Implementation of Technology in Malaysians Curriculum Planning - Literature review Example

Educational curriculum gives direction to learners and their teachers by providing sets of various aspects to be studied. This is sometimes competency or subject based. There are times when curriculum encompasses the learning environment that gives students best opportunity to comprehend instructions. Curriculum plans act as blue prints that give instructors the chance to be creative and enhance learning. This paper therefore deals with the issues of implementation of curriculum planning in Malaysia. (Beyersdorfer, 1998, p. 39) An overall analysis of Malaysian educational system shows that stakeholders have put in place measures to enhance students’ potential. This is to ensure that at the end of their education, they are physically, intellectually, emotionally and also spiritually mature and balanced. All this is carried out in order to encourage the overall development of nation, state and even the family unit. (Bates and Poole, 2003, p. 50) The educational curriculum in the nation is put in place so that students all over the nation study the same subjects and also have an instructional mode that is common for all schools. Curriculum planning in the nation uses an approach that is well integrated. Curriculum planning usually involves making the right choices of direction for learners and their instructors. (Dockterman, 1998, p. 114) Overall analysis of curriculum planning process in Malaysia shows that it is centrally carried out. This is through the centre for curriculum development. Curriculum planning also involves aspects of time taken to learn a subject, when it should be taught and at what level. Various approaches have been used in the past in curriculum planning All these strategies did not incorporate technological advancements. There are diverse technological advancements in twenty first century such as computers and internet among others. (Bates and Poole, 2003, p. 39) In order to know the extent to which technology has been incorporated in curriculum planning and implementation, research was carried out in the ministry of higher education. There are different methods of data collection that were used in this venture. In this case, both qualitative and quantitative methods were used. One of the methods that were used is questionnaire method. It is quite important to note that the research was carried out in the ministry of higher education and in institutions where educators implement the curriculum. (Dockterman, 1998, p. 113) In the questionnaire method, questionnaires were prepared and distributed to the ministry and also educators who implement the curriculum. They were prepared both in hard and soft copies. The soft copies were emailed to respondents. They were administered to both students and teachers in the schools. This was only carried out to five student representatives in each class. Random sampling method was used to choose teachers who were respondents. They had questions concerning the educational curriculum and whether it was incorporating advanced technology. They were later on collected and analysed. (Beyersdorfer, 1998, p. 40) Interviews were also used as a method of collecting data. In this case, researchers used random samples to have respondent groups of lecturers and curriculum planners in the ministry of education. They were then grouped and focus group interviews were carried out. The interviewers had prepared the questions before hand and this enabled collection of all relevant information. This method allowed interviewers to ask for more clarifications on areas that they did not understand. Data analysis is also an essential part of any research process. Researchers consent that it is not sufficient just to collect data without carrying out its analysis. This is because it helps in drawing of conclusions concerning a research. In this case, a collative and relative standard curve method was used to analyse the data. Collative method enables the researcher to compare and contrast data accrued from different respondents hence drawing conclusions. The variables in respondent’s information are compared and contrasted and the highly common response is picked. Through the use of the relative standard method curves were used in the analysis. Through the use of these two data analysis methods, the conclusions were drawn. (Beyersdorfer, 1998, p. 40) Overall analysis of implantation of curriculum in educational institutions clearly shows that technology has not been fully incorporated. The use of computers in passing on information in Malaysian educational institutions is not yet fully incorporated. This is because educators are used to having a traditional way of passing on information. This is whereby educators can easily pass on information to students through the use of advanced technology. In cases where students are not in a position to attend class, technology needs to be incorporated such that they can learn online from any place that they are. (Bates and Poole, 2003, p. 52) The data accrued clearly indicates that not all lecturers are knowledgeable on instructional technology. This is more so implementing it in the classroom. Workshops and conferences therefore need to be incorporated to ensure that instructors use diverse technologies so as to enhance learning among students. (Beyersdorfer, 1998, p. 38) This is an aspect that curriculum planners in the nation have not put