PBL:ICT in Malaysia’s

Education
How far are the initiatives and
programs by MOE successful in
transforming teachers to adopt ICT?

Group Members:
1. Nurul Huda binti Kasim (M20161000677)
2. Salsabila binti Muzakhir (M 20151000719)
3. Fasihah binti Ibrahim (M21051000718)
4. Afaf Masaud Elsaieh (M20161000982)
INTRODUCTION
• Since the Smart School initiative was launched in July 1997 as one of the seven
(7) flagships of the MSC Malaysia, there has been much accomplishment in
integrating ICT in education, and this began with piloting the 88 Smart Schools.

• The 88 Smart Schools were given the ‘role’ to act as the nucleus for the reference
of Smart School concepts, materials, skills and technologies developed by the
MOE.

• In April 2006, the National IT Council chaired by the Prime Minister endorsed
MOE’s proposal that MDeC undertakes a systematic transformation of the
selected ’88 Smart Schools’ into model schools. This included promoting best
practices in technology-enabled teaching, learning and school management.
EXPLORING THE EXTENT OF ICT ADOPTION
AMONG SECONDARY SCHOOL TEACHERS IN
MALAYSIA, (Lau & Sim, 2008)
INTRODUCTION
• Since year 2003, a wide range of ICT such as laptop, LCD projectors, trolley with
speaker and UBS system, as well as software like power point, flash and
interactive courseware have been used to support teaching and learning of
Mathematics and Science throughout schools in Malaysia

• In some schools, extra effort has been made to provide additional facilities like
computer laboratories, wireless internet connection and local area network to
assist teachers’ in their teaching and professional tasks.

• Under the national budget, RM5 billion has been allocated for the year 2002-
2008, to provide training, launching grants, and educational aids to schools
nationwide for smooth implementation of the policy.

(Lau & Sim, 2008)

INTRODUCTION
• Specifically, Mathematics and Science teachers, together with English language
teachers have been given laptop computer, and teaching courseware to assist
them in teaching and professional tasks.

• Classrooms are equipped with LCD projector, screen, and trolley with speakers
and an UPS system.

• In addition, a launching grant of RM5000 to RM15000 was given to each school

to acquire additional reference resources.

• With such an increased emphasis on ICT, and a large investment in its

infrastructure, teachers are expected to be competent and effective in adopting
it.

(Lau & Sim, 2008)

RESULTS
• Respondents were reported to make frequent use of ICT, either daily or weekly
for teaching and instructional support (75%) and classroom management
activities (49%). Respondents however, reported less frequently use of ICT for
communication with peers (26%), and for personal development (12%).

• ICT application most frequently used either on daily or weekly basis, higher
ratings were given to teaching courseware (73%), presentation tools (43%),
internet browsing (53%), and spreadsheets (32%) for graphical visualizing
tools (24%), hypermedia/multimedia (22%), simulation programmes (14%)
and online demos (7%).

(Lau & Sim, 2008)

 Malaysia’s Experience in Training Teachers to
Use ICT
• A case study on the issues that have been experienced in Malaysia in training
teachers to utilize information and communication technologies (ICT)
effectively to improve learning outcomes
• In 1997, the Smart School initiative was launched as one of the flagship
applications of the Multimedia Super Corridor, under the management of the
Multimedia Development Corporation (formerly MDC,now MDeC).
• The Smart School concept came out of a brainstorming session held at the
Ministry of Education.
• Officials from the MDeC, the Ministry of Education and industry representatives
produced a Conceptual Blueprint of Smart Schools, then appointed Telekom
Smart School Sdn Bhd (TSS), a consortium of seven Malaysian companies and
three multinational companies, in a project management role.

(Abdul Kader, 2007)

 Malaysia’s Experience in Training Teachers to
Use ICT (con’t)
• The Telekom Smart School and its consortium members developed the components
of the “Smart School Integrated Solution” (SSIS).

