Hi everyone,
The lessons at the Mxl were fun and entertaining. I had a great time enjoying the different games in the Mxl. Beyond the fun and entertainment; the games had an educational purpose. The various games aid in the cognitive, affective and psychomotor development of students. The different games serve to teach students valuable lessons that relate to their lives. For instance, the game ‘Dafur is dying’ will teach students on how to strategize appropriately in order to save the dafurians. They can apply the skill of adopting appropriate strategies to their learning. Additionally, it creates awareness among students to realize that water is a precious resource. On the other hand, the Mcvideo game promotes entrepreneurship among students. The Wii games guide students on the rules of certain sports. Some of the strategies learnt in these wii games can be applied to real life games like bowling. Hence game based learning acts to arouse the interest of the students as well as enable them to make good use of the knowledge that they acquired.
Educational gaming can also serve to promote the various pedagogical approaches. The games may encourage collaborative learning ( e.g. trauma center).Additionally, they can facilitate problem based learning and experiential learning.
Social gaming shifts from the traditional way of teaching whereby most of the learning is passive. It is a form of deprofessionalised teaching. It provides students with hands-on experience and allows for self discovery.Educational gaming does not seperate learning and assessment.Furthermore, it acts to promote creativity and innovation among students.
On the flip side, it might be argued that gaming will be inappropriate for certain subjects. Additionally, opponents of educational gaming may cite that it causes an addiction among students which might be disadvantageous to them. But it must be taken into consideration that the students are addicted to learning which will affect them positively.
16 March, 2009
03 February, 2009
E-Learning task
E-Learning Task
Research Brief
The integration of ICT into the Singapore education system plays a vital role in ‘cultivating critical competency and disposition in students which will aid them to succeed in the knowledge based economy’ (Ministry of education, 2009). However, educators might face challenges when integrating ICT into teaching. These challenges will occur in both face-to face and online learning environments. This research brief will discuss about the implementation issues and the strategies that need to be employed in face-to-face environment and online environment.
The types of physical settings in the face-to-face environment would include classrooms, outdoor settings (e.g. field trips), half laboratories and full computer laboratories. Different implementation issues need to be addressed in the various physical settings. In a one computer classroom, tutors might face the difficulty of grabbing the attention of all the students. The students might be easily diverted to do other work and the teacher might not be able to ensure that all the students pay close attention to the lesson. The pre-emptive method that can be employed in such a circumstance would be to engage students into the lesson and challenge each student with questions (e.g. game based learning). Another area of concern would be that tutors must be cautious of the fonts and colors that they use for power point presentations. Small fonts will make the content represented unclear and less visible to students. Tutors can prevent this situation by ensuring that they choose appropriate fonts and colors.
Tutors conducting lessons in outdoor settings will be faced with challenges such as ensuring that students are able to handle equipment, draw hypotheses, carry out investigations, compare data and draw conclusions. The intervention strategy for this case would be to lay out the objectives of the trip clearly and instruct the students on how to handle equipments (e.g. data loggers) appropriately. Tutors should also give a print out of guiding questions which will act to facilitate students learning process and keep them on task.
In a half computer lab setting, two or more students have to share a computer. In this case, all the students might not get a chance to use the computer. To ensure that students get equal opportunities to use the computer, the tutor should create a lesson plan that will allow each student to make use of the computer to do the task.
Teachers using the full computer laboratories for lessons will encounter implementation issues such as managing the class and monitoring students who ‘frequently get distracted by the internet, computer games and other entertainment software’ (Junglebyte,Provider of premier classroom management, 2008). Furthermore, teachers must take into account that there will be some students who will need guidance when handling the computer. Teachers can employ methods like using the jungle byte software which ‘empowers them with the ability to remotely monitor and control each and every student’s computer; they gain better control of the classroom. Teacher’s can keep tab on students' activity without ever leaving their desk, making sure students are focused and on task’ (Junglebyte,Provider of premier classroom management, 2008). To add on, teachers can assign IT representatives to help students who face difficulty in handling IT tools. On the other hand, teachers can provide students with a detailed instruction list on how to use the various IT tools. In this way, teachers can manage time more effectively.
The implementation issues in an online environment would include cyber bullying and internet pornography. The preventive measure for cyber-bullying would be to educate and create awareness among students. For instance, tutors can alert students not to reveal ‘personal information or passwords, P.I.N. numbers to anyone’ and exercise netiquette at all times. Tutors should also make use of the cyber wellness guidebooks to help ‘students acquire safe and responsible online behaviours’ (Teaching and learning-cyberwellness, 2004). In addition, tutors can use the cyber wellness framework as a tool to ‘develop the child’s instinct to protect him and empower him to take charge for his own well-being in cyberspace’ (Teaching and learning-cyberwellness, 2004).
Educators should work closely with parents to prevent internet pornography. Educators should create awareness among parents about the misuse of the internet and should get their support and help in monitoring their children’s usage of the internet. For an instance, educator’s can encourage parents to use the filtering software which will help block sites containing sexually explicit material. On the other hand, educators should inform students of the realities of internet pornography and the consequences of its possession or distribution.
