Wow, without me realizing, we’re about to come to the end of the semester already. Time really flies fast, doesn’t it?
Well, next week I’ll be submitting my A03. It’s quite a challenge for me because I am planning a lesson for school 3 where there are computers but there’s no LCD equipments. If there’s such a school in situation, I think by a year or so, the school would get a LCD equipments anyway. By the way, while waiting for the equipments, teachers should be flexible to use the readily sources available. I am teaching the year 5 students collective nouns of animals int their groups (flock of birds, pack of wolves, swarm of bees, etc. These are what I would keep in mind :
1. Proper Input
For my lessons, though it hasn’t finally decided, I would use flash cards and Kerpoof for my input. I would also play a memory game to reinforce their earlier input.
2. Hands on activities
All talk and no play make anyone a dull person. Why don’t we get the pupils to move around? The kinaesthatic learners would enjoy the most through this.
3. Group work:
There are complaints of the “Playstation kids” have poor interpersonal skills due to addiction of the console. This may be bad as they would have problems working and communicating with others later on. So I think as a teacher I could get them to work and talk with other people by integrating group work in my lessons 😉
4. Exploitation of the ICT tool
For my assignment 3, I have chosen Kerpoof for sure. However, I am considering other tools such as Glogster, Storybird and etc to make my assignment technology efficient and interesting.
5. Peer assessment:
Peer assessment would allow the pupils to assess their peers’ work at the same time, learning the characteristics of a good work. A teacher’s supervision and guidance is needed though.
To be frank, the first time I heard about personalised learning was at class last Tuesday. After the chat session plus some reading on the net, I’ve got a better idea about personalised learning.
“Personalised learning,” he added, “means assessment, teaching, curriculum and school strategies designed to ensure that the talents of every individual can be fully realised. It aims to raise standards for all by setting high expectations based on a sound knowledge and understanding of every child (Miliband 2004)
This is not individualised learning where pupils sit alone at a computer, nor is it pupils left to do their own thing. It is the practical application of the insight that every single child has a talent of some kind or another. It is up to teachers and schools to recognise that talent and develop it.
Ok, so let move on to the lesson which I want I want to implement personalised learning in using the tool of my choice, Storybird.
Basically, Storybird is a online tool of making e- storybooks or called as ‘Stroybirds’ in the website using a set of artwork provided in the site by different artists. So, I explored this tool and I thought by myself “how are we supposed to create stories based on pictures which many of them aren’t related at all!? The storyline would be far off track!”. Then, I randomly chose a Storybird created by someone nicknamed ‘danreines’. On the cover of the Storybird, I spotted the name ‘Mia’ as the author. Therefore, I suppose she is a girl. http://storybird.com/books/the-night-the-aliens-came/
It didn’t take a millisecond for my lips to move by themselves to say “beautiful!”. She was using a set of different pictures and yet, she managed to create a good Storybird, the one with a soul. So I thought, this could help to develop children’s talent intensively as for their personalised learning.
Year : Standard 5 pupils
Proficiency : Medium or High
Learning Outcome(s) : 4.4 Construct simple and compound sentences with guidance and independently
4.4.3 Construct simple and compound sentences independently by looking at pictures
2.4 Tell stories based on pictures and other stimuli, and recite poems
2.4.5 Tell simple stories
Learning Objective(s) : By the end of the lesson, the pupils should be able to :
i) Write stories based on the artworks to produce a storybook or a Storybird
ii) present their storybook or Storybird
Focused Skill : Writing and Speaking
Integrated Skill: Reading and Listening
1 Teacher presents Mia’s Storybird (the one above)
2. Teacher demonstrates how to use make a Storybird
1. Teacher pairs up the students
2. Students create Storybirds under the facilitation of the teacher
1. Teacher calls the pairs to present their Storybirds
2. Teacher gives feedbacks on their presentation
3. Teacher draws a table on the whiteboard consists of the groups name and the star they deserve
4. Teacher asks the students to vote for their favourite Storybirds of their friends.
1. Teacher rewards the winner
Maybe when I get to teach for real later, I can get the chance to employ Storybird in my lessons. Perhaps, I could use some of your feedbacks for development of this lesson. Your kind contributions are highly appreciated.
