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2011-12-06T07:43:00.000-08:00

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Page last modified 02:28, 17 May 2011 by Hairul

Why Integrate Technology into the Curriculum?: The Reasons Are Many There's a place for tech in every classroom.

2011-12-02T08:49:00.001-08:00

Technology is ubiquitous, touching almost every part of our lives, our communities, our homes. Yet most schools lag far behind when it comes to integrating technology into classroom learning. Many are just beginning to explore the true potential tech offers for teaching and learning. Properly used, technology will help students acquire the skills they need to survive in a complex, highly technological knowledge-based economy.

VIDEO: Harrison Central High School: A Commitment to High Tech

Running Time: 9 min.

Integrating technology into classroom instruction means more than teaching basic computer skills and software programs in a separate computer class. Effective tech integration must happen across the curriculum in ways that research shows deepen and enhance the learning process. In particular, it must support four key components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts. Effective technology integration is achieved when the use of technology is routine and transparent and when technology supports curricular goals.

Many people believe that technology-enabled project learning is the ne plus ultra of classroom instruction. Learning through projects while equipped with technology tools allows students to be intellectually challenged while providing them with a realistic snapshot of what the modern office looks like. Through projects, students acquire and refine their analysis and problem-solving skills as they work individually and in teams to find, process, and synthesize information they've found online.

The myriad resources of the online world also provide each classroom with more interesting, diverse, and current learning materials. The Web connects students to experts in the real world and provides numerous opportunities for expressing understanding through images, sound, and text.

New tech tools for visualizing and modeling, especially in the sciences, offer students ways to experiment and observe phenomenon and to view results in graphic ways that aid in understanding. And, as an added benefit, with technology tools and a project-learning approach, students are more likely to stay engaged and on task, reducing behavioral problems in the classroom.

Technology also changes the way teachers teach, offering educators effective ways to reach different types of learners and assess student understanding through multiple means. It also enhances the relationship between teacher and student. When technology is effectively integrated into subject areas, teachers grow into roles of adviser, content expert, and coach. Technology helps make teaching and learning more meaningful and fun. Return to our Technology Integration page to learn more.

Tools for Teaching - Collaborative Learning: Group Work and Study Teams

2011-12-02T08:36:00.000-08:00

Students learn best when they are actively involved in the process. Researchers report that, regardless of the subject matter, students working in small groups tend to learn more of what is taught and retain it longer than when the same content is presented in other instructional formats. Students who work in collaborative groups also appear more satisfied with their classes. (Sources: Beckman, 1990; Chickering and Gamson, 1991; Collier, 1980; Cooper and Associates, 1990; Goodsell, Maher, Tinto, and Associates, 1992; Johnson and Johnson, 1989; Johnson, Johnson, and Smith, 1991; Kohn, 1986; McKeachie, Pintrich, Lin, and Smith, 1986; Slavin, 1980, 1983; Whitman, 1988)
Various names have been given to this form of teaching, and there are some distinctions among these: cooperative learning, collaborative learning, collective learning, learning communities, peer teaching, peer learning, reciprocal learning, team learning, study circles, study groups, and work groups. But all in all, there are three general types of group work: informal learning groups, formal learning groups, and study teams (adapted from Johnson, Johnson, and Smith, 1991).
Informal learning groups are ad hoc temporary clusterings of students within a single class session. Informal learning groups can be initiated, for example, by asking students to turn to a neighbor and spend two minutes discussing a question you have posed. You can also form groups of three to five to solve a problem or pose a question. You can organize informal groups at any time in a class of any size to check on students' understanding of the material, to give students an opportunity to apply what they are learning, or to provide a change of pace.
Formal learning groups are teams established to complete a specific task, such as perform a lab experiment, write a report, carry out a project, or prepare a position paper. These groups may complete their work in a single class session or over several weeks. Typically, students work together until the task is finished, and their project is graded.
Study teams are long-term groups (usually existing over the course of a semester) with stable membership whose primary responsibility is to provide members with support, encouragement, and assistance in completing course requirements and assignments. Study teams also inform their members about lectures and assignments when someone has missed a session. The larger the class and the more complex the subject matter, the more valuable study teams can be.
The suggestions below are designed to help you set up formal learning groups and study teams. If you have never done group work in your classes, you might want to experiment first with informal learning groups. Two other tools, "Leading a Discussion" and "Supplements and Alternatives to Lecturing: Encouraging Student Participation," describe a variety of easy ways to incorporate informal learning groups into your courses. "Helping Students Write Better in All Courses" discusses informal collaborative writing activities.

General Strategies

Plan for each stage of group work. When you are writing your syllabus for the course, decide which topics, themes, or projects might lend themselves to formal group work. Think about how you will organize students into groups, help groups negotiate among themselves, provide feedback to the groups, and evaluate the products of group work.
Carefully explain to your class how the groups will operate and how students will be graded. As you would when making any assignment, explain the objectives of the group task and define any relevant concepts. In addition to a well-defined task, every group needs a way of getting started, a way of knowing when its task is done, and some guidance about the participation of members. Also explain how students will be graded. Keep in mind that group work is more successful when students are graded against a set standard than when they are graded against each other (on a curve). See "Grading Practices." (Source: Smith, 1986)
Give students the skills they need to succeed in groups. Many students have never worked in collaborative learning groups and may need practice in such skills as active and tolerant listening, helping one another in mastering content, giving and receiving constructive criticism, and managing disagreements. Discuss these skills with your students and model and reinforce them during class. Some faculty use various exercises that help students gain skills in working in groups (Fiechtner and Davis, 1992). See "Leading a Discussion" for examples of guidelines for participating in small groups. (Sources: Cooper, 1990; Johnson, Johnson, and Smith, 1991)
Consider written contracts. Some faculty give students written contracts that list members' obligations to their group and deadlines for tasks (Connery, 1988).

Designing Group Work

Create group tasks that require interdependence. The students in a group must perceive that they "sink or swim" together, that each member is responsible to and dependent on all the others, and that one cannot succeed unless all in the group succeed. Knowing that peers are relying on you is a powerful motivator for group work (Kohn, 1986). Strategies for promoting interdependence include specifying common rewards for the group, encouraging students to divide up the labor, and formulating tasks that compel students to reach a consensus. (Source: Johnson, Johnson, and Smith, 1991)
Make the group work relevant. Students must perceive the group tasks as integral to the course objectives, not just busywork. Some faculty believe that groups succeed best with tasks involving judgment. As reported by Johnson, Johnson, and Smith (1991), for example, in an engineering class, a faculty member gives groups a problem to solve: Determine whether the city should purchase twenty-five or fifty buses. Each group prepares a report, and a representative from each group is randomly selected to present the group's solution. The approaches used by the various groups are compared and discussed by the entire class. Goodsell, Maher, Tinto, and Associates (1992, pp. 75-79) have compiled a detailed bibliography of discipline-specific efforts in collaborative learning that can be useful for developing tasks and activities.
Create assignments that fit the students' skills and abilities. Early in the term, assign relatively easy tasks. As students become more knowledgeable, increase the difficulty level. For example, a faculty member teaching research methods begins by having students simply recognize various research designs and sampling procedures. Later, team members generate their own research designs. At the end of the term, each team prepares a proposal for a research project and submits it to another team for evaluation. (Source: Cooper and Associates, 1990)
Assign group tasks that allow for a fair division of labor. Try to structure the tasks so that each group member can make an equal contribution. For example, one faculty member asks groups to write a report on alternative energy sources. Each member of the group is responsible for research on one source, and then all the members work together to incorporate the individual contributions into the final report. Another faculty member asks groups to prepare a "medieval newspaper." Students research aspects of life in the Middle Ages, and each student contributes one major article for the newspaper, which includes news stories, feature stories, and editorials. Students conduct their research independently and use group meetings to share information, edit articles, proofread, and design the pages. (Sources: Smith, 1986; Tiberius, 1990)
Set up "competitions" among groups. A faculty member in engineering turns laboratory exercises into competitions. Students, working in groups, design and build a small-scale model of a structure such as a bridge or column. They predict how their model will behave when loaded, and then each model is loaded to failure. Prizes are awarded to the groups in various categories: best predictions of behavior, most efficient structure, best aesthetics. (Source: Sansalone, 1989)
Consider offering group test taking. On a group test, either an in-class or take-home exam, each student receives the score of the group. Faculty who have used group exams report that groups consistently achieve higher scores than individuals and that students enjoy collaborative test taking (Hendrickson, 1990; Toppins, 1989). Faculty who use this technique recommend the following steps for in-class exams:
Assign group work at the beginning of the term so that students develop skills for working in groups.
Use multiple-choice tests that include higher-level questions. To allow time for discussion, present about twenty-five items for a fifty-minute in-class exam.
Divide students into groups of five.
Have students take the test individually and turn in their responses before they meet with their group. Then ask the groups to arrange themselves in the room and arrive at a group consensus answer for each question. Score the individual and group responses and prepare a chart showing the average individual score of each group's members, the highest individual score in each group, and the group's consensus score. Ninety-five percent of the time, the group consensus scores will be higher than the average individual scores (Toppins, 1989).
For more information on group exams, see "Quizzes, Tests, and Exams."

