IMPACT OF ICT IN BRUNEI DARUSSALAM SYSTE

IMPACT OF ICT
IN BRUNEI DARUSSALAM SYSTEM OF EDUCATION
by
Dk Hjh Siti Norainna Pg Hj Besar
Academy of Brunei studies
University of Brunei Darussalam

1

Introduction

Society has undergone massive transformation, from the agrarian age to the
industrial age, and is currently merged into what some term the information age.
These drastic changes have indeed shaped today‟s education systems at a variety
of levels. Education was seen to be facing significant challenges right at the
beginning of this century; how to provide a high quality of education and training
has turned out to be an imperative question to be answered in the 21st century for
the benefit of all human beings who require education and have the right to
acquire it in the most effective way. Education systems have tried to overcome
those challenges by developing new approaches. Now, Information and
Communication Technology (ICT) has a critical task in the new approaches to

enhance the dissemination of information and help to meet these challenges.
Unquestionably the chief role of ICT is to serve education in particular by
assisting students to learn and teachers to carry out their teaching profession more
efficiently. Looking at developments over a short period, ICT has made a massive
contribution to many disciplines. The powerful speed of transformation and the
pervasiveness of impact that have resulted have caused ICT to be a major
phenomenon of this century. It is also worth saying that the role of ICT if
compared to any previous technological revolution is “the biggest technological
juggernaut that ever rolled” in the history of technology (cited from Freeman and
Soete, 1994 p. 39). In this respect it is important to note that the need to fit ICT
into education is now unavoidable.
In this context, integration of ICT into education is a critical issue. To be
able to integrate ICT in primary and secondary education curricula, countless
action plans were adopted and standards were determined over the world (Goktas
and Yildrim, 2003).
While the velocity of such developments varies greatly, there is no doubt
that a country such as the United Kingdom is now attaching very high importance
to ICT in its national educational policies. Similarly in Brunei, previously the
introduction of the ICT Project and Internet for Schools Project and currently
SPN21 that intended to integrate ICT into the education system, thereby

improving the quality of that education has heralded a new era of teaching and
learning.

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Therefore, this paper will focus on the impact of ICT in Brunei Education
in the 21st century in which Brunei Darussalam set very high goals for the
development of education.
„Impact‟ refers to the changes which the teaching and learning via ICT
activities bring about, for instance, in terms of teaching and learning results
(Pedersen, 2006). This paper attempted to reveal the extent to which ICT was
responsible for improvement in education, measured by tangible results. Since the
use of ICT in Primary and Secondary Schools in Brunei can be understood as a
deliberate intervention, or intended change, in the way in which teaching and
learning take place, so the study focus has been on to what degree an impact has
been experienced. Thus, we can suggest that the impact of ICT in Brunei Primary
and Secondary Schools may only be viewed in terms of the physical structure of
schools, the organisation of schools, and the policies and practices of schools.

2

The Impact of ICT

2.1

Physical Structure of Schools

After the introduction of ICT, most schools had to undergo the process of
redesigning the structure. Since redesigning takes time and money, considerable
challenges were faced in proposed redevelopment. For example, schools‟
administration had to revise their financial plans to cater for the new provision of
computer suites as well as rearranging the classrooms, creating new spaces for
computers from old configurations, providing centralised and shared facilities,
creating dedicated and flexible classroom space, developing virtual classrooms
and campuses, providing wireless technology as well as changing the traditional
library areas.
2.2

Organisation and Policy of Schools

The impact of ICT in the organisation of schools can also be seen in how the
management or administration organises the schools. Given that education
systems are often large and dispersed, traditionally a large number of staff and
other resources have been required to maintain these organisations. As with the
introduction of ICT, computer systems have become an essential management tool
to assist the education administration. At the same time, computers are seen to
improve the efficiency in many of the tasks required in the operation of
organisations. Thus, the majority of the administration work is organised with the
help of computers.
The introduction of computers again recognised the need for schools to
amend their syllabus policies. The schools were required to adjust their schedule
in order to absorb the „computer studies‟ subject; for instance, providing and
planning the appropriate amount of time for each week, make available for

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students a more flexible access to ICT in libraries or ICT labs as well as providing
more cross-curricular and open-ended tasks using ICT.
ICT also showed its impact on the organisation and policy of schools when
The ICT Department under The Ministry of Education collaborated with other
Departments in the training of teachers using Computers and Interactive White
Boards. They instigated the setting-up of workshops so that teachers would be
more confident using computers.
2.3

