Fourth Issue of ICT World Today Now Available Online

ICT World Today is a journal on Information and Communication Technology for Development developed by the Korea Information Society Development Institute (KISDI) with support from APCICT. This fourth issue of ICT World Today entitled, "ICT and Innovation: Facing the Emerging Global Issues," focuses on ways to encourage ICT innovation and enhance efficiency to overcome the global financial crisis; and tackle climate change, natural disasters, price hikes in resources and food, and the spread of contagious diseases.

Cover of ICT World Today - Spring 2010 (Fourth) Issue

This issue of ICT World Today covers articles contributed by experts from various sectors to promote a comprehensive understanding of policy response and international cooperation with regard to the aforementioned issues, through which it discusses ICT and innovations that address global challenges from various perspectives. Articles examine the role ICTs play in: sustainable development; poverty reduction; agriculture; low-carbon cities; security; ageing society; disaster response; empowering women entrepreneurs; capacity building; and more.

The issue ends with some news briefings on the latest ICT tools and projects, and a calendar of events.

Contributors to this issue include experts from international and UN agencies such as InfoDev, International Telecommunication Union, Organisation for Economic Co-operation and Development, United Nations Conference on Trade and Development, and United Nations Economic and Social Commission for Asia and the Pacific; government agencies such as the Japanese Ministry of Internal Affairs and Communications; research and educational institutions such as the Information Technology and Innovation Foundation and National University of Singapore; and private companies such as Korea Telecom.

ICT World Today aims to contribute to developing economies, enhancing the quality of life in developing countries, and boosting ICT human capacity. Topics in the journal include: ICT access and the digital divide, digital convergence, cybersecurity, disability, gender, legal and regulatory issues; and the role ICT plays in agriculture, climate change, commerce, cultural development, disaster management, education, energy, environmental management, governance, health, small and medium enterprises, and trade. The journal welcomes pluralism in its approach, methods, and disciplines and includes the following type of articles: academic research articles, case studies, interviews, article digests and reviews.

Past issues of ICT World Today focused on the socio-economic impact of ICTs and the digital divide; ICTs and environment; and broadband and mobile communications for development.

Access all issues of ICT World Today from APCICT's e-Collaborative Hub or KISDI's

Posted by : University of Malaya

THE USAGE OF ICT IN FATWA MANAGEMENT IN MALAYSIA

nformation communication and technology (ICT) is the term used to explain the usage of technology such as computer to manipulate data for the purpose of disseminations and communications...

This research is carried out to look at the usage of ICT in the fatwa management in Mufti’s department in Malaysia. Among issues reviewed is the usage of ICT in the four basic operations that are input, process, output and storage and also identifies technologies and infrastructures being used in the Mufti’s department in Malaysia. The research also identifies the factors that limit the ICT usage in the fatwa management. The data and information were collected by distributing the questionnaires to all staff in Mufti’s department in Malaysia. In order to get a better view the visiting and interviewing session were held. Beside that information also were gathered by library research such as reviewing books, magazine, journal, and surfing the website that related with the fatwa management and ICT. The outcome of this research shows that generally ICT were used in fatwa management in Mufti’s department in Malaysia and specifically the ICT is more applied for storage purposes. Nevertheless the technologies and infrastructures available are limited. The research also revealed that the usage of ICT does help in managing fatwa efficiently and effectively for the Muslim’s benefit.

