Beruflich Dokumente
Kultur Dokumente
Content
Unit overview
Introduction ............................................................................................................. 4
Learning outcomes .................................................................................................. 5
ICT Policy Planning ................................................................................................ 5
Summary ............................................................................................................... 13
Self-test 5.1 ............................................................................................................ 14
5.2 Diversity and Inclusion
15
Introduction ........................................................................................................... 15
Learning outcomes ................................................................................................ 16
What is Diversity? ................................................................................................. 17
What is Diversity ................................................................................................... 19
A Role for ICT ...................................................................................................... 19
What is Inclusion? ................................................................................................. 24
Multiple Intelligences ............................................................................................ 30
Summary ............................................................................................................... 33
Self-test 5.2 ............................................................................................................ 33
5.3 Learners in Remote Locations
34
Introduction ........................................................................................................... 34
Learning outcomes ................................................................................................ 36
Strategies to Reach Remote Communities Using ICT .......................................... 36
Malaysian Approach to Introducing ICT in Rural Schools ................................... 38
A Malaysian Case study ........................................................................................ 41
Distance Education ................................................................................................ 42
Summary ............................................................................................................... 43
Self-test 5.3 ............................................................................................................ 43
5.4 Educational Management Information System
44
Introduction ........................................................................................................... 44
Learning outcomes ................................................................................................ 44
Establising EMIS challenges and issues ............................................................ 45
EMIS development major shifts ......................................................................... 47
EMIS emerging technologies ............................................................................. 49
EMIS experiences............................................................................................... 56
Summary ............................................................................................................... 61
62
Introduction ........................................................................................................... 62
Learning outcomes ................................................................................................ 63
Future Trends of Education ................................................................................... 63
Learners of the Future ........................................................................................... 67
Teachers of the Future ........................................................................................... 68
Classrooms of the future........................................................................................ 70
Schools of the Future ............................................................................................. 71
Summary ............................................................................................................... 74
Self-test 5.5 ............................................................................................................ 74
Summary of unit
75
References
76
ii
Unit overview
Our countrys approach to the application of ICTs in education has
received much praise internationally. Guided by the nations ICT
vision, the Ministry of Education embarked on an ICT
implementation programme in schools, colleges and universities
through the National Strategic ICT Road Map (see Unit 1.2). This
plan had, among other things, the following objectives:
1. Building a united Malaysian nation.
2. Accelerate and enhance human capital.
3. Empower national schools.
4. Bridge the education.
5. Enhance the status and capabilities of the teaching profession.
6. Upgrade the excellence of the educational institutions.
In this section, we will consider some of the broader issues and
challenges relating to policies, planning and implementation that
nation and their institutions have to consider as the ICT intrusion
into its schools and classrooms become increasingly pervasive with
each passing day.
Neil Postman [1995]: The end of education Redefining the Value of School.
Vintage Books, New York, USA. [pp. 192]
(see Unit 1.2). This ICT roadmap seems to have provided for the orderly
introduction of ICTs in all of the social sectors including education on a
planned basis. In this section we will consider the various parameters that
require addressing as governments and their institutions embark on
developing policies and implementing plans for the use of ICTs in
educational systems. ,.
Learning outcomes
By the end of this section, you should be able to:
1. Explain ICT policy planning for education.
2. Describe concerns that must be factored in ICT policy planning.
3. Discuss the challenges in implementing ICT policies.
Section 5.1 will focus primarily on ICT policy planning and
implementation:
Title
ICT policy
planning
Resources
Technology for Education: Potential, Parameters
and Prospects in Haddad and Dexler (2009)
That policy framework identified five major pillars as the mission of the
MOE. These are:
1. To continuously develop ICT as an enabler for education.
2. To cultivate the culture of embracing 21st century skills among all
stakeholders in the education ecosystem.
3. To streamline and optimize the process through which the benefits of
ICT in education can be fully leveraged.
4. To monitor and provide reward and recognition for outstanding
performance in the use of ICT in education.
5. To promote the creation and sustainability of an environment
favourable for invention of new ideas, creations and solutions
through the use of ICT as an enabler in education.
Read the Vision, Mission and Policy objectives of MOEs ICT in our
educational system. This policy statement was developed in association
with the Multimedia Super Corridor and is considered as the basic
framework guiding the nations use of ICT in our schools.
Reading 5.1
10
Implementation of challenges
The Malaysian approach to embedding ICTs firmly within our
educational culture has been through the creation of Smart Schools.
In the previous units, you were introduced to our concept of smart
schools as well as a study of these by scholars at UKM and
UNIMAS. The Malaysian approach to the creation of the Smart
schools has all the hallmarks of orderly planning which follows a
seven stage circle. These are:
1. Stage 1: The creation of a national ICT policy with specific goals
2. Stage 2: Embedding the ICT for Education with the national
strategy
3. Stage 3: Clarifying the national curriculum in response to the
technology environment
4. Stage 4: Identifying appropriate technologies and approaches to
meet the curricula demands
5. Stage 5: Build the capacities of both the teaching staff as well as
administrators involved in the programme
6. Stage 6: The implementation of the programme
7. Stage 7. Carry out periodic monitoring and evaluating progress.
11
Read the Preamble section from pp 2-7 of the Policy on ICT in Education
Malaysia report by Frost and Sullivan.
Reading 5.2
Activity 5.2
Source:
http://www.mscmalaysia.my/codenavia/portals/msc/images/pdf/Policy%2
0on%20ICT%20in%20Education%20Malaysia%202010.pdf
It is likely that you would have had personal experience yourself or know
of someone who may have gone through a planning experience in
emplacing ICT in schools. Describe your or your associates experience
how you/your associate regarding the seven (a-f) described above.
Discuss your impressions with your course mates or tutor on
WawasanLearn.
a. -----------------------------------------------------------------------------------b. -----------------------------------------------------------------------------------c. -----------------------------------------------------------------------------------d. ----------------------------------------------------------------------------------e. -----------------------------------------------------------------------------------f.
-----------------------------------------------------------------------------------
Activity 5.3
Can you think of reasons if and why there is a difference between the two
perspectives?
12
Summary
Section 5.1 considered the important issues and challenges that planner of
ICT policies and implementers of those policies have to consider
ensuring success. Careful and thoughtful planning will take account of
both the social and infrastructural milieu into which technologies are
brought in. They include at least six elements which include: policy,
approaches taken to implement, infrastructure, skills, budget and a clear
plan for integration. The educational systems in Malaysia has benefitted
from a well constructed National ICT Roadmap which permitted the
Ministry of Education to move forward with their efforts through a seven
stage planning and implementation cycle. Such a cycle provided for
monitoring and evaluation of ICT projects to learn from past mistakes as
new roll outs are embarked on.
