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Digital Natives
What are some characteristics of digital natives? (What are they good at? What are they poor at?)


After watching the video and reading the article which is only Part II of the Digital Natives, Digital Immigrants. I decided to look for the Part I of the article and the link is:


http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf

By reading these two articles, it got me to start thinking about the issues that is been mentioned in the articles. How would a digital immigrants such as myself teach the digital natives of today? It is essential for me to understand the characteristics and profile of digital natives as an educator:

Digital Natives

• Highly creative (especially with the use of technologies)
• Short attention spans (They only choose to pay attention to what they want to learn)
• Teacher centered teaching which are single tracked/linear are deemed to be boring
• They are 'hardwire' to process informations from multiple sources 
• They are highly savvy with the usage of technologies
• They are able to self learn and self taught through web surfing
• Multitasker
• Less structured
• Impatient
• Thrived in a virtual or electronic environments

The list can go on and on. However, I will like to refresh our memories of the video that Dr. Ashley had shown us at the starting of this ICT courses

This video pretty much summarised the characteristics of digital natives. I guess what they are good at has been mentioned above. But what are they poor at? 

In my opinion, they are less etiquette in socialising and conversing with people on a face to face situation. When there are less structures due to the exposure to multiple sources, students tend to overload themselves with informations. At the same time, they are too indulge in the activities online that they might develop bad habits, behaviours over time due to insufficient guidance. 

Which portrait did you select? (In your blog, create a link to the portrait.) In terms of their digital background, how similar was that student compared to a Singapore student?


I chose Dylan after browsing through edutopia:
http://www.edutopia.org/digital-generation-profile-dylan

 When he was young, his mum exposed him to the computer. He practically learned his alphabets through the use of technologies. A huge portion of his personal time is spent by using technologies such as playing games with friends, videoing friends using his flip cameras and doing podcasts in schools. He also spent a great deal of his time communicating and collaborating with people from all over the world.

This is pretty much similar to the upbringing of Singapore student. Nowadays if you notice, every child will be holding on to a handheld devices such as NDS, PSP, mobile devices etc. At home, parents are exposing the children to educational softwares, online multimedias, websites etc at a young age. 

In the case of educations, schools are also promoting the use of ICT and also trying to re-connect with the students of todays. Students spent most of their times watching TVs, web surfing, facebooking, twittering etc. It is very common for them to possess a mobile device with the ability to surf web anytime and anywhere. 

Cultural and behaviours also help to contribute in the shaping of the digital natives in Singapore. The IT shows annually always attracts huge crowds and even in time of crisis, Singaporeans will still buy electronic devices such as HD Tvs, Laptops, GPS, DSLRs etc. Technologies has definitely become part of our lives in Singapore.

How might teachers in Singapore today engage and teach our digital natives?

Bearing in minds of all this factors. Teachers of Singapore today would first need to understand and adjust their teaching methods to suit the digital natives. We need to devise strategies to bring across the definition of meaningful learning to the students. Game Based Learning as introduced by Dr. Ashley is definitely one of the solutions. The introduction of industrial applications and concepts could also be brought into the school to entice the students learning. Example, the concept of film making and video editing using softwares such as Final Cut Pro are normally taught at tertiary levels. However this could be introduced to the students as young as upper primary and secondary to cater to their interest. The relationships of subject to real world applications can be conveyed to them. Examples are art development for storyboarding, language skills for scriptwriting, literatures and dramas learning for acting etc.

I have a video response that I found in youtube:

The Digital Native's Future
As you look into the possible future of the educational landscape, what sort of impressions, fears, or possibilities crossed your mind?


In the years to come, technologies will greatly defined the educational landscape. Students need not be in school physically in order to gain knowledge. Teaching could take place in a Global Classroom where  the teachers and the learners could come from different parts of the world. The school in this case would be a Cyberworld in the form of a virtual learning environment. Students would have the flexibility of leaving the 'classroom' anytime and join in with another 'classroom' at will. The process of learning will not be enforced by method disciplines instead it will be encouraged by learning what might interest them or be useful for them. There will not be a conformed period of learning as in a physical school - 7:30 am - 2: 10 pm. Instead, students could decide when and where they want to learn and it will be easily accessed by technologies. The importance of learning will not be determined by examinations or assessments. Rather the students will be placed with more problem scenarios and coursework based assessments. Educators will be there to provide structure and facilitates the students learning. 


