Goodbye

3. 10 2007

It was the last day of this course PKEY 3101 Technology in Primary Education.

After sailing through 14 weeks in a ship consisted of 75 passengers (us), a captain (Prof. Raja Maznah) and 2 cabin crews (Miss Ng and Miss Chin). We finally reached the destination and it's time for us to go our separate ways. No longer on the same "boat", but our spirit of technology will continue to burn in moodle as well as here in blogger.

Before the lecture started, we were given a survey to be completed regarding on our experience on designing activities via smartboard.

I answered it by giving clear and thorough explanation which reflected my feelings and personal opinion of the effectiveness of samrt teaching using smartbaord.

The last lecture started with Prof. Maznah sharing a funny yet practical philosophy to us which was the "FISH PHILOSOPHY".

Sounds funny right?

Let me briefly explain to you.

After getting familiar with this philosophy, I bet you would like to inculcate in your life too!

For me, it is a remedy for those who are always stressed up, depressed and possess bad temper.

Any way, Fish Philosophy is......

1. Play - Have a little fun at work.

2. Make their day - Go M.A.D. [Make a Difference], engage others. Make them part of the fun.

3. Be there - actually pay attention, to make sure you take care of the person in front of you
right now!

4. Choose your attitude - Before you go to work in the morning, pick out an attitude, just like
you choose your underwear.

Ideas for Applying the "Fish Philosophy"

PLAY

• U joke.
• U compliment.
• U smile.
• U make people smile.
• U laugh.
• U make people laugh.
• U have fun.
• U make people have fun.

MAKE THEIR DAY

• U praise.
• U share.
• U help.
• U be nice.
• U cooperate.
• U appreciate.
• U thank.
• U listen.
• U greet.

BE THERE

• U smile.
• U concern.
• U are friendly.
• U show up.

CHOOSE YOUR ATTITUDE

• You have positive thoughts.
• You have happy thoughts.
• You are pleasant.
• You have an awesome attitude.

Well, well, well,

in short,

Just treat yourself better and treat the people around you better.

Life will turn out to be better!

This philosophy should be applied to all teachers so that our pupils will have fun learning with us. Surely their affective filter will be lowered down by a teacher who is a follower of fish philosophy and I'm certain the learning environment will be more pleasant, warm, fun and exciting. We teachers listen to our pupils' needs and pupils will be touched by our attitude towards life. A good attitude can influence others too.

Thanks to Prof. Raja Maznah sharing to us this philosophy where we could live life "longer" with less hassels, conflicts and stress.

Later, we were given an unexpected quiz.

It takes up 5 marks in our overall performance in this course.

40 minutes were given to complete the quiz.

The quiz wasn't that difficult but tested a lot on our memorization on some theories and principles of technology.

Well ,I guessed I could sail through......

Last but not least, Miss Chin gave us some important learning spaces and educational websites which will be useful and resourceful for us in future to further develop our knowledge and skills on ICT teaching. I think these sites should be taken note of for our professional development as well as to improve one of our soft skills which is Lifelong Learning.

Here I would sincerely thank Prof. Maznah, Miss Ng and Miss Chin for their patience, support, encouragement given throughout these 14 weeks which completely developed us from a so called "techno dummy" to a "not so techno dummy" or some might say "techno savvy" teacher- to-be. There is no end in learning and I personally will continue to upgrade myself consistently and persistently throughout my life so that I could offer my best to my pupils.

Another point I would credit this course is......

It is able to allow me to develop my soft skills in terms of

1. communication
2. leadership
3. lifelong learning
4. ethics and professional values
5. teamwork
6. creativity

That's all for now.

Personally, I've enjoyed the entire course and undoubtedly this course has much to offer.

PKEY 3101 reigns!!!

Goodbye!!!

Examination

Free at last!
Free at last!
Free at last!

The scariest and terrifying moment has come to a past.

I've sat for my examination for PKEY 3101 Technology in Primary Education.

Honestly I didn't expect the paper to be so challenging and required so much of output and most nervous wrecking part was we had to explain and perform within 2 hours answering 2 essay questions which consists of 2 parts per essay.

I was so worried and my hands began to tremble attempting the questions. Knowing that I would not have sufficient time to complete the essays, I told myself I must never stop a single second in writing.

Initially, I began to read through the 3 questions deciding which 2 I could express better. I decided to attempt on the 1st and 2nd question. After a terrible "thunder storm" brainstorming session I managed to write down the points and organized them. Then in double quick time I started to write.

At first, I could still write rationally and my handwriting was still clear and neat. However, looking at the time, I sped up and my handwriting turned a little messy and I got jumbled up with my ideas and elaborations. The stress was unbearable and suffocating. I guess Miss Chin had seen me suffering in pain as she was just sitting in front of me.

Although the topics covered were all relevant to what we had learnt, the questions were so aptly designed that they seemed to expect a lot from me. Without caring how much I could pour out, I wrote and wrote and wrote.

Writing about blogs, writing about Airset and also writing about Smartboard.

Just telling you what they are wasn't that difficult, but being convincing with their advantages to the learners as well as how teachers can manipulate them in the teaching and learning process might not be an easy task.

After all, I had come out with a 12-pages product of writing. I hope the essays weren't craps to my markers. I was just trying my very best to explain my understanding on what I've learnt from this course throughout the 14 weeks.

I'm uncertain what I would score in this paper but I do cross my fingers that I would be able to pass and did alright in this paper.

Production

My production of IWB activities.

These activities are aptly planned to serve as enrichment activities for Year 4 pupils. The topic is mainly on data handling which is the last topic of the year. Therefore, it is assumed that the majority pupils have somehow mastered all the topics covered earlier. These activities are carefully planned so as to not only allow pupils to be able to acquire a thorough grasp on data handling and also be able to activate their prior knowledge learnt. By working on these activities which focus on data handling, some of the previous knowledge such as basic operations of whole numbers, fraction, money and mass will be recalled and tested. According to Merrill (2002),

"Learning is promoted when learners activate relevant cognitive structures by being directed to recall, describe or demonstrate relevant prior knowledge or experience."

"Directing learners to recall past relevant experience and checking this recollection for relevance
to the task under consideration is more likely to activate an appropriate mental model that facilitates the acquisition of the new set of interrelated skills."

Moreover, all the activities created are based on the pupils' daily lives. The content includes, pupils' favourite fruits, animals on the farm, sweets sold at the store, visitors to the zoo and pupils' results. The content areas are relevant and familiar to them. This can help to secure them in the learning process where they could relate their learning to the real world. Gradually their affective filter is lowered down and this will enhance the learning process. According to Krashen (1982), in his monitor model, when a learner's needs, motives, attitude or emotional state is affected, their affective filter is up and this will block the input given. Therefore, since they know what they are learning, their emotional state is stable and they are interested to learn, these activities can be carried out smoothly and the intended learning outcomes can be achieved by the end of the activities.

