SBI3013

INFORMATION AND COMMUNICATION

TECHNOLOGY IN BIOLOGY

TITLE: SMART SCHOOL PROGRAM

Student Name Student No.
MUHAMMAD SHAZRIZAL SHAHMY BIN D20162075562
MOHD SAFIEE
MOHAMAD NAJIB BIN AHMAD UZAIMI D20162075563

JOSHUA CHEE YIK-REN D20162075545

LECT. NAME: DR. AZMI BIN IBRAHIM

Abstract
Smart school concept is a school-based technology used in the teaching-learning
process in the classroom. The use of educational technology includes an integrated
system that helps the educational community in the exercise of their functions with
the aim of developing the potential of learners. Basically, the use of technology in
education is to help the process of learning and improving performance by creating,
using, and managing processes and resources adequate technology. While the main
purpose of technology in learning is to solve the problem of learning or facilitate
learning and to improve performance. The use of internet-based technology in the
field of education is to help the interaction between the school community, the
students and teachers for example even easier.

Introduction

Smart School Qualification Standards is the star rating system is achieved by schools
throughout Malaysia. It was launched by YB Dato 'Seri Hishamuddin Tun Hussein on
24 April 2007. The aim was to assess the implementation smart school project best
practices for ICT acculturation that was originally adopted at the many smart schools
and has been extended to all schools across the country.

This application is used to study and get feedback regarding acculturation and use
of ICT in schools. Starting the manual in all the Smart School, along with advances in
technology, a web-based application has been built to make the rating process in all
schools throughout the country.

Since independence, our country has undergone rapid change in the education
system. To improve the quality of education, basic - basic education curriculum is
continuously reviewed and streamlined to ensure effective implementation in the face
of the new millennium that arise in the economic, political and social harmony with
the rapid development taking place in the country.

In line with the country to achieve Vision 2020, which requires productive growth
that can be achieved through technological expertise, manpower capable of critical
thinking, innovative and creative, and willing to participate in economic globalization.
 Transforming education system requires changes in practices and culture in
primary and secondary schools. The education system needs to be changed from the
present study only emphasize rote learning to stimulate thinking and creativity, taking
into account the different abilities and learning styles as well as ensuring that all
students have the opportunity to build self-concept. In addition, parents and the
community should play an active role in the change of direction for a realization of
the national education system.

In 1999, ninety pilot schools will serve as the nucleus for the implementation of
the concept, teaching and learning materials, skills and technology Smart School. The
original policy document on Malaysia's Smart School Smart Schools in Malaysia: A
Quantum Leap, which is provided in January 1997. This document is the basis for the
document The Malaysian Smart School. A Conceptual Blueprint prepared by the Joint
Task Force of the Ministry of Education. Smart School concept contained in the
document The Malaysian Smart School: A Conceptual Blueprint is an idea that
continues to grow continuously and are always open to changes and developments in
pedagogy and information technology. Therefore, this document is more descriptive
than prescriptive.

THE MEANING OF SMART SCHOOL :

Schools want to teach students on the technologies that are erasing borders and

shaping the world around them. All too often, though, budget constraints and cutbacks

get in the way. Smart school provides our school with everything we need to create a

connected learning environment through one simple subscription. In order to keep

pace with technological development in the world Eastern countries have undertaken

large scale innovations in recent years. Although some innovations undertaken by

eastern countries are different, innovations in education are common. In 1996, Japan

amended its curriculum through grades k-12. Integration and unity characterize the

new curriculum. Universal perception is another characteristic of the curriculum.

Moreover, in response to the ingenuity of its culture as well as in education, Japan

allocates twenty percent of school hours to develop and to implement integrated

study, which helps children acquire a comprehensive experience and derive a

consolidated meaning of learning. In Malaysia the innovation in education, the Smart

Schools, was initiated in 1996 and tried out on 90 pilot schools in 1999. The goal is to

complete the implementation in all Malaysian schools by the year 2010. The idea of

Smart Schools is dedicated to the task of regaining excellence in Malaysia education.

