by
Dk Hjh Siti Norainna Pg Hj Besar Academy of Brunei studies University of Brunei Darussalam
1 Introduction
Society has undergone massive transformation, from the agrarian age to the industrial age, and is currently merged into what some term the information age. These drastic changes have indeed shaped today‟s education systems at a variety of levels. Education was seen to be facing significant challenges right at the beginning of this century; how to provide a high quality of education and training has turned out to be an imperative question to be answered in the 21st century for the benefit of all human beings who require education and have the right to acquire it in the most effective way. Education systems have tried to overcome those challenges by developing new approaches. Now, Information and Communication Technology (ICT) has a critical task in the new approaches to enhance the dissemination of information and help to meet these challenges. Unquestionably the chief role of ICT is to serve education in particular by assisting students to learn and teachers to carry out their teaching profession more efficiently. Looking at developments over a short period, ICT has made a massive contribution to many disciplines. The powerful speed of transformation and the pervasiveness of impact that have resulted have caused ICT to be a major phenomenon of this century. It is also worth saying that the role of ICT if compared to any previous technological revolution is “the biggest technological juggernaut that ever rolled” in the history of technology (cited from Freeman and Soete, 1994 p. 39). In this respect it is important to note that the need to fit ICT into education is now unavoidable.
In this context, integration of ICT into education is a critical issue. To be able to integrate ICT in primary and secondary education curricula, countless action plans were adopted and standards were determined over the world (Goktas and Yildrim, 2003).
While the velocity of such developments varies greatly, there is no doubt that a country such as the United Kingdom is now attaching very high importance to ICT in its national educational policies. Similarly in Brunei, previously the introduction of the ICT Project and Internet for Schools Project and currently
SPN21 that intended to integrate ICT into the education system, thereby
Therefore, this paper will focus on the impact of ICT in Brunei Education in the 21st century in which Brunei Darussalam set very high goals for the development of education.
„Impact‟ refers to the changes which the teaching and learning via ICT activities bring about, for instance, in terms of teaching and learning results (Pedersen, 2006). This paper attempted to reveal the extent to which ICT was responsible for improvement in education, measured by tangible results. Since the use of ICT in Primary and Secondary Schools in Brunei can be understood as a deliberate intervention, or intended change, in the way in which teaching and learning take place, so the study focus has been on to what degree an impact has been experienced. Thus, we can suggest that the impact of ICT in Brunei Primary and Secondary Schools may only be viewed in terms of the physical structure of schools, the organisation of schools, and the policies and practices of schools.
2 The Impact of ICT
2.1 Physical Structure of Schools
After the introduction of ICT, most schools had to undergo the process of redesigning the structure. Since redesigning takes time and money, considerable challenges were faced in proposed redevelopment. For example, schools‟ administration had to revise their financial plans to cater for the new provision of computer suites as well as rearranging the classrooms, creating new spaces for computers from old configurations, providing centralised and shared facilities, creating dedicated and flexible classroom space, developing virtual classrooms and campuses, providing wireless technology as well as changing the traditional library areas.
2.2 Organisation and Policy of Schools
The impact of ICT in the organisation of schools can also be seen in how the management or administration organises the schools. Given that education systems are often large and dispersed, traditionally a large number of staff and other resources have been required to maintain these organisations. As with the introduction of ICT, computer systems have become an essential management tool to assist the education administration. At the same time, computers are seen to improve the efficiency in many of the tasks required in the operation of organisations. Thus, the majority of the administration work is organised with the help of computers.
students a more flexible access to ICT in libraries or ICT labs as well as providing more cross-curricular and open-ended tasks using ICT.
ICT also showed its impact on the organisation and policy of schools when The ICT Department under The Ministry of Education collaborated with other Departments in the training of teachers using Computers and Interactive White Boards. They instigated the setting-up of workshops so that teachers would be more confident using computers.
2.3 Practices of Schools
There are numerous areas of practices in schools that are affected by the presence of ICT in Brunei.
