The Challenging Implementation of ICT in Smart school
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The document discusses the challenges of implementing information and communication technology (ICT) in smart schools in Malaysia. Some of the key challenges identified include lack of budget to maintain equipment, insufficient technical support staff, experienced teachers not being interested in using ICT, server problems and inconsistent internet access, poor maintenance of ICT facilities due to financial constraints, and time constraints for teachers and students. The document also provides background on what a smart school is and some of the advantages of ICT implementation in schools, such as access to online resources and improved academic performance and communication.
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Smart School
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
1. The document discusses the challenges of implementing information and communication technology (ICT) in Malaysian smart schools. It identifies several key challenges, including a lack of technological infrastructure and teaching materials, underutilization of smart school hardware/software/courseware, lack of teacher training, and lack of democratization in education.
2. A major challenge is the lack of infrastructure like internet access and computer labs in rural areas, limiting students' ability to participate fully in smart school programs. Training for teachers on ICT skills is also lacking.
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
Smart School
(1) Smart School is a learning institution that has been reformed to prepare students for the Information Age through innovative teaching practices and school management integrated with information and communication technology (ICT).
(2) Teachers in Smart Schools receive ICT training on software, programming languages, and integrating technology into their lessons.
(3) The Malaysian government allocated RM1 billion to provide laptops to students through the Universal Service Provision fund in order to reduce the digital divide and contribute to social and economic development through improved ICT usage.
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Smart school
The document discusses smart school implementation in Malaysia. It begins with an introduction describing smart schools as technology-based institutions that prepare students for the digital age. ICT plays an important role in smart school classrooms and administration. The objectives of smart schools in Malaysia are to develop students holistically and provide opportunities for students to improve strengths and abilities through fun, interactive learning experiences. The document then discusses challenges of smart school implementation including poor ICT skills, disparities between urban and rural schools, and passive student attitudes. It also describes how teachers can handle home-based learning (PdPR) during the COVID-19 pandemic through educational applications, platforms, DidikTV, and social media.
content analysis PBL
This document discusses issues and challenges with integrating information and communication technology (ICT) into teaching and learning in Malaysian schools. It notes that ICT has become an important part of education but integrating it faces problems. The key issues are effectiveness of ICT, its inability to interact personally, and over-reliance on visuals hindering manual skills. Major challenges include lack of ICT access in remote schools, distracting designs, repetition boring students, slow replacement of equipment, and insufficient training for senior teachers.
Content Analysis PBL Powerpoint Presentation
This document discusses issues and challenges with integrating information and communication technology (ICT) into teaching and learning in Malaysian schools. It notes that ICT has become an important part of education but integrating it faces problems. Specifically, it identifies issues like ensuring ICT's effectiveness and computers' inability to interact personally. Challenges include lack of ICT access in remote schools, distracting designs in presentations, boredom from repetitive aids, slow replacement of equipment, and insufficient skills and motivation among senior teachers.
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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.
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Smart School
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
1. The document discusses the challenges of implementing information and communication technology (ICT) in Malaysian smart schools. It identifies several key challenges, including a lack of technological infrastructure and teaching materials, underutilization of smart school hardware/software/courseware, lack of teacher training, and lack of democratization in education.
2. A major challenge is the lack of infrastructure like internet access and computer labs in rural areas, limiting students' ability to participate fully in smart school programs. Training for teachers on ICT skills is also lacking.
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
Smart School
(1) Smart School is a learning institution that has been reformed to prepare students for the Information Age through innovative teaching practices and school management integrated with information and communication technology (ICT).
(2) Teachers in Smart Schools receive ICT training on software, programming languages, and integrating technology into their lessons.
(3) The Malaysian government allocated RM1 billion to provide laptops to students through the Universal Service Provision fund in order to reduce the digital divide and contribute to social and economic development through improved ICT usage.
Edtech 2 final
This document provides an overview of the Educational Technology 2 course. It discusses how the course focuses on integrating technology into teaching and learning by introducing, supplementing, and extending knowledge and skills. The course objectives are listed, including learning to use and evaluate educational resources, acquainting students with IT theories, and indicating higher-level thinking among students. Examples of how technology can be integrated into instruction are given, such as using audio/visuals. The document also discusses 21st century students and teachers, and how technology has changed education and made it more accessible, collaborative, and paced according to individuals.