What might living, learning and working be like in the future?


The lifestyle of living will be very much connected to technologies as seen in the "Future of Singapore in 2015". The community are closely knitted and monitor and informations are easily assessed and shared among one another. 


In a Global classroom situations, the expectations of the students would be higher. As they demand for higher learning and in depth knowledge, educators have to ensure the presence of a structure that will keep the students on task. Educators have to be a learner themselves and constantly revised and refine their teaching methods and strategies. However with the absence of the physical environment, it will be a much more challenging and uphill task to build rapport and relationships with the students.


In terms of working in future, the idea of the Global Classroom can be applied to. With technologies, it will enhance efficiency and help promote collaboration throughout the world as communications and informations are vital in the advancement of any working environment. 


How is NIE preparing you to prepare your students for this possible future? How might you prepare yourself?


I felt that the modules that I am going through in the Education psychology I and II and ICT are inter-related. It helps us to question and look in-depth into the meaning of teaching. At the same time it encourages us to reflect and learn from our past experience as a students. By introducing teaching strategies and methods with the implementation of ICT. It helps to broaden our horizon as educator and exposed us to ideas and concepts that we have never thought it is possible. At the same time, the modules aims to allow us to think about what our students wants to learn and not what we as educators want them to learn. 


I will continue to learn and relearn. At the same time, I will form a collaborative environment with colleagues, students and even friends that are not in the teaching industries. I will keep myself up to date with knowledge and informations that might help me improve my teaching. Always have the mindset that what I have learned and understand might not be the best and keep my options open. We as educators can also learn so much more from our students!!

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The TEL demo group have been going on for a few sessions and soon it will be my group turn. It is definitely a mixed feeling of relieve and anxiety. Anxious because the previous few groups have been pushing the benchmarks higher as the weeks passes. Relieve is due to the fact that the course is coming to an end and we are left with the final demo.  Been the last group to present on 12 Nov the good thing is that we are able to learn the mistakes from the previous groups. Here's what I feel about all the various groups.

Group A and B 

- I have already blogged on them in my previous entry

Group C 

- A very interesting online platform where the teaching of music is been fused into opera. However, students might not be that patient to go through the whole acts as they can't skipped. 

Group D 

- A very fun tool that allows students to deconstruct a piece of music and find out the various instruments that is been played in the music. 

Group E and F 

- Both team uses a online collaboration tool which is very much similar to one another. Just that Edomo requires signing up for an account whereas Wiggio need not sign up for an account. The good thing is both platforms are able to bring learning out of the classroom context and at the same time provides a collaborative environment for sharing to take place.

Today also marks the end of our Game Based Learning (GBL) experiences. I felt that through these few weeks of participating in different gaming platforms, I am able to gain more insights through GBL. It has shown me that games helps to promote different level of complex thinking and encourages the development of soft skills such as communication skills, interpersonal skills. Learning should be student centered and they learn the best when they are having fun. At the same time in a gaming environment, students are able to "learn by doing" or "learn through failing". However, motivating students would be rather challenging. No doubt that at the start of the GBL, students will be all hyped up and motivated. What happened if they consistently failed and lose motivation or interest? Thus when GBL is been implemented, the choice of games must be highly intuitive and serve the purpose of teaching in my point of view.

Bearing that in mind, I would like to introduce this game called "Art Academy" for NDS for the teaching of art. 

As you all can see, this game practically teaches you the concept of drawing, shading, painting etc and it allows art lesson to be brought out of the classroom. We need not worry about bringing out the paints, brushes, drawing board etc. The tutorials in the games can also act as notes and the students can always go back and referred to it as and when they like. The only hindsights is not all school will be willing to invest in nds that readily.

Nontheless, I will keep looking for ways to implement GBL in the teaching of art.  

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This week marks the end of the game-based learning experience for all the groups. As I have included my personal research findings and shared links for resources in my previous blog entries. I shall reflect on a vide clip that I have recorded on my classmates enjoying the wii sport for this week entry.

As you all can see from the video, Angela and Justin are playing bowling in wii sport while the rest of their team members are watching and sharing with them the ropes of the game. At the same time, they are filming down the process and encouraging them along the way.