The most important point is that these activities about data handling are carried out using the Interactive Smartboard (IWB). This approach has greatly turned the learning process to become entirely different compared to the traditional way of teaching which is chalk and talk or manilla card teaching aids. Their learning about data handling has become so interesting as they are able to see colourful pictures, pictographs and bar charts which can stir them as well as capture and prolong their attention span. Young learners are visual learners because they learn from concrete ideas rather than abstract ideas. In Piaget's cognitive development theory (1952), children at the age of 9-10 are at the concrete oprerational stage where they are capable of operations but solve problems by generalizing from concrete experience. Therefore, by allowing them to look at pictures will help them to understand concept at a faster pace. In addition, teaching data handling using IWB is so much convenient, smart, fast and easy. This is because the teacher can plan and prepare her lesson in terms of activities and tasks where she could manipulate the IWB to provide input as well as practices and assessment to the pupils. If the teacher teaches data handling using the black or white board, she might have to draw and construct pictographs, bar graphs and copying questions on board during the lesson which is considered ineffective in the aspect of time management as teachers should always grab every opportunity to allow the pupils to learn more and display their knowledge in their learning process. By using IWB in teaching data handling, pupils can see, interpret and construct pictographs and bar graphs on their own demonstrating their knowledge to their peers. According to Erikson's psychosocial development theory (1963), children at the age of 9-10 are in the industry vs, inferiority stage. They need to be encouraged to make and do things well, helped to persevere, allowed to finish tasks and praised for trying. Therefore, through IWB, pupils are given the opportunity to interact with the smartboard and perform their mathematical skills and knowledge in front of their peers and thus, their self confidence will be tremendously enhanced. They will feel competent and they will enjoy intellectual work and take pride of doing more things. Once the motivation is developed, learning can be promoted easily and with fun.

On the other hand, using IWB in teaching data handling is capable to develop the pupils' hand eye coordination as they construct bar graphs and pictographs. The hidescreen feature is so useful in teaching mathematics. This is because the teacher can control the pupils progress in attempting the questions in the activities. Teacher only reveals the first question to be attempted and ensure that every pupil is engaged in doing that question. Smart pupils will always finish their work fast, as a matter of fact if the questions are all revealed to them, they will create havoc or start to disturb others once they have completed their work. This feature also gives time for the teacher to identify which are the weaker ones that need scaffolding. Vygotsky (1978) stated that children need a supportive social environment in order to achieve learning where they can proceed from their actual zone of proximal development. Teacher can immediately scaffold those who are in confusion and lead them to understanding as much as possible.

According to Bloom taxonomy of Education Objectives (1956), questions in mathematics should be constructed which covers the cognitive domain. The activities created on data handling involve the level of understanding, knowledge, application and analysis. All these happens when the pupils are able to understand the data in pictographs and bar graphs, the connection and relationships of the data, arrange and sequence the data, compare and contrast the data as well as solving problems according to the data shown.

Last but not least, the features to check answers after the pupils have attempted the questions are useful and motivating. Pupils will be able to identify their mistakes and learn from self correction, peer correction and teacher correction. When they get the correct answer by checking it themselves, they will have a sense of accomplishment. Conversely, if they get the wrong answer, they can always redo or their peers can help them out. Comparing to doing task sheets marked by the teacher, the teacher will give a big red cross on their mistakes and this can be intimidating to young pupils where they might lose interest in learning once they start to feel inferior and belittled.

These activities not only allow pupils to have close interaction with the IWB but also with their classmates. The activities are able to promote peer learning where pupils share their knowledge among themselves in group work and this helps them to learn from each other. Moreover, the better ones can help the weaker ones to learn the concept through communication among themselves. Pupils do not feel shy asking help from peers compared to the teacher.

Talking about games, the significance of IWB is that it can allow teachers to download games and save it as a flash file for pupils to play and subconsciously learn the intended input. Pupils do not feel stressed to receive input but learning it with fun and in a relax manner. Pupils not only can play the games but they are having physical contact with the IWB while playing the games. This may help pupils to learn better in memorization. Moreover, teacher will save a lot of time preparing boring task sheets for pupils to attempt on. Teachers can also have immediate feedback on pupils' knowledge regarding the input given and with the information obtained, teacher will understand the strengths and weaknesses of their pupils. This will allow teacher to provide more input or change their teaching strategies so that to achieve optimum results in the teaching and learning process.

All in all, implementing teaching and learning activities via IWB can truly benefit the pupils and most importantly it is capable to personalise and engage the pupils' learning in a condusive and supportive environment.

Below are some examples of my product.

These examples are not displayed to show the process on how to teach data handling (mathematics) using smartboard. My main purpose here is to share my personal experience that it is effective and interesting teaching data handling using this new ICT tool (IWB). It has brought about a brand new approach in teaching data handling compared to the traditional teaching method where learners can only construct pictograms and bar graphs on tasksheet. Vivid and colourful pictograms and bar graphs can hardly be displayed through the use of blackboard and whiteboard. Powerpoint presentation can display vivid and coluorful ones but only the smartboard is capable in providing opportunities to allow learners to engaged and interact with data handling through the "encounter" / "contact" with smartboard.

Smartboard is wonderful!

Engagement

Reading the title itself, some of you might think of I'm getting attached or getting married. Hahaha!!!
Not the case.

What I really want to share here is student's engagement.

Prof. Maznah has continuously and persistently emphasized on the importance of students' engagement in a technology-based lesson.

The use of the smartboard is to interact with your students.

There is a two way communication between the IWB and the students.

Teachers must make sure that all students are engaged with the technology and benefiting from it.

In our 1st lecture, the PLEASE was emphasized which is to "personalized learning environment and students engagement."

Well, as we were designing our activities via smart notebook, we were cracking our heads thinking that
"How to interact with my students via IWB?"
"Is it necessary for my students to touch the board only considered interaction is implemented?"
" Students interact with each other (pair or group work) considered interaction when using IWB?"

Then, we started to doubt the interactiveness of the IWB.

Can the students really engaged in the learning via smartboard?

To clear a little of our clouds......

INTERACTION=ENGAGEMENT

Interaction means you have contact or connection with something.
How to contact?
It involves your senses.

Smartboard is a very interactive technology tool to be used in the teaching and learning process.
Why do I say that?
Students touch it.
Sutdents listen to it.
Sutdents look at it.
Touch=Tactile
Listen=Auditory
Look=Visual
And all of us understand that young learners can acquire knowledge best through senses according to the young learners' characteristics theories that we have learnt.

Do I somehow persuade you that IWB is interactive?