When I first read the e-mail consisting of the instruction for this task, the first thought popped out was “hmm, this would be interesting”. The following thoughts were “ok, so what the questions should be like? What theme and topic should we focus on?”
So my group mates and I discussed about the game. My suggestion was about doing quiz about culture. My group mates agreed as there are many things that we can relate to the topic (local multicultural context, foreign cultures, food, tradition, etc.) However, another suggestion pointed out by another group mate to ask questions based on a story told or read. It sounded a bit complicated at first then I thought, “yes, this is a good way of manipulating the game, for a new style of reading comprehension exercise”.
After a search for a suitable story, we decided to come out with the story, “Six Children and the Elephant”. It is actually an adaptation of a folk tale from India called, “Six Blind Men and the Elephant”. Roughly, the story tells about six blind children giving out different interpretation of an Elephant after touching different parts of the elephant. The one who touched the elephant’s trunk said an elephant is like a snake, the one who touched the leg said it’s like a tree and etc. We chose it because there are many questions we could ask in the game about the story and it has it’s moral values.
Therefore, we started by making the slides for the story. The slides were designed with the animal theme, the same as the story’s. For the game, we thought it would be interesting if we could use the flash application for “Who Wants to be A Millionare” which is available in the net. All we have to do is key in the questions ourselves. The lifelines are interactive and more realistic compared to the PowerPoint. However, we still made a PowerPoint version in case the flash version was rejected.
Next day, we watched other groups presented. I admired the way the adapted the version into their own. Some of them were called “Who wants to be a Pirattionare?”, “Who Wants to be a Star?” and “Who Wants to be a Genius?”. Instead of using money as the reward, some of them used pirate currency, stars, nicknames like “cyborg”, “alien” and the highest in the hierarchy, “genius” and some of them gave away sweets. The slides were quite well-decorated to fit in their themes. I think they did a splendid job! There were just minor drawbacks like the fonts and choice of colours. But overall, I admired their creativity. Making me feel a bit inferior though. (*´ο`*)=3
I thank all of you for all those feedback. Manv praised our choice of using Flash. However, our choice of font size and the number of pictures in our story slides received many criticism. But I believe it’s for the better. Hope we can do something as fun again. Sayonara (^-^)\/
When I was younger, I used to dream of being one of the top game designers in the world and the best in the country. However, as I grew up, that dream slowly began to fade proportional to the ‘gamer’ inside me began to shrink due to events and other distractions in life. You just can;t tell what’s coming ahead in the future, can you? Instead of designing games, I’m now designing a lesson plan a computer game! Ahah! Don’t you find that ironic!?
At first, I was excited about designing a lesson using another game called Far Cry 2. It was actually a shooting game which I find really interesting as the game plot takes in Africa. However, after realizing that it was rated for players over 18 years old , that enthusiasms had to die right away. It isn’t appropriate to include a game rated for people above their age due to violence and political material, is it?(but I think kids nowadays play them anyway).
As an alternative, I included the game which its content is more appropriate, And Then There Were None.
Overview of the Game
‘And Then There Were None’ is a detective murder mystery game developed by The Adventure Company in 2005 based on legendary British writer Agatha Christie’s novel of the same name.
Briefly, the plot is about nine people who are trapped in a mansion on an island called Shipwreck Island during World War II eve period. As the time passes, each guess is murdered one by one as the name of the game/novel suggests ‘AND THEN THERE WERE NONE’. Patrick Narracoat, the only playable character in the game investigates what is actually happening and at the same time to keep himself alive. Adding up to the obstacles is he discovered that his boat is sabotaged thus unable to flee from the Island.
The players of the game can use the mouse to move Patrick around, click and point the items and places in the mansion and around the island and also talk and interact with other characters in the game to look for clues to solve the mystery. What is the most interesting about this game is that it has different outcomes and endings depends on the decision made by the players. Altogether, there are four different endings.