In my point of view, the players are engaged in the activities by pitting against one another. At the same time, they are also trying to best their personal scores by trying to achieve a "Strike" with each attempt. The viewers in this case are also actively engaged in the tournament as they are cheering and sharing their personal tips with the players. There is a lot of cheering and motivating coming from the viewers and this actual help to boost the confidence of the players and make the experience fun. Even if the players failed to get a "Strike", there are words of encouragement and supports from the viewers rather then jeering. The whole experience in this case becomes positive and meaningful for the participants. At the same time, cohesiveness are built though the competition.

I am sure that this is the perfect scenario that all teachers will definitely want to create in their own classroom. The situation where their students are self-motivated and collaborates with one another to form a cohesive environment.

In the aspect of the teaching of art, how do we apply game-based learning. This is definitely something for me to ponder and research before I am able to come out with ideas for my subject. I shall blog about this in my next entry.

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I would like to start by introducing this cool video.

As you all can see, the author, Johnny is trying to enhance his wii experience by re-introducing the way of how wii work and I would say that is an innovative way. Looking into the game-base learning for education, aren't we trying to do the same thing as Johnny? Which is to re-introduce the meaning of learning to the students in a meaningful manner. However to do that we need to do some research on the topic Game-based learning.

Video on game-based learning

I have also found this document in google scholar that talks about game-based learning:
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.97.8613&rep=rep1&type=pdf

"Discovery learning" approach is what we are adopting through the process of game-based learning. This approach would be able to engage and motivates our students who are referred as "digital natives" or "digital learners" in this 21st century. However before we embark on the teaching of game-based learning, it is important for us as an educator to experience it first hand.

For this week lesson, my group had our game-based learning experience at station 3 and 4 which is the flash based game and wii sports. I bet what was going through our mind when we were in station 3 playing CSI was definitely ....... boring games..... network too slow .... etc.  However at station 4 which is the playing of wii sport, we definitely come alive as we were so engrossed in beating one another or coming out with new strategies to win! What I felt to be the main reason in the differences of our attitude was that in station 3, which is the flash based game station. It felt as if a teacher is trying to overload you with tons and tons of instructions that you have to remember before you can even start. It was unlike station 4 where you could just start to do it and learn as you experience the game. Station 4 is definitely much more engaging and memorable as compared to station 3 in terms of gaming experience.

As traditional teaching is often teacher centered. The students sitting down at their desk tends to lose their focus or might not understand what the subject contents is about through passive learning. They would not be able to apply what they have learned without relevant practical experiences. However by introducing game-based learning, the students will be able to learn by doing, discover through explorations and help to mentor one another. The competitive nature of game-based learning also helps in motivating the students to achieve better results.

In the context of the subject that I am teaching which is Art, it is definitely possible to incorporate game-base learning. I have a lists of URLs on games and online applications that can be used for the designing game-based learning teaching.

Online games

Interesting games to learn about Art
http://www.metmuseum.org/explore/justforfun.asp

Online applications

Google sketchup to help to visualise and create objects in 3d
http://sketchup.google.com/

Sketchfu an online drawing platform with recording and playback features.
http://sketchfu.com/

COLOURlovers a place to create and share your own colour palettes
http://www.colourlovers.com/palettes/add

Livebrush a free software to learn how to create graphical images and vector images.
http://www.livebrush.com/

Chogger an online platform to create your personal comics.
http://chogger.com/create

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First of all I would like to congratulate Group A and B for finishing the presentation. *clap clap! I had two thoughts after their presentation. 
1) For group A, if the game is able to work in multiplayer level, it would definitely encourage collaborative learning among the students during the gameplay. Maybe there could be different pbl statements given to them to increase the difficulties of the game. 
2) For Group B, I think that deviantart would be suffice as it already provides a good platform for collaborative learning. 
Nonetheless, it was definitely a good presentation by them given the short span of time they had. I would like to give them 3 cheers! Hip Hip Hooray x 3~~

After the presentations, Dr Ashley gave us an introduction to game based learning. We were then divided into groups and assigned to different game stations. There were a total of 6 stations and my group were assigned to station 2 to play "Trauma Center" on Nintendo Wii. As there were 2 Wii-motes, we automatically divide ourselves into 3 pairs. The first group went straight into the game with only a brief demonstration by Dr Ashley on how to handle the Wii-mote. Being the first group, all eyes were on them and everyone was excited to see how the game goes. Most of the time, it was on the job training as they were required to perform a surgical task within a specific time limit. As the time goes, each pairs took turns to execute on the same surgical task and a challenge was set to see who would be able to perform the best surgical procedure within the shortest time. It was definitely a fun filling and enjoyable moment!