I was browsing through the net to see anyone could convince me with statistics or numerical data about how "powerful" is the IWB in education since I believe in logics and evidence.
There I found a research done evaluating the effectiveness of the use of IWB in the teaching and learning process.
The research involved teachers and students.
They were given questionaires and interviews.
I find the interviews very useful in convincing me that IWB is indeed useful and effective to motivate the students' to learn better.
Most of the students claimed that they have learnt better via IWB.
Of course there are flaws mentioned in the interviews which I think we-teachers should know in order to help lessen the problem while using the IWB.

For example:
1) They felt the board was somewhat difficult to write on because of a shadow effect caused when their hand blockedthe light from the projector.
2) The researcher’s classroom observations noted some had difficulty touching the board
with only the tip of the markers, which caused stray marks to be created on the board.
3) One student stated, “I least like the board when you try to write. When you touch the board with your arm, it makes lines you didn’t mean to make.”

One very encouraging statement made by the student was:
One student stated, “It (IWB) makes me pay attention to the teacher more. When the teacher just stands up there and talks, I get easily distracted.”

Does the use of a whiteboard in the classroom help you to be able to pay better attention?
Most of the comments were related to the visual and interactive nature of the board.
Another student responded, “Yes, because you get to participate
with it more than just regular classwork.”

Positive feedbacks from the teachers were:

“Students’ attention is automatically on the lesson, no matter what the subject. As soon as they enter the room and see the board, they are immediately interested in what you have planned for class that day.”

“I enjoy seeing my students engaged. When I use the whiteboard, I tend to stay away
from lecturing. The whiteboard makes it easier to be a facilitator and allows the students more freedom to teach and
learn from each other.”

I would not give you so many examples and imformation collected from the research here.

You can have a look at the research at:
chiron.valdosta.edu/are/Artmanscrpt/vol1no1/beeland_am.pdf

Allow yourself to be motivated through the positive data and information collected.
It will certainly convince you that using IWB (technology) is worthwhile as both teachers and students benefit from it.

An environment where technology is used in innovative ways leads to improved learning and teaching (Wishart &Blease, 1999).

Procrastination

Since the IWB assignment has been uploaded, I could have a little time to respond to my visitor's comments on my blog. I'm so happy to know that Miss Ng has spent her time noticing the existance of my insignificant blog and "granted" me with such an intellectually challenging question. It was regarding my 7th blog bringing up the fact that we- learners / teachers need to be "pushed" in order to complete our work. Here, I'm not saying ALL learners (of course there are some of us who are willing work 24/7 to produce their best quality assignment) need to be "pushed" but I guess the majority does.

There is an urge for me to write up a blog here regarding to Miss Ng's question.
Her question is:
It is very common to see that a push is needed to make things going.
Is it because of the mentality?
Is it because of difference in aim?
Is it because of the students do not have a stake in it?
Can u answer these questions?
Try.

Well, I would love to sum this idea up as "PROCRASTINATION"
Procrastination – the avoidance of doing a task which needs to be accomplished.
According to a research done, it is estimated that 90% of college students procrastinate!

I think procrastination has become an "innate" habit / behaviour in us.
But why?
Here may be the few reasons. I shall discuss them relating to our recent IWB assignment.

Poor Time Management
There are a lot other assignments to be done in other courses till we do not have enough time to concentrate only on IWB.

Poor Distinction between Urgency and Priority
Too many assignments in hand, do not know which is supposed to be done first.

Lack of Relevance
IWB seem so unfamiliar to us, indirectly we do not feel the relevance of IWB in the teaching profession becuase practically we have not used it in the real classroom.

Difficulty Concentrating
There are many distractions outside. Eg. Sales everywhere. Yearn to go shopping. Great movies released. Indulge in dating. Homesick. Yearn to "balik kampung". etc.

Fear and Anxiety
Many of us do not know how to manipulate the smartboard. We feel scared and nervous. Having 0% idea to produce interactive and effective activities via IWB

Negative Beliefs
We think that we are not competent enough to be at the same level as the other coursemates who are ICT savvy. This makes us non-stop worrying and in the depressed condition rather than start exploring the IWB and cracking our heads to design activities. We are too preoccupied in worrying how difficult the assignment is rather than thinking what should be done to ease the pain.

Personal Problems
Health problems. Family problems. Relationship problems. Concentration cannot be focussed.

See Themselves as the Frustrated Victim
I guess I am one of the victim too. I was worrying all this while that I couldn't produce anything out of IWB. Fortunately, I was able to complete my work even though it might not be as "high tech" as my techno savvy coursemates'. No doubt, I'd spent too much time worrying and indulging in self pity rather than putting myself into action.

Well, I hope I could force myself to be focused and take immediate action once I received any assignments before it is too late. Wallowing in self pity doesn't help.

Honestly, I think students still need a "push" from the educators so as to make them feel stressed and start working. I believe a strict and firm educator can help to decrease the degree of procrastination among students.

Why are we being "pushed"? Because we "procrastinate".

Do I really answer the question?
I hope I do.

Attitude

Just feel like writing a short blog regarding the majority issues discussed in the moodle forum. Lately, there are quite a number of questions posed and they are mostly regarding ICT.

-Is it effective?
-Is it able to enhance language proficiency?
-Is it wasting or saving time?
-What are the difficulties of using ICT?
-ICT for all.
-ICT competencies
-The relationship teacher readiness, pedagogical goals and resistance to smart teaching.

By analyzing the questions, I discovered that apparently many of us are facing difficulties in acquiring the skills of manipulating ICT and doubted on the effectiveness of ICT.

Well, I believe that"what we reap is what is sow".

In this era of technology, we have no way to escape from ICT. We might still insist on using the traditional teaching approaches that are effective and thinking that there is no necessity for us to adopt and adapt the knowledge and proficiency in using ICT in our teaching process.

But why are we resisting to allow ICT to become part of our teaching tool? This is due to

• Unfamiliarity
• laziness
• Self-contentment
• Unwillingness
• Selfishness

In short, we-teachers are lacking the positive attitude in the teaching profession.

As teachers, we should constantly remind ourselves about the significance of:

PROFESSIONAL DEVELOPMENT

Teachers are social engineers. We mould the younger generations. Without sufficient and more advanced knowledge,

1. Are we able to lead our students to greater heights as aimed by the National Philosophy of Education?
2. Are we able to cater to our learners' learning styles and preferences?
3. Are we able to utilize a diversity of effective teaching strategies in the teaching & learning process?
4. Are we competent and accountable in the education field?

As teachers, we should not remain static all the time. As globalization and development take place, there is a need for us to progress as well. We could see that technology has somehow "conquered" the world. We could see "technology" everywhere.

I think the journey to become a "techno savvy" teacher will never ever be easy, if we kept on perceiving ICT as something "strange" or"difficult" or "unnecessary".

We need to possess a positive attitude towards ICT. This is to indirectly motivate us to be more willing to attempt and explore ICT.

