Impact Assessment Studies on the Smart School Integrated Solution

Impact Assessment Studies on the
Smart School Integrated Solution (SSIS)
and other ICT Initiatives
COMMISSIONED BY
Ministry of Education, Malaysia
Prepared by
F R O S T
&
S U L L I V A N
2006 © MDeC
TABLE OF CONTENTS
Section 1: EXECUTIVE SUMMARY
4
Section 2: BACKGROUND OF THE ASSESSMENT11
2.1 Background of Smart School Implementation and Other ICT Initiatives11
2.2 The Need for Smart School Implementation Assessment13
Section 3: IMPACT ASSESSMENT METHODOLOGY14
Section 4: IMPACT ASSESSMENT FINDINGS17
4.1 Students17
4.2 Teachers
35
4.3 IT Coordinators (ITC)
54
4.4 General Administrators (GAs)
59
Section 5: POLICY RECOMMENDATIONS
69
Section 6: CONCLUSION
79
Appendix A: Surveyed Pilot Schools Profiles
80
Appendix B: Survey Instruments
81
Appendix C: Glossary104
“Education is not the
filling of a bucket, but
the lighting of a fire” W.B. Yeats
Section 1
EXECUTIVE SUMMARY
A
fter being implemented for three years, there presents a clear and present need to
assess the impact of the Smart School Pilot (1999 to 2002) implementation before
making all 10,000 schools nationwide ‘Smart’ by the end of 2010. Hence, the
outcome of the impact study would serve as a point of reference for the rollout approach
and for any correction to be made on the existing deployment and operational model.
Stakeholders
Students
Teachers
Non-Academic Staff
ICT Literacy
Parameters of Evaluation
Key stakeholders (students/teachers/administrators) from 33 carefully selected schools
(out of 88 pilot schools) nationwide, from residential and non-residential schools located
in both rural and urban area, participated in this study. Each stakeholder was assessed
based on the respective parameters defined for the purpose of this study, as illustrated in
Figure 1.1.
Using ICT to
Improve Management
Learning Experience
Independent/Self
Learning Strategies
Learner Behavior
Time Savings
Using ICT to
Teaching and Learning
Skills in Integrating
ICT for Teaching and
Learning Activities
Figure 1.1 Stakeholders of Smart School and the Assessment Parameters
KEY FINDINGS AND RECOMMENDATIONS
The following findings were concluded based on inputs from key stakeholders:
1. Students
a. Around 90 percent of students had sufficient ICT literacy to use the ICT facilities
for learning.
b. More than 89 percent of students possessed intermediate to advanced ICT
competencies.
c. More than 50 percent of students were unable to conduct independent/selflearning due to limitations in facilities access and content.
d. Around 66 percent of students opined that the courseware could cater to the pace
of average student.
e. Teamwork and peer learning have been nurtured. More than 50 percent of students
were willing to work in teams/peer learning. However, the rest of students were not
willing to work in teams because they did not have sufficient access time to learn
independently or they could not complete the assigned exercise during the lesson.
f. There is no clear correlation between the student-computer ratio and students’
willingness to work in teams/peer learning.
g. Around 94 percent of students have received more than minimum positive impact
from the various ICT initiatives1.
2. Teachers
a. Teachers’ ICT competencies have been positively impacted by SSIS and its related
initiatives – average of 82.5 percent.
b. Around 83 percent of the teachers’ fell into the ‘upper intermediate’ and above
categories, reflecting high ICT literacy.
c. Around 90 percent of teachers were using the computer lab for lessons and
preparation of materials.
d. Teachers found Internet and PPSMI (teaching of mathematics and science in
English) courseware to be the most useful ICT facilities for teaching and learning.
TV Pendidikan was considered the least useful.
e. Teachers could integrate selected ICT facilities during lessons and Internet access
and PPSMI teaching courseware were the two preferred ICT facilities.
1 With the input provided by the students pertaining to ICT literacy, Self-based Learning Strategy and Learning experience throughout
Smart School pilot implementation, each individual student was rated from 0 to 1 to determine the level of impact Smart School
implementation has on the individual. 94 percent of students received more than 0.5 rating which is considered the minimum
positive impact.
f. On average, around 73 per cent of teachers found their productivity improved by
using ICT facilities.
g. Time saving has been adversely impacted due to poor equipment performance as
opined by more than 68 percent of teachers.
h. Around 83.5 percent of teachers commented that the use of ICT in teaching and
learning had improved students’ learning experience. However, poor quality and
reliability of ICT facilities (according to 63.6 percent of teachers) were impeding
students’ ICT learning experience.
i. More than 80 percent of teachers believed that ICT enablement captured students’
attention and aroused students’ interest and curiosity.
j. A correlation between teachers’ and students’ perception on the ICT impact on
learning experience disclosed that students were ready for innovative and creative
learning, but teachers were less prepared to teach with innovative and creative
pedagogy.
k. Around 99 percent of teachers have received more than minimum positive impact
from the various ICT initiatives 2.
3. Administrators 3
a. Around 90 percent of information technology coordinators (ITCs) were technically
competent.
b. Around 80 percent of ITCs felt that their efficiency was impacted due to poor
performance of ICT facilities.
c. More than 70 percent of the ITCs felt that their efficiency was impacted because
they needed to wait for 1 week or more for helpdesk to respond.
d. General administrators (GAs) demonstrated reasonable ICT competency with an
average rating of 3.27 out of 4.0.
e. Selected modules (for example, school governance, managing student affairs
and managing technology) of Smart School Management System (SSMS) helped
GAs’ management of school resources and planning relatively more than other
modules.
f. Productivity of the GAs was impacted by poor equipment reliability that they
frequently used.
2 Based on teachers’ input on ICT Literacy, Utilization of ICT-based Teaching Methods, Skills in integrating teaching and learning
activities and Time Savings in Teaching, each teacher was rated from 0 to 1 to determine the level of impact Smart School
implementation has on the individual. 99 percent of teachers received more than 0.5 rating which is considered the minimum
positive impact.
3 Due to small sample size (33 for GAs and 33 for ITCs), they were not rated like students (687) and teachers (133).
Key Policy Recommendations
In order to address those issues before Smart School is deployed nationwide, the following
policy recommendations have been proposed:
1. ICT Literacy
a. Human Capital Development and Management
There is a need to establish minimum ICT competency level requirements for
Smart School operations:
i. Required ICT literacy level as a prerequisite in the teaching profession
ii. Required ICT literate headcount (for example progressive increase in the
percent of ICT literate teachers)
2. Learning Experience
a. Courseware
There is a need to continuously update courseware to incorporate changes in
curriculum and other relevant innovative technology.
i. In order to accommodate the dynamism of courseware requirements, there is a
need to establish a framework to enable the decentralization or open sourcing
of courseware by:
l
Establishing guidelines for courseware selection
l
Providing sufficient budget allocation for courseware procurement
l
Deploying online evaluation tool for courseware
ii. There is a need to ensure the quality of courseware complies with international
standards, for instance:
l
l
National Council of Teachers of English (NCTE) standards compliance for
language courseware
National Council of Teachers of Mathematics (NCTM) for principles and
standards for mathematics
b. Innovative/Creative Teaching and Learning (T&L) Pedagogy
i. There is a need to intensify training on innovative/creative teaching and
learning methods (pre-service and in-service levels). Teacher training
curriculum should incorporate the following:
l
l
l
Competence in integrating ICT in teachers’ main subject; (subject
competence)
Competence in planning, preparing, teaching, assessing, and evaluating
lessons, which make significant use of ICT; (teaching competence)
ii. There is also a need to enhance the implementation of innovative/creative
teaching pedagogy by:
l
l
Personal competence in use of specific ICT tools; (personal competence)
Enhancing the monitoring of log-in systems to track the actual utilization
rates among teachers of ICT facilities
Establishing reporting mechanism (for example lesson plan) that makes
students peer learning components mandatory
iii. The current assessment structure has to be reviewed to incorporate innovation/
creativity elements in learning, such as creating special provisions for integration
of ICT in extra co-curricular activities and presentation of assignments in
students’ assessments (for example, impose a minimum percentage of scoring
as a prerequisite for university entrance qualification).
3. Independent/Self Learning Strategies
a. ICT Facilities Access and Utilization
i. In order to increase access and utilization, there is a need to allocate additional
access hours for students to use school computers after school hours
ii. There is also a need to establish the mandated student-PC contact hours
by establishing, formalizing, communicating, and enforcing ICT facilities
utilization.
4. Using ICT for Teaching & Learning Materials (TLMs)
a. Content Enhancement
There is a need to mainstream TV Pendidikan in teaching and learning by:
i. Adopting Web TV to stream TV Pendidikan content
ii. Make digital version of content available on ‘on-demand’ basis by either
increasing the bandwidth availability on an incremental basis to deliver richer
multi-media/interactive content or downloaded and recorded on CD-R on
offline basis.
5. Integrating ICT for TLMs
a. Innovative/Creative Pedagogy
There is a need to review and mandate the module on integrating ICT at the preservice level to inculcate and encourage innovative teaching and learning content
delivery.
6. Using ICT to Improve Management and Time Savings
a. Smart School Qualification Standards
There is a need to enhance the classification standards for a school to be considered
‘Smart’, which encompass the following:
i. Human capital competency encompassing:
l
l
Make it compulsory for all GAs to attend Educational Technology
Management courses
Key performance indicators (KPI) for all ICT initiatives should be built into
headmasters/GAs’ performance review
ii. Physical ICT infrastructure that meets operating requirements and not just
physical existence.
iii. Innovative Teaching and Learning Materials through:
l
Integration of innovative TLMs in teaching and learning
l
To be part of teachers’ and administrators’ KPI
iv. Categorize all schools according to above standards to prioritize next round of
Smart School nationwide rollout by high, medium, and low in terms of human
capital and physical infrastructure readiness.
b. Change Management
There is a need to intensify change management programs and activities (workshops
and training) to ensure:
i. Consistency in understanding of Smart School concept
ii. Continuity in the commitment to Smart School success
c. Champions Creation
Establishing incentive scheme such as “Most Improved ICT School Award”
and ongoing media campaigns/road shows would be required to ensure the
institutionalization of the Smart School initiative.
d. Asset Management Model
In order to enhance the focus on core competencies of teaching and learning
management, schools should not be saddled with the burden of spending time
and resources to resolve non-core ICT problems and issues. Hence, a managed
services approach should be adopted to optimize MoE’s ICT asset management
capabilities.
Conclusion
10
ICT-based teaching and learning is no longer a trend to follow, but a way of life imbued
in the education system of all countries with the desire and determination of leveraging
ICT to bring upon systematic change to knowledge delivering mechanism within
their education system. Malaysia has gone a long way in adopting ICT-based teaching
and learning. Though the journey is not a bed of roses, they are growing pains that
Malaysia’s ICT-based education has to endure in order to nurture a Malaysian approach to
e-education. It suffices to say that the plethora of issues, challenges, and recommendations
contained in this impact assessment reflect the importance and benefits of evaluating the
progress of e-education initiatives in Malaysia. The impact assessment also underscores
the ‘openness’ and ‘pervasiveness’ of e-education. The enlargement of the paradigm in
learning and teaching requires transformation in pedagogy, mapping of roles between
teachers, students, and administrators relationships and also content delivered within
and beyond the classroom environment. Ultimately, the impact assessment outcomes
amplify the need to align the implementation of the next phase of the SSIS initiative in
a more defined, structured and balanced manner. This does not just translate to more
policies, but a guided empowerment to make the SSIS implementation journey a shared
experience between the key stakeholders. Only with such sense of ownership can Malaysia’s
e-education aspiration be achieved and making Malaysia an e-education hub of excellence,
a reality.
Section 2
BACKGROUND OF THE ASSESSMENT
2.1 Background of Smart School Implementation
and Other ICT Initiatives
A
s part of Malaysia Vision 2020 plan, the evolution of the public education system
is one of the key factors that is transforming the nation to be fully developed. To
achieve the goals of Vision 2020, the nation will need sustained and productivitydriven growth, which can only be achieved with a technology-literate, knowledge-based
workforce that is fully prepared to compete in the fast-changing global economy of the
21st century. The cornerstone of this initiative is the Smart School concept. The Smart
School pilot project began in 1999 with the deployment of the Smart School to 88 pilot
schools across Malaysia.
More than just the mere rollout of ICT facilities, the Smart School concept involves the
restructuring of teaching and management processes to incorporate and promote ICT
utilization. The aim of the Smart School is to change the culture and practices of Malaysia’s
primary and secondary schools, moving away from rote-memory learning toward fostering
creative thinking skills. To this end, it aims to incorporate more innovative and creative
teaching while emphasizing self-paced learning. By the same token, the processes relating
to curriculum, pedagogy, assessment, and teaching-learning materials are reinvented
to help students learn more effectively and efficiently, increase their comfort level with
technology while enabling them to practice self-accessed and self-directed learning at their
own pace.
Stakeholders of the Smart School, namely parents, the community, and private sector, play
important roles in improving the performance of the school. This is achieved through
their constant involvement in the professional and knowledge development relating to
school management, teaching-learning, and other aspects of the Smart School.
11
Invariably, technology is used as an enabler to Smart School practices in teachinglearning, management, and communication processes with external constituencies. With
computerized management and administration, the Smart School allows for more efficient
and effective management of resources and processes required to support the teachinglearning functions. A thorough review of the processes inherent in the Smart School is
required to ensure that accurate and functional input is provided to produce the desired
output.
Changes in existing policies and regulations as well as formulation of new policies and
regulations would eventuate in the successful implementation of the Smart School.
Based on Malaysia’s National Philosophy of Education, the objectives of the Smart School
are to produce a thinking and technology-literate workforce, democratize education,
increase stakeholders’ participation, provide all-round development of the individual as
well as opportunities to enhance individual strengths and abilities.
12
Among the other ICT initiatives are TV Pendidikan, Pelaksanaan Pengajaran Sains dan
Matematik dalam Bahasa Inggeris (PPSMI); teaching of science and mathematics in
English, SchoolNet and Computer Lab. TV Pendidikan is a special television channel
made available to schools as an alternative method of learning. The objectives of the
channel are to underline the importance of technology in the development of education
among teachers and students, and to enrich the teaching and learning process through
creative and innovative use of various media and technologies. There are also programs
for teachers to help improve the teaching and learning process. PPSMI is an initiative
to teach science and mathematics subjects in English rather than Bahasa Malaysia. The
purpose of this initiative is to allow students to be better connected to the restof the world,
as English is a universal language. It will allow students to move seamlessly shift from
their primary and secondary education into international tertiary institutions. SchoolNet
is an infrastructure project jointly conducted by the Ministry of Education (MoE) and the
Ministry for Energy, Water and Communications. It aims to wire all 10,000 primary and
secondary schools in Malaysia for broadband access. Computer Lab is a project initiated by
MoE in year 2000, which aims to provide students additional access to personal computer
(PC) during or after school hours. Under this project, all primary and secondary schools
would be furnished with at least 13 PCs per school. More specifically, the allocation of
PCs in schools is proportionate to the number of students, such that 13 PCs are allocated
to schools with between 100 and 399 students, 21 PCs to schools with between 400 and
799 students, and 42 PCs to schools with 800 or more students. Figure 2.1 illustrates the
timeline of various ICT initiatives launched in Malaysia.
Figure 2.1 Timeline of various ICT Initiatives launched in Malaysia since 1970
2.2 The Need for Smart School Implementation
Assessment
The implementation of the Smart School Integrated Solution (SSIS) in 88 pilot schools
for 3 years resulted in a need to assess the impact of the Smart School implementation in
order to:
l
Evaluate and measure the impact of Smart School Integrated Solution (SSIS) and other
ICT initiatives at the Ministry of Education (MoE) to strategize for “Pembestarian”;
l
Garner greater support from external parties as well as stakeholders;
l
Facilitate international promotional efforts by both MDeC and MoE;
l
Facilitate direction for integrating all of MoE’s ICT initiatives towards achieving a larger
impact as a result of Smart School implementation.
33 of the 88 pilot schools (refer to Appendix A) were selected for the purpose of
impact assessment study in October 2005. Key stakeholders of SSIS implementation
such as students, teachers of Bahasa Malaysia, English, Science, and Mathematics, and
administrators (General Administrators and IT Coordinators) provided their valuable
insight and feedback on the relative success and shortcomings of the SSIS implementation.
With the input collected and analyzed, the current status and issues of implementation are
presented in Section 4, followed by the perceived challenges from those issues in Section 5,
and recommendations for rectification to the current implementation model as well as the
proposed rollout strategy for all 10,000 schools nationwide.
13
Section 3
IMPACT ASSESSMENT METHODOLOGY
F
igure 3.1 maps out the impact assessment framework for this project. One of the
fundamental components of the impact assessment is the instruments. In view of
its importance, the instruments were designed in a collaborative manner with key
stakeholders from Ministry of Education (MoE) of Malaysia and Multimedia Development
Corporation (MDeC).
