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ITM4133ICT ISSUES IN EDUCATION

Muhammad Hashim

Faculty of Information Technology IndustryUNISEL

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TOPICS1 ICT in education concepts and overview

2 ICT in Malaysias education system policy and strategies

3 Types of learning system: e-learning, blended learning and

distance learning

4 Key challenges in integrating ICT in education

5 ICT supported curriculum

6 ICT infrastructure and financing issues in education

7 ICT maintenance, evaluation and support system related

issues

8 Staff development for ICT education

9 Organizational change and leadership

10 ICT in higher learning institution

11 ICT in skill-based training institution

12 Occupational issue on ICT graduates

13 Open source for education

14 Tools and applications for education

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ICT in Education Concepts & Overview

Computer in education become popular term ineducational policy-making in the early 1980s.

The term IT Information Technology late 80ssignifies a shift of focus from computingtechnology to the capacity to store and retrieveinformation.

The term ICT Information andTelecommunication Technology appear around1992 when email started become available to thegeneral public.

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ICT Term & Definition

Diverse set of technological tools and resources

used to communicate, and to create, disseminate,

store, and manage information.

The system of various technologies, tools, and

devices that are used to transmit, process, store,create, display, share or exchange information by

electronic means (UNESCO)

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Introduction

Globalization and technological change - processes thathave accelerated in tandem over the past fifteen yearshave created a new global economy powered bytechnology, fueled by information and driven byknowledge.

The emergence of this new global economy has seriousimplications for the nature and purpose of educationalinstitutions.

Schools cannot remain mere venues for thetransmission of a prescribed set of information fromteacher to student over a fixed period of time.

Rather, schools must promote learning to learn, :

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Introduction

The International Labor Organization defines therequirements for education and training in the new globaleconomy simply as Basic Education for All, Core WorkSkills for All and Lifelong Learning for All.

ICTs - which include radio and television, as well as newerdigital technologies such as computers and the Internethave been touted as potentially powerful enabling tools foreducational change and reform.

ICTs help expand access to education, strengthen the

relevance of education to the increasingly digitalworkplace, and raise educational quality by makingteaching and learning into an engaging, active processconnected to real life.

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Introduction

However, the experience of introducing different ICTsin the classroom and other educational settings all overthe world over the past several decades suggests that

the full realization of the potential educational benefitsof ICTs is not automatic.

The effective integration of ICTs into the educationalsystem is a complex, multifaceted process that involves

not just technology - but also curriculum andpedagogy, institutional readiness, teachercompetencies, and long-term financing.

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History

The introduction of microcomputers in education

has brought high expectations that it would make

education more effective and motivating. However, when many surveys have shown that

computers were used mainly as a supplement to

the existing curriculum.

Between 1992 1995, investments in h/w, staff

development & ICT research program are

decreased.

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History

Political interest in ICT boosted when World

Wide Web became available.

The interest came with some rhetoric:

i. With ICT, societies will change into

information societies.

ii. Citizens need new competencies

iii.ICT will generate educational innovations.

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Issues of ICT in Education

i. Curriculum

ii. Infrastructure

iii. Staff development

iv. Organizational change and leadership

v. National educational policy

vi. Security

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Global Trends in ICT and Education

1. Mobile Learning

2. Cloud Computing

3. One-to-one Computing

4. Ubiquitous Learning

5. Gaming

6. Personalized Learning

7. Redefinition of learning spaces

8. Teacher-generated open content

9. Smart portfolio assessment

10. Teacher managers/mentors

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Worst Practices in ICT for Education

1. Dump hardware in schools, hope for magic to happen

2. Design for OECD learning environments, implement elsewhere

3. Think about educational content only afteryou have rolled out

your hardware4. Assume you can just import content from somewhere else

5. Don't monitor, don't evaluate

6. Make a big bet on an unproven technology

7. Don't think about (or acknowledge) total cost ofownership/operation issues or calculations

8. Assume away equity issues

9. Don't train your teachers

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ICT in Malaysian Education System

Policy & Strategies

Malaysia has long recognized the transformational ability of ICT thatwould propel the country from p-economy to k-economy.

The national ICT Council (NITC) was formed in under the 6th MalaysianPlan (1990-1995) to ensure ICT would be well integrated into the fabric ofthe Malaysian society.

National ICT Agenda (NITA) was formulated in the 7th Malaysia plan(1996-2000) as a catalyst to transform Malaysian economy into value-

based economy with development human capital, infrastructure andapplications .

Malaysia Multimedia Super Corridor(MSC) was established in 1996 as aworld class hub for development and nurturing of the Nation's ICTindustry that provides first-world knowledge and infrastructure, atdeveloping-nation costs.

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ICT in Education Policy

Malaysia recognizes that the transformation of itseducation system is fundamental to achieving itsobjectives.

The Ministry of Education, with the participation of non-governmental agencies, is focusing on the development ofnew media for use as educational, organizational andpartnership-building tools, and as a means for bridging thecountrys digital divide and empowering learners.

Due to its belief that ICT can revolutionize education and

learning, the Ministry plans to integrate ICT into educationon a fundamental level, incorporating systems to facilitatemanagement, information gathering, access, and variousforms of communication.

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ICT in Education Policy

MoE articulation of ICT in education focused on 3 main

areas:

i. ICT will be used as an enabler to reduce the digitaldivide between the countrys schools by enabling

ICT access for all students;

ii. ICT will be used as teaching and learning tools in

education, taught as an independent subject andintegrated into others; and

iii. ICT will be used to enhance efficiency, effectiveness

and productivity of management in education.

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Malaysia ICT Development Plan

i. Intensify the development of the ICT infrastructure;

ii. Expand access to and equity for ICT facilities;

iii. Improve assessment and evaluation systems using ICT;

iv. Emphasize ICT integration into teaching and learning processes;v. Improve ICT knowledge and skills of students, teachers and other

personnel;

vi. Intensify usage of ICT in education management;

vii. Improve the management and maintenance of ICT equipment;

viii. Increase research and development efforts in ICT; andix. Increase cooperation between educational institution and the

community towards expansion of ICT in education.

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Implementation Strategies

Implementation strategies to achieve Malaysias ICT in education objectives

include:

i. Preparing appropriate ICT equipment and infrastructure for all schools;

ii. Introducing ICT curriculum and support for ICT integration into general

teaching and learning;

iii. Upgrading the ICT skills and knowledge of both teachers and students;

iv. Increasing ICT use in educational management; and

v. Upgrading ICT maintenance/management in educational institutions.

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ICT Initiatives in Education

1) ICT for all students to bridge the digital divide between schools

i. The Smart School project

ii. Computer laboratoriesiii. Teaching of Mathematics and science in English

iv. WebTV

v. SchoolNet

vi. School Access Centres

vii. Transforming all the schools to smart schools

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ICT Initiatives in Education

3) ICT as a productivity tool

Computers can be used in a variety of ways and situations in support of

operations in schools such as maintaining students records, managing

curriculum content, supporting pedagogy; maintaining timetables and

classes; financial management, communication; library management;

inventory management and hostel management.

Smart School Management System (SSMS) was built as a comprehensive

system encompassing 10 school management functions into 32 modules.

This later morphed into a web based school management function called

Web School Management System (WSMS) in 2006. In 2009, an updated school management system called Sistem

Pengurusan Sekolah (SPS) is introduced.