUCTION • TECHNOLOGY-BASED TEACHING LEARNING INSTITUTION • SCHOOL MANAGEMENT TO PREPARE CHILDREN FOR INFORMATION AGE. • TOOLS: MOVIES, VIDEO, PHOTOS, SLIDES, ETC
- 3. CHALLENGES & ISSUES HEAVY INVESTMENT ON FACILITIES o GOVERNMENT NEED TO SPEND A LOT FOR ELECTRONIC FACILITIES AND NEW BOOKS o COST AND MAINTENANSE FEES FOR THE FACILITIES ARE HIGH NEGATIVE ATTITUDE OF SENIOR TEACHER o BLENDED WITH TRADITIONAL METHOD AND DIFFICULT TO ADAPT INSTRUCTIONAL TCHNOLOGY
- 4. CHALLENGE & ISSUES LACK OF TECHNOLOGICAL INFRASTRUCTURE AND TEACHING MATERIAL IN RURAL SCHOOL AREA o LIMITED INTERNET CONNECTION o SHORTAGE OF COMPUTER LACK OF MANPOWER IN HANDLING THE TECHNICAL PROBLEM o INSUFFICIENT TECHNICIANS
- 5. CHALLENGE & ISSUES AWARENESS OF SOCIETY o THEY FEEL SMART SCHOOL ARE SAME WITH NORMAL SCHOOL o DOES NOT KNOW MUCH OF SMART SCHOOL o MANY PEOPLE HAD NOTION THAT SMART SCHOOL WAS A SCHOOL FOR SMART STUDENTS ONLY
- 6. DIFFERENCES BETWEEN SMART SCHOOL AND DAILY SCHOOL • MORE INTERESTING WITH DIGITAL DEVICE • USING MORE EFFECTIVE MATERIALS AND TECHOLOGY SUCH AS SMART BOARD, EDUCATIONAL TV AND DIGITAL TEXTBOOKS INSTEAD OF TRADITIONAL PRINT TEXTBOOK • LIGHTEN THE BACKPACKS
- 7. THANK YOU • LIST OF MEMBER • 1. NUR SYAFIDAH BINTI JOHAN D20162076163 • 2. NURSYAKIKA BINTI HASAN D20162076164 • 3. AZILAH BINTI HASAN D20162076165