13
Self-test 5.1
If you are asked to design and implement an ICT facility for your school
name at least four key items which in your view will be critical factors for
a successful introduction:
a. ____________________________________________
b. _____________________________________________
c. --------------------------------------------------------------------d. ---------------------------------------------------------------------Suggested Answers: :
a. A clearly defined policy for the use of technologies in school.
b. Strategies to mobilise the financial and infrastructural resources
required to establish and sustain the ICT facilities.
c. Resources for the training and continuous regular retraining of
staff.
d. A well thought out strategy to integrate ICTs to existing
structures and practices.
___________________________________________________________
14
Text Resource
What is
diversity?
Multicultural Education:
Managing Diversity in
Malaysian Schools
http://web.usm.my/educ
ation/MEDC/Vol2/7.%2
0MULTICULTURAL%
20EDUCATION.pdf
A Role for
ICT
Diversity In The
Classroom: Bridging
Difference And
Distance Through
Computer-Mediated
Communication
http://www.aacu.org/res
ources/faculty/harris.cf
m
Using Flexible
Technology to Meet the
Needs of Diverse
Learners: What
Teachers can Do
http://www.wested.org/o
nline_pubs/kn-05-01.pdf
Collected Wisdom:
Strategies and
15
Media Resources
What is
inclusion?
Ten questions on
Inclusion
http://www.unesco.org/n
ew/en/education/themes/
strengtheningeducationsystems/inclusiveeducation/10-questionson-inclusive-qualityeducation/
Confluence Volume 5
inclusive education
differently abled
children
Multiple
intelligences
Emerging Perspectives
on Learning, Teaching
and Technology
Chapter 9 - Multiple
intelligences and
learning styles
http://www.scribd.com/
doc/75856400/Emerging
-Perspectives-onLearning-TeachingAnd-Technology
Learning outcomes
By the end of this section, you should be able to:
1. Define diversity and multiculturalism.
2. List the major types of diversity in todays classroom.
3. Explain the major types of multicultural issues in todays
classroom.
4. Explain how the salad bowl versus the melting pot theory
directs behavior.
5. Illustrate the world of diversity and multiculturalism.
16
What is Diversity?
When you walk into your classroom the next time, pause for a minute and
consider the following:
1. How many of the children in your class are girls and how many are
boys?
2. How many are Malaysians of (i) Malay origin, (ii) Chinese origin and
(iii) Tamil origin?
3. How many children are of the Islamic faith and how many are nonMuslims?
In almost all of our national type schools, especially in the urban and
semi urban situations you will encounter the range of diversities that you
yourself would have experienced in your classroom. An appreciation of
diversity in the classroom adds value to the service you provide to your
students in very meaningful ways especially as they grow up to play
their role as useful citizens in a multi ethnic and multi racial society.
Before we proceed further in defining a role for the technologies in
managing diversity in classrooms, such as the ones we encounter all over
our country, it may be helpful to consider what diversity is and what it is
not.
Very often people have a tendency to use the terms diversity with
multiculturism interchangeably. There is a difference between the two.
While this difference is not clear cut (the reason why people use them
interchangeably), the first i.e., multiculturism denotes the bigger or macro
situation (reflecting the nature of entire communities) while diversity is a
bit more specific in other words the micro situations reflecting individual
traits). Diversity can exist without multiculturism. For example if you
were to visit a Tamil school situated deep in an Indian community the
chances are almost all the children in that school may belong to one
cultural group say Tamils. But enter classroom in that school you will
soon find out that the children may belong to different genders, have
different physical attributes, belong to different religious faiths and
demonstrate different abilities and skills. Such classrooms present a range
of diversities.
Those who study diversity in classrooms identify a number of specific
issues that requires understanding by and respect from teachers. These
can be broadly classified under the following categories.
1. Gender: While many of our schools are gender segregated some are
co-educational in character. If you are a teacher working in a co
educational school you are expected to be sensitive to the needs of
the two genders in the way you handle your curriculum.
2. Ethnicity and race: Malaysians deal with ethnicity and race on
almost a daily basis. While our national leaders attempt to build a
nation that is colour blind through campaigns like 1 Malaysia the
struggle to mould a nation of one people is hard and requires support
from every Malaysian. Teachers play an important role in this
attempt
3. Age diversity: in most our classrooms is not a critical issue. Children
enroll in their first primary class when they reach the age of seven
17
and from there move forward together at the start of every academic
year.
4. Socio-economic status: this is an issue that is very critical in the
average Malaysian urban classroom. While educational policies, such
as uniforms, help in reducing obvious differences other disparities
such as family wealth for tuition classes, learning materials, co
curricular activities and technology tools make significant differences
to a childs learning environment. How does a teacher cope with
these disparities?
5. Religion: this is both a sensitive subject and one that create
pedagogical challenges. Malaysian teachers need to have a
tremendous sensitivity to religious norms, practices and beliefs. This
is not a subject to be avoided but that should be treated sensibly when
it relates to curriculum
6. Language: while Bahasa Malaysia is the national language and the
medium of instruction in our schools children with their own other
tongues with their linguistic traditions expect those traditions to be
respected. Besides respect teachers are also expected deal with
children who need more attention as they struggle with Bahasa as
well as English for certain subjects.
7. Learning styles: teachers who are most successful in their
classrooms are those who appreciate the different styles of learning of
children from different cultures. Some cultures promote independent
learning while others have as strong inclination towards heavily
supported learning cultures.
Before you proceed further with this lesson, I would like to you to read an
article by Prof. Najeemah Mohd. Yusof on Multicultural Education:
Managing Diversity in Malaysian Schools and when you are done
reading make a list of all the traits of diversity found in a typical
Malaysian Classroom. Against each trait also describe what each item on
the list means to you as a teacher.
Activity 5.4
I would like you to engage with your peers in this course using the
WawasanLearn on your experience of dealing with the diversity in your
classroom every day. Please note since you are sharing experience, there
are no right or wrong answers to this activity. After you have gone
through this exercise I suggest you read the article by Najeema Mohd
Yusof on Multicultural Education: Managing Diversity in Malaysian
Schools (2008).2 Consider if Prof. Najeemahs descriptions of the
challenges confronting Malaysian teachers are valid. List down below
the points you are in agreement with her and those that you dont.
Trait
Meaning
18
(e.g) Gender
What is Diversity
A Role for ICT
It is very likely that for a number of reasons many teachers, in our schools,
often overlook the unique traits of each individual student. This is not just a
Malaysian phenomenon teachers worldwide exhibit this tendency. Why
do you think this is the case?
