A reply for e-Portfolio as requested by Ms. Ng

This particular blog is in regards to Yun Mun’s question on e-Portfolio in the space to interact, a.k.a forum in moodle (please click on the pharse "space to interact" to have a more thorough view on the discussion on e-Portfolio in moodle). Also this is particularly to fulfill Ms. Ng’s request in blogging down the answers in our own blog.

Though I know my answers come late, but it is always better to be late than never, right? (Haha, this is just an excuse for being late. Ms. Ng and Yun Mun, sorry for the late blogging on the answers ya).

Below, I will combine all the three questions by Yun Mun and spell out my answers generally:

1. Is it simply tasksheets completed using the computer and uploaded to your "website" where your e-portfolio is located?
2. Is it what we are doing every week- blog and blog and blog? The blogs that actually share your knowledge (doing an output session)? Blogs considered as content of e-portfolio?
3. Is the learners allow to write their personal experiences, encounters and feelings in their e-portfolio (like diary) which are not relevant to the teaching- learning process?

In my point of view, after browsing the net for some ideas on e-Portfolio, , it is a partially 'YES' answer to the above question. Actually it all depends on what types of e-portfolio that one intends to produce since according to Wikipedia, the free online encyclopedia (which is one of the Gladys’ favourite sites to “lepak” in), there are three types of e-Portfolio.

First, it is the developmental e-Portfolio which shows the progress on what the learners have done. Here, regarding Yun Mun’s first question, perhaps all the tasksheets, being those that are completed using the computer or those that are completed on the paper but then later being scanned in the computer are considered part of the content for the e-Portfolio. This is to me, more like a leaner’s e-Portfolio to show their progress and to tell the school stakeholders about their performance, besides sought out ways to help them in their study.

Second, it is the reflective e-Portfolio where the content of it is made up of the owner’s reflection on what the owner feels or has learnt. Here, there is no tasksheets. Anyway, Yun Mun’s second question comes into play where blogging can be the content for this type of e-Portfolio. You see, we blog down our reflection on the lesson that we have for Technology course. This is the very content for reflective e-Portfolio. While according to the e-Learning framework by George in the world wide web: http://www.elframework.org/projects/petal/whatiseportfolio/view, e-Portfolio is the evidence a person might make to themselves or to others about their life. Hence, if this is the case, then Yun Mun’s third question regarding personal experiences and encounters can be answered with a “YES”. No doubt, if we would like to share our feelings and experience with others, we can produce the reflective e-Portfolio on what we think and feel on the day-to-day events and occurrences so to share with others.

Lastly, it is the representational e-Portfolio where it is about to showcase the owner’s achievement in relation to certain objectives or works. Here, again, Yun Mun’s first question on tasksheets can be partially answered. However, not all tasksheets are taken for the content of this type of e-Portfolio. Only the good ones are taken as for the purpose in showcasing the pupils’ ability rather than their flaws. Moreover, besides in school, I personally feel that this type of e-Portfolio is important in promoting ourselves perhaps during the job interview session. It acts some sort like a recommendation letter where you could show your potential employer your ability. Just like the models, I bet they will keep a representational e-Portfolio on their photos for the purpose of showcasing.

Well, I guess that’s all for my answer for the above three questions and I hope I’ve somewhat provided an acceptable response to them.

On the other hand, regarding the below question, my opinion will be as follow:

"Basically, I am so eager to know how do we create e-portfolios and what are the expected content and responses from the learners to be kept in their e-portfolio."

Well, in my point of view, as what I’d mentioned earlier, it is all depending on what type of e-Portfolio that the owner wants to create or is asked to create. The content is very much depending on the purpose of creating the e-Portfolio—either to inform others about your progress, to tell them about your life or experience or to showcase your ability.

And for the last part of the question, I’m afraid I can’t give a definite “YES” or “NO” answer for it:

"Is e-portfolio being used in the Malaysian schools? I wonder......(never heard of it actually)"

Regarding the implementation of e-Portfolio in the Malaysian schools I’ve never heard of it and have never encounter it either. I’d tried to search on the net but it seems like the e-Portfolio are for the students from higher education such as the college students rather than the Primary school pupils. Perhaps, anyone out there has any idea regarding this? I would like to have a deeper view on it, so just feel free to enlighten me… Thanks ^P^.

I guess that’s all for this and the above are merely my personal opinions. They are truely subjected to comments.

Opss, ya, before I stop, there is one thing to share, there are lots and lots of information regarding e-Portfolio online, just browse for it...

Till then, have a nice day to all!

~wHeN aSsinGnMeNt MeEts IWB~

22/8/2007 (Wednesday)

It is until Prof. RM mentions that this is our 7th week that I realize wow, I’d been in UM for half a semester! Time flies! And it really flies like nobody business, whether you are aware of it or not!

