Technology in VTE
Please read the following.
ICT requirements for UK teachers
Candidate guidance for TDA QTS ICT
Post your name, registration no. and url of your blog in the comments for this blog posting.
What subject(s) and level(s) are you teaching? Prepare and post links to the syllabus and curriculum of your subject area in your blog. What are the technology-based instructional resources and research available? What does research say about teaching with such resources? How can you use these resources and information for effective teaching and learning? Relate one such resource used in a lesson to a concept map and “must do”, “should do” and “could do” questions.
Journal of Vocational Education Research
Internet-Based Learning in Postsecondary Career and Technical Education
Technical Education Curriculum Assessment
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12 bloggers like this post.
Name: Hajah Norlatifah bte Haji Abdul Hamid
Reg No: 10D0114
url:
http://latifah2001.wordpress.com
Name: Ummi Balqis
Reg no: 10D0117
Email: ummibalqis@gmail.com
Website: ummster.wordpress.com
Ahmad Muzhaffar Bin Sahbudin (10D0102)
http://muzhaffarx9.blogspot.com
Alipah Aini Aliakat 10D0108
http://elle-shbie.blogspot.com/
Lisa Borhanudin (10D0111)
http://www.lishieeee.blogspot.com
Sheila; 10D0122; http://gocomm.wordpress.com/
Dk. Nora’ain binti Pg. Mohd Safri
Reg. No; 10D0126
Url: http://commstudybiz.wordpress.com
My name is Awangku Muhammad Suhandri bin Pengiran Hassan. My registration number is 10D0128. This is my blog http://moon2919.wordpress.com
Hello, Doctor Leong.
My name is Mohammad Ali Hassan Omar.
UBD DTE Students ID: 10D0129.
I teach Computer Studies (for SPN21 and O level), Computer Applications (for Special Applied Programme), and 0417 ICT (for Applied Programme)
Here is my URL: http://alihassan242.wordpress.com
Thank you!
Name: Umi Salmah
Registration No: 10D0118
Subject Taught: Principles of Accounts
Level: Year 9 – SPN
Blog url: http://dtepoa1011.wordpress.com/
Ida Massuri Mail Reg.No: 10D0119
url: http://idamassuri.wordpress.com/
http://learninginstructor.blogspot.com/
name: stella adrinna bte md azlan
reg no: 10D0123
url: http://commyr7.wordpress.com/
Amal Hayati 10D0127,
URL blog: http://csy78.wordpress.com/about/
Subject: Computer Studies for Year 7
Hasimah Hj Abd Samad
10D0116
hasimahsamad.wordpress.com
Ruran binti Tuah, 10D0120
http://yan-ruran.blogspot.com/
http://zana-whoever.blogspot.com/2010/10/syllabus-of-computer-applications-for.html
name: stella adrinna md azlan
reg no: 10D0123
url: http://commyr7.wordpress.com/
Blog address: http://operateict123.wordpress.com
Hi sir, this will be my link
https://azilina10d0125.wordpress.com
my registration no. 10D0125
http://amal-ict.blogspot.com/
http://csy78.wordpress.com/about
Reg No. 10D0127
http://gocomm.wordpress.com/
Reg No. 10D0122
Commerce Year 8
Name: Zuheda Hj Jamil
Registration No.: 10D0130
My Link: http://rulesict123.wordpress.com/
Name: Norlizawati Hj Kamis
Registration No: 10D0131
http://faizahhmz.wordpress.com
Faizah Hj Mat Zinal
Reg No:10D0133
Department of Planning and Estate management
Dk.Haryanizan Pg.Jaya
10D0132
http://basicict123.wordpress.com
Nurizah Ramli:
October 14, 2010 at 3:02 pm
Reg No: 10D0124
blog address: http://devicesict123.wordpress.com
Ron Armadi bin Awang Ibrahim
10D0113
http://smbdnt.wordpress.com
name: khamsiah hussein
reg. no: 10D0103
http://khamsiah811.blogspot.com
No comments yet from 104, 109, 115 AND 121. Pls post the url of your blog with syllabus and content of the subject(s) you teach.
Hi Dr Leong, I am Suzi, 10D0109, that left early for an interview with the one of the Ministry.
I am so sorry for my late submission as the place that I stayed have inconsistent reception of the modem used..ie. can’t be online easily here, Dr.
Btw, i teach Business Statistics & the url of my blog is http://bstats2010.wordpress.com/
Thank you Dr.
Rasyiqah Rahgeni
DTE 10D0115
blog: syeqahz.wordpress.com
Name: Mohamad Shah Rizal Amir bin Haji Mohiddin
Reg: 10D0121
http://cs7010.wordpress.com/
name : Syahrani Binti Haji Salleh
Reg no : 10D0104
I’am teaching Building Service Engineering course at Maktab Kejuruteraan Jefri Bolkiah
http://triotech.wordpress.com
Dr, this is my new url for the teaching blog. content is the same as before with new updates..
http://mechsciencemrn.blogspot.com/
Latest task done.
Here is my updated wordpress blog:
http://alihassan242.wordpress.com
Then click ‘Typing Game’.
Thank you, Dr. Leeong.
