PBL:ICT in Malaysias

Education
How far are the initiatives and
programs by MOE successful in
transforming teachers to adopt ICT?

Group Members:
1. Nurul Huda binti Kasim (M20161000677)
2. Salsabila binti Muzakhir (M 20151000719)
3. Fasihah binti Ibrahim (M21051000718)
4. Afaf Masaud Elsaieh (M20161000982)
INTRODUCTIO
N
Since the Smart School initiative was launched in July 1997 as one of
the seven (7) flagships of the MSC Malaysia, there has been much
accomplishment in integrating ICT in education, and this began with
piloting the 88 Smart Schools.

The 88 Smart Schools were given the role to act as the nucleus for
the reference of Smart School concepts, materials, skills and
technologies developed by the MOE.

In April 2006, the National IT Council chaired by the Prime Minister

endorsed MOEs proposal that MDeC undertakes a systematic
transformation of the selected 88 Smart Schools into model
schools. This included promoting best practices in technology-
enabled teaching, learning and school management.
EXPLORING THE EXTENT OF ICT ADOPTION
AMONG SECONDARY SCHOOL TEACHERS IN
MALAYSIA, (Lau & Sim, 2008)
INTRODUCTION
Since year 2003, a wide range of ICT such as laptop, LCD
projectors, trolley with speaker and UBS system, as well as
software like power point, flash and interactive courseware have
been used to support teaching and learning of Mathematics and
Science throughout schools in Malaysia

In some schools, extra effort has been made to provide additional

facilities like computer laboratories, wireless internet connection
and local area network to assist teachers in their teaching and
professional tasks.

Under the national budget, RM5 billion has been allocated for the
year 2002-2008, to provide training, launching grants, and
educational aids to schools nationwide for smooth implementation
of the policy.
(Lau & Sim, 2008)
INTRODUCTION
Specifically, Mathematics and Science teachers, together with
English language teachers have been given laptop computer, and
teaching courseware to assist them in teaching and professional
tasks.

Classrooms are equipped with LCD projector, screen, and trolley

with speakers and an UPS system.

In addition, a launching grant of RM5000 to RM15000 was given to

each school to acquire additional reference resources.

With such an increased emphasis on ICT, and a large investment in

its infrastructure, teachers are expected to be competent and
effective in adopting it.

(Lau & Sim, 2008)

RESULTS
Respondents were reported to make frequent use of ICT, either
daily or weekly for teaching and instructional support (75%) and
classroom management activities (49%). Respondents however,
reported less frequently use of ICT for communication with peers
(26%), and for personal development (12%).

ICT application most frequently used either on daily or weekly

basis, higher ratings were given to teaching courseware (73%),
presentation tools (43%), internet browsing (53%), and
spreadsheets (32%) for graphical visualizing tools (24%),
hypermedia/multimedia (22%), simulation programmes (14%) and
online demos (7%).

(Lau & Sim, 2008)

 Malaysias Experience in Training
Teachers to Use ICT
A case study on the issues that have been experienced in Malaysia in training
teachers to utilize information and communication technologies (ICT)
effectively to improve learning outcomes

In 1997, the Smart School initiative was launched as one of the flagship
applications of the Multimedia Super Corridor, under the management of the
Multimedia Development Corporation (formerly MDC,now MDeC).

The Smart School concept came out of a brainstorming session held at the
Ministry of Education.

Officials from the MDeC, the Ministry of Education and industry representatives
produced a Conceptual Blueprint of Smart Schools, then appointed Telekom
Smart School Sdn Bhd (TSS), a consortium of seven Malaysian companies and
three multinational companies, in a project management role.

(Abdul Kader, 2007)

 Malaysias Experience in Training
Teachers to Use ICT (cont)
The Telekom Smart School and its consortium members developed the
components of the Smart School Integrated Solution (SSIS).

This comprehensive approach to integrating ICT into education

encompasses five main elements:

Teaching-Learning Materials. Materials include 1,494 items of

courseware and printed matter for four subject areas: Bahasa Melayu
(Malay language), English, Science, and Mathematics.

Smart School Management System (SSMS). This is software for

managing and administering student enrolment, educational resources,
school finances, human resources, external resources, facilities,
technology, and hostel facilities.

(Abdul Kader ,2007)

 Malaysias Experience in Training
Teachers to Use ICT
Technology Infrastructure.

The infrastructure provided to schools included hardware, software and other

equipment.

Systems Integration.

to ensure integration between the various components and processes of the SSIS,
between the Smart School System and other flagship applications, and to ensure
data integrity and security.

Support Services.

include Help Desk services, maintenance and support. The Help Desk is located at
the Educational Technology Division of the Ministry of Education.

