POSTGRADUATE DIPLOMA IN TEACHING

SEMESTER SEPTEMBER 2020

HPGD 3203

EMERGING TECHNOLOGIES FOR TEACHING AND LEARNING

NAME : MUHAMMAD FAKHRUL NAJMI

BIN JAAFAR
MATRICULATION NO. :
IDENTITY CARD NO. :
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LEARNING CENTER :
 CONTENTS PAGES
QUESTION 1 1
I. INTRODUCTION 2
II. FUNCTIONS AND FEATURES 3
III. PLANNED ACTIVITIES USING LMS 5-11
IV. JUSTIFICATION OF USING LMS 12-14
QUESTION 2 10
V. YOUTUBE, FUNCTIONS AND BENEFITS FOR TEACHERS 15-20
VI. TEACHING LESSON PLANS USING YOUTUBE & REFLECTION 20-27
VII. CONCLUSION 28-29
VIII. REFERENCES 30
QUESTION 1

I. INTRODUCTION

The tools utilized in learning processes are in a nonstop state of motion. One of the main

changes in the utilization of Information and Communications Technologies (ICTs) to

educational settings. This provides elective approaches to do learning activities, new learning

services, the possibility to use new kinds of contents and activities, etc. However, ICTs have not

given the same number of favourable circumstances as they expected to. Thus, there are

necessary to change. In this context, Web 2.0, offers an alternative method to understand the

Web, in which the user in the middle of it. Users can cooperate to characterize the contents.

Additionally, it applies this idea in technology-mediated learning, yet there are significant issues

when one attempts to incorporate such tools and concepts with existing systems. Thus, web 2.0

tools can be integrated into learning activities and their effect on the educational procedure.

Web 2.0 tools have changed the way people interact (Anderson, 2007) offering a wealth

of learning opportunities for students. Indeed, Web 2.0 which centres on the idea of collective

intelligence, changed the role of the World Wide Web; it is not only a way to bring information

anymore, rather it has been configured around activities of people. Typical features of Web 2.0

tools are the participatory characteristics, mutual contribution, content and resource sharing,

users’ active role and interaction resulting in the development of online social communities. In

that way, it seems that we are destined to be residents, and not visitors, with technologies (White,

2009).

Meanwhile, learning management system (LMS) is a software used to deliver, track and

manage training and education, for example, tracking attendance, deadlines for tasks, and student

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progress. Educators can post announcements, grade assignments, review course activities, and

take part in class discussions. Students can submit their assignments, read and answer discussion

questions, and take quizzes. An LMS can allow allowed teachers, administrators, students, and

stakeholders (such as parents if appropriate) to track various PDP metrics.

An LMS organizes content in one place for easy access and foolproof storage, among

other benefits. Learners can typically access it on desktops or their phones and tablets, and they

can make progress individually, at their own speed. This makes learning management systems

excellent for personalized learning, and they help with assessing student performance. Teachers

can more easily identify and support students who are struggling and let those who have already

grasped the concept move ahead for more of a challenge.

II. FEATURES AND FUNCTIONS OF LMS AND WEB 2.0 TOOLS TO

ENCOURAGE TEACHING AND LEARNING

For this question, I choose Google Classroom. For some experts, Google Classroom can

be considered as a learning management system (LMS) and web 2.0 tool. Google Classroom is a

free web service developed by Google for schools that aims to simplify creating, distributing,

and grading assignments. The sole purpose of Google Classroom is to streamline the process of

sharing files between teachers and students and it is estimated between 40 to 100 million users

use Google Classroom around the world. In addition, Google describes Google Classroom as

"mission control for your classroom," and this might be the easiest way to think about it.

Furthermore, Google Classroom is Google Apps version of a learning management system

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(LMS). An LMS can regularly be overwhelming, or a foreign language, to teachers. Many do

not have the opportunity to build their own website, however, they are keen on working digitally

in the classroom. Google Classroom is the solution. So, by utilizing this application, the teacher

provides an access code to students in the class, making this a private and secure website.

In this digital classroom, the educator will post current video or video recordings, links

and activities for students to connect with or complete their assignment or work. Students will

then participate in content discussions while the teacher observes and contributes input. As a

result, any task posted on the web will be created as a folder on each student's Google Drive

(digital notebook) with the appropriate task bearings and the due date.

Students and teachers alike are now easily coordinated, while assignment turn-in can be

achieved by clicking a button. The instructor may also easily give valuable feedback to the

student to focus on the assignment (such an overlooked and often impossible prospect at the

time-constrained classroom). This is just a surface-level look at Google Classroom, but the

possibilities are impressive and exciting. Students can do this from anywhere on any device,

while real learning, debate and collaboration can take place at any time. Simply put, it's a forum

that incorporates the Google G Suite tools for teachers and students. It also serves as a digital

organizer where teachers can store class materials and share them with students on paper. From

there you can pick the features that you want to add. This flexibility, and its seamless integration

with Google's common software, is likely to make Google Classroom one of today's most

commonly used Ed-tech tools.

This Learning Managemen System (LMS) can be integrated with other web 2.0 tools

such as Google Drive for upload and keep files such as Microsoft word, excel and powerpoint as

well as .pdf documents, YouTube for view videos by share link, and also Google Meet which

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teachers and students can interacted with each other via webcam. This can be done if both

teachers and students have their own internet.

Thus, Google Classroom is the result of Google bundling Google Calendar, Google

Drive, Gmail, and other services into something simpler for teachers to use. Google Classroom

has its own features. Those best features are: -

 Create announcement

This section is used for announcing any kind of update about the class. You can

upload files, Google Drive, videos and web links as class materials as well.

 Create assignment

This is the most important feature of Google Classroom. Here you can post an

assignment which students are to submit within due time. Similar to the

announcement section you can upload files, Google Drive, videos and web links.

Students can see their assignment in the class “Stream”. They can download the

materials and complete their assignments. On the top right, they will see three

boxes (Turn In, Comments, and Share). They have select “Turn In”. Then a

window will appear to ask them to confirm. They have to click on the blue box

labelled “Turn In” to confirm their submission. As a teacher, you will receive an

email notification of the submission of the assignment. You will be able to check

all the assignments and grade them. Finally, you can return the assignments with

your feedbacks and grades.

 Create question

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 This section is very effective to create question for and discuss answers with

students. Here students can edit their answers and reply to each other if the

teacher permits.

 Reuse post

In this section teacher can reuse any important post (announcement, assignment or

question) that used earlier in this classroom or another.

 Live Classes

This year, Google Classroom has a new feature that allows teachers to take real-

time classes remotely via Google Meet. Teachers can add up to 250 people to the

Hangout call, and about 1,000,000 people can live-stream. These meetings or

lectures can also be registered so that students who have missed a live session can

watch them later (Google Classroom, 2020).

III. PLANNED ACTIVITIES USING GOOGLE CLASSROOM

Creating Assignments and Quiz

 Teachers can plan activity such as creating assignments and quiz in Google

Classroom. In addition, it gives educators the ability to create and assign work to the

students, all without having to print anything. Questions, essays, worksheets, and

readings can all be distributed online and made easily available to your class. So, I

planned on creating homework or assignment for my class on the Environmental

Science subject. This is how I planned my activities using Google Classroom: -

 Click the Plus icon in the top-right corner and select Create class.

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 Then, fill out all of the necessary information, then click Create.

 Whenever you want to create new assignments, questions, or material, you'll need to

navigate to the Classwork tab.

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 In this tab, I can create assignments and view all current and past assignments. To

create an assignment, click the Create button, then select Assignment. I can also

select Question if I like to pose a single question to your students, or Material if you

simply want to post a reading, visual, or other supplementary material.

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 This will bring up the Assignment form. Google Classroom offers considerable

flexibility and options when creating assignments. Click the buttons in the interactive

below to become familiar with the Assignment form.

 Once you've completed the form and clicked Assign, my students will receive an

email notification letting them know about the assignment.

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 From the Classwork tab, I can click the calendar icon to pull this up and get a better

overall view of the timeline for my homework’ or assignments' due dates.

 I can also use Google Docs with assignments. When creating an assignment, there

may often be times when you want to attach a document from Google Docs.