Activities During this Lesson
This game requires high maturity and more importantly high English proficiency to understand the language and things happening in the game. Therefore, the lesson is targeted for high proficient year 6 students. These are the activities throughout the lesson.
1) Play the game. This may take 2-3 days for the students to play the game as it is quite long. The students aren’t necessarily expected to finish the game. They can stop where they manage to.
2) After each game playing session or each day, the teacher would call the students to gather around and share their experiences about the storyline of the game. As the different actions made in the game would lead to different storyline, the discussion would be interesting.
3) Write back on the events they go through the game.
Title of Lesson : My Mystery Solving Experience
Year : Standard six high proficiency
Estimated Lesson Time : 2 –3 days
|Concept overview||Students will be playing the game ‘Then There Were None’. Later, they will have to share their experiences orally and on writing.|
|Subject Area(s) Adressed||English – Speaking and Writing|
|Standards and Objectives||2.7 Talk about people, places and moral values of the stories heard, read and values in simple language
4.6 Write simple factual descriptions of things, events, scenes and what one saw and did.
|Learning Objectives||By the end of the lesson, students will be able to:
|Materials||Computer with ‘Then There Were None’ installed
Task sheet 1 (table the should feel while playing the game0
Task sheet 2 (brief description of their experience)
||The discussion is to activate their schemata|
|During/EXPLORE (during each gaming session
||Students fill in the table in task sheet 1 while playing so that it could their reference for experience sharing and the writing session. It is also to ease teacher’s facilitating|
(each time after gaming session ended or after each day)
(after all the gaming sessions finished)
Students can share their experience of the game. Each student’s experience may differ due to the nature of the game that different move in the game lead to different outcome in the game.
Sharing the experience may help each other to solve the mystery
Teacher hosts the session to make sure it doesn’t go way off track as to give feedbacks
Students rewrite their experience in task sheet 2.
|Assessment||Teacher assesses the students via on the-run-assessment while play the game, while sharing their experiences and through task sheet 1 and 2.|
Task Sheet 1 (prototype)
|Who’s Been Murdered?||Who do you think commits it?||Why?||Where is the murder scene?||How he/she is murdered?||Who do you think is the next victim?|
Task Sheet 2 (prototype)
Briefly describe your experience in the game. Your essay should include who’s been murdered, where, how and who does it in order of the plot. Your essay should be around 250 words.
… Okay, thanks for reading yah (^o^)/
I’m not much of a technology savvy nor am I a technology noob. I’ve been using Blogger.com for my blogging needs and only recently, I heard about WordPress.com. To add to my surprise, I’ve been introduced to other new (to me) jaw-dropping websites such as Domoanimate.com, Glogster.com, Sketchfu.com, Kerpoof.com and etc. via the A3 pdf sent. At first, I was keen to make a review on Domoanimate.com as I am a fan of that Japanese icon ‘Domokun’ (main character) myself. However, I restrained myself as I would have elaborated more about ‘Domokun’ instead of the e-learning. So I explored the websites one by one and again, I almost did something ridiculous of attempting of designing a game via Yoyogames.com. On the other hand, while exploring, I found something interesting in Glogster.com which made me decided to make a review on this particular website. I found this and this shows POTENTIAL.
Feel free to check this out yourself. http://strawberrysundae.glogster.com/Letters-to-you/ This Glog belongs to a girl from the UK whose username is ‘StrawberrySundae’. It contains a letter to her ex expressing her missing him. I’m not trying to be sentimental here :P. It is just that I think it’s creative and beautiful. There are four mailboxes in the Glog. You can click on the toy resulting enlarging the stuffed lion and also the envelope next to it. The most important thing is a pair of letters in the third mailbox (the ones for her ex). The letters are full of emotion and indicates that the writer has good writing skills and really emotional. While you’re reading the letters, there are sentimental music accompanying making you more touched. This triggered me leading to a thought ‘”Why don’t my students use this to express themselves?”
The Functions of the Tool
Firstly there’s Glogster Edu which enables teacher to monitor the students’s Glogs via this website. It also allows the whole class to be interactive among their glogs and allows collaborative work.