Please spend about ten minutes reading the experience of one teacher from
North America who shares her views on the subject.
Source: http://www.aacu.org/resources/faculty/harris.cfm
Reading 5.3
Leslie Harris in the story above found the use of on-line conversation as a
way of encouraging students from different racial and cultural backgrounds
to encourage full participation and engagement on topics that many of
them would have found uncomfortable in a face to face discussion. Her
view and caution was that the Computer Mediated Instructional (CMI)
environment led to more frank and forthright conversation and her caution
was for teachers to moderate in such a way as not to kill the discussion but
to manage it in a way that it does not get out of hand.
From your experience of the on line social media, in our country, do you
think online discussions are managed sensibly and sensitively?
Reflection 5.1
19
A.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Source: http://www.wested.org/online_pubs/kn-05-01.pdf
Consider some of the main points from the article:
1. Technology can support differentiated instruction different
individuals encode information through different stimuli (e.g.
auditory and visual). Teachers can take differentiated approaches to
best exploit an individuals strengths. Many technology resources to
support differentiated instructions are already available in schools
e.g. word processors, graphics software web resources through which
students can gather, respond to and benefit from at their own pace.
Some of the tools that are available include:
a. Talking Text e.g. Appleworks
b. Web Resources these are increasing in numbers all the time
c. Graphic Organisers - .e.g maps
d. Word processors
2. The Future promises even more technologies to support teachers
confronted with children approaching learning with different abilities
of styles. Between the time when authors wrote the article and 2012
a lot more technologies have become available. Smart phones and
20
iPads and touch screens present even greater options, as are voice
synthesizing and recognition technologies.
3. Movement towards Universal Design, which calls for all computerbased learning materials to be flexible enough to support all
learners.
The Table 5.1 below illustrates ways in which teachers have used
technologies in addressing diversity in the classrooms to support
personalized learning.
Purpose
Technology Bases
techniques
Announcement
Overview session
traditional classroom
Webinar
Web-based
tutorial
e-books
simulations
FAQ
instant
messenger
Self-paced learning
Query resolution
articles
books
face-to-face meeting
with expert
Assessment
simulations
print test
Collaborative session
Webinar
chat
Practice
simulations
traditional classroom
Webinar
Table 5.1 Different ways in which teachers have used ICTs to support
individual
learners.
Extracted from P. Valiathan in Blended Learning Models,
http://www.neiu.edu/~sdundis/hrd490/blndedmdls.pdf
Before we move on to the next section read the conference paper on
Challenges of Learner Diversity in Malaysia: Policies, Practices and the
Way Forward by Tan Sri Hj. Alimuddin bin Mohd. Dom a former
director General of Education.
21
Activity 5.5
I want you to create a Checklist of the General Principles from Tan Sri
Alimuddins paper. After having done that compare your checklist with
that of the checklist below. What do you think are the gaps in your
checklist as well as our countrys position on diversity in the classroom?
(One example has been worked out for you.)
Checklist of the General Principles governing the treatments of diversity
in Malaysian Schools.
Diversity
(e.g) Language
General principles
1. Treat students as individuals whose identities are complex and
unique.
For example, you can ask open-ended questions to solicit students'
reports of their experiences or observations without calling on a
student to speak for his or her race/gender/culture. Also, learning to
pronounce all of the names correctly shows respect for varied
backgrounds.
2. Encourage full participation while being aware of differences which
may influence students' responses.
For example, you can make eye contact with everyone, increase your
wait time to include less assertive and/or more reflective students, ask
questions that draw out quieter participants or challenge dominant
students in small groups, or talk with students outside of class to
provide encouragement.
3. Vary your teaching methods to take advantage of different learning
styles and to expand the repertoire of strategies tried by each student.
For example, you can foster peer relationships with in-class
collaboration, include concrete examples whenever possible, use
visual or dramatic presentations, or value personal knowledge and
experience when students share it.
4. Promote a respectful classroom climate with egalitarian norms and
22
acceptance of differences.
For example, you can encourage student projects involving diverse
perspectives, discuss guidelines or ground rules for good
participation, and monitor language use for implicit assumptions,
exclusions, or overgeneralizations.
5. Be aware of possible student anxiety about their performance in a
competitive environment such as Carnegie Mellon's but try not to
overprotect.
All students - including those whose personal or cultural histories
may include being a target of stereotypes and discrimination - need
clear standards and evaluation criteria, straightforward comments on
their work delivered with tact and empathy, and early feedback so
that they can change their learning strategies or get help if needed.
Avoiding common problems
1. Avoid highly idiomatic English.
Idioms are especially confusing for non-native speakers of English or
any student who may have been raised in another country or another
region of the U.S. While the expressions may be colourful, many
students may miss an important concept if the phrase in unfamiliar
(e.g. "once in a blue moon," "between a rock and a hard place").
2. Provide some linguistic redundancy.
Many students, particularly non-native speakers of English, benefit
from both seeing and hearing language (e.g. through the use of the
blackboard or overhead projector) and from hearing key ideas stated
in different ways.
3. Use diverse examples rather than ones which assume a particular
background or experience.
Examples that come easily are often those which come from our own
experiences. Make sure you aren't consistently assuming all your
students share that experience. For example, notice when many of
your examples are based on cultural or regional knowledge, hobbies
favored predominantly by one gender, or political or historical
knowledge unfamiliar to those from other countries.
4. Don't assume that students who don't talk don't know the material.
Being quiet in the classroom and not "showing off" are considered
respectful in many Asian cultures. For some women and people of
color, silence in the classroom may have been learned in response to
negative experiences with participation (e.g. being interrupted by
others, not getting credit for their ideas, having others talk to them in
a condescending or dismissive way).
5. Watch the type of humor that occurs in your classes to be sure it
23
denigrates no one.
A surprisingly large number of jokes involve putting down people
who are different in some way and who may already feel marginal
because of those differences. For more about classroom humor, see
page 30 of Collected Wisdom.
Source: Freeland, R (1998)
Extracted from http://www.cmu.edu/teaching/trynew/checkliststudentdiversity.html (Accessed 18 May 2012)
What is Inclusion?
The term inclusion has a special meaning in the education of children.
