Malaysia- Ict And School Linkages

ICT AND SCHOOL LINKAGES by Dr. SALBIAH BINTI ISMAIL Director Educational Technology Division Ministry of Education, Malaysia

Abstract The utilisation and application of ICT in the Malaysian education is a key factor in producing a new breed of knowledge workers for the Information Age. ICT provides support to learning, teaching, administrative and management processes within the education system. This paper reviews the policy and development of ICT in Malaysian education. The Ministry of Education Malaysia has formulated three main policies in education: ICT provided to all students as an enabler to reduce the digital gap between schools, ICT in education as a teaching and learning tool, as part of a subject and as a subject by itself, and using ICT to increase productivity, efficiency and effectiveness of the management system. This paper also discusses some school linkages in Malaysia, i.e. connecting classrooms with neighbouring schools and across the globe via participation in virtual field trips, one-to-one e-learning experiences and school-community projects. The learning process is enhanced significantly by ICT, enabling increased access to knowledge and promoting collaborative and interactive learning techniques at primary and secondary levels. Through the sharing of resources and expertise using ICT, teachers and students develop ICT competencies and skills in effectively dealing with information overload, and in the process promote the enculturation of ICT usage in schools.

Dr. Salbiah Ismail, Educational Technology Division, Ministry of Education ([email protected])

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ICT AND SCHOOL LINKAGES by Dr. SALBIAH BINTI ISMAIL Director Educational Technology Division Ministry of Education, Malaysia

“More pertinent to education, networking supports the formation of new learning communities that transcend traditional classroom boundaries. For example, distributed groups

of

students

and

teachers

can

engage

in

knowledge-building activities through communication and information exchange. In this way, we might think of information as bricks, and constructed buildings as the resulting knowledge.” Recker (1997)

Introduction To prepare the nation’s youth for the challenges of the Information Age, ICT literacy is emphasised in the Malaysian education system to develop learning skills

such

as

critical

thinking,

analysis

communication, and problem-solving.

of

information,

effective

Multiple Intelligences thinking,

essential for personalised learning, is incorporated into the school curriculum to enable students understand concepts and ideas.

Technology plays a

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significant role in developing these intelligences. Personal, social, knowledge acquisition, scientific, generic, mathematical, environmental, creative and ICT skills are integrated across the curriculum. The Ministry of Education Malaysia has formulated a national ICT policy in education, and a master plan to implement policies, with sufficient allocation of budget to ensure effectiveness. Malaysia’s school curriculum has been revised to ensure that ICT becomes integrated nationwide. This can be seen in the delivery of education becoming increasingly online, and the wide access to the Internet and connectivity to facilitate e-learning. To promote professional development, in-service and pre-service training courses for educators, administrators, school heads and teachers to develop computer literacy are conducted regularly by various Divisions in the Ministry to support the teaching and learning process, teachers’ skills in online learning and developing websites, and active involvement in electronic discussions, teleconferencing and telecollaboration. Using ICT in schools enhances the teaching and learning process, and this can lead to positive changes in the following areas: •

students’ performances;

•

school management and school administration;

•

increase in student-teacher engagement;

•

enthusiasm and motivation;

•

student-centred learning, improvement in students’ higher-order thinking skills and behaviour;

•

better communication within and between schools;

•

improvement in the ability to use emerging technologies; and

•

improved home-school links.

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Malaysia’s ICT Policy and Development in Education The Ministry of Education sees ICT as a tool to revolutionise learning, produce richer curricula, enhance pedagogies, which, in turn, leads to more effective organisational structures in schools, produces stronger links between schools and society, and empowers learners. The Ministry of Education has formulated three main policies for ICT in education. The first policy deals with the provision of ICT to all students as an enabler to reduce the digital gap between schools. Major ICT in Education initiatives are carried out to enable all schools to have greater and more effective access to the Internet. One such initiative is provision of access to the Internet through the Ministry’s SchoolNet. All schools in Malaysia are connected to the Internet through the SchoolNet.

