Mohd Hafiz Bin Mohd Khairon - Dedicate to PBEY3102

Blogging....
1. What I like about blogging?
There isoly one thing that I like about blogging. I can write anything I want and people CAN'T accused me of saying things because it is my OWN OPINION. Thank you.

2. What I do not like about blogging?
I don't like to write. So, you know why I didn't write a lot.

3. What i have gain from blogging?
The skill of writing and the feel of independence!

4. How?
I know how doe the feeling of people out there whose blog was condemned. But they still write because it is their opinion. Still, one thing to be consider is..careful with your words and don't insult people. (you can do it synically ok..)

5. What I like about this course?
I learned new sotwares and new technological skills.

6. What I do not like about this course?
Lots of things to do but did not well-managed.

7. What I have learnt from this course?
Plan and organize everything before we do something.

8. What i do not expect but have learnt in this course?
I don't expect it is going to be fully technological class. It says Using and Developing Resources. But we learned everthing in technology and nothing about non-technology.Besides,not much theories been taught.

9. What I expect but have not learnt from this course?
I expct that I will learn on how to use all the resources around us and not FINDING resources around us.

10. If I can change anything about the course, state what it is and explain.
No comment.

just been through the test. I don't have anything to say. hope that i can get good grade...hopefully....

Educational software is computer software, the primary purpose of which is teaching or self-learning.

An immense number of titles, probably running into the 1000s, were developed and released from the mid-1990’s onwards, aimed primarily at the home education of younger children. Later iterations of these titles often began to link educational content to school curricula (such as England’s National Curriculum). The design of educational software programmes for home use has been influenced strongly by computer gaming concepts – in other words, they are designed to be fun as well as educational. However as far as possible a distinction should be drawn between proper learning titles (such as these) and software where the gaming outweighs the educational value (described later).

Courseware is a term that combines the words 'course' with 'software'. Its meaning originally was used to describe additional educational material intended as kits for teachers or trainers or as tutorials for students, usually packaged for use with a computer. The term's meaning and usage has expanded and can refer to the entire course and any additional material when used in reference an online or 'computer formatted' classroom. Many companies are using the term to describe the entire "package" consisting of one 'class' or 'course' bundled together with the various lessons, tests, and other material needed. The courseware itself can be in different formats, some are only available online such as html pages, while others can be downloaded in pdf files or other types of document files. Many forms of e-learning are now being blended with term courseware. Most leading educational companies solicit or include courseware with their training packages including creekcourseware. In 1992 a company called SCORE! Educational Centers formed to deliver to individual consumers courseware based on personalization technology that was previously only available to select schools and the Education Program for Gifted Youth.[3]

The role of the classroom teacher is critical. The teacher is, after all, the point of contact between the educational program or innovation on the pupil operates through the pupil's teachers. Thus maximizing teacher effectiveness is a major goal of education
(Medley, 1986: p. 4)
In the light of the above quotation, expectations and roles can also contribute in creating a conducive learning environment. Lecturers have to know how to use approaches to reach and to teach their students. This is because lecturers’ expectations for individuals and a class as a whole are affected and influenced by the kinds of interactions and relationship lecturers establish with students as well as with what the students learn. According to Arends (1994), lecturers' expectations can “create a cyclical pattern of behaviors on the part of lecturers and students” (p. 149). In other words, it can be seen that lecturers need to be aware of what is possible with respect to attitudes and expectations and act accordingly.
As mentioned, lecturers’ roles become prominent agents in determining the learning and teaching process that take place in the classrooms. This is transparent from the types of activities and materials selected for students. In simpler terms, lecturers’ personalities, attitudes and teaching styles reflect lecturers’ roles in the classrooms as well as their expectations towards their students. Chitravelu et. al. (1996) describes several important roles of lecturers in classrooms. She claims that lecturers are guides in learning, motivator, organiser, assessor, evaluator and others (p. 10). But Robiah Sidin in her book Classroom Management (p. 8 – 12) states that there are two major roles of a lecturer – the task roles and the social roles.

A credible lecturer is a lecturer that has gained his or her students' trust. The level of trust given by students varies according to their age. The more mature the students are, the more subjective the trust is perceived. Therefore, in order to promote trust and credibility, three elements must be studied. They are –

· Credentials
These are necessary to exemplify a lecturer's knowledge of the subject because they can have impact in motivating students' perception and to further motivate them to succeed.

· Content of the messages
A credible lecturer is often looked at as being able to present and to relate topics that are related to the students' needs as well as interests.

· Behaviors
A lecturer must be open, honest and equitable in his or her actions in teaching. He or she should also be able to handle students' comments or criticisms. Similarly, demonstrating interest and concern can also be influential in earning students' trust and credibility.

A businesslike lecturer functions to make learning, the business of the classroom, efficient, successful and effective. In other words, a lecturer is in charged to ensure that the learning process in a classroom is meaningful. He or she must be goal-oriented, serious, deliberate and organized. Thus, certain emphases are essential to establish the businesslike quality in a lecturer. Some considerations that can be highlighted are -
· Establish clear academic goals and objectives
· Communicate the goals and objectives to students
· Plan lessons directed at helping students reach the objectives
· Seek input from students about the reasonableness of goals
· Emphasize activities and time devoted to academics
· Treat the subject seriously and respectfully
· Maintain a professional image
· Involve all students in the instructional activities
· Organize the room and equipment to minimize disruptions
· Use aides or volunteers to provide additional academic attention for students

As we approach the 21st century, we begin to see a major paradigm shift in instructional methods to reflect the challenges present in today's society. For a student to be competitive in a global market, we can no longer rely simply on traditional educational strategies. To meet these demands, one must supplement and/or replace traditional methods of instruction with innovative educational experiences. Some strategies include cooperative, discovery and inquiry learning activities; however, to facilitate these methods, schools must implement technology in the learning environment. Technology and multimedia applications should be used as a tool to enhance a child's educational experience by creating a variety of methods to meet special needs, teach children how to manage information, and allow for opportunities to develop higher level thinking skills.

