Due to the rapid development of ICT, the need eventually arose for a review of the Computer Literacy Programme. In 2005, through a need analysis carried out under the Partners In Learning (PIL) Programme, the contents of the Computer Literacy Programme for secondary schools were reviewed. It was found that there was a need to cater for various levels of capability in ICT skills among pupils. This necessarily demands formulation of a programme that introduces pupils to various entry points of ICT knowledge. It was also discovered that there was a need to expose pupils to other domains of ICT such as Programming, Networks and the Internet. – ICT Literacy for Secondary School Guidelines, 2007. Curriculum Development Center. Ministry of Education, Malaysia.

[the program] seeks to provide pupils with greater access to information, to expand their knowledge and skills; and also to enable them to fully utilise technology in various fields. At the same time, moral values are emphasized in the implementation of this programme. – ICT Literacy for Secondary School Guidelines, 2007. Curriculum Development Center. Ministry of Education, Malaysia.

This ICTL for Secondary School Guideline is designed to provide teachers with an idea of the scope of the contents and relevant teaching and learning strategies. Coupled with this guideline, the content specification is provided to facilitate the implementation of this Programme. Teachers are encouraged to use other resources or create their own modules based on the content scope provided and the pupils’ computer skills ability. – ICT Literacy for Secondary School Guidelines, 2007. Curriculum Development Center. Ministry of Education, Malaysia.

Project-based learning approach is student-centred. It focuses on individual or group activities that go on over a period, resulting in a final product, presentation or performance. For example, E-scrap books, multimedia presentations and simple applications. The product is focused on the learning areas and is integrated across the curriculum over subjects such as the English language, the Sciences and Environmental studies. In facilitating project-based activities, the teacher should;

• provide advice on project management procedures and task organisation
• monitor the progress of student projects
• give advice, tips and recommendations whenever needed
• assess the outcome of pupils’ work

- ICT Literacy for Secondary School Guidelines, 2007. Curriculum Development Center. Ministry of Education, Malaysia.

Assessment acts as a yardstick in evaluating pupils’ achievement of acquiring ICTL knowledge and skills. Assessment must be done continuously to monitor pupils’ progress in terms of knowledge, skills and values. Pupils can be evaluated by using either formative or summative assessments or both. Content knowledge can be evaluated using written test, while skills acquired can be gauged according to pupils’ portfolios, which comprise worksheets, projects as well as multimedia presentations. Values can also be evaluated by using checklists or observations. – ICT Literacy for Secondary School Guidelines, 2007. Curriculum Development Center. Ministry of Education, Malaysia.

The MySTL Program Compliments all the Education Policy Goals Noted Above and Below

The purpose of education is to enable the Malaysian society to have a command of knowledge, skills and values necessary in a world that is highly competitive and globalised, arising from the impact of rapid development in science, technology and information: Act 550-Education Act 1996:

The success of the innovation agenda hinges on a Malaysian citizenry that values openness, embraces critical thinking and encourages risk taking and experimentation. This will require an education system that nurtures creative and analytical human capital. -10th Malaysian Plan

Incorporation of domains as stipulated in the Malaysian Qualifications Framework that includes soft skills, such as positive work ethics, communications, teamwork, and decision making and leadership skills. -10th Malaysian Plan

Teachers need to realize that no technology is a success in and of itself. Computers do not necessarily ensure successful learning. It is the methodology or how the learning environment is managed or structured in creating an environment conducive for T&L that determines the success of lessons. There are still a number of teachers who remain skeptical and are resistant to the integration of ICT-based materials in their T&L. A paradigm shift needs to occur among teachers that can transform them from having a rigid view of technology as time-consuming and as “bolt-ons” to a more open view in that anything that could improve T&L is worth attempting.- Integrating ICT-Based Content in Teaching & Learning by MSC Malaysia MDeC/MOE

Transforming the educational system will entail changing the culture and practices of Malaysia’s primary and secondary schools, moving away from memory-based learning designed for the average student to an education that stimulates thinking, creativity, and caring in all students, caters to individual abilities and learning styles, and is based on more equitable access. It will require students to exercise greater responsibility for their own education, while seeking more active participation by parents and the wider community.- Smart School Blueprint 1997