Project Report

MOEIntel SchoolAdoption ProjectPhaseI

MinistryofEducation Malaysiaand IntelMalaysia

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Table of Contents

Page

Chapter One: Introduction Chapter Two: Background of Project Chapter Three: Project Timeline and Activities Chapter Four: Findings Chapter Five: Recommendations Appendix 1: Project Schools Appendix 2: Task Force: Terms of Reference Appendix 3: Evaluation Report Appendix 4: Principal Leadership Forum Appendix 5: IntelTeach Program Appendix 6: Classmate PC Training: Participants Appendix 7: Task Force Members and Others Appendix 8: Highlights of Promotion Events Appendix 9: Portals and Links

3 5 8 16 21 24 25 26 109 115 167 169 176 190

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Chapter 1 INTRODUCTION

SMART PARTNERSHIPS During the official launch of the Smart Partnership Program Towards Making All Schools Smart on 24th April 2007, the Minister of Education, Y.B. Datuk Seri Hishammuddin bin Tun Hussein stressed that the cooperation of agencies outside the Ministry of Education is a critical success factor in the implementation of the National Education Blueprint. The National Education Blueprint, which had been launched on 16th January 2007 by the Prime Minister of Malaysia, Y.A.B. Datuk Seri Abdullah Ahmad Badawi, specifically outlines the need to form smart partnerships with all stakeholders outside the Ministry of Education. This is in view of the fact that education is a broad and complex field close to the hearts of the community because it touches a variety of aspects of their lives. Smart partnerships become even more significant when the Ministry of Education has to settle problems and issues beyond the sphere of influence and expertise of the Ministry. The Ministry of Education views the smart

partnership program as a strategic win-win approach that enables schools to benefit from the latest technology support, contribution and expertise of the private sector. The cooperation of mega companies such as Intel and Microsoft, not only means contribution of infrastructure and software, but also the development of human capital through the training of teachers in the latest teaching and learning practices, such as project based learning, and the integration of effective technology in classroom learning. The spread of smart partnership projects in the form of long-term school adoption projects is encouraged so as to enable the private sector to effectively evaluate the impact of their contribution on students, teachers and schools.

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MOE-INTEL SCHOOL ADOPTION PROJECT The MOE-Intel School Adoption Project, a part of the Intel@World Ahead Program, is one of the initiatives under the Smart Partnership Program. The project is a joint collaboration between Intel and the Ministry of Education to showcase enhanced development of 21st century learning skills, with a focus on 1:1 e-learning. This is done by increasing computer access in school for students, providing teacher training to promote project based learning as well as principal training on ICT plan development and implementation. The project was planned as a two-phase project, with the results of Phase One guiding the implementation of Phase Two. This report is an account of Phase One of the MOE-Intel School Adoption Project. It explains the background of the project, describes the project timeline and activities carried out during the project, reveals the findings of an independent evaluation of the project, and makes recommendations for Phase Two of the project.

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Chapter 2 BACKGROUND OF PROJECT

EARLY BEGINNINGS In 2006, the Prime Minister of Malaysia, Y.A.B. Datuk Seri Abdullah Ahmad Badawi attended the 15th World Congress on Information Technology (WCIT 2006) in Austin, Texas, U.S.A. and was briefed on the Intel School Adoption Program. He expressed the hope that the involvement of Malaysian schools in this program be showcased in the 16th World Congress (WCIT 2008) that would be held in Kuala Lumpur, Malaysia in 2008. Intel submitted its School Adoption Program proposal, which sought to integrate all Intel education initiatives in Malaysia, to the Minister of Education, Y.B. Hishammuddin bin Tun Hussein on 9th November 2006. The first discussion between Intel representatives and the Ministry of Education Malaysia took place on 13th November 2006. The Ministry of

Education was represented by the Secretary-General of Education, Datuk Dr. Zulkurnain Hj. Awang, and officers from the various Divisions in the Ministry of Education. The Intel team was led by Ms Brenda Musilli, the Chairman of Intel Education. At this meeting, it was decided that the Educational Technology Division would take the role of lead agency on behalf of the Ministry of Education. Intel Electronics (Malaysia) and representatives from the various Divisions of the Ministry of Education met at the Educational Technology Division on 4th December 2006 to discuss the scope and content of the School Adoption Project and to prepare a Project Proposal Paper for the Educational Technology Division to present to the various Ministry Management Committees.

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The Project Proposal Paper was presented and approved by the Ministry of Educations Professional Matters Committee chaired by the Director-General of Education on 15th December 2006. The committee also agreed that the Educational Technology Division would act as the secretariat to the MOE-Intel School Adoption Project. The paper was also presented to the Ministrys

Educational Technology Advisory Committee on 27th December 2006, and the Ministrys Management Committee, chaired by the Secretary-General, on 28th December 2006. Both these committees concurred with the decisions of the Professional Matters Committee.

MEMORANDUM OF UNDERSTANDING A Memorandum of Understanding to cover both phases of the project and an Agreement for Phase One of the project was signed on 24th April 2007 by Tan Sri Dr. Zulkurnain Haji Awang, the Secretary-General of Education on behalf of the Ministry of Education and Ms Debjani Ghosh, Country Manager (Intel) on behalf of Intel. The ceremony was witnessed by Datuk Seri

Hishammuddin bin Tun Hussein, the Minister of Education. Under the terms of the agreement, the smart partnership would involve the Ministry of Education and Intel in specific roles and responsibilities. Intel would be responsible for the following: 1 Donating 2000 computers over two years under the Intel World Ahead program, 2 Providing Microsoft Windows XP operating system & Microsoft Office licenses for these computers 3 4 5 Training of Master Facilitators under the Intel Teach program Conducting an introduction workshop for all project schools Supporting a joint pilot evaluation to measure the impact on teaching and student learning 6 Providing promotion for showcasing the impact evaluation

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The Ministry of Education would be responsible for the following: 1 Selecting the project schools and appointing a senior project manager for program liaison with Intel 2 Working with schools and possible partners to set up the e-classrooms and manage its usage, 3 Ensuring participation of management and teachers in the training programs for core subject work 4 Setting up of policies to ensure usage of the donated computers by students, teachers and administrators 5 Providing basic classroom infrastructure (power, broadband Internet, support staff) 6 Handling, installation, operation, tax and maintenance for the donated computers

MOE-INTEL TASK FORCE The Educational Technology Division and Intel agreed to provide officers to form a joint task force which would meet on a weekly basis to ensure that the project was planned, implemented, monitored and evaluated efficiently and effectively. It was also agreed that the MOE-Intel Task Force would present

regular progress reports to the Ministrys Management Committees.

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Chapter 3 PROJECT TIMELINE AND ACTIVITIES

The MOE-Intel School Adoption Project comprises two phases. Phase One of the project began in December 2006 and ended in December 2007 with the implementation of a 1:1 e-learning environment in ten selected schools. The ten schools included seven secondary schools and three primary schools. In each school, a class was selected for the implementation of the new learning environment, i.e. a Year Four class in the primary schools, and a Form Two class in the secondary schools.

PROJECT TIMELINE At the first meeting of the MOE-Intel Task Force, an aggressive timetable was planned to take into consideration the completion of Phase One by the end of 2007, so that the findings of this phase can be used for the planning of Phase Two (2008 2010).

Table 3.1: Project Timeline No.

1

Key Project Elements Project Initiation 1st Phase

Milestone

Establish MOE-Intel Project Task Force

Projected Date of Completion 15 Jan 2007

2 3 4 5 6 7 8

Selection of Pilot Schools

Schedule weekly Task Force Meetings Finalise Project Schedule Finalise cost elements of classroom conversion Shortlist potential pilot schools Evaluate shortlisted schools Finalise list of pilot schools (7 secondary, 3 primary) Present 1st Progress Report to MOE

16 Jan 2007 6 Feb 2007 6 Feb 2007 31 Jan 2007 8 Feb 2007 8 Feb 2007 28 Feb

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No.

