Last class Instructional Technology semester 2


Assalamualaikum everyone 🙂

today i want syare what i learn in class instructional technology. im feel happy because i got new knowledge from Dr Shukri Nordin.

Thats topics our learning today :

  • Becoming a 21st Century Teacher
  • Malaysian Education Blueprint
  • Learning Theories
  • Assure Model

i’m will explain our topics today. insyaAllah !! Enjoy guys hehe

  1. Becoming a 21st Century Teacher21stCenturyTeacher1Communication, Collaboration, Creativity, and Critical thinking – or “the four C’s.” These are the four components of the much talked-about 21st century learning and innovation skills, a movement and framework that illustrates the skills and knowledge needed for students to succeed in school, work, and life.The ability for students to collaborate, work on authentic problems, and engage with the community is believed to be what will separate those who are prepared for increasingly complex life and work environments, and those who are not.Tyler Tarver, Miner Academy Principal & Learning Bird lesson contributor acknowledges that “ the job landscape is changing” and that “students are attending school every day to train for jobs that could very well not exist yet,” making the need for these 21st century skills to be all the more important.Teachers know about these skills and believe them to be important. They also understand the teaching methods that are required to promote them and believe them to be effective, yet research shows they are not using them. A recent study showed that most instructional time is composed of seat work and whole-class instruction led by the teacher. Even when class sizes are reduced, teachers do not change their teaching strategies to use more student-centric methods.Part of the 21st century skills movement’s plan is the call for greater integration with technology. Not only is mastering technology and computing devices an important 21st century skill, but technology also gives teachers the opportunity to enhance their lessons, making them more engaging and effective. An online tool like Learning Bird provides teachers with a diverse library of digital content for differentiating instruction in the classroom. They can also view and be inspired by other teachers’ lessons, adding to their professional development and opening up opportunities for classroom innovation. Such a tool will also promote the self-directed study skills that are so key to student success.

    Tyler Tarver also explains “The thing we must remind ourselves is that people are the same, learning is similar and the general purpose of school is the same as it was 10, 20, or even 50 years ago. The only thing that’s changed are the tools we use to allow students to learn.

    Integrating technology and encouraging development of the 21st century skills can be an overwhelming task for teachers, particularly those who have been doing it for a long time and now need to adjust their teaching practices. It’s also difficult for educators to understand what they should actually be doing in their classrooms. At Learning Bird we understand teachers, and we understand technology, so we have come up with our top nine practices for a 21st century teacher. What should they be doing? What should their classrooms look like?


2. Malaysian Education Blueprint


Executive Summary

In October 2011, the Ministry of Education launched a comprehensive review of the education system in Malaysia in order to develop a new National Education Blueprint. The decision was made in the context of raising international education standards, the Government’s aspiration of better preparing Malaysia’s children for the needs of the 21st century, and increased public and parental expectations of education policy. Over the course of 15 months (October 2011 to December 2012), the Ministry drew on many sources of input, from education experts at UNESCO, World Bank, OECD, and six local universities, to principals, teachers, parents, students, and other members of the public from every state in Malaysia. The result is a Malaysia Education Blueprint that evaluates the performance of current Malaysia’s education system with considerations of historical starting points against international benchmarks. The Blueprint also offers a vision of the education system and student aspirations that Malaysia both needs and deserves, and suggests 11 strategic and operational shifts that would be required to achieve that vision.


  • Leadership skills:

In our increasingly inter-connected world, being able to lead and work effectively with others is critical. The education system will help every student reach his or her full potential by creating formal and informal opportunities for students to work in teams, and to take on leadership roles. In the context of the education system, leadership encompasses four dimensions: entrepreneurship, resilience, emotional intelligence, and strong communication skills.

  • Bilingual Proficiency:

Every child will be, at minimum, operationally proficient in bahasa Malaysia as the national language and language of unity, and in English as the international language of communication. This means that upon leaving school, the student should be able to work in both a bahasa Malaysia and English language environment. The Ministry will also encourage all students to learn an additional language.

  •  Ethics and Spirituality:

The education system will inculcate strong ethics and spirituality in every child to prepare them to rise to the challenges they will inevitably face in adult life,

  • National identity:

An unshakeable sense of national identity, tied to the principles of the Rukun Negara, is necessary for Malaysia’s success and future. Every child will proudly identify as Malaysian, irrespective of ethnicity, religion or socio-economic status. Achieving this patriotism requires that every child understands the country’s history, and shares common aspirations for the future. Establishing a true national identity also requires a strong sense of inclusiveness. This can be achieved through not only learning to understand and accept diversity, but to embrace it.

