4.9 Malaysian Smart School Initiative

to note that the empirical evidence on the impact of iCT on learning outcomes is mixed. Some research suggests that iCT has little to no impact on learning when poorly delivered (Angrist and Lavy 2002; Dynarski 2007). By contrast, other studies, such as a 2016 meta-analysis examining the impact of laptop programs on students’ academic achievement, found significant positive average effect sizes in english, writing, mathematics, and science (Zheng et al. 2016). Moreover, there is evidence that iCT interventions that support the teacher–learner interaction and those that change pedagogical methodology are particularly promising (Linden 2008; World Bank 2018). Most advanced educational systems have made efforts to integrate iCT into education. The more successful ones, including those in korea, Malaysia, and Singapore, have developed master plans for these efforts (see box 4.9). Moving forward, it will be important for Sri Lanka to develop a master plan to integrate iCT interventions in the context of the broader strategic goal of improving student learning outcomes.

BOX 4.9

Malaysian Smart School Initiative

in the late 1990s, Malaysia rolled out a nationwide initiative to introduce the use of information and communication technology (iCT) in both primary and secondary schools. The Malaysian Smart School initiative (MSSi) is one of the seven flagship applications of the Multimedia Super Corridor undertaken by the Malaysian government in its effort to become a knowledge-based economy. The MSSi was based on strategic public-private partnerships involving various stakeholders, including government ministries, industry actors, and local communities. A Malaysian Smart School is defined as “a learning institution that has been systematically reinvented in terms of teaching and learning as well as the improvement of the school management process in order to help students cope and leverage on the information Age.” underpinning the program is a comprehensive master plan aimed at (1) providing iCT infrastructure; (2) providing broadband and local area network facilities; (3) facilitating training to enhance teachers’ competency in integrating iCT in education; (4) establishing a benchmark with the first 88 Smart Schools; (5) incorporating iCT elements into the curriculum; (6) introducing iCT programs at the school level; (7) providing various courseware, educational Tv programs, and other resources for teaching and learning; and (8) establishing collaboration programs to expedite the process of making schools smart. The MSSi was launched in four waves: • Wave 1, Pilot Phase (1999–2002): 88 schools selected nationwide • Wave 2, Post-Pilot (2002–05): massive computerization phase to all 10,000 schools • Wave 3, Making All Schools Smart (2005–10): leveraging all iCT initiatives • Wave 4, Consolidate and Stabilize (2010–20): innovative practices using iCT enculturated

The MSSi is in the fourth stage of implementation. After the postpilot phase of the MSSi ended in 2005, the initiative was extended to all schools in Malaysia through the Making All Schools Smart program. The pilot revealed issues and challenges, including infrastructure readiness, connectivity, change management, parallel iCT initiatives, training of teachers and administrators, technology obsolescence, and policies. To overcome these issues and challenges, and in line with the move to make all schools “smart,” a monitoring tool known as the Smart School Qualification Standards (SSQS) was introduced in 2006. The SSQS is designed to monitor, evaluate, and categorize schools in the use and impact of the technologies. These indicators were developed to monitor the types of iCT resources available and changes in teaching and learning practices. The Malaysian experience highlights the need for continual support, monitoring, and evaluation as an important part of the implementation process.

Source: Lee and Thah 2016.