Smart school ict
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This document discusses Malaysia's Smart School program. The objectives are to encourage higher-level thinking, produce well-rounded students, and improve students' skills using the latest technology. The program introduces technology infrastructure, teaching materials, an evaluation system, and a school management system. It aims to increase student motivation and ICT skills while reducing gaps between urban and rural students. The program launched pilot projects in 1999-2002 and then expanded nationwide from 2002-2020. Challenges include a lack of technical support staff, teacher adaptation issues, insufficient courseware, and lack of facilities.
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There were 4 waves of smart school implementation in Malaysia between 1999-2020. Wave 1 from 1999-2002 piloted smart school concepts in 87 schools. Wave 2 from 2002-2005 focused on improving teaching effectiveness and stakeholder buy-in for nationwide rollout. Waves 3 and 4 from 2005-2020 aimed to have 10,000 smart schools by 2010 and make technology an integral part of learning. Key components of a smart school included teaching and learning, management, infrastructure, people skills, processes, and policies. Challenges included needing more teacher ICT training, infrastructure limitations, passive students, ensuring technical expertise, and managing electricity supply for increased usage.
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There were 4 waves of smart school implementation in Malaysia between 1999-2020. Wave 1 from 1999-2002 piloted smart school concepts in 87 schools. Wave 2 from 2002-2005 focused on improving teaching effectiveness and stakeholder buy-in for nationwide rollout. Waves 3 and 4 from 2005-2020 aimed to have 10,000 smart schools by 2010 and make technology an integral part of learning. Key components of a smart school included teaching and learning, management, infrastructure, people skills, processes, and policies. Challenges included needing more teacher ICT training, infrastructure limitations, passive students, ensuring technical expertise, and managing electricity supply for increased usage.
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Information and communication technologies (ICTs) such as radio, television, computers, and the internet can contribute to education in several key ways:
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The document outlines an organizational flow chart and implementation plan for integrating technology at the E. Tinsley Elementary School. Key roles include the Principal ensuring resources for the vision, the Technology Committee leading efforts at the campus level, and teachers being responsible for classroom implementation. An evaluation plan was also proposed to assess the effectiveness of professional development and the action plan through metrics like classroom observations, surveys, and analyzing future STaR Chart campus data.
Issues and Challenges in Integrating ICT in Malaysian School
This document discusses issues and challenges with integrating information and communication technology (ICT) into teaching and learning in Malaysian schools. It outlines various government initiatives to promote ICT use in education, including smart schools, teacher training, and electronic books. However, it also identifies challenges such as financial problems in maintaining ICT infrastructure, lack of ICT skills among some senior teachers, and insufficient infrastructure in some older school buildings. Potential solutions discussed include being prudent with ICT models used, seeking alternative funding, providing more teacher training, and using technologies like satellite Internet and TV where traditional infrastructure is lacking.
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.
Developing Digital Competency Standards (DCS) as a Tool to Measure Students’ ...
- The document discusses Malaysia's efforts to develop students' digital competency through its Smart Schools Initiative. It aims to incorporate ICT into teaching and learning to enhance students' cognitive skills and digital skills.
- A key part of this effort is developing Digital Competency Standards (DCS) to measure students' technology skills, digital citizenship, and cognitive abilities. DCS was piloted at 24 schools and showed most students were "Digital Novices."
- Moving forward, DCS will be implemented nationwide to assess students' digital competency. It will also be enhanced based on pilot findings to better measure the desired skills. The goal is to produce graduates with strong digital skills for Malaysia's digital economy.
Integrating ict-in-school
The document discusses integrating information and communication technologies (ICT) into schools. It describes how electronic books, internet usage through a government website, and computerization programs were used to introduce ICT literacy. The aim was to capitalize on technology through smart schools. However, there were issues like teachers lacking ICT skills, expensive equipment, and limited facilities. The conclusion states that ICT integration in classrooms allows students to engage with a wider range of interactive information during learning.
Ict presentation 2
The document discusses smart schools in Malaysia. It provides background on how Malaysia identified ICT as key to achieving Vision 2020 goals. Smart schools were launched in 1996 to transform education using 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' digital skills, ICT integration supports modern pedagogy and curriculum.
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.
Russia's e learning
The Russia E-Learning Support Project had two phases from 2005-2011 with the goal of improving education quality and workforce outcomes. Phase I from 2005-2008 aimed to develop digital learning resources, improve teacher training in ICT, and establish 200 resource centers. It targeted 7 pilot regions and was funded at $145 million. Phase II from 2009-2011 focused on scaling up the initiatives nationally. Over 60,000 teachers were trained, 1100 distance courses created, and digital learning resources developed in 14 subjects. The project was deemed highly successful in building technical and institutional capacity across Russia's education system.