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The document discusses smart school implementation in Malaysia. It begins with an introduction describing smart schools as technology-based institutions that prepare students for the digital age. ICT plays an important role in smart school classrooms and administration. The objectives of smart schools in Malaysia are to develop students holistically and provide opportunities for students to improve strengths and abilities through fun, interactive learning experiences. The document then discusses challenges of smart school implementation including poor ICT skills, disparities between urban and rural schools, and passive student attitudes. It also describes how teachers can handle home-based learning (PdPR) during the COVID-19 pandemic through educational applications, platforms, DidikTV, and social media.
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This document discusses issues and challenges with integrating information and communication technology (ICT) into teaching and learning in Malaysian schools. It notes that ICT has become an important part of education but integrating it faces problems. The key issues are effectiveness of ICT, its inability to interact personally, and over-reliance on visuals hindering manual skills. Major challenges include lack of ICT access in remote schools, distracting designs, repetition boring students, slow replacement of equipment, and insufficient training for senior teachers.
Content Analysis PBL Powerpoint Presentation
This document discusses issues and challenges with integrating information and communication technology (ICT) into teaching and learning in Malaysian schools. It notes that ICT has become an important part of education but integrating it faces problems. Specifically, it identifies issues like ensuring ICT's effectiveness and computers' inability to interact personally. Challenges include lack of ICT access in remote schools, distracting designs in presentations, boredom from repetitive aids, slow replacement of equipment, and insufficient skills and motivation among senior teachers.
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
This document contains information about smart schools and home-based teaching and learning (PdPr) in Malaysia during the pandemic. It lists 5 students and their student IDs. It defines a smart school and PdPr. The objectives of smart schools are to develop students physically, mentally, emotionally and spiritually. The challenges of implementing smart schools in rural Malaysia include poor ICT skills, limited equipment, and passive student attitudes. Ways to handle PdPr include using applications for live classes and assignments, educational TV channels, and social media platforms. The conclusion is that smart schools and technology use for PdPr are good initiatives but parents must monitor children's technology use.
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Smart school is an educational approach that involving the information of technology in curriculum where teacher as a guided and involving the actively participate from the student. Smart school was introduced for the first time in Malaysia at 1996 with a focus on preparing students to enter the information age. The curriculum is designed to help student to achieve a balance development by leveraging the technology knowledge and resources use in any situation. The element in this curriculum will enable the education system to achieve the goals of National Philosophy of Education.
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.
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This document discusses issues and challenges with integrating information and communication technology (ICT) into teaching and learning in Malaysia. It outlines the Malaysian Smart School Project which aims to systematically reinvent teaching practices and school management to prepare students for the Information Age. The main goals of the project are to democratize education, produce critical thinkers, provide well-rounded student development, increase stakeholder participation, and cultivate lifelong learning based on ICT skills. The document also discusses advantages and disadvantages of using ICT tools for education, and strategies to address challenges like the need for infrastructure upgrades, teacher training, and technical support.
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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.
Report challenges of building smart school in malaysia
This document discusses the challenges of implementing smart schools in Malaysia. It outlines several key challenges, including a lack of technological infrastructure in some schools, limited ICT equipment, teachers requiring more training to effectively integrate technology, and students sometimes being passive learners. Additionally, time constraints, heavy academic pressures, and low awareness among some parents and community members can hamper smart school goals. While the smart school policy aims to prepare students for the digital age, ongoing improvements are still needed to help address the challenges faced in fully realizing the vision.
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The Malaysian Smart School project aims to prepare students for the information age and build a knowledge-based economy. It seeks to produce a technology-savvy and innovative workforce, bridge the digital divide, and cultivate lifelong learning through ICT. By 2010, all 10,000 Malaysian primary and secondary schools were intended to become Smart Schools by systematically reinventing teaching practices and school management through ICT. The initiative focuses on developing well-rounded, critical thinkers and providing equitable educational opportunities for all.
Malaysian smart school
The document discusses the smart school initiative in Malaysia which aims to transform schools into learning institutions that effectively prepare students for the information age. It provides background on the conceptualization of Malaysian smart schools and their key components including curriculum, pedagogy, and assessment practices that promote 21st century skills. Technology is identified as a crucial enabler in realizing the smart school vision, with its integration supporting innovative teaching methods and the management of school resources.
