57

Application of the Concepts of the Smart Schools of Malaysia to

Taiwans Technology Education
Chin I Jen, Chia-Sen Jimmy Huang
National Taichung Teachers College
Taiwan
Abstract
Many innovations were undertaken in Asian countries, including those in economics,
politics, and education. The curriculum reform in Japan and the Smart Schools in
Malaysia were the examples of national efforts in educational innovations. And, Taiwan
was in the initiation of a nine-year integrated curriculum in the primary and secondary
schools. Due to geographic closeness and similarity in culture and society, Taiwan may
adopt some experiences in these countries, especially those in Malaysia.
This study focused on the conceptual module in teaching and learning that the Smart
Schools relied on, and its application on Taiwans technology education, which is in
progress. In addition to the conceptual module of teaching and learning, the Smart
Schools represent an example of a full-round endeavor at the national level to implement
the educational innovation in Malaysia. Factors, such as people, skills, technology,
process, and policies, are put into consideration, whereas management and administration
are factors of facilitation. However, it should be cautious that some of the components
may not be adaptive to Taiwan, especially those regarding religious or social values.
Key Words: technology education elementary school curriculum
educational innovation
Introduction
In order to keep pace with technological development in the world Eastern countries
have undertaken large scale innovations in recent years. Although some innovations
undertaken by eastern countries are different, innovations in education are common. In
1996, Japan amended its curriculum through grades k-12. Integration and unity
characterize the new curriculum. Universal perception is another characteristic of the
curriculum. Moreover, in response to the ingenuity of its culture as well as in education,
Japan allocates twenty percent of school hours to develop and to implement integrated
study, which helps children acquire a comprehensive experience and derive a
consolidated meaning of learning.
In Malaysia the innovation in education, the Smart Schools, was initiated in 1996 and
tried out on 90 pilot schools in 1999. The goal is to complete the implementation in all
Malaysian schools by the year 2010. The idea of Smart Schools is dedicated to the task of
regaining excellence in Malaysia education. It restructures Malaysian education as
evidenced by changing the teaching and learning environments in schools. Thus,
curriculum, pedagogy, assessment, and teaching-learning materials are the components
58
that the Smart Schools are focused on. In order to implement the innovation successfully,
the Smart Schools address some relevant issues such as (1) management and
administration; (2) people, skills and responsibilities; (3) technology; (4) processes; and
(5) policies.
The Republic of China on Taiwan also initiated its innovations in education in 1996. The
curriculum was amended in 1998 and would be implemented in 2001 with the hope that
children may fully develop as individual members of the technological world.
As the forgoing indicates the search for excellence is not an issue for a single country,
instead, it is universal. Considering the geographical closeness and similarities in culture,
how do we learn from these experiences and how do we benefit from these innovations in
other countries? This paper is dedicated to that task. More specifically, this paper will
first analyze the make-up of the Malaysian Smart Schools, and then focus on the
conceptual framework of technology education. Finally, this paper makes some
suggestions for its application in Taiwans technology education.
Characteristics of the Smart Schools
The Smart Schools initiative is one of the seven flagship applications that are part of
Malaysian Multimedia Super Corridor (MSC) project. The Government of Malaysia aims
to capitalize on the presence of leading-edge technology in schools. At the same time,
such aims intend to transform its educational system in line with and in support of the
national drive to fulfill the vision of 2020 (Smart School Conceptual Blueprint, p.9). Five
main goals are declared as (1) to provide all-round development of the individual, (2) to
provide opportunities to enhance individual strengths and abilities, (3) to produce a
thinking and technology-literate workforce, (4) to democratize education, and (5) to
increase participation of stakeholders (Smart School Conceptual Blueprint, p.22). The
major concepts in the Smart Schools are those of curriculum, pedagogical process,
teaching-learning materials, and assessment models. The curriculum of the Smart School
emphasizes seven learning areas. They are (1) language and communication, (2) science
and technology, (3) social studies, (4) physical and health development, (5) vocational
and personal awareness, (6) practical and creative arts, and (7) values development.
Learning areas represent a very important concept in the Smart Schools. They are
designed to help students achieve overall and balanced development with which the goals
are aligned. In Smart Schools subjects no longer stand alone. Rather, they are combined
into one area in terms of their meanings. In addition, several learning areas may share the
same topics or issues. Therefore, integration and unity as well as multidiscipline and
interdiscipline are the characteristics in the Smart Schools. In each learning area subjects
are taught through the various perspectives of knowledge, skills, values, and language.
Each subject is divided into several levels for students with different learning abilities.
Therefore, students may learn at to their own pace. An appropriate mix of learning
strategies is allowed for students to achieve basic competencies and to promote a holistic
development. Thus, student-centered learning turns out to be the basis for designing
learning activities.