Firstly, teachers began to use computers as a device for course preparation, keeping records of students and finding teaching resources. Teachers also began to make use of the vast collection of software designed to support them. As teachers spend a large amount of time in non-teaching tasks such as planning, testing, marking and recording, ICT furnishes the teachers with benefits particularly in increasing their productivity by saving time as the use of a computer can reduce the time and improve the quality of the way in which they performed their tasks, such as storing student marks, course planning, creating tests and recording student reports.
According to „A Comparative study of ICT: survey of Japanese and Bruneian Teachers’, conducted by Sallimah and Abdullah (2007), most of Bruneian teachers use basic software applications such as word processing tools to prepare their lessons. They also use relevant software programs, web sites, and CDs to supplement their teaching of a topic. The need for computers to support their classroom management tasks such as noting attendance and recording scores saw further changes in practice after the introduction of computers. The teachers also design and use application software such as PowerPoint to provide learning materials on the topics they teach.
which have a high level of autonomy in their financial management such as private schools in Brunei. It should also be noted that ICT makes it simple to include a large amount of information on a database concerning each student‟s file that can be easily retrieved and analysed when required. Networked systems also offer the opportunity for teachers, administrative staff, parents and students to access the information where appropriate. Therefore, the entire administration tasks are accomplished with the implementation of ICT.
With ICT, communication within and outside the schools is considerably more effective. For example, it supports communication in a school in such areas as broadcasting notices to staff, providing bulletin boards and using electronic mail facilities. This allows the staff to easily communicate with each other and with relevant people outside the school.
The impacts are also seen in the school libraries which use computers to maintain records of library items. Although, using bar-code readers as well as offering reference material and online materials via the Internet have not been widely used as yet in many primary and secondary schools‟ libraries in Brunei; however to some extent the impact has shown some results.
Thirdly, the impact of ICT on Brunei students can be observed in their motivation and ICT skills. However, there is limited research evidence or documentation of case studies on Brunei students to illustrate the extent of the impact.
By comparison, in the UK, as has been stated in the ‟ICT Impact Report‟ by Balanskat et al (2006), numbers of studies have been conducted; for example, The „Impact of Broadband in schools’ (Nottingham Trent University) study stated that the installation of broadband made major improvements in its pupils‟ performance (age 16) on national tests. With regard to interactive whiteboards (IWBs), a two-year research study commissioned by the University of Newcastle in 2002 to evaluate the ’Embedding of ICT in the Literacy and Numeracy Frameworks’, showed that one year after the introduction of interactive whiteboards, pupils‟ performance improved more in national literacy, mathematics and science tests compared to that of pupils in other schools. They also highlighted the evidence that the use of interactive whiteboards improves the performance of low-achieving pupils in English, especially in writing.
The evidence suggested that the internet as well as multimedia activities and interactive content such as interactive whiteboards engaged and motivated students during lessons, particularly primary students.
A study conducted by Leong (1999) lends further credence to the claim. It stated that students liked the clear and precise language used, graphics, colour animation, sound and information presentations. The integration of ICT ensured that the lessons and approaches were easy to understand and considerably motivated students who had previously been inattentive. Students were also found to be so interested and motivated that they were even prepared to forego their break sessions in order to continue their lessons with the computer.
Not only can it stimulate students‟ motivation but that of teachers too. Most teachers claimed that they liked the new technology, find it challenging, enjoyable and wanted to explore and learn more about it in order to use ICT with their pupils. They believed that computers can improve teaching and learning and makes work easier and faster, provides important and useful tools and requires less time for the preparation of teaching materials. Thrilling and attractive graphics furthermore were considered to be beneficial in teaching somewhat introverted children (ibid).
However my argument is: if ICT is meant to be so beneficial and many teachers and administrators are confident of what it can achieve, why some still see the value simply as tools, but not as a learning environment? Is it because of the high cost of providing and updating networked equipment needed? Is it proving too difficult to integrate it into an already overloaded curriculum? Are teachers‟ knowledgeable in ICT in short supply? Accordingly in the following topic we will discuss the constraints of implementing ICT.
