Beruflich Dokumente
Kultur Dokumente
Smart School
An MSC Flagship Application
A Conceptual Blueprint
Table of Contents
Introduction 5
Executive Summary 8
The Conceptual Model 18
The Malaysian National Philosophy of Education 19
Definition, Components and Goals 20-23
Smart School Teaching and Learning Concepts: Guiding Principles 24
Introduction 25-26
Curriculum 27-38
Pedagogy 39-47
Assessment 48-57
Teaching-Learning Materials 58-65
Smart School Management 66
Introduction 67-69
Functional Areas 70-79
Smart School Processes and Scenarios 80
Introduction 81
Processes 82-83
Scenarios 84-88
Introduction
Introduction
Early in 1996, the Ministry of Education was A set of “golden rules” were developed to guide
involved in intense discussion about “Smart the team, so that, despite representing various
Schools”: the concept and its implications on the interests, the team would be united in working
Malaysian education system. By late 1996, the towards common national goals. Team members
Smart School had become one of the seven worked collaboratively by ensuring their
flagship applications of the Multimedia Super solutions are acceptable to all members, creating
Corridor. In January 1997, the Ministry of visionary solutions, and practising open
Education conceptualised the vision of the communication within the team. In addition, they
Malaysian Smart School in the document “Smart were also guided by confidentiality provisions
Schools in Malaysia: A Quantum Leap” (Appendix that prevented vendor competition. A set of
1). This Blueprint is an elaboration and these rules are attached in Appendix 2.
refinement of that vision and its features.
To produce this Blueprint, the team drew on
A project team, comprising industry various kinds of resources. Team members made
representatives, Multimedia Development study visits to Smart Schools in various parts of
Corporation officers, and officers of the the world and reported on their findings. The
Ministry of Education, worked at producing this combined resources of the team produced an
Blueprint. The team was convened in February extensive bibliography of publications on the
1997 and continued its work until June 1997. The philosophy, concepts and planning of Smart
team was charged with the task of proposing the Schools.
necessary guidelines for launching the Smart
School.
Introduction (continued)
This Blueprint reflects the Malaysian In producing this Blueprint, the team
Smart School concept. It should be read gratefully acknowledges the help of various
together with the Malaysian Smart agencies and individuals. The team would
School Implementation Plan and the especially like to thank the following:
Concept Requests for Proposals (CRFPs). • the Minister of Education, senior officials
These documents enable companies to of the Ministry of Education, members of
respond and participate in the Smart the Steering Committee;
School system to be established. The • various Divisions of the Ministry of
CRFPs present a set of requirements to Education for providing professional input
guide companies to use their creativity and facilities;
and initiative to produce the best sets of • those who helped develop a framework of
applications for Malaysia’s Smart Schools. pedagogy for Smart Schools;
• parents and members of the public for
In addition to using the expertise and providing important feedback on the draft
experience of team members, the team Blueprint;
also sought the advice of a wide range of • those who helped arrange visits to schools
experts in the fields of education and in various countries;
industry. • the companies which contributed towards
equipping the project team rooms with
The Smart School Steering Committee of hubs, computers, printers, software and
the Ministry of Education deliberated on peripherals.
an earlier draft of this Blueprint and
provided useful insights and comments
towards its finalisation.
Executive
Summary
Executive Summary
Malaysia intends to transform its educational The Smart Schools initiative is one of the seven
system, in line with and in support of the nation’s flagship applications that are part of Malaysia’s
drive to fulfil Vision 2020. This Vision calls for Multimedia Super Corridor (MSC) project. The
sustained, productivity-driven growth, which will be Government of Malaysia aims to capitalise on the
achievable only with a technologically literate, presence of leading-edge technologies and the rapid
critically thinking work force prepared to development of the MSC’s infrastructure to jump-
participate fully in the global economy of the 21st start deployment of enabling technology to schools.
century. At the same time, Malaysia’s National This will be done by creating a group of 90 pilot Smart
Philosophy of Education calls for “developing the Schools by 1999 that will serve as the nucleus for the
potential of individuals in a holistic and integrated eventual nation-wide rollout of Smart School teaching
manner, so as to produce individuals who are concepts and materials, skills, and technologies. By
intellectually, spiritually, emotionally, and physically 2010, all 10,000 of Malaysia’s primary and secondary
balanced and harmonious.” The catalyst for this schools will be Smart Schools.
massive transformation will be technology-
This Blueprint - like the Smart School concept itself -
supported Smart Schools, which will improve how
is a work in progress and remains open to evolutionary
the educational system achieves the National
refinement, including advances in pedagogy and
Philosophy of Education, while fostering the
improvements in information technology. Consequently,
development of a work force prepared to meet the
this document is descriptive, rather than prescriptive.
challenges of the next century.
For a fuller understanding of the Smart School
Transforming the educational system will entail initiative, the Blueprint should be read with the Smart
changing the culture and practices of Malaysia’s School Implementation Plan, which outlines the
primary and secondary schools, moving away from implementation process and timetable, and the Concept
memory-based learning designed for the average Requests for Proposals, which define the project’s
student to an education that stimulates thinking, requirements.
creativity, and caring in all students, caters to
individual abilities and learning styles, and is based
on more equitable access. It will require students
to exercise greater responsibility for their own
education, while seeking more active participation
by parents and the wider community.
9 July, 1997 Page 9 Smart School Project Team
Smart School Conceptual Blueprint Executive Summary
This document summarises the Blueprint and is Preparing students for the Information Age depends
organised into eight sections: on an integrated strategy:
At a Smart School, these sub-processes will be The efficiency and effectiveness of this
constructed so that each delivers the desired output management task can be enhanced significantly
in an integrated manner. through the use of technology. Principals in Smart
Schools will need intensive training to equip them to
PEOPLE, SKILLS, AND RESPONSIBILITIES manage the new facilities, technologies and
methodologies deployed in their schools.
The higher degree of individualised attention for
students at a Smart School will necessitate new roles
Ministry of Education Officers
and responsibilities for teachers, principals, Ministry
of Education officers, support staff and parents. In Ministry officers, comprising those at the central,
fact, fulfilling these roles and responsibilities will state and district levels are crucial to the successful
require specialised training for each group. implementation of the Smart School project,
because they play a major role in planning, co-
Teachers ordinating, monitoring, and evaluating Ministry
Teacher development will be critical to the success of programmes. Officers will need to understand
the Smart School. Teachers will need intensive thoroughly the educational objectives and policies of
training in the use of information technology and in its the Smart School, the information technology being
integration into classroom activities in ways that applied, the teaching-learning and management
enhance thinking and creativity. Smart School processes, and their own roles and responsibilities in
teachers will also need to learn to facilitate and that context.
encourage students in taking charge of their own
learning. In the long term, these teachers will need to Support Staff
augment their skills regularly, if they are to stay The advent of new educational processes as well as
abreast of developments in their profession and advanced information technology will present real
remain confident in their application of the technology. challenges for the support staff at Smart Schools.
It will require creating a new position, that of
Principals Media/Technology coordinator, and it will require
existing clerical staff to learn new ways of working.
The tasks of managing schools involves working with
information and building on ideas collaboratively.
This will require highly reliable telecommunications Assessment. What will be the best regime for
infrastructure to connect state and district education comprehensively and periodically assessing student
centres and provide international linkages. Given the aptitudes, and what supporting infrastructure will
Smart School initiative’s status as a flagship that require? How can tests be administered fairly
application, the ideal place for the national repository in multiple ways, including on-line?
would be in the MSC.
Selection of materials. What changes will be
needed in the process for selecting teaching-learning
POLICY IMPLICATIONS materials to ensure that the “best” Smart School
materials are chosen?