UNESCO in its explanation of the term is fairly clear. It states that
inclusive education as a process of addressing and responding to the
diversity of needs of all learners through increasing participation in
learning, cultures and communities, and reducing exclusion from
education and from within education. The demand for inclusive
education by implication would also mean that there are people excluded
either becaues of personal circumstances or other barriers. Who are these
people. UNESCO again: Exclusion does not only refer to the 75 million
children for whom access to education is denied or those who drop out
before completion. It also happens every day to those in schools who are
segregated or discriminated against due to social condition, ethnic
origin, cultural background, gender, sexual orientation, or other
individual characteristics or capacities. If policies, contents and teaching
approaches are not adapted to the diversity of the students, they will not
have the conditions to learn effectively the skills that will allow them to
be successful in work and life.
The desirable goal is for the whole education system to facilitate learning
environments where teachers and learners embrace and welcome the
challenge and benefits of diversity. Within an inclusive education
approach, learning environments are fostered where individual needs are
met and every student has an opportunity to succeed. The interpretation
of this explanation often gets somewhat massaged to suit particular
circumstances and regions.
In early 2011UNESCO addressed the question of inclusive education by
presenting 10 questions on the subject for its member states to ponder. I
have listed below in Table 5.2 the 10 questions and UNESCOs response
to those questions.
Question
1. Beyond the
figures, what do
we know about
the excluded?
24
UNESCO Response
Exclusion has many faces. Despite real progress
since 2000 towards universal primary education,
72 million children are still not enrolled at all in
school. More than half are girls. Seven out of ten
live in sub-Saharan Africa or South and West
Asia. Poverty and marginalization are major
causes of exclusion. Households in rural or
remote communities and children in urban slums
3. How does
inclusive
education
promote
successful
learning?
25
6. How does
education need
to change to
accommodate
everyone?
7. How do
curricula need to
change to
improve learning
and encourage
the inclusion of
all pupils?
26
27
8. Teachers have a
foremost
influence on
learning. Yet
their status and
working
conditions in
many countries
make it difficult
to promote
inclusion. What
can be done to
improve their
lot?
9. Is inclusive
quality
education
affordable?
Source: http://www.unesco.org/new/en/education/themes/strengtheningeducation-systems/inclusive-education/10-questions-on-inclusive-qualityeducation/
The Malaysian view on the subject is somewhat muted. Tan Sri Hj.
Alimuddin, the former Director General (that you may read in the last
section) stated that Inclusion in Malaysia is the process of placing
students with Special Education Needs (SEN) under the Ministry of
Education responsibilities into mainstream classes to be educated
alongside their mainstream peers of the same age group or otherwise,
with or without additional support, and within the present school
system. He went to say further, Inclusion in Malaysia is more of
functional integration rather than total inclusion (acceptance of
students with special educational needs (SEN) in mainstream classes
without conditions). Two types of inclusion is being practiced, ( I ) full
inclusion, i.e. students with SEN are being placed fully in mainstream
classes, and (ii) partial inclusion, i.e., students with SEN are being
placed in mainstream classes for certain subjects only. Prior to inclusion
especially in the early part of their formal education, students with SEN
are being equipped with the necessary basic skills and knowledge, so as
to enable them to cope with mainstream learning. Only those who are
perceived able to cope with mainstream learning would be included fully
or partially. Thus, students with SEN are being prepared for inclusion as
opposed to inclusion without conditions. (Alimuddin bin Mohd. Dom.
2008)3
28
(Source: http://youtu.be/JHE4Q8ABxSI)
What do you think are the gaps in our nations policies on the subject
especially with reference to questions 4-9 in Table 5.2 above as a
member of UNESCO are we meeting the principles enshrined in
UNESCOs declaration on inclusion?
Answer:____________________________________________________
___________________________________________________________
_____________________________________________________
MY ANSWER:
This question merits a detailed and an open honest discussion which
Malaysians often shy away from [I am one of them]. It will be fair to say
that as country we try very hard in all of our policy design to be as
inclusive as we can afford or wish to. In practice our inlusivity falls short
of the UNESCO declaration. For example with big classes it is often
challenging to cater for learners of different learning styles or those with
learning difficulties; our systems are not set up to detect undelying
problems confronted by children who may have one or another kind of
learning difficulties. We all can hope as we invest mor and more into
using technologies to support teachers in classromm many of such
challenges can be handled.
Malaysia is not unique in confronting the challenges of inclusive
education. Throughout the world , especially in response to the
International Convention of the Rights of the Child education systems
have been considering and adopting strategies that are meaningful in
integrating differently abled children as well as children of different
language, ethnic and religious backgrounds on to mainstream provisions.
It is in this context that ICTs have begun to find a role. Many of the
technologies that you and I use daily have been improvised to support
different types of learners. Along the new technologies have also been
developed.
In a recent conference/workshop held in India experts gathered to
consider innovations in technology that could help teachers to develop
Conference on the Education of Learner Dicersity. 26/08/08, Putra jaya,
Malaysia
29
Activity 5.7
From your reading, use the table below to list all disabilities that teachers
encounter in classrooms on the left column and on the right column the
technologies that are available for teachers to support children with
learning difficulties.
Learning difficulties
Assistive technologies
Multimedia 5.1
Source: http://youtu.be/o5WCX-998vs
Multiple Intelligences
In the last video (Multimedia 5.1) you watched, did you notice teachers
treating that each child as individuals and responding to their different
learning styles? Pause for a minute and reflect on how children approach
learning in your class. Does each one of your pupils approach learning
differently? Perhaps your classes are big and you are in a hurry to
complete the syllabus, which gives you little time to observe how each
child approaches his or her learning. But having an appreciation of
learning styles can help a teacher assist their pupils far more effectively
than not knowing much about them. Refer to your previous units to
refresh your memory on learning styles.
30
List down the three types of Learning styles that are most obvious.
Describe them in one sentence for each style.
Style 1 _____________________________
Activity 5.8
Style 2 _____________________________
Style 3 ______________________________
Suggested answer:
Essentially in any classroom a teacher can observe three obvious styles.
These are:
1. The Visual Learners are those who learn through seeing. Such
children normally sit in front of the class observe the teachers body
language and facial expressions to understand what is being taught.
Pictures, video lessons, gaming, diagrams, picture books are all
preferred tools for such individuals. These learners also tend to take
copious notes to absorb the information.
31
1.
2.
3.
4.
5.
6.
8.
9.
Existential intelligence
Prof. Gardner reasoned that the traditional view that intelligence is based
on IQ tests was much too narrow as it relied on the cultural or traditional
norms of linguistic, mathematical and logic by which western society
measured abilities. A new more holistic measurement of a persons
capabilities would look beyond a persons literary and numerical abilities.
More and more educators tend to lean towards Gardners theories as they
approach the education of especially gifted children.
Activity 5.9
Linguistic
intelligence
2.
Logicalmathematical
intelligence
Description
Technologies
32
3.