It restructures Malaysian education as evidenced by changing the teaching and

learning environments in schools. Thus, curriculum, pedagogy, assessment, and

teaching-learning materials are the components that the Smart Schools are focused on.

In order to implement the innovation successfully, the Smart Schools address some

relevant issues such as management and administration, people, skills and

responsibilities, technology, processes and lastly the policies. The Republic of China

on Taiwan also initiated its innovations in education in 1996. The curriculum was

amended in 1998 and would be implemented in 2001 with the hope that children may

fully develop as individual members of the technological world. As the forgoing

indicates the search for excellence is not an issue for a single country, instead, it is

universal. Considering the geographical closeness and similarities in culture, how do

we learn from these experiences and how do we benefit from these innovations in

other countries? This paper is dedicated to that task. More specifically, this paper will

first analyze the make-up of the Malaysian Smart Schools, and then focus on the

conceptual framework of technology education. Finally, this paper makes some

suggestions for its application in Taiwans technology education.

CHARACTERISTICS OF THE SMART SCHOOLS

The Smart Schools initiative is one of the seven flagship applications that are part of

Malaysian Multimedia Super Corridor (MSC) project. The Government of Malaysia

aims to capitalize on the presence of leading-edge technology in schools. At the same

time, such aims intend to transform its educational system in line with and in support

of the national drive to fulfill the vision of 2020 . Five main goals are declared as to

provide all-round development of the individual, to provide opportunities to enhance

individual strengths and abilities, to produce a thinking and technology-literate

workforce, to democratize education, and to increase participation of stakeholders.

The major concepts in the Smart Schools are those of curriculum, pedagogical

process, teaching-learning materials, and assessment models. The curriculum of the

Smart School emphasizes seven learning areas. They are language and

communication, science and technology, social studies, physical and health

development, vocational and personal awareness, practical and creative arts, and

values development. Learning areas represent a very important concept in the Smart

Schools. They are designed to help students achieve overall and balanced

development with which the goals are aligned. In Smart Schools subjects no longer

stand alone. Rather, they are combined into one area in terms of their meanings. In
addition, several learning areas may share the same topics or issues. Therefore,

integration and unity as well as multidiscipline and interdiscipline are the

characteristics in the Smart Schools. In each learning area subjects are taught through

the various perspectives of knowledge, skills, values, and language. Each subject is

divided into several levels for students with different learning abilities. Therefore,

students may learn at to their own pace. An appropriate mix of learning strategies is

allowed for students to achieve basic competencies and to promote a holistic

development. Thus, student-centered learning turns out to be the basis for designing

learning activities. As for assessment, it is element-based, criterion-referenced, and

diagnostic. The assessment system is developed so as to measure student achievement

in cognitive development, communication, social-emotional development, and science

and technology. Multiple approaches and instruments are the characteristics of the

assessment system. Authentic, alternative, and performance are examples of

assessment approaches, while anecdotal records, calendar records, checklists, work

samples, and exhibitions are some examples of assessment instruments. Certification

serves as a learning record and is subject to life-long updating. With respect to

teaching and learning materials, adequacy in terms of cosmetics, instruction,

technique and curriculum is the conceptual selection standard. Furthermore, high-

technology media, such as computer-based teaching-learning materials, the internet,

and the World Wide Web, are integrated into conventional media. In order to

guarantee the success of the conceptual model of teaching and learning, the Smart

Schools require effective and efficient management of the resources and processes to

support teaching and learning. The success of the Smart Schools depends on the

stakeholders, such as teachers, principals, Ministry of Education officers, support

staff, and parents. They must be trained professionally in the knowledge, skills, and
perceptions necessary to fulfill their roles. Finally, information technology can be the

catalyst in the process of transforming traditional schools into Smart Schools. In other

words, technology is indispensable for the success of the Smart Schools. Multimedia

courseware, presentation facilities, and email are required in classroom settings, while

library/media centers and computer laboratories are the resources that will facilitate

learning and teaching. Technology enables the schools to expand their external

resources, such as public and university libraries, companies and industry

associations, museums and other archives. Technology also provides a bridge between

parents, students, and other members in the community. It makes communication

more effective and easy among students, teachers, and parents.

