Perceptions of Selected Teachers on Their Future Roles Within the Smart School Concept in Malaysia

In just a matter of 14 months more (in January, 1999), Malaysians shall soon see the emergence of a number of Smart School pilot sites nationwide. In an effort to help prepare the groundwork for this educational revolution, this pioneering descriptive study ventured to identify and establish how selected teachers perceived their potential roles, responsibilities as well as the attendant knowledge, skills, and attitudes within the smart school
environment. Vital pieces of information on the basis of such data were sought in an attempt to determine crucial and immediate training needs for the ‘smart teachers’.
The literature perused pointed out that the pupil-centered approach in tandem with a fully wired (electronic) classroom that supports an integrated, problem-solving-oriented curriculum has enhanced the overall quality of the
teaching-learning process. It was reported that pupils educated in this revolutionary fashion do develop higher cognitive abilities, creative and innovative problem-solving abilities, and are prepared to work in the highly-informatized, knowledge-based society of the 21st century.
Results showed that the subjects generally perceived the impending changes in their roles as Smart School teachers favorably. Despite the positive and optimistic outlook, the respondents strongly doubt their Information Technology literacy and/or capabilities to take on the new
challenge. Many also expressed that they are ‘in the dark’ as far as this very important leapfrogging step is concerned. It becomes readily apparent then that the major training required should build their IT-competencies
adequately vis-a-vis the smart classroom environment. Pertinent recommendations to the major parties in this project are then offered at the concluding part of this study.