Another initiative is the

provision of greater access to the Internet in school by providing Access Centres in schools. These Access Centres are run along the lines of cybercafes in that they allow students as well as teachers additional contact time with the Internet after school hours. Schools are also encouraged to incorporate computer lessons as part of the school curriculum. The second policy emphasises the role and function of ICT in education as a teaching and learning tool, as part of a subject and as a subject by itself in order to make lessons more interesting, relevant and meaningful, bring the world into the classroom and improve information literacy. The third policy emphasises the use of ICT to automate and mechanise work processes in order to increase productivity, efficiency and effectiveness of the management system. The Malaysian government has included the implementation of ICT in its Ninth Malaysia Plan (2006 – 2010) through sufficient ICT equipment to all educational institutions, roll-out of ICT curriculum and assessment, integration of ICT in teaching and learning, upgrading of ICT knowledge and skills, use of ICT in educational management, and the upgrading of maintenance and management of ICT equipment.

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The ‘Making Schools Smart’ Programme, a holistic on-going programme that leverages on all major ICT initiatives is being implemented by the Ministry of Education in the 10,000 schools across the country to promote the culture of ICT usage in education to improve the quality and effectiveness of teaching and learning and school management.

School Linkages An effective school is no longer a stand-alone school. Schools must look beyond their fences in order to exploit the vastness and richness of resources outside the school. Increasingly, schools have become “connected” or “linked” to the outside world. ICT is used to enhance the learning process in the classroom and, in particular, on interactive teaching and learning in which students and teachers collaborate with those of other schools. If teachers are convinced of the value of collaborative work to themselves and their students, and constantly attempt this within their own classrooms, it is likely that their students will have the skills to collaborate with students in other schools. Collaboration with students from other schools increases students’ range of contacts, provide opportunities to make new friends and improve their communication skills. Collaboration via video-conferencing, for instance, develops students’ oral skills. Collegial interaction within and between schools using ICT facilitates the sharing of resources, expertise and advice among teachers. Such school linkages may be in the form of involvement in activities that can be both entertaining and educational, such as virtual field trips, projects involving the school and the local community, and one-to-one e-learning.

ICT in Teaching and Learning Schools need to work towards increasing the use of ICT in education. ICT has the potential to be an effective teaching and learning tool. The use of ICT provides greater efficiency throughout the school, increase in communication

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channels through email, discussion groups and chat rooms, and a motivational influence on students learning. Students’ learning experiences and learning outcomes can be improved by the use of ICT. Students and teachers also develop new strategies and ways of thinking in response to new experiences and the lifting of existing constraints. In order to make the best use of ICT and to develop personal competencies in ICT, teachers need to know how to identify appropriate contexts for its use. They also need to be able to judge when and how and even whether to use it. In a project conducted by a team from Newcastle University and Durham University, the following were outlined as factors that teachers need to take into account in order to harness ICT effectively in the classroom: •

clear identification of how to use ICT to meet specific objectives within subjects of the curriculum to improve students’ attainment;

•

ensuring that students have adequate ICT skills to achieve those subject specific objectives;

•

a planned match of pedagogy with the identified purpose of ICT activities and learning outcomes;

•

finding appropriate starting points for development for particular teachers in accordance with their teaching styles and approaches;

•

adequate access to, and intensity of use of, the necessary equipment by students and teachers; and

•

effective technical back-up and support to overcome any difficulties encountered and the provision of adequate resources.

To strengthen their teaching, teachers therefore need considerable support and adequate training both in learning to use technology and in thinking through how to integrate its use into the day-to-day work of the class. This provides opportunities for development in ways in which they themselves feel appropriate. It is helpful for teachers to have knowledge of ways in which ICT

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can improve student understanding when planning learning sequences, and guidance on what is available and how and when it might be used. Good communication among teachers can be fostered and instilled when everyone has the confidence to use the network and exploit it as fully as possible. Teachers may even willingly participate in extra classes, sometimes at their own expense. Situations where only some teachers are heavily involved and consequently highly experienced in ICT initiatives, while others play no part, should be avoided. Teachers should not be daunted if they cannot keep up with latest developments in ICT. What is more valuable is their ability to explore particular technological innovations, though few, very thoroughly and use them well to enhance teaching and learning in the classroom.

