24 AUGUST 2010

Today is the sixth day for the class PMEY3104 Integration of Technology in Primary Science Teaching. Professor Dr.Rohaida Mohd. Saat introduce and discuss with us about:




 Web 1.0


 Web 2.0


 Blog


 Wiki


 Social Networking


 Media Sharing








WEB 1.0


I realize that, Web 1.0 (1991-2003) is a retronym that refers to the state of the World Wide Web, and any website design style used before the advent of the Web 2.0 phenomenon. Web 1.0 began with the release of the WWW to the public in 1991, and is the general term that has been created to describe the Web before the "bursting of the Dot-com bubble" in 2001. Moreover, since 2004, Web 2.0 has been the term used to describe the current web design, business models and branding methods of sites on the World Wide Web.It is easiest to formulate a sense of the term Web 1.0 when it is used in relation to the term Web 2.0, to compare the two and offer examples of each.

Link:
http://en.wikipedia.org/wiki/Web_1.0











WEB 2.0


To be honest, I am not sure what is web 2.0. As I Google, the term Web 2.0 is commonly associated with web applications that facilitate interactive information sharing, interoperability, user-centered design, and collaboration on the World Wide Web. A Web 2.0 site gives its users the free choice to interact or collaborate with each other in a social media dialogue as creators (prosumer) of user-generated content in a virtual community, in contrast to websites where users (consumer) are limited to the passive viewing of content that was created for them. Examples of Web 2.0 include social-networking sites, blogs, wikis, video-sharing sites, hosted services, web applications, mashups and folksonomies.




Links:

http://www.techsoup.org/toolkits/web2/

http://oreilly.com/web2/archive/what-is-web-20.html



Comparison between Web 1.0 and Web 2.0 applications:









1. BLOG






Blog, is so familiar with me. A blog a blend of the term "web log" is a type of website or part of a website. Blogs are usually maintained by an individual with regular entries of commentary, descriptions of events, or other material such as graphics or video. Entries are commonly displayed in reverse-chronological order. "Blog" can also be used as a verb, meaning to maintain or add content to a blog.Most blogs are interactive, allowing visitors to leave comments and even message each other via widgets on the blogs and it is this interactivity that distinguishes them from other static websites.


Many blogs provide commentary or news on a particular subject; others function as more personal online diaries. A typical blog combines text, images, and links to other blogs, Web pages, and other media related to its topic. The ability of readers to leave comments in an interactive format is an important part of many blogs. Most blogs are primarily textual, although some focus on art (Art blog), photographs (photoblog), videos (Video blogging), music (MP3 blog), and audio (podcasting). Microblogging is another type of blogging, featuring very short posts.



Teacher can manipulate Blog for father discussion and can be potential as tool for online forum regarding science learning.
Examples of Blog




Travel and Food Blog
http://kampungboycitygal.com/


Blog about education in Malaysia.
http://educationmalaysia.blogspot.com/


Video Blog:
http://charliemcdonnell.com/


http://danielzainphotography.blogspot.com/on


http://scienceblog.com/ fres/com




Education Blog:
http://oit.montclair.edu/documentationpdf/what_is_blog.pdf










2.0 WIKI






I also get to know more details about wiki. The name "Wiki" was chosen by Ward Cunningham - - the creator of the first Wiki. It isa shortened form of "wiki- wiki", the Hawaiian word for quick. A wiki is a web site that is generally editable by anyone with a computer, a web browser, and an internet connection. Wikis use a quick and easy syntax to allow users to apply formatting to text and create links between pages. This simple formatting syntax means that authors no longer need to learn the complexities of HTML to create content on the web. The main strength of a wiki is that it gives people the ability to work collaboratively on the same document. The only software you need is an Internet browser. Consequently, wikis are used for a variety of purposes. If you make a mistake, it's easy to revert back to an earlier version of the document.





Link:

http://wikieducator.org/images/3/34/Newbie_Tut1.pdf


I think it will be practical for teacher to use Wiki as a medium for discussion regarding science.