Key Project Elements

Milestone

9 10

Training of School Heads (Principal Leadership Forum)

Professional Matters Meeting chaired by Director-General (Mesyuarat Hal-Hal Profesional KPM) Notify State Education Departments and selected schools Finalise plan for training of School Heads and Senior Assistants of selected schools

Projected Date of Completion 2007

28 Feb 2007 28 Feb 2007

11 12

Intel@Teach Course for Teachers and ETD officers

Finalise training of Schools Heads and Senior Assistants Select teachers and ETD officers

19 Mar 2007 28 Mar 2007

13 14 15 16 17 18 19 20 21 22 23

Classmate PC Workshop

Classmate PC Technical Training Course

Finalise training plan, materials, training venue Finalise first training session (19 23 Mar 2007) Finalise second training session (7 11 April 2007) Finalise third training session (14 18 May 2007) Finalise fourth training session (21 25 May 2007) Finalise fifth training session (28 May 1 June 2007) Finalise sixth training session (11 15 June 2007) Select ETD officers and Intel staff for oneday workshop on the use of Classmate PC Finalise workshop plan, materials, workshop venue Finalise workshop Select teachers and ETD officers

16 Jan 2007 23 Mar 2007 11 April 2007 18 May 2007 25 May 2007 1 June 2007 15 June 2007 15 April 2007 30 April 2007 8 May 2007 3 April 2007

24

25 26 27 28 29

Infrastructure Readiness

Finalise training plan (including 1-hour session on configuration, etc by ETD), materials, training venue Finalise training of teachers and ETD officers Select suitable classroom per school for installation of Classmate PCs Inform GITN to increase bandwidth for Intenet access Finalise quotations for renovation of selected classroom Inform State Education Departments (Meeting chaired by Director ETD)

3 April 2007

2 July 2007 6 Mar 2007 19 Mar 2007 3 April 2007 11 April 2007

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No.
30 31

Key Project Elements

Milestone

Finalise renovations to selected classrooms Independent Evalution of Effectiveness of 1st Phase Pilot Appoint team of independent evaluators from local universities

Projected Date of Completion 30 May 2007 28 Feb 2007

32 33

34 35 36 37 38

Receive submission of draft proposal by team of evaluators Review draft proposal submitted by team of evaluators (together with Jon Price, Intel Education Program Research Manager) Finalise instruments for pre-, formative and post-evaluation Pilot pre-evaluation instrument Evaluate pilot project Submit Pilot Project Evaluation Report Memorandum Review MoU draft of Understanding Review by MOE Legal Adviser Finalise MoU Finalise MoU signing ceremony Classmate PCs for Schools Appoint forwarding agent to deliver PCs to schools and ETD Finalise arrangements with Customs Department Ship Classmate PCs to Malaysia Deliver PCs to schools and ETD Launch of MOE-Intel School Adoption Project Finalise date, venue and VVIP

10 April 2007 19 April 2007 30 May 2007 30 Jun 2007 30 Nov 2007 15 Dec 2007 28 Feb 2007 20 Mar 2007 30 May 2007 30 May 2007 30 May 2007 30 April 2007 7 July 2007 12 July 2007 30 May 2007

39 40 41 42

43 44 45 46

47 48 49

Finalise preparations for launch Finalise launch Prepare draft storyboard for documentary

The Making of the Classroom of the Future Documentary

30 July 2007 Aug 2007 20 Mar 2007

50

Prepare documentary for launch

30 July 2007

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No.
51

Key Project Elements Project Continuation 2nd Phase

Milestone

Finalise selection of 40 schools

Projected Date of Completion 30 Oct 2007

52 53 54 55

Finalise renovation of selected classrooms Finalise training of School Heads and Senior Assistants of selected schools Finalise training of selected teachers World Congress on IT 2008 Finalise preparations for participation

30 Nov 2007 31 Dec 2007 31 Dec 2007 July 2008

SELECTION OF SCHOOLS Several schools were shortlisted based on the availability of Internet access in their schools, the readiness of the school heads to commit to the project, and the availability of teachers in the school who had attended Intel@Teach courses. Officers from the Educational Technology Division and the State

Educational Resource Centres then visted the schools to conduct interviews with the school heads to gauge their readiness to take on the project and to ensure that the school infrastructure could support the project. The final ten schools selected are as listed in the table below:

Table 3.2: Project Schools No. Schools Secondary Schools SMK Seri Permaisuri, Kuala Lumpur 1 SMK Datuk Hj. Ahmad Badawi, Penang 2 SMKA Sheikh Hj. Mohd. Said, Negeri Sembilan 3 SMK Clifford, Pahang 4 SMK Padang Midin, Terengganu 5 SMKA Falahiah, Kelantan 6 SMK Bandar T6, Johor 7 Primary Schools SK King Edward VII (I), Perak 8 SK Jitra, Kedah 9 SK Air Keroh, Melaka 10

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SITE READINESS The Educational Technology Division started work on installing wireless Internet connectivity in the selected schools on 21st May 2007, and the work was completed on 15th June 2007. At the same time, the Educational

Technology Division worked closely with the State Educational Resource Centres to ensure that the physical facilities for the donated computers were secure and safe from any social and environmentally damaging conditions (i.e. theft, weather conditions, dust, insects, and electrical disruptions). The State Educational Resource Centres also ensured that the selected classrooms were renovated and that the furniture was adequate to support the donated computers and provided for successful learning experiences. All renovations were completed by 30th July 2007.

PROFESSIONAL DEVELOPMENT FOR THE IMPLEMENTATION OF 1:1 ELEARNING ENVIRONMENT IN THE CLASSROOM Principal Leadership Forum The heads of the ten selected schools and all three of their Senior Assistant Teachers (Administration, Student Affairs, and Co-curriculum) were briefed on the project and its implications during a Principal Leadership Forum on 28th February 2007. They were also given assistance in the development of

implementation action plans for their schools. Intel@Teach Essentials All teachers who taught the selected classes were given training in Intel@Teach courses during the period March June 2007. In addition to the integration of ICT in teaching and learning, they were also briefed on other important aspects of the project, i.e. inquiry based learning, 21st century skills and higher order thinking skills, project based learning, copyright laws, fair use guidelines, using search engines and directories, and evaluation.

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All Ministry officers involved in the project were invited to attend the Principal Leadership Forum and any of the Intel@Teach training sessions. These

officers included those from the Educational Technology Division, the State Educational Resource Centres, Teacher Activity Centres, State Education Departments and other Divisions in the Ministry of Education. Classmate PC Training A session to introduce teachers and Ministry officers to the CMPC was held on 8th May 2008. The participants were taught how to operate the CMPC for classroom teaching and learning. In addition, a CMPC technical training was also conducted on 2nd July 2008 for the schools IT coordinators and officers from the Educational Technology Division, the State Educational Resource Centres, and the Teacher Activity Centres.

MONITORING OF 1:1 E-LEARNING ENVIRONMENT The Task Force started monitoring the use of the CMPCs and teachers laptops in a 1:1 e-learning environment beginning July 2007, after all the CMPCs had been delivered to the schools. Task Force members together with their counterparts from the states visited all the project schools at least once during Phase One of the project. The schools were also monitored closely by the State Educational Resource Centres and the nearest Teacher Activity Centre. Weekly reports were sent to the Task Force for analysis, and for action to be taken immediately should problems be detected.

PROJECT EVALUATION A panel of independent evaluators, comprising three lecturers from Universiti Malaya (Kuala Lumpur) and Universiti Sains Malaysia (Penang), were appointed through the Educational Technology Association of Malaysia. The panel members are as follows: 1 Professor Rozhan bin M. Idrus Centre for Distance Education Universiti Sains Malaysia, Penang 13/190

Professor Dr. Raja Maznah bt. Raja Hussein Faculty of Education Universiti Malaya, Kuala Lumpur Associate Professor Dr. Fong Soon Fook Education Studies Faculty Universiti Sains Malaysia, Penang

On 20th March 2007, a meeting with the panel of independent evaluators was convened to discuss the evaluation implementation plan. Guidelines for

impact evaluation provided by Intel were discussed. On 19th April 2007, the modus operandus of the evaluation was discussed with a team of experts brought in by Intel. Dr Jon Price, Intels Regional World Researcher, and his colleagues shared their experiences in conducting research on the impact of using ICT in teaching and learning in the classroom. The suggestions and views of Dr. Jon Price and his colleagues were taken into account by the panel of independent evaluators in their preparation of the project evaluation instrument. Evaluation on the effectiveness of the 1:1 e-learning environment in the ten project schools began on 8th October 2007 and ended on 29th October 2007. An interim report was given on 15th November 2007 and the final report was submitted to the Ministry of Education by early January 2008.

PROMOTION ACTIVITIES Under the terms of the Memorandum of Understanding and Agreement, both parties had agreed to participate in public relations and similar events to promote the project. Some of the public relations events shared by the Ministry of Education and Intel include the following: Exhibition: The MOE-Intel School Adoption Project, with its emphasis on

promoting a 1:1 e-learning environment was part of the Smart Partnership Program held on 24th April 2007.

