VIDEO

Stella Report

Title  :Pendulum story

Introduction :

Teaching and learning simulation

Simulation is the imitation of the operation of a real-world process or system over time. The act of simulating something first requires that a model be developed; this model represents the key characteristics or behaviors of the selected physical or abstract system or process. The model represents the system itself, whereas the simulation represents the operation of the system over time. A computer simulation is an attempt to model a real-life or hypothetical situation on a computer so that it can be studied to see how the system works. By changing variables in the simulation, predictions may be made about the behavior of the system. It is a tool to virtually investigate the behavior   of the system under study. Computer simulation has become a useful part of modeling many natural systems in physics, chemistry and biology, and human systems in economics and social science which is also known as the computational sociology as well as in engineering to gain insight into the operation of those systems. A good example of the usefulness of using computers to simulate can be found in the field of network traffic simulation. In such simulations, the model behavior will change each simulation according to the set of initial parameters assumed for the environment. The work builds on the established literature which highlights the importance of activities which make implicit reasoning explicit teacher guidance which builds upon pupils’ ideas and teachers interpreting shared experience to bridge the gap between scientific conventions and informal ideas. Thompson, Simonson and  Hargrave (1996) defined simulation as a representation or model of an event, object or some phenomenon. In science education a computer simulation according to Akpan and Andre (1999) is the use of the computer to stimulate dynamic systems of objects in a real or imagined world. Alassi and Trollip (1991) describe simulations in educational context that is  simulation is a powerful technique that teaches about some aspect of the world by limitating or replicating it. Students are not only motivated by simulations, but learn by interacting with them in a manner similar to the way they would react in real situations. In almost every instance, a simulation also simplifies reality by omitting or changing details. In this simplified world, the students solves problems, learn procedures, comes to understand the characteristics of phenomenon and how to control them or learn what actions to take in different situations.

Simulation can integrate into teaching and learning because simulations support learning by allowing a pupil to explore phenomena and handle experiments which would not be feasible in school.  Teachers can also focusing attention on underlying concepts and relationships. Simulations offer idealised representations that limit the range of operating variables to good effect. A teacher could focus on just one aspect of a concept, and be sure of always getting a good clean graph. Careful customization of resources might be needed to channel attention in a particular direction. Teachers used ICT to ease and speed cumbersome tasks. This enabled them to focus on the key ideas as well as making time available for discussing results. Data loggers displayed temperature readings so rapidly that pupils could analyse a pattern in a cooling curve graph. Normally they might only draw the graph. Teachers reported how hands-on such as simulation activities gave them time to interact with pupils. They could observe what was going on as they circulated, engaging learners in discussion and addressing their questions. Gathering information on pupils’ understanding is an important feature of teaching. The computer display enabled them to gauge progress readily. With a simulation, diagram or animation to hand, content was covered more quickly. Again, not having to draw repeatedly on the board, or handle physical apparatus, released time to concentrate upon learning, its consolidation and assessment. Students can build knowledge by integrating technologies . Teachers felt that technology could be used beside conventional practical experiments to enable students  to see what’s happening in the real world and what’s happening on the microscopic scale as well. Teachers would employ a visual aid or a practical demonstration in conjunction with a simulation. In some lessons teachers used technology to relate lesson content to prior learning and to reinforce that prior learning. This enabled students to engage with new activities. For example, pupils were expected to draw on graphical skills that had been developed in previous years. This skills training also helped to guard against misinterpretation of data logged graphs display and allowed pupils to make faster conceptual progress. In science process skills, simulations can activate process skill of students, which are the basic skills for scientific inquiry. These skills are classified in two main groups which are basic science process skills and integrated science process skills. Simulation can be used in distance learning education. The computer simulation make science accessible, make thinking visible, help students learn from each other and help students develop autonomous learning. In this case, students must have enough control lab equipment to start and stop an experiment and make appropriate adjustments. The experiment should be no more difficult to conduct than with the equipment physically present.

In simulation, the students will get motivation to carry out the experiment, for example we used stella, it can save our time and easy to do. We only need to run the experiment by adjusting the knob to vary the parameters to see any changes or differences between each parameters in the graph. So, when the students start interested to learn, their motivation to learn in order to get deep knowledge increase. Then, they can make prediction what will happen after carrying out the experiment by using simulation.

