SBI3013

SMART SCHOOL

NAME : MUHAMMAD SHAZRIZAL SHAHMY BIN

MOHD SAFIEE (D20162075562)

MOHAMAD NAJIB BIN AHMAD UZAIMI

(D20162075563)

JOSHUA CHEE YIK-REN

(D20162075545)

LECT. NAME: DR. AZMI BIN IBRAHIM

ABSTRACT

Smart school concept is a school-based technology used in the teaching-learning process in the

classroom. The use of educational technology includes an integrated system that helps the

educational community in the exercise of their functions with the aim of developing the potential

of learners. Basically, the use of technology in education is to help the process of learning and

improving performance by creating, using, and managing processes and resources adequate

technology. While the main purpose of technology in learning is to solve the problem of learning

or facilitate learning and to improve performance. The use of internet-based technology in the

field of education is to help the interaction between the school community, the students and

teachers for example even easier.

INTRODUCTION

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

the world around them. All too often, though, budget constraints and cutbacks get in the way.

Smart school provides our school with everything we need to create a connected learning

environment through one simple subscription. In order to keep pace with technological

development in the world, eastern countries have undertaken large scale innovations in recent

years. Although some innovations undertaken by eastern countries are different, innovations in

education are common. In 1996, Japan amended its curriculum through grades k-12. Integration

and unity characterize the new curriculum. Universal perception is another characteristic of the

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

allocates twenty percent of school hours to develop and to implement integrated study, which

helps children acquire a comprehensive experience and derive a consolidated meaning of

learning. In Malaysia the innovation in education, the Smart Schools, was initiated in 1996 and

tried out on 90 pilot schools in 1999. The goal is to complete the implementation in all

Malaysian schools by the year 2010. The idea of Smart Schools is dedicated to the task of

regaining excellence in Malaysia education. It restructures Malaysian education as evidenced by

changing the teaching and learning environments in schools. Thus, curriculum, pedagogy,

assessment, and teaching-learning materials are the components that the Smart Schools are

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

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

technology, processes and lastly the policies. The Republic of China on Taiwan also initiated its

innovations in education in 1996. The curriculum was amended in 1998 and would be

implemented in 2001 with the hope that children may fully develop as individual members of the

technological world. As the forgoing indicates the search for excellence is not an issue for a
single country, instead, it is universal. Considering the geographical closeness and similarities in

culture, how do we learn from these experiences and how do we benefit from these innovations

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

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

framework of technology education. Finally, this paper makes some suggestions for its

application in Taiwans technology education.

On the other hand, in Malaysia, Smart School Qualification Standards is the star rating

system is achieved by schools throughout Malaysia. It was launched by YB Dato 'Seri

Hishamuddin Tun Hussein on 24 April 2007. The aim was to assess the implementation smart

school project best practices for ICT acculturation that was originally adopted at the many smart

schools and has been extended to all schools across the country.

This application is used to study and get feedback regarding acculturation and use of ICT in

schools. Starting the manual in all the Smart School, along with advances in technology, a web-

based application has been built to make the rating process in all schools throughout the country.

Since independence, our country has undergone rapid change in the education system. To

improve the quality of education, basic - basic education curriculum is continuously reviewed

and streamlined to ensure effective implementation in the face of the new millennium that arise

in the economic, political and social harmony with the rapid development taking place in the

country.

In line with the country to achieve Vision 2020, which requires productive growth that can

be achieved through technological expertise, manpower capable of critical thinking, innovative

and creative, and willing to participate in economic globalization.

 Transforming education system requires changes in practices and culture in primary and

secondary schools. The education system needs to be changed from the present study only

emphasize rote learning to stimulate thinking and creativity, taking into account the different

abilities and learning styles as well as ensuring that all students have the opportunity to build

self-concept. In addition, parents and the community should play an active role in the change of

direction for a realization of the national education system.

OBJECTIVE

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

Multimedia Super Corridor (MSC) project. The Government of Malaysia aims to capitalize on

the presence of leading-edge technology in schools. At the same time, such aims intend to

transform its educational system in line with and in support of the national drive to fulfill

the vision of 2020.

