UNIVERSITI

PENDIDIKAN
SULTAN IDRIS

SSI3013 - Information And Communication

Technology In Science
ASSIGNMENT 1
Issues and Challanges in integrating ICT in
teaching and learning in our Malaysian Schools
Group member:
1. NUR AMIRA SYUHADA BT ROSMAN
-D20161073950
2. NUR ZAININA BT MOHD KHAINIZA
-D20161073954
3. NUR AINATUL AMIRA BT MD RIDZUAN -D20161073959

Lecturer:
EN. AZMI BIN IBRAHIM

INTRODUCTION
Definition of smart school is a learning institution that has been systemically
reinvented in terms of teaching-learning practices and school management in order to prepare
children for the Information Age.
The Smart Schools initiative is one of the seven flagship applications that are part of
Malaysias Multimedia Super Corridor (MSC) project. Early in 1996, the Ministry of
Education was involved in intense discussion about Smart Schools: the concept and its
implications on the Malaysian education system. By late 1996, the Smart School had become
one of the seven flagship applications of the Multimedia Super Corridor. In January 1997, the
Ministry of Education conceptualised the vision of the Malaysian Smart School in the
document Smart Schools in Malaysia: A Quantum Leap
The purpose of smart schools in Malaysia is to introduce a new teaching-learning
practice by using technology platform as a medium in teaching and learning.Other than that,
the aim of smart school is to prepare citizens for the information age with innovative
education in the future.So that Malaysian education is able to move forward and stand firm
same level as developed countries globally.
As generations passes, from years to years we can see the successful of Smart schools
in Malaysia since it was established. However, in order to be success there were a few
challenges and issues that teachers,student and government faced.

OBJECTIVE
The objective of smart school firstly is to produce a thinking and technology literate
workforce.
Secondly,to develop student with physical,metal,emotional and spiritual balanced. So
that in the future we can produce citizen capable in many things. To teach values and
language across the curriculum.
Third, to provide opputunities to produce individual strength and abilities.This is to
produce a knowledgeable society with critical thinking,creative and innovative.
Forth, to democratise education. Everyone can upgrade their sudy style. Provide for
differing abilities, styles, and paces of learning
Last but not least,to increase the stakeholders involvement.To increase the school

Issues and Challanges in integrating ICT in teaching and learning in our Malaysian
Schools.

Lack of skill
When smart school is first established, no one know how to use ict (information and
technology) .Therefore, teacher is the most important person in order to realize Smart
Schools project. It is because teacher is a person that will guides on the side, facilitating and
encouraging students to take charge of their own learning.
However, there are some of the teachers that afraid to use ict in teaching and learning
process. It is because they are not use to technology and afraid something worse might
happen when they touch it. Believe it or not, during technology are newly introduced in
Malaysia there are some people that fobia with technology.
Well, government have supplied hundreds of electronic device to each schools such as
computer, projector, activities cd-rom and a computer lab to make learning easier. However ,
because of lack of skill these things are not being used.
Teachers need to learn skill how to use the computer application in a short term.
Eventhough, teachers were send to ict class there are still not enough time to study and
teaching at the same time. Therefore, its take time for the teachers to master the use of
technology in order to facilitate the students.

As the conclusion, teachers are send to the ict program in order to produce a teacher
that master in using ict to teach its students. Next, by providing pedagogical training for
teachers would help rather than simply training them to use ict tools. Additionally, teachers
need to study hard and divide their time properly so it would not disturp their responsible as a
teacher.

Lack of Accessibility and

Facilities
Lack of accessibility and facilities are the main barriers in intergrating ICT in school because
one of the effect is student in rural area cannot access the internet due to the lack of
facilities.This issue will lead student become fade up to studies .
In Sicilias study (2005), teachers complained about how difficult it was to always have
access to computers. The author gave reasons like computers had to be booked in advance
and the teachers would forget to do so,or they could not book them for several periods in a
row when they wanted to work on several projects with the students In other words, a
teacher would have no access to ICT materials because most of these were shared with other
teachers.
Next,poor organisation of resources, poor quality hardware, inappropriate software, lack of
personal access,insufficient numbers of computers, insufficient peripherals, insufficient
numbers of copies of software, and insufficient simultaneous internet access also become a
barriers for teachers to intergrating ICT in learning and teaching.
Toprakci (2006) found that low numbers of computers, oldness or slowness of ICT systems,
and scarcity of educational software in the school were barriers to the successful
implementation of ICT into science education in school
The possible implification for school is providing ICT including hardware and software while
for teachers taking advantage of resources offered at school and access to ICT resources at
home.