 The latest simulation in school nowadays is simSchool. This in an alternative idea for the preparation of teachers and the improvement of teaching which is simSchool is a “flight simulator” for teachers in the form of a simulated classroom game. The simSchool project addresses key systematic challenges of teacher education including fundamental conceptions of teaching and learning, organization of knowledge, assessment practices and results and engagement of a global community of practice in teacher education. Simulations provide multiple chances to practice and to learn and master new skills more rapidly and with less effort tha through experiences not mediated by computers. In teacher preparation, simulations that provide targeted feedback can develop teachers’ understanding and practice, and may be as effective as in classroom field experience. Students who practice with a simulator develop a deeper understanding because of their reliance on and experience of immersive multimedia.

Stella is System Thinking for Education and Research that offers a practical way to dynamically visualize and communicate how complex systems and ideas really work. Stella models provide endless opportunities to explore by asking “what if “ and watching what happens, inspiring the exciting moments of learning. Stella supports diverse learning styles with a wide range of storytelling features. Diagrams, charts and animation help visual learners or students discover relationships between variables in an equation. Stella is used to simulate s system over time, jump the gap between theory and the real world , enable students to creatively change systems , teach students to look for relationships and clearly communicate system inputs and outputs and demonstrate outcomes. The features os Stella are mappinmg and modeling, simulation and analysis and communication.

         

Simulation at school in Malaysia   provide students to learn the subject in deep learning. This is because they can understand about the topic that they learn because they can observe thoroughly the experiment. Simulations can be used as effective means for teaching or demonstrating concepts to students. The used of graphics and animation  help to build an interactive learning for students. For examples the uses of computer simulations in science education gives students the opportunity to observe a real world and interact with it. In science classrooms, simulation can play an important role in creating virtual experiments and inquiry. Problem based simulations allow students to monitor experiments, test new models and improve their intuitive understanding of complex phenomena. Simulations are also potentially useful for simulating labs that are impractical, expensive , impossible or too dangerous to run. Simulations can contribute to conceptual change and provide open-ended experiences for students. It also provide tools for scientific inquiry and problem solving experiences.

         

Objectives :

1) to understand the simulation that can integrate into teaching and learning.  

2) to understand the stella which is important for teachers and students.

3) to understand the concepts of pendulum.

Results:

                            

Figure 1 :normal 

            

Figure 2 :mass of the ball

         

                                                     Figure 3 :initial displacement

                                                        Figure 4 :length of string

Discussion :

Simple pendulum is an excellent approximation of an isolated system. During its downswing, Earth’s gravity does work on the pendulum to transfer gravitational potential energy into kinetic energy .On the  upswing, gravity transfers kinetic energy back into gravitational potential mechanical energy of constant. The pendulum is a body suspended from a fixed point so as to swing freely to and fro under the action of gravity. Its regular motion has served as the basis for measurement, as recognized by Galileo.Huygens applied the principle to clock mechanisms. Other applications include seismic instrumentation and the use by NASA to measure the physical properties of space flight payloads. The underlying equation is at the heart of many problems in structural dynamics. Structural dynamics deals with the prediction of a structure’s vibratory motions. Examples include the smoothness or bounciness of the car you ride in, the motion that you can see if you look out of the window of an airplane in a bumpy flight, the breaking up of roads and buildings in an earthquake, and anything else that crashes, bounces or vibrates. With this pendulum motion as point of departure, complex structures can be analyzed. The pendulum serves as an illustration of Newton’s Second Law, which states that for every force there is an equal and opposite reaction. The simpler experiments illustrate another of Newton’s laws,namely, that a body in motion continues in motion unless acted upon by another force. The pendulum offers an extensive array of experiments that can be done using easy to obtain, inexpensive materials.The measurements require no special skills and equipment. The graphical results of each experiment  given, and can be compared to the results calculated from a simple equation if desired.

