Saturday, June 19, 2010

Jedd Bartlett

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 presenting at AACE Global Learn Asia Pacific conference

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

ICT in education

Children nowadays are very challenging. They can even do power point presentation. They can get more information from the internet. The text book is just the basic things. They can even play educational games as a bonus but not just a game....they gain a lot especially doing grammar games which is fun. Fun learning and they really enjoy it.

Welcome to my blog!!!!

Welcome to my blog......

Why use computer games as learning tools?

Games-based learning and Curriculum for Excellence

Why use computer games as learning tools?

In terms of Curriculum for Excellence it is important that we articulate how computer games can help develop the four capacities.

Successful learners

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.

Confident individuals

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

Responsible citizens

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.

Effective contributors

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.

ICT in Education (Games-Based Learning)

About games-based learning

What is games-based learning?

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

Effective PowerPoint Presentations

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.


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.

Adapted from:

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

"When you realize you've made a mistake, take immediate steps to correct it."- Dalai Lama
My holidays just started today. Extra class, tuition....books to mark......!!!!At last I have time of my own..... Just imagine my first day of blogging, I slept at 3.......Reading Liza's blog...its great..I love it...Liza good job....its never too late for me isn't it...

Friday, June 11, 2010

Time to create.....logo for the club

Ways of using ICT

ICT inspires education

Farhan's Video clip - SKSB special for the Pengarah visit to SKSB

This video clip was special made by one of my students Farhan. He was one of my Master Kid members and he is a very creative person. He created this video clip just for the "Pengarah Visit " and surprisingly he attached it in my FB the night before the visit. So the next day during the visit I present it to the Pengarah and he was impressed with Farhan's work. The Pengarah appreciated his work. He said he wants to see a proactive student like Farhan and he was surprised to see a student like him in this school.

What is Enquiry-Based Learning (EBL)?

“Enquiry-Based Learning inspires students to learn for themselves, bringing a real research-orientated approach to the subject.”

Dr Bill Hutchings

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:

EBL includes Problem Based Learning, Small scale investigations and Projects and Research

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.
Enquiry-Based Learning inspires students to learn for themselves, bringing a real research-orientated approach to the subject.”

Dr Bill Hutchings

Thursday, June 10, 2010

History of Education


A depiction of the University of Bologna, Italy

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

My students creating their own powerpoint presentation with animation.......
The English Teacher

Teaching Strategies:

Techniques and Philosophy

I. Introduction:
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.