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Smart school

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ifaminHo

The document discusses Malaysia's Smart School initiative which was launched in 1997 to modernize education through technology and capitalize on new ICT infrastructure. The key goals were to produce tech-savvy students, democratize learning, and provide well-rounded development. The Smart School concept introduced technology-enabled reforms to curriculum, pedagogy, assessment, and teaching materials to support student-centered active learning. It also implemented management systems and enabled distance, inclusive, and self-paced education. However, challenges remained regarding teachers' ICT skills, passive students, limitations of infrastructure, and lack of technical support staff.

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SSI 3013 INFORMATION AND COMMUNICATION TECHNOLOGY IN SCIENCE SMART SCHOOL NAME MATRIK NO. ARRAFFIE BIN ASGARI D20101037536 NOR AFIFAH BT MD JAMAL D20101037490 NOOR HAZLINA BT IBRAHIM D20101037489
SMART SCHOOL
INTRODUCTION • One of the seven flagship applications under MSC’s project. • launched by the Prime Minister, Dr Mahathir Mohamad in July 1997 • to capitalise on leading-edge technologies and the rapid deployment of the MSC’s infrastructure to jumpstart deployment of enabling technology to schools
SMART SCHOOL INTIATIVES
• Produce a thinking and technology-literate workforce • Democratize education • Increase the participation of stakeholder • Provide opportunities to enhance individual strengths and abilities. • Provide all-round development of the individual
Smart school
The Malaysian Smart School Teaching and Learning Concept
pedagogy assessment Teaching- curriculum Learning Teaching materials and learning component
CURRICULUM characteristics benefits • Children educated with • Designed to help students achieved critical and creative overall and balanced development thinking • Integration of knowledge, skills, skills, inculcated with value and correct use of language values, and across the curriculum encouraged to • Intended learning outcomes improved language explicitly for different levels of proficiency abilities, ensuring all students gain equal access to quality learning, • Holistic learning and allowing foe self-paced learning promoted across grades • Children allowed to • Multidisciplinary, thematic, and progress at their own continuous across learning areas pace • Integration of knowledge, skills, and • Students varying attitudes suitable for the Information capabilities, interests, a Age nd needs catered for.
PEDAGOGY c h a • Appropriate mix of learning strategies to ensure mastery of r basic competencies and promotion of holistic development a b • Encouragement of learning activities to promote creativity c e t and experimentation with content-independent subject e n • Trend towards students-centred learning activities with r e increase in age and maturity i f • Allowing for individual differences learning styles to boost s i t performance i t • The classroom atmosphere is compatible with different c s teaching-learning strategies s • Learning becomes more interesting, motivating, stimulating and meaningful • The mind, spirit and body of the child is involved in the learning process • Basic skills to prepare children for greater challenges over time
ASSESMENT characteristics benefits • Help realise the • Holistic National Philosophy • element-based of Education • Criterion- • Assure quality referenced • Flexible and learner- • Learner-centred friendly • On-line • Provide more • Conducted in accurate picture of various forms students • Using multiple achievement, readin approaches and ess, progress, aptitu instruments de, learning • On-going style, and abilities
characteristics TEACHING-LEARNING benefits MATERIALS • Accommodates students’ different • Meets curricular and instructional needs and abilities needs, is cost effective, as well as resulting in the fuller cosmetically and technically adequate realisation of • Cognitively, challenging, attractive, motiv students’ capabilities ate students to learn, and encourages and potential active participation • Students take • Combines the best of network- responsibility for based, teacher-based and courseware managing and materials directing their own learning
The Malaysian Smart School Technology Enablers
Smart school practices Management systems Teaching and learning • School External Governance constituencies • Distance • Student Affairs Learning • Educational • Inclusive Resources • Other Schools Education • Facilities • Homes / • Electronic Parents Assessment • Community • Self-Exploratory • Libraries Learning
Overview of progress of Smart Schools 7 flagships under Key Multimedia Performance Super Indictors Corridor (KPI) (MSC) Synchronize d with Eg PPSMI National and Philosophy National SchoolNet Teaching- of Education curriculu Learning ICT m and environment pedagogy
Challenges of inception of Smart Schools Parent’s Role Teacher ‘s dealing with ICT learning environment Teaching- Learning Materials Lack of ICT Student are technician passive and doesn’t have Limitation of skill infrastructure
Smart school

