FACULTY OF SCIENCE AND MATHEMATICS

CHEMISTRY DEPARTMENT

ASSIGNMENT

SSI3013 INFORMATION AND TECHNOLOGY IN

SCIENCE

Name & matric no. SALASIAH BINTI MOHAMMAD SAID (D20152072029)

NURLIA BINTI MULIADI (D20152072045)

ZAWANI BINTI MOHAMED (D201520721291

Title Challenge of Smart School in Our Country

Date 19 MARCH 2018

Group A

Lecturer Encik Azmi Bin Ibrahim

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 Contents
Contents Page
1. Introduction 3
2. Teaching And Learning Component In Smart School 3-4
3. Smart School Progress In Malaysia 4
3.1 Wave 1 - The Smart School Pilot (1999-2002) 5
3.2 Wave 2 - The Post-Pilot (2002-2005) 5
3.3 Wave 3 – Making All School Smart (2005-2010) 5
3.4 Wave 4- Consolidate and Stabilize (2010-2020) 5-6

4. Challenges Of Smart Schools

4.1 Teacher 6
4.1.1 Teachers Are Afraid To Make Changes In The Teaching And 6
Learning Process
4.1.2 Lack of Skill 7
4.2 School 7
4.2.1 ICT & Digital devices 7-8
4.2.2 Inadequate Financial Resource 8
4.2.3 Lack of Infrastructure and Support Materials 8

5. Advantages of the smart school 9

6. Conclusion 9
7. Reference 10

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1. Introduction
Since independence, our country has experienced a rapid change in its education
system. To improve the quality of education, national education policies are
constantly reviewed and the curriculum is streamlined to ensure the effectiveness of
its implementation in the face of a new millennium arising in the field economy,
politics and social in line with the rapid development of the economy in this country.
According to Hamizer (1997), the concept of Smart School is a school that can
provide various opportunities for the development of teaching and learning of pupils.
The smart school is a school equipped with all the requirements including teaching
channels such as computers and internet facilities that can be used by teachers for the
purpose teaching. This method can not only amplify and maximize learning progress
in terms of high thinking skills, but the diversity of technology in the subjects being
pursued.
The smart school was created to produce school leavers student capable of
addressing the challenges of life in the information technology era in the 21st century
and encourage independent students in the process of acquiring knowledge and able to
carry out learning according to their own learning rate (self paced), self-directed and
self- assessed. With this, students can maximize their potential to the level of
excellence. Additionally, providing an efficient student in information technology
(IT) to face the challenges of information technology era and systemically altering
educational culture which has been emphasizing examinations that focus on creative
and innovative aspects.

2. Teaching And Learning Component In Smart School

The process of teaching and learning is the key (core) or the heart to the Best School.
Processes related to curriculum, pedagogy, assessment, teaching and learning
materials provided that is to improve efficiency and efficiency the effectiveness of
students learning. The concept is intended as a facilitator for students to have self-
directed, self-directed and self-directed access.
Learning at Smart School is no different from other schools. It is the policy
and policy of the Ministry of Education does not differentiate the curriculum and
content of the learning content of any school. What is different with Smart School is
the implementation of the learning process. Learning process at Smart School is

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 through the integration of computers and ICTs in teaching and learning and the use of
computers and ICT in school management. The Education Ministry has set the
instructions of the school's smart level using the star system. This system measures
performance level based on four fields. Computer and ICT usage, human capital,
applications and infrastructure. This is a summary of the three major components of
learning at the Smart School mentioned above. In implementing learning of Smart
School, the use of infrastructure and applications such as Access Centers, Computer
Laboratories, School Net, Education TV and Edu WebTV are also taken into account
as an assessment and guide for smartphones.

3. Smart School Progress In Malaysia

3.1 Wave 1 - The Smart School Pilot (1999-2002)
Partnership was built between Ministry of Education (MoE), Telecom Smart School
(TSS) and Multimedia Development Corporation (MDcC). MoE responsible to supply
educational expertise. TSS enabling the set-up of technology infrastructure and
MDcC is supporting by their role in ICT development to forge partnership with the
industry. There are 87 Pilot School are involved in a Pilot Project phase. The pilot
school experienced by three models of technology which a computer laboratory
model (Level B) that included 80 school, a limited classroom model (Level B+) that
included 2 school and a full classroom model (Level A) that included 6 school.
Mainly introducing the Smart School concept, materials, skills and technologies.
Provide the teaching learning component and other related materials which include
courseware and related print materials and also provide teacher’s training. Teachers
and principals trained in use of Smart School applications. Broad roll out phase the
government of Malaysia is expected to play the role model of architect and driver for
the smart school project in the way to prepare the guidelines and provide the basic
amenities to school according to their individual needs and actively encourage all
school to become Smart School on their own initiative by using their own financial
resources and expertise

