An Early Review and Preliminary Investigation ...

9TH INTERNATIONAL MALAYSIAN EDUCATIONAL TECHNOLOGY CONVENTION (IMETC 2015) Kota Bharu, Kelantan, Malaysia, 13-15 September 2015

21st Century Teaching and Learning Design

An Early Review and Preliminary Investigation: Potential of Developing Multimedia Learning Courseware in Facilitating the Enhancing of Students Performance Standard in the Information and Communication Technology Subject Shuhaila Hurmuzan & Wan Ahmad Jaafar Wan Yahaya Centre for Instructional Technology & Multimedia, Universiti Sains Malaysia 11800 Penang, Malaysia. 1 [email protected]; [email protected]

Abstract This paper presents the result of a preliminary investigation and review of related studies in relation to the potential of developing a multimedia learning courseware in achieving students’ standard performance on the Information and Communication Technology subject. Information and Communication Technology (ICT) is a subject introduced to upper primary students in the current curriculum, Standard Curriculum for Malaysian Primary School which was implemented in 2011. The purpose of this subject is to prepare an achievement benchmark for students from Year 4 to Year 6 in ensuring them to acquire the knowledge and specific skills in the ICT discipline. An early review shows that ICT promises potential in future utilization in the emerging world of technologies. It is essential for children to start learning about ICT in their primary schooling years. This will prepare them to acquire and master the rapid changing of technologies continuously. Great efforts has been taken by Malaysia Ministry of Education in order to prepare the young generation with essential ICT knowledge and skills. Using semi-structured interview to collect information, three ICT teachers (ICT Head of Panel) from three national primary schools have been selected for this purpose. The preliminary investigation confirms that students are facing problems in acquiring the knowledge in some of the listed topics. The teachers believe and confident that a learning courseware able to assist them in delivering the lessons better for some of the topics. As a conclusion, a multimedia learning courseware has the potential to be developed in facilitating learners to acquire the knowledge and skills based on the subject contents. It is also hope that the courseware will foster students learning and achieving the students’ performance standard at the highest level. Keywords: Information and Communication Technology (ICT), multimedia, learning, primary education. Introduction ICT has been one of the most topic that triggers a lot of attention around the world for the past two decades. The fast and rapid development of ICT in terms of software and hardware innovations open a mass opportunity for researchers and designers to create new technology for specific and also commercial purposes. It cannot be denied that ICT has a very significant effect on us throughout our daily lives. In education, ICT has become a need for teachers and students to acquire the knowledge and skills so as for them to be in the same pace as their counterparts all around the world. The need of ICT in this borderless world of communication and information can no longer be seen as a minor issue. Students need to be prepared to meet the challenges of globalisation and



ICT is one of the knowledge and skills needed for this purpose. ICT is also considers as a one of a key skills for pupils learning across the curriculum. The use of technology in education is not something new, instead it has been introduced in the early 60’s in well developed countries such as United States of America and United Kingdom. ICTs which include radio and television, as well as newer digital technologies such as computers, tablets, smartphones, and the Internet have been touted as potentially powerful enabling tools for educational change and reform. When used appropriately, different ICTs are said to help expand access to education, strengthen the relevance of education to the increasingly digital workplace, and raise educational quality by, among others, helping make teaching and learning into an engaging, active process connected to real life (Tinio, 2003). Millions of ringgit has been spent by the Malaysian government in enhancing the usage or integration of ICT in our education system. The main objective is to provide students with more conducive learning environment to improve their learning abilities and capabilities (Shuhaila, 2010). In order to support ICT in education, starting from the lower level, Information and Communication Technology Literacy program (ICTL) for primary schools in Malaysia was introduced in April 2005. It started for Year One pupils after their transitional programme was completed. ICTL for Primary School is a programme designed to lay the foundation for all students to develop their ICT capabilities in future years (Curriculum Development Division, 2005). To ensure the continuity of ICTL for Primary Schools Programme, the ICTL for Secondary Schools Programme takes up from this foundational grounding and seeks to provide pupils with greater access to information, to expand their knowledge and skills; and also to enable them to fully utilise technology in various fields. Information and Communication Technology Literacy (ICTL) for Secondary School Programme was introduced and implemented in year 2007 to form 1 and form 2 pupils in all secondary schools equipped with computer labs (Curriculum Development Division, 2007). Research Background Malaysian National Curriculum transformation emerged based on the decision by the Cabinet Follow-Up Meeting No. 6/2008 chaired by the Education Minister on 23 May 2008. An improvement effort in national education system especially in primary school level need to be carried out to enable our schooling curriculum fulfil the needs of current and future challenges. In accordance to that, Malaysian Ministry of Education has implemented a study and identified the existence of need for a primary school curriculum transformation (Curriculum Development Division, 2011). In 2011, Ministry of Education (MOE) has launched the new Standard Curriculum for Primary Education (Kurikulum Standard Sekolah Rendah - KSSR). The curriculum design is based on six elements representing comprehensive disciplines to produce a balance and well-developed individual explicitly. The listed elements in the curriculum are (1) communication, (2) spirituality, attitude and values, (3) humanity, (4) science and technology, (5) aesthetic and physical development, and (6) self-appearance. The curriculum design is as Figure 1:





COMMUNICATION Interrelating verbal and non-verbal language skills during interaction

PHYSICAL AND AESTHATIC DEVELOPMENT  Physical and health development for self wellness  Cultivating imagination, creativity, talent and appreciation ability

SPIRITUALITY, ATTITUDE & VALUES  Appreciation of religious practice, beliefs, attitude and values

SCIENCE AND TECHNOLOGY Mastery of science knowledge, scientific attitude and skills  Mastery of mathematical knowledge and skills  Mastery of knowledge and skills based on technology 







HUMANITY Mastery of knowledge and practice regarding society and domestic environment, nation and global Appreciation of the patriotism spirit and unity

SELF APPEARANCE Interrelating verbal and non-verbal language skills during interaction

Figure 1: KSSR Curriculum Design Adaptation (Source: Curriculum Development Division, 2011) This new curriculum had been implemented in stages beginning for Level I (Year 1 – Year 3/Standard 1 – Standard 3) using Curriculum Standard Document as a reference for teachers to prepare the lesson replacing the previous Curriculum Specifications. Beginning in 2014, KSSR Level II (Year 4 – Year 6/ Standard 1 – Standard 6) is using Curriculum Standard Document and Assessment as a guidance for teachers in preparing their lesson as well as assessing students’ level of standard performance. ICT subject is listed under the science and technology element and is being taught in Level II starting from Year 4 to Year 6. This subject is introduced to replace the ICT Literacy for Primary School (ICTL) programme. The listed topics for this ICT subject is as Table 1: Table 1: Content Plan of Information and Communication Technology for Level II

Module

Year

Details

World of Computer

Year 4

Exploration of Multimedia

Year 4

This module introduced students to learn how a computer system functions, understanding the software and devices involved, able to manipulate data measurement; and able to protect data and computer security. Exploration of Multimedia is introduced to students to show how information is presented using multimedia, building multimedia materials using specific application and develop non-linear interactive multimedia presentation.



Networking System and World of Internet

Year 5

This module covers the networking and internet theoretically and practically. Students acquire the knowledge on the networking that enables computers interaction, services in Internet and skills in Blog development.

World of Database

Year 5

Programming

Year 6

This module introduces students to recognise data and information, learn the characteristics of a database; types of data in a database and to develop a simple database system. This module will train students to learn using logical thinking in problem solving through programming application. Students will also learn the processes involve in developing a programme through systematic and easy programme development approach.