Examples of Wiki Links


http://educationalwikis.wikispaces.com/


http://www.sd34wikis.com/


https://sites.google.com/?pli=1



Videos

Video 1: How to build an educational wikis:
http://www.youtube.com/watch?v=7q90qzQnfsI


Video 2: Using wikis in class

http://www.youtube.com/watch?v=KZfJoUsQqjk



3.0 SOCIAL NETWORKING



What is Social Networking? I would say it's the way the 21st century communicates today. Want to know what it really means? Social networking is the grouping of individuals into specific groups, like small rural communities or a neighborhood subdivision, if you will. Although social networking is possible in person, especially in the workplace, universities, and high schools, it is most popular online. This is because unlike most high schools, colleges, or workplaces, the internet is filled with millions of individuals who are looking to meet other people, to gather and share first-hand information and experiences about golfing, gardening, raising Schnauzers, developing friendships or professional alliances, finding employment, business-to-business marketing and even groups sharing information about the end of the Mayan calendar and the Great Shift to arrive December 21-2012. The topics and interests are as varied and rich as the story of our world.




Since most students may have social networking, teacher can post links that related to science studies so that they can read on more about science concepts. Teacher also can use social networking as a medium for students share their difficulties in learning science.
Link:
http://www.whatissocialnetworking.com/


Examples of Social Networking

http://www.facebook.com/home.php?

http://www.friendster.com/

http://www.myspace.com/


Social Networking websites' ranking:



http://social-networking-websites-review.toptenreviews.com/







4.0 MEDIA-SHARING








Media sharing occurs through online social networks and digital communities with a comprehensive platform and diversified interfaces to aggregate, upload, compress, host and distribute images, text, applications, videos, audio, games and new media. It is the interactive process of sending via email, instant message, text message, posting or linking to media on a website or blog and other methods of sharing media to a targeted audience. As media is shared it takes on a variety of different contexts and meanings. The same video posted on YouTube and on Digg will generate different communication outcomes as the same video being sent to a family member and a college buddy. Social commentary usually accompanies shared media. Media sharing sustains social networks, web based communities and other digitally supported relationships. It is a communication process that requires the participation of both the sender and receiver. Media sharing platforms that are most popular are user-friendly, highly accessible and include mobile devices such as cell phones, PDAs, computers, and home game consoles such as the PlayStation 3 and Xbox 360.

Link: http://en.wikipedia.org/wiki/Media_sharing





Teacher can download or upload videos or animation/pictures that related to science subject. This can be effective teaching aids that can boost student’s interest toward learning science.




Examples of Media-Sharing


www.4shared.com


www.youtube.com


www.digg.com


www.torrentz.com


www.media-sharing.com


www.photobucket.com


www.filehippo.com


www.fineden.com


www.jiwang.org


www.syok.org


www.oneclickmoviez.com










Today’s lesson made me realize that web 2.0 can be effective and practical tool to in teaching science too. For example, teacher can use Blog to post news, activities or links that related with science subject. This is not only interactive but would be fun as students can even learn science concepts even at home. It is hope that, teacher can manipulate web 2.0 specifically blog, media sharing, social network and wikis as a medium for learning science.

17 AUGUST 2010

Today is the fifth day for the class PMEY3104 Integration of Technology in Primary Science Teaching. Professor Dr.Rohaida Mohd. Saat bring us to Physic laboratory. Then, she introduces to some equipment of MBL-computer-based laboratory. The microcomputer-based laboratory utilizes a computer, a data collection interface, electronic probes, and graphing software, allowing students to collect, graph, and analyse data in real-time. This real-time atmosphere allows us to and process important details in each experiment. It also includes cable and powerful Windows program for WIN 98, XP, Vista. It offers:



 Data logging


 Text display


 Pie chart display



 Chart display



 Data recorder high/low limit


 Data query



 Text report


 Chart report


Moreover, Data files can be converted to Excel files. Sampling time can be adjusted from 1 to 3,600 seconds. (More info: http://www.lessemf.com/dcgauss.html).



DATA LOGGER



The most important equipment is data logger. So, what is data logger? The following are some information about data logger:


 A data logger (also datalogger or data recorder) is an electronic device that records data over time or in relation to location either with a built in instrument or sensor or via external instruments and sensors. Increasingly, but not entirely, they are based on a digital processor (or computer).