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Press Conference:

A press conference was held in the Educational

Technology Division on 25th April 2007 to scope and content of the project to the local press. 1:1 e-Learning Showcase: On 19th November 2007, the 1:1 e-learning

environment in the selected classroom of SK Ayer Keroh, Malacca was showcased as one of the exhibits of the ICT Initiatives Exhibition under the MOE-Industry Smart Partnership Program as part of the National Education Blueprint.

INFORMATION MATERIALS A documentary entitled The Making of the Classroom of the Future was jointly produced by the Ministry of Education and Intel. A handbook was also produced to provide details of the project schools as well as the teachers and students involved in Phase One of the project. In addition, a portal was built for the schools to share experiences and information.

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Chapter 4 FINDINGS

This chapter on findings comprises two sections, i.e. the findings of the panel of independent evaluators and the observations of the MOE-Intel Task Force. FINDINGS OF THE PANEL OF INDEPENDENT EVALUATORS Teachers and 1:1 eLearning: A teachers instructional practices can be

affected by years of experience, attitudes toward technology, training on 1:1 computing strategies and technology integration. The evaluation survey was designed to measure indicators that can influence technology integration as well as teachers perceptions of how they have changed their practices as a result of their implementation of the 1:1 e-learning environment in their classrooms. Teachers were initially sceptical about the 1:1 e-learning program, but they soon realized that this was an opportunity for continuous self-development in learning how to use computers for teaching and learning. They also realised the importance of the need to integrate new technologies into teaching and learning. The 1:1 e-learning environment was seen as one of the new ways to facilitate the teaching of higher order skills. Since the introduction of the 1:1 e-learning environment, teachers have integrated technology into lessons that they previously taught without the use of computers. 85% of teachers involved in Phase One of the project found that the Intelbased classmate PC helped them create an innovative and collaborative elearning environment within their classrooms. Approximately 50% of teachers surveyed said that they have integrated technology in their classrooms more than once. Teachers felt that they were moderately prepared to implement the 1:1 computing project as evidenced from their responses pertaining to the staff 16/190

development. Nonetheless, teachers were not able to have the luxury of time to prepare and utilise the full features available in teachers console. They would have appreciated more time to learn the application software outside the school hours. Key Challenges for Teachers: The time allocated for this study was too short to measure the impact of the innovation on teachers practices. Generally, teachers felt they had to let go of many of their expectations and pre-conceived ideas. They also felt that they had to unlearn certain things and learn new ways of doing things with the new tools. Teachers found it a

challenge to balance their current workload with planning and implementing the teaching and learning practices involved in the 1:1 e-learning model. This especially affected teachers who were also responsible for teaching examination classes.

Students and 1:1 eLearning: The computer has almost become second nature to most students and learning how to use the computer may be a redundant question due to the fact that their exposure in various ways such as the home, school and cyber cafes is a learning experience all the same. The level of digital literacy of primary school students surpasses that of their secondary school counterparts. More primary school students have access to networked computers at home and are aware of the effects of misusing the computer. The study showed that age plays an influence in their approach to usage models within the classroom. o The primary school students recommended that their CMPCs be equipped with web-cams to complement the learning process. o The secondary school students proposed the introduction of educational (Internet) games in class, computer games to improve vocabulary and the use of video-conferencing so that they can see teachers from other schools teaching them using the web.

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Most students agreed that the CMPCs offered them sufficient assistance to do regular classroom activities. From a teacher-student perspective, students felt that there was no barrier anymore for them to direct questions at their teachers via the CMPCs. In fact, they felt closer to their teachers than before the introduction of the CMPCs in their classrooms. The interactive learning style of the 1:1 e-learning model encouraged the practice of communication skills between students. Students found it much easier to accept the points of view of others and to share resources found on the Internet. Working in groups also helped them to learn more about the subjects and acquire better skills including improving communication, presentation and critical thinking skills. They felt that setting the parameters of their own learning was not a big hurdle since they still had their teachers to guide them. Key Challenges for Students: Students were frustrated by infrastructure challenges including an unstable Local Area Network (LAN) and slow broadband speeds. The general feedback from students was that: o the size of the monitor on the CMPC and the keyboard was too small o the CMPC had insufficient memory/hard disk space o they faced problems with virus attacks and system-hanging o they would have liked to be able to take the CMPCs home with them to complete their homework While they were encouraged to explore beyond the four walls of the classroom, they encountered many blocked sites.

Integration of 1:1 eLearning in the Classroom Promoting project-based learning: The classroom observation recorded

very low practice of project-based teaching strategies. Overall, 87.5% of the times were involved with non-project based strategies. 81.2% of the time involved interactive teaching & learning approaches, for instance, teacher-led 18/190

discussion of specific concepts and providing feedbacks to students presentations (35.0%). In most instances, students were given the task to share information that they had learnt from a recent homework (65.0%). The students presentations were projected through the LCD from the teachers laptop to a screen as well as broadcasted to every CMPC in the classroom. Promoting Interactive Learning: The level of student engagement was

found to be high, with nearly all the students actively involved in the teaching and learning processes (47.5%). Students were searching for information

such as static graphics, and animations which were related to the task at hand to support their powerpoint presentations. Students were also actively engaged in utilising Powerpoint to prepare their presentation materials. However, most of the time the students were at the receiving end of knowledge (62.5%) and knowledge representation (25%) where they were merely involved in listening, repeating, answering simple questions, and reading information which were found in external sources. This supports the data which shows that the level of knowledge construction is low (2.5%), where students were not able to construct original and creative outcomes.

OBSERVATIONS OF THE TASK FORCE The MOE-Intel Task Force, together with officers from the State Educational Resource Centres and the Teacher Activity Centres, visited all the schools at every stage of the project. It was evident that the support and cooperation of the officers at state and district level played an important role in ensuring the successful completion of Phase One of the project. They were the first to respond to the schools whenever help and advice were needed. The Task Force expected that there would be some resistance to the implementation of the project by teachers who perceived that they were overworked. But, the Task Force observed that the school heads and their Senior Assistant Teachers played an important role in motivating their 19/190

teachers and students. They had action plans which they implemented and monitored. They fostered good working relationships with the officers from the State Educational Resource Centres and Teacher Activity Centres who visited them on a regular basis to enquire about the progress of the project. Some of the teachers expressed initial misgivings about the requirements of the project, but, on the whole, most teachers were curious and eager to discover the benefits of teaching in a 1:1 e-learning environment.

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Chapter 5 RECOMMENDATIONS

This chapter on recommendations comprises two sections, i.e. the recommendations of the panel of independent evaluators and the

recommendations of the MOE-Intel Task Force. RECOMMENDATIONS OF THE PANEL OF INDEPENDENT EVALUATORS It is recommended that the introduction of the Classmate PC (CMPC) be in synergy and complement all other components within a school system, in order to develop a successful e-learning environment. Human Capital Development 1 Students should be allowed to take their CMPCs home to familiarise them with the integration of technology in education. 2 Teachers and students should be taught to create collaborative platforms to manage and share teaching and learning resources and to learn from each other. They should be exposed to social networking software to enable them to work collaboratively in virtual space with tools such as free online groups and forums (including Yahoo, Google, MSN and AirSet). 3 Administrators should have greater consideration of the appropriate number of students per class. The infrastructure support within each classroom needs to be in compliance with the electrical safety standards, including the use of air conditioning, projectors and other additions. 4 Training teachers to use the CMPC is not enough. Teachers need to bring themselves up to speed on digital literacy skills in order to build their confidence on how to integrate technology in their lesson plans.

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There must be support given to encourage teachers to not be afraid of the tools when they break down, and to manage the technology-rich classroom with students of varied backgrounds and skills. Teachers should be: 4.1 exposed and trained in the appropriate use of multi-media computing and Internet-based pedagogies in accordance to the designed curriculum. 4.2 given proper and structured training and time to practise the new skills before they are placed in the classrooms with CMPCs. 4.3 given on-site monitoring and continual support in the form of guidance, techniques and strategies from the Ministry of Education (or an independent body appointed by the Ministry of Education) to help them gain confidence. 4.4 accorded appropriate workloads in order for them to plan and implement the teaching and learning practices involved in the 1:1 e-learning model. This is especially true for teachers who are also responsible for teaching examination classes. 4.5 given incentives such as promotions and increments to drive greater competence in ICT and Internet based pedagogies. Continuation of the Project The project should be continued to Phase Two, taking into account emerging issues and finer points consolidated from the first phase. It is recommended that the Ministry of Education look into the creation of a group of experts to formulate appropriate and innovative models to foster a 21st century learning environment. The schools involved in the next phase should prepare a blueprint incorporating the 1:1 e-learning facilitation in classroom teaching and learning practices. The content should incorporate the feedback of teachers and technicians, skilled use of Internet tools, appropriate content design and activity and evaluation mechanisms.