3 Constraints and recommendations
We have demonstrated that ICT has had some impact on Brunei Education. It is therefore important to look at any pitfalls that have been encountered by other countries who have already attempted its implementation so that the Brunei education system can learn others‟ mistakes. Once we are aware of these, Brunei can formulate preventative measures in order to acquire a high quality of education using ICT. Firstly this study will highlight constraints and then make recommendations:
3.1 Constraints
There are a number of issues which need to be addressed for the implementation of ICT, especially in Primary and Secondary schools. Here, we highlight some of the limitations that caused concern in different countries such as the United States, the United Kingdom and India.
and cigarette sales, online hate sites, or other material deemed to be unfit for viewing by young people. NBC News dated February 5, 2008 under the heading “Parent: Inappropriate Images of Students Circulated by Students”1 reported that the incident stunned the parents as there had been reports that students were forwarding inappropriate photos of themselves and of others to the cell phones and computers of peers and possibly onto the broader Internet. This case was perhaps the most obvious in illustrating why there could be a definite danger for students.
Secondly is the issue of resistance among teachers and administrators in integrating ICT. Gallais (2002) cited Boyett & Boyett‟s view that resistance is an obstacle to change. The refusal to change might be caused by a belief that the system is satisfactory as it stands, particularly as most people find it easier to leave things the way they are. Some feel that they are not ready to change as the necessities for change in their opinion are not apparent and believe that the time is not right. The fear of the unknown, given that there is no concrete evidence to suggest that the change will bring improvements, made some schools unprepared for an ICT revolution. There are different reactions to ICT, though few are being positive. Questions and statements such as: Why now? Why me? Is it really worth it? I prefer my own method; I am better than any other tool; The teacher can never be replaced; We do not think we are up to the new challenges; We do not know how to change or what to change; all create a negative stance towards the proposed changes. As noted by Newhouse (2002), the natural resistance to change is known as inertia. Computers are believed to be a threat to many teachers as they feel under-confident in using the technology, and worse, some believe that their jobs may be threatened. Not only do teachers require spending time learning the technology and how to use it, they also need to adjust to changes which may be required in their role in the teaching and learning process and to the strategies they use. Many teachers who are used to being in control of the teaching and learning process and environment are reluctant to transfer some of that control to the students. Or let us take other views by Unnikrishnan and Sreedharan (2001), that the legacy of the disappointing experience with older technologies, like film strips, radio and television, which once were expected to transform education thoroughly has also turned out to be the reason for this issue of resistance. It was argued that if essential and low cost technologies in the education sector in developing countries meant the dilemma of under- funding for such items as chalk boards and text books to schools, how can a potential arena for costlier innovations be a success?
The third crucial issue according to Unnikrishnan and Sreedharan (2001) is the need for effective teacher training which must cover skills in handling and maintaining equipment and software, skills in integrating ICT into the curriculum and skills for an active role in the creation of ICT content. Training the army of teachers in the developing countries in the new technologies and in the meaningful exercise of such technologies according to them is by no means an easy task. The task of equipping teachers to contribute seriously to ICT content development is
1NBC . o 5 Fe ruary 8 “Pare t: I appropriate I ages Of Stude ts Cir ulated By Stude ts
even more challenging. Thus, the process of continuing education or continuous learning by teachers in which they regularly update and renew their knowledge, skills and capabilities would require a lot of effort.