Well, going back to the lesson of the day... Nothing fancy today as we are supposed to work on our IWB assignment. Work hard on it I mean. Anyway, there are some house keepings done by Prof. RM and she has also shown us some samples of teaching-learning activities through the use of IWB to aid in our assignment.

I wonder why today I’m extra participative in the lesson and with no intention at all, I’ve caught Prof. RM’s attention since the house keeping session. Ahha, I wonder is this a good sign or not. Anyway, I hope this will be a positive move in Prof. RM’s impression towards me.

Opss, again, straying way from blogging down my experience in the lesson… Ok, ok, here you are…During the house-keeping session, Prof. RM has kindly reminded us that this is the 7th week (as I mentioned above) and we are supposed to have at least 5 blogs posted for the assessment purposes. This is because we are to have at least 10 blogs posted by the end of the semester as to be evaluated. Moreover, only the academic blogs counts (here comes the attention from Prof. RM as I’ve mentioned the issue on academic blogging ^ ^).

In addition, Prof. RM also advises us to actively take part in the sapce to interact, a.k.a. forum in moodle. She praises us for our pro-active move in posting questions on the forum but she stresses on the active responses by all of us. In my opinion, it is very important for all of us to contribute to the discussion in the forum. Everyone has to contribute and “not stand by and let the world goes by” (quoted from Prof. RM, 11/8/2007). Only active participation and contribution will keeps the forum going. What is more, I always agree that sharing is caring, or at least, comments are also a way to share our different points of view and to build on our wider perspective. In addition, by contributing to the forum, doubts can be cleared. This is how my questions on e-Portfolio are being answered by Ms. Ng. Thanks a lot for spending your time and effort in replying those questions. I really appreciate them and that’s why you deserve this credit here.

Furthermore, Prof. RM has brought out a pertinent issue in relation to the integration of ICT in the classrooms. She said as a teacher, we should be the catalyst that brings positive transformation to the classrooms through the integration of ICT, and not to complaint and grumble about it. Again, I do agree with this and in my humble view that is called commitment, a very ethical value to be possessed by all the teachers. The songs “Miracle” by Maria Claire suddenly flashes in my mind – “There will be miracle when you believe…” Yes, when we, the teachers believe that the integration of ICT will bring a positive transformation into the educational field, we can make this miracle comes true!

Next, Prof. RM encourages us to visit others’ blogs and give comments on them. Well, I do visit others' blogs and I’ve read most of them though I do not always give comments on it. This is due to the very fact that it happens once, where I need the approval from the owner to get the comments posted. Though I know this is a very way to protect ourself from the nasty comments, however, I do feel a little frustration since I’d spend my time in writing down the comments for good, but need to wait for the approval. What if my comments are not being approved? Anyway, the encouragement by Prof. RM will again motivate me to continue to post comments on my friends’ blog.

After that, we are formally brought through the requirements for our IWB assignments by Prof. RM. Below are the areas to be covered in our IWB assignment.

1. Minimum 5 screens/slides for each group’s members, including the instructions for use. This means that at least 5 activities are needed to be produced by each of the members from each group.
2. The assignment should include: (a) the topic, (b) the target group (only from the Level 2 pupils), (c) the pupils' prior knowledge, (d) the lesson objective (which must be measurable) and (e) guidelines for each activities to be carried out.
3. Rationale based on the teaching-learning theories must be included as well.

Note: There is one word of cautions by Prof.—does not write every single words in capital letters.

Below are some of the samples shown by Prof. RM on the requirements for our assignments that our seniors have done.

We are then being exposed to few samples of teaching-learning activities by Prof. RM, where some of them are the products from our seniors. Through the samples of activities shown, I realize that they are many ways in integrating IWB in our lesson so to enhance our teaching-learning experience. Below are some of the descriptions on the activities that can be done through the integration of IWB, as shown by Prof. RM.

1. Using stories to teach the content. For instance, by using the modified “Red riding Hood” story, it can aid in capturing pupils’ attention and motivate them into learning the Science content on parts of the plants.
   Being selected by Prof. to be the ‘teacher’ in conducting a simple, short lesson by using the prepared “Red Riding Hood” story, I notice that this experience speaks of the effectiveness in integrating IWB in our lesson. Though I’m totally, absolutely nervous upon being selected without any preparation, I notice that my classmates are actively participating in the ‘lesson’ (not a real lesson though). One of my friends, Aizam, even told me that she enjoys the ‘lesson’ a lot! I truly thank Prof. RM for giving me this golden opportunity to have such a great experience and I treasure it a lot. However, I know that perhaps there are mistakes done during my presentation, I’m here to say sorry if there is any and please feel free to give comments on it so that we can learn together, to better integrate IWB in the classrooms and to bring a better tomorrow to our pupils.
2. Using puzzles to teach vocabulary.
3. Grouping activities to enhance pupils’ skill in categorizing.
4. Fill in the blank activity.
5. Activities of procedure. Prof. RM tells us that even special children can be taught through the integration of IWB in the lesson on planting a tree. The children were enjoyed throughout the lesson and obviously, IWB manages to catch their attention!
6. Conducting the Science lesson by having prediction activity as well as exercises and to record the experiment results.