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RECOMMENDATIONS OF THE MOE-INTEL TASK FORCE The following recommendations are made based on the experiences and observations of the members of the Task Force: 1 Phase Two of the project should concentrate on one primary and one secondary school, instead of the original plan of scaling Phase Two of the project to include 40 more schools throughout the country. This means that the remaining units of CMPCs that Intel intends to donate for Phase Two should be concentrated in these two schools. 2 To enable the Ministry of Education to accurately estimate the various factors involved in the roll-out of the 1:1 e-learning environment to other schools, the 1:1 e-learning environment should be expanded to at least half the school so that a clear comparison can be made between the 1:1 e-learning environment and the existing learning environment in the school. 3 Should the CMPCs donated by Intel be insufficient for this purpose, it is recommended that the Ministry of Education consider purchasing enough units at a negotiated price. 4 SK Seri Bintang Utara, one of the 88 smart schools, should be considered for Phase Two, because of the intense interest and commitment expressed by the school head and her staff. 5 Other divisions of the Ministry of Education, such as the Curriculum Development Centre, the Examinations Syndicate and the Schools Division, should be brought into the Task Force that will oversee Phase Two because of the roll-out implications.

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Appendix 1 PROJECT SCHOOLS

No.

Address and School Code SK Ayer Keroh, Jalan Ayer Keroh, 75450 Melaka (MBA 2040) SK Jitra 06000 Jitra, Kedah (KDA 4009) SK King Edward VII (1) 34000 Taiping, Perak (ABB 6062) SMKA Falahiah, Pasir Pekan, 16250 Wakaf Bharu, Kelantan (DRA 6001) SMK Padang Midin 21400 Kuala Terengganu, Terengganu (TEA 3083) SMKA Sheikh Hj Mohd Said Jalan Tunku Kurshiah 70400 Seremban Negeri Sembilan SMK Bandar T6, Taman Seri Lambak, 86000 Kluang, Johor (JEA 2039) SMK Clifford 27200 Kuala Lipis, Pahang (CEE 3037) SMK Datuk Hj. Ahmad Badawi, 13200 Kepala Batas, Seberang Perai (Utara), Pulau Pinang (PEA 2054) SMK Seri Permaisuri, Jalan Seri Permaisuri, Bandar Seri Permaisuri, 56000 Cheras, Kuala Lumpur (WEA 286)

2 3

Notes Primary school Newly established Co-ed Outskirts of city Primary school Co-ed Town school Primary school Long history Co-ed Town school Secondary religious school Co-ed Town school Secondary school Co-ed Outskirts of town Secondary religious school Co-ed Outskirts of town Secondary school Co-ed Outskirts of town Secondary school Co-ed Long history Town school Secondary school Co-ed Outskirts of town

7 8

10

Secondary school Co-ed Outskirts of city

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Appendix 2 MOE-INTEL TASK FORCE: TERMS OF REFERENCE

The roles and responsibilities of the MOE-Intel School Adoption Project Task Force are as follows: 1 2 3 4 5 6 7 8 9 Meet on a regular basis to ensure that all aspects of the project are properly planned, implemented, monitored and evaluated Prepare progress reports to be presented on a regular basis to the various management committees of the Ministry of Education Select schools to be adopted Work with schools and other stakeholders to manage the classrooms selected Set the policies to ensure optimum utilisation of the equipment and software given to students, teachers, and school administrators Monitor, assist and advise project schools Coordinate the training of school heads, teachers, students and support staff in the use of educational technology and media Provide support to the Panel of Independent Evaluators to ensure that the evaluation is done efficiently and effectively Promote the MOE-Intel School Adoption Project

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Appendix 3 EVALUATION REPORT

Table of Contents

Executive Summary

Teacher Questionnaire

Student Questionnaire

Teacher Interview

Student Focus Group Secondary School

Student Focus Group Primary School

Classroom Observation

Administrator Interview

Recommendations

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Executive Summary

In 2007, Intel Malaysia and the Ministry of Education jointly piloted a 1:1 e-learning project. Ten schools comprising seven secondary schools and three primary schools were selected across Malaysia. Under this initiative, one class from each school was selected, and all students in these classes were given Internet-enabled Classmate PCs (CMPCs). The project was evaluated by a panel of three independent evaluators from University Malaya and the Science University of Malaysia. The objective of this

evaluation was to assess the effectiveness and impact of the 1:1 e-learning model. A total of 93 teachers and 330 students were involved in this study. Data was derived from teacher and student questionnaires, interviews, administrator interviews as well as classroom observations. The teacher questionnaire was designed to measure indicators that influence technology integration as well as teachers perceptions of how they had changed their practices as a result of the implementation of the 1:1 learning model. The student questionnaire was designed to assess students

perceptions of their classroom experience with the 1:1 Classroom observations were also done. Overall, this project is considered successful in that the students were excited and enthusiastic about using the CMPCs for their schoolwork and learning. Key lessons learned from the project include the need to ensure overall infrastructure planning, study of students learning styles, study of teachers workload, availability of learning resources for teachers and students, and teacher training.

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Teacher Questionnaire

Purpose: To evaluate 1:1 computing programmes in Malaysian school classrooms (10 schools 7 Secondary and 3 Primary) Rationale: Teachers instructional practices can be affected by a number of background characteristics, including years of experience, training on 1:1 computing strategies and technology integration, and attitudes toward technology. This survey is designed to measure indicators that can influence technology integration as well as teachers perceptions of how they have changed their practices as a result of their classroom implementation of 1:1 computing. Constructs measured: Teacher background characteristics - Prior experience with technology integration - Teaching experience and preparation Commitment to technology in education Professional development - Satisfaction and usefulness of professional development related to technology-assisted pedagogy and technology use Knowledge and practices of effective pedagogy and technology integration - Technology-supported instruction delivery - Project-based learning - Technology-supported classroom communication and feedback Attitudes toward technology - Value of technology in schools Comfort/skill with technology Technology-supported classroom practice Student outcomes

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Section A: Teacher Background and Characteristics

Table 2.1

Sample distribution in terms of school and gender

Primary
* Primary schools

Secondary Male 4 5 3 3 2 6 0 Female 7 5 3 9 8 5 10 11 10 6 12 10 11 10 5 9 9 23 24.7 47 50.5 93 100.0

Male

Female

SMK Bandar T6 SMK Clifford SMK Datuk Hi Ahmad Badawi SMK Padang Midin SMK Seri Permaisuri SMKA Falahiah Pasir Pekan SMKA Sheikh Hj Mohd Said *SK Ayer Keroh *SK Jitra *SK King Edward VII (1) Frequency % 1 3 4 8 8.6 4 6 5 15 16.1

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Table 2.2

Participated in Intel Teach Programme by different age group of Teacher and types of school

Intel Teach Programme

Note: One respondent did not answer Item 6 on participation of Intel Teach programme

Not participated frequency Participated frequency 0 4 8 25 7 20 1 7 72 78.3 Total 1 8 12 32 9 22 1 7 92 100.00

20-29

Primary Secondary

1 4 4 7 2 2 0 0 20 21.7

Age Group

30-39

Primary Secondary

40-49

Primary Secondary

50+

Primary Secondary Total %

30/190

Table 2.3

Teachers participation (experiences in teaching & gender) in Intel Teach Programme

Experience in years of teaching (years)/Gender

Intel Teach Programme Not participated frequency Participated frequency 7 19 16 22 5 3 20 21.7 72 78.3 Total 8 30 17 27 6 4 92 100.00

1 - 10

Male Female

1 11 1 5 1 1

11 - 20

Male Female

21 - 30

Male Female Total %

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Table 2.4

Age group of teacher participation in Intel Teach Programme

Intel Teach Programme Age Group/Gender Not participated frequency 20-29 Male Female 30-39 Male Female 40-49 Male Female 50 + Male Female Total % 1 4 1 10 2 3 0 0 21 22.8 Participated frequency 1 1 9 24 12 15 5 4 71 77.2 Total 2 5 10 34 14 18 5 4 92 100.00

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Table 2.5

Participants for Intel Teach Programmes

Intel Teach Programme Version 1 Version 3 Version 4 Version 5 Intel Teach Program Khas KPM - Intel Missing (Blank) Total

Frequency 11 1 18 2 4 4 53 93

Percent 11.8 1.1 19.4 2.2 4.3 4.3 57.0 100.0

12.