Implementing Smart Schools successfully in Malaysia
will be a complex task, requiring changes to existing
policies, procedures, and practices, both written and Management functions
unwritten. It may also require formulating entirely
new policies and regulations. A few of the important School governance. What are the appropriate
issues to be addressed include those outlined below, in guidelines for intellectual property at a Smart
the areas of the teaching-learning processes; School? Who owns the information compiled at the
management functions; people, skills and school, and who gets access to it? Who owns the
responsibilities; and technology. teaching materials produced by teachers?
What should be the minimum number of hours of on- Transforming traditional schools into Smart Schools
going, annual professional development required for represents a major undertaking. It will require a
practising teachers, given their need to stay current significant commitment of resources, but the nation will
with advances in information technology? benefit from the change for many years to come.
Success will require:
Should teachers and administrators at Smart Schools, • support from many stakeholders, including all agencies
having been trained in the use of information in the educational system;
technology, be paid more to ensure that they stay in • sufficient funds to establish and maintain Smart
education? Schools;
• appropriate policies, norms, and guidelines to support
the schools;
Technology
• effective and efficient administrative practices in
each school;
What modifications need to be made to the per capita
grant to accommodate start-up and on-going • sufficient deployment of information technology to
technology expenses? enable the Smart Schools to function properly;
• continuing professional development for teachers,
What alternative funding sources can be harnessed to principals, and other educational personnel.
acquire additional technological inputs?
The Smart School initiative represents an investment in
To what extent are schools allowed to add technology the future productivity of Malaysia’s work force and a
that is inconsistent with agreed-upon Ministry of down payment on the nation’s future prosperity.
Education guidelines and technology standards?
Conceptual
Model
The Malaysian National Philosophy of Education underpins every element of the Smart School
Conceptual Model:
The Smart School initiative has five main goals which focus on the need to develop a skilled
work force for the Information Age and to promote the goals of the National Philosophy of
Education:
Pr
o
te d u
ch c e d e
n a o un t h
w o olo t h -r o f al
r k gy- i n k all n t s i c
)
f o lit i n i d e e
m p hy u a l ,
r c er g a ov o p l l, it
e at n d P r v e l i d u a tua s p i r
e d e d i v llec a l ,
i n nte i o n
(i o t
em
Democratise
education Pr
to o v i d
s t r enha e o p p
e n nc o r
gt e t
lder o f hs ind u n i t
an i
d a ividu e s
stak i p a t i o n
b i l al
s
iti
es
p a r t ase
eho
e
ic
Incr
Teaching and
Learning Concepts:
Guiding Principles
Related Materials
The syllabus and curriculum specifications
of all the subjects that will be taught in
Smart Schools. These materials are
PEOPLE, SKILLS &
PROCESSES available from the Curriculum Development
RESPONSIBILITIES Management
Centre, Ministry of Education, Malaysia
TEACHING & LEARNING
TECHNOLOGY
Administration POLICIES
The Smart School teaching and learning environment will be shaped in four main areas, each of
which will be a critical element in defining the overall teaching and learning experience for
Smart School children:
Curriculum
Pedagogy
TECHNOLOGY
Administration
POLICIES Teaching-Learning
Materials
The Smart School Curriculum will be designed according to best practices of other successful
Smart Schools, incorporating elements that will enable the education system to achieve the
goals of the National Philosophy of Education:
Characteristics Benefits
Curriculum 1. Designed to help students
achieve overall and balanced
• Children educated with
critical and creative
development thinking skills,
2. Integration of knowledge, inculcated with values,
skills, values and correct and encouraged to
use of language across the improve language
Pedagogy curriculum
3. Intended learning outcomes •
proficiency
Holistic learning
explicitly stated for promoted
different levels of abilities, • Children allowed to
ensuring all students gain progress at their own
equal access to quality pace
learning, and allowing for • Students’ varying
Assessment self-paced learning across capabilities, interests,
grades and needs catered for
4, Multidisciplinary, thematic,
and continuous across
learning areas
Teaching-Learning 5. Integration of knowledge,
skills, and attitudes suitable
Materials for the Information Age
• SOCIALLY RESPONSIBLE. The curriculum develops in students a sense of social responsibility, so that they
become aware of their obligations and duties as citizens in a democracy and are especially sensitive to the
needs of the poor and the aged.
• MULTICULTURAL. The curriculum reflects and is responsive to the cultural diversity of this nation and our
community, so that students develop a sense of pride in their own heritage and a respect for that of others.
• REFLECTIVE. The curriculum fosters in students the skills and attitudes of reflection, so that they are
able to think critically, creatively, and affirmatively.
• HOLISTIC. The curriculum gives appropriate emphasis to all the significant aspects of growth and all the
types of human intelligence, helping students see the connections between the separate subjects,
• GLOBAL. The curriculum develops in students an awareness of global interdependence in all aspects of life,
including the environment and the economy.
• OPEN-ENDED. The curriculum is open-ended in two ways: it is open to revision and continued refinement;
and it provides open access to all students, allowing them to go beyond explicitly stated learning outcomes in
curriculum documents.
• GOAL-BASED. The curriculum focuses on significant goals, so that all students, including those with special
needs, develop the critical skills and acquire the knowledge they need for effective lifelong learning and full
functioning as citizens in a changing society.
• TECHNOLOGICAL. The curriculum uses technology as one delivery system, examines the influence of
technology on students’ lives, and gives students the skills they need to use technology.
New elements in the Smart School curriculum will focus on all-round development of students
appropriate for the Information Age:
ALL-ROUND DEVELOPMENT
Domains
Effective oral and written communication in Malay. English as a second
Communication
language. Emphasise multiple languages, interpersonal skills and networking.
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Examples of Values that shall be infused into the Smart School curriculum in an integrated
manner:
Love Moderation
Compassion • love for the environment • moderation in feeling of self-
• sympathetic • love for the country importance and consideration for
• considerate • love for peace and harmony others
• generous • moderation in speech and deed
• understanding Freedom
• forgiving • freedom as granted by the law Gratitude
• freedom in the democratic system • thankful
Self-Reliance • thoughtful
• responsible Courage
• act wisely • appreciative
• able to act independently
• self-motivated • defend the truth Rationality
• self-confident • stand firmly by one’s own • prudence
conviction • the ability to reason
Respect • accept responsibility • having open and logical minds
• show filial piety • courteous conduct and speech
• respect elders, teachers, Physical and Mental Cleanliness
• cleanliness of the self • the development of a healthy and
friends, neighbours and constructive mind
leaders • cleanliness of the environment
• respect the king and country • courteous conduct and speech Public Spiritedness
• respect the basic rights of • the development of a healthy and • collaboration
others constructive mind • neighbourliness
• respect the beliefs and Co-operation • sensitivity to social issues
customs of the different • brotherhood Humility
communities • shared responsibility • courtesy
• respect the uniqueness of • co-operation • readiness in admitting one’s
the person • tolerance mistake
• abide by the law • common benefit • friendliness
• observe punctuality • unity
Honesty
• show appreciation for Diligence • trustworthiness
knowledge, experience and • Steadfastness • truthfulness
contribution • Effort • sincerity
• show appreciation for labour • Dedication
• respect the pride of others Justice
• Determination
• fairness
• Perseverance
• equity
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Elements of Language that shall be infused into the Smart School curriculum in an integrated
manner:
Curriculum Design for Smart Schools will incorporate elements of Vertical Integration:
e
pl
am
3. Intended learning outcomes Each subject is divided into learning areas
Ex
explicitly stated for different
levels of abilities, ensuring all Example of a Learning Area in the English Language
students gain equal access to Intended Learning Outcomes Suggested Resources, Techniques,
quality learning, and allowing for Activities
self-paced learning across Level 1 (Mastery level)
Listen to selected texts and Teach the use of signal words
grades. respond to “Wh” questions
The curriculum will reflect Retell a story viewed or read Listen to taped materials
vertical integration to allow high Read and describe events in featuring two to three speakers
narrative
fliers to ‘surf’ through their
Level 2 Use completion exercises
schooling years, without being
Listen and respond to a variety of
kept apart from their peers, in texts Encourage student participation
virtual express classes. Talk about ideas, information and in group activities to learn how to
events in texts heard or read disagree politely
Read and respond to a variety of
texts Role playing
Level 3
Simulation exercises
Listen for cause-effect
relationships
Express personal views and
comments constructively on
others’ opinions and views
Read a variety of texts and
discuss ideas, information and
events
Curriculum Design for Smart Schools will also incorporate elements of Horizontal Integration:
o m in t edge n d
approaches.