- Mohammad Ali Hassan Omar
- UBD DTE 10D0129
Latest task done.
Here is my updated wordpress blog:
http://alihassan242.wordpress.com/typing-game/
Thank you, Dr. Leeong.
- Mohammad Ali Hassan Omar
- UBD DTE 10D0129
Good Day Dr,
Attached website is refer to the website for the Concept Map. Please advise.
Regards,
Zariah
Blog has been updated with virtual simulator.
http://gocomm.wordpress.com/visual-simulator/retail-trade/
Thank Q Dr.
Sheila Azalina bint Abang Razali
DTE 10D0122
Ahmad muzhaffar bin sahbudin 10d0102
I’ve updated my blog in response to your task..
Shafie Ali – 10D0101.
i just realise that the new blog’s url that I gave didnt have my name on it.
http://mechsciencemrn.blogspot.com/
Faizah – 10D0133
Sir, I have updated my blog as below:
*concept map
*work application
*application tutorial
http://faizahhmz.wordpress.com/
Blog has been updated.
http://basicict123.wordpress.com
Thank you Dr.
Dk.Haryanizan bte Pg.Jaya
DTE 10D0132
Hello Dr..
I just create my blog..
name : Syahrani Binti Haji Salleh
Reg no : 10D0104
I’am teaching Building Services Basic Design course at Maktab Kejuruteraan Jefri Bolkiah for National Diploma Level 2.
http://ismarani.blogspot.com
I am sorry for my late blog due to my sickness.
Thank you for you concern Dr.. tomorrow i will try post the virtual learning diagram.
concept map has been uploaded in my blog at zana-whoever.blogspot.com
Hi Dr…
Name: Nazirul Fitri bin Noor Azalie
Reg no: 10D0110
Subject taught: Practical Computing
http://nazirulfitri.wordpress.com
Blog has been updated.
http://zahk.wordpress.com
Norlizawati binti Hj Kamis
10D0131
hai dr. Leong,
i have updated my wordpress on the concept map on tth “Must Do”, “Should Do” and “Could Do” list.
Name: Dk. Nora’ain bt. Pg. Mohd Safri
Reg No: 10D0126
http://commstudybiz.wordpress.com/virtual-simulator/
Thnks.
sir, you have seen my virtual simulator, but i have added another activity and the differentiated level(must, should and could do) for each activity.
http://csy78.wordpress.com/virtual-simulator/
and I also have added each Year 7 topic with – notes, exercise, online quiz, the differentiated strategy for each topic and concept map – under year 7 tab.
http://csy78.wordpress.com
Thank You,
Amal Hayati
10D0127
gd evening Dr leong,
I have update my blog with the right concept map (hopefully), hope you could check and comment if still not ok. thank you sir.
http://csy78.wordpress.com/virtual-simulator
Amal Hayati
10D0127
Hi Dr. Leong,
I have updated my wordpress on the concept map on the must do, should do and could do list.
my wordpress: http://zahk.wordpress.com
Name: Norlizawati HK
Reg No: 10D0131
Thanks.
Gd Morning, Dr Leong…
I have updated my latest task on the concept map. I hopefully I get A for this, heheheh
http://dte10d0103.blogspot.com/p/geometrical-shape.html
Name: Khamsiah Hussein
Reg No: 10D0103
Thanks
Faizah – 10D0133
Sir, I have updated my blog as mentioned below:
*interactive website (education)
http://faizahhmz.wordpress.com/
Faizah – 10D0133
Sir, I have updated my blog as mentioned below:
*interactive website (education)
http://faizahhmz.wordpress.com/
Hello sir,
I have updated my blog on teaching strategies. Hope it is correct. i found the journal which support my teaching strategies and i linked at the bottom of the page.
Azilina Abd Manan
10D0125
http://azilina10d0125.wordpress.com
Hello, Dr Leong.
Another task done.
Here is my updated wordpress blog:
http://alihassan242.wordpress.com/research/
Thank you, Dr. Leong.
- Mohammad Ali Hassan Omar
- UBD DTE 10D0129
Dr, i’ve updated my blog in response to your activities.. Ahmad Muzhaffar Bin Sahbudin 10D0102
http://www.muzhaffarx9.blogspot.com
Hello, Dr Leong.
http://alihassan242.wordpress.com/research/
http://net.educause.edu/ir/library/pdf/CSD4080.pdf
Title:
‘Teaching and Learning with Technology – Key Findings from Faculty and Student Surveys 2003–2004′ – Cornell University.
Abstract:
Instructional technology can be defined as multimedia, web-based applications, and other tools used to enhance the teaching and learning process, whether it is in or out of the classroom. Cornell faculty and students were given surveys on their use and opinion of existing instructional technology at the university. The aim was to develop a baseline for current usage, to establish levels of interest in the development of technology-based instructional resources, and to investigate what factors might contact implementation of existing or future instructional technologies.
Relation:
The information collected demonstrates that the said university is responsive in meeting and exceeding student expectations and supporting a standard of excellence in education. These findings will promote further discussion about the usage and value of instructional technologies at Cornell University.
From there, it is determined that:
~ 87% of the student respondents agree that instructional technology can enhance student learning.