Smart school pdf
The document discusses challenges in implementing information and communication technology (ICT) in Malaysian smart schools. Key challenges include lack of technological infrastructure and teaching materials, especially in rural schools; lack of experienced teachers skilled in using ICT; and problems engaging students in the new learning approaches of smart schools. To address these issues, the document recommends increasing funding to improve infrastructure and teacher training, as well as better preparing students mentally and physically for changes in learning with ICT.
SMART SCHOOL
This document discusses the challenges of implementing smart schools in Malaysia. It begins with defining smart schools as learning institutions that have been reformed to prepare students for the digital age using technologies like multimedia. The goals of smart schools are outlined as developing well-rounded individuals, nurturing strengths, creating a tech-savvy workforce, increasing education access, and encouraging stakeholder participation. Some challenges are resistance from senior teachers accustomed to traditional methods, lack of infrastructure in rural schools, insufficient technical support staff, unwilling parents, and students wanting spoon-fed learning instead of discovery. Overcoming these obstacles requires commitment from the Ministry of Education to provide resources, training teachers, gaining parent cooperation, and adapting student expectations.
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To make the best use of information technology, educational institutions need a workable plan to fully integrate it into all aspects of the curriculum so students are taught how, why, and when to use technology. How technology is utilized in the curriculum and managed by teachers will have an important role to play in widening the resource and knowledge base for all students.
Previously, the use of ICT was limited to private sector education only but it is no longer restricted to private sector education owing to the government efforts. The Government of Bangladesh in an effort to harness the power of ICT formulated its National ICT Policy in year 2002. To implement its policies, the government of Bangladesh has sought the help of UNDP and USAID to use its access to information (a2i) program for the development of the education sector. Access to information (a2i) program aims to make teaching and learning more effective and enjoyable for both students and teachers using ICTs. The most remarkable transformation was empowerment of teachers who were trained to create multimedia content independently, rather than depending on curriculum and multimedia experts. The government soon sought a2i’s support to design a USD 40 million educational transformation program to establish MMCs in over 23,000 secondary schools, madrassas and junior colleges and train nearly 70,000 teachers by 2014.
To better understand how information systems are used in educational institutes, three cases were analyzed. In Adamjee Cantonment College, almost all the aspects of the college are currently under single information system software that ensures all the aspects of the college is going as per schedule. The college makes apt use of biometric identification, communication through text messages and intends to make us of OMR reader, E-payment service and attendance management systems. In the e-learning site Shikkok.com, online tutorials are provided to facilitate free online education and high-quality courses in Bengali language to rural and disadvantaged students in Bangladesh and India. Onnorokom Pathshala, another case considered, is trying to come up with an android app to cater to the mobile internet market. So far they are providing their services through their Youtube channel.
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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 discusses computer-aided education in rural India. It notes that computing knowledge is important for human development. Schools in India follow traditional pedagogy, with beliefs in cognitive enhancement. Studies found that schools with actively involved teachers saw greater student impact from computer-aided learning (CAL) programs. It was also found that training existing teachers and encouraging students, parents, and guardians helped. The document concludes that implementing CAL and information and communication technology has socio-economic impacts and supports children's holistic development.
Smart school initiatives
The Multimedia Super Corridor program was initiated in 1996 to transform Malaysia into a modern state by 2020. As part of this initiative, the Smart School Flagship Application is a collaborative effort between the Ministry of Education and the Multimedia Development Corporation to implement smart school practices using information and communication technologies. Some challenges to the smart school initiative include teachers not being ready to change their teaching mindsets, passive students who prefer traditional learning methods, lack of parental and community involvement, and limitations of infrastructure and network access.
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This document discusses challenges and solutions related to integrating information and communication technology (ICT) into education in Malaysia. It notes that maintaining and upgrading ICT equipment is costly, creating problems for rural schools. It also notes a gap in ICT access and opportunities between urban and rural students. While ICT plays an important role, teachers' expertise varies and overreliance on ICT can reduce interaction. Proposed solutions include fundraising and improving infrastructure to expand access, while addressing why previous smart school initiatives failed to achieve their goals of universal ICT access.