rm
a
,
VERTICAL INTEGRATION
o u des now a r
fo
ye
A multidisciplinary
e s he
l
r n tti ing c h
approach is one in which
l e a nd a list e a
k
two or three subject
r
areas are combined in a
d e s a area s fo
tc
i n g tu
single learning area that
e
Grade
levels
i n t val ing t i v
focuses on a theme,
o f ills, earn b j e c
issue, problem, topic, or
concept.
sk ch l n g o
e n ue
d
ea arni
An interdisciplinary
Le
approach combines all
subject areas to focus
the full array of
disciplines on a theme,
issue, problem, topic, or
concept.
HORIZONTAL INTEGRATION
IT literacy will be emphasised, to prepare students for the challenges of the Information Age:
5. Integration of knowledge, skills, values and attitudes suitable for the Information Age
Subject-related
Community service
activities
activities
Recreational
Religious activities activities
Characteristics Benefits
Different learning experiences will be experienced in Smart Schools, using innovative methods
of teaching, for example:
In Smart Schools, there will be an appropriate mix of learning strategies to ensure mastery
of basic competencies and promotion of holistic development
The possible roles of students and teachers in the classroom environment range from those completely
teacher-centred to those entirely student-centred. These represent a spectrum of possibilities, but it is
possible to define the alternatives across this spectrum. Outlined below are four basic choices across the
spectrum:
Teacher As Teacher As
Teacher- Mentor and Coach or Student-
Centred Model Facilitator Centred
Another important input to the classroom environment is the strategy used for the learning
process.
Learning
Description
Strategy
Mediative • Direct assisting of students in learning how to apply knowledge to solve problems
Strategies • A combination of reasoning, coaching, and open-ended discussions
Generative • Help students learn how to behave in appropriate situations and use their different intelligences
Strategies • Includes tools like brainstorming, synectics, lateral thinking, and creativity by design
Collaborative
Strategies • Help students use interpersonal skills to accomplish tasks
Combining the roles within the classroom with the learning strategies available results in an
overview of the different classroom environments. Some possible classroom environments are
more realistic than others based on the fit between the roles of the teacher and student
and the learning strategy.
Teacher as Coach or
Teacher-Centred Teacher as Mentor and Student-Centred
Facilitator
Model
• Example of application of basic • Teacher or expert shows class a • Teacher or expert shows class a • Teacher or expert shows a concept
Observational skills and theory concept concept • Students ask questions in
interactive session
Strategies • Students observe expert or • Students ask questions in • Students ask questions in • Students are examples to each
teacher interactive session interactive session other
• Clear lesson plan determined by • Discussion and Question-and-
Mediative teacher • Discussion and Question-and-
Answer with students Answer with students
Strategies • Focus on applying basic skills, with
some student-student interaction • Learning goals set by teacher • Learning goals set by teacher in
discussion with students
• Teacher sets problem or • Students and teachers jointly set • Students set priorities with
Generative assignment
• Students provided with options for
goals
• Students expected to develop
teacher input
• Students expected to set range of
Strategies appropriate solutions problem-solving options options for solving problems with
• Teacher assists execution • Teachers assists execution teacher’s help
• Teacher sets learning objectives • Joint setting of learning goals • Students set learning objectives
Collaborative and rules • Students expected to form groups
and internally determine roles
• Students are grouped, may also set
own “roles”
Strategies • Students are grouped, and teacher • Teacher can intervene to guide or • Teachers can support students to
may also set the “roles” suggest find a co-operative working style
• Teacher provides students with • Joint goal setting between • Students develop problems and
Outside-Context goals, options for execution students and teachers
• Students expected to take solutions jointly with teacher
Learning Strategies • Field activities and labs arranged initiative in selecting field • Field activities and labs arranged
by teacher exercises and lab options by students
Poor Fit
Most values and thinking skills can be taught in a variety of subjects,from an early age. As students grow
older and in subjects that allow for a greater variety for a classroom environments (not just teacher-centred,
directive), advanced applications of values and skills should become part of the environment. Higher order
thinking skills and greater emphasis on discussing and strengthening values should take place.
Teacher as Coach or
Teacher-Centred Teacher as Mentor and Student-Centred
Facilitator
Model
Directive
Strategies
Observational
Strategies
Inc
rea
Mediative with sing
Strategies
incr stud
eas ent
ing con
Generative
Strategies age trol
and
mat
Collaborative urit
Strategies y
Outside-Context
Learning Strategies
Metacognitive
Learning Strategies
Poor Fit
One of the goals of the Smart School programme is to give students a lifelong enthusiasm for learning.
Anecdotal evidence suggests that students who are given more control over their education are more likely to
have a continued interest. A more student-centred environment as age increases may help preserve enthusiasm.
However, appropriate strategies will differ between “content dependent” and “content independent” subjects.
Directive
Strategies Cont
• Te ent Dep
ac en
mast her dire dent Su
Observational • St ery of cts les bjects
Strategies ud s sons
learn ents int kills to en
ing e r a sure
prac mate ct wit
tice r ia ls h te
Mediative and
Strategies tuto for dril aching-
rials ls,
.
Generative
Strategies Cont
• St ent Ind
ud ep
Collaborative cont ents ha endent
• Gr e nt ve Su
Strategies eate and dir greater bjects
colla r ec co
bora use of s tion of ntrol ov
tive tude cour er
stra n s
Outside-Context
Learning Strategies tegi t-direct es
es ed
Metacognitive
Learning Strategies
Poor Fit
Another key factor in choosing classroom environments is the need to deal with diversity of
skills, abilities, and enthusiasm levels in every group of students. A growing body of research
suggests that many students have learning styles that are not catered for in traditional
classroom environments.
The classroom atmosphere will be important to support the Smart School teaching and learning
model:
The Smart School assessment system will involve a significant departure from traditional
assessment systems:
Characteristics Benefits
Curriculum
1. Holistic • Help realise the
2. Element-based National Philosophy
3. Criterion- of Education
referenced • Assure quality
Pedagogy 4. Learner-centred
• Flexible and
5. On-line
learner-friendly
6. Conducted in
• Provide more
various forms
7. Using multiple accurate picture of
a student’s
Assessment approaches and
achievement,
instruments
8. On-going readiness,
progress, aptitude,
learning styles, and
Teaching-Learning abilities
Materials
The scope of assessment in the Smart School is holistic in that it covers not only
achievement but also readiness, progress and aptitude. Such an approach will give various
information regarding the student’s learning styles and abilities.
The following are examples of elements that may be developed through various
subjects:
Subject/Area of Study Element
All students will be assessed when they are ready. All assessment results
will be recorded, and the reports done accordingly.
