Delivery of 21st Century Skills: Focusing on the Fundamentals

FADZLIATON ZAINUDINEDUCATIONAL TECHNOLOGY DIVISIONMINISTRY OF EDUCATION MALAYSIA

36th APEC e-Learning Training Program10 – 19 July 2016

Seoul, Korea

Developing Digital Competency Standards (DCS) as a Tool to Measure Students’

Digital Skills

Type of Schools

No. of Schools

Primary 7772

Secondary 2408

Total 10,180

Type of Schools

No. of Students

Preschool 200,684

Primary 2,685,403

Secondary 2,188,525

Total 5,074,612

Type of Schools

No. of Teachers

Primary 239,850

Secondary 181,978

Total 421,828

EDUCATION IN MALAYSIA AT A GLANCE

SMART SCHOOL INITIATIVE: DEVELOPING STUDENTS’ DIGITAL COMPETENCY VIA INCORPORATION OF ICT

IN TEACHING-LEARNING

+ e-Learning ecosystem + ICT Literacy via ICT curriculum

+ ICT Infrastructure+ Digital competency and computational thinking skills via ICT curriculum+ Outcome-based student assessment

DEVELOPING STUDENTS’ DIGITAL COMPETENCYCONSOLIDATION & STABILISATION

Phase 2 (2016 – 2020)

Phase 1 (2011 – 2015)

Pilot Phase(1999-2002)

Post Pilot(2003-2005)

Making All Schools Smart

(2005-2010)

Consolidation &

Stabilisation(2011-2020)

THRUST 7

Leveraging ICT to scale up quality

learning

To enhance students’ cognitive skills

To support the implementation of the ICT curriculum

To use technology in the teaching-learning processes

To provide a holistic approach in developing students’ digital skills

OBJECTIVES

PRESENT CONDITIONS

96.1% schools have achieved at least a 3-star in the 2016 Smart Schools Qualification Standards (SSQS

Enabling Environment Facilities

• All schools have at least one computer lab / mobile computer lab

• All schools are connected to the 1BestariNet (Internet connection of various technologies (Zoom, VSAT, ADSL)

• All students, teachers and parents have access to the Virtual Learning Environment (VLE) platform)

Equipment and Operating Systems

Allocations are set aside to maintain the computers

Capacity Development of Educators

• 85% teachers have digital competencies• ICT Coordinators in all schools to facilitate the implementation of ‘Making All

Schools Smart’ program• Teachers attend digital literacy courses from time to time• Digital literacy training for all categories of teachers (pre-service, in-service, schools

leaders and education managers)

A diagnostic tool to facilitate continuous improvement of ICT

integration in schools

Human Capital

ICT Usage

Applications

ICT Infrastructure

School Resource Center

SMART SCHOOL QUALIFICATION STANDARDS (SSQS) CURRENT STATUS

2-Star 3-Star 4-Star 5-Star0

1000

2000

3000

4000

5000

6000

392

4940

4298

532

Score

No.

of

scho

ols

DOMAIN• 557,143 respondents were

involved • 100% (10,162) schools

were involved• Excellent overall

achievement at 96.1% (schools with 3-star and above)

• Secondary schools (99%) are better than primary schools (95.2%)

• Urban schools (99.6%) are better than rural schools (94.5%)

• 89.3% (212) schools with 2-star are located in rural Sabah and Sarawak

• 35.2% (138) schools with 2-star are located in the remote areas of Sabah and Sarawak

FINDINGSSSQS 2016Schools with 3-star and above

are considered as SMART SCHOOLS

FACING THE CHALLENGES AND MOVING FORWARDMOVING FORWARD

2016 - 2020ISSUES STRATEGIES

• High cost to reach schools in remote areas

• Inadequate funds to replace old infrastructure

Budget

• Schools on islands / remote areas

• Limited / No electricity• Lack of ICT Infrastructure• Old computers

Infrastructure

• Teachers with low ICT competencies

• Less opportunities for professional development

Human Capital

• Limited resources due to limited access

Digital Resources

• To distribute more allocations for affected schools / zones / districts / states

• To work with the respective agencies to facilitate basic infrastructure to schools

• To provide more ICT infrastructure / prioritize on the ICT maintenance

• To coordinate focus group meetings with relevant Educational Technology Division at states / district levels

• To provide modules on best practices using off-line mode for e-learning

• To provide more trainings to teachers and educational technology officers

• To compile digital resources to be distributed off-line to teachers in remote areas

Developing Students’ Digital Competency Standards (DCS)

Integrating Computer Science and

Computational Thinking in Formal Curriculum

Continuous Intervention through

Informal Learning

1

• To produce future workforce who have high level of digital competencies

2• To produce innovative and creative Malaysians

3• To produce responsible and ethical digital citizens

EXPECTED OUTCOMESOUTCOMES AIMS TO CREATE A NATION OF DIGITAL MAKER

Launch of Digital Maker Movement by the Prime

Minister

Date: 11 August 2016Venue: Sekolah Alam Shah, Putrajaya

Building Malaysia’s next generation talent for high value digital

economy job opportunities

DIGITAL MAKER MOVEMENT: BUILDING THE TALENT FUNNEL FOR DIGITAL ECONOMY JOBS

Digital Tech @ Schools is the formal learning

component

Integrating CS and CT in Formal Curriculum

TMK / ASK / SK Teaching Modules

Educators Training (Teachers and School

Leaders)

Continuous Intervention through

Informal Learning

Digital Maker Clubs (Co-curricular)

