Introduction
Since independence, the country has undergone rapid changes in the educational system. To improve the quality of education, the education policies are constantly reviewed and improved to ensure the effectiveness of the curriculum implementation. The changing of education system requires a change in practice and culture in primary and secondary schools. The education system has to be changed to the thinking and creativity learning, taking into account the range of abilities and learning styles of students and to ensure that all students have the opportunity to build self-concept. So, the establishment of the Smart School is one of the seven flagship Multimedia Super Corridor (MSC) Malaysia.
Smart School is a learning institution that has been systematically reinvented in terms of teaching and learning practices and school management in order to prepare children for the information age. The objectives of the Smart School Curriculum are to help students achieve overall balanced development which is to integrate knowledge, skills, values, and correct use of language, to state explicitly intended learning outcomes for different ability levels, to offer multidisciplinary, thematic, and continuous learning and to foster the knowledge, skills, and attitudes appropriate for success in the Information Age. The Curriculum was introduced in stages since 1999. Smart School project has practices five concepts in teaching and learning materials, rating system, school management system, technology infrastructure and integration system. These were launched simultaneously in July 1997.
Smart School Initiatives Focusing On the Teaching and Learning Component
Smart School had differ from national school based on their characteristics. There are four main areas that we need to concern in order to create a conducive and interesting teaching and learning environment and to prepare student for Information Age in Smart School. The four areas are curriculum, pedagogy, assessment and teaching-learning materials. The first aspect is curriculum. Curriculum in Smart School will be created based on other Smart School best practices that had being succeeded. This curriculum will be able to make the education to achieve the goals of the National Philosophy of Education. This curriculum system is designed to help the student achieved balanced and overall development. There are four domains under the all-round development which are cognitive, physical or social, communication and affective or emotional. In cognitive domain, it will focus on acquiring knowledge. It is also focus on searching, generating and using knowledge with an emphasis on problem-solving and creativity. In physical or social domain, it will focus on instil social responsibility and consciousness of health and environmental issues. Emphasise a global orientation and inculcate work place skills and attitudes also included in this domain. In communication domain, it will focus on effective oral and written communication in Malay and also not to forget, use English as a second communication language. In this domain, multiple languages, interpersonal skills and networking will also be emphasised. Lastly, in affective or emotional domain, it will focus on Instil moral, religious values and emphasise adaptability, team-player characteristics, emotional balance and emotional intelligence.
This curriculum system will also help in the integration of skills, attitudes and knowledge suitable for the Information Age. The IT literacy will be emphasised in order 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 and prepare for working life. Other than that, curriculum will also provide intended learning outcomes explicitly stated for different levels of abilities, allowing for self-paced learning across grades and also ensure that all the students accept an equal access for the best quality learning. The curriculum will reflect vertical integration to allow high fliers to surf through their schooling years, without being kept apart from their peers, in virtual express classes. Each subject is divided into learning areas. For example, learning area in the English languages can divided into three which are level 1, level 2 and 3. Level 1 is for mastery level. At this level, the student listen to selected texts and respond to ‘1 husband 4 wife’ question, retell a story viewed or read or, read and describe events in narrative. At level 2, students listen and respond to a variety of texts, talk about ideas, information and events in texts heard or read or, read and respond to a variety of texts. At the last level which is level 3, student listen for cause-effect relationships, express personal views and comments constructively on others opinions and views or reads a variety of texts and discuss ideas, information and events.