A pendulum is a weight suspended from a pivot so that it can swing freely.  When a pendulum is displaced sideways from its resting equilibrium position, it is subject to a restoring force due to gravity that will accelerate it back toward the equilibrium position. When released, the restoring force combined with the pendulum's mass causes it to oscillate about the equilibrium position, swinging back and forth. The time for one complete cycle, a left swing and a right swing, is called the period. A pendulum swings with a specific period which depends mainly on its length.  When given an initial push, it will swing back and forth at a constant amplitude. Real pendulums are subject to friction and air drag, so the amplitude of their swings declines. The period of swing of a simple gravity pendulum depends on its length, the local strength of gravity, and to a small extent on the maximum angle that the pendulum swings away from vertical, θ₀, called the amplitude. It is independent of the mass of the bob. If the amplitude is limited to small swings,  the period T of a simple pendulum, the time taken for a complete cycle. For small swings the period of swing is approximately the same for different size swings: that is, the period is independent of amplitude. This property, called isochronism, is the reason pendulums are so useful for timekeeping.  Successive swings of the pendulum, even if changing in amplitude, take the same amount of time. For larger amplitudes, the period increases gradually with amplitude. The three different types of oscillation that are free, damped and fixed oscillation. Free oscillations occur while the pendulum is sets to its displacement and is moving in its to and fro motion it does not experience any force that prevents it from continuing this motion. Such forces that prevent free oscillation is,  air resistance. Damped oscillations occur while the pendulum is set to its displacement and is moving in its to  and  fro motion, experiences a force, or a medium that affects its motion. A forced oscillation occurs while an object is used to force or more pendulums into motion. An example of this is by using a driving pendulum to control the displacement of a set of 4 pendulums, which move as a result of the driving pendulum being displaced. Another example is using a vibrating tuning fork to force a stretched string to vibrate and set the pendulum into motion.

The aim of this experiment was to determine the   factors that  will affect the rate of oscillation of a pendulum, where oscillation is from the amplitude to the equilibrium to the amplitude. In order to find out the aim it is needed to find out the length, mass, or the amplitude, which are  factors, that may affect the rate of oscillation. The mass can be tested by changing the mass added onto the string while keeping the length of the string the same, and the amplitude of the string the same, which is   the amplitude is the distance from the equilibrium. In order to test the length, the mass and the amplitude are kept the same. And when testing the amplitude, the mass and the length are kept the same. For each of the factors tested the rate is needed to be calculated by figuring out the frequency and period. When the frequency is the number of complete oscillation in each second, and the period is the amount of time needed for one complete oscillation. The frequency is calculated by number of oscillation divided by the number of second in this case is 10 second. While the period is calculated by the number of second (10sec) divided by the number of oscillation. Once the pendulum starts to move, there are name for the aspects of its movement. The size of a swing is called the amplitude. The amplitude is measured in degrees, in which the same degrees that used to measure angles in geometry. One complete swing back and forth is called cycle . the time it takes for a pendulum to complete one cycle is called the period and the number of second is called frequency.

For the first graph is the normal one. During running the experiment, we do not change the parameter that is we only fix the mass of the ball which is the mass of the ball is 1.0 g , with initial displacement of  0.1 m and the length of the string is 1.0 m. The graph shown that the displacement or highest amplitude of the graph is 1.0 m with the gravity only. Then the parameter is changed with using the mass. The purpose that we manipulate the mass of the ball is we want to see the graph form and to know that whether the mass of the ball affect the period and frequency and amplitude of the pendulum motion.  So after running the experiment, it found that the period, frequency and amplitude is same when the different mass are used. The mass that are used are 0.50 g, 1.50 g, 1.82 g and 2.0 g. the driving force for pendulum is gravity. If the pendulum has twice the mass, gravity pulls twice as hard. Mass is also how hard the ball resists the force it feels. A pendulum with twice the mass feels twice the pull, but also has twice the resistance to that pull. These two effects balance out. A pendulum with twice mass still experiences the same effect. The mass of  ball does not affect how it moves. This is proven by the fact that in the equation v=2gh, the mass on both sides of the equation cancel each other out. For the second parameter we used initial displacement. The initial displacement 0.05 m, 0.12 m, 0.20 m and 0.12 m are use. When the initial displacement increase, the height of displacement also increases, the potential energy increases, so kinetic energy also increase but the time period remains same. For the third parameter, that is length of the string, with 0.5 m, 1.2 m , 1.6 m and 2.0 m. as the length of the string increases, so the period of the swing also increase. For the same linear amplitude, as the length increases, the displacement or height through which the ball  also decreases. Hence, when the height decreases, the kinetic energy will decrease, so also causing the potential energy to decrease. Velocity therefore decreases. When the velocity decreases, time or period will increases. When the length is increased to be longer, the frequency slows. When the length is increased N times, the frequency decreases by 1√N.