Spatial
intelligence
4.
BodilyKinesthetic
intelligence
5.
Musical
intelligence
6.
Interpersonal
Problem solving
software
Computer Aided
design programs
Strategy game
software
Graphing
calculators
Multimedia
authoring
programs
Spreadsheet
programs
intelligence
7.
Intrapersonal
intelligence
8.
Naturalist
intelligence
9.
Existential
intelligence
Summary
Finally to wrap this section I want you to watch this short video which
summarises Gardners theory of multiple intelligences.
The Inclusive Classroom
http://www.youtube.com/watch?v=o5WCX-998vs.
Self-test 5.2
Provide examples how ICT can play a role in inclusive education.
Suggested answers:
1. Using electronic dictionaries and encyclopaedias supported
with pictures and diagrams to enhance vocabulary.
2. Using voice recognition input system as alternative to
avoiding frequent spelling mistakes.
3. Screen Reading Software or Text to Speech: Software used to
33
2.
Facilities: whether school buildings are comfortable with wellequipped labs and infrastructure;
3.
4.
5.
34
Text Resource
Media Resources
Strategies to
reach remote
communities
using ICT
Technology in Schools:
Education, ICT and
Knowledge Society
http://youtu.be/hevH7WQfvP
k
http://siteresources.worl
dbank.org/EDUCATIO
N/Resources/2782001099079877269/547664
1099079947580/ICT_re
port_oct04a.pdf
Malaysian
approach to
introducing
ICT in rural
schools
Technology in Schools:
Education, ICT and
Knowledge Society
A Malaysian
case study
http://siteresources.worl
dbank.org/EDUCATIO
N/Resources/2782001099079877269/547664
1099079947580/ICT_re
port_oct04a.pdf
http://www.unimas.my/e
bario/eBarioOrig/output/
058.pdf
Distance
education
35
Learning outcomes
By the end of this section, you should be able to:
1. Describe the challenges of taking ICT to remote locations.
2. Evaluate Malaysian approaches to using ICT in remote locations.
3. Describe the practice of distance education.
Multimedia 5.2
36
37
Activity 5.10
38
39
40
41
Read the case study on the e-Bario project extracted from Khalid, H M,
Helander, M G and Yeo, A W (eds) (2004) Work with Computing
Systems, Kuala Lumpur: Damai Sciences. In general, this paper discusses
the absence of ICT infrastructure in the remote areas of Sarawak. In your
reading, try to identify the role of ICT in reaching the Bario community
and the challenges faced in this attempt.
Distance Education
The practice of Distance Education driven by ICT is a 20th century
innovation that has successfully created a niche for itself as an
educational provision across the globe. In higher education alone millions
(estimated in Asia to be around 12 million) of adults are enrolled in
programmes of study through distance education (DE). You are a typical
DE learner. Like you some 20-30,000 working adults in Malaysia are
registered to undertake formal study leading up to a qualification in one
of Malaysias many DE providers.
Give five reasons why you chose this form of studying for a Master in
Education degree when you had other choices:
1.-------------------------------------------------------------------------------------Activity 5.11
2. -------------------------------------------------------------------------------------3.-------------------------------------------------------------------------------------4.-------------------------------------------------------------------------------------5.--------------------------------------------------------------------------------------
42
Summary
In this section, we looked at the attempts made to connect remote learners
to the larger community through the use of ICT. In this process, we
analysed some viable strategies of using ICT in reaching the remote
communities which led us to appreciate how ICT is being introduced in
Malaysian rural schools. An excellent example that reflects this is the ebario project in the secluded areas of Sarawak. Finally, we explored the
subtle integration of ICT in distance education which emerged as an
effective alternative in providing educational provisions to rural areas.
Self-test 5.3
Explain one challenge faced in implementing ICT-based teaching and
learning in rural areas.
Suggested answers:
One of the many challenges faced in implementing ICT in rural
areas is the lack of proper infrastructure support. This is primarily
due to the difficulty of providing power supply to rural areas. A
good example reflective of this concern is the vast geographical
locations in the remote areas of Sarawak where hills and jungles
seem to present a challenge in constructing the electrical poles
that provides the power supply.
43
Learning outcomes
By the end of this section, you should be able to:
Title
Establising
EMIS Challenges
and Issues
Resources
Lishan Adam (2011) How Can Holistic Education
Management Information Systems Improve
Education?, Exploring ICT and Learning in
Development Countries.
https://edutechdebate.org/education-managementinformation-systems/how-can-holistic-educationmanagement-information-systems-improveeducation/
EMIS
Development
-Major Shifts
44
EMIS Emerging
technologies
EMIS Experiences
45
Read the following short introduction to EMIS written with the purpose
of discussion on some related issues.
Reading 5.6
46
Reflection 5.2
Reflect on this individually and also with your colleagues and peer group.
You might be arriving at some answers to these questions. The following
sections will attempt to focus on these questions to certain extent.
https://edutechdebate.org/education-management-informationsystems/emis-development-in-a-new-era/
You would have read in the article about the recent trends in the
development of EMIS. What are the major shifts in the development. Let
us reiterate that here.
1. From computer-based to internet-based development
EMIS data application today is completely internet-based (sometime
intranet-based), accessible through a portal website of the concerned
Ministry of Education. The technology network allows data to be
directly entered from schools, rather than through district or regional
offices.
47
Although the ability of data reporting is still far behind the ability of
data collection in most countries, the internet-based EMIS
development has drastically shortened the collection cycle, made the
collection process easier with less data errors, and surely enables a
possibility of letting data be accessible to all levels.
2. From reporting on national statistical aggregates to reporting on subnational or even grassroots level disaggregates
With more disaggregated data, we see many forms of school or
district report cards that are produced by many EMIS centers. These
are the report cards to individual schools or districts. Schools for the
first time see their performance (on multiple education indicators)
against their district, regional and national averages.
Parents and teachers may now be empowered with the school
performance information to engage in school improvement planning
process and inform their lesson plans. Smart reporting becomes the
key to the EMIS development in the new era.
3. From school-based development to student-based development
Tracking students during the life time of schooling is now possible
without too much burden of organizational management. Two
decades ago, such attempt tried in several countries failed miserably.
But today it is for the first time possible. Although this does not mean
tracking students on the daily basis (such as daily attendance) at
national level, it can significantly identify student academic needs
and provide needed services. The real value of the student-based
EMIS development is to enable the school value-added assessment.
4. From data control to data share
In todays era, the single most important aspect of measuring the
success of EMIS development is to see how widely available the
managed data is in all forms to all people. Absolutely, there should be
no discount or compromise. The best practice is to make data
downloadable from website in all forms for all users and EMIS
management in fact promotes the awareness of the availability. The
old mindset of data control is totally behind the times. Quality of data
can be easily and quickly revealed if it is made available to all users.
