This innovation reports the design and implementation of a school-wide Interactive Resources for the teaching of Reka Bentuk dan Teknologi (RBT) through a Teacher Research Group within a Professional Learning Community (PLC). In Malaysian primary schools, RBT is intended to cultivate creativity, design thinking, and technological problem-solving; however, classroom practice often remains teacher-centred, static, and inconsistent across teachers. To address this gap, this project developed a PLC-driven digital pedagogy model in which teachers collaboratively designed, tested, and refined interactive digital learning materials aligned with the KSSR RBT curriculum.
The Interactive Resources integrates multimedia content, non-linear navigation, embedded formative assessments, design challenges, and project-based learning tasks into a coherent digital learning environment. Using an action-research-oriented PLC cycle, teachers implemented the materials across the whole school, collected classroom evidence, and continuously improved the slides based on student learning data and peer feedback. Student learning was documented through authentic artefacts such as digital sketches, design journals, prototypes, reflections, and performance rubrics.
Findings from classroom implementation indicate increased student engagement, improved conceptual understanding of RBT topics, and stronger development of design thinking and problem-solving skills. Teachers also reported enhanced digital pedagogical competence, greater professional collaboration, and higher instructional consistency across classes. This innovation contributes academically by offering a scalable model of PLC-based digital curriculum design for technology education, while practically supporting national priorities in digital education, STEM, and 21st-century skills development. Overall, the Interactive Slide–PLC framework demonstrates how collaborative teacher innovation can meaningfully transform RBT teaching and learning at school level.