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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. 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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  1. Smart School Teachers’ ICT Challenges and Practices: A Preliminary Finding Pramela Krish Thang Siew Ming Puvaneswary Murugaiah Azizah Yaa’cob Lee Kean Wah

  2. 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

  3. Mathematics group (6 Teachers) Science group (8 Teachers) English group (6 Teachers)

  4. 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

  5. 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

  6. 1. ICT facilities SoLLs.INTEC.09 Int' Conf

  7. 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

  8. 2. Frequency of use based on schools SoLLs.INTEC.09 Int' Conf

  9. 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

  10. Frequency of use based on subject groups SoLLs.INTEC.09 Int' Conf

  11. 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

  12. 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

  13. Reasons for using ICTpre-teaching & learning • Look for activities/tasks • Look for teaching materials • Browse for information

  14. 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

  15. Reasons for using ICTpost teaching & learning • Exercises from the Internet • Power point presentation • Online homework

  16. Other reasons for using ICT • Forced to use • Encouraged to use • Promote self-learning

  17. 4. Factors hindering the use of ICT SoLLs.INTEC.09 Int' Conf

  18. 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

  19. 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

  20. 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

  21. 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

  22. 5. Development of online materials SoLLs.INTEC.09 Int' Conf

  23. 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

  24. 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

  25. 6. Training in ICT • ICT training - two perspectives (a) training received (b) training needed as Smart School teachers. SoLLs.INTEC.09 Int' Conf

  26. 6 (a) Training received SoLLs.INTEC.09 Int' Conf

  27. 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

  28. 6 (b) Training needed as Smart School teachers SoLLs.INTEC.09 Int' Conf

  29. 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

  30. 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

  31. 7 (a) Support received from school SoLLs.INTEC.09 Int' Conf

  32. 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

  33. 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

  34. 7 (b) School support needed SoLLs.INTEC.09 Int' Conf

  35. 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

  36. 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

  37. 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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