Activity 5.12
You would have found that the there are differences and similarities!
Now you attempt to answer the following questions and see to what
extent you have internalised the shifts in EMIS development and how that
has impacted effectiveness of planning and management of education.
48
1. What are the major shifts of development with regard to EMIS in the
developing countries during the last decade?
a.
b.
c.
d.
2. How do these developments improve educational planning and
management?
Suggested Answers
1. The major shifts of development with regard to EMIS in the
developing countries during the last decade are:
a. Shift from computer-based to internet-based information
management.
b. Shift from reporting on national statistical aggregates to subnational or even grassroots level disaggregates.
c. Shift from school-based to student-based development.
d. Shift from control of data to share of data for development.
2. The shifts that happened in EMIS development helped in making
available and share aggregated student-based data for appropriate
decentralised just in time decision making at different levels thereby
improving the planning and management in education.
49
https://edutechdebate.org/education-management-informationsystems/emis-opportunities-and-challenges-for-mobile-data-collectionand-dissemination/
50
51
52
b. Reasons:
b. Challenges:
Suggested Answers:
1.
53
a. Yes
b. Use of short message service (SMS) supported by several opensource software on mobile phones by para-social workers in Tanzania
helped them to report summary data on orphans and vulnerable
children to relevant officials in a cost-effective and efficient manner.
The application is being used for the collection of baseline data in
household surveys, patient interviews and healthcare facility audits in
several countries in the Sub-Saharan African countries.
2.
a. Opportunities: Applications, called GATHER created by the
Academy for Educational Development (AED), can be downloaded
to mobile phones, PDAs, laptops or other electronic devices to enable
cost-effective and efficient data collection, analysis and reporting.
b. Challenges: These ranges from cost and complexity to dynamism,
security and lack of adequate resources in the Ministries of
Education, especially in the units where EMIS is anchored. Mobile
handheld devices have limitations caused by small bandwidth, small
screen display, colour resolution and limited application capabilities.
Low bandwidth and low penetration rate are still major issue in many
countries.
Reflections based on experience
Results from surveys undertaken by the Association for the Development
of Education in Africa (ADEA) Working Group on Education
Management and Policy Support (WGEMPS) on the status of EMIS in
most sub-Saharan African countries indicate some progress towards the
use of ICT in EMIS operations e.g. the use of desktop computers and
servers, email and internet, as well as availing EMIS data and information
on the Ministry websites.
There are also innovative initiatives such the use of optical character
recognition (OCR) and mobile laptops in the data collection and
capturing processes in few countries such as The Gambia and South
Africa. Significant progress has been made in putting in place relevant
national policies and frameworks that regulate the use of ICT in these
countries. However, there is a general weakness in the flexibility of such
policies to adapt to the changing environments that match the dynamism
of technology this affects their implementation and enforcement.
Apart from the use of SMS by EMIS personnel in following up on
questionnaire returns, and by learners in finding out about their
examination registration and performance, there appears to be little
experience in the use of mobile and wireless technology within the realm
of EMIS in the Africa a position that can be reversed with solid
partnerships with the private sector and development partners.
54
Recommendations
stakeholders
to
policy
makers,
regulators
and
other
Reflection 5.3
Answers
1. A successful integration of mobile technologies with EMIS in Africa
requires:
a. Putting in place effective policies and legal frameworks that cater
to the dynamic nature and yet-to-be-explored potential of the new
and emerging technologies.
b. Setting up a robust ICT infrastructure and equipment
c. Continual capacity building of personnel involved in the use of
new technologies
d. Adequate resourcing including solid partnerships between
governments, the private sector and civil societies
e. Effective collaboration with funders and development partners,
and networking with the rest of the world so as to be in synch
with globally-set standards and benefit from global innovations.
55
EMIS experiences
Let us look at experiences of establishing EMIS one in the African
context and the other in Malaysia. This has been reported by two different
authors- the African experience is summarised and the issues in
establishment of EMIS is highlighted by John Lovely (2011). The second
experience is from Malaysia where the authors (Azlinah Mohamed et al.
2009) report a research study on the data completeness of Malaysian
EMIS. The two experiences looks at two aspects of EMIS establishment
and both contribute to the understanding of EMIS establishment in
different ways.
Now, let us look at the African experience.
https://edutechdebate.org/education-management-informationsystems/educational-management-information-systems-in-africa-andelsewhere/
What are the highlights of John Lovely's article?
1. Procuring hardware and software for EMIS is very time
consuming and most users find it difficult to fully grasp a paper
based system specification. This is equally true whether the user
is based in Africa, New York or London. Often the development
of the EMIS is coinciding with the introduction of radical
changes to the Education System itself and hence it is quite likely
that the requirements will themselves have changed by the time
the EMIS is implemented. This approach to software
procurement is likely to lead to a solution that does not represent
good value for money.
2. With usually a single budget line for EMIS in large scale
funding, there is often a desire to include everything in the
specification. This in turn will lead to a longer
specification/development/installation cycle which in turn further
increases the risk that the requirements on the ground will have
changed before the system is delivered.
3. Another problem indicated in the article is that of the nature of
technology being proposed. Current practice would (for example)
expect that delivery relies upon access to the internet and on high
speed communications and this often overlooks technical
difficulties on the ground or upon unreasonable expectations of
what will be delivered in the future.
4. Finally, there is often a sustainability problem, in that the
recipient is often unable to afford to pay for the necessary support
56
for the system. Donors will agree to cover the capital expense of
the system development but will not agree to cover the total life
cost of a system.
What are the solutions?
What could be the solutions for the issues raised in the above paragraphs?
1. An EMIS system will typically consist of a database and
application software. However, attention should also be given to
the users of the system. The establishment of an EMIS Home
Unit should be the first priority before any specification or
development of an EMIS should commence. This must be staffed
by people with a wide knowledge base. They must fully
understand the education system (and be aware of the changes
proposed to the education system that will probably be happening
in parallel with the EMIS development).
2. There should also be staff who have technical (IT) skills. These
staff must be able to make decisions on behalf of the Ministry of
Education. Indeed they must be empowered and relieved of other
duties (or at least supported).
3. RAD (Rapid Application Development) technology offers an
alternative approach to systems design and development. Rapid
Application Development was a response to non-agile processes
developed in the 1970s and 1980s, such as the Structured
Systems Analysis and Design Method. RAD technology unlike
previous methodologies took less time to build.
