36 TOPIC 2 CURRENT TRENDS IN EDUCATIONAL TECHNOLOGY (POST-INTERNET) The Internet has provided opportunities for lifelong learning. The availability of open resources has enabled everyone to learn and continue learning online, regardless of their prior education and qualification. Anyone can access the vast amounts of resources offered by universities and other platforms for open learning, and read resources or view videos on related topics. This advent of Massive Open Online Course (MOOC) as platforms to provide learning materials has opened opportunities for continuous learning. Students today are communicating with their course mates using email, discussion forums, or having synchronous online chats, or mobile text messaging, to share resources, solve problems and make decisions in a team for completing their group assignments and projects. There is no need to travel long distances and meet physically as virtual face-to-face conferencing is also possible. Today, the Internet is an information, communication and instructional tool used in open and distance learning. Examples of some websites for educators and students at the higher education level are in Table 2.2 (also see Figure 2.5). Perhaps you can find more to add to the list. Table 2.2: Examples of Resources on the Internet for Higher Education Title of Website URL Academic Earth http://academicearth.org Virtual Learning Resources Centre http://www.virtuallrc.com/ OER Commons http://www.oercommons.org/ Education Resources Information Center http://www.eric.ed.gov/ MathWorld http://mathworld.wolfram.com/ The Visible Human Project http://www.nlm.nih.gov/research/visible/ visible_human.html The eSkeletons Project http://www.eskeletons.org/ Instructional Technology Online http://www2.gsu.edu/~wwwitr/ Multimedia Educational Resource for Learning and Online Teaching (Merlot) http://www.merlot.org/ Copyright © Open University Malaysia (OUM)
TOPIC 2 CURRENT TRENDS IN EDUCATIONAL TECHNOLOGY (POST-INTERNET) 37 Study Finance.com http://www.studyfinance.com/lessons/finst mt/ index.mv Open Learning: Malaysia MOOCs https://www.openlearning.com/malaysiamoocs iTunes U http://www.apple.com/education/itunes-u/ P2PU https://www.p2pu.org/en/ University of the People http://www.uopeople.edu/ MIT Open Courseware https://ocw.mit.edu/index.htm Figure 2.5: Malaysian MOOCs Source: https://www.openlearning.com/malaysiamoocs There is a wealth of educational resources on the Internet. Decide on a skill set you would like to learn or develop, and search the web for a resource or a course which could assist you in developing the skill. Bookmark or note the link. Share this resource/course with your coursemates in the myINSPIRE online forum. Describe why this skills/course is useful to you. ACTIVITY 2.1 Copyright © Open University Malaysia (OUM)
38 TOPIC 2 CURRENT TRENDS IN EDUCATIONAL TECHNOLOGY (POST-INTERNET) E-LEARNING In the Economic Transformation Programme, the Communications Content and Infrastructure (CCI) National Key Economic Area (NKEA) aims at driving continued growth in communications services and enabling the paradigm shift from infrastructure and access to applications and content (PEMANDU, 2012). One of the 10 Entry Point Projects (EPPs) within the CCI NKEA to stimulate demand for CCI services and facilitate MalaysiaÊs shift towards a knowledgebased economy, is through establishing e-learning for students and professional training. It is expected that there would be RM22 billion Gross National Income (GNI) from this sector. E-learning in higher education is the current trend as it is outlined in the Malaysian Education Blueprint 2013ă2025 (MOE, 2013). One of the shifts to produce excellence in the higher education system is globalised online learning. The need for globalised online learning reflects a global trend which is currently disrupting the higher education system. Online learning would provide access to good quality content, enhance the quality of teaching and learning, lower the cost of delivery, and bring Malaysian expertise to the global community. Blended learning and MOOCs would assist in the transformation of our learners. Clark and Mayer (2016) define e-learning as any instruction on a digital device, either a computer desktop, computer laptop, a tablet or a mobile phone, intended to support learning. E-learning was also defined „as the use of network and multimedia technologies to improve the quality of learning by enabling access to knowledge and remote resources for the development of a K-society‰ (Abas, Kuldip & Harun, 2004). In the present concept of e-learning, storage of resources can either be in external or internal storage drives, or in a cloud, and uses media elements from text, pictures and videos (Clark & Mayer, 2016). E-learning may be instructor-led synchronous learning or learner-led synchronous learning, and makes use of collaborative activities on different applications. To simply put it, e-learning is the use of the Web to support teaching and learning as well as to manage courses whether for full-time on campus or part-time off campus programmes. Many distance learning programmes are offered via e-learning. 2.2 Copyright © Open University Malaysia (OUM)
TOPIC 2 CURRENT TRENDS IN EDUCATIONAL TECHNOLOGY (POST-INTERNET) 39 E-learning is also referred to as online learning as it is „any learning that uses the Internet to deliver some form of instruction to a learner or learners separated by time, distance or both‰ (Reiser & Dempsey, 2002). It includes web-based learning and may incorporate online threaded discussions or forums as well as audio and video streaming technologies. The strength of e-learning lies in the fact that it enables collective, independent as well as collaborative learning. Reiser and Dempsey (2002) elaborate: Online learning may occur among people scattered across the globe or among co-workers at a single facility via corporate intranets and local area networks (LANs). What defines online learning is the use of network communication systems as the delivery medium. This may take the form of a course, training module or seminar, reference site, or even a listserv or performance support system ⁄ the learning may be asynchronous (meaning that the delivery of instruction and the processing of that instruction by a learner or learners do not take place in real time), synchronous (meaning that they do take place in real time), or a mixture of the two. However, there are many forms of synchronous or asynchronous learning that are not what we would call online learning; correspondence courses and computer-based training using CD-Rom without a web component are two such examples. E-learning could be provided on a desktop computer for computer-based learning, online for web-based learning, or using mobile devices for m-learning (Gourova, Asenova & Dulev, 2013). With the increased availability of free wireless networks, traditional e-learning has become ubiquitous in nature and the learner is not limited to a fixed location or time. This is where the term mobile learning also known as m-learning emerged from. Gourova et al. (2013) differentiate e-learning from m-learning in the following ways: (a) E-learning relies on e-mails for student interaction, but m-learning has no geographic boundaries and is available 24/7 (24 hours 7 days a week); (b) E-learning is normally restricted to a dedicated time but m-learning is flexible and can occur at any time; and (c) Feedback is also instant when compared to e-learning. Copyright © Open University Malaysia (OUM)
40 TOPIC 2 CURRENT TRENDS IN EDUCATIONAL TECHNOLOGY (POST-INTERNET) It is believed that e-learning is a pre-requisite to developing a knowledge-based economy. It is also believed that e-learning will help democratise education. It can be used to provide formal, informal or non-formal learning. As far as educational institutions go, e-learning seems attractive, particularly to those who are technology savvy. There is usually a small group of academics who will champion e-learning. In contrast, there are those who are disinterested and try to avoid being part of the e-learning plans of the institution. Having been accustomed to conventional ways of delivering instruction, such academics may put their institutions at the risk of becoming obsolete in the current digital age. 2.2.1 The Learning Management System A Learning Management System (LMS) is a platform to conduct e-learning activities. It typically provides the online learning environment by enabling the management, delivery and tracking of learning activities for the organisation. A LMS would have several components. Firstly, there would be a course management system where the list of courses, registration, syllabus or course pro forma and information regarding the courses would be listed. Teaching materials in the form of textual materials, as well as audio, video and interactive resources would also be provided on the LMS. In addition, there would normally be assessment designed in the LMS for either self-assessment or formative assessment. Typically, LMS also has features such as e-mails and forums for asynchronous communication, as well as chat and teleconferencing for asynchronous communication. Some LMS provide tools for authoring content in XML or HTML, and quizzes in Java Script. In order to manage the studentsÊ progress and for reporting, Student Management tools for progress tracking and online grading may also be included. 1. How is e-learning best defined? 2. What example from Open University Malaysia can you provide? SELF-CHECK 2.1 Copyright © Open University Malaysia (OUM)