On-line assessment means that the items for smart assessment will be stored in
a computerised item bank and be made available to users on terminals through
networking.
Done at the in
School-based end of each order • assess achievement of each intended learning
Assessment learning to outcome in the curriculum
area
The Smart School assessment system will use multiple approaches and instruments to perform
Authentic, Alternative and Performance Assessments:
Authentic, Alternative, and Performance Assessment actively involves students in a
process that combines what is taught, how it is taught, and how it is evaluated
Authentic,
Authentic,alternative
alternativeand
andperformance
performance
approach
approach using the followinginstruments:
using the following instruments:
School Records
Classroom • •anecdotal records
anecdotal records
Assessment by means of • •calendar
calendarrecords
records
• •checklists
checklists
• •work
worksamples
samples
• •exhibitions
exhibitions
Certification
• projects
• work samples and exhibitions
Centralised Criterion-referenced
Assessment by means of standardised tests
Multiple Intelligences tests
Assessment is part of the teaching and learning process, and must therefore be on-going
in nature. Hence, certification is a “living” process.
De
De Di
Di
Assessment data
Merged
Merged Assessment data from
from centralised school-based assessment School-based
provided
Centralised assessment provided
by internal assessors, which Assessment
by
Assessment external assessors
include teachers, self,
peers and parents
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Conceptual selection and evaluation guidelines for teaching-learning materials will cover five
main criteria:
1. Meets curricular and instructional needs, is cost effective, as well as cosmetically and technically adequate
CURRICULUM ADEQUACY
INSTRUCTION ADEQUACY
COMPONENTS • In-line with curriculum
specifications
• Promotes vertical and OF QUALITY • Promotes values, skills
horizontal integration
• Considers different (especially thinking skills),
capabilities of students knowledge, and language
and teachers across the curriculum
• Suitable for a variety of • Consistent with teaching-
learning environments learning objectives
• Well designed interface • Content is accurate and
• Professionally done up-to-date
• Adaptable to different COST EFFECTIVENESS • Content is relevant to
teaching-learning styles student’s environment
• Value for money • Assessment is built-in
2. Cognitively challenging, attractive, motivates students to learn, and encourages active participation
e
pl
am
VERBAL/LINGUISTIC LOGICAL/MATHEMATICAL
Ex
VISUAL/SPATIAL BODY/KINESTHETIC
• Reading • Abstract Symbols/Formulas • Visualisation • Folk/Creative Dance
• Vocabulary • Outlining • Active Imagination • Role Playing
• Formal Speech • Graphic Organisers • Colour Schemes • Physical Games
• Journal/Diary Keeping • Number Sequences • Patterns/Designs • Drama
• Creative Writing • Calculation • Painting • Martial Arts
• Poetry • Deciphering Codes • Drawing • Body Language
• Verbal Debate • Forcing Relationships • Mind-mapping • Physical Exercise
• Impromptu Speaking • Syllogisms • Pretending • Mime
• Humour/Jokes • Problem-Solving • Sculpture • Inventing
• Storytelling • Pattern Games • Visual Pictures • Sport games
Source: Armstrong, Thomas. (1994). Multiple Intelligences in the Classroom. Alexandria, Virginia, U.S.A.: Association for Supervision and Curriculum Development
… because children have different learning styles, they will need a variety of materials
to maximise their learning potential:
pl
e
am
Children Who
Ex
in words reading, writing, telling stories, books, tapes, writing tools, paper, diaries,
Linguistic
playing word games. dialogue, discussion, debate, stories.
in images and designing, drawing, visualising, art, building blocks, video, movies, slides,
Spatial
pictures doodling. imagination games, mazes, puzzles, illustrated
books.
through somatic dancing, running, jumping, role play, drama, movement, things to build,
Bodily-Kinaesthetic
sensations building, touching, gesturing. sports and physical games, tactile experiences.
via rhythms and singing, whistling, humming, sing-along sessions, trips to concerts, music
Musical
melodies tapping feet and hands, listening.. playing, musical instruments.
by bouncing ideas off leading, organising, relating, friends, group games, social gatherings,
Interpersonal
other people manipulating, mediating. community events, clubs.
deeply inside of setting goals, mediating, time alone, self-paced projects, choices.
Intrapersonal
themselves dreaming, being quiet, planning
Source: Armstrong, Thomas. (1994). Multiple Intelligences in the Classroom. Alexandria, Virginia, U.S.A.: Association for Supervision and Curriculum Development
Conventional media, commonly used in today’s educational settings, will still feature in Smart
Schools. They can be divided into three main categories.
Musical
COMPUTER-BASED MEDIA
Video
NETWORK- Item on Interactive On-line Bulletin Search Video E-mail
Distance
BASED bank Demand TV Library Board Engines Conferencing
Learning
Computer
Database Word
APPLICATION Spreadsheet Assisted
software Processing
SOFTWARE software Design
software
software
… and software that fulfil the various needs and capabilities of students
le Bodily-Kinaesthetic Intelligence
amp Linguistic Intelligence
Ex •Word processing programmes •Hands-on construction kits that interface with
•Typing tutors computers
•Desktop publishing programmes •Motion-simulation games
•Electronic libraries •Virtual-reality system software
•Interactive storybooks •Eye-hand co-ordination games
•Word Games •Tools that plug into computers
Spatial Intelligence
•Animation programmes Interpersonal Intelligence
•Draw and Paint programmes •Electronic bulletin boards
•Electronic chess games •Simulation games
•Spatial problem solving games
•Electronic puzzle kits
Intrapersonal Intelligence
•Clip Art programmes
•Personal choice software
•Geometry programmes
•Career counselling software
•Graphic presentations of knowledge
•Any self-paced programme
Source: Armstrong, Thomas. (994). Multiple Intelligences in the Classroom. Alexandria, Virginia, U.S.A.: Association for Supervision and Curriculum Development
Teaching-learning materials will be acquired from a wide range of sources, and will no longer be
limited by resources within schools. In addition to libraries, businesses, homes, government
departments, other sources include:
Internet
Classified
Edunet Printed
Directories
Teaching-Learning
MATERIALS &
SOURCES
Smart School
Management
The functional elements of the Smart School Management System is divided into nine primary
areas:
School Governance
Student Affairs
Educational Resources
External Resources
Finance
Facilities
PEOPLE, SKILLS &
PROCESSES
RESPONSIBILITIES Management
Characteristics Benefits
School Governance • Efficiency
• Strong, professional administrators and
teachers - Re-allocation of skilled
Student Affairs • School goals articulated clearly human resources to
• Leads teaching at the school more valuable activities
- Cost savings over the
Educational Resources • High level of parental and community
long term
support and involvement
• Maintains open channels of
External Resources communication with all constituencies • Effectiveness
• Allocates resources to benefit the greatest - Improves quality of
decisions through better
Financial number of students
• Tracks performance against key financial access to information
and non-financial objectives - Improves speed of
Facilities • Provides a school climate that is conducive decision making
to learning - safe, clean, caring, well
organised
Human Resources • Develops and maintains a happy, motivated
and high performing staff
Security • Ensure the security of the school and its
occupants
• Uses and manages technology
Technology appropriately, effectively and efficiently
• Communications/pr
Technology School
• Long Term Planning • School Policy Making
Governance
• System Implementation • Curriculum Management
• System Maintenance • Community Involvement
• Training
• Field Support Management
Student • Student Profiles
Affairs • Performance Evaluations
• Test Administration
Financial • Counselling
• Budgeting
Management
• Reporting Smart School • Health, Insurance & Others
• Accounting
• Purchasing
Management
• Project Funding System
Educational
• Long Term Planning
Resources • Resource Database
• Audit and Control
Management
• Input to Curriculum
Human
Development
Resources
Facilities External
• Teacher Scheduling Resources
• HR Skills Management
• Hiring • Database Management
• Promotion/transfer • Liaison With External
Management Resources
• Vacation/sickness • Facility Scheduling
Management • Maintenance
• Staff Training Management • Asset Management
• Alternative Usage
Characteristics Benefits
•Curriculum
environment Tailored according to the
•Curriculum
•
students’ needs
Management
Management • Timely, relevant
•Community
•Community information.
