Smart school teachers ict challenges and practices a preliminary finding
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Smart School Teachers’ ICT Challenges and Practices: A Preliminary Finding. Pramela Krish Thang Siew Ming Puvaneswary Murugaiah Azizah Yaa’cob Lee Kean Wah. How data was collected. 5 Smart Schools around Klang valley were identified Focus group interviews comprised 16 questions:

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Smart School Teachers’ ICT Challenges and Practices: A Preliminary Finding

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Smart School Teachers’ ICT Challenges and Practices: A Preliminary Finding

Pramela Krish

Thang Siew Ming

Puvaneswary Murugaiah

Azizah Yaa’cob

Lee Kean Wah


How data was collected

  • 5 Smart Schools around Klang valley were identified

  • Focus group interviews comprised 16 questions:

    8 questions - respondents’ perception about their involvement in the project

    8 questions - use of ICT in their teaching and learning

SoLLs.INTEC.09 Int' Conf


Mathematics group

(6 Teachers)

Science group

(8 Teachers)

English group

(6 Teachers)


Data analysis

  • Descriptive analysis

  • General analysis –with teachers in all schools

  • Specific analysis -done by schools and by subject groups

SoLLs.INTEC.09 Int' Conf


Findings & Discussion

The discussion focuses on 7 key areas:

  • ICT facilities,

  • frequency of ICT use,

  • reasons for using ICT,

  • factors hindering the use of ICT,

  • development of ICT based materials,

  • ICT training

  • school support

SoLLs.INTEC.09 Int' Conf


1. ICT facilities

SoLLs.INTEC.09 Int' Conf


ICT facilities

  • All schools - well-equipped

  • facilities - provided by the government in support of the Smart School initiative

  • There is little difference in the type of facilities in all schools

  • The difference is in the number of ICT tools

  • School E is the best equipped of all the five schools

SoLLs.INTEC.09 Int' Conf


2. Frequency of use based on schools

SoLLs.INTEC.09 Int' Conf


Frequency of use based on schools

  • Out of the 5 schools, all the 4 teachers from School E use it often, followed by Schools A and C (2 out of 4 teachers) and 1 teacher each from Schools B and D.

  • (6 respondents 30%) use it sometimes while (4 respondents 20%) seldom use it.

SoLLs.INTEC.09 Int' Conf


Frequency of use based on subject groups

SoLLs.INTEC.09 Int' Conf


Frequency of ICT use based on Subject Groups

  • English teachers use ICT most often

  • Mathematics teachers use it the least.

  • This is probably because it difficult to incorporate ICT in teaching Maths.

SoLLs.INTEC.09 Int' Conf


3. Reasons for Using ICT

  • can be grouped under three headings:

    • pre-teaching and learning (planning stage)

    • during teaching and learning

    • post teaching and learning (evaluation stage)

    • others

SoLLs.INTEC.09 Int' Conf


Reasons for using ICTpre-teaching & learning

  • Look for activities/tasks

  • Look for teaching materials

  • Browse for information


Reasons for using ICTduring teaching & learning

  • To attract students’ attention/interest

  • To view clear images/pictures/videos

  • Convenient to print/copy

  • Enhance understanding of difficult topics

  • Use of courseware


Reasons for using ICTpost teaching & learning

  • Exercises from the Internet

  • Power point presentation

  • Online homework


Other reasons for using ICT

  • Forced to use

  • Encouraged to use

  • Promote self-learning


4. Factors hindering the use of ICT

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4. Factors Hindering the Use of ICT

  • Heavy workloadof teachers - the main obstacle

  • Reported by 15 teachers (36%)

  • Heavy workload comprises - Besides teaching duties,

    -administrative duties

    -co-curricular duties

  • As a result - limited time to prepare lessons that incorporate ICT.

SoLLs.INTEC.09 Int' Conf


4. Factors Hindering the Use of ICT

  • student-related problems (stated by 9 teachers, 22%).

    -Noisy students

    -Viewing other websites not related to lesson

    -Some even meddle with faulty computers

    As a result, the teacher cannot control the class.

  • Technical problems (mentioned by 8 respondents, 18%).

    -lack of compatibility of computer systems

    -shortage of technicians.