14
Kick-off
Workshop
• Clarify project
objectives
• Socialize
implementation
approach
• Orientate project
team and roles
• Formalize
evaluation
instrument
and approach
Pilot Study
• Pilot
instrument
at 4 schools
Site
Evaluation
• Conduct site
evaluation
across 3 zones
– nationwide
• Compile
findings
• Present pilot
findings
to MoE
Analysis
Focus
Group
• Analyze inputs
• Conduct focus
group with key
• Develop insights
stakeholders to
• Develop
share insights
preliminary
and preliminary
• Compile inputs
recommendations recommendations
• Gather and
integrate inputs
from respective
stakeholders
Recommendations
• Finalize
recommendations
• Present
recommendations
• Compile final
report
• Handover
Figure 3.1 Impact Assessment Framework
Collectively, 4 types of instruments have been developed in English and Bahasa Melayu
(refer Appendix B). The key parameters of measurement are contained and stakeholders
assessed through the instruments are outlined in Figure 3.2.
Stakeholders
Students
Teachers
Non-Academic Staff
Parameters of Evaluation
ICT Literacy
Using ICT to
Improve Management
Learning Experience
Independent/Self
Learning Strategies
Learner Behavior
Time Savings
Using ICT to
Teaching and Learning
Skills in Integrating
ICT for Teaching and
Learning Activities
Figure 3.2 Impact Assessment Parameters by Stakeholders
The endorsed instruments were then tested at four schools before being administered
across the rest of the selected 33 pilot smart schools nationwide. The schools were selected
based on school profiles in order to ensure balanced sample size that encompasses the
following criteria:
l
Balanced distribution between rural and urban schools
l
Balanced distribution between residential and non-residential schools
l
Balanced geographical spread across the country
In total the surveyed respondents within the two weeks of site evaluation include:
l
687 students
l
133 academic staff
l
33 general administrators
l
33 IT coordinators
The inputs from the above respondents are then analyzed with through statistical
correlation, insights impact mapping and focus group with MoE and MDeC stakeholders
to derive key learning points and next steps. Figure 3.3 illustrates the breakdown of the
sampled schools in more detail.
15
No.
School
Category
Population
Sample
Size
%
Primary v. Secondary
1.
Primary
2.
Secondary
Total
No.
School
Category
Sample
Size
4
4
11.
Level ‘A’
7
5
84
29
12.
Level ‘B+’
2
1
88
33
13.
Level ‘C’
79
27
88
33
38
Total
Sampling %
Urban v. Rural
38
3.
Urban
51
19
4.
Rural
37
14
14.
Perlis
2
1
88
33
15.
Kedah
6
2
16.
Pulau Pinang
3
1
17.
Perak
9
3
18.
WP Kuala Lumpur
8
4
19.
Selangor
15
6
20.
Negeri Sembilan
6
2
21.
Melaka
2
1
22.
Johor
9
3
23.
Pahang
6
2
24.
Terengganu
4
1
25.
Kelantan
6
2
26.
Sabah
5
2
Total
Sampling %
State Distribution
38
Residential v. Non-Residential
5.
Residential
33
12
6.
Non-Residential
55
21
88
33
Total
Sampling %
38
Religion v. Secular
7.
Religion
7
2
8.
Secular
81
31
88
33
Total
Sampling %
38
Connectivity
9.
Dial-up connection
85
32
27.
WP Labuan
2
1
10.
Satellite connection
3
1
28.
Sarawak
5
2
88
33
88
33
Total
Sampling %
%
Technology Level
Sampling %
16
Population
Total
38
Sampling %
Figure 3.3 Impact Assessment Parameters by Stakeholders
38
Section 4
IMPACT ASSESSMENT FINDINGS
4.1 Students
4.1.1 ICT Literacy
S
mart School is ‘a learning institution that has been systemically reinvented in terms of
teaching-learning practices and school management in order to prepare children for
the information age 4. Most of the teaching-learning practices and school management
have been carried out through SSIS – an ICT-based platform – and other ICT initiatives.
Therefore, it is imperative to understand and assess students’ level of ICT literacy, as this
would allow them to better participate in the learning process and to reap maximum benefits
from Smart School implementation.
Students’ ICT literacy level is assessed based on their self-reported capabilities in accessing,
managing, integrating, creating, and evaluating information. Several tasks have been devised
to cover the above aspects of ICT literacy/skills, as illustrated in Figure 4.1.1. Around
ITC Literacy
100.0%
90.0%
86.4%
96.7%
92.8%
85.6%
79.4%
80.0%
73.2%
70.0%
60.0%
50.0%
40.0%
32.0%
30.0%
20.0%
10.0%
00.0%
I know how
to access
learning
materials.
I can use
the computer to
access learning
materials.
I know how to
access the
references quoted
in the learning
materials.
I can use the
computer to
complete my
homework.
I can use
computers
to send email.
Figure 4.1.1 ICT Literacy
4 The Malaysian Smart School Blueprint, http://www.moe.edu.my
I can use
computers
to do chatting.
I can use
computers
to do blogs.
17
92.8 percent of students indicated that they can use computers to access learning materials.
Another 96.7 percent of students could use computers to complete their homework. While
many students were able to use basic communications such as e-mail and chat, only a few
students (32 percent) indicated that they are able to use blogs, an online diary of the owner
in the Website. This low outcome is not unexpected as blogs are a new trend that has become
popular only recently.
Students’ ICT literacy/skills were further categorized into four groups:
18
l
Advanced users: rating of 15,
l
Upper intermediate users: rating of between 0.75 and 16,
l
Lower intermediate users: rating of between 0.75 and 0.5 7,
l
Beginners: rating of less than 0.5 8
By assigning weighting to the tasks listed in Figure 4.1.1, the outcome is illustrated in Figure
4.1.2 where 26 percent of the students belong to advanced users, 30 percent of the students
belong to upper intermediate users, 33 percent belong to lower intermediate users while 11
percent are beginners.
Students’ ICT Competencies Distribution
Primary Students (12%)
12%
Secondary Students (88%)
Beginners
11%
Advanced Users
26%
12%
42%
45%
40%
38%
6%
Lower Intermediate
Users 33%
Upper Intermediate
Users 30%
Legend:
Advanced Users: Able to perform 100% of the defined tasks
Upper Intermediate Users: Able to perform 75% to 99% of the defined tasks
Lower Intermediate Users: Able to perform 50% to 75% of the defined tasks
Beginner Users: Able to perform <50% of the defined tasks
Figure 4.1.2 Students’ ICT Competencies Distribution
5 Self-reported capability of performing 100 percent of the tasks in Figure 4.1.1
6 Self-reported capability of performing 75 percent and 99 percent of the tasks in Figure 4.1.1
7 Self-reported capability of performing 50 percent and 75 percent of the tasks in Figure 4.1.1
8 Self-reported capability of performing less than 50 percent of the tasks in Figure 4.1.1
5%
Besides ICT literacy levels, students were also asked to provide the source of training that
they have received. As shown in Figure 4.1.3, more than 80 percent of students indicated
that they learnt from friends and family, just slightly above those who learnt from school
lessons (73.2 percent). Only a small number of students (5.2 percent) learnt ICT by
attending private training centers. The conclusion is not surprising, due to the fact that
learning through relatives and friends as well as from schools can be very much convenient
and economical than attending private learning centers. This outcome actually highlights
the need to integrate students learning beyond school boundaries.
Where do you learn your computer skills?
90.0%
80.0%
80.2%
73.2%
70.0%
60.0%
55.9%
50.0%
45.7%
19
40.0%
30.0%
20.0%
10.0%
5.2%
0.0%
school lessons
computer classes
and computer clubs
private training
centres
self-taught
(online, books,
hands-on, etc.)
friends/family
Figure 4.1.3 Source of Learning for Computer Skills
Almost all the students applied the computer skills to find information from either
courseware or Internet. Referring to Figure 4.1.4, a majority of them (84.9 percent)
also used computers to complete homework. However, only a handful of students
(19.8 percent) used computers to prepare for exams.
Purpose for Students to use computers
98.0%
100.0%
90.0%
84.9%
80.0%
70.0%
63.3%
60.0%
55.2%
50.0%
40.0%
30.0%
19.8%
20.0%
10.0%
0.0%
Finding
information
Completing
homework
Preparing
exams
Sharing knowledge
and information
Sending emails,
chatting etc
Figure 4.1.4 Purpose for Students to Use Computers
20
When asked further on their typical usage of computers, students feedback that the top two
tasks were searching information and preparing report, with 97.5 percent and 92.6 percent
of the students opted for these tasks respectively. As shown in Figure 4.1.5, tasks such as
music composition and video creation received fewer votes as the skills required to perform
those tasks were very specialized.
Students’ Usage of Computers to ….
100.0%
97.5%
92.6%
90.0%
80.0%
75.3%
70.0%
60.0%
53.6%
52.8%
50.0%
40.0%
34.9%
30.0%
20.0%
16.9%
16.2%
Compose
music
Create
movie
10.0%
0.0%
Type
report
Do
calculation
Search
Make
presentation information
Make
drawing
Figure 4.1.5 Students’ Usage of Computers
Create
webpage
4.1.2 Self-paced, Self-access, and Self-directed Learning Strategies
One of the Smart School concept components is to allow students to learn at their own pace
and to access learning materials independently. Therefore, availability of reliable computer
facilities is critical to meet the objective. From Figure 4.1.6, a score of 2.9 out of 4 is given by
students who could access school computing facilities without teacher’s guidance. However,
these students mentioned that they will require teachers’ permission for the access. A score
of 2.7 is given by students who were not very satisfied with the performance of computers
provided in school. These students claimed that they sometimes had to deal with poor
performance of the computers/servers during lessons.
Self-Learning Strategies Evaluation
I am satisfied with
the performance of
computers provided
in schools
2.7
21
I can access school
computing facilities
without teacher’s
guidance
2.9
1.0
1.5
Strongly Disagree
2.0
Disagree
2.5
3.0
Agree
3.5
4.0
Strongly Agree
Figure 4.1.6 Self-Learning Strategies Evaluation
Around 42.2 percent of the students used the school computers for studies less than once
a week without teacher’s guidance during school hours, as indicated in Figure 4.1.7. Only
2.3 percent of students had the privilege to use computers for more than 3 hours per day
for studies without teacher guidance during school hours. Some claimed that the low usage
of computers was due to busy schedule from extra co-curricular activities or examination
preparation while some had no interest to use the computers due to poor upkeep of the
facilities.
Support from teachers and a conducive environment, such as adequate and decent quality
of facilities, would be critical to encourage students to be independent and proactive in
using ICT facilities.
How often do you use the school computer for studies
without teacher’s guidance during school hours?
more than 6 hours daily, 0.7%
never, 14.4%
less than once a week, 42.2%
3-6 hours daily, 1.6%
1-3 hours daily, 18.9%
0-1 hours daily, 22.1%
Figure 4.1.7 Frequency of Using the School Computer for Studies without
Teacher’s Guidance during School Hours
22
After school hours, 44.6 percent of students used the school computers for 1 to 3 hours
weekly, as indicated in Figure 4.1.8. Around 17.7 percent of students used the school
computers for more than 3 hours weekly. Indeed, some students mentioned that unless they
were asked to complete assignments quickly, they would not use the school computers after
school hours.
How much time are you allowed to access
school computing facilities after school hours?
not allowed, 16.5%
more than 6 hours weekly, 10.1%
3-6 hours weekly, 7.6%
1-3 hours weekly, 44.6%
0-1 hours weekly, 21.2%
Figure 4.1.8 Time Allowed to Access School Computing Facilities after School Hours
Some students also accessed computer facilities outside school, as shown in Figure 4.1.9.
Around 78.6 percent and 67.8 percent of students said that they were searching for
information that was related to schoolwork and sending e-mail and/or chatting, respectively.
Only 4.9 percent of students did not access computer facilities outside school.
Why do you want to access computing facilities
outside of school compound?
100.0%
90.0%
78.6%
80.0%
67.8%
70.0%
66.2%
57.4%
60.0%
50.0%
46.7%
43.5%
40.0%
30.0%
20.0%
10.0%
4.9%
0.0%
To do lesson
revision
To send email
and/or do
chatting
To search for
information that
is related to
school work
To search for
information that
is not related
to school work
To complete
homework
To search for
I do not/want to
information that access to computing
is not accessible facilities outside of
from school
school compound
Figure 4.1.9 Reasons of Accessing Computing Facilities Outside of School Compound
From Figure 4.1.10, 87.8 percent of students agreed that computers made learning more
interesting. 75.7 percent of students agreed that computers increased their interests to learn
a subject. However, only 36 percent of students found that computers allow them to have
greater participation in classes. This result implied that the delivery design and content
of courseware may need to be revisited in order to facilitate more interactions between
students, teachers and the materials.
Self Learning with Computer
100.0%
87.8%
90.0%
80.0%
75.7%
70.0%
50.0%
61.7%
60.0%
60.0%
49.8%
40.0%
36.0%
30.0%
20.0%
10.0%
0.0%
Reduce time
Increase my
taken to complete interest to learn
homework
the subject
Reduce time
taken to
complete project
Make learning
more interesting
Allow greater
participation
from me
Figure 4.1.10 Self Learning with Computer
Exposed to
new ways of
solving problems
23
Around 95.3 percent of students believed that computers had improved their knowledge
and understanding through self-learning in many ways as shown in Figure 4.1.11 and Figure
4.1.12. More than 80 percent of these students mentioned that interactive multimedia
content made learning more interesting and easier to understand. Access to information
was also easier with computer as claimed by these students. Again, only 34.0 percent of
students found that self-learning through computers allowed greater participation. The
remaining students (4.7 percent) found the greatest roadblocks to self-learning through
ICT were time and inadequate access to facilities, as indicated in Figure 4.1.13. A handful of
them also claimed that the learning material was too complicated to be absorbed.
What can be established here is that the increased student’s interest and comfort to use ICT
facilities is a major step to encourage self-directed approach in acquiring knowledge.
Has computer improved your knowledge and
understanding through self-learning?
No, 4.7%
Yes, 95.3%
24
Figure 4.1.11 Students’ Responses to Whether Computer has improved their
knowledge and Understanding through Self Learning
100.0%
90.0%
Yes, Computer has improved my knowledge and understand ….
85.4%
88.5%
80.0%
70.0%
58.8%
60.0%
50.0%
40.0%
34.0%
30.0%
20.0%
10.0%
0.0%
Interactive multimedia
makes the learning more
interesting and easier
to understand
Access to
information is easier
with computer
Allow greater
participation
from me
Exposed to new
ways of solving
problems
Figure 4.1.12 Ways of Improving Knowledge and Understanding via Computers
100.0%
No, Computer has not improved my knowledge
and understanding because …
90.0%
80.0%
70.0%
58.1%
60.0%
58.1%
50.0%
40.0%
41.9%
38.7%
30.0%
20.0%
10.0%
0.0%
The learning material
is too complicated
for me to absorb
Insufficient
time
Insufficient
access
Insufficient support
from teachers
Figure 4.1.13 Why Computers have not Improved Their Knowledge and Understanding
As shown in Figure 4.1.14 and Figure 4.1.15, slightly more than half (53.6 percent) of
the students had difficulties in accessing the courseware when they wanted to self-learn.
Insufficient time to use courseware (56.3 percent) was the number one factor, followed by
insufficient computers (48.9 percent).
Are there any difficulties in accessing the courseware
when you want to do self-learning?
No, 46.4%
Yes, 53.6%
Figure 4.1.14 Students’ Response to Difficulties in Accessing the Courseware During Self-Learning
25
100.0%
The difficulties in accessing courseware are mainly due to ...
90.0%
80.0%
70.0%
60.0%
50.0%
56.3%
48.9%
44.6%
40.0%
30.0%
20.0%
16.0%
10.0%
0.0%
Not enough
computers
Not enough
courseware
Not enough time
to use courseware
Lack of guidance
to use courseware
Figure 4.1.15 Difficulties in Accessing Courseware
26
These two factors again were quoted as the main reasons why 60.7 percent of students did not
have sufficient time to learn through computer courses independently, as shown in Figure
4.1.16 and Figure 4.1.17. The insufficient usage of courseware and computers can drive down
the motivation for students to learn independently. Coupled with the fact that students faced
limited time to learn through computer courses themselves, this will discourage students
from being more proactive in accessing computers to foster self-learning.
Is there sufficient time to learn through
computer courses independently?
No, 60.7%
Yes, 39.3%
Figure 4.1.16 Students’ Response to the Available Time to Learn Through
Computer Courses Independently
Figure 4.1.17 shows that another main reason students did not have sufficient time to learn
through computer courses independently was due to inaccessibility of courseware after
school hours or outside school compound (39.6 percent). This correlated well with 56.3
percent of students who had insufficient time to use courseware, as shown in Figure 4.1.15. If
unresolved, insufficient access to courseware would prevent students from learning through
computer courses independently and effectively, thus defeating one of the main purposes of
having Smart Schools.