 They generally are small, battery powered, portable, and equipped with a microprocessor, internal memory for data storage, and sensors. Some data loggers interface with a personal computer and utilize software to activate the data logger and view and analyze the collected data, while others have a local interface device (keypad, LCD) and can be used as a stand-alone device.


 Data loggers vary between general purpose types for a range of measurement applications to very specific devices for measuring in one environment or application type only.




 It is common for general purpose types to be programmable; however, many remain as static machines with only a limited number or no changeable parameters. Electronic dataloggers have replaced chart recorders in many applications.



 One of the primary benefits of using data loggers is the ability to automatically collect data on a 24-hour basis. Upon activation, data loggers are typically deployed and left unattended to measure and record information for the duration of the monitoring period.




 This allows for a comprehensive, accurate picture of the environmental conditions being monitored, such as air temperature and relative humidity.



 The cost of data loggers has been declining over the years as technology improves and costs are reduced. Simple single channel data loggers cost as little as $25. More complicated loggers may costs hundreds or thousands of dollars.






We are assigned in a group by Professor Dr.Rohaida Mohd. Saat to carry out an experiment by using a device to measure the magnetic fields (Gauss). After we have carry out the experiment we discuss about advantages and disadvantage the practicality of this device in Malaysian science classroom context.




ADVANTAGES



 The tool can be used effectively to collect, analyse and display data in the form of graphs and charts, showing relationships that change as the values of the variables change.


 Data can be stored in computer’s memory.




 Students’ ability to interpret graphs is improved.




 It saves time if the lesson is aimed to finish in a very limited time.





 It is suitable for independent learners that are very proficient in science.








DISADVANTAGES




 As data collected is transferred into graphs, the students might not be able to see the relationship between the diagram of the magnetic field and the graphs collected.




 It is not suitable for the primary school learners as they need to master the science process skills first.



 Even though, students of level 2 can grasp abstract concept, but in learning science, their scientific and manipulative skills are still developing at this time.




 The discourse used by the device is considered to be complex.


 The discourse used here is mainly in English. Primary school students have little vocabulary knowledge of the second language. So, some instructions can be considered to be too high.





CONLUSION



Primary school students should be taught the basic hands-on activity, so that they know on how real science (without technology) works. Secondary school students can be taught by integrating technology as they have the basic concept and this will be their ‘prior knowledge’ to construct new knowledge when technology is integrated.

10 AUGUST 2010

Today is the fourth day for the class PMEY3104 Integration of Technology in Primary Science Teaching. Professor Dr.Rohaida Mohd. Saat introduce to us 6 strategies of teaching science subject. The strategies include:

(1) MBL-computer-based laboratory


(2) Drill and Practice


(3) Tutorials


(4) Simulations


(5) Problem-solving


(6) Educational Games









I have gathered some insight about these strategies and some realizations along the discussion.




(1) MBL Computer-based laboratory










So, what is MBL? It is The microcomputer-based laboratory utilizes a computer, a data collection interface, electronic probes, and graphing software, allowing students to collect, graph, and analyze data in real-time. This real-time atmosphere allows students to attend to and process important details in each experiment.
I think the computer is a tool that is commonplace in real-world science labs and their use in the classroom allows students to conduct science in an authentic atmosphere. So, teacher can apply MBL in classroom.


I believe MBL is practical but it may not help students to develop their scientific skills. For example, students may not know how to use the real thermometer.
Some links that enhance my understanding about MBL:


Links:
http://teachers.oregon.k12.wi.us/fishwild/mbl.htm
http://www.ncsu.edu/sciencejunction/route/teachtech/teachmbl/index.html


(2)Drill and Practice





“Drill and practice "refers to the structured, repetitive review of previously learned concepts to a predetermined level of mastery."
Saskatchewan Education
(http://www.sasked.gov.sk.ca/docs/wellness/direct.html)


“A computer-assisted instruction technique in which a series of structured problems or exercises with immediate feedback to student responses is provided.”
(www.personal.psu.edu/bxb11/CBTGuide/Append/Gloss.htm)

In Malaysia, I notice that Government has included the method of drill and practice in MyCD. In MyCD, there some questions and when you click for an answer, there will be immediate response whether it is correct rot wrong. However, I find that it do not provide students the reason or explanation for the answer. This is disadvantage of the exercise. Student only knows the answer for example A or B. OR the C is wrong and D is correct.



