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ICT Enhanced Teaching & Learning In Malaysia Education

The use of ICT in Malaysian Education
by

pucukpaku07 C-rie

on 5 August 2014

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Transcript of ICT Enhanced Teaching & Learning In Malaysia Education

CHALLENGES AND PROSPECTS:
ICT-ENHANCED TEACHING AND
LEARNING IN MALAYSIAN EDUCATION

ABSTRACT
Introduction
Objective
Role and Importance of ICT in Education
Issues
ICT Development Plan
Challenges
The mission 2020 basically is to develop a world class quality educational system which will realize the full potential of the individual and fulfill the aspiration of the Malaysian nation
Malaysia has long recognized the transformative potential of ICT in education. The UNESCO review noted that Malaysia was among the first few countries in the world to have pioneered a strategic ICT plan for its education system
The Ministry of Education sees ICT as a tool to revolutionize learning, to produce richer curricula, to enhance pedagogies, to lead to more effective organizational structures in schools, to produce stronger links between schools and society and to empower learners.
•Intensify the development of ICT infrastructure
•Expand access to and equity for ICT facilities
•Improve assessment and evaluation systems using ICT
•Emphasize ICT integration in teaching and learning processes
•Improve the ICT knowledge and skills of students, teachers and other personnel
•Intensify ICT usage in education management
•Improve the management and maintenance of ICT equipment
•Increase research and development efforts in ICT
•Increase co-operation between educational institutions and the community towards expansion of ICT in education
Accordingly, one of the most capital-intensive investments the Ministry has made in the past two decades has been in the ICT infrastructure for schools. From 1999 to 2010, the Ministry has invested approximately RM6 billion on ICT in education initiatives
Countries everywhere are facing similar challenges in implementing ICT in their education systems.
Mohamad Siri Bin Muslimin
Politeknik Port Dickson
Department of Polytechnic Education