ITU LAUDS MALAYSIA'S WILLINGNESS TO SHARE ICT EXPERTISE WITH MEMBER COUNTRIES

GUADALAJARA (Mexico), Oct 6 (Bernama) -- Malaysia's willingness to share its experiences in developing the Information Communication Technology (ICT), especially its success in developing ICT access to rural and remote areas with others, is being much appreciated by the International Telecommunication Union (ITU). Its secretary-general, Dr Hamadoun Toure said Malaysia had been a strong partner of ITU especially in the International Multilateral Partnership Against Cyber Threats (Impact), the world's first non-profit comprehensive global public-private partnership against cyber threats which is based in Cyberjaya, Malaysia. He said more than 60 member countries of the union, especially developing countries, had participated in the programme in ensuring that the cyberspace was safe to surf especially for the children. "We appreciate very much the contribution of Malaysia, especially in terms of bringing their experiences in the areas, such as the access of ICT to rural and remote areas which Malaysia has successfully implemented," he told Bernama and RTM in an exclusive interview on the sideline of the ITU Plenipotentiary Conference, here Tuesday. Toure said Malaysia had been successful in its ICT development, and ICT had been the number one priority on the Malaysian Prime Minister Datuk Seri Najib Razak's agenda, and was always able to share its experiences with the developing countries. Complimenting Malaysia's Information Communication and Culture Minister Datuk Seri Rais Yatim for his policy statement delivered today, Toure said Rais in his message had stressed the importance of key issues of ICT, and also on issues that the world was facing such as cyber security in which Malaysia had been a strong partner of ITU in promoting cooperation against cyber threats, especially through IMPACT. He said Malaysia was also one of the leading countries in creating ICT content, which is part and parcel of a knowledge and information society, where all citizens of the world could have access to. Asked on calls made by Rais for ITU to relook its roles and constitution in protecting the society from ICT abuses,
IMPACT
Jalan IMPACT
63000 Cyberjaya
Malaysia
T +60 (3) 8313 2020
F +60 (3) 8319 2020
T contacus@impact-alliance.org
www.impact-alliance.org
Toure said the issue had to be addressed by every nation by putting together a legal framework to counter it, and there was also a need for all governments of the world to be sensitised at the highest level on the issue. He said ITU was working hard to forge partnerships and support projects whose goal was to create a safe and secure cyber environment for everyone. Among the five areas that the union was working on were the technical framework, national coordination of the ministries involved in managing securities and defence for each country, capacity building and an international framework of cooperation since cyber crime was borderless, he said. -- BERNAMA

Does ICT-enhanced learning really work?

The educational effectiveness of ICTs depends on how they are used and for what purpose. And like any other educational tool or mode of educational delivery, ICTs do not work for everyone, everywhere in the same way.

Enhancing access. It is difficult to quantify the degree to which ICTs have helped expand access to basic education since most of the interventions for this purpose have been small-scale and under-reported. One exception is the television-based project Telesecundaria (discussed in a previous section), which in 1997-98 was serving over 750,000 junior secondary students in 12,000 centres in Mexico. In Asia and Africa, assessments of distance learning projects at the junior secondary level using a combination of print, taped, and broadcast technologies have been less conclusive, while at the primary level there is little evidence that ICT-based models have thrived. ^[45] In higher education and adult training, there is some evidence that educational opportunities are being opened to individuals and groups who are constrained from attending traditional universities. Each of the 11 so-called mega-universities, the biggest and most well-established open and distance institutions in the world (which include the Open University of the United Kingdom, the Indira Gandhi National Open University of India, the China TV University System, the Universitas Terbuka of Indonesia, and the University of South Africa, among others) has an annual enrollment of more than 100,000, and together they serve approximately 2.8 million. Compare that with the 14 million combined enrollment of the 3,500 colleges and universities in the United States. ^[46]

Raising quality.The impact of educational radio and television broadcasts on the quality of basic education remains an under-researched area, but what little research there is suggests that these interventions are as effective as traditional classroom instruction. ^[47] Of the many educational broadcast projects, the Interactive Radio Instruction project has been the most comprehensively analyzed. Findings provide strong evidence of the project’s effectiveness in raising the quality of education as demonstrated by increased scores on standardized tests as well as improved attendance. ^[48]

In contrast, assessments of the use of computers, the Internet and related technologies for distance learning have been equivocal. Russell, in his comprehensive review of research, claims that there is “no significant difference” between the test scores of learners taking ICT-based distance learning courses and those receiving face-to-face instruction. ^[49] However, others claim that such generalizations are inconclusive, pointing out that the large number of articles on ICT-based distance learning does not include original experimental research or case studies. ^[50] Other critics argue that dropout rates are much higher when instruction is delivered at a distance via ICTs.

There have also been many studies that seem to support the claim that the use of computers enhances and amplifies existing curricula, as measured through standardized testing. Specifically, research shows that the use of computers as tutors, for drill and practice, and for instructional delivery, combined with traditional instruction, results in increases in learning in the traditional curriculum and basic skills areas, as well as higher test scores in some subjects compared to traditional instruction alone. Students also learn more quickly, demonstrate greater retention, and are better motivated to learn when they work with computers. ^[51] But there are those who claim that these represent modest gains and, in any case, much of the research on which these claims are based are methodologically flawed.