100.0%
There isn’t sufficient time to learn through
computer courses independently because...
90.0%
80.0%
77.0%
70.0%
60.0%
50.0%
40.0%
39.6%
27
30.0%
20.0%
16.8%
10.0%
0.0%
No access to coursewares
after school hours or
outside school compound
It is too complicated to
use the courseware
Too many students are
sharing the computers
Figure 4.1.17 Reasons of Insufficient Time to Learn Through Computer Courses Independently
When asked to assess the ICT usage by teachers, as illustrated in Figure 4.1.18, only 62.4
percent of students said that their teachers had used computers to teach lessons during the
class, when there should be 100 percent of ICT usage in the classroom. The wide gap could
probably be due to the availability of system, courseware, and administrative arrangement.
The limited opportunity to learn from teachers during classroom lessons through ICT result
in the preferred channel where students learn ICT from friends/family rather than school
lessons, as shown in Figure 4.1.3. This also reflected a need to increase the optimal use of
ICT facilities to increase the access hours to students.
Students’ Assessments on ICT Usage in School
100.0%
90.7%
90.0%
80.0%
70.0%
62.4%
60.0%
49.6%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
My teachers have
used computers to
teach lessons during
the class
28
I can communicate to
the teachers on
courseware work
My computer problems
can be solved by teacher,
ITC teacher, technician or
‘Briged Bestari’
Figure 4.1.18 Students’ Assessments on ICT Usage in School
When facing computer problems, 90.7 percent of students said the problems could be
resolved by teachers, ITC, technicians or “Briged Bestari”. The problem was usually solved
within an hour, as cited by 41.9 percent of students, while 10.2 percent said their problems
could take more than one week to be resolved, as shown in Figure 4.1.19. This positive
outcome shows that the students have adequate support from teachers, ITC, technicians or
“Briged Bestari” to use computers for learning.
How long do you have to wait before any computer problem
is resolved during your self-learning session?
Longer than 1 week, 10.2%
Within the same week, 17.6%
Within the hour, 41.9%
Within the same day, 20.4%
Within half a day, 9.8%
Figure 4.1.19 Time Taken for a Computer Problem to be Resolved during Self-Learning Session
4.1.3 Learning Experience
Another key Smart School concept component is to improve students’ learning experience.
Almost all students surveyed (97.7 percent) mentioned that computers had made learning
more interesting, as shown in Figure 4.1.20. Around 71.9 percent of the students believed
that computers could enhance their learning experience by capturing their attention longer,
enhancing knowledge sharing (71.8 percent) and helping them to understand lessons better
and faster (71.8 percent ). However, only 41.0 percent of students said that computers could
generate more questions from them. This again was consistent with previous findings
(Figure 4.1.10 and Figure 4.1.12) that computers did not generate greater participation.
Indirectly, this issue of low participation reflects the need to reassess the ICT-based teaching
methodology in order to generate more involvement from the student.
Computer has made learning more interesting
Interesting, 50.8%
Not interesting, 0.4%
No difference, 1.9%
29
Very interesting, 46.9%
Figure 4.1.20 Students’ Response to the Interest Level of Using Computers
Benefits of Using Computers in Learning
100.0%
90.0%
80.0%
70.0%
71.9%
71.8%
71.8%
Enhance
knowledge
sharing
Help me to
understand lessons
better and faster
64.8%
60.0%
50.0%
41.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Capture my
attention longer
Generate more
question from me
Expose to new
ways of solving
problems
Figure 4.1.21 Benefits of Using Computers in Learning
By referring to Figure 4.1.22, around 34.3 percent of students disclosed that they could
not complete exercises given during computer-based lessons while another 49.1 percent of
these students thought that the computer-based lessons were too fast. On the other hand,
among the students who can complete exercises given during computer-based lessons, 16.8
percent of these students indicated that the computer-based lessons were too slow. These
scenarios reflected the lack of smart pedagogy being employed by teachers in delivery of
ICT-based lessons to cater to different aptitude level of students.
I can usually complete the exercise given during the computer based lessons
No 34%
Yes 66%
30
I usually find the computer-based lesson
is too fast for me …
Strongly
disagree
8%
Strongly
agree
5%
I usually find the computer-based lesson
is too slow for me …
Strongly
disagree
22%
Strongly
agree
2%
Agree
44%
Agree
15%
Disagree
61%
Figure 4.1.22 Benefits of Using Computers in Learning
4.1.4 Learner’s Behavior
Technology can be used as a tool to enhance students’ knowledge. However, the basic
humanistic practices should be upheld throughout the implementation. While almost
all students were willing to help classmates in using computers and to share information
relating to computers (as shown in Figure 4.1.23 and Figure 4.1.24) , approximately half of
the students were not willing to share computers with friends in school (as shown in Figure
4.1.25).
I like to help my friends in using computers
100.0%
No, 4.3%
No, 3.9%
Yes, 95.7%
Yes, 96.1%
Male
Female
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Figure 4.1.23 Students’ Willingness to Help Other Friends in Using Computers
I enjoy sharing information relating to computers with friends
100.0%
No, 5.9%
No, 1.8%
90.0%
80.0%
70.0%
60.0%
50.0%
Yes, 94.1%
Yes, 98.2%
40.0%
30.0%
20.0%
10.0%
0.0%
Male
Female
Figure 4.1.24 Students’ Willingness to Share Information Relating to Computers with Friends
31
Students’ Willingness to Work in Teams/Peer Learning
100%
90%
80%
No, 45.4%
70%
No, 44.7%
>50% of students
are willing to work in
teams/peer learning
60%
50%
40%
30%
Yes, 54.6%
Yes, 55.3%
Male
Female
20%
10%
0%
32
Figure 4.1.25 Students’ Willingness to Work in Teams/Peer Learning
By referring to Figure 4.1.26, around 41.3 percent of these students could not complete the
exercise given, during the computer-based lessons. Another 48.3 percent of these students
had just enough time to complete the exercise given, during computer-based lessons.
Problems could arise if these students were asked to share computers that may cause their
usage of computers to be substantially reduced.
Students who are not Willing to Share Computers
have more than enough time to
complete the exercise given
10.4%
are unable to complete
the exercise given
41.3%
have just enough time to
complete the exercise given
48.3%
Figure 4.1.26 Profile of Students Who Are Not Willing to Share Computers (Part I)
On the other perspective, among all the students who were not willing to share computers,
70.1 percent of these students also mentioned that they did not have sufficient time to
learn through computer courses independently. This is shown in Figure 4.1.27. The most
significant reason given by these students (77.0 percent as shown in Figure 4.1.17) was there
were just too many students sharing computers.
Students who are not Willing to Share Computers
have sufficient time to learn
through computer courses
independently
29.9%
have no sufficient time to learn
through computer courses
independently
70.1%
Figure 4.1.27 Profile of Students Who Are Not Willing to Share Computers (Part II)
The students’ willingness to share computers was further analyzed with regards to the
student to computer ratio in schools based on the school profile attached in Appendix A.
From Figure 4.1.28, there is no clear correlation between student to computer ratio and
students’ willingness to share. However, higher student-computer ratio (greater than 20
students per PC) corresponded with a higher percentage of students who were not willing to
share (51.4 percent). The assumption is such that all the computers counted were available
for use by students and were in working condition. This points to the fact that the student’s
willingness to share is not as much impacted by the availability of ICT facilities, but rather
the ICT-based teaching and learning methodology that does not facilitate sharing of PCs.
In addition, the way exercises were designed does not incorporate elements of sharing and
cooperation between students. This will be further elaborated in Section 6.
Student to Computer Ratio
Students who were not willing to work
In Teams/Peer Learning (%)
> = 20 students per PC
51.4
between 10 and 19 students per PC
41.4
10 students per PC
46.0
Figure 4.1.28 Percentage of Students Who Are Not Willing to Share Computers versus
Ratio of Computers to Students
33
With the input provided by the students pertaining to ICT literacy, Self-based Learning
Strategy and Learning experience throughout Smart School pilot implementation, each
individual student was rated from 0 to 1 to determine the level of impact Smart School
implementation has on the individual. As illustrated in Figure 4.1.29, around 5 percent
of students obtained a rating of 1 which represents maximum positive impact from the
implementation, and 41 percent of students got ratings between 1 and 0.75, which represents
high positive impact from the implementation. Another 58 percent of students scored rating
between 0.75 and 0.5, which represents positive impact from the implementation and 1
percent of students scored rating below 0.5, that represents minimum impact resulted from
the implementation.
Students: Overall Impact
34
% of Distribution
60%
50%
50%
38%
40%
30%
20%
10%
6%
5%
0%
Power Users
Highly Effective Users
Effective Users
Normal Users
Category of Students
Categories
Description*
Power Users
Received maximum positive impact across parameters
of evaluation
Highly Effective Users
Received high positive impact across parameters of
evaluation
Effective Users
Received optimum positive impact across parameters
of evaluation
Normal Users
Received minimum positive impact across parameters
of evaluation
Notes: The parameters of evaluation exclude Learner Behavior
Figure 4.1.29 Overall Rating of Students
4.2 Teachers
4.2.1 ICT Literacy/Skills
As one of the key pillars in ensuring successful Smart School implementation, teachers
play a critical and instrumental role in preparing students for the information age as well
as cultivating a thinking and creative knowledge culture in education. Therefore, it is
imperative to first and foremost assess the ICT literacy/skills of teachers who are currently
teaching at the pilot smart schools/Smart Schools to ascertain the level of skills they possess
in accessing, managing, integrating, creating, and evaluating information. Several tasks have
been devised to cover the above aspects of ICT literacy/skills, as illustrated in Figure 4.2.1.
Based on the feedback received, teachers were generally able to make use of the materials
and equipment provided to facilitate teaching and learning (T&L) in the classroom. Teachers
felt most comfortable in accessing T&L materials, where this task received a rating of 3.5 out
of 4.0. Besides, teachers generally felt comfortable to access the reference materials using
the IT equipment furnished, as this task received a rating of 3.4 out of 4.0. Among all tasks,
using IT equipment to grade students’ homework has received a low 3.1 out of 4.0. When
analyzed further, 14.3 percent of respondents indicated that they did not feel comfortable
in performing that task. Around 60.2 percent of respondents indicated that they were
comfortable with the task and 25.5 percent indicated they were very comfortable with the
task. No respondent felt very uncomfortable in performing the task.
Teachers’ ICT Literacy
I am able to evaluate and determine the appropriate
teaching and learning materials to help me in my teaching.
3.3
I am comfortable to use computers and peripherals
effectively an appropriately to present information in a
variety of formats to colleagues, parents and others;
3.2
I am comfortable to use IT equipment to analyze
students’ examination results.
3.2
I am comfortable to use IT equipment to grade
students’ homework.
3.1
I am comfortable to use IT equipment to prepare
students’ homework.
3.3
I know how to access the references quoted in the
teaching/learning materials (ie. Internet, CD Rom, etc.).
3.4
I am comfortable with using the IT equipment to
access teaching/learning materials.
3.4
I know how to access teaching/learning materials.
3.5
1.0
Strongly
Disagree
2.0
Disagree
Figure 4.2.1 ICT Literacy/Skills of Teachers
3.0
Agree
4.0
Strongly
Agree
35
Teachers’ ICT literacy/skills were further categorized into four groups:
l
Advanced users: rating of 19;
l
Upper intermediate users: rating of between 0.75 and 110;
Lower intermediate users: rating of between 0.75 and 0.511;
l Beginners: rating of less than 0.5 12
l
By assigning weighting to the tasks listed in Figure 4.2.1, the outcome is illustrated in
Figure 4.2.2, where 10 percent of teachers were Advanced Users, 73 percent were Upper
Intermediate Users while 17 percent were Lower Intermediate Users. None of the teachers
were Beginners.
Teachers’ ICT Competencies Distribution
Lower Intermediate Users 17%
Advanced Users 10%
36
Upper Intermediate Users 73%
Figure 4.2.2 Teachers’ ICT Competencies Distribution
Aside from ICT literacy/skills, teachers were also asked to indicate the sources of IT training
that have helped them with their current level of ICT literacy/skills. Figure 4.2.3 illustrates
that 84.2 percent of the respondents indicated onsite training as the source of training, while
80.5 percent of the respondents were self-taught. While it was favorable to have motivated
teachers learning IT skills themselves, this actually implied that the training they received
during pre-service and in-service training may not be sufficient to meet their needs. This
was further substantiated with low percentage of respondents (17.3 percent) who indicated
that IT training during pre-service contributed to their current level of ICT literacy/skills.
9Self-reported capability of performing 100 percent of the tasks in Figure 4.2.1
10Self-reported capability of performing 75 percent and 100 percent of the tasks in Figure 4.2.1
11Self-reported capability of performing 50 percent and 75 percent of the tasks in Figure 4.2.1
12Self-reported capability of performing less than 50 percent of the tasks in Figure 4.2.1
Where did you learn your IT skills?
100.0%
90.0%
84.2%
80.5%
80.0%
75.9%
74.4%
70.0%
60.0%
50.0%
40.0%
30.0%
17.3%
20.0%
12.8%
10.0%
0.0%
Training
conducted in
school premises
Pre-service
Training
Private
Training Centres
Self-taught
(Online, Books,
Hands-on, etc)
In-service
Training
Through
friends/family
Figure 4.2.3 Source of IT Training for Teachers
4.2.2 Utilization of ICT-based Teaching Methods
From an infrastructure perspective, computer labs were highly utilized by teachers, with up
to 90 percent of usage as reflected in Figure 4.2.4 below.
Usage of Computer Lab
No, 10%
Yes, 90%
Figure 4.2.4 Teachers Usage of Computer Lab
37
From an applications perspective, currently there are five key ICT applications that MoE has
furnished to teachers to facilitate their classroom teaching or preparation of materials for
their classroom teaching, namely, Smart School Courseware, PPSMI Teaching Courseware,
TV Pendidikan (Education TV), Internet Access, and Smart School Management System
Application. Teachers found Internet and PPSMI (teaching of mathematics and science
in English) courseware the most useful ICT applications in assisting the preparation of
TLMs. The results were not surprising as the proliferation of Internet usage has allowed
the teachers to obtain useful and necessary materials for TLMs. TV Pendidikan received
the lowest rating (2.3 out of 4.0). Out of all the responses received, 1.6 percent respondents
indicated that they did not know how to use TV Pendidikan for preparing TLMs while, 66.9
percent had never used TV Pendidikan for preparing TLMs. Around 29 percent used TV
Pendidikan occasionally and only 2.4 percent used TV Pendidikan extensively in preparing
TLMs. Currently, TV Pendidikan is positioned to aid the explanation of complex concepts.
While there is a need for this, teachers were able to utilize other sources as mentioned above
to aid the teaching of complex concepts in the classroom, and thus, bypassing the use of TV
Pendidikan materials. Figure 4-34 illustrates the rating of ICT Facilities used in preparing
TLMs. {pls note that this does not match with the figure title}
38
ICT Applications Assisting in
Preparing of Teaching Materials (Usage Rating)
3.2
Smart School Management System Application
Internet
3.5
2.9
TV Pendidikan
3.4
PPSMI Teaching Courseware
3.3
Smart School Courseware
1.0
2.0
3.0
4.0
Strongly
Disagree
Disagree
Agree
Strongly
Agree
Figure 4.2.5 ICT Application in Preparing TLMs
Besides the usage pattern from the aspects of ICT facilities provided, teachers were also
asked to rate the ICT applications they used in the preparation of TLMs. As illustrated in
Figure 4.2.6, word processor was the most commonly used tool, obtaining a rating of 3.8
out of 4.0, followed by Internet search engines with a rating of 3.5 out of 4.0, presentation
application with a rating of 3.4 out of 4.0, and spreadsheet application with a rating of 3.4
out of 4.0. The above results were mainly driven by the following needs:
1. Use of office productivity applications (word processor, presentation, and spreadsheet
application) to manage and integrate the information used in TLMs.
2. Use of Internet search engine to search and access information for the preparation of
TLMs {was given throughout as TLMs}.
Web authoring tool received the lowest rating, as most of the teachers did not feel the need
to prepare Web pages for TLMs. Only 27.5 percentused Web authoring tool occasionally
and 2.2 percent used it extensively in preparing their TLMs. More than half or 55 percent
had never used the tool, while 12.3 percent replied that they did not know how to use the
tools. While currently Web authoring tool is not used extensively, this usage pattern may
change with the shift of SSIS to a Web-based platform in the next phase of Smart School
implementation. When the Web-based platform is ready, it may be more imperative to make
some of the TLMs available for downloading through Web site created by the teachers, a
practice that is currently common among college or universities lecturers.
