ICT in Science Education : Critical Analysis Noor Aini Abdul Majid ( M200820000095)

SMART SCHOOL: A TRUE INSIGHT

The Smart School project was implemented in 1999 starting with 87 pilot schools. It was
a project created to prepare the society for the knowledge-based economy by the year 2020.
By then, the workforce must be ICT literate and capable of exploiting the technology to create
new economic opportunities as the world is now in the Information Age. Besides, it is also
parallel with the sixth challenge of Vision 2020 which aims for scientific and progressive society
that contribute to the world’s scientific and technological civilization and not just technology
consumers. The aim of the project is to create a new schooling culture that is creative using
Information and Communication technology (ICT) as an enabler in the teaching and learning
processes. As opposed to the traditional educational system which concentrates on memory-
based learning, the smart system is said to stimulate thinking and caring in all students which
caters to individual abilities and learning styles on the basis that everybody can learn if taught.
However, as it always will be for any new program that is launched, there will always be a few
hiccups at the initial stages involving all parties involved. This article focuses on the challenges
in the implementation of the Smart School concept.

The Smart School Concept

When it was first introduced, many had the notion that Smart Schools are all about using
100% technology where everything must be done using computers and all other multimedia
gadgets. However, according to The Smart School Roadmap produced by the Multimedia
Development Corporation, Smart School is not just about ICT intervention in teaching and
learning but it involves a radical transformation to the education system by reviewing the
curriculum and pedagogy, enhancing the roles of teachers, administrators, parents and the
community, and empowering the students to become more responsible for their own learning by
practising self-accessed, self-directed and self-paced learning (Abdullah, A.: 2006). Therefore,
it is correct to say that ICT is merely a catalyst in realizing the project by which the teaching and
learning process will be easier, more fun and effective. ICT is also critical in making
communication and management among the stakeholders more efficient. Having all the ICT
tools, the young are exposed to the ICT world at a much earlier stage in life which will then
increase their anticipation of knowledge and at the same time making them more technology
savvy.

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ICT in Science Education : Critical Analysis Noor Aini Abdul Majid ( M200820000095)

On the whole, The Smart School project has five major goals in achieving its target,
which are:

i) To provide holistic individual development i.e. intellectually, physically, emotionally

and

spiritually;

ii) Provide opportunities to enhance individual strengths and abilities;

iii) Produce a thinking and technology-literate workforce;

iv) Democratise education; and

v) Increase participation of stakeholders

When the concept was first introduced, the Malaysian Smart Schools are supposed to portray
the following characteristics:

• A philosophy that says that all students can learn if taught with high expectations for all
students
• A broad curriculum that is meaningful and caters to the different capabilities and needs
of all students
• A school climate that is conducive to learning
• An on-going assessment that supports good instruction
• Strong and professional principals and teachers
• A high level of parent and community involvement and support

The 87 pilot schools throughout Malaysia comprise of three levels of facilities, namely
level A (Full Classroom Model) smart school technology specification and the rest were existing
secondary schools (41 fully residential schools and 40 day schools) that were provided with
level B (Laboratory Model) and one school with level B+ (Limited Classroom Model) technology
specifications. These pilot schools will then become the ‘mentor’ for other schools which are still
in the process of becoming ‘smart’, as the target is, by 2010, all 10000 of Malaysia’s primary
and secondary school will be Smart schools. Of course, the difference in the facilities leads to
different challenges faced by the school involved.

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ICT in Science Education : Critical Analysis Noor Aini Abdul Majid ( M200820000095)

Although there were no major difficulties reported, one of the most common problem
with schools provided with Level B ICT lab found the facilities inadequate hence difficult to share
between the classes. This is prominent to the day schools in which some of the classes might
reach over 40 students. The sharing create passive learners amongst the members of the group
and this is a drawback to the aim of Smart School into creating active learners that are aware of
their own responsibilities. Dividing the students into smaller groups to work on certain activities
also did not cater to individual needs as to apply the multiple intelligences theory in their
teaching and learning. Nevertheless, as the amenities are upgraded, it is quite definite that
‘smart’ learning style can attract the young as it is interesting and creative.

With reference to the report by the Power Rangers team of MoE/TSS on infrastructure
constraints, breakdowns and maintenance problems with the servers are frequent. These
problems were reported not addressed effectively due to the lack of dedicated and skillful
manpower to assist in such tasks. Since the technology itself was then problematic, it somehow
demotivate the teaching staff since it takes away their precious time in class.

Subsequently, each of the Smart School is provided with the Smart School Integrated
Solution (SSIS) which include the following :

• Coursewares and related print materials of Bahasa Melayu, English Language, Science
and Mathematics for Teaching and Learning purposes.
• The Smart School Management System (SSMS) for the administration tasks such as
school governance, student affairs management, educational resources management,
financial and technology management and other IT and non-IT necessities.