How important was each of the following in the 1:1 computing in your classroom

Mean

SD

Interpretation

a. I wanted to use 1:1 computing in my classroom. b. I wanted to learn new ways to teach my students to use higher-order thinking skills. c. It is part of my job to provide professional development opportunities to others. d. Attending the training was one way to fulfill a professional development requirement. e. I wanted to learn about integrating new technologies into my teaching. f. How enthusiastic were you about the 1:1 Computing Programme before using it?

3.84

0.98

Medium

4.26

0.75 High

3.97 4.42 4.25 3.98

0.82 0.73 0.79 0.74

Medium High High Medium

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Teachers realised the importance of the need to integrate new technologies into teaching and learning. 1:1 computing is seen as one of the new ways to facilitate the teaching of higher order skills. The introduction of 1:1 allowed for teachers to gain competencies and as a form of continuous development in using computers in teaching and learning. This was in spite of the fact that teachers were mildly enthusiastic about the 1:1 Computing Programme before using it.

13.

How enthusiastic are you about the 1:1 computing before using it? % 1.1 4.3 8.7 67.4 18.5 Total 100.0 Frequency 1 4 8 62 17 92

Very unenthusiastic Unenthusiastic Neutral Enthusiastic Very enthusiastic

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Section B: Professional Development

14.

Please rate the following statements Mean about the 1:1 Computing Programme

SD

Interpretation

a. There was adequate professional development before I started using the 1:1 computing my classroom. b. There has been adequate ongoing professional development throughout the school session. c. There has been adequate ongoing technical support since the 1:1 computing was introduced. d. There has been sufficient time for integrating the 1:1 computing into the lesson plan e. There has been sufficient time to discuss strategies for effective uses of the computers with colleagues.

2.78

0.55 Low

2.80

0.48 Low

2.71

0.64 Low

2.09

0.59 Low

2.11

0.60 Low

Teachers did not feel that they were adequately prepared to implement the 1:1 computing project as evidenced from their low response pertaining to the staff development . Teachers are not able to have the luxury of time to prepare and utilise the full features available in teachers console. Teachers need more time to learn the application software outside the school hours. They see 1:1 computing project as a burden which they have to endure over and other allocated responsibilities. They see the unit plan as very stressful burden as they only have to implement it in only one class. Moreover, the training was too short to absorb something new and it is not an easy task to come back to the school and behave like an expert in preparing the lesson plan. On top of that, they were left alone to their own devices in their respective schools when they were working as a group or at least in pairs during the training.

35/190

15.

After having a chance to implement what you learned in the training in your classrooms, how well prepared were you to do the following?

Mean

SD

Interpretation

Technology Skills a. Facilitate students open exploration using Internet tools. b. Facilitate students open exploration of CMPC c. Support students use of the Search Engines d. Support students use of varied resources (e.g., peers, Help Guide) to learn new skills. e. Encourage students to try new skills for each activity. f. Encourage students to try new skills for each technology area.

3.08

0.86 Medium

3.23 3.20

0.87 1.04

Medium Medium

2.92

0.97 low

3.24 3.25

0.98 0.95

Medium Medium

Overall teachers felt that the training has moderately prepared them to support students to use technology and the various tools available on the Internet, such as search engines and new skills such as the use of notetaker. Critical Thinking g. Help students follow the process of planning, doing, reviewing, and sharing their work. h. Support students in creating original work products that reflect their own unique ideas. i. Help students create products that communicate clear messages and match intended purposes. Facilitate groups of students in managing open-ended, complex projects. 3.20 0.82 Medium

3.30

0.89

Medium

3.29

0.85

Medium

j.

3.20

0.97

Medium

Overall teachers feel that the training has moderately prepared them to support students to develop critical thinking such as creating original work products that reflect their own unique ideas.

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Collaboration k. Help students ensure that all members are active participants in group activities (e.g., project work, presentations). l. Support students in sharing goals, strategies, and ideas face to face

3.45

0.94 Medium

3.48

0.93 Medium

m. Support students in sharing goals, strategies, and ideas online n. Support students in asking one another questions and helping one another as they work on their product. o. Promote peer-to-peer review and constructive feedback for improvements and further development.

3.23

0.90 Medium

3.48

0.93 Medium

3.34

0.91 Medium

Overall teachers feel that the training has moderately prepared them to support students to participate in collaborative learning.

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Section C: Knowledge of Pedagogy and Technology Integration

17. Since integrating the 1:1 computing into your classroom practices, which of the following do you regularly use a computer for your job? for planning or management (grading, attendance, calendar, lessons) for student instruction for classroom presentations for online research as a communication tool (e.g., email to parents or colleagues) others: (only 6 responses, others are blanks) Akaun nerkomputer Berita-berita terkini Internet (mencari bahan bacaan tambahan) Latihan kemahiran, explorasi perisian baru Latihan tambahan, pengayaan, ujian & peperiksaan Soalan peperikasaan; soalan latihtubi; nota

Yes % Before 88.2 38.7 72.0 41.9 34.4 % After 79.6 63.4 91.4 61.3 43.0

25.8

2.2

Since the implementation of 1:1 Computing project there was an overall improvement in the use of computers by teachers for classroom presentations, for student instruction and for online research.

38/190

18.

Since the introduction of the 1:1 computing, have you integrated technology into lessons that you previously taught without the use of computers?

N=92 No, never Yes, a few times Yes, sometimes Yes, all the time

% 7.6 50.0 34.8 7.6

frequency 7 46 32 7

Since the introduction of the 1:1 computing, teachers have integrated technology into lessons that they previously taught without the use of computers. Almost half said that they have done it a few times.

20.

How

has

the

1:1

Computing

Program

Scale

influenced how you teach? No a. Do your students do more research on the Internet? b. Do your students do more group work? c. Do your students do more presentations? d. Do your students do more writing? e. Do your students do more editing? f. Do your students do more project-based activities? g. Do your students do more inquiry-based activities? h. Do you give more feedback to students? Yes

8.7% (8)

91.3% (84)

13.0% (12) 26.1% (24) 48.4% (44) 64.5% (31) 15.4% (14) 37.0% (34) 24.4% (22)

87.0% (80) 73.9% (68) 51.6% (47) 64.5% (60) 84.6% (77) 63.0% (58) 75.6% (68)

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The 1:1 Computing Program, has postitively influenced how the teachers taught. Teachers have been able to engaged the students in inquiry based learning through project-based activities, group work and research on the Internet.

On the other hand teachers rated their experience with the 1:1 computing as influencing their teaching practices and related activities as low.

21.

Because of 1:1 Computing

Mean 2.89

SD 0.67

Interpretation Low

a. I find it easier to complete my teaching tasks (grading, lesson preparation, communications) b. I am better prepared to create lessons that integrate student use of computers. c. I have created a teaching e-portfolio for myself d. I have created a more student-centered classroom. e. My interactions and communications with students have increased. f. My interactions and communications with parents have increased.

2.90 2.46 3.10 2.95 2.07 2.64

0.54 0.72 0.54 0.60 0.61 0.67

Low Low Medium Low Low Low Low

g. My interactions and communications with colleagues have increased. h. I have increased the frequency of or emphasis on critical thinking in my classroom instruction. i. j. I have created a digital profile of my students I have increased my action research activities

2.91

0.59

2.22 2.55 2.19

0.66 0.78 0.68

Low Low Low

k. I am able to reflect on my teaching practices in my personal website/blog

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Section D: Attitudes towards Technology

23.

How enthusiastic are you about the 1:1 computing now? % 1.1 6.9 6.9 69.0 16.1 Total 100.0 Frequency 1 6 6 60 14 87

Very unenthusiastic Unenthusiastic Neutral Enthusiastic Very enthusiastic

Majority of teachers (85.1%) are enthusiastic with 1:1 Computing Program. Teachers think that computers are useful in helping students to develop different types of technology skills (Mean = 3.0, SD = 0.51), to learn in a collaborative learning environment (Mean = 3.23, SD = 0.56) and to learn individually (Mean = 3.20, SD = 0.56). Teachers also believe that the computer can help them to create innovative, collaborative learning environment (Mean = 3.18, SD = 0.63) accommodating different learning styles (Mean = 3.17, SD = 0.59).

