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: 8 questions - respondents’ perception about their involvement in the project 8 questions - use of ICT in their teaching and learning 5-6 May 2009 SoLLs.INTEC.09 Int' Conf 2

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

Data analysis

• Descriptive analysis • General analysis –with teachers in all schools • Specific analysis -done by schools and by subject groups 5-6 May 2009 SoLLs.INTEC.09 Int' Conf 4

Findings & Discussion

The discussion focuses on 7 key areas: 1) ICT facilities, 2) frequency of ICT use, 3) 4) 5) 6) 7) reasons for using ICT, factors hindering the use of ICT, development of ICT based materials, ICT training school support 5-6 May 2009 SoLLs.INTEC.09 Int' Conf 5

School A B C D E 5-6 May 2009

1. ICT facilities

5 computer labs, LCD in all c/rooms and science labs, laptops, wireless areas 4 ICT labs, laptops, LCD, wireless areas 5 computer labs, LCD in Science labs, Maths room, English room, laptops, wireless areas 4 computer labs, LCD in science labs and some c/rooms, laptops, wireless areas 3 computer labs, 3 Active boards,1 multimedia room, computers in all c/rooms & science labs, wireless areas, LCD in exam classes & half of Forms 1 and 4 SoLLs.INTEC.09 Int' Conf 6

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 5-6 May 2009 SoLLs.INTEC.09 Int' Conf 7

2. Frequency of use based on schools

School A B C D E often 2 (50%) 1 (25%) 2 (50%) 1 (25%) 4 (100%) sometimes 1 (25%) 1 (25%) 1 (25%) 3 (75%) 0 (0%) seldom 1 (25%) 2 (50%) 1 (25%) 0 (0%) 0 (0%) 5-6 May 2009 SoLLs.INTEC.09 Int' Conf 8

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. 9 5-6 May 2009 SoLLs.INTEC.09 Int' Conf

Frequency of use based on subject groups

Subject Teachers English Mathematics Science Often 50% (3) 33% (2) 63% (5) sometimes 33% (2) 17% (1) 37% (3) seldom 17% (1) 50% (3) 0% (0) 5-6 May 2009 SoLLs.INTEC.09 Int' Conf 10

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.

5-6 May 2009 SoLLs.INTEC.09 Int' Conf 11

3. Reasons for Using ICT

• can be grouped under three headings: a.

pre-teaching and learning (planning stage) b. during teaching and learning c.

post teaching and learning (evaluation stage) d. others 5-6 May 2009 SoLLs.INTEC.09 Int' Conf 12

Reasons for using ICT pre-teaching & learning • • • Look for activities/tasks Look for teaching materials Browse for information

Reasons for using ICT during 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

Reasons for using ICT post teaching & learning

• • • Exercises from the Internet Power point presentation Online homework

Other reasons for using ICT

• • • Forced to use Encouraged to use Promote self-learning

4. Factors hindering the use of ICT

5-6 May 2009 courseware incompatibility infrastructural limitations technical problems student-related problems heavy workload 0 2 4 5 5 8 9 6 15 8 10 12 14 16 SoLLs.INTEC.09 Int' Conf 17

4. Factors Hindering the Use of ICT

• • • • Heavy workload of 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. 5-6 May 2009 SoLLs.INTEC.09 Int' Conf 18

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. 5-6 May 2009 SoLLs.INTEC.09 Int' Conf 19

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 5-6 May 2009 SoLLs.INTEC.09 Int' Conf 20

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 5-6 May 2009 SoLLs.INTEC.09 Int' Conf 21

5. Development of online materials

5-6 May 2009 SoLLs.INTEC.09 Int' Conf 22

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.

5-6 May 2009 SoLLs.INTEC.09 Int' Conf 23

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. 24 5-6 May 2009 SoLLs.INTEC.09 Int' Conf

6. Training in ICT

• ICT training - two perspectives (a) training received (b) training needed as Smart School teachers.

5-6 May 2009 SoLLs.INTEC.09 Int' Conf 25

6 (a) Training received 5-6 May 2009 SoLLs.INTEC.09 Int' Conf 26

6 (a) Training received • • • Outside-school training programmes - 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 5-6 May 2009 SoLLs.INTEC.09 Int' Conf 27

6 (b) Training needed as Smart School teachers

5-6 May 2009 SoLLs.INTEC.09 Int' Conf 28

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 5-6 May 2009 SoLLs.INTEC.09 Int' Conf 29

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.

5-6 May 2009 SoLLs.INTEC.09 Int' Conf 30

7 (a) Support received from school

5-6 May 2009 SoLLs.INTEC.09 Int' Conf 31

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. 5-6 May 2009 SoLLs.INTEC.09 Int' Conf 32

• 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.

5-6 May 2009 SoLLs.INTEC.09 Int' Conf 33

7 (b) School support needed

5-6 May 2009 SoLLs.INTEC.09 Int' Conf 34

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.

5-6 May 2009 SoLLs.INTEC.09 Int' Conf 35

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. 5-6 May 2009 SoLLs.INTEC.09 Int' Conf 36

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. 37 5-6 May 2009 SoLLs.INTEC.09 Int' Conf