The teachers from the Pilot School project (one for each subject) were sent for trainings of these
systems at selected Teachers Training Colleges. They will then conduct in-house trainings for
the rest of the colleagues to ensure that all teachers involved are capable of using the system
as well as to ensure they can teach the ‘smart’ way. Yet, not all teachers attended the in-service
course and the trainings are not repeated for the new and just transferred teachers causing
them not able to practice the ‘smart’ teaching. It is obvious that more training is required to get
them comfortable with using ICT in general. Moreover, many of them have heavy teaching load
and feel ‘pressured’ to produce straight A’s achievers. Consequently, the tendency was to teach
for the exams rather than the Smart Learning method which took a longer period. This also has

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ICT in Science Education : Critical Analysis Noor Aini Abdul Majid ( M200820000095)

something to do with the monitoring and support by the administration which is lacking made the
teachers less inclined to implement the teaching and learning using the SISS.

It was also found that the Smart School courseware is under-utilised as schools
preferred to use the newer courseware produced to teach Science and Mathematics in English
(PPSMI) by the MoE. This is due to the courseware being designed in Malay Language and can
not be of much use after the new policy is introduced. This is a major loss to the country
because had the money been spent for other beneficial programmes, it would be more fruitful.

STAR : A case study

Of the 87 pilot schools, Sekolah Tuanku Abdul Rahman, Ipoh (STAR) is one of the few 5-
star rating smart school. An interview was conducted with the Senior Principle, Encik
Mohammad Guffri bin Alpiah and the ICT Coordinator , Encik Abdul Rahman bin Rashid to have
a true insight of a Smart School.

MOHAMAD GUFFRI BIN ALPIAH, AMP, PPT ICT Coordinator Encik Abdul
Rahman and a
Senior Principle, Sekolah Tuanku Abdul Rahman school technician.

Unlike the abovementioned schools with Level B ICT lab, STAR being a well-
established fully residential school has all it has as a Smart School in terms of its infrastructures.
There are sufficient computers and multimedia tools to be used by the teachers and students.
The school’s computer labs are equipped with flat-screened computers, indicating updated
technologies. An Access Centre is also provided for students’ use after school hours. There is a
special group of students in charge of this centre which is called the Smart Brigade. This group
is responsible for the bookings and monitoring of the access centre and other related activities

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ICT in Science Education : Critical Analysis Noor Aini Abdul Majid ( M200820000095)

involving the use of this room. The contribution of the Smart Brigade is recognized just like the
prefects and the librarians.

Access centre/ Operation room for Smart Brigade Students’

Computer lab

During the interview, Encik Mohamad Guffri stated that the major challenge of
implementing the Smart School concept in STAR is the human capital. The aforementioned
human capital includes the administration and teaching staffs. Some of the teachers, especially
the seniors are not willing to keep updated with using technology in doing their work. This is
understandable to a certain extent that the teachers are so used to the traditional way of
teaching that they find the ‘smart’ teaching troublesome.

The SMSS is not fully utilized as well because there were too many systems to be
implemented at once. There were other systems from other divisions and departments that had to be
installed and used, and schools especially the teachers found these demands overwhelming. One
good example will be about the Daily Lesson Plan which must be written in the ‘Record Book’
manually according to the Perak State Education Department (JPN) but required otherwise by the
SISS. This is also true for assessments in which different party has different system to do the same
thing that is to record the marks. This redundant works add up to the clerical work of the teachers
which is way too burdening. It is suggested then that there should be only one system that is
accepted and utilized by all parties. The SISS courseware is reported to be under utilized here as
well because according to the teachers, the questions provided are too easy/not challenging that it
does not really test the students’ understandings.

Other than that, STAR being an established Mentor Smart School seemed to have
everything running smoothly. As for the students, both the principle and coordinator agreed that the
students love the ‘smart’ teaching concept as it is more interesting. In class, students are guided to

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ICT in Science Education : Critical Analysis Noor Aini Abdul Majid ( M200820000095)

explore the courseware and internet for certain parts of the lesson and the teachers integrate the
use of technology to accommodate for the multiple intelligences especially visual-spatial. This
captures the students’ attention hence make learning more meaningful. A positive feedback on the
Smart Brigade, the group is found to be very effective although under minimum supervision. This
signifies that the smart school concept is able to create students that are more responsible towards
given tasks and therefore themselves.

Smart School documents Smart School rating

In conclusion, the Smart School concept is very relevant to us as the Information Age
society. However, the implementation has its own obstacles to deal with. Lessons should be
learned from the Pilot Project’s problem for its betterment. If the ICT divide is bridged, ICT
trainings are continuous, and various stakeholders are committed to play their role effectively, it
is inevitable that all schools will be smart to fulfill Vision 2020.

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ICT in Science Education : Critical Analysis Noor Aini Abdul Majid ( M200820000095)

References

Multimedia development Corporation, 2005, The Smart School Roadmap 2005-2020

: An Educational Odyssey,www.msc.com.my/smartschool/downloads/roadmap.pdf

Smart School Project Team ( Government of Malaysia), 1997, The Malaysian Smart
School : An MSC Flagship Application,
www.msc.com.my/smartschool/downloads/blueprint.pdf

Abdullah, A.T.S, 2006, Deconstructing Secondary Education : The Malaysian Smart

School Initiative, www.seameo-
innotech.org/ic06/download/Azian%20Abdullah%20-%20full%20paper.doc

Case Study of SchoolNet Operations,

www2.unescobkk.org/education/ict/resources/JFIT/schoolnet/case_studies/
Malaysia_SN.doc