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Page 1: Ss blueprint

Smart School Project Team

The MalaysianSmart School

A Conceptual Blueprint

An MSC Flagship Application

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Smart School Conceptual Blueprint

Page 29 July, 1997 Smart School Project Team

Smart School Project TeamCreation date : 4 April, 1997Last update date : 11 July, 1997Related Documents

Smart School Implementation PlanSmart School Conceptual Request For Proposals (Concept RFPs)

Copyright 1997 1997 Government of Malaysia

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IntroductionExecutive SummaryThe Conceptual Model The Malaysian National Philosophy of Education Definition, Components and GoalsSmart School Teaching and Learning Concepts: Guiding Principles Introduction Curriculum Pedagogy Assessment Teaching-Learning MaterialsSmart School Management Introduction Functional AreasSmart School Processes and Scenarios Introduction Processes Scenarios

Table of Contents

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People, Skills and Responsibilities Introduction The Stakeholders Development OutlinesTechnology Enablers Introduction Implications and Potential Requirements Possible Scenarios of a Smart School ConfigurationSmart School Policy Implications Introduction Framework Policy Areas that Need to be AddressedConcluding RemarksAppendix 1: Smart Schools in Malaysia : A Quantum LeapAppendix 2: Golden Rules for the Smart School Project TeamAppendix 3: Detailed Smart School Process FlowsAppendix 4: Professional Development for Smart School TeachersAppendix 5: The Smart School Project TeamBibliographyGlossary

Table of Contents (continued)89909192-9899100-101102-108109-115116117-118119120-126127129-141142-143144-154155-159160-161162-168169-173

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IntroductionThe Malaysian Smart School

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Early in 1996, the Ministry of Education wasinvolved in intense discussion about “SmartSchools”: the concept and its implications on theMalaysian education system. By late 1996, theSmart School had become one of the sevenflagship applications of the Multimedia SuperCorridor. In January 1997, the Ministry ofEducation conceptualised the vision of theMalaysian Smart School in the document “SmartSchools in Malaysia: A Quantum Leap” (Appendix1). This Blueprint is an elaboration andrefinement of that vision and its features.

A project team, comprising industryrepresentatives, Multimedia DevelopmentCorporation officers, and officers of theMinistry of Education, worked at producing thisBlueprint. The team was convened in February1997 and continued its work until June 1997. Theteam was charged with the task of proposing thenecessary guidelines for launching the SmartSchool.

A set of “golden rules” were developed to guidethe team, so that, despite representing variousinterests, the team would be united in workingtowards common national goals. Team membersworked collaboratively by ensuring theirsolutions are acceptable to all members, creatingvisionary solutions, and practising opencommunication within the team. In addition, theywere also guided by confidentiality provisionsthat prevented vendor competition. A set ofthese rules are attached in Appendix 2.

To produce this Blueprint, the team drew onvarious kinds of resources. Team members madestudy visits to Smart Schools in various parts ofthe world and reported on their findings. Thecombined resources of the team produced anextensive bibliography of publications on thephilosophy, concepts and planning of SmartSchools.

Introduction

Introduction

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Introduction

In producing this Blueprint, the teamgratefully acknowledges the help of variousagencies and individuals. The team wouldespecially like to thank the following:• the Minister of Education, senior officials

of the Ministry of Education, members ofthe Steering Committee;

• various Divisions of the Ministry ofEducation for providing professional inputand facilities;

• those who helped develop a framework ofpedagogy for Smart Schools;

• parents and members of the public forproviding important feedback on the draftBlueprint;

• those who helped arrange visits to schoolsin various countries;

• the companies which contributed towardsequipping the project team rooms withhubs, computers, printers, software andperipherals.

Introduction (continued)This Blueprint reflects the MalaysianSmart School concept. It should be readtogether with the Malaysian SmartSchool Implementation Plan and theConcept Requests for Proposals (CRFPs).These documents enable companies torespond and participate in the SmartSchool system to be established. TheCRFPs present a set of requirements toguide companies to use their creativityand initiative to produce the best sets ofapplications for Malaysia’s Smart Schools.

In addition to using the expertise andexperience of team members, the teamalso sought the advice of a wide range ofexperts in the fields of education andindustry.

The Smart School Steering Committee ofthe Ministry of Education deliberated onan earlier draft of this Blueprint andprovided useful insights and commentstowards its finalisation.

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Executive Summary

ExecutiveSummary

The Malaysian Smart School

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Executive SummaryMalaysia intends to transform its educationalsystem, in line with and in support of the nation’sdrive to fulfil Vision 2020. This Vision calls forsustained, productivity-driven growth, which will beachievable only with a technologically literate,critically thinking work force prepared toparticipate fully in the global economy of the 21stcentury. At the same time, Malaysia’s NationalPhilosophy of Education calls for “developing thepotential of individuals in a holistic and integratedmanner, so as to produce individuals who areintellectually, spiritually, emotionally, and physicallybalanced and harmonious.” The catalyst for thismassive transformation will be technology-supported Smart Schools, which will improve howthe educational system achieves the NationalPhilosophy of Education, while fostering thedevelopment of a work force prepared to meet thechallenges of the next century.

Transforming the educational system will entailchanging the culture and practices of Malaysia’sprimary and secondary schools, moving away frommemory-based learning designed for the averagestudent to an education that stimulates thinking,creativity, and caring in all students, caters toindividual abilities and learning styles, and is basedon more equitable access. It will require studentsto exercise greater responsibility for their owneducation, while seeking more active participationby parents and the wider community.

The Smart Schools initiative is one of the sevenflagship applications that are part of Malaysia’sMultimedia Super Corridor (MSC) project. TheGovernment of Malaysia aims to capitalise on thepresence of leading-edge technologies and the rapiddevelopment of the MSC’s infrastructure to jump-start deployment of enabling technology to schools.This will be done by creating a group of 90 pilot SmartSchools by 1999 that will serve as the nucleus for theeventual nation-wide rollout of Smart School teachingconcepts and materials, skills, and technologies. By2010, all 10,000 of Malaysia’s primary and secondaryschools will be Smart Schools.

This Blueprint - like the Smart School concept itself -is a work in progress and remains open to evolutionaryrefinement, including advances in pedagogy andimprovements in information technology. Consequently,this document is descriptive, rather than prescriptive.For a fuller understanding of the Smart Schoolinitiative, the Blueprint should be read with the SmartSchool Implementation Plan, which outlines theimplementation process and timetable, and the ConceptRequests for Proposals, which define the project’srequirements.

Executive Summary

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Executive Summary (continued)

This document summarises the Blueprint and isorganised into eight sections:

Preparing students for the Information Age dependson an integrated strategy:

Provide all-round development with provision forindividual abilities, offering a broad curriculum for all,with electives, that is vertically integrated,multidisciplinary and interdisciplinary.

Emphasise intellectual, emotional, spiritual, andphysical growth, concentrating on thinking, developingand applying values, and using correct language acrossthe curriculum.

Produce a technologically literate work force thatcan think critically, encouraging thought and creativityacross the curriculum and applying technologyeffectively in teaching and learning.

Democratise education, offering equal access tolearning opportunities and accommodating differinglearning abilities, styles, and paces.

Increase the participation of stakeholders, creatingawareness of their roles and responsibilities anddeveloping the skills they need for that.

Executive Summary

Conceptual Model

The Malaysian Smart School is a learninginstitution that has been systemicallyreinvented in terms of teaching-learningpractices and school management in order toprepare children for the Information Age. ASmart School will evolve over time, continuouslydeveloping its professional staff, itseducational resources, and its administrativecapabilities. This will allow the school to adaptto changing conditions, while continuing toprepare students for life in the InformationAge. To function effectively, the Smart Schoolwill require appropriately skilled staff, andwell-designed supporting processes.

• Conceptual Model• Teaching and Learning Concepts: Guiding Principles• Management• Processes and Scenarios• People, Skills, and Responsibilities• Technology Enablers• Policy Implications• Concluding Remarks

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Executive Summary (continued)

Pedagogy

The Smart School pedagogy will seek to make learning moreinteresting, motivating, stimulating, and meaningful; involvethe children’s minds, spirit, and bodies in the learningprocess; build basic skills to prepare children for greaterchallenges over time; and cater for a range of needs andcapabilities among the students. The pedagogy shall:• use an appropriate mix of learning strategies to ensuremastery of basic competencies and promote holisticdevelopment• accommodate individual different learning styles, so asto boost performance• foster a classroom atmosphere that is compatible withdifferent teaching-learning strategies.

AssessmentThe Smart School’s assessment system will be distinctlydifferent from current systems to help realise theNational Philosophy of Education It shall be element-basedand criterion-referenced to provide a more holistic andaccurate picture of a student’s performance. Teachers,students and parents will be able to access on-lineassessment items. Smart School assessment will be flexibleand learner-friendly, while assuring the quality of theassessment information by using multiple approaches andinstruments. It will lead to living certification, which willnot only attest to a student’s cumulative accomplishmentsbut will also be open to continued improvement on a lifetimebasis.

TEACHING AND LEARNING CONCEPTS: GUIDINGPRINCIPLES

The most distinctive feature of the Smart School willbe a teaching and learning environment built oninternational best practices in primary and secondaryeducation. This entails aligning the curriculum,pedagogy, assessment and teaching-learning materialsin a mutually reinforcing, coherent manner.

CurriculumThe Smart School curriculum shall be meaningful,socially responsible, multicultural, reflective, holistic,global, open-ended, goal-based and technological. Itshall promote holistic learning, allowing children toprogress at their own pace, and catering for students’varying capabilities, interests and needs. It will seekto ensure that children are educated with critical andcreative thinking skills, inculcated with appropriatevalues, and encouraged to improve their languageproficiency. Thus, the curriculum will be designed to:• help students achieve overall balanced development• integrate knowledge, skills, values, and correct useof language• state explicitly intended learning outcomes fordifferent ability levels• offer multidisciplinary, thematic, and continuouslearning• foster the knowledge, skills, and attitudesappropriate for success in the Information Age.

Executive Summary

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Executive Summary (continued)Further, they will need to develop and maintain a happy ,motivated and high-performing staff, ensure the securityof the school and its occupants, and use and managetechnology appropriately, effectively, and efficiently.

PROCESSES AND SCENARIOS

For a Smart School to achieve its educational objectives,its internal processes must be co-ordinated. Ensuring co-ordination entails viewing these processes as a system: ifthe system is well designed, providing appropriate inputswill yield the desired outputs - namely, students ready forhigher education or active and productive participation inthe work force. The Smart Schools initiative offers anideal opportunity to reassess the current schooling system,identifying problems and finding potential solutions, manyof which can be enabled by technology.

For the Smart School system, the major inputs are theresources - students, teachers, technology and tools - andthe Ministry of Education, in the form of curriculumspecification, financing, and management and controlfunctions. The system proceeds through a series of sub-processes - identifying and localising teaching plans,selecting and organising teaching-learning materials,determining a student’s entry level, planning the student’sexperience, holding classroom sessions, assessingachievement internally, providing feedback - beforedelivering the student for external achievementassessment, and ultimately for higher education or thework force.

Teaching-learning materials

Smart Schools will need teaching-learning materialsdesigned for the new teaching strategies. Thesematerials will accommodate students’ differing needsand abilities, resulting in fuller realisation of theircapabilities and potential, and allow students to takegreater responsibility for managing and directing theirown learning.

MANAGEMENT

The primary objective of Smart School managementwill be to manage efficiently and effectively theresources and processes required to support theteaching-learning functions. Management will help toreallocate skilled human resources to more valuableactivities, save costs over the long term, improve thequality of decisions through better access toinformation, and accelerate decision making.

To fulfil its objectives, the Smart School managementwill need strong, professional administrators andteachers who can articulate school goals clearly, leadteaching at the school, and elicit strong parental andcommunity support. They will need to maintain opencommunication with all constituencies, allocateresources sensibly and equitably, track schoolperformance against financial and non-financialobjectives, and provide a school environment that isconducive to learning.

Executive Summary

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Executive Summary

Executive Summary (continued)

The efficiency and effectiveness of thismanagement task can be enhanced significantlythrough the use of technology. Principals in SmartSchools will need intensive training to equip them tomanage the new facilities, technologies andmethodologies deployed in their schools.

Ministry of Education Officers

Ministry officers, comprising those at the central,state and district levels are crucial to the successfulimplementation of the Smart School project,because they play a major role in planning, co-ordinating, monitoring, and evaluating Ministryprogrammes. Officers will need to understandthoroughly the educational objectives and policies ofthe Smart School, the information technology beingapplied, the teaching-learning and managementprocesses, and their own roles and responsibilities inthat context.

Support StaffThe advent of new educational processes as well asadvanced information technology will present realchallenges for the support staff at Smart Schools.It will require creating a new position, that ofMedia/Technology coordinator, and it will requireexisting clerical staff to learn new ways of working.

At a Smart School, these sub-processes will beconstructed so that each delivers the desired outputin an integrated manner.

PEOPLE, SKILLS, AND RESPONSIBILITIES

The higher degree of individualised attention forstudents at a Smart School will necessitate new rolesand responsibilities for teachers, principals, Ministryof Education officers, support staff and parents. Infact, fulfilling these roles and responsibilities willrequire specialised training for each group.

TeachersTeacher development will be critical to the success ofthe Smart School. Teachers will need intensivetraining in the use of information technology and in itsintegration into classroom activities in ways thatenhance thinking and creativity. Smart Schoolteachers will also need to learn to facilitate andencourage students in taking charge of their ownlearning. In the long term, these teachers will need toaugment their skills regularly, if they are to stayabreast of developments in their profession andremain confident in their application of the technology.

Principals

The tasks of managing schools involves working withinformation and building on ideas collaboratively.

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Executive Summary

Executive Summary (continued):TECHNOLOGY ENABLERS

Technology alone will not make a school smart. Onlyimproved teaching-learning strategies, management andadministrative processes, and capable, well trainedpeople with enthusiasm for their work can do that.However, information technology can enable theprocess of transforming traditional schools into SmartSchools. Consequently, a nation-wide system of SmartSchools will depend on advanced information technologyat the school, district and national levels.

School-level technologyTechnology has many roles to play in a Smart School,from facilitating teaching and learning activities toassisting with school management. Fully equipping aschool might include the following:

•Media/Technology Coordinator. The coordinator'stask will be to support teachers and the principal indeploying multimedia and other technologies in theSmart School. The coordinator should be anexperienced teacher who also understands how bestto use technology for gathering information,instruction, managing, and communicating. Thecoordinator will also need to assist the principal inmanaging software applications and in liasing withtechnical support staff for the maintenance andupgrading of IT facilities.

•Clerical Staff. School clerical staff will need tobuild IT skills sufficiently to communicate using thenew technology and perform their record keepingfunctions. In addition to basic IT skills, however,they will also need to understand the new educationalprocesses, so that they can give their supportwherever it is needed.

ParentsParents can play a major role in helping Smart Schoolsprovide individualised education for students. Research hasshown that students do better when their parents areinvolved. This task will go beyond monitoring the child’sprogress, and providing guidance, motivation, and counsel; itwill require familiarity with the new educational processes,a willingness to assist with developing teaching-learning andassessment materials, as well as the ability to access theschool’s public domain databases electronically.

•Classrooms with multimedia courseware andpresentation facilities, and e-mail or groupware forcollaborative work.

•Library/Media Centre with a database centre formultimedia courseware, and network resources likeaccess to the internet.

•Computer laboratory for teaching, such asComputer Studies as a subject, and readilyaccessible multimedia and audiovisual equipment.

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Executive Summary (continued)

Similarly, parents, students, and other members of thecommunity can stay in touch with the school. Studentscan keep abreast of coursework from outside of school;parents can monitor their children’s progress orcommunicate with teachers from home; people in thecommunity can use the school as a centre for continuedlearning.

District-level technologySchool districts will need to maintain a secure networkfor communicating with schools in the area and with stateand national authorities, while also using the opennetwork for less sensitive materials. Districts will alsoneed to maintain extensive databases for many differenttypes of information, for example, assessment records ofstudent and teacher performance; human resourcerecords; matters of governance, financing, and security;and educational resources.

National-level technologyAt the national level, interconnecting Smart Schools andeducational authorities will involve both open and securenetworks. This will allow open access to educationalresources, facilitate collaborative work, and maintainopen communication channels with constituencies, whileproviding for the controlled distribution of sensitiveinformation. In addition, there will need to be a nationalrepository centre that is accessible to all education sitesand maintain expedient access to the Ministry ofEducation and the federal government administration.

•Multimedia Development Centre with tools forcreating multimedia materials and catering tovarying levels of sophistication.

•Studio/Theatrette with a control room forcentralised audiovisual equipment,videoconferencing studio, preview room for audio,video, or laser disc materials.

•Teachers’ Room with on-line access to coursewarecatalogues and databases, information and resourcemanagement systems, professional networking tools,such as e-mail and groupware.

•Administration Offices capable of managingdatabases of student and facilities, trackingstudent and teacher performance or resources, anddistributing notices and other informationelectronically.

•Server Room equipped to handle applications,management databases, and web servers; providesecurity; and telecommunications interface andaccess to network resources.

The technology will enable the school to draw on a varietyof external resources, while also making the school moreaccessible to the community. Students and teachers willbe able to tap into public and university libraries; accesscompanies and industry associations; investigate museumsand other archives; keep up to date with local authorities.

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Executive Summary (continued)

Assessment. What will be the best regime forcomprehensively and periodically assessing studentaptitudes, and what supporting infrastructure willthat require? How can tests be administered fairlyin multiple ways, including on-line?

Selection of materials. What changes will beneeded in the process for selecting teaching-learningmaterials to ensure that the “best” Smart Schoolmaterials are chosen?

Management functions

School governance. What are the appropriateguidelines for intellectual property at a SmartSchool? Who owns the information compiled at theschool, and who gets access to it? Who owns theteaching materials produced by teachers?

Communications/public relations. How best toachieve the rapid relaying of relevant information toand from stakeholders? What channels should becreated for rapid communication with the worldbeyond the school and how to manage thosechannels?

This will require highly reliable telecommunicationsinfrastructure to connect state and district educationcentres and provide international linkages. Given theSmart School initiative’s status as a flagshipapplication, the ideal place for the national repositorywould be in the MSC.

POLICY IMPLICATIONS

Implementing Smart Schools successfully in Malaysiawill be a complex task, requiring changes to existingpolicies, procedures, and practices, both written andunwritten. It may also require formulating entirelynew policies and regulations. A few of the importantissues to be addressed include those outlined below, inthe areas of the teaching-learning processes;management functions; people, skills andresponsibilities; and technology.

Teaching-learning processes

Teaching-learning. What policies need to beamended, if students are to progress at their own paceaccording to their own capabilities, and if students areto be free to learn in a variety of ways?

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Executive Summary (continued)

CONCLUDING REMARKS

Transforming traditional schools into Smart Schoolsrepresents a major undertaking. It will require asignificant commitment of resources, but the nation willbenefit from the change for many years to come.Success will require:• support from many stakeholders, including all agenciesin the educational system;• sufficient funds to establish and maintain SmartSchools;• appropriate policies, norms, and guidelines to supportthe schools;• effective and efficient administrative practices ineach school;• sufficient deployment of information technology toenable the Smart Schools to function properly;• continuing professional development for teachers,principals, and other educational personnel.

People, skills and responsibilities

What should be the minimum number of hours of on-going, annual professional development required forpractising teachers, given their need to stay currentwith advances in information technology?