After the game, Dr Ashley gave us a debrief on the game base learning and ask us to define the meaning of game base learning. In my point of view, game based learning is definitely an interesting way to conduct a lesson and it is sure to bring about joy and laughter among the students. At the same time, the students get to learn from from another and it can be seemed as a form of collaborative learning. If the appropriate game is been chosen, the students will even get to learn from the story plot or game play itself. I recall from my personal experience as a student, that I have learned quite an amount of world history from playing games like Age of Empire, Civilization, Company of Heroes etc. 

Of course there might be other benefits from game based learning and I look forward to discover them in the subsequent lessons. 


K: What I already KNOW
I already know about the presence of keynote and deviantart. 


W: What I WANT TO LEARN
I hope to be able to learn the in-depth knowledge of game based learning.


L: What I LEARNED this week
I learned that for the Demo presentation, it is important to emphasis on the lesson flow itself and how should ICT plays apart in it.


Q: What Questions I still have

I do not have any questions as of now.

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3 "things that I have learnt" from the process

Firstly, after looking at Jessica's lesson plan, it struck me that I have not been following proper protocol during my contract teaching. Recalling on the first day of my contract teaching, my in-charge only briefly mention to me what she plan to teach for the whole year and got me to observe her lessons. Occasionally, she would get me to take over half an hour of her lesson but most of the time I would just be an assistant to her. It was only this year that I was assigned my own class for the new semester. I was given 3 classes to teach, 2 Secondary One classes and 1 Secondary Two class. Never a time did my in-charge ask me to prepare nor teach me how to prepare a lesson plan. In fact, I took the initiative to prepare a general guideline to show her what I will be teaching and what will be my assignments. I also took the liberty to create my own teaching resources by coming out with my own examples in order to engage and show the students my expectation. Thinking back now, if I have been exposed to the concept of lesson plan. It would definitely help me to organize my thoughts and aligned my teaching objective clearer. 

Secondly, I have learned the application and usefulness of using "ABCD" together with the reference of the revised Bloom's Taxonomy to write objectives. It is important that we bare this in mind in order to come out with meaningful objectives.

Lastly, I have learned that the concept of goal and objective wasn't what I had always thought. It was the result of the quiz (I score 2 out of 8) prior to the lesson that got me interested to read up more. Here is the result of my findings :

• Goals are broad objectives are narrow.
• Goals are general intentions; objectives are precise.
• Goals are intangible; objectives are tangible. 
• Goals are abstract; objectives are concrete.
• Goals can't be validated as is; objectives can be validated. 

The power of Goal & Assigning of Objectives:

2 "things that I can apply"
The format for writing lesson plan.

It is also important for us to address the "ABCD" in the objective with reference to Bloom's Taxonomy.

1 "things that I want to know more about"
When it comes to classroom management, the flow of the lesson plan could be disrupted at times. Hence that's the reason why a lot of teachers no longer do it prior to their lessons. In this event, how do we re-introduce the purpose of lesson planning back into the school and re-emphasis on its importance?  

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Cooperative Learning Vs Collaborative learning

Since I've some query on the differences of cooperative learning and collaborative learning. I've decided to look into Dr Ashley's blog to gain some insight. After viewing his blog with the video by Steve Johnson, I decided to do more self reading and research on cooperative learning and collaborative learning.

Cooperative Learning - Silent Card Shuffle

Cooperative learning involves getting a group of people to work together often trying to achieve the same objective. It is purely group work where everyone take on a fair share of responsibilities. Also in cooperative learning it is teacher centered and the discussion is closely governed and controlled by teachers.

Collaborative Learning - Jigsaw Learning

Collaborative learning on the other hand involves different individuals with different set of skills coming together to learn and share among one another. It requires more then cooperation to work together as people now need to respect and listen to one another to achieve the common goal. Also in collaborative learning, the teacher now assume the role of a facilitators to let the students to learn independently.

I feel that with this additional resources and read up, I am able to grasp the topic better now. 

240910 part 1

image created by weiqiang

As Dr Ashley was explaining the differences of co-operation and collaboration by questioning us on how would we share 4 elephants among ourselves? The idea of getting the elephants to eat one another until the last one is left behind struck me. Wouldn’t it be easier for us to share the last elephant? However is this the best solution? Or is the idea even feasible? I am rather apprehensive about it.

