Computer mediated education

Instructional Technology – HMEF5083

Assignment

Part A
Computer mediated education in developing countries takes time, money and dedication, but there is pay-off eventually


Abstract

This paper examines and explores the trend of computer-mediated education in some of the developing nations and the effort these countries has put in while integrating ICT into their nations’ education programs. The impact of computer-mediated education in relation to these countries’ prosperity and development is also being highlighted.
This essay also elaborates on how an advanced nation such as Singapore which is backward decades ago, but somehow with the help of computer-mediated education has managed to change her status, which, instead of being poor, have transformed smartly into the advanced nation of Asia.
To implement a mega plan such as the computer-mediated education is of course always a burden to many countries, but compare to the positive impact which it will bring, it is actually very worthwhile because the benefits that a country will derive later is something which is so valuable which may even upgrade a country status in the worldwide ranking!



Introduction
Students in today’s computer-mediated classroom are no longer bound to chalk and talk - style of teaching, neither are they restricted physically by the bricks and mortar that surround them. Instead, they have the opportunity to take part actively in computer enhanced lessons. Teachers today are equipped with notebooks and LCD projectors, they teach with the aid educational software, PowerPoint and etc which make the lesson more interactive, effective and interesting. With the internet access available, students also have at their fingertips the opportunity to explore the world and take in vast amounts of information along their ways of learning.
At the tertiary level of education, the universities have embraced the ideas of computer-mediated education. ICT and internet access are made widely available in the campuses . Lecturers are equipped with laptops as part of their enculturation of technology. Every lecturer also has an e-mail address and may have created personal web page or blogs and often uses the resources from the internet to teach. Course material are uploaded on the web to enable students to learn at any time, including the use of web-based discussion forums as part of the learning activities. Open distance learning institutions such as Atlantic Open University, British Open University, Wawasan Open University, UNITAR and OUM Malaysia and many other similar institutions offer part of the learning activities Via their Learning Menagement System .
Perhaps, in no other area do we hope to benefit more from the influx of computer-based technology in our society than in our country’s educational system. Successful integration of ICT technology in our schools has the potential to transform the way our children learn , to enhance their academic performance and even – to upgrade the status and dignity of our country!

ICT in Indonesian Education
ICT in Indonesian Education started in the mid 90’s. To improve the quality of human resources, the government of Indonesia had used ICT to expand the educational opportunity, to improve the quality and relevance of education, and to increase the efficiency of the educational system. Various efforts to use ICT in education has been carried out by the Indonesian Government, such as :

1. E-learning
Starting from 2002, the Center for Information and Communication Technology for Education (Pustekkom) in cooperation with the Directorate of Secondary Education, and the Directorate of Vocational Education are developing an e-learning program called “e-dukasi”. The objective of this program is to improve the quality of education at high school and vocational school levels through the use of internet. Besides the two directorates, the Center also gets support from the Indonesian Telephone Company (PT Telkom), the Office for the Research and Application of Technologies, Association of Indonesian Internet Service Providers, Network of School Information, Detik.com, and ICT Watch.
At this preliminary stage, learning materials are being developed for the following subjects: Mathematics, Physics, Chemistry, Biology, Electronics, and Information Technology.
2. Online Courses
Some private universities have provided lectures through the internet for some courses. One such institution is Petra Christian University of Surabaya.
3. Online Tutorials
One use of information technology for education at higher education is for tutorial purpose for institutions of distance education. One institution that has made use of tutorial via internet is the Indonesian Open University.
4. Joint Research
As a medium which provides for collaboration through the use of information technology, a joint research program has been conducted. This collaboration involves five universities of higher learning, i.e. the Bandung Institute of Technology (ITB), Bogor Institute of Farming (IPB), University of Gadjah Mada and University of Diponegoro.
5. Electronic Library
Nowadays, there is a network of electronic library called Indonesian Digital Library Network which is a network of electronic libraries from the ITB central library (Digital Library), the Post-Graduate Study Library of ITB, the Research Institute of ITB, Eastern Indonesia Universities Development Project (the CIDA project), University of Brawijaya Malang Central Library, University of Muhammaddiyah Malang Library, University of Islamic Religion Library (supported by McGill University Canada) and The Central Data Bank of the Institution of Science of Indonesia (LIPI), Jakarta.
Indonesian Digital Library Network is meant to support efforts to improve the quality of university graduates, to increase sharing of information among institutions of higher learning and research institutions in Indonesia.
6. Computer Assisted Instruction (CAI)
This is an off-line instruction program so it does not depend on access to the internet. The Center for Information and Communication Technology for Education (Pustekkom) have developed computer assisted instruction learning materials for various subject matters and courses. These are interactive learning materials which students can learn on his/her own with minimal assistance from the teacher/lecturer.
The smart school concept in Malaysia
The smart school program started in 1999 with an allocation of RM400 million from the government, of which RM100 million was for the training of administrators and teachers on the Smart School concept and RM300 million was for the implementation of the Smart School Integrated Solution (SSIS) in the 87 pilot schools under the Pilot Project Agreement between the Government and TSS signed in 1999. The main components of the SSIS that were developed and implemented are:

• Browser-based Teaching and Learning Materials (and related print materials) for 4 subjects, namely Bahasa Melayu, English Language, Science and Mathematics;
• A computerised Smart School Management System (SSMS) that encompasses a whole range of school functions such as school governance, student affairs management, educational resources management, financial and technology management;
• Technology Infrastructure comprising IT and non-IT equipment, Local Area Networks, and a virtual private network that connects the pilot schools, the Ministry’s Data Centre and Help Desk;
• Support Services in the form of a centralised Help Desk, and service centres throughout the country to provide maintenance and support;
• Specialized Services such as systems integration, project management, business process reengineering, and change management.

The Smart School Concept

The Smart School initiative has five main goals that focus on the need to prepare a skilled workforce for the Information Age and to help achieve the aims of the National Philosophy of Education. The five goals are to:

i) Provide all-round development of the individual i.e. intellectually, physically, emotionally and spiritually;
ii) Provide opportunities to enhance individual strengths and abilities;
iii) Produce a thinking and technology-literate workforce;
iv) Democratize education; and
v) Increase participation of stakeholders.

Making All Schools Smart

In the original Implementation Plan, the Ministry of Education intended to use the findings of the Pilot Project to prepare a Master Plan to ensure that all schools in the country become smart schools in stages, by the year 2010. The Government of Malaysia would play the role of architect and driver by preparing guidelines and providing basic amenities to schools, and actively encouraging all schools to become smart schools on their own initiative by using their own financial resources and expertise.

Following the Pilot Project from 1999 to 2002 and the post-pilot phase from 2002 to 2005, the Ministry of Education developed a visionary plan for the roll out of the Smart School from 2006 to 2010. The plan to make all the schools “smart” by 2010 would leverage on all the ICT initiatives the Ministry of Education had undertaken such as the Computer Lab project (to provide computer labs to all schools), Teaching of Mathematics and Science in English (PPSMI), Training of teachers to teach Mathematics and Science in English (ETeMS), SchoolNet Project (to provide internet broadband facilities), and Educational TV (ETV).

Much of the activities between 2006 until 2010 will be focused on ensuring that all schools are equipped with the hardware and courseware (and all new courseware developed will be web-enabled), and rigorous training of teachers and administrators for the implementation of the Smart School, and change management programmes conducted to instill the ownership of the smart school initiative among the stakeholders.

It is envisaged that the period between 2010 and 2020 will present opportunities for the advancement of the Smart School applications implemented in all schools. Training and upgrading of professionalism of teachers and administrators will continue as a yearly programme of the Ministry. By 2020, the teaching and learning scenario could be very much different from what it is today. The technologies of tomorrow, coupled with growth in broadband and communication infrastructure could pave the way for a more sophisticated ICT-enabled teaching and learning environment such as virtual learning and tele-immersion (new technology in conceptual stage where teacher’s 3-dimensional image is projected to student’s home and interaction can be done online in real time).

In conclusion, the Malaysian government has made an ambitious and bold initiative and has laid the foundation for schoolchildren, the future citizens, to progress towards achieving Vision 2020.

The E City, Singapore

Singapore’s ICT initiative began in 1991 with the launch of the IT2000 Masterplan. Many initiatives have then been taken for the years that follow, all these initiatives had successfully fulfill the six intended outcomes stated in Singapore’s masterplan II in Education which are:
i. Pupils use IT effectively for active learning
ii. Connections between curriculum, instruction and assessment are enhanced using ICT
iii. Teachers use IT effectively for professional and personal growth
iv. Schools have the capacity and capability in using ICT for school improvement.
v. There is active research in IT education.
vi. There is an infrastructure that supports widespread and effective use in IT.
In order to achieve these intended outcomes, The Singapore and The Ministry of Education has identified five key programmes, along with several project within these programmes , which was given an allocation of fund totaling to 500 billions Singapore dollar!
Singapore’s success in transforming the itself into The E-City Status in the New millennium has further strengthen its status as the most advanced nation in Asia.