In this new curriculum (KSSR), students will be assessed based on the Curriculum Standard Document and Assessment. The document consists of Content Standard, Learning Standard, and Performance Standard. The achievement level is constructed based on Bloom’s revised taxonomy. Each learning standard consists of six level of achievement with the description written in the performance standard. Students are expected to achieve all the content and learning standard contain in the Curriculum Standard Document and Assessment. The Performance Standard will be the indicator on student’s mastery level after each teaching and learning session as written in the Content Standard and Learning Standard. Teachers will record the students’ achievement in a standardised form provided by the Curriculum Development Centre. This record will be used as references in indicating each student achievement in this ICT discipline. Findings The purpose of an early review and preliminary investigation on this study is to obtain the current scenario in schools related to the ICT subject implementation. By accumulating these valuable information, it is the researcher belief that those information will assist in unfolding any problems that may exist in this subject. As a result, it is the researcher’s hope that the encountered problems in learning purposely able to be lessen with the support of the development of a multimedia learning courseware. The scope of this early review and preliminary investigation are on students learning on the ICT topics with an interest on students’ acquisition of ICT knowledge, skills and attitudes towards learning ICT. In this stage, the problems and limitations were highlighted by the teachers regarding the subject matters specifically, issues in teachers teaching and also students learning.

Early Review ICT involves minds-on and hands-on learning successively and simultaneously according to the knowledge and skills taught. Minds-on and hands-on learning require learners to engage actively by thinking and also by doing. ICT knowledge needs to be acquire and transfer them in the form of practiced skills. By doing this, learners will have a better understanding on how to practice, adopt, and adapt the ICT knowledge and skills for future utility.



In a borderless world, Information and Communication Technology (ICT) has become a powerful tool to increase productivity, efficiency and disseminate the latest information. Realizing the importance of ICT in education, Malaysia’s Ministry of Education (MOE) has taken a significant step to widen the usage of ICT among pupils by providing schools with ICT infrastructure. This is to bridge the gap between those who have access to facilities and those who have not (Curriculum Development Centre, 2007). ICT became a major importance in primary schools around the world as ICT has the potential to foster teaching and learning process (Vanderlinde et al., 2015). For many people, ICT has been an integral and accepted part in their daily lives. Teachers and students are encouraged to use ICT to facilitate teaching and learning. ICT has become a functional requirement for people’s work, social, and personal lives. Appropriate use of ICT in education contexts able to add value in teaching and learning by adding a new dimension to learning that was not available, previously. ICT also may has the potential in motivating students’ learning. Thijs, et al. (1999), in Shuhaila (2010) has listed the emerging pedagogy enabled by ICTs. They are shown below:  Active learning. ICT enhanced learning mobilizes tools for examination, calculation and

analysis of information, thus providing a platform for student inquiry, analysis and construction of new information. Learners therefore learn as they do and, whenever appropriate, work on real-life problems in-depth, making learning less abstract and more relevant to the learner’s life situation. In this way, and in contrast to memorization-based or rote learning, ICT-enhanced learning promotes increased learner engagement. ICT-enhanced learning is also “just-in-time” learning in which learners can choose what to learn when they need to learn it.  Collaborative learning. ICT supported learning encourages interaction and cooperation

among students, teachers, and experts regardless of where they are. Apart from modelling real-world interactions, ICT supported learning provides learners the opportunity to work with people from different cultures, thereby helping to enhance learners’ teaming and communicative skills as well as their global awareness. It models learning done throughout the learner’s lifetime by expanding the learning space to include not just peers but also mentors and experts from different fields.  Creative Learning. ICT supported learning promotes the manipulation of existing

information and the creation of real-world products rather than the regurgitation of received information.  Integrative learning. ICT enhanced learning promotes a thematic, integrative approach

to teaching and learning. This approach eliminates the artificial separation between the different disciplines and between theory and practice that characterizes the traditional classroom approach.  Evaluative learning. ICT enhanced learning is student-directed and diagnostic. Unlike

static, text- or print-based educational technologies, ICT-enhanced learning recognizes that there are many different learning pathways and many different articulations of knowledge. ICTs allow learners to explore and discover rather than merely listen and remember.



