Академический Документы
Профессиональный Документы
Культура Документы
SMART SCHOOL
(D20162075563)
(D20162075545)
Smart school concept is a school-based technology used in the teaching-learning process in the
classroom. The use of educational technology includes an integrated system that helps the
educational community in the exercise of their functions with the aim of developing the potential
of learners. Basically, the use of technology in education is to help the process of learning and
improving performance by creating, using, and managing processes and resources adequate
technology. While the main purpose of technology in learning is to solve the problem of learning
or facilitate learning and to improve performance. The use of internet-based technology in the
field of education is to help the interaction between the school community, the students and
Schools want to teach students on the technologies that are erasing borders and shaping
the world around them. All too often, though, budget constraints and cutbacks get in the way.
Smart school provides our school with everything we need to create a connected learning
environment through one simple subscription. In order to keep pace with technological
development in the world, eastern countries have undertaken large scale innovations in recent
years. Although some innovations undertaken by eastern countries are different, innovations in
education are common. In 1996, Japan amended its curriculum through grades k-12. Integration
and unity characterize the new curriculum. Universal perception is another characteristic of the
curriculum. Moreover, in response to the ingenuity of its culture as well as in education, Japan
allocates twenty percent of school hours to develop and to implement integrated study, which
learning. In Malaysia the innovation in education, the Smart Schools, was initiated in 1996 and
tried out on 90 pilot schools in 1999. The goal is to complete the implementation in all
Malaysian schools by the year 2010. The idea of Smart Schools is dedicated to the task of
changing the teaching and learning environments in schools. Thus, curriculum, pedagogy,
assessment, and teaching-learning materials are the components that the Smart Schools are
focused on. In order to implement the innovation successfully, the Smart Schools address some
relevant issues such as management and administration, people, skills and responsibilities,
technology, processes and lastly the policies. The Republic of China on Taiwan also initiated its
innovations in education in 1996. The curriculum was amended in 1998 and would be
implemented in 2001 with the hope that children may fully develop as individual members of the
technological world. As the forgoing indicates the search for excellence is not an issue for a
single country, instead, it is universal. Considering the geographical closeness and similarities in
culture, how do we learn from these experiences and how do we benefit from these innovations
in other countries? This paper is dedicated to that task. More specifically, this paper will first
analyze the make-up of the Malaysian Smart Schools, and then focus on the conceptual
framework of technology education. Finally, this paper makes some suggestions for its
On the other hand, in Malaysia, Smart School Qualification Standards is the star rating
Hishamuddin Tun Hussein on 24 April 2007. The aim was to assess the implementation smart
school project best practices for ICT acculturation that was originally adopted at the many smart
schools and has been extended to all schools across the country.
This application is used to study and get feedback regarding acculturation and use of ICT in
schools. Starting the manual in all the Smart School, along with advances in technology, a web-
based application has been built to make the rating process in all schools throughout the country.
Since independence, our country has undergone rapid change in the education system. To
improve the quality of education, basic - basic education curriculum is continuously reviewed
and streamlined to ensure effective implementation in the face of the new millennium that arise
in the economic, political and social harmony with the rapid development taking place in the
country.