~ 82% of the student respondents agree that Web-based materials can enhance student learning.
~ Faculty more commonly use Windows computers than Macintosh, by more than a 2–to–1 margin.
~ Two-thirds of faculty have a web site for at least one course.
~ E-mail lists and discussion boards are the most frequently used means by which instructors communicate with their classes.
~ Faculty expect increased use of the Internet and other distance learning tools in the near future.
~ Presentation graphics and spreadsheet software are the most frequently used tools for facilitating instruction.
~ Faculty use the Internet for a variety of instructional purposes.
As in the findings, I have been using instructional technology for about three years. I find it better to use and enhance teaching and learning, by implementing any relevant web-based materials, using Windows or Macintosh, using own website for easy reference, making full use of emails and discussions boards or forums, using graphics and multimedia tools, and last but not least, using the internet for relevant resources and a variety of instructional purposes.
Thank you, Dr. Leong.
- Mohammad Ali Hassan Omar
- UBD DTE 10D0129
[leong: excellent]
Name: Zuheda Binti Hj Jamil
Reg. No: 10D0130
http://rulesict123.wordpress.com
Name: Nurul Hikmah Binti Hj Mohammad
Reg. No: 10D0106
http://operateict123.wordpress.com
Dr Leong,
We have updated our blogs on:
TEACHER ORIENTATIONS TOWARDS ICT IN EDUCATION
Abstract:
This journal talks about the ICT usage in Brunei Darussalam that involved teachers, education, and everyday use of ICT in the classroom, school and organization.
Relate research findings to how you can teach more effectively:
The use of ICT in schools such as Interactive Whiteboard, Computer, Projector, Online Video, Internet, etc can help to help the students in learning more effectively. At the same time can help the teachers to increase their teaching quality with the technology. Thus, the students will engaged in more interesting and fun way of learning ICT.
URL:
http://www.e-journalofeducation.com/main/ICT/ictorientations.pdf
http://www.oandp.org/jpo/library/2002_02_071.asp
Contemporary Students: Learning Styles and Teaching Strategies
Today, technology is the main tool in delivering effective teaching. The use of media delivered instruction is a way of continuing development of teaching strategies. Example the use of quizzes online by which this type of activities stimulate students interest and make for more efficient use of both their time and teachers time. Another media is the uses of Web based resources and they can significantly enhance the learning experience. For example, creating blogs which has teaching resources such as notes, activities and link to other related website. . Virtual reality technology simulations can provide additional experiences.
Relate research findings to how you can teach more effectively?
1. Create quiz online that available in the internet. Such as
• link 1: http://www.proprofs.com/quiz-school/quizshow.php?title=revision-eoy-year-8-part-1&quesnum=1
• link 2: http://www.swfcabin.com/open/1283400601
2. Create blogs for teaching resources like lecture notes, classwork and homework as well as virtual simulations. Such as
• link 1: http://azilina10d0125.wordpress.com/online-tools
• link 2: http://dnt10.wordpress.com/learning-methods/mini-quiz
From
Azilina Binti Abd Manan (10D0125) and Faizah Binti Hj Mat Zinal (10D0133)
1. Mohamad Shah Rizal Amir bin Haji Mohiddin, 10D0121
Hjh Norlatifah bte Haji Abd Hamid, 10D0114
2. http://eprints.qut.edu.au/3909/
3. Effective Teaching in the Information Era: Fostering an ICT-based Integrated Learning Environment in Schools
4. The journal article emphasise on the need for educators to explore various issues in boosting a good integration of ICT in education. The paper emphasised that substantial thinking and rethinking is needed, based on preliminary finding as teachers need to develop critical understanding as ICT as shaper of information of values. ICT should provide students with more effective learning and variety of experience to incorporate skills and knowledge in their lives. To be able to achieve this, the teacher must be critically select the right resources to meet the learning styles of their students and parallel with the curriculum
5. This research finding will help us to teach effectively because as computer studies teachers, we also need to rethink on the use of ICT as a tool in enriching the students’ learning, not just as a page turner or the only solution in education. Teachers also need to consider the different students’ preferences and compatibilities with different learning or teaching styles and techniques to increase variety of experience, instead of just being one-dimensional and monotonous even though the technique is deemed up-to-date or modern. Teachers must use resources such as videos and applications critically.
1. Students’ Name: Norlizawati binti Hj. Kamis (10D0131) & Dk. Haryanizan binti Pg. Jaya (10D0132)
2. URL: http://ugent.academia.edu/JoTondeur/Papers/93907/Curricula_and_the_use_of_ICT_in_education._Two_worlds_apart
3. Title: Curricula and the use of ICT in education. Two worlds apart?
4. Abstract
In Flanders (the Dutch-speaking region of Belgium), the education government has identified and defined a framework of ICT competencies for expected outcomes, related to knowledge, skills and attitudes that pupils are expected to achieve at the end of primary school. Results show that teachers mainly focus on the development of technical ICT skills, whereas the ICT curriculum centres on the integrated use of ICT within the learning and teaching process. It concludes with the potential value of a school-based ICT curriculum that ‘translates’ the national ICT-related curriculum into an ICT plan as part of the overall school policy.
