Introduction In 1996, Malaysia identified information and communication technology (ICT) as one of the key foundations for its

projected transition from a productionbased economy to a knowledge-based economy by 2020 (Malaysian Smart School, 2005). The current education system has been criticized as students pursuing their knowledge based on only reading and memorizing. Smart schools, one of the flagships of the Multimedia Super Corridor (MSC), have been identified as a critical enabler to transform the Malaysian school system radically. In order to overcome these criticisms, The Multimedia Super Corridor Smart School Flagship application was launched to provide all-round development of the individual and produce thinking and technology-literate workforce (Smart School Flagship Application, 1997).

Definition According to MSC Malaysia, in technical jargon, the Malaysian smart school is defined as a learning institution that has been systematically reinvented in terms of teaching and learning as well as the improvement of the school management processes in order to help students cope and leverage on the information Age. Information Age is a term applied for the period where flow of information moves faster than physical movement. Vision 2020 was launched by the previous Prime Minister, Tun Dr Mahathir Mohamad to achieve Malaysia as the developed country by the year 2020. This vision appeals for persistent, productivity-driven growth, which will be accomplished only with a technologically literate, critically working workforce prepared to take part in the global economy of the 21st century (Ministry of Education, 1997).

Challenges faced in the society The launch of Vision 2020 enables the Malaysians to accept the challenge to turn Malaysia into a developed country by the year of 2020. There can be no fully developed Malaysia until we have finally overcome the nine central strategic

challenges that have confronted us from the moment of our birth as an independent nation (Office of the Prime Minister, 2010). In the Malaysian National Philosophy of Education, one of the objectives that have been mentioned is to develop the potential of individuals who are physically, spiritually, emotionally and intellectually well balanced, whilst being technology-savvy, and globally and internationally inclined. In order to face the challenges in the Information Age, several changes have been made in the education system to improve the efficiency of smart schools. One of the changes is the learning culture based on memory and examinationorientation to that of creative thinking and problem-solving. The Smart School application brings various benefits of technology to the educators and administrators. These indirectly also allow the young to get familiar with the ICT world using tools such as personal computers, scanners, printers, multimedia products and TV/videos. The Malaysian Smart School is a place where all students can learn within a conducive learning environment and offers various curricula with on-going evaluation, handled by professional administrators and teachers.

Curriculum The Smart Schools initiative aims to produce a knowledge-based work force who will navigate our country towards an information-based economy. In the objective to achieve the goal, students from the Smart Schools who will be absorbed into the workforce for the Multimedia Super Corridor will, inevitably assist in the transformation of technology ultimately leading to a highly technology-based local industry. According to our current Prime Minister, Dato Najib Tun Razak, Smart Schools are not just about how to use computers. He also added that Smarts Schools can also help to develop graduates who inventive and innovative in meeting the challenges in the 21st century. Besides that, Teaching-learning Materials (TLMs), are also reinvented to assist students learn more effectively, effectively and consistently by enabling students to practise self-accessed and self-directed learning at their own learning pace. The teaching-learning processes are actually the core or the heart of the Smart School (Malaysian Smart School, 2005). The curriculum is redesigned to provide an environment that enables the students to have a virtual express class so they can surf the internet and are always exposed to multimedia

presentation. However, the curriculum is still based on KBSM which is also known as Integrated Curriculum for Secondary Schools but with greater stress and pressure on IT competency and mastery of English language. Integration of skills, knowledge and correct use of language promotes a complete and holistic learning. Basic IT knowledge and skills as well as issues such as globalization and emotional intelligence are added to the curriculum. This is to provide and ensure creative and critical thinking skills will be formed in the students. And so, the sixth challenge of establishing a scientific and progressive society, a society that is innovative and forward looking (Malaysia as a Fully Developed Country, n.d.) can be achieved.

The implementation of the curriculum in holistic The implementation of the Smart School Flagship Application is directed by a high-level Implementation Council (Malaysia) chaired by the Prime Minister of Malaysia. This high-level committee plans and drives all the various flagships. In the Ministry of Education, the Smart School Flagship comes under the Smart School Steering Committee, which is chaired by the Secretary-General of Education followed by The Pilot Project Steering Committee and Smart School Pilot Project Team which are chaired by Deputy Director-General of Education and Director of Educational Technology Division respectively. The traditional education system emphasizes on examinations to assess the students. According to Ministry of Education (1997), the smart school assessment system will involve a significant withdrawal from traditional assessment system. The extent of assessment system in the smart schools will be holistic in that it covers not only attainment, but also readiness, progress and aptitude. Hence, this will give a variety of information about the students learning styles and abilities. Teachers, students and parents will be able to access assessment systems online. The assessments of the education system are element-based. Students have to develop through the subjects of the curriculum. This method of assessment provides information on the mastery and achievement of elements by students. This methodology actually provides better understanding of the students achievement and at the same time improves the teachers abilities to face the demands of Information Age.

Infrastructure and teaching-learning materials Wider classrooms and corridors are featured compared to conventional schools to provide better learning environment to the students. By this, the students are able to be proactive, analytical and creative. A Smart School Technology Infrastructure involves the use of computers and non-IT equipment, Local Area Network (LAN) and a Virtual Private Network (VPN) that connects the schools to the Ministrys Data Centre and Help Desk (Malaysian Smart School, 2005). Equipments such as LCD projectors, computers and videos are prepared for students use. Computers with internet access are placed in each classroom for more conveniences to the students in studying. Unlike conventional schools with the students have teaching and learning process together with their teacher in the classroom, the students from smart school actually are more independent because the assessments are more self-oriented. Teachers will only give them brief lectures and guidelines through video conferencing. The exercises and homework are all done in the computers and printed works. The taxonomy of a smart school can be said to include the requirements made for new technology and more user-friendly mobility between students and teachers. In short, the success of achieving Vision 2020 depends on the creation of the Smart Schools that not only provide a thoughtful learning environment but also the supporting infrastructure that will help the community to face the upcoming challenges.

Training teachers to identify and develop students potentials Traditionally, teachers are only responsible in giving knowledge and information of what they know to the students. Having a lot of pressure, teachers are required to know everything of a subject in traditional schools. Mostly students created from traditional schools are more passive because of what they do in the class was to listen and receive information from the teacher. The educational system in most of the traditional schools makes the students to study in a more memorybased way. As the solution, teachers have to receive intensive training by pursuing the knowledge in using the information technology and its integration in classroom activities in ways that improve thinking and creativity. The teachers, Principals and School Heads are provided of training in smart teaching and learning, the use of

Smart School applications software, courseware, and ICT literacy (Malaysian Smart School, 2005). Training is also be imparted on how to utilise the LAN for TLM and the Help Desk when assistance is needed or a problem needs to be resolved (Malaysian Smart School, 2005).

Conclusion As a conclusion, the implementation of Smart Schools in our education will create a new interactive environment for teachers, students, parents and the community. To catch up the rapid development of technology, teachers are always needed to brush up so that able to meet challenges at anytime to give their best to the students. As a result, students with high ICT literacy can be produced and able to cope easier once they come to work in the society in the future.