Some of the samples activities are shown below as a slide show.

Moreover, pupils can enjoy fantastic teaching-learning lesson through games and video clips. Through the samples shown by Prof. I’m really amaze with the flexibility and novelty in bringing some sort like computer games into the classroom, instead of the traditional board games and cards games! Even I’m attracted to the games and motivated towards the lesson, not to mention the little kids who will never say “NO” to games! Moreover, video clips can also be inserted in the IWB. Go to the attachment tool in the smartnotebook and insert the video clip file to your screen, and that’s all for a wonderful exploration through video watching in a lesson. Is not this a powerful invention to bring positive transformation to the educational field?
Well, this is the very reason I love ICT to be integrated in the classrooms though there may be problems, but is there anything in this world that is absolutely problem free?

Well, below is the slide show on the samples for video clips as well as games to be integrated in the classrooms as shown by Prof.

On top of that, it is another wonder to find out that IWB allows immediate feedbacks where answers can be checked instantly without a single moment of delay! Below are some of the ways where immediate feedbacks can be provided through the integration of IWB in lesson.

1. By dragging a box to the answer column and the answer will appear automatically. This is because the box which is of different colour as the font colour for the answers will bring out the answer. The answer is previously non-noticeable as it has the same colour as the background colour, but is now noticeable in the different colour of the box.
2. Drag the words across the columns for answer checking. When dragging the words across the column, the different colours will bring out the answer which is previously not noticeable.
3. Erase the skin of the box and the answers will appear.
4. Answer is put together with its choices of distractors. At first the answers are not noticeable since they have the same colour as the background. However, when the choices are drag into the column of different colours, the answers of whether ‘correct’ or ‘wrong’ will appear automatically.
5. Drag and appear. Drag the answers into a column. Only the correct choices will appear I the column, while the wrong choices will be moved “behind” the column and is therefore not noticeable.

Below is the slide show on some of the samples of immediate feedback shown by Prof. RM.

Well, after which, we are asked to join the online SMART group by Prof. RM to further developed our ‘smart’ skill in smartly integrating the smart ICT tools in our future smart school so to produce the smart pupils who can smartly contribute to a smarter nation. Here is the smart group link: http://www.airset.com/

Before the class dismissed, we are told that there will be no lesson for next week as most of us will be in the marching team for the Faculty Merdeka Celebration (and I’m one of them, what a lucky draw~~). A good news? Well, I guess yes for all…Hurray!

Erm... Here is some little part which is beyond the academic writing… My friend says today I “bermuka rezeki”, since for the whole day, I’m being selected for every single event or activities, starting from the Assessment course by Dr. Rashid (as to be selected to post a questions and it seems like ending up with a little debate/forum), followed by the Technology course by Prof. RM (to be the ‘teacher’) and ends with being selected for the Merdeka celebration marching team~ Wow… Lucky? Well, I guess so… ^P^. Just hope that I will not be sun-burnt after the marching since I'm allergic to sun-block. All the best to me~~

Also~

When assignment meets IWB = working hard on the IWB asignment

Friends, Ganbande!

wHaT's uP ~ IWB?

15/8/2007 (Wednesday)

Today, Prof. Maznah is away for a meeting in Melaka and cannot join us for this lesson. Anyway, we have another new face—Ms. Fenny, introduces by Ms. Ng, to conduct the lesson on Interactive Whiteboard (IWB), or you can just call it the SMART board. Well, just for your information, my first impression on Ms. Fenny is that she is really adorable with her chubby, rosy cheek and sweet, lovely smile. This friendly impression has really motivated me into the lesson, haha!

The lesson begins with an hour of introduction to the IWB as well as its 2 main functions. It later proceeds with samples of work done by the pupils using the SMART notebook software before we engage in group work to produce teaching-learning activity by using the IWB. The lesson ends with our presentation on our work and rounds up with the comments by Ms. Fenny as well as Ms. Chin’s and Ms. Ng’s.

This lesson is really an eye-opener for me. I am being exposed to lots of new discovery~ Yes! “Eureka!”. Opss, no, I’m not the one who is discovering, but the one to be informed of the discovery by Ms. Fenny, sorry, not the case of “Eureka” here… hehe~

Well, below are some of the ‘discovery’ on IWB as well as its usage:

The parts in IWB:

1. The function of IWB needs a computer, the board, LCD projector, the software, such as the Smart notebook software, as well as the connecting cable.
2. The IWB has 4 pens and 1 eraser.
3. The pens must be put back to its correct location as the colours of the pens depend on its sensors placed at the specific locations, and not from the pen itself.
4. The pen and eraser cannot be used at the same time. By not putting back the eraser to its original place at the IWB, the pens cannot functions.
5. It cannot have two pens writing at the same time. This will cause confusion to the IWB.
6. The height of the board is adjustable.