Curriculum will help in the integration of values, skills, correct use of language across the curriculum and also help in the integration of knowledge. Example of values are compassion, love, freedom, physical and mental cleanliness, diligence, rationality and gratitude. Compassion related sympathetic, considerate, generous, understanding and considering while love related to the love for environment, country, peace and harmony. Freedom related to freedom as granted by the law and freedom in the democratic system while physical and mental cleanliness related to cleanliness of the self and environment, courteous conduct and speech and the development of a healthy and constructive mind. Diligence related to effort, dedication, perseverance, determination and steadfastness while rationality related to the ability to reason, the development of a healthy and constructive mind, having open and logical minds, courteous conduct and speech and prudence. The last value is gratitude. Gratitude is related to thankful, thoughtful and appreciation. The examples of skills are general skill, mathematical skill, knowledge acquisition skill, information technology skill and creative and critical thinking skill. One of the examples of general skills is home management skills, safety or first aid skills and health management. The examples of mathematical skills are skills in using calculator, skills in estimation and spatial skills and their applications while for the example of knowledge acquisition skills are information seeking, organizing, analysis and synthesis. Example of information technology skills is skills in selecting and using IT tools while example of creative and critical thinking skills are artistic skills and appreciation, musical skills and appreciation and dramatic skills and appreciation. In the context of correct use of language across the curriculum included reading, writing and oral communication, there are a few elements needed to be infuse into Smart School curriculum which are integration of process and content from areas of study for reading and writing, wide variety of genre, construction of meaning with and from written text and many more. In the context of helping in the integration of knowledge, the integration of knowledge will included the content knowledge, inquiry knowledge, problem solving knowledge and epistemic knowledge. Contents knowledge related to facts, concepts, principles and generalizations. This is knowledge and know-how concerning the facts and routine procedures of a subject matter. Inquiry knowledge is a knowledge and know-how concerning the way results are challenged and new knowledge constructed in the subject matter. Problem solving knowledge is a knowledge and know-how concerning the solutions of characteristics problems in the subject matter. The last one is the epistemic knowledge. Epistemic knowledge is a knowledge and know-how concerning justification and explanation in the subject matter.
The curriculum will also be thematic, multidisciplinary and continuous across learning areas. The curriculum will reflect horizontal integration which features multidisciplinary and interdisciplinary approaches. A multidisciplinary approach is one in which two or three subjects area are combined in a single learning area that focuses on a theme, topic, problem, issue or concept. An interdisciplinary approach combines all subject areas to focus the full array of disciples on a theme, concept, problem, issue or topic. Furthermore, the co-curriculum programmed of Smart School will provide activities that will reinforce classroom learning and not to forget to make the school interesting and amazing. The examples of the activities are sports and games, religious activities, social activities, community service and many more. This kind of curriculum will gives lots of benefits to the student. Student will be educate with critical and creative thinking skills, encouraged to improve language proficiency and inculcated with values. Other than that, they will also be allowed to progress at their own pace. Holistic learning will also be encouraged to fulfill the needs of students who vary in terms of capabilities, interests and needs.
The Malaysian Smart School Vision of Curriculum has 9 aspects in it which are meaningful, socially responsible, multicultural, reflective, holistic, global, open-ended, goal-based and technological. Meaningful means the curriculum emphasizes the active construction of meaning, so that all students find purpose in their study. Socially responsible means the curriculum develops in students a sense of social responsibility, so that they become aware of their obligations and duties as citizens in a democracy and are especially sensitive to the needs of the poor and the aged. Multicultural means the curriculum reflects and is responsive to the cultural diversity of this nation and our community, so that students develop a sense of pride in their own heritage and a respect for that of others. Reflective means the curriculum fosters in students the skills and attitudes of reflection so that they are able to think critically, creatively and affirmatively. Holistic means the curriculum gives appropriate emphasis to all the significant aspects of growth and all the types of human intelligence helping students see the connections between the separate subjects. Global means the curriculum develops in students an awareness of global interdependence in all aspects of life, including the environment and the economy. Open-Ended means 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 in curriculum documents. Goal-Based means the curriculum focuses on significant goals, so that all students, including those with special needs, develop the critical skills and acquire the knowledge they need for effective lifelong learning and full functioning as citizens in a changing society and lastly technology. It means that the curriculum uses technology as one delivery system, examines the influence of technology on students’ lives, and gives students the skills they need to use technology.
Second area in teaching and learning process is pedagogy. The pedagogy of Smart School will be student-centered. Pedagogy is an appropriate mix of strategies of learning to ensure the mastery of basic competencies and promotion of holistic development. It is also an encouragement of learning activities to promote creativity and experimentation with content-independent subjects while maintaining sufficient rigor in content-dependent subjects. As an overall, it is trend towards student-centered learning activities with increase in age and maturity. Pedagogy also allowing for individual differences in learning styles to boast performance. The classroom atmosphere is compatible with different teaching-learning strategies. The benefits comes from pedagogy are learning process becomes more interesting, motivating, stimulating and meaningful. Other than that, the mind, spirit and body of the child is involved in the learning process and it provides basic skills to prepare the children for greater challenges over time. Lastly, the benefit of pedagogy is a range of diversities in needs and capabilities catered for. In Smart School, through innovative methods of teaching, different learning experiences will be experienced. The process will involving the specific learning goals such as active learning process where learner constructs meaning, personalized and continuous. The modes can be either alone, in pairs or in a small teams. An expert such as teacher, a facilitator such as volunteer and non-human resources such as computer-based sources will be provided. The situation can be either at a site in the community or a meeting room.
