Wednesday, December 8, 2010
To allow pupils to gain in confidence and enjoyment from their ICT activities and to develop skills which extend and enhance their learning throughout the ...www.bgfl.org/bgfl/custom/resources_ftp/client.../ict/.../page2.htm - Cached[
Tipah...make use of the i=board. we have it in school.
Tuesday, December 7, 2010
ICT is the silver bullet to attain a higher level of educational excellence. ICT is a tool or enabler and a powerful one too. As such, in terms of teaching and learning, ICT make lessons more interesting, relevant, and meaningful. ICT had the capability of bringing the world into the classrooms, providing access to quality teaching and learning materials to the areas not reachable by conventional means; and ultimately improve information literacy.
For these reasons I start teaching using ICT for my Englisg lessons and I have been using it since 2007 where I learn to know that my students was amazing when they were asked to make powerpoints and surf the internets to look for more information on what they learn for the day.
Monday, November 15, 2010
ICTs stand for information and communication technologies and are defined, for the purposes of this primer, as a “diverse set of technological tools and resources used to communicate, and to create, disseminate, store, and manage information.”4 These technologies include computers, the Internet, broadcasting technologies (radio and television), and telephony.
In recent years there has been a groundswell of interest in how computers and the Internet can best be harnessed to improve the efficiency and effectiveness of education at all levels and in both formal and non-formal settings. But ICTs are more than just these technologies; older technologies such as the telephone, radio and television, although now given less attention, have a longer and richer history as instructional tools.5 For instance, radio and television have for over forty years been used for open anddistance learning, although print remains the cheapest,most accessible and therefore most dominant delivery mechanism in both developed and developing countries.6 The use of computers and the Internet is still in its infancy in developing countries, if these are used at all, due to limited infrastructure and the attendant high costs of access. Moreover, different technologies are typically used in combination rather than as the sole delivery mechanism. For instance, the Kothmale Community Radio Internet uses both radio broadcasts and computer and Internet technologies to facilitate the sharing of information and provide educational opportunities in a rural community in Sri Lanka.7 The Open University of the United Kingdom (UKOU), established in 1969 as the first educational institution in the world wholly dedicated to open and distance learning, still relies heavily on print-based materials supplemented by radio, television and, in recent years, online programming.8 Similarly, the Indira Gandhi National Open University in India combines the use of print, recorded audio and video, broadcast radio and television, and audioconferencing technologies.
What is e-learning?
Although most commonly associated with higher education and corporate training, e-learning
encompasses learning at all levels,both formal and non-formal, that uses an information network—theInternet, an intranet (LAN) or extranet (WAN)—whether wholly or in part, for course delivery, interaction and/or facilitation. Others prefer the term online learning. Web-based learning is a subset of elearning and refers to learning using an Internet browser (such as Netscape or Internet Explorer).
What is blended learning?
Another term that is gaining currency is blended learning.This refers to learning models that combine traditional classroom practice with e-learning solutions.For example, students in a traditional class can be assigned both print-based and online materials, have online mentoring sessions with their teacher through chat, and are subscribed to a class email list. Or a Web-based training course can be enhanced by periodic face-to-face instruction.“Blending”was prompted by the recognition that not all learning is best achieved in an electronically-mediated environment, particularly one that dispenses with a live instructor altogether. Instead, consideration must be given to the subject matter, the learning objectives and outcomes, the characteristics of the learners, and the learning context in order to arrive at the optimum mix of instructional and delivery methods.
Monday, October 25, 2010
… making public schools more competitive, conducive and modern, in line with the current development.
… ministry’s target is to increase the ratio of computer to student, students and teachers contact time to the use of computer and technology,and apply technology cost-effectively.
Datuk Seri Hishammuddin Tun Hussein,Minister of Education Malaysia, 7 May 2005
We are examining our education system to create a curriculum where people learn how to learn so they can continue their education throughout the rest of their lives. The measure of success in 2020 will be the number and quality of our people who can add value to information.”
Tun Dr. Mahathir Mohamad
Launching of MSC, 1 August 1996
Monday, October 18, 2010
Saturday, August 7, 2010
Monday, July 5, 2010
Sunday, July 4, 2010
Saturday, June 19, 2010
Jedd Bartlett’s Summary
I have wide-ranging experience in teacher professional learning, digital literacy, new media production, and strategies for transformative change in teaching and learning.
I currently manage the production of new digital media across the range of CORE Education products and services.
I am currently working as the iNZed programme developer for a three year Malaysian professional learning programme, and I spent 4 months in 2007 living in Ipoh, Malaysia, working with schools in the State of Perak.
I initially moved into professional learning and development in 1996 after 14 years of teaching at both primary and secondary level . I spent eight years as an independent provider of professional development in the areas of ICT, information literacy, and social sciences. During this time I also tutored part-time for the Auckland College of Education’s Information Studies Centre where I first developed my strong interest in information literacy.