39
In the list below please rate the ICT application(s) you employed in
preparing your teaching materials. (Application, Rating)
Smart School Management System Application, 2.7
E-mail program, 3.0
Search engine, 3.5
Web authoring tool, 2.2
Graphics program, 2.7
Database, 3.0
Presentation application, 3.4
Spreadsheet, 3.4
Word processor, 3.8
1.0
2.0
3.0
4.0
Strongly
Disagree
Disagree
Agree
Strongly
Agree
Figure 4.2.6 ICT Applications used in Preparing T&L Materials
Besides the tools used, the key motivation and difficulties in using ICT for teaching were
also assessed during the site visit, as illustrated by Figure 4.2.7 and Figure 4.2.8. According
to the teachers, the most important reason for using ICT in their classroom teaching was to
enrich students’ learning experience, (86.5 percent). This was followed by the need to give
examples of subjects taught in class, with 67.7 percent. Explaining key concepts and Testing
comprehension were also indicated by 59.4 percent and 56.4 percent of respondents,
respectively, as the reason for using ICT in the classroom, as illustrated in Figure 4.2.7.
On the difficulties faced by the teachers in using ICT for teaching (Figure 4.2.8), insufficient
time in preparing for lessons was cited as the most significant reason, with a rating of 3.2 out
of 4.0. Around 48.9 percent agreed or strongly agreed with this factor. This was followed by
ICT equipment failure, with a rating of 2.9 out of 4.0.
Why do you use ICT in your teaching?
100.0%
90.0%
86.5%
80.0%
67.7%
70.0%
60.0%
59.4%
56.4%
50.0%
40.0%
40
30.0%
20.0%
10.0%
0.0%
To explain
key concepts
To test
comprehension
To give example
Learning experience
enrichment
Figure 4.2.7 Motivation for Using ICT in Teaching
Difficulties in using ICT for Teaching (Application, Rating)
Not confident to use ICT, 2.0
Poor management of ICT usage, 2.3
ICT equipment failure, 2.9
ICT facilities are not always available because of power supply
disruption, 2.5
Setting up ICT equipment in the classroom, 2.7
Not enough time in preparing
the lesson, 3.2
Inadequate technical support, 2.7
1.0
Strongly Disagree
2.0
Disagree
3.0
Agree
Figure 4.2.8 Difficulties Faced by Teachers in Using ICT for Teaching
4.0
Strongly Agree
4.2.3 Skills in Integrating Teaching and Learning Activities
In the evaluation of teachers’ skills in integrating teaching and learning activities, a few
factors were considered:
1. Teachers’ ability to use ICT facilities for classroom teaching
2. The duration of which teachers were allowed to use IT for teaching (inclusive of during
school and after school hours)
3. The training they received for the use of ICT-based TLMs
As illustrated in Figure 4.2.9, among the ICT facilities integrated in classroom teaching,
Internet access (rating of 3.3 out of 4.0) and PPSMI Teaching Courseware (rating of 3.2 out
of 4.0) were the top 2 ICT applications integrated for classroom teaching. TV Pendidikan
(rating of 2.6 out of 4.0) was cited as the least integrated for classroom teaching. Around
37 percent of respondents disagreed or strongly disagreed that they could integrate TV
Pendidikan for classroom teaching, while 47.7 percent of respondents agreed that they
could integrate TV Pendidikan when needed. However, 5.3 percent strongly agreed that
they could integrate TV Pendidikan for classroom teaching when necessary. The disparity
in responses could be due to the following factors:
1. Current schedule of TV Pendidikan was not very suitable for classroom teaching,
as corresponding lessons’ schedule were mostly not aligned with TV Pendidikan’
schedule. Thus, some teachers were not always aware of how they could make full use
of the materials.
2. For those teachers who utilized TV Pendidikan recorded in tape or CD-ROM, they
opined that the current process was not convenient and quite time consuming. That
has further alienated them from the use of TV Pendidikan.
ICT Applications Integration in
Classroom Teaching (Integration Rating)
Smart School Management System Application
3.0
Internet
3.3
TV Pendidikan
2.6
PPSMI Teaching Courseware
3.2
Smart School Courseware
3.1
1.0
2.0
3.0
4.0
Strongly
Disagree
Disagree
Agree
Strongly
Agree
Figure 4.2.9 ICT Facilities Used in Classroom Teaching
41
3. The content of TV Pendidikan is relatively less dynamic and interactive, as compared
to the courseware. Some content may also be not as updated as other media, and this
further erodes interest in TV Pendidikan.
Around 95.5 percent of the teachers interviewed were required to use ICT-based TLMs at
the classroom. However, out of that, only 31.1 percent of the teachers were allocated more
than 3 hours per subject per week for teaching. As illustrated in Figure 4.2.10, around 46.2
percent of the respondents were allocated 1-3 hours per subject per week for the use of IT
for teaching. There were also 23 percent of the teachers who could only use less than 1 hour
of IT for teaching. When probed further, more than 93 percent of the respondents used
school ICT facilities after school hours. Preparation of teaching materials and lesson plan
were the top two activities with 88 percent and 60.2 percent of the respondents opting for
them. From the above feedback, it can be established that academic staff do not face serious
constraints in accessing ICT facilities.
How much time has the school allocated you to use IT
for teaching per week per subject, on average?
42
0-1 hours, 22.0%
Never, 0.8%
More than 6 hours, 14.4%
3-6 hours, 16.7%
1-3 hours, 46.2%
Figure 4.2.10 Time Allocated for Using IT for Teaching per Week per Subject
Figure 4.2.11 indicates the reasons for using ICT facilities at school after school hours.
Why do you use ICT facilities at school after school hours?
100.0%
88.0%
90.0%
80.0%
70.0%
60.2%
60.0%
50.0%
40.0%
30.0%
35.3%
29.3%
22.6%
20.0%
10.0%
0.0%
6.8%
To grade
homework
To prepare
lesson plan
To prepare
teaching
materials
To prepare
materials for
co-curriculum
activities
Others (eg. to
send email,
to chat)
I dont’ use
after school
hours
Figure 4.2.11 Reasons for Using ICT Facilities at School After School Hours
On initiatives to train teachers to use ICT-based TLMs, 91.7 percent of the respondents
acknowledged that they received onsite training, while Bahagian Teknologi Pendidikan
(BTP) programs were the second major source of training, as illustrated in Figure 4.2.12.
Higher levels of training would typically enhance teachers’ familiarity with a particular type
of ICT facility for classroom teaching. While this is true for onsite training, where typically
the use of computer labs and other non-courseware related subjects are included, higher
levels of training received for using Smart School Courseware did not necessarily translate
into better familiarity with the use of courseware. Smart School Courseware was listed as
the fourth ICT facility that teachers were able to use in classroom teaching. This could be
due to various factors ranging from user friendliness of the courseware or the contents of
training, which will be elaborated upon in Sections 5 and 6.
43
What training have you received for the use of ICT-based
Teaching Learning Materials?
100.0%
91.7%
90.0%
80.0%
70.0%
66.2%
60.0%
50.0%
43.6%
39.1%
40.0%
30.0%
17.3%
20.0%
12.8%
10.0%
0.0%
Training
conducted in
school premises
Training
provided by
BPG
Training
provided by
KOSEM, PPK
Training
provided by
BTP (Smart
School team)
Training
provided by
Jabatan Pelajaran
Negeri
Private
training
44
Figure 4.2.12 Training Received for Using ICT-based TLMs
4.2.4 Time Saving in Teaching
One of the key Smart School components is the use of ICT in managing students’ performance
and preparation of TLMs in order to enhance operation efficiency and effectiveness. Thus
it is imperative to understand the actual results realized by the implementation. The
enhancement in productivity could be looked at from several aspects such as:
1. SSMS implementation by the school and its effect in enhancing productivity at work
2. ICT hardware and software provided in improving collaboration between multiple
stakeholders
3. The performance of ICT equipment
4. Using ICT facilities in teaching and the time saved
Figure 4.2.13 illustrates the ratings provided by teachers with regard to the effectiveness of
improvement in productivity through ICT. Improved collaboration as a result of ICT systems
was rated the highest with a rating of 3.1 out of 4.0. This was followed by the effectiveness of
SSMS implementation in enhancing productivity at work with a rating of 3.0 out of 4.0. The
performance of ICT equipment received the lowest rating with 2.7 out of 4.0. In summary,
the above four tasks received an average rating of 2.9 out of 4.0, implying that overall, the
respondents agreed that the use of ICT has improved their productivity. The performance
of ICT equipment has reduced the overall rating somewhat; this will be discussed further
in the subsequent section.
Improvement in Productivity through ICT
Using ICT facilities in teaching
has enabled me to save time
in teaching.
2.9
I am satisfied with the
performance of PC provided
in school.
2.7
ICT hardware and software
provided have helped in
improving collaboration
between multiple stakeholders.
3.1
45
SSMS implementation by the
school enabled me to improve
my productivity at work.
3.0
1.0
2.0
3.0
4.0
Strongly
Disagree
Disagree
Agree
Strongly
Agree
Figure 4.2.13 Improvement in Productivity through ICT
Teachers were also asked to rate their satisfaction with the level of support furnished by
the ITC and school administration in general. As illustrated in Figure 4.2.14, more than 75
percent were satisfied with the support provided while a quarter of the respondents were
dissatisfied with the support provided. Per Figure 4.2.15, around 78 percent of the time,
issues were attended to within the same day. While this result may seem satisfactory, it is
nevertheless important to note that any delay in addressing issues pertaining to hardware/
software would seriously impact the effectiveness of Smart School implementation on
teaching and learning, thus the percent of responses within a day should be targeted at a
higher level.
I am satisfied with the level of support/technical assistance
Strongly disagree, 0.8%
Disagree, 24.1%
Strongly agree, 12.0%
Agree, 63.2%
Figure 4.2.14 Satisfaction with the Level of Support/Technical Assistance
How long do you have to wait before support/technical assistance
is being provided?
Longer than 1 week, 3.9%
46
Within the same week, 18.1%
Within the hour, 40.2%
Within the same day, 20.5%
Within half a day, 17.3%
Figure 4.2.15 Duration Required Before Support is Provided
Students and teachers were similarly not satisfied with computer performance, with ratings
of 2.69 and 2.65 accorded, respectively, as indicated in Figure 4.2.16. When probed further,
68.8 percent of them revealed that they experienced some degree of ICT equipment failure
while using ICT for teaching. If not solved, this problem would affect the effectiveness and
efficiency of using ICT in the teaching and learning environment.
Satisfaction with Computer Performance
Strongly 4.0
Agree
ICT Equipment Failure (Teachers)
Strongly
Disagree,
1.6%
Agree 3.0
2.69
Disagree,
29.7%
2.65
Agree, 47.7%
Disagree 2.0
Strongly 1.0
Disagree
Strongly
Agree,
21.1%
Student
Teacher
Stakeholder
47
Figure 4.2.16 Satisfaction with Computer Performance: Teachers’ and Students’ Perspective
Figure 4.2.17 illustrates the extent to which the use of ICT has met teachers’ expectations.
The expectations include improvement in productivity for both teaching and preparation of
TLMs, and the improvement in collaboration among stakeholders in teaching and learning.
While 69.9 percent of the respondents agreed that the use of ICT met their expectations a
significant 30.1 percent indicated otherwise.
Please rank the degree to which the use of ICT
has met your expectations:
Less than expected, 30.1%
More than expected, 15.0%
As expected, 54.9%
Figure 4.2.17 Teachers’ Expectations on the Use of ICT
Among those whose expectations on the use of ICT were not met:
1. Around 60 percent of them were not satisfied with the performance of ICT equipment
2. Around 50 percent of them were not satisfied with the support provided by school or
ITC
3. Around 45 percent of them felt that ICT has not saved time in teaching
4. Around 33 percent of them did not agree that SSMS implementation improve
productivity
From the abovementioned trends, it is therefore critical to understand the main issues
behind the low rating so that the improvement in productivity through ICT is not further
impacted. The main reasons for not meeting the expectations were illustrated in Figure
4.2.18, where system failure and Internet access disruption were the top two reasons that ICT
has not met respondents’ expectations. Upon being probed further, General Administrators
(GA) and ITCs revealed that typical system failures included breakdown of hardware and
incompatibility between software and hardware. The issues would be further discussed in
Sections 5 and 6.
48
The problems have been mostly related to:
100.0%
90.0%
80.0%
76.0%
70.7%
70.0%
60.0%
50.7%
50.0%
50.7%
36.0%
40.0%
30.0%
21.3%
20.0%
10.0%
0.0%
System
failure
Power supply
interruption
Internet access
disruption
Inadequate
technical
support
Poor
maintenance
of ICT facilities
Figure 4.2.18 Problems that Impair the Use of ICT
Poor
management
of ICT usage
With reference to Figure 4.2.19, when asked about the time needed for an IT-related
problem to be attended to, around 40 percent of both stakeholders (teachers and students)
mentioned that they were able to receive it within the hour. Generally, students were very
satisfied with the technical support received from teachers, ITC teachers, technicians or
Briged Bestari. However, a score of 2.3 out of 4 was accorded by teachers with regards to
technical support while using ICT for teaching. On the other perspective, a score of 2.9 out
of 4 was rated based on the teachers’ satisfaction with the level of technical support and
assistance received. The wide gap between students’ and teachers’ response could be due to
the additional technical support channel available to the students. While teachers receive
technical support from ITCs and helpdesk, students can receive the necessary help from
teachers, ITCs, technicians or Briged Bestari. Therefore, availability of adequate technical
support channels has thus become very vital in ensuring the satisfaction of key stakeholders
in the whole Smart School implementation.
Satisfaction with Technical Support
Strongly 4.0
Agree
3.7
Agree 3.0
49
2.9
2.3
Disagree 2.0
Strongly
Disagree 1.0
My (Student) computer problems
can be solved by teacher, ICT teacher,
technician or ‘Briged Bestari’.
Longer than 1 week
10.2%
Within the
same week
17.6%
Within the
same day
20.4%
Within half
a day
9.8%
Adequate technical support
when using ICT for
teaching (teacher).
Within
the hour
41.9%
I (Teacher) am satisfied with
the level of support/technical
assistance.
Longer than 1 week
3.9%
Within the
same week
18.1%
Within the
same day
20.5%
Within half
a day
17.3%
Figure 4.2.19 Teacher and Student Satisfaction with Technical Support for
Smart School Systems and Courseware
Within
the hour
40.2%
4.2.5 Student’s Learning Experience
One of the key educational needs, Smart School Implementation aims to fulfill is to use
ICT as a tool to enrich students’ learning experience and to create thinking and creative
knowledge culture. Teachers were therefore asked if the use of ICT has improved students’
learning experience. Based on the feedback received per Figure 4.2.20, 83.5 percent of the
teachers opined that use of ICT in teaching and learning had improved students’ learning
experience. For those that did not think so, poor quality and reliability of ICT equipment
were the top two reasons quoted. The rest of the results are illustrated in Figure 4.2.21. As
discussed in section 4.3.2.4, when associated with the support received by teachers, it is
important to have adequate maintenance and a support plan in order to ensure the Smart
School implementation is able to meet its objectives.
Has the use of ICT in teaching and learning improved
the student’s learning exerience?
No, 16.5%
Yes, 83.5%
50
Figure 4.2.20 Use of ICT in Teaching and Learning (Part I)
The use of ICT in teaching and learning has not
improved the student’s learning experience due to…
100.0%
90.0%
80.0%
70.0%
63.6%
63.6%
60.0%
50.0%
50.0%
40.0%
30.0%
20.0%
18.2%
18.2%
Lack of IT
competency of
the students
Others
10.0%
0.0%
Poor quality of
facilities (hardware
and software)
Poor reliability
of facilities
Insufficient access
to facilities
Figure 4.2.21 Use of ICT in Teaching and Learning (Part II)
Around 88.7 percent of the respondents opined that the use of ICT has captured students
attention better, followed by 85.7 percent of the respondents who thought that the use of
ICT has increased student interest and curiosity. As illustrated in Figure 4.2.22, only 39.1
percent of the respondents believed that the use of ICT has enhanced collaboration among
the students. When the responses were segregated by primary and secondary schools, the
results did not vary significantly.
ICT in Student’s Learning Experience
100.0%
90.0%
80.0%
88.7%
91%
85.7%
87%
81%
81%
72.9% 73%
75%
70.0%
60.0%
51.1% 51%
50.0%
50%
39.1% 39%
40.0%
38%
30.0%
51
20.0%
10.0%
0.0%
Capture students
attention
Arouse interests
and curiosities
from students
Create new
ways to solve
problems
Combined
Secondary School
Enhance
collaboration
Richer learning
experience
Primary School
Figure 4.2.22 ICT in Students’ Learning Experience
When asked to comment if the use of ICT has enhanced students’ pace of learning, more
than 97 percent of the respondents responded affirmatively as illustrated in Figure 4.2.23.