TOPIC 2 CURRENT TRENDS IN EDUCATIONAL TECHNOLOGY (POST-INTERNET) 41 If you are studying in OUM, you would have been using myINSPIRE, the exact tool that is being referred to here. myINSPIRE has several features. Some of the features in myINSPIRE include access to course materials, digital library, academic records, timetables and other latest information (see Figure 2.6). If you have not thoroughly explored myINSPIRE, perhaps it is time for you to do so now. Which of the features have you used? Figure 2.6: Open University MalaysiaÊs myINSPIRE, a user-friendly learning system Source: http://www.oum.edu.my/pages/prospective/prospective/myinspire.php However, an LMS does not necessarily lead to the success of e-learning or blended learning. As George Siemens (2004) said: Learning Management Systems (LMS) are often viewed as being the starting point (or critical component) of any e-learning or blended learning programme. This perspective is valid from a management and control standpoint, but antithetical to the way in which most people learn today. (Siemens, 2004) 1. What is LMS? 2. What are some of the features of LMS? SELF-CHECK 2.2 Copyright © Open University Malaysia (OUM)
42 TOPIC 2 CURRENT TRENDS IN EDUCATIONAL TECHNOLOGY (POST-INTERNET) 2.2.2 Stages of E-Learning E-learning usually occurs over a few stages. The first stage is the „foundation‰ stage, followed by „integration‰ and finally, the „innovation stage‰ (see Figure 2.7). Figure 2.7: Stages of implementation in e-learning At the foundation stage, which many educational institutions have incorporated, most of the academic resources are made available on the institutionÊs website. Examples of these resources are administrative information, announcements to students, course outlines, course schedules, reading lists, sample examination questions, quizzes and links to useful resources. It is interesting to note that if the institution is not ready to host such resources, some of the faculty members will actually create such resources and upload them to a website other than the institutionÊs website. Most of the time, this action is not only reflective of the changing times but happens because it is relatively easy to do so and quite practical. It would be interesting for you to explore further and find out more about Learning Management Systems and how they support teaching and learning. Surf the Internet to find out the various systems available. Discuss how they have been used in some institutions and compare with how OUM has used it. What do you like about myINSPIRE or what would you like to see improved? Do you think LMS will be useful in your organisation? Why? How would you evaluate and select a suitable LMS for your needs? Discuss your findings and thoughts in the myINSPIRE online forum. ACTIVITY 2.2 Copyright © Open University Malaysia (OUM)
TOPIC 2 CURRENT TRENDS IN EDUCATIONAL TECHNOLOGY (POST-INTERNET) 43 Imagine students visiting the website of their college or university to download the course outline, lecturersÊ notes or presentation slides or assignments. It may seem like a lot of work at first but lecturers will find this to be most efficient. For example, with over a hundred students enrolled per group and with a few groups to handle in the same week, the lecturer has actually saved the time and cost of photocopying for the hundreds of students in his courses. You will agree that his time is better spent on creating resources to help students understand the subject matter. In addition, some lecturers are beginning to create online discussion groups for their students to participate in. The lecturer is usually present in the discussion groups from time to time to guide the students and provide additional resources on the Web. This describes the second stage of e-learning in an educational institution where the „e‰ elements are integrated into the various course components. This is known as the integration stage and many educational institutions are already at this stage. The integration stage also includes the provision of online exercises, selfassessment quizzes or online tutorials for difficult concepts. In addition, the online discussions help complement the conventional face-to-face learning activities. Almost 70 per cent of students go online for their academic discussions. The time spent in mass lectures three hours a week provides little opportunity for extensive discussions like those that can take place on the Web. Due to individual differences such as having different learning styles, some students thrive and enjoy being part of the discussions online. They may prefer online discussions as they find them less threatening than the face-to-face environment. The ultimate stage in e-learning is the innovation stage. At this stage, the presence of an online learning community is very much felt. The use of the „e‰ elements in innovative and collaborative ways such as virtual laboratories to conduct science experiments and virtual reality to simulate situations are just some examples. Prominent experts from other parts of the world, who interact with students online, may also be part of this exciting stage of e-learning. What are the three stages of e-learning? Briefly describe how this may or may not be similar in your own organisation. Discuss with your coursemates in the myINSPIRE online forum. SELF-CHECK 2.3 Copyright © Open University Malaysia (OUM)
44 TOPIC 2 CURRENT TRENDS IN EDUCATIONAL TECHNOLOGY (POST-INTERNET) ONLINE DISCUSSIONS Being on the Internet also means being able to reach out to millions of other Internet users. Among the users are experts, professionals, colleagues, friends, acquaintances and of course, strangers. Imagine being in discussions with other Internet users on topics of common interest. It should lead to some very interesting learning experiences for everyone. In addition, lecturers are also beginning to use computer-mediated communication or online forums or discussions to encourage discussions among students inbetween classes. This appears to be convenient as not everyone can meet each other often even if they are in the same campus. However, interestingly, more lecturers are trying out online forums as a means of having serious academic discussions. This could be in the form of discussion of cases, scenarios, assignments and other learning tasks where the sharing of ideas and resources are mutually beneficial to students and lecturers. Online forums, also known as e-discussions, are catching on very fast in local higher education institutions (see Figure 2.8). It is about the use of computer networks for asynchronous discussions among learners or between learners and instructors. Figure 2.8: Online forum or e-discussion 2.3 Copyright © Open University Malaysia (OUM)
TOPIC 2 CURRENT TRENDS IN EDUCATIONAL TECHNOLOGY (POST-INTERNET) 45 Online forums are not new. They have been around for many years. However, in Malaysia, they are relatively new. In 1999, online forums were made part of the Online Learning Interactive System at the International Medical University. Even after three years of implementation, only 20 per cent of the academics were willing to be a part of it. The other 80 per cent were reluctant because they believed that it would require too much of whatever little precious time they had left. Unfortunately, this caused students who were initially active in posting to the online forums to gradually disappear when they realised that few lecturers were present online. Only about 20 per cent continued to actively post messages or respond to their peers online. However, we are seeing some positive changes today. Based on conversations with fellow academics and the number of academic papers on the topic in local conferences, there are efforts to make online discussions a part of the campus curriculum. It is normally popular among distance courses as a means to support distance learners or to provide additional communication avenues. But it can be successfully applied in full-time on-campus programmes as well. I am sure you have attended a class where the teacher or lecturer invited discussions on a certain issue or topic. Discussions of topics or issues in physical classrooms are not new. Notice however that not everyone enjoys discussions in the classroom. Some students are afraid of being called on to contribute an idea or express their opinion for fear that they may be ridiculed. Nevertheless, there are some students who dislike discussions in class but enjoy contributing to discussions online. In fact, they are very comfortable and thrive during online discussions. It has been observed that those who prefer to keep quiet in the classroom will be the ones to express their opinions and convey their ideas actively in the online classroom. Have you ever wondered why or do you know the reason? This is largely due to personality differences and preferred learning style. Millions of adults around the world are actively discussing a variety of topics online. Thousands of discussion forums exist on the Internet. To search for one that you may be keen to join, Google Groups at http://groups.google.com/ should be able to assist with your search. An endless variety of topics exist. When I typed in a search for discussions on „distance learning,‰ over 300,000 discussion groups were found! Try searching for a topic that you would enjoy discussing. Please note that every online participant is expected to observe netiquette, that is, acceptable behaviour on the Internet. If you need to learn about netiquette, visit http://www.albion.com/netiquette/corerules.html. Copyright © Open University Malaysia (OUM)