2 basic functions of the SMART board:

1. How to use the IWB.
2. How to use the notebook software to design teaching-learning activities so to enhance our teaching in the Primary classrooms through the integration of IWB.

How to use the IWB (please refer to the slide show 1 below for a better visual reference and understanding):

1. In order to start using the IWB, alignment is the very first thing to do.

2. IWB has the hand writing recognition function.

• Drag a column around the word and click for word recognition option.
• After that, the font of the wording can be changed.

3. It has the function for ‘cloning’ alphabets, words or graphic images:

• Drag a column around the intended cloning part and click on the option on “infinite corner”.

4. It has the function of grouping so to group or ungroup the wordings or graphics.
5. Words and graphic can be enlarged or minimized.
6. Words and graphics can be rotated by using the green dot appeared.
7. One has to move the words by touching on the line and not the blank space of it.
8. The use of picture gallery to extract pictures:

• Go to “Gallery” on the right hand column of the board.
• Choose and drag the picture out to the intended page (it can be maximized or minimized as mentioned above).

9. The function of “copy and paste”:

1. Go to the capture icon found on the top of the page.
2. Go to the keyboard function and type for the web link.
3. Go to the intended web site and drag a column around the intended images. If only a particular part is wanted, trace the outline of that particular part. Then click on capture.
4. The picture will automatically appear in the intended page.

10. Unless your computer has the notebook software, or the file needs to be transferred into the pdf. file for the printing purpose.

Some of the ways to integrate IWB in enhancing the teaching-learning activities (please refer to the slide show 1 below for a better visual reference and understanding):

1. Can be used for vocabulary building activities through the function of cloning.
   For example: ungroup the word and clone the alphabets in a word and ask the pupils to form new words out of those alphabets (elephant: plan, plant).
2. By using images, it can elicit responses from the pupils, besides providing visual reference to them.
   For instance: teaching adjectives through images on facial expressions.
3. To teach Geography by using the already available map in “Gallery” and to highlight the specific parts in the map. One can also use the images form "Google Earth” to teach this subject.
4. It can also be used to teach Science as well as Grammar as shown by Ms. Chin on the sample of works done by the Form 1 students.
5. Moreover, it can also be integrated in the Mathematics classroom (as shown by Ms. Fenny) in teaching the concept of money through the function of "cloning" and "grouping", as well as through "drag and paste".
   

   

   
   Slide show 1

(SLID)

After which, in order to prepare us for the group activity, few samples of work done by the students have been shown to us after the introduction to the 2 main functions of IWB by Ms. Fenny. It impresses me that the students can actually come out with such appealing teaching-learning activity through the integration of IWB. This realizes me that—hey, teachers, we are facing the techno-savvy pupils in the future. Let’s get on with their pace and conquer the world of technology! Can we? Can we not? It all boils down to our very own passion and urge, as well as our will to learn and to master it!

Below are some pictures on the samples of work that have been shown to us.

(SLID)

Moreover, in order for us to gain more ideas on the design of teaching-learning activities by using the IWB, a link is also being introduced: http://school.discovery.com/. This link contains the clip art gallery as well as information for lesson plan .

Later, we were given 5 minutes to present our work. I really enjoy this session. Lots of laughter burst in it since we are not use to operate the IWB. I just couldn’t help myself and immerse in laughter.

The slideshow below shows some of the groups' work.

(SLID)

During our presentation as well, some comments and suggestions are given by Ms. Fenny, Ms Ng and Ms. Chin:

1. The purpose of putting the graphics should match the topic for the activity. For instance, do not put a figure that depicts sports to teach body parts.
2. Take into the consideration of the target group in preparing the font size and the space between the alphabets.
3. The topics and ideas used should pitch at the pupils’ background knowledge and experience. For instance, do not bring out the idea of “spaghetti” for the rural area pupils.
4. "Lock" the graphic parts by parts as soon as the pupils have completed it. This is to reduce any technical problem in completing the task.
5. Pictures and graphics must be carefully chosen if they are to cut into puzzles for the pupils to re-arrange. Some graphics may not suitable to do so as it will bring negative emotional impact to the pupils. For instance, cutting a human face into pieces may frighten the pupils.
6. If colours are to be used in the task, make sure that the colours are clear and do not create confusion.
7. Try to set task that caters to the mix-ability learners. Since not all of the Malaysian schools stream pupils according to their ability, task that does not have varied difficulty level may not be practical for the pupils.
8. Provide answer-checking method in the task that uses IWB.
9. The activity set needs to have clear instructions.

