REPORT CONTENT ANALYSIS PROBLEM-BASED LEARNING
(PBL)
1.0
OBJECTIVES
- To define the terms Information and
Communication Technology (ICT).
- To
determine the issues in integrating information and communication technology
(ICT) in Malaysian schools.
- To
discuss the challenges in integrating information and communication technology
(ICT) in Malaysian schools.
2.0
INTRODUCTION
Malaysia
does aware with the growth of Information and Communication Technology (ICT).
Thus, smart schools have been introduced under Malaysia’s Multimedia Super
Corridor (MSC) project. The government aims to capitalize on the presence of
leading-edge technologies and the rapid development of the MSC’s infrastructure
to jump start deployment of enabling technology to schools. ICT are defined as
a diverse set of technological tools and resources used to communicate, create,
disseminate, store and manage information. These technologies include computer,
internet, broadcasting technologies and telephony. ICT does great but there are
some issues and challenges in integrating ICT in teaching and learning in our
Malaysian schools.
3.0 PROBLEM STATEMENT
FILA Chart Content Analysis
Problem-based Learning (PBL)
|
FACTS
|
IDEAS
|
LEARNING ISSUES
|
ACTION
|
|
1. ICT
applications have become an important part of teaching and learning.
2. The
Ministry of Education has invested a huge effort in terms of funding and
training to equip teachers and students with ICT skills.
|
1. Readiness
of teachers in using ICT applications in their teaching process.
2. Teaching
and learning will be more effective and interactive.
3. Involvement
of ICT in the schools in rural areas.
|
1. What
is ICT?
2. What
are the issues in integrating ICT in teaching and learning in Malaysian
schools?
3. What
are the challenges in integrating ICT in teaching and learning in
Malaysian schools?
4. Are
school teachers ready enough to use ICT applications in their teaching
process?
5. Does
the teaching and learning process will be more interesting with the help
of ICT?
6. How
about, the students in rural areas, does they know about ICT?
|
1. Refer
to the internet.
2. Refer
to ICT books.
3. Teacher
needs to prepare physical n spiritual.
4. Teachers
have to guide students for using ICT application in learning process.
5. Government
should provide more facilities for the school in rural area
|
4.0
DISCUSSION
The first
issue that we choose is the readiness of teachers to use ICT for their lessons.
We find the challenge, teacher must be provided with the knowledge and soft
skills for using the new digital tools and resources to help all students
achieve high academic stands not only base on the traditional lesson ‘talk and
chalk’. Furthermore, teacher needs to prepare the slides show like Power Point
to make the lesson more interesting and change the perception for all the
students especially at rural area. Teachers also have the problem to change the
new pedagogy by using ICT. Besides that, formal training is a must for
the teachers as they play on important role to incorporate ICT in education.
Thus, learning outcomes cannot be achieve if teacher cannot attract the
students’ attention because the influence of examination oriented culture and
the teachers have ‘finish syllabus syndrome’. In addition, because of
heavy workload, teachers have less time or less initiative to adopt new
teaching approaches in their lessons.
The
teaching and learning process using ICT applications will be much more
interesting and effective compared to the traditional ways. Teachers may use
the applications that have been prepared by the government such as the CD-ROM,
computers, projector and the internet. Teachers and students may search for
more interesting notes and exercise by browsing through the internet. There are
lots of materials and notes that are suitable for teaching and learning online.
However, they have to be smart in selecting the information in the web pages on
the internet because they are some fake information that has been uploaded by
the irresponsible people. Besides that, using ICT applications in class does
help smoother the teaching and learning process, but without full guidance from
teachers, students may use the internet to browse negative web pages. This
action may lead to social problems; lessen moral values; wasting time and many
other problems. Even worse, these abuses may contribute to cyber crime.
Besides,
ICTs can provide new and innovative means to bring educational opportunities to
students in rural and remote-rural areas. Even though, in reality we found that
there are some problem if we try to brings ICT education in rural area such as
not enough facilities, students from low-socio economic background and network
problems. But, it is one way to improve academic performance for rural area
students. Then, to creating a more effective and more exciting school
environment and to change in community’s attitude towards the usage of digital
resources to improve result and knowledge acquisition. Usually, this
opportunity will focus on to students from remote areas and students with
average academic achievements; mainly in English, Science and Mathematics and
actively involved in school curriculum.
5.0
CONCLUSION
By
conducting this Problem-Based Learning (PBL), it is hoped that the key
challenge of all the issues can be identified to school management and the ICT
policy maker, so that any ICT program involving collaborative approach can be
conducted more successfully in the future.
6.0
REFERENCES
Making Malaysia’s Schools Smarter. Access
fromhttp://www.mscmalaysia.my/sites/default/files/pdf/publications_references/FutureGov_February_2010.pdf
on September 25, 2012.
Koridor Utara Malaysia. Access
fromhttp://www.koridorutara.com.my/site/?__f=catmain&catname=Education&catsub=&aliascat=&tracking=&relatedpages=1&q=education_humancapital/cita&type=&id=93
on September 25, 2012.
ICT in Education/Key Challenges in Integrating ICTs in Education.
Access from
http://en.wikibooks.org/wiki/ICT_in_Education/Key_Challenges_in_Integrating_ICTs_in_Education
on September 25,2012.