Digital Maker Hubs and Centers

Digital Making Based Competitions

Grooming the potential future digital

innovators Post SPM bootcamps Facilitation to secure

industry/IHL to scholarships

Holiday internships for selected potential top

talent Industry-Preferred Universities

Premier Digital Tech TVETs

Placement to the path of Digital Economy jobs

http://www.mydigitalmaker.com

FB: @mydigitalmakerhub

Student demonstrates a sound

understanding of technology concepts

and operations

Technology concepts and operations

Digital information literacy

Organise, store, retrieve and present information

Communication, collaboration and sharing

Student demonstrates competency in using

information and technology effectively,

responsibly and legally

Assess and use information and

technology responsibly

Assess and use information and

technology safelyAssess and use information and

technology ethically and legally

Student demonstrates ability to formulate

issues, identify problems, provide

solutions and make decisions

Creating and developing content

Problem solving and decision making

TECHNOLOGY DIGITAL CITIZENSHIP COGNITIVE1 2 3

DEVELOPING DIGITAL COMPETENCY STANDARDS - DCS• Outcome-based assessment• A tool to measure students’ digital competency• 3 Domains: Technology, Digital Citizenship and

Cognitive

DCS is based on:

• MOE ICT Skills Set

• International Society for Technology in Education (ISTE) Standards

• UNESCO Media and Information Literacy Standards

• Partnership for the 21st Century Essential Skills

DCS RESULT : POST PILOT ASSUMPTIONSIt is worth to note that the final results of DT@S Pilot may be influenced by the

following factors:

School Closure due to natural

disasters during the post pilot

period

DECLINE IN RESULTS DUE TO:

Deployment of DT@S Teaching & Learning

modules in schools improved students

Technology & Cognitive level

Involvement of students in DT@S co-curricular activities (digital maker

activities) have improved students

results

IMPROVEMENT IN

RESULTS DUE TO:

Short period of DT@S Teaching & Learning modules undertaken.

It was only for 8 weeks prior to DT@S post pilot

Only 10 out of 24 schools

participated in Digital Maker

activities during co-curriculum

Only 16 out of 24 schools completed DT@S Teaching and Learning modules

* Pilot study was implemented at 24 schools

DCS RESULT : PRE VS POST PILOTOverall, students performed better in Post Pilot

with increase of no. of students in Level 2 (Digital Novice) & Level 3 (Digital Intermediate)

Level 1 Level 2 Level 3 Level 4 Level 50

100

200

300

400

500

600

151

427

5 0 0

100

544

13 0 0

Pre Pilot Post Pilot

DCS LEVEL

NO

OF

STU

DEN

TS

Non-digital savvy students

8%

Digital Novice students

18%

Digital Intermediate

students 1%

No difference for Level 4 (Digital Advanced)

& Level 5 (Digital Innovator)

Findings of Post Pilot :1. Majority of students (82.7%) are

‘Digital Novice’ (Level 2) 2. All 24 schools are categorized as

‘Digital Novice’ (Level 2)

DCS RESULT : PRE VS POST PILOTTechnology & Cognitive Domains improved by 0.1 in post pilot.

However, Digital Citizenship dropped by 0.1

Cognitive

Digital Citizenship

Technology

0 1 2 3

1.9

2.2

2.7

2.0

2.1

2.8

DCS Result by DomainPost Pilot Pre Pilot

LEVEL (OVERALL)

DCS RESULT : PRE VS POST PILOTRural VS Urban

There is no significant difference between the DCS performance in the pre versus post-pilot

exercises based on school location

The highest score for pre & post pilot are obtained by :Pre pilot – SMK Tunku Mahmood Iskandar, Johor (rural)

Post pilot – SMJK Sam Tet, Perak (urban)

SK Taman Senangan, Pulau Pinang has the highest improvement in overall result of 2.0 in pre pilot to 2.5 in

post pilot

DCS RESULT : PRE VS POST PILOTFemale VS Male

Overall, female results improved in post pilot assessment, esp. in Technology domain

PRE PILOT POST PILOT

Overall 2.3 2.1By Domain

Technology 2.7 2.6Digital Citizenship

2.2 2.1

Cognitive 1.9 1.8

Overall 2.3 2.3By Domain

Technology 2.8 2.8Digital Citizenship

2.2 2.1

Cognitive 2.1 1.9

To revise and refine DCS rubrics and assessment instrument based on pilot

findings.

Different level of gamification challenge for different age

group. Games used for assessment should be

engaging, competitive and challenging for students to be

interested

Hybrid approach to be applied – games, group or individual project, problem solving that requires computation, logical

and analytical thinking

Effort to train teachers to use these resources is important. An experienced teacher can later

improvise available resources to be in context of Malaysian

culture and scenarios.

1 2

3 4

RECOMMENDATIONS

ENHANCEMENT OF DIGITAL COMPETENCY STANDARDS

DCS Instrument’s User System Requirement (USR) completed

Development completed for all 4 levels (Year 3, Year 6, Form 3 and Form 5)

User Acceptance Test (UAT) phase with BPK, BTP and LP conducted on 1st September

Approved overall in terms of language, design, technical, skillsets and to move on with UAT at school as next phase.

UAT for DCS at school to be conducted on 9th September at selected school.

Briefing on DCS Gamification to BTPN after completion on 23rd September 2016.

Second UAT for DCS conducted on 12th October 2016

Findings from UAT:1. Language used in the game

to further strengthened – English and Bahasa Melayu

2. System bugs to be mitigated3. Construct of questions and

terminology to be further enhanced

CURRENT STATUS

DCS Interface Implementation: 1 – 18 November 2016 at 400 schools

1.2016 (Phase 1): Deployment at 400 schools from 1 -18 November 2016

2.KPIs:• 2017: 3,000

schools• 2018: 6,000

schools• 2019: 9,000

schools• 2020: All

schools

Thank You