Organizing Learning Groups

Decide how the groups will be formed. Some faculty prefer randomly assigning students to groups to maximize their heterogeneity: a mix of males and females, verbal and quiet students, the cynical and the optimistic (Fiechtner and Davis, 1992; Smith, 1986). Some faculty let students choose with whom they want to work, although this runs the risk that groups will socialize too much and that students will self-segregate (Cooper, 1990). Self-selected groups seem to work best in small classes, for classes of majors who already know one another, or in small residential colleges (Walvoord, 1986). Still other instructors prefer to form the groups themselves, taking into account students' prior achievement, levels of preparation, work habits, ethnicity, and gender (Connery, 1988). They argue for making sure that members of each group are exclusively graded students or exclusively pass/ not pass students and that well-prepared students be placed in groups with other well-prepared students. Other faculty, however, try to sprinkle the more able students evenly among the groups (Walvoord, 1986). A middle ground, proposed by Walvoord (1986), is to ask students to express a preference, if they wish, then make the assignments yourself. You could, for example, ask students to write down the names of three students with whom they would most like to work.
Be conscious of group size. In general, groups of four or five members work best. Larger groups decrease each member's opportunity to participate actively. The less skillful the group members, the smaller the groups should be. The shorter amount of time available, the smaller the groups should be. (Sources: Cooper, 1990; Johnson, Johnson, and Smith, 1991; Smith, 1986)
Keep groups together. When a group is not working well, avoid breaking it up, even if the group requests it. The addition of the floundering group's members to ongoing groups may throw off their group process, and the bailed-out troubled group does not learn to cope with its unproductive interactions. (Source: Wolvoord, 1986)
Help groups plan how to proceed. Ask each group to devise a plan of action: who will be doing what and when. Review the groups' written plans or meet with each group to discuss its plan.
Regularly check in with the groups. If the task spans several weeks, you will want to establish checkpoints with the groups. Ask groups to turn in outlines or drafts or to meet with you.
Provide mechanisms for groups to deal with uncooperative members.
Walvoord (1986) recommends telling the class that after the group task is completed, each student will submit to the instructor an anonymous assessment of the participation of the other group members: who did extra work and who shirked work. If several people indicate that an individual did less than a fair share, that person could receive a lower grade than the rest of the group. This system works, says Walvoord, if groups have a chance in the middle of the project to discuss whether any members are not doing their share. Members who are perceived as shirkers then have an opportunity to make amends. Here are some other options for dealing with shirkers:
Keep the groups at three students: it is hard to be a shirker in a small group.
Make it clear that each group must find its own way to handle unproductive group behavior.
Allow the groups, by majority vote, to dismiss a member who is not carrying a fair share. Students who are dropped from a group must persuade the group to reconsider, find acceptance in another group, or take a failing grade for the project.
Perhaps the best way to assure comparable effort among all group members is to design activities in which there is a clear division of labor and each student must contribute if the group is to reach its goal. (Sources: Connery, 1988; Walvoord, 1986)

Evaluating Group Work

Ensure that individual student performance is assessed and that the groups know how their members are doing. Groups need to know who needs more assistance in completing the assignment, and members need to know they cannot let others do all the work while they sit back. Ways to ensure that students are held accountable include giving spot quizzes to be completed individually and calling on individual students to present their group's progress. (Source: Johnson, Johnson, and Smith, 1991)
Give students an opportunity to evaluate the effectiveness of their group. Once or twice during the group work task, ask group members to discuss two questions: What action has each member taken that was helpful for the group? What action could each member take to make the group even better? At the end of the project, ask students to complete a brief evaluation form on the effectiveness of the group and its members. The form could include items about the group's overall accomplishments, the student's own role, and suggestions for changes in future group work. Rau and Heyl (1990) have developed a form that can be used for an interim or final evaluation. (Sources: Johnson, Johnson, and Smith, 1991; Walvoord, 1986)
Decide how to grade members of the group. Some faculty assign all students in the group the same grade on the group task. Grading students individually, they argue, inevitably leads to competition within the group and thus subverts the benefits of group work. Other faculty grade the contribution of each student on the basis of individual test scores or the group's evaluation of each member's work. If you assign the same grade to the entire group, the grade should not account for more than a small part of a student's grade in the class (perhaps a few bonus points that would raise a test score from a B - to a B). (Sources: Cooper, 1990; Johnson, Johnson, and Smith, 1991)

Dealing with Student and Faculty Concerns About Group Work

"I paid my tuition to learn from a professor, not to have to work with my classmates, who don't know as much." Let students know at the beginning of the term that you will be using some group techniques. Students who are strongly antagonistic can drop your class and select another. Inform students about the research studies on the effectiveness of collaborative learning and describe the role it will play in your course. Invite students to try it before deciding whether to drop the class. (Source: Cooper and Associates, 1990)
"Our group just isn't working out." Encourage students to stick with it. Changing group membership should really be a last resort. Help your students learn how to be effective group members by summarizing for them some of the information in "Leading a Discussion" and "Encouraging Student Participation in Discussion."
"Students won't want to work in groups." Some students may object, in part because most of their education has been based on individual effort, and they may feel uncomfortable helping others or seeking help. The best advice is to explain your rationale, design well-structured meaningful tasks, give students clear directions, set expectations for how team members are to contribute and interact, and invite students to try it. (Source: Cooper and Associates, 1990)
"Students won't work well in groups." Most students can work well in groups if you set strong expectations at the beginning of the term, informally check in with groups to see how things are going, offer assistance as needed, and provide time for groups to assess their own effectiveness. Some groups may indeed have problems, but usually these can be resolved. See "Encouraging Student Participation in Discussion" for suggestions on how to minimize monopolizers, draw out quiet students, and generally engage all students in active participation.
"If I do group work, I won't be able to cover as much material during the semester as I do when I lecture." Yes, adding group work may mean covering fewer topics. But research shows that students who work in groups develop an increased ability to solve problems and evidence greater understanding of the material. Some instructors assign additional homework or readings or distribute lecture notes to compensate for less material "covered" in class. (Source: Cooper and Associates, 1990)