Pro and con in smart school1
1) In 1996, Malaysia identified ICT as key to transitioning to a knowledge-based economy by 2020 and launched the Smart School initiative as part of this transition.
2) The Smart School initiative aimed to equip 90 pilot schools with advanced technologies by 1999 and transition all primary and secondary schools to the Smart School model by 2020.
3) The Smart School model relies heavily on ICT applications and aims to utilize Malaysia's Multimedia Super Corridor infrastructure to bring enabling technologies into schools.
Forum ict
The document discusses some of the issues and challenges with integrating information and communication technology (ICT) into teaching and learning in Malaysian schools. It notes that while ICT integration can help develop students' innovative and creative skills, many teachers do not utilize ICT facilities in their classrooms. Some reasons cited include lack of basic ICT skills among senior teachers and heavy workloads that leave little time for teachers to learn new technologies. A second issue is unequal access to ICT - facilities are more common in urban versus rural schools. This can disadvantage students and teachers in rural areas. To ensure successful ICT implementation, the educational department needs to address these problems and challenges to improve the system for the future.
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.
Smart School Slide Presentation
(1) Smart School is a learning institution that has been reformed to prepare students for the Information Age through innovative teaching practices and school management integrated with information and communication technology (ICT).
(2) Teachers in Smart Schools receive ICT training on software, programming languages, and integrating technology into their lessons.
(3) The Malaysian government allocated RM1 billion to provide laptops to students through the Universal Service Provision fund in order to reduce the digital divide and contribute to social and economic development.
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.
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This document contains information about smart schools and home-based teaching and learning (PdPr) in Malaysia during the pandemic. It lists 5 students and their student IDs. It defines a smart school and PdPr. The objectives of smart schools are to develop students physically, mentally, emotionally and spiritually. The challenges of implementing smart schools in rural Malaysia include poor ICT skills, limited equipment, and passive student attitudes. Ways to handle PdPr include using applications for live classes and assignments, educational TV channels, and social media platforms. The conclusion is that smart schools and technology use for PdPr are good initiatives but parents must monitor children's technology use.
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Smart school is an educational approach that involving the information of technology in curriculum where teacher as a guided and involving the actively participate from the student. Smart school was introduced for the first time in Malaysia at 1996 with a focus on preparing students to enter the information age. The curriculum is designed to help student to achieve a balance development by leveraging the technology knowledge and resources use in any situation. The element in this curriculum will enable the education system to achieve the goals of National Philosophy of Education.
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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.
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This document discusses issues and challenges with integrating information and communication technology (ICT) into teaching and learning in Malaysia. It outlines the Malaysian Smart School Project which aims to systematically reinvent teaching practices and school management to prepare students for the Information Age. The main goals of the project are to democratize education, produce critical thinkers, provide well-rounded student development, increase stakeholder participation, and cultivate lifelong learning based on ICT skills. The document also discusses advantages and disadvantages of using ICT tools for education, and strategies to address challenges like the need for infrastructure upgrades, teacher training, and technical support.
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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.
Report challenges of building smart school in malaysia
This document discusses the challenges of implementing smart schools in Malaysia. It outlines several key challenges, including a lack of technological infrastructure in some schools, limited ICT equipment, teachers requiring more training to effectively integrate technology, and students sometimes being passive learners. Additionally, time constraints, heavy academic pressures, and low awareness among some parents and community members can hamper smart school goals. While the smart school policy aims to prepare students for the digital age, ongoing improvements are still needed to help address the challenges faced in fully realizing the vision.
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The Malaysian Smart School project aims to prepare students for the information age and build a knowledge-based economy. It seeks to produce a technology-savvy and innovative workforce, bridge the digital divide, and cultivate lifelong learning through ICT. By 2010, all 10,000 Malaysian primary and secondary schools were intended to become Smart Schools by systematically reinventing teaching practices and school management through ICT. The initiative focuses on developing well-rounded, critical thinkers and providing equitable educational opportunities for all.
Malaysian smart school
The document discusses the smart school initiative in Malaysia which aims to transform schools into learning institutions that effectively prepare students for the information age. It provides background on the conceptualization of Malaysian smart schools and their key components including curriculum, pedagogy, and assessment practices that promote 21st century skills. Technology is identified as a crucial enabler in realizing the smart school vision, with its integration supporting innovative teaching methods and the management of school resources.
