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New Straits Times
04-05-2025
- Business
- New Straits Times
Technology must not replace the teacher
THE rise of educational technology, or edtech, has ushered in a new era in classrooms around the globe. From tablets and learning apps to artificial intelligence and virtual classrooms, technology rapidly transforms education. Edtech investments have steadily increased over the years. Last year, global edtech investments saw a big increase, rising to RM29 billion from about RM26 billion in 2023. As Malaysia navigates the Fourth Industrial Revolution, edtech is reshaping how we teach and learn. Under the Malaysia Digital Economy Blueprint (MyDIGITAL) launched in 2021, the government aims to modernise the education sector by enhancing digital infrastructure and equipping teachers with digital skills. One goal is for all students to have access to digital devices and learning materials by the end of this year. During a MyDIGITAL update earlier this year, Communications Minister Datuk Fahmi Fadzil said the initiative is focused on building a generation that is digitally literate and competitive. Edtech's advocates point to its ability to improve access to quality education, particularly in underserved regions. In Malaysia, digital platforms such as FrogAsia, DELIMa (Digital Educational Learning Initiative Malaysia), Google Classroom and Microsoft Teams have become familiar tools, especially during and after the Covid-19 pandemic. Globally, edtech has become an enabler of personalised learning. In Finland, often cited for its top-notch education system, technology is integrated into classrooms to support creativity and independent thinking. Finnish students use digital tools to track their learning journeys while teachers act as facilitators rather than lecturers. Germany has committed over €5 billion under the DigitalPakt Schule programme to support schools with digital infrastructure and teacher training. Singapore's National Digital Literacy Programme stands as a model of structured integration. Students are gradually introduced to technology, with an emphasis on cyber wellness, critical thinking and digital ethics. However, the promise of edtech is not without pitfalls. In Malaysia, the digital divide continues to affect students in rural and underserved areas. A headmistress admitted that during the pandemic, many students in Gua Musang were unable to participate in online learning due to poor connectivity and a lack of devices. And we know the story of Sabah lass Veveonah Mosibin, who camped in a tree to access the Internet for online exams. An over-reliance on technology may also lead to a decline in problem-solving skills among students. Additionally, dependence on technology can restrict students' potential to develop resilience and adaptability in the face of academic challenges and setbacks. There are also concerns about the effects of screen time on student health. Paediatricians report increased cases of digital eye strain and shorter attention spans among young learners. Critics have also raised the alarm about student data privacy and the commercialisation of learning. After a decade of serious digital integration in early education, the Swedish government found that elementary students had a poor understanding of reading. So, recently, Swedish Education Minister Lotta Edholm announced a return to printed textbooks in elementary schools. As edtech evolves, many experts stress the importance of a balanced approach — one that leverages technology without compromising values and pedagogy. Technology should enhance the classroom, not replace the teacher. Students still need face-to-face interaction, critical thinking and emotional development. Human educators play an irreplaceable role in these areas. The Education Ministry has recognised these concerns, rolling out digital initiatives in tandem with teacher professional development. These would prove effective if the digital urban-rural divide is immediately narrowed. The lesson from countries like Germany, Finland, Singapore and Sweden is clear: edtech should not be a trend but a thoughtful, intentional strategy that serves students and educators.
![[Watch] The Most Connected Pillar In Malaysia: How One School's Random Concrete Post Became Its Digital Lifeline](/_next/image?url=https%3A%2F%2Fwww.therakyatpost.com%2Fwp-content%2Fuploads%2F2025%2F04%2FUntitled106.jpg&w=3840&q=100)
![[Watch] The Most Connected Pillar In Malaysia: How One School's Random Concrete Post Became Its Digital Lifeline](/_next/image?url=https%3A%2F%2Fall-logos-bucket.s3.amazonaws.com%2Ftherakyatpost.com.png&w=48&q=75){kind=small}
Rakyat Post
28-04-2025
- Rakyat Post
[Watch] The Most Connected Pillar In Malaysia: How One School's Random Concrete Post Became Its Digital Lifeline
Subscribe to our FREE In a plot twist that feels straight out of a tech-dystopian fever dream, teachers at a rural school have discovered their own version of the town square – except it's just a concrete pillar with mysteriously perfect cell reception. At SK Padang Banggi in Kudat, Sabah, there's precisely one spot where you can upload your lesson plans or send that urgent email without wanting to throw your phone across the corridor. It's not the teacher's lounge or the computer lab, but a random sunshade pillar that has become the unofficial IT department of the entire school. The situation is so absurd that teachers have installed a real phone tray on this beam. Think of it as a shrine to Digi (their mobile carrier), whose name is literally scrawled on the pillar like some digital graffiti. The message is clear: 'Here Be Signal.' One teacher's video shows the whole bizarre ritual: place your phone on the makeshift altar, and boom – full 4G bars. SIGNAL HUNTING: Where Education Meets Digital Hide and Seek Move it an inch away? Digital wasteland. Try another pillar? Nothing. It's like finding the one spot at a coffee shop where the WiFi works, except this is where educators have to stand to do their actual jobs. The teacher explains with what sounds like well-practised patience: 'It's our school's unique feature.' Translation: This is what they have to deal with every time they need to submit anything online. Welcome to 2025, where finding a cell signal at a Malaysian school feels like a game of architectural Pokémon Go. Just remember – you gotta catch it at the right pillar. The case is also a reminder that some things haven't changed in Sabah since Veveonah Mosibin's viral 2020 READ MORE : Share your thoughts with us via TRP's . Get more stories like this to your inbox by signing up for our newsletter.