These can be helpful when providing lengthy instructions, study guides, and other

material. When attaching these types of files, you'll want to make sure to choose

the correct setting for how your students can interact with it. After attaching one

to an assignment, you'll find a drop-down menu with three options.

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 Besides that, I can create quiz in Google Classroom using one of the web 2.0 tool, Google

Forms. It is typically used to create surveys, sign-ups, feedback forms, and more. It also can be

used to create quizzes that you can easily incorporate into Google Classroom. There's a variety of

question types you can use to make your own quizzes, and they feature an array of customizable

settings.

 To create a quiz, you'll first need to create a basic form. We go over this in greater

detail in our lesson on creating simple forms, but we'll cover some of the basics

below. Navigate to the Google Forms homepage, then click the Blank icon.

 Before writing questions and answers for your quiz, you'll need to make some

changes to the form's settings. Click the Settings icon in the top-right corner.

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 Next, click the Quizzes tab and toggle the Make this a quiz switch. Turning this

on will make several quiz options available that allow you to choose how your

students will interact with your quiz.

 Click the buttons in the interactive below to learn more about the various quiz

settings.

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  Once I've chosen your desired settings, click Save. You can then name your quiz

and start writing your questions. For more information on creating form

questions, review our lesson on creating simple forms.

Google Meet

Google Classroom has been added the ability to enable Google Meet for elearning

purpose between teachers and educators. By planning using Google Meet for learning activity, it

has lots of benefits: -

o It gives that personal connection that’s missing from face-to-face class time.

o Helps teachers to communicate students more clearly with facial expressions,

body language and intonation.

o Quick and easy. Pushing record and talking can be much quicker than other forms

of communication.

o It’s a great creative outlet by putting creative touches on a video is easy with

many platforms.

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IV. JUSTIFICATION

Google Classroom indeed help teachers and myself a lot. Teachers can easily create

online classes to complement the other classes they conduct. They can share learning materials

with their students and they can view it and downloaded conveniently. In addition, educators can

create online assignments and also track students’ progress and performance in the assignments.

Other than that, it also gives benefits to teachers such as: -

 Ease of use and access to materials

This application is easier to use for teachers. It is quick and convenient set up, easy to log

in, easy to receive and turn in assignments. Google Classroom’s design purposefully simplifies

the instructional interface and options used for delivering and tracking assignments;

communication with the entire course or individuals is also simplified through announcements,

email, and push notifications (Janzen, 2014). Apart from that, because everything is posted

online, Google Classroom gives students access to materials wherever they are. The days of

missing rubrics or worksheets are gone. Students who are missing can easily access classroom

resources from home if necessary – this can really help to save both you and your students a lot

of stress in the long run. In addition, this method can be accessed from all laptops, smart phones

and tablets.

 No Lost Work

This LMS can save any materials by integrating to the web tool such as Google Drive. By

that, teachers and students cannot lose work if they don’t physically have it in their presence.

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Since they are usually working in Google Drive, everything saves automatically and excuses

dwindle. With a few short lessons concerning how to properly use these online tools, students

can experience more success in getting organized (Crawford, 2015). Other than that, it also can

reuse assignments, tests or other course content in future classes as well as adding, share and

view content to assignments, such as video, PDFs, Google Docs or Google Forms. In addition,

teachers can also create assignments using learning materials such as YouTube videos, Google

Form surveys, or PDF drives. All students or individual students may be assigned assignments.

Teachers may either make an assignment or schedule an assignment for a specific day

immediately.

 Paperless

Before this, all the classroom lesson educator had to plan the lesson and use papers for

notes and modules for learning and it is a waste of time and money for them (Keeler, 2014).

When used to run an entire class, Google Classroom can virtually get rid of paper consumption.

As long as students have access to the internet, all classwork can be handled online. This means

no copies and ultimately less money for your district.

 Exposure to an Online Learning Platform

Today, many schools and colleges require students to take at least one online class during

a lesson for secondary-level students or the course of their work for college students.