Smart school pdf
The document discusses challenges in implementing information and communication technology (ICT) in Malaysian smart schools. Key challenges include lack of technological infrastructure and teaching materials, especially in rural schools; lack of experienced teachers skilled in using ICT; and problems engaging students in the new learning approaches of smart schools. To address these issues, the document recommends increasing funding to improve infrastructure and teacher training, as well as better preparing students mentally and physically for changes in learning with ICT.
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This document discusses the challenges of implementing smart schools in Malaysia. It begins with defining smart schools as learning institutions that have been reformed to prepare students for the digital age using technologies like multimedia. The goals of smart schools are outlined as developing well-rounded individuals, nurturing strengths, creating a tech-savvy workforce, increasing education access, and encouraging stakeholder participation. Some challenges are resistance from senior teachers accustomed to traditional methods, lack of infrastructure in rural schools, insufficient technical support staff, unwilling parents, and students wanting spoon-fed learning instead of discovery. Overcoming these obstacles requires commitment from the Ministry of Education to provide resources, training teachers, gaining parent cooperation, and adapting student expectations.
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To make the best use of information technology, educational institutions need a workable plan to fully integrate it into all aspects of the curriculum so students are taught how, why, and when to use technology. How technology is utilized in the curriculum and managed by teachers will have an important role to play in widening the resource and knowledge base for all students.
Previously, the use of ICT was limited to private sector education only but it is no longer restricted to private sector education owing to the government efforts. The Government of Bangladesh in an effort to harness the power of ICT formulated its National ICT Policy in year 2002. To implement its policies, the government of Bangladesh has sought the help of UNDP and USAID to use its access to information (a2i) program for the development of the education sector. Access to information (a2i) program aims to make teaching and learning more effective and enjoyable for both students and teachers using ICTs. The most remarkable transformation was empowerment of teachers who were trained to create multimedia content independently, rather than depending on curriculum and multimedia experts. The government soon sought a2i’s support to design a USD 40 million educational transformation program to establish MMCs in over 23,000 secondary schools, madrassas and junior colleges and train nearly 70,000 teachers by 2014.
To better understand how information systems are used in educational institutes, three cases were analyzed. In Adamjee Cantonment College, almost all the aspects of the college are currently under single information system software that ensures all the aspects of the college is going as per schedule. The college makes apt use of biometric identification, communication through text messages and intends to make us of OMR reader, E-payment service and attendance management systems. In the e-learning site Shikkok.com, online tutorials are provided to facilitate free online education and high-quality courses in Bengali language to rural and disadvantaged students in Bangladesh and India. Onnorokom Pathshala, another case considered, is trying to come up with an android app to cater to the mobile internet market. So far they are providing their services through their Youtube channel.
EduNxt Testimonials
The document contains testimonials from students and eminent speakers praising the EduNxt online learning platform. Students said EduNxt allows convenient studying anywhere and helps initiate research. Eminent speakers included the CEO of Microsoft who said EduNxt extends educational resources, the Chairman of the University Grants Commission who was happy about EduNxt's launch, and the Chairman of DEC who called EduNxt the way forward for distance education.
Content analysis pbl
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.
Final Comp
This document discusses computer-aided education in rural India. It notes that computing knowledge is important for human development. Schools in India follow traditional pedagogy, with beliefs in cognitive enhancement. Studies found that schools with actively involved teachers saw greater student impact from computer-aided learning (CAL) programs. It was also found that training existing teachers and encouraging students, parents, and guardians helped. The document concludes that implementing CAL and information and communication technology has socio-economic impacts and supports children's holistic development.
Smart school initiatives
The Multimedia Super Corridor program was initiated in 1996 to transform Malaysia into a modern state by 2020. As part of this initiative, the Smart School Flagship Application is a collaborative effort between the Ministry of Education and the Multimedia Development Corporation to implement smart school practices using information and communication technologies. Some challenges to the smart school initiative include teachers not being ready to change their teaching mindsets, passive students who prefer traditional learning methods, lack of parental and community involvement, and limitations of infrastructure and network access.
