full Report smart school

1. DEPARTMENT OF BIOLOGY
FACULTY OF SCIENCE & MATHEMATICS
UNIVERSITI PENDIDIKAN SULTAN IDRIS
INFORMATION AND COMMUNICATION TECHNOLOGY IN
BIOLOGY
(SBI3013)
NAME MATRIC NO.
NOR AZWAHANIN BINTI ABU HASSAN D20152071976
NOR HIDAYAH BINTI ISMAIL D20152071972
AZIDA BINTIMD ZIN D20152071993
GROUP : A
LECTURER : ENCIK AZMI BIN IBRAHIM

2. 1.0 INTRODUCTION:
The education started since the existence human in this world. The education is one of
the major elements in the development of the societies. There was an interest on the
education (building schools, teaching means) since the past centuries. Subsequently, schools
have spread all over the world, bringing the interest in science. After industrial
revolution, the interest in school and means of education was a necessity not a luxury. By the
end of the last decade, the first attempts to build Smart Schools have started in some
countries, developed and developing alike. The Information and Communication Technology
(ICT) is a key enabler in the development of societies, particularly the improvement of the
education systems. The Smart School is one of the most forward-looking ICT-mediated
learning initiatives, which attempts to reinvent the teaching learning processes in the world.
Smart School created systemically reinvented in term of teaching and learning
practice and school management in order to prepare student for Information Age. In the
Information Age, a Smart School will evolve over time continuously and developing its
professional staff. Teaching and learning process were included the process of curriculum,
pedagogy, assessment and teaching-learning materials in a mutually reinforcing, coherent
manner. The strategies in Smart School pedagogy were use an appropriate mix of learning
strategies to ensure mastery of basic competencies and promote holistic development,
accommodate individual different learning styles, so as to boost performance and foster a
classroom atmosphere that is compatible with different teaching-learning strategies. The
Smart School management will need strong, professional administrators and teachers who
can articulate school goals clearly, lead teaching at the school, and elicit strong parental and
community support to fulfil its objective. Smart school had differed from conventional school
based on their characteristics. The characteristics of Smart School does not have in
conventional school characteristics (Ali, Nor, Hamzah, & Alwi, 2009).

3. 2.0 CHARACTERISTICS OF SMART SCHOOL
The characteristics of Smart school were included in process of curriculum,
pedagogy, assessment, teaching- learning material and school management in order to
prepare student for Information Age. Smart School curriculum will be design to help student
achieve overall and balanced development. Student also has integration of knowledge, skills,
values, correct use of language and attitudes suitable across the curriculum for the
Information Age. The new teaching-learning methods for Smart School will fully support by
new quality materials. The means using of modern that meets in it curricular and instructional
needs, is cost effective. In addition, cosmetically and technically adequate are cosmetic
adequacy like graphic and video quality, technical adequacy, instruction adequacy, cost
effectiveness and curriculum adequacy (Halim, Zain, Luan, & Atan).
3.0 SMART SCHOOL MANAGEMENT SYSTEM
The primary objective of smart school management system is an efficiently, effectively
manage the resources, process required to support the teaching and learning function. Smart
School management system have nine primary function are technology, security, school
governance, student affairs, educational resources, external resources, facilities, human
resources and financial management.(Ali, et al., 2009)
4.0 OBJECTIVES OF SMART SCHOOL
The goals of Smart School contain five, important agenda that need to be fulfil which is
provide all-round development of the individual (intellectual, physical, emotional,
spiritual ), provide opportunities to enhance individual strengths and abilities, produce

4. a thinking and technology literate workforce, democratize education and increase
participation of stakeholders.
5.0 ADVANTAGES AND DISADVANTAGES
The advantage of smart school is interactive learning was improved. Teacher and student can
contact each other through email. When using a smart board, the surrounding give student to
approach to classroom concept. Next, smart school is equipped with the latest technology
which will provide a range of education software for teacher, school, and collage. Various
methods of teaching and learning are use in this smart school. The disadvantages of smart
school is higher cost. Government spend a lot of electronic facilities and new book. Next is
lack of technological infrastructure and teaching material in school in rural area. It is mean
that they don’t have much change to be expose to technology and limited internet
connectivity at their area.
6.0 CHALLENGES
The challenges and issues concerning the implementation of the Smart School Concept
One of the challenges that can be detected is due to lack of facilities thus, mismatch
between smart learning and examination will be occur. So, the extension of the smart school
concept: Teaching-learning processes should be run. The teaching processes relating to
curriculum, pedagogy, assessment, and teaching-learning materials. It help students learn
effectively and efficiently. It also enable students to self-accessed and self-directed learning.
It also cognitively attractive, motivates students to learns and encourage active participation.