Fourthly, the crucial issue is of how it might be possible to produce locally relevant content of educational software in the local language and culture specific. It is important to realise that developing software is expensive and should be acceptable in one‟s country‟s culture. Thus, there would be risks involved in any decisions to buy software from other countries. We could end up buying inappropriate cultural materials. Consideration should be made of Hall and Hudson‟s (1997) statement in their book “Software without Frontiers: A Multi -Platform, Multi-Cultural, Multi-Nation Approach”, that there may be risk of insult to customs and beliefs of users in our target locale such as colours, pictures, icons and symbols. For example, symbols such as open fingers, palm towards the user, as commonly depicted in a raised hand meaning to „STOP‟, is considered offensive in Greece, the victory „V‟ sign may be offensive in Australia, the thumbs up symbol or the circle symbol used instead of „OK‟ are also offensive in different parts of the world. In the sense of colours, different cultures have different ideas. As in the West, white denotes purity and joy, but in Far Eastern cultures white is the colour that denotes mourning. In addition, types of icons used in educational software might also risk depicting sensitive areas of life. For example, sign of political parties and religious signs such as accidental crosses can cause offense in Muslim countries as well as depiction of clothing and visible parts of the body such as showing bare shoulders or knees, or the bottom of the foot. In Muslim countries and some Asian countries these are termed as exaggerated sexual characteristics (Hall and Hudson, 1997). From these facts, the issue of producing software would therefore mean that extensive efforts would have to be made in the creation of meaningful content based on the local curriculum. However, the development of good educational software will follow a long term process of trial and error like the development of good textbooks. This will need educational institutions to continuously draw on the experience of the best teachers, those who are observant and skilled in responding to the learning needs of individual pupils (Unnikrishnan and Sreedharan, 2001).
Finally is the issue of hardware in schools that are technologically behind the times. According to Stevenson (1997) the issue of the state of ICT in United Kingdom schools is primitive and not improving. Stevenson also illustrated the McKinsey analysis which identifies that nearly 50% of desktop computers in primary schools are over 5 years old. Access across schools is also extremely variable. Whilst over 50 % of secondary schools have a pupil to computer ratio of around 1:10, there are still a number of secondary schools and over 30% of primary school where the ratio is more like 1:30. It is therefore a major contributory factor that the ICT facilities that are not up to date could hinder the high quality of ICT implementation in schools.
3.2 Recommendations
Firstly, schools need to develop Internet access policies that make students enter into agreement with the schools to make use of computer appropriately. In addition, schools should install filtering software and provide highly visible access areas where staff could observe students‟ activities. Although these measures would not guarantee that students are not accessing inappropriate information, they do minimise the probability.
Secondly, teachers should be provided with more assistance with regard to what the students are expected to learn using ICT such as information about how children can be enabled and encouraged to learn. Basic training for the beginners will also be appropriate for both pre-service and in-service teachers. Measures such as raising the confidence levels of teachers by giving adequate support as well as suitable in-service and initial teacher training in ICT, would be necessary. This measure would ensure that serving teachers have access to appropriate in-service training that responds to their individual needs Thus, there is a need to consider more training courses concentrating on ICT so as to promote teaching with computers in classrooms.
Thirdly, teachers should also be motivated in using ICT by providing them with their own personal equipment in schools in order to improve their confidence and competence with ICT. Moreover, teachers should also be provided with easy access to the use of ICT- based materials, peer learning and peer sharing of experiences, securing reliable infrastructure, triggering teachers‟ knowledge in their subject and easy access to research findings. This would somehow change the negative attitude toward ICT to a more positive mind set.
Fourthly it is necessary for the government to intervene by setting up financial plans for primary and secondary schools. Assisting schools with financial constancy would help the schools to improve their facilities to more up-to-date software and innovative computer facilities. Undoubtedly, these would be challenging tasks especially in countries that face financial and political issues.
Finally, it is important to conduct far-reaching research on ICT in education so that policy makers could identify the problems and thus be able to overcome it in the future. For example, finding out how ICT can positively influence the learning process, how ICT can support certain learning processes and how to create meaningful software that is suitable for a local curriculum. It seems clear that further research is compulsory into discovering what is happening currently and what should be done in the future.
4 Conclusion
the conditions of the world and our potential to improve them, it also has some downsides that influence our everyday activities, social interactions and societal organisations particularly in relation to schools. Whilst we get pleasure from the expediency and comfort the technology brings us, we are also facing new problems and risks. On the one hand, learning and educational environments to some extent has been improved because of ICT, but on the other hand we have to deal with some new problems.
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