  • Thinking skills:

Every child will learn how to continue acquiring knowledge throughout their lives (instilling a love for inquiry and lifelong learning), to be able to connect different pieces of knowledge, and to create new knowledge.


The Blueprint has been designed to meet the challenges of the 21st century, building on the foundations of the previous seminal reports and policies, and focusing on ways to develop and further pave the way for the education system’s continuous growth and improvement. To that end, the Blueprint is based around three specific objectives:

1. Understanding the current performance and challenges of the Malaysian school system, with a focus on improving access to education, raising standards (quality), closing achievement gaps (equity), promoting unity amongst students and maximising system efficiency;

2. Establishing a clear vision and aspirations for the education system and individual students over the next 13 years through to 2025;

3. Outlining a comprehensive transformation programme for the system, including key changes to the Ministry which will allow it to meet new demands and rising expectations, and to ignite and support overall civil service transformation.


The approach to this Blueprint was bold and ground-breaking. Multiple perspectives were gathered from various experts and international agencies to evaluate and assess Malaysia’s education system performance (Exhibit 1-2). This includes the World Bank, UNESCO, and the OECD. The Ministry also consulted related policy documents produced by other agencies, including the National Higher Education Strategic Plan 2007-2020 and the Blueprint on the Enculturation of Lifelong Learning for Malaysia 2011-2020. Finally, the Ministry engaged with the rakyat on a scale never seen before.

This Blueprint is the outcome of in-depth analyses, interviews, focus groups, surveys and research conducted with the support of Malaysian and international experts, Ministry officials, teachers, principals, and parents all across Malaysia. In addition, through the National Dialogue conducted between April and July of 2012, almost 12,000 members of the public and different stakeholder groups were engaged for their input and suggestions (Exhibit 1-2).


This slideshow requires JavaScript.


click this if you want know detail about Assure Model ———–>>>>>> step it

assuremodel2-151001021601-lva1-app6891-thumbnail-4download (3)


download (22)
use the application plicker to doing assesment easily and very fast
images (10)
using this card for scan the answer
images (11)
teacher scan the answer using mobile phone


lastly you can see the result after student answer the questions and that can see how many student answer correct or inccorrect

Engage ALL students in critical thinking

Give all students the chance to participate and engage in learning without feeling self-conscious.

“The kids love it. I thought of it as a good data-collection tool, but my high school kids think it’s a game.”
– Susan Clark Russo, Math teacher


  • what Kahoot??

A Kahoot is a collection of questions on specific topics. Created by teachers, students, business-people and social users, they are asked in real-time, to an unlimited number of “players”, creating a social, fun and game-like learning environment.

  • what is Kahoot game ??

Kahoot! is a tool for using technology to administer quizzes, discussions or surveys. It is a game based classroom response system played by the whole class in real time. Multiple-choice questions are projected on the screen. Students answer the questions with their smartphone, tablet or computer.

  • How do you make a game pin on Kahoot it?

Starting a game of Kahoot! is simple! Watch this instructional video, which explains how a game is played in the classroom. Your game-pin is unique to time you play a game, and is displayed on the ‘lobby’ screen at the front of the room (the screen that displays each player’s name when they join a game).

  • What is Kahoot app?

Kahoot is the perfect tool to create discussions, quizzes or surveys related to specific topics either for an assessment or for feedback. Game-based pedagogy makes it more engaging and easy to use.

 SABTU 29 APRIL 2017


Baby BoomersBriefing_449703adie-generationen-c-fw-consult-frank-widmayer





Learning Styles

All Students Are Created Equally (and Differently.)

The term “learning styles” speaks to the understanding that every student learns differently. Technically, an individual’s learning style refers to the preferential way in which the student absorbs, processes, comprehends and retains information. For example, when learning how to build a clock, some students understand the process by following verbal instructions, while others have to physically manipulate the clock themselves. This notion of individualized learning styles has gained widespread recognition in education theory and classroom management strategy. Individual learning styles depend on cognitive, emotional and environmental factors, as well as one’s prior experience. In other words: everyone’s different. It is important for educators to understand the differences in their students’ learning styles, so that they can implement best practice strategies into their daily activities, curriculum and assessments.

