Challenges in Implementation of Smart School in Malaysia
Challenges in Implementation of Smart School in Malaysia
Challenges in Implementation of Smart School in Malaysia
SCIENCE
(SSI3013)
Kumpulan A
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CONTENT
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1.0 INTRODUCTION
The definition of 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 is rooted in the two-
pronged objectives of the flagship, which are to jumpstart the MSC towards the building a
knowledge-based economy, contributing to the growth of the ICT industry and creating a pool of
talent resulting in high-value job creation. Next, prepare the citizens for the information age
through an innovative education delivery process. This is because Smart School is not just about
ICT intervention in teaching and learning. Therefore, the Smart Schools initiative is one of the
seven flagship applications are part of Malaysia’s Multimedia Super Corridor (MSC) project. So,
the Government of Malaysia aims to capitalize on the presence of leading-edge technologies and
the rapid development of the MSC’s infrastructure to enable the uses of technologies to school.
Other than that, in the Information Age, a Smart School will evolve over time continuously
developing its professional staff, education resources and its administrative capabilities to adapt
into changing condition while continuing to prepare student life. The curriculum process will
help student achieve overall balanced development and integrate knowledge, skills, values, and
correct use of language.
In Malaysia, smart schools are learning institutions that are reconstructed to fit the
globally evolving world of information and technology. These learning institutions are designed
in terms of teaching and learning practice and school management in order to prepare children
for the life in this Information Age. Based on the purpose of smart school to prepare the children
for the Information Age, smart school is provided with all the technology needed extending from
the school level up to national level. Smart school is equipped with technology that can facilitate
teaching and learning process such as multimedia and assists the school management. These are
among the technology that provided in smart school:
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The Smart School initiative has five main goals which focus on the need to develop a
skilled work force for the Information Age and to promote the goals of the National Philosophy
of Education. Firstly, is to produce a thinking and technology-literate workforce. Next, to
provide all-round development of the individual which are intellectual, physical, spiritual and
emotional. Emotional and spiritual are one of the subpoint for the goals of smart school that instil
moral and religious values that causes emphasize adaptability, team-player characteristics,
emotional balance and emotional intelligence. Moreover, communication skill is also important
for student that more effective oral and written communication in Malay and English as a second
languages. It is also enhances multiple interpersonal skill and networking. Thirdly, provide
opportunities to enhance individual strengths and abilities. Lastly, increase participation of
stakeholders and democratize education.
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2. Lack of Infrastructure and Support Materials
Expanding computer literacy education be an important agenda in line with the
national ICT policy in the 21st century. The era of information technology requires
educational systems and institutions to formulate the ultimate goal of school education in
shaping young computer literate and skilled. An important challenge of education in
secondary schools is to provide computer facilities for all students. This means that the
computer facilities are not limited to certain groups of people but involves the entire
student regardless of economic status, social, ethnic, and so on. Sophistication of the ICT
facilities available in secondary schools at this time is not uniform. Some are put
computers in the classroom, some of which put all the computers in the lab. There are
those who owns a connection to the Internet, some are not. Teachers who use the
guidance contained in this document shall first determine the level of ICT infrastructure
capacity available in their schools before planning any learning activities using ICT. This
is to ensure that the activities carried out yielded the optimum fit with the learning
objectives. As a guide, are included under this matrix shows the relationships between the
level of technology and learning.
Challenges of the present and future in the education sector is the provision of a complete
computer infrastructure for the teaching and learning methods. However, the provision of
Internet access alone does not guarantee effective teaching learning on-line. Attitude of
teachers and students on the use of technology must be considered to ensure its
effectiveness as a method of teaching.
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and trained teachers in the field of ICT and digital should be provided to assist students
and school mission and vision to build a community of IT and digital society.
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6. Limited time
Smart school implementation face the challenge in time consumption, where the
task need to be done with the presence of the technologies that need to be prepare and
require much time. These include the time needed to locate Internet device, prepare
lessons, explore and practice using the technology, deal with technical problems, and
receive adequate training. Teachers faced lack of time when they have to plan technology
lessons, explore different Internet sites or look at various aspects of educational software.
Apart from that, lack of time can affects the teachers working ability to complete the
tasks.
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3.0 CONCLUSION
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4.0 REFERENCES
Hassan Mirzajani, M. D. (2016). Smart Schools an Innovation in Education: Malaysian's Experience. Asian
Journal of Education and Training, 11-15.
Simin Ghavifekr, T. K. (n.d.). Teaching and Learning with ICT Tools:Issues and Challenges from Teachers'
Perceptions. Malaysian Online Journal of Educational Technology, 38-57.
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