In between busy doing asaignments, i will stop awhile and think: What i want to do most the moment i step out of exam hall that mark the end of the study and life in UPSI?
Friends, what do you think?
Since my blog is cinta melancung, i will definitely think of somewhere to relax myself. It just happen that MGB SJKC is organising trip to Guilin, China end of May, so j join in.
I take the opportunity now and here to wish all my friends all the best and may good health and sweet moments and memories always with you.
Monday, April 19, 2010
Isu dan Cabaran ICT
faedah-faedah integrasi ICT telah banyak diperkatakan dan dibincangkan. Antaranya meningkatkan peluang pekerjaan, meningkatkan produktiviti, mengurangkan kos, membantu dalam pengurusan sumber, meningkatkan perkhidmatan pelanggan, membawa kelebihan kompetitif, meningkatkan komunikasi, kualiti produk dan perkhidmatan.
Disamping itu, ICT juga membuka ruang baru dalam bidang pendidikan dengan penggunaan kaedah pendidikan maya. Namun begitu, terdapat berbagai-bagai cabaran yang terpaksa dihadapi khususnya oleh pihak pengurusan dan kepimpinan pendidikan dalam melaksanakan integrasi ICT dalam pendidikan.
Perbincangan mengenai isu dan cabaran ICT perlu dilihat dari tiga dimensi, iaitu Etika, Sosial dan Politik.
Dimensi Etika
Dari aspek Etika, kita perlu melihat adakah ICT akan digunakan secara beretika yang bersesuaian dengan nilai-nilai masyarakat. memang benar ICT boleh digunakan untuk faedah dan kepentingan masyarakat, namun terdapat juga penggunaan ICT dengan tidak beretika seperti penyebaran maklumat palsu, penggunaan bahan-bahan lucah, pencurian maklumat dan sebagainya.
Dimensi Soaial
Dari aspek sosial pula, kita perlu melihat kesan ICT terhadap hubungan interpersona, nilai kemanusiaan, perlindungan hak individu dan keselesaan, kesihatan dan persekitaran.
Dimensi Politik
Aspek politik merujuk kepada peraturan-peraturan dan undang-undang yang dilaksanakan oleh kerajaan dan pihak berkuasa. Ini termasuk bayaran-bayaran cukai dan duti, perlindungan hak cipta dan hak intelek, serta dasar-dasar ICT. Terdapat berbagai persoalan yang timbul hasil penggunaan ICT. Antaranya, apakah dasar ICT Kementerian Pelajaran Malaysia? Adakah lagu dan filem yang dimuat-turun dari internet boleh dikena cukai? Apakah perlindungan yang duberikan oleh undang-undang ke atas hasil kajian seseorang penyelidik?
Petik dari Kertas kerja Wan Mustama bin Wan Abdul Hayat di Prosidang Seminar Nasional Pengurusan dan Kepimpinan ke -12, 2004.
Disamping itu, ICT juga membuka ruang baru dalam bidang pendidikan dengan penggunaan kaedah pendidikan maya. Namun begitu, terdapat berbagai-bagai cabaran yang terpaksa dihadapi khususnya oleh pihak pengurusan dan kepimpinan pendidikan dalam melaksanakan integrasi ICT dalam pendidikan.
Perbincangan mengenai isu dan cabaran ICT perlu dilihat dari tiga dimensi, iaitu Etika, Sosial dan Politik.
Dimensi Etika
Dari aspek Etika, kita perlu melihat adakah ICT akan digunakan secara beretika yang bersesuaian dengan nilai-nilai masyarakat. memang benar ICT boleh digunakan untuk faedah dan kepentingan masyarakat, namun terdapat juga penggunaan ICT dengan tidak beretika seperti penyebaran maklumat palsu, penggunaan bahan-bahan lucah, pencurian maklumat dan sebagainya.
Dimensi Soaial
Dari aspek sosial pula, kita perlu melihat kesan ICT terhadap hubungan interpersona, nilai kemanusiaan, perlindungan hak individu dan keselesaan, kesihatan dan persekitaran.
Dimensi Politik
Aspek politik merujuk kepada peraturan-peraturan dan undang-undang yang dilaksanakan oleh kerajaan dan pihak berkuasa. Ini termasuk bayaran-bayaran cukai dan duti, perlindungan hak cipta dan hak intelek, serta dasar-dasar ICT. Terdapat berbagai persoalan yang timbul hasil penggunaan ICT. Antaranya, apakah dasar ICT Kementerian Pelajaran Malaysia? Adakah lagu dan filem yang dimuat-turun dari internet boleh dikena cukai? Apakah perlindungan yang duberikan oleh undang-undang ke atas hasil kajian seseorang penyelidik?