in place. The ministry of higher education in Malaysia ensures that lecturers and other instructors have training and development in line with instructional technology. This is considering the fact that technology is changing very fast in the twenty first century. Instructors therefore need to be compliant with new instructional technology. (Bates and Poole, 2003, p. 53) It is also quite essential to note that curriculum planners have not put so much emphasis on the use of technology in education. Research carried out in the ministry of higher education however shows that lecturers and other instructors have the freedom to incorporate any technology in order to enhance learning. (Dockterman, 1998, p. 115) It was quite clear from collected data that very few lecturers use videos as modern technology to illustrate a concept or even capture student’s understanding. This they argue is not very possible especially with a wide syllabus to finish within a very short time. It is highly recommended that curriculum planners include concepts of using smart boards, digital cameras, smart boards and use of computer centres in teaching and learning. (Bates and Poole, 2003, p. 56) The issue of instructors failing to incorporate technology in classroom will be handled through use of pamphlets, reports distributed to educators in educational institutions. Videos will also be used where they can visualise diverse ways of incorporating instructional technology. Open forums will also be used where instructors will openly discuss ways through which instructional technology can be enhanced both in the initial stages of curriculum planning and implementation at the classroom level. This will help in solving the problem. (Beyersdorfer, 1998, p. 38) This enables students to visualise concepts and even later on try to model them. Learners are also different in their learning strategies. Use of these technologies increases the chances of many students understanding the concepts that are being taught. Through this, instructors will be assured on maximum concentration from students. This is not only in relation to some subjects but all subjects can be taught by incorporating instructional technology. (Beyersdorfer, 1998, p. 39) While all the above information shows the need for instructors to incorporate technology in their lessons, this should start during curriculum planning. When technology is incorporated during curriculum planning process, it will act as a guide to instructors. (Dockterman, 1998, p. 115) This means that stakeholders in the ministry of higher education need to integrate technology as a tool that can be used in multi-disciplinary courses to enhance learning in educational institutions. Curriculum should however not be rigid but allow students to choose technology that they want incorporated in a specific lesson. This issue will be solved by writing reports to the ministry of higher education with relevant recommendations to curriculum planners. (Bates and Poole, 2003, p.34) Further analysis of this issue shows that institutional administrators have also not been very supportive on the issue of technology. This is also an aspect that needs to be sorted out. This is more so in line with curriculum and technological support required by instructors. This is by ensuring that hardware and software materials required by instructors are always available. The other aspect involves maintenance of the above materials. This issue will also be handled by enlightening administrators through newsletters, magazines and reports distributed in educational institutions No matter ho much technology is planned in the curriculum and there are skilled lecturers, the lack of technical support hampers the whole process. Instructors therefore need to be given technicians every time that they are using advanced technology in the classroom. (Beyersdorfer, 1998, p. 39) This problem will be solved by enlightening educational administrators on the need of offering support to instructors. This will be carried out through use of open forums and submitting reports which clearly indicate proposed recommendations. This however does not mean that instructors need to be ignorant on basic trouble shooting aspects related with technology. Curriculum planners therefore need to begin by analysing guides for different grades. (Bates and Poole, 2003, p. 54) In conclusion, implementation of technology in educational institutions is an essential venture. This however needs to start from the initial stages of curriculum planning. Curriculum planners in Malaysia have not incorporated much technology during the planning process. This is important since it gives instructors the direction to take when using technology in class. This has made instructors to have perception that it is not very necessary. Educational instructors need to implement instructional technology during lessons so as to enhance overall student concentration and understanding. This will be handled through enlightening instructors on the need to incorporate technology. Open forums, pamphlets and reports. Training and development is quite essential for instructors if this issue is to be corrected. Institutional administrators have also not been supportive on this issue. They will also be informed through reports, newsletters and magazines. All these strategies well put in place will help in solving current hiccups witnessed in education as far as instructional technology is concerned. Read More