The SSIS was implemented in the 87 pilot schools at a cost of about

RM300 million (USD78 million).
(Abdul Kader ,2007)
 Malaysias Experience in Training
Teachers to Use ICT
CHALLENGES IN IMPLEMENTING SSIS

Lack of Internet connectivity is a particular challenge in rural school

A common misconception among teachers as a replacement for

pedagogy.
Thus, the teacher merely projects the courseware on the screen and the
students use the courseware without any guidelines or teacher supervision

(Abdul Kader ,2007)

MOE Initiatives in Responses to Teachers feedback on Challenges Using ICT in Lessons and Learning

Ministry provides schools in remote areas with special training

programmes and provides teachers with notebook computers and with
CD-ROMs containing teaching materials.
the Ministry has launched special schemes for the schools and communities
which are located on remote islands and in mountainous districts

ICT in Education professional development programme

MOE offers training course as follows: competence in the use of relevant
technologies; competence to apply these technologies appropriately to
teaching; competence in the development of resource materials and content
for teaching; and competence in working collaboratively to improve the
quality of ICT-enriched resources.

(Bismillah ,2007)
MOE Initiatives in Responses to Teachers feedback on Challenges Using ICT in Lessons and Learning

Malaysian Grid for Learning (MyGfL)

The MyGfL Formal Learning is a portal managed by the Malaysian Government through the Ministry
of Education (MOE) offers all schools in Malaysia a one-stop gateway to useful educational resources
from Malaysia and other countries.

Assessment of the SSIS

The study also found that a high percentage (83 percent) of teachers were ICT literate. Furthermore,
around 90 percent of teachers were using the computer laboratory for lessons and preparation of
materials and most teachers (73 percent) found their productivity improved by using ICT facilities.
The report noted, however, that there was a need to establish a minimum ICT competency level for
teachers, particularly in terms of competency in the innovative and creative use of ICT in teaching.
The report recommended further provision of training in teaching methods and recommended that
the teacher training curriculum should incorporate competence in the use of specif ic ICT tools,
competence in integrating ICT into subject teaching, and competence in utilizing ICT for planning,
preparing, teaching, assessing and evaluating lessons.
The report also recommended updating courseware to incorporate changes in the curriculum and in
technology. The report noted that there was a need to implement the Smart School initiative in a
more defined, structured and balanced manner

(Abdul Kader ,2007)

 Effectiveness of ICT Integration in Malaysian
Schools: A Quantitative Analysis
By:Ghavifekr Simin and Ibrahim Mohammed Sani (2015)

ICT has been included as one of the main elements in transform

shift in the latest Malaysian Education Blueprint (2013-2025) as the
national education that focuses on quality education for the future
development.

This blueprint provides the plan for the sustainable educational

transformation of the Malaysia education system until 2025.

This document also includes the plan to raise the role of ICT in the
whole education system.

A study has done to identify the effectiveness of ICT integration for

teachers and students in teaching and learning process in public
secondary schools.
Findings:
Most teachers agreed that all ICT tools provided for their school go to waste due to teachers
lack of knowledge and skills in using it.

Sometimes, ICT facilities are completely provided but little access to ICT prevents teachers
from using it in teaching .

Some teachers feel the urge and motivation to use ICT in teaching but there is lack of support
from the school top management that hinders and discourages them from using ICT.

Teachers are not given the freedom; they need to design their own teaching with the help they
received from ICT.

Some schools are not provided with at least computer laboratory in which students will get the
chance to integrate the use of ICT in their learning process.

Technical supports are not at par if teachers faced with difficulties as well as training and
professional development are less provided for teachers about ICT use in teaching

ICT facilities provided in school are not well functioning and in not a good condition as it is not
being used by teachers

Finally, the worst finding shows that teachers are not given enough time to learn and to be
comfortable with the use of ICT in teaching

(Simin & Sani, 2015)

REFERENCES
Abdul Kader, B. K. (2007). Malaysias Experience in Training
Teachers to Use ICT. ICT in Teacher Education - Case Studies from
the Asia-Pacific Region, 1022. Retrieved from http://
www.unescobkk.org/fileadmin/user_upload/ict/e
books/Teacher_Education_Case_Studies/ICT_in_Teacher_Education.p
df

Lau, B. T., & Sim, C. H. (2008). Exploring the Extent of Ict Adoption
among Secondary School Teachers in Malaysia. International Journal
of Computing and ICT Research, 2(2), 1936.

Simin, G., & Sani, I. M. (2015). Effectiveness of ICT Integration in

Malaysian Schools: A Quantitative Analysis. International Research
Journal for Quality in Education, 2(8), 112.
MALAYSIAN TEACHERS LEVELS OF ICT INTEGRATION
AND ITS PERCEIVED IMPACT ON TEACHING AND
LEARNING
Irfan Naufal Umar and Amat Sazali Abu Hassan / Procedia - Social and
Behavioral Sciences 197 ( 2015 ) 2015 2021
Introductio
n
According to Mazni (2002), the global challenges of education in
exploring and applying ICT through effective approaches have led
the teachers and students to recognize and subsequently apply
them to suit the desired field.

The Ministry of Education believes that the use of ICT in teaching

and learning in schools as well as in managing educational
institutions and administrative sectors are the prerequisites for
making Malaysia a high-income countries (Ministry of Education,
2012).
Introduction (cont)
The Malaysian government through its Ministry of Education has
allocated substantial funds for ICT use in schools. Some of the
investment was channeled directly by the government through ICT
initiatives such as Smart Schools, MySchootNet Project, School Access
Centre, Eduweb and 1BestariNet.