Should teachers and administrators at Smart Schools,having been trained in the use of informationtechnology, be paid more to ensure that they stay ineducation?

Technology

What modifications need to be made to the per capitagrant to accommodate start-up and on-goingtechnology expenses?

What alternative funding sources can be harnessed toacquire additional technological inputs?

To what extent are schools allowed to add technologythat is inconsistent with agreed-upon Ministry ofEducation guidelines and technology standards?

The Smart School initiative represents an investment inthe future productivity of Malaysia’s work force and adown payment on the nation’s future prosperity.

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ConceptualModel

The Malaysian Smart School

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The Malaysian National Philosophy of Education underpins every element of the Smart SchoolConceptual Model:

“Education in Malaysia is an on-going effort towards furtherdeveloping the potential of individuals in a holistic andintegrated manner, so as to produce individuals who are

intellectually, spiritually, emotionally and physicallybalanced and harmonious, based on a firm belief in anddevotion 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 aswell as being able to contribute to the harmony and

betterment of the family, the society and the nation atlarge.”

Conceptual Model

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Definition of the Malaysian Smart School:“The Malaysian Smart School is a learning institution that has been systemically reinvented interms of teaching-learning practices and school management in order to prepare children forthe Information Age.”

TECHNOLOGY POLICIES

PEOPLE, SKILLS &RESPONSIBILITIES PROCESSES

TEACHING & LEARNINGTEACHING & LEARNING

Administration

Management

The Malaysian Smart School has the following qualities:• a philosophy that says all students can learn if taught, coupled with high expectations for all

students• a broad curriculum that considers the different capabilities and needs of all students• a school climate that is conducive to learning• an on-going assessment that supports good instruction• strong and professional principals and teachers• a high level of parent and community involvement and support

Conceptual Model

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TECHNOLOGY POLICIES

PEOPLE, SKILLS &RESPONSIBILITIES PROCESSES

TEACHING & LEARNINGTEACHING & LEARNING

Administration

Management

Teaching and LearningThe teaching and learning environment comprises four areas:• Curriculum: designed to help students achieve overall and

balanced development• Pedagogy: allows for appropriate mix of learning strategies

to ensure mastery of basic competencies and promotion ofholistic development

• Assessment: designed to give accurate feedback ofstudents’ readiness, progress, achievement and aptitude

• Teaching-Learning Materials: cognitively challenging andmotivating by combining the best of network-based,teacher-based, and courseware materials

People, Skills andResponsibilities

The nine primary functions ofSmart School managementshall efficiently andeffectively manage theresources and processesrequired to support theteaching and learningfunctions

• School governance• Student affairs• Educational resources• External resources• Finance• Facilities• Human resources• Security• Technology

Management andAdministration

Technology Processes Policies

Stakeholders involved in theimplementation of SmartSchools will be equipped withspecific skills and requisiteknowledge base to enablethem to play their roleseffectively.

The key groups ofstakeholders includeteachers, principals, Ministryof Education officers,support staff, and parents.

Smart Schoolpractices in teachingand learning,management, andcommunication withexternalconstituencies willdictate technicalrequirements andtechnology solutions

Smart Schoolprocesses are viewedas a system. Whenthe system isprovided with inputs,the Smart Schoolprocesses will work toproduce the desiredoutputs.

To ensure thesuccessfulimplementation ofSmart Schools,changes in existingpolicies andregulations, as wellas new policies andregulations will beformulated.

Key Components of a Smart School

Conceptual Model

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The Smart School initiative has five main goals which focus on the need to develop a skilledwork force for the Information Age and to promote the goals of the National Philosophy ofEducation:

Conceptual Model

Provide opportunities

to enhance individual

strengths and abilities

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Produce a thinking and

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Democratiseeducation

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An integrated set of strategies will be employed to achieve these goals:

All round development ofthe individual (intellectual,physical, emotional,spiritual)

• Provide a broad curriculum for all• Teach values and language across the curriculum• Emphasise thinking skills

Provision to developindividual strengths andabilities

• Provide electives in the curriculum• Allow for vertical integration (virtual express class)

Produce a thinking andtechnology-literateworkforce

• Teach thinking across the curriculum• Apply technology in teaching and learning

Democratise education• Provide equal access to learning opportunities• Provide for differing abilities, styles, and paces of learning

Increase participation ofstakeholders

• Create awareness of what happens in schools• Enable easy and speedy communication with the school

using technology• Provide opportunities for stakeholders (e.g. parents,

community) to participate.

G o a l s S t r a t e g i e s

Conceptual Model

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Teaching andLearning Concepts:Guiding Principles

The Malaysian Smart School

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Teaching-Learning Concepts: Guiding Principles

The purpose of this Section is to introduce the reader to the Teaching-Learning Concepts that will operate in SmartSchools in Malaysia, namely, the concepts related to Smart School Curriculum, Pedagogy, Assessment and Teaching-Learning Materials,. The characteristics, benefits, and a brief description of each of these components are included.

This Section begins with a description of the curriculum that will be used in Smart Schools and how this curriculumwill help realise the goals of the National Philosophy of Education.. The pedagogical process, which includes learningstrategies and teaching strategies that best promote the aims of the Smart School is then described. Next, thedifferent types of teaching-learning materials that will encourage and promote learning in the Smart School, as wellas the selection and evaluation of these materials are described. Finally, assessment models that will give a moreaccurate picture of every child’s achievement and aptitudes are described.

How to read this Section

The syllabus and curriculum specificationsof all the subjects that will be taught inSmart Schools. These materials areavailable from the Curriculum DevelopmentCentre, Ministry of Education, Malaysia

Related Materials

Teaching and Learning Concepts : Guiding Principles

TECHNOLOGY POLICIES

PEOPLE, SKILLS &RESPONSIBILITIES PROCESSES

TEACHING & LEARNINGTEACHING & LEARNING

Administration

Management

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TECHNOLOGY POLICIES

PEOPLE, SKILLS &RESPONSIBILITIES PROCESSES

TEACHING & LEARNINGTEACHING & LEARNING

Administration

Management

Curriculum

Pedagogy

Assessment

Teaching-Learning Materials

The Smart School teaching and learning environment will be shaped in four main areas, each ofwhich will be a critical element in defining the overall teaching and learning experience forSmart School children:

Teaching and Learning Concepts : Guiding Principles

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Curriculum

Pedagogy

Assessment

Teaching-LearningMaterials

Characteristics Benefits• Children educated with

critical and creativethinking skills,inculcated with values,and encouraged toimprove languageproficiency

• Holistic learningpromoted

• Children allowed toprogress at their ownpace

• Students’ varyingcapabilities, interests,and needs catered for

1. Designed to help studentsachieve overall and balanceddevelopment

2. Integration of knowledge,skills, values and correctuse of language across thecurriculum

3. Intended learning outcomesexplicitly stated fordifferent levels of abilities,ensuring all students gainequal access to qualitylearning, and allowing forself-paced learning acrossgrades

4, Multidisciplinary, thematic,and continuous acrosslearning areas

5. Integration of knowledge,skills, and attitudes suitablefor the Information Age

The Smart School Curriculum will be designed according to best practices of other successfulSmart Schools, incorporating elements that will enable the education system to achieve thegoals of the National Philosophy of Education:

Teaching and Learning Concepts : Guiding Principles

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The Malaysian Smart School Vision of Curriculum:The curriculum shall be:• MEANINGFUL. The curriculum emphasises the active construction of meaning, so that all students find

purpose in their studies.

• SOCIALLY RESPONSIBLE. The curriculum develops in students a sense of social responsibility, so that theybecome aware of their obligations and duties as citizens in a democracy and are especially sensitive to theneeds of the poor and the aged.

• MULTICULTURAL. The curriculum reflects and is responsive to the cultural diversity of this nation and ourcommunity, so that students develop a sense of pride in their own heritage and a respect for that of others.

• REFLECTIVE. The curriculum fosters in students the skills and attitudes of reflection, so that they areable to think critically, creatively, and affirmatively.

• HOLISTIC. The curriculum gives appropriate emphasis to all the significant aspects of growth and all thetypes of human intelligence, helping students see the connections between the separate subjects,

• GLOBAL.The curriculum develops in students an awareness of global interdependence in all aspects of life,including the environment and the economy.

• OPEN-ENDED. The curriculum is open-ended in two ways: it is open to revision and continued refinement;and it provides open access to all students, allowing them to go beyond explicitly stated learning outcomes incurriculum documents.

• GOAL-BASED. The curriculum focuses on significant goals, so that all students, including those with specialneeds, develop the critical skills and acquire the knowledge they need for effective lifelong learning and fullfunctioning as citizens in a changing society.

• TECHNOLOGICAL. The curriculum uses technology as one delivery system, examines the influence oftechnology on students’ lives, and gives students the skills they need to use technology.

Teaching and Learning Concepts : Guiding Principles

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Smart School Conceptual Blueprint

Page 299 July, 1997 Smart School Project Team

DomainsEffective oral and written communication in Malay. English as a secondlanguage. Emphasise multiple languages, interpersonal skills and networking.Communication

Focus on acquiring knowledge. Focus on searching, generating, and usingknowledge with an emphasis on problem-solving and creativity.Cognitive

Instil moral and religious values. Emphasise adaptability, team-playercharacteristics, emotional balance and emotional intelligence.

Affective/Emotional

Instil social responsibility and consciousness of health and environmentalissues. Emphasise a global orientation and inculcate work place skills andattitudes.

Physical/Social

ALL-ROUND DEVELOPMENT

New elements in the Smart School curriculum will focus on all-round development of studentsappropriate for the Information Age:

1. Designed to help students achieve overall and balanced development

Teaching and Learning Concepts : Guiding Principles

Page 30: Ss blueprint

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Page 31: Ss blueprint

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Page 32: Ss blueprint

Smart School Conceptual Blueprint

Page 329 July, 1997 Smart School Project Team

Examples of Values that shall be infused into the Smart School curriculum in an integratedmanner:

Compassion• sympathetic• considerate• generous• understanding• forgivingSelf-Reliance• responsible• able to act independently• self-motivated• self-confidentRespect• show filial piety• respect elders, teachers,

friends, neighbours andleaders

• respect the king and country• respect the basic rights of

others• respect the beliefs and

customs of the differentcommunities

• respect the uniqueness ofthe person

• abide by the law• observe punctuality• show appreciation for

knowledge, experience andcontribution

• show appreciation for labour• respect the pride of others

Love• love for the environment• love for the country• love for peace and harmonyFreedom• freedom as granted by the law• freedom in the democratic systemCourage• act wisely• defend the truth• stand firmly by one’s own

conviction• accept responsibilityPhysical and Mental Cleanliness• cleanliness of the self• cleanliness of the environment• courteous conduct and speech• the development of a healthy and

constructive mindCo-operation• brotherhood• shared responsibility• co-operation• tolerance• common benefit• unityDiligence• Steadfastness• Effort• Dedication• Determination• Perseverance

Moderation• moderation in feeling of self-

importance and consideration forothers

• moderation in speech and deedGratitude• thankful• thoughtful• appreciativeRationality• prudence• the ability to reason• having open and logical minds• courteous conduct and speech• the development of a healthy and

constructive mindPublic Spiritedness• collaboration• neighbourliness• sensitivity to social issuesHumility• courtesy• readiness in admitting one’s

mistake• friendlinessHonesty• trustworthiness• truthfulness• sincerityJustice• fairness• equity

Teaching and Learning Concepts : Guiding Principles

Page 33: Ss blueprint

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Page 34: Ss blueprint

Smart School Conceptual Blueprint

Page 349 July, 1997 Smart School Project Team

Reading, Writing and Oral Communication• Integration of process and content from areas of study for reading

and writing• Integration of talking and listening activities across all content areas• Communication with and understanding of written language• Construction of meaning with and from written text• Using and understanding spoken language in a variety of educational

and social setting• Knowledge and analysis of topic, audience, task, and messages• Knowledge of varied cultural influences• Written language competency• Wide variety of genre

Elements of Language that shall be infused into the Smart School curriculum in an integratedmanner:

Teaching and Learning Concepts : Guiding Principles

Page 35: Ss blueprint

Smart School Conceptual Blueprint

Page 359 July, 1997 Smart School Project Team

Curriculum Design for Smart Schools will incorporate elements of Vertical Integration:

Example of a Learning Area in the English Language

Intended Learning Outcomes Suggested Resources, Techniques, Activities

Each subject is divided into learning areas3. Intended learning outcomesexplicitly stated for differentlevels of abilities, ensuring allstudents gain equal access toquality learning, and allowing forself-paced learning acrossgrades.

The curriculum will reflectvertical integration to allow highfliers to ‘surf’ through theirschooling years, without beingkept apart from their peers, invirtual express classes.

Level 1 (Mastery level)Listen to selected texts andrespond to “Wh” questionsRetell a story viewed or readRead and describe events innarrativeLevel 2Listen and respond to a variety oftextsTalk about ideas, information andevents in texts heard or readRead and respond to a variety oftextsLevel 3Listen for cause-effectrelationshipsExpress personal views andcomments constructively onothers’ opinions and viewsRead a variety of texts anddiscuss ideas, information andevents

Exam

ple

Teach the use of signal words

Listen to taped materialsfeaturing two to three speakers

Use completion exercises

Encourage student participationin group activities to learn how todisagree politely

Role playing

Simulation exercises

Teaching and Learning Concepts : Guiding Principles

Page 36: Ss blueprint

Smart School Conceptual Blueprint

Page 369 July, 1997 Smart School Project Team

Curriculum Design for Smart Schools will also incorporate elements of Horizontal Integration:

Teaching and Learning Concepts : Guiding Principles

ALL SUBJECTS IN THE SCHOOL CURRICULUM

VERT

ICAL

INTEG

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HORIZONTAL INTEGRATION

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skills, value

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The curriculum will reflecthorizontal integrationwhich featuresmultidisciplinary andinterdisciplinaryapproaches.

A multidisciplinaryapproach is one in whichtwo or three subjectareas are combined in asingle learning area thatfocuses on a theme,issue, problem, topic, orconcept.

An interdisciplinaryapproach combines allsubject areas to focusthe full array ofdisciplines on a theme,issue, problem, topic, orconcept.

4.

Page 37: Ss blueprint

Smart School Conceptual Blueprint

Page 379 July, 1997 Smart School Project Team

IT literacy will be emphasised, to prepare students for the challenges of the Information Age:

IT Literacy is the ability to use IT tools and IT sources to:• collect, analyse, process and present information• support meaningful learning in a variety of contexts• prepare for working life

5. Integration of knowledge, skills, values and attitudes suitable for the Information Age

The journey of the Smart School project might otherwisebe a long and gradual one, but we can now use technologyto take us there quickly and efficiently.

Teaching and Learning Concepts : Guiding Principles

Page 38: Ss blueprint

Smart School Conceptual Blueprint

Page 389 July, 1997 Smart School Project Team

In addition, the Smart School co-curriculum programme will provide activitiesthat reinforce classroom learning, as well as make schooling fun and interesting.Examples of such activities are:

Recreationalactivities

Sports and games

Cultural activities

Religious activities

Subject-relatedactivities

Uniformed bodyactivities

Community serviceactivities

Social activities

Teaching and Learning Concepts : Guiding Principles

Page 39: Ss blueprint

Smart School Conceptual Blueprint

Page 399 July, 1997 Smart School Project Team

Smart School pedagogy will be student-centred:

Curriculum

Pedagogy

Assessment

Teaching-LearningMaterials

Characteristics Benefits• Learning becomes more

interesting,motivating, stimulatingand meaningful

• The mind, spirit, andbody of the child isinvolved in the learningprocess

• Basic skills to preparechildren for greaterchallenges over time

• A range of diversitiesin needs andcapabilities cateredfor

• Appropriate mix of learningstrategies to ensure masteryof basic competencies andpromotion of holisticdevelopment

# Encouragement oflearning activities topromote creativity andexperimentation withcontent-independentsubjects whilemaintaining sufficientrigour in content-dependent subjects

# Overall, trend towardsstudent-centred learningactivities with increasein age and maturity

• Allowing for individualdifferences in learning stylesto boost performance

• The classroom atmosphere iscompatible with differentteaching-learning strategies

Teaching and Learning Concepts : Guiding Principles

Page 40: Ss blueprint

Smart School Conceptual Blueprint

Page 409 July, 1997 Smart School Project Team

Different learning experiences will be experienced in Smart Schools, using innovative methodsof teaching, for example:

involves specific learning goals• active learning process, where learner constructs meaning• continuous• personalised

Process

• alone, in pairs, or in small teams• with an expert (teacher or community member), a facilitator (teacherassistant, volunteer or student), non-human resources (hands-onmaterials, computer-based resources, multimedia resources, or printmaterials)

• at a site in the community, a computer-based multimedia simulation, ahands-on learning lab, a meeting room or library

Modes

• authentic, often in real life environments, with real world challenges• interdisciplinary:* specific knowledge* general skills such as transfer of information across settings,

negotiation and interpersonal skills, decision making skills• mastery of a task before progressing to next task• periodic performance mastery assessment• more responsibility to learner for directing and managing own learning

Tasks

Teaching and Learning Concepts : Guiding Principles

Page 41: Ss blueprint

Smart School Conceptual Blueprint

Page 419 July, 1997 Smart School Project Team

The possible roles of students and teachers in the classroom environment range from those completelyteacher-centred to those entirely student-centred. These represent a spectrum of possibilities, but it ispossible to define the alternatives across this spectrum. Outlined below are four basic choices across thespectrum:

In Smart Schools, there will be an appropriate mix of learning strategies to ensure masteryof basic competencies and promotion of holistic development

Teacher-Centred

Teacher AsMentor and

Model

Teacher AsCoach orFacilitator

Student-Centred

Diffe

rent

iating

Fac

tors

DeterminationofInstructionalTasks

Selection ofResources forTasks

• Establishedby Teacher

• Establishedby Teacher

• Establishedthroughdiscussionbetweenstudent andteacher

• Establishedby studentwithteacher’ssuggestionsand input

• Determinedby Teacher

• Determinedby studentwithteacher’ssuggestionsand input

• Determinedby studentwithteacher’ssuggestionsand input

• Suggestedby teacher,open todiscussion

• Selected byTeacher

• Selected bystudent withteacher’ssuggestionsand input

• Selected bystudent withteacher’ssuggestionsand input

• Suggestedby teacher,open todiscussion

Establishmentof LearningObjectives

Teaching and Learning Concepts : Guiding Principles

Page 42: Ss blueprint

Smart School Conceptual Blueprint

Page 429 July, 1997 Smart School Project Team

Some learning strategies for use in the classroom include:

Another important input to the classroom environment is the strategy used for the learningprocess.

DirectiveStrategies

• Drill, practice, mastery learning, and direct instruction

MediativeStrategies

• Direct assisting of students in learning how to apply knowledge to solve problems• A combination of reasoning, coaching, and open-ended discussions

GenerativeStrategies

CollaborativeStrategies

Outside-ContextLearning Strategies

MetacognitiveLearning Strategies

• Help students use interpersonal skills to accomplish tasks

• Help students learn how to behave in appropriate situations and use their different intelligences• Includes tools like brainstorming, synectics, lateral thinking, and creativity by design

• Activity-based learning, hands-on sessions, seminars, workshops, and do-it-yourselfprogrammes

• Students learn through thinking about the learning process and how they did and howthey can improve

LearningStrategy Description

ObservationStrategies

• Learning by observing others performing a function or task

Teaching and Learning Concepts : Guiding Principles

Page 43: Ss blueprint

Smart School Conceptual Blueprint

Page 439 July, 1997 Smart School Project Team

Combining the roles within the classroom with the learning strategies available results in anoverview of the different classroom environments. Some possible classroom environments aremore realistic than others based on the fit between the roles of the teacher and studentand the learning strategy.