Setting Up Study Teams

Tell Students about the benefits of study teams. Study teams meet regularly outside of class to study together, read and review course material, complete course assignments, comment on each other's written work, prepare for tests and exams, and help each other with difficulties that are encountered in class. Study teams are guided by the notions that students can often do as a group what they cannot do by themselves and that students can benefit from peer teaching-explanations, comments, and instruction from their coursemates.
Explain how study teams work. Study teams can work in a number of ways. In one model, all students read the assignments but each member agrees to provide to the group in-depth coverage of a particular segment of the material and to answer as fully as possible whatever questions other members of the study team might raise. In this model, then, each member agrees to study all the material yet each also tries to become an "expert" in a certain area of the material.
In another model, the teams' activities vary from meeting to meeting. For example, at one meeting, teams might review class notes to see whether there is agreement on the most important points of the lecture or discussion. In another session, teams might go over a class quiz or test to ensure that all team members clearly understand each of the questions, especially those that were answered incorrectly by one or more members. Another session might be devoted to reviewing problem sets or exchanging drafts of written papers for peer editing.
In a third model, the main agenda for each study team session is a set of study questions. Early in the term, the study questions are provided by the professor or graduate student instructors. After three or four weeks, each team member must bring a study question related to the week's lecture material to the team meeting. The questions structure the discussion and are modified, discarded, or replaced by the group as the session proceeds. At the session's end, the study questions that the group chooses as the most valuable are turned in for review by the instructor. You can let students decide for themselves how to structure their study teams, or you can offer advice and suggestions. (Sources: Gushy, 1988; Johnson, Johnson, and Smith, 1991; Light, 1992; "Study Groups Pay Off," 1991)
If Study teams are optional, offer students extra credit for participation. For example, students who are members of an official study team might get bonus points for each assignment, based on the average grade received by the individual group members. (Source: "Study Groups Pay Off," 1991)
Let students know what their responsibilities are as a study team member. Students who participate in study teams agree to do the following:
Prepare before the study team meeting (for example, do all the required reading or problem sets)
Complete any tasks that the group assigns to its members
Attend all meetings and arrive on time
Actively participate during the sessions in ways that further the work of the group
Help promote one another's learning and success
Provide assistance, support, and encouragement to group members
Be involved in periodic self-assessments to determine whether the study team is working successfully (Is too much work being required? Is the time in study team meetings well spent?)
In addition, let students know that they can improve the effectiveness of their study teams by making sure each session has a clearly articulated agenda and purpose. They can also work more efficiently if all logistical arrangements are set for the semester: meeting time, length, location.
Help students locate meeting rooms. Arrange with your department or campus room scheduler to make available small meeting rooms for study teams. If appropriate, consider using group rooms in the residence halls.
Limit groups to no more than six students. Groups larger than six have several drawbacks: it is too easy for students to become passive observers rather than active participants; students may not get the opportunity to speak frequently since there are so many people; students' sense of community and responsibility may be less intense in larger groups.
Let students select their own study teams unless you have a large class. Since the groups are designed to last the term and will meet outside of class, give students the opportunity to form groups of three to six members. Arrange one or two open groups for students who do not know others in the class. If students will be selecting their own groups, offer several small group activities during the first three weeks of class and rotate the membership of these ad hoc groups so that students can get to know one another's interests and capabilities before forming study teams. See "Personalizing the Large Lecture," "Supplements and Alternatives to Lecturing," "Encouraging Student Participation in Discussion," and "The First Day of Class" for ideas on small group activities and how to help students get to know one another.
If your class is very large and letting students select their own groups seems too difficult, have students sign up for teams scheduled to meet at particular times. This means that students will form groups based solely on when they can regularly attend a study team meeting. Try to form the groups by sections rather than for the large lecture class overall. Students in the same section are more likely to know each other and feel a sense of responsibility for their study team. (Source: Walvoord, 1986)
Use a portion of class time for arranging study groups. Announce that study groups will be set up during the third or fourth week of the course. At that time, hand out a description of study teams and students' responsibilities, and let students talk among themselves to form groups or to sign up for scheduled time slots. Suggest that all members of the study team exchange phone numbers. Encourage the study teams to select one person as the convener who will let all members know where the group is to meet.
Devote a class session to study teams. Ask students to meet in their study teams to review course material or prepare for an upcoming exam or assignment. Use the time to check in with the groups to see how well they are operating. Some faculty regularly substitute study team meetings for lectures. To the extent possible, meet with a study team during an office hour or review the work of a study team during an office hour or review the work of a study team sometime during the semester.

From the hard copy book Tools for Teaching by Barbara Gross Davis.

Kpec Holiday Program

2011-12-01T06:10:00.000-08:00

Kpec Holiday Program

6 days program - every Tuesday and Thursday from 29 Nov - 14 Dec. 2011.

This program will complete the pupils knowledge on MS Office Applications, Internet Fundamentals, Animation, Blog and fun with educational games.

Why use technology in the classroom?

2011-11-24T07:24:00.000-08:00

Educational Computer Games

2011-11-10T08:01:00.001-08:00

Educational Computer Games

By Jim Johannasen

see how-to video

Educational computer games are created to make the process of learning more fun. Computer games can attract children towards learning by making the process of learning interesting. Therefore, allowing children learn something constructive through such games is a good idea.

Instances:

As children grow older, they can study geography by using adventure-style games. In addition, there are simulation, quest and curriculum-based games. Some objectives of learning may include introduction to new words, strategy planning, creative thinking and teamwork.

Educational games may combine two different things that are entertainment and learning. Most of the children get bored because of textbook oriented learning. Thus, computer games can be the solution to this problem, as this will help them to avoid boredom. Educational computer games apart from being entertaining are also amusing.

A number of educative games are available in the market. They offer various game activities to children associated with arts, math, language, music and other skills. In addition, there are preschool computer games that contain simple activities such as introduction to alphabets, numbers, shapes and color coordination. These games are very helpful for parents to attract their children in the process of learning.

Nowadays, teachers can consider these games as effective tools of learning which greatly depends on the digital technology. In this computerized age, these games can be integrated in the school curriculum.

Activities for elementary children are often approved or designed by teachers. These activities can be structured in lessons for elementary school to offer them a more interactive way of learning. These activities may include learning math and computer skills.

Introduction of sound in these activities can be of great help to early readers in understanding the lessons well. It will excite children for playing these games and learning in a fun way. Thus, educational computer games can be an effective tool of learning.

For more information, visit the R4DS Shop. This website has information on the R4 DS cardthat enhances the Nintendo DS and the Nintendo DSi.

Article Source: http://EzineArticles.com/?expert=Jim_Johannasen

Educational Computer Games

2011-11-10T08:01:00.000-08:00

Educational Computer Games

By Jim Johannasen

see how-to video

Instances:

For more information, visit the R4DS Shop. This website has information on the R4 DS cardthat enhances the Nintendo DS and the Nintendo DSi.

Article Source: http://EzineArticles.com/?expert=Jim_Johannasen

ICT now a teaching tool

2011-10-29T06:03:00.000-07:00

PUTRAJAYA: The education policy in the country has taken a new leap forward and it is set to embrace Information and Communications Technology (ICT) as the main tool for teaching, said Education Minister Tan Sri Muhyiddin Yassin.

The policy aims to use ICT as a vehicle to encourage creativity, collaborative learning, critical thinking and problem solving skills.

“The teaching and learning process is no longer a teacher centric or one-way process. A teacher is now a classroom facilitator, who is equipped with ICT knowledge,’’ Muhyiddin said, adding that the new approach would uplift the quality of education in the country.