The tasks in Smart School will be authentic, often related to the real life situation with real world challenges interdisciplinary. Specific knowledge and general skill such as decision making skills is needed. In Smart School, in order to ensure mastery of basic competencies and promotion of holistic development, appropriate mix of learning strategies is introduced. There are a few strategies that can be used during class session which are directive strategies, meditative strategies, generative strategies and many more. Directive strategies focus on drill, practice, mastery learning and direct instruction. Meditative strategies focus on direst assisting of students in learning how to apply knowledge to solve problems and a combination of reasoning, coaching and open-ended discussions. Generative strategies help the students to learn how to behave in appropriate situations and use their different intelligences and also included tools like brainstorming, lateral thinking and creativity by design. Actually there a hierarchy for every learning process. The basic learning strategies is directive strategies, followed by observation strategies, meditative strategies, generative strategies, collaborative strategies, outside context learning strategies, and the final learning strategies is metacognitive learning strategies. From the basic learning strategies that are teacher-centered, down the hierarchy the roles of teachers and students will slowly change from teacher as a mentor and model to teacher as coach or facilitator and lastly student-centered. The content will also start with content dependent subjects and slowly changed to content independent subjects. Another key factor in choosing the classroom environment is the need with diversity of abilities, skills and enthusiasm levels in every group of students. The possible roles of teacher and students can be divided into four which are teacher-centered, teacher as mentor and model, teacher as coach or facilitator and lastly student centered. There are three differentiating factors related to these four possible roles which are establishment of learning objectives, determination of instructional tasks and selection of resources for tasks. In order to provide a conducive classroom atmosphere, atmosphere of respect and rapport had to be created. Other than that, a culture of learning has to be establish. The teacher and students should also managing the classroom procedures and student behavior and lastly, organizing physical space.
Third area is assessment. Assessment help to realize the National Philosophy of Education, assure quality flexible and learner-friendly and provide more accurate picture of student’s achievement, readiness, progress, attitude, learning styles and abilities. Assessment is holistic, element-based, criterion-referenced, on-line, learner-centered, conducted in various forms, using multiple approaches and instrument and lastly on-going. Holistic is not only to cover the achievement but also readiness, progress, achievement and attitude. Element-based assessment focuses on the elements that the students must develop through the subjects in the curriculum. The examples of element-based assessment are ability to formulate hypothesis, ability to work co-operatively in a group and ability to demonstrate ideas. These examples of element can be gain by the students when they study Science and Technology, social-emotional development and communication. Criterion-referenced assessment is a form of assessment that evaluates an individual performance based on a predetermined set of criteria. In order to realize the National Philosophy of Education, education standard need to be established. National criteria and national performance indicator are the two things that related to education standard.
National criteria are the statements on the characteristics and levels of quality of elements that needs to be developed within an individual. National performance indicators are statements on the type and features of evidence that can be observed while making judgements on the mastery of an element by an individual. Therefore assessment of the development of elements must be based on the set of criteria. On-line assessment means that the items for smart assessment will be stored in a computerized item bank and be made available to users on terminals through networking. The integration technology as a tool to facilitate assessment will create a climate where assessment can be provided for each student virtually on demand. With item banks and networking, teachers, students, assessment workers can engage in assessment activities whenever they are ready. Learner-centered assessment is a flexible system of assessment which is administered on an individual basis. All the students will be assessed when they are ready and all the assessment results will be recorded and the reports done accordingly. Various form of assessment that will be conducted are classroom-assessment, school-based assessment and centralized assessment. Multiple approaches and instruments will be used to perform Authentic, Alternative and Performance Assessments. Authentic, Alternative and Performance Assessments actively involves students in a process that combines what is taught, how it is taught and how it is evaluated. For classroom assessment, it is by means of anecdotal records, calendar records, checklists, work samples and exhibitions. For school-based assessment, it is by means of checklist, criterion-referenced tests, projects and work samples and exhibitions. For centralised assessment, it is by means of criterion-referenced, standardized tests and Multiple Intelligence tests. Assessment is part of the teaching and learning process and must therefore be on-going in nature. Hence, certification is a living process. To ensure that assessment is on-going, a living certification system will be introduced. Living certification is based on the belief that given the opportunity. Therefore certification, a record of student’s accomplishment, should be a living process whereby data on educational accomplishment is continuously gathered. When the individual improves himself, data on his performance is updated accordingly with the using of Lifetime Database (LTDB) where each learner is identified by a Single ID. A Patching System which allows students to make improvements on his weaknesses would ensure that certification becomes a living process.