Research likewise suggests that the use of computers, the Internet, and related technologies, given adequate teacher training and support, can indeed facilitate the transformation of the learning environment into a learner-centered one. But these studies are criticized for being mostly exploratory and descriptive in nature and lacking in empirical rigor. There is as yet no strong evidence that this new learning environment fosters improved learning outcomes. What does exist are qualitative data based on observations and analysis of student and teacher perceptions that suggest a positive impact on learning. ^[52]

One of the most critical problems in trying to assess the effectiveness of computers and the Internet as transformational tools is that standardized tests cannot capture the kinds of benefits that are expected to be gained in a learner-centered environment. Moreover, since technology use is fully integrated into the larger learning system, it is very difficult to isolate the technology variable and determine whether any observed gains are due to technology use or to some other factor or combination of factors.

TUN Dr Mahathir Mohamad has received the ICT Lifetime Achievement Award from the National ICT Association of Malaysia for his many contributions to th

TUN Dr Mahathir Mohamad has received the ICT Lifetime Achievement Award from the National ICT Association of Malaysia for his many contributions to the local ICT industry.

Tun Dr Mahathir (3rdfrom left) was presented the ICT Lifetime Achivement Award at PIKOM’s 25 anniversary dinner

The former prime minister, credited for much of the success of the country’s ICT industry, was presented the award by Pikom’s newly elected chairman Woon Tai Hai at its 25th anniversary dinner held recently in Kuala Lumpur. The event was a culmination of a series of activities that Pikom had lined up to celebrate the year.

Also present at the event was Science, Technology and Innovation Minister Datuk Seri Panglima Dr Maximus Johnity Ongkili.

-Ultra-sleek computing

THOUGH not the earliest to launch the ultrabook in the country, Toshiba didn’t disappoint with its Portege Z830, the world’s lightest and thinnest 13.3-inch computer.

Featuring second-generation Intel Core processors and Toshiba’s EasyGuard technology, it also comes with ports, slots and a solid-state drive for better storage capacity.

At 15.9mm at its thickest point, the Z830 weighs just 1.1kg, yet packs in an eight-cell battery. With a 13.3-inch HD display with LED backlighting, WLAN, Bluetooth 3.0 and Gigabit Ethernet LAN, the model offers mobility without compromising function. Its spill-resistant keyboard, 1.3-megapixel webcam, 128GB SSD and up to 6GB DDR3 memory should delight users, too.

The top-of-the-line model with Intel Core i7 processor goes for RM4,799. Another option with Core i5 is priced at RM3,999.

Toshiba has also come up with two Android Honeycomb-based tablets: the 10-inch Regza AT100 (RM1,599) and 7-inch Regza AT1S0 (RM1,899). The smaller tablet sports 16GB internal memory, mini-USB, micro-HDMI and micro-SD card slots, while the bigger one offers up to 32GB internal memory, full-sized USB and mini-USB, an HDMI port and SD card reader. Both feature 1GB DDR2 RAM, WiFi, Bluetooth and HSPA+(3.5G) support, a five-megapixel rear camera, two-megapixel front camera, and GPS function.

Then there’s Toshiba’s Qosmio DX730 all-in-one desktop PC, which at its highest specification offers Intel Core i7 Quad Core technology, NVidia GeForce GT540M 1GB DDR3 video RAM graphics, 2TB hard disk drive capacity, a Blu-ray ROM drive, multi-card reader and advanced multimedia features. The RM3,599 package offers Core i5 processor while the RM4,299 package has Core i7.

-Screen options

DELL has three new devices to boast of: the Latitude ST tablet, XPS 14z notebook, and Inspiron One 2320 all-in-one touch-screen desktop.

The 10.1-inch Windows 7 Latitude (RM2,380) is designed for mobile professionals and corporate users. The XPS 14z (RM2,999) is one of the thinnest full-featured notebooks to come in a borderless 14-inch screen but in a 13-inch form factor.

