developing digital competency standards (dcs) as a tool to measure students’ digital skills
TRANSCRIPT
Delivery of 21st Century Skills: Focusing on the Fundamentals
FADZLIATON ZAINUDINEDUCATIONAL TECHNOLOGY DIVISIONMINISTRY OF EDUCATION MALAYSIA
36th APEC e-Learning Training Program10 – 19 July 2016
Seoul, Korea
Developing Digital Competency Standards (DCS) as a Tool to Measure Students’
Digital Skills
Type of Schools
No. of Schools
Primary 7772
Secondary 2408
Total 10,180
Type of Schools
No. of Students
Preschool 200,684
Primary 2,685,403
Secondary 2,188,525
Total 5,074,612
Type of Schools
No. of Teachers
Primary 239,850
Secondary 181,978
Total 421,828
EDUCATION IN MALAYSIA AT A GLANCE
SMART SCHOOL INITIATIVE: DEVELOPING STUDENTS’ DIGITAL COMPETENCY VIA INCORPORATION OF ICT
IN TEACHING-LEARNING
+ e-Learning ecosystem + ICT Literacy via ICT curriculum
+ ICT Infrastructure+ Digital competency and computational thinking skills via ICT curriculum+ Outcome-based student assessment
DEVELOPING STUDENTS’ DIGITAL COMPETENCYCONSOLIDATION & STABILISATION
Phase 2 (2016 – 2020)
Phase 1 (2011 – 2015)
Pilot Phase(1999-2002)
Post Pilot(2003-2005)
Making All Schools Smart
(2005-2010)
Consolidation &
Stabilisation(2011-2020)
THRUST 7
Leveraging ICT to scale up quality
learning
To enhance students’ cognitive skills
To support the implementation of the ICT curriculum
To use technology in the teaching-learning processes
To provide a holistic approach in developing students’ digital skills
OBJECTIVES
PRESENT CONDITIONS
96.1% schools have achieved at least a 3-star in the 2016 Smart Schools Qualification Standards (SSQS
Enabling Environment Facilities
• All schools have at least one computer lab / mobile computer lab
• All schools are connected to the 1BestariNet (Internet connection of various technologies (Zoom, VSAT, ADSL)
• All students, teachers and parents have access to the Virtual Learning Environment (VLE) platform)
Equipment and Operating Systems
Allocations are set aside to maintain the computers
Capacity Development of Educators
• 85% teachers have digital competencies• ICT Coordinators in all schools to facilitate the implementation of ‘Making All
Schools Smart’ program• Teachers attend digital literacy courses from time to time• Digital literacy training for all categories of teachers (pre-service, in-service, schools
leaders and education managers)
A diagnostic tool to facilitate continuous improvement of ICT
integration in schools
Human Capital
ICT Usage
Applications
ICT Infrastructure
School Resource Center
SMART SCHOOL QUALIFICATION STANDARDS (SSQS) CURRENT STATUS
2-Star 3-Star 4-Star 5-Star0
1000
2000
3000
4000
5000
6000
392
4940
4298
532
Score
No.
of
scho
ols
DOMAIN• 557,143 respondents were
involved • 100% (10,162) schools
were involved• Excellent overall
achievement at 96.1% (schools with 3-star and above)
• Secondary schools (99%) are better than primary schools (95.2%)
• Urban schools (99.6%) are better than rural schools (94.5%)
• 89.3% (212) schools with 2-star are located in rural Sabah and Sarawak
• 35.2% (138) schools with 2-star are located in the remote areas of Sabah and Sarawak
FINDINGSSSQS 2016Schools with 3-star and above
are considered as SMART SCHOOLS
FACING THE CHALLENGES AND MOVING FORWARDMOVING FORWARD
2016 - 2020ISSUES STRATEGIES
• High cost to reach schools in remote areas
• Inadequate funds to replace old infrastructure
Budget
• Schools on islands / remote areas
• Limited / No electricity• Lack of ICT Infrastructure• Old computers
Infrastructure
• Teachers with low ICT competencies
• Less opportunities for professional development
Human Capital
• Limited resources due to limited access
Digital Resources
• To distribute more allocations for affected schools / zones / districts / states
• To work with the respective agencies to facilitate basic infrastructure to schools
• To provide more ICT infrastructure / prioritize on the ICT maintenance
• To coordinate focus group meetings with relevant Educational Technology Division at states / district levels
• To provide modules on best practices using off-line mode for e-learning
• To provide more trainings to teachers and educational technology officers
• To compile digital resources to be distributed off-line to teachers in remote areas
Developing Students’ Digital Competency Standards (DCS)
Integrating Computer Science and
Computational Thinking in Formal Curriculum
Continuous Intervention through
Informal Learning
1
• To produce future workforce who have high level of digital competencies
2• To produce innovative and creative Malaysians
3• To produce responsible and ethical digital citizens
EXPECTED OUTCOMESOUTCOMES AIMS TO CREATE A NATION OF DIGITAL MAKER
Launch of Digital Maker Movement by the Prime
Minister
Date: 11 August 2016Venue: Sekolah Alam Shah, Putrajaya
Building Malaysia’s next generation talent for high value digital
economy job opportunities
DIGITAL MAKER MOVEMENT: BUILDING THE TALENT FUNNEL FOR DIGITAL ECONOMY JOBS
Digital Tech @ Schools is the formal learning
component
Integrating CS and CT in Formal Curriculum
TMK / ASK / SK Teaching Modules
Educators Training (Teachers and School
Leaders)
Continuous Intervention through
Informal Learning
Digital Maker Clubs (Co-curricular)
Digital Maker Hubs and Centers
Digital Making Based Competitions
Grooming the potential future digital
innovators Post SPM bootcamps Facilitation to secure