Jedd Bartlett’s Specialties:
Project management, coordination and facilitation in
* Teacher professional learning and development
* The development of digital literacies (21st century skills)
* Transformative change in teaching and learning.
---Thank you Jedd....
you transformed me from a traditonal teacher to a 21st century teacher.
Friday, June 18, 2010
New Zealand's Jedd Bartlett, CORE Education, presents at AACE Global Learning Asia Pacific conference in Malaysia
New Zealand's Jedd Bartlett, CORE Education, presents at AACE Global Learning Asia Pacific conference in Malaysia
Jedd Bartlett of CORE Education, New Zealand, presented papers this week on ICT professional development at the AACE Global Learning Asia Pacific conference in Penang, Malaysia.
The conference, the first Association for the Advancement of Computing in Education (AACE) conference in this region, was attended by 520 delegates from 48 different countries in the Asia Pacific region.
Jedd presented two papers at the conference. The first, Recognising Dimensions of Culture in the Design of ICT Professional Development programmes, and the second, Drawing Links Between a Decade of ICT Professional Development and Best Evidence on Teacher Professional Learning and Development. Both presentations were well received, with many of the delegates sharing similar concerns regarding their country's ability to implement programmes of teacher professional development that will lead to transformation of teaching practice and sustained change.
Jedd reports that there was a distinct focus on e-learning and the role of mobile learning technologies in the keynotes and paper presentations. With 100% penetration of mobile phones in many Asian countries, along with fast growing access to phone and internet services, attendees were keen to discuss related research and appropriate pedagogies, and hear about the experiences of delegates from the various countries represented.
Thursday, June 17, 2010
In terms of Curriculum for Excellence it is important that we articulate how computer games can help develop the four capacities.
To develop successful learners the Consolarium argues that computer games can:
· act as a powerful motivational context
· provide powerful contexts for challenging and demanding problem solving
· implicitly develop the science model of enquiry in terms of developing learners ability to observe hypothesise, test, evaluate, conclude and refine ideas
· allow other curricular areas to be explored, enriched and excited by using the context within the game or by using the game as a context to jump into the more traditional curriculum
· provide contexts in which metacognitive awareness and development are essential for success. This means that the player must think about their thinking and understand they are a complex individual who can develop an awareness of how they think and learn and in so doing become an equal partner with the ‘more informed teacher’ in terms of the learning relationship.
To develop confident individuals the Consolarium argues that computer games can:
· allow learners to engage with resources, cultural artefacts and worlds that have meaning for them
· allow collaborative communities to be established in which learners can play/learn together through the connected nature of modern games consoles and handheld devices
· help create contexts in which formative assessment can flourish
· allow learners to personalise much of the graphical interface and their online collaborative personas
· foster and encourage learners’ self-esteem and self-determination
To develop responsible citizens the Consolarium argues that computer games can:
· help establish communities in which learners develop a sense of ownership and belonging
· engage learners with complex worlds that require them to look at the wider facts and issues before they make informed choices.
To develop effective contributors the Consolarium argues that computer games can:
· encourage and develop attitudes to and skills in enterprise through simulated environments and collaborative contexts
· develop self-reliance and self-determination in terms of a learners ability to make progress within a demanding but incrementally staged environment
· encourage learners to appreciate that the skills necessary for success in games such as problem solving and critical thinking can have relevance in other curricular areas and other social contexts such as study or work
· create an implicit and explicit understanding that as a learner on our own we can be good but as a learner in a connected team we can be much better.
We all learn through play.
Of course, in our early years playing games is the fundamental method of learning. And it's not something we leave behind as we grow older. The context may change but children, young people and adults learn a lot from playing games, whether singly or as part of a team.
Now technology offers an ever-growing variety of digital games - played on computers, games consoles, over the internet and on mobile phones.
It's an activity that's increasingly routine to the millions of children and teenagers who are growing up in the internet age.
In the following pages you can read about the background to learning with digital games.
Wednesday, June 16, 2010
TIPS FOR EFFECTIVE POWERPOINT PRESENTATIONS
1. Select sans-serif fonts such as Arial or Helvetica. Avoid serif fonts such as Times New Roman or Palatino as they are sometimes more difficult to read.
2. Clearly label each screen. Use a larger font (35-45 points) or different color for the title.
3. Use a single sans-serif font for most of the presentation. Use different colors, sizes and styles (bold, underline) for impact.
4. Avoid italicized fonts as they are difficult to read quickly.
5. No more than 6-8 words per line.
6. For bullet points, use the 6 x 6 Rule. One thought per line with no more than 6 words per line and no more than 6 lines per slide
7. Use dark text on light background or light text on dark background. However, dark backgrounds sometimes make it difficult for some people to read the text.
8. Do not use all caps except for titles.
To test the font, stand back six feet from the monitor and see if you can read the slide.