“Through this policy, all ICT programmes in the ministry will work towards the same goal, which is to increase student achievements and to ensure that every student has access to quality education.”

Audio aid: Muhyiddin trying the Audiocity software at the launching of the Policy on Information Technology and Communication in Education in Putrajaya yesterday. Looking on is Education Ministry Director- General Tan Sri Alimuddin Md Dom (right).

At the launch of the new ICT policy in education yesterday, Muhyiddin, who is also the Deputy Prime Minister, said that education ICT practices in developed countries would be used as a benchmark to ensure that the ICT component in Malaysian schools are of international standards.

The policy, which was developed by the ministry in collaboration with Multimedia Development Corporation (MDeC), was a continuous effort from the Smart School initiative launched in July 1997.

The policy will focus on eight main fields, which include a structural realignment of ICT management, education administration and management, technology infrastructure, teaching and learning, and community involvement, amongst others.

He added that there would be four supporting components – third party outsourcing, collaboration with the community of practice, public and private partnership, and involvement of the extended community to ensure the policy’s effectiveness.

“The ICT policy in education will also go through a Central Management Programme which will be responsible in organising all the ICT initiatives in education, in order to increase administrative efficiency and to save resources.”

Muhyiddin hoped the policy would align the quality of Malaysian education to the vision of making Malaysia an excellent education hub, in line with the status of an advanced nation by the year 2020.

By ALYCIA LIM
educate@thestar.com.my

ICT a practical tool

2011-10-27T06:37:00.001-07:00

An article written by Magdalena Bobek

ICT, a practical tool

Chain dictation

This simple activity gets young learners in the class really motivated for an exercise that can

otherwise be quite boring. I call it ''Chain Dictation''. I'm sure you've heard of it and maybe

even tried it.

After having finished teaching a text, prepare short extracts of the text on pieces of paper. Put

the pupils in groups of five. They stand or sit one behind the other. The last pupil in the group

has one of the extracts in hand. He/she whispers the text in parts to the schoolmate in front,

who does the same thing to the schoolmate in front of him/her until the text gets to the first

pupil in the row. That pupil very diligently writes down what he has heard. Now instead of

writing, the pupil can be sitting at a computer and typing the sentences he hears. Most pupils

type quite well, so there should be no problem working with the computer for this exercise.

You must put a time limit for the exercise, so that it doesn't become redundant. Once the

pupils have finished dictating, the whole group can go to the computer and examine how well

they worked together as a group in getting all the sentences correct.

The hidden animal

In almost every language course book there is a unit

dedicated to animals. After finishing the unit, a great

follow-up activity would be to find out some facts about yet

other less known animals in the world. This may take one

or two lessons to complete.

Step 1:

• divide the class into groups of four/five

• each group gets an envelope in which there is a picture

puzzle and name of an unknown animal

• their first task is to put the picture puzzle together

Step2:

• two pupils from the

group go to the

computer (Google

Search Engine) and type in the name of the animal. Eg:

sea horse

• they search the Internet to find out at least three

different things about that animal (ie. Where it lives,

how it multiplies, what is eats, whether it is becoming

extinct…)

Step 3:

• after discussing this information in the group, the pupils

decide on three main things that they have learned about this new animal and a pupil from the group writes them down on a small piece of paper,

which is accompanied by the picture puzzle from the envelope

Step 4:

• all this information is then put on a big poster along with the information of animals from

the other groups to form the overall class project.

The biggest / The highest / The tallest

Once you have exhausted the pupils with information and exercises on the adjective, you may

want to make the grammatical point a bit more interesting by letting them do some research

on their own.

Step 1:

• each pupil chooses a country of interest

• using the Internet they find 5 superlatives about that country

Eg: the longest river, the highest mountain, the oldest person, the most popular singer…

Step2:

• the pupils report their findings to the rest of the class

• they can bring pictures from the internet or magazines for support

Step 3:

• taking this one step further, they can make a webpage of their findings as a conclusion to

the topic of which they will be very proud.

International projects

Getting pupils involved in international projects can be very exciting. However, because the

situation is different from school to school, it is sometimes almost impossible to make it

happen. Some schools still do not have enough computers to make things like this work. The

curriculum is so overloaded that teachers simply do not find the time or energy to do extra

work. This is all very true. However, it may be time to do something INSTEAD OF

something else. Teachers can change the way they do things. This will create something new

and it will motivate the class. Instead of preparing work for the pupils on worksheets, ICT can

be used to do the same task. It is important to remember, however, that this is not a one-man

job. From time to time help from colleagues is very welcome.

The easiest way of getting pupils involved in international projects is by simple

correspondence with pupils from other parts of Europe and the world. Sending short e-mail

messages to peers in other countries quickly and effectively lights a spark of motivation. Once

contact has been achieved, the teacher can begin moulding it into an international project by

adding activities that the pupils can share with their newly acquired friends.

Some examples of ICT collaboration:

1. Two years ago 41 of our pupils were involved in a project with five other schools in

Europe. The project involved a survey on waste recycling, water and electricity.

Read more: (link: http://www2.arnes.si/~ospivka/springday/science1.htm ) 2. Exchanging ideas with peers from other countries can make music an experience of its

own. We collaborated with primary and secondary schools from Hungary, Ireland, Turkey

and Israel. In preparation for the activity we exchanged the words, melody and notes of songs

that we thought to be special in each country. Each school then chose one or two of the songs

for their pupils to learn. This way the pupils in each country not only learned a new song, but

also a few words of a new foreign language. Read more: (link:

http://www2.arnes.si/~ospivka/springday/music.htm )

3. Getting kids involved in chats and video-conferences has always proven to win them over.

Of course, these have to be well organized in advance. The topic of discussion as well as the

time of the chat or video conference have to be established and tested in advance. Video

conferences are a great way of not only hearing, but also seeing the person you are talking to.

They motivate everyone involved. Read more: (link:

http://www2.arnes.si/%7Eospivka/pd2006/vc.htm )

Have a look at more of our projects and activites:

http://www2.arnes.si/%7Eospivka/quiz/

http://www2.arnes.si/%7Eospivka/pd2006/

http://www2.arnes.si/~ospivka/Springday2004/Elpeop.htm

http://www2.arnes.si/%7Eospivka/Springday2004/Italy/Food.htm

http://www2.arnes.si/~ospivka/springday/index.htm

http://www2.arnes.si/%7Eospivka/Springday2004/pivkasp.htm

http://www2.arnes.si/%7Eospivka/Springday2004/video.htm

http://www2.arnes.si/~ospivka/Spring05/main.htm

http://www2.arnes.si/~ospivka/pptgr.htm

So, there are quite a few ways of getting your pupils involved and making your job more

interesting for you. Have fun creating with your pupils.

I read this article and found it very interesting.

Thanks to Magdalena Bobek.

ICT, a tool to improve and enhance teaching and learning

2011-10-27T06:23:00.000-07:00

There are many ways to make what you do in the classroom worthwhile for your pupils and to make what they learn, matter. Pupils love challenges and giving their work meaning will motivate them to want more of it. This is a proven fact and it works both ways. It allows the pupils to be the focal point in the learning process and it gives you, the teacher, recognition.
You must remember that everything you do in the classroom with your pupils can go beyond. One way of making this happen is by using ICT as a tool in the learning process. However, when using the computer, it is important to be fully aware of its limitations.
Let's remember some of its drawbacks. The computer is unable to judge the mood or feel of the pupils; it lacks the human touch; the feedback is limited; it cannot evaluate the level of pupils’ knowledge and it cannot reflect back. However, despite its negative side, the computer is becoming one of the most widely used pedagogical tools in education.
Teachers are using ICT in their lessons because it motivates pupils to learn. There are no disciplinary problems. It gives immediate feedback and a wide access to information. It makes self-study possible. It is reliable and doesn’t have ‘off days’. As a tool it stretches the pupils’ knowledge beyond the classroom and gives it more meaning, because they can work with their peers from other institutions and countries. Teachers can make global participation possible. They can exchange ideas about their teaching practice and improve their already existing curricula. It enables them to design new teaching methods more easily and add their own ideas to the resource sites.

