Information and Communication Technology: The Role of

Teacher Education Division

By Mohamad bin Hassan

(Lecturer, Tuanku Bainun Teacher Training College, Teacher Education Division, Ministry of Education Malaysia)

Abstract

Among the objectives of the Teacher Education Division (TED) are to prepare future highly capable teachers for education need in the present technology era. Besides, it is also the hope of the Teacher Education Division to make the entire teacher training colleges under supervisions to be a professional development centres which consistently able to upgrade and update the knowledge, competence and efficiency of trained teachers in both academic and professional areas. Therefore, the Teacher Education Division has planned and carried out a strategy increasing the facilities, curriculum and also training programmes by introducing the skill in ICT for every individual who is involved in teacher training in Malaysia. Through the efforts it is hoped that teachers are able to perform competently and excellently in this era of globalization.

1. Introduction

As a developing nation, it is the inspiration of our leaders of higher level to make Malaysia a developed nation by the year 2020. For that purpose, a variety of programmes are planned through five years strategic planning covering a variety of agendas like economics, social, politics and last but not least, education.

According to Raja Maznah (1993), education is the main criteria in determining between in developed nation and less a developed on from the economic view and everything. The future of a nation depends on the success of its educational system. To be successful in this ICT era and to increase productivity, the educational system of a country needs an educational model, which can produce students or source of labor, which are needed for the development of the nation.

Teacher education programme in Malaysia are based on the National Philosophy of Education which states: " Education in Malaysia is an on-going effort towards further developing the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically

balanced and harmonious, based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards, and who are responsible and capable of achieving high levels of personal well-being as well as being able to contribute to the harmony and betterment of the family, the society and the nation at large."

To produce teachers who have visions and to fulfill the National Philosophy of education besides being able to act as an agent of charge, they need to be prepared with the skills of using the information technology in all aspects and activities either in or out of schools. Therefore a positive and pro-active action had and is being taken by the Teacher Education Division to train teachers with the knowledge of information technology.

2. Background

The field of information technology has developed tremendously, but its role in Malaysia education is far behind compared to other fields. When we discuss the usage of information technology, we cannot escape from the use of computer for Internet and the tools related to it. Therefore, the skill to operate a computer is an asset, which is a necessity for teachers.

According to Raja Maznah (1993), technological culturalization at schools is not a new thing but it is more of a change to determine whether a technology will be fully used in teaching and learning in the twenty-first century. In this process, a few obstacles will be need. Among that is the attitude of the organization itself, its members and those people related to it.

According to Hill (1992) (in Zoraini Wati Abas, 1993), the skills of literature for this twenty-first century is for exceeded the skills of 3R (Reading, Writing and Arithmetic). The skills, which are required are the skills of getting information, thinking and communication again the emphasized, computer technology can become a linkage in thinking process and enables teachers and students to communicate with visual images, sound and music.

Realizing this fact, in July 1992, the minister of education launched a computer literacy programme at 60 secondary schools throughout the nation. The implementation of this programme is centralized on the teaching about the computer but do not include the use of computer in classes for subjects like geography, History, Mathematics, Science or Language. Thus, it was the early stage to culturize information technology in education.

Later, in July 1999, a programme of laboratory intelligent was implemented in Sekolah Menengah Kebangsaan Dengkil (SMKD) dan Sekolah Kebangsaan Dengkil (SKD) through Project organized by Multimedia Development Corporation (MDC). It will become a prime application prototype project Smart School in MSC. This project

is catalysis for the implementation at 90 schools throughout the country where a consortium prepares teaching-learning materials, evaluation system and administration system, which are made up of a few companies.

Looking at the importance of ICT in education in this era, TED was entrusted by the minister of education of Malaysia to equip teachers with the knowledge of ICT. This paper briefly outlines the roe played by the TED in planning and implementing Technology and ICT-based curriculum through teacher-training colleges under its supervision.

3. Teacher Training Programmes in Malaysia

Generally, the implementation of teacher training programmes in Malaysia is divided into two categories (i) training programme for trainee teacher (pre service teachers) and (ii) training programme for trained teachers (in service teachers). Pre Service Programmes Training for pre service teachers is made up of two groups (i) Malaysian Diploma in Teaching, and (ii) Post-graduate Diploma in Teaching. Please refer to Table 1 below (for a complete list of course please visit http://www2.moe.gov/~bpg/BPGEng.html). Table 1 Pre Service Programmes

Programme Name

Curriculum Major Subject (Only a few examples)

Period

Malaysian Diploma in Teaching (KDPM)

Teacher Dynamics Professional Knowledge Major Subject Self-Enrichment Teaching Practice Co-curricular Activities

Malay Studies/ English Language/ Islamic Studies/ Music/ Mathematics/ Science/ Living Skills/ Physical and Health Education, And etc.

6 semester (3 years)

Post-graduate Diploma in Teaching (KPLI)

Teacher Dynamics Professional Knowledge Major Subject Teaching Practice Co-curricular Activities

Malay Studies/ Malay Literature/ English Studies/ Music/ Economics/ Mathematics/ Physical and Health Education/ Home Economics/

2 semester (1 year)

Engineering Technology/ *Information Technology, And etc.