industry/IHL to scholarships
Holiday internships for selected potential top
talent Industry-Preferred Universities
Premier Digital Tech TVETs
Placement to the path of Digital Economy jobs
http://www.mydigitalmaker.com
FB: @mydigitalmakerhub
Student demonstrates a sound
understanding of technology concepts
and operations
Technology concepts and operations
Digital information literacy
Organise, store, retrieve and present information
Communication, collaboration and sharing
Student demonstrates competency in using
information and technology effectively,
responsibly and legally
Assess and use information and
technology responsibly
Assess and use information and
technology safelyAssess and use information and
technology ethically and legally
Student demonstrates ability to formulate
issues, identify problems, provide
solutions and make decisions
Creating and developing content
Problem solving and decision making
TECHNOLOGY DIGITAL CITIZENSHIP COGNITIVE1 2 3
DEVELOPING DIGITAL COMPETENCY STANDARDS - DCS• Outcome-based assessment• A tool to measure students’ digital competency• 3 Domains: Technology, Digital Citizenship and
Cognitive
DCS is based on:
• MOE ICT Skills Set
• International Society for Technology in Education (ISTE) Standards
• UNESCO Media and Information Literacy Standards
• Partnership for the 21st Century Essential Skills
DCS RESULT : POST PILOT ASSUMPTIONSIt is worth to note that the final results of DT@S Pilot may be influenced by the
following factors:
School Closure due to natural
disasters during the post pilot
period
DECLINE IN RESULTS DUE TO:
Deployment of DT@S Teaching & Learning
modules in schools improved students
Technology & Cognitive level
Involvement of students in DT@S co-curricular activities (digital maker
activities) have improved students
results
IMPROVEMENT IN
RESULTS DUE TO:
Short period of DT@S Teaching & Learning modules undertaken.
It was only for 8 weeks prior to DT@S post pilot
Only 10 out of 24 schools
participated in Digital Maker
activities during co-curriculum
Only 16 out of 24 schools completed DT@S Teaching and Learning modules
* Pilot study was implemented at 24 schools
DCS RESULT : PRE VS POST PILOTOverall, students performed better in Post Pilot
with increase of no. of students in Level 2 (Digital Novice) & Level 3 (Digital Intermediate)
Level 1 Level 2 Level 3 Level 4 Level 50
100
200
300
400
500
600
151
427
5 0 0
100
544
13 0 0
Pre Pilot Post Pilot
DCS LEVEL
NO
OF
STU
DEN
TS
Non-digital savvy students
8%
Digital Novice students
18%
Digital Intermediate
students 1%
No difference for Level 4 (Digital Advanced)
& Level 5 (Digital Innovator)
Findings of Post Pilot :1. Majority of students (82.7%) are
‘Digital Novice’ (Level 2) 2. All 24 schools are categorized as
‘Digital Novice’ (Level 2)
DCS RESULT : PRE VS POST PILOTTechnology & Cognitive Domains improved by 0.1 in post pilot.
However, Digital Citizenship dropped by 0.1
Cognitive
Digital Citizenship
Technology
0 1 2 3
1.9
2.2
2.7
2.0
2.1
2.8
DCS Result by DomainPost Pilot Pre Pilot
LEVEL (OVERALL)
DCS RESULT : PRE VS POST PILOTRural VS Urban
There is no significant difference between the DCS performance in the pre versus post-pilot
exercises based on school location
The highest score for pre & post pilot are obtained by :Pre pilot – SMK Tunku Mahmood Iskandar, Johor (rural)
Post pilot – SMJK Sam Tet, Perak (urban)
SK Taman Senangan, Pulau Pinang has the highest improvement in overall result of 2.0 in pre pilot to 2.5 in
post pilot
DCS RESULT : PRE VS POST PILOTFemale VS Male
Overall, female results improved in post pilot assessment, esp. in Technology domain
PRE PILOT POST PILOT
Overall 2.3 2.1By Domain
Technology 2.7 2.6Digital Citizenship
2.2 2.1
Cognitive 1.9 1.8
Overall 2.3 2.3By Domain
Technology 2.8 2.8Digital Citizenship
2.2 2.1
Cognitive 2.1 1.9
To revise and refine DCS rubrics and assessment instrument based on pilot
findings.
Different level of gamification challenge for different age
group. Games used for assessment should be
engaging, competitive and challenging for students to be
interested
Hybrid approach to be applied – games, group or individual project, problem solving that requires computation, logical
and analytical thinking
Effort to train teachers to use these resources is important. An experienced teacher can later
improvise available resources to be in context of Malaysian
culture and scenarios.
1 2
3 4
RECOMMENDATIONS
ENHANCEMENT OF DIGITAL COMPETENCY STANDARDS
DCS Instrument’s User System Requirement (USR) completed
Development completed for all 4 levels (Year 3, Year 6, Form 3 and Form 5)
User Acceptance Test (UAT) phase with BPK, BTP and LP conducted on 1st September
Approved overall in terms of language, design, technical, skillsets and to move on with UAT at school as next phase.
UAT for DCS at school to be conducted on 9th September at selected school.
Briefing on DCS Gamification to BTPN after completion on 23rd September 2016.
Second UAT for DCS conducted on 12th October 2016
Findings from UAT:1. Language used in the game
to further strengthened – English and Bahasa Melayu
2. System bugs to be mitigated3. Construct of questions and
terminology to be further enhanced
CURRENT STATUS
DCS Interface Implementation: 1 – 18 November 2016 at 400 schools
1.2016 (Phase 1): Deployment at 400 schools from 1 -18 November 2016
2.KPIs:• 2017: 3,000
schools• 2018: 6,000
schools• 2019: 9,000
schools• 2020: All
schools
Thank You