Practices of Schools

There are numerous areas of practices in schools that are affected by the presence
of ICT in Brunei.
Firstly, teachers began to use computers as a device for course preparation,
keeping records of students and finding teaching resources. Teachers also began to
make use of the vast collection of software designed to support them. As teachers
spend a large amount of time in non-teaching tasks such as planning, testing,
marking and recording, ICT furnishes the teachers with benefits particularly in
increasing their productivity by saving time as the use of a computer can reduce
the time and improve the quality of the way in which they performed their tasks,

such as storing student marks, course planning, creating tests and recording
student reports.
According to „A Comparative study of ICT: survey of Japanese and
Bruneian Teachers’, conducted by Sallimah and Abdullah (2007), most of
Bruneian teachers use basic software applications such as word processing tools to
prepare their lessons. They also use relevant software programs, web sites, and
CDs to supplement their teaching of a topic. The need for computers to support
their classroom management tasks such as noting attendance and recording scores
saw further changes in practice after the introduction of computers. The teachers
also design and use application software such as PowerPoint to provide learning
materials on the topics they teach.
Secondly, the school administration also started to rely on the advance of
computers for many of the tasks in order to run the school. ICT supports the
school administration of thousands of students and hundreds of teachers and the
management of a large budget and many resources. Given that primary and
secondary schools are large and complex to organise, by introducing ICT, the
administration of a school is more efficiently and effectively accomplished,
particularly in such tasks as the maintenance of student records, managing
curriculum content, pedagogy, maintaining timetables and classes, financial
management as well as assisting communication and school libraries.

Undeniably, it is important nowadays to manage the allocation of students, staff
and rooms to classes, tasks which can be very complex and therefore timeconsuming to complete manually. Similarly, the use of appropriate software
including databases and spreadsheets facilitates the management of finance in the
primary and secondary schools since accurate financial records are a prerequisite
of effective budgetary decision-making. This is particularly important in schools

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which have a high level of autonomy in their financial management such as
private schools in Brunei. It should also be noted that ICT makes it simple to
include a large amount of information on a database concerning each student‟s file
that can be easily retrieved and analysed when required. Networked systems also
offer the opportunity for teachers, administrative staff, parents and students to
access the information where appropriate. Therefore, the entire administration
tasks are accomplished with the implementation of ICT.
With ICT, communication within and outside the schools is considerably
more effective. For example, it supports communication in a school in such areas
as broadcasting notices to staff, providing bulletin boards and using electronic

mail facilities. This allows the staff to easily communicate with each other and
with relevant people outside the school.
The impacts are also seen in the school libraries which use computers to
maintain records of library items. Although, using bar-code readers as well as
offering reference material and online materials via the Internet have not been
widely used as yet in many primary and secondary schools‟ libraries in Brunei;
however to some extent the impact has shown some results.
Thirdly, the impact of ICT on Brunei students can be observed in their
motivation and ICT skills. However, there is limited research evidence or
documentation of case studies on Brunei students to illustrate the extent of the
impact.
By comparison, in the UK, as has been stated in the ‟ICT Impact Report‟
by Balanskat et al (2006), numbers of studies have been conducted; for example,
The „Impact of Broadband in schools’ (Nottingham Trent University) study stated
that the installation of broadband made major improvements in its pupils‟
performance (age 16) on national tests. With regard to interactive whiteboards
(IWBs), a two-year research study commissioned by the University of Newcastle
in 2002 to evaluate the ’Embedding of ICT in the Literacy and Numeracy
Frameworks’, showed that one year after the introduction of interactive
whiteboards, pupils‟ performance improved more in national literacy,

mathematics and science tests compared to that of pupils in other schools. They
also highlighted the evidence that the use of interactive whiteboards improves the
performance of low-achieving pupils in English, especially in writing.
The evidence suggested that the internet as well as multimedia activities
and interactive content such as interactive whiteboards engaged and motivated
students during lessons, particularly primary students.
Thus, taking on board these outcomes from the implementation of ICT, we
could also suggest that in Brunei ICT to some extent stimulates students‟
motivation. Although there is not much formal evidence to support this claim,
however my personal observations over a period of 5 months‟ school experience
as a teacher of Form 1 (aged 12) and Form 4 (aged 15) in a secondary school in
2006 explained that the students pay more attention during class. The teamwork
between students is much greater when the teacher applies ICT to facilitate
teaching and learning.