Using ICT Resources Resources selected by teachers should be relevant, should support students in their work, be appropriate to the literacy skills of the users, are readily available and can assist students to acquire skills necessary to the learning they are undertaking. Resources, however, should only be provided if they are accessible by students and those resources support them in learning, like finding out, taking action, assessing of understanding, and so on. By using ICT resources, ideas and concepts can be illustrated using animation, video, sound and hyperlinks, so information is not static or linear. Students can explore a range of resources focusing on the ideas that are most relevant for their learning needs and even produce and publish resources for use by other students. This gives their work a real purpose and audience. Digital resources, many available free of charge, can be adapted and modified to suit the learning needs of students. Teachers can contribute ideas and expertise in creating quality resources and leveraging those resources for others to use.

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Teachers should be familiar with the resources, particularly software or websites, before students use them. Teachers should support students in accessing the resources needed in looking for information, for instance by indicating to them favourite websites and directions to sub-webs of useful websites. Students should also be guided in their selection of resources and be taught search skills and information literacy skills to assist them in easily finding and selecting appropriate resources. No matter the type of resources they are using, these skills are just as applicable to print-based resources as they are to digital or electronic resources. Personalised learning plans and resources are increasingly being explored and used in the teaching and learning environment. A team from the National Institute for Community Innovations in the United States is conducting a WebBased “Personalised Learning Plan” pilot in K-12 schools, pre-service teacher education programs and local agencies. Using the online Personal Learning Plan, the student controls the planning and action as well as access to their work. Via an email alert, students can also invite teachers, parents, peers, mentors and relevant advisors to post comments and feedback on their assignments, and upon completion, share them with the public.

Malaysia’s Experience in School Linkages Case Study 1: Virtual Field Trips Virtual field trips provide opportunities for new discovery in the classroom. Just like regular field trips, virtual field trips may simply be a photo tour of a famous place, or even extremely detailed and high-tech interactive field trips using video and audio segments. Virtual field trips can also be created prior to students’ actual trips, where teachers prepare students for a particular adventure and also focus on particular points of interest. Another form of virtual field trip is the one that is created after the actual trip. Concepts taught in this type of trip can be reinforced by doing a "scrapbook" of the trip. Students experience the adventure of a field trip, even though the

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only trip they make is a virtual visit to a destination via the web. Videos, graphics, sounds, and other special effects are often used to make students feel that they are actually visiting the location. A primary school in Malaysia participated in a virtual field trip to Karamea, New Zealand in 2005 to learn about the Blue Duck, a protected species. The virtual field trip was meant to help the students learn Science in a more relevant and authentic context. The trip included the following items: •

A Diary – completed by the virtual teacher everyday. Still images were included to explain aspects of the trip. The participating class also received emails summarising the daily activities, all of which were accessed over the Internet.

•

An Audio Conference – an opportunity for the students to formulate questions based on their understanding of the background information provided before the field trip Schedule – a schedule of the main activities, location and audio conferencing topics, as well as the times these topics can be accessed Questions – sent before the start of the Field Trip. All participating classes were given copies of the questions before the audio conferencing commenced Summary – this was sent by the class and displayed on the website, and consisted of activities that helped strengthen the main concepts discussed during the audio conferencing Streaming – the audio conferencing was conducted using audio conferencing POLYCOM/speaker phones and audiostreaming over the Internet (accessed by clicking on a hyperlink in the website). Archive – all audio conferencing sessions were made available after the activity, by accessing the archived version in the website.

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•

Photo Gallery – all images taken during the Field Trip were made available by password-enabled searches

•

Panorama – panoramic images over the website gave a wider perspective to the Field Trip location

•

Video – a complete list of short video recordings that were recorded help give insight into the places that were virtually visited, the individuals who were interviewed, and the topics that were discussed.

Each video

recording was accompanied by captions. •

Web Board - the web board served as the place for sending additional questions to be answered by the virtual teacher or some expert in the field.

•

Ambassadors - Soft toys were a popular component of the Field Trip experience. The soft toys accompanied the teacher conducting the actual Field Trip in New Zealand, and they were, therefore, able to see, hear, feel and smell everything that the students in Malaysia were not able to. Every ambassador had a website and an email address.