As for assessment, it is element-based, criterion-referenced, and diagnostic. The
assessment system is developed so as to measure student achievement in cognitive
development, communication, social-emotional development, and science and
59
technology. Multiple approaches and instruments are the characteristics of the
assessment system. Authentic, alternative, and performance are examples of assessment
approaches, while anecdotal records, calendar records, checklists, work samples, and
exhibitions are some examples of assessment instruments. Certification serves as a
learning record and is subject to life-long updating.
With respect to teaching and learning materials, adequacy in terms of cosmetics,
instruction, technique and curriculum is the conceptual selection standard. Furthermore,
high-technology media, such as computer-based teaching-learning materials, the internet,
and the World Wide Web, are integrated into conventional media.
In order to guarantee the success of the conceptual model of teaching and learning, the
Smart Schools require effective and efficient management of the resources and processes
to support teaching and learning.
The success of the Smart Schools depends on the stakeholders, such as teachers,
principals, Ministry of Education officers, support staff, and parents. They must be
trained professionally in the knowledge, skills, and perceptions necessary to fulfill their
roles.
Finally, information technology can be the catalyst in the process of transforming
traditional schools into Smart Schools. In other words, technology is indispensable for
the success of the Smart Schools. Multimedia courseware, presentation facilities, and e-
mail are required in classroom settings, while library/media centers and computer
laboratories are the resources that will facilitate learning and teaching. Technology
enables the schools to expand their external resources, such as public and university
libraries, companies and industry associations, museums and other archives. Technology
also provides a bridge between parents, students, and other members in the community. It
makes communication more effective and easy among students, teachers, and parents.
Technology Education in Smart Schools
In the Smart Schools technology education is combined with science and technology in
the area of science and technology. This combination exemplifies the intended role of
technology education in Malaysia, which fulfills its modern significance in that
technology education is technologically oriented. Such a dramatic change in technology
education reveals its relationship to technology. The combination also represents an
effort to fulfill the need for children to be literate in the information age. Technological
literacy will be important as a quality index of being a citizen in Asian countries in the
future.
Science and technology are two different bodies of knowledge, whereas technology
education adopts principles from both fields. The main issue in technology education is
that of living skills. Figure1 depicts the conceptual framework of technology education in
the Smart Schools.
60
Figure 1. The conceptual framework of technology education
in Smart Schools
Skills:
-Creative and critical
thinking skills
-Personal skills
-Social skills
-Knowledge acquisition
Skills
-Scientific skills
-Generic skills
-Mathematical skills
-Environmental skills
-Creative skills
-Information technology
skills
Knowledge:
-Content knowledge
-Problem solving
knowledge
-Epistemic knowledge
-Inquiry knowledge
Values:
-Compassion
-Self-reliance
-Humility
-Respect
-Love
-Justice
-Freedom
-Courage
-Physical and
mental cleani-
ness
-Honesty
-Diligence
-Co-operation
-Moderation
-Gratitude
-Rationality
-Public
spiritedness
Language:
-Reading, writing, oral
communication
. correct usage
. effective
communication
Technology
Education
61
In the curriculum of technology education, there are four elements: (1) knowledge, (2)
skills, (3) values, and (4) language. These four elements are integrated into the
curriculum of technology education. The elements of Knowledge include that of content,
problem solving, epistemology and inquiry. Different Knowledges are infused into the
technology education curriculum in an integrated manner. The elements of content
knowledge concern the facts, concepts, principles, and generalization of technology
education and its routine procedures when pursuing the knowledge of know-how. The
problem solving knowledge concerns the knowledge of solution of problems. The
epistemological knowledge concerns the knowledge of justification and explanation. The
inquiry knowledge concerns the way results are challenged and new knowledge
constructed.
In addition to technical and mechanical skills, technology education needs to include
some other skills in order to fulfill in children the need to be technology literate. The
Skills are personal skills, social skills, knowledge acquisition skills, mathematical skills,
thinking skills, scientific skills, generic skills, environmental skills, creative skills, and
information technology skills. They are requisite in technology education of the Smart
Schools.
The Values infused into the curriculum are of affective and emotional domains. It has
been emphasized that some moral and religious values need to be instilled into all
children, so that they can achieve overall and balanced development. There are sixteen
values infused into the curriculum of technology education. They are: (1) compassion,
(2) self-reliance; (3) respect, (4) love, (5) freedom, (6) courage, (7) physical and mental
cleanliness, (8) co-operation, (9) diligence, (10) moderation, (11) gratitude, (12)
rationality, (13) public spiritedness, (14) humility, (15) honesty, and (16) justice.
The element of Language emphasizes the abilities of reading, writing, and oral
communication. Constructing meanings from written text, and knowledge of varied
cultural influences are some examples of language abilities that will be infused into the
curriculum of technology education.
According to the Smart Schools model, all aspects of knowledge, skills, values, and
language will be evaluated. The evaluation is element-based and level-based.