Last but not least, simulation play an important role in teaching and learning. This is because, the motivation of students to carry out experiment increases. Students only need to changed the parameter in stella in order to see the graph. They also can understand about the experiment very well instead of carrying out the experiment not using simulation. Students can relate the variables that can be made during the experiment. The teachers can also guide them in order to carry out the experiment. After doing the experiment, the students can expect what they learn about the experiment. So, they can relate the experiment and theories very well. 

Conclusion :

As a conclusion from the experiment, there are two factors that affect the period, frequency and amplitude of the pendulum. In this case, initial and length of the string affect the period , frequency and amplitude of the pendulum while the other parameter that is mass of the ball do not affect the motion of the pendulum. As the length of the string increases, the period of the swing also increases. , as the length increases, the displacement or height through which the ball   also decreases. Hence, when the height decreases, the kinetic energy will decrease, so  causing the potential energy to decrease, velocity  therefore decreases. When the velocity decreases, time or period will increases. When the length is increased to be longer, the frequency slows. When the length is increased N times, the frequency decreases by 1√N. For the initial displacement, when the initial displacement increase, the height of displacement also increases, the potential energy increases, so kinetic energy also increase but the time period remains same. For the mass, it does not affect the motion of the pendulum. A pendulum with twice the mass feels twice the pull, but also has twice the resistance to that pull. These two effects balance out. A pendulum with twice mass still experiences the same effect. The mass of  ball does not affect how it moves. This is proven by the fact that in the equation v=2gh, the mass on both sides of the equation cancel each other out.

STELLA in lab ICT

Stella stands for Systems Thinking for Education and Research. The research and education are most exciting when we used STELLA in order to create, experience and see by ourselves  the experiment. STELLA  offers a practical way to dynamically visualize and communicate how complex systems and ideas really work.

In the ICT lab , we required to download STELLA and run the experiment. I was chose the pendulum story and we need to make a report about the experiment that we run. To run the experiment , we need to change the parameter in order to get the 4 different graph form and the first graph is we do not need to change any parameter. Here are the result from the experiment.  :

Paint in LAB ICT

A.WATER LILIES

1 .Firstly, open PAINT and insert ‘water lilies’ picture by clicking OPEN:

2.Then ,choose SELECTION at the tool bar and make a rectangle shape to the photo

 

3.Select CROP  and the picture will be shown in the rectangle form.

4.  Select TEXT to insert the word ’water lilies’ and we can change the colour of the text as we want.

5.Click SAVE AS the picture 

  

B. Same goes as jackfruit, we just do the same step as water lilies.

SMART SCHOOL

                    

TECHNOLOGY AS ENABLERS CONTAINED IN SMART SCHOOL CONCEPT

Technology is used as enablers especially in teaching and learning process. The government believes that education to be the most important use of technology, so it need a comprehensive plan for using technology in the smart school. To fulfill the vision 2020, the need of Ministry of Education to put a  lot of attention to ICT in schools especially in teaching and learning aspect. The concept of Smart School is not only based on curriculum but the technology plays an important part as a prime enabler and also one of the main success factors for the Smart School. Information technology can enable the process of transforming traditional schools into Smart schools. Consequently, a nation-wide system of Smart School will depend on advanced information technology at the school. Technology has many roles to play in a Smart School, from facilitating teaching and learning activities to assisting school management. Fully equipping a school might include the classrooms with multimedia courseware and presentation facilities and email for collaborative work, library or media centre with a database centre for multimedia courseware and network resources like access to the internet and computer laboratory for teaching such as a subject and readily accessible multimedia and audiovisual equipment.  The technology insfrastructure facilitate the teaching and learning applications such as in self exploratory learning, collaborative learning, distance learning, experiental learning and research, reference and data collection.