For those who prefer a larger screen, there’s the 23-inch Inspiron One 2320 (RM1,999), whose screen also doubles up as a TV.

Properly Using ICT in the Classroom

One thing about the changeover to teaching science and maths in English in 2003 was that for the first time ICT (Information and Communications Technology) began to be used on a large scale throughout our school system as a teaching aid. Unfortunately, instead of being a teaching aid, in many cases the poor English of the teachers turned the teaching aid into the only teacher many kids got. I can speak from personal experience that as good as my science teachers were, there wasn't much they could do to add to the ICT-based teaching aids. If anything, the structure of the aids seems to have been meant to supplant teachers instead of assist them. This is really a great shame, because ICT can be a fantastic teaching aid when used correctly.

The slideshows which schools use as teaching aids presently are essentially whole lectures with some visuals included. There is not a whole lot teachers can add to the ICT-based teaching aids, especially if their English is poor. Teachers are pretty much reduced to opening the slideshows and clicking "next".

Of course, teachers still have a role to play. After all, teachers should be able to tell when students are not paying attention to the virtual lecture, and answer any questions the students may have. If anything, the slideshows probably give more effective lectures than some teachers do.

The problem as I see it is that instead of playing to the advantages of ICT, this marginalises ICT. We're just replacing human lectures with computer lectures. Teachers are now more like teaching assistants than actual teachers.

The primary advantage of ICT is that it offers access to a lot of data and information which teachers don't have, and that it can present this information in compelling and interesting ways. The way we've rolled out ICT is such that our students get a voice from the computer droning at them while some pretty cartoons pop up on the screen. At best, students may get the chance to play a game or two which facilitates retention of the material — but this isn't really playing to all the advantages of ICT.

Let me give some examples of how to effectively use ICT, based on my experiences in university. In my game theory class just two days ago, my professor mentioned a scene from the movie A Beautiful Mind illustrating the principles he was teaching. He then loaded up Youtube and showed a clip of the scene to us. In previous lectures, he's used the internet to locate studies proving that the theories he's teaching actually apply to the real world. While my professor could have just told us to look these things up in our spare time, having the option to call up all these visual aids and supporting facts in the classroom itself is clearly invaluable to the learning experience.

When I was studying Chinese last year, my professor frequently made us watch the news on CCTV, or called up Chinese clips on Youtube. It was an obvious and easy way to help us practice our listening, and it was a lot more natural than repeating sentences from our textbooks to one another. In my calculus class last term, the lecturer used graphing software to illustrate the things he was teaching us about vectors. ICT lends itself readily to all sorts of interesting applications in the classroom.

The one thing in common here is that nobody made the instructors use particular software or stick to particular applications of ICT. So far, our approach to ICT in the classroom has been to hand out CDs to teachers, without making teachers realise how they can more broadly apply things like the internet to lessons in the classroom. Our ICT strategy has been essentially "If we give teachers CDs with slideshows on them, we're making use of ICT! It's a success!"

But a truly successful programme for ICT use in the classroom would not only allow but encourage teachers to go beyond government-supplied tools, and to use things like the internet to better their teaching. Even if all they do is use Google to search for answers to questions they don't have answers to, I think it's a lot more instructive and useful for students to see how to use Google to find answers than it is for them to get a simple lecture from the computer.

Right now, we're not doing anything really useful with ICT. All we're doing is pretty much what a teacher with decent English and maybe some visual aids of her own can do anyway. The true advantage of ICT lies in things which ordinarily teachers can't do: answering almost any question imaginable, and offering exciting and interesting ways in which to present those answers. A good education policy would go beyond handing out CDs to schools; it would train teachers how to include ICT as part of their lessons in the classroom.