Involvement
Involvement • Students will use their
local environment for
Human Resources learning.
Technology
Characteristics Benefits
Student data available
School Governance • Comprehensive Student
Records System for the
•
on-line to those who
storage, retrieval and need it, when they need it
Student Affairs reporting of all student - on restricted access.
data.
•Student
•Student Profiles
Profiles • Flexible off-site registration
• Ease of registration for
students, parents and
•Performance
•Performance process. administrators.
Evaluations
Evaluations • Student attendance • Ability to effectively and
•Test
•Test Administration
Administration management capability. efficiently manage
attendance and respond
•Counselling
•Counselling • Automated fee collection to problem situations.
•Health,
•Health, Insurance
Insurance
capability
• Improves cash handling.
&
& Others
Others
Security
Technology
Characteristics Benefits
Management
Management • Ability to manage
student needs.
•Input
•Input to
to Curriculum
Curriculum curriculum software. • Improves management of
resources by linking
Development
Development • Access to national and them to the curriculum.
international research
Human Resources database. • Makes it easier for
schools to have
resources on-hand.
Security
Technology
Characteristics Benefits
Helps teachers,
School Governance • Comprehensive database
designed to help index all
•
principals, and support
external resources useful staff utilise more
Student Affairs for teaching-learning and efficiently and effectively
management activities. external resources.
•Database
•Database
Management
Management
•Liaison
•Liaison with
with
External
External Resources
Resources
Security
Technology
Characteristics Benefits
• Comprehensive accounting • Reduces time needed for
system with ability to budgeting
School Governance automatically generate
customised reports • Efficient dealings with
Student Affairs • Direct interface to
suppliers.
•Budgeting
•Budgeting system.
•Reporting
•Reporting • Comprehensive audit and
•Accounting
control capability to keep
•Accounting track of cashflow.
•Purchasing
•Purchasing • Facilitates annual
•Project
•Project Funding
Funding budgeting and long-term
•Long
•Long Term
Term Planning
planning
Planning
•Audit
•Audit and
and Control
Control
Characteristics Benefits
•Facility
•Facility Scheduling
Scheduling
•Maintenance
•Maintenance
•Asset
•Asset Management
Management
•Alternative
•Alternative Usage
Usage
•Teacher
•Teacher Scheduling
Scheduling Characteristics Benefits
•HR
•HR Skills
Skills • Comprehensive Human • More efficient and
Management
Management Resource Information
System (HRIS).
effective deployment of
teaching and
•Hiring
•Hiring administrative staff.
•Promotion/transfer
•Promotion/transfer
• Integrates all aspects of the
HR function including • Teachers will be more
Management
Management hiring, training, vacation & aware of their situation
and what is expected of
sickness management,
•Vacation/sickness
•Vacation/sickness skills training, and them; Management will
Management
Management
promotion management. be aware of what
(human) resources they
•Staff
•Staff Training
Training • Manage in-school teacher have at hand.
scheduling and activities,
Management
Management as well as inter-school staff • Improved HR
activities by means of easily management in all
Human Resources accessible information functional areas.
Technology
Characteristics Benefits
•Physical
•Physical Security
only to authorised
Security personnel
•IT
•IT Security
Security
•Student
•Student Safety
Safety
Security
Technology
Characteristics Benefits
•Long
•Long Term
Term Planning
Efficient and effective
Planning
•
• More realistic long-term field support capability.
•System
•System planning for development
All aspects of the IT
of IT capability in school •
Implementation
Implementation function are managed in
•System
•System
an efficient, cost
effective way.
Maintenance
Maintenance
•Training
•Training
•Field
•Field Support
Support
Management
Management
Technology
Processes
and
Scenarios
The purpose of this Section is to provide the reader a glimpse of how the conceptual components elaborated in
previous sections can be put to work. The Smart School processes, one of the four core components supporting the
teaching-learning and management details some of the highlights of events within the school.
time to re-assess the current schooling system. Initially, the Smart School Core Processes
Student records
Check student
records for Determining the student’s entry level will
ensure that instruction capitalises on the
learning styles,
capabilities,
inclinations individual student’s strengths and
Analyse Recommend preferences while simultaneously
placement student’s
test results entry level removing barriers to learning.
Provide student Take
details, including placement test
learning styles,
capabilities,
inclinations, etc.
• Log on to computer in
• Evaluate a new
teachers’ room to check on
commercially produced
homework and assignments
courseware for Biology
completed by students as well
classes based on Ministry
as students’ attendance for
of Education’s guidelines
the day
8:00 p.m. 7:20 a.m.
• Attend a video-
• Conduct a lesson
conferenced State
on mitosis and
level meeting for
meiosis
Senior Biology
incorporating a
teachers to set
multimedia
State-level
3:00 p.m. presentation
standards
7:45 a.m.
Smart School
• Do an Internet search • Respond to
for suitable sites for electronic mail
students working on the
from students,
topic of genetic
12:30 a.m. parents and
engineering 9:30 a.m. colleagues
11:00 a.m.
• Update student assessment records and
portfolios in preparation for an upcoming
parent-teacher conference
• Access a student’s
Smart School progress records from
• Respond to e-mail the school database in
preparation for a
meeting with his
4:00 p.m. parents regarding his
underachievement in
1:00 p.m. class
2:00 p.m.
• Attend an evening
course on
Introduction to
Multimedia for
members of the Parents
community conducted
in the school 8:00 p.m.
computer lab • Go in to school to give a
talk to daughter’s class
on local ferns and share
some interesting samples
11:00 a.m.
of ferns with them
The Smart School has a commitment to provide equal opportunities for all students with different needs and
capabilities so as to enhance their capacity for learning. This commitment involves the development of the main
stakeholders who are involved in the delivery of Smart School teaching. This will represent a revolutionary departure
from traditional modes of teaching currently practised. The main stakeholders will include teachers, principals,
support staff, parents and the wider community, all of whom must be prepared and enabled to guide students in
Smart Schools.
Related Materials
Appendix 4 contains an elaboration of the
programme for the professional development of
PEOPLE, SKILLS &
Smart School teachers. The main roles and
PROCESSES
RESPONSIBILITIES
Management
functions of these teachers are also included.
TEACHING & LEARNING
Administration
TECHNOLOGY POLICIES
PRINCIPALS
Teacher development will be the most critical component as teachers will be the primary deliverers of
Smart School teaching. A comprehensive teacher education programme incorporating best practices in
technology supported learning will be critical to the success of the Smart School initiative.