Tablet are good, Content are better and teachers are the Best Educational ICT investment

2011-10-18T03:52:00.000-07:00

by Wayan Vota

Tablet form factor computers are undoubtedly an exciting way to interact with technology, especially, when they are touch screen enabled. The intimacy and immediacy of the personal screen and the ease of use and intuitive design of modern touch screen operating systems greatly eases user fears and facilitates user adoption.

This ease of use is exciting technologists and educators, both of whom are thinking of new ways to use technology like the iPad in educational systems of the developing world. Now I agree with them. I believe the iPad’s sleek user interface and ease of use will transform the ICT in education experience – but not for everyone.

As part of the Slide2learn conference in Queensland, Australia this week, I made the following presentation to deep dive into the promise and pitfalls of an iPad education in the developing world. Watch the video or read on for details for why I think that tablets are good, content is better, and teachers are the best educational ICT investments

Content is Better

Yes, the iPad has great promise, especially since there are now thousands of apps that provide an almost limitless assortment of learning experiences through the touch screen tablet form factor. From simple acts like counting numbers and recognizing letters to reading interactive books and connecting with social media, it’s the wealth of digital content that keeps teachers and students engaged.

Yet where is this content in the developing world? The iPad may be amazing when connected to iTunes in the English-speaking world, but it’s of limited use if there is no digital content. For example, the Wikipedia’s article count by language shows millions of English language articles, but the 8 million people Xhosa speakers – 20% of South Africa’s population – are served by only 118 articles in their language. And not a single iTunes app.

There are a number of initiatives that seek to build educational digital content in local languages, and even ones focusing on developing content that aligns with national curriculum in the developing world. These efforts are nascent at the moment, though they are expanding rapidly as more electronic devices are present to access them.

Teachers are Best

What isn’t growing, what is lacking are the skilled teachers that can take a digital device – any digital tool – and incorporate it into the classroom, into student-centric learning.

Right now, the vast majoring of teaching that occurs in the developing world is rote memorization. This “chalk and talk” teaching instruction is often just transposed from analog to digital form when technology is deployed. In OLPC Peru, the largest 1:1 laptop deployment using XO laptops, students use their 400,000+ computers to transcribe texts from notebooks or chalkboards to their laptops. Are you surprised then that pedagogical use of the laptops has decreased among students and teachers over time?

Teachers require training to understand how to teach differently. How methods like student-centric learning can be applied to the classroom, and shown how this learning style will increase educational outcomes. Yet who is investing in teacher training? If you look around, Ministers of Education get excited about shiny, flashy things, not human capacity building. And who can blame them? It’s a lot easier to show off a technology implementation than a trained teacher, and children and their voting parents can see a quick difference with a computer that isn’t so noticeable with a trained teacher.

So regardless of how amazing the iPad is, until we invest in trained teachers who know how to use technology to improve their teaching activities, until we have parents and politicians focused on learning outcomes and not iTunes apps, regardless of how many apps or how easy the technology is, I fear that iPad educations in the developing world will be wasted.

Weebly Class Website

2011-10-17T08:34:00.000-07:00

Create a free class website and let your students built sites too.
Just click http://education.weebly.com/

ICT Skills in the Early Years

2011-10-14T08:28:00.000-07:00

* To kindle children's excitement, curiosity and appetite for more

ICT in the Early Years
Posted on November 30, 2010 by miriamschembri
Technology is an integral part of children’s everyday lives and at home they come in contact with mobile phones, television remote controls and toys that have buttons and particular functions. Whilst outside the home they see cash registers, bar-code scanners, traffic lights, automatic doors, security cameras, the list can go on and on. Our early years settings need to reflect a familiar technological environment where we can build on children’s experience and out of their natural curiosity they will be able to explore not only how technology works but how it fits into their world.
ICT supports learning across the curriculum and can enhance educational opportunities. It encourages creativity, problem solving, risk taking, discussion and purposeful and exploratory play. This demands early childhood educators to be skilled and confident in ICT. They must understand that through ict children are developing an emergent digital literacy whilst also developing skills on how to use tools and applications. We need to provide opportunities for children to learn about ICT as well as to learn with ICT. They must be given opportunities to access applications which whilst they are fun are full of educational potential. A variety of applications are needed to encourage a range of development including language, problem solving, self expression and creativity. This in turn will lead to the children being intrinsically motivated to learn.
Integrating ICT with play and project work will make it relevant to the children. ICT needs to be a natural part of the learning environment and used in a meaningful context. Digital drawings can be made into cards for special occasions. Stories can also be created from the children’s digital drawings. During role play which is central in young children’s process in learning,digital toys and manipulatives which are functional or pretend technological toys and artefacts provide symbols for children to engage and interact with.
Integrating ICT into the curriculum recognises the notion that it is used as a tool and not as just a skill. Continous use of integrated ICT by young children living in this technological age ensures the development of childrent’s emergent awareness and positive disposition towards digital literacy.

Role of ICT in learning

2011-10-13T08:22:00.000-07:00

We are living in a constantly evolving digital world. ICT has an impact on nearly every aspect of our lives - from working to socialising, learning to playing. The digital age has transformed the way young people communicate, network, seek help, access information and learn. We must recognise that young people are now an online population and access is through a variety of means such as computers, TV and mobile phones.

As technology becomes more and more embedded in our culture, we must provide our learners with relevant and contemporary experiences that allow them to successfully engage with technology and prepare them for life after school.

It is widely recognised that learners are motivated and purposefully engaged in the learning process when concepts and skills are underpinned with technology and sound pedagogy. Learning and Teaching Scotland aims to provide resources for practitioners, parents and pupils to engage with these technologies in order to inform and enhance the learning experience.

These resources include, but are not limited to:

Glow - the world's first national schools intranet which provides access to a range of tools and resources for pupils and practitioners

examples of innovative uses of technology in practice, including game based learning through computer games and the use of mobile technologies

support and advice on internet safety and responsible use for all

video material on iTunesU

communication via social media tools such as Twitter and Facebook.

Spelling Activities

2011-10-12T20:59:00.001-07:00

http://www.slideshare.net/digibots/spelling-homework-slideshow-8159201?src=related_normal&rel=7770707

Spelling Activities

2011-10-12T20:43:00.000-07:00

Spelling Activities in the classroom - by Evergladelearners

It is a fun way for spelling.

Teacher Sul: ICT Teaching and Learnig

2011-10-12T20:28:00.000-07:00

http://sharpjacqui.blogspot.com/

Sharing is caring. Have a look and I think it will be great if you teachers out there can adapt it with your class. Allthe best teachers.

ICT Teaching and Learning

2011-10-12T20:18:00.000-07:00

http://sharpjacqui.blogspot.com

This is one of my favourite blog where I can adapt to my teaching. Most of the activities done are related to the school syllabus. I would love to share this blog with friends out there. Have a look and you know what is best about it. Thanks to Jacqui Sharp.

