1.0 INTRODUCTION

The world we live in today is currently undergoing a massive transformation as a result

of the digital revolution. The transformation also has been greatly affecting the world of

education. Education is a very important part of a country as it has the duty to educate

young people who are responsible for the country’s future development and progress.

Therefore, in our country, with the presence of information technologies today, our

Malaysian government is also putting huge efforts into education sector to obtain the

good advantages from it. Smart schools were introduced, students were encouraged to use

information and communication technology (ICT), and almost all schools are equipped

with computers and internet access even in the rural area.

The integration of ICT in smart school does not just only give the benefit of ICT

during teaching and learning process. This new technologies have created learning

opportunities that challenges traditional schools and colleges. Furthermore, they enable

people of all ages to pursue learning on their own terms. Smart schools in Malaysia have

shown a good progress since its establishment. Although there are several challenges and

issues faced, the smart schools in Malaysia were constantly being monitored and

upgraded to match the current conditions and the education needs.

2.0 WHAT IS SMART SCHOOL?

In Malaysia, smart schools are learning institutions that are reconstructed to fit the

globally evolving world of information and technology. These learning institutions are

designed in terms of teaching and learning practice and school management in order to

prepare children for the life in this Information Age. In this age, the development of ICT

witnessed to be occurring fast. Therefore, to adapt with this ever changing condition,

smart school will evolve over time, continuously developing and advancing it’s

professional staffs, it’s educational resources and it’s administrative capabilities.

Based on the purpose of smart school to prepare children for the Information Age,

smart school is provided with all the technology needed extending from the school level

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up to national level. Smart school is equipped with technology that can facilitate teaching

and learning process such as multimedia, and assists the school management; database

application for instance. These are among the technology that provided in smart school:

School level technology:

Facility Description

Classrooms Equipped with multimedia courseware and presentation

facilities, and e-mail or groupware for collaborative work.

Library/Media Centre With database centre for multimedia courseware, and network

resources like access to the internet.

Computer laboratory For teaching, such as Computer Studies as a subject, and

readily accessible multimedia and audiovisual equipment.

Multimedia

Development Centre

With tools for creating multimedia materials and catering to

varying levels of sophistication.

Studio/Theatre With a control room for centralized audiovisual equipment,

video conferencing studio, preview room for audio, video, or

laser disc materials.

Teachers’ Room With on-line access to courseware catalogues and databases,

information and resource management systems, professional

networking tools, such as e-mail and groupware.

Administration Offices Capable of managing databases of student and facilities,

tracking student and teacher performance or resources, and

distributing notices and other information electronically.

Server Room Equipped to handle applications, management databases, and

web servers; provide security; and telecommunications

interface and access to network resources.

Table: Technological facility in smart school

(Source: Smart school conceptual blueprint)

Smart school is not about the technology around the school only. It is also about

the technology that interconnecting the smart schools and educational technology in

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district and national level. The network is maintained secured for the communication

between schools and the national authorities. Districts will also need to maintain

extensive databases for information like assessment records of student and teacher

performance; human resource records; matters of governance, financing, and security;

and educational resources.

3.0 SMART SCHOOL INITIATIVES

Smart school was initiated in Malaysia more than 15 years ago as the technological era

wave also hit the country. In order to keep up with the changing world of technology,

there is a need to start educating the young one with technology and with more holistic

education. There are several main initiatives of smart school.

Firstly, smart school was introduced in the initiative to produce a thinking

technology-literate work force. Most of the jobs nowadays demand for skilled workers

especially in dealing with the technology. Therefore, smart school will have the

responsibility to educate and prepare students for their real life after school. In smart

school, students will be taught of thinking across the curriculum. Outside the classroom

and out of the school syllabus, students still can search for information for their own

knowledge. Other than that, technology is also applied in teaching and learning process in

smart school. Thus, students will get used to the technology-environment to learn or work

with.

Moreover, the technology in smart school will increase the participation of

stakeholders. Technology enables easy and speedy communication of stakeholders with

the school. This condition will create the awareness of what had happens in schools.