Understanding VARK

One of the most accepted understandings of learning styles is that student learning styles fall into three “categories:” Visual Learners, Auditory Learners and Kinesthetic Learners. These learning styles are found within educational theorist Neil Fleming’s VARK model of Student Learning. VARK is an acronym that refers to the four types of learning styles: Visual, Auditory, Reading/Writing Preference, and Kinesthetic. (The VARK model is also referred to as the VAK model, eliminating Reading/Writing as a category of preferential learning.) The VARK model acknowledges that students have different approaches to how they process information, referred to as “preferred learning modes.” The main ideas of VARK are outlined in Learning Styles Again: VARKing up the right tree! (Fleming & Baume, 2006)

  • Students’ preferred learning modes have significant influence on their behavior and learning.
  • Students’ preferred learning modes should be matched with appropriate learning strategies.
  • Information that is accessed through students’ use of their modality preferences shows an increase in their levels of comprehension, motivation and metacognition.

Identifying your students as visual, auditory, reading/writing or kinesthetic learners, and aligning your overall curriculum with these learning styles, will prove to be beneficial for your entire classroom. Allowing students to access information in terms they are comfortable with will increase their academic confidence.

By understanding what kind of learner you and/or your students are, you can now gain a better perspective on how to implement these learning styles into your lesson plans and study techniques.

go to the link for check your learning what ??


Swot Strategies

Referred to as SWOT (“Study Without Tears”), Flemings provides advice on how students can use their learning modalities and skills to their advantage when studying for an upcoming test or assignment.

Visual SWOT Strategies

  • Utilize graphic organizers such as charts, graphs and diagrams.
  • Redraw your pages from memory.
  • Replace important words with symbols or initials.
  • Highlight important key terms in corresponding colors.

Aural SWOT Strategies

  • Record your summarized notes and listen to them on tape.
  • Talk it out. Have a discussion with others to expand upon your understanding of a topic.
  • Reread your notes and/or assignment out loud.
  • Explain your notes to your peers/fellow “aural” learners.

Read/Write SWOT Strategies

  • Write, write and rewrite your words and notes.
  • Reword main ideas and principles to gain a deeper understanding.
  • Organize diagrams, charts, and graphic organizers into statements.

Kinesthetic SWOT Strategies

  • Use real life examples, applications and case studies in your summary to help with abstract concepts.
  • Redo lab experiments or projects.
  • Utilize pictures and photographs that illustrate your idea.


[This is the fourth in a series of posts about learning objectives. We’ve now compiled all the posts into a singledownloadable guide to writing learning objectives if you want to check that out.]

A simple way to make sure you’re building a useful learning objective is to use the ABCD method. Each letter in ABCD stands for a different part of your learning objective. These different parts answer four questions about your objective: who, what, how, and how well.

We’ll spell it all out for you below. Then you can use this information to create better learning activities as part of your workforce training program (or similar learning program).


The Four Parts of an ABCD Learning Objective Are:

A for ACTOR:

Every learning objective should state something that the learner should do. Sometimes, your objective may refer to the “actor” in general terms such as “the learner” or “you.” Other times, you may identify the actor by his or her job role, such as “the customer service representative” or “the press operator.” Regardless, remember that each learning objective states something that the actor must be able to do after the training. This is the “WHO?” of your objective.

Note: In courses with multiple learning objectives, it’s fine to begin a list of objectives with something like “the learner must:” written only one time. In other cases, you can leave the actor implicit and not state this directly, but be certain to keep the actor in mind when writing the objective.


Every learning objective should state something that the learner must do—a behavior of some sort. This may be something as simple as stating a definition or it may be something more “physical,” such as performing an action. But it must be some form of observable behavior, not something unobservable like “know,” “understand,” or “appreciate.” This is the “WHAT?” of your objective.

Note: People sometimes refer to this as the “observable verb” step because behaviors must be stated as a verb that you can observe: define, state, build, construct, change, etc. Future posts in this series will give lists of verbs to use in learning objectives.


Many times, your learner will have to perform the learning objective’s behavior within a set of given conditions. For example, you might say “given a list of words, circle the ones that are part of a given machine,” or “given a wrench, tighten this bolt,” or “given a schematic diagram, correctly identify the machines in a work area.” This is the “HOW?” of your objective.

Note: There may be times when a condition is not necessary, but always check to see if it’s appropriate to add one.


This part of the learning objective explains the criteria for performing the task well enough. Examples here include “in less than ten minutes,” or “with 90% accuracy,” or “90 times an hour.” This is the “HOW WELL?” of your objective.