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A study conducted by Leong (1999) lends further credence to the claim. It

stated that students liked the clear and precise language used, graphics, colour
animation, sound and information presentations. The integration of ICT ensured
that the lessons and approaches were easy to understand and considerably
motivated students who had previously been inattentive. Students were also found
to be so interested and motivated that they were even prepared to forego their
break sessions in order to continue their lessons with the computer.
Not only can it stimulate students‟ motivation but that of teachers too.
Most teachers claimed that they liked the new technology, find it challenging,
enjoyable and wanted to explore and learn more about it in order to use ICT with
their pupils. They believed that computers can improve teaching and learning and
makes work easier and faster, provides important and useful tools and requires
less time for the preparation of teaching materials. Thrilling and attractive
graphics furthermore were considered to be beneficial in teaching somewhat
introverted children (ibid).
However my argument is: if ICT is meant to be so beneficial and many
teachers and administrators are confident of what it can achieve, why some still
see the value simply as tools, but not as a learning environment? Is it because of
the high cost of providing and updating networked equipment needed? Is it
proving too difficult to integrate it into an already overloaded curriculum? Are
teachers‟ knowledgeable in ICT in short supply? Accordingly in the following

topic we will discuss the constraints of implementing ICT.

3

Constraints and recommendations

We have demonstrated that ICT has had some impact on Brunei Education. It is
therefore important to look at any pitfalls that have been encountered by other
countries who have already attempted its implementation so that the Brunei
education system can learn others‟ mistakes. Once we are aware of these, Brunei
can formulate preventative measures in order to acquire a high quality of
education using ICT. Firstly this study will highlight constraints and then make
recommendations:
3.1

Constraints

There are a number of issues which need to be addressed for the implementation
of ICT, especially in Primary and Secondary schools. Here, we highlight some of
the limitations that caused concern in different countries such as the United States,
the United Kingdom and India.
Firstly is the issue of potential dangers for students while using computers
and accessing the internet. Schools have had to confront the problem of students‟
access to inappropriate information. There has been concern that children may
have access to negative material posted by people whose intentions are
inappropriate. For example, adult or child pornographic images, online alcohol

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and cigarette sales, online hate sites, or other material deemed to be unfit for
viewing by young people. NBC News dated February 5, 2008 under the heading
“Parent: Inappropriate Images of Students Circulated by Students”1 reported that
the incident stunned the parents as there had been reports that students were
forwarding inappropriate photos of themselves and of others to the cell phones
and computers of peers and possibly onto the broader Internet. This case was
perhaps the most obvious in illustrating why there could be a definite danger for
students.
Secondly is the issue of resistance among teachers and administrators in
integrating ICT. Gallais (2002) cited Boyett & Boyett‟s view that resistance is an
obstacle to change. The refusal to change might be caused by a belief that the
system is satisfactory as it stands, particularly as most people find it easier to
leave things the way they are. Some feel that they are not ready to change as the
necessities for change in their opinion are not apparent and believe that the time is
not right. The fear of the unknown, given that there is no concrete evidence to
suggest that the change will bring improvements, made some schools unprepared
for an ICT revolution. There are different reactions to ICT, though few are being
positive. Questions and statements such as: Why now? Why me? Is it really worth
it? I prefer my own method; I am better than any other tool; The teacher can never
be replaced; We do not think we are up to the new challenges; We do not know
how to change or what to change; all create a negative stance towards the
proposed changes. As noted by Newhouse (2002), the natural resistance to change
is known as inertia. Computers are believed to be a threat to many teachers as they
feel under-confident in using the technology, and worse, some believe that their
jobs may be threatened. Not only do teachers require spending time learning the
technology and how to use it, they also need to adjust to changes which may be
required in their role in the teaching and learning process and to the strategies they
use. Many teachers who are used to being in control of the teaching and learning
process and environment are reluctant to transfer some of that control to the
students. Or let us take other views by Unnikrishnan and Sreedharan (2001), that
the legacy of the disappointing experience with older technologies, like film
strips, radio and television, which once were expected to transform education
thoroughly has also turned out to be the reason for this issue of resistance. It was
argued that if essential and low cost technologies in the education sector in
developing countries meant the dilemma of under- funding for such items as chalk
boards and text books to schools, how can a potential arena for costlier
innovations be a success?
The third crucial issue according to Unnikrishnan and Sreedharan (2001) is
the need for effective teacher training which must cover skills in handling and
maintaining equipment and software, skills in integrating ICT into the curriculum
and skills for an active role in the creation of ICT content. Training the army of
teachers in the developing countries in the new technologies and in the meaningful
exercise of such technologies according to them is by no means an easy task. The
task of equipping teachers to contribute seriously to ICT content development is
1

NBC . o 5 Fe ruary
8 “Pare t: I appropriate I ages Of Stude ts Cir ulated By Stude ts