5. Research Finding
Information and communication technology (ICT) plays an important role in society when we take into account the social, cultural and economic role of computers and the Internet. The main finding of this study is that ICT competencies focusing on supporting the learning process and social and ethical components reflects lower priority levels.
A way forward is stressing the responsibilities of local schools to develop a school-based ICT curriculum that ‘translates’ the national ICT-related curriculum at school level into an ICT plan as part of the overall school policy.
From the research findings, it is to be concluded that:
• school planning on using ICT across the curriculum;
• strategies to redirect educational practice;
• access to courseware to integrate ICT within the core curriculum;
• opportunities for professional development.
As for our research finding, we could:
1. Enhance the use of ICT during the ICT across curriculum and ICT Club.
2. Improve the internet connection in the school so that the pupils could use the internet more widely for their learning e.g. communication through e-mails, downloads the notes from the teacher.
3. As for us, we could use the internet to share the teaching resources among teachers and students more effectively.
4. We may do extra work in improvising our teaching strategies in implementing the use of ICT in school.
5. Encourage the pupils to practice the ICT coursework or project at home to improve their ICT skills.
6. Provide an extra class during early morning and ICT Club especially for those pupils who do not own computer at home and for the lower achiever pupils.
Alipah Aini Aliakat 10D0108
http://works.bepress.com/cynthia_fisher/19/
Teaching HRM and managerial skills with the ‘living case’ exercise: an evaluation
The researchers is trying to teach Human Resource Management using a new challenging approach where it involves students working on long project on an On-going case study. A simulated organization is created whereby they must based all their decisions made based on the theories that they have learn in the classroom. The researcher finds that by letting the students think of the problems and finding own ways to solve it, this can instill a deeper understanding of the topics other than the traditional paper learning. Students working as a team skills is improved and it is fun as it it interactive. The students are able to develop some decision making skills par to the skills of those working in the managerial department.
I have updated my blog.
Shafie Ali – 10D0101
Blog url:
http://mechsciencemrn.blogspot.com/
Research url:
http://www.msta-mich.org/index.php/publications/journalArticle/20
Title: Improving Science Teaching and Student Achievement through Embedded Assessment
Alipah Aini Aliakat 10D0108
http://works.bepress.com/cynthia_fisher/19/
Title : Teaching HRM and managerial skills with the ‘living case’ exercise: an evaluation
The researchers is trying to teach Human Resource Management using a new challenging approach where it involves students working on long project on an On-going case study. A simulated organization is created whereby they must based all their decisions made based on the theories that they have learn in the classroom. The researcher finds that by letting the students think of the problems and finding own ways to solve it, this can instill a deeper understanding of the topics other than the traditional paper learning. Students working as a team skills is improved and it is fun as it it interactive. The students are able to develop some decision making skills par to the skills of those working in the managerial department.
I find that this is approach refreshing compared to the traditional methods i am using now in my lessons. Since the students in my school have set their own business organizations, I can ask them to use the theories that they have learn and apply in the decision making especially in recruitment or developing training for their future staff. This can make them understand the topics better since it is related to their newly set up business organisation.
url: http://www.msta-mich.org/index.php/publications/journalArticle/20
Title:
Improving Science Teaching and Student Achievement through Embedded Assessment
Abstract
Assessment serves many purposes. According the National Science Education Standards, assessment can be used to evaluate students, teachers, curricula, and programs, and to guide teachers’ instructional decisions. They are using assessment, specifically embedded assessment, as a tool that teachers can use to become more effective in helping their students understand and be able to apply science knowledge.
Its potential is to improve teaching effectiveness, classroom learning environments, and students’ understanding of science. It also assist teachers in learning how to use embedded assessment as a tool for increasing students’ understanding of science.
What is “Embedded Assessment”?
1. Continuous, ongoing, and classroom-based assessment
2. It helps teachers to gain insight into their students’ ideas and reasoning about the subject matter content that is included in the curriculum
3. Helps them to determine adjustments needed in their teaching to help a wide range of students develop the understanding and capability to apply science knowledge
This strategy suggests that teachers can:
1. Collect information on students’ ideas and reasoning (including naivee conceptions or misconceptions),
2. Interpret the meaning and significance of students’ current understanding (said another way, they must “make sense of” the information from students), and
3. Determine the next instructional steps needed to advance them toward the intended instructional objective.
Benefits from Using Embedded Assessment
• The quality of interactions between teachers and students improves
• There is an improvement in the classroom environment including diminished behavior problems
• Engagement of students in learning increases
• Interactions among students are more positive
• Understanding of science and science achievement increases
• Students become more positive about science and science class
From the research above, “embedded assessment” can be use to teach effectively the subject of science.
Lisa Borhanudin (10D0111)
http://www.lishieeee.blogspot.com
Fashion Design
http://www.edb.gov.hk/FileManager/EN/Content_3136/FashionDesign_S1to3_%20E.pdf
Sub-units’ articles:
Principles of fashion design
http://www.infomat.com/fido/getarticle.fcn?&type=guides&SearchString=handbag&id=737870PF0000046%20&startstart=1&tr=10
Producing working sketches and fashion drawings
http://etd.lib.ttu.edu/theses/available/etd-03252009-31295007647554/unrestricted/31295007647554.pdf
Paraphrase Abstract
Fashion design is the study of fashion and the way in which materials and methods affect the design potential as well as the skills of fashion making. The way in which social attitudes and previous fashion trends affects the development of fashion design is touched. It is designed with a view to arouse students interest and enjoyment in studying. Hence, the course would be designed to appeal to teenagers and the course activities would mainly be student-centered so that a high level of interest could be maintained and satisfaction gained among students.