• This comprehensive approach to integrating ICT into education encompasses five

main elements:

» Teaching-Learning Materials. Materials include 1,494 items of

courseware and printed matter for four subject areas: Bahasa Melayu
(Malay language), English, Science, and Mathematics.

» Smart School Management System (SSMS). This is software for managing

and administering student enrolment, educational resources, school
finances, human resources, external resources, facilities, technology, and
hostel facilities.

(Abdul Kader ,2007)

 Malaysia’s Experience in Training Teachers to
Use ICT
» Technology Infrastructure.

The infrastructure provided to schools included hardware, software and

other equipment.

» Systems Integration.

to ensure integration between the various components and processes of the SSIS,
between the Smart School System and other flagship applications, and to ensure
data integrity and security.

» Support Services.

include Help Desk services, maintenance and support. The Help Desk is located at
the Educational Technology Division of the Ministry of Education.

The SSIS was implemented in the 87 pilot schools at a cost of about RM300 million
(USD78 million).
(Abdul Kader ,2007)
 Malaysia’s Experience in Training Teachers to
Use ICT
CHALLENGES IN IMPLEMENTING SSIS

• Lack of Internet connectivity is a particular challenge in rural school

• A common misconception among teachers as a replacement for pedagogy.

• Thus, the teacher merely projects the courseware on the screen and the students use the
courseware without any guidelines or teacher supervision

(Abdul Kader ,2007)

MOE Initiatives in Responses to Teachers’ feedback on
Challenges Using ICT in Lessons and Learning
• Ministry provides schools in remote areas with special training programmes and
provides teachers with notebook computers and with CD-ROMs containing teaching
materials.
• the Ministry has launched special schemes for the schools and communities which are
located on remote islands and in mountainous districts

• ICT in Education professional development programme

• MOE offers training course as follows: competence in the use of relevant technologies;
competence to apply these technologies appropriately to teaching; competence in the
development of resource materials and content for teaching; and competence in working
collaboratively to improve the quality of ICT-enriched resources.

(Bismillah ,2007)
MOE Initiatives in Responses to Teachers’ feedback on
Challenges Using ICT in Lessons and Learning
• Malaysian Grid for Learning (MyGfL)
• The MyGfL Formal Learning is a portal managed by the Malaysian Government through the Ministry of
Education (MOE) offers all schools in Malaysia a one-stop gateway to useful educational resources from
Malaysia and other countries.

• Assessment of the SSIS

• The study also found that a high percentage (83 percent) of teachers were ICT literate. Furthermore, around
90 percent of teachers were using the computer laboratory for lessons and preparation of materials and most
teachers (73 percent) found their productivity improved by using ICT facilities.
• The report noted, however, that there was a need to establish a minimum ICT competency level for teachers,
particularly in terms of competency in the innovative and creative use of ICT in teaching.
• The report recommended further provision of training in teaching methods and recommended that the
teacher training curriculum should incorporate competence in the use of specif ic ICT tools, competence in
integrating ICT into subject teaching, and competence in utilizing ICT for planning, preparing, teaching,
assessing and evaluating lessons.
• The report also recommended updating courseware to incorporate changes in the curriculum and in
technology. The report noted that there was a need to implement the Smart School initiative in a more defined,
structured and balanced manner

(Abdul Kader ,2007)

Effectiveness of ICT Integration in Malaysian Schools:
A Quantitative Analysis
By:Ghavifekr Simin and Ibrahim Mohammed Sani (2015)

• ICT has been included as one of the main elements in transform shift in the
latest Malaysian Education Blueprint (2013-2025) as the national education
that focuses on quality education for the future development.

• This blueprint provides the plan for the sustainable educational transformation
of the Malaysia education system until 2025.

• This document also includes the plan to raise the role of ICT in the whole
education system.

• A study has done to identify the effectiveness of ICT integration for teachers and
students in teaching and learning process in public secondary schools.
Findings:
• Most teachers agreed that all ICT tools provided for their school go to waste due to teacher’s lack of
knowledge and skills in using it.