41/190

24.

How useful do you think the computer is for each of the following?

Mean

SD

Interpretation

a. Helping teachers create innovative, collaborative learning environments b. Helping teachers accommodate different learning styles c. Helping students develop different types of technology skills d. Helping students learn individually e. Helping students learn in a collaborative environment f. Helping students to be self-directed and independent learners

3.18 3.17 3.40 3.20 3.23 3.39 3.08 2.98

0.63 0.59 0.51 0.56 0.56 0.57 0.60 0.61

Medium Medium Medium Medium Medium Medium Medium Medium

g. Creating a teaching e-portfolio h. Creating my students profile i. Helping teachers to provide more opportunities for students to participate in additional practices / exercises

3.23

0.59 Medium

42/190

25.

Please indicate your level of agreement with the following statements:

Mean

SD

Interpretation

a. Having a 1:1 computing is essential to my teaching. b. Having a computer is essential to other aspects of my work (e.g., planning, management, research, communication) c. All students in my school should be required to have a computer. d. All students should have computer access at home. e. Students should be allowed to bring CMPC home. f. My students have gained technology skills from having a computer that they would not have gained otherwise.

3.13

0.63

Medium

3.45

0.58 Medium

3.30 3.28 2.33

0.71 0.65 0.82

Medium Medium low

3.13

0.54 Medium

g. My students could have gained the same technology skills from using a home or shared school computer.

3.10

0.63 Medium

43/190

Section E: Comfort/Skill with Technology

26.

Before the introduction of the 1:1 computing, how comfortable were you with incorporating computers into your classroom?

% Very Uncomfortable Uncomfortable Comfortable Very comfortable Total 5.4 45.7 44.6 4.3 100.0

frequency 5 42 41 4 92

27.

Now, how comfortable are you with incorporating computers into your classroom?

% Very Uncomfortable Uncomfortable Comfortable Very comfortable Total 0 4.3 79.3 16.3 100.0

frequency 0 4 73 15 92

44/190

28.

Have your computer skills improved since the introduction of the 1:1 computing?

% No Yes, somewhat Yes, a lot Total 2.2 73.6 24.2 100.0

frequency 2 67 22 91

45/190

Section F: Technology-Assisted Classroom Practise

30.

How have your students used the 1:1 computing?

Frequency

word processing games electronic portfolios (document storage) Internet presentations drill & practice keyboarding spreadsheets other (please specify) creating statistics, graph, charts and higher order of thinking skills exercises from Internet,

90.3 51.6 45.2 95.7 92.5 35.5 31.2 16.1

84 48 42 89 86 33 29 15

3.2

messenger dan email

31.

Overall, how often do you require students to use computers during class time? Never 1-20% 21-40% 41-60% 61-80% 81-100% Total 1.1 10.0 33.3 37.8 13.3 4.4 100.0 1 9 30 34 12 4 90 % Frequency

46/190

32.

How does this compare to your expectation at the beginning of the year?

Frequency

they use them less than I expected they use them as much as I expected they use them more than I expected Total

24.7 36.0 39.3 100.0

22 32 35 89

33.

What percentage of homework assignments requires the use of the computers? Never 1-20% 21-40% 41-60% 61-80% 81-100% Total 5.6 25.6 38.9 20.0 4.4 5.6 100.0 5 23 35 18 4 5 90 % frequency

34.

How does this compare to your expectation at the beginning of the year?

frequency

they use them less than I expected they use them as much as I expected they use them more than I expected Total

29.1 44.2 26.7 100.0

25 38 23 86

47/190

35.

When you assign writing projects to your students, which of the following tasks do you require them to engage in:

frequency

I dont assign writing projects prewriting tasks (such as brainstorming) proof reading of their work share their work with a peer rough draft revise produce a final copy present or publish the project edit

12.9 58.1 31.2 79.6 53.8 50.5 38.7 78.5 47.3

12 54 29 74 50 47 36 73 44

36.

Has the 1:1 computing program had an impact on writing projects in your classroom?

% No Yes Total 16.3 83.7 100.0

frequency 15 77 92

48/190

Section G: Student Outcomes

37.

To what degree do you think the 1:1 computing has influenced your students performance?

Mean

SD

Interpretation

a. Writing skills b. Research skills c. Presentation skills d. Critical thinking e. Creative thinking f. Using Internet tools

2.06 2.47 2.52 2.26 2.44 2.73 2.36 2.50 2.18 2.55 2.37

0.68 0.55 0.50 0.60 0.52 0.45 0.55 0.57 0.62 0.50 0.55

Low Low Low Low Low Low Low Low Low Low Low

g. Using online software h. Interest in learning i. j. k. Grades Ability to work with other students Problem-solving skills

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Student Questionnaire

Purpose: To assess students perceptions of their classroom experiences with 1:1 computing. Rationale: To understand the impact of teachers instructional practices on students learning, it is important to gather feedback from both teachers and students. In some cases, students may look at lessons or strategies very differently, and their understanding of the goal of an activity may differ from teachers (Doyle & Carter, 1983) 1. A student survey therefore allows students to participate in the evaluation process. Constructs measured: Student background characteristics - Prior experience with technology such as home technology exposure, other access to technology, previous technology experience in schools - Demographics Technology-supported classroom practices - Frequency of use of 1:1 computing technology for learning (how much and how often used) - Frequency and range of teacher use of technology-assisted instructional strategies and lesson delivery (types of activities) - Technology-supported collaboration and communication Use of high-quality pedagogy - Use of open-ended activities that require students to actively engage in the learning process - Use of activities that promote problem-solving and critical thinking - Grouping strategies (amount of individual, small, and whole-group instruction) Student engagement

Doyle, W., & Carter, K. (1983). Academic tasks in classrooms. Curriculum Inquiry, 14, 129149.

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Section A: Background Information

Table 3.1

Student sample distribution in terms of school and gender

Primary Male SMK Bandar T6 SMK Clifford SMK Datuk Hj Ahmad Badawi SMK Padang Midin SMK Seri Permaisuri SMKA Falahiah Pasir Pekan SMKA Sheikh Hj Mohd Said SK Ayer Keroh SK Jitra SK King Edward VII (1) Frequency Total % 21.5 20 16 35 71 115 13.3 Female 19 25 0 44

Secondary Male 17 8 13 10 13 30 14 105 215 31.8 33.3 100.0 Female 19 21 11 28 16 0 15 110 36 29 24 38 29 30 29 39 41 35 330

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Table 3.2

Access to computer in classroom by students

Access PC in classroom Students Less than 1 year Primary school Secondary school frequency % 114 213 327 99.7 1 year 0 1 1 0.3 Total 114 214 328 100.0

Table 3.3

Students oppurtunities to access computer at home and ITC literacy

Primary school students (n=115) Yes Have home PC frequency Have accessed Internet at home frequency Taken ICT literacy calss at school frequency Know effect of 'misuse computer' frequency 82.6% 95 43.5% 50 90.4% 104 92.2% 106 No 17.4% 20 56.5% 65 9.6% 11 7.8% 9 100.0% 115 100.0% 115 100.0% 115 100.0% 115

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Secondary school students (n=215) Yes Home PC frequency HomeNet frequency ICT literacy frequency Know effect 'misuse computer' frequency 78.1% 168 36.7% 79 65.9% 139 91.1% 195 No 21.9% 47 63.3% 136 34.1% 72 8.9% 19 100.0% 215 100.0% 215 100.0% 211 100.0% 214

Total students (n=330) Yes Home PC frequency HomeNet frequency ICT literacy frequency Know effect 'misuse computer' frequency 79.7% 263 39.1% 129 73.6% 243 91.2% 301 No 20.3% 67 60.9% 201 25.2% 83 8.5% 28 100.0% 330 100.0% 330 100.0% 330 100.0% 329

53/190

Section B: Technology-Supported Classroom Practices

Use of CMPC to perform the following tasks

Mean

SD

Interpretatio n

a. Search the Internet for information or things youre interested in b. Search the Internet for information for school related project c. Create PowerPoint presentations d. Do homework in school e. Use e-mail f. Work with graphics, pictures, and clip art g. Use Word to create, review, or revise a document h. Accessing discussion groups i. Perform calculations with spreadsheets (e.g., MS Excel) j. Play Internet educational games k. Update my blog l. Update my personal website m. Looking at YouTube n. Use Google Earth

4.15 4.34 3.78 3.77 3.23 3.69 3.74 3.00 1.58 2.64 1.68 1.77 1.54 2.89

1.09 0.91 1.01 1.26 1.52 1.24 1.11 1.54 0.99 1.17 1.26 1.32 1.06 1.67

High High Medium Medium Medium Medium Medium Medium Low Low Low Low Low Low

Use of CMPC by students to search for information on the Internet for school related projects registered the highest mean ( Mean = 4.34, SD = 0.91) followed by Internet use for searching information of own interest (Mean = 4.15, SD = 1.09). Students registered lowest usage of CMPC for accessing YouTube (Mean = 1.54, SD = 1.06), updating personal websites (Mean = 1.77, SD = 1.32) and blogs (Mean = 1.68, SD = 1.26). The use of CMPC is still confined to searching of information on Internet and not for creating individual workspaces and social networking on the Internet. It is possible that the use is limited by the firewall filter imposed by MOE.

54/190

Frequency of using CMPC by students to do the tasks a. Complete class assignments b. Find information for assignments. c. Organize information d. Work on assignments in small groups e. Creating presentations and projects f. Take notes

Mean

SD

Interpretation

4.03 4.08 4.03 3.91 3.79 3.49 3.26 2.93 2.70 1.67 1.84 2.88 1.54 2.84

1.07 1.11 0.99 1.14 0.97 1.23 1.35 1.53 1.27 1.28 1.37 1.53 1.06 1.66

High High High Medium Medium Medium Medium Low Low Low Low Low Low Low

g. Do drills to increase my skills in Math, Science, language, etc. h. Send e-mail to friends or teachers i. j. k. l. Take quizzes or tests Update my blog Update my personal website Accessing discussion groups

m. Looking at YouTube n. Use Google Earth

CMPC is used most often by students to find information for assignments (Mean = 4.08, SD = 1.11), to organize information (Mean = 4.03, SD = 0.99) and to complete class assignments (Mean = 4.03, SD =1.07) this is in accordance with the work tasks assigned by the teachers. Students use CMPC to create presentations (Mean = 3.79, SD = 0.97), work on assignments in small groups (Mean = 3.91, SD = 1.14). Students registered low usage of CMPC to view YouTube, update blogs, and websites.

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Section C: Project-Based Activities

What was the project? Project based activities were carried out by the students across all subjects, namely; 1. English language 2. Malay language 3. Mathematics 4. Science 5. History 6. Geography 7. Life Skills 8. Civics 9. Arabic Language 10. Islamic Religious Knowledge 11. Physical and Health Education

Most students worked in groups (90.9%). 73.5% of the students find that working in groups was very useful. Majority of the students (50.2%) picked the project topics with the group or assigned to them (40.7%).

Did you work with a group?

% Yes No 90.9% 9.1%

Frequency 300 30

Was it helpful to work in your group?

% 1 2 3 Very helpful A little helpful Not helpful at all 73.5% 26.1% 0.3%

Frequency (N=306) 225 80 1

56/190

Did you pick the topic?

% 1 2 3 4 Yes, I picked it on my own No, I didnt pick it. Yes, I picked it with a group. I dont remember. 6.4 40.7 50.2 2.7

Frequency (N=329) 21 134 165 9

What did you learn from your project?

Students mentioned that working in groups have helped them to learn more about the subjects and acquired various skills related to use of computers and Internet, such as developing power point presentation, and build websites interpersonal skills communication skills leadership skills teamwork critical thinking skills

How did you use the classroom computer?

Surf Internet Presentation Of Group Work Using Power Point And Words Homework Communication Play Games Download Songs And Games

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Is there anything else you want to say about the project?

They want the project to be extended to other students and to use next year Too short a time given Brilliant! Too much fun and forget to study, because busy preparing powerpoint Confusing and stressful Challenging when too many projects to do Enjoyful, help me a lot in my social life and interact with people The project is interesting, however, too time demanding which made us fall behind in our syllabus Improve my English language Learn from other groups presentation What problems did you face when you work in your group?

Disagreement between team members Sleeping partners Ideas not appreciated by team members Leadership Defective CMPC CMPC hang Time too short to complete the project Slow Internet access

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Section D: Student Engagement

From the standpoint of engagement, most students agree that CMPC can offer them sufficient assistance to do regular classroom activities such as doing schoolwork (Mean = 3.29, SD = 0.64) and homework (Mean = 3.15, SD = 0.70) at schools. Students feel that they want to learn more about computers (Mean = 3.51, SD = 0.68), solving real world problems help them learn more (Mean = 3.19, SD = 0.68) and CMPC helps improve their grades (Mean = 3.51, SD = 0.79). The high mean scores on all but two item indicated that the digital natives are more than ready to be participatory in computer related class work, online activities, electronic communications as well as using the computer for completing their homework. Whether their enthusiasm and readiness can be matched by the appropriate learning environment that require a structured input from the teachers can be developed is the big question. They should no longer be bogged down or bothered by teething problems such as connectivity, maintainance and the various support mechanisms, whether human resource or technical. Not surprisingly, the students registered a medium mean value (Mean = 2.97, SD = 0.63) to the importance of learning how to use the computer and they also registered medium mean value (Mean = 2.93, SD = 0.85) on the responsibility of choosing topics of research. The computer has almost become second nature to the students and learning how to use the computer may be a redundant question due to the fact that their exposure in various ways such as the home, school and cyber cafes is a learning experience all the same. Choosing a topic may not be a big issue as they are and most probably still need to be under the guide of the teacher as they have the syllabus to adhere to anyway.

59/190

Mean 20. CMPC makes schoolwork easier to do. 21. CMPC makes homework easier to do. 22. Id rather use a CMPC to do schoolwork than using paper and pencil. 23. Using CMPC for schoolwork has some advantages. 24. CMPC makes schoolwork more interesting. 25. CMPC helps me improve the quality of my schoolwork. 26. Solving real problems helps me learn more. 27. Talking to experts, gathering real world data helps me learn more. 28. Accessing online notes from my teachers helps me learn more 29. I want to learn more about computers. 30. I am trying to learn more about computers. 31. I think using a CMPC for schoolwork improves my grades. 32. I believe it is very important for me to learn how to use a computer. 33. CMPC helps me get my schoolwork done more quickly. 34. I am excited about the 1:1 computing programme. 35. I would like to use my CMPC more often in class. 36. CMPC helps me understand my lessons better. 37. The more teachers use computers, the more I enjoy school. 38. I learn more from projects when I choose the topic of research. 39. I enjoy school more when I get to choose the topic of research. 3.29 3.15 3.05 3.27 3.47 3.30 3.19 3.29 3.15 3.05 3.51 3.51 2.97 3.14 3.28 3.34 3.13 3.21 3.01 2.93

SD 0.64 0.70 0.90 0.61 0.60 0.65 0.68 0.64 0.70 0.90 0.58 0.79 0.63 0.75 0.65 0.77 0.74 0.80 0.82 0.85

Interpretation High High High High High High High High High High High High Medium High High High High High High Medium

60/190

40. Researching many viewpoints is important to solving a problem. 41. I would like to use my CMPC for online quizzes and other activities 42. I would like to use my CMPC at home 43. Getting feedbacks from teachers on my assignments helps me learn more 44. Getting feedbacks from friends on my assignments helps me learn more

3.21 3.31 3.46 3.21 3.31

0.59 0.69 0.80 0.59 0.69

High High High High High

61/190

Teacher Interview

Interview data and analysis

Data from the interviews revealed challenges faced by teachers in the implementation of the 1:1 Computing Program. With CMPC it is hoped that a smooth transformation from the traditional methods of teaching to the 1:1 classroom computing as propagated by Intel will take place. Although the project is only three months old, it has shown some impact on teachers practices. Some of the factors which will bring about the change are identified as: a) Teacher readiness to embrace the innovation, b) Teachers belief and practices c) The challenges of; the technology itself the support system

1.

Teacher readiness

Teacher readiness is related to their mindset, which influences teacher preparation to embrace the innovation and teach in a technology supported classroom, and the ability to take on the challenge.

Although most of the teachers had attended the Intel workshop, most teachers reported that they did not have enough time to practice neither do they have enough opportunities to use the system outside of the teaching periods.

Since teachers are not allowed to use the system anywhere else, they feel that their learning is very slow and there is no continuity. Thus teachers reported that their skill in using the system is still low.