•

Competition – Every Field Trip had a series of competitions and quizzes.

Case Study 2: 1:1 eLearning In 2007, Intel Malaysia and the Ministry of Education jointly spearheaded an ICT for Education initiative that was intended to equip schools with 21st century classrooms for 21st century students. The first phase of this ICT initiative was a 1:1 eLearning model implemented in 2007 with Intel’s donation of Classmate PCs to ten public schools nationwide. All the students in one selected classroom in each of these ten schools were given a Classmate PC or CMPC. Preliminary studies show that learning is more collaborative and connected with the outside world. The CMPCs provide students and teachers the freedom to access information and resources anytime, anywhere, beyond textbooks and the classroom.

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The second phase of the project is expected to begin in the year 2008. This phase will involve the provision of CMPCs to the majority of the students in one selected school.

Case Study 3: Oracle Think.com Think.com is defined as a “software environment for schools that is accessed from the Internet.” It offers a secure environment, available to schools and educators. Access to think.com is through a personal login and password, thus it is only for accepted members. The project is funded by the Oracle Corporation and aims to help students develop 21st Century skills such as technological skills, communication skills critical thinking, cross-cultural understanding, and self direction. A smart partnership arrangement between the Ministry of Education Malaysia and the Oracle Education Foundation enabled the participation of selected IT Coordinators from schools in Malaysia in a teacher professional development programme called the 21st Century Learning Institute. The 21st Century Virtual Training Programme is an online training period that provides a baseline understanding of 21st century skills and project learning. In this virtual training, teachers used two different systems to complete each lesson, that is, Oracle iLearning to access all curricular materials including lessons, practices and additional resources, and Think.com to complete the practice activities associated with the lessons. The In-Class Training Programme provided the opportunity for teachers to network with their peers in person and develop a 21st century learning project using Think.com that they will facilitate for their students upon returning to school. Teachers will have the support of project learning experts and their peers and have 90 days to complete their projects.

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Conclusion Creating awareness of what happens in schools can facilitate the integration of ICT in education and promote successful partnerships between schools and the community. School-community partnerships have the potential to make significant contributions to the economic and social well-being of communities. Communities and schools that work together and share the belief that education is the responsibility of the whole community will experience benefits that extend far beyond producing a well-educated group of young people. Integration of ICT in teaching and learning will yield numerous benefits. Students need to develop the skills that will enable them to benefit from new opportunities offered by ICT. ICT can also be used to support teachers who lack adequate skills and content knowledge, thus contributing to improving the quality of learning. The enculturation of ICT in Malaysian schools will contribute greatly in the nurturing future Malaysians that are information-literate individuals having the ability to find, select, evaluate, and use information effectively to solve problems and make decisions on their own. ICT enhances the quality of teaching and learning in schools and contributes to the raising of standards of achievement in education. To achieve and sustain quality education, various projects have been implemented by Divisions and departments within the Ministry of Education to encourage ICT use among Malaysian students and teachers. The Ministry also collaborates with different organisations both local and international in ICT-related projects. Through smart partnerships and strategic alliances between the Ministry of Education Malaysia and local international organizations, Malaysian schools are not only provided with professional expertise and advise on technological strategies, but are also assured a continuous flow of ideas and practices that can be used to enhance teaching and learning and school administrative processes.

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“…the

skills

thinking,

of

digital-age

effective

literacy,

communication

inventive and

high

productivity (are) necessary for the present and future workforce…and (should) be incorporated into current subjects and curriculum. David Thornburg (2002)

References http://www.extension.iastate.edu/communities/news/ComCon63.html, Retrieved March 3, 2008 http://www.think.com/en/training/what.shtml, Retrieved March 3, 2008 Thornburg, David D. (2002). The New Basics: Education and the Future of Work in the Telematic Age. Association for Supervision and Curriculum Development, Alexandria, Virginia. Ways Forward with ICT: Effective Pedagogy using Information and Communications Technology for Literacy and Numeracy in Primary Schools, http://www.leeds.ac.uk/educol/documents/00001369.htm, Retrieved 3 March 2008

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