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Smart school

  • 1. SSI 3013 INFORMATION AND COMMUNICATION TECHNOLOGY IN SCIENCE SMART SCHOOL NAME MATRIK NO. ARRAFFIE BIN ASGARI D20101037536 NOR AFIFAH BT MD JAMAL D20101037490 NOOR HAZLINA BT IBRAHIM D20101037489
  • 3. INTRODUCTION • One of the seven flagship applications under MSC’s project. • launched by the Prime Minister, Dr Mahathir Mohamad in July 1997 • to capitalise on leading-edge technologies and the rapid deployment of the MSC’s infrastructure to jumpstart deployment of enabling technology to schools
  • 4. SMART SCHOOL INTIATIVES
  • 5. • Produce a thinking and technology-literate workforce • Democratize education • Increase the participation of stakeholder • Provide opportunities to enhance individual strengths and abilities. • Provide all-round development of the individual
  • 7. The Malaysian Smart School Teaching and Learning Concept
  • 8. pedagogy assessment Teaching- curriculum Learning Teaching materials and learning component
  • 9. CURRICULUM characteristics benefits • Children educated with • Designed to help students achieved critical and creative overall and balanced development thinking • Integration of knowledge, skills, skills, inculcated with value and correct use of language values, and across the curriculum encouraged to • Intended learning outcomes improved language explicitly for different levels of proficiency abilities, ensuring all students gain equal access to quality learning, • Holistic learning and allowing foe self-paced learning promoted across grades • Children allowed to • Multidisciplinary, thematic, and progress at their own continuous across learning areas pace • Integration of knowledge, skills, and • Students varying attitudes suitable for the Information capabilities, interests, a Age nd needs catered for.
  • 10. PEDAGOGY c h a • Appropriate mix of learning strategies to ensure mastery of r basic competencies and promotion of holistic development a b • Encouragement of learning activities to promote creativity c e t and experimentation with content-independent subject e n • Trend towards students-centred learning activities with r e increase in age and maturity i f • Allowing for individual differences learning styles to boost s i t performance i t • The classroom atmosphere is compatible with different c s teaching-learning strategies s • Learning becomes more interesting, motivating, stimulating and meaningful • The mind, spirit and body of the child is involved in the learning process • Basic skills to prepare children for greater challenges over time
  • 11. ASSESMENT characteristics benefits • Help realise the • Holistic National Philosophy • element-based of Education • Criterion- • Assure quality referenced • Flexible and learner- • Learner-centred friendly • On-line • Provide more • Conducted in accurate picture of various forms students • Using multiple achievement, readin approaches and ess, progress, aptitu instruments de, learning • On-going style, and abilities
  • 12. characteristics TEACHING-LEARNING benefits MATERIALS • Accommodates students’ different • Meets curricular and instructional needs and abilities needs, is cost effective, as well as resulting in the fuller cosmetically and technically adequate realisation of • Cognitively, challenging, attractive, motiv students’ capabilities ate students to learn, and encourages and potential active participation • Students take • Combines the best of network- responsibility for based, teacher-based and courseware managing and materials directing their own learning
  • 13. The Malaysian Smart School Technology Enablers
  • 14. Smart school practices Management systems Teaching and learning • School External Governance constituencies • Distance • Student Affairs Learning • Educational • Inclusive Resources • Other Schools Education • Facilities • Homes / • Electronic Parents Assessment • Community • Self-Exploratory • Libraries Learning
  • 15. Overview of progress of Smart Schools 7 flagships under Key Multimedia Performance Super Indictors Corridor (KPI) (MSC) Synchronize d with Eg PPSMI National and Philosophy National SchoolNet Teaching- of Education curriculu Learning ICT m and environment pedagogy
  • 16. Challenges of inception of Smart Schools Parent’s Role Teacher ‘s dealing with ICT learning environment Teaching- Learning Materials Lack of ICT Student are technician passive and doesn’t have Limitation of skill infrastructure