All pre service teachers who are involved in both the above courses will be learn skills in the field of education technology and ICT though the subject Teacher Dynamic (the skills of computer literacy using Microsoft office package and basic skill of Internet). However for pre service teacher, who take the major subject *Information Technology will follow up a more detail training process about ICT among which they will be exposed to multimedia software, language programming (C++ and Visual Basic), skill in Internet and then skills related to the information technology. In Service Programmes Training for in service teachers on the other hand is divided into the following programmes (i) Special Degree Programme (For non graduates teachers), (ii) Special Teaching Certificate (KSPK) and, (iii) Professional Development Courses. In service teachers who follow these training programme usually will be given a full-paid salary and training allowance (for Special Teaching Certificate Course and Professional Development Courses) or a half-pay leave (for Special Degree Programme - For non graduates teachers). Please refer to table 2 below (for a complete list of courses please visit website http://www2.moe.gov/~bpg/BPGEng.html). Table 2 In Service Programmes

Programme

Name

Curriculum Major Subject

(Only a few examples)

Period

Special Degree Programme

(For non graduates teachers)

Teacher Dynamics

Professional Knowledge

Major Subject

Self-Enrichment

Teaching Practice

Co-curricular Activities

Malay Language/

Mathematics/

Living Skills/

Arabic Language/

Physical and Health Education/

TESL/

Engineering Technology/

Guidance and Counseling/

2 semester

(1 year)

*Information Technology/

*Educational Technology/

And etc.

KSPK Teacher Dynamics

Professional Knowledge

Major Subject

Teaching Practice

Co-curricular Activities

Malay Studies/

English Studies/

Music/

Economics/

Mathematics/

Science/

Physical and Health Education/

Living Skills/

Engineering Technology/

*Information Technology,

And etc.

2 semester

(1 year)

Professional Development Courses

The Curriculum

Teacher Dynamics

Subject Major

Special Projects

Self Enrichment

Drama in Malay Language Teaching /

Malay Language Education/

*Computer Studies/

Music/

*Training for Smart School Teachers/

*Computer in Education/

*Computer in the teaching of the Malay Language/

And etc.

14 weeks

Like pre service teachers, in service teachers who follow training like in Table 2 will be provided with the skills in the field of education technology and ICT via Training Dynamic subject (the skills of computer literacy using the Microsoft Office package and the basic skills of Internet). For in service teacher who take up the major subject Information Technology, Computer Studies, Training for Smart School Teachers and Computer in Education will follow a more detailed training process about ICT. They will learn among which CAI production courseware, programming language (C++ and Visual Basic), basic of Local Area Networking (LAN), maintenance of personal computer and the skills of using Internet and other skills related to ICT. Besides professionalism increment courses which are offered to in service teachers, the TED is also running short-term courses to increase the skills in ICT (ICT skills) as shown in Table 3 below. These courses are called short-term college organized courses (KPKM) and usually it will take between 3 to 4 days. Table 3 Short Courses for In Service Teacher

Programme

Name

Course related to ICT

(Only a few examples)

Period

KPKM • Introduction to Windows 95/98/Me • Introduction to Power Point97 • Using Microsoft Word 9 • Microsoft Access 97 • Basic use of Microsoft Excel to analyze Examination

results • Integration of Microsoft Office in teaching & learning • Courseware Education Development using

Macromedia Authorware • Website • Computer Maintenance Course • C++ Programming Language • Visual Basic Programming Language • ICT Course • LAN (Local Area Networking)

3 -4 days

4. Implementation Facilities To realize the aim of giving ICT skills to pre service teachers and in service teachers, the central government has channeled the financial allotment to colleges throughout Malaysia Teacher Education Division to improve the existing level of computer laboratory.

Picture 1 is a sample of a computer laboratory which is furnished with 40 Multimedia Pentium III 500MHz computers, a LCD projector, a scanner, a laser printer, a bubble jet printer and two dot-matrix printers.

Picture 1. One of a Computer Laboratory in Tuanku Bainun Teacher Training College Training Pattern The training given to this pre service and in service teachers is carried out with hand-on activities and instructed by lecturers or facilitators who are experts in their own fields. Training modules (Refer to Appendix A) are used to simplify and improve the teaching and learning process. Other than that the Teacher Education Division is also working to turn these modules into the e-module forms and place them in websites (a sample material for Smart School Training School Training can be obtained through http://www2.moe.gov.my/~bpg/hlbestari.htm). Lecturers who are really experts in their own fields produce the modules used for this training purpose. Before a module which has been produced is used for the purposed of training, at least two or three editing processes have been done. This is to ensure the level of exactness and reliability of lesson content, which is to be delivered. The following are two pictures of a course being carried out which is organized by Tuanku Bainun Teacher Training College (picture 2 and 3).

Picture 2. Music Course

Picture 3. Computer Maintenance Course

5. Conclusion The effective implementation of Smart Schools in Multimedia Super Corridor (MSC) will not be achieved if the focus is only given to the process of improving the level of its physical appearance. What is more important here is to prepare future teachers and teachers who are in service (in other words, trained teachers) with the knowledge and skills in using ICT. With that only the process and smart teaching and learning will be balanced and parallel in pursuing the same aim and objective. Hence the Smart School can transform radically the Malaysian school system in line with and in support of the nation’s drive to fulfill Vision 2020.

References Books Raja Maznah Raja Hussain. (1993). Budaya teknologi pendidikan di abad 21. In Penerbitan Khas Fakulti Pendidikan [PKFP] (Eds), Pendidikan di Malaysia: Arah dan cabaran (pp. 106-111). Lembah Pantai, Kuala Lumpur: Universiti Malaya. Zoraini Wati Abas. (1993). Pembangunan teknologi maklumat dan peranan pendidik dalam mencapai wawasan 2020. In PKFP (Eds), Pendidikan di Malaysia: Arah dan cabaran (pp. 82-87). Lembah Pantai, Kuala Lumpur: Universiti Malaya. Websites Ministry of Education Malaysia: http://www.moe.gov.my/ Teacher Education Division: http://www2.moe.gov.my/~bpg

Source: http://gauge.u-gakugei.ac.jp/ 09/2001