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This document discusses challenges and solutions related to integrating information and communication technology (ICT) into education in Malaysia. It notes that maintaining and upgrading ICT equipment is costly, creating problems for rural schools. It also notes a gap in ICT access and opportunities between urban and rural students. While ICT plays an important role, teachers' expertise varies and overreliance on ICT can reduce interaction. Proposed solutions include fundraising and improving infrastructure to expand access, while addressing why previous smart school initiatives failed to achieve their goals of universal ICT access.
Pro and con in smart school1
1) In 1996, Malaysia identified ICT as key to transitioning to a knowledge-based economy by 2020 and launched the Smart School initiative as part of this transition.
2) The Smart School initiative aimed to equip 90 pilot schools with advanced technologies by 1999 and transition all primary and secondary schools to the Smart School model by 2020.
3) The Smart School model relies heavily on ICT applications and aims to utilize Malaysia's Multimedia Super Corridor infrastructure to bring enabling technologies into schools.
Forum ict
The document discusses some of the issues and challenges with integrating information and communication technology (ICT) into teaching and learning in Malaysian schools. It notes that while ICT integration can help develop students' innovative and creative skills, many teachers do not utilize ICT facilities in their classrooms. Some reasons cited include lack of basic ICT skills among senior teachers and heavy workloads that leave little time for teachers to learn new technologies. A second issue is unequal access to ICT - facilities are more common in urban versus rural schools. This can disadvantage students and teachers in rural areas. To ensure successful ICT implementation, the educational department needs to address these problems and challenges to improve the system for the future.
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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Similar to The Challenging Implementation of ICT in Smart school
Smart School Slide Presentation
(1) Smart School is a learning institution that has been reformed to prepare students for the Information Age through innovative teaching practices and school management integrated with information and communication technology (ICT).
(2) Teachers in Smart Schools receive ICT training on software, programming languages, and integrating technology into their lessons.
(3) The Malaysian government allocated RM1 billion to provide laptops to students through the Universal Service Provision fund in order to reduce the digital divide and contribute to social and economic development.
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.
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ICT roal in 21st century education and it's challenging
Assignment 1 - Report on Challenges of Smart School
This document provides an overview of the challenges of implementing a smart school in Malaysia. It identifies challenges for schools in providing updated infrastructure and reliable internet access. Teachers face difficulties adapting to technology-based teaching and lack skills to properly utilize ICT tools. They also have to take on technical support roles. Students from rural areas or with learning difficulties have trouble adjusting to new learning methods. Parents lack involvement in planning and many cannot afford technology at home, risking exclusion of their children. Overall, successful smart schools require overcoming infrastructure limitations, extensive teacher training, student support, and parent participation.
Challenges in smart school
The document discusses the challenges of implementing smart schools in Malaysia. Some key challenges include lack of teacher readiness to use technology due to insufficient training, heavy financial investments required for facilities and maintenance, lack of technological infrastructure and resources in rural schools, and easy access issues with shared internet connections at schools. Leadership and top management are also cited as important for ensuring smooth implementation of smart school initiatives, but they are sometimes lacking in taking concrete actions to support teachers. Overall, the document analyzes a variety of technical, financial, educational, and logistical barriers that must be addressed for Malaysia to fully realize its vision of transforming all schools into smart learning environments.
Challenges in smart school
The document discusses the challenges of implementing smart schools in Malaysia. Some key challenges include lack of teacher readiness to use technology due to insufficient training, heavy financial investments required for facilities and maintenance, lack of technological infrastructure and resources in rural schools, and easy access issues with shared internet connections at schools. Leadership and top management are also identified as important for ensuring smooth implementation of smart school initiatives. The document provides background on Malaysia's goals for smart schools and outlines 10 common challenges faced in realizing the smart school vision.
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.
SMART SCHOOL
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.
Anupama commerce online assignment
This document discusses the role of information and communication technology (ICT) in commerce education at the higher secondary level in India. It outlines how ICT can enhance teaching and learning processes by making information more accessible and motivating for students. ICT allows for more flexible delivery of education and learner-centered approaches. When integrated effectively, ICT is shown to improve student engagement, academic performance, and development of skills needed for future careers. Commerce teachers are encouraged to utilize ICT tools like e-learning, internet resources, PowerPoint presentations, and interactive CD-ROMs to support instruction.