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3.2 Wave 2 - The Post-Pilot (2002-2005)
Main goal was to gain the support of stakeholders and find ways to implement ICT-
integrated teaching more efficiently. Familiarize the teachers, student, and other staffs
with using ICT as tools in learning. Essential step and corrective measure to fix the
problem and challenges faced in the pilot phase. School transition into becoming
Smart School have to be accompanied by a complete and thorough planning. Smart
school management system create more systematic solution to integrate ICT into
teaching and learning in school. A consortium of evaluators made up of experts from
the local universities was commissioned by the MoE and MDC partners to conduct an
evaluation of the project. Implement teaching more effectively and obtain all
stakeholders’ to the nationwide implementation. Measures to improve the Smart
School Management System (SSMS) and school transition to a knowledge culture.
Massive computerization phase is launched to all 10,000 schools

3.3 Wave 3 – Making All School Smart (2005-2010)

Thorough objectives, timeline of the project and the role of the stakeholders were
fixed. There were school stakeholders, community stakeholders, MoE stakeholders,
state stakeholders and industry stakeholders. School stakeholders including school,
administrators, teaching staffs, non-teaching staffs and student. Community
stakeholders including parents, guardian, community, leaders, interest groups and
NGO’s, whereas MoE, stakeholder are ministerial personal and their top management.
The state stakeholders are state education department (SED), district education offers
(DEO), state education resources centres and (SERC) and Teacher Activity Centres
(TAC), whereas industry stakeholders are all corporation and company involved.

3.4 Wave 4- Consolidate and Stabilize (2010-2020)

School stakeholders involved in increasing student’s involvement, ensure training for
the changing roles of teachers and technology renewal. Community stakeholders
involve in publicize the success of the project. Anticipating and contribute and
overcoming the overdependence on technology. MoE stakeholders involved in
managing and maintenance of the technology infrastructures. State stakeholders
involved in enhancing the indicator of the project’s performance in other to decide
whether the further training for teacher are needed. Industry stakeholders involved in

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 widening and enhancing the source of hardware. Software and content which are
costly to maintain and problem caused by curriculum changes. In stabilisation phase
provide compensation for teacher and MoE staff to develop school based contain.
Establish a professionally managed central repository for teacher to share TLM.
Convert 10%-15% of the examination/ evaluation process to incorporate ICT
approaches. Outsource management & maintenance of infrastructure with increased
school autonomy for faster service delivery

4. Challenges Of Smart Schools

4.1 Teacher
4.1.1 Teachers Are Afraid To Make Changes In The Teaching And Learning
Process
According to Becker and Watts (1996) found a teacher who has been
blended with traditional methods and difficult to adapt instructional
technology. This is because emergence ICT technology provides new
challenges to teachers causing teachers are afraid to make changes in the
teaching and learning process. The fears that existed when the early trials of
teachers using the materials and facilities provided failed. This causes
teacher not convinced in carrying out the teaching and learning process
directly teaching objects cannot be achieved effectively. The advancement
and sophistication of information and communication technology enables
learning through the customization of windows in virtual learning by using
the internet, browsing the web, and so on
The way to handle this problem is teacher is the person who is
responsible in devoting knowledge to the students. Therefore, involved with
this smart education need to equip themselves with good IT knowledge and
skills. Teachers should also be able to think critically and efficiently and
proficient in the expression of ideas, experiences, concepts, and language of
communication. Teachers also need to use incentive computers for
research, communication, presentation, adding knowledge and information
to diversify IT usage and use. Indirectly, it creates an atmosphere that can
attract students in the classroom.

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 4.1.2 Lack of Skills
Certain educators who not mastered in using of technology which necessary
in the teaching process nowadays. For senior teacher especially are still
tend to used traditional teaching methods which is only using marker and
whiteboard during teaching process. So, that’s why there are teachers who
have lack of skills in using technology such as key in the data into software.
Moreover, there are educator still do not know how to turn on the projector
that cause a teacher takes a long time to turn on the projector in the
classroom and causes waste the time. Whenever teachers are not proactive
and lack the necessary skills will causes the goal of the smart school to be
unsuccessful. As the solution, the government needs to provide intensive
training to teachers through special programs and courses. For example,
through the In-Service Training programme, where teachers will be given
special briefings and hands-on use of ICT in teaching in student learning by
trained instructors. Also, during LDP, teachers will be explain more detail
about the use of Microsoft Word, Microsoft Excel, email management and
many more.

