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KPT 6044 Pembelajaran Berasaskan Teknologi dan Web.
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Presentation tugasan 4

  1. 1. MOHD FAIZAL IRWAN BIN ZAKARIA M20121000557 MT18 – IJAZAH SARJANA PENDIDIKAN KHAS SEM 1 2013/2014 KPT 6044 PEMBELAJARAN BERASASKAN TEKNOLOGI DAN WEB
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  3. 3. Demonstrating Professional Knowledge  Discuss media literacy, including the aspects of consuming and producing media.
  4. 4. Media literacy / celik media  Today’s students must be good consumers and producers of a wide variety of media, including text, audio, visuals, video, real objects, and / or models. Many of these media are combined to form multimedia. Even textbooks combine text and visuals. Computer programs can include the six type of media listed previously. Understanding how the various types of media produce meaning is called media literacy.  Pelajar pada masa kini perlu menjadi seorang pelanggan dan penghasil jenis media termasuklah teks, audio, visual, video, objek sebenar ataupun model. Kesemua media ini digabungkan untuk menghasilkan multimedia. Program komputer juga boleh menggabungkan keenam – enam jenis media seperti yang telah disenaraikan.
  5. 5. Consuming media  To be “media literate”, students must be able to consume or interpret media in all formats – text, audio, visual and video. To learn to read and understand the form of media, students should be taught critical thinking skills in order to properly analyze and question the various messages from media. Is the photograph real or has it been manipulated to distort reality? Is the messages on television facts? Students should be taught to question different sources of news and information on television and the Internet.  Untuk menjadi seorang yang celik media, pelajar mestilah boleh mengintepretasi kesemua format media iaitu teks, audio, gambar dan video. Untuk memahami bentuk – bentuk media ini, pelajar mestilah diajar dengan kemahiran untuk berfikir secara kritis supaya dapat menganalisa dan menjawab pelbagai persoalan dan mesej daripada media tersebut.
  6. 6. Producing media / Menghasilkan media  Students should also be able to generate media in these same formats and in various combinations. Teachers can encourage students to produce media in all four formats as part of class projects and reports. Students must be able to communicate successfully regardless of the type of media used. For example, to develop an accurate video they need to understand how to communicate with their audience and produce visuals that capture the essence of a narrative.  Pelajar juga akan dapat menjana media dalam format sama dan dalam pelbagai kombinasi. Guru boleh menggalakkan pelajar untuk menghasilkan media dalam kesemua empat format sebagai sebahagian daripada projek - projek kelas dan laporan. Pelajar mesti berupaya untuk berkomunikasi dengan jayanya tanpa mengira jenis media yang digunakan. Sebagai contoh, untuk membangunkan video yang tepat mereka perlu memahami bagaimana untuk berkomunikasi dengan penonton mereka dan menghasilkan visual yang sesuai dengan intipati cerita.
  7. 7. Question 2  Discuss the advantages, limitations, and instructional applications of media in learning.
  8. 8. Advantages / Kelebihan  Interactive – multimedia engage learners to make choices about moving within      the material in meaningful ways, thus fulfilling the requirement of learner participation. Interaktif – multimedia melibatkan pelajar untuk membuat pilihan dalam memilih material atau bahan sekaligus memenuhi keperluan penyertaan pelajar. Individualization – Multimedia allow students to oversee the rate and sequence of their learning, giving them more control over the outcomes. Individualisasi – multimedia membolehkan pelajar menyelia kadar dan turutan pembelajaran mereka dan memberikan mereka lebih kawalan terhadap hasil pembelajaran. Special needs. Multimedia are effective with special learners such as at-risk students, students with diverse ethnic backgrounds, students with disabilities, and gifted and talented students. Multimedia accommodates student needs by allowing them to proceed through the instruction at an appropriate pace for each individual learners. Multimedia lebih efektif terhadap pelajar khas seperti pelajar berisiko, pelajar daripada pelbagai etnik yang berbeza, pelajar kurang upaya dan pelajar yang berbakat. Multimedia menampung keperluan pelajar dengan membenarkan mereka mengikut arahan yang diberikan mengikut kemampuan mereka.
  9. 9. Samb..  Information management. Multimedia can cover a growing knowledge base associated with the information explosion. Multimedia can manage all types of information such as text, graphic, audio and video to put more information at the instructor’s and student’s disposal.  Pengurusan maklumat di mana multimedia boleh meliputi asas pengatahuan yang berkaitan dengan letusan maklumat. Multimedia boleh menguruskan semua jenis maklumat seperti teks, grafik, audio dan video untuk memberikan lebih banyak maklumat kepada pengguna.  Multisensory experiences. Multimedia provides diverse learning experiences. These can employ a variety of instruction strategies suitable for basic instruction, remediation or enrichment.  Multimedia menyediakan pelbagai pengalaman pembelajaran di mana ia boleh menggunakan pelbagai strategi pengajaran yang sesuai untuk arahan asas , pemulihan atau pengayaan.