The Philippines - The Use Of ICT In Education
The Philippines, another neighbouring coutry of Malaysain also has it taergets in its computer-mediated education plan, among the target listed for the year 2009 are:
• All public secondary schools shall be provided with an appropriate educational technology package;
• 75% of public secondary schools shall have a computer laboratory room equipped with basic multimedia equipment;
• All public secondary schools shall have an electronic library system;
• 75% of public secondary schools teachers shall have been trained in basic computer skills and the use of the Internet and computer-aided instruction; and
• All learning areas of the curriculum shall be able to integrate the application of ICT, where appropriate.

The said Plan focuses on the following thrusts:

• Restructuring the curriculum to integrate the application of ICT to teaching and learning;
• Improving the delivery support system of basic education so that it includes the use of ICT as a component of multi-channel learning;
• Generating funds through non-traditional financing schemes; and
• Retooling human resources at different levels involving sub-systems (Central office, field offices, and schools) and focusing on the different components of basic education.
Financial Resources

Since 1996, an annual appropriation has been provided for the procurement of computer hardware, software and courseware for teacher-training. In calendar year 2002, this allocation amounted to P 155 millions (US$ 3.1 million).

The bulk of investment requirements for implementing ICT in education comes from government funding. However, the Department of Education involves other government agencies, local governments and the private sector to finance various components of building up a programme in ICT in education.

To fast-track the connectivity of schools, Department of Education is undertaking Project LINK, which will upgrade computer resources in schools to allow access to the Internet and give training to teachers on the use of the Internet for research and distance learning. The government will finance a large part of the cost for this project. The costs of connectivity will carried out by the local businesses and the operation and maintenance costs shouldered by city and municipality governments.
The government’s effort in ICT has so far enable 30% of the secondary schools in the country have access to the internet.

Conclusion
As the most valuable educational asset, computer-mediated-education is not only implemented in advanced country, but it is also widely used in the developing nations as well. Such a great change in education no doubt will consume a lot of the nation budget since it needs a thoroughly change in the education system. Governments spend billion of money to retrain the educators and the expertise, the department concerned need enormous allocation and funds to equip the schools and colleges, even though all these effort takes time, money and dedication, but there is pay-off eventually!




Part B
CREATING A TECHNOLOGY ENHANCED LESSON





LESSON PLAN Mathematics Form one - Fractions

1. Tema Pelajaran / Topik
( Lesson Theme / Topic )
Mathematics Form 1 - Fractions

2. Objektif Pembelajaran /
Konsep
( Learning Objectives )
Students will be taught to :
- understand and use the knowledge of fractions as part of a whole

3. Hasil Pembelajaran
( Learning Outcomes )

By the end of the lesson, students should be able to:
1) Read fractions
2) Describe fractions as part of a whole
3) Represent fractions with diagrams
4) Write fractions for given diagrams

4. Penilaian
( Evaluation )

1) How well can the students understand fractions? (Exercises)
2) Can the weaker students cope with the usage of ICT devices?

5. Peruntukan Masa
( Time Allocation )

80 minutes
6. Ciri-Ciri Kelas
(Class Characteristics)

a) Tingkatan / Tahun
( Form / Year )

b) Pengetahuan Sedia Ada
( Prior Knowledge )




Form 1

1) Students know the sequence of counting.
2) Students have learnt the concept of whole numbers.
3) Students have basic knowledge of MS Word, MS Excel, MS PowerPoint and internet surfing.


7. Liputan Kurikulum
( Curriculum Coverage )

This plan includes the definitions of fractions and the techniques to express fractions.

8. Persediaan Guru
( Teacher’s preparation )

1) Identify topic and subtopics to be taught.
2) Prepare non-ICT materials such as textbook, reference books, teaching aids and exercises.
3) MS PowerPoint slide presentations teaching aids.

9. Penerapan TMK
( ICT Integration )

1) Integration of MS Word, MS PowerPoint, MS Excel and internet.
2) Exercises are prepared in MS Word and MS Excel.
3) Retrieve relevant information of topic from internet.
4) Prepare MS PowerPoint slides (teaching aids).
5) Students are able to use electronic communication (internet surfing and submitting their exercises by email).