Note: There may be times when a degree is not necessary, but always check to see if it’s appropriate to add one.



 download (4)
Robert Gagné proposed a series of events which follow a systematic instructional design process that share the behaviorist approach to learning, with a focus on the outcomes or behaviors of instruction or training. Each of the nine events of instruction is highlighted below, followed by sample methods to help implement the events in your own instruction. Use Gagné’s nine events in conjunction with Bloom’s Revised Taxonomy to design engaging and meaningful instruction. The following nine steps have been adapted from Gagné, Briggs, and Wager (1992).
1. Gain attention of the students Ensure the learners are ready to learn and participate in activities by presenting a stimulus to gain their attention. Methods for gaining learners’ attention include:
— Stimulate students with novelty, uncertainty and surprise
— Pose thought-provoking questions to the students
— Have students pose questions to be answered by other students
2. Inform students of the objectives Inform students of the objectives or outcomes to help them understand what they are to learn during the course. Provide objectives before instruction begins. Methods for stating the outcomes include:
— Describe required performance
— Describe criteria for standard performance
— Learner establishes criteria for standard performance
3. Stimulate recall of prior learning Help students make sense of new information by relating it to something they already know or something they have already experienced. Methods for stimulating recall include:
— Ask questions about previous experiences
— Ask students about their understanding of previous concepts
4. Present the content Use strategies to present and cue lesson content to provide more effective, efficient instruction. Organize and chunk content in a meaningful way.
Provide explanations after demonstrations. Ways to present and cue lesson content include:
— Present vocabulary
— Provide examples
— Present multiple versions of the same content, e.g., video, demonstration, lecture, podcast, group work
— Use a variety of media to address different learning preferences
5. Provide learning guidance Advise students of strategies to aid them in learning content and of resources available. Methods to provide learning guidance include:
— Provide instructional support as needed
 as scaffolds (cues, hints, prompts) which can be removed after the student learns the task or content
— Model varied learning strategies mnemonics, concept mapping, role playing, visualizing
— Use examples and non-examples – in addition to providing examples, use non-examples to help students see what not to do or the opposite of examples
— Provide case studies, analogies, visual images and metaphors – case studies for real world application, analogies for knowledge construction, visual images to make visual associations, metaphors to support learning
6. Elicit performance (practice) Activate student processing to help them internalize new skills and knowledge and to confirm correct understanding of these concepts. Ways to activate learner processing include:
— Elicit student activities – ask deep-learning questions, make reference to what students already know or have students collaborate with their peers
— Elicit recall strategies – ask students to recite, revisit, or reiterate information they have learned
— Facilitate student elaborations – ask students to elaborate or explain details and provide more complexity to their responses
— Help students integrate new knowledge – provide content in a context-rich way (use real-world examples)
7. Provide feedback Provide immediate feedback of students’ performance to assess and facilitate learning. Types of feedback include:
— Confirmatory feedback – Informs the student they did what he or she were supposed to do
— Corrective and remedial feedback – informs the student the accuracy of their performance or response
— Remedial feedback – Directs students in the right direction to find the correct answer but does not provide the correct answer
— Informative feedback – Provides information (new, different, additions, suggestions) to a student and confirms that you have been actively listening – this information allows sharing between two people
— Analytical feedback – Provides the student with suggestions, recommendations, and information for them to correct their performance
8. Assess performance In order to evaluate the effectiveness of the instructional events, you must test to see if the expected learning outcomes have been achieved. Performance should be based on previously stated objectives. Methods for testing learning include:
— Pretest for mastery of prerequisites
— Use a pretest for endpoint knowledge or skills
— Conduct a post-test to check for mastery of content or skills
— Embed questions throughout instruction through oral questioning and/or quizzes
— Include objective or criterion-referenced performances which measure how well a student has learned a topic
— Identify normative-referenced performances which compares one student to another student
9. Enhance retention and transfer to the job To help learners develop expertise, they must internalize new knowledge. Methods for helping learners internalize new knowledge include:
— Paraphrase content
— Use metaphors
— Generating examples
— Create concept maps or outlines
— Create job-aids, references, templates, or wizards
The TPACK Framework The TPACK framework builds on Shulman’s (1987, 1986) descriptions of PCK to describe how teachers’ understanding of educational technologies and PCK interact with one another to produce effective teaching with technology. Other authors have discussed similar ideas, though often using different labeling schemes. The conception of TPACK described here has developed over time and through a series of publications, with the most complete descriptions of the framework found in Mishra and Koehler (2006) and Koehler and Mishra (2008). In this model (see Figure 1), there are three main components of teachers’ knowledge: content, pedagogy, and technology. Equally important to the model are the interactions between and among these bodies of knowledge, represented as PCK, TCK (technological content knowledge), TPK (technological pedagogicalknowledge), and TPACK.
Content knowledge (CK) is teachers’ knowledge about the subject matter to be learned or taught. The content to be covered in middle school science or history is different from the content to be covered in an undergraduate course on art appreciation or a graduate seminar on astrophysics. Knowledge of content is of critical importance for teachers. As Shulman (1986) noted, this knowledge would include knowledge of concepts, theories, ideas, organizational frameworks, knowledge of evidence and proof, as well as established practices and approaches toward developing such knowledge. Knowledge and the nature of inquiry differ greatly between fields, and teachers should understand the deeper knowledge fundamentals of the disciplines in which they teach. In the case of science, for example, this would include knowledge of scientific facts and theories, the scientific method, and evidence-based reasoning. In the case of art appreciation, such knowledge would include knowledge of art history, famous paintings, sculptures, artists and their historical contexts, as well as knowledge of aesthetic and psychological theories for evaluating art.