Unfortunately, many students have never had any experience with online education. That is why

the educators really want to make sure to give the students as much exposure to it as possible at a

young age. Google Classroom is an easy way to help students with this transition because it is

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super user-friendly, making it a great intro to technology. So, by exposing the online learning on

Google Classroom that it allows for streamlined feedback and online collaboration as well as

boosts the social learning aspect of online education, enabling learners to benefit from the

experience and skills of their peers (Janzen, 2014). In addition, it allows the teacher to design

digital team-based learning activities. Teachers should invite students to answer question-driven

discussions and to respond to classmates. Google Docs comments allow for a two-way debate, as

teachers can give feedback to students, which is a great way to keep students interested,

especially when you can't see them. Teachers can handle debates by deciding to silence some of

the individual students from sharing or commenting.

 Free and saves time

The Google Classroom itself is not inherently open to learners without admission to an

educational institution. But everyone can access all the other tools, such as Drive, Docs,

Spreadsheets, Slides, etc., simply by signing up for a Google account. Furthermore, Google

classroom is also designed to save time. It incorporates and automates the use of other Google

applications, including docs, slides and spreadsheets, and simplifies and streamlines the process

of managing document delivery, grading, formative evaluation, and input (Iftakhar, 2016).

To summarise, Google Classroom links educators with students, makes it simple to create

an online class and invite learners, enables educators to distribute assignments, facilitates

conversations between students and instructors, allows educators to review and grade

assignments, and enables students to view class materials, documents, and assignments in one

place.

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QUESTION 2

V. YOUTUBE, FUNCTIONS AND BENEFITS

YouTube is one of the web 2.0 tools that be used everyday by users around the world

which include teachers and students in the education sector. In short, YouTube is one of the most

popular services of Web2.0 on the internet, having tutorials for many subjects and hence widely

used by the Learners.

Other than that, YouTube is one of the most popular Web 2.0 online services. Tutorial

videos for a wide range of subjects and therefore frequently used by Teachers around the world.

According to Gayle (2013), YouTube has a large number of 'Web2.0' videos with a variety of

content, such as Web 2.0 Definition, Web 2.0 Tools, Web 2.0 Application, Web 2.0 Case Study,

etc., which are quite common among people as reflected in the Study. YouTube is also a strong

source of knowledge for learning Web 2.0.

The features and functions of YouTube Channel are: -

 Users can search for and watch videos

 Create a personal YouTube channel

 Upload videos to your channel

 Like/Comment/share other YouTube videos

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  Users can subscribe/follow other YouTube channels and users

 Create playlists to organize videos and group videos together

Educators can teach the students by creating a YouTube channel to educate them. After

creating it, educators will upload the teaching materials such as teaching videos on the channel.

Next, educators will advise or tell the students to subscribe to the educators’ channel to learn

more about the topics learn after school, tuition or even during online classes. YouTube is a part

of eLearning which give more benefits for educators and students to gain more knowledge. The

reasons are: -

1. It is really easy to integrate.

Adding YouTube videos to the eLearning course is a quick thing, considering the variety

of writing resources and learning management systems out there. Educators may use

YouTube videos to introduce a subject, clarify an online activity, inspire your learners, or

simply cover the information suggested in your eLearning course.

2. It can be used to create an eLearning community.

Everyone has a voice on YouTube, as you've probably seen for yourself. Using it as a

social learning platform gives you the ability to create a powerful eLearning community

where everyone can comment, contribute and share their thoughts and ideas.

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3. It generates and promotes online discussion.

E - learning videos are effective analyze facilitators. After viewing the video, teachers or

educators can encourage online discussion by asking students to add their personal views;

what did they like about the video? Was there anything they didn't understand about?

How did your eLearning video relate to your personal experiences and feelings? You can

ask them to share or subscribe to other YouTube video references in order to broaden

online discussions, as well as increase the level of interest and engagement by presenting

different opinions.

4. It is ideal for mobile learning.

Uploading eLearning content to YouTube makes it available on the YouTube network,

which describes how learners can access and view it anywhere and anywhere via their

smartphones, tablets and small laptops used in mobile learning. No matter how small the

computer screen is you can use YouTube as a forum to scan online video tools, post

presentations, and invite learners to take part in their comments.