Sometimes, thinking too much can make things seem so complicated. We should be "simple-minded" & positive accepting that ICT is just another brand new tool invented to allow us to diversify our teaching strategies.

We just need to welcome ICT open handed and minded into our profession. Take the difficulties encountered as little bumps along the journey to our destination.

I think that even though we might have the competency of using ICT, but without the passion and willingness, we would never able to manipulate ICT to the maximum.

In my opinion, we teachers are not forced to solely use ICT in the teaching process by neglecting all the strategies that have been used over the past, but to use ICT to make our lessons more interesting, more varied and able to cater to the learners' different learning styles in this "techno era".

I've come across a journal regarding on "Attitudes and Perceived Information Technology
Competency among Teachers" at this website

pppjj.usm.my/mojit/.../Dec05/09 - attitudes_and_perceived[1]-final.pdf

"Although teachers are equipped with knowledge and skills in using computers, the success of implementing the new curriculum with information technology (IT) in education depends greatly upon the attitudes of the teachers and their willingness to embrace such technology. That being the case, teachers should possess not only IT knowledge and skills, but they must also have the right attitudes towards IT (Wong, 2002). "

Plain talking is always easy, but putting into action is always difficult.

A positive attitude?

How?

It all depends on the teachers.

We cultivate the attitude.

Pressured

7th Lecture
Date: 22nd August 2007
Time: 1200-1500
Venue: Computer Laboratory

Pressured

"Pressured! Stress! Tension!"

There is always a time during each semester that we feel pressured most that is when we are expected to complete our major assignment. Though I've sailed through 4 semesters, the mention of "assignment" still terrifies me a lot. It is some kind of abstract pressure that is difficult to be expressed in words. To be frank, all this while we were enjoying ourselves attending lectures. So relaxing! No worries! No stress! Since we are still students, the majority of us constantly have a great tendency to be lazy and procrastinate whenever possible until the "DEADLINE" comes attacking. I shall write it this way:

1. no compulsion


2. no commands


3. no pressure


4. no strictness


5. no expectation

NO WORK PRODUCED

Our Prof. is so smart to have reminded us (actually indirectly pressured us) on

• our deadline of assignment


• expected number of blogs written


• active participation in the forum.

Prof. Maznah is expecting us to have posted at least 5 blogs by the end of 7th week of the semester. She informed us that there will be an on going assessment to evaluate our blogs. Eventually, we should have at least 10 academic blogs posted when the semester ends. Did I mention "academic blogs"? Yes. Only academic blogs are assessed. This allows me to recall on my doubts about e-portfolio" where I personally think that there should be a certain restricted framework or requirements to be followed in terms of the content of e-portfolio. I think my opinion is valid since we-undergraduates follow the rules so as the primary school kids. What I mean here is since we are doing this for academic purposes so hopefully all of us will make our blogs appear to be more academic-like.

Talking about the issue on visiting others' blogs and giving comments, Prof. Maznah encourages us to take more time reading others' blog and give constructive feedbacks or comments in order to support and assist each other in this course. However, I feel that it really takes me a lot of time scanning through all the blogs. I felt dizzy after reading a few long blogs. After all, the content is almost similar among us and that sort of like bored me. Well, I pity Prof. that she has to read all of our blogs. I was able to give some comments on my coursemates' blogs and I sincerely thank those who have constructively and encouragingly dropped a few words of comments in my blogs. Some of them did share their knowledge on e-portfolio by giving me the relevant websites as reference. Besides that, we were asked to participate actively in the forum. For me, I did take part in almost all the discussions posted by giving a pinch of my thoughts and humble opinions. After Prof. required us to give full participation there, I could see many of us starting to fill up the forum by either anwering the questions and posting questions.

Indeed, forum is a place where we could interact and share our opinions. However, I think that to those who have initially posted the questions to start a discussion should constantly give feedbacks and responses to those of us who have spent time anwering or giving opinions in the forum. Otherwise, it is hard to make the discussion fruitful and on going. For instance, you have stated your stand and opinions in the forum but somehow no one out there seemed to have noticed the existence of your opinion. You become so uncertain whether you are giving logic and relevant information. Everyone becomes so indulged in giving their opinion for the sake of having "active participation". I found that some who posted the questions have disappeared in the forum from there onwards. They didn't even drop a word or two during the process of discussion. I wonder are we there to make ourselves noticed and significant or we are there to share and learn from each other?

Morever, we were advised by Prof. not to complain so much since we are teachers that should possess the patience and determination to teach in nature. Err...if it is not nature...nurture will do. As long as we have the expected qualities of a teacher. It seems that we have encountered some difficulties in learning and using ICT and we doubt the effectiveness of the implementation of ICT in schools and there goes the complaints and grumblings. I believe that professional development is taken into consideration here. Teacher should constantly and willingly to develop and ungrade ourselves whenever possible to as to ensure that our learners will get the best out of us. It will be the same case in terms of using ICT, we should try our very best to master the usage of ICT and implement it in schools. We should always keep this in mind:

ICT IS A TEACHING TOOL.
TEACHERS ARE THE ONES TO PROVE THE EFFECTIVENESS OF THE TOOL.

However, looking from another perspective, what if there are teachers who are not-so-capable in manipulating ICT but very good at using other teaching method like "chalk and talk", giving hands-on experience, demonstration method or drilling methods? Are they still being categorized to be "ineffective" teachers in this modern era? We are all aware of the multiple intelligence that is believed to be something innate in human beings. Is it possible to have teachers who are techno dummies? Are they supposed to be blamed of lack of proficiency?
I personally think that we teachers cater to our students' learning needs and who cater our teaching needs? Therefore, I feel that teachers should be given freedom to use any methods that they think is most effective to them. They can use this teaching strategy as often as possible but should bare in mind that teachers need to diversify their teaching methods too. Therefore, at times they could also attempt on other methods (which might be not-so-familiar) to them to avoid the learners from getting bored with the similar teaching strategies for the past 6 years.

As a matter of fact, there is no stict rule to ONLY use ICT in teaching in this era but a variety of teaching methods should be implemented in the classroom and no doubt ICT is one of them.

Here comes the most important part of the lecture when we are clearly informed about our major assignment of this semester. Basically, we are required to design teaching and learning activities via smartboard in the primary school. We are expected to :

-create at least 5 slides of different activities for each group member

-give clear instructions

-create activities that contain of topic, prior knowledge, objective or learning outcome and guidelines for each activity.

-rationale that is justified by teaching and learning theories

Here are some of our senior's sample work on the guidelines and requirements of the expected product in our assignment.