Therefore, indirectly technology can provide the opportunities for stakeholders, for

example parents community to participate in the school programs.

Smart school also democratizes education by providing equal access to learning

opportunities. In smart school, everyone can have the access to the technology or internet.

We all know that technology has transformed our larger society. It has become central to

people’s reading, writing, calculating, and thinking. With technology, learning can be

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done at anytime, and in every way desired. Therefore, smart school and technology also

provided for differing abilities, styles and paces of learning.

Just like any other school, smart school also developed to provide all-round

development of the individual. This covers the development of intellectual, physical,

emotional, and spiritual. Smart school provides a broad curriculum for all, teach values

and language across the curriculum, and emphasize thinking skills.

4.0 TEACHING AND LEARNING COMPONENT IN SMART SCHOOLS

The teaching and learning component comprises four areas:

1. Curriculum: designed to help students achieve overall and balanced development.

2. Pedagogy: allows for appropriate mix of learning strategies to ensure mastery of

basic competencies and promotion of holistic development.

3. Assessment: designed to give accurate feedback of students’ readiness, progress,

achievement and aptitude.

4. Teaching and learning materials: cognitively challenging and motivating by

combining the best of network based, teacher-based, and courseware materials.

4.1 CURRICULUM

The smart school curriculum shall be meaningful, social responsible, multicultural,

reflective, holistic, global, open-ended, goal-based and technological. It shall promote

holistic learning, allowing children to progress at their own pace, and catering for

students varying capabilities, interest and needs. It will seek to ensure that children are

educated with critical and creative thinking skills, inculcated with appropriate values, and

encouraged to improve their own language proficiency. New elements that found in

Smart School curriculum are purposed on all-round development of students appropriate

for this era. Thus, the curriculum will be designed to:

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1. Help students achieve overall balanced development integrate knowledge, skills,

values, and correct use of language.

Domain All round development

Communication

Effective oral and written communication in Malay.

English as a second language. Emphasis multiple

languages, interpersonal skills and networking.

Cognitive

Focus on acquiring knowledge. Focus on searching,

generating, and using knowledge with an emphasis on

problem-solving and creativity.

Affective

Instill moral and religious values. Emphasis adaptability,

team player characteristics, emotional balance and

emotional intelligence.

Physical Instill social responsibility and consciousness of health

and environmental issues. Emphasis a global orientation

and inculcate work place skills and attitudes.

(Source: Smart school conceptual blueprint)

2. State explicitly intended learning outcomes for different ability levels.

3. Foster the knowledge, skills, and attitudes appropriate for success in the Information

Age.

4. Offer multidisciplinary, thematic, and continuous learning.

4.2 PEDAGOGY

The smart school pedagogy will seek to make learning more interesting, motivating,

stimulating and meaningful. This component involves the children minds, spirit, and

bodies in the learning process. It also builds basics skill to prepare children for greater

challenges over time and cater for a range of needs and capabilities among the students.

The pedagogy shall:

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1. Use an appropriate mix of learning strategies to ensure mastery of basic

competencies and promote holistic development.

Process

Involves specific learning goals

Active learning process, where learner constructs meaning

- Continuous

- Personalized

Modes

Alone, in pairs, or in small teams with an expert (teacher or

community member), a facilitator (teacher assistant, volunteer or

student), non-human resources (hands-on materials, computer-

based resources, multimedia resources, or print materials)

At a site in the community, a computer-based multimedia

simulation, a hands-on learning lab, a meeting room or library.

Tasks

Authentic, often in real life environments, with real world

challenges interdisciplinary:

- Specific knowledge

- General skills such as transfer of information across settings,

negotiation and interpersonal skills, decision making skills

Mastery of a task before progressing to next task

Periodic performance mastery assessment

More responsibility to learner for directing and managing own

learning.

