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