Five main goals are declared as:

1. to provide all-round development of the individual

2. to provide opportunities to enhance individual strengths and abilities
3. to produce a thinking and technology-literate workforce
4. to democratize education
5. to increase participation of stakeholders.

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

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

emphasizes seven learning areas. They are:

A. language and communication,

B. science and technology,
C. social studies,
D. physical and health development,
E. vocational and personal awareness,
F. practical and creative arts
G. values development.

METHOD

Learning areas represent a very important concept in the Smart Schools. They are

designed to help students achieve overall and balanced development with which the goals are
aligned. In Smart Schools subjects no longer stand alone. Rather, they are combined into one

area in terms of their meanings. In addition, several learning areas may share the same topics or

issues. Therefore, integration and unity as well as multidiscipline and interdiscipline are the

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

perspectives of knowledge, skills, values, and language. Each subject is divided into several

levels for students with different learning abilities. Therefore, students may learn at to their

own pace. An appropriate mix of learning strategies is allowed for students to achieve basic

competencies and to promote a holistic development. Thus, student-centered learning turns out

to be the basis for designing learning activities. As for assessment, it is element-based, criterion-

referenced, and diagnostic. The assessment system is developed so as to measure student

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

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

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

approaches, while anecdotal records, calendar records, checklists, work samples, and exhibitions

are some examples of assessment instruments. Certification serves as a learning record and is

subject to life-long updating. With respect to teaching and learning materials, adequacy in terms

of cosmetics, instruction, technique and curriculum is the conceptual selection standard.

Furthermore, high-technology media, such as computer-based teaching-learning materials,

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

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

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

teaching and learning. The success of the Smart Schools depends on the stakeholders, such as

teachers, principals, Ministry of Education officers, support staff, and parents. They must be
trained professionally in the knowledge, skills, and perceptions necessary to fulfill their roles.

Finally, information technology can be the catalyst in the process of transforming traditional

schools into Smart Schools. In other words, technology is indispensable for the success of the

Smart Schools. Multimedia courseware, presentation facilities, and email are required in

classroom settings, while library/media centers and computer laboratories are the resources that

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

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

and other archives. Technology also provides a bridge between parents, students, and other

members in the community. It makes communication more effective and easy among

students, teachers, and parents.

TECHNOLOGY EDUCATION IN SMART SCHOOLS

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

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

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

technologically oriented. Such a dramatic change in technology education reveals its relationship

to technology. The combination also represents an effort to fulfill the need for children to be

literate in the information age. Technological literacy will be important as a quality index of

being a citizen in Asian countries in the future. Science and technology are two different bodies

of knowledge, whereas technology education adopts principles from both fields. The main issue

in technology education is that of living skills.

CURRICULUM OF TECHNOLOGY EDUCATION,

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

are integrated into the curriculum of technology education. The elements of Knowledge include

that of content, problem solving, epistemology and inquiry. Different knowledge are infused

into the technology education curriculum in an integrated manner. The elements of content

knowledge concern the facts, concepts, principles, and generalization of technology education

and its routine procedures when pursuing the knowledge of know-how. The problem solving

knowledge concerns the knowledge of solution of problems. The epistemological knowledge

concerns the knowledge of justification and explanation. The inquiry knowledge concerns the

way results are challenged and new knowledge constructed. In addition to technical and

mechanical skills, technology education needs to include some other skills in order to fulfill in

children the need to be technology literate. The skills are personal skills, social skills,

knowledge acquisition skills, mathematical skills, thinking skills, scientific skills, generic

skills, environmental skills, creative skills, and information technology skills. They are
requisite in technology education of the Smart Schools. The Values infused into the curriculum

are of affective and emotional domains. It has been emphasized that some moral and religious

values need to be instilled into all children, so that they can achieve overall and balanced

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

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

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

technology education. According to the Smart Schools model, all aspects of knowledge, skills,

values, and language will be evaluated. The evaluation is element-based and level-based.

CONCLUSION

In a nutshell, smart schools are not only vital to students of the modern technological era but also

to help the community accomplish task faster and more effectively. This will also instill various

useful skills to each individual to help the country become a well-developed and prosperous one.

Therefore, every contribution and help is needed in order to fulfil Vision 2020.