5. It allows for micro learning.

How about short, efficient instructional videos on YouTube? Using micro-learning

videos ensures that complex procedures and demonstrations of specific skills are

delivered in small quantities, which enhances the retention of knowledge. Furthermore,

because YouTube is available on all devices and allows your learners to watch longer

eLearning videos in short segments, your audience can watch videos whenever they like

and take their own time to absorb the information they offer.

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6. It encourages the development of note-taking skills.

Note-taking skills are essential for both students and staff, as the ability to interpret

information and concentrate on important topics helps to cope with the abundance of

information in the modern world. Using YouTube videos as part of your eLearning

course will allow your audience to improve their note-taking skills by watching,

rewinding and replaying YouTube video content until they have completely grasped the

meaning and key points. You can even create online assignments based on this, for

instance by asking your learners to describe in a few words what they have just seen on a

video in a specific time frame.

7. It enhances comprehension of complex concepts.

Some topics can be difficult to describe. According to Gayle (2013), by using YouTube

as a virtual library to support your eLearning content, by providing your learners with

links to their images, you can better explain complex concepts, procedures and ideas.

Videos are perfect for demonstrating steps and, particularly in corporate training, walking

the audience through a video clip process can be truly successful.

8. It allows learners to make their own YouTube videos.

Finally, asking your learners to be interested in video production as part of an online

community assignment will allow them not only to ensure that they can use the valuable

knowledge they have learned, but also to improve and strengthen their visual literacy and

creativity. Try providing them with specific instructions to know exactly what is required

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 of them, as well as the tools and resources needed. You can also use their YouTube

videos to facilitate the sharing of feedback between your learners, which encourages

dialogue and improves information retention.

Furthermore, YouTube is also a part of OER or Open Educational Resources. It is rather

different from open learning, which open learning includes both content and educational

services, such as particularly designed online materials, in-built learner support and assessment

(Adler,2008). OER has five core principles of open publishing according to Hilton (2010): -

 Re-use

The most basic level of openness. People are allowed to use all or part of the work for their own

purposes (for example, download an educational video to watch at a later time).

 Re-distribute

People can share the work with others (for example, send a digital article by-email to a

colleague).

 Revise

People can adapt, modify, translate, or change the work (for example, take a book written in

English and turn it into a Malay audio book).

 Re-mix

People can take two or more existing resources and combine them to create a new resource (for

example, take audio lectures from one course and combine them with slides from another course

to create a new derivative work).

 Retain

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No digital rights management restrictions (DRM) which the content is yours to keep, whether

you’re the author, an instructor using the material, or a student.

So, users of OER though need to check with the actual license for re-use, because

sometimes there are limitations, as with this book, which for commercial reasons it cannot be

reproduced without permission. For example, it cannot be turned into a book for profit by a

commercial publisher, at least without written permission from the author because it is to protect

your rights as an author of OER usually means publishing under a Creative Commons or other

open license.

VII. PLANNING LESSONS USING YOUTUBE

For this question, I’ve plan a lesson for my students by create my YouTube channel. My

lesson is based on subject for Form 1. The subject is Science KSSM Form 1 and the chapter is

Chapter 3, Coordination and Response. The topic for my lesson is Homeostasis. So, the link for

my YouTube channel is https://www.youtube.com/channel/UCwfZieqkVcFtG9Ri7shZqsQ .

After that, I upload the four OER videos in my YouTube Chanel playlist titled” Chapter 3:

Coordination and Response”. After I’ve created the playlist as well as upload the videos, each

video details I include the original YouTube video link.

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 By upload the videos, I can plan on teaching my students about Chapter 3: Coordination

and Response. The aim for my YouTube channel is to teach and explain to the students further

visually about Homeostasis, the systems involve with homeostasis in humans, animals and plants

and its importance in every living thing. The OER videos that I upload as for my Youtube

Channel are listed below: -

 Chapter 3: Coordination and Response - - https://www.youtube.com/watch?

v=tOQaVTqrqdQ

 Homeostasis in Plants - https://www.youtube.com/watch?v=24b8olSZ_gw

 Homeostasis in humans and animals - https://www.youtube.com/watch?

v=XDEp70uJOWQ

 Why Homeostasis is important? -

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 https://www.youtube.com/watch?v=PJU6OwexI3E