1. Standard form (Left)

2. Guidelines (Right)

There are various of interesting and effective activities that can be designed via IWB to be implemented in the primary school classroom. Here are some examples shown:

1. Story telling teaching content.

Sze Mei- our coursemate was selected to tell a story (red riding hood) while eliciting responses from us (as learners). The pictures were very clear and colourful but the font of the dialogue was rather small and does not stand up in black with the background. There was a video clip inserted in a TV in the grandma's house where it teaches "Plants & Seeds". This really amazed me! It was a Science class actually. This kind of activity can indeed cater to learner's learning styles (visual & audiolingual learners) as they could see and listen to the video in the story telling session. They can also learn the vocabulary (names of plants). Basically, this activity was able to capture the learners' attention as well as effectively transferring the input smoothly and progressively.

2. Matching activity.

Learners can match the correct words or sentences to the pictures or numbers given. Learners can learn to identify meaning easier and they are given the opportunity to answer the questions using the colour pen of the IWB.

3. Grouping activity

Learners are able to learn how to categorize things to their group by drag and drop the correct picture to the correct column provided. Not only pictures can be categorized, words can be done as well like categorizing words to the different part of speech and etc.

4. Fill in the blanks activity

Learners can fill in the answer either by writing it using the pens, typing it using the keyboard function or drag and drop the words provided. This can test the learners' proficiency of the subject as well as improve their spelling and word recognition ability. Listening and writing skills can be assessed as well where learners are asked to fill in the blanks after a particular passage, procedures or story is read to them.

On the other hand, games and video clips can be incorporated in the teaching and learning activities as well. Here are the examples disclosed to us:

1. treasure hunt game 2. educational video clips

1. Games can help learners to learn and practise their knowledge subconsciously. Learners affective filter can be lowered down as they are able to have fun playing the games. Besides, cooperative learning can be develped. They can compete with each other and this helps them to have the motivation to play more and of course learn more. It is an activity that can stir the entire classroom and provide them a fun and exciting environment to engage in learning.

2. Video clip is an activity that settles the learners. The interesting educational video clips not only can capture and prolong their attention span but able to explain a concept clearly and in detail which might be difficult to be conveyed verbally. With the images, actions and dialogues incorporated in the video clips, learners are able to learn faster and better as young learners require concrete objects to understand concepts.

One more interesting feature that the smartboard possesses was, teachers and learners can obtained immediate feedbacks on the activities. Teachers and learners can check the answers in many ways which are shown as below.

Having this feature is very crucial and effective for learners to have progressive and motivating learning. Learners can always learn from their mistakes and classmates' mistakes. Self correction is important where learners can identify their own mistakes and attempt to re-do their answer and eventually obtain the correct answer. This will not intimidate them due to their mistakes but to enhance their confidence when they are able to get the accurate answer.

1. Drag a box to the answer column.
The box with a different colour when placed on the answer column can automatically show the answer which has the same colour font as the background.

2. Drag the box across the column.
When the words is dragged across the column, different colours will show the answers which cannot be seen earlier.

3. Erase the column answer.
When erase the column, the answer hidden will emerge.

4. Correct and wrong answers are placed together with the same colour font.
When the answers are placed on the answer column of diffrent colour the correct or wrong answer will be disclosed.

5. Drag and answer emerged.
When the correct answer is dragged and dropped to a specific column, the correct answer will emerge but the wrong answer will disappear to the "behind"of the column.

Before the lecture ended, all of us have to queue up to register to a smart group recommended by our Prof. so as to upgrade our skills on ICT, grasping more about ICT, learning how to use ICT and implement ICT in the future ICT schools.

The link is http://www.airset.com

Here I would like to wish all the Malaysians "HAPPY MERDEKA DAY!"
Have a wonderful weekend but to all PKEY 3101 teachers-to-be, do not forget about your assignment due on 09/09/07.

Walking out of the laboratory with great anxiety and distress thinking about the "unfamiliar" assignment.

God bless me!!!

Unfamiliarity

6th Lecture
Date: 15 August 2007
Time: 1200-1500
Venue: Computer Laboratory

Unfamiliarity


It was officially announced to us that we would have surprise in this 3 hour lecture. Undeniably, I was so astonished with the "extreme high tech" of an Interactive Whiteboard (IWB). Recalling my days of schooling, we were only exposed to the blackboard, chalk and duster. ( Errr....not black but green) All day long, only different teachers' handwritings were seen on the board. Boring & Lifeless= making us restless

Now, the scenario has changed tremendously.

Generally, learners are exposed to

• colourful & real not only animated images (from gallery and website)
• clear type written handwriting
• hands-on experience using the smartboard
• no dust
• no stain or dirt

VIA INTERACTIVE WHITEBOARD

Teachers are able to

• reuse the teaching materials throughout one's teaching profession.
• give clear and real pictures, images or maps to explain meaning or context.
• assess pupils' understanding throughout the lesson by getting feedback from them by asking them to give answers or show demonstrations
• teach the learners how to use the computer software
• teach pupils to surf the net and obtain information
• easily elicit response from learners regarding to the topic learnt

VIA THE INTERACTIVE WHITEBOARD

Above is to briefly explain the use of an IWB. A more thorough and detail information on IWB will be introduced and discussed in the later session of this blog.

Note: Since I'm not yet a PRO in manipulating the IWB, I'm here attempting vey hard to write and explain what I've understood about IWB and my impression about it. If there is any confusion or wrong & misleading info given, do feel free to correct me as soon as possible.

It's difficult to "promote" the "product of the day" here only in words. Let me show you some of the benefits of using IWB in the classroom by photos to convince you as pictures can say a thousand word.

Basically, to function an IWB

• the computer
• the LCD projector
• the software
• the connection cables
• the board

ARE THE FUNDAMENTAL TOOLS NEEDED

There are 4 coloured pens and a duster that come along with the IWB.

• colour pen to write & draw
• duster to erase

Note:

1. Pens should always be allocated at the correct colour location so that the user would not get confused with the colour later. The locations have the sensors that determine the colour but not the pen itself.
2. User must not write using either 2 pens or two objects mentioned above simultaneously as this could affect the sensors to function properly and sometimes confusion might occur.

A very good advantage of this IWB is:

IT IS ADJUSTABLE

Therefore, it caters to all learners' as well as teachers' needs in the process of using it.

• pupils seated behind are still able to look at the board
• young pupils can reach the board and work out their answers or demonstration
• teachers who are vertically challenged or advanced can adjust the most suitable height for them to carry out the lesson.

I've a little doubt here.

1. What if the teacher is vertically challenged and the class is big where there are students sitting very far at the back? The IWB needs to be lowered down but this affects the visibility of words & images of the IWB to the students at the back?
2. I'm uncertain whether the IWB can be adjusted without much exertion or not. If it's difficult, then how the teacher can simply adjust it to cater her own or the students' needs?

Well, perhaps we could provide a stool for the vertically challenged teacher and short young learners to reach the top of the IWB. Haha! Otherwise, build a not-too-high stage to place the smartboard in front of the class, so that teachers can adjust the IWB lower and yet the students at the back are able to see the board clearly.

