|
UPSI Digital Repository (UDRep)
|
|
| ||||||||||||||
| Abstract : |
| Information technology in schools aggressively emerged in the late 1990s to reinvent the teaching and learning process in Malaysia. Schools no longer existed merely for the purposes of traditional teaching and learning but were needed to enhance their knowledge activities so as to be able to cope with the rapid changes that were taking place. The objectives of this study are to determine the contribution of knowledge contextual factors to the knowledge activities, with particular reference to the emergence of information technologies in schools, and to evaluate progress with respect to knowledge activities in school education. The research is designed around questionnaires based on a knowledge-management conceptual framework administered to random samples of teachers in information technology facilitated. schools and regular schools so as to be able to make comparisons.Interestingly the fi ndings show that the information technology under the “ICT Facilitated school” is not a key factor contributing to knowledge sharing among the teachers. The fi ndings also provide evidence that culture is the most important factor relating to a knowledge activity. Knowledge friendly, motivating staff , committ ed leadership, openness and mutual trust are some examples of positive school culture, whereas management factor remains crucial in facilitating learning and sharing among teachers. |
| References |
Alavi, M. K., & Leidner. D. E. (2001). Review: Knowledge management and knowledge management systems: Conceptual foundations and research issues. MIS Quarterly, 5(1), 107–138.
Alavi, M. K., & Tiwana, A. (2005). Knowledge management: The information technology dimension. In M. Easterby-Smith & M. A. Lyles (Eds.), Handbook of organisational learning and knowledge management. Oxford: Blackwell.
Barret, M., Cappleman, S., Shoib, G., & Walsham, G. (2004). Learning in knowledge communities: Managing technology and context. European Management Journal, 22(1), 1–11.
Basu, B., & Sengupta, K. (2007). Assessing success factors of knowledge management initiatives of academic institutions – A case of an Indian business school. The Electronic Journal of Knowledge Management, 5(3), 273–282.
Bushweller, K. (2000). The smarter offi ce. Electronic School, 187(3), 26– 28, Retrieved from www.electronic-school.com.
Chu, K. W., Wang, M., & Yuen, A. H. K. (2011). Implementing knowledge management in school environment: Teachers’ perception. Knowledge Management & E-Learning: An International Journal, 3(2), 139–152.
Davenport, T. H., & Prusak, L. (2000). Working knowledge. Boston: Harvard Business School Press.
Davenport, T. H., & Grover, V. (2001). Knowledge management [Special issue]. Journal of Management Information Systems, 18(1), 3–4
Economic Planning Unit. (2006). The 9th Malaysian Plan 2006–2010. Putrajaya: Economic Planning Unit.
Edvardsson, I. R. (2008). HRM and knowledge. Employee Relations, 30, 553–561.
Haesli, A., & Boxall, P. (2005). When knowledge management meets HR strategy: An exploration of personalization-retention and codifi cation-recruitment confi gurations. International Journal of Human Resource Management, 16, 1955–1975.
Haughey, M. (2006). The impact of computers on the work of the principal: Changing discourses on talk, leadership and professionalism. School Leadership and Management, 26(1), 23–36.
Huysman, M., & Wulf, V. (2006). IT to support knowledge sharing in communities, towards a social capital analysis. Journal of Information Technology, 21, 40–51.
Istance, D., & Kobayashi, M. (Eds.). (2003). Networks of innovation: Towards new models for managing schools and systems. Paris: OECD.
Jarvenpaa, S. L., & Staples, D. S. (2000). The use of collaborative electronic media for information sharing: An exploratory study of determinants. Journal of Strategic Information Systems, 9, 129–154.
Lortie, D. C. (2002). Schoolteacher (2nd ed.). Chicago: University of Chicago Press.
Louis, K. S. (1994). Beyond managed change: Rethinking how schools change. School Eff ectiveness and School Improvement, 5(1), 2–24.
McDermott , R. (1999). Why information technology inspired but cannot deliver knowledge management. California Management Review, 41(4), 103–117.
McDermott , R., & O’Dell, C. (2000). Overcoming the “cultural barriers” to sharing knowledge. Retrieved from htt p;//www.apqc.org.
McKinlay, A. (2002). The limit of knowledge management. New Technology, Work and Employment, 17(2), 76–88.
Ministry of Education Malaysia. (2004). Benchmarking the smart school integrated solution. Kuala Lumpur: Multimedia Development Corporation Malaysia, Frost and Sullivan.
Ministry of Education. (2012). Main statistics. Retrieved from htt p: www.moe.gov.my
Petrides, L. A., & Guiney, S. Z. (2002). Knowledge management for school leaders: An ecological framework for thinking schools. Teachers’ College Records, 104(8), 1702–1717.
Rosenholtz , S. J. (1989). Teacher’s workplace: The social organization of schools. New York: Longman.
Walsham, G. (2001). Knowledge management: The benefi ts and limitations of computer systems. European Management Journal, 19(6), 599–608.
Zhao, J. (2010). School knowledge management framework and strategies: The new perspective on teacher professional development. Computers in Human Behavior, 26(2), 168–175. |
| This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |