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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

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
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

slide3

Mathematics group

(6 Teachers)

Science group

(8 Teachers)

English group

(6 Teachers)

data analysis
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
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
1. ICT facilities

SoLLs.INTEC.09 Int\' Conf

ict facilities
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
2. Frequency of use based on schools

SoLLs.INTEC.09 Int\' Conf

frequency of use based on schools
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 ict use based on subject groups
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
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 ict pre teaching learning
Reasons for using ICTpre-teaching & learning
  • Look for activities/tasks
  • Look for teaching materials
  • Browse for information
reasons for using ict during teaching learning
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 ict post teaching learning
Reasons for using ICTpost teaching & learning
  • Exercises from the Internet
  • Power point presentation
  • Online homework
other reasons for using ict
Other reasons for using ICT
  • Forced to use
  • Encouraged to use
  • Promote self-learning
4 factors hindering the use of ict
4. Factors hindering the use of ICT

SoLLs.INTEC.09 Int\' Conf

4 factors hindering the use of ict1
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 ict2
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 ict3
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 ict4
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

SoLLs.INTEC.09 Int\' Conf

5 development of online materials
5. Development of online materials

SoLLs.INTEC.09 Int\' Conf

5 development of ict based materials
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
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.

SoLLs.INTEC.09 Int\' Conf

6 training in ict
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
6 (a) Training received

SoLLs.INTEC.09 Int\' Conf

6 a training received1
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 teachers1
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
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
7 (a) Support received from school

SoLLs.INTEC.09 Int\' Conf

7 a support received from school1
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

slide33

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.

SoLLs.INTEC.09 Int\' Conf

7 b school support needed
7 (b) School support needed

SoLLs.INTEC.09 Int\' Conf

7 b school support needed1
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 needed2
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
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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