Sharing my view on this specific issue is to reflect on 1 of the major difficulty faced by my coursemates regarding to IWB. A hot discussion is happening in the forum "The Smartboard. Are you into it?"

Here are some photos taken during the lecture which was conducted by Miss Fenny who briefly yet clearly explained to us the major functions of IWB.

1. User can write the word "Elephant" using the pen. If the user intend to change one's handwriting into type written font, draw a column around the word and select the option of "word recognition". The word can be changed into desirable font.

2. User can clone the words & images as many as desired by drawing a column to the intended cloning part and select the option of "infinite corner" . User can drag out the words cloned to be located on any part of the board.

3. Words can be enlarged or minimized by drawing a column around it and drag it.

4. Words can be rotated by clicking on the green spot after clicking on the word itself.

5. Words can only be successfully dragged or move by touching the line but not on the blackspace or somewhere near the word.

6. A group of words or images can be grouped or ungrouped using the "grouping" function. by doing this, user can either move or drag a specfic element in a group to the other parts of the IWB or move of drage the whole group of icon together.

7. By using the "Gallery" function, pictures can be copied and pasted to the IWB. Pictures can be transferred from the gallery to be shown on the IWB.

8. By attaching pictures from websites or folder to IWB, user have to surf the net, key in the topic or subject under images by selecting "keyboard" and type in the words on the space provided. Select "capture" and then "camera picture" and paste it on the new page.

9. If only 1 part of the picture is needed, user can draw an outline of the part first and follow the steps mentioned in the above statement to have that part of the picture on IWB.

10. Colours of the fonts and pictures can be changed.

11. User can draw pictures using the pens.

IWB is so useful that it is able to help teachers to carry out their lessons in all topics on all subjects. IWB can be manipulated widely in the classroom in order to acheive effective a teaching and learning process.

1. English can be taught.

Benefits:

• A wide range of vocabulary can be taught by using pictures. Responses from the learners can be elicited by looking at a picture. (Eg. from picture above, a man's face is displayed on the IWB, learners are asked to describe the emotions of the man. Adjectives are learnt through the picture given on IWB.)
• Teachers do not need to spend much time, money or effort to draw, cut and paste picuctures on manila cards as teaching materials.
• Teachers do not need to go for colour photocopy shop to photocopy teaching materials.
• Teachers do not need to being realias to school which might be too practical at times.
• Pictures can cater to all learners' learning needs and background knowledge.
• Pictures shown are clear and vivid.
• Learners can write their responses beside the pictures. Spellings can be checked by teachers and peers.

2. Geography can be taught.

Benefits:

• Teachers do not have to spend time drawing, colouring and labelling the atlas, maps or a psecific location on the whiteboard which takes up a lot of time.
• Locations attached from the websites or gallery are claer and accurate.
• Learners are given a chance to recognize and get familiar with the places by dragging or labelling the correct places to its exact location. (see picture above)
• It is easy for teachers to grab learners' attention to the specific places without asking them to refer to the book, paper or tasksheet. All can be done via the IWB.
• Learners will find it easier to remember input when it is given in a big, clear, vivid and colourful picture (atlas, maps, places).

3. Mathematics can be taught.

Benefits:

• Teachers find it easy and convenient to teach 2D and 3D shapes as clear picture can be shown to them via IWB.
• Teachers do not have to draw, cut and paste them on cardboard or mainla card as teaching materials.
• Learners can identify the shapes as well as their names simultaneously by looking at the IWB.
• Activities on labelling, matching and filling in the blanks can be carried out.
• The topic on money can also be implemented easily.
• Learners can clon the coins and notes shown on IWB and group and ungroup them and drag them to one column to show the sufficient amount of money needed in the questions.
• The process of calculation as well as the concept on money value can be taught through this kind of activity via IWB.

Later part of the lecture, we were given a task which was to design an English Language Activity via Smartboard. We were asked to work it out in groups. What we needed to do was:

• Choose a topic
• Plan the activity
• Find pictures for the activity
• Give clear instructions
• Present the activity in 5 minutes

Before starting designing our activity, we were given a few samples of task sheet to serve as examples and guidelines to help us to have a brief idea on what was expected from us.

We were given some guidelines by Miss Chin where she gave us a useful website http://school.discovery.com/ to check out for clip art gallery and lesson plans.

Here were the "special dishes" of the day cooked by us- the chefs of PKEY 3101. We were able to discuss the strenghts and weaknesses of the activity openly and encouragingly. Many comments and suggestions were given by the lecturer, tutors and among ourselves. It was a fruitful and meaningful discussion where we somehow able to recognize the most fundamental rules on activity designing via IWB.

The comments and suggestions raised and discussed were:

• Clear instruction should be given. It must be short, simple and clear. This to ensure the learners to know what is required from them and how they should complete the tasks. Clear instructions is important for class management where learners do not go out of track or become a passenger in the lesson.
• Font and picture size must be clear and visible to the back of the class. There should be sufficient space between words and pcitures so as to allow the learners to see things clearly and not mislead them.
• Do "Lock" the images so that they could be at the right place. While learners are attempting the questions especially when dragging words or images, the static images should remain immobile so that they do not intterupt or confuse learners.
• Do provide answers so that learners can immediately check their answers. Not only teacher or peers can correct them, even themselves can undergo a self correction stage.
• When teachers are teaching colours, make sure that the colours chose are very clear and depicts the real colour. For example, it might be confusing for learners to differenciate between a dark red and brown. Therefore, pick colours that distinctively different from each other so that young learners can easily and instantly recognize the colours.
• Learners' background knowledge should be taken into consideration. Pictures used should be able to allow learners to reflect or recall their schemata so that they are capable to relate the new input to their previous knowledge. For example, as rural area learner are taught about spaghetti, that one does not have any encounter with and familiar to will slower down the learning pace.
• Avoid simply cutting pictures without looking at the context. Teachers should not simply cut pictures and ask learners to rearrange them. For example, pictures of a cute baby or a man's face are cut into pieces and the teacher wants her learners to rearrange them accordingly. These pictures in pieces will horrify the learners otherwise turn them to be brutal after a long period of exposure to such kind of improper pictures.
• Pictures used should suit the teaching context. For example, a sportswoman's body is used to teach parts of the body in English Language. It will be more relevant to use a boy's or a girl's body to show the parts. A sportwoman's pictures would be more appropriate in a Physical Education lesson.
• Activity designed should be able to cater to mix ability of learners' needs. This is because we rarely see all schools have clear streaming system on according to academic performance especially in the lower primary. Therefore, teachers should consider preparing questions on a variety of easy, moderate and difficult level to suit the learners' different ability.