All in all, based on the comments and suggestions given, it brings out the importance of knowing the principles of learning by Brennan. No doubt, we must cater to the pupils’ individual needs and their characteristics in order to devise an activity that is useful and fruitful. The same applies in the activities that are being designed through the use of IWB. This has reminded me to pay a close attention to the principles that we have learnt in Brennan and we shall not only learn it, but we should apply them in our teaching later.

With those comments and suggestions, the class dismisses in laughter. Well, before I put down my pen, opss, I mean before I stop typing, I will spell out my reflections regarding the questions below:

1. Do you understand the basic knowledge of using Note book function in SMART board? If yes which part that you understand most? If not why you did not understand?

Yes, I do understand since we have a good presenter, Ms. Fenny to introduce the functions to us. Basically, I have a complete and absolute grasp on what have been introduced to me—how to copy and paste, how to drag and copy, how to clone, how to group and ungroup and how to integrate IWB in our future teaching-learning activities, as well as the different components of the board as mentioned above.

However, there is one thing that I would like to draw attention to—though I understand; I’m not sure if I can perfectly apply it. Since there is a limitation in terms of time and the availability of SMART board for me to practice on the application, I wonder how much would I transfer my understanding into practice. Here comes the saying: practice makes perfect. In my opinion, mere understanding is not enough for me to go on with this technology; I would like to have more practice on using it. The problem is—do I have the chance? Hence, in my opinion, theory and understanding may not be the same as practical application. Trial and error build on a better understanding and well, I do hope I can have more opportunity to manipulate the IWB. What do you think?

2. Do you understand the basic knowledge to use gallery feature and attachment picture in SMART board incorporate for teaching English vocabulary for standard 4 students?

Yes. Through the demonstration by Ms. fenny, I do understand the basic knowledge to use gallery features and attachment picture in SMART board as to teach vocabulary, specifically here, the Year 4 pupils (or, I think I would not be able to describe the functions of SMART board as above :p). Moreover, at the same time, I also realize that the gallery features and attachment pictures are very useful in teaching vocabulary to the pupils. It is crystal clear that by having those features, it provides a more concrete visual aid in helping the teacher to elicit vocabulary from the pupils such as adjectives as well as nouns. Moreover, I do understand that through the words elicited from the pupils, a teacher can further guide them to build on more words through the technique of cloning and grouping. Hence, undoubtedly, the gallery features and attachment pictures is a very powerful tool to teach vocabulary in the Primary English classrooms.

3. Do you find that SMART board a useful tool to support in teaching and learning? If yes, why it is useful? If not, what is the problem?

Yes. I do agree that SMART board is a useful tool to support the teaching-learning in a classroom. Here are the reasons why I say so:

1. It has high flexibility.
- The use of SMART board allows the teacher to flexibly insert and change graphics in order to suit the teaching point.
- It is also flexible in allowing the management of font size as well as the size of images since they can be maximized or minimized.

2. There is a high availability of graphic and images from the art gallery to be used in teaching.

3. It saves time, both the teacher’s and the pupils’.
- A teacher can pre-prepared the teaching activity or a text without wasting time to copy on the black board during the lesson.
- The pupils will not waste their time copying as well.
- I still remember that back to my Form 2 Geography lesson, my teacher actually drew the whole world map on the black board. Yes, is true, the whole world map! And that’s how the whole lesson was wasted by his drawing.
- Now, with IWB, the teacher can just paste the world map on it, and even highlighting the specific part of the map clearly with just a minute of time.
- These will help the teacher to have sufficient time to finish the syllabus, instead of rushing through the teaching-learning activity at the end of the year in order to do so.

4. The use of SMART board is appealing to the pupils.
- Colourful images can be imported onto the board to stimulate pupils’ interest.
- The pupils will have a chance to experience the “drag and paste” activity which requires some hand-eye-coordination. This physical activity will stir the class as well.

5. Provide opportunity for self-checking.
- As the sample of work shown by Ms. Fenny, pupils can be made to devise activities for their friends and provide answers for it.
- This will allow the pupils to be aware of their own learning and take on responsibility for that.

However, though SMART board is undeniably a useful tool in teaching, it has some shortcoming as well:

1. It cannot recognize bad handwriting.
-Young learners may not have neat handwriting and it may be hard for them to write in a way that is recognizable by the board.
- The solution for this is perhaps to have activities that uses graphic which requires them to “drag and paste”, instead of asking them to write on the board.
- Moreover, in replacement on their handwriting, they can also use the keyboard tool to type the words.