Glogs are more or less like PowerPoint Slides. It is just that there are more things to choose from which would interest kids and even US! :
You can add colourful graphics, texts, images videos, music and walls up to your creativity. There are many themes to choose from; monsters, flowers, pets, aliens, retro, romantic, gothic (HUH!?) and etc.
Teachers can use this during set induction stage, presentation stage and practice stage to arouse curiosity, present input and knowledge. For example:
Or the teachers could ask the students to glog during practice and production stage. The pupils can glog what they learned earlier. For examples, searching for the pictures of animals they had learned earlier. For higher level students or advanced students, they can compose essays and poems and decorate their Glogs with graphics, videos and music that would reinforce their expressions. Take the one written by StrawberrySundae for example.
Students nowadays have difficulties doing their homework. Perhaps, assigning Glogs as their homework may attract their interest them and thus solve this problem 😉
The Limitations of the Tool
This may look like fun but it has its own drawbacks. Firstly, it may not be as convenient as PowerPoint when it comes to presenting input as each Glog has one page. Secondly, it may not be practical to ask students to Glog during class as they might be carried away or spend too much time looking for pictures and materials. Thirdly, students might not be matured enough to comment on their friends’ Glogs resulting in fights and quarrels, teachers guidance is vital here. Lastly, it needs internet connection and computers. In order to conduct learning via Glogster.com, sufficient computers ought to be in school or at students’ home to make it smo0th. Otherwise, this may ended up with many of the students didn’t complete their glogs and learning went halfway or worse nowhere.
Where Can This Tool Be Used?
Glogster can be used both at school and at home. If there are adequate computers at school, then we can use Glogster.com for t-l activities. Like I mentioned above, teachers can use Glogs to present input and students can view them through their computers. During the production stage, students can glog to show their level of understanding plus reinforce what they have learned earlier. If they don’t finish at school, they can bring it home. Or teachers can assign glogging as their projects to be done at home. Now, can you see how mobile it can be? 😉 (as long there are computers and internet connection though)
The User Friendliness from the Teacher Point-of-view
Personally, I had fun glogging, dragging texts and graphics here and there on the colourful Glog wall. I think it’s not hard at all to teach students to glog (Select walls, insert pictures, sounds, texts, graphics, etc.) and they may be addicted quickly as there are many interesting themes to choose from. Overall, I think it’s super user friendly.
This Tool is Suitable for Which Standard
I think this tool is suitable for all standards. In terms of presenting input, I think its generally suitable for all standards. It is just that the teacher ought to be creative at managing space when inserting items in a Glog as I pointed out earlier it might be pretty small compared to Microsoft PowerPoint.
However, in terms of assigning students to glog (during practice and production stage), the teacher should be wise to assign different tasks to the students. Here are some of the examples:
Level 1 Students (Standard 1-3): They could recall what they have learned earlier by searching the related pictures (fruits, animals, objects, etc.) in the net and put them in their Glogs. They can also write birthday cards and short letters and decorate them creatively.
Level 2 Students (Standard 4 – 6): They can write short journals, describing pictures, write essays and short poems in their Glogs.
Seriously, I really hope one day Glogs can be implemented in our education system and makes learning fun. This has potential to invoke curiousity and the willing to learn in children. Like an old saying “If you teach curiosity, you teach for a lifetime”. \/(^_^)\/
Hello there all. Thanks for visiting my blog again. All this while, I’m sure the whole cohort was unaware that we have been using TPACK for a long time since the simulated teachings in our ‘maktab days’. TPACK is actually an acronym of “Technology, Pedagogy and Content Knowledge”. Thanks to the video of a presentation by Punya Mishra and Matthew J. Koehler, I was able to catch an idea of what TPACK is basically about.
From my point of view, teaching can be related to cooking. It’s about “mixing the right portion of everyhting”. I.e, adding too much salt to a food will make it too salty, missing the right amount makes it tasty. It also works the same way when you have profound knowledge in a subject but you don’t know how to teach and when you know how to teach but you’re absolutely blank in the subject. You should really blend those elements well. Before the technology era, the “main ingredients” of teaching are ‘Pedagogical and Content knowledge”. So teaching practically used to be “PACK” instead of “TPACK”.