The results from Figure 4.2.22 and 4.2.23 were consistent when compared to those illustrated
in Figure 4.1.11.
ICT has enhanced the pace of learning for students
Disagree, 1.5%
Strongly agree, 39.8%
Agree, 58.6%
Figure 4.2.23 Use of ICT to Enhance the Pace of Students’ Learning Experience
52
When correlated between teachers’ and students’ perception on the impact on learning
experience, there appeared to be a wide gap between both key stakeholders’ perception on
ICT impact, especially in the area of student’s involvement in the learning activities and
enhancing collaboration among students. This can be seen in Figure 4.2.24. While 85.7
percent of teachers believed ICT-based learning has encouraged more student involvement,
only 41 percent of students thought so. The discrepancy could be due to the fact that
student expectations were not met by current TLM pedagogy, thus those are areas that
require further assessment. On the other hand, while 71.8 percent of students agreed
that ICT-based learning has enhanced collaboration, only 39.1 percent of teachers agreed
with that. This could possibly be due to the fact that while the current TLM pedagogy has
not encouraged much collaboration among students, the students had actually taken the
initiative to collaborate. The feedback from teachers also reflected the need to evaluate the
current TLM contents or pedagogy to incorporate the element of collaboration among
students. A majority of both key stakeholders agreed that ICT-based teaching and learning
have enriched the overall learning experience.
Correlation between Teachers’ and Students’ Perception:
ICT Impact on Learning Experience
(%)
100
90
80
Teachers’ perception
88.7
85.7
Students’ perception
71.9
71.8
70
72.9 71.8
64.8
60
51.1
50
41
40
39.1
30
20
10
0
Capture
attention
Student’s
involvement
New ways of
problem solving
Enhance
collaboration
Richer learning
experience
Figure 4.2.24 ICT Impact on Learning Experience: Teachers’ and Students’ Perception
With input provided by teachers pertaining to ICT literacy, utilization of ICT-based teaching
methods, skills in integrating teaching and learning activities, as well as time saving in
teaching and learning, each teacher was rated from 0 to 1. This was used to determine the
level of impact Smart School implementation has on the individual. None of the teachers
scored a rating of 1 which represents the maximum positive impact from the implementation
while 41 percent of teachers scored a rating of between 1 and 0.75 which represents high
positive impact from the implementation. Around 58 percent of teachers scored a rating
of between 0.75 and 0.5 which represents positive impact from the implementation while
1 percent of teachers scored a rating of below 0.5 which represents the minimum impact
from the implementation.
53
Teachers: Overall Impact
% of Distribution
70%
58%
60%
50%
41%
40%
30%
20%
10%
1%
0%
0%
Power Users
Highly Effective Users
Effective Users
Normal Users
Category of Teachers
Categories
54
Description*
Power Users
Received maximum positive impact across parameters
of evaluation
Highly Effective Users
Received high positive impact across parameters of
evaluation
Effective Users
Received optimum positive impact across parameters
of evaluation
Normal Users
Received minimum positive impact across parameters
of evaluation
Notes: The parameters of evaluation exclude Learner Behavior
Figure 4.2.25 Overall Rating of Teachers
4.3 IT Coordinators (ITC)
4.3.1 ICT Literacy
Keeping a Smart School running efficiently relies on the skills of the ITC. As such, the ITC
is one of the key stakeholders from whom Frost & Sullivan gathered feedback. One of the
most fundamental issues is the ITC’s ability to provide solutions to problems that arise in
schools. However, the onus is on the ministry to provide adequate training and support for
ITCs.
Where did you pick your IT skills?
100.0%
90.0%
90.9%
84.8%
80.0%
75.8%
72.7%
70.0%
60.0%
54.5%
50.0%
36.4%
40.0%
30.0%
20.0%
10.0%
0.0%
Training
conducted in
school compound
Pre-service
training
Private
training
centres
Self-taught
(Online, Books,
Hands-on, etc.)
In-service
training
Picked up
through friends/
family
Figure 4.3.1 Source of Training for ITC
One of the major issues affecting ITCs was the general lack of training provided to perform
their jobs well. Without proper training, it is no surprise that many problems occur with
IT facilities. From the figure above, it is apparent that the amount of pre-service training
was inadequate. Around 90 percent of ITCs learnt their ICT knowledge on the job and a
substantial 54.5 percent attended private training centers for courses.
ICT Administrator Competencies
100.0%
97.0%
97.0%
97.0%
100.0%
100.0%
93.9%
93.9%
90.0%
87.9%
87.9%
97.0%
93.9%
90.9%
90.9%
87.9%
84.8%
87.9%
81.8%
78.8%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
A
B
C
D
E
F
G
H
I
J
K
L
M
N
Figure 4.3.2 ITC Competency Ratings for Various Tasks
Legend:
A Set up computer system and connect peripheral devices
B Protect and care for floppy disks
C Maintain computer components and printer
O
P
Q
R
55
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
56
Make backup copies of key applications and documents
Make backup copies of SSMS database
Use self-help resources to diagnose and correct common hardware/printing problems
Install and upgrade an application
Use a file server (connect/log on, retrieve a program or document, save a document to
a specified location, Housekeeping)
Taking inventory of ICT equipment
Share files with others on a network
Connect to a remote computer on the network
Connect a computer to a modem and telephone line for dial
Install and configure telecommunications software
Produce print-based products (e g., newsletters, brochures, posters, books)
Produce electronic slides/overheads
Set up and operate a videocassette recorder/player and monitor/TV
Connect a video output device (e.g., LCD panel) to computer or large screen display
Manage and maintain the server
Figure 4.3.2 shows the competency ratings of ITCs, which reflected a high level (above 90
percent) of competency overall. The area in which they lacked the most was server and
database setup and maintenance.
Figure 4.3.3 shows that training provided by MoE needed improvement as compared to
other forms of training. Per feedback from GAs, while they were generally satisfied with
ITC’s performance, they felt that ITCs could still improve and enhance their skills with
more training.
Training aspect needing improvement
100.0%
87.9%
90.0%
80.0%
70.0%
57.6%
60.0%
50.0%
40.0%
30.0%
30.3%
18.2%
20.0%
10.0%
0.0%
Training conducted
in school compound
Training provided
by MoE
External vendors
Figure 4.3.3 Areas of Training Requiring Improvement
Others
4.3.2 Time Saving in Administration
The purpose of utilizing IT in administrative tasks is to increase the efficiency of performing
these tasks. However, in reality failures occur quite frequently, thus causing frustration on
the part of the administrative staff with regards to their use of technology, and subsequently
spurring them to revert to manual ways.
Performance of ICT facility up to expectations
Yes, 21.2%
No, 78.8%
Figure 4.3.4 Satisfaction with ICT Facilities
In almost all the schools visited, most ITCs express a general dissatisfaction with their IT
facilities. This is shown in Figure 4.3.4 where almost 80 percent of respondents felt that the
ICT facilities were not satisfactory. They were further queried on what they felt were major
problems. Figure 4.3.5 illustrates the outcome.
The problems faced were mainly related to:
100.0%
90.0%
80.0%
70.0%
65.4%
65.4%
61.5%
60.0%
50.0%
57.5%
42.3%
40.0%
30.0%
20.0%
10.0%
0.0%
System hardware
failure
System software
failure
Power supply
disruption
Internet access
unavailability
Figure 4.3.5 Reasons for Dissatisfaction with ICT Facilities
Inadequate
technical support
57
The problems with the ICT facilities were due to a variety of factors and in many cases a
combination of the above factors. Hardware and software failure were commonly cited as
was the reliability of Internet access. Power shortage was a problem as well, but largely in
rural areas. Lack of technical support was another factor cites. As Figure 4.3.6 shows, it
often took weeks or longer for the Helpdesk of vendors to attend to problems.
Time taken to wait for external support (SSMS related problems)
Longer than 1 week,
27.3%
Within half a day,
3.0%
Within the same day,
21.2%
Within the same week,
48.5%
Figure 4.3.6 Time Needed for External Support to Arrive (Hardware)
58
Time taken to wait for external support (hardware problems)
Longer than 1 week,
60.6%
Within half a day,
3.0%
Within the same day,
12.1%
Within the same week,
24.2%
Figure 4.3.7 Time Needed for External Support to Arrive (SSMS)
A comparison of Figures 4.3.6 and 4.3.7 reveals that support for hardware problems took
longer to arrive than that for software problems (SSMS). The reason was mainly because
SSMS-related help is supported internally, while hardware support is provided by the
vendors and may not be as responsive. The data also shows that schools that are located
closer to major metropolitan areas receive help for their ICT problems faster than those in
rural areas. To succeed in increasing efficiency, ICT facilities have to be well maintained.
More importantly, operational factors such as proper support structure should be taken
into account.
4.4 General Administrators (gas)
4.4.1 ICT Literacy
For the Smart School initiative to be successful, GAs need to play a vital championing role
by overseeing the successful implementation of Smart School within their own schools.
Thus, GAs need to be reasonably proficient in ICT so as to create an efficient and effective
Smart School operating environment.
When asked to indicate the sources of training received, more than 84 percent of GAs had
acquired IT skills through self-help books, online tutorials, and most importantly, through
hands-on experience by using ICT. In-service training (75.8 percent) and peer group
learning (63.6 percent) emerged as other sources of learning for GAs. The most striking
aspect about IT literacy for GAs is that more than a fifth of the respondents attended private
learning institutions to enhance their IT skills. Figure 4.4.1 illustrates this. The fact that a
large portion of GAs considered other sources to acquire relevant skills and were willing to
obtain them with their own funds indicated there may be a shortfall with the training that
MoE provided for them previously.
59
Where did you pick up your IT skills?
Training conducted in school premises
100.0%
90.0%
80.0%
70.0%
60.0%
Picked up through
friends/family
51.5%
Pre-service training
50.0%
63.6%
40.0%
30.0%
20.0%
10.0%
0.0%
6.1%
21.2%
75.8%
In-service training
Private training
centres
84.8%
Self-taught (Online, Books, Hands-on, etc.)
Figure 4.4.1 Source of ICT Training for the General Administrators
The Smart School concept is based on knowledge sharing and promoting group-based
activities. However, this was not completely achieved as reflected by the low usage of ICT by
the GAs in collaborative knowledge sharing activities (30.3 percent ) with other schools and
corresponding with parents of students (9.1 percent). This is shown in Figure 4.4.2.
What do you use ICT for?
100.0%
97.0%
87.9%
90.0%
87.9%
84.8%
75.8%
80.0%
70.0%
60.0%
50.0%
40.0%
30.3%
30.0%
20.0%
27.3%
9.1%
10.0%
0.0%
To seek
information
60
To prepare
report
To take part
in group
based activities
with other
schools
To plan
Regular
Maintain
for future correspondence records
activities
with parents
related to
student
affairs
Maintain
records
related to
teacher
affairs
Others
Figure 4.4.2 Activities Where General Administrators Use ICT
Around 97.0 percent of GAs indicated that the most practiced activity for all of them was
to use ICT to seek information over the Internet. This was true across all the respondents
irrespective of their source of learning ICT.
Out of the 30.3 percent respondents who use ICT for taking part in group-based activities
as shown in Figure 4.4.2, more than 70 percent felt that SSIS have helped them in improving
on this aspect and further enhanced knowledge sharing among various stakeholders. This
is graphically represented in Figure 4.4.3.
SSIS aims to facilitate information sharing between schools and within the schools themselves,
thus furthering the aim of group-based collaborative learning. This is important, as any
kind of e-learning initiative can only be successful if there is an uninhibited and continuous
flow of information among everyone concerned. Group-based activities help in identifying
best practices and sharing good ideas.
Do you use ICT for
group based activities?
SSIS has helped
in improving group
based activity?
Yes,
30.3%
No,
30.0%
No,
69.7%
Yes,
70.0%
Figure 4.4.3 Group-based Activities Using ICT Specifically through SSIS
Figure 4.4.4 shows that a large proportion of the survey respondents knew how to use SSMS
as apparent from the rating of 3.5 out of 4.0. However, the number of GAs who agreed that
SSMS increased their efficiency was lower as seen from the rating of 3.3 out of 4.0. When
asked whether they knew how to access SSMS, respondents who strongly agreed to this
rated ‘SSMS improves efficiency’ at only 3.4 out of 4.0. This is low in light of the fact that
more than half of the GAs (55 percent) claimed to be well-versed in SSMS.
In addition, 75 percent of the respondents believed that the training received for the use of
SSMS was sufficient. Out of this, 96 percent of GAs believed SSMS improved their efficiency
significantly while performing administrative tasks. This implies a need to prioritize a
review of modules in SSMS as not all modules are of equal importance.
In order for the Smart School initiative to be successful, it is imperative that the training
mechanisms be improved in order to increase the percentage of users satisfied with the
training provided to closer to 100 percent. Some of the GAs interviewed highlighted that
the problem was not related to whether training was provided, but rather the relevancy
of the training provided and the ease of understanding of the information disseminated.
The overall rating for the training was low at 2.9 out of 4.0 (Figure 4.4.4), thus highlighting
the respondents’ concerns. This underscores the need to assess and review the training
material.
61
The SSMS increases
efficiency while carrying
out administrative tasks.
3.3
I am comfortable with
using the ICT equipment
to access SSMS.
3.4
I know how to access SSMS.
3.5
There is sufficient training
given in the use of the SSMS.
2.9
1.0
Strongly Disagree
2.0
3.0
Disagree
Agree
4.0
Strongly Agree
Figure 4.4.4 Performance Ratings for Various Variables Related to SSMS and ICT-based Learning
4.4.2 Ability to Use ICT to Improve School Management
ICT has been heralded as a means to make administrative tasks easier and more efficient. As
shown in Figure 4.4.5, almost 94 percent of the respondents felt that ICT had helped them
to improve their performance while carrying out administrative tasks.
62
ICT has improved productivity while
carrying out administrative tasks
No, 6.1%
Yes, 93.9%
Figure 4.4.5 Impact of ICT on Productivity of General Administrators
It is worth noting that although ICT has a positive impact on administrative performance,
there are still certain issues that need to be resolved in order to realize the full potential of
using technology as envisioned in the Smart School roadmap. As in Figure 4.4.5, 6 percent
of the respondents who believed there had not been any appreciable improvement in
productivity identified the lack of ICT literacy and lack of access to ICT facilities as the main
inhibitors. This can be seen in Figure 4.4.6. Most GAs highlighted problems with SSMS such
as the lack of user friendliness, bugs in the software, as well as the lack of proper training
for certain modules.
If No, why ICT has not improved productivity?
100.0%
90.0%
80.0%
70.0%
60.0%
50.0%
50.0%
Lack of
ICT literacy
Lack of access to
ICT facilities
50.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
0.0%
0.0%
Lack of features in
existing softwares
Lack of
required software
Others
Figure 4.4.6 Factors Inhibiting ICT from Improving Productivity
Figure 4.4.7 shows that a large number of GAs agreed that SSMS had helped them immensely
in governing their schools and performing certain tasks such as managing student affairs,
managing technology, future planning, and so forth. However, the finance module of SSMS
required significant improvement according to the GAs, as is reflected in the low rating of
2.5 out of 4.0. Around 42.8 percent of respondents had disagreed or strongly disagreed with
the fact that the finance module had helped to improve performance.
SSMS has improved performance for: (task, Rating)
Managing technology, 3.2
Managing facilities, 2.9
Managing external resources, 2.7
Managing student affairs,
3.2
Managing school finances, 2.5
School governance,
3.5
Set achievable goals, 2.9
Future planning, 3.1
1.0
Strongly Disagree
2.0
Disagree
3.0
Agree
Figure 4.4.7 Areas Where Usage of SSMS Has Improved Performance
4.0
Strongly Agree
63
4.4.3 Time Saving in Administration
A primary motivating factor behind the use of technology is the huge advantage it offers
in saving time in everyday administrative activities. This is one of the most important
parameters to assess in the impact of the Smart School initiative on GAs and their duties.
ICT has improved productivity
while carrying out administrative tasks
No, 6.1%
Yes, 93.9%
3.2% 3.29%
Strongly Agree
Agree
Disagree
Strongly Disagree
38.7%
64
54.8%
SSMS increases efficiency while
carrying out administrative tasks?
Figure 4.4.8 Improvement in Productivity While Carrying Out Administrative Tasks
Due to ICT and SSMS
Figure 4.4.8 shows that 93.9 percent of respondents felt that ICT has helped them improve
their productivity while carrying out administrative tasks. Out of this, a total of 93.5 percent,
comprising 54.8 percent who agreed and 38.7 percent who strongly agreed, believe that
SSMS has helped tremendously in increasing their efficiency. This augurs well for the Smart
School initiative.
Figure 4.4.9 shows that only 54.5 percent of the respondents indicated that the facilities were
up to their expectations. This low percentage underscores the need for an assessment of the
performance of existing facilities so as to ensure they attain a higher level of operational
readiness.