Research findings
- Develops students’ sense of cultural and aesthetic appreciation of fashion.
- Gives students the opportunity to experience and participate actively in creative fashion design process in which new ideas can be developed or old ones modified.
- Develops appropriate interpersonal skills and attitudes for working both independently and cooperatively within a group.
Hi Dr, I’m Suzi from DTE, 10D0109
Here’s the url
http://onlinelibrary.wiley.com/doi/10.1111/j.1467-9639.2009.00354.x/pdf
This paper is about the huge number of online resources available on the teaching and learning of statistics. It provides an overview on the various online resources available on the internet for effective teaching tools. Some of it also includes teaching through animations and simulations in classrooms and also individuals learning.
Although they paper researcher find its an advantage of this online resources, it also has its limitations.
A few limitations includes ;
It is tedious to sort out which resources we want to use and the outcome may turn out to be thousands.
It is time consuming to choose the resources.
Hence, the paper provides a collection of online resources for statistics by listing it by type and topic for fast, easy and accessible use.
Effect on my own teaching :
Through this journal, I now can find online resources for teaching statistics quickly, hence my teaching planning can be more effective and manage properly. This approach can fulfil the SPN 21 vision and mission as it will be more practical and student centred approach.
Students can benefit through the different online resources for individual learning as well.
Name: Nurizah BInti Ramli
Reg No: 10D0124
blog: http://devicesict123.wordpress.com
Title:
Technologies For Education potentials,parameters and prospects.
URL:
http://www.unescobkk.org/fileadmin/user_upload/ict/e-books/TechEdBook.pdf
Abstract:
Increasingly, ICTs are being recognized and used to bring education and training to those individuals who are challenged in one way or another. These tools include digital voice control software, audio to visual conversions for the hearing impaired, electronic text, and digital audio. The technologies, either stand-alone or as part of integrated systems, help to overcome barriers such as instruction based only on print and dependent on sight, audio dependent on hearing, and video requiring vision. The systems themselves have to be developed for individual use, so they require careful study of individual students’ needs.
Research Findings:
The teachers and the students need the ICT technologies in their teaching and learning. The teacher need these technology in order to help animated and make their teaching interesting. As for the students, they need these technologies in order to further understand what their teacher teachers them.
The use of animation, internet and videos have a large impact on both the student and the teacher learning. Without all of these modern technologies, the method of teaching cannot be done effectively.
1. Student’s name: Zanariah @ Zamila Jumat. 10D0112
2. URL: http://www.dokeos.com/doc/thirdparty/Computer%20Based%20Assessment.pdf
3. Computer-Based Assessment in E-Learning:
A Framework for Constructing “Intermediate Constraint”
Questions and Tasks for Technology Platforms
4. Paraphrase abstract:
The journal is about technology today which offers many new opportunities for innovation in educational assessment
through rich new assessment tasks and potentially powerful scoring, reporting
and real-time feedback mechanisms.
This journal introduces a taxonomy or categorization of 28 innovative item
types that may be useful in computer-based assessment. Its purpose is to provide a practical resource for assessment developers as well as a useful
framework for the discussion of innovative assessment formats and uses in computer-based
settings.
5. Research Findings:
It helps and tells us that Computers and electronic technology offers infinite ways to
enrich educational assessment both in the classroom and in large-scale
testing situations.
With dynamic visuals, sound and user interactivity
as well as adaptivity to individual test-takers and near real-time score
reporting, computer-based assessment vastly expands testing possibilities
beyond the limitations of traditional paper-and-pencil tests.
Name: Ak Muhd Suhandri bin Pg Hassan
Reg No: 10D0128
URL: http://findarticles.com/p/articles/mi_qa5524/is_200601/ai_n21393162/
Title: USING ACTION RESEARCH TO PROMOTE INCREASED ACADEMIC SUCCESS FOR EDUCATIONALLY DISADVANTAGED STUDENTS
Abstract: This paper has two objectives. The first is to advocate that “action research” be considered as a methodology for research in accounting education. The second is to describe an on-going Action Research Project (the Project), the purpose of which has been to increase the academic success rates of educationally disadvantaged students accounting and business courses.
Research finding: The purpose was to cultivate the students’ expectations about the importance of learning and using accounting in their lives. Every class would stress that students were destined to be important people if they were academically prepared for the future. It was a key moment when students made the transition from feeling bad about their prior experiences, to gaining a positive attitude based on genuine achievement. As the students began to develop a positive attitude, they acquired increased confidence about their ability to learn as well as other students. The participants were then able to achieve more than they, their parents, and their previous teachers and counselors thought was possible.
