In the heart of Kota Kinabalu, at the Institut Latihan Kementerian Kesihatan Malaysia  Kota Kinabalu (ILKKM Kota Kinabalu), a dedicated group of educators embarks on a  journey to shape the healthcare professionals of the future. This journey, however, is  not without its fair share of challenges. The theme of this essay revolves around  “Technology in Education,” and what better way to exemplify this theme than by  shedding light on the endeavours of the ILKKM Kota Kinabalu in the realm of  healthcare education for diploma level students, aged 18 and above. 

The Ministry’s mission is to cultivate competent healthcare workers who will  serve the diverse healthcare needs of the Malaysian population. The programs  offered, namely the Diploma in Medical and Health Sciences and the Diploma in  Nursing, have adopted the Outcome-Based Education approach. Yet, in this noble  pursuit of education, the institute faces a set of challenges that are far from  inconsequential. A significant limitation faced by the educators at the institute is the  deficiency in technological infrastructure. The instructional tools at their disposal are  basic, limited to LCD projectors and whiteboards. This shortfall is a testament to the  resilience of the educators who, despite these limitations, are determined to leverage  the power of educational technology to enhance the learning experience. 

However, there is a fascinating paradox at play. The very students they  educate, the young and tech-savvy Gen Z, often find themselves light-years ahead of  their instructors in terms of technological prowess. These digital natives seem to have  an innate understanding of technology and its applications that can leave their  educators awestruck. This gap between educator and student technological literacy  has been a source of both challenge and inspiration. The educators at ILKKM Kota  Kinabalu are not ones to be left behind. Instead, they view this technology-savvy  generation of students not as a threat but as an opportunity. This generational  knowledge gap has encouraged an environment of mutual learning and knowledge  exchange. Educators are open to receiving insights and tips from their students,  fostering a collaborative approach to technology integration. 

It’s in these moments of exchange, where educators learn from students, that  the true spirit of education comes alive. The process of education becomes a two-way 

street, where both educators and students teach and learn from each other, creating  a dynamic, enriching experience. In addition, the educators continually seek  professional development opportunities to bridge the technological gap. Workshops,  webinars, and peer learning sessions have become commonplace, allowing educators  to not only catch up with the latest technology but also become innovative in its  application within the classroom. 

Moreover, geographic disparities pose a formidable obstacle. Despite being  located in an urban setting, the Institute grapples with unstable internet connectivity.  A stable internet connection is the lifeline for educators venturing into the digital realm,  and yet, this resource remains elusive in many parts of their premises. It’s a stark  reminder of the digital divide that persists, even in urban centers, impacting the quality  of education and access to knowledge. In the face of these obstacles, these educators  remained undeterred. They embody the spirit of adaptability and determination,  constantly seeking ways to bridge the gap between their limitations and the promise  of educational technology. But amidst these challenges, it is essential to highlight the  educators’ remarkable adaptability and their dedication to integrating technology into  their teaching methods. These educators might be left behind when compared to  private and public universities with cutting-edge smartboards and technology, but they  are forging a unique path. They understand that it’s not about having the latest  gadgets, but about the passion and dedication they invest in their students. 

The institute has also fostered collaborations with tech-savvy universities and  institutions, allowing them to bring expertise and technology into their classrooms.  These partnerships have helped bridge the technological gap, even if only in small  increments. They’re turning this challenge into an opportunity to evolve, adapt, and  revolutionize the way they educate the healthcare professionals of tomorrow. In  conclusion, the journey of integrating technology into education at the ILKKM Kota  Kinabalu is a testament to the unwavering commitment of educators as they are  determined to overcome the resource limitations to provide their students with the best  possible learning experience.  

Written by Melvin Ebin Bondi