2. The board is too high and the tools are located at the highest part of the board. This is not really user-friendly for those who are not that tall in height (just like me, sigh~). Moreover, the pupils might not be able to reach it. Though the board is adjustable, but the adjusted height may perhaps affect the quality of visibility for the pupils who sat at the back of the class.

Well, I guess I shall stop now before anyone fainted reading my blog. What a long~~~~~~~ blog…Haha…

~ PoStEr DeSiGn ~

8/8/2007 (Wednesday)

Due to dreams, human beings have created great inventions. The Wright Brothers for instance, thought of making a flying machine because for generations and centuries people had nurtured this impossible dream, had given us the airplane, which was later evolved into other more advanced flying object, such as the invisible jet used for the country defense purposes. On the other hand, by confining ourselves to do what we know how to implement, we then deprive ourselves of participation in the evolution of the future. Thus, history has thought us dare to dream and dare to bring novel changes for the good. Luckily, our Ministry of Education understands this pretty well and that is why we are having the 5 initiatives to bring new changes into the Educational field. None other than this, our fifth lesson for the course on "Technology in Primary Education" starts by Ms. Chin briefly introducing the 5 initiatives in Education—Smart School, ETEMS / PPSMI, School.net, Makmal Computer and TV / Radio pendidikan.

We are brought through the express highway for the brief concept on “Pembestarian Sekolah” and its related information, such as the vision of the Smart School as well as its flagship. Moreover, Ms. Chin has also given us a new link for our further reading on “TV / Radio Pendidikan”— http://www.moe.edu.my/tvp. In addition, Ms. Chin has also again, given us the link on http://myschoolnet.ppk.kpm.my/indexg.htm as only a handful of us have got it during her tutorial session for the previous lesson. Wonder why it is “express highway”? Well, I describe the lesson by Ms. Chin as a journey through the “express highway” as today we have special surprise which would be time-consuming for the lesson. So, out of choice, the only thing for Ms. Chin to do is to rush through it so that we would have time for the coming activity (I guess I understand her way of doing this :p).

After which, our Prof. further (though is still brief) gives us an overview on all the 5 initiatives mentioned by Ms. Chin:

Smart School (Pembestarian Sekolah)

• It is to make all schools smart.
• In order to do this, the teachers should be smartly trained to become the catalysts for the transformation as the schools would not be smart without the smart teachers.
• The Ministry of Education has spent a lot of money for this programme (RM 43 K if I’m not mistaken) and it is aimed that next year, all schools will be the Smart School.
  (Possible? Impossible? Well, by referring back to my introduction, we should dare to dream and dare to bring novel changes, I believe our history will not deceive us. So, let us, the future teachers embrace this dream and work towards reality!)
  

PPSMI / ETEMS

• It has been running for 5 years.
  
  

School.net

• It is a broadband.
• It needs to have a satellite disc for the internet signal.
• It allows the schools – the teachers and pupils to access internet through school.net.
  

Makmal Computer

• The number of computers allocated for each school depends on the size of the school.
• A small school may not have a computer lab but it does have computers for pupils according to the ratio between the pupils and the computers, for instance 5:1 or 10:1.
• For big schools, such as those with 1000 pupils, the school will probably have 4 computer labs while a normal size school will have a computer lab of perhaps 20 computers.
  

TV / Radio Pendidikan

• It is for the pupils in Sabah and Sarawak as to teach them their mother tongue—their “Bahasa Ibunda”.
• Now, this programme in on Channel 9 as well.
• It is seldom being used due to the TV / Radio schedule.
• It has WebTV too where the teachers can upload videos for the use in teaching.
  

Besides that, Prof. also introduces us to a few acronyms which are crucial for our future profession as a teacher:

• BTPN (Bahagian Teknologi Pendidikan Negeri) which was previously known as the PSPN (Pusat Sumber Pendidikan Negeri).
• PKG (Pusat Kegiatan Guru).

After that, here comes the long anticipated surprise ~ Poster Design.

One of the Prof. graduated students who is now studying in the Multimedia University, Ms. Nazirah (hopefully I got all the information written down correctly) is now conducting a research on DISC (Designing for interaction and students’ collaboration) which is mainly about poster designing for the coming 50th Merdeka Celebration for the Malaysian Primary pupils. We are told to be the white mouse for this research. After being exposed to all the “must” for designing a poster by Ms. Nazirah—1) A title 2) A picture 3) A caption 4) A logo and lastly 5) The names of the designer(s), in our own groups, we are to design a poster based on the templates as well as the pictures given to us in 45 minutes. Personally, I am satisfied with the process and product of my group though there are rooms for improvements. Below are some of my reflections about it:

Did you face any problem during the session? Why?