1. Name: Ron Armadi bin Awang Ibrahim
Reg number: 10d0113
2.Links:
http://smbdnt.wordpress.com/researchs-on-learning-using-blogs/
3.Title:
1. Blogs in teaching
2. A Blog-based learning dynamic map
4. Abstracts from the Journal articles:
Blogs in teaching
Blogs have become commonplace on the Internet. Even though academic blogs exist, most scholars who do not have their own blogs doubt the value of this newfangled computer tool, or wonder what point it serves. Blogs have a lot of potential in scholarship as a space for discussion of print journals or books, as a means of helping support academic conferences, and even as an alternative to more traditional venues for publishing. Using blogs with students over the last few years has taught me three basic lessons. First, just because you give students the opportunity to use a new and exciting technology doesn’t mean they will want to use it. The second lesson I learned is that blogs do not do a very good job of helping writers interact. That leads to the third lesson I have learned: Blogs work best for publishing individual texts that are more or less finished, at least in the sense that blog writers generally don’t ask their readers to suggest revisions.
A Blog-based learning dynamic map
Problem-based learning is a goal directed and constructive process for learners. When meeting problems, learners usually
force themselves to form work groups in order to find a solution. Currently, blogs are becoming more popular and in
fact has formed a community wherein people can share their learning experiences with others. Many pedagogical applications
have adopted what are posted in the community for supplementary learning. Integrating blogs in an intelligent tutoring
system means that learners can better regulate and enhance their own learning. In this study, a novel learning device, a
blog-based dynamic learning map, which employs both information retrieval and automated scheduling techniques, is
designed to provide useful blog articles to help learning. The relevant articles in blogs are used to promote learner engagement
in their interactions with the learning map and hence achieve their goals more easily. An experimental course has
been implemented and the results show that learners make use of the blog-based learning aid in a very positive way
and can eventually cross the specified threshold in a test. The proposed approach can encapsulate the dynamic learning
principles in cohesive and supportive ways. Thus it can lead learners to gain useful supplementary materials, shorten
the learning time and offering expanded alternative viewpoints to use in the solution of assigned problems. Our results
show that both the learners and lectures are very positive to the design of our blog-based dynamic learning map.
5. Relating research findings to how you can teach more effectively
Using blogs enable students to share their work with each other online, and make it available from and to any computer that is connected to the Internet. They can share their ideas and designs for projects works in schools. When many people, such as teachers and students, post messages to a single blog, it can be a teaching and learning tool. Why post student work online? Publishing work online enables students to make contributions to the class, promotes peer learning, and encourages quality in work. Students can make a visible contribution to the course and to their classmates when their work is posted online. Peer learning is made possible by a student’s ability to read the work of classmates that is posted online. Finally, students produce better quality work when it is to be posted online. One reason is a matter of pride and a desire not to be embarrassed when classmates see the work.
1. Name: Zariah binti Haji Bachee
Reg number: 10D0107
2.Links:
http://www.cimt.plymouth.ac.uk/journal/leung.pdf
3.Title:
“Empowering Learning with Rich Mathematical Experience: Reflections on a Primary Lesson on Area and Perimeter”.
4. Paraphrase Abstract
Area and perimeter is analysed with a perspective to discuss the meaning so that the students get rich mathematical experiences, know to pre-designed pedagogical tools. This could enrich mathematics classroom learning environment which promote re-shaping, shaping and even creation of mathematical knowledge.
There were two objectives, the primary was to explore the relationship between the concepts the length and width, hence can find the relationship between area and perimeter of a rectangle. A secondary object was to introduce students to the concept of solving a problem in a real life situation by comparing quantities in a systematic fashion using tabulation.
5. Relate Research Findings To How You Can Teach More Effectively
This research is based on the relationship between the perimeter and the area. The following tools methods can be implemented into my teaching which is under the Student Activities which enhance make the students active in class and more eager to learn Maths.
Tools
Different tools usages enabled students to foster different levels of understanding on the relation between the area and perimeter of a rectangle. Three tools were available to students simultaneously during the problem solving and exploration phases.
1. Rectangular grid paper
Students draw rectangles having the same perimeter on grid paper. The grid paper was at the same time a measuring tool and a template for making rectangles. This is to visualize different rectangles (in size and shape) having the same total perimeter but with different lengths and widths.
2. Pin-board and pieces of string
Pin-boards custom made with Styrofoam (with grids on them), pins, pieces of string with lengths 16 cm and 20 cm were provided for students. Students used them to construct different rectangles. This tool was designed for students to experience connections between the physical world and the mathematical world: between a piece of string and a fixed perimeter; between a physically enclosed region and an area.
3. Table for tabulating numerical values
The use of a table to record and interpret numerical findings was a new problem solving strategy for students provided students a chance to transit from geometry to algebra. thus creating a fusion of experiences that could be conducive to higher order thinking.
By observing a simple numerical pattern from the table, students were able to re-present the perimeter formula:
(I) Re-shaping prior mathematical knowledge
(II) Shaping new mathematical knowledge
(III) Creating/discovering mathematical knowledge beyond the present context
Name: Khamsiah Hussein
Reg No. 10D0103
Links:http://dte10d0103.blogspot.com/p/journal-on-engineering-design.html
Please check it out at my URL… heheh, Thank You Dr. Leong
Name: Sheila Azalina 10D0122
Dk Nora’ain 10D0126
URL: http://gocomm.wordpress.com/research/
Title: INTEGRATING NEW TECHNOLOGY TO COMMERCE CURRICULUM: HOW TO
OVERCOME TEACHERS’ RESISTANCE?