In conclusion, the integration of ICT into lessons might pose educators with implementation issues which could hinder teaching and learning. Educators should employ the appropriate pre-emptive strategies to handle the issues.
(754 words)
References
Junglebyte,Provider of premier classroom management. (2008). Retrieved from Junglebyte,Provider of premier classroom management: http://www.junglebyte.com/products.htm
Ministry of education. (2009). Retrieved from Ministry of education,Singapore:Press Releases: http://www.moe.gov.sg/media/press/2008/08/moe-launches-third-masterpl
Teaching and learning-cyberwellness. (2004). Retrieved from MOE-edumall: http://www3.moe.edu.sg/edumall/tl/cyberwellness.htm
Research Brief
The integration of ICT into the Singapore education system plays a vital role in ‘cultivating critical competency and disposition in students which will aid them to succeed in the knowledge based economy’ (Ministry of education, 2009). However, educators might face challenges when integrating ICT into teaching. These challenges will occur in both face-to face and online learning environments. This research brief will discuss about the implementation issues and the strategies that need to be employed in face-to-face environment and online environment.
The types of physical settings in the face-to-face environment would include classrooms, outdoor settings (e.g. field trips), half laboratories and full computer laboratories. Different implementation issues need to be addressed in the various physical settings. In a one computer classroom, tutors might face the difficulty of grabbing the attention of all the students. The students might be easily diverted to do other work and the teacher might not be able to ensure that all the students pay close attention to the lesson. The pre-emptive method that can be employed in such a circumstance would be to engage students into the lesson and challenge each student with questions (e.g. game based learning). Another area of concern would be that tutors must be cautious of the fonts and colors that they use for power point presentations. Small fonts will make the content represented unclear and less visible to students. Tutors can prevent this situation by ensuring that they choose appropriate fonts and colors.
Tutors conducting lessons in outdoor settings will be faced with challenges such as ensuring that students are able to handle equipment, draw hypotheses, carry out investigations, compare data and draw conclusions. The intervention strategy for this case would be to lay out the objectives of the trip clearly and instruct the students on how to handle equipments (e.g. data loggers) appropriately. Tutors should also give a print out of guiding questions which will act to facilitate students learning process and keep them on task.
In a half computer lab setting, two or more students have to share a computer. In this case, all the students might not get a chance to use the computer. To ensure that students get equal opportunities to use the computer, the tutor should create a lesson plan that will allow each student to make use of the computer to do the task.
Teachers using the full computer laboratories for lessons will encounter implementation issues such as managing the class and monitoring students who ‘frequently get distracted by the internet, computer games and other entertainment software’ (Junglebyte,Provider of premier classroom management, 2008). Furthermore, teachers must take into account that there will be some students who will need guidance when handling the computer. Teachers can employ methods like using the jungle byte software which ‘empowers them with the ability to remotely monitor and control each and every student’s computer; they gain better control of the classroom. Teacher’s can keep tab on students' activity without ever leaving their desk, making sure students are focused and on task’ (Junglebyte,Provider of premier classroom management, 2008). To add on, teachers can assign IT representatives to help students who face difficulty in handling IT tools. On the other hand, teachers can provide students with a detailed instruction list on how to use the various IT tools. In this way, teachers can manage time more effectively.
The implementation issues in an online environment would include cyber bullying and internet pornography. The preventive measure for cyber-bullying would be to educate and create awareness among students. For instance, tutors can alert students not to reveal ‘personal information or passwords, P.I.N. numbers to anyone’ and exercise netiquette at all times. Tutors should also make use of the cyber wellness guidebooks to help ‘students acquire safe and responsible online behaviours’ (Teaching and learning-cyberwellness, 2004). In addition, tutors can use the cyber wellness framework as a tool to ‘develop the child’s instinct to protect him and empower him to take charge for his own well-being in cyberspace’ (Teaching and learning-cyberwellness, 2004).
Educators should work closely with parents to prevent internet pornography. Educators should create awareness among parents about the misuse of the internet and should get their support and help in monitoring their children’s usage of the internet. For an instance, educator’s can encourage parents to use the filtering software which will help block sites containing sexually explicit material. On the other hand, educators should inform students of the realities of internet pornography and the consequences of its possession or distribution.
In conclusion, the integration of ICT into lessons might pose educators with implementation issues which could hinder teaching and learning. Educators should employ the appropriate pre-emptive strategies to handle the issues.
(754 words)
References
Junglebyte,Provider of premier classroom management. (2008). Retrieved from Junglebyte,Provider of premier classroom management: http://www.junglebyte.com/products.htm
Ministry of education. (2009). Retrieved from Ministry of education,Singapore:Press Releases: http://www.moe.gov.sg/media/press/2008/08/moe-launches-third-masterpl
Teaching and learning-cyberwellness. (2004). Retrieved from MOE-edumall: http://www3.moe.edu.sg/edumall/tl/cyberwellness.htm
29 January, 2009
Reflection
I found last week’s lesson very useful in explaining the various pedagogical approaches. After last week’s tutorial I got a clear idea about the various pedagogical approaches and the application of these approaches. I also understood the ways in which ICT tools can be related to the approaches.