ICT facilities meet expectations?
No, 45.5%
Yes, 54.5%
Figure 4.4.9 Administrators’ Expectations of ICT Facilities
For the 45.5 percent of respondents who were dissatisfied with the facilities, the main
problem area was hardware failure followed by inadequate technical support. Figure 4.4.10
shows that around 80 percent of the respondents claimed to have faced problems related
to system hardware failure. This high percentage warrants an immediate inspection of
hardware as well as a resolution of the problems identified before the deployment of making
10,000 schools Smart could take place.
Inadequate technical support was highlighted as a major problem area by 66.7 percent of
the respondents. Technical support included support from both the ICT facilities vendor as
well as the internal helpdesks within MoE.
The problems faced are mostly related to:
100.0%
90.0%
80.0%
80.0%
66.7%
70.0%
60.0%
53.3%
50.0%
40.0%
40.0%
26.7%
30.0%
20.0%
10.0%
0.0%
System hardware
failure
Power supply
interruption
Internet access
unavailability
Inadequate
technical support
Figure 4.4.10 Problems Encountered While Using ICT Facilities
Limited application
features
65
Additionally, any kind of downtime caused by hardware failure or inadequate technical
support would have an adverse impact on students such that they would be affected by
the unavailability of hardware for ICT-based learning activities. The high rate of hardware
failure can be directly attributed to the quality of hardware that was deployed in schools.
GAs assigned the lowest rating, specifically 2.5 out of 4.0, for the parameter measuring
satisfaction levels of the hardware provided for the Smart School pilot; around 45.5 percent
of the respondents disagreed or strongly disagreed with this parameter.
Nonetheless, more than 75 percent of the respondents were satisfied with the level of
technical support services provided to them. However, the GAs rated their satisfaction
with external support service at 2.8; this was lower than the relatively higher rating of 3.4
accorded to satisfaction with the performance of the ITC in providing support at the school
level. 24.24 percent of GAs were dissatisfied with technical support services, out of which
87.5 percent were dissatisfied with the level of external support services while 12.5 percent
were dissatisfied with the performance of the ITC.
Teachers in my school are receptive
to the idea of using ICT facilities.
66
3.4
I am satisfied with the performance of the
ICT in providing support at the school level.
3.3
I am satisfied with the quality
of the software being provided.
2.7
I am satisfied with the quality
of the hardware being provided.
2.5
In case of any major problems, I am satisfied with
my level of access to external support services.
2.7
I have sufficient level of technical support services.
2.8
I am satisfied with the level of support services
for using software applications (e.g. SSMS
Functionalities, eMIS, etc.).
2.8
3.1
SSIS helps in improving group based work.
1.0
Strongly
Disagree
2.0
Disagree
3.0
Agree
4.0
Strongly
Agree
Figure 4.4.11 Perception and Satisfaction Levels for ICT Facilities Provided to Schools
Around 30.3 percent of the survey respondents used ICT for group-based activities.
Out of this, more than 70 percent stated that ICT has helped in improving group-based
activities. This is a positive development as increasing knowledge sharing through group-
based activities is one of the key objectives of the Smart School initiative. Figure 4.4.7 also
reflected the high rating accorded to the parameter measuring improvement in productivity
through SSMS while carrying out administrative tasks, thus saving time for GAs in their
daily activities.
Out of all the GAs surveyed for the impact assessment study, 30.3 percent were dissatisfied
with the quality of the software provided. Additionally, 60 percent of these respondents
were dissatisfied with the level of support services for software-related problems.
Do you have computer technician in school?
No, 3.0%
Yes, 97.0%
Figure 4.4.12 Presence of Computer Technicians in Schools
The GAs were satisfied with the performance of the ITC in providing the necessary technical
support at the school level as is indicated by the relatively high rating of 3.3 out of 4.0. More
than 97 percent of the schools involved in the impact assessment have IT technicians apart
from the ITCs to carry out proper maintenance of ICT facilities. This is reflected in Figure
4.4.12.
Performance of the computer technician
is satisfactory?
Strongly disagree,
0.0%
Strongly agree, 21.9%
Disagree, 15.6%
Agree 62.5%
Figure 4.4.13 Performance of Computer Technician
67
Out of all the schools with additional personnel, more than 84 percent of administrators were
satisfied with the performance of the technicians. This is shown in Figure 4.4.13. However,
there were challenges relating to staff retention and attracting newer, more qualified and
talented people for the position of technicians. The main inhibition was the lack of a proper
career path. Many candidates join as technicians to pick up IT skills during MoE courses
and then pursue other opportunities elsewhere. This is explained in greater detail under the
section that addresses issues pertaining to ITCs.
Figure 4.4.14 clearly shows that although most of the GAs were satisfied with the
performance of the ITCs and technicians in the schools, satisfaction remained low amongst
the administrators with regards to the overall technical support services available. One of the
main reasons cited was poor external technical support as well as poor helpdesk support.
100.0%
80.0%
66.7%
68
62.5%
60.0%
40.0%
54.5%
39.4%
21.9%
21.2%
20.0%
15.6%
9.1%
6.1%
0.0%
Strongly Agree
Agree
Disagree
0.0%
3.0%
0.0%
Strongly Disagree
Sufficient level of technical support services
Performance of ICT is satisfactory
Performance of the technician is satisfactory
Figure 4.4.14 Access to Technical Support Services
In light of these issues, administrators often feel that the problems associated with IT
outweighed its benefits in efficiency. If left unchecked, this trend would pose a serious threat
to the Smart School Initiative. The initiative cannot succeed without the full cooperation
and support from the administrators of the school. It is imperative that the issues discussed
above be addressed and resolved accordingly.
Section 5
POLICY RECOMMENDATIONS
T
he Malaysian Smart School embodies the Malaysian national philosophy of
education: ‘knowledgeable and competent, high moral standards, and responsible
and capable of achieving high levels of personal well-being as well as being able
to contribute to the harmony and betterment of the family, the society, and the nation at
large 13. Translated into the context of the impact assessment, the key components of Smart
School are teaching and learning, management and administration, people, skills and
responsibilities, technology, processes and policies, as illustrated in Figure 5.1.1.
69
PEOPLE, SKILLS &
RESPONSIBILITIES
PROCESSES
Management
TEACHING & LEARNING
Administration
TECHNOLOGY
POLICIES
Source: Smart School official site,
http://www.moe.edu.my
Figure 5.1.1 Key Components of Smart School
The recommendations would focus on the policies required to improve those key components
based on the impact assessment parameters which were described in Figure 3.2. They include:
ICT literacy
Learning experience
Independent/self-learning strategies
Using ICT for teaching and learning materials (TLMs)
Integrating ICT for teaching and learning materials (TLMs)
Using ICT to improve management and time saving
13 Quoted from Malaysian National Philosophy of Education
5.1.1 ICT Literacy
People and their ICT skills are the most important elements for the Smart School flagship
to flourish, as they often dictate the suitability of courseware, ICT systems, and technologies
used to make Smart School a success. Based on the impact assessment study, the main
issue that is currently faced by the pilot schools is the lack of minimum ICT competency
level requirements defined for teachers and administrative staff. Feedback from some ITCs
indicates their desire to receive more training that would assist them to support school ICT
facilities better. This can be seen in Figure 4.4.1 and Figure 4.4.3.
It is therefore recommended that a Human Capital Development and Management
framework be implemented to impose a minimum requirement on the ICT competency level
of Smart School operations. The elements of the framework should include the following:
■ Required ICT literacy level
The required ICT literacy level should be defined for each Smart School to comply with
to ensure that teachers and general administrative staff in each school are able to carry
out their tasks effectively.
70
■ Required ICT literate headcount, such as progressive increase in the percentage of
ICT literate teachers
The required ICT literate headcount would further augment the required ICT literacy
level in each school. This would ensure there are sufficient skilled teachers and general
administrative staff in each school to carry out the tasks required by the implementation
of Smart School.
5.1.2 Learning Experience
Students’ learning experience in Smart School is a result of continuous interaction with the
courseware as well as teaching and learning pedagogy from teachers. Based on the impact
assessment and as indicated in Figure 4.1.22, 34 percent of the students were not able to
complete the assigned courseware exercise on time. Among those students, 49 percent found
the pace of courseware too fast for them. 66 percent of the students were able to complete
the exercise on time, out of which 17 percent found the pace of the courseware too slow.
On the other hand, some teachers tried to use the Smart School courseware for the entire
teaching period as they regarded this as a strict requirement. In actual fact, teachers are
encouraged to integrate materials from Smart School courseware, PPSMI or other sources
of materials to facilitate their teaching activities. This indicated that further training in this
area is necessary.
It is thus imperative for MoE to consider the following two areas in order to enhance
students’ learning experience:
1. Courseware
■ Continuously update courseware to incorporate changes in curriculum and other
relevant innovative technology
■ Establish framework to manage the decentralizing/‘open sourcing’ of courseware:
Guidelines for selection
In order to decentralize the sourcing of courseware without compromising the
quality and compliance with the national education curriculum, there is a need to
establish and communicate clear selection guidelines to the school level.
Budget allocation
The decentralizing of courseware sourcing needs to be driven by sufficient
funding; no allocation currently exists for this purpose. Hence, a coordinated
funding program needs to be developed and implemented to ensure that schools
are not deprived of funding for this purpose. By the same token, this would also
reduce the disparity between rural and urban schools in their level of exposure
and competency in ICT-based TLMs.
Online evaluation tool
To enhance the empowerment and efficiency of courseware selection, online
evaluation tools can be leveraged upon. This has already been done in countries
such as Canada. This is consistent with the increasing Web-based development, as
the way forward for Smart School.
Compliance with international standards
❖ For instance, National Council of Teachers of English (NCTE)14 provides the
standard for compliance for language courseware. It consist of components
that measure the extent to which courseware encourage the development of
curriculum and instruction that make productive use of the emerging literacy
abilities that students bring to school. It also outlines avenues for innovation
and creativity that is essential for teaching and learning.
❖ National Council of Teachers of Mathematics (NCTM)15 provides principles
and standards for mathematics courseware. It provides guidelines for
excellence in mathematics education and engages students in more challenging
mathematics aspects.
14 Refer to http://www.ncte.org/about/over/standards
15 http://www.nctm.org/standards
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2. Innovative/Creative Teaching and Learning Pedagogy
■ There is a need to intensify training on innovative/creative teaching and learning
methods (pre-service and in-service levels):
Teacher training curriculum should incorporate the following:
❖ Personal competence in use of specific ICT tools; (personal competence)
❖ Competence in integrating ICT in teachers’ main subject; (subject competence)
❖ Competence in planning, preparing, teaching, assessing, and evaluating
lessons, which make significant use of ICT; (teaching competence)
■ The implementation of innovative/creative teaching pedagogy needs to be intensified:
This would be achieved by intensifying the monitoring of log-in systems to track
the actual utilization rates among teachers of ICT facilities
Reporting mechanism, for example lesson plans, should be enforced to make
components that promote peer learning among students mandatory
72
Review of assessment structure to incorporate innovation/creativity elements
in learning needs. This could be done by creating a special provision for the
integration of ICT in extra-co-curricular activities and presentation of assignments
in students’ assessment. For example, imposing a requisite minimum score to gain
admission into universities.
5.1.3 Independent/Self-Learning Strategies
There was considerable feedback on accessing learning materials used for Smart Schools.
Some students would like to have access to courseware even after school hours so that they
would be able to review their schoolwork at their own pace. This can be seen in Figures 4.1.16
and 4.1.17. In order to improve access to and utilization of ICT facilities, it is suggested that
MoE adopt the following measures:
■ Allocate additional access hours for students to use school computers after school
hours;
■ Establish the mandated student-PC contact hours; 320 minutes for 4 core subjects, and
80 minutes for other subjects per month;
■ Establish, formalize, communicate, and enforce ICT facilities utilization policies;
■ Optimize ICT facilities utilization through extended opening hours of the computer
labs.
5.1.4 Using ICT for Teaching and Learning Materials (TLMs)
The usage of ICT tools in TLMs needs to be more creative and innovative as currently it is
heavily dependent upon the abilities of the hardware. The pedagogy used to deliver content
in the smart context needs to incorporate innovative, collaborative, and creative elements
to realize the full potential of ICT-enabled learning. Among all the ICT tools available for
teaching and learning, TV Pendidikan was constantly the least favored and the least used
by teachers in preparing and carrying out teaching and learning exercises. Figures 4.2.4 and
4.2.5 illustrate this. The difficulties associated with retrieving its content as well as the lack
of its attractiveness were primary factors that have contributed to its low adoption. This
could be addressed by enhancing the content and delivery mechanism of TV Pendidikan.
Below are some suggestions for MoE on ways to mainstream TV Pendidikan in teaching
and learning:
■ Enhance the level of interactiveness of the content;
■ Adopt Web TV as a means to enhance the availability of online content and revision of
content
■ Make digital version of content available on demand basis:
Online streaming requires at least 5 mbps for wmv format. U.K.’s Teacher’s TV serves
as an example. The rollout plan should allow for an incremental increase in bandwidth
so as to deliver richer multimedia/interactive content and continuously enhance the
richness of content.
Offline content, such as material that is downloaded and recorded on CD-R, should
be made available to circumvent bandwidth constraints which would not be solved
in the short term.
5.1.5 Integrating ICT in Teaching and Learning Materials
The integration of ICT in teaching and learning materials is the most essential part of the
entire Smart School experience. It allows teachers to fully tap into the potential of ICT as an
enabler for the delivery of teaching and learning materials to students. As reflected by the
students’ learning experience in Figure 4.1.22, there is a need to enhance the pedagogy on
which teachers rely to deliver ICT-based courseware to the classroom.
As mentioned in section 5.1.2, in order to improve the pedagogy there is a need to review
and mandate the module for integrating ICT at the pre-service level for innovative teaching
and learning content. This is crucial to equip all academic staff with the basic capabilities
needed to integrate ICT in teaching and learning management as well as to incorporate
innovative and creative elements in teaching.
73
5.1.6 Using ICT to Improve Management and Time Savings
Technology is the underlying enabler for the overall Smart School initiative. Teaching,
learning, administrative management, and communication activities are conducted through
ICT facilities provided at each Smart School. It is therefore important to ensure that the
technology used is always up-to-date and the ICT facilities are constantly functioning.
However, the utilization of ICT facilities is greatly influenced by three areas, namely the
competency of human capital, the availability and reliability of physical infrastructure, and
innovative teaching and learning materials. To address the issue of improving management
and time saving through ICT, Smart School Qualification Standards are proposed to enhance
the classification qualification standards. They encompass the following elements:
1. Human Capital – Competency
■ Make it compulsory for all GAs to attend Educational Technology Management
courses;
■ Provide key performance indicators (KPI) for all ICT initiatives in Principals’/GAs’
performance reviews, which are reflected in the following:
Vision of ICT in schools: possess a strategic ICT plan or timeline;
74
TLMs: provide for education and delivery design processes for ICT integration;
Administration: deliver services for students and parents through ICT;
Management: information analysis and management;
Quality assurance: monitor condition of ICT assets.
2. Physical Infrastructure
There is a need to go beyond merely the accounting of physical ICT facilities. The extent
to which the facilities meet operating requirements need to be incorporated in the
evaluation of the condition of physical infrastructure. Hence, it is necessary to increase
the standards required for compliance of operating requirements in addition to those for
the physical condition of ICT facilities.
3. Innovative Teaching and Learning Materials
There is a need to provide for greater integration of innovative TLMs in teaching
and learning. This requirement should be included as a KPI for teachers and
administrators.
Another key element that would ensure the success of Smart School implementation is the
inclusion of an effective process for change management. This would assist key stakeholders,
namely teachers and administrative staff, with the dramatic changes brought about by ICTbased processes. It is therefore imperative for MoE to take the necessary measures to ensure
effective change management takes place. Additionally, MoE needs to enhance Change
Management programs and activities, such as workshops and training, to increase:
■ The level of understanding of Smart School to ensure consistency in implementation;
■ Willingness and commitment to the success of Smart School in order to sustain continuity
of the initiative.
Feedback from the workshop that involved both MoE and MDeC revealed the lack of
champions to drive and ensure the success of the implementation. This was due to the lack
of understanding of Smart School and ICT by some administrators who are typically school
principals or headmasters. Without the full support of administrators, the Smart School
implementation may produce limited impact on students and the community at large.
It is therefore critical for MoE to initiate the creation of such champions. This could be
achieved by establishing an incentive scheme, such as ‘Most Improved ICT School Award’,
and continuous media campaigns and road shows that would eventuate in the following:
■ ‘Most Innovative Usage of ICT in TLMs Award’
■ ‘Most Innovative TV Pendidikan Usage Award’
■ ‘Most Innovative/Creative Teacher Award’
Most of the feedback that was received from site visits pertained to system compatibility,
performance, maintenance, and support as illustrated in Figures 4.2.16 and Figure 4.2.19.