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even more challenging. Thus, the process of continuing education or continuous
learning by teachers in which they regularly update and renew their knowledge,
skills and capabilities would require a lot of effort.
Fourthly, the crucial issue is of how it might be possible to produce locally
relevant content of educational software in the local language and culture specific.
It is important to realise that developing software is expensive and should be
acceptable in one‟s country‟s culture. Thus, there would be risks involved in any
decisions to buy software from other countries. We could end up buying
inappropriate cultural materials. Consideration should be made of Hall and
Hudson‟s (1997) statement in their book “Software without Frontiers: A MultiPlatform, Multi-Cultural, Multi-Nation Approach”, that there may be risk of
insult to customs and beliefs of users in our target locale such as colours, pictures,
icons and symbols. For example, symbols such as open fingers, palm towards the
user, as commonly depicted in a raised hand meaning to „STOP‟, is considered
offensive in Greece, the victory „V‟ sign may be offensive in Australia, the
thumbs up symbol or the circle symbol used instead of „OK‟ are also offensive in
different parts of the world. In the sense of colours, different cultures have
different ideas. As in the West, white denotes purity and joy, but in Far Eastern
cultures white is the colour that denotes mourning. In addition, types of icons used
in educational software might also risk depicting sensitive areas of life. For
example, sign of political parties and religious signs such as accidental crosses can
cause offense in Muslim countries as well as depiction of clothing and visible
parts of the body such as showing bare shoulders or knees, or the bottom of the
foot. In Muslim countries and some Asian countries these are termed as
exaggerated sexual characteristics (Hall and Hudson, 1997). From these facts, the
issue of producing software would therefore mean that extensive efforts would
have to be made in the creation of meaningful content based on the local
curriculum. However, the development of good educational software will follow a
long term process of trial and error like the development of good textbooks. This
will need educational institutions to continuously draw on the experience of the
best teachers, those who are observant and skilled in responding to the learning
needs of individual pupils (Unnikrishnan and Sreedharan, 2001).
Finally is the issue of hardware in schools that are technologically behind the
times. According to Stevenson (1997) the issue of the state of ICT in United
Kingdom schools is primitive and not improving. Stevenson also illustrated the
McKinsey analysis which identifies that nearly 50% of desktop computers in
primary schools are over 5 years old. Access across schools is also extremely
variable. Whilst over 50 % of secondary schools have a pupil to computer ratio of
around 1:10, there are still a number of secondary schools and over 30% of
primary school where the ratio is more like 1:30. It is therefore a major
contributory factor that the ICT facilities that are not up to date could hinder the
high quality of ICT implementation in schools.
3.2

Recommendations

Recognising the issues that get in the way of implementing ICT, we will now
move towards the recommendations that would be useful guidance.

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Firstly, schools need to develop Internet access policies that make students
enter into agreement with the schools to make use of computer appropriately. In
addition, schools should install filtering software and provide highly visible access
areas where staff could observe students‟ activities. Although these measures
would not guarantee that students are not accessing inappropriate information,
they do minimise the probability.
Secondly, teachers should be provided with more assistance with regard to
what the students are expected to learn using ICT such as information about how
children can be enabled and encouraged to learn. Basic training for the beginners
will also be appropriate for both pre-service and in-service teachers. Measures
such as raising the confidence levels of teachers by giving adequate support as
well as suitable in-service and initial teacher training in ICT, would be necessary.
This measure would ensure that serving teachers have access to appropriate inservice training that responds to their individual needs Thus, there is a need to
consider more training courses concentrating on ICT so as to promote teaching
with computers in classrooms.
Thirdly, teachers should also be motivated in using ICT by providing them
with their own personal equipment in schools in order to improve their confidence
and competence with ICT. Moreover, teachers should also be provided with easy
access to the use of ICT- based materials, peer learning and peer sharing of
experiences, securing reliable infrastructure, triggering teachers‟ knowledge in
their subject and easy access to research findings. This would somehow change
the negative attitude toward ICT to a more positive mind set.
Fourthly it is necessary for the government to intervene by setting up
financial plans for primary and secondary schools. Assisting schools with
financial constancy would help the schools to improve their facilities to more upto-date software and innovative computer facilities. Undoubtedly, these would be
challenging tasks especially in countries that face financial and political issues.
Finally, it is important to conduct far-reaching research on ICT in
education so that policy makers could identify the problems and thus be able to
overcome it in the future. For example, finding out how ICT can positively
influence the learning process, how ICT can support certain learning processes
and how to create meaningful software that is suitable for a local curriculum. It
seems clear that further research is compulsory into discovering what is happening
currently and what should be done in the future.

4

Conclusion

ICT has brought about an immense and astounding impact on humankind. The
new systems of communication, new media and sources of information and new
form of teaching and learning have changed the way we live. Although this new
innovative technology that was created by humans can enhance our control over

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the conditions of the world and our potential to improve them, it also has some
downsides that influence our everyday activities, social interactions and societal
organisations particularly in relation to schools. Whilst we get pleasure from the
expediency and comfort the technology brings us, we are also facing new
problems and risks. On the one hand, learning and educational environments to
some extent has been improved because of ICT, but on the other hand we have to
deal with some new problems.

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