• Sometimes, ICT facilities are completely provided but little access to ICT prevents teachers from using it
in teaching .

• Some teachers feel the urge and motivation to use ICT in teaching but there is lack of support from the
school top management that hinders and discourages them from using ICT.

• Teachers are not given the freedom; they need to design their own teaching with the help they received
from ICT.

• Some schools are not provided with at least computer laboratory in which students will get the chance
to integrate the use of ICT in their learning process.

• Technical supports are not at par if teachers faced with difficulties as well as training and professional
development are less provided for teachers about ICT use in teaching

• ICT facilities provided in school are not well functioning and in not a good condition as it is not being
used by teachers

• Finally, the worst finding shows that teachers are not given enough time to learn and to be comfortable
with the use of ICT in teaching

(Simin & Sani, 2015)

REFERENCES
• Abdul Kader, B. K. (2007). Malaysia’s Experience in Training Teachers to Use ICT.
ICT in Teacher Education - Case Studies from the Asia-Pacific Region, 10–22.
Retrieved from http://www.unescobkk.org/fileadmin/user_upload/ict/e
books/Teacher_Education_Case_Studies/ICT_in_Teacher_Education.pdf

• Lau, B. T., & Sim, C. H. (2008). Exploring the Extent of Ict Adoption among
Secondary School Teachers in Malaysia. International Journal of Computing
and ICT Research, 2(2), 19–36.

• Simin, G., & Sani, I. M. (2015). Effectiveness of ICT Integration in Malaysian

Schools : A Quantitative Analysis. International Research Journal for
Quality in Education, 2(8), 1–12.
MALAYSIAN TEACHERS’ LEVELS OF ICT
INTEGRATION AND ITS PERCEIVED IMPACT ON
TEACHING AND LEARNING
Irfan Naufal Umar and Amat Sazali Abu Hassan / Procedia - Social
and Behavioral Sciences 197 ( 2015 ) 2015 – 2021
Introduction
• According to Mazni (2002), the global challenges of education in exploring and
applying ICT through effective approaches have led the teachers and students to
recognize and subsequently apply them to suit the desired field.

• The Ministry of Education believes that the use of ICT in teaching and learning
in schools as well as in managing educational institutions and administrative
sectors are the prerequisites for making Malaysia a high-income countries
(Ministry of Education, 2012).
Introduction (con’t)
• The Malaysian government through its Ministry of Education has allocated
substantial funds for ICT use in schools. Some of the investment was channeled
directly by the government through ICT initiatives such as Smart Schools,
MySchootNet Project, School Access Centre, Eduweb and 1BestariNet.

• One of the aims of ICT use in education is to prepare school students with the
appropriate ICT skills which are very much needed in this 21st century
education. In addition, ICT is hoped to reduce the workload of teachers in the
planning and delivery of their teaching and learning activities.

• For example, with the abundance of educational resources available from the
Internet, teachers can use these resources to enrich their teaching activities and
students’ learning.
Research Method: Two-Dimensional Model (also
known as Pedagogy * Technology Model)
• A Two-Dimensional Model (also known as Pedagogy * Technology Model) by Lin,
Wang and Lin (2010) was used as a guide to assess the teachers’ level of ICT
integration in their classrooms.

• This two-dimensional model is used to identify the pedagogy and their level of
technology that the teachers use. In this study, the measurement of the levels of
ICT integration are grouped into four levels (Level 0 - Level 3) – depending on the
frequency of ICT integration (Table 1). The levels of integration will be classified
into two categories, namely (a) pre-integration and (b) integration.
Research Questions
1. What are the teachers’ levels of ICT integration in their classroom?
2. What are the teachers’ perceptions on the impact of ICT
integration on teaching ?
3. What are the teachers’ perception on the impact of ICT integration
on students’ learning?
Research Methodology
• The population for this research was school teachers throughout Malaysia. A stratified random
sampling was applied to select the sample for this study. Firstly, the administrative zones of all
the states in Malaysia were identified to attempt fairness in selecting the schools according to
the number of schools located in each zone.