The cost of not having a comprehensive base of content knowledge can be prohibitive; for example, students can receive incorrect information and develop misconceptions about the content area (National Research Council, 2000; Pfundt, & Duit, 2000). Yet content knowledge, in and of itself, is an ill-structured domain, and as the culture wars (Zimmerman, 2002), the Great Books controversies (Bloom, 1987; Casement, 1997; Levine, 1996), and court battles over the teaching of evolution (Pennock, 2001) demonstrate, issues relating to curriculum content can be areas of significant contention and disagreement. Contemporary Issues in Technology.
Pedagogical Knowledge
(PK) is teachers’ deep knowledge about the processes and practices or methods of teaching and learning. They encompass, among other things, overall educational purposes, values, and aims. This generic form of knowledge applies to understanding how students learn, general classroom management skills, lesson planning, and student assessment. It includes knowledge about techniques or methods used in the classroom; the nature of the target audience; and strategies for evaluating student understanding. A teacher with deep pedagogical knowledge understands how students construct knowledge and acquire skills and how they develop habits of mind and positive dispositions toward learning. As such, pedagogical knowledge requires an understanding of cognitive, social, and developmental theories of learning and how they apply to students in the classroom.
Pedagogical Content Knowledge
PCK is consistent with and similar to Shulman’s idea of knowledge of pedagogy that is applicable to the teaching of specific content. Central to Shulman’s conceptualization of PCK is the notion of the transformation of the subject matter for teaching. Specifically, according to Shulman (1986), this transformation occurs as the teacher interprets the subject matter, finds multiple ways to represent it, and adapts and tailors the instructional materials to alternative conceptions and students’ prior knowledge. PCK covers the core business of teaching, learning, curriculum, assessment and reporting, such as the conditions that promote learning and the links among curriculum, assessment, and pedagogy. An awareness of common misconceptions and ways of looking at them, the importance of forging connections among different content-based ideas, students’ prior knowledge, alternative teaching strategies, and the flexibility that comes from exploring alternative ways of looking at the same idea or problem are all essential for effective teaching.
Technology Knowledge 
(TK) is always in a state of flux—more so than the other two core knowledge domains in the TPACK framework (pedagogy and content). Thus, defining it is notoriously difficult. Any definition of technology knowledge is in danger of becoming outdated by the time this text has been published. That said, certain ways of thinking about and working with technology can apply to all technology tools and resources.
The definition of TK used in the TPACK framework is close to that of Fluency of Information Technology (FITness), as proposed by the Committee of Information Technology Literacy of the National Research Council (NRC, 1999). They argue that FITness goes beyond traditional notions of computer literacy to require that persons understand information technology broadly enough to apply it productively at work and in their everyday lives, to recognize when information technology can assist or impede the achievement of a goal, and to continually adapt to changes in information technology. FITness, therefore, requires a deeper, more essential understanding and mastery of information technology for information processing, communication, and problem solving than does the traditional definition of computer literacy. Acquiring TK in this manner enables a person to accomplish a variety of different tasks using information technology and to develop different ways of accomplishing a given task. This conceptualization of TK does not posit an “end state,” but rather sees it developmentally, as evolving over a lifetime of generative, open-ended interaction with technology
Technological Content Knowledge
Technology and content knowledge have a deep historical relationship. Progress in fields as diverse as medicine, history, archeology, and physics have coincided with the development of new technologies that afford the representation and manipulation of data in new and fruitful ways. Consider Roentgen’s discovery of X-rays or the technique of carbon-14 dating and the influence of these technologies in the fields of medicine and archeology. Consider also how the advent of the digital computer changed the nature of physics and mathematics and placed a greater emphasis on the role of simulation in understanding phenomena. Technological changes have also offered new metaphors for understanding the world. Viewing the heart as a pump, or the brain as an informationprocessing machine are just some of the ways in which technologies have provided new perspectives for understanding phenomena. These representational and metaphorical connections are not superficial. They often have led to fundamental changes in the natures of the disciplines.
Technological Pedagogical Knowledge
TPK is an understanding of how teaching and learning can change when particular technologies are used in particular ways. This includes knowing the pedagogical affordances and constraints of a range of technological tools as they relate to disciplinarily and developmentally appropriate pedagogical designs and strategies. To build TPK, a deeper understanding of the constraints and affordances of technologies and the disciplinary contexts within which they function is needed.
For example, consider how whiteboards may be used in classrooms. Because a whiteboard is typically immobile, visible to many, and easily editable, its uses in classrooms are presupposed. Thus, the whiteboard is usually placed at the front of the classroom and is controlled by the teacher. This location imposes a particular physical order in the classroom by determining the placement of tables and chairs and framing the nature of student-teacher interaction, since students often can use it only when called upon by the teacher. However, it would be incorrect to say that there is only one way in which whiteboards can be used. One has only to compare the use of a whiteboard in a brainstorming meeting in an advertising agency setting to see a rather different use of this technology. In such a setting, the whiteboard is not under the purview of a single individual. It can be used by anybody in the group, and it becomes the focal point around which discussion and the negotiation/construction of meaning occurs.
Technology, Pedagogy, and Content Knowledge
TPACK is an emergent form of knowledge that goes beyond all three “core” components (content, pedagogy, and technology). Technological pedagogical content knowledge is an understanding that emerges from interactions among content, pedagogy, and technology knowledge. Underlying truly meaningful and deeply skilled teaching with technology, TPACK is different from knowledge of all three concepts individually. Instead, TPACK is the basis of effective teaching with technology, requiring an understanding of the representation of concepts using technologies; pedagogical techniques that use technologies in constructive ways to teach content; knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face; knowledge of students’ prior knowledge and theories of epistemology; and knowledge of how technologies can be used to build on existing knowledge to develop new epistemologies or strengthen old ones.
Screen Shot 2012-09-17 at 11.15.55 AM