  10. 10. Limitations / Kekangan  Availability and cost of materials. Materials can be difficult to obtain or priced too high to permit their use.  Ketersediaan dan kos bahan kerana bahan mungkin sukar didapati dan harga yang tinggi untuk menggunakannya.  Storage of materials. Finding storage space for a wide variety of multimedia materials can pose problems.  Penyimpanan bahan di mana mencari ruang simpanan untuk pelbagai bahan - bahan multimedia boleh menimbulkan masalah.
  11. 11. Instructional Applications of Media in Learning  Including multimedia in classrooms is only part of the task. The ultimate value of multimedia in education depends on how fully and seamlessly they are integrated into the curriculum. Results need to be measurable against a clear set of objectives. Multimedia should promote problem solving, cultivate creativity, facilitated collaboration, and emphasize the value of lifelong learning.  Multimedia materials are valuable for task that must be shown rather than simply described. For example, printed materials and lecture alone cannot present some instruction adequately, such as how to test the pH of soil, erosion patterns, or the dynamics of a presidential debate. If the learner needs to interact with the instruction through the handling of virtual or visual manipulatives, viewing a video of ice formations at slow speed, or controlling a web cam to view different angles of the Golden Gate Bridge, multimedia is an appropriate choice.
  12. 12. Demostrating Professional Skills  Question 3  Plan a lesson that would include a field trip (real or virtual). Locate at least one site on the World Wide Web that could be a place to visit as a virtual field trip in your lesson.
  13. 13. Class : Mawar Date : 1st November 2013 Time : 8.30 am – 9.00 am Topic : Animals Content : Farm Animals Objective : In the end of the lesson, pupils should be able to name animals in the farm Aids : Video, website, computer, worksheet Element : Communication, language, science Assessment : Pupils will be test trough worksheet
  14. 14. Time Content Activities 30 minutes Step 2 ( Virtual field trip) 1. Pupils follow the teachers to pronounce the farm animals name 1. Teacher open a website address http://www.sites.ext.vt.edu/virtualfarm/main.html in the Aids / Notes Pupils and teacher discuss about animals they saw in the video 3. Step 1 Pupils watching a videos “Old Mc Donalds Had A Farm” 2. 10 minutes Induction set 1. 2. 5 minutes 1. Video Teacher explain about animals in the farm 1. Picture Teacher show the farm animals pictures 2. Wordchart 1. Website : browser. Pupils tell what they found on the website and named all the farm animals name 1. Teacher give the pupils a worksheet 2. Conclusion Pupils explore the website on their own but under teacher’s supervision. 5. 5 minutes n.html Teacher click on one of the menu (Horse Farm) as an example. 4. Step 3 (worksheet) Teacher explain about the website 3. 10 minutes http://www.sites.ext.vt.edu/virtualfarm/mai 2. Pupils answering all the question in the worksheet 1. Pupils and teacher sing together the “Old Mc Donalds Had A Farm” song 1. Worksheet 1. Video
  15. 15. RUJUKAN  Hussein, S. (n.d.). Tesis Keberkesanan Penggunaan Perisian       Multimedia Dalam Pengajaran Dan Pembelajaran. 2006. Khalip, M. B. (n.d.). Penggunaan Perisian Multimedia Dalam Pengajaran Guru-guru Teknikal. 1-9. Mistam, R. B. (2004). Pembinaan Perisian Multimedia Bagi Pengajaran Dan Pembelajaran Lukisan Kejuruteraan Topik Lukisan Isometri Kaedah Rangka. 14-22. Muhamad, N. A. (2005). Persepsi Guru Terhadap Penggunaan Bahan Multimedia Dalam Proses Pengajaran Dan Pembelajaran Di Dalam Bilik Darjah. 11-21. Shaari, A. J. (2011). Pengajaran Dan Pembelajaran Dengan Teknologi Komputer. Sintok: UUM Press. Smaldino, S. E., Lowther, D. L., & Russel, J. D. (2012). Instructional Technology and Media for Learning. Boston: Pearson Education Inc. Tech, V. (2000). 4-H Virtual Farm. Retrieved from www.sites.ext: http://www.sites.ext.vt.edu/virtualfarm/main.html

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