Before we move into the topic of collaborative learning, we must look into the context of self-directed learning. As we all know that in order to build a sturdy house, we must first laid a strong foundation. This analogy is the same in the context of education. In order to promote collaborative learning, we must first instill the concept of self-directed learning in every student. However as we also know that since every student is unique and learnt differently from one another. What should we do as an educator to ensure all students attain the same goal of self-directed learning and collaborative learning in the end?

I believe that differentiated learning would be the solution. In a class of 40 students, in order to ensure that everyone is on the same page; you would first have to engage every individual. As you start to deliver your lesson, the students would slowly lose their focus due to various reasons and the whole process would repeats itself. By first addressing a problem statement at the start of the lesson, it allows the students to take ownership of their own learning. We are promoting self-directed learning here and the students should be allow to communicate and learn from one another through active participation in class discussion. Thus encouraging collaborative learning to take place at the same time.

However for effective learning to take place, teachers should assume the position of facilitators.. We could guide them along the way by means of consultation or through self-questioning techniques. When the power of learning is shifted to the students that is when they start to take ownership of their own learning and thus result in every one of them achieving the outcome of meaningful learning.

K: What I already KNOW
I already know the concept of problem based learning is through self-directed learning, differentiated instructions and collaborative learning.

W: What I WANT TO LEARN

I hope to be able to learn the in-depth knowledge of self-directed learning and collaborative learning.

L: What I LEARNED this week

I learned that through active discussion and participation in class, thats when new ideas are formed and effective learning will take place.

Q: What Questions I still have

Since the main difference between collaboration and co-operation is a x-factor as mentioned by you. Is it right for me to decipher the x-factor as the sharing between peers or even between groups in order to attain collaborative learning?

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image created by Weiqiang

The first thing that came to my mind after attending the friday DED 137 ICT for meaningful learning class is - Old school vs New age. Since online stickies was introduced during the lesson, I shall talk about post-it notes versus online stickies.

It is so convenient for us to scribble our instructions on a post-it note and stick it on the recipient's desk area during work. On it could be a simple instructions like : "lunch @ 2:30pm" to urgent messages like : "Come see me NOW! - Boss". At home, it is also used to relay messages such as : "dinner on the table, heat it up before you eat - Mum" or "stock up the milk" etc. This notion of using post-it notes to write short messages enable us to pass down information to others in the shortest time possible. However this method though useful has been termed as old school in my point of view. Why is that so? Post-it notes though economical and convenient has also proved to be inefficient at times. The adhesive area on the back of the post-it notes can only hold for awhile before it loses it's ability to stick on. To make matter worst some brands of post-it notes does not even have an adhesive area which result in you having to hunt for pins or blue-tack to secure it. Also the recipient's area might be so packed with stuffs that you wouldn't know where to stick the note. There is always this uncertainty of "will he/she see the note?" after you left it there. What was intended to be an alternative means to pass messages quickly now became an hassle. However, all these uncertainties can now be omitted by using online stickies. It allows you to pass down messages or information quickly without worrying about : where to stick? will the message be received? etc. At the same time, it allows the recipient to reply wherever he or she is. This is new age in my point of view! 

We have to bare in mind that we are looking in terms of ICT for meaningful learning. Hence the above viewpoints has to be re-looked into the context of education. The old school method of using post-it notes can never be applicable when you are teaching in a classroom situation. Imagine writing 40 post-it notes with different instructions for your class or when a student raised a query which you cannot answer on the spot, you jot it down on a post-it note. Multiply this scenario with 3 more classes and I am sure you will run out of post-it notes in no time.

By adopting the new age media of using online stickies in a classroom situation. It allows you to effectively disseminate instructions and at the same time allow students to leave any enquiries they still have on the lesson itself. As we know that during a normal period, not all queries from the students can be addressed in time thus depriving them from learning effectively. By using online stickies, it allows you to impart the knowledge on ICT and encourage active participations from them. The teaching can now take place out of the classroom hence allowing interactions and learning to take place among students.

I would definitely look into the usage of online stickies for my future lessons and at the same time explore other methods e.g. google tools etc. However with the usage of this new age media. It raised the concern on the issues of cyberwellness. I will be reading up on it to gain further insights before I can blog on it. However my initial idea alongside with my other group mates' ideas on cyberwellness can be found in this page

http://csquaredcube.blogspot.com/search/label/Cyberwellness

K: What I already KNOW

I already know the existence of online stickies and  also stickies application for pc and mac.