Poor Fit

• Students set priorities withteacher input

• Students expected to set range ofoptions for solving problems withteacher’s help

• Students set learning objectives• Students are grouped, may also set

own “roles”• Teachers can support students to

find a co-operative working style

• Teacher or expert shows a concept• Students ask questions in

interactive session• Students are examples to each

other

• Students develop problems andsolutions jointly with teacher

• Field activities and labs arrangedby students

• Students expected to reflect onown learning programmes and holddialogues with teachers

Student-Centred

• Discussion and Question-and-Answer with students

• Learning goals set by teacher indiscussion with students

• Students and teachers jointly setgoals

• Students expected to developproblem-solving options

• Teachers assists execution• Joint setting of learning goals• Students expected to form groups

and internally determine roles• Teacher can intervene to guide or

suggest

• Teacher or expert shows class aconcept

• Students ask questions ininteractive session

• Joint goal setting betweenstudents and teachers

• Students expected to takeinitiative in selecting fieldexercises and lab options

• Teacher should prompt students toreflect upon goals and activities

Teacher as Coach orFacilitator

• Discussion and Question-and-Answer with students

• Learning goals set by teacher

• Teacher sets problem orassignment

• Students provided with options forappropriate solutions

• Teacher assists execution

• Teacher sets learning objectivesand rules

• Students are grouped, and teachermay also set the “roles”

• Teacher or expert shows class aconcept

• Students ask questions ininteractive session

• Teacher provides students withgoals, options for execution

• Field activities and labs arrangedby teacher

• Students are asked to discuss howthey met goals in an assignment

• Use of “simulated recall” inclassroom

Teacher as Mentor andModel

• Clear lesson plan determined byteacher

• Focus on applying basic skills, withsome student-student interaction

• Example of application of basicskills and theory

• Students observe expert orteacher

Teacher-Centred

MediativeStrategies

GenerativeStrategies

CollaborativeStrategies

ObservationalStrategies

Outside-ContextLearning Strategies

MetacognitiveLearning Strategies

DirectiveStrategies

• Focus on basic skills• Frequent “Drill and Repeat”

exercises

Classroom Environments Compatible with Different Teaching Strategies

Teaching and Learning Concepts : Guiding Principles

Page 44: Ss blueprint

Smart School Conceptual Blueprint

Page 449 July, 1997 Smart School Project Team

Incorporating High Level Thinking Skills and Values in the Classroom

Poor Fit

Student-CentredTeacher as Coach orFacilitatorTeacher as Mentor and

ModelTeacher-Centred

MediativeStrategies

GenerativeStrategies

CollaborativeStrategies

ObservationalStrategies

Outside-ContextLearning Strategies

MetacognitiveLearning Strategies

DirectiveStrategies

Increasing student control

with increasing age and maturity

Most values and thinking skills can be taught in a variety of subjects,from an early age. As students growolder and in subjects that allow for a greater variety for a classroom environments (not just teacher-centred,directive), advanced applications of values and skills should become part of the environment. Higher orderthinking skills and greater emphasis on discussing and strengthening values should take place.

Teaching and Learning Concepts : Guiding Principles

Page 45: Ss blueprint

Smart School Conceptual Blueprint

Page 459 July, 1997 Smart School Project Team

One of the goals of the Smart School programme is to give students a lifelong enthusiasm for learning.Anecdotal evidence suggests that students who are given more control over their education are more likely tohave a continued interest. A more student-centred environment as age increases may help preserve enthusiasm.However, appropriate strategies will differ between “content dependent” and “content independent” subjects.

Poor Fit

Student-CentredTeacher as Coach andFacilitatorTeacher as Mentor and

ModelTeacher-Centred

MediativeStrategies

GenerativeStrategies

CollaborativeStrategies

ObservationalStrategies

Outside-ContextLearning Strategies

MetacognitiveLearning Strategies

DirectiveStrategies Content Dependent Subjects

• Teacher directs lessons to ensure

mastery of skills• Students interact with teaching-

learning materials for drills,

practice and tutorials.

Preserving Student Enthusiasm for Learning With Age

Content Independent Subjects

• Students have greater control over

content and direction of courses

• Greater use of student-directed

collaborative strategies

Teaching and Learning Concepts : Guiding Principles

Page 46: Ss blueprint

Smart School Conceptual Blueprint

Page 469 July, 1997 Smart School Project Team

Another key factor in choosing classroom environments is the need to deal with diversity ofskills, abilities, and enthusiasm levels in every group of students. A growing body of researchsuggests that many students have learning styles that are not catered for in traditionalclassroom environments.

Some students find brightlights very distracting.Reducing lighting intensitycan make concentrationeasier

Some students prefer tomove around whilethinking about problems

Highly-motivatedstudents prefer to workby themselves to workingin groups

Students often classifiedas “at risk” usually preferto learn in small groups -something which is notoften done in a traditionalclassroom.

To accommodatediversity instudents, teachersshould make a pointto include a varietyof different typesof lessons andlearningexperiences.

Making use ofstudents’ learningstyles can behelpful in managingdiversity ofmotivation andability in theclassroom.

Some students prefer a lessformal classroom environment

Some students appearto work faster and enjoylearning more when ableto operate at their ownpace

Some students shouldbe provided withadditional materials thatthey can pursue withoutdisturbing the classwhile others finishexercises

Some students areable to operate in allthree learningmodalities: visual,auditory, andkinaesthetic

Teaching and Learning Concepts : Guiding Principles

Page 47: Ss blueprint

Smart School Conceptual Blueprint

Page 479 July, 1997 Smart School Project Team

The classroom atmosphere will be important to support the Smart School teaching and learningmodel:

Creating an atmosphere of respect and rapport• positive teacher interaction with students• positive student interaction

Establishing a culture for learning• importance of a balance between process and content in learning• student pride in work• high expectations for learning and achievement

Managing classroom procedures• collaborative management of instructional groups• seamless management of transitions• collaborative management of materials and supplies• collaborative performance of non-instructional tasks• effective supervision of volunteers and paraprofessionals

Managing student behaviour• clear standards of conduct developed with students’ input• unobtrusive monitoring of student behaviour by teacher and peers• sensitive and appropriate response to student misbehaviour

Organising physical space• safe and optimal use of class space and furniture• optimal use of all physical resources• equal accessibility to all learning

Teaching and Learning Concepts : Guiding Principles

Page 48: Ss blueprint

Smart School Conceptual Blueprint

Page 489 July, 1997 Smart School Project Team

The Smart School assessment system will involve a significant departure from traditionalassessment systems:

Curriculum

Pedagogy

Teaching-Learning Materials

Assessment

Characteristics Benefits

1. Holistic2. Element-based3. Criterion-

referenced4. Learner-centred5. On-line6. Conducted in

various forms7. Using multiple

approaches andinstruments

8. On-going

• Help realise theNational Philosophyof Education

• Assure quality• Flexible and

learner-friendly• Provide more

accurate picture ofa student’sachievement,readiness,progress, aptitude,learning styles, andabilities

Teaching and Learning Concepts : Guiding Principles

Page 49: Ss blueprint

Smart School Conceptual Blueprint

Page 499 July, 1997 Smart School Project Team

Firstly, the Smart School assessment system shall be holistic:

The scope of assessment in the Smart School is holistic in that it covers not onlyachievement but also readiness, progress and aptitude. Such an approach will give variousinformation regarding the student’s learning styles and abilities.

Learners have different experiences and their levels of entry incertain learning areas need to be assessed.Readiness

The student’s progress in achieving certain learning objectivesneed to be monitored. His/Her strengths and weaknesses alsoneed to be diagnosed.

Progress

Assessing the achievement of each intended learning outcome in alearning area is necessary to indicate whether the learner isready to move on to the next area.

Achievement

Learners’ different styles of learning and multiple intelligenceshave to be recognised.Aptitude

Teaching and Learning Concepts : Guiding Principles

Page 50: Ss blueprint

Smart School Conceptual Blueprint

Page 509 July, 1997 Smart School Project Team

The following are examples of elements that may be developed through varioussubjects:

Subject/Area of Study Element

Communication Ability to demonstrate ideas

Social-emotional development Ability to work co-operatively in agroup

Cognitive development Ability to estimate quantities

Science and Technology Ability to formulate hypotheses

The assessment system shall also be element-basedElement-based assessment focuses on the elements that students possess or must developthrough the subjects in the school curriculum. This kind of assessment provides information onthe mastery and achievement of elements by a student.

Teaching and Learning Concepts : Guiding Principles

Page 51: Ss blueprint

Smart School Conceptual Blueprint

Page 519 July, 1997 Smart School Project Team

The identification of constructs which have to bedeveloped and instilled in an individual provides thequantitative dimension. In order to operationalise ourNational Philosophy of Education, educationalstandards need to be established. Educationalstandards are statements pertaining to the minimumlevel of attainment to be achieved by an individualbased on a predetermined set criteria andoperationalised by a set of performance indicators.

National criteria are statements on thecharacteristics and levels of quality of elements thatneeds to be developed within an individual.

National performance indicators are statements onthe type and features of evidence that can beobserved while making judgements on the mastery ofan element by an individual. Therefore assessment ofthe development of elements must be based on theset of criteria.

The Smart School assessment system shall be criterion-referenced:

Criterion-referenced assessment is a form of assessment that evaluates an individual’sperformance based on a predetermined set of criteria.

Teaching and Learning Concepts : Guiding Principles

SMART SCHOOL

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All students will be assessed when they are ready. All assessment resultswill be recorded, and the reports done accordingly.

Assessment will also be learner-centred:

Learner-centred assessment is a flexible system of assessment which isadministered on an individual basis.

Teaching and Learning Concepts : Guiding Principles

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The assessment system will be on-line

On-line assessment means that the items for smart assessment will be stored ina computerised item bank and be made available to users on terminals through

networking.

The integration of technology as a tool to facilitate assessment will createa climate where assessment can be provided for each student virtually ondemand.

With item banks and networking, teachers, students, assessment workerscan engage in assessment activities whenever they are ready.

Teaching and Learning Concepts : Guiding Principles

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Classroom Assessment

School-based Assessment

Centralised Assessment

• determine entry points of students• diagnose students’ strengths and weaknesses• monitor students’ progress• determine instructional effectiveness• identify intellectual aptitudes

• assess achievement of each intended learningoutcome in the curriculum

• assess overall achievement of elements thatneed to be developed in the educationalprocess.

• assess intellectual aptitude based on themultiple intelligences of the student

Done priorto, duringand after

instruction

in order to

Done at the end of each

learningarea

Conducted on demand

when learneris ready

in order to

inorderto

Assessment will be conducted in various forms: Classroom Assessment, School-basedAssessment and Centralised Assessment, to allow different demonstrations of strengths,abilities and knowledge.

Teaching and Learning Concepts : Guiding Principles

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The Smart School assessment system will use multiple approaches and instruments to performAuthentic, Alternative and Performance Assessments:

Classroom Assessment

School-based Assessment

Centralised Assessment

by means of

by means of

by means of

Authentic, alternative and performanceapproach using the following instruments:• anecdotal records• calendar records• checklists• work samples• exhibitions

Authentic, alternative and performanceapproach using the following instruments:• anecdotal records• calendar records• checklists• work samples• exhibitions

Authentic, alternative andperformance approach using thefollowing instruments:• checklists• criterion-referenced tests• projects• work samples and exhibitions

Criterion-referencedstandardised testsMultiple Intelligences tests

School Records

Certification

Authentic, Alternative, and Performance Assessment actively involves students in aprocess that combines what is taught, how it is taught, and how it is evaluated

Teaching and Learning Concepts : Guiding Principles

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Certification is an important aspect ofassessment. The certification process must bein harmony with the nature of assessment. Toensure that assessment is on-going, a ‘living’certification system will be introduced. Livingcertification is based on the belief that, giventhe opportunity, an individual can improvehimself. Therefore certification, a record ofstudents’ accomplishment, should be a livingprocess whereby data on educationalaccomplishment is continuously gathered.

As the individual improves himself, data on hisperformance is updated accordingly. To realisethis, a Lifetime Database (LTDB), where eachlearner is identified by a Single ID must beestablished.

A Patching System which allows students tomake improvements on his weaknesses wouldensure that certification becomes a ‘living’process.

Smart school assessment will also be on-going and continuous:

Assessment is part of the teaching and learning process, and must therefore be on-goingin nature. Hence, certification is a “living” process.

Teaching and Learning Concepts : Guiding Principles

SMART SCHOOL

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Credit

DeDe DiDiMergedMerged

Certification ConditionsCertification Conditions

Excellent

Satisfactory

PENDING

ReportCertify

YES

PATCH

CentralisedAssessment

School-basedAssessment

Assessment datafrom centralised

assessment providedby

external assessors

Assessment data fromschool-based assessment

providedby internal assessors, which

include teachers, self,peers and parents

A living certification process will be employed for Smart Schools:

As the individualimproves himself,the data on hisperformance isupdatedaccordingly.A Patching Systemwhich allowsstudents to makeimprovements onhis weaknesseswould ensure thatcertificationbecomes a ‘living’process.

Teaching and Learning Concepts : Guiding Principles

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Conceptual selection and evaluation guidelines for teaching-learning materials will cover fivemain criteria:

INSTRUCTION ADEQUACY

• Promotes vertical andhorizontal integration

• Considers differentcapabilities of studentsand teachers

• Suitable for a variety oflearning environments

• Well designed interface• Professionally done• Adaptable to different

teaching-learning styles

TECHNICAL ADEQUACY

• User-friendly• Clear and comprehensive

manuals and guides

CURRICULUM ADEQUACY

• In-line with curriculumspecifications

• Promotes values, skills(especially thinking skills),knowledge, and languageacross the curriculum

• Consistent with teaching-learning objectives

• Content is accurate andup-to-date

• Content is relevant tostudent’s environment

• Assessment is built-in

COMPONENTSOF QUALITY

COST EFFECTIVENESS

• Value for money

COSMETIC ADEQUACY

• Graphic quality• Video quality• Animation quality• Voice & sound quality• Layout quality• Colour and fonts quality

1. Meets curricular and instructional needs, is cost effective, as well as cosmetically and technically adequate

Teaching and Learning Concepts : Guiding Principles

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VERBAL/LINGUISTIC• Reading• Vocabulary• Formal Speech• Journal/Diary Keeping• Creative Writing• Poetry• Verbal Debate• Impromptu Speaking• Humour/Jokes• Storytelling

Smart School teachers will be enabled, through the use of technology, to consider students’individual learning preferences in designing and recommending instructional methods andmaterials:

LOGICAL/MATHEMATICAL• Abstract Symbols/Formulas• Outlining• Graphic Organisers• Number Sequences• Calculation• Deciphering Codes• Forcing Relationships• Syllogisms• Problem-Solving• Pattern Games

VISUAL/SPATIAL• Visualisation• Active Imagination• Colour Schemes• Patterns/Designs• Painting• Drawing• Mind-mapping• Pretending• Sculpture• Visual Pictures

BODY/KINESTHETIC• Folk/Creative Dance• Role Playing• Physical Games• Drama• Martial Arts• Body Language• Physical Exercise• Mime• Inventing• Sport games

SMART SCHOOL TOOLBOX

MUSICAL/RHYTHMIC• Rhythmic Patterns• Vocal Sounds/Tones• Music Composition/Creation• Percussion Vibrations • Humming• Environmental Sounds• Singing• Tonal Patterns• Music Performance

INTERPERSONAL• Giving Feedback• Intuiting Others’ Feelings• Co-operative Learning Strategies• Person-to-Person Communication• Empathy Practices• Division of Labour• Collaboration Skills• Receiving Feedback• Sensing Others’ Motives• Group Projects

INTRAPERSONAL• Meditation Methods• Metacognition Techniques• Thinking Strategies• Emotional Processing• “Know Thyself” Procedures• Mindfulness Practices• Focusing/Concentration Skills• Higher-Order Reasoning• Complex Guided Imagery• “Centring” Practices

Exam

ple

2. Cognitively challenging, attractive, motivates students to learn, and encourages active participation

Source: Armstrong, Thomas. (1994). Multiple Intelligences in the Classroom. Alexandria, Virginia, U.S.A.: Association for Supervision and Curriculum Development

Teaching and Learning Concepts : Guiding Principles

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… because children have different learning styles, they will need a variety of materialsto maximise their learning potential:

Children Who Are Strongly

Linguistic

Logical-Mathematical

Spatial

Bodily-Kinaesthetic

Musical

Interpersonal

Intrapersonal

Think Love Need

in words

by reasoning

in images and pictures

through somatic sensations

via rhythms and melodies

by bouncing ideas off other people

deeply inside of themselves

reading, writing, telling stories,playing word games.

experimenting, questioning, figuring out logical puzzles,calculating.

designing, drawing, visualising,doodling.

dancing, running, jumping,building, touching, gesturing.

singing, whistling, humming,tapping feet and hands, listening..

leading, organising, relating,manipulating, mediating.

setting goals, mediating, dreaming, being quiet, planning

books, tapes, writing tools, paper, diaries,dialogue, discussion, debate, stories.

things to explore and think about, sciencematerials, manipulatives, trips to the sciencemuseum.

art, building blocks, video, movies, slides,imagination games, mazes, puzzles, illustratedbooks.

role play, drama, movement, things to build,sports and physical games, tactile experiences.

sing-along sessions, trips to concerts, musicplaying, musical instruments.

friends, group games, social gatherings,community events, clubs.

time alone, self-paced projects, choices.

Source: Armstrong, Thomas. (1994). Multiple Intelligences in the Classroom. Alexandria, Virginia, U.S.A.: Association for Supervision and Curriculum Development

Teaching and Learning Concepts : Guiding Principles

Exam

ple

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Printed(paper based)

3D Objects Audio/Visual

• Books

• Encyclopaedias

• Magazines

• Newspapers

• Documents

• Flat Pictures

• Drawings/Paintings

• Maps

• Graphs/Charts/Diagrams

• Posters

• Cartoons/Comics

• Globes• Puppets• Models• Mock-ups• Collections• Specimens

• Slide-Tapes• Filmstrips• Radio Programmes• TV Programmes• Motion-picture

films• Microfilms/

Microfiches• Audio Cards• Audio Tapes

Conventional media, commonly used in today’s educational settings, will still feature in SmartSchools. They can be divided into three main categories.

Teaching and Learning Concepts : Guiding Principles

Examples: Examples: Examples:

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Interactivestory books

Itembank

VideoonDemand

Simulationgames

Virtualrealitysystemsoftware

Individualself-pacedlearningmodules

Problemsolvingcomputergames

ArtificialIntelligencemodules

Conventional media will be used in an integrated manner with high-technology media, for example,computer-based teaching-learning materials...

