the ict in brunei darussalam
...ktab Duli Pengiran Muda Al-Muhtadee Billah in Gadong (or MD for short) during the UBD holiday to observe the ICT activities in the school. For this particular assignment, I was required to write on the state of technology usage in the school and perhaps propose some recommendations. The aim of the research is to seek further knowledge on ICT utilization in Brunei schools in relation to the country’s needs for ICT equipped labor. 1.4 The importance of ICT in Brunei Schools In 2004, the ‘bersepadu’ education took place in most schools. Via this effort, ICT became a school subject starting from Primary One. The permanent MOE secretary further explains that it is thought that by widening the use of ICT in schools, subjects that Bruneian students tend to be weak at during their PSR, PMB and O levels e.g. Science subjects and English can be improved. She believes that students and teachers can now use the internet to enrich their educational knowledge and not depend on textbooks alone. Hence, we can see ICT playing a near-vital role in relation to the examination results. More to show how important ICT is in the eyes of Brunei’s government, all schools now are equipped with ICT labs and computers. Furthermore, starting 2002 the integration of ICT into teaching and learning across the curriculum has been introduced. Only two schools however, own sophisticated computer lab set up. They are Pehin Datu Seri Maharaja Secondary School, Mentiri and the Science College . JIS was also recognized as “being world-class example” of how technology can be applied to progress students’ learning. Consequently ICT is seen as a “door” to further knowledge. In the government’s vision to accomplish an e-society, the Mukim.Net was instigated to supply internet access in the rural areas. A new law like the Telecommunication successor Order 2001 was even enacted. The use of ICT thus grants the chance for students to work both as a team and autonomously. It can help them develop the knowledge of considering which ICT tools best suit the task in hand and know when and when not to use ICT to complete such task. Thus, using ICT within the curriculum itself not only enhance the learning experience of the students but also help extend skills essential to participate efficiently, both now and the future to come. Chapter 2: FINDINGS- CURRENT SCENARIO IN THE SCHOOL 2.1 ICT background of the school As a former student in Maktab Duli, the school has vastly improved over the years. There are (as mentioned above) two ICT rooms ready for students to use. The ICT rooms as were formally established in 2002 where students and /or teachers are able to use the computer to access the internet for their research, assignments or merely to familiarize themselves with the ICT world. This is aligned to the purpose of the ‘Guideline for the use of Internet’ (Appendix 1) “…to support and enhance learning and teaching”. Further details about internet access and ICT can be viewed in Appendix 1. A wireless LAN (Local Area Network) was also installed for students’ and teachers’ own convenience. Students and teachers who feel more secured using their own laptop and/or mobile phones to surf online can do so as well. Passwords are to be obtained (free) from the ICT office. The subjects involving the use of ICT is the ‘9691 Computing’ AS subject itself and sometimes by students taking Geography and Mathematics subjects where use of software might be involved. ICT club is the only activity found related to the ICT department. Further details were not available. 2.2 Facilities At present, there are 51 networked computers with internet access in both ICT Room1 and ICT Room 2. Other facilities like scanners, printers and overhead projectors are also available to the students’ and teachers’ usage. The ICT rooms are to be given priority to teachers that had booked them. This is so that equality can be practiced among everyone; let it be students or teachers. The subjects involving the use of ICT is the ‘9691 Computing’ AS subject itself and sometimes by students taking Geography and Mathematics subjects where use of software might be involved. 2.3 Rules and Regulation The rules and regulation of Maktab Duli’s ICT department is adequate but not efficiently exercised. For example, students are forbidden to use pen-drives or even saving th...