Well, there are always questions posed for us to answer in our blog. No exception for today's lecture too. I find it truoblesome at times to write and write and write... like no ending...but thinking positively from another perspective, this session of the blog actually allows us to do a self reflection on what we have learnt as well as a feedback session on the effectiveness of the lesson.

Here are the 3 questions:

1. Do you understand the basic knowledge using Note book function in SMART board? If yes which part that you understand most? If not why you did not understand?

Well, my answer is Yes and No. Yes is because I have got a brief idea on what to do with IWB since I've explained the functions learnt in Miss Fenny's class in the earlier part of this blog. The terms on clonning, grouping, capturing, dragging, gallery and etc are used and how and where to click and select functions are shared too. The point is I am in the edge of "half bucket water" as what the chinese says. Knowing everything but all on surface level. I am not a pro yet in manipulating the IWB but I am determined to learn more as I've got hold of the Smart notebook software. I think I could only share my experience and difficulties in depth regarding IWB when I've been in contact with it for quite some time. Wanting to get familiar with it first. However, the experience of doing it on computer and on IWB is totally different. It seems to be same but the "touching process" makes all the difference. So, since practice makes perfect that makes me wonder will all of us get the chance to "touch" the IWB or I should say "molest" it until we grab whole of the skills and knowledge of using the IWB since there are only 1 or two IWB available for the 76 of us? Moreover, if I am so lucky to be a master of IWB, will I have the chance to utilize my knowledge in schools in future? What if I'm posted to very rural areas? Will there be an IWB? Started harrassing my poor brains......

2. Do you understand the basic knowledge to use gallery feature and attachment picture in SMART board incorporate for teaching English vocabulary for standard 4 students?

Yes.

I've explained the procedures in doing that step by step in the earlier section of my blog. Well, to me smartboard is very effective to be incorporated for the teaching English vocabulary. Why?

• learners are allowed to give responses on the pictures.
• learners are allowed to write answers on the board.
• learners are given the picture to learn through concrete pictures which lies in their cognitive ability. They can understand and remember the vocabulary taught better.
• learners are allowed to check their answers.
• learners learn cooperatively since everyone can participate.
• learners can label or match or fill in the blanks in activities carried out via IWB.
• If there is internet connection, teacher can allow learners to search the definitions synonyms and pronunciation through online dictionaries, thesaurus and encyclopedias.

3. Do you find that SMART board is useful tool to support in teaching and learning? If yes, why it is useful? If not, what is the problem?

Yes.

• It provides colourful and attractive pictures which are able to capture young learners' attention.
• Learners are able to read words clearly and see pictures vividly.
• Learners are able to take part in the learning process by attempting questions (labelling, matching, fill in the blanks, writing) on the IWB.
• Self correction can be taken place.
• Learners' creativity and aesthetic development can be enhanced. They will learn to appreciate beautiful graphics (arts).
• Learners' sense of wonder and natural curiosity is engaged in the learning process. (story telling session, making predictions and create suspense where the part is covered on IWB)
• Teachers are able to save time copying notes, practices, questions on the board during the lesson to ensure that more input is given and complete the syllabus in time.
• Teachers are able to save time, money and effort in preparing teaching materials.
• Teachers are able reuse the teaching activities in future or other classes.

No.

• Bad handwriting might not be read by the software. This hinders young learners who mostly hae bad handwriting from using the IWB. Therefore, teachers should better plan more activities that require learners to match and label. Otherwise, they are asked to type the words using the "keyboard" function but it will take up more time to type especially when learners are not familiar with the key sequencing of the keyboard.
• The flexibility of adjustment of IWB. (This issue is discussed in the earlier section of my blog)
• The sensitivity of the IWB. I find some of the proficient IWB users having difficulties in utilizing the IWB too especially during my Mathematics Lectures where we use the Geometry Sketch Pad.

I've got to stop now. Fatigue. I did this blog all over again as the network was so unstable that caused me to lose my entire blog. It didn't automatic save it and as I published it, the website notified me that they weren't able to publish it. Lost the blog & failed to publish it. How pathetic!

The moral of the blog is " Save your work manually before it is too late!!!"

Creativity

5th Lecture
Date: 8th August 2007
Time: 1200-1530
Venue: Computer Laboratory

Creativity

The lesson began with the introductory of the initiatives implemented in the education field. We were initially exposed to Pembestarian Sekolah & TV Pendidikan by Miss Chin. The session was carried out at a very fast pace due to time constraint as there would be another long "technology" session on poster designing waiting to be introduced to us. As a matter of fact, we were not able to have time to understand them in depth but successfully grasp the general idea of that 2 initiatives. We were asked to read up for the whole concept of :

• Pembestarian sekolah at www.pspnperak.edu.my/flies/pembestarian_sekolah_btp.ppt



• TV Pendidikan at http://www.moe.edu.my/tvp

Since we are cognitively matured learners, we need not be spoon fed by our educators. Doing further reading on our own is never a diffiicult task in order to enhance our knowledge into greater depths.

Basically, there were 5 initiatives disclosed to us by Prof Dr Maznah Hussain & Miss Chin. They were:

1. Smart school
2. PPSMI
3. Schoolnet
4. Makmal computer
5. TV Radio Pendidikan

Smart School

• 88 schools chosen nationally are made to be smart schools


• There is a vision (pembestarian sekolah) that all schools become smart schools in the coming year.


• The government has spent millions and millions of ringgit to make this dream a reality by providing and upgrading the facilities (especially the technology ones) in school and training teachers to be better prepared and equipped with sufficient knowledge, skills and willingness to guide our younger generations to walk towards advancement and success.

Can we make this dream happen? It all depends on us- teachers. Effort, sacrifices, knowledge and a positive attitude are the essentials required to make this dream come true. Schools cannot be smart without the teachers. Without intellectually and mentally qualified teachers, a dream will always remain as a dream as a dream needs logic and realistic dreamers to make it a reality. Many people dream and plan, but not many could implement it realistically. As a result, these people will constantly remain in the dreaming process but not stepping forward to turn the dream into a total different definition called "reality". In short, all dreams need actions. I always believe in "What we sow is what we reap."

PPSMI/ ITEMS

• It is the programme of teaching Science and Mathematics in English.


• It has been carried out for 5 years.

Many people think that it is always difficult to change a practice, implementing PPSMI has actually made the teachers, parents and society worried about to which direction our education is developing. There were many debates on this programme when it first implemented till the present. However, in my opinion, through the observation done on my younger brother who is currently in Form 3, I discover that he is much more professional in discussing Science and Maths compared to me. I, a product of the chinese and malay medium in Science underwent a lot of difficulties in my tertiary education where all reading materials, lectures, references and assignments are in English. No doubt that we- humans have the ability to adapt but it really takes time and we learners suffer much in the process of adapting and picking up the new language. Likewise, my brother who are exposed to Science and Maths in English finds it easy to read and understand English books and online materials available outside the school, for example, the newspapers, encyclopedias, online books and websites. I believe he is better equipped than I am when he reaches his tertiary level of education. Undeniably, I think this programme is considered a success regardless of the complaints of teachers' English proficiency in conducting the lesson.