Overall, there is no pertinent problem faced during the session as I am able to carry out the poster design fairly smooth. However, there is one thing to be raised, since we are in a group of five, undoubtedly we have to give in and tolerate the opinions of others. Individual preferences are always not that easy to cater to. Hence, a considerably high degree of tolerance and acceptance are needed if the poster design is to be done in group. Moreover, in order to come to a consensus on how the poster should be designed; this takes up lots of time and resulting in time constrains. Other than these two problems, it is perfectly fine for the session.

What do you think of the instruction?

The instructions are clear and straight to the point. There is no problem in getting across the message on what the pupils should do. Basically, the instructions are well structured and the delivery of it is audible since it is clear and loud. However, here is a suggestion…
Since young learners need guidance in completing a task or an activity, perhaps the requirements and the ‘must’ for a poster design can be flashed on the board while they are designing the poster. This will provide a better and more concrete visual support besides audio support to the pupils that help in catering their different learning styles. As a result, this will help to ensure that they will not stray away from the expected requirements for a poster design and helps them to focus their attention during their poster design as they have the written requirements to rely on.

What improvements can you suggest?

The suggestions for improvements, in my point of view would be as follow:

• We are only being exposed to the strategies in designing a poster such as the use of contradicting colours, the font size and the chunking techniques after our poster design. Perhaps the pupils can be pre-introduced to all this strategies so to ensure a better quality in their poster designs.
• Perhaps a brief guidance and ideas on the written text is given. Unless the pupils have considerably high level of proficiency in their language command, they will feel difficult in producing a text regarding the Merdeka celebration for their poster.
• Since creativity is a gift by the God; we shall not kill the pupils’ creativity by restricting them to a particular templates or pictures. Those are just guidance for them. Perhaps more choices can be given to the pupils in terms of choosing the templates and pictures or they may be given the permission to come out with their own pictures or templates as long as they follow the requirements for a poster design.
• In order to bring out the mood for independence and the love for our country, as well as to show a sense of uniformity, perhaps the poster can be restricted to the use of the four colours in our nation flag. Though I understand that this would increase the demanding level in the poster design, however, we shall not under-estimate our pupils’ creativity.

How would you carry out this design session with primary level students?

If I am given the opportunity, I would carry out the design session very much identical to those I have experienced and perhaps, including the suggestions that I have mentioned before. However, I would like to add on something—a trial poster design session prior to this. As according to Piaget, young learners need concrete experience to learn and perform better. Hence, by having a trial poster design on other theme will give the pupils a concrete experience in poster designing. This will help in their poster design session on Merdeka Celebration later. Moreover, the trial session can perhaps reduce their anxiety in poster designing and hence motivates them. We shall not forget the saying that goes like this: Practice makes perfect!

Basically, those are my reflections and suggestions for the poster design session and frankly, I am happy to be the white mouse for it as I enjoy the session much. Oh yes, the session reminds me of the song ~ I feel good, like sugar and spice… (The effect of watching too much on NTV 7, haha!)

The lesson ends with the presentation of our poster and comments on the strategies used that are showered by our Prof., Ms. Ng and Ms. Nazirah, as well as the viewing of the great power point design done by the primary school kids. One word, the power points are absolutely AMAZING! I am stunned by it!

PPSMI / ETEMS, e-Bahan, MyCD~ ICT

1/8/2007 (Wednesday)

Another new link introduced again, and this time by Ms. Chin (http://www.seedwiki.com/wiki/pkey3101/blogspot?wpid:571027). This link is given to us based on the aim that we should learn from our senior on their amazing blogging style as well as their deep thought. After browsing at those blogs, I do think that some of them still can improve on their blog. However this does not mean that we cannot learn from those blogger as I always believe that we should “learn from the best and learn the other side of the bad”.

After which it is the story sharing session by our dear Prof. She tells us the story on her experience visiting SMJK Datuk Ahmad Badawai in Penang, where the school has been selected to be the subject for a pilot test on 1:1 computer lab (under “Intel Teach to the World” project). It is an amusement for me to hear that they will be a personal computer—CMPC provided for the students and all the courses and lessons will be conducting using the PC! What a great advancement in the educational field! Bravo! However, inevitably, there are problems and problems and problems complained by the teachers in that selected school. Nevertheless our Prof believes that it is all depending on the teachers’ creativity and behavior in bringing success to this pilot test—indeed it is true that “Not to landed with a lot of technology, but do not know what to do with them.” (Quoted from Prof. Raja Maznah, 1st August 2007). Moreover, Ms. Chin has also brought out the pertinent issue on “theory versus practicality”. Undoubtedly, theory and practical is different. Theoretically, anything may sound possible and good, however, through my personal experience, I do agree that practically, computer lab is unused and is lacking in good maintenance. It is still vivid in my memory on the seldom visit to the computer lab though we are given the schedule to do so. In my point of view, technology should be (practically) integrated into the teaching-learning process and not for display purpose only. This is because I do think that by integrating technology, it can really enhance the teaching since it appeals not only to the visual sense, but also to the audio sense of the pupils and I believe this will cater to the different characteristics of the pupils. Hence it will help them to learn better. Thus, it is not a wise decision to just have the theory but without practical action taken.