46 TOPIC 2 CURRENT TRENDS IN EDUCATIONAL TECHNOLOGY (POST-INTERNET) On the other hand, online discussions on a variety of educational topics are easily found. Whether it is a discussion among pre-school teachers online or a group of experts on adult learning or testing and evaluation or on innovative teaching, there is plenty to choose from and participate in. Today, online discussions among students on the same campus or enrolled in the same course are becoming common. Also called computer-mediated communication (CMC) in distance learning, discussion groups exist to provide a social platform for students where, instead of meeting face-to-face, which they are unable to do most of the time, they meet online to socialise and „hang out‰. This can be an effective socialising and support tool for distance learners who are isolated and feel more alonely than the traditional full-time learners. Online forums have been shown to be beneficial for learning. When used appropriately, discussion forums enable interactions among the participants. In a case study of undergraduates in a Malaysian institute of higher learning, a large proportion of the interactions were cognitive interactions (46.0 per cent), followed by attitudes (22.3 per cent), social interactions (19.6 per cent) and noise (5.3 per cent) (DeWitt, Alias, Siraj & Zakaria, 2014). This indicated that the community of learners were interacting and building knowledge. Cognitive interactions assist the learning of concepts and principles, while social interactions engage and motivate learners. It has also been shown that a combination of three computer-mediated communication (CMC) tools ă wiki, discussion forum and text messaging ă has been effective for learning science in secondary schools as studentsÊ test scores improved (DeWitt, Siraj, & Alias, 2014). In addition, there was interaction among their peers as they scaffolded the learners in building their knowledge in science. These studies indicate that the online discussions provided opportunities for interaction. Hence, online discussion tools should be encouraged for collaboration and sharing of ideas for learning. Today, online forums are attractive in the sense that they support the learning needs of mature learners, especially distance learners. It is believed that when planned and implemented correctly, the learners will enjoy and benefit from the discussions tremendously. Copyright © Open University Malaysia (OUM)
TOPIC 2 CURRENT TRENDS IN EDUCATIONAL TECHNOLOGY (POST-INTERNET) 47 COLLABORATIVE LEARNING Online discussion groups are also perfect for collaborative learning among distance learners. What is collaborative learning? According to Gerlach (1994), collaborative learning is based on the idea that learning is a naturally social act in which the participants talk among themselves. It is through the social interactions that collaborative learning occurs. It has been shown that group collaboration has been shown to improve memory, produce fewer errors and motivate learners (Bligh, 2000). However, the effectiveness of collaborative learning will be influenced by background factors, such as age, activeness and values; internal influences such as leadership and communications; and consequences on why collaboration is required (Tubbs, 1995). Collaborative learning has been defined as the acquisition of knowledge, skills and attitudes as a result of group interactions (Johnson & Johnson, 2004). The learning experiences during collaboration can be used for the construction of knowledge (Palloff & Pratt, 1999). Again, collaborative learning is not new. It existed before the emergence of the Internet. Collaborative learning is more practical on the Internet as not everyone has to be available or present online at the same time. It is an active versus a passive way of learning, where if done correctly, will lead to engaged learning. It also makes more sense for adult learners to be part of a collaborative learning community where everyone is able to contribute to a rich set of discussions based on their experiences. Distance learners would be enjoying it. At Open University Malaysia (OUM), collaborative online learning was conceptualised in 2004 to ensure that learners in the myINSPIRE discussion forums have an issue worth discussing and one that they will find practical and useful as well as meaningful and interesting to be part of. 2.4 Copyright © Open University Malaysia (OUM)
48 TOPIC 2 CURRENT TRENDS IN EDUCATIONAL TECHNOLOGY (POST-INTERNET) Many distance learning institutions are adopting online discussions as one of their approaches for learning. Some institutions provide marks for online participation. An example of how marks may be awarded is shown in Table 2.3. Table 2.3: Award of Marks for Online Participation Category Description Points Frequency of Contributions Contributions have been regular and varied without long lapses between postings 2 Learner has been present online but postings have been few and far between; student has been a lurker more than an active contributor 1 Learner is rarely or never present online 0 Quality of Contributions High-quality contributions focused on task; strong evidence of learner having generated discussion, analysed information, drawn conclusions and helped create a lively debate 3 Contributions have been focused on the task; some evidence of analysis, sharing and teamwork 2 Contributions have been minimal with little evidence of sharing and teamwork 1 Little or no contributions have been made towards the discussion or task 0 Take a self-test on your readiness for online learning (at https://pennstate.qualtrics.com/jfe/form/SV_7QCNUPsyH9f012B). It should take you about five minutes to complete the survey. Discuss the results of your online learning readiness with your coursemates. ACTIVITY 2.3 Copyright © Open University Malaysia (OUM)
TOPIC 2 CURRENT TRENDS IN EDUCATIONAL TECHNOLOGY (POST-INTERNET) 49 PITFALLS OF E-LEARNING It is now time to look at some of the real issues related to the success of e-learning. Deep in your heart, do you think e-learning is the way to go? Will it work? Why do you think so? There are no easy answers to any of these questions. Clark and Mayer (2016) discuss the promises of e-learning. Firstly, having customised training means having content, instructional strategies and navigation personalised to the learner and his or her needs. The learner can progress at his or her own pace and control learning. Secondly, the learner should be engaged both behaviourally, as he navigates and accesses resources, and psychologically, as he pays attention and mentally organises his learning. Multimedia also promises to be beneficial for learning as text, audio and visual elements can be engaging for learners. Next, e-learning promises to accelerate learning through scenarios. This is because learners have the opportunity to be immersed in real-job environments and solve problems. Finally, gamification promises to provide learning experiences that are motivating, engaging, and effective. If you have been reading or attended some of the recent conferences on e-learning, you would have learnt that the success of e-learning depends on several factors. The technology is there to be harnessed. It is the implementation that is key to any successful implementation of innovations in learning. After reading the promises of e-learning, what do you think are the pitfalls of e-learning? Do a search on the pitfalls and challenges of e-learning. What are these pitfalls? Some resources are: (a) 7 Technical Pitfalls That Can Ruin Your eLearning Experience https://elearningindustry.com/7-technical-pitfalls-can-ruin-elearningexperience (b) 6 Pitfalls of Digital Learning and How to Avoid Them https://elearningindustry.com/6-pitfalls-digital-learning-how-to-avoid 2.5 Copyright © Open University Malaysia (OUM)
50 TOPIC 2 CURRENT TRENDS IN EDUCATIONAL TECHNOLOGY (POST-INTERNET) (c) Common Pitfalls and How to Avoid Them http://www.faculty.londondeanery.ac.uk/e-learning/setting-learningobjectives/common-pitfalls-and-how-to-avoid-them Please take some time to deliberate on this topic. How can you avoid the pitfalls? What are the actions to be taken during e-learning? I personally believe in the potential of technology in education in general and e-learning in particular. However, implementation of any sort is never straightforward. There are challenges to overcome and there are obstacles to be avoided. One needs to be proactive and plan to avoid the hurdles, yet it is not always possible to predict what may or may not happen. It is indeed a challenge! Educational technology evolved rapidly after the emergence of the Internet. The Internet has unlimited resources that can be used by teachers with their students. E-learning is defined as the use of the Internet to deliver some form of instruction to learners separated by time, distance or both. E-learning is also called online learning. The Learning Management System (LMS) is used widely in educational institutions to deliver e-learning OUMÊs LMS is called myINSPIRE. Some of the features in myINSPIRE include access to course materials, digital library, academic records, timetables and other latest information. Care must be taken when adopting Learning Management System. There are three stages of e-learning: foundation, integration and innovation. If you were asked to implement e-learning in your organisation, what would you advise in terms of how best to implement e-learning? Your advice should be based on the issues surrounding the myths of e-learning. Share your thoughts with your coursemates in the myINSPIRE online forum. ACTIVITY 2.4 Copyright © Open University Malaysia (OUM)