In line with the country to achieve Vision 2020, which requires productive growth that can
secondary schools. The education system needs to be changed from the present study only
emphasize rote learning to stimulate thinking and creativity, taking into account the different
abilities and learning styles as well as ensuring that all students have the opportunity to build
self-concept. In addition, parents and the community should play an active role in the change of
The Smart Schools initiative is one of the seven flagship applications that are part of Malaysian
Multimedia Super Corridor (MSC) project. The Government of Malaysia aims to capitalize on
the presence of leading-edge technology in schools. At the same time, such aims intend to
transform its educational system in line with and in support of the national drive to fulfill
The major concepts in the Smart Schools are those of curriculum, pedagogical process,
teaching-learning materials, and assessment models. The curriculum of the Smart School
METHOD
Learning areas represent a very important concept in the Smart Schools. They are
designed to help students achieve overall and balanced development with which the goals are
aligned. In Smart Schools subjects no longer stand alone. Rather, they are combined into one
area in terms of their meanings. In addition, several learning areas may share the same topics or
issues. Therefore, integration and unity as well as multidiscipline and interdiscipline are the
characteristics in the Smart Schools. In each learning area subjects are taught through the various
perspectives of knowledge, skills, values, and language. Each subject is divided into several
levels for students with different learning abilities. Therefore, students may learn at to their
own pace. An appropriate mix of learning strategies is allowed for students to achieve basic
competencies and to promote a holistic development. Thus, student-centered learning turns out
to be the basis for designing learning activities. As for assessment, it is element-based, criterion-
science and technology. Multiple approaches and instruments are the characteristics of the
approaches, while anecdotal records, calendar records, checklists, work samples, and exhibitions
are some examples of assessment instruments. Certification serves as a learning record and is
subject to life-long updating. With respect to teaching and learning materials, adequacy in terms
the internet, and the World Wide Web, are integrated into conventional media. In order to
guarantee the success of the conceptual model of teaching and learning, the Smart Schools
require effective and efficient management of the resources and processes to support
teaching and learning. The success of the Smart Schools depends on the stakeholders, such as
teachers, principals, Ministry of Education officers, support staff, and parents. They must be
trained professionally in the knowledge, skills, and perceptions necessary to fulfill their roles.
Finally, information technology can be the catalyst in the process of transforming traditional
schools into Smart Schools. In other words, technology is indispensable for the success of the
Smart Schools. Multimedia courseware, presentation facilities, and email are required in
classroom settings, while library/media centers and computer laboratories are the resources that
will facilitate learning and teaching. Technology enables the schools to expand their external
resources, such as public and university libraries, companies and industry associations, museums
and other archives. Technology also provides a bridge between parents, students, and other
members in the community. It makes communication more effective and easy among
of science and technology. This combination exemplifies the intended role of technology
education in Malaysia, which fulfills its modern significance in that technology education is
technologically oriented. Such a dramatic change in technology education reveals its relationship
to technology. The combination also represents an effort to fulfill the need for children to be
literate in the information age. Technological literacy will be important as a quality index of
being a citizen in Asian countries in the future. Science and technology are two different bodies
of knowledge, whereas technology education adopts principles from both fields. The main issue
There are four elements which are knowledge, skills, values, and language. These four elements
are integrated into the curriculum of technology education. The elements of Knowledge include
that of content, problem solving, epistemology and inquiry. Different knowledge are infused
into the technology education curriculum in an integrated manner. The elements of content
knowledge concern the facts, concepts, principles, and generalization of technology education
and its routine procedures when pursuing the knowledge of know-how. The problem solving
concerns the knowledge of justification and explanation. The inquiry knowledge concerns the
way results are challenged and new knowledge constructed. In addition to technical and
mechanical skills, technology education needs to include some other skills in order to fulfill in
children the need to be technology literate. The skills are personal skills, social skills,
knowledge acquisition skills, mathematical skills, thinking skills, scientific skills, generic
skills, environmental skills, creative skills, and information technology skills. They are
requisite in technology education of the Smart Schools. The Values infused into the curriculum
are of affective and emotional domains. It has been emphasized that some moral and religious
values need to be instilled into all children, so that they can achieve overall and balanced
development. The element of Language emphasizes the abilities of reading, writing, and oral
communication. Constructing meanings from written text, and knowledge of varied cultural
influences are some examples of language abilities that will be infused into the curriculum of
technology education. According to the Smart Schools model, all aspects of knowledge, skills,
values, and language will be evaluated. The evaluation is element-based and level-based.
CONCLUSION
In a nutshell, smart schools are not only vital to students of the modern technological era but also
to help the community accomplish task faster and more effectively. This will also instill various
useful skills to each individual to help the country become a well-developed and prosperous one.
Therefore, every contribution and help is needed in order to fulfil Vision 2020.