One of an important criteria of a good student in today’s technologically demanding world is to have a basic understanding of ICT and how to make productive use of it. ICT education is important to teach students how to be competent basic users of ICT. As a result, students will be successful in their academic and hopefully, in their work careers in the future. In 2012, UNESCO Institute for Information Technologies in Education Director (IITE), stated that primary education is the largest sub-sector of any education system and offers the unique opportunity to contribute to the transformation of societies through the education of the young. Therefore, young people need to have a set of life skills which includes among others, communication, analytical and problem-solving skills for creativity, flexibility, mobility and entrepreneurship for them to compete and adjust accordingly to the rapidly changing environment. An educational strategy should be oriented on the new lifestyle concept and corresponding skills development alongside technological innovations. In a report by UNESCO (2012), governments and educators all around the world have recognised or are coming to recognise the exceptional promise of ICT to foster teaching and learning in primary schools. In Malaysia education context, the Ministry of Education has formulated three main policies for ICT in education. The first policy is that of ICT for all students – ICT is used as an enabler to reduce the digital gap between the schools, second policy emphasises the role and function of ICT in education as a teaching and learning tool, as part of a subject, and as a subject by itself; and the third policy is using ICT to increase productivity, efficiency, and effectiveness of the management system (Chan, 2002). It can be concluded that ICT is a promising discipline for students to acquire in terms of knowledge and skills. The acquisition of this discipline is important to students as they will need to be savvy in ICT as it is listed as one of the 21st century skills. Furthermore, ICT becomes more and more embedded in our culture, it is a must for us to provide our students with the necessary knowledge and skills about ICT for them to utilise in the future. In order for students to be literate in ICT, it would be a great advantage if the focus started at the earliest stage in children education, especially in their primary level. Preliminary Investigation The method used in collecting information from ICT Head of Panel from each schools was by using semi-structured interview. According to Chua (2012), semi-structured interview allows the interviewer not only asks a number of formal questions which have been prepared before the interview, but the interviewer is also given the freedom to question and explore the answers given by respondents in a more in-depth manner. Using semi-structured interview, three ICT teachers (ICT Head of Panel) were interviewed from the national primary schools. The teachers were interviewed based on the acquisition of ICT knowledge, skills and students’ attitude towards the lesson. Based on the teachers’ interviews, the teachers agreed that their students have encountered difficulties in understanding some of the topics in this subject. The topics that have been identified are on graphic, audio and video editing; understanding data measurement and developing a non-linear multimedia presentation. The teachers are facing similar problem on one topic - developing a non-linear multimedia presentation in the topic Exploration of Multimedia. The assessment for this topic is one of the listed item under students’ standard performance. The Curriculum Development Centre provides a courseware to schools as a Based on the interview, it was found that none of the



teachers used the provided courseware. The reason for this as stated by the teachers; the courseware contains too many topics and information. Due to these matters, the teachers felt reluctant to use the courseware as it will incur more time to guide the students to the specific topic to be learnt for the lesson. Apart from that, another important reason is that teachers are facing their students with different abilities, in terms of knowledge and skills. Low achiever students need more attention and guidance during each lesson, whereas high achiever students often get distracted from the main objectives of the learning as they perceived some of the topics are not to their interest and importance. The schedule and lesson time is another added constraint to the teaching and learning of this subject. This subject is taught in rotation with another subject, Design and Technology (Reka Bentuk dan Teknologi - RBT). According to the teachers, this implementation effects their students’ retention of learning as the students need to be reminded on their prior learning often, due to their inability to remember the previous lesson learnt as a result of the changing weekly subject. The teachers agreed that essential learning materials are needed to facilitate students learning. The main concern for the teachers about the learning materials are the suitability to all students and in accordance to the subject learning standard. The teachers also revealed that, there are students that perceived this subject as a noninteresting and has no importance in learning some of the knowledge and skills been listed. With the information given by the teachers, it can be concluded that the students are experiencing some difficulties on their minds-on and hands-on learning as well. An extra learning material is considered useful as it can facilitate the students’ learning. Tsung (2010), listed several strengths using multimedia as the learning platform such as personalized education, flexibility of time and space comfortable for a variety of personality types, more concrete learning experience, diversified teaching materials, effective motivation, and effective teaching materials. A multimedia learning courseware seems to have the potential to be developed as it can motivate students learning and assist them to understand better of the learnt subject. Conclusions Based on the early review, ICT is one of the main focus in the Malaysia Education Blueprint 2013-2025 (preschool to secondary education). The promises that ICT brings to education is relevance for future utilisation by the students in their life. Serious efforts has been taken by the MOE with the hope that ICT will be able to equip students with the necessary knowledge and skills needed for them to be competitive in a technologically driven world. Although ICT have a lot of potential in developing students’ knowledge and skills, there exist some issues in its implementation as a subject in the primary schools. By referring to the preliminary investigation, the findings obviously shows that teachers are encountering some difficulties in teaching and students facing difficulties in learning some of the contents in the ICT subject. The sharing timetable with another subject, no assistance during the lesson, students’ attitude towards learning, and combination of different level of students’ ability in a class are some of the identified factors that lead to the problem in the early stage of this particular study. As a proposed solution, all the teachers agreed that a multimedia learning courseware would be a great contribution in assisting them to deliver the intended contents of this