Petik dari Kertas kerja Wan Mustama bin Wan Abdul Hayat di Prosidang Seminar Nasional Pengurusan dan Kepimpinan ke -12, 2004.
Sunday, April 11, 2010
Literacy with ICT
Factors that Influence How Literacy with ICT Can Support and Extend Student Learning
School leaders are knowledgeable about learning, teaching, and assessing in the context of developing students' literacy with ICT. They understand the instructional factors that influence students' literacy with ICT, including school factors, teacher factors, and student factors.
School Factors
Resources and timely access to ICT: School leaders provide opportunities for all students to use ICT to support and extend their learning. While the continuum identifies the cognitive and affective behaviours demonstrated by all students, school leaders also indicate their expectation that all teachers and students will use ICT to learn, teach, and assess. For example, school leaders arrange for teachers to have common preparation time, peer coaching, and access to ICT and the Internet in classrooms for student use, as well as other resources and supports.
Collegiality and professionalism: School leaders model leadership and collaboration by involving teachers in the development of the school plan and the establishment of procedures for implementing Literacy with ICT, as well as by providing professional learning opportunities for teachers to explore strategies to enhance student literacy with ICT.
Ethics, responsibility, and safety: School leaders ensure that their divisional ICT acceptable-use policy is understood and adhered to by staff, students, and parents.
Reporting to parents: School leaders share with parents and their parent council the provincial expectations for student literacy with ICT. They provide opportunities for parents to view evidence of their child’s developing literacy with ICT. This could be accomplished in the form of student-led conferences to display work samples in electronic portfolios.
Teacher Factors
Effective use of ICT: School leaders ensure that teachers use ICT effectively to support and extend student learning so that
· ICT is used to add value to teaching and learning, and to move students upward through Bloom's taxonomy to higher levels of critical and creative thinking
· ICT is used to provide learning experiences otherwise unavailable to students in order to increase their understanding and their engagement as self-directed learners
Instructional strategies: School leaders ensure that teachers have access to professional learning opportunities to explore literacy with ICT for
· searching, summarizing, and note-taking from electronic sources
· higher-level thinking such as comparing, classifying, analyzing, inquiring, problem solving, justifying, and evaluating sources
· collaborative learning
· gradually releasing to students, responsibility for their own learning
· differentiating instruction
· providing ongoing feedback and assessment FOR learning
Classroom management: School leaders ensure that teachers establish rules and procedures related to
· general expectations for behaviour and respect for other ICT users
· using classroom hardware, software, and networks safely and responsibly
· learning centres using ICT
· plagiarism and copyright of intellectual property
· choosing the most appropriate educational uses of ICT
Professional use of ICT: School leaders provide teachers with access to ICT for
· preparation of learning experiences
· development of learning resources
· sharing with colleagues
· collaborative planning
· teaching and assessment FOR/AS/OF learning
Student Factors
Home environment: School leaders provide parents with information about the effects on student learning and safety of time spent watching television, instant messaging, and surfing the Internet.
Exposure and prior knowledge: School leaders and teachers are aware that students with home access to ICT may have exposure to and prior knowledge of ICT procedures, and that these strengths may be shared and developed at school. At the same time, they are also aware that these same learners may not understand how to effectively locate and critically evaluate information and information sources.
School leaders are knowledgeable about learning, teaching, and assessing in the context of developing students' literacy with ICT. They understand the instructional factors that influence students' literacy with ICT, including school factors, teacher factors, and student factors.
School Factors
Resources and timely access to ICT: School leaders provide opportunities for all students to use ICT to support and extend their learning. While the continuum identifies the cognitive and affective behaviours demonstrated by all students, school leaders also indicate their expectation that all teachers and students will use ICT to learn, teach, and assess. For example, school leaders arrange for teachers to have common preparation time, peer coaching, and access to ICT and the Internet in classrooms for student use, as well as other resources and supports.
Collegiality and professionalism: School leaders model leadership and collaboration by involving teachers in the development of the school plan and the establishment of procedures for implementing Literacy with ICT, as well as by providing professional learning opportunities for teachers to explore strategies to enhance student literacy with ICT.
Ethics, responsibility, and safety: School leaders ensure that their divisional ICT acceptable-use policy is understood and adhered to by staff, students, and parents.