Aside from the availability of updated systems, maintenance and support are also vital to
ensure that the systems available are constantly functioning well. The data showed that
currently most of the technical issues are able to be resolved within a day, however there are
still some issues that require a longer time to be resolved as seen in Figure 4.2.19. Currently,
support is provided by MoE helpdesk for Smart School software and courseware, as well
as by external vendors for PC hardware and software. The data also revealed that urban
schools tend to receive external support faster than do rural schools. As 10,000 schools are
present throughout various locations within Malaysia, consistent support is vital to ensure
optimal operation of Smart School systems. The Asset Management Model proposed to
MoE involves adoption of a Managed Services approach for managing MoE’s ICT assets
75
so as to effectively manage the availability and reliability of ICT facilities. The managed
services component should include but not be limited to the following components:
■ Risk management;
■ Service architecture/Service Level Agreement (SLA);
■ Vendor management strategy;
■ IT security policy and management;
■ Data center management and organization.
5.2 Nationwide Rollout Strategy: Making All
Schools Smart
The outcome of the impact assessment study not only serves as a reference point to rectify
weaknesses in the implementation of the pilot Smart School initiative, but is also used to
establish the nationwide rollout strategy for the implementation of Smart Schools.
76
As the next Smart School rollout would involve 10,000 schools by the end of 2010, the
associated efforts of staff training and system integration are enormous and must be handled
with proper planning. With all the data and issues gathered from the site visits, Frost &
Sullivan recommends the following rollout strategy:
1. Categorize all schools according to Smart School Qualification Standards to prioritize
the next round of Smart School rollout
Currently, all schools in Malaysia are at various stages of readiness to embrace Smart
School implementation. It is thus crucial to assess their readiness before determining
the schedule of Smart School rollout to particular schools. There are three categories of
readiness for schools in Malaysia, namely high, medium, and low; these are based on the
parameters defined in Smart School Qualification Standards. Schools with high readiness
possess highly effective management of ICT initiatives and their physical infrastructure
exceeds operating requirements. These schools should be the target in the first phase of
the rollout. Schools with medium readiness have effective management of ICT initiatives
and their physical infrastructure meet operating requirements. Smart School should be
implemented in these schools during the second phase of the rollout. Schools with low
readiness merely have minimal capability to manage ICT initiatives and their physical
infrastructure does not meet operating requirements. It is recommended that further
enhancements be done to these schools to allow for better management of ICT initiatives
and their infrastructure be upgraded before Smart School could be rolled out. Figure
5.2.1 illustrates the roadmap of the nationwide Smart School rollout.
High
2006
2008
2010
High Readiness
e.g. highly effective
management of ICT initiatives
and exceed physical
infrastructure operating
requirements
High Readiness
Schools
(2006 – 2007)
Medium
Readiness
Schools
Human
Capital
Readiness
Medium Readiness
e.g. effective management
of ICT initiatives and meet
physical infrastructure
operating requirements
(2008 – 2009)
Low Readiness
e.g. poor management of
ICT initiatives and do not
meet physical infrastructure
operating requirements
Low Readiness
Schools
(2009 – 2010)
Low
High
Physical Infrastructure
Readiness
Low
Smart Schools
Nationwide
Figure 5.2.1 Nationwide Smart School Rollout Roadmap
2. Continuous Post-rollout Assessment
Following the rollout, the use of a post-rollout scorecard is recommended to ensure the
performance of key stakeholders and the systems are up to the stipulated standard. The
scorecard would contain KPIs to measure the effectiveness of training and performance
of key stakeholders, namely teachers/GAs/ITC, as well as the performance of Smart
School System and other parameters. They should be linked to operational outcomes
and the critical success factors (CSF) that prescribe the necessary conditions for
success. KPIs typically include three components:
1. Measures: predetermined areas for measurement;
2. Goals: target performance associated with the relevant measure;
3. Accountability: assignment of goals
77
Figure 5.2.2 illustrates some examples of CSF and KPIs that could potentially be adopted to
manage the level of performance of Smart School Implementation.
Quality of Education
CSF:
• Students’/Parents’
satisfaction
KPI:
CSF:
• Customer Satisfaction • Perceived value of
Score
human capital
• Teachers’ satisfaction
• Perceived Value Score
• “Top of Mind” Scores
TLM Delivery Excellence
78
Human Capital Development
CSF:
• Continuous
improvement
• Process delivery
• Retention and influx
of talents
KPI:
• Quality of human
capital index score
• Teachers-students
satisfaction
alignment
• Workforce retention
rates
• Influx/Development
of professional
talents
Return on Investment
KPI:
CSF:
• Content enhancement • Cost-Value
• Enhancement rate in
Coefficient
ICT asset utilization
• ICT equipment
• Growth-Value
uptime
Coefficient
• Cost of ICT asset
maintenance
KPI:
• Cost-to-serve ratio
• Return on investment
(Capital Outlay) rates
Figure 5.2.2 Examples of KPIs to be Considered for Inclusion in Post-rollout Scorecard
Section 6
CONCLUSION
I
CT-based teaching and learning are no longer a trend to follow, but a way of life imbued
in the education system of all countries with the desire and determination to leverage
ICT to bring upon systematic change to knowledge delivery mechanism within their
education system. Malaysia has gone a long way in adopting ICT-based teaching and
learning. Invariably challenges have and would continue to surface throughout the journey
and Malaysia’s ICT-based education would have to surmount them in order to nurture a
Malaysian approach to e-education. Suffice it to say, the plethora of issues, challenges and
recommendations contained in this impact assessment reflects the importance and benefits
of evaluating the progress of e-education initiatives in Malaysia. The impact assessment
also highlights the ‘borderless’ and ‘pervasive’ nature of e-education. The enlargement of
the paradigm of learning and teaching requires transformation in pedagogy, role mapping,
for example teacher-student-administrator relationship, as well as content to be delivered
within and beyond the classroom environment. Ultimately, the impact assessment outcomes
amplify the need to align the wider scale of the implementation of the Smart School initiative
in a more defined, structured and balanced manner. This does not merely translate to more
policies, but also a new wave of guided empowerment to make the implementation journey
a shared experience amongst the key stakeholders. This indicates a need to close the gaps
identified in the current phase, for example through a Management Dash Board to track
various ongoing projects. An improved mechanism to track project implementation leads
to greater efficiency and increased productivity on the part of all stakeholders.
79
APPENDIX A: Surveyed Pilot Schools Profiles
School
80
Area
Male
Female
Number Studentsof PC for
to-PC
Students
Ratio
SMK RAJA PERMAISURI BAINUN
IPOH
283
344
80
8
KOLEJ MELAYU KUALA KANGSAR
KUALA KANGSAR
691
0
52
13
SM SAINS RAJA TUN AZLAN SHAH
TAIPING
403
314
93
8
SMK ABDULLAH MUNSHI
GEORGETOWN
414
433
131
6
SM SAINS SULTAN MOHAMAD JIWA
SUNGAI PETANI
408
256
96
7
SMK AGAMA BALING
BALING
335
380
100
7
SMK TELOK DATOK
BANTING
483
608
37
29
KOLEJ ISLAM SULTAN ALAM SHAH (SMBP)
KLANG
329
335
105
6
SK PUTRAJAYA 1
PUTRAJAYA
511
531
386
3
SK PUTRAJAYA 2
PUTRAJAYA
555
530
399
3
SM SAINS MUZAFFAR SHAH
MELAKA
357
273
48
13
KOLEJ TUNKU KURSHIAH
SEREMBAN
642
190
3
SM AGAMA PERSEKUTUAN
LABU
410
403
77
11
SM (SAINS) SULTAN HJ AHMAD SHAH
KUANTAN
355
241
91
7
SMK ABDUL RAHMAN TALIB
KUANTAN
366
689
79
13
SMK KAMIL
PASIR PUTEH
581
935
57
27
SMK DATO’ AHMAD MAHER
KOTA BHARU
510
922
67
21
SMK ELOPURA
SANDAKAN
651
645
87
15
SEK MEN SAINS LAHAD DATU
LAHAD DATU
240
252
38
13
SMK LABUAN
LABUAN
654
651
172
8
SMK (P) TEMENGGONG IBRAHIM
BATU PAHAT
0
1258
119
11
SMK DATO’ PENGGAWA BARAT
PONTIAN
491
792
37
35
SM SAINS MUAR
MUAR
155
239
34
12
KOLEJ TUN DATU TUANKU HJ BUJANG
MIRI
262
422
58
12
KOLEJ D PATINGGI ABANG HJ ABDILLAH
KUCHING
396
665
89
12
SMK DERMA
KANGAR
400
588
204
5
SMK AMINUDDIN BAKI
KL
424
772
58
21
SK SERI BINTANG UTARA
KL
385
657
296
4
SK SERI BINTANG SELATAN
KL
387
621
299
3
SM (SAINS) DUNGUN
DUNGUN
403
247
77
8
Source: ITCs from respective school
APPENDIX B: Survey Instruments
Ministry of Education, Malaysia
SSIS Implementation Impact Assessment
The instruments were administered bilingually (Bahasa Melayu & English)
Questionnaire
Students
Assessing the diffusion of ICT and its impact on the Smart School Integrated Solution (SSIS) and
other ICT initiatives.
Instructions: The questionnaire below contains 5 sections. Please answer all questions and return to the
Facilitator.
Section 1: Demography
Name
School Email
School
Personal Email
Level
Race
Standard
Form
Gender
Malay
Chinese
Indian
Others (Please specify below)
Male
Female
Section 2: ICT Literacy
General
2.01 Where do you learn your computer skills? (Check all that apply)
school lessons
computer classes and computer clubs
private training centres
self-taught (online, books, hands-on etc.)
friends/family
Others (please specify)
81
2.02 I use computer for: (Check all that apply)
finding information
completing homework
preparing exams
sharing knowledge and information
emails, chatting etc
Others (please specify)
2.03 I can use computer to do the following tasks: (Check all that apply)
82
Type report
Do calculation
Make presentation
Search information
Make drawing
Compose music
Create movie
Create webpage
Others (please specify)
Access Information
2.04 The following statements aims to understand the extend to which one can access information. Please tick all that apply:
Yes
No
a) I know how to access learning materials.
b) I can use the computer to access learning materials.
c) I know how to access the references quoted in the learning materials.
d) The computer lab is available during school hours for me to access learning
materials.
Manage/Integrate/Create Information
2.05 The following statements aims to understand the extend to which one can use the computer
Please tick all that apply:
Yes
a) I can use the computer to complete my homework.
b)
I can use computers to communicate.
– Send email – Do chatting
– Blog
No
Section 3: Self-paced, Self-access and Self-directed Learning Strategies
3.01 I can access school computing facilites without teacher’s guidance.
strongly agree
agree
disagree
strongly disagree
3.02 How often do you use the school computer for studies without teacher’s guidance during school
hours?
more than 6 hours daily
3-6 hours daily
1-3 hours daily
0-1 hours daily
less than once a week
never
3.03 How much time are you allowed to access school computing facilities after school hours?
more than 6 hours weekly
3-6 hours weekly
1-3 hours weekly
0-1 hours weekly
not allowed
3.04 Why do you want to access computing facilities outside of school compound? (Tick all that apply)
To do lesson revision
To send email and/or do chatting
To search for information that is related to school work
To search for information that is not related to school work
To complete homework
To search for information that is not accessible from school
Others (Please specify below, e.g. playing games, blogs)
I do not /want to access to computing facililities outside of school compound
3.05 The use of computers has assisted my self-learning process in the following ways: (Tick all that apply)
Reduce time taken to complete homework
Increase my interest to learn the subject
Reduce time taken to complete project
Make learning more interesting
Allow greater participation from me
Exposed to new ways of solving problems
Others (Please specify)
83
3.06 Has computer improved your knowledge and understanding through self-learning?
Yes
No
3.06a If yes, how has computer improved your knowledge and understanding through selflearning? (Check all that apply)
Interactive multimedia makes the learning more interesting and easier to understand
Access to information is easier with computer
Allow greater participation from me
Exposed to new ways of solving problems
Others (Please specify)
3.06b If no, why has computer not improved your knowledge and understanding through self
learning? (Check all that apply)
84
The learning material is too complicated for me to absorb
Insufficient time
Insufficient access
Insufficient support from teachers
Others (Please specify)
3.07 Are there any difficulties in accessing the courseware when you want to do self-learning?
Yes
No
3.07a If yes, what are the difficulties in accessing the courseware when you want to do selflearning? (Check all that apply)
Not enough computers
Not enough courseware
Not enough time to use courseware
Lack of guidance to use courseware
Others (Please specify)
3.08 Is there sufficient time to learn through computer courses independently?
Yes
No
3.08a If no, why is there no sufficient time to learn through computer courses independently?
(Check all that apply)
No access to coursewares after school hours or outside school compound
It is too complicated to use the courseware
Too many students are sharing the computers
Others (Please specify)
3.09 My teachers have used computers to teach lessons during the class.
Yes
No
3.10 I can communicate to the teachers on courseware work.
Yes
No
3.11 My computer problems can be solved by teacher, ITC teacher, technician or ‘Briged Bestari’.
Yes
No
3.12 How long do you have to wait before my computer problem is resolved during your self-learning
session?
Within the hour
Within half a day
Within the same day
Within the same week
Longer than 1 week
3.13 I am satisfied with the performance of computers provided in school.
Strongly agree
Agree
Disagree
Strongly disagree
Section 4: Learning Experience
4.01 Computer has made learning more interesting.
Very interesting
Interesting
Not interesting
No difference
4.02 In your opinion, how has computers enhanced your learning experience? (Check all that apply)
Capture my attention longer
Generate more question from me
Expose to new ways of solving problems
Enhance knowledge sharing
Help me to understand lessons better and faster
Others (please specify)
85
Section 5: Basic Humanistic Values
5.01 I enjoy sharing computer with my friends in school.
Yes
No
5.02 I like to help my friends in using computers.
Yes
No
5.03 I enjoy sharing information relating to computers with friends.
Yes
No
(Thank you for your cooperation)
86
Ministry of Education, Malaysia
SSIS Implementation Impact Assessment
The instruments were administered bilingually (Bahasa Melayu & English)
Questionnaire
Teachers
Assessing the diffusion of ICT and its impact on the Smart School Integrated Solution (SSIS) and
other ICT initiatives.
Instructions: The questionnaire below contains 6 sections. Please answer all questions and return to the
Facilitator.
Section 1: Demography
School
87
Subject(s)
Age
Gender
Race
Male Female Malay
Chinese
Indian
Others (Please specify below)
Section 2: ICT Literacy
General
2.01 Where did you learn your IT skills? (Check all that apply)
Training conducted in school premises
Pre-service training
Private training centres
Self-taught (online, books, hands-on etc.)
In-service training
Through friends/family
Others (please specify)
Access Information
2.02 Please rate the following:
Strongly
Agree
Agree
Disagree
Strongly
Disagree
a) I know how to access teaching/learning materials.
b) I am comfortable with using the IT equipment to
access teaching/learning materials.
c) I know how to access the references quoted in the
teaching/learning materials.(i.e. Internet, CD ROM,
etc.)
d) The IT equipment at schools is available after school
hours for me to access teaching/learning materials.
Manage/Integrate/Create Information
2.03 Please rate the following:
88
Strongly
Agree
Agree
Disagree
Strongly
Disagree
a) I am comfortable to use the IT equipment to
prepare students’ homework.
b) I am comfortable to use the IT equipment to grade
the students’ homework.
c) I am comfortable to use IT equipment to analyze
students’ examnination results.
d) I am comfortable to use computers and peripherals
effectively and appropriately to present information
in a variety of formats to colleagues, parents and
others.
Evaluate Information
2.04 I am able to evaluate and determine the appropriate teaching and learning materials to help me in
my teaching
Strongly agree
Agree
Disagree (Please give reason(s).)
Strongly disagree (Please give reason(s).)