As a student, I have come across problem based learning. I was exposed to problem based learning in NIE when taking up the educational psychology 1 module last semester. In this module, we were given an opportunity to handle and resolve real life problem scenarios faced by teachers. It was a very interesting experience which was relevant and valuable.
The relationship between these approaches is that it allows lessons to be more student centered and it emphasizes on collaborative learning. Additionally, it creates a platform for lessons to be more interactive and engaging.
The use of various ICT tools allows the approaches to be employed effectively. The use of various ICT tools gives a different approach to teaching and learning. Additionally, it enhances teaching and learning.It allows for more hands-on experience in class.The use of ICT tools makes lesson more interactive.
As a student, I have come across problem based learning. I was exposed to problem based learning in NIE when taking up the educational psychology 1 module last semester. In this module, we were given an opportunity to handle and resolve real life problem scenarios faced by teachers. It was a very interesting experience which was relevant and valuable.
The relationship between these approaches is that it allows lessons to be more student centered and it emphasizes on collaborative learning. Additionally, it creates a platform for lessons to be more interactive and engaging.
The use of various ICT tools allows the approaches to be employed effectively. The use of various ICT tools gives a different approach to teaching and learning. Additionally, it enhances teaching and learning.It allows for more hands-on experience in class.The use of ICT tools makes lesson more interactive.
18 January, 2009
2nd ICT lesson
Let me share my views on the 2nd ICT lesson last wedesday.I found that the lesson was fun and interesting as we were given an opportunity to share our past experiences and views about an engaging activity.My group shared the idea of using sweets to build DNA structures.The first activty was like a sharing session whereby we were put into groups to share our experiences with each other.Working in groups allowed me to experience collaborative learning.
After sharing about the activity, we were made to assess the effectiveness of the most engaging activity that we had chosen among our group. By doing this,we realise the strengths and weaknesses of the engaging activity that we had chosen.We also pondered about the ways to improve the activity to make it more engaging.
The third activity was to go online to research more about the dimensions of engaged learning and to individually jote down the roles that teachers, students and ICT play in the dimensions of engaged learning. This activity allowed me to think as a individual unlike the previous two activities which were group oriented.
In conclusion, I felt that the lesson gave me a better understanding on what is meant by an engaging activity and emphasised the importance of using ICT to make lessons more engaging.
After sharing about the activity, we were made to assess the effectiveness of the most engaging activity that we had chosen among our group. By doing this,we realise the strengths and weaknesses of the engaging activity that we had chosen.We also pondered about the ways to improve the activity to make it more engaging.
The third activity was to go online to research more about the dimensions of engaged learning and to individually jote down the roles that teachers, students and ICT play in the dimensions of engaged learning. This activity allowed me to think as a individual unlike the previous two activities which were group oriented.
In conclusion, I felt that the lesson gave me a better understanding on what is meant by an engaging activity and emphasised the importance of using ICT to make lessons more engaging.
14 January, 2009
Hi everyone, I would like to share my views about ICT and the first lesson last week.To tell you the truth I am not a person who is IT savvy and I thought I would rather find it hard to understand this module as it sounded like some IT module.But I found that the first lesson was rather interesting and engaging.
The first lesson had gave me a clear idea on what this module is all about and I feel that this module will equip me with relevant skills with regards to IT that will be very handy to me in the future when I am a teacher.I have also understood that this module allows me to relate how ICT can be used to make learning more engaging.
I got familiarised to MOE's masterplan 3 which clearly emphasised the importance of incorporating ICT in the curriculum.I personally welcome MOE's masterplan 3 as it would facilitate learning and I feel that it will arouse the students interest as it directs a different way to learning as opposed to the traditional way.Additionally, MOE'S masterplan 3 encourages student centered learning.It will also mould our students as independent learners.
In conclusion,I feel that this course will be useful in introducing the pedagogical approaches of using ICT to make learning engaging.
The first lesson had gave me a clear idea on what this module is all about and I feel that this module will equip me with relevant skills with regards to IT that will be very handy to me in the future when I am a teacher.I have also understood that this module allows me to relate how ICT can be used to make learning more engaging.
I got familiarised to MOE's masterplan 3 which clearly emphasised the importance of incorporating ICT in the curriculum.I personally welcome MOE's masterplan 3 as it would facilitate learning and I feel that it will arouse the students interest as it directs a different way to learning as opposed to the traditional way.Additionally, MOE'S masterplan 3 encourages student centered learning.It will also mould our students as independent learners.
In conclusion,I feel that this course will be useful in introducing the pedagogical approaches of using ICT to make learning engaging.
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