Sbi3013 smartschool
The document discusses the challenges of implementing smart schools in Malaysia. Some of the key challenges include the high costs of facilities, equipment, and teacher training. Additionally, it can be difficult to establish smart schools in rural areas due to lack of infrastructure and technological resources. However, smart schools offer improvements over traditional schools such as more engaging teaching methods using multimedia, flexible scheduling, and improved school management systems. While smart schools face challenges, the benefits to students' education make overcoming these challenges worthwhile.
Article 2
This document summarizes a research article about adopting information and communication technologies (ICT) for interactive learning in Malaysian smart schools. The article discusses how ICT infrastructure and multimedia technologies can help improve computer-assisted education and promote awareness of new technologies among students and teachers. The research studied 14 smart schools in Selangor, Malaysia and found that most teachers and students believe ICT and multimedia technologies have improved learning by making it more interactive and engaging. However, continued investment in technology, training, and expanding the number of smart schools is needed to fully benefit from ICT in education.
ICT for Education : Potential and Potency.
This document discusses the potential of using information and communication technologies (ICT) in education. It begins by outlining what ICT consists of and some of the traditional teaching tools used before the 21st century. It then describes how education systems have changed with ICT integration, such as becoming more student-centered and reducing costs. The document outlines effective uses of ICT in education, as well as advantages like enabling learning anywhere and anytime and developing 21st century skills. It also discusses ICT perspectives in Bangladesh and some problems and limitations of using ICT in schools.
Factors affecting school admin choices in adopting ict tools
This study examines factors that influence school administrators' adoption of ICT tools in Malaysian schools. It aims to identify factors that influence administrators' use of ICT tools, the process of selecting hardware and software, and barriers to technology integration. The study finds that willingness of teachers, technical skills, cooperation among teachers, ease and effectiveness of tasks, trust in teachers, and maintenance of hardware influence ICT adoption. Lack of facilities, insufficient time for training due to teaching hours, and unwillingness of some teachers to change are barriers. The study examines the role of administrators in facilitating successful ICT integration through factors like vision, digital culture, professional practices, improvement efforts, and developing responsible digital citizens.
Issues and Challenges in integrating ICT in Malaysian School
This document discusses challenges and issues related to integrating information and communication technology (ICT) into teaching and learning in Malaysian schools. It outlines several government initiatives to promote ICT use such as Smart Schools, electronic books, and notebook computers for students. However, there are ongoing financial, capacity building, and infrastructure challenges. These include the high costs of hardware, software, maintenance and teacher training, as well as insufficient ICT infrastructure and technical support in some schools. Potential solutions center around being prudent with funding, increasing teacher ICT skills through more training, and using technologies like satellite to overcome infrastructure gaps in rural areas.
REVIEW OF THE ROLE OF INFORMATION COMMUNICATION TECHNOLOGIES IN EDUCATION & R...
Information Communication Technologies are constructed energetic deviations in civilization. They are manipulating all facets of life expectancy. The encouragements were fondled additional and more to institutes since ICTs deliver together pupils also tutors with more chance’s trendy adjust learning and teaching to discrete prerequisites society is coercing institutes to suitably respond to that technical modernization. According to Tunio (2002), ICTs reduce the absorption of knowledge, facilitate the acquirement, and offer under-developing countries unprecedented chances to instigate educational organisms. Also, ICTs improve strategy devising and implementation and broaden the assortment of chances for commercial and other arenas.
Delivery of 21st Century Skills: Focusing on the Fundamentals
The document discusses education and technology initiatives in Malaysia. It provides statistics on schools and students in the country, and outlines the Smart School Initiative which aims to incorporate ICT into teaching and learning through developing an e-learning ecosystem, ICT infrastructure, and digital competency skills. It also discusses the Smart School Qualification Standards used to evaluate schools, finding that over 95% of schools meet standards. Moving forward, it identifies challenges around budget, infrastructure, human capital and digital resources, and proposes strategies to address each issue.
online assignment
1. The document discusses the use of information and communication technology (ICT) in education, particularly its integration into the teaching and learning process at higher secondary schools.
2. ICT is changing the roles of teachers and students, with learning becoming more student-centered and both taking on co-learner roles. ICT provides alternative knowledge sources, allowing teachers to focus on enhancing learning.
3. The document outlines several benefits of using ICT in teaching, including motivating students, allowing access to information anytime and from anywhere, facilitating higher-order thinking skills, and enabling greater teacher-student interaction and flexibility.