ICT and Malaysian Schools

The then Minister of Education, Dato’ Sri Hishammuddin Tun Hussien in his seminar paper “The Moving Young Minds International Ministerial Seminar of Education” in London (2004) among many other things stated that ICT is growing not just in capacity but in accessibility, availability and popularity. Old ways of communicating information and making things are destroyed or altered and new ones come into being. He gave the example that within 24 hours after the tsunami horror (the deadly waves that had spread destruction in twelve countries up to 3000 miles apart and killed an uncountable number of people); news and images of the destruction has been beamed into living rooms worldwide and journalists reported via satellite phone from affected sites. The Internet played an irreplaceable role in the mobilization and coordination of the relief effort in the affected countries. Within 48 hours, the largest ever fundraising effort for disaster relief was well under way, much of it on the web.
WHAT ARE ICT’s AND WHAT TYPES OF ICT’s ARE COMMONLY USED IN EDUCATION?
Wikibooks define information and communication technologies (ICT) as a “diverse set of technological tools and resources used to communicate, and to create, disseminate, store, and manage information”. These technologies include computers, the Internet, broadcasting technologies (radio and television), and telephony. Older technologies such as the telephone, radio and television, although given less attention, have a longer and richer history as instructional tools. Radio and television have for forty years been used for open and distance learning, although print remains the cheapest, most accessible and therefore most dominant delivery mechanism in both developed and developing countries.
E-Learning is most commonly associated with higher education and corporate training. E-Learning encompasses learning at all levels, both formal and non-formal, that uses an information network – the internet, an intranet (LAN) or extranet (WAN) – whether wholly or in part, for course delivery, interaction, evaluation and / or facilitation. Others prefer the term online learning. Web – based learning is a subject of e-learning and refers to learning using an internet browser (such as Netscape or Internet Explorer).
Blended Learning refers to learning models that combine traditional classroom practice with e-learning solutions. Class can be assigned both print-based and online materials, have online mentoring sessions with their teacher through chat, and are subscribed to a class email list. “Blending” was prompted by the recognition that not all learning is best achieved in an electronically-mediated environment, particularly one that dispenses with a live instructor altogether. Consideration must be given to the subject matter, the learning objectives and outcomes, the characteristics of the learners, and the learning context in order to arrive at the optimum mix of instructional and delivery methods.
Open and distance learning is defined by the Commonwealth of Learning as “a way of providing learning opportunities that is characterized by the seperation of teacher and learner in time and place, or both time and place; learning that is certified in some way, by an institution or agency; the use of a variety of media; including print and electronic: two-way communications that allow learners and tutors to interact; the possibilities of occasional face-to-face meetings, and a specialized division of labour in the production and delivery of courses”.
THE USES OF ICT’s IN EDUCATION:
The potential of each technology varies according to how it is used. Haddad and Draxler identify at least five levels of technology use in education:

• presentation;
• demonstration;
• drill and practice;
• interaction;
• collaboration.

Each of the different ICT’s may be used for presentation and demonstration, the most basic of the five levels. Except for video technologies, drills and practice may likewise be performed using the whole range of technologies. Networked computers and the Internet are the ICT’s that enable interactive and collaborative learning best. However the full potential as educational tools will remain unrealized if they are used merely for presentation or demonstration.
There are three (3) general approaches to the use of radio and TV broadcasting in education:

• Direct class teaching, where broadcast programming substitues for teachers on a temporary basis.
• School broadcasting, where broadcast programming provides complementary teaching and learning resources not otherwise available, and
• General educational programming over community, national and international stations which provide general and informal educational opportunities.

Teleconferencing refers to “interactive electronic communication among people located at two or more different places. There are four (4) types of teleconferencing based on the nature and extent of interactivity and the sophistication of the technology.

1. audioconferencing;
2. audio-graphic conferencing;
3. videoconferencing;
4. web-based conferencing;

Audioconferencing involves the live (real-time) exchange of voice messages over a telephone network.
Videoconferencing allows the exchange not just of voice and graphics but also of moving images.
Teleconferencing is used in both formal and non-formal learning contexts to facilitate teacher-learner and learner-learner discussions, as well as to access experts and other resource persons remotely. In open and distance learning, teleconferencing is a useful tool for providing direct instruction and learner support, minimizing learner isolation. Higher institutions using teleconferecing in their online learning programs include the Open University of the United Kingdom, UNITAR (Universiti Tun Abdul Razak) Malaysia, Open University of Hong Kong, and Indira Ghandi National Open Univerity.
Three General Approaches to the Instructional Use of Computers and Internet:

1. Learning about computers and the Internet, and technological literacy is the end goal.
2. Learning with computer and the Internet, in which technology facilitates learning across the curriculum.
3. Learning through computers and the Internet, integrating technological skills development with curriculum applications.