Content knowledge is actually the teacher’s knowledge about the subject. Pedagogical knowledge is the teacher’s knowledge of ‘how to teach’ and how ‘people learn’. Pedagogical knowledge is about how to teach particular content-based material (Harris & Hofer 2009, p.2).
Technology progresses with time and it is gradually being absorbed into teaching and learning process. Before we knew it, ICT was widely used in our schools! Therefore, ‘technology’ joins the ‘PACK’ group producing TPACK and the latter model looks like this:
Technological content knowledge: how to select and use technologies to communicate particular content knowledge and technological pedagogical knowledge: how to use particular technologies while teaching (Harris and Hofer, 2009, p.2)
That was all about my brief explanation from my understanding of TPACK. Let’s move on to the lesson which I taught at school during teaching practice using TPACK.
Subject : Science
Class: Year 4 Selasih
Students’ Ability : Average
Topic : The Materials Around Us
Sub topic : Transparent, Translucent and Opaque materials
Venue : Science Lab
ICT Facilities : LCD screen, LCD projector, Speakers
Materials and Apparatus : Torch lights, wooden blocks, paper, plastic blocks, glass blocks, bags, metal rulers, drink cans
These are the important things to be taken into account when planning instructions (Harris & Hofer, 2009, p.2):
– Choosing learning goals
The learning goal in the lesson was the pupils were able to differentiate and calssify transparent, translucent and opaque materials.
– Making practical pedagogical decisions about the nature of learning experience
Pupils at the age of 9 are in the concrete operational stage (Piaget 1972) where they couldn’t solve abstract problems. So, explanations alone won’t do. That was why I decided to use something ‘concrete’ to assist my explanations that really ease my input. I used PowerPoint slides presentations consists of pictures to explain the respective characteristics of transparent, translucent and opaque materials. I also included ‘discovery-learning’ method where they would discover and build knowledge on their own by experimenting with torch lights and variety materials like glass, wood block, paper and etc. to determine whether they are transparent, translucent and opaque. This is also to meet the needs of different kind of learners, Kinaesthetic (movement), Visual, and Aural.
– Selecting and sequence appropriate activity types to combine to form learning experience.
I planned the activities in sequence in different stages from set induction, presentation, recreating ideas and closure. Set induction is to stimulate pupils’ schemata and interest. Presentation is to present them the knowledge (PowerPoint presentation). Recreation of ideas is where the pupils apply what they have learned earlier in order to digest and reinforce what they learned earlier and also where their misconceptions are corrected by the teacher (experiment and filling in the tables). Closure is where the teacher closes the lesson.
– Selecting tools and resources that will best help students to benefit from the learning experience being planned
As I previously mentioned, I had used the computer, lcd projector and screen to display pictures concrete examples to assist my explanation plus to attract their attention. Those pictures were obtained in the internet. Besides ICT tools, I also utilized the “non-ICT’ tools in the experiment where the tools and items like torch light, paper, wooden block, glass cube and etc. to reinforce what they had learned from the presentation. I also used the ICT tools as the last reinforcement and also the last assessment.
1. Show the objects which are respectively transparent, translucent and opaque using PowerPoint slides and ask the pupils the differences
1. Present the characteristics of transparent, translucent and opaque materials using PowerPoint slides
Recreation of ideas:
1. Experimenting using torch light and objects such as wooden block, paper, steel ruler, plastic blocks, glass cubes and etc.
2. Using PowerPoint presentation, pupils fill in a table with objects in the right group which in three different columns, transparent, translucent and opaque.
1. Teacher tells the pupils to appreciate materials around us
1. PowerPoint slides for presentation stage
2. PowerPoint slides to fill in the table
1. Discovery Learning – During the experiment in the recreation of ideas stage, the pupils conducted an experiment where they would discover by themselves the characteristics of transparent, translucent and opaque materials by torch through different materials using the torch light. This was done under the supervision and facilitation of the teacher.