This is a research on why is there a need to use technology-based in teaching and learning of commerce. In his research, he had made a surveys on commerce teachers in his country regarding the use of technologies in teaching and learning. in his findings, there are many reasons why teachers are reluctant to use technologies in teaching and learning at the same time he highlighted on the issues of the differences in teaching experience which will affect them in using technology.
At the same time, he did suggested on methods to overcome…
Dr Leong, it was interesting in his findings… do read more..
Thank you
From: Sheila Azalina & Dk Nora’ain
Name: SYAHRANI BINTI HAJI SALLEH
Registration no: 10D0104
Url : http://escholarship.bc.edu/jtla/vol9/4/
Title journal: Evaluating The Implementation Fidelity of Technology Immersion and Its Relationship with Students Achievement.
Paraphrase abstract: In this journal; the Texas centre for educational research, they did a research on across three years for 21 immersion schools in technology by providing a laptop for each student and teacher, wireless, internet access, curricular and assessment resources, professional development, and technical and relating to teaching support. This article examines the fidelity of model implementation and associations between implementation indicators and student achievement. They found that immersion support and classroom immersion were inconsistent and mostly not statistically significant predictors of student achievement, whereas students use of laptops outside of school for homework and learning games was the strongest put into effect predictor of achievement.
Research findings that can relate to my teaching:
1.Despite growing interest in and around computing
2.Evidence on the effectiveness of computing models for improving teacher and student outcomes.
3.To get the idea of methodologies challenges and solutions for assessing the effectiveness of these emerging technology rich educational settings.
4.A way to improve teaching, learning and students outcomes.
5.To develop centre learning for the student.
Name: Dyg Amal Hayati Awang Hidop 10D0127
URL: http://csy78.wordpress.com/resources/
Title: Impact of Internet on Teaching and Learning (Article)
Paraphrase Abstract:
The writer was writing about the impact of internet towards education since its development 30 years ago. In his article, he was discussing on the usual issue arise on using internet as tool for teaching and learning; new way of learning which needs students to have psychological reaction. Besides issues, he state that modern, web-based learning and computing provides the means for fundamentally changing the way in which instruction is delivered to students and also way for teacher to improve web based architecture in developing educational website or using resources from internet as teaching and learning tool. Other than that, he was also discussing on factor to optimize learning environment; such as he touched on learning and the teaching style, Satisfying needs of students, and so forth.
Online learning enables you to extract information from different types of resources anytime, anywhere. Learning on the Web can be nonjudgmental and self-paced. Using advantages of this technology to expand learning opportunities is particularly crucial, because we live in a time when learning is becoming a necessity not a luxury.
Thats all for now..
Name: Umi Salmah binti Haji Ajam (10D0118)
Ida Massuri binti Mail (10D0119)
URL: http://findarticles.com/p/articles/mi_qa5524/is_200601/ai_n21406193/
Topic: DISCERNING ACCOUNTING AND NON-ACCOUNTING STUDENTS’ PERCEPTIONS IN THE FIRST COURSE IN ACCOUNTING AS A PROXY FOR SEPARATE COURSE DELIVERY
ABSTRACT
The first course in accounting is a mandatory course in most business cores. Research relating to the first course in accounting has mainly been focused on potential accounting majors. In most introductory accounting classes, non-accounting majors occupy the most seats.However, only limited research has sought to ascertain the perceptions of all students about the first course in accounting relative to their respective majors.
More importantly, such studies are shortchanged as they do not tell us what to do with the differences in perceptions that they find. Are the perceptual differences in the first course in accounting among accounting and non-accounting majors so different as to warrant separate course delivery? This study investigates any differences in perception among all students by major and by gender to ascertain whether these differences are significant enough to suggest the need for separate course delivery.
This study also extended related studies by incorporating open-ended questions in the instrument used to ascertain students’ perceptions. All sophomore students who took the required course of their majors participated in the study. The study focused on nine research questions, including what students liked and disliked the most in the course.
The aggregate study shows that one third of the students perceived the first course in accounting to be significantly important to their future career, irrespective of their major and gender as measured by ANOVA. However, while a third of students’ interest levels dropped after taking the course, the interest levels of the other third stayed the same.
Accounting and non-accounting majors were compared prior to and after the course on the basis of their relative interest, perceived level of course importance, and confidence levels. The results show that accounting majors have higher positive perception of all three attributes than the non-accounting majors.
There is, however, no significant difference between accounting and non-accounting majors relating to prior knowledge of the course, course load and the number of courses enrolled. This suggests that separate course delivery is perhaps warranted as an encouragement to increase interest in the course among non-accounting majors.
Further, with the exception of significant changes in interest and confidence, where male students have higher levels, gender results are not significant.
“The purpose of the study is to help determine the pedagogical approach that would assist students in not only successfully completing the introductory accounting course, but also to help them appreciate the need and relevance of the FCA regardless of their college major.