We find ourselves today, in a classroom full of students as diverse as the world in which we live. Research on the human brain has shown that not all students learn by one particular strategy. Some students do well with the tried and true method of direct instruction, but the majority of students do not. To reach the most number of students, the teacher needs to create a variety of learning experiences. The first and most simplistic way is to use technology to supplement classroom instruction. Technology will help meet these demands is by allowing students to interact with information within a different medium. There are numerous multimedia programs designed to meet the special needs of diverse learners. For example, a student learning English as a second language would benefit from a computer program where they could learn the language at their own pace. They could spend as much time as needed on the computer, without feeling pressured to keep up with 30 other students. Another type of learner may memorize facts and details better if the information is presented in musical form. One can not expect all teachers to teach in this fashion, but a computer program or multimedia application may have the capabilities of doing so without taking additional time away from other students. By utilizing such programs, a single teacher can employ many more resources and methods within one classrooms, rather than teaching the information in one manner to all students.

Another valuable way technology should be used in the classroom is to teach students how to manage information. Our generation has commonly been referred to as living in the 'information society.' Never before in the history of the world have people had so much access to information. With the click of a mouse or even a remote control, one can know what is a happening anywhere in the world, at any given time. Our students must become information literate; our democratic society depends on this fact. Where better to teach our children these skills than in the classroom. By incorporating technology in the curriculum, students will become exposed to a variety of modes of communication - both as sender and receiver. A teacher may utilize the vast amount of information on the Internet to help students develop the skills necessary to determine a reliable source of information from an unreliable. Also, students will learn how to analyze and synthesize information gathered from a variety of resources and possibly develop a multi-media presentation to share their research with their classmates. Finally, students are also able to interact with people around the world, thanks to technology - whether it is an expert on a particular subject they are studying or other students researching a similar question. What ever the particular scenario may be, technology allows teachers to expand the four walls of the traditional classroom and explore the world in which we live.

Finally, according to Bloom's Taxonomy, as children move through the hierarchy of learning, their studies should progressively move towards developing higher level thinking skills. Technology can facilitate this process when integrated within the existing curriculum. Gone are the days of spending hours mulling through over a dozen hard-copy books looking for information for a research project. With technology, students can shift their focus from acquiring information to the task at hand - synthesis, analysis and presentation of information. To guarantee that technology is being used appropriately to develop higher level thinking skills, the teacher must develop curriculum to do so. For example, both roles of the teacher and student have changed dramatically over the last 20 years. In the traditional model of education, the teacher was responsible for disseminating information to students. The students' primary responsibility was to consume and retain as many of the facts and figures as they could. The most successful students were those who could memorize and regurgitate information in a variety of format - writing papers, oral reports and tests. However, we have recently discovered that these types of skills do not always prepare our students for their professional lives. For a student to be successful in today's job market, they must be able to assess and analyze information, not merely memorize. Businesses are looking for independent thinkers, not mindless robots. As instructors, we must realize this fact and adjust our curriculum accordingly - and one way of implementing this change is through the use of technology.

In conclusion, technology and multimedia applications should be an integral part of the learning environment. Our students are immersed in a daily life full of computers and other technological advances. The schools of America should reflect this change in the classroom. Integration of technology does not mean placing a computer in the corner of the classroom and leaving it un-touched throughout the semester. Technology must be incorporated in all aspects of the curriculum. To do anything less would be a disservice to our students.

ASsignment 2 has been submitted. Here comes another assignment. Hurm...I am feeling very tired. Penat betul...This assignment, is an individual work. 4 lesson plans based on four skills. Three lesson plans should be for a 40-minute-lesson. The other one is for 80-minute lesson.Huh?Too long for a primary classroom right?Is it for real?

Luckily one of my friend ask the lecturer about this thing. Then, she corrected the mistake because she said she sometimes gt confused. Nevermind. We undestand her situation. She wasn't feeling very well. It's okay kan? The 40-minute lessons were changed to 30-minute lessons and the 80-minute was changed to 60-minute lesson. That sounds more logical. My topic for the whole lesson was "Animal Around Us".Sounds like I have done this topc in IPIK. Well, let me see later if I still have the lesson plan. hehehe. Good Luck in doing the assignment piske!

Now is the time for assignment. It was an individual task. Eh?no,no,no...it was a pairwork assignment. See..I also got confused with the instructions. Nevermind. Just need to concentrate with the assignment. We were asked to edit a video from YouTube. It was the Michael Jackson's song-Earth Song. We were asked to develop a so-called lesson plan and do some picture "butchering", audio editing....simply said, everything that we have learned. developing a material was not easy.

Next, we have to find another educational video that we can manipulate in the classroom as a resource for teaching. Luckily my partner and I have found one interesting video that i very useful fo us. The same thing we hav to do. Edit it. Take the image or whatever that can be used and then develop a lesson. Hurm....