COM

PUTE

R-BA

SED

MED

IA

APPLICATIONSOFTWARE

MODULESFORCOMPUTERASSISTEDINSTRUCTION

NETWORK-BASED

TOOLSDesktoppublishingsoftware

Authoringlanguagesoftware

Presentationsoftware

Draw andPaintprogrammes

Animationsoftware

Musiccompositionsoftware

ClipArt

On-lineLibrary

BulletinBoard

SearchEngines

DistanceLearning

VideoConferencing

E-mail

Databasesoftware

WordProcessingsoftware

Spreadsheetsoftware

ComputerAssistedDesignsoftware

MusicalInstrumentDigitalInterface

InteractiveTV

Teaching and Learning Concepts : Guiding Principles

3. Combines the best ofnetwork-based,teacher-based andcourseware materials

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… and software that fulfil the various needs and capabilities of students

Linguistic Intelligence•Word processing programmes•Typing tutors•Desktop publishing programmes•Electronic libraries•Interactive storybooks•Word Games

Logical-Mathematical Intelligence•Mathematical skills tutorials•Computer programming tutors•Logic games•Science programmes•Critical thinking programmes

Spatial Intelligence•Animation programmes•Draw and Paint programmes•Electronic chess games•Spatial problem solving games•Electronic puzzle kits•Clip Art programmes•Geometry programmes•Graphic presentations of knowledge

Bodily-Kinaesthetic Intelligence•Hands-on construction kits that interface with computers•Motion-simulation games•Virtual-reality system software•Eye-hand co-ordination games•Tools that plug into computers

Musical Intelligence•Music literature tutors•Singing software (transforms voice input into synthesiser sounds)•Composition software•Tone recognition and melody memory enhancers•Musical instrument digital interfaces (MIDI)

Interpersonal Intelligence•Electronic bulletin boards•Simulation games

Intrapersonal Intelligence•Personal choice software•Career counselling software•Any self-paced programme

Source: Armstrong, Thomas. (994). Multiple Intelligences in the Classroom. Alexandria, Virginia, U.S.A.: Association for Supervision and Curriculum Development

Teaching and Learning Concepts : Guiding Principles

Example

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Teaching-learning materials will be acquired from a wide range of sources, and will no longer belimited by resources within schools. In addition to libraries, businesses, homes, governmentdepartments, other sources include:

Teaching-LearningMATERIALS &

SOURCES

Internet

Edunet ClassifiedPrinted

Directories

Teaching and Learning Concepts : Guiding Principles

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Smart SchoolManagement

The Malaysian Smart School

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Smart School Management

This Section provides a high-level description of Smart School Management. Theobjectives of Smart School Management are to efficiently and effectively manage theresources and processes required to support the Teaching and Learning functions of theschool.

The Section begins with adescription of the keycharacteristics of SmartSchool Management. SmartSchool Management functionsare categorised into ninebroad areas and each of thesefunctions are also describedin further detail.

How to read this Section

Smart School Management

TECHNOLOGY POLICIES

PEOPLE, SKILLS &RESPONSIBILITIES PROCESSES

TEACHING & LEARNINGTEACHING & LEARNING

Administration

Management

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TECHNOLOGY POLICIES

PEOPLE, SKILLS &RESPONSIBILITIES PROCESSES

TEACHING & LEARNINGTEACHING & LEARNING

Administration

Management

School Governance

Student Affairs

Educational Resources

External Resources

Finance

Facilities

Human Resources

Security

Technology

The functional elements of the Smart School Management System is divided into nine primaryareas:

Smart School Management

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Primary objective of Smart School Management :

Characteristics

• Strong, professional administrators andteachers

• School goals articulated clearly• Leads teaching at the school• High level of parental and community

support and involvement• Maintains open channels of

communication with all constituencies• Allocates resources to benefit the greatest

number of students• Tracks performance against key financial

and non-financial objectives• Provides a school climate that is conducive

to learning - safe, clean, caring, wellorganised

• Develops and maintains a happy, motivatedand high performing staff

• Ensure the security of the school and itsoccupants

• Uses and manages technologyappropriately, effectively and efficientlyTechnology

Student Affairs

School Governance

Educational Resources

External Resources

Financial

Facilities

Human Resources

Security

• Efficiency- Re-allocation of skilled

human resources tomore valuable activities

- Cost savings over thelong term

• Effectiveness- Improves quality of

decisions through betteraccess to information

- Improves speed ofdecision making

Benefits

Smart School Management

To efficiently and effectively manage the resources and processes required to support the teaching andlearning functions within Smart Schools:

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• Student Profiles• Performance Evaluations• Test Administration• Counselling• Health, Insurance & Others

Smart School management functional areas

• Facility Scheduling• Maintenance• Asset Management• Alternative Usage

• Teacher Scheduling• HR Skills Management• Hiring• Promotion/transfer

Management• Vacation/sickness

Management• Staff Training Management

• Physical Security• IT Security• Student Safety

EducationalResources

Technology SchoolGovernance

HumanResources

Facilities

StudentAffairs

ExternalResources

• Communications/pr• School Policy Making• Curriculum Management• Community Involvement

• Resource DatabaseManagement

• Input to CurriculumDevelopment

• Database Management• Liaison With External

Resources

• Long Term Planning• System Implementation• System Maintenance• Training• Field Support Management

• Budgeting• Reporting• Accounting• Purchasing• Project Funding• Long Term Planning• Audit and Control

Smart SchoolSmart SchoolManagementManagement

SystemSystem

FinancialManagement

Security

Smart School Management

The Nine Primary Functions of Smart School Management :

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Characteristics Benefits

• Better school/communityrelationship.

• Critical progress feed-back provided to parentson timely basis.

• Tailored according to thestudents’ needs

• Timely, relevantinformation.

• Students will use theirlocal environment forlearning.

• More effective teachingand learning.

• Empowers rapid relay ofrelevant information to andfrom all stakeholders.

• Manages curriculum so thatit is appropriate to the localteaching and learningenvironment

The School Governance component will be primarily concerned with theday-to-day management of school-wide policies and operations:

Technology

School Governance

Human ResourcesSecurity

•Communications/PR•School PolicyMaking

•CurriculumManagement

•CommunityInvolvement

•Communications/PR•School PolicyMaking

•CurriculumManagement

•CommunityInvolvement

Smart School Management

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Characteristics Benefits

Technology

Student Affairs

School Governance

Security

• Comprehensive StudentRecords System for thestorage, retrieval andreporting of all studentdata.

• Flexible off-site registrationprocess.

• Student attendancemanagement capability.

• Automated fee collectioncapability

• Student data availableon-line to those whoneed it, when they need it- on restricted access.

• Ease of registration forstudents, parents andadministrators.

• Ability to effectively andefficiently manageattendance and respondto problem situations.

• Improves cash handling.

The Student Affairs component will be concerned with managingstudent records and all other matters pertaining to students:

•Student Profiles•PerformanceEvaluations

•Test Administration•Counselling•Health, Insurance& Others

•Student Profiles•PerformanceEvaluations

•Test Administration•Counselling•Health, Insurance& Others

Smart School Management

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Characteristics Benefits

Technology

Student Affairs

School Governance

Educational Resources

Human ResourcesSecurity

• Comprehensive resourcedatabase (including audioand video) for quick andeasy access by teachersand students.

• Ability to delivercustomised assignments inprint or electronic form.

• Ability to managecurriculum software.

• Access to national andinternational researchdatabase.

• Reduces cost ofmanaging resourceinformation.

• Allows delivery of “just-in-time” educationalmaterials tailored toindividual teacher andstudent needs.

• Improves management ofresources by linkingthem to the curriculum.

• Makes it easier forschools to haveresources on-hand.

The Educational Resources component deals with managing the usage ofsuch resources for teaching-learning:

•Resource DatabaseManagement

•Input to CurriculumDevelopment

•Resource DatabaseManagement

•Input to CurriculumDevelopment

Smart School Management

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Characteristics Benefits

Technology

Student Affairs

School Governance

Educational Resources

External Resources

Security

• Comprehensive databasedesigned to help index allexternal resources usefulfor teaching-learning andmanagement activities.

• Provides and managesresources to enable virtualvisits.

• Helps teachers,principals, and supportstaff utilise moreefficiently and effectivelyexternal resources.

• Introduces the conceptof virtual visits designedto make learning andtraining more interesting.

The External Resources component deals with the management ofresources and constituencies outside the school:

•DatabaseManagement

•Liaison withExternal Resources

•DatabaseManagement

•Liaison withExternal Resources

Smart School Management

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Characteristics Benefits

Student Affairs

School Governance

Educational Resources

External Resources

Financial

• Reduces time needed forbudgeting

• Efficient dealings withsuppliers.

• More efficient andeffective accounting.

• Improved financialcontrol.

• More efficient monitoring

The Financial Management component handles the day-to-day andlong-term financial matters:

•Budgeting•Reporting•Accounting•Purchasing•Project Funding•Long Term Planning•Audit and Control

•Budgeting•Reporting•Accounting•Purchasing•Project Funding•Long Term Planning•Audit and Control

Smart School Management

• Comprehensive accountingsystem with ability toautomatically generatecustomised reports

• Direct interface toaccounting systems at thedistrict, state and centrallevels.

• Efficient and flexiblereporting subsystem.

• Efficient cash managementsystem.

• Comprehensive audit andcontrol capability to keeptrack of cashflow.

• Facilitates annualbudgeting and long-termplanning

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Characteristics Benefits

Student Affairs

School Governance

Educational Resources

External Resources

Financial

Facilities

• Comprehensive assetmanagement systemcapable of managing allinventory, fixed and currentassets with direct interfaceto resource databases.

• Ability to plan and managealternate uses of schoolfacilities.

• Effective facilitymaintenance management

• Improved assetmanagement deliversmajor cost reductions.

• Increased revenue fromeffective use of schoolfacilities.

• Facilities in workingorder at all times

The Facilities Management component is involved in maintaining andmanaging the utilisation of school facilities:

•Facility Scheduling•Maintenance•Asset Management•Alternative Usage

•Facility Scheduling•Maintenance•Asset Management•Alternative Usage

Smart School Management

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Characteristics Benefits

Technology

Human ResourcesSecurity

The Human Resources Management component handles theorganisation, maintenance and development of school staff, includingteachers and school administrators:

•Teacher Scheduling•HR SkillsManagement

•Hiring•Promotion/transferManagement

•Vacation/sicknessManagement

•Staff TrainingManagement

•Teacher Scheduling•HR SkillsManagement

•Hiring•Promotion/transferManagement

•Vacation/sicknessManagement

•Staff TrainingManagement

• More efficient andeffective deployment ofteaching andadministrative staff.

• Teachers will be moreaware of their situationand what is expected ofthem; Management willbe aware of what(human) resources theyhave at hand.

• Improved HRmanagement in allfunctional areas.

• Happier staff, hencehappier students!

Smart School Management

• Comprehensive HumanResource InformationSystem (HRIS).

• Integrates all aspects of theHR function includinghiring, training, vacation &sickness management,skills training, andpromotion management.

• Manage in-school teacherscheduling and activities,as well as inter-school staffactivities by means of easilyaccessible information

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Characteristics Benefits

Technology

Student Affairs

School Governance

Educational Resources

External Resources

Security

The Security Management component is responsible for physical andstudent safety in the school:

• Comprehensive user-friendly features forphysical and IT security

• Safety measuresappropriate for children ofdifferent age groups andspecial needs

• Security of data, accessibleonly to authorisedpersonnel

• Improved physical assetsecurity management.

• Improved security andgreater safety forstudents

• Ensures confidentialityof specified data

•Physical Security•IT Security•Student Safety

•Physical Security•IT Security•Student Safety

Smart School Management

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Characteristics Benefits

Technology

Student Affairs

School Governance

The Technology Management component implements, maintains andmanages the technological components of the school:

• Comprehensive day-to-daymanagement of network,databases, IT hardware, ITresources

• More realistic long-termplanning for developmentof IT capability in school

• More efficient policydevelopment andmanagement.

• Efficient and effectivefield support capability.

• All aspects of the ITfunction are managed inan efficient, costeffective way.

•Long Term Planning•SystemImplementation

•SystemMaintenance

•Training•Field SupportManagement

•Long Term Planning•SystemImplementation

•SystemMaintenance

•Training•Field SupportManagement

Smart School Management

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Processesand

Scenarios

The Malaysian Smart School

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Smart School Processes

The purpose of this Section is to provide the reader a glimpse of how the conceptual components elaborated inprevious sections can be put to work. The Smart School processes, one of the four core components supporting theteaching-learning and management details some of the highlights of events within the school.

This Section begins by identifying the coreprocesses in the school system today, andthe main challenges to overcome in theSmart School system. The Smart Schoolsystem processes inputs and transformsthem to the desired outputs. Following thediscussion of the core processes, theSection introduces several scenariosportraying highlights of everyday life in aSmart School.

How to read this Section

Appendix 3 contains high level Process Flowdiagrams of the current and Smart Schoolsystem.

Related Materials

Processes and Scenarios

TECHNOLOGY POLICIES

PEOPLE, SKILLS &RESPONSIBILITIES PROCESSES

TEACHING & LEARNINGTEACHING & LEARNING

Administration

Management

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Smart School Process Goals

The process flow model views the school processas a system. When the identified resources areapplied into the system, citizens ready for thehigher-education system or work force areproduced. At the same time, external influencesmay affect the school system.

The process flow model views the school processas a system. When the identified resources areapplied into the system, citizens ready for thehigher-education system or work force areproduced. At the same time, external influencesmay affect the school system.

into the SystemResources

To produce (desired) Outcomes

Apply

Smart School Core ProcessesSmart School Core Processes

ExternalInfluences

Viewing the school process asa system

SS000 The Smart School System

Identify and localise teaching

plan

Select and organise teaching-learning

materials

Determine student’s entry level

Plan student experiences

S100 S200 S300 S400

Develop or procure courseware or T-L materials

S800

Manage and operate

resources

Administer school

Resources

Ministry of

Education

Undergo classroom

sessionS500

Conduct internal achievement assessment

S600

Provide feedback

S700

Conduct external achievement assessment

S900

• Curriculumspecifications

• Financing• Management and control

functions

• (New)students

• Teachers• Technology /

Tools Outcomes

Studentsready forhighereducation orthe workforce

The Smart Schools flagship application provides an opportunetime to re-assess the current schooling system. Initially, theProject Team identified the people, their skills andresponsibilities, the policies and practices, and the technology,tools and materials used in schools today. A conscious effort wasthen made to identify the problems and challenges that theschool and its people faced in the current system. A plan wasthen drawn to overcome these challenges, complemented with theappropriate people development strategy, and the appropriateuse of enabling technologies.

Processes and Scenarios

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Example of an improved process to determine the student’s entry level:In the current schooling system, students are placed in the classroomwith little understanding of their individual needs and capabilities. Anydiagnosis, if done at all, is to stream students to different classesaccording to overall academic achievements. The individual’s strengthsand weaknesses are seldom assessed, and their different learning stylesare usually not catered to. Teachers often cater to the average in theclassroom.

The Smart School process will change the way children are taught ;their diversity is regarded as a strength rather than a barrier toteaching. Children’s individual differences, needs, capabilities andlearning styles are diagnosed early to enable teachers to plan thechildren’s learning experiences more effectively. Learning is thenoptimised to each child. Individual minds, spirits and physical selves arecatered to rather than the treatment of the class as a homogeneouscollective whole.

Problems and Challenges to beaddressed in Smart School

• Students are passive• Parents are not involved• Teachers are doing too much non-

teaching tasks• Students need to be trained for the

Information Age• School is an “island”• Exam-orientated• Non-collaborative• Learning not fun• Learning is not for the real world• Lack of variety in the teaching materials

and methods• Limited thinking skills

Problems and Challenges to beaddressed in Smart School

• Students are passive• Parents are not involved• Teachers are doing too much non-

teaching tasks• Students need to be trained for the

Information Age• School is an “island”• Exam-orientated• Non-collaborative• Learning not fun• Learning is not for the real world• Lack of variety in the teaching materials

and methods• Limited thinking skills

Determining the student’s entry level willensure that instruction capitalises on theindividual student’s strengths andpreferences while simultaneouslyremoving barriers to learning.

Check student records for

learning styles, capabilities, inclinations

Take placement test

Provide student details, including learning styles,

capabilities, inclinations, etc.

Analyse placement test results

Recommend student’s entry level

Student records

SS300 Determining the student’s entry level

Processes and Scenarios

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7:20 a.m.

8:40 a.m.

10:30 a.m.11:40 a.m.

3:00 p.m.

1:00 p.m.

• Log in attendance electronically• Browse the day’s activities on the

school electronic bulletin board

• Participate in a videoconference on thespread of AIDS inAsia

• Listen to the scienceteacher’s multimediapresentation of theatomic model

9:30 a.m.

• During break, catch upwith electronic mail

• Present an oral report in front of the class that isvideotaped to go into the student portfolio

• Organise informationcollected in a termproject on waterpollution in thecommunity and usethis to write a reporton current problemsand possible solutions

• Play a computer-basedsimulation groupwaregame on discoveringAfrica using virtualreality and sounds

Smart School

8:00 p.m.

• Electronically send draft of a report toother members of the group for theircomments and edits.

• Post question to the Malay languageteacher about doubts on the lesson inclass today

Processes and Scenarios

A day in the life of a Smart School student - some highlights

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A day in the life of a Smart School teacher - some highlights

3:00 p.m.

12:30 a.m.

• Conduct a lessonon mitosis andmeiosisincorporating amultimediapresentation

• Respond toelectronic mailfrom students,parents andcolleagues

7:45 a.m.

• Update student assessment records andportfolios in preparation for an upcomingparent-teacher conference

• Do an Internet searchfor suitable sites forstudents working on thetopic of geneticengineering

• Attend a video-conferenced Statelevel meeting forSenior Biologyteachers to setState-levelstandards

8:00 p.m.

• Evaluate a newcommercially producedcourseware for Biologyclasses based on Ministryof Education’s guidelines

7:20 a.m.

9:30 a.m.

11:00 a.m.

Smart School

Processes and Scenarios

• Log on to computer inteachers’ room to check onhomework and assignmentscompleted by students as wellas students’ attendance forthe day

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A day in the life of a Smart School principal - some highlights

5:00 p.m.

4:00 p.m.

• Participate in a video conferencedmeeting of secondary schoolprincipals in the district to discussdiscipline issues

• Access a student’sprogress records fromthe school database inpreparation for ameeting with hisparents regarding hisunderachievement inclass

10:30 a.m.

• Attend staff meeting to discuss the up-coming school Sports Day and to delegateduties

• Respond to e-mail

• Visit “Principals’Corner”, adiscussion groupon the Internet

8:30 a.m.

1:00 p.m.

2:00 p.m.

Smart School

Processes and Scenarios

• Send e-mail to staff andparents to inform aboutlatest developments inregulations regardingstudent discipline

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A day in the life of Smart School parents - some highlights

• E-mail son’s class teacher toarrange for a conference todiscuss his progress in year 5Science

• Check e-mail for replies torequests for donations ofequipment to the school

• Go in to school to give atalk to daughter’s classon local ferns and sharesome interesting samplesof ferns with them

• Attend an eveningcourse onIntroduction toMultimedia formembers of thecommunity conductedin the schoolcomputer lab

11:00 a.m.

Parents

9:00 a.m.

8:00 p.m.

Processes and Scenarios

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The Smart School as the centre of the community - some highlights

MON & WED3.00 - 4.30 p.m.

Community

Processes and Scenarios

• Play group session inthe playground/gym

• for children (1-5years) in thecommunity

• “Introduction toComputing” coursefor adults in thecommunity

MON & WED7.00 - 9.00 p.m.

• Youths in thecommunity use theschools facilitiesfor badminton andfootball

TUES & THURS5.00 - 8.00 p.m.

TUES & THURS5.00 - 8.00 p.m.

• Various communitymeetings are heldin the school fromtime to time

• Senior citizens use thecomputers in the schoolresource centre toaccess the internet anduse e-mail

MON - FRI5.00 - 8.00 p.m.