Reporting to parents: School leaders share with parents and their parent council the provincial expectations for student literacy with ICT. They provide opportunities for parents to view evidence of their child’s developing literacy with ICT. This could be accomplished in the form of student-led conferences to display work samples in electronic portfolios.
Teacher Factors
Effective use of ICT: School leaders ensure that teachers use ICT effectively to support and extend student learning so that
· ICT is used to add value to teaching and learning, and to move students upward through Bloom's taxonomy to higher levels of critical and creative thinking
· ICT is used to provide learning experiences otherwise unavailable to students in order to increase their understanding and their engagement as self-directed learners
Instructional strategies: School leaders ensure that teachers have access to professional learning opportunities to explore literacy with ICT for
· searching, summarizing, and note-taking from electronic sources
· higher-level thinking such as comparing, classifying, analyzing, inquiring, problem solving, justifying, and evaluating sources
· collaborative learning
· gradually releasing to students, responsibility for their own learning
· differentiating instruction
· providing ongoing feedback and assessment FOR learning
Classroom management: School leaders ensure that teachers establish rules and procedures related to
· general expectations for behaviour and respect for other ICT users
· using classroom hardware, software, and networks safely and responsibly
· learning centres using ICT
· plagiarism and copyright of intellectual property
· choosing the most appropriate educational uses of ICT
Professional use of ICT: School leaders provide teachers with access to ICT for
· preparation of learning experiences
· development of learning resources
· sharing with colleagues
· collaborative planning
· teaching and assessment FOR/AS/OF learning
Student Factors
Home environment: School leaders provide parents with information about the effects on student learning and safety of time spent watching television, instant messaging, and surfing the Internet.
Exposure and prior knowledge: School leaders and teachers are aware that students with home access to ICT may have exposure to and prior knowledge of ICT procedures, and that these strengths may be shared and developed at school. At the same time, they are also aware that these same learners may not understand how to effectively locate and critically evaluate information and information sources.
Saturday, April 10, 2010
Integrasi internet dalam pendidikan
Integrasi internet dalam pendidikan
Internet atau ‘Internasional Network of Networks’ ialah sebuah rangkaian gergasi komputer di peringkat antarabangsa (TMB, 1998) dan merupakan cara komputer berkomunikasi antara satu sama lain ( Crumlish, 1996 ). Ia mengandungi lebih daripada 50 ribu rangkaian komputer di seluruh dunia, lebih daripada 6.6 juta komputer hos dan lebih daripada 50 juta pengguna dari lebih daripada 160 buah negara (Zoraini, 1995). Dalam rangkaian Internet, terdapat berbagai jenis bahan yang berjuta-juta bilangan dan sentiasa bertambah dari sehari ke sehari. Bahan-bahan ini termasuklah artikel, imej grafik, perisian komputer, video, audio, majalah, kertas persidangan, permainan, projek dan sebagainya. Di dalam Internet terdapat lebih daripada 8 000 kumpulan diskusi eletronik. Kumpulan ini mungkin terdiri daripada beberapa orang sehinggalah ke beberapa ribu orang yang berbincang tentang perkara yang sama, termasuklah matematik. ( Keterangan lanjut tentang internet boleh didapati dalam http://www.msn.com/tutorial/default.html )
Terdapat beberapa perkara penting yang perlu difahami oleh para pendidik berhubung dengan penggunaan internet dalam proses pengajaran dan pembelajaran.
· Internet hanya akan bertindak sebagai sumber dan alat bantu dalam P&P . Aktiviti pembelajaran hendaklah dirancang dengan teliti oleh guru supaya internet dapat digunakan dengan berkesan.
· Komputer dan internet tidak mengubah peranan guru. Malah sebaliknya ,guru akan sentiasa berusaha untuk meningkatkan pengetahuan dan kemahiran mereka, khususnya dalam bidang IT. Ketrampilan dan keperibadian yang mulia akan tetap menjadi tunjang dan ikutan utama.
· Penggunaan komputer dan internet dapat mengurangkan beban tugas guru dan murid di samping setiap kerja dapat dilakukan dengan kemas, teratur dan sistematik.