(Source: Smart school conceptual blueprint)

2. Accommodate individual different learning styles, so as to boost performance.

Differentiating

Factors

Teacher-

centred

Teacher as

mentor and

model

Teacher as

coach or

Facilitator

Student-

centred

Establishment Established Established Established Established

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of learning

objectives

by Teacher by Teacher through

discussion

between

student and

teacher

by student

with teacher’s

suggestion

and input

Determination

of instructional

tasks

Determined

by Teacher

Suggested by

teacher, open

to discussion

Determined

by student

with teacher’s

suggestion

and input

Determined

by student

with teacher’s

suggestion

and input

Selection of

Resources for

tasks

Selected by

Teacher

Suggested by

teacher, open

to discussion

Selected by

student with

teacher’s

suggestion

Selected by

student with

teacher’s

suggestion

(Source: Smart school conceptual blueprint)

3. Faster a classroom atmosphere that is compatible with different teaching-learning

strategies.

Creating an atmosphere of respect and rapport

Establishing a culture for learning

Managing classroom procedures

Managing student behavior

Organizing physical space

4.3 ASSESSMENT

The smart school assessment system will be distinctly different from current system to

help realize the National Philosophy of Education. It shall be element-based and

criterion-referenced to provide more holistic and accurate picture of students’

performance. Teachers, students, and parents will be able to access on-line assessment

items. Smart school assessment will be flexible and learner-friendly, while assuring the

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quality of the assessment information by using multiple approaches and instruments. It

will lead to living certification, which not only attest to a student’s cumulative

accomplishments but will also be open to continued improvement on a lifetime basis. The

scope of assessment in the Smart School is holistic and gives various information

regarding the students learning styles and abilities such as:

4.4 TEACHING-LEARNING MATERIALS

Smart school will need teaching-learning materials designed for the new strategies. These

materials will accommodate students differing needs and abilities, resulting in further

realization of their capabilities and potential, and allow students to take greater

responsibility for managing and directing their own learning. The materials should be

cognitively challenging, attractive, motivates students to learn and encourages active

participation. In addition, the materials will be acquired from a wide range of sources.

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Readiness

Progress

Achievement

Aptitude

Learners have different experiences and their levels of entry in certain learning areas need to be assessed.

The student’s progress in achieving certain learning objectives needs to be monitored. His/her strengths and weaknesses also need to be diagnosed.

Assessing the achievement of each intended learning outcome in a learning area is necessary to indicate whether the learner is ready to move on to the next area.

Learners’ different styles of learning and multiple intelligences have to be recognized.

Conceptual selection and evaluation guidelines for teaching-learning materials will cover

5 main criteria:

5.0 TECHNOLOGY ENABLERS

Technology alone will not make a school smart. Only improved teaching-learning

strategies, management and administrative processes, and capable, well trained people

with enthusiasm for their work can do that. However, information technology can enable

the process of transforming traditional school into Smart School. Consequently, a nation-

wide system of Smart Schools will depend on advanced information technology at the

school, district, state and national levels. The technology has implications on teaching-

learning process, smart school management system and linkages to external

constituencies due to smart school practices.

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Cosmetic AdequacyGraphic qualityVideo qualityAnimation qualityVoice and sound qualityLayout qualityColor and fonts quality

Instruction AdequatePromotes vertical and horizontal integrationConsider different capabilities of students and teachersSuitable for a variety of learning environmentWell designed interfaceProfessionally doneAdaptable to different teaching and learning styles

Curriculum AdequateIn-line with curriculum specificationsPromotes values, skills, knowledge, and language across the curriculumConsistent with teaching-learning objectivesContent is accurate and up-to-dateContent is relevant to student’s environmentAssessment is built-in

Technical AdequateUser-friendlyClear and comprehensive manual guides

Cost effectivenessValue for money

School-level technology:

Technology has many roles to play in Smart School, from facilitating teaching and

learning activities to assisting with school to assisting with school might include the

following:

1. Classrooms with multimedia courseware, and presentation facilities, and e-mail or

groupware for collaborative work.

2. Library/media centre with database centre for multimedia courseware, and

network resources like access to the internet.

3. Computer laboratory for teaching, such as Computer Studies as a subject, and

readily accessible multimedia and audiovisual equipment.