GRAPHICS AND DESIGN
1. Keep the background consistent and subtle.
2. Use only enough text when using charts or graphs to explain clearly label the graphic.
3. Keep the design clean and uncluttered. Leave empty space around the text and graphics.
4. Use quality clipart and
5. Try to use the same style graphics throughout the presentation (e.g. cartoon, photographs)
6. Limit the number of graphics on each slide.
7. Check all graphics on a projection screen before the actual presentation.
8. Avoid flashy graphics and noisy animation effects unless they relate directly to the slide.
9. Limit the number of transitions used. It is often better to use only one so the audience knows what to expect.
1. Limit the number of colors on a single screen.
2. Bright colors make small objects and thin lines stand out. However, some vibrant colors are difficult to read when projected.
3. Use no more than four colors on one chart.
4. Check all colors on a projection screen before the actual presentation. They may project differently than what appears on the monitor.
1. Check the spelling and grammar.
2. Do not read the presentation. Practice the presentation so you can speak from bullet points. The text should be a cue for the presenter rather than a message for the viewer.
3. Give a brief overview at the start. Then present the information. Finally review important points.
4. It is often more effective to have bulleted points appear one at a time so the audience listens to the presenter rather than reading the screen.
5. Use a wireless mouse or pick up the wired mouse so you can move around as you speak.
6. If sound effects are used, wait until the sound has finished to speak.
7. If the content is complex, print out the slides so the audience can take notes.
8. Do not turn your back on the audience. Try to position the monitor so you can speak from it.
1. Bankerd, Kathy. “How to Optimize Projection Technology: Using Fonts, Graphics, and Color to Maximize the Effectiveness of Your Presentation”. Syllabus. November/December 1997.
2. Bird, Linda. “Avoid the Mistakes of PowerPoint Rookies.” Smart Computing. January 2001.
3. Brown, David G. “PowerPoint-Induced Sleep.” Syllabus. January 2001.
Saturday, June 12, 2010
Friday, June 11, 2010
What is Enquiry-Based Learning (EBL)?
EBL describes an environment in which learning is driven by a process of enquiry owned by the student.
Starting with a ‘scenario’ and with the guidance of a facilitator, students identify their own issues and questions. They then examine the resources they need to research the topic, thereby acquiring the requisite knowledge. Knowledge so gained is more readily retained because it has been acquired by experience and in relation to a real problem.
It is essential that our students are educated for knowledge creation, lifelong learning and leadership. They will take on leading roles in their future working environments: directing change, asking important questions, solving problems and developing new knowledge.
EBL covers a spectrum of approaches, for example:
Characteristics of EBL
- Learning is essentially student-centred, with an emphasis on group work and use of library, web and other information resources.
- Lecturers become facilitators, providing encouragement and support to enable the students to take responsibility for what and how they learn.
- Students reach a point where they are not simply investigating questions posed by others, but can formulate their own research topics and convert that research into useful knowledge.
- Students gain not only a deeper understanding of the subject-matter, but also the knowledge-development and leadership skills required for tackling complex problems that occur in the real world.
Benefits of EBL
- Fundamentally, students are more engaged with the subject. Learning is perceived as being more relevant to their own needs, thus they are enthusiastic and ready to learn.
- Students can expand on what they have learned by following their own research interests.
- EBL allows students to develop a more flexible approach to their studies, giving them the freedom and the responsibility to organize their own pattern of work within the time constraints of the task.
- Working within and communicating to a group are vital for a student’s employability.
- Self-directed learning not only develops key skills for postgraduate study, but also leads to original thought that contributes to larger research projects, papers and publications.
- For teaching staff, developing an EBL module helps to understand the learning process and the changing needs of students.
Thursday, June 10, 2010
The history of education according to Dieter Lenzen, president of the Freie Universität Berlin 1994, "began either millions of years ago or at the end of 1770". Education as a science cannot be separated from the educational traditions that existed before. Adults trained the young of their society in the knowledge and skills they would need to master and eventually pass on. The evolution of culture, and human beings as a species depended on this practice of transmitting knowledge. In pre-literate societies this was achieved orally and through imitation. Story-telling continued from one generation to the next. Oral language developed into written symbols and letters. The depth and breadth of knowledge that could be preserved and passed soon increased exponentially. When cultures began to extend their knowledge beyond the basic skills of communicating, trading, gathering food, religious practices, etc., formal education, and schooling, eventually followed. Schooling in this sense was already in place in Egypt between 3000 and 500BC.
Nowadays some kind of education is compulsory to all people in most countries. Due to population growth and the proliferation of compulsory education, UNESCO has calculated that in the next 30 years more people will receive formal education than in all of human history thus far.[3
Techniques and Philosophy
The information on this site deals with basic teaching strategies. Please visit the pages for Teaching Fiction and Teaching Non-Fiction to see techniques to implement specific strategies.
AS AN OVERALL TEACHING STRATEGY: YOU SHOULD CREATE THE CONDITIONS THAT WILL *ELICIT THE BEHAVIOR THAT YOU WANT FROM YOUR CLASS OR AN INDIVIDUAL STUDENT.