 Homeostasis and its Positive/Negative Feedback - https://www.youtube.com/watch?

v=0CkT4SwqPrU&list=PLCnvYykCCKb7dLf5xTJtR-mOUe60M5LCW

The aim of each video is stated below:

Video Aim of the video for

teaching lesson
Chapter 3: Coordination and Response - The aim is to explain

https://www.youtube.com/watch?v=tOQaVTqrqdQ further on chapter 3 to

students visually as well

as make students

understand why

Homeostasis is important

in our lives.
Homeostasis in Plants - https://www.youtube.com/watch? The aim is to explain

v=24b8olSZ_gw further visually on

Homeostasis in plants

and its process,

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 transpiration to students.
Homeostasis in humans and animals - The aim of this video is

https://www.youtube.com/watch?v=XDEp70uJOWQ to explain further about

the process of

homeostasis in humans

and animals.
Why homeostasis is important? – The aim of this video is

https://www.youtube.com/watch?v=MXkv0k3BJgE&t=2s to explain with examples

for students to understand

homeostasis is

maintaining a constant

internal environment.
Homeostasis and its positive/negative feedback – The aim of this video is

https://www.youtube.com/watch?v=0CkT4SwqPrU&t=64s explain further about

homeostasis with cartoon

visuals and learn how

homeostasis relates to

feedback in the human

body. This video gives

examples of negative

feedback (temperature

and blood glucose

regulation) and positive

feedback (events in

childbirth) so that

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 students can understand

the topic easier.

-

As usual, each video has to blending with 21st century skills which teachers must help

their students to develop specific work and life skills. Other than that. 21 st century skills are

essential for everyday living and by these skills, it will help students become successful later or

in their lives. So, I had planned the lesson by using Google Meet for online class with Year 9 –

Innovative students. : -

VII. LESSON PLAN AND REFLECTION

Lesson Plan (Incorporating Youtube)

Class : Year 9 – Innovative Topic : Homeostasis

Level : Secondary Skills : Listening, Observing, Analyzing

and Critical Thinking
Date/ : 2nd December 2020 / 10:00
Time am – 11:15 am

General objectives : To demonstrate on understanding of the concept of homeostasis

on humans, animals and plants.
Specific objective : Students are able to:
i. Communicate about homeostasis.
ii. Explain with examples the systems involved with
homeostasis in humans and animals

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 iii. Explain with examples the systems involved in plant
homeostasis.
iv. Appreciate the importance of homeostasis in humans and
living things.

Specific objective : By the end of the lesson, students are able to:
i. Describe homeostasis
ii. Describe and Differentiate the homeostasis process
between humans, animals and plants
iii. List down the importance of Homeostasis in life.

Previous knowledge : Photosynthesis

Moral Values : Independent and self-discipline
Thinking skills : Analyzing and observing
Teaching Material : YouTube videos, self-made slides, Laptop
Stage Teacher Activities Student Activities Teaching Class
Materials organisation
Set Induction  Teacher  Students to  Self-made Individual
( 5 min ) explains the listen Slides Seating
objectives to be attentively.
achieved in the
lesson.  Students answer
 Teacher ask the questions
students by given by
recall on what teacher.
did they learn
from previous
lesson posted
on Google
Classroom.
Explanation  Teacher plays  Students to  Self-made Individual
( 20 min ) a video watch the video Slides Seating
(Video 1) that and note all the
emphasises on terms.
Homeostasis,  Video 1:
the Chapter 3 –
homeostatic Coordination
control and
process on Response

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 humans and
animals and  Video 2:
transpiration Homeostasis
process on on Human
plants. and Animals

 Teacher calls  Student’s name  Video 3:

out 3 students that are being Homeostasis
one at a time called out are on plants
to describe the able to describe
homeostasis the homeostatic  Video 4: The
on human, process on Importance
animals and humans, of
plants. animals and Homeostasis
plants.

 Teacher plays  Student to

a video (video watch the video
2) that focuses and summarise
on how
homeostasis homeostatic
on humans control process
and animals occurred
and the describes.
homeostatic
control
process.