2. Zone Proximal of Development – The zone of proximal development, often abbreviated ZPD, is the difference between what a learner can do without help and what he or she can do with help. It is a concept developed by Soviet psychologist and social constructivist Lev Vygotsky (1896 – 1934)(Wikipedia 2010). In order for the learner to achieve the independent level, he needed to be ‘scaffolded’ by parents, teachers and peers. Therefore, in the experiment, the teacher would the pupils to guide them understanding the concept.
3. Formative Assessment – Teacher assessed the pupils when the teaching and learning activities to improve on the upcoming lessons and also determined their learning styles and attitude.
The knowledge of transparent, translucent and opaque objects characteristics. Transparent objects allow light to pass through totally, translucent objects little light to pass through them and opaque objects don’t allow light to pass through at all.
Thanks to the usage of TPACK (it counts, doesn’t it? :P) most of the pupils were able to understand the concept well combined together with experimentation method. It took me quite a while to prepare the slides but it worth the result. The results of using TPACK for other lessons were as well encouraging. However, there were lots of setbacks from my teaching-learning like English proficiency, class control and pedagogical methods. We can’t rely whole fully on TPACK for making good lessons. What are teachers for, then? ;P
Greetings and welcome again to all PBEY 4103 –ians, Miss Hueyzher Ng, Miss Marsyitah and all my fellow C4 mates. Firstly, I would like to apologize for replying your comments late as I didn’t know how to approve and reply the comments in WordPress. I was a WordPress noob, I learned from my mistakes however. Let’s move on with the topic , My Top 10 wish list. It is not my top wish list in life actually but it is the wishes which I think crucial to make learning using the ICT efficiently in the classroom possible in the schools of our nation.
I could see the potential of using ICT in the classroom and plus, the teaching and learning trend is evolving digitally all around the world. We wouldn’t want to be left behind so I think this really adds the need for efficient ICT usage in our education system. Let’s start with my wish number 10
10. THE SCHOOLS ARE WELL-SUPPLIED WITH COMPUTERS AND ICT FACILITIES SUCH AS LCD PROJECTORS, SCREEN, SPEAKERS, TV, PROPER COMPUTER LABS AND ETC
First things first, in order to implement ICT in the classroom, there must be ICT equipments and facilities in the first place. Based from my personal experience, I’ve encountered situations where there are not enough computers for every pupils in the computer lab and they ended up fighting for the right to use them. That caused quite number of chaos and I had to settle them down as if I was someone from United Nation or something. Apart from that, I was disappointed at times where I prepared PowerPoint presentations just to find out the LCD projector was used by somebody else. There was only one portable projectors in the school. Therefore, in order to stop this kind of suffering, I wish there were enough or MORE THAN ENOUGH computers, and facilities in the school. It’s very reasonable. Nevertheless, the rural areas shouldn’t be excluded. They should also catch up with the digitally evolving world.
9. SCHOOLS ARE PROVIDED WITH HIGH SPEED INTERNET
Nowadays, it was the internet which creates the so-called borderless world. In consequence, we can explore about the world which couldn’t have been achieved by any other means. There are variety ways of learning through the internet like reading the wiki(s), the online forums, watching videos, playing educational games and others. The students really enjoy doing all these things especially watching the videos and playing games. Furthermore, the internet would help them to reinforce what the learn at school or may actually take them beyond their level! In addition, the internet should be at high-speed so that the online learning activities won’t lag.
8. TEACHERS AND STAFFS ARE GIVEN ADEQUATE TRAINING
It’s not efficient to have lots of computers at school when the teachers don’t know how to make full use of them. This could lead to discouragement of using ICT in the schools. They should be trained on how to use the basic software such as Microsoft PowerPoint, Office and etc. As a result, they can prepare interesting and interactive lessons.In my opinion, it would be good if art teachers are fluent in using Photo Shop to take art to the next level. Besides that, they should be trained on how to set the LCD projector and screen, the speakers and etc. for smooth presentations and teaching and learning process. Often, there are cases where more than half of the lesson period are spent setting up the LCD resulted from lack of knowledge.