10. Persediaan TMK
( ICT Preparation )

1) Booking of computer laboratory.
2) Make sure that the ICT devices such as LCD projector, computers and internet access are in good condition and functioning.
3) Prepare MS PowerPoint slide presentation as teaching aids.
4) Prepare exercises in MS Word.
5) Prepare interactive activities in MS Excel.
6) Print out hard copy of Exercise 3.
7) List out the URLs relevant to topic/subtopics.

11. Aktiviti Pelajaran
( Learning Activities )


1) Induction set: Introduce students with interesting examples of fractions in everyday life.
2) Questioning, discussions and explanation about the meaning of fractions with teaching aids (MS PowerPoint slide presentation).
3) Students completing the exercises given.
4) Submitting their exercises by email and Internet surfing.
5) Homework: Exercise 3 (handouts)

12. Aktiviti Guru
( Teacher’s Activity )
13. Aktiviti Pelajar
( Student’s Activity )

1) Introduce fractions in everyday life (i.e. the sections of chocolate bar or cake as compared to the whole piece).
2) Question students about the meaning of fractions.
3) Explain concept of fractions using MS PowerPoint slide presentation.
4) Ask students to read out loud for the fractions shown on screen.
5) Give exercises and facilitate students’ activities.
6) Requesting students to hand in their exercises by email.
7) Give the URLs to students and facilitate their activities while they are surfing the internet.

1) Observe and construct the meaning of fractions.
2) Voice out constructed ideas.
3) Listen and correcting their meaning of fractions.
4) Read the fractions shown on screen.
5) Work in pairs to solve the exercises given.
6) Submitting their exercises by email.
7) Surf the internet with the given URLs.



14. Keperluan Khusus
( Special Needs )

Besides the teacher’s facilitation, students are require to work in pairs (one of them must be better than the other) so that the better ones can help the weaker ones.


15. Laman Web
( Web Sites )

http://www.interactivestuff.org/sums4fun/shade.html
http://math.rice.edu/~lanius/fractions/frac.html
http://www.geocities.com/EnchantedForest/8112/fractions1.html
http://www.kidsolr.com/math/fractions.html
http://www.visualfractions.com/EnterFraction.html
http://nlvm.usu.edu/en/nav/frames_asid_102_g_l_t_l.html
http://www.harcourtschool.com/activity/con_maths/g03c21.html

16. Literasi
( Literacy )
Fractions, Denominator, Numerator
17. Numerasi
( Numeracy )
1) Identify the number of parts shaded or unshaded.

18. Bahan Rujukan TMK dan
bukan TMK
( ICT and Non-ICT Referals )
1) Curriculum specification
2) Text book and reference books
3) Non-ICT teaching aids – medium-sized chocolate bar, model of a
cake
4) ICT teaching aids – MS PowerPoint slide presentation
5) URLs related to topic/subtopics


19. Penerapan Nilai Murni
( Integration of Good Values )

1) Cooperation, helping each other.
2) Taking care and appreciate ICT devices.
3) Follow instructions.


20. Kemahiran Berfikir
( Thinking Skills )

Observing, identifying, making inference, comparing and differentiating.







References
1. The ICT impact in education page 1 http://insight.eun.org/ww/en/pub/insight/misc/specialreports/impact_study.htm
2. UNESCO ICT report – phillipines ICT in Education page 1- 2 http://www2.unescobkk.org/education/ict/v2_2/info.asp?id=13244
3 http://ijedict.dec.uwi.edu/viewarticle.php?id=447&layout=html Malaysian Smart Schools: A Fruitful Case Study for Analysis to Synopsize Lessons Applicable to the Egyptian Context
4. http://www.itu.int/ITU-D/ict/cs/singapore/singapore.html ICT -Singapore Case Study
5. http://gauge.u-gakugei.ac.jp/apeid/apeid02/papers/Indonesia.htm ICT for Education in Indonesia
6. http://www.skpj1.com/Word/Pengurusan%20Pembelajaran%20Bestari.pdf. Pengurusan Pembelajaran Bestari, oleh Sobariyah Bte Razak page 1 -8
7. The role of ICT in the economic development of Africa International Journal of Education- using ICT IJECDICT, 2005, Vol 2, issue 4 page 144-156
8. http://www.tutor.com.my/tutor/archives/CADfPP/HSP/PMR/MAT/PMR_MAT Rancangan Mengajar Matematik Tingkatan 3