Learning about computers and the Internet focuses on developing technological literacy. It typically includes:

• Fundamentals: basic terms, concepts and operations;
• Use of the keyboard and mouse;
• Use productivity tools such as word processing, spreadsheets, data base and graphics programs;
• Use of research and collaboration tools such as search engines and email;
• Basic skills in using programming and authoring applications such as Logo or HyperStudio;
• Developing an awareness of the social impact of technological change.

Learning with computers and the Internet means focusing on how technology can be the means to learning ends across the curriculum. It includes:

• Presentation, demonstration, and the manipulation of data using productivity tools;
• Use of curriculum specific applications types such a games, drill and practice, simulations, tutorials, virtual laboratories, visualizations and graphical representations of abstract concepts, musical composition and expert systems;
• Use of information and resources on CD-ROM or online such as encyclopedia, interactive maps and atlases, electronic journals and other references.

Learning through computers and the Internet combine learning about them with learning with them. It involves learning the technological skills to engage in a curriculum related activities eg. using spreadsheet and database programs to help organize and analyze the data they have collected, as well as using a word processing application to prepare their written report.

Telecollaboration is the organised use of web resources and collaboration tools for curriculum appropriate purposes. Judi Harris defines telecollaboration as “an educational endeavor that involves people in different locations using Internet tools and resources to work together. Much educational telecollaboration is curriculum-based, teacher-designed, and teacher-coordinated. Most use e-mail to help participants communicate with each other. Many telecollaborative activities and projects have web sites to support them.

ICT AND MALAYSIAN SCHOOLS:

The Ministry of Education sees ICT as a means, not an end in itself. Technology is not seen a “vitamin” whose mere presence in schools can catalyse better educational outcome. The concept of ICT in education, as seen by the Ministry of Education, includes systems that enable information gathering, management, manipulation, access, and communication in various froms.

Three (3) Main Policies for ICT:

1. ICT for all students – ICT is used as an enabler to reduce the digital gap between the schools.
2. The role and function of ICT in education as a teaching and learning tool.
3. Using ICT to increase productivity, efficiency and effectiveness of the management system.

Malaysia is often cited as front runner in ICT implementation in developing world. The following are some of the initiatives implemented by government agencies that gave Malaysia this profile:

1. The Malaysia Smart School Project that was launched in July 1997 by the Prime Minister – as one of the flagship applications of Malaysia’s Multimedia Super Corridor. The project aimed for a systematic reinvention of teaching and learning and of school management. It promotes student-centred, integrated and unified learning. It has developed a School Management System and a set of Learning Courseware.
2. ICT Training in Schools : The model that the Ministry uses to disseminate training is the cascade model. Selected master trainers undergo training , later to pass their training to selected trainers, who in turn, train their colleagues at school, district, or state level.
3. Training teachers to use teaching courseware, notebooks, projectors and supplying schools with such equipment: In 2003 after a change in the language of instruction for Science and Mathematics to English – this programme was initiated to help teachers cope with the changed.
4. The Computerisation Programme in Schools: The Ministry of Education implemented a Computerisation Programme in Schools to introduce ICT literacy to as many schools as possible, and thus to reduce the digital divide to some extent. Each school in Malaysia will be supplied with at least one computer Laboratory. To date there are more than 3,000 computer lab. in operational.
5. The Process of Providing Information Technology and Connectivity to all schools: Almost all schools are “wired” with broadband connections. The Ministry is also looking into equipping schools with WiFi (Wireless Local Area Networks) so that the benefits of connectivity can be realized by all.
6. Internet Usage: MySchoolNet website was set up by the Ministry of Education to help increase the use of ICT in education, providing links to help teachers and students access educational information readily.
7. The Electronic Book Project: In 2001, the Ministry initiated a pilot project involving the use of electronic book or e-book. E-book, a device which stores electronic textbooks and links the user to the internet, can be used to improve teaching and learning in the classroom. It is hope that the use of the e-book can replace the conventional textbooks and thereby resolve the perennial problem of heavy school-bags.

Introducing ICT into all schools in Malaysia is a major undertaking even though it is a major investment into the future productivity of Malaysia K-Economy Plan. Let’s hope that all Malaysians are committed to ensure it success.