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People, Skills andResponsibilities

The Malaysian Smart School

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People, Skills and Responsibilities

TECHNOLOGY POLICIES

PEOPLE, SKILLS &RESPONSIBILITIES PROCESSES

TEACHING & LEARNINGTEACHING & LEARNING

Administration

Management

This Section begins with the overall strategy toequip the main stakeholders with the necessaryskills and knowledge in line with their roles andresponsibilities. Next, the training outline for eachof the main stakeholders is discussed.

How to read this Section

The Smart School has a commitment to provide equal opportunities for all students with different needs andcapabilities so as to enhance their capacity for learning. This commitment involves the development of the mainstakeholders who are involved in the delivery of Smart School teaching. This will represent a revolutionary departurefrom traditional modes of teaching currently practised. The main stakeholders will include teachers, principals,support staff, parents and the wider community, all of whom must be prepared and enabled to guide students inSmart Schools.

People, Skills, and Responsibilities

Appendix 4 contains an elaboration of theprogramme for the professional development ofSmart School teachers. The main roles andfunctions of these teachers are also included.

Related Materials

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The stakeholders involved in the implementation of Smart Schools.

TECHNOLOGY POLICIES

PEOPLE, SKILLS &RESPONSIBILITIES PROCESSES

TEACHING & LEARNINGTEACHING & LEARNING

Administration

Management

What are theirroles/responsibilities ?

What knowledge,skills and attitudedo they need ?

What is the trainingrequired ?PARENTS

& COMMUNITY

OTHER EDUCATIONPERSONNEL

TEACHERS

SUPPORTSTAFF

PRINCIPALS

Each group of stakeholders will have specificresponsibilities in the overall implementation ofSmart Schools. To carry out their respectiveresponsibilities, each stakeholder will need to beequipped with specific skills and have the requisiteknowledge base and the right attitude. Thisknowledge, skills and attitude will be developedthrough exhaustive training courses tailored forthe development of each stakeholder group.

People, Skills, and Responsibilities

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These teachers will need intensivetraining on Information Technologyskills and technology integration intoclassroom instructions to enhancethinking and creativity. In addition,Smart Schools teachers need to betrained as “guides on the side”,facilitating and encouraging students totake charge of their own learning.

The training should allow participants toexplore a wide variety of areas andstrategies as well as the opportunitiesto engage in practicums that representthe reality they would face.

Continuous learning is a crucialingredient as it is necessary forteachers to keep abreast ofdevelopment in their professionalpractices and to be confident withtechnology.

Smart School Teacher Development

Pre-service training

Skills and Knowledge needed:

• Designing instruction• Assessing student learning• Managing classroom procedures• Creating environment of respect and

support• Facilitating students in cognitively

stimulating activities• Utilising technology for effective

instruction• Communicating with colleagues and

community• Selecting use of effective resources

Roles and Responsibilities

• Planning and preparation oflearning activities

• Managing a technology enrichedenvironment

• Delivering effective instruction• Handling professional tasks

Trainee Teachers

• IT skills

• Thinking Skills

• Values education

• Language proficiency

• Technologyintegration into theteaching-learningprocess

• Role as guide andfacilitator oflearning

On-site coaching, Practicum, Peer Coaching, Reflection,Demonstration, Simulation and Continuous Learning

In-service Training

Teachers

• Phase 1: SmartSchool conceptand goals, BasicIT skills, Coreteaching skills

• Phase 2:Integration ofIT into T-Lactivities,Creativity andinnovation in T-Lactivities andmanagement

Trainers• 2 phases as for

teachers

• Motivation skills

• Continuousprofessionalupgradingprogramme

• Benchmarkingfor qualitytraining

OUTLINE OF NEW EMPHASES IN TRAINING

Teacher development will be the most critical component as teachers will be the primary deliverers ofSmart School teaching. A comprehensive teacher education programme incorporating best practices intechnology supported learning will be critical to the success of the Smart School initiative.

The pre-service and in-service professional developmentprogrammes will have new emphases in nurturing thequalities and practices of teachers in order for them tofunction in a technology enriched environment.

People, Skills, and Responsibilities

Plus the right attitude

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The task of managing schools involvesworking with information and buildingon ideas collaboratively. Theefficiency and effectiveness of thismanagement task in a Smart Schoolare enhanced through the use oftechnology.

The change being brought about inthe planned conversion of allMalaysian schools into Smart Schoolsis indeed a serious one which cancause apprehension in all thoseinvolved. A major part of mostresistance to change may beattitudinal. To a smaller extentresistance is due to the lack of skillsalthough there is desire to change.

Thus, Smart School principals willneed to go through an intensivemanagement training course to equipthem to manage the new facilities,technologies and methodologies to bedeployed in Smart Schools.

Smart School Management Training for Principals

A coherent training framework should be set out, with theappropriate emphases on new technologies andmethodologies.

Roles and Responsibilities:

• Set attainable school goals to meet the needs ofstudents, parents, and the nation

• Plan programmes for the constant upgrading ofschool administrators’ skills, on computerapplications for administration and management,strategic planning and leadership,

• Develop plans for development of his staff on IT,instructional management, and CAI

• Constant discussion with teachers on ways toimprove teaching strategies in facing therealities of the world of high technology, and tosupervise them

OUTLINE OF NEW EMPHASES FORTRAINING

PHASE 1

• Smart Schoolsand theInformation Age

• Managementprocesses and theSmart School

• Basic IT skills:Word Processingand Spreadsheets

• Overview ofMultimediaApplications inEducation

• Motivation, team-building andcollaborationskills

PHASE 2

• Application ofSpecificManagementSoftware

• Innovation andcreativity inmanagement

Awareness and exposure to technology inmanagement, On-site coaching, Peer Coaching, On-the-job self training, Reflection, Demonstration,Simulation, Continuous Learning,

Skills and Knowledge needed :

• Application and translation of managementtheories into practice

• Self-directing, motivation, personnelmanagement, leadership, innovation,creativity, team-building and collaborationskills

• Competency in the use of related technologyfor school management

• Competency to provide instructionalleadership

People, Skills, and Responsibilities

Plus the right attitude

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In the Smart School, these tasks willbe accomplished with the aid oftechnology. The members of theclerical staff would need to understandhow this office automation is done.They should be introduced to basic ITskills such as word processing andspreadsheet applications.Sufficient hands-on training in themanagement application softwaredeployed in the Smart School must beprovided.Education in the new technology aloneis not enough. They need to betterunderstand the new school processesand give their support wherevernecessary.

Smart School Clerical Staff Development

Roles and Responsibilities:

• MaintainingØ student and staff

recordsØ school financesØ school communicationsØ school inventory

• Manage matters pertainingto student and staffwelfare

Skills and Knowledgeneeded:

• Basic IT skills• Word processing and

spreadsheet applications• Management software

applications

On-site coaching, Practicum, PeerCoaching, Reflection, Continuous Learning,Demonstration and Simulation, On-the-job

training.

THE TRAINING OUTLINE

PHASE 1

• Smart School andthe InformationAge

• Basic IT skills:word processingand spreadsheetapplications

PHASE 2

• Application ofSpecificManagementSoftware

The school clerical staff are the school clerks, typists and office boys. Their responsibilities includemaintaining student and staff (teaching and non-teaching) records, school finances, schoolcommunications, school inventories and matters pertaining to student and staff welfare.

People, Skills, and Responsibilities

Plus the right attitude

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For each Smart School, there needsto be a Media/Technologycoordinator who will be responsiblefor supporting teachers in the overalldeployment of multimedia and othertechnologies in the delivery of SmartSchool teaching.The technology coordinator isentrusted to guide and help trainteachers in delivering effectivetechnology supported instruction.Thus the technology coordinatorshould be a teacher with skills inintegration of technology forenhancement of informationgathering, instruction, managementprocesses and communication.

Other responsibilities of thetechnology coordinator includeassisting the principal in themanagement software applications aswell as keeping abreast withdevelopment in education technology.

Smart School Media/Technology coordinator

Apart from the pedagogical issues the technologycoordinator will also supervise maintenance of all technicalequipment and liaise with the school technical support staffteam for equipment repair, replacement and facilityupgrading as and when necessary.

• Basic IT and the new emphases onprofessional skills

• Integration of IT into T-L activities

• Creativity and innovation in T-L activitiesand materials

• Thinking Skills

• Values education

• Language proficiency

• Technology integration into the teaching-learning and management process

• Role as guide and facilitator of learning

• Continuous professional upgradingprogramme

• Mindset change towards Smart School

• Motivational skills

Roles and Responsibilities:• troubleshooting of technical problems• respond to teachers’ request for help in

technology integration in the classroom• assist the principal in the management

software applications• select and evaluate T-L materials• guide and train teachers in delivering

effective technology supported instruction• supervise maintenance of all technical

equipment• liase with the school technical support for

equipment repair, replacement and facilityupgrading

• keep abreast with development intechnology

Skills and Knowledge needed:• Basic pedagogical skills• Basic IT skills• Skills in integration of technology for

enhancement of information gathering,instruction, management processes andcommunication

• Knowledge of computer networking andsystem administration

THE TRAINING OUTLINE

On-site coaching, Practicum, Peer Coaching,Reflection, Continuous Learning

People, Skills, and Responsibilities

Plus the right attitude

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Roles and Responsibilities:• troubleshooting of technical

problems• respond to school

media/technology coordinator’srequest for technical help

• maintenance of all technicalequipment

• communicate with the otherlevels of technical support

• ensure conformity to IT policy

Skills and Knowledge needed:

• IT skills and knowledge• Computer and networking skills• Knowledge of educational and

management software and otherapplications used in schools

POTENTIAL OPTIONS

First Level SupportSchool Media/Technology coordinator can provide this support. He/she will attemptto troubleshoot any problems relating to the use of technology before routing it tothe next level of support.First level support can also be provided by :

a. Technology savvy students.This can be considered as part of their co-curricular activities

b.Technology savvy teachers.Due recognition and acknowledgement must be given to these teachers.

Second Level SupportThis should be based in the school. A technician who is competent in the technologydeployed in the school would be the ideal support needed.

Subsequent Level of SupportSubsequent level of support includes all technical support beyond the school level. Itcan be a technician who is based at the district/state level, a help-desk at theMinistry of Education level and/or a helpdesk set up by the vendor concerned.

Smart School Technical Support

Technical support is critical to the maintenance of all installed hardware and software to ensureminimal disruption to the teaching-learning and management process. Thus, every Smart School shouldhave a well defined technical support organisational structure which will provide help-desk function toSmart School students, teachers or administrators who require assistance in solving technical problems.

A number of organisational options can be deployed to ensure a tight, coherent centralised supportorganisation backed up at the local level by self-sufficient teams based at either individual or identifiedclusters of Smart Schools.

People, Skills, and Responsibilities

Plus the right attitude

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Officers from the various divisions of theEducation Ministry, State EducationDepartments, District Education Offices needto understand the educational objectives andpolicies of the Smart School in fulfilling theirrespective roles.The training curriculum for the officers have tobe geared towards their specific responsibilitiesin the Smart Schools.

Professional Development for other Education Personnel

The training outline for these officers shouldinclude:

• Smart School vision and objectives• Their role and responsibilities in the Smart

School• IT literacy• The teaching-learning and management

processes in the Smart School• Application of new approaches to their tasks

Skills and Knowledgeneeded:• Application and translation oftheories into practice

• Motivational skills, personnelmanagement skills and leadershipskills

• Self-directing skills and skillsat innovation and creativity

• Competency in supervising thenew Smart School processes.

Briefings, Demonstrations, Simulations, On-the-job Training,

Peer Coaching, Reflection, Continuous Learning

THE TRAINING OUTLINE

PHASE 1

• Understanding theconcept, vision andmission of Smart Schools

• Smart Schools and theInformation Age

• Basic IT skills, wordprocessing andspreadsheets

• Overview of multimediaapplications in education

PHASE 2

• Application ofManagement Softwarespecific to the differentfunctions of the differentdivisions of the Ministryof Education/StateEducationDepartments/DistrictEducation Offices

Roles and Responsibilities:•Planning• Co-ordinating• Monitoring• Supervising• Evaluating

People, Skills, and Responsibilities

Education officers are crucial tothe success of theimplementation of the SmartSchool project as they play amajor role in the planning, co-ordinating, monitoring, andevaluating the implementationactivities at the various levels. Pof the training should thereforeconcentrate on developing theawareness and acceptance ofthe Smart School concept.

Plus the right attitude

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Roles and Responsibilities:• Personal charge of children’s

learning experiences- monitor children’s

progress- guide, motivate and counsel

children• Support school activities• Resource persons/experts in

their own area

POSSIBLE STRATEGIES

• National campaign on parents in SmartSchool- media (electronic/print media)- road show (seminar, exhibition,forum)

• Parents’ Role in Smart SchoolConference

• Briefing on Smart School educationalprocess

• Basic IT skill training at school level• Counselling and motivation seminars

- State/District level- School level

• School tours/exhibitions of thetechnology available in school

• Parent support group monthly meetings• “IT Camps” at schools• Parents Bulletin Boards/Home Pages• “School Cyber Cafés” for parents• Launching of parent’s web-site

Parents of the Smart School studentsParents of Smart School children play a critical role in achieving the goals of Smart Schools indelivering education and developing balanced and holistic students. There is a need to increase theparticipation of parents in educational processes such as in teaching-learning, development of

educational materials, assessment,etc. Astudent’s learning opportunities stretchbeyond the classrooms. Parents can beeducational resources, and in the processbenefit themselves as their own learningneeds become a life-long endeavour.Research has also shown that children aremore successful in school when parents areinvolved in their education.The roles and responsibilities of SmartSchool parents must be widelyacknowledged and accepted, in order tocreate significant buy-in for parents toassume a much stronger role in the SmartSchool education process. There are anumber of strategies that can be adoptedto increase the participation of SmartSchool parents both in the delivery ofeducation as well as in the supervision ofchildren outside of school.

Skills and Knowledgeneeded:

• Ability to access school’spublic domain databases

• Ability to counsel andmotivate their children

• Ability to understandeducational process

People, Skills, and Responsibilities

Plus the right attitude

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TechnologyEnablers

The Malaysian Smart School

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Smart School Technology Enablers

TECHNOLOGY POLICIES

PEOPLE, SKILLS &RESPONSIBILITIES PROCESSES

TEACHING & LEARNINGTEACHING & LEARNING

Administration

Management

Technology Enablers

The purpose of this Section is to suggest the technologies that will support Smart Schools in Malaysia,namely, the technologies and infrastructure required for the teaching-learning, management, the connectivityto the external constituencies and the Educational Network connecting the Smart Schools.

This Section begins by illustrating the variousimplications of Information Technologies to theteaching-learning process, management, andlinkages to external constituencies. Following eachimplication scenario, a chart of possible technicalsolutions are presented. Next, several options ofschool, district and national level technicalsolutions are presented. Finally, the networkconfigurations for the three levels are broadlyproposed.

How to read this Section

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Self-Exploratory Learning

Distance Learning Communication with outside constituencies using technology, i.e., video conferencing, e-mail, videoon demand, broadcast, etc.

Examples of Teaching & Learning Practices IT ImplicationsEvery computer shall have access to the latesteducational materials available locally, as well asto external resources

Collaborative Learning Tools that facilitate group work within the classand across classes

Experiential Learning Simulation software and virtual reality to stimulate learning

Research, Reference, and Data Collection Tools to search, collect and collate information

Electronic Assessment On-line assessment via a standard database andbuilt-in assessment courseware

Drill and Practice Software or courseware that allows students topractise on their own or with peers

Inclusive Education Tools to help students with disabilities cope withlearning more effectively

The Information Technology implications of the Teaching-Learning Process

Technology Enablers

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…therefore Teaching and Learning Technical Requirements for these examples might look likethe following...

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School Governance Using computer communication i.e, video conferencing, tolink the school to the Ministry of Education foradministration and policy implementation purposes

Technology Management Using computer communication for the purpose of acquiringcentralised IT support for the school.

Student Affairs Using computers and databases to maintain studentprofiles.

Facilities Using computer communication to link the school’sdatabases to plan facility scheduling, maintenance andinventory.

Financial Management Using computer communication to link the school’sdatabases to facilitate budgeting, accounting and reporting

Human Resource Management Using computer communication to link the school’sdatabases to the State Education Departments for humanresource management purposes

External Resources Using computer communication to link the school to externalconstituencies like network resources, i.e., Internet,libraries and museums for the purpose of research,reference and data collection.

Security Management Using computer communication to link the school’sdatabases to the District Education Office for securitymanagement purposes

Educational Resources Using computer communication to link the school’sdatabases to central resource databases to regulate andorganise educational resources

School Management Functions IT Implications

Information Technology Implications of the Smart School Management System

Technology Enablers

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…therefore the Management System Technical Requirements might look like thefollowing...

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Technology Enablers

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Other Schools Optimal sharing of information and resources to encouragecollaborative learning on a subject among schools.

Homes / Parents Distance learning enables students to keep track of school workeven when they are not physically in school. Parents can access theschool for feedback on their children’s progress.

Community The Smart School can be a community centre to enable communityinvolvement in school activities. The community can also use theSmart School as an on-going learning centre.

Libraries Research, reference, and data collection resource available on-line

Universities / Colleges Distance Learning on topics by experts in the field, the provisionmentor / tutor programmes, and research data.

Companies / Industries Access to information on industries, and career opportunities,industrial practical training and sponsorship programmes offeredby these industries.

Museums/Archives /Science Centres Research, reference, and data collection resource available on-line.Possible access to virtual experiences.

Local Authorities On-line information about local social and cultural events to enableschool participation.

Information Technology Implications of linkages to External Constituencies

Examples of Linkages to Constituencies IT Implications

Technology Enablers

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…therefore External Constituency Technical Requirements might look like the following...

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Technology Enablers

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Technical requirements and possible solutions at the school level:

Studio / Theatrette• Control room for centralised Audio/Video equipment• Video conferencing studio• Preview room for audio, video or laser disk (LD)

materials

Teachers’ Room• Access to courseware catalogues and database• Information and resource management systems• Professional networking using e-mail and groupware

Administration Office• Database management of students and inventories• Tracking (e.g. teacher and student performance,

resources)• Distribution of notices / information

Server Room• Central server site (e.g. Application servers,

Management Database server, Web server)• Security measures ( e.g. Proxy server, Firewall )• Telecommunication interface and access to Network

resources e.g. Internet (e.g. router, modem)

Varied & easy access to teaching-learning resources• Physical facilities e.g classroom or lab• Teaching and learning equipment including hardware and

software

Conferencing facilities• Distance learning• Meetings & in-service training

Requirements

PossibleSolutions

Classroom• Multimedia courseware• Presentation of teacher’s educational materials (e.g.

computers for students and teachers, audio/videofacilities)

• Collaborative tools e.g. e-mail, groupware

Library / Media Centre• Database centre of multimedia courseware• Network resources (e.g. Internet)

Computer laboratory• Teaching ( e.g. Computer Studies as a subject)• Readily accessible multimedia and Audio/Video

equipment

Multimedia Development Centre• Creation / development tools for multimedia

materials (e.g. preparation of presentations ormusic)

• Catering for varying levels of sophistication

Technology Enablers

Variety of materials• Conventional materials• Multimedia materials• Network-based

materials

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Possible scenario a school configuration

EduNet

Classroom (1-n) Library/Media Centre

Teachers’ Room Administration Office MultimediaDevelopment Centre

Computer laboratory Studio / Theatrette

Server Room

SwitchingHub ISDN

hubA/V equipment CD jukebox

hub hub

hub hub hub

ISDN TA

Router

• 7 Computers (1:5 ratio)• 1 Computer for teacher• 1 printer• A/V equipment (e.g. TV,VCR,projector)

• 35 Computers with headphones• 1 CD juke box and courseware

database• 1 printer• 1 Media server

• 35 Computers (1:1 ratio) withheadphones

• 1 Computer for teacher• 1 printer• MIDI equipment

• 1 Video Conferencing studio• Audio-Video equipment• Document camera

• 1:1 ratio to the number of teacherslikely to be in the Teachers’ Roomat any time

• 1 printer

• 1:1 ratio to the number of staff• 2 printers• Office Automation equipment

• 5 workstations + 10 computers• 2 scanners + 2 colour printers• CD-ROM production• Data backup equipment• Content development tools (e.g.

