INTEGRATING ICT IN TEACHING LEARNING In Brunei

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.

Mo. E 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 21 st century ( SPN 21).

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 21 st 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 Mo. E 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 Mo. E 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 SPN 21. • 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 21 ST 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 widen access to higher education lifelong learning 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. and

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 OTHERS techniques? 5% Eazy teaching 21% Variation in teaching 29% Students understand better 20% Attention span 24%

Effectiveness of using ICT Attention span better 32% Students understood better with graphics 39% understand process information 29%

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 SPN 21 is hoping to achieve.