These teachers will need intensive Roles and Responsibilities OUTLINE OF NEW EMPHASES IN TRAINING
training on Information Technology • Planning and preparation of Pre-service training In-service Training
skills and technology integration into
learning activities
• Managing a technology enriched
Trainee Teachers Teachers Trainers
classroom instructions to enhance
environment
• Delivering effective instruction
• IT skills • Phase 1: Smart • 2 phases as for
• Handling professional tasks
thinking and creativity. In addition, • Thinking Skills
School concept
and goals, Basic
teachers
• Motivation skills
Smart Schools teachers need to be • Values education IT skills, Core
teaching skills • Continuous
trained as “guides on the side”,
• Language proficiency professional
• Phase 2:
• Technology Integration of upgrading
facilitating and encouraging students to Skills and Knowledge needed: integration into the
teaching-learning
IT into T-L
activities,
programme
• Benchmarking
take charge of their own learning. • Designing instruction process Creativity and
innovation in T-L
for quality
• Assessing student learning • Role as guide and training
• Managing classroom procedures
facilitator of activities and
The training should allow participants to • Creating environment of respect and
support
learning management
the reality they would face. Plus the right attitude On-site coaching, Practicum, Peer Coaching, Reflection,
Demonstration, Simulation and Continuous Learning
efficiency and effectiveness of this • Plan programmes for the constant upgrading of
PHASE 1 PHASE 2
• Smart Schools • Application of
management task in a Smart School school administrators’ skills, on computer
applications for administration and management, and the Specific
are enhanced through the use of strategic planning and leadership, Information Age Management
Software
• Management
technology. • Develop plans for development of his staff on IT,
instructional management, and CAI processes and the • Innovation and
Smart School creativity in
• Constant discussion with teachers on ways to management
The change being brought about in improve teaching strategies in facing the
realities of the world of high technology, and to
• Basic IT skills:
Word Processing
the planned conversion of all supervise them and Spreadsheets
The school clerical staff are the school clerks, typists and office boys. Their responsibilities include
maintaining student and staff (teaching and non-teaching) records, school finances, school
communications, school inventories and matters pertaining to student and staff welfare.
Technical support is critical to the maintenance of all installed hardware and software to ensure
minimal disruption to the teaching-learning and management process. Thus, every Smart School should
have a well defined technical support organisational structure which will provide help-desk function to
Smart School students, teachers or administrators who require assistance in solving technical problems.
A number of organisational options can be deployed to ensure a tight, coherent centralised support
organisation backed up at the local level by self-sufficient teams based at either individual or identified
clusters of Smart Schools.
Officers from the various divisions of the The training outline for these officers should
Education Ministry, State Education include:
Departments, District Education Offices need • Smart School vision and objectives
to understand the educational objectives and • Their role and responsibilities in the Smart
policies of the Smart School in fulfilling their School
respective roles. • IT literacy
The training curriculum for the officers have to
• The teaching-learning and management
be geared towards their specific responsibilities processes in the Smart School
in the Smart Schools.
• Application of new approaches to their tasks
Roles and Responsibilities:
• Planning THE TRAINING OUTLINE
• Co-ordinating
PHASE 1 PHASE 2
• Monitoring
• Supervising • Understanding the • Application of
Education officers are crucial to
• Evaluating concept, vision and Management Software the success of the
specific to the different
mission of Smart Schools
functions of the different implementation of the Smart
School project as they play a
• Smart Schools and the divisions of the Ministry
Information Age of Education/State
Skills and Knowledge
needed: • Basic IT skills, word
Education
Departments/District
major role in the planning, co-
• Application and translation of
processing and
spreadsheets
Education Offices ordinating, monitoring, and
theories into practice
• Overview of multimedia
evaluating the implementation
• Motivational skills, personnel applications in education activities at the various levels. P
management skills and leadership
skills of the training should therefore
• Self-directing skills and skills
concentrate on developing the
at innovation and creativity awareness and acceptance of
• Competency in supervising the Briefings, Demonstrations, Simulations, On-the-job Training, the Smart School concept.
new Smart School processes. Peer Coaching, Reflection, Continuous Learning
Technology
Enablers
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.
Administration
TECHNOLOGY POLICIES
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Research, Reference, and Data Collection Tools to search, collect and collate information
…therefore Teaching and Learning Technical Requirements for these examples might look like
the following...
Central Server
Equipment
Local Server /
Conferencing
Stand Alone
/ Database
Resource *
Database
Database
Computer
Network
(specify)
Network
Regional
Server/
Secure
Other
Visual
Audio
Video
LAN
Item
Self-Exploratory
Learning
Collaborative Teleconference
Learning
Distance ISDN
Learning
Research,Reference
and Data Collection
Experiential
Learning
Electronic
Assessment
Inclusive Artificial
Education Intelligence
…therefore the Management System Technical Requirements might look like the
following...
Equipment
Conferencing
Stand Alone
Resource *
Database
Computer
Database
Database
Network
Network
(specify)
Regional
Server/
Server/
Server/
Secure
Central
Other
Visual
Audio
Video
Local
LAN
Item
School ISDN
Governance Teleconference
Student Affairs
Management
Educational
Resources Mgmt
External Resources
Management
Financial
Management
Facilities
Management
Human Resource
Management Smart Card
Homes / Parents Distance learning enables students to keep track of school work
even when they are not physically in school. Parents can access the
school for feedback on their children’s progress.
Community The Smart School can be a community centre to enable community
involvement in school activities. The community can also use the
Smart School as an on-going learning centre.
Universities / Colleges Distance Learning on topics by experts in the field, the provision
mentor / tutor programmes, and research data.
Museums/Archives /Science Centres Research, reference, and data collection resource available on-line.
Possible access to virtual experiences.
Local Authorities On-line information about local social and cultural events to enable
school participation.
…therefore External Constituency Technical Requirements might look like the following...
Equipment
Conferencing
Stand Alone
Resource *
Database
Computer
Database
Database
Network
Network
(specify)
Regional
Server/
Server/
Server/
Secure
Central
Other
Visual
Audio
Video
Local
LAN
Item
Other Schools
Homes / Parents
Communities
Libraries
Universities /
Colleges
Companies /
Industries
Museums/Archives/
Science Centres
Local Authorities
Server Room
Multimedia Development Centre • Central server site (e.g. Application servers,
• Creation / development tools for multimedia Management Database server, Web server)
materials (e.g. preparation of presentations or • Security measures ( e.g. Proxy server, Firewall )
music) • Telecommunication interface and access to Network
• Catering for varying levels of sophistication resources e.g. Internet (e.g. router, modem)
Switching
Hub
ISDN
Router
• 5 workstations + 10 computers
Server Room
• 1:1 ratio to the number of teachers • 1:1 ratio to the number of staff • 2 scanners + 2 colour printers • Web server + applications servers
likely to be in the Teachers’ Room • 2 printers • CD-ROM production • Proxy server + firewall
at any time • Office Automation equipment • Data backup equipment • Network Management System
• 1 printer • Content development tools (e.g. • Management Database
Non linear editing equipment, • Smart Card Management
MIDI, Authoring tools) • Router, ISDN TA, modem
Implementation options:
Option A Option B
• Secure transaction via network (software only) • Clustered multi-point video conferencing.
• Independent/ direct connection to district level • Secured transaction via separate secure
for multi-point video conferencing network
• Security measures including data encryption
Option A Option B
ISDN
OPEN NETWORK
Primary School Secondary School
(e.g. INTERNET) ISDN
SECURED EDUCATION
District Education office NETWORK State Education Department
School
Firewall
School
Point of Access
Point of Access
School Point of Access
Point of Access
OPEN NETWORK
(e.g.INTERNET)
Legend
Access
Network
Security
Access
BACK BONE NETWORK
Technical requirements and possible solutions for the national repository centre
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Policy
Implications
In this Section, the term “policies” is used as an umbrella term that encompasses both legislative policies
and regulations that will influence Smart Schools and their effective implementation.
• Students progress at their own • Under what conditions should vertical integration be
pace according to capabilities introduced?
• Students in a class learn in a • Should there be changes in the time allocated for
ing- variety of ways (e.g. distance teaching the various subjects in the Smart School
h
eac ing learning, internet, electronic curriculum? If so, how should they change?
T rn
lea courseware) at the same time. • Is there a need for more flexible time-tabling?