Third area is teaching-learning materials. Teaching and learning materials accommodate student different needs and abilities resulting in the fuller realization of students capabilities and potential. Other than that, the benefit of teaching-learning materials is students take responsibility for managing and directing their own learning. There are three characteristics related to teaching-learning materials which are meets curricular and instructional needs, is cost effective, as well as cosmetically and technically adequate, cognitively challenging, attractive, motivates students to learn, and encourages active participation and third, combines the best of network-based, teacher-based and courseware materials. For the first characteristic which is meets curricular and instructional needs, is cost effective, as well as cosmetically and technically adequate, there are five components of quality which are cosmetic adequacy, technical adequacy, instruction adequacy, curriculum adequacy and lastly, coat effectiveness.
Second characteristic is cognitively challenging, attractive, motivates students to learn, and encourages active participation. Smart School teachers will be enabled, through the use of technology, to consider students’ individual learning preferences in designing and recommending instructional methods and materials. However, because children have different learning styles, they will need a variety of materials to maximise their learning potential. Conventional media, commonly used in today’s educational settings, will still feature in Smart Schools. They can be divided into three main categories which are printed or paper based, 3D objects and audio or visual. Third characteristic is combines the best of network-based, teacher-based and courseware materials. Conventional media will be used in an integrated manner with high-technology media, for example, computer-based teaching-learning materials and software that fulfil the various needs and capabilities of students. The teaching-learning materials will be acquired from a wide range of sources, and will no longer be limited by resources within schools. In addition to libraries, businesses, homes, government departments, other sources include edunet, internet and classified printed directories.
Use Of Technology As Enablers Contained In Smart School Concept
The Smart School Project was launched in July 1997 by our late Prime Minister, Tun Dr. Mahathir Mohamad as one of the Multimedia Super Corridor’s Flagship Applications. The aim was to utilise the advance technologies and the rapid development of the MSC’s infrastructure to enhance the development of enabling technology to school. Technology is used as an enabler for Smart School practices in teaching and learning, school management and communications with external constituencies. The Smart School Pilot Project involves the browser-based Teaching-Learning Materials and related print materials for Bahasa Malaysia, English Language, Science and Mathematics, a computerised Smart School Management System, a Smart School Technology Infrastructure involving the use of IT and non-IT equipment, Local Area Networks for the pilot schools, and a virtual private network that connects the pilot schools, the Ministry’s Data Centre and the Ministry’s Help Desk, support services in the form of a centralised Help Desk, and service centres throughout the country to provide maintenance and support and specialised services such as systems integration, project management, business process reengineering, and change management.
In teaching and learning process, all coursewares were launched through the networked computer system provided to all Smart Schools. A variety of teaching and learning methods will be used in Smart Schools. Among them are innovative, technology-based strategies such as discussions with my remote, distance learning, the use of data as a source of information, process information and linking the findings by using electronic reference encyclopedia. By applying the use of technology in teaching and learning process for Smart School Concept will enhance a smart learning and smart teaching which it involves creating a teaching and learning environment that makes learning interesting, motivating, stimulating and meaningful. Besides, they had used a multi-modal approach combining the best of network-based and course materials. Coursewares are developed to improve student’s understanding of fundamental concepts and their application in daily life to improve critical and creative thinking skills and to enhance cooperative learning in a web-based learning environment. Other than that, in teaching and learning process they also will use video conferencing, e-mail, video on demand and broadcasting technology to communicate with outside community in distance learning. For experiential learning, the simulation software and virtual reality is used to stimulate learning process. Besides, they also used Local Area Network (LAN) , local server or database, stand alone computer, audio visual and many more for the other learning like coollaborative, self-explotary, research, drill and practice, electronic assesement and inclusive education.