One of the applications of technology in teaching and learning process is self exploratory learning. In this case, the uses of computer become very important part. This is because, students shall have access to the latest materials available locally, as well as to external resources. This process of learning provide the students to gain more knowledge by themselves. They can search anything or information and knowledge on their subjects. In this matter, learning will not only depends on teacher but students must take initiative  to involve and they will try and manage to gain information by themselves. Others than that, students can access to the homeworks assignments or materials. Usually , they only depends on the reference books , but technology  of Smart School able them to search materials through internet. This is in order to broaden their mind with new discoveries about the subjects that they learnt in the school.

Others than that, the technology also apply in collaborative learning. This learning process involve computer supported. It is a tool that facilitate group work within and across classes. The collaborative learning support with computer take place via social interaction using a computer or through the internet. This kind of learning is characterized by the sharing and the combination of knowledge among the students in group by using technology as the main means of communication. It can be implemented in online and classroom learning environments. The goals of collaborative learning are to improve the new knowledge of a person, construct the communication skill to each other and help students to construct  meaningfull learning rather than individual learning. One of the common approaches to this kind of learning process is collaborative writing. The process of planning and writing together encourages students to express their ideas. Tools like blog and interactive whiteboards can be used to share work,form idea and write smoothly. Interactive whiteboard is a large interactive display that connects to a computer and projector. A projector projects the computer’s desktop onto a board’s surface where the users control the computer using a pen or finger. Others than the collaborative writing, there is also a technology-mediated discourse that refers to debates and discussions. This allows students that separated by time and distance to build knowledge together. Students can do their exploring in an online environment or reflect their experiences together through the internet. In this learning process, teachers act as facilitator that monitor their students to facilitate learning. The teachers must pay attention to the students that have a problem when involve in online communication. The benefit of this collaborative learning based on computer supported, is students can use technology to build learning found with their friends.

Distance learning is a medium that apply technology in teaching and learning process. This field of education focuses on teaching methods and technology with the delivering teaching to students who are not physically present in a classroom. This is separated by time and distance. This kind of learning able the communication with other students using technology such as video conferencing,email,video-on demand. Actually, the types of distance learning are divided into two, which are synchronous learning and asynchronous learning. Synchronous learning is technology where all participants present at the same time. It requires a timetable to be organized such as web conferencing and video conferencing, while asynchronous learning does not require students present at the same time that include message board forums, email , video , print materials , voicemail and fax. This kind of learning enable students to keep abreast of assignment when they are not physically in school. Parents can also  access the school for feedback on their children’s progress.

Others than that, technology can apply in experimental learning. The use of software or courseware helps the students to stimulate learning in experimental learning process and very useful for drill and practice purpose, where it allows the students to practice on their own or with their friends. Basically, the use of courseware is basic in Smart School component. Courseware is part and parcel in e-learning. E-learning is defined as learning with the aid of information and communications technology tools. These may include the internet ,computer-based technology or interactive television. This may also include the use of technology to support traditional methods of learning for example electronic whiteboards or video conferencing. In teaching process , teachers use courseware  so that it is more interesting , interactive and suitable to use in classroom. The courseware that usually used are video, interactive video, slide, audio, CD and pictures.

Technology can also used in Smart School in reference, research and data collection. It is a tool to search, collect and collate data. For examples , in library in Smart School, technology able the students to make research on their subjects. They can search information or find out the materials for their homework. Technology apply also in teachers room with online access to courseware catalogues and databases and also information. It is equipped with professional tools such as email. In the administration offices, it is capable of managing databases of students and facilities and distributing notices and other information electronically.

The technology will enable the school to draw on a variety of external resources, while also making the school more accessible to the community. Students and teachers will be able to tap into public and university libraries ,investigate museums or other archives and keep up to date with local authorities. Similarly, parents, students and other members of the community can stay in touch with the school. Students can keep abreast of coursework from outside of the school and while parents can monitor their children’s progress or communicate with teachers from home. People in the community can also use the school as a centre for continued learning.

THE PROGRESS OF SMART SCHOOL HAVE BEEN MADE SO FAR.