TOPIC 2 CURRENT TRENDS IN EDUCATIONAL TECHNOLOGY (POST-INTERNET) 51 Thousands of online discussions exist to support discussions on a variety of topics. Collaborative learning is not new but takes a whole new meaning online. There are pitfalls of e-learning and careful consideration is needed when implementing e-learning. Collaborative learning Computer-mediated communication Discussion groups E-discussions E-learning Internet Learning management system (LMS) Online discussions Online forums Online learning Web-based learning Abas, Z. W., Kuldip, K., & Harun, H. (2004). E-learning readiness in Malaysia. Kuala Lumpur, Malaysia: Open University Malaysia. Bligh, D. (2000). WhatÊs the point in discussion? Exeter, England: Intellect Books. Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. Hoboken, NJ: Wiley & Sons. DeWitt, D., Alias, N., Siraj, S., & Zakaria, A. R. (2014). Interactions in online forums: a case study among first year undergraduate students. Frontiers in Education (FE), 2(1), 6ă13. Retrieved from http://eprints.um.edu.my/9489/ DeWitt, D., Siraj, S., & Alias, N. (2014). Collaborative mLearning: A module for learning secondary school science. Educational Technology & Society, 17(1), 89ă101. Retrieved from http://www.ifets.info/journals/17_1/9.pdf Copyright © Open University Malaysia (OUM)
52 TOPIC 2 CURRENT TRENDS IN EDUCATIONAL TECHNOLOGY (POST-INTERNET) Gerlach, J. M. (1994). Is this collaboration? In K. Bosworth, & S. J. Hamilton (Eds.), Collaborative learning: Underlying processes and effective techniques. New directions for teaching and learning. San Francisco, CA: Jossey-Bass. Gourova, E., Asenova, A., & Dulev, P. (2013). Integrated platform for mobile learning. In D. G. Sampson, P. Isais, D. Ifenthaler, & J. M. Spector (Eds.), Ubiquitious and mobile learning in the digital age. New York, NY: Springer Science Business Media. Johnson, D. W., & Johnson, R. T. (2004). Cooperation and the use of technology. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed.). Mahwah, NJ: Erlbaum. Ministry of Education Malaysia (MOE). (2013). Malaysia Education Blueprint 2013ă2025 (Preschool to post-secondary education). Retrieved from http://www.moe.gov.my/images/dasar-kpm/articlefile_file_003108.pdf Palloff, R. M., & Pratt, K. (1999). Building learning communities in cyberspace: Effective strategies for the online classroom. San Francisco, CA: Jossey-Bass. Performance Management and Delivery Unit (PEMANDU). (2012). Economic transformation programme. Retrieved from http://etp.pemandu.gov.my/annualreport2011/12_National_Key_Econom ic_Areas-@-Communications,_Content_-%E2%97%98-_Infrastructure.aspx Reiser, R. A., & Dempsey, J. V. (2002). Trends and issues in instructional design and technology. Upper Saddle River, NJ: Merrill Prentice Hall. Siemens, G. (2004). Learning management systems: The wrong place to start learning. Retrieved from http://thetrainingworld.com/cgi-bin/library/jump.cgi?ID=12060 Tubbs, S. L. (1995). A systems approach to small group interaction (5th ed.). New York, NY: McGraw-Hill. Copyright © Open University Malaysia (OUM)
INTRODUCTION Imagine the following scenario in a school: A class of 40 students wandering around their city or town collecting data on their living environments, and inputting these data into their laptops and mobile phones, sending it to a repository where others can share and make use of that information. When they go back to their classes, they download the data, analyse using specialised software and then write their reports and share it on the World Wide Web. Topic 3 Educational Technology in Schools LEARNING OUTCOMES By the end of this topic, you should be able to: 1. Explain the current technological trends in schools; 2. Describe how e-learning sites execute strategic e-learning and the broad pedagogical model; 3. Define the three main learning strategies of smart schools; 4. List the five objectives of the Malaysian Smart School Project; 5. Design a mind map that identifies the existing barriers in technology integration; 6. Discuss some of the best educational technology practices in different countries; and 7. Describe the four items in the Malaysian Smart Teaching and Learning components. Copyright © Open University Malaysia (OUM)
54 TOPIC 3 EDUCATIONAL TECHNOLOGY IN SCHOOLS TodayÊs rapid advancement and technological development have opened up a new and exciting world which seemed unimaginable just a few years ago. With the click of a mouse and a swipe on the mobile device, technology continues to change the way we live, learn, work and interact each and every day. But in order to meet our high aspirations amidst an increasingly competitive global environment, we cannot stand still. Our country requires a transformation of its entire education system, lifting achievement for all students. Make no mistake; this will require an entirely new perspective, so that students develop skills needed for the 21st century. Rather than simply adding staff and facilities, there is now a need to understand and improve the dynamics of the teaching and learning process. (DatoÊ Seri Mohd. Najib bin Tun Haji Abdul Razak, the 6th Prime Minister of Malaysia) Think about how technology fits into the scheme of revolutionising education. Questions about education and the role of technology are not only important for teachers, but for all Malaysians ă present and future generations. The education system has an impact on all citizens, and the information revolution has the potential to move us closer to the goal of education as a lifelong process. CURRENT TRENDS IN SCHOOLS What are our plans for boosting performance and standards in schools? Do we aim to put learners in the driving seat, shaping opportunities which are open to all learners and fit their particular needs and preferences? 3.1 To get a better understanding of the current trends of using technology in the classroom, let us read the following article: http://elearning.tki.org.nz/ After reading the article, explain three trends that are changing the educational landscape in schools today, and some of the challenges that may occur as a result of these trends. ACTIVITY 3.1 Copyright © Open University Malaysia (OUM)
TOPIC 3 EDUCATIONAL TECHNOLOGY IN SCHOOLS 55 Students in todayÊs connected classrooms are no longer bound, physically, by the bricks and mortar that surround them. Instead, they have at their fingertips the opportunity to explore the world and take in vast amounts of information along the way (see Figure 3.1). We are only just beginning to realise the potential of technology in helping to improve student learning and enhance academic performance. Figure 3.1: Using computers in school as teaching and learning tool Perhaps, in no other area do we hope to benefit more from the influx of technology in our society than in our countryÊs educational system. Successful integration of technology in our schools has the potential to transform the way our children learn, creating new and challenging opportunities to enhance their academic performance. So, how does technology offer innumerable methods for enhancing teaching and learning in schools? E-learning is to classroom learning as cell phones are to a payphone at the bus station. (Trainersoft) The quote summarises the major force for change in schoolsÊ practice. In short teachers worldwide are changing their traditional teaching methods and beginning to understand the enormous potential being offered to their curriculum through the largest information source known to man, the Internet and the World Wide Web. Copyright © Open University Malaysia (OUM)
56 TOPIC 3 EDUCATIONAL TECHNOLOGY IN SCHOOLS Traditionally, every classroom is an island unto itself, with the teacher instructing, assessing and remediating children who have limited contact with other students, even within the same school. Do you think this scenario will change when students are connected to the Internet? But then, like any new educational technology, their impact on learning depends on how they are used. Let us study Figure 3.2, 3.3 and 3.4 that show how e-learning is implemented in schools. Proceed with Activity 3.2 after that. Figure 3.2: E-learning model for schools Source: cde.athabascau.ca/online_book/ch2.html Copyright © Open University Malaysia (OUM)
TOPIC 3 EDUCATIONAL TECHNOLOGY IN SCHOOLS 57 Figure 3.3: The model of strategic e-learning Source: Tsai (2009) Figure 3.4: Broad pedagogical model Source: http://www2.warwick.ac.uk/services/ldc/resource/eguides/pedagogies/ Copyright © Open University Malaysia (OUM)
58 TOPIC 3 EDUCATIONAL TECHNOLOGY IN SCHOOLS From these examples, we hope you have experienced the imaginative use of ICT to engage more learners in the excitement of learning. By borrowing ideas from the world of interactive games and simulation, we can motivate even the most reluctant learners to practise complex skills and achieve much more than they would through traditional means. THE MALAYSIAN SMART SCHOOL CONCEPT We have studied the current trends in schools from a global perspective. What about Malaysia? Are we at par with other schools worldwide through the empowerment of our teachers and students with free self-paced and web-based content combined with best practices for advancing student achievement and performance? 3.2 The following are some links which showcase examples of e-learning solutions „by‰ or „for‰ schools. Analyse how these examples execute the e-learning model and pedagogy that are illustrated in Figures 3.1, 3.2 and 3.3. Discuss and explain your views in the myINSPIRE online forum. (a) http://www.christophercolumbusawards.com/ (b) http://www.mff.org/mmc/ (c) http://www.epals.com/ (d) http://www.ancientchina.co.uk/menu.html (e) http://www.e-learningforkids.org/ (f) http://www.learninggamesforkids.com/ (g) https://www.dacobots.com/ (h) http://www.zoodles.com/free-online-kids-games/e-learning-forkids ACTIVITY 3.2 Copyright © Open University Malaysia (OUM)