TECHNOLOGY EDUCATION IN SMART SCHOOLS

In the Smart Schools technology education is combined with science and technology

in the area of science and technology. This combination exemplifies the intended role

of technology education in Malaysia, which fulfills its modern significance in that

technology education is technologically oriented. Such a dramatic change in

technology education reveals its relationship to technology. The combination also

represents an effort to fulfill the need for children to be literate in the information age.

Technological literacy will be important as a quality index of being a citizen in Asian

countries in the future. Science and technology are two different bodies of knowledge,

whereas technology education adopts principles from both fields. The main issue in

technology education is that of living skills.

CURRICULUM OF TECHNOLOGY EDUCATION,

There are four elements which are knowledge, skills, values, and language. These four

elements are integrated into the curriculum of technology education. The elements of
Knowledge include that of content, problem solving, epistemology and inquiry.

Different Knowledges are infused into the technology education curriculum in an

integrated manner. The elements of content knowledge concern the facts, concepts,

principles, and generalization of technology education and its routine procedures

when pursuing the knowledge of know-how. The problem solving knowledge

concerns the knowledge of solution of problems. The epistemological knowledge

concerns the knowledge of justification and explanation. The inquiry knowledge

concerns the way results are challenged and new knowledge constructed. In addition

to technical and mechanical skills, technology education needs to include some other

skills in order to fulfill in children the need to be technology literate. The skills are

personal skills, social skills, knowledge acquisition skills, mathematical skills,

thinking skills, scientific skills, generic skills, environmental skills, creative skills,

and information technology skills. They are requisite in technology education of the

Smart Schools. The Values infused into the curriculum are of affective and emotional

domains. It has been emphasized that some moral and religious values need to be

instilled into all children, so that they can achieve overall and balanced development.

The element of Language emphasizes the abilities of reading, writing, and oral

communication. Constructing meanings from written text, and knowledge of varied

cultural influences are some examples of language abilities that will be infused into

the curriculum of technology education. According to the Smart Schools model, all

aspects of knowledge, skills, values, and language will be evaluated. The evaluation is

element-based and level-based.

Conclusion :

Smart Schools and In cultured Schools with Smart Technology is one effort initiated

by the Ministry of Education, Malaysia towards the enhancement of education in

Malaysia to a more competent level. This initiative is in line with the desire to make

Malaysia a centre of education excellence at par with world standard, simultaneously

accommodating the challenge of Vision 2020 which stipulates Smart Schools as one

of the seven applied multi-media applications. To ensure the successful

implementation of Smart Schools and In cultured Schools with Smart Technology

the effort to prepare teachers as catalysts cannot be ignored any more. This is because

they are the core pillar of the nations education system thereby acting as agents of

change for the nation. In order to ensure the successful realization of the requirements

of Smart Schools and in cultured schools with Smart Technology, teachers must be

prepared to raise their own personal state of capacity and capability to the level of

excellence (Bestari). For this the provision of training of Bestari teachers must be

made a success as a starting point for produce catalysts for the successful achievement

of Smart Schools and In cultured Schools with Smart Technology. The process of

training transfer which is evident and continuous is very important and will ensure

that it becomes a national agenda for implementation on continuous basis. This effort

must be managed together and not thrust upon the shoulders of the teachers alone.

Support from management and the organization will strengthen further the effort and

seriousness of teachers to make Bestari concept a reality.

References :

1) www.academia.edu/.../SMART_SCHOOL_SYSTEM_ISSUES_AND_CHAL
LENGES
2) www.academia.edu/3880465/IS_SMART_SCHOOL_REALLY_SMART
3) https://www.researchgate.net/.../287420348_Determinants_of_smart_school_s
ystem_suc.
4) www.mscmalaysia.my/sites/default/files/pdf/.../Smart_School_Blueprint.pdf