4. Another problem was the assumption that a methodical
requirements analysis phase alone would identify all the critical
requirements. Ample evidence attests to the fact that this is
seldom the case, even for projects with highly experienced
professionals at all levels.
5. The developer and the end user can sit together and look at actual
screen and report layouts. This will give the end user a much
better feel for what will (and will NOT!) work.
6. In the new model, the development of the specification is taking
place in conjunction with the system and database development.
Of course, this changes the nature of consultancy that is being
delivered by donors. Now the consultants must be able to provide
classical needs analysis but must also be able to develop and or
configure computer software.
7. There is then the issue of the scale of the developments. Rather
than specifying a complex system in a single shot that attempts to
deliver everything to everybody, a better approach is to deliver
components in manageable sections. These need not mean that a
fully functional system cannot be delivered in this way, it simply
means that users (and donors) are seeing benefits along the way.
Of course this may mean that it becomes harder for the donor to
pre-define a budgetary figure for application development. This
approach is now being adopted in the development of a Tertiary
EMIS system in Botswana and it is believed the that this will
give a better experience for the system users and a more relevant
system.
57
Yes, you would have identified a few problems and solutions. Can we
generalise these to other regions also?
Do we find these problems in Malaysia too?
Activity 5.13
Discuss with your colleagues and tutor and examine whether some of
these problems and solutions can be found in the Malaysian context or
not. Reflect on what could be the problems in the Malaysian context
You would have most probably found that Malaysia is a different context
with regard to technology development, availability of funding and also
extent of IT and education capacity available. Never the less some issue
are the same in both developing and developed world!
Let us now attempt to understand the data completeness and quality in the
EMIS developed by the Ministry of Education Malaysia
Read the following article.
Reading 5.10
58
59
b.
c.
d.
2. State the major issues faced by the education system in using EMIS
in Malaysia according to the article referred in this material
a.
b.
c.
d.
e.
Answers
1. The four basic categories of information contained in the structure of
Malaysia's EMIS set up by the Ministry of Education are:
a. Basic school information category
b. Student enrolment information category
c. Basic teacher information category
d. Basic non-teacher information category
2. The major issues faced by the education system in using EMIS in
Malaysia based on the article are:
a. The EMIS data not being regularly used in decision making
processes at all levels.
b. Insufficient commitment from the top management.
c. Insufficient co-operation and collaboration across CEDs in the
education system.
d. Insufficient basic supporting facilities at school level.
e. EMIS application software and database problems.
60
Summary
In this section, you learnt about the concept and purpose of developing an
Educational Management Information System (EMIS) in effective
planning and management of education in a country. You saw that varied
applications of technology for EMIS development has been one of the
major shifts in EMIS development in addition to others. There have been
major challenges and opportunities in the setting up of EMIS in the
developing countries as seen in the Sub-saharan African countries. You
also learnt about use of EMIS by the education system in Malaysia.
While Malaysian experience may not show the extent of challenges in
other developing countries, it also has its own issues and problems which
will have to be addressed.
61
Text Resource
Media Resources
Future trends
of education
Learners of
the future
Teachers of
the future
http://www.p21.org/stor
age/documents/P21_Fra
mework.pdf
http://youtu.be/c0xa98cy-Rw
http://edorigami.wikispa
ces.com/21st+Century+
Teacher
http://youtu.be/B4g5M06Yy
Vw
Teacher Education and 21st
century Skills
http://youtu.be/0eGHAuV5y
Lo
Classrooms of
the future
62
Characteristics of a 21st
Century Classroom
http://nsdcff.wikispaces.
com/file/view/Character
istics+of+a+21st+Centu
http://youtu.be/aJu6GvA7jN
8
ry+Classroom_Sample.p
df
Integrating Technology in
the Classroom
http://youtu.be/9cxyH1qgKZ
Q
Schools of the
future
http://www.thethinkings
tick.com/files/planningfor-21st-centurytechnologies.pdf
Project Classroom:
Transforming Our
Schools for the Future
http://www.theatlantic
.com/technology/archi
ve/2011/08/projectclassroomtransforming-ourschools-for-thefuture/244182/
Learning outcomes
By the end of this section, you should be able to:
1. Explain the influence of educational technologies in directing the
future trends of education.
2. Discuss the role of learners, teachers and classrooms of the future.
63
64
labour market needs will not disappear on the contrary, it will widen.
However, they expect that both education and training institutions and
the labour market will have started reacting to the increasing
discrepancies. Education and training institutions will have to enter into
dialogue with industry and adapt curricula and syllabi accordingly, and
the labour market will consider implementing its own testing and
training schemes. However, given the increasing dynamics of
international markets, neither strategy will manage to completely close
the gap.
Re-entering the labour market: Experts believe that, in the future more
and more often people will want to (or need to) enter job fields without
possessing relevant formal qualifications. They emphasize that, to
respond to this trend, informally acquired skills and non-professional
experiences will have to be recognised. While formal qualifications will
remain important, practical skills training, whether or not connected to
a degree, will be more important to prepare people for a entering into a
new job field.
Re-skilling those who have low qualifications: Experts agree that
people with low qualifications will continue to face difficulties in finding
and maintaining employment. While attaining formal qualifications will
remain vital for grasping new employment opportunities, informally
acquired skills will be better recognised and mechanisms will be put in
place that will allow people to obtain formal recognition for their
professional expertise.
Re-skilling later in life: Experts expect that, in the future, all European
citizens, including those with high skills, will have to face up to the fact
that their expertise could become obsolete and that they might have to
start a completely new career late in their professional lives. It is
similarly uncontroversial that, in reaction to the increased flexibility of
industry and labour market, there will be a variety of opportunities for
re-skilling and changing professional profiles. However, opinions
diverge on whether practical training alone, without formal
qualifications, will be a viable option. Experts are equally divided on
the question of whether older workers will face difficulties in requalifying for a new job, although a very high minority objects to this
supposition.
Career development and professional relationships: What stands out
from the expert feedback is the strong belief and expectation that, in the
future, professional relationships will change: hierarchies will flatten,
an open approach between older and younger workers will prevail and
training needs will be openly and collaboratively addressed. In parallel
to this process, privileges and benefits currently associated with
seniority and experience will be challenged. Competences will become a
more important criterion for promotion than seniority.
(Extracted on 02 May 2012 from:
http://dspace.ou.nl/bitstream/1820/2991/1/The%20Future%20of%20Learning
%20%20New%20Ways%20to%20Learn%20New%20Skills%20for%20Future%20
Jobs%20%20Results%20from%20an%20online%20expert%20consultation.pdf)
65
Multimedia 5.4
http://fora.tv/2010/10/14/Ken_Robinson_Changing_Education_Paradigm
s
Having watched the video can you summarise in five statements the
paradigm shift that Ken Robinson has been speaking about?