Links:
http://www.saskschools.ca/curr_content/onlineteach/instructionalstrategies/directinstruction/drillpractice.htm



(3)Tutorials








There are many definitions of Tutorial:

“A tutorial is one method of transferring knowledge and may be used as a part of learning. More interactive and specific than a book or a lecture; a tutorial seeks to teach by example and supply the information to complete a certain task.”
(en.wikipedia.org/wiki/Tutorial)


“A self-paced learning exercise; a lesson prepared so that a student can learn at their own speed, at their convenience; Interactive class taught by a tutor to students at university or college, individually or in small groups; Of or pertaining to a tutor; belonging to, or exercised by, a tutor”
(en.wiktionary.org/wiki/tutorial)

To summarize this, tutorial is a method where teacher guide students their learning process. I think tutorial is effective strategy that teacher can implement in teaching science. This is because this will help them to learn in their own pace and try out the activities that consequently will make them independent learner.



I found out these links are useful for me in understanding more about tutorial:
Links:
http://my.gcu.edu/Academics/cla/Pages/TutorialsandStrategyGuides.aspx
http://www.lifescied.org/cgi/content/full/6/3/190


(4)Simulations


Simulation is the imitation of some real thing, state of affairs, or process. The act of simulating something generally entails representing certain key characteristics or behaviours of a selected physical or abstract system.


I think simulation is interesting. Teacher can show students videos, animation that explain the process or concept in an interesting and meaningful way.

However, I think teacher must take note that; we still have to explain after students have watched the simulations.


Some links that I find interesting simulations for science subject:

Links:
http://users.hal-pc.org/~clement/science.htm
http://www.csun.edu/science/software/simulations/simulations.html
http://www.informaworld.com/smpp/content~db=all~content=a746774279


(5)Problem-solving








"Problem solving is the essence of scientific investigations. Students are given a problem or they identify a problem, then they follow the guidelines of problem based learning (PBL) to solve in the problem. As they follow the investigative process, they use the science process skills which are the methods and procedures of scientific investigation."

(Aug 24, 2008 David R. Wetzel)

I think problem-solving strategy is effective way to encourage students to be active learner in learning science.




The Problem Solving process consists of a sequence of sections that fit together depending on the type of problem to be solved. These are:

 Problem Definition.

 Problem Analysis.

 Generating possible Solutions.

 Analyzing the Solutions.

 Selecting the best Solution(s).

 Planning the next course of action (Next Steps)


Thus, teacher can set some questions that require them to solve the problem. This indirectly will make them to think and apply what they have learnt in solving the problem.


However, I think teacher should not frequently give problem-solving activities/questions as it can make students stress and tried to find out the solutions. Thus, I realize I should be creative in designing activities that captivate their interest.

Some links that related with problem-solving:


Links:
http://teachertipstraining.suite101.com/article.cfm/problem_solving_and_science_process_skills
http://www.ericdigests.org/pre-9212/problem.htm
http://www.1000ventures.com/business_guide/crosscuttings/problem_solving.html
http://asa3.org/ASA/education/think/methods.htm





(6) Educational Games.




Educational games are games that have been specifically designed to teach people about a certain subject, expand concepts, reinforce development, understand an historical event or culture, or assist them in learning a skill as they play. They include board, card, and video games.

I think educational games are interesting and fun way of learning. Students able to 'play' and in the same time they able to pick up certain concepts/vocabulary that related with science subject.


Perhaps teacher may want to introduce online educational games as in the following links:
http://funschool.kaboose.com/arcade/science/
http://education.jlab.org/indexpages/elementgames.php
http://www.woodlands-junior.kent.sch.uk/Games/educational/



In conclusion, the strategies are effective in teaching science. I believe as future teacher I should use variety of strategies so that learning science will be fun!