          

In June 2010, smart technologies have announced the SMART classroom suite 2010 interactive learning software. SMART classroom offers an integrated solution that enables teacher to easily manage and assess the entire class while addressing the needs of individuals’ students. This is because we know that each students have their own learning style. So, they need a variety of materials to maximize their learning potential. This software will combine the classroom management, assessment, lesson creation and assignment tools in one offering. So, this software will facilitate the teachers to teach, encourage and motivate their students. The latest version of SMART Classroom suite features a number of upgrades including improved wireless capability, greater support for formative assessment and enhancement to teacher tools.

CHALLENGES CONCERNING THE IMPLEMENTATION OF THE SMART SCHOOL CONCEPT

1(1)   PARENTS NEEDS TO INCREASE PARTICIPATION IN EDUCATIONAL PROCESSES

Parents should plays an important roles in the Smart School development. There is the need to increase the participation of parents in educational processes such as teaching-learning, development of educational materials, assessment and many more.  Parents can be educational resources, and get benefit for themselves as their own learning needs become a life-long effort. With the support from the parents, students will be more motivated and this will lead to student’s delightful performance. Parents should take part in student’s education and make sure the students get exactly what the Smart School can give.

The roles and responsibility of Smart School parents must be widely acknowledged and accepted, in order for parents to assume a much stronger role in the Smart School education process. Parents’ takes personal charge of children’s learning experiences. They can guide, motivate and counsel their children on the Smart School way of teaching and learning. Every student have different ability on learning something new like the Smart School progress which most of the teaching and learning using the technology tools. Parents also have to be familiar with the technology so the children can talk comfortably about it with their parents. If the parents know zero about the technology so, there is a gap between the parents and their children. The skills and knowledge needed by the parents like ability to access school public database to know their children’s result.

There are many possible strategies for the parents like National campaign on parents in Smart School, briefing on Smart School educational process, learning basic IT skill training at school level and doing school tours or exhibition of the technology available in school. Most of the activities provided to give the parents knowledge on today’s technology where their children are very familiar to it. Other than the above techniques, there are also parent’s support group monthly meeting and IT camps at school for the parents. From the meeting, parents among parents can discuss the problem with each other and together solve the problem. This is done for the children’s future.

((2)   TEACHER NEED MORE TRAINING ON ICT PROGRAMS THAN THE STUDENTS

One of the challenges of implementation of Smart School is teacher need more training on ICT programs than the students. This training is done in order to achieve Smart School mission. Besides, we know that teacher plays an important role in school as primary deliverer of Smart School teaching.  These teachers will need intensive training on information technology skill and technology integration into classroom instructions to enhance thinking and creativity.  It is important to ensure teachers capability to deliver their curriculum. This training allows the teacher to explore a wide variety of areas and strategies. Besides that, a continuous learning is also necessary for teachers to develop their professional practices and in order to be confident to keep in touch with technology. Moreover, teachers also need to have ICT skills, thinking skill, educational values and language proficiency. This is because teacher responsible to plan and prepare learning activities, manage technology enriched environment, deliver effective instruction and handle professional tasks. In addition, Smart School principals will also need to go through an intensive management training course to equip them to manage the new facilities, technologies and method to be used in Smart Schools. ICT facilities are accessible for the school members even when the school is not in session, the students are able to explore their studies at all the time.

(3)   SMART SCHOOL STAFF DEVELOPMENT

The next challenge to make the smart school implementation successful is not only students and teachers cooperation but also the staff school must gets involved. Staff are the school clerks, typists and office boy which also known as despatch boy. Cooperation of clerical staff very important to ensure the Smart School management works smoothly and systematic. Clerical staff must have qualification academic like have IT knowledge which can gives easier to them to complete all documents and works in Smart School. In addition, to give easier, clerical staff can also be introduce to basic IT skills such as word processing and spreadsheet applications. This is because in Smart School, all tasks such as school finances, school communications and school inventories must be accomplished with the aid of technology. So, all members of clerical staff would need to know and understand how this office management is done. Most important thing is the clerical staffs must have right attitude. Although like not necessary but if the clerical staff is lazy, wasting time which spend for chatting and etc, no wonder if expert in IT also did not help the implementation Smart School successful

