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

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


Smart school teachers ict challenges and practices a preliminary finding

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 use based on subject groups

Frequency of use based on subject groups

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 teachers

6 (b) Training needed as Smart School teachers

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


Smart school teachers ict challenges and practices a preliminary finding

  • 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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