4. Multimedia Development Centre with tools for creating multimedia materials and

catering to varying levels of sophistication.

5. Studio/Theatrette with a control room for centralized audiovisual equipment,

video conferencing studio, professional networking tools, such as e-mail and

groupware.

6. Administration Offices capable of managing database of students and facilities,

tracking students and teachers performance or resources, and distributing notices

and other information electronically.

7. Server Room equipped to handle applications, management databases, and web

servers to provide security and telecommunications interface and access to

network resources.

6.0 OVERVIEW OF THE SMART SCHOOL PROGRESS

The Smart School Flagship is one of the seven flagships of the Multimedia Super

Corridor (MSC) that has been carried out in the year 2000. The Smart Schools concept

has began with the launched of The Pilot Project to seek for the proof-of-concept before

the next steps or phases are implemented by the government. If the concept solution

fulfills the scope of the service required, then the entire project will be launched. Phases

in the Smart School Flagship are carried out in 4 waves as below:

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6.1 WAVE 1 – THE PILOT (1999 – 2002)

In this wave, Ministry Of Education (MoE), Multimedia Development Corporation

(MDC) and Telekom Smart School Sdn. Bhd. (TSS) has build a partnership in order to

ensure the involvement from both the central and state levels. The MoE and TSS have

signed the agreement on 28 July 1999. Different parties play different significant roles

such as the MoE provided the educational expertise while the industry partner, TSS on

the other hand was setting up the infrastructure and developing applications and teaching-

learning solutions to fulfill the requirements and objectives of the Smart School. Besides

that, MDC was strategic the position and role in the Information and Communication In

Technology (ICT) growth and development process of the Multimedia Super Corridor

(MSC) for build up the partnerships with the industry sector.

The Conceptual Blueprint of Smart School has clearly stated that two type of

phases will be launched, which are a Pilot Project phase and a broad roll-out phase during

the implementation of the Smart School. Eighty-eight (88) Pilot schools that recognized

to be the center for the roll-out of Smart School concepts, materials, skills and

technologies were participated in this Pilot Project phase. All these selected schools need

to tested 3 models of technology which are a computer laboratory (Level B) (80 schools

participated), a limited classroom model (Level B+) (2 schools participated) and a full

classroom model (Level A) (6 schools participated).

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The Pilot Project tested the Smart School Integrated Solution (SSIS) through

various components. At this stage, measures such as teachers and principals trained in use

of Smart School application, ICT infrastructure and systems as an enabler for quality

teaching and learning, Data Centre, Help Desk and Call Centre are taken. The

implementation phase from year 1999 to 2002 was closely monitored by the three parties.

Issues that occurred at this phase were resolved at the meetings that attended by the three

parties.

6.2 WAVE 2 – THE POST-PILOT (2002 – 2005)

When the Pilot Project was successfully concluded in 2002, a consortium of evaluators

made up of experts from the local universities was commissioned by the MoE or MDC

partners to conduct an evaluation of the project.

Others also included a benchmarking study by Frost and Sullivan, an independent

consultant, to compare the Malaysia Smart School’s Integrated Solution (SSIS) with eight

other countries, a study by local academics, and technology evaluation by the Smart

School team and TSS. The benchmarking study compared the merits of the SSIS and its

components with similar implementations in Australia, Britain, Canada, Ireland, Japan,

New Zealand, Singapore and the USA to benchmark their best practices in ICT-mediated

education with that of Malaysia. The benchmark shown that Malaysia’s achievement is

good as the teaching-learning courseware was tailor-made for Malaysian curriculum

while the other countries used courseware developed for the generic market.

The evaluation work began in April 2003 and a report of the findings was

published in year 2004. At this stage, it is more to enhancement of 88 Smart Schools.

At Post Pilot phase, massive computerization phase is launched to all 10,000

schools. Infrastructure and measures such as computer lab, SchoolNet, coursewares, e-

material and the Teaching-Learning Science And Mathematics In English (PPSMI), an

education policy is conducted to the whole Malaysia’s schools.