In school management, by using computing online school management, the administrators will be able to plan, manage and utilize human and physical resources effectively. Crawl will facilitate parental and community involvement in school programs and make them effective partners in their child's education. With the availability of a database, information about students and teachers more easily available to the legitimate. Needs of the students and teachers are more easily taken into account with frequent monitoring. Systematic monitoring of student progress will remind schools to when the need for follow-up action for bright students and the less intelligent. Evaluation based on specific criteria and reference elements to give a holistic and accurate picture of student performance in the student affair aspect. They also use computer communication like video conferencing to link the school to the Ministry of Education for administration and policy implementation purposes. By using computer, they also can link the school’s database to facilitate budgetting, accounting and reporting in the financial management aspect. Instead of financial management, technology in Smart School has been used in facilities matter. They will use computer communication to link the schools database to plan facility scheduling, maintenance and inventory so that it would be more easier for the management in handling the facilities in school. They also used computer communication to link the school to external constituencies like network resources such as Internet for the purpose of research, to link the schools database to central resource database to regulate and organise educational resources, for the purpose of acquiring centralised IT support for the school in technology management and many more.
Technology in Smart School concept also had been used in communication with external constituencies. Distance learning enables students to keep track of school work even when they are not physically in school. Their parents can access the school for feedback on their children’s progress. Besides, the Smart School can be a community centre to enable community involvement in school activities. The community can also use the Smart School as an on-going learning centre. For local authorities, on-line information about local social and cultural events can be access by using computerized system to enable school participation. All these only can be done with the technology system provided in Smart School as stated before with having the facilities like stand alone computer, LAN, local server database, video conferencing, audio visual and so on.
Smart School was selected among the 87 schools in the Malaysian Smart School program which is one of seven Flagship Multimedia Super Corridor (MSC). Smart School selected in category B level 1 computer lab facilities and one media room. The facility that available in level B is the number of computers provided by 37 units of computers, 2 notebooks and 2 LCD. Others is the first digital camera and 1 unit scanner. Ministry of Education in collaboration with Telekom Smart School (TSS) has helped in the implementation of the Smart Schools by providing all facilities including physical facilities such as laboratories, networking and many more in addition to developing the Smart School Management System (SSMS) and Teaching and Learning Materials (TLM) to make this project successful. School initiatives to increase the use of the technology is to upgrade the network facilities to connect all stations from new staff room, counseling room, room discipline, curriculum room, head room areas, operation room, cooperatives and hostels that previously has no network facilities. The use of the wireless network has also been implemented by connecting all the PPSMI’s notebook (eTems) entered into SSMS and TLM module. The wireless network facilities can be accessed by the Smart School’s community only within in any school district. Smart School’s teachers also have taken their own initiative to buy a personal notebook to access SSMS and TLM. The use of Online Teaching Record has been fully utilized by all teachers. Besides, the use Touch n Go system for staff attendance and student hostels outing will be used as soon as the system has being installed.
To ensure the success of the Smart School reform, teachers have been provided training and courses by the Ministry of Education to upgrade their knowledge, competence and efficiency especially in managing the technology system. Training programs such as Computer in Education, Computerization, and Use of Computers in the Teaching and Learning of Malay Language were held at teacher training colleges and local universities to equip teachers with enough skills for teaching in a technology enriched environment and to minimize the teacher resistance to the change process. Smart Schools were also generally well-equipped with computers and accompanying peripherals such as computer labs, LCD projectors and WIFI hotspots.
Overview Of Progress Made about Smart Schools
Malaysian Smart School is defined as a learning institution that has been systematically reinvented in terms of teaching-learning practice and school management in order to prepare our children for the information age (Smart School Flagship Application Blueprint). Smart School is one of the seven flagship application that one part of Malaysia Multimedia Super Corridor (MSC). Malaysian Smart School project was launched in July 1997. The purpose of the Smart School is to achieve the aim of our Education Philosophy and to enhance the development of workforce prepared to face the challenges of the 21 century. Chan (2001) said that Smart School was done by creating a group of ninety schools pilot projects in 1999 that served as the main person for the eventual nation-wide roll-out of Smart School concepts, material, skills and technologies. In year 2002, this projected was completed and beginning on year 2004. The Smart School has been rolled out to another 300 schools.
The 90 schools that converted to Smart School can be comprised into six different categories of schools which are 9 new schools (5 primary schools and 4 secondary schools, four located at the Sri Bintang Complex, two located at Batu Permai Complex and three at Putra Jaya), 36 residential secondary schools, 14 Munshi Network schools, 14 state primary schools, 14 state secondary schools and three remote schools without direct electricity supply (two primary schools and 1 secondary school).
1.1 Progress of Smart Schoo
The milestone proposed and the four waves of the Smart School implementation plan are the
Pilot (wave 1: implementation on 87 schools, year 199-2002), the post-pilot (wave 2: lessons learnt from the pilot, year 2002-2005), making all Schools Smart (wave 3: extending the digital transformation to all, year 2005-2010) and consolidate and stabilize (wave 4: technology becomes an integral part of the nation’s learning process, year 2010-2020).