TOPIC 3 EDUCATIONAL TECHNOLOGY IN SCHOOLS 59 I believe you will agree that it is undeniable that ICT is changing how we learn. At the very least, computers ă once a novelty ă have become a fixture in classrooms across the country. At present, all schools in Malaysia ă and every university and college ă has high speed broadband access. But let us walk down memory lane to understand how these initiatives started. Let us look at Figure 3.5 that shows the history of the smart school concept. Figure 3.5: History of the smart school concept (1992 to 2004) The implementation of Information and Communication Technology (ICT) in Malaysian schools started with the Computer in Education (Komputer Dalam Pendidikan, KDP) programme in 1992. The programme involved the construction of computer laboratories together with the basic necessities, without looking at the schoolsÊ preparedness. The programme focused on the basic aspects such as electricity supply, maintenance of security and the schoolsÊ financial allocation for the maintenance of ICT hardware as well as payments for the multimedia and electricity bills. Copyright © Open University Malaysia (OUM)
60 TOPIC 3 EDUCATIONAL TECHNOLOGY IN SCHOOLS After the KDP programme, the use of ICT in the teaching and educational process was expanded haphazardly, such as the development of Smart Schools which began operation in 87 pilot schools during the 1999 academic year followed by the Teaching and Learning of Science and Mathematics in English (PPSMI) programme in 2003, and the launch of the School-Net broadband infrastructure project in 2004. At present, under the 1BestariNet project launched in 2012, all schools are provided with 4G high speed broadband access. 3.2.1 The Smart School Concept The Smart School concept in education is one of the most discussed topics among educators and trainers in Malaysia. Smart schools aim to produce knowledge workers for the nationÊs high-tech industries in the 21st century. The Smart School Concept is outlined in Figure 3.6. Figure 3.6: The Malaysian Smart School concept Source: Ministry of Education Malaysia (1997) When ideas about Smart Schools were projected to the Malaysian public, people started imagining classrooms packed with computers, Internet, video conferencing equipment and all the latest communication technologies. Did this Copyright © Open University Malaysia (OUM)
TOPIC 3 EDUCATIONAL TECHNOLOGY IN SCHOOLS 61 happen? It cannot be denied that smart schools do make use of technology to support and enhance teaching-learning. However, more importantly, it emphasises self-accessed, self-paced and self-directed learning. Have a look at Figure 3.7 to gain a better understanding of the Malaysian Smart School objectives. Figure 3.7: The Malaysian Smart School objectives Source: Ministry of Education Malaysia (1997) Define the following learning strategies. Additionally, explain the impact of these strategies on studentsÊ ability to develop their strengths to a level of excellence and hence, breed a generation of inventors and innovators, in relation to the objectives of the Malaysian Smart School Project stated in Figure 3.6: (a) Self-accessed; (b) Self-paced; and (c) Self-directed. ACTIVITY 3.3 Copyright © Open University Malaysia (OUM)
62 TOPIC 3 EDUCATIONAL TECHNOLOGY IN SCHOOLS The Malaysian Smart Teaching and Learning Components comprise curriculum, pedagogy, assessment and materials (content) as shown in Figure 3.8. Figure 3.8: The Malaysian smart teaching and learning components Briefly, the curriculum contains the following elements: (a) Knowledge, skills and language acquisition across the curriculum; (b) Values inculcation towards the development of a good and holistic individual; (c) Analytical thinking and the ability to make decisions and solve problems; (d) Creativity and the ability to generate new and innovative ideas; (e) Proficiency in language, networking skills and has a global outlook; and (f) Integration of knowledge, skills and values for the Information Age, including ICT competency. The pedagogical approach will certainly encourage independent learning and improve learning outcomes for children, through varied learning strategies to ensure basic competencies and overall development. More exciting lessons and shared activities will engage „hard to reach‰ learners because the curriculum caters to all learning styles. But how well can a teacher carry out these lessons and activities in the Smart School classroom? One of the first steps that the Ministry of Education took was to retrain teachers in five skills relevant to the Smart School curriculum. Copyright © Open University Malaysia (OUM)
TOPIC 3 EDUCATIONAL TECHNOLOGY IN SCHOOLS 63 The five skills are: (a) Learning skills; (b) Creative and critical thinking; (c) Facilitating; (d) Assessment and evaluation; and (e) Technology competence. For assessment purposes, there is a movement towards a learner-centred and criterion-based school level assessment and use of various multiple approaches and instruments to arrive at a more holistic, complete and meaningful picture of a studentÊs abilities. In the long term, a studentÊs performance in school-level assessment will be combined with a centrally administered examination for the final performance report. Finally, the learning materials provided will fulfil curriculum, teaching-learning needs, challenge thinking, motivate learning, and encourage active participation. Although the materials available will consist of both conventional and electronic materials, the Smart Schools will focus on utilising technologies for the following purposes (see Figure 3.9). Figure 3.9: Utilisation of technology in smart schools Copyright © Open University Malaysia (OUM)
64 TOPIC 3 EDUCATIONAL TECHNOLOGY IN SCHOOLS THE USE OF TECHNOLOGIES IN CLASSROOMS The first question that usually comes to mind is „Why teach with technology?‰ But isnÊt that the wrong question? The more important question is, „Why are we teaching? If youÊre headed in the wrong direction, technology wonÊt help you get to the right place. (Ehrmann, 1995) According to Ehrmann (1995), teaching and learning is our core business which is changing studentsÊ knowledge, aptitudes, abilities and attitudes, and everything else must add value to it. 3.3 What is your overall perception of the Malaysian Smart School concept? Discuss in the myINSPIRE online forum whether the Smart School concept is still relevant today. ACTIVITY 3.4 1. What are the five objectives of the Malaysian Smart School Project? 2. What are the four Malaysian Smart Teaching and Learning components? 3. Smart School teachers had to be re-trained in five skills. What are they? 4. Is the Smart School concept relevant to the current technology in use? What needs to be changed? SELF-CHECK 3.1 Copyright © Open University Malaysia (OUM)
TOPIC 3 EDUCATIONAL TECHNOLOGY IN SCHOOLS 65 So how can technology add value? Do you think technology increases efficiency, effectiveness and reach? I think you will say „yes‰ but please read on. Admittedly, we know there are barriers that schools face in seeking to integrate technology into their curriculum. And we want to examine the barriers schools face in implementing a successful technology-rich learning environment and ways to help teachers and administrators overcome these obstacles. The stages of technology integration in schools are described in Figure 3.10. Study it carefully and relate it, if you can, to how technology has been integrated in your own organisation. Figure 3.10: A conceptual framework for integrating technologies Source: http://www.icbl.hw.ac.uk/ltdi/implementing-it/frame.htm Copyright © Open University Malaysia (OUM)
66 TOPIC 3 EDUCATIONAL TECHNOLOGY IN SCHOOLS BEST PRACTICES The Malaysian Government plans to leverage on ICT to scale up quality learning across Malaysia (Malaysian Education Blueprint 2015ă2025, Preschool to Post Secondary). The use of ICT will be maximised for distance and self-paced learning so that all students can have access to high-quality teaching regardless of where they are in Malaysia. The Smart School Qualification Standards (SSQS) was used as a measure of how smart a school was. In 2010, almost all schools were smart schools as they had achieved the minimum three star ranking in achieving the SSQS. All government schools have been provided with computers for education and Internet access. In addition, these schools were using instructional materials and other resources to encourage the culture of e-learning. 3.4.1 Case Study in Korea Korea established an Educational Information Sharing System to facilitate the production and distribution of educational content. The sharing and usage of scattered educational information held by 16 municipal and provincial offices of education (educational and science research institutes) across the nation. Called EDUNET, it included teaching and learning materials, training materials and education administration materials (see Figure 3.11). By systemising and standardising educational contents and establishing a „communal usage system of educational contents,‰ the system becomes a „one stop‰ access centre. Access to educational contents was made easier through a comprehensive search system which is made possible by sharing a standardised metadata database. Figure 3.11: A diagram of KoreaÊs educational information sharing system 3.4 Copyright © Open University Malaysia (OUM)
