Author/Authors :
MOHD HAMZAH, MOHD IZHAM Universiti Sains Malaysia, Malaysia , HUSSIN, SUFEAN university of malaya, Malaysia
Abstract :
This article discusses the practice ofusing the Smart School Management System (SSMS) as an instructional technology medium in teaching and learning in Malaysian smart schools. Data was gathered through observation and interviews. The findings indicate that in the teaching and learning process, teachers focus on network applications such as the internet or SSMS, appropriateness and teamwork characteristics, and equal access for quality learning. However, emotional stability and global orientation are not emphasised. The study also shorn that different levels of learning were not practiced in all subjects, nor implemented at all schools. In relation to the use of SSMS, several problems occurred such as technical difficulties, the existence of two different syllabuses, student numbers, exam-orientedness, assessment validity and excessive teacher workload. In addition, there were problems with regard to the teachingand /earning material includingfactual errors, quality control, and mismatches with syllabus and student ability. Several suggestions are proposed to overcome these problems, among them: increasing the number of computer technicians in smart schools, upgrading the netivork at smart schools, implementing only the smart school syllabus for teaching and learning, setting the maximum number of students in a class at 36, focusing on non- examination purposes, increasing the number of computers at B and B+ level smart schools, expanding into other subject areas, ensuring a balanced workload among teachers, and increasing the quality of teaching and learning materials j or diverse learners.