• The identified zones are Northern Zone; Eastern Zone; Southern Zone; Central Zone and East
Malaysia. The schools were randomly selected from each zone according to their locations
(either rural or urban). From the random stratified sampling, a total of 212 secondary schools
and 154 primary schools have been selected, in which 20 teachers from each school were
selected as the participants in this study. Hence, a total of 7,320 primary and secondary school
teachers have been identified.

• A questionnaire on teachers’ ICT skills, ICT integration, and its effects on teaching and learning
was used in this study. The original questionnaire consists of five sections involving 54 items.
However, to answer the above research questions, a total of 26 items from four sections were
used. The details of each section were summarized in
Research Methodology (con’t)
• Table 2. The α-values of at least 0.6 indicate that the items are reliable (Chua,
2006).
Results and Discussion
• The result indicates that majority of the teachers agree that the use of ICT has improved their
teaching practice in classrooms (item 4b with 63.2% agree and 20.4% strongly agree).
However, 60% of the respondents agree (48.3% agree and 10.9% strongly agree) that they do
not have time to use ICT in schools (item 4a). More time is needed in preparing ICT in the
classroom, especially if the ICT tools are stored in a place away from the classroom.

• Based on the findings by Zaidatun Tasir and Lim (2007), teachers are afraid that they might
not be able to complete the syllabus if they frequently use ICT in their classroom.

• Also, the respondents have mixed reaction on the impact of in-service ICT trainings on their
professional and career development. In specific, 29.0% of them agree that the in-service
trainings (provided either by the State Education Department, the Ministry of Education or
other outside agencies) do not meet their professional and career expectations, while 32.1%
disagree and 28.3% are unsure about this statement.

• However, 42.0% of the respondents disagree with the statement that the in-house-trainings
conducted in their schools do not meet the needs of their career development. In other words,
they perceived that the in-house-trainings are important for their career development.
Results and Discussion (con’t)
• Majority of the teachers (88.76%) agree that the integration of ICT in teaching
and learning activities has brought positive impact on their students’ learning
(item 5a). They also agree that their students exhibited high level of
independence while using the computer (58.10% agree and 11.57% strongly
agree).

• The respondents also would not mind if their students know more about ICT
than the teachers themselves (30.85% strongly disagree and 42.58% disagree
on the statement ‘I am not comfortable if my students know more about ICT
than me’).
Conclusion
• The rapid changing of ICT has brought a substantial impact on the country's
education system. It has also provides a new challenge for teachers to deliver
their instruction.

• Therefore with the growing demand of 21st century education , teachers should
integrate ICT in their teaching and learning activities. Unfortunately, the results
from this study indicated that the teachers’ level of ICT integration is still at the
low level, although in general they admitted that ICT positively affects their
teaching practice and their students’ learning.
 Refferences
• Lin, M.C, Wang, P.Y & Lin, I.C (2010). Pedagogy * Technology: A two-dimensional model for
teachers’ ICT integration. British Journal of Educational Technology, 43(1), 97 – 108

• Mazni Buyong (2002). Digitalization : Making some sense of convergence in Malaysia. United
Nations Online Network in Public Administration and Finance. Retrieved from:
http://unpan1.un.org/intradoc/groups/public/documents/APCITY/UNPAN005831.pdf

• Ministry of Education (2012). Education Development Blueprint 2013-2025. Kuala Lumpur:

Ministry of Education

• Simin, G., & Sani, I. M. (2015). Effectiveness of ICT Integration in Malaysian Schools : A
Quantitative Analysis. International Research Journal for Quality in Education, 2(8), 1–12.

• Zaidatun Tasir & Lim, B. Y. (2011). Level of knowledge, attitude and problems of computer
usage among teachers in secondary schools in Alor Gajah. Journal of Social Science,3, 83
103.