Report challenges of building smart school in malaysia

1. 1
FACULTY OF SCIENCE AND MATHEMATICS
SSI 3013
INFORMATION AND COMMUNICATION TECHNOLOGY IN
SCIENCE
ASSIGNMENT 1:
CHALLENGES OF BUILDING SMART SCHOOL IN
MALAYSIA
STUDENT NAME &
MATRIC NUMBER
1. NORHAYATI BINTI ZAINUDDIN
D20151071002
2. NURUL SYAMIMI AUNI BINTI RAMLI
D20151071004
3. SAHIRAH AKILAH BINTI MOHD SAH
D20151071572
LECTURER’S NAME ENCIK AZMI BIN IBRAHIM
GROUP A

2. 2
CONTENT
NO. CONTENT PAGE
1. INTRODUCTION 3
2. HISTORY 4
3. OBJECTIVES 5
4. CHALLENGES 6
5. CONCLUSION 9
6. REFERENCES 10

3. 3
1.0 INTRODUCTION
In this modern era, our country has undergone many rapid changes in the educational system.
In order to achieve the objective of the nation’s Vision 2020, an implementation of
informational and technology (ICT) which is Smart Schools has been introduced in our
education system. The Smart Schools implementation is one of the seven flagship
applications that are part of Malaysia’s Multimedia Super Corridor (MSC) project. The
Malaysian 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.
In addition, this implementation is to develop each potential of our students – strong or weak,
rich or poor – as to produce individuals who are intellectually, spiritually, emotionally and
physically balanced.
The objectives of the Smart School Curriculum are to help students achieve overall balanced
development which is to integrate knowledge, skills, values and correct use of language, to
state explicitly intended learning outcomes for different ability levels, to offer
multidisciplinary, thematic and continuous learning and to foster the knowledge, skills and

4. 4
attitudes appropriate for success in the information age. The curriculum as introduced in
stages since 1999. Smart School project has practices five concepts in teaching and learning
materials, rating system school management system, technology infrastructure and
integration system. These were launched simultaneously in July 1997.
2.0 HISTORY
Early in 1996, the concept of Smart School project has been discussed by the Ministry of
Education and a conceptualized document entitled “The Malaysian Smart School: A
Conceptual Blueprint” has been published. The document explained that the Malaysian
Smart School concept was derived from best practices from around the world, as well as
from the best grown practices of teachers and educators in Malaysia.
In Malaysia, the implementation of Smart School was introduced by the government of
Malaysia in late 1996 which considered the importance of information and communication
technology (ICT) as a main focus. The project was launched in January 1999 and 88 schools
have been selected to be a model school in this project.
There were four implementation waves:
Wave 1: Pilot Phase (1999 – 2002) where 88 schools nationwide selected.
Wave 2: Post-Pilot (2002 – 2005) where massive computerization phase to all 10 000
schools.
Wave 3: Making All Schools Smart (2005 – 2010) where they leveraging all ICT
initiatives.
Wave 4: Consolidate and Stabilize (2010 – 2020) where innovative practices using ICT
enculturated involved.

5. 5
3.0 OBJECTIVES
i. To produce a knowledge society that is critical, creative an innovative.
ii. To produce technology savvy individuals for the Information Age
iii. To bridge the digital divide
iv. To cultivate life-long learning based on ICT

6. 6
4.0 CHALLENGES
Challenges of implementation of smart school in Malaysia:
1. Lack of technological Infrastructure in school
a. The most important factors are infrastructure facilities. This is due to internet
access and connectivity is vital factor for the smart school implementation. There
are some reasons of internet access such as network being disconnected, server
maintenance, hacker attack, cabling problem and no electricity supply.
b. Not all the school has complete ICT equipment. This caused a problem toward
students and teachers. Limited pieces of computers provided and the facilities that
are less efficient make a burden towards teachers and students especially for rural
school areas that are far from the city and least in ICT facilities. These obstacles
will make our smart school education less successful.
c. The ICT equipment at Smart School are limited due to the price that so expensive.
Besides, the possibility for the tools like interactive white board screen, projector
and others damage are high because the ICT equipments very sensitive and easy
to damage. It needs a good care. If the equipments were damaged, it will take a
long time to be repaired because of the cost to repair it too expensive and there is
no an expert technician to repair the equipments. So, the budgets for Smart School
exceed the budget provided by government.
2. Teachers and staff competency to handle ICT devices
a. Teacher’s development will be critical to the success of the Smart School.
Teacher will need an intensive training in the use of technologies and in its
integration into classroom activities in ways to enhance student’s thinking and
creativity.