4.2 School
4.2.1 ICT & Digital devices
In some schools, equipment for ICT equipment and digital devices is
incomplete and insufficient. This is mostly due to the location factor of the
school area. For example, schools in rural areas of ICT equipment and their
digital devices are not sufficient compared to the more advanced urban schools
and most complete ICT equipment. It is probable that this problem arises due
to imbalance in society, especially in terms of economy, income, education
and so on.

Solution: All parties such as schools, education and teaching professions in the
country need to play an important role in ensuring that the distribution of ICT
equipment and digital devices in every school are equally distributed,
especially in rural areas. Therefore, each school receives the same facilities
and teachers can use ICT in their teaching and learning processes in the

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 classroom. Students also experience the world of sophisticated cyberspace and
get the latest information.

4.2.2 Inadequate Financial Resource

As we know ICT equipment is one of the most expensive tools to buy. So,
most schools have insufficient financial resources. When the government is
confident of providing the ICT facilities needed in the computer lab, then the
damage will occur. The disadvantages of maintaining a school that is
committed to the use of ICT can also cause schools to escape the current major
changes. Therefore, when existing facilities cannot be used properly,
schoolchildren are left behind to learn computer or understand basic skills in
computer usage especially students from rural schools.

Solution: schools should build a growing education budget, especially

expenses that involve the use of facilities, equipment and information
technology tools. School staff should also address the financial problems that
may be faced from time to time. Additionally, each school should have enough
technicians to repair computer equipment. They are also responsible for
keeping computer labs in good condition and can be used by students and
teachers without any problems.

4.2.3 Lack of Infrastructure and Support Materials

Limitations to access the network contributed the ineffectiveness of
technology teaching and learning. Limitation of infrastructure, such a
computer labs lead to ineffectiveness of technology teaching and learning.
Smart schools project was wholly inaccessible to rural area. The teachers had
insufficient technical support at school and limited access to the internet.
Solution, he Multimedia Development Corporation (MDcC) needs to upgrade
selected classroom infrastructure, software and application and value-added
training and also Internet networks need to be expanded, especially in rural
schools to ensure that all students are not left behind to experience the use of
technology in the teaching and learning process

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5. Advantages of the smart school
Smart School is a school that carries the concept of technology and religion that will
ultimately support the development of students in order to produce a generation of
balanced and harmonious generation in terms of innocence, spiritual, emotional and
physical. There are many advantages of Smart School, its advantage is to produce
smart, knowledgeable and competent students to face the challenges beyond. In this
sophisticated technological age, students need to follow the ages to avoid losing their
students from other friends.
Besides, this Smart School can also encourage students to become more
active and more intelligent to learn. This is possible, when students are exposed to
something new they will become more excited and the interest in learning is higher.
In addition, this Smart School has a good goal of ensuring the teaching and learning
of the students are more effective. Teachers and teachers can use teaching materials
or design learning more structured over the internet. The other advantage of Smart
School is to add new information and knowledge to students, for example if students
want to find additional information or information related to the material they are
studying, they only need access to the internet only. So through this Smart School,
it's actually giving an early exposure on the use of computers and the use of
technology to students.

6. Conclusion
In conclusion, Smart School has reinforced the technological transformation in the
education system involving changes in school culture and pedagogical practices in
Malaysia. The strategies used in Smart School pedagogy also involve the student's
mind, spirit and bodies in the learning process. The method used is an appropriate
learning strategies to ensure mastery of basic competencies and promote holistic
development, accommodate individual different learning style to boost student's
performance. Moreover, the method also used to foster a classroom atmosphere that
is compatible with different type of student's need and teaching-learning strategies.
However, the Smart School program at school is also bad, but we see from the
positive point that students will get if Smart School is introduced. So, all parties
should play an important role in ensuring the teaching and learning of using this
Smart School can have a positive impact on the students.

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7. Reference
 Siavash, J. (2012). Smart school system issues and challenges (primary
finding of interviews). Universiti Teknoogi Malaysia (8). Retreviewed from
https://www.researchgate.net/publication/287420520_SMART_SCHOOL_SY
STEM_ISSUES_AND_CHALLENGES_PRIMARY_FINDING_OF_INTER
VIWS
 Kementerian Pelajaran Malaysia. The Malaysian Smart School: Developing
21st Century Skills. Putrajaya: Bahagian Teknologi Pendidikan. Retreviewed
from http://www.jaet.jp/katudou/seminar_ict/Malaysia.pdf
 (2016, February 28) Smart School Challenges, Economic Daily. Retreviewed
from: https://financialtribune.com/articles/people/36802/smart-school-
challenges

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