• What kind of classroom arrangement and furniture can
enable learning to occur in a variety of ways?
of • Best courseware materials need to • What changes in the selection process of teaching-
io n be identified for teaching Smart learning materials are needed to ensure “best” Smart
le ct ng-
i School subjects School materials? (e.g. transparent selection criteria
Se ach ng
te rni ials and evaluation.)
lea ter
ma
t • Test administration is via multiple- • What are the conditions under which test administration
den delivery and on-line is conducted (e.g. can students do the assessments from
u s
St fair home?)
Af
• Intellectual property rights are • Who owns the written materials produced by teachers?
upheld in Smart Schools • What are the guidelines on copyright issues?
es
iliti • School facilities will be used by • How do we ensure the security of school facilities?
c
Fa the community after school hours • How do we ensure equal access to the physical
facilities?
Policy areas that need to be addressed in getting the right people for Smart Schools :
• All teachers skilled in the use of • What needs to be included in the IT component of the
IT and integration of IT in the pre-service teacher training curriculum at colleges and
teaching-learning process universities?
• What IT elements are necessary for continuous teacher
rs
che development?
a
Te • What should be the minimum hours of on-going, annual
professional development required for practising
teachers?
• What mechanisms need to be in place to ensure the
integration of IT into teaching activities?
• Administrators (principals, • What are the minimum IT skills necessary for school
headmasters, senior assistants) administrators?
possess adequate IT skills • Should proficiency in IT skills become a criterion in the
rs
ato selection of administrators? If so, how?
tr • What mechanisms need to be in place for all
inis
m administrators to acquire the necessary IT skills and
Ad then periodically update these skills?
Policy areas that need to be addressed in getting the right people for Smart Schools (continued) :
• Competent technical staff provide • What new posts need to created in schools at the
l support for technology used in district and state levels? (Are these technical positions
n ica
ch rt Smart Schools or teachers who are trained to support technology)?
Te ppo • To what extent would teachers and students play a role?
Su aff
(e.g. teachers with interest and expertise have a
St
reduced teaching load to enable them to be responsible
for technology support; students to assist in technology
support as an extra curricular activity or for credit)
Policy areas that need to be addressed in getting the right people for Smart Schools (continued) :
• Parents can easily access academic • Who qualifies to view students’ data?
and health records of their child • What kind of data goes on-line?
ts
ren on-line
Pa
• The Smart School is the centre of • What facilities shall be made available for community
learning for the community use? And when should they be made available?
y
unit • The community is encouraged to • What is the extent and type of community participation
omm participate in Smart School that is encouraged? (e.g. Individuals coming into the
C activities and use Smart School classroom as volunteer teacher aides or involved in co-
facilities curricular activities or helping students who need extra
help with their school work)
Policy areas that need to be addressed when introducing technology in Smart Schools :
l • LAN, WAN hardware and • What modifications need to be made to the per capita
gica courseware are common technology grant (PCG) to accommodate start-up and on-going
lo
hno inputs in Smart Schools technology expenses?
c
Te puts • What alternative funding sources can be harnessed by
In Smart Schools to acquire additional technology inputs?
y • Common technology standards • To what extent are schools able to add technology that
olog s must be adhered to in all Smart is inconsistent with agreed-upon Ministry of Education
n
ech dard Schools for reasons of inter- guidelines or technology standards?
T an
St operability
ta ity • Most data in Smart Schools will be • Who defines security policies?
Da cur on-line and easily accessible • Who grants security access rights?
Se
• A central agency will co-ordinate • Who owns and modifies architecture and technology
y the introduction of technology into standards?
olog ure • How will legacy systems and networks be integrated into
n t Smart Schools
ech itec the Smart School system?
T ch
Ar • Who is responsible for defining a technology support
structure, modifying it and ensuring its success?
• Who is responsible for monitoring technology (hardware
and software) performance over time?
• Who will be responsible for defining guidelines that will
allow beta testing of new courseware in Smart Schools
• What role can the private sector play in the on-going
implementation (e.g. with respect to standards, technology,
architecture and policies)
Concluding
Remarks
Concluding remarks:
The dynamic nature of a Smart School makes it • The curriculum should be broad to cater to
obligatory and incumbent on the Project Team the needs and different capabilities of
to propose indicators of whether or not the key students;
objectives of such an ideal school have been
achieved. • There should be competent, caring and
professional teachers
These indicators are detailed criteria that
provide clear evidence as to the extent to which • The school climate or culture should be one
the programme is succeeding in achieving the that is conducive to learning;
goals set out in the Malaysian National
Philosophy of Education. • The on-going assessment system should be
one that supports good instruction;
It is with this in mind that the Project Team
feels that some of the key criteria to measure • There should be achievement gains recorded
the performance or success of the Smart year by year;
School programme would comprise the following:
• There should be a decrease in discipline
referrals
• All participants use the opportunity to create visionary solutions for the benefit to Malaysia,
not opportunistic “quick-fixes”.
• The team strives to fulfil high aspirations in developing leading concepts and comprehensive
standards.
• Team members work collaboratively to develop world class solutions to the benefit of all
participants.
• The project team will create end products and solutions that are acceptable to the entire team.
• The Steering Committee provides guidance, not decisions between competing vendor concepts.
• Open communication within the team but external communication through the Steering
Committee only.
• All team members contribute substantially.
• Ministry of Education has the rights to the end products of the team within Malaysia; team
members are encouraged to use all know-how and information acquired during the project,
outside Malaysia, if not marked or identified as confidential. The Steering Committee can,
however, release confidential materials for use outside of Malaysia.
Human
Resources
Research
and
S800
development
Develop or
S100
procure
Manage Identify
Technology courseware
Manage school and
Manage HR school localise
financial
requirements governance teaching S900
requirements
plan Conduct external
S200 achievement Work force or
assessment Higher
Resources Select and
organise Education
teaching and S700
System
learning
Manage Manage Manage Provide
materials
school student external Feedback
resources affairs resources
Other
Manage Manage Manage S400 S500
resources technology school security Undergo
requirements facilities requirements Plan student
classroom
experiences
session
Curriculum
specifications from Student records
Ministry of Education
Administration
subject details
Students
Parents
Supported Events
E101: Year End Planning
T-L Materials
yes
SS.230 SS.235
Teacher Assemble suitable Arrange sequence Teaching-Learning
T-L materials and allocate time Materials for class
Students
Parents
Supported Events
E201: Year End Planning
E202: New Materials become available
student's
Student records
details
Administration
results
details
results
SS.315
Student
Take placement test
SS.310
Parent Provide student
details, including
E301 learning styles,
capabilities,
inclinations, etc.