7. 7
b. Teachers need to think and learn to facilitate and encourage students in taking
charge of their own learning. So, teachers need improve their skills if they are to
stay developments in their profession and remain confident in their application of
the technologies.
3. Students are passive
a. Students nowadays are passive. They hope all the materials about education
provide by teachers without show an effort to find it by themselves. Although the
teachers are mainly responsible for what takes place in the learning environment
and in relation to technology applications, students should play an important role
in determine the direction of their learning by participation and activities.
b. To enhance the active construction and reconstruction of ideas and experiences of
their understanding of the lesson presented, software designed to facilitate
students’ active, creative and critical engagement with the content.
4. Level of awareness in all people
a. Most of parent do not concern about Smart School project due to busy with their
work. They think that the Smart School education project is the responsible of
government and teachers only. They do not care about it without thinking for their
children sake.
b. Most of people feel that Smart School is same with normal school. They think
that Smart School is school for smart student only. They do not have disclosure of
Smart School. They have misunderstood about this. So, government needs to
organize a carnival that promoted Smart School programs to dismiss the
misconceptions about Smart School.

8. 8
5. The pressure of examination and heavy syllabus
a. The teachers and students very concerned about examination achievement and
academic excellence. They argued that computer skills can be developed and
learned at any time. Consequently, the students are not bothered if the teachers do
not use computers in the classroom as long as they can achieve excellent results.
b. The teachers and students are not convinced that new technology in Smart
Schools can help them in delivering the heavy syllabus and preparing for
examinations.
c. The teachers and students are overloaded with heavy syllabus and overburdened
with examination pressures has made them more conscious and concern of the
precious value of time and the necessity to avoid wasting time.
6. The issue of time constraint
a. The outdated hardware and computers and slow internet connection have
contributed towards the issues of time consumption when dealing with computers
in Smart Schools.

9. 9
5.0 CONCLUSION
The Smart School policy has been planned and managed to prepare Malaysian students to
become more knowledgeable and skilled workers for the information age. This is in line with
the country’s key goal of vision 2020. The main aim of the government in establishing the
Smart School policy needs continues monitoring and evaluation in terms of technology
performance as well as teacher – student performance. This is because the Smart School
system as a whole comprises two aspects wish are the factors related to OCT and those
related to technology use by humans. The opportunities given to students will help them to
enhance and promote creative and critical thinking, self-directed as well as self-managed
learning. Although, a lot has been done to achieve the goals, objectives and values of the
Smart School project since its establishment, there are still opportunities to do more
improvement in the implementation of the Smart School in Malaysia. The government and
ministry of education should emphasized the views of the teachers and students and taken
into account their experiences in Smart Schools. It is very important to listen and to take into
account of the voice of teachers and students in implementing change in schools. This action
will provide evidences for future development in policy-making concerning educational
change in Malaysia.

10. 10
6.0 REFERENCES
Malaysia, B. T. (n.d.). The Malaysian Smart Schools: Developing 21st Centuries. Retrieved
March 9, 2018, from http://www.jaet.jp/katudou/seminar_ict/Malaysia.pdf
Mirzajani, H., Bayekolaei, M. D., Kookandeh, M. R., Rezaee, S. S., Kamalifar, A. A., & Shani,
H. R. (2016). Smart Schools an Innovation in Education: Malaysian's Experience.
Retrieved March 9, 2018, from Asian Journal of Education and Training:
http://www.asianonlinejournals.com/index.php/EDU/article/view/769/html
Azian T. S. Abdullah (2006). Deconstructing Secondary Education: The Malaysian Smart School
Initiative. Obtained on 12 october 2012 from
http://www.seameoinnotech.org/ic06/download/Azian%20Abdullah%20