The lesson is later leaped into a brief explanation conducted by Ms. Chin regarding our class reading task on Brennan Chapter 1. Adding onto my previous knowledge, this chapter, under Ms. Chin explanation, again exposes me to the importance in catering to the young learners’ behavior in relation to the integration of ICT in Primary education. During this session as well, a question is being raised by one of my classmates regarding “e-Portfolio”. Not knowing much about what this is all about, our Prof. has enlightens us by eliciting responses on the reasons for using e-Portfolio. Portfolio is basically a collection of work to show progress and to reflect the ability to organize. However e-Portfolio has more advantages than this. It is easy to retrieve, it can share information and creativity world-widely and it allows comments from anyone who views the e-portfolio. Still, there are some questions bothering me and swaying in my mind:

1.) Can we have an e-Portfolio anywhere on the web as we wish?
2.) Or there must be a specific website created for it?
3.) How about using the pupils’ favourite web site, for example, “Friendster” and perhaps “youtube” to create our own e-Portfolio, is it possible?
4.) Is e-Portfolio only to record our learning experience, how about personal story and events?

I distinctly know that there is a forum going on in the “moodle” website regarding the issue of the strength and weaknesses in using e-Portfolio, however can anyone please kindly sought these questions out for me? Perhaps I still can get some answers from the forum, and I will try my best to delve into those questions, but I do hope for enlightenment from all of you out there…

Despite all the doubts, finally, before the class dismisses, we are (again) given few websites regarding the use of PPSMI/ETEMS, e-Bahan and MyCD:

http://www.tutor.com.my/tutor/etems
http://myschoolnet.ppk.my/indexg.htm
http://apps.emoe.gov.my/lpm
http://www.on-sl.edu.my/ (however we need the username and password to sign in this particular website which we do not have~ sigh!)

Also, we are asked to do an assignment on that besides reading Chapter 3 in Brennan. The class then ends with all of us busy browsing for information relating PPSMI/ETEMS, e-Bahan and MyCD…

Indeed, this is a very technology-based lesson, haha!

PoWeR pOwEr PoWeR Point DESIGN~~~

25/7/2007 (Wednesday)

Ms. Ng is the main focus for today for she has the expertise in designing a good power point which will enhance the teaching-learning process in the primary classrooms. Indeed, the three hour-lesson can be, metaphorically describe as a “journey to enlightenment” in designing Microsoft Powerpoint. (Thinking that I am exaggerating? Well, unless you were there to experience the lecture or you will not able to visualize it, hah!)

Being exposed to all the good and useful techniques in designing a power point slide, such as the matter of simplicity, the picture pixels and resolution, the font size, the visibility of wording, the colour chosen for the slide and the font, we are also being exposed to the importance of recognizing the needs for our target group and the objective for the power point presentation. In addition, contradicting to my previous belief, I notice that two dimensional charts are actually better than the three dimensional charts in providing a clearer view on the portions after viewing the comparison of the slides.

Moreover, the lecture has taught me the importance of having title for every slide. According to Ms. Ng, this will help to maintain the focus of the audience on the topic to be presented. In addition, picture is just a secondary source and it should not hinder the audience’s focus on the main concept or idea in a slide. This is really a new discovery for me. Usually, I will use lots of animation and pictures in my slide. The very reason for this is that I feel that the pictures will capture the audience’s attention and stir them into my presentation. However, I had neglected the main and primary objective for the side show—which is to convey idea. Hence, I think I would really take into the consideration of having water-washed pictures so to stick out my main point in my future slide show rather than having the animated pictures that fill up my slides. (Is not this an enlightenment? Hah!)

Undoubtedly, after this lecture, I can really see the importance of having a well-designed slide in order to achieve our purpose. However, here comes the question~ TENG! TENG! TENG! ~~

“Since most of the educators are well equipped with the basic principles for designing power point, there are little who follows these principles, especially when talking about simplicity in a slide.”

Through my personal experience, still, most of the presenters (I mean those who have already had the knowledge in power point design) will fill up their slides with words. Putting myself into their shoes (as I used to fill up my slide to the maximum, hehe~), perhaps it is due to the reason of convenience and the mentality of worrying little will not work well. Moreover, more words will give the confidence in ensuring all the points being raised when our memory fails to recall.

Anyway, we should really put aside our old belief in power point designing. It is only after being exposed to the comparison of a good slide design and a moderate slide design by Ms. Ng that I totally agree with the importance of following the principles in power point design. I will try to apply these in my future power point presentation; in fact, I and my group members have already utilized the principles in editing our power point slide show during the lesson itself!