Other
Supported Events
E301: Registration for new student, or update of current student
E302: Beginning of School Year
details
SS.425 SS.425
Student
Student's learning goals Set learning goals Set own rubrics Student's rubric Time-table
SS.430
Parent SS.435 SS.440
Provide external
E402 E403 Volunteer to provide E404 Volunteer to other
resources
teaching aid activities
Other
Supported Events
E401: Beginning of School Year
E402: Volunteer to provide resources
E403: Volunteer to provide aid
E404: Volunteer to other activities
E405: Phone, fax, e-mail students, parents to arrange schedule
attendance
SS.510 Assessment
Teacher Records
E501 Take attendance
SS.520 SS.525
SS.515 SS.515
Time table
Student Select Module for Undergo the
Assess own
progress
Satisfactory Yes Select subsequent
module
learning process learning process
Student rubric
No
Parent
Other
Supported Events
E501: Students arrive in classroom
SS.660
SS.610 SS.615 SS.620 SS.625
SS.655
Teacher Register student to
Score test
E601 undergo Plan test Assemble test Administer test
achievement Feedback to parent
assessment
SS.640
Parent
Counsel student
Other
Supported Events
E601: Students register for achievement assessment
E602: Students arrive for achievement assessment session
Administration
SS.720 SS.730
SS.710
Teacher Facilitate
achievement Remediate or enrich
E701 Plan for feedback E702
assessment student's learning
session
feedback session
SS.725
Parent Enhance family
participation in
student's learning
Other
Supported Events
E701: Achievement assessment results arrive
E702: Achievement assessment feedback session’s concerned parties arrive (parents, teachers, students)
SS.810
Identify developer
for courseware ready-made
Yes
Courseware
Evaluator
ID.835
SS.830
Raise purchase Accept T-L materials
E801 Develop ? No requisition for T-L
Materials
update details
upload database
Other
Supported Events
E801: Software required
registered student
SS.615 SS.630
Teacher Register student to
undergo
E601 Administer tests
achievement
assessment
SS.635
SS.610
Undergo
Student Indicate readiness
E602 achievement
assessment
no
Parent
Supported Events
E901: Students register for achievement assessment
E902: Students arrive for achievement assessment session
E903: Score students’ achievement assessment
To nurture the qualities and develop the professional 1b: Assessing student learning
practice needed to facilitate learning in a technology
enriched environment.
Domain 2 (Managing A Technology Enriched Classroom)
delineates the kind of classroom interactions that
establish a comfortable and respectful classroom
2. THE PROFESSIONAL PRACTICE
environment needed to promote a culture for learning.
This framework of teacher education for Smart Skills and knowledge needed include:
Schools identifies those aspects of a teacher’s
2a: Managing classroom procedures
responsibilities that promote learning. These
responsibilities define what teachers should know 2b: Creating an environment of respect and support
and be able to do in carrying out their professional
practice. They are divided into four domains namely
(1) Planning and preparation of curriculum; (2) Domain 3 (Delivering Effective Instruction) outlines
Managing a technology enriched classroom; (3) the ways in which teachers should organise and
Delivering effective instruction; and (4) Handling present the content, and the roles to assume in
professional task as an educator. encouraging their students to take charge of their
own learning. Skills and knowledge needed include:
3a: Facilitating students in cognitively stimulating
Domain 1 (Planning and Preparation of the Curriculum
activities
Content) outlines how teachers organise content and
how it is translated into activities and exercises in 3b: Utilising technology for effective instruction
the classroom. Skills and knowledge needed include:
The trainers will follow the same programme as for Follow-Up Support
teachers. This allows trainers to be engaged in the
Follow-up support is a critical factor in ensuring
same kind of learning activities that they are to
teachers implement what they learned or
provide to the teachers. A major emphasis is to
prepared during training. Trainers should
create an environment of learning through a culture
contact teachers in their classroom to offer on-
of partnership and collaboration between teachers
site coaching and technical support with
and their trainers.
technology. Trainers should help teachers to
develop support team and encourage peer
3.3 Features of Training Programmes coaching thus providing opportunities to share
and reflect practice within their own topic, level
To operationalise the professional practices of Smart
and subjects.
School teachers, some pertinent features must be
applied in planning training programmes. These
features are as follows:
The programme is practical oriented.
The views, beliefs and actions of teachers during
practicum are significant in initiating changes in the
classroom. Practicum are designed to provide ample
opportunities for teachers to model new ideas and
techniques in engaging students in active learning.
Teachers are given ‘hands-on’ experience guided by
accomplished trainers to learn successful teaching
strategies. Teachers need to be engaged in team
teaching and collegial patterns of work which focus on
new learning tasks and new situations.
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Glossary of Terms
GlossaryWord Description
Affective The evaluation of the affective domain of an individual within a stipulated period of time
Assessment based on the goals of the National Philosophy of Education.
Assessment An on-going process of measuring the performance of something through the use of a
variety of measuring instruments.
Authentic A process of assessment that takes into consideration learners’ different pace of learning
Assessment and uses a variety of measurement instruments to measure the process and product of
learning.
Computer Adaptive A test which is computer-generated and administered that can adapt itself to the needs and
Tests ability level of the student.
Construct A thing or a human dimension for example knowledge.
Di Data obtained from school-based assessment that is conducted using standardised and
calibrated items from centrally controlled item banks.
Dial-up An Internet account that can connect any stand-alone PC directly to the Internet. The PC
that accesses a dial-in connection needs either a modem to connect via a regular phone line
or a terminal adapter (TA) to connect via an ISDN phone line.
GlossaryWord Description
Educational Statements pertaining to the minimum level of attainment to be achieved by an individual
Standards based on a predetermined set criteria and operationalized by a set of performance
indicators in line with the aspirations of the National Philosophy of Education.
Element-Based An assessment approach that focuses directly on the elements (things) that needs to be
Assessment developed in an individual through the educational process.
Element-Core and Something that needs to be developed in an individual through the educational process, for
Specific example a skill, competency, value or knowledge.
Core elements refer to elements that are independent of any particular area of study or
subject and appear across the curriculum.
Specific elements refer to elements that are specifically found in a particular area of study
and would not normally appear in other areas of study or subjects.
Evidence Proof of the type and characteristic of the type of performance assessed.
Fire Wall A combination of hardware and software that separates a LAN into two or more parts for
security purposes.
Holistic Data Assessment data which has to be consolidated and used in making judgements about an
individual’s performance, obtained from school-based (Di) and centralised assessment (De).
Hub A network's or system's signal distribution point where multiple circuits convene and are
connected.
Humanistic A system of assessment that provides learners with the opportunity to be assessed when
Assessment they are ready.
Hurdle System A method of combining two or more sets of data to determine the achievement of an
individual as excellent, credit or satisfactory in any given test.
GlossaryWord Description
Individual Assessment that is administered on an individual basis to an individual when he or
Assessment she is ready to be assessed.
Leased line A leased phone line that provides a full-time, dedicated, direct connection to the
Internet.
Life-Time Data A system for recording, providing descriptions and detailed reports pertaining to an
Base individual’s performance in education throughout his or her lifetime.
Multipoint Control (MCU) A device that bridges together multiple inputs so that more than three
Unit parties can participate in a video conference.
National Criteria A statement of the Educational Standard based on the National Philosophy of
Education, which determines the individual’s level of achievement in the learning
process.
GlossaryWord Description
National The National Performance Indicator is a statement pertaining to the type and
Performance characteristic of the evidence that is observed when making judgement of the
Indicator attainment of a criteria
On-Line Multiple A method of administering tests which allows individuals to sit for a centralised test
Delivery at any time he or she feels ready to be assessed.
Patching System A system that allows individuals to improve their achievement in a particular area as
a means of fulfilling the certification conditions or upgrading their achievement from
credit to excellent.
Point of Access A site that has an array of telecommunications equipment: modems, digital, leased
lines and Internet routers.
Proxy Server A World-Wide Web proxy server acts on behalf of a number of Web browsing
clients. Instead of a client having to fetch documents itself, it makes a request to
the proxy. The proxy fetches the document and returns it to the client.
Router A network device that enables the network to reroute messages it receives that are
intended for other networks. The network with the router receives the message and
sends it on its way exactly as received.
Self Assessment A form of assessment that allows the individual to identify the standard or criteria
to be achieved or internalized so that judgement can be made by the individual as to
the level that he or she has achieved when evaluating his work or performance in the
learning process.
Server A computer, or a software package, that provides a specific kind of service to client
software running on other computers.
Single ID A unique identification number or unit that is assigned to each individual to be used in
the Life-time Data Base (LTDB).