Tech Presentation 2009 2010 Plans
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ICT in secondary schools in africa: An Exploratory Case Study
PROPOSAL ISATT 2013
Sub division: 21st century learning
Capacity building for ICT integration in secondary schools in Kenya:
An exploratory case study
Jo Tondeur, Don Krug, Mike Bill, Maaike Smulders & Zhu Chang
Introduction and objectives
The demands of the 21st century dictate that learners should be equipped with requisite skills to competently engage and perform in the new information age. These skills commonly referred to as 21st century skills include inter-alia; critical thinking, problem solving, collaboration, creativity and communication (Voogt & Pareja, 2012). When the learning opportunities presented by Information Communication Technology (ICT) are well utilized, they have a great potential to develop 21st century skills (Selwyn, 2007). In view of the above, the Kenyan Ministry of Education expects ICT to be widely deployed for teaching and learning in primary and secondary schools across Kenya (see Quality Education and Training for Vision 2030). However, a simple placement of hardware and/or software will not make ICT integration naturally follow (Earle, 2002). One of the key failures of many past programs in Africa – and the rest of the world - was that schools were provided with equipment but with little or no support for teachers’ professional development, national and local ICT policies, and/or community involvement (Agyei & Voogt, 2011).
Clearly, the primary factor that influences the effectiveness of learning is not the availability of ICT, but the capacity to integrate of ICT in the different subject areas, the scope of the current study. This study investigates a professional development program that provides not only support to equip secondary schools in Kenya with ICT. The VVOB program was designed from a school improvement point of view to support the process of capacity building for ICT integration in the curriculum. It built upon teachers’ existing practices and facilities their reflection of an inquiry into these practices (see Lim, Tondeur, Nastiti, & Paragan, 2010). The school would be a collaborative community to create engaging content that would be shared and assessed (cf. Arntzen & Krug, 2011). We aim to gain insight into whether and how this program affects secondary school teachers and practices regarding the educational use of ICT.
Method
A case study was conducted in four pilot schools - with no previous ICT investments - to examine the process of capacity building for ICT-integration in the context of secondary education in Kenya. Based on a mixed method research approach, this study aims to critically evaluate the prospects and challenges through the lens of stakeholders at the different aggregation levels: policy makers (macro level), district managers, principals, and ICT coordinators (school level), and teachers and pupils at the micro level.
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.
ICT integration
This document discusses guidelines for integrating information and communication technology (ICT) into teaching and learning through teacher training courses. It outlines eight skills developed through ICT integration, such as critical thinking and problem solving. It then lists various ICT training courses provided by Microsoft and Intel, covering topics like project-based learning, assessment, and collaboration. The document describes five levels of teacher development with ICT and maps an ICT integration certificate to the UNESCO technology literacy framework. It promotes SchoolNet membership as a professional learning community for educators.
How Ministry of Education in Malaysia support smart school
This document discusses how the Ministry of Education in Malaysia supports the Smart School concept. It outlines several key actions taken between 2005-2020 including gathering stakeholders to create policy, establishing management teams, and incrementally decentralizing the system. It also details the infrastructure and technologies provided, such as establishing internet networks in schools, equipping schools with ICT devices, and developing educational software applications. Support structures are created to handle ICT issues through a ticketing system and multiple levels of technical support.
Leading e-Learning Adoption in Schools: Human and Technological Structures an...
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Issues and challenges in Teaching and Learning ICT
This document discusses issues and challenges in teaching and learning with information and communication technologies (ICT) in Malaysia. It outlines roles of ICT in education such as restructuring education systems and enhancing teaching methods. Key challenges identified include the high costs of implementing ICT, lack of teacher ICT skills training, and barriers both intrinsic and extrinsic to teachers integrating ICT. The document argues that with proper support and training, ICT can help achieve education goals by creating a new open learning environment and improving access for students in rural areas.
Jep 0
The International Institute for Science, Technology and Education (IISTE) , International Journals Call for papaers: http://www.iiste.org/Journals
assignment 2-smart school
This document discusses Malaysia's Smart School program. It began as a pilot program in 1996 and by 2010 aimed to convert all 9,000 Malaysian schools. A Smart School has a broad, open curriculum supported by innovative teaching methods using technology. It assesses students holistically and supports lifelong learning. While technology enables new approaches, overcoming challenges like changing mindsets, funding, and technical issues remains important to the program's success.
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Smart school ict
- 1. SMART SCHOOL IN MALAYSIA NAMA NO MATRIK MOHD HAFIZ BIN SALLEH D20101037433 MUHAMMAD AZRIN BIN AZMAN D20101037531 MUHAMMAD AFIQ SYAHMI BIN PUAD D20101037534
- 2. OBJECTIVE encourage the students involved in a higher level of thinking and operating efficiency of the latest technology produce students who are perfect in all respects, and not a purely intellectual aspect. improve the skills and capabilities of students is democratic education among students increase parent involvement in this project
- 3. SEKOLAH BESTARI ( CONCEPT) Teaching and Learning Materials Evaluation Technology System Infrastructure Concept of School Requests System Management For Integration System Proposals
- 4. SMART SCHOOL (IMPACT OF THE SMART SCHOOL PROGRAM) Increase motivation, interest in learning and involvement in teaching and learning (p & p) ICT Acculturation also been increased Basic ICT skills were successfully controlled Internet has successfully mastered by students Percentage of teachers using ICT in teaching and learning improvements Increase the gap between city student and village student Update with the latest information and technology
- 5. SMART SCHOOL PROGRESS Post-Pilot Consolidate and stabilise (2010- • SSIS (2002-2005) • Extending digital 2020) • SSMS • PPSMI transformation to • Technology • SSTI all • School becomes an computerisation intergral part of • SchoolNet the nation’s The Pilot Making all school learning process smart schools (1999-2002) (2005-2010)
- 7. CHALLENGES AND ISSUES Lack of technical stuff Teacher’s Adaptation problems problems Courseware Lack of problems facilities