INTEGRATING ICT IN TEACHING & LEARNING
In Brunei Darussalam
OVERVIEW OF EDUCATION SYSTEM IN BRUNEI
• Academic schools/colleges (both primary and secondary) are
run under Department of Schools, Ministry of Education.
• Vocational and Technical schools/colleges are run under
Department of Technical Education, Ministry of Education.
• Islamic Studies, i.e. Ugama Schools and Arabic Schools are run
under Department of Islamic Studies, Ministry of Religious
Affairs.
•
Department of Schools, Ministry of Education
• Vision: Towards Excellent Primary and Secondary Education.
• Mission: To provide quality professional support and services towards a
balanced education
•
Department of Technical Education, Ministry of Education
• Vision: To achieve excellence in technical education and training.
• Mission: To develop a competitive, dynamic and quality workforce through
technical education and training consistent with national aspirations .
•
Department of Islamic Studies, Ministry of Religious Affairs
• Vison: To build a faithful, God-fearing and well educated society for human
perfection in this world and the hereafter.
• Mission: To bring forth students with strong faith, talent and moral dignity
through systematic, qualitative and established method of education based on
the Al-Quran and As-Sunnah.
MoE has taken various efforts to ensure that all schools
are geared towards making ICT as part of the culture of
learning in primary, secondary, vocational and education
in Brunei Darussalam to meet the SPN 21 which one of
the aims to equip pupils with
st
21
Century Skills
CURRENT STATUS
• ICTs are used to improve the
delivery of and access to education.
• This can improve education by
learning ICT skills, where by the
pupils become better prepared for
work that increasingly involves the
use of ICTs.
CURRENT STATUS
• Brunei status in ICT integration are at
the infusing which those who have
integrated ICT into existing teaching,
learning and administrative practices and
polices and transforming stages which
those who have used ICT to support new
ways
of
teaching,
learning
and
administration.
CURRENT STATUS
• Most of the teachers are computer
literate.
• However, there are still few teachers
who need more ICT development on the
usage of ICT teaching and learning
CURRENT STATUS
• Therefore ICT professional staff development is
an on-going program and has been organized
once a week throughout the year.
• Apart from that, the teachers are also offered
with ICT professional development programmes.
CURRENT STATUS
• In one of the primary school in Brunei
Darussalam, the use of ICT in teaching
phonics at the pre-school level has
prepared the pupils towards
developing appropriate ICT skills based
on the need of the National Education
System for the 21st century ( SPN21).
CURRENT STATUS
• In the ICT integrated classroom
environment, the pupils are
encouraged to a pupil’s centered
environment was able to be created
with the teacher as the facilitator
in the classroom.
CURRENT STATUS
• Now in Brunei Darussalam E-Hijrah was
introduced to represents a coordinated,
systemic and fully integrated national effort
for ICT in education in Brunei Darussalam.
• e-Hijrah is designed to accelerate the
development of a high performing 21st
century education system.
CURRENT STATUS
• The e-Hijrah Strategy has developed Vision
and Mission Statements and Seven Goals to
be reached by 2017.
• The role of ICT in education continues to
mature at a rapid pace across the world.
• Over the past twenty years, Brunei
Darussalam has used ICT in education in a
variety of ways to facilitate learning,
teaching, and administration.
INFRASTURCTURES
• As we know the ministry of education is
trying their best to meet the demand to
provide quality education, they already
equipped the school with the latest ICTs
equipment to enhance the ICT
integration in teaching and learning.
INFRASTURCTURES
• schools under MoE are already networked and ready
for Internet connection for easy access for teachers
and pupils for teaching and learning.
• Teachers were also went to workshops training on
the design, production and use of ICT- Based
materials.
• The ministry recently enables for the parents,
teachers and even pupils to access the MoE Portal.
MAJOR ISSUES AND
CHALLENGES
• Not surprisingly, the human factor
is perceived as the most critical in
nurturing the ICT culture and
growing the critical mass of
teachers (Rogers, 1995) able to
sustain the use of ICTs effectively
in their teaching.
MAJOR ISSUES AND
CHALLENGES
• Computers are not used primarily for intended
curricular purpose most of it they are being
used as glorified typewrites.
• The computers provided are equipped with fast
processors and fairly recent operating systems
where some of the teachers cannot keep up.
• In other cases, computers that are provided are
not up to date.
MAJOR ISSUES AND
CHALLENGES
• The teachers have different ICT skills.