5. Moreover, combinations of network-based, teacher based and courseware materials will
become more attractive.
More importantly, the readiness of teachers and students to adapt with the new
concept of learning and teaching also has to be considered. Besides that, lacking of technical
staff to supervise network also can be the challenges to implement the smart school concept.
So that, ongoing training and retraining teachers is needed. Smart Schools will not prevail
with only the infrastructures and students attending them. Teachers, as the all-important
agents, will be the ones who will actually translate the transformation theory to
transformation reality. For that purpose, it is clearly very important that efforts must be made
to develop the knowledge, skills and positive attitude of the teachers in order to ensure the
success of the Schools Transformation as a joint effort. The Teachers Education Section,
Ministry of Education has been assigned the responsibility to implement Bestari Training in
the effort to supply education’s work force which will help achieve the objectives of Smart
Schools. To achieve the success of Smart School implementation, professional training not
only for teachers, but also for the staff as well should be held. Moreover, it is not a one-off
event, but a sustained effort where the teachers get the support of students, colleagues, the
ICT administrators and the government (MoE).
To ensure the implementation and success of these Smart Schools more teachers need
to be trained so that all teachers can contribute towards achieving the nation’s educational
direction and goals together. The Ministry of Education subsequently set aside RM288
million for the training of teachers specifically for the achievement of the “In cultured
schools with Smart Technology” agenda. In line with this development, the responsibility to
train teachers has been assigned to the Teachers Education Division in order to ensure that
the teachers who undergo this training will become catalysts for the coordination of efforts
and success of the national education.

6. Furthermore, the problem of face the breakdown of electricity supply also should be
considered. Thus, the authorities should play their roles in improving the management of
smart school. For example, Tenaga Nasional Berhad (TNB) has already held the powertron2
electricity generation project to overcome the problem of Sabah’s electricity supply shortage.
Moreover, if the staff or teachers face with the problems integrating with existing computer
systems. In order to overcome the problem integrating with existing computer system, each
school need to have a system integration engineer who has a broad range of of skills
including software and hardware engineering, interface protocols and general problem
solving skills.
When the ideas of introducing this Smart School concept in Malaysia is makes
publicized to the public, lots of feedbacks were collected in order to get the opinion of others
such as the schools, teachers, students and even the parents itself. There are different opinions
collected from the feedbacks and the results actually shows that most of the opinion given out
is mainly are not so positive opinions, stating out all the difficulties and also complications
that arises from this Smart School concept.
One of the problems that seem to appear from this smart school concept is given out
mainly from the survey towards the school, getting the teachers and students opinion on this
smart school concept. They stated that the problem arises is regarding the troubles for them to
cope with the use of computer. Coping with the use of the computer in Smart Schools
appeared to be the core feature of the change of phenomenon in Smart Schools. As we all
know, even though we had been living in the modern era technology, whereby technologies
had been worldwide use in this era nowadays, but we must agree to the fact that not all of the
people in this world know how to adapt themselves to the use of these technologies such as
computer, tablets and any other gadgets. The users of these gadgets are mainly young
generations whereby they are more interested towards exploring these new modern like

7. inventions, but usually the older generations are mostly having trouble to adapt themselves to
the use of technologies such as computers and many more.
To imply this scenario to the Smart School Concept, we can see that the use of
computer in Smart Schools appeared to be the main factor that affected both students and
especially the teachers. Some of the teachers might not know all the details about the usage of
computer before and now they felt themselves having trouble to try to adapt to the use of
computers in Smart Schools. The students however, might be having less trouble as they were
known to be fast learner and can adapt themselves easily to this kind of new situation.
Even though it seems as if this contributes to mainly the cons, but there is actually
pros hidden beneath the cons. As we see at the bright side, some of the teachers who had
never used a computer before now felt themselves to be more computer literate. One of the
teachers described this phenomenon whereby he said “Some teachers, who they have never
been taught using the computers, are now able to use it affectively.”
The one of disadvantages of smart school is about courseware problems. The term
“smart school, “ will also create the unnecessary and misplaced sense of superiority or
inferiority as the case may be between schools which are fortunate to be wired with the last
IT applications and those which are not fortunate as well as between school with different
student-computer ratios. Usually the computer at the school were hardly used and computer
that has provided to old. Some of the newer courseware provided to the school cannot be
used on the older computer, most of which are over six years old. Besides that, sometimes in
the class not enough computer and not enough courseware. The sides problems is the students
not enough time to use courseware. This is because the students is not expose very well about
the courseware. Moreover, there are lack of guidance to use courseware .Beside that, there
are lack of technical expertise to maintain the systems. To overcome these problems , we