TOPIC 3 EDUCATIONAL TECHNOLOGY IN SCHOOLS 67 Through this service, the teacher and student will save time in obtaining teaching and learning materials by having access to different services at once. They can also find the information more easily by specifying terms such as class, subject, grade, semester, topic and unit. Imagine how this nationwide educational information sharing service prevents the development of already existing contents. It greatly reduces the cost of the production and distribution of educational information. High-quality resources include: (a) Multimedia content, lesson plans and a reference site for teachers; and (b) A variety of interesting online textbooks, animations and digital books for students. Korea has progressed from using Web 1.0 in the 1990s to Web 2.0 from 2004 onwards, and in 2011, SMART learning. SMART learning is an acronym which stands for: (a) S: Self-directed learning, online lessons and evaluation. (b) M: Motivated learning, strengthen teachersÊ competencies. (c) A: Adapted objectives of learning: studentsÊ learning ability. (d) R: Resource enriched for learning, enabling all students to learn with enriched resources. (e) T: Technology embedded, cloud computing infrastructure. SMART learning uses an open public platform for sharing resources and is voluntary participation, utilising Web 3.0 technologies (see Figure 3.12). SMART education puts voluntary participation and a sharing culture as the centre of education. In the SMART education initiative, textbooks are developed, online classes and assessments are promoted, and a system for using educational content is built. In addition, teacher competencies are strengthened and school infrastructure is laid for a cloud-based system. Copyright © Open University Malaysia (OUM)
68 TOPIC 3 EDUCATIONAL TECHNOLOGY IN SCHOOLS Figure 3.12: SMART definition and objectives Source: http://gelpbrasil.com/wpcontent/uploads/2015/05/smart_education_workshops_slides.pdf 3.4.2 Case Study in Australia A key infrastructure priority in the Australian education system is a Learning Architecture that supports teachers, students and administrators to effectively plan, design, deliver, assess and report (Ministerial Council for Education, Employment, Training and Youth Affairs [MCEETYA], 2003). Figure 3.13 shows the Australian Learning Architecture model for the school sector. Copyright © Open University Malaysia (OUM)
TOPIC 3 EDUCATIONAL TECHNOLOGY IN SCHOOLS 69 Figure 3.13: Australian Learning Architecture model for the school sector Source: MCEETYA (2003) Copyright © Open University Malaysia (OUM)
70 TOPIC 3 EDUCATIONAL TECHNOLOGY IN SCHOOLS In Australia, the scope of formal learning has shifted from the compulsory years to lifelong learning and from age-based and classroom-based cohorts to distributed, local and global communities. There are closer links between schools, homes, communities, industry and the vocational education and training (VET) and tertiary sectors, bringing a shift from organisational processes to processes focused on learners. Networked technologies have connected learners with experts, teachers and other learners beyond their school while supporting collaborative and cooperative learning. This connectivity also offers teachers online access to relevant student and administrative data and curriculum resources. This enables teachers to individualise instruction and to report on student achievements, increases curriculum choices and pathways, breaks barriers of geographic isolation, extends instructional and assessment methods as well as increases access to specialist support. The Learning Architecture provided a planned enterprise ICT framework comprising hardware, software and people (MCEETYA, 2003). It enables the school sector to share information and software applications internally and with external organisations. The application of information and communication technologies to the processes that support learning promises to deliver improved learning outcomes and administrative and management efficiencies. Learnercentric processes are now possible across education systems through a Learning Architecture designed to interface curriculum and administrative systems (see Figure 3.14). Copyright © Open University Malaysia (OUM)
TOPIC 3 EDUCATIONAL TECHNOLOGY IN SCHOOLS 71 Figure 3.14: Standards that support the Learning Architecture Source: Adapted from MCEETYA (2003) Copyright © Open University Malaysia (OUM)
72 TOPIC 3 EDUCATIONAL TECHNOLOGY IN SCHOOLS Standards are important due to the critical need to achieve an integrated and interoperable system. Teachers, administrators and students become frustrated with lack of cohesion between systems. In many cases, this raises the technological barrier at use. Teachers and students require a system that is user-friendly and meets current pedagogy. For example, after entering the studentÊs name once, this information is reused across a number of systems: in a class list, in an assigned group for online activities, to access the digital library and to be reused within the assessment and reporting system. Besides, by logging in once, teachers can plan lessons online and at the same time seamlessly discover resources from a local educational repository. In 2008, the Ministers of Education in Australia endorsed the Melbourne Declaration on Educational Goals for Young Australians in which building innovation is linked with teaching and learning with technologies (Moyle, 2010). This was to provide Australian school education the capacity to provide a high quality of life to compete in the global economy on knowledge and innovation in the 21st century. Hence, students will have essential skills in literacy and numeracy and be creative and productive users of technology, especially ICT. Hence, successful learners are creative, innovative and resourceful, and are able to solve problems (Moyle, 2010). Moyle (2010) also elaborates that the underpinning theory is the philosophy that education is socially constructed and consists of more than simply getting students to learn information. Hence, school activities are supported with a technological infrastructure for the following purposes: (a) For teaching and learning in classrooms, in computer laboratories and at home (with the Internet, interactive whiteboards; learning and content management systems; real-time, social learning software; virtual learning environments such as Second Life and Web 2.0 applications); and (b) For administration and record-keeping (such as databases for studentsÊ attendance, background and contact details, student achievement outcomes, finance and asset management). Copyright © Open University Malaysia (OUM)
TOPIC 3 EDUCATIONAL TECHNOLOGY IN SCHOOLS 73 In addition, technology is used to disseminate information within and outside the school (online daily bulletins, newsletters and media releases) and for communication to teachers, students and parents (e-mail, SMS messaging or the announcements functions of learning management systems) (Moyle, 2010). Simulations and knowledge-building activities (Web 2.0 and Web 3.0 functionality) as well as online content on the internet (learning objects and online books) are provided (Moyle, 2010). Both synchronous and asynchronous software is used to support face-to-face and online learning (Moyle, 2010). Synchronous software is used for learning activities with students and/or educators and includes group facilitation and teambuilding, for example Zing Technologies; a software for voting using „clickers‰ to answer multiple-choice questions during lectures and gain instant feedback on studentsÊ response; and software systems that support both real time and asynchronous learning such as Elluminate and Centra. Asynchronous software, on the other hand, allows learning to occur at any time and in any location, with access to the Internet using learning management systems such as Moodle, Blackboard and WebCT. High-speed bandwidth and robust networks are required for teaching and learning with technologies, and for the innovation processes in schools and the diffusion of technologies within and across schools (Moyle, 2010). Some small pilot projects were undertaken in 2010, but the results of these are still being developed (see, for example, Systems Interoperability Framework Australia, 2009). 3.4.3 Case Study in England Since 1998, a majority of English schools have become better equipped with ICT and uses technology more effectively. Virtually every school is connected to the Internet, most at broadband speed. Most also have electronic interactive whiteboards to enliven lessons. Many schools provide laptops for students. In some areas, every home in the community is connected to the school. This means that parents can play a greater role in school life and their childrenÊs learning. Learners are supported in all aspects of their education, through a combination of teachers and tutors, effective technology and well-equipped classrooms and libraries. Copyright © Open University Malaysia (OUM)