 Teacher plays  Students watch

a video the video and
(Video 3) that summarise how
focuses on transpiration
homeostasis process
on plants and occurred.
describes the
transpiration
process.

 Teacher plays  Students take

a video note on the
(Video 4) that importance of
focuses on the homeostasis
importance of and 3 volunteer
homeostasis students answer
and teacher on the

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 asks 3 importance of
students on is homeostasis.
it homeostasis
important in
our lives.

Practice and  Teacher posts a  Students watch  Video 5 – Individual

Presentation video (Video the videos and Homeostasis Seating
( 10 min) 5) and select draw each processes
two sequences homeostatic
of homeostasis process on
process on humans and
Google animals and
Classroom and transpiration
ask students to process on their
memorise the notes and
stages of the memorise the
both processes. stages.
Application  Teacher  Students to  Self-made Individual
( 20 min ) display 3 draw diagrams slides Seating
questions on on transpiration
homeostasis process as well
such as draw as answer 2
transpiration questions and
process, fill in show them via
the blanks on video in Google
homeostatic Meet.
control process
and structure
question.
Evaluation  Teacher  Students to ask Individual
(10 min) discusses the clarification for Seating
answers for the questions that
quiz they answered
 Teacher advise in quiz.
the student to
rewatch the
videos on
YouTube with
the links given
and ask them
feedback on
the topic.
Reflection : Observation:
Mathias, Mark and Jason need helped to describe the homeostasis and the
differences between

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 Evaluation:
Jason will be need to be explore more terms and description on this topic.

Short-term action:
Teacher posts videos and give students to comment on the topic lesson.

Long-term action
Teacher need to increase more student based on interaction during online
lesson and call out often the students’ name to answer the questions to
ensure that students finally understand the lesson of the topic.

VIII. CONCLUSION

Using YouTube in the classroom can be helpful for teachers and fun for students.

Students are often more engaged with visually stimulating activities and are more likely to

concentrate when watching videos rather than the teacher giving a lecture to the class.

Students love watching YouTube videos in their classroom, which often help improve

their listening comprehension and pronunciation skills as they imitate people talking in videos,

and teachers are able to spend more time concentrating on students instead of attempting to

describe complicated subjects. In relation to my own experiences with using YouTube as an

educational method in the classroom I believe that it can be used to develop each one of the

language skills; Listening, Speaking, Writing and Reading.

First of all, I will have students decide on a subject that is of interest to them to ensure

that the video is engaging and attracts their attention. Before the lesson, it's best to review and

look for instructional short videos that are age and level relevant.

It is best to show the video a few times, to ensure everyone understands it with complex

vocabulary to be written on the board for students to take notes. Quiz sheets, which have been

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prepared previously, can be handed out after the video has been played and students can work in

pairs or groups to answer the questions based on the video.

Motivation is one of the most significant factors in assessing the effectiveness of teaching

and learning in any specific subject of science. Film and TV, particularly among younger

learners, is an essential part of everyday life, and getting them to the classroom can increase

motivation and make the learning process more enjoyable.

So, YouTube is just as beneficial for teachers as it provides them with variety and a range

of different teaching resources. Watching a short film, for example, can help follow up a debate,

a class discussion, and experiments.

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REFERENCES

 Adler, R. P. (2008). Minds on fire: Open education, the long tail, and learning 2.0.

Educause review, 43(1), 16

 Crawford,.A.R. (2015).Google Classroom. Retrieved from acrawf41.weebly.com/…

3/7/ a- crawford_emerging technology

 Gayle, P. (2013):”YouTube: An Effective Web 2.0 Informing Channel for Health

Education to Prevent STDs” , Informing Science: the International Journal of an

Emerging Transdiscipline. 2013; 16.

 Iftakhar, S. (2016) "Google classroom: What works and how"? Journal of Education

and Social Sciences, 2016 (3): 12-18.

 Janzen, M. (2014) Hot Team :Google Classroom. Retrieved from

tlt.psu.edu/2014/12/04/hot-team-google- classroom

 Keeler, A. (2014). "15 More things you can do with Google Classroom". Retrieved

from http://www.alicekeeler.com/teachertech/2014/09/22/15-more-things-you-can-

do-with-google-classroom/

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