Non linear editing equipment,MIDI, Authoring tools)

Database/Applications

• Web server + applications servers• Proxy server + firewall• Network Management System• Management Database• Smart Card Management• Router, ISDN TA, modem

Multi-mode fibre

UTP Category 5Assumption:Classroom size: 35

Technology Enablers

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Technical requirements and possible solutions at district level

Requirements

PossibleSolutions

Secure network• Assessment data, student and staff

records, governance, finance, HumanResources, security, educationalresources, student affairs

• Centralised multi-point video conferencing• Secured transactions e.g. over the network• Regional server with a unique computer address for each school• Information management and control

Option A• Secure transaction via network (software only)• Independent/ direct connection to district level

for multi-point video conferencing

Option B• Clustered multi-point video conferencing.• Secured transaction via separate secure

network• Security measures including data encryption

District database• Assessment, on-line resources,

management e.g. HumanResources, finance, educationalresources, technology, studentaffairs, external resources

Implementation options:

Technology Enablers

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Primary School

Secondary School

ISDN

District A

ISDN

Hub

Administrative Users

Database Servers

MCU

DomainNameServer

Proxy Server

Network ManagementSystem

State

Hub

AdministrativeUsers

DatabaseServers

Router

MCU

Hub

AdministrativeUsers

Database Servers

Router

MCU

Router

FIREWALL

Hub

District B

FIREWALL

Primary School

Secondary School

Possible scenario of an inter-school and district education network

Option A Option B

Remote Login

OPEN NETWORK(e.g. INTERNET)

Technology Enablers

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Technical requirements and possible solutions at national level

• Access to resources over an open platform• Means for collaborative work• Open communication channels with constituencies• Controlled distribution of sensitive information• External telecommunications backbone to support widely distributed points of access

• An education network consisting of both secured and open networks– sensitive information rides on the secure network (Ministry of Education, State & District

Education offices, etc.)– educational resources reside on the public network (schools, libraries, etc.)

• Schools can get into the secure network– through the open network via encryption means & other security measures– directly via remote access

• The telecommunications backbone can be– current telecommunications infrastructure– the Multimedia Super Corridor infrastructure

Requirements

PossibleSolutions

Technology Enablers

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BACK BONE NETWORK

OPEN NETWORK(e.g.INTERNET)

Point of Access

Point of Access

Point of Access

Point of Access

SECURED EDUCATION NETWORK

Firewall

Ministry of

Education State Education Department

State Education Department

District Education office

District Education office

School

School

School

Possible scenario of a national level education network

AccessNetwork

SecurityAccess

Technology Enablers

Legend

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Technical requirements and possible solutions for the national repository centre

Requirements• A national level repository centre available to all

education sites

• Expedient access to• the Ministry of Education• the Federal Government administration

• Reliable telecommunications infrastructure

• Capacity for international linkages and connectivity torelevant repositories

• It should reside in the Multimedia Super Corridor (MSC)• Designated multimedia centre• Proximity to Putra Jaya, the new Federal administration office• MSC will have the best and guaranteed telecommunications and

infrastructure facilities• The Smart School Project is a key MSC Flagship Application

Technology Enablers

PossibleSolutions

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PolicyImplications

The Malaysian Smart School

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TECHNOLOGY POLICIES

PEOPLE, SKILLS &RESPONSIBILITIES PROCESSES

TEACHING & LEARNINGTEACHING & LEARNING

Administration

Management

In this Section, the term “policies” is used as an umbrella term that encompasses both legislative policiesand regulations that will influence Smart Schools and their effective implementation.

The Project Team realised that it wasimportant to consider the whole range ofpolicies, regulations, procedures, and practicesboth formal and informal, written andunwritten that will need to be changed toaccommodate implementation of Smart Schools.This complex task will be undertaken bynumerous departmental committees in theMinistry of Education and will require time andseveral iterations to arrive at specific newapproaches.Hence, as a start, in this Section, the ProjectTeam highlighted some of the importantquestions at the macro level - particularlyrelated to policies and regulations - that needto be addressed to ensure the successfulimplementation of Smart Schools in Malaysia.

Policies

Policy Implications for Smart School

How to read this section

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TECHNOLOGY POLICIES

PEOPLE, SKILLS &RESPONSIBILITIES PROCESSES

TEACHING & LEARNINGTEACHING & LEARNING

Administration

Management

The policy implicationsfor Smart Schoolswas studied by takinginto account:

• The goals ofSmart Schools

• The envisionedfeatures ofSmart Schools

• The existingpolicies andregulations ineducation

Changes inexisting

• Policies

• Regulations

to make them inline with thegoals of SmartSchools

To formulate

• New policies

• Newregulations

that will enhancethe chances ofsuccess of SmartSchools

• Teaching-learningprocesses

• Managementfunctions

- of the overallSmart Schoolsystem

- within aSmart School

• People, skillsandresponsibilities

• Technology

To ensure thesuccessfulimplementation ofSmart Schools weneed:

Policy issues arediscussed withrespect to each ofthe main areas inthe Blueprint:

AND

Policies

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Note: Questions that have significant policy implications are discussed under the followingcategories within each of the four main areas :

Policies

Teaching-Learning Management People, skills andresponsibilities Technology

• Teaching-learning• Assessment• Selection and approval of teaching-learning materials

• School governance• Student affairs• Educational

resources• External resources• Financial• Facilities• Human resources• Security• Technology

• Teachers• Administrators• Technical staff• Personnel in the

education systemthat support SmartSchoolsimplementation

• Parents• Community

• Technology inputs• Technology

standards• Data security• Technology

architecture

Policy areas that need to be addressed in the implementation of Smart Schools:

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Policies

Envisioned Features of theSmart School Questions that need to be addressed

• Students progress at their ownpace according to capabilities

• Students in a class learn in avariety of ways (e.g. distancelearning, internet, electroniccourseware) at the same time.

• Under what conditions should vertical integration beintroduced?

• Should there be changes in the time allocated forteaching the various subjects in the Smart Schoolcurriculum? If so, how should they change?

• Is there a need for more flexible time-tabling?• What kind of classroom arrangement and furniture can

enable learning to occur in a variety of ways?

Teach

ing-

learni

ng

• Aptitude assessments will beconducted at the point of schoolentry and then periodically afterthat

• How often should aptitude assessment be conducted?• How should aptitude assessments be designed?• What national examinations should be conducted?• What levels of recording should be done for the various

assessment?Ass

essme

nt

• Best courseware materials need tobe identified for teaching SmartSchool subjects

• What changes in the selection process of teaching-learning materials are needed to ensure “best” SmartSchool materials? (e.g. transparent selection criteriaand evaluation.)Se

lectio

n of

teachi

ng-

learni

ng

mater

ials

Examples of policy areas that need to be addressed in the Teaching-Learning Process

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Policies

Envisioned Features of theSmart School Questions that need to be addressed

• Empowers the rapid relay ofrelevant information to and fromall stakeholders

• Creates channels for rapidcommunication to the world

• What information needs to be compiled?• Who gets access to what information?• Who owns it?• How long does the information need to be kept?• How does the information get modified?• Who can represent the school’s views?• What are the guidelines for expressing views in e-mail

form from the school?• What regular practices should be used for outreach

communication? (e.g. web-site - how often to be up-dated and what contents to be included?)

School

Govern

ance

• Test administration is via multiple-delivery and on-line

• What are the conditions under which test administrationis conducted (e.g. can students do the assessments fromhome?)Stu

dent

Affai

rs

• Intellectual property rights areupheld in Smart Schools

• School facilities will be used bythe community after school hours

• Who owns the written materials produced by teachers?• What are the guidelines on copyright issues?• How do we ensure the security of school facilities?• How do we ensure equal access to the physical

facilities?Fac

ilities

Policy areas that need to be addressed in Management Functions :

• A central team at Ministry ofEducation in charge of SmartSchool implementation

• Who drives the implementation?• Who evaluates the Smart Schools?• Who co-ordinates the external linkages (e.g. Telekom,

vendors, etc.) with state, district and school levels?

Over

all

Managem

ent

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Policies

Admin

istrat

ors

Envisioned Features of theSmart School Questions that need to be addressed

• All teachers skilled in the use ofIT and integration of IT in theteaching-learning process

• What needs to be included in the IT component of thepre-service teacher training curriculum at colleges anduniversities?

• What IT elements are necessary for continuous teacherdevelopment?

• What should be the minimum hours of on-going, annualprofessional development required for practisingteachers?

• What mechanisms need to be in place to ensure theintegration of IT into teaching activities?

Teach

ers

• Administrators (principals,headmasters, senior assistants)possess adequate IT skills

• What are the minimum IT skills necessary for schooladministrators?

• Should proficiency in IT skills become a criterion in theselection of administrators? If so, how?

• What mechanisms need to be in place for alladministrators to acquire the necessary IT skills andthen periodically update these skills?

Policy areas that need to be addressed in getting the right people for Smart Schools :

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Policies

Pers

onnel

in the

MoE

who

suppor

t

Smart

S

chool

Imple

menta

tion

Envisioned Features of theSmart School Questions that need to be addressed

• Competent technical staff providesupport for technology used inSmart Schools

• What new posts need to created in schools at thedistrict and state levels? (Are these technical positionsor teachers who are trained to support technology)?

• To what extent would teachers and students play a role?(e.g. teachers with interest and expertise have areduced teaching load to enable them to be responsiblefor technology support; students to assist in technologysupport as an extra curricular activity or for credit)

Techn

ical

Suppor

t

Staff

• Lecturers in teacher trainingcolleges and universities, andSchool Inspectors areknowledgeable about the SmartSchool philosophy, goals and theintegral role of technology inteaching-learning

• Should the envisioned features of Smart Schoolteaching-learning and the use of technology in teaching-learning be introduced as criteria against which toselect lecturers and school inspectors?

Policy areas that need to be addressed in getting the right people for Smart Schools (continued) :

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Policies

Envisioned Features of theSmart School Questions that need to be addressed

• Parents can easily access academicand health records of their childon-line

• Who qualifies to view students’ data?• What kind of data goes on-line?

Parent

s

Commu

nity

• The Smart School is the centre oflearning for the community

• The community is encouraged toparticipate in Smart Schoolactivities and use Smart Schoolfacilities

• What facilities shall be made available for communityuse? And when should they be made available?

• What is the extent and type of community participationthat is encouraged? (e.g. Individuals coming into theclassroom as volunteer teacher aides or involved in co-curricular activities or helping students who need extrahelp with their school work)

Policy areas that need to be addressed in getting the right people for Smart Schools (continued) :

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Policies

Envisioned Features of theSmart School Questions that need to be addressed

• LAN, WAN hardware andcourseware are common technologyinputs in Smart Schools

• What modifications need to be made to the per capitagrant (PCG) to accommodate start-up and on-goingtechnology expenses?

• What alternative funding sources can be harnessed bySmart Schools to acquire additional technology inputs?

Techn

ologic

al

Inputs

• Common technology standardsmust be adhered to in all SmartSchools for reasons of inter-operability

• To what extent are schools able to add technology thatis inconsistent with agreed-upon Ministry of Educationguidelines or technology standards?Te

chnolo

gy

Standa

rds

• Most data in Smart Schools will beon-line and easily accessible

• Who defines security policies?• Who grants security access rights?Da

ta

Secur

ity

Policy areas that need to be addressed when introducing technology in Smart Schools :

• A central agency will co-ordinatethe introduction of technology intoSmart Schools

Techn

ology

Archit

ecture

• Who owns and modifies architecture and technologystandards?

• How will legacy systems and networks be integrated intothe Smart School system?

• Who is responsible for defining a technology supportstructure, modifying it and ensuring its success?

• Who is responsible for monitoring technology (hardwareand software) performance over time?

• Who will be responsible for defining guidelines that willallow beta testing of new courseware in Smart Schools

• What role can the private sector play in the on-goingimplementation (e.g. with respect to standards, technology,architecture and policies)

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ConcludingRemarks

The Malaysian Smart School

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The dynamic nature of a Smart School makes itobligatory and incumbent on the Project Teamto propose indicators of whether or not the keyobjectives of such an ideal school have beenachieved.

These indicators are detailed criteria thatprovide clear evidence as to the extent to whichthe programme is succeeding in achieving thegoals set out in the Malaysian NationalPhilosophy of Education.

It is with this in mind that the Project Teamfeels that some of the key criteria to measurethe performance or success of the SmartSchool programme would comprise the following:

• The curriculum should be broad to cater tothe needs and different capabilities ofstudents;

• There should be competent, caring andprofessional teachers

• The school climate or culture should be onethat is conducive to learning;

• The on-going assessment system should beone that supports good instruction;

• There should be achievement gains recordedyear by year;

• There should be a decrease in disciplinereferrals

• There should be a decrease in drop out rates

• There should be high level of parent andcommunity involvement

Concluding Remarks

Concluding remarks:

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To bring about these high levels ofperformance, the Project Team has identifiedcritical factors for success in order for SmartSchools to be established and implemented inMalaysia. Among these factors so identifiedare the following:• There should be buy-in, support and

commitment from all stakeholders;• There should be continuous professional

development for teachers, principals,administrators and other educationalpersonnel;

• There should be sufficient funds andresources;

• Policies, regulations, norms and guidelinesthat support Smart Schools should be inplace;

• There should be continuous synergisticefforts by all agencies in the educationalsystem.

• Schools should have in place processes whichreflect the need for efficiency andeffectiveness;

• There should be sufficient deployment of ITresources for enabling support including on-going maintenance and support.

Concluding Remarks

Concluding remarks (continued):The Project Team also proposes that anoversight mechanism be set up tomonitor and assess the implementationof Smart Schools and to oversee thebalance of rights and responsibilitiesamong the constituencies of the SmartSchool system.

With all these prerequisites andconditions in place, the Project Team isconvinced that Smart Schools willherald a new and dynamic phase in thenation’s educational development,providing a key ingredient in Malaysia’smarch towards being a fully developednation by the year 2020.

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Appendix 1Smart Schools In Malaysia:

A Quantum Leap

The Malaysian Smart School

Ministry of Education, MalaysiaKuala LumpurJanuary 1997

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Malaysia needs to make the critical transition from anindustrial economy to a leader in the Information Age.In order to make this vision a reality, Malaysians need tomake a fundamental shift towards a more technologicallyliterate, thinking work force, able to perform in a globalwork environment and use the tools available in theInformation Age. To make this shift, the educationsystem must undergo a radical transformation. Theschooling culture must be transformed from one that ismemory-based to one that is informed, thinking, creativeand caring, through leading-edge technology. It isagainst this background that Smart Schools has beenmade one of the flagship applications in the MultimediaSuper Corridor (MSC). Smart Schools is therefore nolonger a fashionable luxury but the only way forward.

By the year 2010, all the approximately ten thousandMalaysian schools will be ‘Smart Schools’. In theseschools, learning will be self-directed, individually-paced,continuous and reflective. This will be made possiblethrough the provision of multimedia technology andworld-wide networking. With these facilities, learningwill shift from being teacher-centred to student-centred, supported by a flexible and open-endedcurriculum.

Smart Schools will lead to the full democratisation ofeducation. These schools are not for the smarteststudents but really a smart way of ensuring that every

SMART SCHOOLS IN MALAYSIA : A Quantum Leap

student - strong or weak, rich or poor - stretches to hisfullest potential in a way that is best suited to hislearning pace and style. The curriculum will thereforerecognise that students have different learning needs.Computer technology will allow for this flexibility anddiversity to be built into the system. This will also narrowthe opportunity gap between the affluent who can affordadvanced technology in their homes and the less affluentin society.

KEY PLAYERS IN SMART SCHOOLSStudents as Active Learners

Smart Schools will prepare students to make asuccessful transition to the modern and more globalenvironment. The schools will nurture skills of creativeproblem-solving in the face of novel situations, andstudents will learn to exercise courage in makingdecisions and assuming responsibility for them. Studentswill learn to process and manipulate information. Theywill be trained to think critically and to reflect on whatthey have learned, as well as to transfer and applyknowledge from one discipline to another and to dailylife.

Students will be able to go on an information journeyaround the world to search for and collect data. Besideshaving their own access to on-site resources, they will

Appendix 1

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also have access to national as well as global resourcecentres, through tools such as the Internet. In additionto gaining access to databases, networking will enableinteractions with other students, teachers and people allover the world. The students’ world will be widenedthrough these scholastic and social contacts.

Networking will have the added advantage of allowingthose who are unable to attend school, for any reason, tocarry on with schoolwork from their homes. This givesnew meaning to the idea of absenteeism from school, aslearning can continue uninterrupted outside of the schoolwalls.

Hence, students will need to be taught strategies tocompetently and selectively navigate for information. Inaddition, team effort, group collaboration, flexibility,farsightedness and competency in international languageswill be emphasised.

The Malaysian Smart Schools will also incorporate theinnovative concept of the virtual express class. Thecurrent system stretches the weak students andrestricts the smartest. In the Smart Schools, technologywill help provide the flexibility to remove this stress inthe system. This will allow fast learners to complete allcoursework and assessments sooner than the normalduration.

SMART SCHOOLS IN MALAYSIA : A Quantum Leap (continued)

The less able will undergo a ‘thinner’ programme andproceed at a slower pace as well as be able to get morefocused attention from the teacher. This will be madepossible with the establishment of centralised on-linedelivery of assessment items. The flexible assessmentsystem will allow students in a physical class to work atdifferent levels in the same subject as well as to allow astudent to progress to different levels of differentsubjects at any given time. With this, the slow learnerswho are often forgotten will be guaranteed the attentionthey deserve.

Teachers as Facilitators of Learning

Teachers will now play the role of ‘a guide on the side’,thus doing away with their traditional role of ‘the sage onthe stage’. Teachers will identify goals, define directionfor their students, pilot their progress towards thesegoals and then step back to allow the students to learn attheir own pace. They will give psychological support andencouragement. They will periodically step in to checkprogress, applaud strengths and efforts, identifyweaknesses, and decide what kind of practice theirstudents will need. In short, teachers will beinstrumental in creating conditions that will promoteself-directed learning which is creative and independent.

Appendix 1

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Students in Smart Schools will therefore have theadvantage of more personalised attention from theirteachers. Computers will allow teachers to delegateroutine exercises or delivery of information, and freethem from the more mundane administrative tasks toconcentrate on the human facet of education. The timemade available can then be utilised to mould students tobecome good citizens with a sense of history, traditionsand values.

Administrators as Effective Managers

The third pillar of the Smart Schools will be thestreamlining of school administration through the use oftechnology. This will help improve efficiency, removeredundancies and radically improve access to allconcerned. With school management computerised andon-line, the principals will be able to plan, manage andutilise both human and physical resources effectively.