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6.3 WAVE 3 – MAKING ALL SCHOOLS SMART, MASS (2005 – 2010)

Making All Schools Smart is a continuous process to acculturate the use of technology in

education to ensure quality teaching and learning, effectiveness of school administration

and management and teachers’ ICT competency. At this wave, the steps of leveraging all

ICT initiatives are taken. For examples, EduWebTV and School Access Centre are set up

and made full use of them.

Smart School Qualification Standards (SSQS), a monitoring tool is used to measure the

utilization of ICT in schools. This SSQS focusing on 4 domains, which are 40% on

human capital, 40% on utilization, 10% on application and another 10% on infrastructure.

SSQS Star Ratings for the schools divided into 5 categories which the best is Advanced

Plus (5*), follow up by Advanced (4*), Median (3*), Basic Plus (2*) and lastly Basic

(1*). In 2010, MoE has awarded ‘Smart School’ rating to 8147 schools. This means they

have achieved at least three stars. About 88.9% of schools have achieved smart school

status in the end of this wave.

6.4 WAVE 4 – CONSOLIDATE AND STABILISE (2011 – 2020)

At this wave, continuous effort is continued. Meticulous planning and monitoring,

rigorous training and upgrading of teachers and school administrators, enhancement of

information literary among school leavers and formulation of smart partnerships are

taken to consolidate and sustain the Smart Schools progress.

The Educational Technology Division, as the lead agency in the MoE Malaysia

has prepared the Smart School Strategic Plan, 2011-2015 (Pelan Strategik Pembestarian

2011-2015) to achieved the objectives of MASS. National Key Results Areas (NKRA)

for education that emphasis the need for improving students’ outcomes and providing

access to quality education for all is launched.

All the 10,000 schools should achieve the smart schools standards in this wave.

One of MoE’s strategies to ensure schools achieve the Smart School status is by means of

the Catalyst Schools programme. This strategy is expected to generate the “Mutiplier

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Effect” to speed up the process of achieving the 5 star ranking by other schools. The 5

star SSQS catalyst schools are required to mentor, guide and hand-hold schools within

their group and walk them through the MASS process.

Catalyst School System

To make sure the Catalyst School Program succeed, several programmes were

implemented like mindset & culture change, sharing of best practices, Community

Programmes/Smart Partnerships, ICT Buddy Support, Bestari Club (Bestari Brigade) and

On-Site Monitoring.

7.0 CHALLENGES FACED SINCE THE INCEPTION OF SMART SCHOOLS

IN MALAYSIA

Since the inception of Smart Schools in Malaysia, numerous of challenges have to be

faced in the process of ensuring the successful of this project. First of all, continuous

monitoring and coaching of innovative use of technology in schools need a lot of effort

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and determinant from the responsible parties. Without the continuous monitoring and

coaching, the Smart Schools implementation would not be success as now.

Secondly, continuous upgrading of infrastructure such as the broadband and

hardware need to be concern and take action. Since the technology and information of the

world is upgrading and increase from time to time, MoE, MDC and TSS must cooperate

more to fulfill the need of the Smart Schools from the aspect of latest infrastructure. In

addition, instilling the ownership of Smart School initiatives among the stakeholders and

changing the mindset of teachers and stakeholders also are the challenges need to be

faced. By overcome this challenge, the Vision 2020 can be better achieved through Smart

Schools Project as the stakeholder feel that they have the responsibility and

accountability to make it a reality.

Thirdly, alignment of objectives at all levels required, within the Ministry and

between Ministries or agencies. Without the alignment of objectives, the inception and

continuous effort for Smart Schools will totally be a mess and waste of time and energy.

With the alignment, the human resources, money, plans and other will be effectively used

to achieve the best and maximum success.

8.0 CONCLUSION

In conclusion, the inception of Smart School in Malaysia is a big leap in our local

education to achieve our nation Vision 2020. The continuous effort towards making it’s a

big success requires fully involvement of all the stakeholders. There still have challenges

and obstacles need to face and overcome by all the stakeholders. However, cooperation

and ownership of Smart School from the stakeholder can overcome the challenges

effectively.

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