7. THE ICT FACILITIES ARE ALL WELL-MAINTAINED
There is a saying which sounds “First class facility, bottom class mentality”. It describes a situation in somewhere well-facilitated but they are not well kept or worse vandalized by its people. We can have top branded computers and equipments but it would be a waste if they were used recklessly or barbarically, and left unmaintained under nobody’s concern.This contributed to lack of facilities in school resulted from a number of computers/equipments/facilities malfunctioning. Hopefully, something like this doesn’t have to happen again to ensure smooth learning.
6. HAVING EFFICIENT TEACHER-STUDENT INTERACTIONS ONLINE TO BE REALISED
Homework is one of the issues in school. When the teacher gives his students homework they don’t do it. When teachers don’t give homework at all, parents come to school to complain. Perhaps a solution to this problem is teachers and students can interact online via Facebook, Twitter, WordPress or maybe even Yahoo Messenger and Skype. Maybe they can do online homework and the teacher may help if there’s problem. Well, it is just an unrealized idea of mine, hopefully it would be efficient as I think it is if it ever came true.
5. GOOD COURSEWARE/SOFTWARE SETS ARE DEVELOPED FOR ALL SUBJECTS
I’ve used the Science learning courseware provided by the Ministry of Education and I was pretty impressed. They come with animations, explanations, interactive Q & A(s) and also interactive mini experiments/games. I wish there were also courseware developed for other subjects as well like English Language, Maths, Bahasa Malaysia and etc. For English, I wish the courseware come with teaching aids and task sheet sets. That would be very handy.
4. EACH STUDENTS ARE PROVIDED WITH A NOTEBOOK/NETBOOK
It would be nice of each student has a notebook/netbook and in those gadgets, all of the courseware(which I explained above) are installed. They can always refer to the courseware and explore on their own. Children need to explore, to manipulate, to experiment, to question, and to search out answers for themselves – activity is essential (Ginn 2011). http://www.sk.com.br/sk-piage.html. Besides, their backpack would be much lighter than our school days 😉
3. THE EDUCATION SYSTEM IS ALWAYS UPDATED WITH THE LATEST TECHNOLOGY
ICT is always changing at a fast pace. All of a sudden, there went the hey-days of the floppy disk into their “ta ta” days by the pendrive. It also worked the same for the Friendster days which was overtaken by Facebook. WordPress.com has also overtaken blogger.com if I’m not mistaken. Sorry if I’m wrong. The point is, our education system should be updated and aware of the latest technology so that we can be as efficient as possible with the latest technology.
2. TEACHERS SHOULD BE UPDATED AS WELL
Teachers should be updated as well to exploit the latest technology in the highest potential possible.
1. STILL PRODUCE HOLISTIC AND BALANCED CITIZEN FROM THE ICT BASED EDUCATION
I saved the best wish for the last which is also an are of my concerns. I see the major potential where ICT based education could efficiently guide the students but I also see the harm. I have been hearing complaints of students from so-called Playstation generation couldn’t socialize well. Taking it from here, I am quite worried if people start to get more and more digital from this kind of Education (ICT based), they will be less and less as a person. I mean, people will just go on with their screened gadgets instead of going out and interacting with each other. The gap among each person would increase. Of course there are online social network sites and messengers as means to socialize but reality is different from virtuality. It is never the same to have eye contacts and facing each other. Apart from that, the students may sit in front of the computer all day. It is unhealthy and could produce more unhealthy generation than it is now (from junkfood and all). They need to go out and play sports, rope games, folk games and etc. Therefore, this is why this is first in my wish list. I hope something is done to create an equilibrium between technology world and the real world. The ICT based education is to make life in real world better 😀
In a nutshell, I hope all my wishes are granted so that the efficient ICT based education can be achieved. In order to accomplish that, we, I mean all of us future teachers besides the government, parents, the students and the rest of the society to make it happen. The Japanese have a saying “Vision without action is a daydream. Action without vision is a nightmare.”