Networking will facilitate the involvement of parents andthe community in school programmes, making themeffective partners in their children’s education. Withdatabases, information on students and teachers will bereadily accessible to legitimate parties. Students’ andteachers’ welfare needs can be more effectively metwith constant monitoring. Furthermore, systematic

SMART SCHOOLS IN MALAYSIA : A Quantum Leap (continued)

monitoring of students’ progress will alert the school asto when interventions are necessary for both the giftedand less able.

A vision of a day in the life of a student, teacher,principal and parent for the Smart School is in theAppendix.

IMPLEMENTATION OF SMART SCHOOLS

A total of 85 schools involving 85,000 students will beoperationalised as Smart Schools in January 1999. Bythe year 2000, approximately 300,000 students in about500 schools will join the move to become Smart Schools.

By the year 2010, all the 10,000 schools in the countrywill be Smart Schools. This will involve an estimatedenrolment of 5.8 million students and 450,000 teachers.

This has significant implications particularly onmultimedia infrastructure deployment, training andmaterials development.

Multimedia InfrastructureSmart Schools invariably demand a heavy investment onmultimedia infrastructure. The hardware would includecomputers and peripherals, video and voice conferencingequipment and the backbone telecommunicationinfrastructure.

Appendix 1

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The software will comprise word processors,spreadsheets, networking software, e-mail software,Internet browsers, authoring tools and training software.In addition, Smart Schools will require the creation ofinterlinked national and local databases and resourcecentres.

The infrastructure is not incremental to the currentinformation technology deployment but orders ofmagnitude higher. The successful planning, procurement,installation and maintenance will require a radical changein approach. This is essential to ensure the optimumutilisation of the facilities, which otherwise could easilybecome an expensive high-tech means of doing more ofthe same.

Training

The most crucial aspect of training would be teachertraining. There needs to be a careful mix of intensivetraining and counselling to help teachers adapt to thenew environment. This will be critical in order to dispelthe natural insecurity and fears of redundancy that willarise from this radical paradigm shift in teachingmethodology and hence the very role of teachers.

This training will have to devote considerable attentionto changing the mindset of teachers to understand thatSmart Schools must provide the best environment forself-paced, self-directed, and self-accessed learning.

Initial training will be provided for 6,000 teachers forthe implementation of Smart Schools in 1999. By theyear 2005, another 70,000 teachers will have to betrained. The full implementation of Smart Schoolsthroughout the country will require the training of about450,000 teachers by the year 2010.

This would involve thoroughly revamping trainingprogrammes, significant additional infrastructure and themobilisation of expertise, both local and foreign.

While teachers form the largest target group fortraining, the challenge to train administrators,supervisors, technologists and supporting staff is notinsignificant.

Materials

There is a need to make available a rapid and sustainablesupply of courseware in the next year or two, and to havethese constantly replenished and updated. Courseware

SMART SCHOOLS IN MALAYSIA : A Quantum Leap (continued)

Appendix 1

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has to be developed for all subjects in the curriculum andto cater for the high fliers, the average and the slowlearners. In this respect, perhaps the greatest challengewill be to prepare courseware for the slow learners.

This courseware will need to exhibit the followingfeatures : discrete self-contained packages, interactive,cognitively challenging, with self-assessment and built-incheckpoints for teachers’ inputs.

The Challenges Ahead

To enable the smooth transition to Smart Schools, somepolicy changes will be necessary. These would encompassschooling structure, training and personnel requirementand certification conditions.

Additionally, the Ministry of Education realises that ithas to bring in leading-edge thinking and knowledge onSmart Schools to find the most practical solutions to thecomplex tasks inherent. To develop and fund thisambitious project, it will have to form ‘smartpartnerships’ with leading private companies, not only forthe implementation but also for the conceptual designphase.

SMART SCHOOLS IN MALAYSIA : A Quantum Leap (continued)

Effective implementation of Smart Schools will requirefunding for the building of new schools with all itsmultimedia infrastructure, upgrading facilities in existingschools and teacher training institutions, and for themaintenance of new technology introduced. Over theduration of the project, this will require several billionRinggit Malaysia (RM). While the dramatic increase inbudgetary allocation is necessary, it is unlikely that it willbe sufficient to fund this mega-project. Innovativemethods such as private sector funding, corporate andcommunity involvement and sponsorships and smart useof the excellent infrastructure after school hours, willneed to be explored.

* * *Smart Schools will provide a golden opportunity for theMinistry of Education to implement innovations toachieve the highest standards in education and become aglobal leader in the field.

Obviously there is a need to learn from successfulexisting and ongoing projects around the world and thenmerge this learning with unique local requirements tocreate something that is beyond and more advanced.

The challenge ahead is a great one, but the rewards willbe just as great.

Appendix 1

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Scenes From A Day In The Life Of A PrimarySchool Student

My name is Farah. I am a Year 3 primary school student.My friends and I came to school early this morning toupdate our school's home page on the World Wide Web.We also replied to some students in Leningrad who askedabout the kind of clothes Malaysian students wear.

Later in the morning, during our Humanities class, welearned about other cultures by exchanging e-mail overthe Internet with students in different parts of theworld. My teacher, Mr. Shah, said we should save our e-mail messages and prepare portfolios of our learning toshare with students in the other classes. He also saidthat we could discuss our portfolios with him, amongourselves, and even with our parents, brothers, andsisters. I am going to ask my parents to look over myportfolio before I submit it to Mr. Shah.

Today, we worked on different modules for Science. Halfof my class decided to study the same Science modulewith Mr. Kalis' guidance. First, he made sure thateverybody in the class had a module to study, whetheralone or in a group.

SMART SCHOOLS IN MALAYSIA : Scenarios

Then, he joined my study group and asked us how wewould explain to a visiting alien from another planet whenit/he/she (?) asks "How does a tree grow?". He let uswatch a film using time-lapse photography to show us howa seed grows into a tree in the forest.

It was the most amazing thing we had ever seen. Imaginea little seed growing into a huge angsana! My friends andI then thought of some appropriate answers to thatvisiting alien's question. We presented our answers in theform of a song, a poem, a creative movement, a drawing,and a dialogue.

While we were busy with our fifth level module, my goodfriends, Nur and Lisa were studying more advancedmodules on their own. Three of my other classmates dida group study of "the effects of insecticides onhousehold plants and crop plants". They will be readyto sit for their ninth level assessment soon, I think.

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Last week, Miss Azah, our Music teacher, taught us howto produce sounds by using household utensils and tools.She also showed us how our bodies can produce sounds,for example, when we hum, stamp our feet, clap ourhands, snap our fingers, thump our thighs! Today, we puttogether many different sounds to compose a piece ofmusic that we named "Music of Sounds." Then, Miss Azahhelped us record the music for our discograph collectionto be put into our Music portfolio. After that, Miss Azahgave us a short quiz before assigning different modulesfor us to study. Six of us were given tenth levelmodules, but most of my friends were given seventh levelmodules. Miss Azah asked two of my classmates to gothrough another sixth level module with her.

When my parents picked me up from school, I had somuch to tell them. Mother said Mr. Bakar, my classteacher, had e-mailed my monthly progress report to ourhome earlier in the day. She said she was glad I wasenjoying school so much. Father, as usual, smiled in hisquiet way to let me know he was pleased with myprogress in school. I can't wait to go to school tomorrowto tell my friends how happy my parents are!

SMART SCHOOLS IN MALAYSIA : Scenarios (continued)

Scenes From A Day In The Life Of A SecondarySchool Student

My name is Desa. I am a Form 4 secondary schoolstudent. This morning, I came to school early to getready for my mid-year physical fitness assessment in thegymnasium. My friends and I worked in pairs to assessour cardiorespiratory endurance, muscular endurance,muscular strength, flexibility, and body composition.After the assessment, we received computer printoutsof our results. Then, we had a discussion with ourPhysical Education teacher about our individual physicalfitness programmes for the next month. We are going towrite up diets for ourselves based on informationaccessed from a website regarding diets and nutrition.

My friend, Imran, could not come to school todaybecause he had sprained his foot, and his doctor wantedhim to rest at home. My form teacher told us thatImran's injury did not stop him from completing hisassignment at home and sending it by e-mail to school.

Today, for Humanities class, ten of my classmates choseto work on more advanced individualised tasks, whilemost of my classmates preferred to study the "ModernCommunications" module with our teacher's guidance.

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I chose to help manage the school radio station for twohours. First thing in the morning was a message from ourPrincipal, Mr. Ali. Then, some students from the lowerforms played a selection of fusion music featuring theuse of two traditional Malay percussion instruments, thegamelan and caklempong, in Mozart pieces. I also helpedpresent commentaries on important events in the life ofthe school.

During the Biology class, my classmates picked differentmodules based on our interests and according to ourweekly progress in Biology. My study group learned aboutinfectious diseases as we used the Internet to track anoutbreak of the Ebola virus in Africa. Last week, Ilearned about rates, ratios, and proportions, and workedout a computer simulation to predict the worst casescenario as well as the best case scenario of theconsequences of a similar outbreak in Malaysia. Today,my friends and I used what we have learnt earlier totrack the spread of HIV infection and AIDS in Malaysia,and to predict the consequences. Tomorrow, we will betalking to a panel of experts from the Malaysian AIDSCouncil. Mrs. Mohan, our Science teacher and Miss Lee,our Humanities teacher, had arranged the talk. Thatmeans our Biology and Humanities classes will beintegrated tomorrow. My friends tell me that a doctor, alawyer, a teacher, and an HIV positive patient would be

on that panel. I am looking forward to the discussion.

Tonight, I must prepare some questions to ask themtomorrow. Perhaps my parents who are very concernedabout the spread of HIV/AIDS will help me formulatesome questions.

During lunch break, my friend, Kim told me that she usedthe Internet to collect information about the health ofthe Straits of Malacca. Yesterday, she had studied themodule on how to identify problems and solve them usingthe matrix problem-solving method. Today, she usedthat method to identify and resolve pollution problems inthe Straits. Kim is particularly excited because herfindings will be published on our school home page.

Scenes From A Day In The Life Of A Teacher

My name is Johan and I teach in a Smart School. Today,as usual, I used my smart card to register my attendancewhen I entered the school. When the school bell rang, Ichecked my students' attendance from the computer inthe Teachers' Room. All my students were present, so Idid not have to telephone or e-mail any parents toenquire about their children.

SMART SCHOOLS IN MALAYSIA : Scenarios (continued)

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In the morning, I went over to the Teachers' ResourceCentre to review this week's assessment records of mystudents' progress. My students had made theirsuggestions for the assignments and tasks that theyshould work on the following week. I recorded myagreement for most, and added my suggestions for some.One of my colleagues told me that a few of my studentsmight be spending too much time on their Scienceprojects, and not enough time on their otherassignments. I spoke to the boys concerned and theypromised they would spend extra time on their otherassignments once they had finished their Scienceproject.

One of my students, Lili, had not been able to finish herearlier assignment because she had been ill, and shewanted to negotiate a learning contract with me to dotwice the number of assignments to make up. After somediscussion about schedules and resource materials, wedecided on the substance of the contract. Lili's motherhad called me the day before to discuss her child'sprogress; after the contract had been signed, I e-maileda copy to her and included some suggestions on how shecould help her daughter. I am so glad that technology hasfreed me to spend more time on my students, to get toknow them well, and to understand their concerns, hopes,and dreams.

Just before the second break of the day, my Englishclass communicated via the Internet with authors ofchildren's books. The students spent about an hour"talking" to some fifteen authors, asking questions thatthey had prepared yesterday. After I had graded theirlearning portfolios using a scoring rubric, I went to theTeachers' Resource Centre to scan my students'portfolios for transmission to the Assessment CollationUnit in the Examination Syndicate.

As I was walking to the canteen for my lunch breaktoday, I noticed Miss Rosy's Science class in theComputer laboratory learning astronomy by accessingNASA's Internet site. One study group had evenmanaged to get on a chat site with some formerastronauts and astronomers.

After school, some of my colleagues and I met in theTeachers' Resource Centre to use the Internet togather, analyse, and use information from libraries anduniversities around the world to develop data bases forteachers and students. I have been developing a database of twentieth century children's plays. Anothergroup of my colleagues was there too, producing ContractActivity Packages with the help of their counterparts inother parts of the world. They were hard at workproducing an interactive package on "A Journey Through

SMART SCHOOLS IN MALAYSIA : Scenarios (continued)

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The Solar System," incorporating the use of computersimulation and virtual reality. When I left to go home,some Mathematics teachers arrived to prepareembedded data videodiscs for the teaching of thinkingskills in Mathematics.

Scenes From A Day In The Life Of A Principal

My name is Ali. I am the principal of a Smart School.Today, I started my day with a visit to the school's minizoo, to say 'hello' to the orphaned baby crocodile thathad been brought in the day before by the villagers. Ihad already sent an e-mail to the National Zoo, and thedirector had promised to send a team of veterinariansand zoo wardens to transport the orphan to the zoo laterin the week. My team of technicians was already there,setting up the equipment to videotape the littlecreature's habits for my students to study later on.After spending a few minutes with my favourite zoofriend, a beautiful Sarawak hornbill, I walked over to myoffice.

Mr. Lim, the Assistant Principal, was busy arranging hisschedule so that he could supervise the classes that didnot have teachers for the day. Two of my teachers had

been selected to attend a thinking skills seminar, andthey were not able to attend to their students. Later inthe day, Mr. Lim told me the students in the affectedclasses were busy working on their assignments everytime he checked on them, and he was very pleased withtheir diligence and discipline.

After I had checked the students' and teachers'attendance on my office computer, I telephoned Mr. andMrs. Jaya to remind them of their appointment with thestudents in the Humanities and Science classes. Mr. andMrs. Jaya are active members of the Careers AdvisoryCommittee of the Parents-Teachers Association; Mr.Jaya had agreed to be interviewed by some studentsregarding his career as one of Malaysia's astronauts, andMrs. Jaya had volunteered to talk about her job as agenetic engineer.

During the first break of the day, I joined a group ofstudents in the school radio station who were responsiblefor the broadcasts of the day. I addressed the schoolover the public address system, and congratulated theclass who had won a national award for theirenvironmental project on lowland swamps. I also praisedthe Form 2 students for the good work they had donecheering up the senior citizens at the old folks' homeyesterday.

SMART SCHOOLS IN MALAYSIA : Scenarios (continued)

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On my way to the Language laboratory to observe myteachers at work, the school clerk paged me to let meknow that the videoconferencing setup was ready, and toremind me of my monthly Administrators' Meeting withthe Director-General of Education in an hour's time.After discussing the purchase of some new coursewarewith my Language teachers, I went back to my office formy meeting. The meeting started off with the Director-General's briefing regarding the use of virtual reality tomake the learning experience more effective and morevivid. My colleagues from all over the country were reallyexcited about the new technology, and the discussionbecame very lively. I was able to contribute to thediscussion because my eldest son had helped in thepreparation of virtual reality games during his trainingstint with the National Science Centre.

Scenes From A Day In The Life of A Parent Of ASmart School Student

My name is Madam Yasmin. My son, Desa is a student in asecondary Smart School. This morning, before he leftearly for school, Desa told me that he was reallyinterested in distance running and would like to seriouslytrain to be a distance runner. In fact, his teacher,

Mr. Zamrus, had earlier told my husband and I that ourson had the potential and the mental drive to be a reallygood distance runner. I agreed to discuss a physicaltraining and dietary programme with his teacher as soonas possible. I received an e-mail from Mr. Zamrus, withsome suggestions for Desa's training programme. Ireplied to his e-mail, and we agreed that my husband andI would support Mr. Zamrus' school programme. Ichecked out the website that he had suggested, and Igot some very good ideas on working out a suitable dietto support Desa's training programme. I forwarded mye-mail discussions with Mr. Zamrus to my husband at hisworkplace, and he e-mailed his support almostimmediately.

Late last year, my husband and I had volunteered toserve on the fund-raising committee for Desa's school.The school needed some funds to set up a creche for theteachers' very young children, and a daycare centre forthe older children. We had sent out appeal letters overthe e-mail to several companies, and late this morning,some of them replied saying they would be happy tocontribute building materials, manpower, and cash. Wehad happily forwarded all offers to Desa's Principal, andhe was also very pleased to inform us that he hadreceived offers from some non-working parents to helpout in the creche and daycare centre.

SMART SCHOOLS IN MALAYSIA : Scenarios (continued)

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Last week, after a Parents-Teacher Association meetingat Desa's school, a few parents, my husband and I gottogether to help Desa's Principal and his staff develop adata base of resource persons, including parents so thatthe school could set up a more effective career guidanceprogramme. Dr. Abu offered to collate the informationand give the diskette to Desa's Principal by this week.This afternoon, Dr. Abu telephoned me to say that theinformation had been forwarded to the Principal. He saidthe first career guidance seminar was scheduled fornext week, and he had volunteered me and himself aspanel speakers. I agreed to help since I am passionatelydevoted to promoting veterinary science as a career forbright, caring, young men and women. Dr Abu would, ofcourse, speak about the joys, trials, and tribulations of ageneral practioner's life.

After dinner, Desa, my husband and I visited ourfavourite bookstore to buy a "library" of 7000 books;actually, it was a CD-ROM that Desa had heard aboutfrom his library teacher in school. My husband and Iwere amazed that technology has become so advanced.We checked out the "books" contained in the CD-ROM,and decided they were suitable for Desa, and us as well.

A Vision of The Physical and MultimediaInfrastructure

The Smart School will contain a web of connectionslinking classrooms to one another and linking the schoolto other schools of the country through the use of localand wide area networks (LAN and WAN).

A primary Smart School will be equipped with computersto the ratio of one computer to four students. Eachclassroom will have three computers, and each of thethree computer labs will have thirty computers each.There will be six multi-purpose rooms with six computerseach. The electronic resource centre will house tencomputers. Teachers will enjoy a ratio of one computerto five teachers. Four computers will be placed in theadministrative office. All the computers will beconnected to WAN.

A secondary Smart School will have a ratio of onecomputer to three students. Each classroom will havefour computers, and each of the four computer labs willhave thirty computers. The six multi-purpose rooms willhave seven computers each. The electronic resourcecentre will house ten computers. Teachers will enjoy aratio of one computer to five teachers. The totalnumber of computers for administrative use will be eight.Computers in the science laboratories will be stand-alonewhile all other computers will be connected to WAN.

SMART SCHOOLS IN MALAYSIA : Scenarios (continued)

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Appendix 2Golden Rules for Smart School

Project Team

The Malaysian Smart School

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Golden Rules Adopted for the Smart Schools Project Team

• All participants use the opportunity to create visionary solutions for the benefit to Malaysia,

not opportunistic “quick-fixes”.

• The team strives to fulfil high aspirations in developing leading concepts and comprehensive

standards.

• Team members work collaboratively to develop world class solutions to the benefit of all

participants.

• The project team will create end products and solutions that are acceptable to the entire team.

• The Steering Committee provides guidance, not decisions between competing vendor concepts.

• Open communication within the team but external communication through the Steering

Committee only.

• All team members contribute substantially.

• Ministry of Education has the rights to the end products of the team within Malaysia; team

members are encouraged to use all know-how and information acquired during the project,

outside Malaysia, if not marked or identified as confidential. The Steering Committee can,

however, release confidential materials for use outside of Malaysia.