Resources to support the SAMR Model

SAMR is a model designed to help educators infuse technology into teaching and learning. Popularized by Dr. Ruben Puentedura, the  model supports and enables teachers to design, develop, and infuse digital learning experiences that utilize technology. The goal is  to transform learning experiences so they result in higher levels of achievement for students.

I feel teachers need to both create tasks that target the higher-order cognitive skills (Bloom’s) as well as design tasks that have a significant impact on student outcomes (SAMR). My thoughts about the the model are further down this page.






The Substitution Augmentation Modification Redefinition Model offers a method of seeing how computer technology might impact teaching and learning.  It also shows a progression that adopters of educational technology often follow as they progress through teaching and learning with technology.
While one might argue over whether an activity can be defined as one level or another, the important concept to grasp here is the level of student engagement. One might well measure progression along these levels by looking at who is asking the important questions.  As one moves along the continuum, computer technology becomes more important in the classroom but at the same time becomes more invisibly woven into the demands of good teaching and learning.

In a substitution level, teachers or students are only using new technology tools to replace old ones, for instance, using Google Docs to replace Microsoft Word. the task ( writing) is the same but the tools are different.

Though it is a different level, but we are still in the substitution mentality but this time with added functionalities. Again using the example of Google docs, instead of only writing a document and having to manually save it and share it with others, Google Docs provides extra services like auto saving, auto syncing, and auto sharing in the cloud.

This is the level where technology is being used more effectively not to do the same task using different tools but to redesign new parts of the task and transform students learning. An example of this is using the commenting service in Google Docs, for instance, to collaborate and share feedback on a given task task.

If you are to place this level in Blooms revised taxonomy pyramid, it would probably correspond to synthesis and evaluation as being the highest order thinking skills.  “Redefinition means that students use technology to create imperceptibly new tasks. As is shown in the video below an example of redefinition is “when students connect to a classroom across the world where they would each write a narrative of the same historical event using the chat and comment section to discuss the differences, and they  use the voice comments to discuss the differences they noticed and then embed this in the class website”.



what i learn today

‘ if we want success, then try our best to achieve what we want ‘

Safely back to the new semester you all!!


Screen Shot 2014-06-25 at 11.53.17 AM

Today is Friday 17 March class has started as usual. Class on this day was the subject Intructional Technology EDT 1303 by Dr. Mohd Shukri. What I learned on the day of the beginning of learning I can learn knowledge and new knowledge about the subjects IT is padlet. Padlet is an Internet application that allows members of the public or users to express their views on the same topic with ease. It works like the key in online paper where people can put any content. For example, images, videos, documents, and text anywhere on the page that is set up, along with anyone, from any pc or tab (android). Among other Padlet, is it easy to use. In addition may include URLS, videos as well as pictures. When you enter text on the wall provided, you can share with your friends the other. To enter text only need to double click on the wall, then can start to type anything.


download (5)

Sales of vinyl records are said to be growing faster at present than sales of music in any other format (if from a small base). And recent months have seen articles in many newspapers about people wanting to dump their smartphones in favour of ‘dumbphones’ – those mobiles we used to have that just handle voice calls and texts.