One of the aims of ICT use in education is to prepare school students with
the appropriate ICT skills which are very much needed in this 21 st century
education. In addition, ICT is hoped to reduce the workload of teachers in
the planning and delivery of their teaching and learning activities.

For example, with the abundance of educational resources available from

the Internet, teachers can use these resources to enrich their teaching
activities and students learning.
Research Method: Two-Dimensional Model
(also known as Pedagogy * Technology
Model)
A Two-Dimensional Model (also known as Pedagogy * Technology
Model) by Lin, Wang and Lin (2010) was used as a guide to assess
the teachers level of ICT integration in their classrooms.

This two-dimensional model is used to identify the pedagogy and

their level of technology that the teachers use. In this study, the
measurement of the levels of ICT integration are grouped into four
levels (Level 0 - Level 3) depending on the frequency of ICT
integration (Table 1). The levels of integration will be classified into
two categories, namely (a) pre-integration and (b) integration.
Research Questions

1. What are the teachers levels of ICT integration in their

classroom?
2. What are the teachers perceptions on the impact of
ICT integration on teaching ?
3. What are the teachers perception on the impact of ICT
integration on students learning?
Research
Methodology
The population for this research was school teachers throughout Malaysia. A stratified
random sampling was applied to select the sample for this study. Firstly, the
administrative zones of all the states in Malaysia were identified to attempt fairness in
selecting the schools according to the number of schools located in each zone.

The identified zones are Northern Zone; Eastern Zone; Southern Zone; Central Zone
and East Malaysia. The schools were randomly selected from each zone according to
their locations (either rural or urban). From the random stratified sampling, a total of
212 secondary schools and 154 primary schools have been selected, in which 20
teachers from each school were selected as the participants in this study. Hence, a
total of 7,320 primary and secondary school teachers have been identified.

A questionnaire on teachers ICT skills, ICT integration, and its effects on teaching and
learning was used in this study. The original questionnaire consists of five sections
involving 54 items. However, to answer the above research questions, a total of 26
items from four sections were used. The details of each section were summarized in
Research Methodology (cont)
Table 2. The -values of at least 0.6 indicate that the items are
reliable (Chua, 2006).
Results and
Discussion
The result indicates that majority of the teachers agree that the use of ICT has improved their
teaching practice in classrooms (item 4b with 63.2% agree and 20.4% strongly agree).
However, 60% of the respondents agree (48.3% agree and 10.9% strongly agree) that they do
not have time to use ICT in schools (item 4a). More time is needed in preparing ICT in the
classroom, especially if the ICT tools are stored in a place away from the classroom.

Based on the findings by Zaidatun Tasir and Lim (2007), teachers are afraid that they might
not be able to complete the syllabus if they frequently use ICT in their classroom.

Also, the respondents have mixed reaction on the impact of in-service ICT trainings on their
professional and career development. In specific, 29.0% of them agree that the in-service
trainings (provided either by the State Education Department, the Ministry of Education or
other outside agencies) do not meet their professional and career expectations, while 32.1%
disagree and 28.3% are unsure about this statement.

However, 42.0% of the respondents disagree with the statement that the in-house-trainings
conducted in their schools do not meet the needs of their career development. In other words,
they perceived that the in-house-trainings are important for their career development.
Results and Discussion (cont)
Majority of the teachers (88.76%) agree that the integration of ICT
in teaching and learning activities has brought positive impact on
their students learning (item 5a). They also agree that their
students exhibited high level of independence while using the
computer (58.10% agree and 11.57% strongly agree).

The respondents also would not mind if their students know more
about ICT than the teachers themselves (30.85% strongly disagree
and 42.58% disagree on the statement I am not comfortable if my
students know more about ICT than me).
Conclusio
n
The rapid changing of ICT has brought a substantial impact on the
country's education system. It has also provides a new challenge
for teachers to deliver their instruction.

Therefore with the growing demand of 21st century education ,

teachers should integrate ICT in their teaching and learning
activities. Unfortunately, the results from this study indicated that
the teachers level of ICT integration is still at the low level,
although in general they admitted that ICT positively affects their
teaching practice and their students learning.
 Refference
s
Lin, M.C, Wang, P.Y & Lin, I.C (2010). Pedagogy * Technology: A two-dimensional
model for teachers ICT integration. British Journal of Educational Technology,
43(1), 97 108

Mazni Buyong (2002). Digitalization : Making some sense of convergence in

Malaysia. United Nations Online Network in Public Administration and Finance.
Retrieved from:
http://unpan1.un.org/intradoc/groups/public/documents/APCITY/UNPAN005831.
pdf

Ministry of Education (2012). Education Development Blueprint 2013-2025.

Kuala Lumpur: Ministry of Education

Zaidatun Tasir & Lim, B. Y. (2011). Level of knowledge, attitude and problems of
computer usage among teachers in secondary schools in Alor Gajah. Journal of
Social Science,3, 83 103.
Click icon to add picture