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Appendix 3Detailed Smart School

Process Flows

The Malaysian Smart School

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Appendix 3

SS000: The Smart School System

Resources

HumanResources

Technology

Capital

Otherresources

Researchand

development

Primary-Secondary SCHOOL SYSTEM

Teaching-Learning Process

Identifyand

localiseteaching

plan

Select andorganise

teaching andlearning

materials

Determinestudent'sentry level

Seteducational

policyTrain staff

Developmaterials

Control andmonitorschools

Developcurriculum

School Management and Control

Manageoverall

finances

Private Education System

Work force orHigher

EducationSystem

Plan studentexperiences

Undergoclassroom

session

Conduct internalachievementassessment

ProvideFeedback

Conduct externalachievementassessment

Develop orprocure

courseware

EXTERNAL INFLUENCES

Manage HRrequirements

Managestudentaffairs

Manageschool

resources

Manageschool

governance

Manageschool

financialrequirements

Manageschool

facilities

Managetechnology

requirements

Managesecurity

requirements

Manageexternal

resources

S100

S200

S300

S400 S500

S600

S700

S800

S900

Process Flow Diagram of Smart School

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SS100: Identify and Localise Teaching Plan

Administration

Panel of teachers

Teacher

Students

Parents

E101

SS.110

Internalise aims andobjectives of subject

syllabus

Curriculumspecifications from

Ministry of Education

subject

SS.115

Examine syllabusfor content for

student grade level

Teaching Plan

SS.120Translate syllabuscontent to ensure

suitability accordingto locality and

students

SS.125

Select instructionalgoals

SS.130

Prepare assessmentplan

Student records

details

SS.135

Plan for creation ofphysical &

emotional learningenvironment

Process Flow Diagram of Smart School (continued)

Supported EventsE101: Year End Planning

Appendix 3

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SS200: Select and Organise Teaching-Learning Materials

Administration

Selection panel(school)

Teacher

Students

Parents

E201 SS.210

Plan for coursewareselection

Courseware catalogue

Courseware descriptions,details

SS.215

Check coursewaredatabase forsuitable T-Lmaterials

SS.220

Check externalresources forsuitable T-Lmaterials

SS.230

Assemble suitableT-L materials

E202

criteria

External sources

Courseware descriptions,details

T-L Materials

Courseware database

SS.225

Acquire suitable T-Lmaterials forcoursewaredatabase

Courseware catalogue

Courseware descriptions,details

T-L Materials

Teaching-LearningMaterials for class

Courseware selectionguideline

guidelines

SS.235

Arrange sequenceand allocate time

Available ?

yes

No

Process Flow Diagram of Smart School (continued)

Supported EventsE201: Year End PlanningE202: New Materials become available

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Process Flow Diagram of Smart School (continued)

SS300: Determine student's entry level

Administration

Teacher

Student

Parent

Other

E302

SS.310

Check studentrecords for learningstyles, capabilities,

inclinations, etc.

Student records

SS.315

Take placement test

SS.320

Analyse placementtest results

details

recommendation

results

results

SS.310Provide studentdetails, includinglearning styles,

capabilities,inclinations, etc.

E301

SS.325

Recommendstudent entry level

student'sdetails

Supported EventsE301: Registration for new student, or update of current studentE302: Beginning of School Year

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Process Flow Diagram of Smart School (continued)

SS400: Plan Student Experiences

Administration

Teacher

Student

Parent

Other

E401

SS.410

Plan tri-partitemeeting with

student and parents

Student records

SS.420

Plan Learningactivities

details

SS.415

Schedule meetingfor teacher-student-

parents

details

SS.425

Set own rubrics

SS.430

Provide externalresources

SS.435

Volunteer to provideteaching aid

SS.440

Volunteer to otheractivities

School resourcedatabase

Student affairsdatabase

SS.445

Decide sequence oflearning activities

SS.450

Decide sequence ofuse of T-L material

or courseware

Time-table

E402 E403 E404

SS.455

Decide personinvolved

Student's rubric

E405

SS.425

Set learning goalsStudent's learning goals

Supported EventsE401: Beginning of School YearE402: Volunteer to provide resourcesE403: Volunteer to provide aidE404: Volunteer to other activitiesE405: Phone, fax, e-mail students, parents to arrange schedule

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Process Flow Diagram of Smart School (continued)

SS500: Undergo Classroom Session

Administration

Teacher

Student

Parent

Other

E501

SS.510

Take attendance

Student records

SS.520

Assess ownprogress

attendance

SS.515

Undergo thelearning process

Satisfactory

SS.525

Select subsequentmodule

Yes

No

SS.515

Select Module forlearning process

Learning MaterialsExternal

Resources Student records

AssessmentRecords

Time table

Student rubric

Supported EventsE501: Students arrive in classroom

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Process Flow Diagram of Smart School (continued)

SS600: Conduct Internal Achievement Assessment

Administration

Teacher

Student

Parent

Other

E601

SS.610Register student to

undergoachievementassessment

Student achievementregistration

registered student

Item bank

SS.620

Undergoachievementassessment

Student's achievementrecords

Student's previousachievement records

SS.615

Plan test

SS.620

Assemble test

SS.625

Administer test

SS.630

Indicate readiness

SS.635

Select suitableitems

SS.640

Counsel student

SS.650

Self score

SS.655

Feedback to parent

SS.660

Score test

Supported EventsE601: Students register for achievement assessmentE602: Students arrive for achievement assessment session

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Process Flow Diagram of Smart School (continued)

SS700: Provide Feedback

Administration

Teacher

Student

Parent

Other

E701

SS.710

Plan for feedbacksession

Student achievementrecord

SS.715Schedule student's

achievementsession with

student, teacher andparents

student achievementrecord

SS.720

Facilitateachievementassessment

feedback session

E702

Student's previousachievement records

feedback sessionschedule

Time table, learningplan

SS.730

Remediate or enrichstudent's learning

SS.725

Enhance familyparticipation in

student's learning

Supported EventsE701: Achievement assessment results arriveE702: Achievement assessment feedback session’s concerned parties arrive (parents, teachers, students)

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Process Flow Diagram of Smart School (continued)

SS800: Develop or procure courseware

CoursewareDeveloper

CoursewareEvaluator

Administrator

Other

E801

SS.830

Raise purchaserequisition for T-L

MaterialsDevelop ? No

Yes

SS.810

Identify developerfor courseware

Courseware catalogue Courseware databaseCourseware

developer's directoryCourseware supplier's

directory

SS.815

Develop T-Lmaterials to

requirements

SS.820

Acquire the requiredT-L materials

Custom materialsrequired ?

SS.825

Customise T-Lmaterials to

requirementsCustom

ready-made

ID.835

Accept T-L materials

upload database

update details

Supported EventsE801: Software required

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Process Flow Diagram of Smart School (continued)

SS900: Conduct External Achievement Assessment

ExaminationSyndicate

Administration

Teacher

Student

Parent

E601

SS.615Register student to

undergoachievementassessment

Student achievementregistration

registered student

SS.630

Administer tests

Item bank

SS.635

Undergoachievementassessment

E602

Student's achievementrecords

Student's previousachievement records

SS.640

Score testE603

SS.610

Indicate readiness

SS.620

Register candidate

SS.625

Assemble tests

SS.645

Record result

SS.650

Consolidate data

SS.655

Certificationcertification

yes

no

Supported EventsE901: Students register for achievement assessmentE902: Students arrive for achievement assessment sessionE903: Score students’ achievement assessment

Appendix 3

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Appendix 4Professional Development

for Smart School Teachers

The Malaysian Smart School

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Professional development for Smart School teachers

1. MISSIONTo nurture the qualities and develop the professionalpractice needed to facilitate learning in a technologyenriched environment.

2. THE PROFESSIONAL PRACTICEThis framework of teacher education for SmartSchools identifies those aspects of a teacher’sresponsibilities that promote learning. Theseresponsibilities define what teachers should knowand be able to do in carrying out their professionalpractice. They are divided into four domains namely(1) Planning and preparation of curriculum; (2)Managing a technology enriched classroom; (3)Delivering effective instruction; and (4) Handlingprofessional task as an educator.

Domain 1 (Planning and Preparation of the CurriculumContent) outlines how teachers organise content andhow it is translated into activities and exercises inthe classroom. Skills and knowledge needed include:

1a: Designing instructional materials and resources

1b: Assessing student learning

Domain 2 (Managing A Technology Enriched Classroom)delineates the kind of classroom interactions thatestablish a comfortable and respectful classroomenvironment needed to promote a culture for learning.Skills and knowledge needed include:

2a: Managing classroom procedures

2b: Creating an environment of respect and support

Domain 3 (Delivering Effective Instruction) outlinesthe ways in which teachers should organise andpresent the content, and the roles to assume inencouraging their students to take charge of theirown learning. Skills and knowledge needed include:

3a: Facilitating students in cognitively stimulatingactivities

3b: Utilising technology for effective instruction

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Domain 4 (Handling Professional Tasks as anEducator) spells out a wide range of rolesassociated with being an educator. Theseresponsibilities range from self-reflection, themaintenance of records and other paperwork aswell as interaction with the families of studentsand the larger community. Skills and knowledgeneeded include:

4a: Communicating with colleagues and parents4b: Selecting use of effective technology-based resourcesThree main concepts of Smart Schools need to beapplied to the domains of professionalresponsibilities of teachers. Significant changes inprofessional practice will only occur when theseconcepts are effectively translated into theprofessional development of teachers.. Theseconcepts are (1) appropriate use of technology, (2)thinking and creativity enhancement and (3) valuesinculcation.

Appropriate use of technologyUsing technology to enhance learning is a major responsibilityexpected of Smart School teachers. Technology is used as atool and should be integrated into the curriculum rather thanbe taught separately as an end in itself. It is best learnedwithin the context of meaningful tasks.

Thinking and creativity enhancementTeaching in Smart Schools is to enhance thinking andcreativity. Towards achieving this, teaching has to allowstudents to determine for themselves when and how theylearn. Training needed for teachers to support their effortto improve this includes:

Professional development for Smart School teachers (continued)

Appendix 4

• using methodologies such as student-centred instruction,team teaching, interdisciplinary project-based instructionand individually-paced instruction

• taking advantage of other delivery vehicles such asinteractive multimedia and the internet

• using technology to enhance co-operative learning skills

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Values InculcationTeaching in Smart Schools needs to help studentsdevelop sound moral reasoning skills to reach thehigher stages of moral development. Teachersneed to integrate activities that focus on moraldevelopment which include forming values,organising a value system and developing consistentphilosophy of life.

Professional development for Smart School teachers (continued)

Appendix 4

3. TEACHER EDUCATION FOR SMARTSCHOOLSTeacher education is seen as a continuum of life-long professional development based on theconcept of continuous learning and partnership.The training framework covers three targetgroups namely, the pre-service training for traineeteachers and the in-service training for teachersand trainers.

3.1 Pre-service Training

The teacher training colleges provide initialtraining for both primary and secondary teacherswhile the universities train only secondary schoolteachers. Smart teaching and learning elementssuch as higher order thinking skills and moralvalues have to be incorporated into all pre-servicetraining curriculum.

The teaching methodology of all subject areas need to begiven a fresh orientation towards a more experiential andstudent-centred approach supported by interactivemultimedia software and network learning. The overallobjective is to produce beginning teachers to be computerliterate and comfortable in the use of technology in thedesign and delivery of lessons.

3.2 In-service Training

The in-service programme for teachers is structured along adevelopmental sequence with projected long term trainingobjectives specifically on technology supported learning. Thefirst phase inducts participants into core professional skillssuch as basic information technology skills, facilitating skills,critical and creative skills, and assessment skills. To instilawareness of instructional changes, teachers are exposed tothe concept and goals of Smart Schools.

The second phase focuses on the integration of these skillsinto subject areas through collaborative strategies supportedby technology. Training shifts from the basic use oftechnology for increased productivity and allows teachers toexplore their creative and innovative potentials in thepreparation of teaching and learning materials. A majoremphasis is on the use of computers to access continuouslyupdated information through networking and to accomplishmanagement goals.

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Professional development for Smart School teachers (continued)

The trainers will follow the same programme as forteachers. This allows trainers to be engaged in thesame kind of learning activities that they are toprovide to the teachers. A major emphasis is tocreate an environment of learning through a cultureof partnership and collaboration between teachersand their trainers.

Appendix 4

3.3 Features of Training Programmes

To operationalise the professional practices of SmartSchool teachers, some pertinent features must beapplied in planning training programmes. Thesefeatures are as follows:

The programme is practical oriented.

The views, beliefs and actions of teachers duringpracticum are significant in initiating changes in theclassroom. Practicum are designed to provide ampleopportunities for teachers to model new ideas andtechniques in engaging students in active learning.Teachers are given ‘hands-on’ experience guided byaccomplished trainers to learn successful teachingstrategies. Teachers need to be engaged in teamteaching and collegial patterns of work which focus onnew learning tasks and new situations.

Follow-Up Support

Follow-up support is a critical factor in ensuringteachers implement what they learned orprepared during training. Trainers shouldcontact teachers in their classroom to offer on-site coaching and technical support withtechnology. Trainers should help teachers todevelop support team and encourage peercoaching thus providing opportunities to shareand reflect practice within their own topic, leveland subjects.

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Appendix 5The Smart School

Project Team

The Malaysian Smart School

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Members of the Smart School Task Force

The Smart School Task Force is composed of officers from the Ministry of Education andmembers of industry. The names listed below, in alphabetical order, represent those that were inthe core of the Task Force, but there were many others, too numerous to mention here, whocontributed in some way or another to the project.

Abdul Wahab DahalanAbu Bakar Ab. RahimChan Foong MaeCharmaine SawCyril Christopher SinghamDavid EhrlichDzofrain AzmiFami Mohd. KunjuFazidah Fariyah Md. AliGaurav JainHitoshi KatoJaffri IbrahimJuhari Md. ZainDr. Khodori AhmadKamarulzaman AhmadDr. Lee Oi KumDr. Lee Ong KimMasamachi Shutoh

Michael Foong Mohd Sidek Abd HamidDr. Noor Azmi IbrahimNoor BakarOsamu KonoikeRashid GhaniDr. Rohani Abdul HamidRoslan RashidiRosma OsmanRosana Ahmad NordinSalwana AliDr. Siti Hawa AhmadTan Ying KeeDr. Vanaja NethiVimala PillaiDato' Dr. Vincent LoweWilliam H. SmithYuzari Ahmad

Appendix 5

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Glennan, Thomas K.; and Melmed, Arthur(1996), Fostering the Use of Educational Technology:Elements of a National Strategy ([Report] RAND (Corporate Headquarters) 1700 Main Street P.O. Box 2138 Santa Monica, California 90407-2138)http://www.rand.org/publications/MR/MR682/contents.html (Last accessed: April, 1997)

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Glossary of TermsThe Malaysian Smart School

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GlossaryWord DescriptionAffectiveAssessment

The evaluation of the affective domain of an individual within a stipulated period of timebased on the goals of the National Philosophy of Education.

Assessment An on-going process of measuring the performance of something through the use of avariety of measuring instruments.

AuthenticAssessment

A process of assessment that takes into consideration learners’ different pace of learningand uses a variety of measurement instruments to measure the process and product oflearning.

Computer AdaptiveTests

A test which is computer-generated and administered that can adapt itself to the needs andability level of the student.

Construct A thing or a human dimension for example knowledge.

Criteria A statement that indicates the level of attainment to be achieved by an individual in aparticular stage of learning.

Criterion-ReferencedAssessment

A form of assessment that evaluates an individual’s performance based on a predeterminedset criteria.

De Data obtained from centralised assessment.

Di Data obtained from school-based assessment that is conducted using standardised andcalibrated items from centrally controlled item banks.

Dial-up An Internet account that can connect any stand-alone PC directly to the Internet. The PCthat accesses a dial-in connection needs either a modem to connect via a regular phone lineor a terminal adapter (TA) to connect via an ISDN phone line.

Domain Area or classification of a thing or construct.Domain Name The unique name that identifies an Internet site.

Glossary of Terms

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GlossaryWord DescriptionEducationalStandards

Statements pertaining to the minimum level of attainment to be achieved by an individualbased on a predetermined set criteria and operationalized by a set of performanceindicators in line with the aspirations of the National Philosophy of Education.

Element-BasedAssessment

An assessment approach that focuses directly on the elements (things) that needs to bedeveloped in an individual through the educational process.

Element-Core andSpecific

Something that needs to be developed in an individual through the educational process, forexample a skill, competency, value or knowledge.

Core elements refer to elements that are independent of any particular area of study orsubject and appear across the curriculum.

Specific elements refer to elements that are specifically found in a particular area of studyand would not normally appear in other areas of study or subjects.

Evidence Proof of the type and characteristic of the type of performance assessed.

Fire Wall A combination of hardware and software that separates a LAN into two or more parts forsecurity purposes.

Holistic Data Assessment data which has to be consolidated and used in making judgements about anindividual’s performance, obtained from school-based (Di) and centralised assessment (De).

Hub A network's or system's signal distribution point where multiple circuits convene and areconnected.

HumanisticAssessment

A system of assessment that provides learners with the opportunity to be assessed whenthey are ready.

Hurdle System A method of combining two or more sets of data to determine the achievement of anindividual as excellent, credit or satisfactory in any given test.

Glossary of Terms

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GlossaryWord DescriptionIndividualAssessment

Assessment that is administered on an individual basis to an individual when he orshe is ready to be assessed.

ISDN (Integrated Services Digital Network) A set of communications standards thatenable a single phone line or optical cable to carry voice, digital network servicesand video.

Item/Test Bank A bank that contains calibrated items. The items or test is classified according to aspecific system and kept in a bank.

Learner-FriendlyCertificationSystem

A system of certification that takes into consideration the holistic development ofan (LFCS) individual based on the National Philosophy of Education.

Leased line A leased phone line that provides a full-time, dedicated, direct connection to theInternet.

Life-Time DataBase

A system for recording, providing descriptions and detailed reports pertaining to anindividual’s performance in education throughout his or her lifetime.

Multipoint ControlUnit

(MCU) A device that bridges together multiple inputs so that more than threeparties can participate in a video conference.

National Criteria A statement of the Educational Standard based on the National Philosophy ofEducation, which determines the individual’s level of achievement in the learningprocess.

Glossary of Terms

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GlossaryWord DescriptionNationalPerformanceIndicator

The National Performance Indicator is a statement pertaining to the type andcharacteristic of the evidence that is observed when making judgement of theattainment of a criteria

On-Line MultipleDelivery

A method of administering tests which allows individuals to sit for a centralised testat any time he or she feels ready to be assessed.

Patching System A system that allows individuals to improve their achievement in a particular area asa means of fulfilling the certification conditions or upgrading their achievement fromcredit to excellent.

Point of Access A site that has an array of telecommunications equipment: modems, digital, leasedlines and Internet routers.

Proxy Server A World-Wide Web proxy server acts on behalf of a number of Web browsingclients. Instead of a client having to fetch documents itself, it makes a request tothe proxy. The proxy fetches the document and returns it to the client.

Router A network device that enables the network to reroute messages it receives that areintended for other networks. The network with the router receives the message andsends it on its way exactly as received.

Self Assessment A form of assessment that allows the individual to identify the standard or criteriato be achieved or internalized so that judgement can be made by the individual as tothe level that he or she has achieved when evaluating his work or performance in thelearning process.

Server A computer, or a software package, that provides a specific kind of service to clientsoftware running on other computers.

Single ID A unique identification number or unit that is assigned to each individual to be used inthe Life-time Data Base (LTDB).

Glossary of Terms