CHALLENGES AND ISSUES IN ICT APPLICATIONS

              

The teachers can improve their ICT skills by attending courses, get use to ICT equipments and applications and learn from the experience teachers. As we know, the requirement of teachers which experts in handling equipment or ICT application increases as the smart school interact with multimedia learning which equipped with school resource centre, computer laboratory, classroom and school access centre. Nowadays, era of information and communication technology (ICT) are increase rapidly, so it is become part and parcel in the process of teaching and learning in schools. So, to fulfill this requirement, the teacher must improve their skills in ICT by attending courses that are conduct by government. Teachers must also get used to ICT equipment and applications. Examples of ICT equipment that usually use in the classroom is LCD projector and OHP .So , the teachers must be able to set up these projector. Besides that, teachers should also know to apply the application of ICT to their students, such as word processor, spreadsheet, database and presentation. In order to excel in ICT , the teachers can also learn from experience teachers. They can gain more knowledge about handling the ICT equipment and learn more on how to apply the application in ICT.

Government should plays their important roles in order to improve the ICT facilities especially for students in the rural area. First, the government should provide the IT centre. As we know, these students have faced a lot of problems to practice their ICT skills. This is because, the teacher only teach students on how to use computer at school. The students may be excellence during that session but when they come back to home, they do not have chances to practice what they have learnt at school. This situation happened because students in rural area not afford to have computer at home. So, by providing the IT centre, they can practice their skill there. Besides, government have to provide the internet access and notebooks for students in rural area. By this way, students can search many information and increase their knowledge at home without going anywhere and this can save their  time. Then, they also can have online discussion to solve any problems that they faced in subjects at school.

It is necessary for student to have freedom to explore the computer function but always under the supervision of teacher. They must get familiar with the computer and application in it. Teacher also should taught student on how to find the correct and accurate information from reliable source. School also play a major role to achieve teaching and learning in ICT. School should provide computer facilities for student use and must be regularly maintained. Other than that, school should organize a program like ‘Literacy Computer Day’ to increase the student awareness and interest in ICT and also give flexibility for students to use computer in the computer laboratory outside school hours. From parent side, they should give full support in everything that teacher and school plan to achieve teaching and learning in ICT. Parents can also send their children to computer class. For parents who are afforded to buy computer and internet service, they are advice to do so. This is because, their children can practise what they had learned at school when they at home but supervision from parents is still required

RESUME

PERSONAL INFORMATION :

Name              : Ayu Nadia Binti Mohd Zahid

Sex                 :Female

Race               :Malay

Religion          :Islam

Date of birth   :18 Jun 1991

Place of Birth  :Kg Kubang Kekura , Kuala Terengganu

Address        : 343, Jalan Manggis, Felda Kerteh 4, 23300, Ketengah Jaya,  Dungun, Terengganu

Email              : ayunad91@yahoo.com

EDUCATION BACKGROUND :

Primary school :

·        Sekolah Kebangsaan Felda Kerteh 1  (1998-2000)

·        Sekolah Kebangsaan Kampung Baru Rasau Kerteh 5 (2001-2003)

Secondary school :

·        Sekolah Menengah Kebangsaan Ketengah Jaya (2004-2008)

Pra- University :

·        Pahang Matriculation College (2009-2010)

University :

·        University Pendidikan Sultan Idris  (2010-now)

COCURICULUM ACTIVITIES :

·        Nasyid Competition (2004)

·        Debate Competition (2007)

·        Poem Competition (2007)

·        Marching Competition (2004, 2007)

·        President of Pandu Puteri (2008)

·        Head Prefect Assistant (Girl) (2008)

SKILLS :

·        Can speak in Malay and English language

·        Can write in Malay and English Language

·        Can use Microsoft Word, Microsoft Excel, Microsoft Power Point, Microsoft Publisher for computer skills

My Teaching Philosophy

My teaching philosophy is to fulfill the students achievement in mental, physical, spiritual and emotional. This is required to produce the best future leader in our future soon. Since our country is rapidly developed so we need them to develop harmony, and developing country. So I will force myself to teach them right well so that they can excel in their life.