• Some were highly skilled in ICT.
• There are some teachers, particularly
the older ones, struggling to find the
time to keep up with the teaching
methods and the use of the new
technologies.
MAJOR ISSUES AND
CHALLENGES
• Not all classrooms are yet equipped to
teach using ICT and it takes time to
assemble all the things.
• Due to increase workload and uneven
distributions of the responsibility within
the schools need in school program, the
curriculum and even the Ministry
MAJOR ISSUES AND
CHALLENGES
• Technical difficulties related to
hardware that needed immediate
technical support, maintenance are
not well carried out.
• Slow internet connection o.O”
MAJOR ISSUES AND
CHALLENGES
FUTURE DIRECTIONS
• Motivate the teachers to use more of the ICTs in
their teaching and not to be afraid to use the
new technology.
• As we already know, ICTs can transform
learning environment into learner centered to
meet the needs of SPN21.
• Conduct workshops at school level and work
together with the headmaster in the school.
FUTURE DIRECTIONS
• Arranged sharing sessions at the schools
to share methods of integrating ICT for
the classroom or computer lab.
• It is also beneficial to design a website
where lesson plans that integrate ICT can
be shared online.
• Develop a system at the school level
whereby teachers are encouraged to
attempt to integrate ICT into their
lesson.
FUTURE DIRECTIONS
• Initiate some form of incentive at school
level to foster this interest and
commitment.
• Plan and implementing ICT in-service
training programs for schoolteachers- the
best way to learn is to teach.
• By creating a pool of ICT competent past
teacher trainees and involving them in
the training programs.
FUTURE DIRECTIONS
• The teachers can visit institutions where
the ICT is already being integrated.
• Making action research by trying out
various models of technology integration
and publishing the result of the same.
FUTURE DIRECTIONS
• Change the infrastructure of technical
support from the ICT department instead
of having one centre, which is in now
only centered at main office.
• It is preferably if the technical support
will be in one center in every district to
reduce
the long waiting of the
immediate technical support.
SPN 21
(SISTEM PENDIDIKAN
NEGARA ABAD 21)
SPN 21 IS THE CHANGES WITHIN
THE EDUCATION SYSTEM TO UP
HOLD THE 2035 VISION OF BRUNEI
DARUSSALAM WHEREBY ONE OF
ITS VISIONS IS TO EQUIP
STUDENTS WITH 21ST CENTURY
SKILLS.
BY 2035, IT IS HOPED THAT BRUNEI
DARUSSALAM WOULD BE
RECOGNIZED FOR THE
ACCOMPLISHMENT OF ITS WELLEDUCATED AND HIGHLY SKILLED
PEOPLE, IMPROVEMENT IN THE
QUALITY OF LIFE AND TO HAVE A
DYNAMIC AND SUSTAINABLE
ECONOMY
EIGHT DIRECTIONS UNDER THE
EDUCATION STRATEGY
(OF SPN 21)
1.
Investing in early childhood education
2.
Adopting international best practices in teaching and learning
3.
Having first class secondary and tertiary education
4. Strengthening the competency in ICT for
students, teachers and educational
administrators including the integration of
ICT in school curriculum
5.
Devising programs that promote
to higher education
lifelong learning and widen access
6.
Promoting research, development and innovation both in government funded
institutions and through public private and international partnerships
7.
Adopting cost effective methods of educating our people through the use of
technology
8.
Improving the management of all our educational institutions.
SURVEY QUESTIONS
CONDUCTED TO
TUTORS OF PUSAT
TINGKATAN
ENAM MERAGANG
(PTEM)
Usage of ICT in delivering lesson?
Never Others
4%
4%
Daily
22%
Only when
required
44%
Alternate Days
26%
Purpose of using ICT as teaching
techniques?
OTHERS
5%
Eazy teaching
21%
Variation in
teaching
29%
Students understand
better
20%
Attention span
25%
Effectiveness of using ICT
Attention span
better
32%
understand and
process
information
29%
Students
understood better
with graphics
39%
In the process of learning,
educators have to give learners
the opportunity to increase their
abilities to think, ability to solve
and ability to apply in whatever
areas and disciplines that they
are involved in.
Information technologies when used wisely can
build learning communities, can provide
flexible learning (any time, any place), can
encourage a more egalitarian classroom, and
can encourage transformative learning
(Fallow S, Bhanot R, 2002)
This is what SPN21 is hoping to achieve.