ICT subject, so that students will be able to learn better, acquiring the knowledge and skills; and will be able to achieve the highest level in the subject performance standard. The information gathered from the early review and preliminary investigation supported the potential of developing a multimedia learning courseware to facilitate the enhancing of students performance standard in ICT subject. It would be a great opportunity to contribute to students’ learning as well as teachers’ teaching with the developed multimedia learning courseware.

References Chan, F. M. (2002). ICT in Malaysian schools: Policy and strategies. Paper presented at the Seminar on the Promotion of ICT Education to Narrow the Digital Divide, Tokyo, Japan. Retrieved from http://www.sca2006.ticeduca.org/archivos/modulo_3/ejemplos_ politicas/ict_edu_policy_malaysia_2002.pdf Chua, Y. P. (2012). Mastering research methods. Singapore: McGraw-Hill Education Asia. Ministry of Education. (2005). ICT literacy for primary school guidelines. Curriculum Development Division, Kuala Lumpur, Malaysia. Ministry of Education. (2007). ICT literacy for secondary school guidelines. Curriculum Development Division, Kuala Lumpur, Malaysia. Ministry of Education (2011). Kurikulum Standard Sekolah Rendah (KSSR). Curriculum Development Division, Kuala Lumpur, Malaysia. Retrieved from http:// www.moe.gov.my/bpk/v2/kssr/ Ministry of Education. (2013). Kurikulum Standard Sekolah Rendah Dokumen Standard Kurikulum dan Pentaksiran: Teknologi maklumat dan komunikasi tahun empat. Curriculum Development Division, Kuala Lumpur, Malaysia. Ministry of Education (2013). Malaysia education blueprint 2013-2025 (Preschool to post-secondary education). Kuala Lumpur, Malaysia. Shuhaila, H. (2010), Evaluation of ICT literacy program in national primary schools – success and recommendations. (Unpublished Masters dissertation). Universiti Sains Malaysia, Penang, Malaysia. Thijs, A., Almekinders ,R. , Blijleven, P. ,Pelgrum, H. & J Voogt. (2001). Learning Through the Web: A literature study on the potential uses of the web for student learning. Retrieved from http://www.decidenet.nl/Publications/Web_Based_Learning.pdf> Tinio, V. (2003). ICT in Education. Retrieved from http://139.179.20.111/egitim/eprimeredu.pdf Tsung, J.W. (2010). Educational benefits of multimedia skills training. Tech Trends, 54 (1), 47-57. Retrieved from http:// www.cc.ntut.edu.tw/tjwang/tt-54-1.pdf



UNESCO, (2012). ICT in primary education – analytical survey. Moscow, Russia. Institute for Information Technologies in Education. Retrieved from http://iite.unesco.org/pics/publications/en/files/3214707.pdf Vanderlinde, R., Aesaert, K., & van Braak, J. (2015). Measuring ICT use and contributing conditions in primary schools. British Journal of Educational Technology, 46(4), 18. doi:10.1111/bjet.12282/epdf