Lack of Technical Support

and Maintenance
Lack of technical support also become main issue in intergrating ict in teaching and learning.
This issue become serious when we have to hired professional technicians that very costly for
only basic maintenance.Beside that,when we send the device to be fix it take a long time to
finish up so it will effect teachers teaching and student because they have to postpone their
studies.
There are anothers barriers of this issue for example,waiting for websites to open, failing to
connect to the internet, printers not printing, malfunctioning computers, and teachers having
to work on old computers.
Studied state that Korte and Hsing (2007) argued that ICT support or maintenance contracts
in schools help teachers to use ICT in teaching without losing time through having to fix
software and hardware problems.
The Becta (2004) report stated that if there is a lack of technical support available in a
school, then it is likely that technical maintenance will not be carried out regularly, resulting
in a higher risk of technical breakdowns integration in science teaching needs a technician
and if one is not available the lack of technical support can be an obstacle.
So to overcome this issue school have to provide continued technical support and teacher
must rely on themselves to be able to solve problems in theirs ICT and accessing available
support

Lack of Internet or
Slow Connectivity
The other problems that not just become barrier for teachers and students in intergrating ICT
in school but also to others is lack of internet or slow connectivity.This problem sometime
make people become stress.
Although this problem seen not to serious but it could effect learning prosses because
most schools are not able to connect to the world wide web, due to the high costs involved in
the connectivity. On average, it may cost approximately $120 per month to connect to about
15 computers on a bandwidth of 128/64kbps. This is considered as very expensive for a very
slow speed.
The potential to increase Internet connectivity has rise during the last four years due to the
laying and planned installation of marine telecommunication cables. However, countries that
are land-locked such as Chad and those that seem to show limited business demand for
Internet services, such as Eritrea and Sierra Leone, are likely to experience difficulty
increasing Internet access and bandwidth in the near future.
The challenge for all countries in the developing world is delivering the last mile of
connectivity to homes for a reasonable cost. In addition, the bandwidth must be capable of
carrying compressed videos so that citizens can have access to the wide variety of educational
materials available in a video format and be able to exchange reasonable quality photographs

and video clips. Increased Internet accessibility and increased bandwidth are unlikely to
occur without commitment by governments and the involvement of private enterprise such as
the mobile phone operators. In time perhaps, broadband access to the Internet will be
considered a basic human right.

Infrastructure
Smart Schools will need teaching-learning materials designed for the new teaching
strategies. These materials will accommodate students differing needs and abilities, resulting
in fuller realisation of their capabilities and potential, and allow students to take greater
responsibility for managing and directing their own learning.
The primary objective of Smart School management will be to manage efficiently and
effectively the resources and processes required to support the teaching-learning functions.
Management will help to reallocate skilled human resources to more valuable activities, save
costs over the long term, improve the quality of decisions through better access to
information, and accelerate decision making.
For the Smart School system, the major inputs are the resources - students, teachers,
technology and tools - and the Ministry of Education, in the form of curriculum specification,
financing, and management and control functions. The system proceeds through a series of
subprocesses - identifying and localising teaching plans, selecting and organising teachinglearning materials, determining a students entry level, planning the students experience,
holding classroom sessions, assessing achievement internally, providing feedback - before
delivering the student for external achievement assessment, and ultimately for higher
education or the work force.
More than 1,200 computer lab project were deemed unsafe. The issue of unsafe school
computer rooms was triggered in March 2003 when the roof of the building in Sekolah
Rendah Kebangsaan Rentam, Kuantan collapsed. The Education Ministry Tan Sri Musa
Mohamad ordered investigation and later revealed that 1,200 computer laboratories
nationwide were deemed unsafe due to shoddy workmanship.

The shoddy workmanship of the building were so extensive that in some cases repairs
were ongoing for ix months. Works Minister, Samy Vellu said that 574 computer laboratories
for primary and secondary schools in Pahang, Terengganu and Kelantan were unsafe and in
dangerous conditions.
PWD district engineers nationwide had been directed to submit reports on the state of
each school computer lab in their areas within a month. The reports were to include the safety
aspects, who the contractors were, and the dates which delayed projects could be completed.
The report must also include information on who was responsible for monitoring the projectat
each school

Technology enabler
The purpose of this Section is to suggest the technologies that will support Smart Schools
in Malaysia, namely, the technologies and infrastructure required for the teaching-learning,
management, the connectivity to the external constituencies and the Educational Network
connecting the Smart Schools.

The Information Technology implications of the Teaching-Learning Process. The

Examples of Teaching and Learning Practices are self-exploratory learning which every
computer shall have access to the latest educational materials available locally, as well as to
external resources. Distance Learning, communication with outside constituencies using
technology, video conferencing, e-mail, video on demand, broadcast.

Experiential learning, Simulation software and virtual reality to stimulate learning.

Electronic assessment, online assessment via a standard database and built-in assessment
courseware. Inclusive education, Tools to help students with disabilities cope with learning
more effectively. Drill and practice, Software or courseware that allows students to practise
on their own or with peers.

Possible scenario a school configuration