Smart school project
The document discusses the challenges of implementing a smart school in Malaysia. It notes that transitioning to a smart school model demands heavy investment, requires creating interconnected databases, and necessitates intensive teacher training to adapt to the new environment. It also requires preparing appropriate coursework for younger students and changing training programs for both teachers and students. The Ministry of Education has launched special training programs and provided resources like computers and teaching materials to schools in remote areas to help address these challenges.
Issues and challenges in integrating ICT in teaching and learning
The document discusses Malaysia's efforts to integrate information and communication technology (ICT) into teaching and learning. The Ministry of Education invested significant funding and training to equip teachers and students with ICT skills. Some challenges to integrating ICT in Malaysian schools include inadequate teacher training opportunities and technical support, average computer skill levels among teachers, and lack of internet access for rural students.
Use of ICT in teaching and learning
This document discusses the use of Information and Communication Technologies (ICT) in teaching and learning. It defines ICT as technologies that consist of electronic devices and materials that enable users to employ them for a wide range of educational purposes. The document outlines several benefits of using ICT in education, including motivating students, increasing achievement, and providing access to more resources. However, it also notes some limitations, such as students becoming overly reliant on computers and neglecting other learning materials. Overall, the document argues that if ICT is successfully integrated into education, it can enable wider learning opportunities, but challenges remain in effective implementation.
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Assignment 1 - Report on Challenges of Smart School
Assignment 1 - Report on Challenges of Smart School
Factors affecting school admin choices in adopting ict tools
Factors affecting school admin choices in adopting ict tools
Issues and Challenges in integrating ICT in Malaysian School
Issues and Challenges in integrating ICT in Malaysian School
REVIEW OF THE ROLE OF INFORMATION COMMUNICATION TECHNOLOGIES IN EDUCATION & R...
REVIEW OF THE ROLE OF INFORMATION COMMUNICATION TECHNOLOGIES IN EDUCATION & R...
Delivery of 21st Century Skills: Focusing on the Fundamentals
Delivery of 21st Century Skills: Focusing on the Fundamentals
Issues and challenges in integrating ICT in teaching and learning
Issues and challenges in integrating ICT in teaching and learning
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- 1. THE CHALLENGING IMPLEMENTATION OF ICT IN SMART SCHOOL SBI3013: INFORMATION AND COMMUNICATION TECHNOLOGY IN BIOLOGY Mohamad Azrin Bin Mohamad Kudus (D20152071983) Nur Hidayah Bt Abdul Hamid (D20152071979) Nurulatikah Bt Abdul Khalid (D20152071971)
- 2. WHAT IS SMART SCHOOL? ◦ The Malaysian Smart School is a learning institution that has been systemically reinvented in terms of teaching-learning practices and school management in order to prepare children for the Information Age. ◦ The history of the Smart School Project is rooted in the two- pronged objectives of the flagship, which are to jumpstart the MSC Long Term Project
- 3. ADVANTAGES OF SMART SCHOOL Access to online resource Digital medium for notes Advantageous for the absentees Improve the academic performances Communication Health friendly
- 4. THE CHALLENGES OF ICT FOR SMART SCHOOL CHALLENGES LACK OF BUDGET TO MAINTAIN EQUIPMENT TECHNICAL SUPPORT TEAM IS NOT ENOUGH EXPERINCED TEACHER NOT INTERESTED WITH ICTSERVER PROBLEM & INCONSISTENT INTERNET SERVICE POOR MAINTENANCE OF ICT FACILITIES DUE TO FINANCIAL PROBLEM TIME CONSTRAINT
- 5. •Funding for building multimedia infrastructure. •Teacher training institution LACK OF BUDGET TO MAINTAIN EQUIPMENT •Lack of manpower in handling TECHNICAL SUPPORT TEAM IS NOT ENOUGH •More prefer traditional method •Lack ICT knowledge EXPERIENCED TEACHER NOT INTERESTED WITH ICT
- 6. •Rural area •Short cover range SERVER PROBLEM & INCONSISTENT INTERNET SERVICE •Hardware out of datePOOR MAINTENANCE OF ICT FACILITIES DUE TO FINANCIAL PROBLEM •Assuming that ICT just consume their time (teachers and students) TIME CONSTRAINT