74 TOPIC 3 EDUCATIONAL TECHNOLOGY IN SCHOOLS ICT enables learning to be tailored to the needs of the student. They can learn where and when they want to, at a pace and in a style that best suits their needs. Learning should not be confined to the classroom or school hours. Hence, students will be able to access online support when they need to via a single point of access to all their course materials ă a personal online learning space. They should be able to contact digital libraries, chat online with other students or gain online tutorial support when they are not in school. Parents and guardians find it easier to engage with and support their childrenÊs learning by opening school-based Internet systems, bridging the gap between school and home, making available secure access to student information, learning activities and email-based communication. Finally, there is a concerted effort by the digital content industry, innovative educators and education researchers together, to demonstrate what the next generation of e-learning could be. The British Department of Education is working closely with agencies and private corporations such as Becta, NESTA Futurelab, the subject associations and industries to improve the range and quality of digital content for every subject. For example, Curriculum Online provides teachers with easy access to multimedia resources from 600 companies as well as cultural and heritage sites. The BBC Digital Curriculum, from early 2006, provides substantial extra content. Broadband has also made it easier to access resources such as the Pathé News archive, supported by the Regional Broadband Consortia (RBC). Innovative technologies can also help motivate many students, including those with special needs or who are turned off by traditional lessons. The government stimulates innovation by encouraging the development of highly interactive software, drawing on the expertise of the games industry, among others. The focus shifts from presenting content to engaging learners in productive learning activities (see Figure 3.15). All curriculum subjects will need to develop learnersÊ skills, from basic to advanced level. E-learning clearly supports the development of ICT skills, and it also offers a highly interactive environment for practising aspects of other generic skills, such as observation, textual analysis, communication and data interpretation. E-learning innovation must be focused on the learning activities that support both skill learning and understanding. Copyright © Open University Malaysia (OUM)
TOPIC 3 EDUCATIONAL TECHNOLOGY IN SCHOOLS 75 Figure 3.15: UKÊs e-Strategy to transform learning Source: http://webarchive.nationalarchives.gov.uk/20060315075935/http://dfes.gov.uk/public ations/e-strategy/docs/e-strategy.pdf Copyright © Open University Malaysia (OUM)
76 TOPIC 3 EDUCATIONAL TECHNOLOGY IN SCHOOLS ICT supports assessment in playing a more formative role ă assessment for learning, not just for judging. The English school system has piloted a wide range of applications of e-assessment: immediate feedback to learners and teachers, online tests, personalised diagnostics, online assessment and accreditation of e-skills and inclusion of e-skills in the assessment of all curriculum topics. The English school system has three priorities: (a) Ensure wider use of existing resources across the sectors and get better value from earlier investments; (b) Engage educators in improving teaching, learning and assessment through more innovative e-learning resources, productive activities and assessments; and (c) Modernise the curriculum in the light of changes in technology, using e-learning especially to tackle difficult areas and prepare people for life and work in the 21st century. The Digital Strategy for Schools (2015 to 2020) provides a rationale and a Government action plan for integrating ICT into teaching, learning and assessment practices in schools, and focuses actions designed to embed ICT more deeply across the school system so that education is enhanced (Irish Department of Education and Skills, 2015). An evidence-based approach was employed based on a consultative paper, Building towards a Learning Society: A National Digital Strategy for Schools (Butler, Shiel, Leahy & Cosgrove, 2013). These views were collected together with feedback from stakeholder groups to formulate the „Strategy‰. The voice of the young people was reflected in the „Strategy‰ and all stakeholders had to take responsibility for embedding ICT into their existing practices. Many young people currently view ICT as something peripheral and not core to teaching, learning and assessment. However, the Strategy implies that meaningful ICT integration is the responsibility of all and is a key component of a high-quality 21st century education system. All stakeholders need to be proactive and take a leadership role in identifying how ICT can enhance our education system, particularly in the areas of teaching, learning and assessment. ICT integration is a central pillar within the Strategy. Copyright © Open University Malaysia (OUM)
TOPIC 3 EDUCATIONAL TECHNOLOGY IN SCHOOLS 77 3.4.4 Case Study in Singapore SingaporeÊs ICT initiatives began in 1991 with the launch of the „IT2000 Masterplan.‰ According to this Masterplan, Singapore is to be transformed into an intelligent island, where ICT permeates every aspect of the society ă at home, work and play. ICT was first piloted by the Ministry of Education as a tool to assist studentsÊ learning with the introduction of „Accelerating the Use of ICT in Primary schools (AITP).‰ The AITP project, implemented in six pilot-schools in the mid 1995, introduced multimedia teaching in key subjects at the primary school level. Students in the pilot schools spent about 10 per cent of the curriculum time using ICT (Koh & Lee, 2008). The evaluation of the pilot schools found the programme to have helped most students in their learning. Academically-inclined students used ICT to go beyond curricula objectives and became more independent learners, while the others showed greater interest in their studies, encouraged by hands-on lessons and were able to attain the curricula objectives (Koh & Lee, 2008). Another initiative by the Government of Singapore was the „StudentÊs and TeacherÊs Workbench (STW)‰. This was implemented in six pilot secondary schools in 1996. It provided a central repository of educational resources and lesson packages for teachers. STW was only introduced for the secondary one level with a fully ICT-based Science curriculum. The evaluation of the project indicated that it had succeeded in motivating students to learn Science. The project was then extended to Science at secondary two in the six pilot schools, with the STW being used for 30 per cent of the curriculum time for the subject. The JCNet, on the other hand, was a research and development project on the use of the Internet and was implemented in two Junior Colleges in 1997. The ICT Masterplan II was launched in April 1997 and one facet of its agenda was the integration and expansion of the scope of these three major pilot initiatives (AITP, STW, and JCNet projects). It took into account the lessons learnt from these initiatives. For example, several features of the STW had been incorporated in the Masterplan, such as the development of Digital Media Repositories (DMRs) of resources for use by teachers and the involvement of private sector content providers in the project. In the course of implementing the ICT Masterplan in all secondary schools, further lessons were drawn from the STW project to decide on how such an initiative could be extended to other schools. Copyright © Open University Malaysia (OUM)
78 TOPIC 3 EDUCATIONAL TECHNOLOGY IN SCHOOLS The Ministry of Education then launched eduMALL and Singapore ONE@ Schools, the two main developments in the Masterplan II for Information Technology in Education, in 1998. The eduMALL is a one-stop web-based solution which provides a focal point for ready access to online information services and educational resources. The eduMALL contains three features ă eduLibrary, eduPlex and TeachersÊ Network ă which provide a platform to teachers to conduct professional dialogue, learning and collaboration. Its fourth feature, Shops, is a service area for educators, as well as members of the public, to source for educational software and to communicate their feedback on the various products. Schools are also connected to Singapore ONE, the worldÊs first nationwide broadband network via the Singapore ONE@Schools. The project has provided high-speed information access and facilitated the delivery of multimedia-intensive and content-rich educational materials to teachers and students. They have faster access to government services, news-on-demand, distance learning, video conferencing capability and fast Internet. With the eduMALL and Singapore ONE@Schools, a communication channel for IT is well established among schools, the ministry and software industry. Both the eduMALL and Singapore ONE@Schools provide schools with better support for the use of IT in teaching and learning, as well as improve connections between the schools and the world. In addition, the ICT CORE Training for all schools was completed by May 2001, where the teachers were trained in basic ICT competencies in the use of the word processor, spread sheets and the Internet. Besides the training, The Ministry of Education provided other types of support, such as ICT competitions to motivate the schools. Some of the ICT competitions that have been organised so far are the National Software Competition, ThinkQuest ă Singapore, Singapore ThinkQuest Junior, I-Micro Award, Learn@ and Schools Video Award. For example, Singapore ThinkQuest Junior is an educational website design competition organised by the ministry and co-hosted by MediaManager. Copyright © Open University Malaysia (OUM)