Toondoo- World fastest way to create cartoon

2011-10-12T06:29:00.000-07:00

ToonDoo is a place to create funny comic strips and showcase your imagination and creativity. Create caricatures, share them with others, browse through hundreds of cartoon strips created by others, put favorite strips on your blog, and more.

“ToonDoo is a unique way to get creative and expressive with comic strips.”
Feature Overview

Create and Share comic strips (all tools provided).
Browse comics by popularity (most popular, most viewed, most commented), random, etc..
Subscribe to Top editor’s picks (via RSS)
Embed favorite comic strips to your blog/website. (see below)
Participate in comic strip contests.
http://www.toondoo.com/

What is dyslexia?

2011-10-11T12:03:00.001-07:00

DYSLEXIA

The differences are personal.
The Diagnosis is clinical.
The treatment is educational.
The understanding is scientific.

Margaret Byrd Rawson and Roger Saunders -1988

The word dyslexia comes from the Greek – dys meaning difficulty and lex meaning speak, hence dyslexia can be defined in its simplest form as difficulty with words and languages.

Dyslexia is a neurological based learning disorder which interferes with the acquisition and processing of language. Characteristics of dyslexia range in degree from the very mild to the extremely severe. It is manifested by difficulties in receptive and expressive language, including phonological processing, in reading, writing, spelling, handwriting, and sometimes in arithmetic.

It can be seen as a developmental variation in the way a person learns language skills. Just as some people have difficulty in learning various skills like drawing, music or even playing ball games, in the same way, a dyslexic has difficulty with language skills.

Children and adults with dyslexia typically fail to master the basic elements of the language system of their culture despite traditional classroom teaching. Since language is the necessary tool upon which subsequent academic learning is based, people with dyslexia often encounter difficulty in all educational endeavors.
http://www.msl-orton.com/about_dyslexia.htm?gclid=CLfB7O-o4asCFc2GpAodN0x3Pw

E-Books

2011-10-11T11:01:00.000-07:00

E-book
From Wikipedia, the free encyclopedia

Amazon Kindle 3, a typical e-book reader.
An electronic book (also e-book, ebook, electronic book, digital book) is a book-length publication in digital form, consisting of text, images, or both, and produced on, published through, and readable on computers or other electronic devices.[1] Sometimes the equivalent of a conventional printed book, e-books can also be born digital. The Oxford Dictionary of English defines the e-book as "an electronic version of a printed book,"[2] but e-books can and do exist without any printed equivalent. E-books are usually read on dedicated hardware devices known as e-Readers or e-book devices. Personal computers and some mobile phones can also be used to read e-books.
Contents [hide]
1 History
1.1 Timeline
2 Formats
3 Comparison to printed books
3.1 Advantages
3.2 Drawbacks
3.3 Digital rights management
4 Production
5 e-Readers
5.1 eReader applications
6 Market Shares
7 See also
8 Notes
9 References
10 External links

IslamicFinder: Accurate Prayer Times, Athan (Azan), Mosques (Masjids), Islamic Center, Muslim Owned Businesses, Hijri Calendar, Islamic Directory worl

2011-10-11T10:44:00.000-07:00

IslamicFinder: Accurate Prayer Times, Athan (Azan), Mosques (Masjids), Islamic Center, Muslim Owned Businesses, Hijri Calendar, Islamic Directory worldwide.

Teacher Sul: http://elearningclassroom.wikispaces.com/

2011-10-11T08:33:00.000-07:00

Teacher Sul: http://elearningclassroom.wikispaces.com/

Digital Clock Ornamental Button - Islamic Clock Widget

2011-10-11T08:17:00.000-07:00

Digital Clock Ornamental Button - Islamic Clock Widget

KONSEP ASAS ICT DALAM PENGAJARAN DAN PEMBELAJARAN

2011-07-01T07:07:00.000-07:00

KONSEP ASAS ICT DALAM PENGAJARAN DAN PEMBELAJARAN

Penggunaan ICT dalam P&P bermaksud menggunakan ICT secara berfikrah, terancang dan bersesuaian untuk meningkatkan kecekapan proses dan keberkesanan P&P dalam kelas.

KAEDAH-KAEDAH PENGGUNAAN ICT DALAM P&P

1. KAEDAH TUTORIAL

Menurut kaedah ini ICTdigunakan untuk menyampaikan kandungan pembelajaran berdasarkan urutan yang telah ditetapkan.Pembelajaran tutorial ini merangkumi pembelajaran ekspositori (menyampaikan maklumat kepada murid, demonstrasi sesuatu fenomena , latihan atau latih tubi yang dikawal oleh sistem. Secara umum perisian berasaskan pembelajaran tutorial ini mengandungi mempersembahkan maklumat, membimbing, memberi latihan dan menilai pencapaian.

2.KAEDAH PENEROKAAN
Kaedah ini berlaku apabila ICT digunakan sebagai medium untuk ;Mengakses dtau mencari maklumat daripada CD atau internet, mengkaji sesuatu fenomena secara simulasi atau melihat demonstrasi sesuatu kejadian yang babaknmya boleh dikawal.
Dalam kaedah ini, murid boleh mengawal dan menentukan maklumat yang diterima. Kaedah penerokaan ini sesuai digunakan dalam situasi berikut : pembelajaran berbentuk inkuiri penemuan, penyelesaian masalah kehidupan sebenar, aktiviti berkaitan Kajian Masa Depan dan aktiviti pembelajaran berbentuk simulasi.

3.KAEDAH ICT SEBAGAI ALAT APLIKASI
Dalam kaedah ini, ICT digunakan bagi membantu murid melaksanakan tugasan pembelajaran seperti ;Menghasilkan karanganMembina graf/jadualMelakar gambar dan sebagainya.

4. KAEDAH ICT SEBAGAI ALAT PEMUDAH KOMUNIKASI
Dalam kaedah ini ICT diguna untuk membolehkan guru dan murid berkomunikasi daripada lokasi yang berbeza untuk menghantar, menerima dan berkongsi maklumat yang pelbagai bentuk seperti ;Teks, Grafik, Audio, Video dan Kombinasi pelbagai mod. Melalui kaedah ini boleh digunakan bagi melaksanakan pembelajaran seperti berikut ;Pembelajaran kolaboratif, Meningkatkan penglibatan murid dalam proses pembelajaran, Melibatkan pakar di dalam dan luar negara dalam proses P&P.

Adakah Pengajaran dan Pembelajaran masa kini masih dalam keadaan begini ?

About · Blog · Pricing · Privacy · Terms · Support · Upgrade

http://elearningclassroom.wikispaces.com/

2011-07-01T06:50:00.000-07:00

e-Learning
How is this different from 'Digital Classrooms?'

Digital Classrooms are all about the access, the ratio of computers per student.

e-Learning is...

1 to 3 ratio of computers/devices available
Spaces in the classroom
e-learning is about students choosing and using the best 'tool' or plan to facilitate their own learning.
Children develop their own learning pathways and journeys. Children document their own learning which ends up as digital portfolio.
e-learning is 'open classroom' walls.
e-learning is all about the child's individual learning styles.
e-learning is all about reflection and self assessment.
e-learning uses social media to communicate and learn.

e- learning encompasses the Key Competencies. To be a learner in a 21st Century classroom you have to be
Self Managing
Thinkers
Collaborators
Able to use text and images to convey messages
Participators and contributors

Cybercafe in school

2011-07-01T06:15:00.001-07:00

Cybercafe in SKSB......pupils are welcome to school during school holidays or weekends to joint the club. Many interesting things to do...educational games, blogging, making avatars and more.