8. need to replaced and upgraded the computer and provided better coordination between the
various agencies involved in the smart school initiative is needed.
Besides that, smart school courseware was found to be under-utilized by teachers.
This is because some teachers are not keen on using the courseware. They lack ICT
knowledge and not comfortable with the use of hardware and courseware. They prefer more
traditional way than using technologies. They think that using courseware is a waste of time
so they rather pay more attention on parts that are related to exams.
The most crucial aspect of training would be teacher training. Teachers will now play
the role of a guide on the side, thus doing away with their traditional role of the sage on the
stage. There needs to be a careful mix of intensive training and counseling to help teachers
adapt to the new environment. This will be critical in order to dispel the natural insecurity
and fears of the redundancy that will arise from this radical paradigm shift in teaching
methodology and hence the very role of teachers. This training will have the devote
considerable attention to changing the mindset of teachers to understand that smart schools
must provide the best environment for self-paced, self-directed, and self-accessed learning.
This would involve thoroughly revamping training programmers, significant additional
infrastructure and the mobilization of expertise, both local and foreign.
While teachers from the largest target group for training, the challenge to train
administrator, supervisor, technologist and supporting staff is not insignificant. Teachers will
identify goals, define direction for their students, pilot the progress towards these goals and
then step back to allow the students to learn at their own pace. They will give psychological
support and encouragement. They will periodically step in to check progress, applaud
strengths and efforts, identify weakness and decide what kind of practice their students will
need. In short, teachers will be instrumental in creating conditions that will promote self-

9. directed learning which is creative and independent. In the long term, these teachers will need
to augment their skills regularly, if they are to stay abreast of developments in their
profession and remain confident in their application of the technology.
7.0 HOW TO OVERCOME
7.1 AWARENESS OF SOCIETY
People think that smart school are same with normal school. They does not know much about
smart school. Many people had the notion the smart school was a school for smart students
only. We need to have ‘Smart School Promotional Programme’ to put it in the right
perspective. With this promotional, it can increase the awareness of society. This programme
also can give familiarity of smart school toward public. At the same time, gain confidence
from public.
7.2 EFFORT TO PREPARE TEACHERS AS CATALYST
Teachers are the core pillar of the nation’s education system thereby acting as agents of
change for the nation. Government should give rigorous training course for teachers and
administrators. Teachers will undergo retraining in five skills, which is :
 Learning Skills
 Creative and Critical Thinking
 Fasilitating
 Assessement and Evaluation
 Technologically competent

10. 7.3 LIMITED INTERNET COVERAGE
In some school especially in rural school, internet coverage is very limited and poor. To
overcome this problem, SchoolNet Project is built. The main purpose of this project is to
provide internet broadband facilities.
8.0 CONCLUSION
Technology and communications have made the world as a global community.
Technology education enables students to work and live in this world, and it prepares all
subjects with more meaningful and adequately to them. The Smart School redeveloped the
way of teaching and managing school’s processes by capture the technology utilities, the
consequences of applying Smart School lead to increase the stakeholders’ participation.
9.0 REFERENCES
Ali, W. Z. W., Nor, H. M., Hamzah, A., & Alwi, N. H. (2009). The conditions and
level of ICT integration in Malaysian Smart Schools. International Journal of
Education and Development using ICT, 5(2).
Halim, A. H. A., Zain, M. Z. M., Luan, W. S., & Atan, H. The Taxonomical Analysis
of Science Educational Software in Malaysian Smart Schools. Malaysian
Online Journal of Instructional Technology (MOJIT) Vol, 2, 106-113.