Are these signs of some fogeyish retro fad … or is there something more to it?

Why would people turn away from the smartphone technology? What is not to like about having access on demand – whether to news, information, music, sports, maps, travel bookings or almost anything else you can think of? And of course these devices also allow you to operate and connect across the world in ways that just would not have been possible years ago.

Who’s in charge?

I think it is to do with who is in charge. As long as you are using the phone on your own terms to inform, serve or amuse yourself that is fine. But when it begins to intrude and make demands on you – with a constant feed of messages and updates that steal your attention – then the merits are less clear cut.

Mad Hatters

There is a frequent refrain that life is getting ever faster and that nobody has any time any more. Responding to all this stuff is very time consuming – not least if you are typing with one finger.

People crave the ability to concentrate – to be able to get things done. This means being able to shut out the noise and distraction of open plan offices … but also the more insidious silent interruptions from the smartphone feed.

Making Time

Back in the pre-smartphone era it was reported that John Caldwell – then boss of Phones4U – had banned the use of e-mail internally, telling employees to meet face to face or talk on the phone. He reckoned it could take ten times longer to send an e-mail than to speak the words. Abandoning the keyboard would leave the typical employee with up to three hours extra per day to concentrate on sales and customer service.

In a similar vein, our designer chum George Foster lamented recently that some art directors in agencies seem to have lost the art of drawing. They reach for the computer or iPad and then spend ages looking for stuff to download and mock up in order to show what they are talking about. This is a huge waste of time. A few strokes of a pencil could get the idea over fast so that you quickly know if you are on the right track with an idea worth developing rather than spending ages going down a route that may turn out a dead end. A rapid visualisation frees time to focus on the ideas.

Getting results

Technology is seductive and rewarding. It lets you feel that you are connected, multi-tasking, busy and productive. But this divided attention is not conducive to good work. We need to focus on the right things and give them time and our best attention to achieve significant results.

The issue is perhaps that this technology is still all relatively new. The possibilities are infinite but we are still learning – as individuals and in organisations – how to use it most appropriately. Dumping the smartphone may be one way to make it work for us … instead us working for it.


  1. Wearable tech—smart watches and Google Glass show promise for new ways of learning, with smart watches getting the nod because its motion and pressure sensors can make it more applicable for activity-based learning.
  1. BYOD—Bring your own device will become more commonplace as kids bring their own smart phones and tablets to school. Corporations found that employees who have grown used to having access to technology at home, expect the same level of sophistication at work. Students will begin to feel the same, and if their schools can’t supply the technology, the students will want to use their own.
  1. Mobile learning—By the end of 2015, the mobile market is expected to have 3.4 billion users (that’s one in every two people on the planet). Mobile traffic on the Internet is set to surpass desktop traffic, and mobile education apps are the second most popular type of apps downloaded on iTunes.

Shared information—collaboration is key, whether it is with increased reliance on social media and an opportunity for more openness.

  1. Cloud computing—More schools will use cloud-based tools like Google Classroom, making it easier for students and teachers to have access to information wherever they are, on whatever device they have.
  1. Collaborative—Using social media to research and share information becomes the standard, not just internally but also across schools and universities.
  1. Openness—Barriers to education weaken, whether through open access journals, digital textbooks and other open content, open source software or MOOCs—providing more people a chance to have access and influence education.

Hands on—even as education becomes more digitalized, there will be a need for hands-on learning.

  1. 3D Printing—This allows students to transfer digital information to reality. At some point, 3D labs might be created the same way today’s computer labs are. Still at the early stages of development, 3D Printing is still 4-5 years away from widespread adoption. Other technologies that give students a hands-on tie-in to the digital world include products like littleBits electronics, which allow users to build with logic modules or programs like EdTechTitans, which teaches students to repair technological devices on campus as part of the curriculum.

Flexibility—the learning process must be adapted to meet the needs of students.

  1. Flipped, blended learning—As teachers look for ways to differentiate learning, flipped and blended learning will become more commonly used in the next year. This approach allows students to be responsible for initiating learning, and gives teachers more opportunity to spend time on areas that are challenging to students.
  1. Online learning—Even beyond MOOCs, students will look for the flexibility that online learning offers, both traditional and non-traditional students. And, as the number of online learners grows, organizations will begin to create more structured programs and measure their effectiveness.
  1. Gamification—Learners remember 90% of what they do, even in a simulation, versus remembering just 10% of what they read or 20% of what they hear. Gamification increases the lesson’s stickiness and for that reason, is expected to increase in scope in the next two to three years.