Cybercafe in school

2011-07-01T06:15:00.000-07:00

More Ideas of ICT Teaching and Learning

2011-07-01T06:10:00.000-07:00

http://sharpjacqui.blogspot.com/

More sites for the students ........

2011-05-17T20:42:00.000-07:00

Playing and learning....fun isn't it. Teachers and students out there, here are some of the site that you can visit and when you go there..you will have fun playing and learning at the same time. Have fun!
1.http:www.funbrain.com
2.http:www.ixl.com
3.http:junglewalk.com
4.http:www.mathplayground.com
5.http:www.sciencebob.com
6.http:www.english-online.org
7.http:www.coolmath.games.com
8.http:www.homeschooling.science experiment for kids

Just try it...then you'll know the best about it.
Sulmawati

CREATING AN EFFECTIVE POWERPOINT PRESENTATION

2011-01-17T03:17:00.001-08:00

CREATING AN EFFECTIVE POWERPOINT PRESENTATION
© Thomas Saylor, Ph.D., 2001-05. All rights reserved.

Planning and creating a PowerPoint presentation needn't be difficult or stressful. Use these guidelines to improve the quality of your presentation.
Content is the most important part of your presentation.
1. The quality of the research. The topic should be thoroughly researched, with a number of different sources. Using visual images? Make sure they are appropriate to the point(s) you wish to make, and be certain that you know the specifics on each image (who? what? when? where? how?).
2. Organization and transition. There should be a logical flow from beginning to end, like in written work. Avoid jumping from one point to another, and be careful about adding information that is not directly related to the main theme. Strongly consider drawing up an outline before you begin assembling the actual slides.
The following points contain information that can help strengthen the visual part of your presentation.
1. The “joy of six” is a helpful rule of thumb. Use a maximum of six points per slide and six words per point.
2. Use text sparingly. Depending on the color and font size you select, text may be difficult to read. In addition, if your audience is concentrating on written text, they are most likely not giving you their complete attention.
3. Select colors with care. Experiment with color combinations, but make sure they work well on a screen--there is often a difference between how something looks on your computer screen and how it appears when projected onto a screen or wall. If possible, preview your presentation ahead of time.
4. Keep unity of design from slide to slide. Using one, or several, of the master slides provided in PowerPoint can help avoid problems of this nature.
5. Font size is important--use the "floor test" for readability. Print out a slide containing text, then place the page on the floor. Can you read the slide from a standing position? If yes, then your audience can likely read it from their seats. If no, then the font size needs to be increased. Previewing your presentation in the room you'll be using? Walk to the back of the room--if you can't easily read the slides, your audience won't be able to either.
6. Minimize or avoid animated texts, sounds, and fancy transitions. These can be effective in certain situations, but often distract your audience from the main points you are making.
7. Avoid switching between programs (such as calling up a Web page). This takes extra time and can make it difficult for your audience to remain focused on your presentation.
8. Do you want people to take notes during your presentation? Leave them sufficient time to do so.
9. Timing. Use three slides per minute as a maximum.
10. Visual images can be great, but they need to be selected carefully and be appropriate to the point(s) you want to make. Watch size, too--images too small are not helpful. And if formatting visual images to fit a slide, be sure to keep the dimensions of the original!

It's often helpful to keep these concepts in mind: FOCUS – PLAN – PRACTICE
FOCUS on the main point(s) you want to make.
PLAN the layout of your presentation. This means carefully considering each slide, as well as the presentation as a whole. Does everything fit together?
PRACTICE your entire presentation at least once before you present it to your audience. Most helpful is projecting your presentation onto a screen, in order to see exactly how your audience will view it. If possible, have someone watch and listen, then ask questions about anything that they find unclear--rather face a difficult question from one person than in front of an audience!

*Some language and concepts used here adopted from David G. Brown, “Judicious PowerPoint,” in Syllabus 14, 8 (March 2001), 27.

The author: Thomas Saylor, Ph.D. is Associate Professor of History at Concordia University, St. Paul (Minnesota/USA).

Webinar

2011-01-17T02:41:00.000-08:00

Webinar

Also written as "webinar."
Short for Web-based seminar, a presentation, lecture, workshop or seminar that is transmitted over the Web.
A key feature of a Webinar is its interactive elements -- the ability to give, receive and discuss information. Contrast with Webcast, in which the data transmission is one way and does not allow ineraction between the presenter and the audience.

GoAnimate and Animatedcards

2011-01-04T20:28:00.001-08:00

Goanimate and Animated cards
I work with the youngest pupils and I wanted to find something I could use for beginners. I have chosen the animation theme. That is because it appeals to my primary school students. I would like to recommend two different websites available on the internet: http://www.goanimate.com and http://www.animatedcards.org

This is how it works
Both of them are websites available on the internet. I will tell you about goanimate first. The basic version of it is for free, but it has limited possibilities. There is also a version you can use if your school is willing to pay for it. The pay- version gives you even more opportunities, but the free version is a great start, especially for young learners.
To be able to use it you need a modern version of Windows, like Windows XP and onwards.
You have to start an account the first time you sign up. Before you start using goanimate you can watch a short instruction demo. It will show you how to use the website.
With this programme you can create your own animations, like a cartoon or comic strip.
You can choose backgrounds, characters and how you want the characters to move. The free- version allows you to create one character of your own or you can use the ones already on the website.
One of the great advantages with goanimate is that you can make the characters speak and they will speak English. You just write what you want your character to say and it will say it. I think this is a valuable function for my young learners. They get to hear “real English”. You can choose from different voices or record your own voice. You can also add music or sound- effects either your own or use the ones on goanimate.
Once you have made your animation of maximum two minutes length, you can save it and play it over and over again. You can let it out on youtube, facebook or even make a DVD.
Animated cards are very much like goanimate. You can use the website for free. Animated cards is even easier to understand and use. It has several prepared themes to choose from, but also gives you free space to write personal greetings. When you have opened the website you choose a theme, a picture and then you can write whatever you want. When you are satisfied with your card you can send it to an e-mail address.

How can we use these websites?
Both these websites are very easy to learn and understand. I am not surprised that my pupils learned to work with them faster than me. We are quite short of computers in my school and these websites allows the pupils to create great things in a short time. I let them create in pairs and it has worked out very well.
The websites allows you to create suitable learning situations for beginners. They can be used for many different topics and subjects.
-I like…..
-Favourite food, colour, animal……
-To work with feasts and holidays.
-Nursery rhymes and poems
-Feelings and friendship
-Presentation of a friend, pet, family- member…..
-As a teacher you can create the beginning of a story and let the pupils end it.
Every pupil can feel success. You do not have to be an artist. They feel proud of their work.
They can show it to each others and to their parents. Their animated cards has a receiver. It is fun to send a card and it is fun to get one. They can send their cards to people outside school.
POSTED BY PETRA AT 19:23

GoAnimate and Animatedcards

2011-01-04T20:28:00.000-08:00

Using Interactive Whiteboards With Deaf Children

2010-12-08T22:49:00.001-08:00

Using Interactive Whiteboards With Deaf Children
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[
http://www.bgfl.org/bgfl/custom/resources_ftp/client.../ict/.../page2.htm
www.bgfl.org

Tipah...make use of the i=board. we have it in school.

e-books for children

2010-12-08T05:17:00.000-08:00

http://www.magickeys.com/books/

just so interesting....just go to the website...click any book you want to read and start reading..as simple as abc

Smart classrooms

2010-12-08T04:41:00.000-08:00

http://education.qld.gov.au/smartclassrooms/ictstudents/10.html

Student ICT Expectations for Year 10
education.qld.gov.au
By the end of Year 10, students need to meet the following expectations.