Application of the Smart Schools to Taiwan Technology Education
This paper is not going to debate the appropriateness of allocating technology education
into the area of science and technology, however, it is of importance to apply some of the
concepts from the Smart Schools to Taiwans technology curriculum. Taiwan initiated
the innovation in education in 1996 and will complete the implementation in 2001.
Curriculum of primary and secondary schools are the major concerns of the innovation.
However, the Ministry of Education has not declared details of the content or subjects for
these areas. Yet, it is necessary to prepare for the changes in the curriculum.
Seven learning areas comprise the new curriculum. They are: (1) language, (2) social
studies, (3) science and technology, (4) physical and health education, (5) mathematics,
(6) art and humane studies, (7) comprehensive activity. A similarity exists in the learning
areas for Malaysia and Taiwan, which attracts more attention to its allocation of subject
matters.
62
Since technology education is allocated to the area of science and technology the concepts
underpinning such an allocation in the Malaysian Smart Schools may provide some
experience in developing the new curriculum of Taiwan, due to a geographic closeness
between these two countries and the similarity in division of learning areas. Therefore, in
order to clarify some of the ambiguity in such an allocation of technology education to the
area of science and technology, this paper may draw some conclusions from the Smart
Schools. They will serve as good reference to develop the curriculum of technology
education in the area of science and technology in Taiwan.
With the respect to the content knowledge of technology education, the curriculum
embraces the knowledge of problem solving, epistemology, and inquiry, which are
practical knowledge that have been ignored in Taiwans curriculum. Among them, the
epistemological knowledge equips children with the ability to justify and to explain what
they have learned in the curriculum, due to quick changes in science and technology
development as well as differences in time and culture.
As indicated above, technology education requires technical and mechanical skills when
designing products, yet, there are more needs of creative and critical thinking skills, social
skills, and the like. All of these skills focus on one important belief that scientific
training and technological procedure are as important as social responsibility and attitudes
in developing childrens technological literacy. The Smart Schools instill the traditional
values of Malaysia and moral judgement of the society into the curriculum. Such an
instillation may fit well with Malaysian religious purposes. Yet, although there are
similarities between these two countries, much caution should be exercised before
adopting such concepts to Taiwans situation.
The conceptual framework of the Malaysian Smart Schools provides a comprehensive
model for Taiwan in developing its curriculum of technology education. For example,
the concepts, such as reading, writing, and communicating are necessary in constructing
meaning from text and expressing ideas. A time for children to share their own
experiences in designing and processing their products with others will be needed to
allow them to express themselves. A higher level of communication requires analyzing
topics, audience, task and messages in a variety of social settings. Moreover,
communication is important to cooperate, to understand, and to negotiate with each other,
especially when group work is required. The concepts of technology education in the
Smart Schools provide a good example of preserving Malaysian traditional values in
modern technology. On the other hand, instilling scientific and humanistic values into
technology curriculum balances these two extremes - technology and human beings.
Thus, a further consideration of what unique and ingenious aspects of Chinese culture
should be preserved in technology education is the issue in the current stage of
developing the new curriculum of technology education for the Republic of China.
There is no single factor that can contribute to the success of educational innovation.
Therefore, there is always a need for patchwork, fine-tuning, or as our friends in
technology might say, "tweaking". Management, people, resources, technology,
processes, and policies are key to success in the Smart Schools. Such a thorough
consideration in educational innovation may prevent a failure in reconstructing
educational systems in Malaysia as well in Taiwan.
63
References
Smart School Project Team. (1997). The Malaysian Smart School: An MSC
Flagship Application. (A Conceptual Blueprint). Malaysia, Government of Malaysia.
Phenix, P. H. (1964). Realms of Meaning. New York: McGraw-Hill.
Huang, C. S. (1996). A Study of the Industrial Arts/Technology Education in
Malaysia. (Report No. NSC 85-2745-h-142-001R). Taiwan, National Science Council.
The Curriculum Council. (1998) Educational Reform Moving Forward. Synopsis of
the Report of National Curriculum Standards Reform for Kindergarten, Elementary
School, Lower and Upper Secondary School and Schools for the Visually Disabled, the
Hearing Impaired and the Otherwise Disabled. Japan: Curriculum Council.
Lee, L.S. (2000). Technology Teacher Education in Taiwan. Paper presented at the
Quadrant Forum: The Today in esigning Tomorrow Today. ACET2000 conference,
Incorporated with the ICTE Biennial Conference. Canberra, Australia, January 11, 2000.
Lee, L.S. (2000). Technology Education Reform in Taiwan. Paper presented at the
ACET2000, Incorporated with the ICTE Biennial Conference, Canberra, Australia,
January 10-14, 2000.
Hunag, C.S. (1999). The Status of Primary Technology Education in Taiwan. Paper
presented at the Design and Technology International Millennium Conference, London
Institute of Education, England, April 12-14, 2000.
Smart School Project Team. (1997). The Malaysian Smart School Implementation
Plan. Malaysia: Government of Malaysia.
64