  • In one of the schools, ICT-based lessons cannot be

  • conducted in classrooms due to weak Internet connections.

SoLLs.INTEC.09 Int' Conf


4. Factors Hindering the Use of ICT

  • Infrastructural limitations (as stated by 5 respondents, 12%) refer to the limited number of computers, computer labs and LCD projectors.

  • five students share one computer

  • Lack of computer labs

  • Hence, teachers have to compete with one another to use the labs

SoLLs.INTEC.09 Int' Conf


4. Factors hindering the use of ICT

  • Courseware provided by the Smart School curriculum -found to be problematic (5 respondents 12%).

    -lack of proper guidelines to use

    -focused on design and layout not the contents

    -does not cater for different learners ability

    - not challenging to many students

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5. Development of online materials

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5. Development of ICT based materials

  • ( 7 respondents 35%) have produced other materials besides their PowerPoint slides.

  • - brochures, interactive courseware, MDeC

    (Multimedia Development Corporation) materials and video authoring materials.

  • Only one teacher has indulged in creating software and a portal for the school as he is an IT expert.

SoLLs.INTEC.09 Int' Conf


5. Development of materials

  • School E is the most active in terms of developing materials.

  • Schools A and D have not developed any materials.

  • There are other contributing factors that boost or hinder the development of ICT-based materials.

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6. Training in ICT

  • ICT training - two perspectives

    (a) training received

    (b) training needed as Smart School teachers.

SoLLs.INTEC.09 Int' Conf


6 (a) Training received

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6 (a) Training received

  • Outside-school trainingprogrammes - the Ministry of Education (MoE), Professional Teaching Guide in ICT (BPPT), MDeC and Teaching of Mathematics and Science in English (PPSMI).

  • Two teachers from School A trained by external agencies – probably government sponsored.

  • Only one teacher (from School B) trained by non-government agencies.

  • In-house training:

  • Conducted by ICT coordinators in all 5 schools

SoLLs.INTEC.09 Int' Conf


6 (b) Training needed as Smart School teachers

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6 (b) Training needed as Smart School teachers

  • Based on teachers - 9 teachers wanted more training - in the development of teaching courseware, hardware maintenance (trouble shooting, maintaining the hard disc), maintaining the smooth running of their laptops and others.

  • 4 teachers felt training received is sufficient

  • 5 teachers - uncertain about their training needs.

  • Based on schools - teachers in schools B & E want more training

  • Teachers in school A – training received is sufficient.

  • Teachers in school D - unsure about the kind of training needed

SoLLs.INTEC.09 Int' Conf


7. School Support

  • School support for the use of ICT teachers is viewed from two angles:

    (a)the support received from the school

    (b) the kind of school support needed.

SoLLs.INTEC.09 Int' Conf


7 (a) Support received from school

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7 (a) Support received from school

  • All 5 schools provide infrastructural, technical and pedagogical support.

  • Infrastructural support received by these Smart Schools includes computers, labs, LCD projectors and wireless areas.

  • Technical support is provided in the form of technicians and Internet connections.

SoLLs.INTEC.09 Int' Conf


  • To help the teachers use ICT, the schools provide training and encouragement.

  • Only school B is aware of the financial support to purchase ICT accessories.

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7 (b) School support needed

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7 (b) School support needed

  • (12 teachers 52%) reported the need for pedagogical support;- lesser workload, training, courseware, mentor and emotional support.

  • They also seem to yearn for emotional support

  • For e.g, one respondent reported that the teachers in her school seek support from one another, especially in applying and trouble-shooting problems related to ICT.

SoLLs.INTEC.09 Int' Conf


7 (b) School support needed

  • (8 teachers 35%) mentioned the need for physical support

  • this is understandable as the student-computer ratio of in the classroom is about 5:1

  • many of the computers are either old or are faulty

  • one teacher expressed the need for a language lab and a radio station using ICT

  • (3 teachers 13%) reported the need for technical support.

SoLLs.INTEC.09 Int' Conf


Conclusion

  • the 5 schools participating in this project are generally well-equipped with ICT facilities

  • the teachers need emotional support in terms of reduction in their workload, in order to fully embark on an ICT-driven curriculum.

SoLLs.INTEC.09 Int' Conf


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