Section 3: Learning Experience
3.01 Has the use of ICT in teaching and learning improved the student’s learning experience?
Yes
No
3.01a If no, why ICT has not improved the student’s learning experience? (Tick all that apply)
Poor quality of facilities (hardware and software)
Poor reliability of facilities
Insufficient access to facilities
Lack of IT competency of the students
Others (Please specify below)
3.02 How has ICT enhanced students’s learning experience? (Tick all that apply)
Capture students attention
Arouse interests and curiosities from students
Create new ways to solve problems
Enhance collaboration
Richer learning experience
89
3.03 ICT has enhanced the pace of learning for students.
Strongly agree
Agree
Disagree
Strongly disagree
Section 4: Utilization of ICT-based learning methods
4.01 I am able to use the following ICT facilities to help me in my classroom teaching:
Strongly
Agree
Agree
Disagree
a) Computer Lab
b) Smart School Courseware
c) PPSMI Teaching Courseware
d) TV Pendidikan
e) Internet
f) Smart School Management System Application
Strongly
Disagree
4.02 Which of the following do you expect to have achieved in terms of ICT skills? (Tick all that apply)
Able to use computers frequently in all professional activities
Able to use computers frequently in all personal activities
Able to use computers confidently and efficiently in all professional activities
Able to use computers confidently and efficiently in all personal activities
Able to use computers reasonably to maintain communication with colleagues and friends
Other (please specify)
4.03 I use the following ICT facilities in preparing my teaching materials.
don’t
Extensively Occasionally Never Iknow
a) Computer Lab
b) Smart School Courseware
c) PPSMI Teaching Courseware
d) TV Pendidikan
e) Internet
90
f) Smart School Management System Application
4.04 In the list below please rate the ICT application(s) you employed in preparing your teaching
materials.
don’t
Extensively Occasionally Never Iknow
a) Word processor (e.g. Microsoft Word to create
a well-formatted documents)
b) Spreadsheet (e.g. Microsoft Excel to analyze
student data)
c) Presentation application (e.g. Microsoft
Powerpoint to create lesson presentation with
slides)
d) Database (e.g. to manage students and
school’s data)
e) Graphics program (e.g. to manipulate an image
such as color to black & white)
f) Web authoring tool (e.g. to create a personal
webpage)
g) Search engine (e.g. to find websites related to a
particular theme or keyword)
h) E-mail program (e.g. to discuss with colleagues)
i) SSMS (e.g., to prepare quiz)
Section 5: Integration of ICT in Teaching and Learning
5.01 How much time has the school allocated you to use IT for teaching per week per subject, on
average?
More than 6 hours
3-6 hours
1-3 hours
0-1 hours
Never
5.02 What training have you received for the use of ICT-based Teaching Learning Materials? (Tick all that
apply)
Training conducted in school premises
Training provided by BPG
Training provided by KOSEM, PPK
Training provided by BTP (Smart School team)
Training provided by Jabatan Pelajaran Negeri
Private training
Others (Please specify)
5.03 What additional training on ICT-based Teaching Learning Materials you would like to receive?
(Please state)
a)
b)
c)
d)
e)
5.04 Why do you use ICT in your teaching? (Tick all that apply)
To explain key concepts
To test comprehension
To give example
Learning experience enrichment
Others (Please specify)
5.05 Why do you use ICT facilities at school after school hours? (Tick all that apply)
To grade homework
To prepare lesson plan
To prepare teaching materials
To prepare materials for co-curriculum activities
Others (Please specify. Eg, to send email, to chat)
I don’t use after school hours
91
5.06 I sometimes have the following difficulties in using ICT for teaching.
Strongly
Agree
a) Inadequate technical support
b) Not enough time in preparing the lesson
c) Setting up ICT equipment in the classroom
d) ICT facilities are not always available because of
power supply disruption
e) ICT equipment failure
f) Poor management of ICT usage
g) Not confident to use ICT
h) Others (please specify next)
5.07 I have to use ICT in teaching and learning practices.
92
Yes
No
If yes, please give reason(s).
a)
b)
c)
d)
e)
5.08 The average class enrolment is conducive for ICT-based learning.
Strongly agree
Agree
Disagree (Please indicate suitable class size.)
Strongly disagree (Please indicate suitable class size.)
Agree
Disagree
Strongly
Disagree
5.09 I have found that the following facilities helpful in assisting teaching and learning:
Strongly
Agree
Agree
Disagree
Strongly
Disagree
a) Computer Lab
b) Smart School Courseware
c) PPSMI Teaching Courseware
d) TV Pendidikan
e) Internet
f) Other computer-based learning materials
Section 6: Improvement in Productivity through ICT
6.01 Please rank the degree to which the use of ICT has met your expectations:
More than expected
As expected
Less than expected
If less than expected, then move to question 6.02 else to 6.03.
6.02 The problems have been mostly related to (Tick all that apply)
System Failure
Power Supply Interruption
Internet Access Disruption
Inadequate Technical Support
Poor maintenance of ICT facilities
Poor management of ICT usage
Others (Please specify)
6.03 SSMS implementation by the school enabled me to improve my productivity at work.
strongly agree
agree
disagree
strongly disagree
93
6.04 ICT hardware and software provided have helped in improving collaboration between multiple
stakeholders.
Strongly agree
Agree
Disagree
Strongly disagree
6.05 I am satisfied with the level of support/technical assistance.
Strongly agree
Agree
Disagree
Strongly disagree
6.06 How long do you have to wait before support/technical assistance is being provided?
94
Within the hour
Within half a day
Within the same day
Within the same week
Longer than 1 week
6.07 I am satisfied with the performance of PC provided in school.
Strongly agree
Agree
Disagree
Strongly disagree
6.08 Using ICT facilities in teaching has enabled me to save time in teaching:
Strongly agree
Agree
Disagree
Strongly disagree
(Thank you for your cooperation)
Ministry of Education, Malaysia
SSIS Implementation Impact Assessment
The instruments were administered bilingually (Bahasa Melayu & English)
Questionnaire
General Administrators
Assessing the diffusion of ICT and its impact on the Smart School Integrated Solution (SSIS) and
other ICT initiatives.
Instructions: The questionnaire below contains 6 sections. Please answer all questions and return to the
Facilitator.
Section 1: Demography
School
95
Age
Gender
Male Female Section 2: ICT Literacy
General
2.01 Where did you learn your IT skills? (Check all that apply)
Training conducted in school premises
Pre-service training
Private training centres
Self-taught (online, books, hands-on etc.)
In-service training
Picked up through friends/family
Others (please specify)
2.02 What do you use ICT for? (Tick all that apply)
To seek information
To prepare report
To take part in group based activities with other schools
To plan for future activities
Regular correspondence with parents
Maintain records related to student affairs
Maintain records related to teacher affairs
Others (please specify)
2.03 The average class enrolment is conducive for ICT-based learning.
Strongly agree
Agree
Disagree
Strongly disagree
2.04 There is sufficient training given in the use of the SSMS.
96
Strongly agree
Agree
Disagree
Strongly disagree
2.05 What aspect of training would you like to see improved, if any?
a)
b)
c)
d)
e)
Access Information
2.06 Please rate the following:
Strongly
Agree
a) I know how to access SSMS.
b) I am comfortable with using the ICT equipment to
access SSMS.
Agree
Disagree
Strongly
Disagree
2.07 The SSMS increases efficiency while carrying out administrative tasks.
Strongly agree
Agree
Disagree
Strongly disagree
Section 3: Administrative Performance
3.01 ICT has improved my productivity while carrying out administrative tasks.
Yes
No
3.01a If no, why hasn’t ICT improved my productivity? (Tick all that apply)
Lack of ICT literacy
Lack of access to ICT facilities
Lack of features in existing softwares
Lack of required software
Others (Please specify)
3.02 SSMS has helped improve my performance for:
Strongly
Agree
a) Future planning
b) Set achievable goals
c) School Governance
d) Managing School finances
e) Managing Student affairs
f) Managing External resources
g) Managing Facilities
h) Managing technology
97
Agree
Disagree
Strongly
Disagree
Section 4: Improvement in Productivity through ICT
4.01 The ICT facilities meet my expectation levels.
Yes
No
If No, then move to question 4.02 else to 4.03.
4.02 The problems have been mostly related to: (Tick all that apply)
System hardware Failure
Power Supply Interruption
Internet Access Unavailabiliy
InadequateTechnical Support
Limited Application Features
4.03 SSIS helps in improving group based work.
98
Strongly agree
Agree
Disagree
Strongly disagree
4.04 I am satisfied with the level of support services for using software applications (e.g. SSMS
Functionalities, eMIS etc.)
Strongly agree
Agree
Disagree
Strongly disagree
4.05 I have sufficient level of technical support services.
Strongly agree
Agree
Disagree
Strongly disagree
4.06 In case of any major problems, I am satisfied with my level of access to external support services.
Strongly agree
Agree
Disagree
Strongly disagree
4.07 I am satisfied with the quality of the hardware being provided.
Strongly agree
Agree
Disagree
Strongly disagree
4.08 I am satisfied with the quality of the software being provided.
Strongly agree
Agree
Disagree
Strongly disagree
4.09 I am satisfied with the performance of the ITC in providing support at the school level.
Strongly agree
Agree
Disagree
Strongly disagree
4.10 Teachers in my school are receptive to the idea of using ICT facilities.
Strongly agree
Agree
Disagree
Strongly disagree
4.11 Do you have a Computer-Technician in your school?
Yes (If yes, go to 4.11a)
No
4.11a I am satisfied with the performance of the Computer-Technician in providing support at the
school level.
Strongly agree
Agree
Disagree
Strongly disagree
(Thank you for your cooperation)
99
Ministry of Education, Malaysia
SSIS Implementation Impact Assessment
The instruments were administered bilingually (Bahasa Melayu & English)
Questionnaire
ICT Administrators
Assessing the diffusion of ICT and its impact on the Smart School Integrated Solution (SSIS) and
other ICT initiatives.
Instructions: The questionnaire below contains 6 sections. Please answer all questions and return to the
Facilitator.
Section 1: Demography
100
School
Age
Gender
Male Female Section 2: ICT Literacy
General
2.01 Where did you learn your IT skills? (Check all that apply)
Training conducted in school premises
Pre-service training
Private training centres
self-taught (online, books, hands-on etc.)
In-service training
Picked up through friends/family
Others (please specify)
2.02 I can easily perform the following tasks: (Tick all that apply)
Set up computer system and connect peripheral devices
Protect and care for floppy disks
Maintain computer components and printer
Make backup copies of key applications and documents
Make backup copies of SSMS database
Use self-help resources to diagnose and correct common hardware/printing problems
Install and upgrade an application
Use a file server (connect/log on, retrieve a program or document, save a document to a
specified location, Housekeeping)
Inventorising ICT equipment
Share files with others on a network
Connect to a remote computer on the network
Connect a computer to a modem and telephone line for dial
Install and configure telecommunications software
Produce print-based products (e g., newsletters, brochures, posters, books)
Produce electronic slides/overheads
Set up and operate a videocassette recorder/player and monitor/TV
Connect a video output device (e.g., LCD panel) to computer or large screen display
Manages and Maintain the server
Section 3: Improving Productivity through ICT
3.01 The performance of the ICT facilities are up to my expectation levels.
Yes
No
If no, then move to question 3.02 else to 3.03.
3.02 The problems have been mostly related to: (Tick all that apply.)
System Hardware failure
System Software failure
Power Supply disruption
Internet Access unavailability
Inadequate Technical Support
101
3.03 I am satisified with the support from the helpdesk.
Strongly agree
Agree
Disagree
Strongly disagree
3.04 I am satisfied with the training received on the Smart School related software.
Strongly agree
Agree
Disagree
Strongly disagree
3.05 I am being trained on new technologies other than those required for SSMS.
Yes (If yes, go to 3.05a)
No
3.05a If yes, please specify below.
102
a)
b)
c)
d)
e)
3.06 What aspect of training would you like to see improved, if any? (Tick all that apply)
Training conducted in school compound
Training Provided by MoE
External Vendors
Others (Please Specifiy)
3.07 The hardware supports all the required software applications.
Strongly agree
Agree
Disagree (Please give example(s).)
Strongly disagree (Please give example(s).)
3.08 I am satisfied with the quality of the hardware being provided.
Strongly agree
Agree
Disagree
Strongly disagree
3.09 I am satisfied with the quality of the software being provided.
Strongly agree
Agree
Disagree
Strongly disagree
3.10 How long do you have to wait before external support is provided for the following?
3.10a Hardware Problems
Within half a day
Within the same day
Within the same week
Longer than 1 week
3.10b SSMS related problems
Within half a day
Within the same day
Within the same week
Longer than 1 week
3.10c Non-SSMS software Problems
Within half a day
Within the same day
Within the same week
Longer than 1 week
3.11 How long do you take to provide support services to various stakeholders at the school level?
Within the hour
Within half a day
Within the same day
Within the same week
Longer than 1 week
3.12 I am satisfied with the administrative support provided for the Smart School Initiatives.
Strongly agree
Agree
Disagree
Strongly disagree
(Thank you for your cooperation)
103
APPENDIX C: Glossary
Glossary
104
Definition
Briged Bestari
Established to assist in facilitating the progress of Smart School and
various ICT programs. Aside from promoting the use of ICT in schools,
it also provides opportunities for outstanding students to enhance their
skills. Primary functions include providing guidance to classmates in their
use of Smart School Management System applications, assisting in filling
in data in Smart School Management System applications, resolving
technical issues during lessons, promulgating current information on
Smart Schools, and providing necessary support to ensure ICT programs
in schools operate efficiently and according to plans set forth by the
Ministry of Education.
Courseware
Refers to instructional materials in a complete mediated format and
may also include a single instructional component, such as a computerassisted instruction program, or a multiple instructional entity, such as
guidebooks, videodiscs, and computer-assisted instruction.
General
Administrator
Refers to the person who administers and manages a school. Usually the
person holds position of ‘Pengetua’, ’Guru Besar’ or ’Penolong Kanan’.
Hardware
Physical equipment, such as mechanical, magnetic, electrical, or
electronic devices. Hardware includes keyboard, computer, monitor, disk
drive, printer and projector.
Key Stakeholders
In this impact assessment study, stakeholders comprise Smart School
students, academic personnel (teachers) and non-academic personnel
(general administrator and IT coordinator).
IT Coordinator
Coordinates and supports IT infrastructure and systems in schools. Also
assists in training school staff in their use of ICT.
Technician
Assists the IT Coordinator in maintaining ICT equipment and applications
in schools.
Key Performance
Indicator
Key performance indicators (KPI), also known as key success indicators
(KSI), in the context of the report are financial or non-financial metrics
used to reflect the critical success factors of an organization. These are
used in business intelligence to assess the present state of business and
to prescribe the course of action. The KPIs differ depending on the nature
of the organization. They help an organization to measure progress
toward their organizational goals.
Glossary
Definition
Other ICT
Initiatives
Refers to any other ICT initiatives apart from Smart School-based system.
These include, but not limited to, PPSMI, SchoolNet, TV Pendidikan,
Computer Lab and other own initiatives by individual schools.
Pilot Schools
88 residential and non-residential primary and secondary schools located
in rural and urban areas throughout Malaysia that participated in the
study to make all 10,000 schools in Malaysia smart by 2010.
PPSMI
Pelaksanaan Pengajaran Sains dan Matematik dalam Bahasa Inggeris or
EteMS was introduced by the Ministry of Education to ensure that teachers
of mathematics and science will have basic capacity to use English as
the medium of instruction. It is one of several support mechanisms to
encourage teachers of the aforementioned subjects to hone their English
language skills that will engender optimal performance in and outside
the classroom.
SchoolNet
Refers to an infrastructure project jointly conducted by the Ministry of
Education, and the Ministry for Energy, Water and Communications. Its
aim is to wire all 10,000 primary and secondary schools in Malaysia for
broadband access.
Service Level
Agreement
A Service Level Agreement (SLA) in the context of the study is a formal
written agreement made between two parties: the service provider and
the service recipient. The SLA itself defines the basis of understanding
between the two parties for delivery of the service itself. The document
can be quite complex, and sometimes underpins a formal contract. The
contents will vary according to the nature of the service itself, but usually
includes a number of core elements, or clauses.
Smart School
A learning institution that has been systematically reinvented in terms of
teaching-learning practices and school management in order to prepare
children for the Information Age.
Software
Computer software (or simply software) refers to one or more computer
programs held in the storage of a computer for some purpose. Program
software performs the function of the program it implements, either by
directly providing instructions to the computer hardware or by serving as
input to another piece of software. Software here does not include the
provision of courseware in a computer.
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Glossary
106
Definition
SSIS
Smart School Integrated Solution provides for the integration of
telecommunications and computing infrastructure in schools to improve
teaching and learning as well as school management processes.
SSMS
The Smart School Management System aims to efficiently and effectively
manage the resources and processes required to support the teaching
and learning functions of the school. It encompasses nine primary areas,
namely School Governance, Student Affairs, Educational Resources,
External Resources, Finance, Facilities, Human Resources, Security, and
Technology.
Student
Refers to the students who were involved in the study from the pilot
Smart Schools. Typically they are from Standard 5 or Form 2 to Form 5. The
selected students came from a mixture of good and average academic
performance. A minimum of 20 students are selected from each school
for this survey.
Students-to-PC
Ratio
Refers to ratio that is calculated by dividing total number of students in
a school with total number of available PC in the school.
Teacher
Refers to the teachers who were involved in the study and currently teach
Bahasa Malaysia, English Language, Mathematics and Science. Four
teachers (1 per subject) were selected in each school for this survey.
TV Pendidikan
TV Pendidikan, or Education TV, is a television channel in Malaysia that
is fully owned and produced by the Ministry of Education. It features
programs for various school subjects.
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