· Internet amat bermanfaat kepada guru dan murid serta ibubapa khususnya dalam menghadapi cabaran IT dan era globalisasi. Industri berasaskan maklumat yang akan mencorakkan kehidupan pada masa hadapan , perlu diberi perhatian sewajarnya oleh setiap ahli masyarakat, khususnya warga pendidik dan para ibubapa. Internet telah menyediakan beberapa kemudahan, antaranya:
· E – mail (Mel Eletronik)
· Laman Web (WWW)
· Internet Relay Chat (IRC)
· Telnet
· Kumpulan Diskusi dan Berita
· File Transfer Protocal (FTP)
Semua kemudahan di atas boleh dimanfaatkan dalam proses pengajaran dan pembelajaran. Para guru harus bijak memilih aplikasi yang sesuai digunakan. Oleh itu, perancangan aktiviti yang kemas dan teratur amatlah penting, supaya murid-murid dapat menggunakan internet secara maksimum dan optimum. Semua aplikasi tersebut boleh digunakan sama ada sebagai sumber maklumat atau pun sebagai bahan bantu yang diintegrasikan terus dalam proses pengajaran dan pembelajaran.
Tengku Zawawi bin Tengku Zainal. Penggunaan Internet Dalam Pendidikan Matematik muat turun dari http://jusni.tripod.com/penggunaan_internet.html.
Internet atau ‘Internasional Network of Networks’ ialah sebuah rangkaian gergasi komputer di peringkat antarabangsa (TMB, 1998) dan merupakan cara komputer berkomunikasi antara satu sama lain ( Crumlish, 1996 ). Ia mengandungi lebih daripada 50 ribu rangkaian komputer di seluruh dunia, lebih daripada 6.6 juta komputer hos dan lebih daripada 50 juta pengguna dari lebih daripada 160 buah negara (Zoraini, 1995). Dalam rangkaian Internet, terdapat berbagai jenis bahan yang berjuta-juta bilangan dan sentiasa bertambah dari sehari ke sehari. Bahan-bahan ini termasuklah artikel, imej grafik, perisian komputer, video, audio, majalah, kertas persidangan, permainan, projek dan sebagainya. Di dalam Internet terdapat lebih daripada 8 000 kumpulan diskusi eletronik. Kumpulan ini mungkin terdiri daripada beberapa orang sehinggalah ke beberapa ribu orang yang berbincang tentang perkara yang sama, termasuklah matematik. ( Keterangan lanjut tentang internet boleh didapati dalam http://www.msn.com/tutorial/default.html )
Terdapat beberapa perkara penting yang perlu difahami oleh para pendidik berhubung dengan penggunaan internet dalam proses pengajaran dan pembelajaran.
· Internet hanya akan bertindak sebagai sumber dan alat bantu dalam P&P . Aktiviti pembelajaran hendaklah dirancang dengan teliti oleh guru supaya internet dapat digunakan dengan berkesan.
· Komputer dan internet tidak mengubah peranan guru. Malah sebaliknya ,guru akan sentiasa berusaha untuk meningkatkan pengetahuan dan kemahiran mereka, khususnya dalam bidang IT. Ketrampilan dan keperibadian yang mulia akan tetap menjadi tunjang dan ikutan utama.
· Penggunaan komputer dan internet dapat mengurangkan beban tugas guru dan murid di samping setiap kerja dapat dilakukan dengan kemas, teratur dan sistematik.
· Internet amat bermanfaat kepada guru dan murid serta ibubapa khususnya dalam menghadapi cabaran IT dan era globalisasi. Industri berasaskan maklumat yang akan mencorakkan kehidupan pada masa hadapan , perlu diberi perhatian sewajarnya oleh setiap ahli masyarakat, khususnya warga pendidik dan para ibubapa. Internet telah menyediakan beberapa kemudahan, antaranya:
· E – mail (Mel Eletronik)
· Laman Web (WWW)
· Internet Relay Chat (IRC)
· Telnet
· Kumpulan Diskusi dan Berita
· File Transfer Protocal (FTP)
Semua kemudahan di atas boleh dimanfaatkan dalam proses pengajaran dan pembelajaran. Para guru harus bijak memilih aplikasi yang sesuai digunakan. Oleh itu, perancangan aktiviti yang kemas dan teratur amatlah penting, supaya murid-murid dapat menggunakan internet secara maksimum dan optimum. Semua aplikasi tersebut boleh digunakan sama ada sebagai sumber maklumat atau pun sebagai bahan bantu yang diintegrasikan terus dalam proses pengajaran dan pembelajaran.
Tengku Zawawi bin Tengku Zainal. Penggunaan Internet Dalam Pendidikan Matematik muat turun dari http://jusni.tripod.com/penggunaan_internet.html.
Wednesday, April 7, 2010
Sama-sama Merenung
“… all the educational technology is worth nothing if teachers don’t know how to use it effectively. Computers aren’t magic, teachers are.”
---Graig Barrett, CEO, Intel Corporation.---
---Graig Barrett, CEO, Intel Corporation.---
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