School.net

• It is a broadband service.


• To function, a satellite disc for the internet signal is required.


• Schools are allowed to access internet via school.net.

Makmal Computer

• At present, not all schools have a computer laboratory but they are provided with computers according to the ratio of pupils and computers 5:1 or 10:1.


• In large schools more than 1000 students, there might be up to 4 laboratory provided.


• In medium sized schools, at least 20 computers are provided in 1 computer laboratory given.

Regarding to this initiative applied in schools, the maintenence of the computers should given attention. There are many dysfuctioned computers "displaying" in the laboratory but no repair services are given. A laboratory with low performance computers will only hinder the teachers from carrying out their lesson. What is the point of having an air conditioned computer laboratory with "useless" computers?

TV Radio Pendidikan

• It is used to teach the bahasa ibunda in Sabah and Sarawak schools.


• It is shown in Channel 9 as well.


• This programme failed to implement smoothly due to the problem of the TV @ radio schedule.


• There is WebTV for teachers to upload teaching materials.

There are two important sources that we-teachers are supposed to know:

1. BTPN (Bahagian Teknologi Pendidikan Negeri) - to get technology information in education


2. PKG (Pusat Kegiatan Guru) - to get teaching ideas and up-to-date teachers' affairs

By allowing us to be aware of all the above is to give us a concept of the significance of technology in education. Now, we are very clear about the initiatives as well as the sources to seek assistance in terms of technology. This course is attempting to mould us from an ignorant user of technology to a catalyst of transformation in technology.

Here comes the main dish of the day- poster designing.

This session was conducted by a graduated student of Prof Dr Maznah who is studying now in the University of Multimedia. She is Pn Nazirah. A pleasant and enthusiastic lady. She is conducting a research on DISC (Designing for interaction and students’ collaboration) which is mainly about poster designing for the coming 50th Merdeka Celebration for the Malaysian Primary pupils. We were there to try out the lesson and give her relevant feedbacks.

First, we were exposed to what poster designing is all about. There were 5 main features to be taken into account in poster designing. There are:

1. title


2. picture


3. caption


4. logo


5. designers

We were asked to design a poster on Merdeka Day by the given templates, pictures and logo in groups of 5. Generally, it was a fun and exciting 45 minutes session as we could 'exhibit' our talents, creativity, cooperation and our love towards our country in the posters designed. "Killing many birds with 1 stone." We were rather satistified with our production but somehow there were still flaws and improvements can be done. Well, we believe in learning from mistakes and constantly yearn to strive for the best.

This is our "humble" production, not a very impressive but satisfactory product I should say.

The feedbacks on this poster designing lesson.

1.Did you face any probelm during the session? Why?

Basically, we did not face any serious problem during the session as the instruction and guidance given are sufficient and detail. However, there is a minor problem that I would like to point out here. I did understand that we had to do it in a group of 5 due to time constraint of presenting our products in the later session.Since there were 75 of us, if there were too many small groups formed, there would be more products to be presented. As we need to design this poster within the 5 of us, it was hard for us to come to a consensus regarding to the title, the font, the colour, the picture and the caption used. It took us a lot of time to evaluate each other's opinions and finally agreed to one. I think it would be better to do it in pairs rather than in such a big group. There would be members who were no so satisfied with the end product since there were elements not designed to their likings. Catering to all individual differences is somehow imposible. If it is carried out in such a way in the primary schools, I am afraid that the young learners might end up having a row or become a passenger in the designing process since young learners constantly want attention. When their ideas were not accepted in the group, they might create havoc or give up participating in the lesson.

2. What do you think of the instruction?

The instruction given was clear and detail. From the beginning, we were guided step by step to the process of designing. We were clear what were expected from us. Pn Nazirah displayed her instruction clearly via powerpoint presentation and further explain to us when there were doubts among us. Moreover, she showed us a few sample posters as a guideline. I think this is the most effective way of allowing your learners what they are supposed to do in the poster designing session. By giving concrete visual samples allow them to work in a clear direction where they can picture "how a poster should look like"in their mind.

3. What improvements can you suggest?

• Learners should be given the "general rules" of poster designing regarding the font (which font is suitable to bring out the formality of Merdeka Day, which font is suitable to show the mood of celebration), the colour ( which colour is expected to be used in the poster signifiying the meaning of national day), the caption ( what is the meaning of national day to them). This should be done before the designing session begins so that the learners have the brief idea of what are the "dos" and "don'ts".
• Learners should be given more freedom in designing their posters. Perhaps a plain template can be provided for those who are more creative to explore and go beyond the restricted templates.
• More pictures in different sizes should be provided. The more choices given, the more creative the learners can explore. They would have more freedom to place the pictures appropriately at different corners and places on the template.

4. How would you carry out this design session with the primary level students?

Initially, I would elicit responses from them about their perception on National Day. I would share to them the meaning of thre celebration of Merdeka Day and the difficulties that we have been through and reaches the development we possess today. This is to allow them to know what to write in their captions later in the designing session. Caption is the content of the poster. Without the general idea of the background and objective of the poster designed, it is difficult for the young learners to show their understanding and appreciation in their poster. All this can be expressed via the caption. Then, I would show them a few samples of posters to them via powerpoint presentation. There will be the effective ones and the less effective ones. Learners are required to identify the good and the bad ones as well as the strengths and weaknesses of the posters and simultaneously I would expose to them the gereral rules of designing posters which I mentioned in question 3. Before this designing lesson, I would also ask my students to search for images and photos (people, places, food, culture and etc.) online regarding our country- Malaysia. In this lesson, they are allowed to use thier own photos and image found to design their posters. This is to allow them to gain the overall satisfaction of their own effort. On the other hand, I would still provide them my pictures to give them more options to explore. This task should be done in pairs to promote cooperative learning yet prevent them to engage in any conflicts if it is done in a bigger group where they find it hard to come to a consensus in designing. Before they start designing, I would like to introduce them different ways to create their captions. It can be done by writing a few words, phrases, sentences or a poem. This is to cater to the different level of language proficiency of all students. Finally, they are asked to present thier poster by explaining the message conveyed in the poster. Feedbacks and comments are given by the teacher and peers. The best pieces can be printed out and distribute to all students in the school in conjunction with the National Day. This can definitely enhance the self esteem of the "little designers" as they are able to obtain a sense of acheivement.

Our lesson ended with the powerpoint presentation created by primary school kids shown by Miss Ng. I was amazed not only by their designs as well as the content of their topic about drugs.
It was attractive and informative. I began to feel challenged yet looking forward to my days of teaching in the primary school; teaching and learning together with my "future kids".