What we learned today is also related to taxonomy bloom where it involves learning and teaching in stages so that they can be accessed as a whole.



On this day sy has earned a new schoology knowledge. Schoology is one website in the form of a social web where it offers learning just as in class free of charge and easy to use as Facebook. Schoology, through learning management very easy. Schoology is also almost the same functions with other websites such as WebCT and Blackboard instructor and in it, it offers teachers to upload everything important coursework and learning materials required by the students in their subjects.

By using Schoology, teachers can sharpen the minds of students to think in critical and creative. Cognitive theory directly involved in the use of this Schoology. By providing training to the students, they would think about the answers to the questions. Then they will discuss among themselves and independent opinion and answer about the question. At the end of learning, teachers can add good answers highlighted by students so that all students who talked in a while ago getting information Schoology valid and up to date.


            Next, we also had the chance to learn the techniques of making a power point the right way and creative. It can improve the quality of our in-depth knowledge. The title of the power point on this day is education technology Division. We also get to know a whole about education technology Division with depth are all advantages provided under the BTP.

download (6)

contoh slide power point kreatif

download (1)

Bahagian Teknologi Pendidikan


download (7)

E-portfolio or electronic portfolio is a portfolio that is produced using digital technology either through online that is web-based or using media such as optical discs (CD ROM).  E-portfolio is a collection of artifacts from a private collection or organization with a particular purpose and stored electronically operated by individuals or organizations. E-portfolio can also be used to show the development of self and knowledge of the individual. Based on the tasks performed, e-portfolio is very useful to explain the things that have been learned. Therefore, e-portfolio can be electronic books private to those who use it. For example for the instructor, e-portfolios can be used as the medium of teaching. While for the students, e-portfolios can be used as a place to keep all learning materials.


 ‘no better one’s position in the sight of Allah than the extended age believer and praise ‘

hii 🙂

Assalamualaikum everyone,

Before we go further, I would like to introduce myself first. My name is Fatin Munirah Bt Maarof from Besut Terengganu. I am 22 years old and was born in Hospital Besut Terengganu on 27 March 1995. I was the first child of five siblings. My mother worked as a teacher while my father worked himself. I am a student from Universiti Islam Antarabangsa in Guide and counseling cohort 4 years 2. Previously I have graduated from diploma Poly-Tech Mara Kota Bharu majoring in early childhood Education for two years and a half. Before I study the diploma, I have completed the age of schooling at the upper secondary and secondary below at SMK Permaisuri Nur Zahirah Besut Terengganu. I also have received his early education in primary school one school near my house which is SK Pengkalan Nyireh.

The purpose I chose to read this as guidance and counselling at the school again since I’m bench after a day with the cost because for me it’s been a  work and there is always a positive motivation. In addition, I am also actively involved in any program or activity carried out in the vicinity of the village I and such as gotong royong, tahlil ceremony, telematch, trail heroes, etc. Through these programmes it makes me more vibrant again for me to engage in the counseling field in which we have to deal with all of society around us. As a prospective teacher guidance and counseling we must have resistance mentally and physically strong as well as always rational and positive minded each in any situation.








‘ no better one’s position in the sight of Allah than the extended age believer and praise’



Before we go further, I would like to introduce myself first. My name is Fatin Munirah Bt Maarof from Besut Terengganu. I am 22 years old and was born in Hospital Besut Terengganu on 27 March 1995. I was the first child of five siblings. My mother worked as a teacher while my father worked himself. I am a student from Universiti Islam Antarabangsa in Guide and counseling cohort 4 years 2. Previously I have graduated from diploma Poly-Tech Mara Kota Bharu majoring in early childhood Education for two years and a half. Before I study the diploma, I have completed the age of schooling at the upper secondary and secondary below at SMK Permaisuri Nur Zahirah Besut Terengganu. I also have received his early education in primary school one school near my house which is SK Pengkalan Nyireh.

The purpose I chose to read this as guidance and counselling at the school again since I’m bench after a day with the cost because for me it’s been a  work and there is always a positive motivation. In addition, I am also actively involved in any program or activity carried out in the vicinity of the village I and such as gotong royong, tahlil ceremony, telematch, trail heroes, etc. Through these programmes it makes me more vibrant again for me to engage in the counseling field in which we have to deal with all of society around us. As a prospective teacher guidance and counseling we must have resistance mentally and physically strong as well as always rational and positive minded each in any situation.