Student ICT Expectations for Year 10

2010-12-07T10:40:00.000-08:00

Student ICT Expectations for Year 10

ICT as a teaching and learning tools.

2010-12-07T09:29:00.000-08:00

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.

Sulmawati Sulaiman

Using ICT in teaching.

2010-12-07T08:54:00.000-08:00

I would like to share with the teachers out there, my experience teaching English using ICT. It was fun and the children can explore and get to know more than what they get from text books.

For a start, I was teaching my pupils animals...wild and tame....and the ideas came where my pupils start asking me about this and that. So I just go to google search and start typing animals images. So as you know more than what they can see. Animals they have not seen before from tropical animals to rainforest animal and more. It was amazing and the pupils especially was surprise to see all kinds and different types of animals from all over the world.

As a teacher I want my pupils to learn and gain something from what they learn. It is not just the fact that teaching and making them understand what they learn but the most important thing is they get it. Well.....I just want my pupils to be an independent learner where they can find their own answer to my questions. No more spoon feed.
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.

I even use e-books for my weak students and playing memory games. I also allow my pupils to play games on grammar and they love it. Play and study...great isn't it!!!!!

My Adobe Photoshop class

2010-12-07T08:40:00.000-08:00

Before the school year ends, I had my last session with my Kpec pupils. Just the last touch of Adobe photoshop.

Teaching in the new era

2010-11-15T20:03:00.000-08:00

Hi teachers......

What are ICTs and what types of ICTs are commonly used in education?
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.

Datuk Seri Hishammudin Tun Hussein says about ICT in Education.......

2010-10-25T03:25:00.000-07:00

… 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

Vision 2020 -ICT in education

2010-10-25T03:21:00.000-07:00

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

Bengkel Strategi Pengurusan Maklumat

2010-10-18T03:30:00.001-07:00

Bengkel Strategi Pengurusan Maklumat

oleh Alwi Mohd Yunus, Pensyarah Kanan, Fakulti Pengurusan Maklumat, UiTM Puncak Perdana,Shah Alam.

I am going to start a group of facilitators from Manjung District to organizte the data for the teachers. This is also to encourage the teachers to use ICT in teaching and learning strategi.

This also will help to lighten the burdens of teachers especially in doing their lesson plans, filing system for the panatia and a lot more. Wish me luck.

Seminar Perancangan & Pelaksanaan Kpec....

2010-08-07T08:43:00.000-07:00

Visit to one of the ICT schools in Thailand.

ICT in education

2010-07-05T08:21:00.000-07:00

Hi teachers out there.....

Something I read and I want to share with you....

http://www.ltscotland.org.uk/sharingpractice/w/webanimation/learningthemes.asp?strReferringChannel=ictineducation

Cameron Family day/GB's birthday

2010-07-05T03:04:00.000-07:00

http://www.getfreeebooks.com/wp-content/uploads/2009/plumtrad.pdf

2010-07-04T01:31:00.001-07:00

http://www.getfreeebooks.com/wp-content/uploads/2009/plumtrad.pdf

Jedd Bartlett

2010-06-19T08:37:00.000-07:00

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.

New Zealand's Jedd Bartlett, CORE Education, presents at AACE Global Learning Asia Pacific conference in Malaysia

2010-06-18T08:24:00.001-07:00

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.

ICT in education

2010-06-17T18:00:00.000-07:00

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!!!!

2010-06-17T17:39:00.000-07:00

Welcome to my blog......

Why use computer games as learning tools?

2010-06-17T06:55:00.001-07:00

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)

2010-06-17T06:45:00.000-07:00

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.

Effective PowerPoint Presentations

2010-06-16T05:50:00.000-07:00

Effective PowerPoint Presentations

TIPS FOR EFFECTIVE POWERPOINT PRESENTATIONS

FONTS

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.

COLOR

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.

GENERAL PRESENTATION

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.

2010-06-12T06:44:00.001-07:00

"When you realize you've made a mistake, take immediate steps to correct it."- Dalai Lama

2010-06-12T06:22:00.000-07:00

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...

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

2010-06-11T10:42:00.000-07:00

Ways of using ICT

2010-06-11T10:09:00.000-07:00

ICT inspires education

2010-06-11T09:51:00.000-07:00

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

2010-06-11T05:56:00.000-07:00

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.

2010-06-11T05:45:00.000-07:00

2010-06-11T05:44:00.001-07:00

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:

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.

2010-06-11T05:42:00.001-07:00

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

Dr Bill Hutchings

History of Education

2010-06-10T08:46:00.001-07:00

History

Main article: 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

2010-06-10T08:30:00.000-07:00

My students creating their own powerpoint presentation with animation.......

2010-06-10T08:21:00.000-07:00

2010-06-10T08:09:00.000-07:00

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.
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.

Teacher Sul

Tree

NextGen eContent

CommuniTREE

Rules and Policies:

Why Integrate Technology into the Curriculum?: The Reasons Are Many There's a place for tech in every classroom.

VIDEO: Harrison Central High School: A Commitment to High Tech

Running Time: 9 min.

Tools for Teaching - Collaborative Learning: Group Work and Study Teams

Kpec Holiday Program

Why use technology in the classroom?

Educational Computer Games

Educational Computer Games

Educational Computer Games

Educational Computer Games

ICT now a teaching tool

By ALYCIA LIMeducate@thestar.com.my

ICT a practical tool

ICT, a tool to improve and enhance teaching and learning

Tablet are good, Content are better and teachers are the Best Educational ICT investment

Weebly Class Website

ICT Skills in the Early Years

ICT in the Early Years

Role of ICT in learning

Spelling Activities

Spelling Activities

Teacher Sul: ICT Teaching and Learnig

ICT Teaching and Learning

Toondoo- World fastest way to create cartoon

What is dyslexia?

E-Books

IslamicFinder: Accurate Prayer Times, Athan (Azan), Mosques (Masjids), Islamic Center, Muslim Owned Businesses, Hijri Calendar, Islamic Directory worl

Teacher Sul: http://elearningclassroom.wikispaces.com/

Digital Clock Ornamental Button - Islamic Clock Widget

KONSEP ASAS ICT DALAM PENGAJARAN DAN PEMBELAJARAN

http://elearningclassroom.wikispaces.com/

Cybercafe in school

Cybercafe in school

More Ideas of ICT Teaching and Learning

More sites for the students ........

CREATING AN EFFECTIVE POWERPOINT PRESENTATION

Webinar

GoAnimate and Animatedcards

GoAnimate and Animatedcards

Using Interactive Whiteboards With Deaf Children

e-books for children

Smart classrooms

Student ICT Expectations for Year 10

ICT as a teaching and learning tools.

Using ICT in teaching.

My Adobe Photoshop class

Teaching in the new era

Datuk Seri Hishammudin Tun Hussein says about ICT in Education.......

Vision 2020 -ICT in education

Bengkel Strategi Pengurusan Maklumat

Seminar Perancangan & Pelaksanaan Kpec....

ICT in education

Cameron Family day/GB's birthday

http://www.getfreeebooks.com/wp-content/uploads/2009/plumtrad.pdf

Jedd Bartlett

Jedd Bartlett’s Summary

Jedd Bartlett’s Specialties:

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

ICT in education

Welcome to my blog!!!!

Why use computer games as learning tools?

ICT in Education (Games-Based Learning)

Effective PowerPoint Presentations

Effective PowerPoint Presentations

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

What is Enquiry-Based Learning (EBL)?

EBL covers a spectrum of approaches, for example:

Characteristics of EBL

Benefits of EBL

History of Education

History

By ALYCIA LIM
educate@thestar.com.my