It is a need to make a fundamental shifts towards
a more technologically literate and thinking workforce,
able to perform in a global work environment and
use the tools and technology available in the
Information Age.
The goal is to harness the potential of ICT to enhance the depth and improve the overall quality of education. The intent is more ambitious than simply teaching students to be able to employ basic ICT functions such as using word processors, the Internet, and email. ICT in education should also help students foster higher-order thinking skills.
The Malaysian government has introduced various initiatives to facilitate greater integration of information and communication technology (ICT) to enhance the effectiveness of education and training programmes.
ICT
Master plan 2001
New Education Blueprint
2013 - 2025
Vision of ICT
ICT used in education as a teaching and learning tool, as part of a subject and as a subject by itself
ICT provided to all students so that it is used as an enabler to reduce the digital gap between schools
ICT used to increase productivity, efficiency and effectiveness of the management system.
A study conducted by the International Institute for Communication and Development (IICD) indicated that 80% of its participants felt more aware and empowered by their exposure to ICT in education, and 60% stated that the process of teaching as well as learning were directly and positively affected by the use of ICT
Increased Access
to Education
through ICT
Improved Quality of Education through ICT
ICT gives students and
teachers new tools with
which to learn and teach
Geographical distance is no longer an obstacle to obtaining an education
no longer necessary for teachers and students to be in the same space, due to innovations of technologies such as teleconferencing and distance learning, which allow for synchronous learning
Through online teaching resources and other interactive educational materials, teacher development can be greatly improved
Active, collaborative learning environments facilitated by ICT contribute to the creation of a knowledge-based student population
Education leadership, management and governance can also be improved through ICT by enhancing educational content development and supporting administrative processes in schools and other educational establishments
ICT can enable teachers to transform their practices by providing them with improved educational content and more effective teaching methods
The bulk of these funds went towards additional computer labs to support PPSMI (RM2.6 billion) and the building of a computer lab in every school (RM2.5 billion).
A study conducted by the Ministry in 2010 found, however, that ICT usage was relatively limited. Approximately 80% of teachers spend
less than one hour a week using ICT.
Only a third of students perceive their teachers
to be using ICT regularly.
Further, the UNESCO review noted that “even when ICT is used in teaching, in most cases it has not gone much beyond the use of PowerPoint as an instructional tool. There is no evidence that ICT is being used to foster students’ creativity, problem solving, and critical thinking and communication skills
One reason usage still appears to be limited is that hardware was rolled out without sufficient training and support services to schools, such as technicians to maintain the equipment. Even in cases where training and support were provided, it was often not continuous or sustainable
the lack of a long-term strategy for sustaining and scaling up key policy implementation elements, such as ICT infrastructure and teacher competencies
government bodies are still not giving ICT the attention and priority
lack basic infrastructure such as classrooms
let alone Internet connectivity
availability of quality teachers to apply ICT to the existing education systems is also in short supply
sustainable ICT reform will also be costly
a study conducted by the Universiti Sains Malaysia revealed that successful diffusion of ICT into the classroom may be due to perceived administrative and technical support on the use of technology , but teachers lack the skills to properly integrate ICT into their classrooms.
In order for ICT to be effectively used in education, a sense of its value needs to exist as well as the expectation that its use will lead to success. Teachers’ education requires instructional design, and a belief about computers needs to be present if all teachers are to use ICT in their classrooms.
Classroom practices need to change in order for ICT to be fully effective, and attitudes of some who may be unwilling to move away from the traditional way of teaching, need to be taken into consideration when training teachers for ICT use
one of the major obstacle for developing countries like Malaysia, is dealing with the financial costs of integrating ICT into education
High Costs
The disparities are dependent on a number of factors, including existing infrastructure, the nature of the Internet provider and the nature of the Internet technology.
Insufficient access to computers is one of the main obstacles for ICT programs. This is particularly relevant for educational institutions located in rural areas where the school or training institution is the only access point for computers.
Government Cooperation and Policy Implementation
the lack of cooperation and coordination between national government policies and the use of ICT in educational systems
Many government Ministries lack necessary ICT specialists, such as technicians, programmers, engineers and computer scientists
the support and collaboration of the national government is necessary for the sustainability of ICT. National government policies must demonstrate political will and champion the integration of ICT purposes. These policies must be in line with national development goals and frameworks.
ICT & Future Directions
Future Directions
•Providing students with the skills and knowledge to learn effectively and live productively in an increasingly global and digital world
•Introducing Mobile technology – Accessing educational materials from anywhere at anytime. Mobile technology also gives teachers a new means of education delivery, and allows them to connect with their students at anytime
•Equipping all 10,000 national schools with 4G Internet access and a virtual learning platform that can be used by teachers, students, and parents through the 1BestariNet programme
•Increasing the number of ICT devices until the student- to-device ratio reaches 10:1. The ratio may be lowered further subject to an impact assessment and availability of funds
•Training all teachers to embed ICT in teaching and learning in order to support student learning
Recommendations
For Access
Bandwidth and spectrum of radio and television wavelengths should be allocated for education
Planning for connectivity infrastructure and regulations should promote and facilitate educational use of ICT
The trends towards convergence and new mobile platforms for internet-connectivity need to be fully exploited through innovative policies and partnerships that can help lower cost and expand access
For Teachers
Focus on training teachers and instructors to use ICT to develop their own teaching support materials
Teachers should work together with both public and private sector stakeholders to establish networks that support them in their transition to ICT-based education
For Cost
Any initiative, be it from government, private sector or civil society, should make lobbying for more investments in computers a priority
International agencies such as the UNDP, the World Bank, among others, should work together along with the local governments of grant-receiving to establish a global framework to deal with emerging issues of the digital divide due to the new Internet economy
For Government
Sustainable partnerships between the government, private sector and civil society must be built to offset costs and mitigate the complexities of the integration of ICT in education
National policies need to be aligned with policies on education
Full support from the government
For Monitoring and Evaluation
implementation at all levels must closely monitor the progress of their projects to ensure that they are progressing and sustainable as well as dedicated teachers will always be the backbone of any successful ICTE initiative
Without teachers who are willing to learn about ICT and adapt their own teaching methods to integrate technology into the curriculum, ICT Education initiatives will not work
Conclusion
Success will require support from many stakeholders, including all agencies in the educational system and sufficient funds to establish and maintain ICT in the schools. In addition, policies, norms, and guidelines will have to be established to promote the use of ICT in schools. Lastly, continuing professional development for teachers, school heads, and other educational personnel must be instituted.


Thank You
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