This study proves that student’s perception towards accounting will influence their achievement in the subject. Therefore, it is no use if students have accounting background and without it been separate into different classes. This is because the study shows that the outcome of student’s achievement are the same.
This is beneficial to teachers because this study prove that perception towards does influence on student’s achievement and confident in accounting. In order to improve student’s result, teachers should be able to persuade them to change their perception toward the subject. This can be done by explaining the importance of accounting in the nowadays society and shows them the working opportunities they may get with the subject.”
Sir, This is my new blog as my earlier version got problem.
My name is Nazirul Fitri bin Noor Azalie
Reg No: 10D0110
Research or Studies On Using Interactive Whiteboard (IWB) to enhance students learning.
As in all teaching and learning children have different and changing learning styles depending on the existing knowledge they bring to a task and their ability to work co-operatively with others. Teachers favour different teaching methods, often based around management principles. In catering for all, variety is required. This research has lead us to find some strongly favoured methods of teaching and learning for ICT in our classrooms with our students. It is evident in the shift from our baseline data to our concluding results, that as new learning occurs and the students confidence has grown, so has their preferred method of instruction and learning altered.
It has become increasingly obvious to us in the ongoing use of the Interactive White Board (IWB) that all teaching creates ICT learning opportunities. All the decisions we make on the IWB in front of the class provides them with learning opportunities and modelling. It takes no longer to point this out as a teaching moment, as we create a flipchart. We invite the children to verbalise how can we achieve the outcome or better still ask them to get the IWB flipchart to that point themselves—true integration of ICT and everyday opportune teaching moments. On reflection now that we are IWB confident, we very regularly pose the learning task to the children to talk us through the task we are doing, whether it is finding and opening a file or manipulating object on the board or searching in the IWB library for a resource. This as a repeated process has resulted in a hugely increased ability of the children to use the IWB functions but also to problem solve to complete a task. When children have to verbalise what they are doing, they demonstrate true understanding.
On completion of this research, we can very clearly see teaching and learning preferences for the children. We would strongly advocate that a huge amount of learning of ICT skills is incidental and arises from increased confidence , experimentation in programmes once an initial understanding has been grasped and from teacher modelling as the IWB demonstrates daily to all the class.
Nazirul Fitri bin Noor Azalie
Reg No: 10D0110
my blog url: http://zirulazalie.wordpress.com/
Dr Leong,
i have updated my blog, must do, should do and could do, together with the concept map.
http://pixlr.com/editor/
My wordpress: http://syeqahz.wordpress.com/technology-based-resources/
Title: A Student-Driven Approach to Teaching E-commerce
The research is about using e-commerce in teaching at mastery level. It involves students giving presentation based on fairly detailed subject guidance provided by lecturer. Students develop presentation material in response to stories, which set the context and problems, and tasks which set the detailed areas for investigation. Student’s role as an active developer and deliverer of material in a group environment and the role of the tutor in directing studies, providing support and counsel and assessing student deliverables.
It teach about the use of IT in teaching and learning of commerce. Beside that, it also about use of communication which is one of the topic taught in commerce. Of course the approach is more on using IT. It is student-centred approach and very much comply to the current SPN 21 curriculum. It also help to widen the teaching scope for teachers in teaching commerce.
Hope you will have a good time reading the website Dr. Leong…
Title:A Student-Driven Approach to Teaching E-commerce
Url:http://findarticles.com/p/articles/mi_qa4041/is_200504/ai_n13637488/?tag=content;col1
The research is about using e-commerce in teaching and learning at mastery level.The approach involves students giving weekly presentations of material they have researched based on fairly detailed subject guidance provided by the lecturer.Students develop presentation material in response to stories, which set the context and problems, and tasks which set the detailed areas for investigation. student’s role as an active developer and deliverer of material in a group environment and the role of the tutor in directing studies, providing support and counsel and assessing student deliverables.
The effect in teaching commerce is that, it teach by using IT. Beside that, it also about the use of communication which is one of the topic taught in commerce. Of course the approach is more advance because of the use of technology.It is more to student-centred approacha and very much comply to the current SPN 21 curriculum.It also widen the teaching method for teachers teaching commerce subject.
Dr our url is as below:-
http://findarticles.com/p/articles/mi_qa4041/is_200504/ai_n13637488/?tag=content;col1
Dr Leong,
i updated my blog on Research
my wordpress: http://syeqahz.wordpress.com/research/
Hasimah Hj Abd Samad
http://hasimahsamad.wordpress.com
Hello Dr. Leong..
I have made an alternative website for my blog. kindly please check out the link given below:
Current blogsite: http://www.cs7010.wordpress.com
Alternate website: http://www.saidonaziz.com/7010
the contents are basically similar, it’s just different way of presenting..
Hello Dr Leong…
i have re-adjust my blog… kindly please check it out the links given below;
task 1;http://khamsiah811.blogspot.com/p/engineering-drawing.html
task 2; http://khamsiah811.blogspot.com/p/geometrical-shape.html
task 3; http://khamsiah811.blogspot.com/p/journal-on-engineering-design.html
thank you..
khamsiah hussein
10D0103
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