TOPIC 3 EDUCATIONAL TECHNOLOGY IN SCHOOLS 79 It encouraged students aged between 9 and 11 to take a meaningful interest in computers and technology, and to take advantage of the Internet as a constantly growing source of information and powerful collaborative tool. Students are asked to design and create educational websites in teams of two to six members, guided by their teacher coaches. Opportunities have also been provided for schools to be involved in a collaborative effort with schools in other countries. Some of the international collaborations were with schools in Japan, the UK and Chile. All these initiatives are supposed to fulfil the six intended outcomes for ICT integration in Singapore schools stated in Singapore Masterplan 2 for ICT in Education which are: (a) Students use ICT effectively for active learning; (b) Connections between curriculum, instruction and assessment are enhanced using ICT; (c) Teachers use ICT effectively for professional and personal growth; (d) Schools have the capacity and capability in using ICT for school improvement; (e) There is active research in ICT in education; and (f) There is an infrastructure that supports widespread and effective use of ICT. According to Huat (n.d.), Singapore Masterplan 1 focused on building the foundation while providing core ICT training for all teachers, ICT infrastructure and support for all schools and educational software and resources for relevant subjects. Masterplan 2 focused on seeding innovation by generating innovative practices through schemes and establishing baseline standards (Huat, n.d.). Copyright © Open University Malaysia (OUM)
80 TOPIC 3 EDUCATIONAL TECHNOLOGY IN SCHOOLS Masterplan 3 (from 2009 to 2014) focused on strengthening and scaling, ensuring that it is pedagogy-led with appropriate use of pedagogy. At present, Masterplan 4 is used. Figure 3.15 shows an overview of Masterplan 4 while Figure 3.17 shows the four main MOE support for schools in Singapore. Figure 3.16: Overview of Masterplan 4 Source: http://ictconnection.moe.edu.sg/masterplan-4/overview Figure 3.17: Support for school provided by Ministry of Education (MOE) Singapore Source: Huat (n.d.) Copyright © Open University Malaysia (OUM)
TOPIC 3 EDUCATIONAL TECHNOLOGY IN SCHOOLS 81 The wider availability of new technology means that we have the opportunity and responsibility to explore new approaches to teaching and learning. The familiar and effective teaching methods of listening, reading, writing and class discussion will remain important. However, our teaching institutions ought to be advancing beyond the traditional formats that are still prevalent. Of course, the critics of ICT could reasonably argue that the teacher who makes his or her subject come alive for their class is more effective than a computer programme that is merely an electronic page-turner. Furthermore, the technology is still not perfect. A computer crash does not help any lesson. However, we do not argue for a complete switch to new technology. Traditional teaching methods and e-learning can and should complement each other. The new technologies are capable of creating real energy and excitement for all age groups. When used well, they should motivate, personalise and stretch as stated in the following quote. Teachers use new technologies for the same reason they use books, worksheets, and other teaching tools ă to help their students learn. When technology is integrated into the curriculum in a comprehensive way, and when teachers feel comfortable and confident about using it, myriad changes occur that may ultimately redefine the roles of teachers. (Office of Technology Assessment, 1995) After studying the best practices in other countries, reflect on each countryÊs implementation of educational technologies in their respective school curriculum. What do all these implementations mean for the learners and teachers? Will the learners have more opportunities to develop the skills they need for participating fully in a technology-rich society? Will the learners have more choices about where, when and how to study? What about teachers? What type of benefits, if any, did teachers gain from the implementation? Could teachers improve their teaching skills with the integration of technology applications and processes? Share your thoughts and findings in the online forum. ACTIVITY 3.5 Copyright © Open University Malaysia (OUM)
82 TOPIC 3 EDUCATIONAL TECHNOLOGY IN SCHOOLS 1. Based on the lessons learned in other countries, evaluate the implementation of educational technology in Malaysian schools. 2. Read the following articles on educational technology for further understanding: (a) Malaysian Smart School ă Vision vs. Reality by Vijay (2000). (b) School Technology and Readiness (STaR) Chart by CEO Forum on Education and Technology (2000). 3. The use of technology as a resource to support student learning has meant both opportunities and challenges for teachers. We know that change is a constant factor in education, especially in the last decade, and many of us perceive change to be initially burdensome. Some teachers comment on the innovation of technology as adding to an already heavy workload, while others refer to it as an educational bandwagon that will probably just go away in time. Read the article titled Adopting Digital Technologies in the Classroom: 10 Assessment Questions by Staley (2004) about adoption of digital technologies in classrooms. Now, answer the following questions: (a) What is your opinion on the value of technology in schools? Share your opinion on the myINSPIRE online forum. (b) Locate and report on other similar papers that may contribute to the discussion. ACTIVITY 3.6 Copyright © Open University Malaysia (OUM)
TOPIC 3 EDUCATIONAL TECHNOLOGY IN SCHOOLS 83 The current trend in schools is to use technology to boost performance and standards. Challenges exist as schools implement technology. There is enormous potential when students are connected to the Internet. An e-learning model for schools is useful to ensure successful implementation, whereas an e-learning pedagogy for schools incorporates increasing pedagogical richness. To appreciate the Malaysian Smart School, we need to understand the objectives, the Smart Teaching and Learning components, the five skills teachers need to be re-trained in and the four main areas of technology utilisation in the school. We also need to understand how technology adds value to schools. There are several best practices that we can learn from the education system in Singapore, the UK, Australia and Korea. We need to be able to evaluate the implementation of technology in Malaysian schools. Assessment Curriculum Learning Architecture Learning materials Malaysian Smart School Pedagogical approach SMART education Copyright © Open University Malaysia (OUM)
84 TOPIC 3 EDUCATIONAL TECHNOLOGY IN SCHOOLS Butler, D., Shiel, G., Leahy, M., & Cosgrove, J. (2013). Building towards a learning society: A national digital strategy for schools. Dublin, Ireland: Educational Research Centre. CEO Forum on Education and Technology. (2000). School technology and readiness (STaR) chart: Achievement in the 21st century. Retrieved from http://syncingupwiththeikid.wikispaces.com/file/view/CEO+Start+Chart +-+School+Technology+and+Readiness.pdf Ehrmann, S. C. (1995). Asking the right questions: What does research tell us about technology and higher learning? Change, 27(2), 20ă27. Huat, C. C. (n.d.). ICT Masterplans in the Singapore Education System. Retrieved from http://www.unesco.org/fileadmin/MULTIMEDIA/HQ/ED/images/sing apore.pdf Irish Department of Education and Skills. (2015). Digital strategy for schools 2015ă2020: Enhancing teaching, learning and assessment. Retrieved from http://www.education.ie/en/Schools-Colleges/Information/InformationCommunications-Technology-ICT-in-Schools/Digital-Strategy-for-Schools/ Koh, T. S., & Lee, S. C. (2008). Information communication technology in education: SingaporeÊs ICT masterplans, 1997ă2008. Singapore: World Scientific. McNabb, M. L. (1999). Technology connections for school improvement: Teacher's guide. Oak Brook, IL: US Department of Education. Retrieved from http://files.eric.ed.gov/fulltext/ED437907.pdf Ministerial Council for Education, Employment, Training and Youth Affairs (MCEETYA). (2003). Learning architecture framework: Learning in an online world. Carlton South, Australia: MCEETYA. Retrieved from http://www.educationcouncil.edu.au/site/DefaultSite/filesystem/docum ents/Reports%20and%20publications/Archive%20Publications/ICT/LOW -LearningArchitectureFWork.pdf Copyright © Open University Malaysia (OUM)
TOPIC 3 EDUCATIONAL TECHNOLOGY IN SCHOOLS 85 Ministry of Education Malaysia (MOE). (1997). The Malaysian smart school: An MSC flagship application. Conceptual Blueprint. Retrieved from http://www.mscmalaysia.my/sites/default/files/pdf/publications_refere nces/Smart_School_Blueprint.pdf Moyle, K. (2010). Australian Education Review. Camberwell, Australia: ACER Press Australian Council for Educational Research Office of Technology Assessment. (1995). Teachers & technology: Making the connection. Washington, DC: Government Printing Office. Staley, D. (2004). Adopting digital technologies in the classroom: 10 assessment questions. Retrieved from http://er.educause.edu/articles/2004/1/adopting-digital-technologies-inthe-classroom-10-assessment-questions Systems Interoperability Framework. (2009). Statement of support for SIF in Australia. National Schools Interoperability Program. Retrieved from http://www.nsip.edu.au/statement-support-sif-australia Tsai, M. J. (2009). The model of strategic e-learning: Understanding and evaluating student e-learning from metacognitive perspectives. Educational Technology & Society, 12(1), 34ă48. Retrieved from http://www.ifets.info/journals/12_1/4.pdf Vijay, N. (2000). Malaysian smart school ă Vision vs. reality. In J. Bourdeau & R. Heller (Eds.), Proceedings of EdMedia: World conference on educational media and technology 2000 (pp. 1538ă1539). Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/p/16373 Copyright © Open University Malaysia (OUM)