W: What I WANT TO LEARN

I hope to be able to learn and experience using simple tools such as online stickies to plan interesting lessons.

L: What I LEARNED this week

I learned that apart from using stickies to remind me of my schedules and store my passwords etc. I can use it during lesson to encourage active participations and ensure everyone's voices are heard.

Q: What Questions I still have

I don't have any questions on this week lesson.

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In the year 2001, I graduated from Nanyang Polytechnic (NYP) with a Diploma in Digital Media Design (DMD). Recalling how grueling these 3 years of studies had been for me, I am proud to had survived the strict criteria to attain the Certificate. However, this entry is not an account of how many cans of red bull I drank in a single night while rushing my assignments or how skinny I became by the time I graduated from the course.  Instead I would like to share with you on my witnessing of the evolution of technologies. Which is my journey through the transitions of floppy disk to zip disk to cd rom to rewritable cd to dvd to rewritable dvd to portable hard disk and thumb drive. Now before I further elaborate on this, I am sure you might be running through your thoughts on the relevancy of this in correspondence to the questions posted by Dr Ashley Tan. Now I would say without this personal account and the training I received (I was the third batch of student to have graduated from DMD and back then NYP was the first Polytechnic to teach 2d/3d animation and also one of the first Polytechnic to actively used technologies to aid the teaching). I would not be so comfortable with using technologies and softwares in my everyday life. 


Now let's turned the clock backwards to sixteen years ago, which would brings us back to the year 1994. I recall  staring at the projection from the overhead projector while watching the repetitive actions of my secondary science teacher, Mr Ngaa. Who is swopping transparencies after transparencies and trying his best to deliver his lessons while perspiring profusely under the old ceiling fan in my classroom. The only sound you can hear is his loud voice, the creaking sound produce from the ceiling fan and the scribbling sound of pencils from 38 entice learners who tried so hard to keep up with his pace. Back then, this was the only method where learning would take place and every student would be vying to operate the overhead projector at the start of the lesson when Mr Ngaa asked for volunteer.


These are fond memories that I would recall every now and then when I am delivering my lesson in class during my contract teaching days. The format is still the same, a classroom with a ratio of 1 teacher is to 38 students. However what have changed is the fact that I am using a macbook instead of an overhead projector and I need not require any assistance. With the experience I gain from my 3 years of tertiary learning and another 5 years of working in the digital media industries. I would dare say that I am much at ease with  the usage of technologies as compared to many teachers in the schools. 


Upon stepping into my school on day one, I have been involved in many projects and situations such as setting up a google sites for E4 cluster, teaching fellow colleagues how to use Mac during PLC sharing, doubling up as a TA to help maintain the 40 iMac in the computer labs etc. Sometimes I find myself volunteering, other times I found out that I have been volunteered. Nonetheless it was good to be able to contribute and collaborate with others to further brush up my skills.


In class, I would also make use of technologies to deliver my lessons and this are what I did:

• Using Adobe Flash to deliver my lesson on colour theories and also to teach  animations. 
• Using Adobe Photoshop and Illustrator to teach students how to create publicity materials such as logos, poster, flyers and picture books. 
• Using Wacom tablets to teach them digital paintings.
• Using Photography to teach them composition and framing.

I personally find that the students of today are definitely exposed to technologies at a very young age. The amount of time they spend in front of a computer are increasingly getting longer as compared to the time they spend reading a textbook. They would learn better if they can interact and receive feedback instantaneously. Hence the evolution of teaching methodology is required so that we will be able to teach effectively and most importantly engage them through a platform they are much familiar with.

K: What I already KNOW

I already know that wiki is a platform which allows multiple authors to access, modify and stored informations collaboratively. At the same time, wiki is also able to house in other forms of online tools such as videos, slideshows, images, forms etc.

W: What I WANT TO LEARN

I hope to be able to learn the pedagogy and the proper usage of ICT in the context of educations. And also how to resolve issues such as copyrights, plagiarism when using online tools and applications etc. 

L: What I LEARNED this week

I learned that just by using a simple tool such as mind map, it is able to entice the class to participate actively. At the same time through my discussions with my classmates, we are able to address on the issues of how students of today learn and behave. 

Q: What Questions I still have

Is it required for us to purchase the textbook?