1. ------------------------------------------------------
Activity 5.14
66
The ability for learners to make and create content is core to the new
world of learning, particularly in the digital realm.
The three big policy issues for kids in a digital environment are
safety, privacy and copyright.
Throughout this course we have seen how technologies are shaping the
way education is delivered. If this trend continues what will be the look
of a classroom in 2030 and what will be the look of Learning and or
teaching? Through the next three short videos in the succeeding
discussion, we will take a look at the future.
We will explore what all of this mean as we envisage the educational
(mostly) school ecosystem of the future in the next three sections. I wish
to share this future through a number of videos. It is important that you
view these videos as well as work on the textual material.
67
Multimedia 5.5
Reflection 5.4
View
Agree
Disagree
Reasons
Note: If you have Internet access now, you can click on the link above to
view a video clip about learning to change-changing to learn at the end
of the page.
Globally educators are exploring big ideas around teaching in the 21st
century. Already some teachers in some schools are not just exploring
68
these bid ideas using the technologies that are available to them today.
Watch the next video that shows what is already being done.
Watch the video A Vision of the 21st Century Teachers extracted on 02
may 2012 from http://youtu.be/B4g5M06YyVw
Multimedia 5.6
There is a view that is also expressed that if wish to see new type of
tech savvy and teach able teachers in our schools the starting point
for this change must take place at our Faculties of Education and
Teacher Training Colleges. I would like you to hear what some
teacher trainers have to say on the subject in the video presented
below.
Watch the video on Teacher Education and 21st century Skills at
http://youtu.be/0eGHAuV5yLo, accessed 5 May 2012.
Multimedia 5.7
View
Teachers of the future must
be full competent to apply
technology tools in their
work
Teachers of the future need
not be experts in the subject
matter they need to
excellent mentors
Teachers of the future must
work in collaboration with
their peers and learn from
each other
Teachers of the future must
regularly update their skills
in technology
69
Agree
Disagree
Reasons
Multimedia 5.8
70
Multimedia 5.9
Agree
Disagree
Reasons
Reflection 5.6
71
72
_______________________________________________
_______________________________________________
3. Programme Integration:
_______________________________________________
_______________________________________________
4. Open Access:
_______________________________________________
_______________________________________________
5. Ubiquitous Access:
_______________________________________________
_______________________________________________
Now that you have some idea as to the how and what are appropriate
ways to incorporate Technologies in the school of the future how does
that translate into a building (of a school of course) appropriately wired in
the 21st century i.e. NOW. For that we need to get into the head of an
architect who designs such buildings. I would want you to watch the
video suggested in the following activity. It is presented by Mr. Randall
Fielding, AIA, Chairman and Founding partner of Fielding Nair
International, an architectural firm (www.fieldingnair.com)
Click on the title Designing Schools for 21st Century Learning to
watch and indicate your view on the four statements in the box below
giving reasons:
Reflection 5.7
Source: http://youtu.be/ur7gp6cB-Zo
View
Schools of the future must
have a clear vision for the
use technology in their
campus
Schools of the future require
total system integration to
use technology in their
teaching
Schools of the future is a
meaningless dream in poor
countries
Schools of the future will
become less humane
73
Agree
Disagree
Reasons
Reading 5.14
http://www.theatlantic.com/technology/archive/2011/08/projectclassroom-transforming-our-schools-for-the-future/244182/
Summary
This section took a step towards the future of teaching and learning to
scrutinise the emerging trends in education as a resultant of the promising
exponential growth of ICT in the field of education. We looked at the role
of learners, teachers and classrooms in these emerging trends in
education.
Self-test 5.5
Explain the role of the teachers in the classrooms of the future.
Suggested answers:
In the classrooms of the future, teachers take on the role of a facilitator
who facilitates the learning process. Teachers will guide students to
access and assess the Internet for information that can be used effectively
to enhance their understanding of subject content. Teachers will also
shoulder the role of technologist who implements and manages the
integration of technology in the teaching and learning process.
74
Summary of unit
Summary
75
References
Content Attributions
Adam, L (2011) How Can Holistic Education Management Information
Systems Improve Education?, Exploring ICT and Learning in
Development Countries, https://edutechdebate.org/educationmanagement-information-systems/how-can-holistic-educationmanagement-information-systems-improve-education/
Alimuddin bin Mohd. Dom (2008) Challenges of Learner Diversity in
Malaysia: Policies, Practices and the way Forward, paper presented at
the International Conference on the Education of Learner Dicersity, Putra
jaya, Malaysia.
Asian Development Bank (2009) Good Practice in Information and
Communication Technology for Education, Manila, Philippines.
Azlinah Mohamed, Nik Abdullah Nik Abdul Kadir, Yap, M L, Shuzlina
Abdul Rahman, and Noor Habibah Arshad Data (2009) Completeness
Analysis in Malaysian Educational Management Information System,
International Journal of Education and Develoment using ICT, vol. 5, no.
2, http://ijedict.dec.uwi.edu/viewarticle.php?id=477
Blackmore, Hardcastle, L, Bamblett, E and Owens, J (2003) Effective Use
of Information and Communication Technology (ICT) to Enhance
Learning for Disadvantage School Students, Department of Education,
Science and Training, Australia.
Dias, M B, Nuffer, D, Velazquez, A, Teves, E A, Alismail, H, Belousov,
S, Dias, M F, Abimbola, R and Hall, B (2010) Using mobile phones and
open source tools to empower social workers in Tanzania, Information
and Communications Technology for Development, ICTD2010, 13th16th December 2010, Royal Holloway, University of London,
http://www.gg.rhul.ac.uk/ict4d/ictd2010/posters/ICTD2010%20Dias%20
et%20al.pdf
Educational Origami (2011) 21st Century Teacher,
http://edorigami.wikispaces.com/21st+Century+Teacher
Freeland, R (1998) Collected Wisdom: Strategies & Resources for TAs,
Pittsburgh, PA: Eberly Center for Teaching Excellence, Carnegie Mellon.
Frost and Sullivan (2010) Policy on ICT in Education Malaysia,
http://www.mscmalaysia.my/codenavia/portals/msc/images/pdf/Policy%2
0on%20ICT%20in%20Education%20Malaysia%202010.pdf
Haddad, W and A. Draxler (2009) Technology for Education: Potential,
Parameters and Prospects, UNESCO, Paris and Academy for
Educational Development, Washington, D.C.
76
77
78
79