In June 2010, smart technologies announce SMART classroom suite 2010 interactive learning software. SMART Classroom offers an integrated solution that enables teachers to easily manage and assess the entire class while addressing the need a of individuals’ students. The software combines classroom management, assessment, lesson and assignment tools. The latest version of SMART Classroom Suite features a number of upgrades, including improved wireless capability, greater support for formative assessment and enhancements to teachers’ tools.
Challenges in Implementation of Smart School
Smart School is good for our students because it form a conducive, interactive learning but there are some challenges in implement Smart School. One of the challenges is limited ICT tools that teachers can use like computer labs and continuous limitations to access the network hamper the effectiveness of technology supported teaching and learning process. The ICT equipment at Smart School are limited due to the price that so expensive. Besides, the possibility for the tools like interactive white board screen, projector, and others damage are high because the ICT equipments very sensitive and easy to damage. It needs a good care. It is also easy to damage because there are some teachers do not know the way to use it properly. If the equipments were damaged, it will take a long time to be repaired because of the cost to repair it too expensive and there is no an expert technician to repair the equipments. So, the budgets for Smart School exceed the budget provided by government.
Other problem that becomes an obstacle in implement Smart School is a problem for teachers and staff competency to handle ICT devices. Teacher’s development will be critical to the success of the Smart School. Teacher will need an intensive training in the use of technologies and in its integration into classroom activities in ways to enhance student’s thinking and creativity. Teachers also need to think and learn to facilitate and encourage students in taking charge of their own learning. So, teachers need improve their skills if they are to stay the developments in their profession and remain confident in their application of the technologies. Teachers need to sacrifice their weekend for ongoing the training.
Other challenges in implement Smart School in Malaysia is students nowadays are passive. They hope all materials about education provide by teachers without show an effort to find it by themselves. Although the teachers is mainly responsible for what takes place in the learning environment and in relation to technology applications, students should play an important role in determine the direction of their learning by participation and activities. To enhance the active construction and reconstruction of ideas and experiences of their understanding of the lesson presented, software designed to facilitate students’ active, creative and critical engagement with the content.
Besides, most of parent do not concern about this project due to busy with their work so that can upgrade their life and provide the better environment for their children. They think that the Smart School education project is the responsible of government and teachers only. They do not care about it without thinking for their children sake. Most of people feel that Smart School is same with normal school. They do not know much about Smart School. They think that Smart School is school for smart student only. They do not have any proper disclosure of Smart School. So, they have misunderstood about this. So, government needs to organize a carnival that promoted Smart School programs to dismiss the misconceptions about Smart School.
In addition, teachers also were faced with the challenge of dealing with a learning environment, which is borderless, offers multi-modal learning pathways, and is resource rich. It showed that the teachers need to understand how the environment of learning based on the ICT as intended by the Smart School education concept affects the student training and learning process.
Conclusion
The Smart School policy cycle has been planned and managed to prepare Malaysian students to become knowledgeable and skilled workers for the Information Age. This is in line with the country’s key goal of Vision 2020. Correspondingly, the main aim of the government in establishing the Smart School policy was to democratize education by providing efficient and sufficient facilities in order to enhance individual strengths and abilities. The implementing the Smart School policy needs continues monitoring and evaluation in terms of technology performance as well as teacher- student performance. This is because the Smart School system as a whole comprises two aspects whish are the factors related to ICT and those related to technology use by humans. The opportunities given to students will help them to enhance and promote creative and critical thinking, self-directed as well as self-managed learning. Lastly, although a lot has been done to achieve the goals, objectives, and values of the Smart School project since its establishment, there are still opportunities to do more improvement in the implementation of the Smart School in Malaysia.
References
Azian T. S. Abdullah (2006). Deconstructing Secondary Education: The Malaysian
Simin Ghavifekr, Sufean Hussin, Muhammad Faizal A. Ghani (2011). Journal of Research and Reflections in Education : The Process of Malaysian Smart School Policy Cycle. Obtained on 12 October 2012 from http://www.ue.edu.pk/jrre/articles/52002.pdf
The Malaysian Smart School Project. (2004). Case Study One on ICT Integration into
The Smart School Project Team (1997). Smart School Conceptual Blueprint. Obtained on 14 October 2012 from www.mscmalaysia.my/sites/.../Smart_School_Blueprint.pdf