My computer skills are also low and I seldom have to seek help.

62/190

My lack of in-depth IT knowledge, unable to create variety in my teaching Besides not having the right skills and competencies, teachers reported that they do not have time to prepare the Intel type lessons and the problem-based learning activities because of time constraints. It is a challenge for most teachers to balance the needs of Intel classroom and other classrooms given that their workload is still the same.

Workload burden

Since the Intel classroom is not the only class that the teachers have to teach, they find that the program is demanding and has caused unnecessary stress. 1:1

computing classroom demands that teachers unlearn their tried and tested ways of designing lessons which teachers perceived to be different from the normal lesson planning. The teachers perceived that the initial stage of preparation is very different to their normal practices and requires more time, which they find very difficult to find.

Teachers are torn between spending too much time preparing for the Intel classroom at the expense of other classrooms especially the exam years that some of them are teaching. Teachers also worry about not being able to finish the syllabus especially when problem-based learning is used.

Time constraint need a lot of time to prepare, and other classes to attend to Time to initially prepare the computer setting- not only the teachers but this happens to students as well. Syllabus (are we able to finish the syllabus and at the same time have to integrate the technology with the lesson?) Very little (PBL) is implemented because of the syllabus which has to be completed Time constraint to prepare teaching materials, a lot of other work to attend to Time is the main factor in integrating technology in teaching. It is time consuming to prepare the materials, to deliver and for students to do the tasks which always result in delay. I need to really plan when I use technology for teaching and learning. Life Skills subject and Physical Education subject teachers reported that 1:1 Computing Program is difficult to implement in their normal practices because of the

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needs for students to spend more time outside the classroom. For the life skills subject, they need to spend more time in the workshops and the Physical Education need to be in the field more than the classroom. it (1:1 Computing Project)does not meet the

requirement of the assessment agency which require that teachers (Life Skills subject) spend more time in the workshop for practical work.

Physical Education, we go to the field unlike other subjects

Training received by teachers

The training provided by Intel to prepare teachers for the 1:1 computing are seen to be insufficient by most teachers, especially when they do not have the prerequisite ICT skills and experience of using ICT in the classroom. Teachers prior knowledge is limited to use of ICT in a didactic teaching environment. Teachers are not ready to let go of their role and let students learn in a group based learning environment integrating ICT. More on-site training is seen necessary for teachers to examine and practice the ICT pedagogy and problem-based learning approach, in order to overcome the fear of managing the new tool.

I am not competent yet (referring to the teacher console and the note taker), I need a lot of help

I want to learn how to use CMPC, teacher does not know how to use the MythWare:

The problem is I do not know how to use CMPC, how to help students?

Although I have been briefed on the use of MythWare, when I want to use it I go blank

Intel course, there is a confusion with regard to the sequence of the training

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Teachers fear the new technology because they have not been given enough training and time to practice the tools and to try the new methods of teaching. experience will affect how teachers feel about the 1:1 Computing Program. The

2.

Teachers belief and practices

A teachers belief will shape the learning environment. Most teachers believe that 1:1 computing program can help them to develop the necessary 21st Century skills in their students. Teachers have listed the skills that their students will acquire as a result of the project as follows:

Computer skills, communication skills, analytical and critical thinking skills and survival skills Assist students in getting information worldwide with ease and speed, enable the students to communicate with other students globally. More innovative and knowledgeable students As an example, when my students prepared the multimedia presentation, they are exposed to the skills of preparing attractive slides, effective and concise

information and presenting in front of the class. This exposure to report preparation and communication skills will help them with their future jobs

Teachers admitted that the project has helped them to become more systematic in their planning and more creative in their teaching. Having access to the Internet has given them the opportunities to draw content from around the world and to communicate with others.

Teaching and learning are more systematic and effective. Easier to track student performance Easier to obtain materials with wider scope and easy to contact teachers from other schools. Teaching materials looked neat and attractive to students Yes, students are interested and it has made it easier for teachers to deliver content. Other than that students are

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more interested to do their homework because it is different from the old methods

CMPC use in the classroom has also influenced students learning. reported that;

Teachers

Students are happy when they prepared the power point and obtained images from the Internet

Room for discussion among students. Encourage students to contribute new ideas in their work. Continuous counseling As for the problem-based learning, teachers are finding that ; Students are far more ahead (in technology skills) than other students. Besides, students are encouraged to use their creativity to develop some projects. The project based approach also promotes co-operation among students as the work is done in group Students have to create a graphic poster in which they have to find pictures via Internet or clip art. They use their own creativity to use the suitable font, pictures and backgrounds Some of the benefits of PBL as reported by the teachers are; PBL is useful to students as it gives an early exposure for students to carry out research related to specific problems. This will develop excellent students who can use the latest technology in their learning

3.

The challenges

Having listed the advantages of the 1:1 Computing Program, teachers are still sceptical of the implementation because of the myriads of challenges facing them, to the extent that some teachers are voicing out their request not to be involved in the future 1:1 computing classroom. Some of the challenges facing the teachers are related to the equipment, resources and technical support.

Limited resources such as computer, printer ink, and has to be shared and is costly. Classroom accessories not sufficient. Internet not stable

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Could not print and compile students work no printer

The problem is the lack of computer facility. Teachers are not given a laptop and have to share with others for teaching and learning. Ideally teachers should have a computer each just like the students so that their work will not be affected. Other problem is time. Intel teachers have to perform their daily duties and clerical work in school. This adds to the teacher workload Other factor is access to technology, such as lack of LCD, and access to internet which is weak. Teachers computer attacked by virus, especially at the time when it is needed most. Besides having limited equipment and access to the technology, teachers are also faced with technical problems which most of them said they will need help with technical support. Teachers also pointed to other problems which are related to the CMPC which is limiting its use by students because of its size and its storage capacity.

Technical problem- sometimes we are disconnected from the Internet. On the other hand, memory of the CMPC is small, therefore students have problem to display several programs simultaneously. Technical computer problems cant solve. Limited CMPC as per class number. Had to share if CMPC breaks down. Could not access the Internet. Electrical supply-

disruptions

With the new tools teachers are also discovering that managing the classroom environment is not as simple as letting the students surf the internet. Teachers are finding that they need to plan more carefully to ensure that students are on task and are paying attention to the lessons. Teachers also have to manage the classrooms with students of different skills and technology competencies.

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To get the students familiar and master the computer skillsundeniably this is the biggest challenge as not all the students are computer literates. Therefore, teachers have to find the best simplified methods for them to approach the lesson

Students are not focused due to surfing the Internet

Students ability to use the computers. Time for teachers to train the students. Co-operation between teachers and students.

Too many projects. Students get carried away surfing the Internet. Chasing time to finish curriculum

Comments

From the interviews it can be concluded that teachers are excited and at the same time sceptical of the 1:1 Computing Program. Being involved in the program, teachers have to let go of many of their expectations and preconceived ideas. Teachers have to unlearn certain things and learn new ways of doing things with the new tools. Given that the time is too short to measure the impact of the innovation on teachers practices, with proper planning and support for teachers to learn the tools and the processes of teaching in the new way, there is a possibility that transformation will take place. However, training teachers to use the new tool is not enough. There must be support given to encourage teachers to not be afraid of the tools, when it breaks down, and to manage the technology-rich classroom with students of varied backgrounds and skills.

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Student Focus Group Secondary Schools

There were 7 Secondary Schools participating in this 1:1 Computing Project in the Ministry of Education-Intel school adoption endeavour, namely,
SMK Bandar T6 SMK Clifford SMK Datuk Hj Ahmad Badawi SMK Padang Midin SMK Seri Permaisuri SMKA Falahiah Pasir Pekan SMKA Sheikh Hj Mohd Said - 86000 Kluang, Johor Darul Takzim - 27200 Kuala Lipis, Phang Darul Makmur - 13200 Kepala Batas, Pulau Pinang

- 21400 Kuala Terengganu, Terengganu Darul Iman - 56000 Cheras, Kuala Lumpur - 16250 Wakaf Baru, Kelantan Darul Naim - 70400 Seremban, Negeri Sembilan Darul Khusus

The purpose of the Student Focus Group was to gather data from the secondary school students about their experiences with the integration of 1:1 computing into their learning activities.

The constructs measured were;

Communication and collaboration Students support

Expectations Support and feedback

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Table 5.1

Student distribution in the secondary schools (Form 2)

Secondary school students (n=215)

Male SMK Bandar T6 SMK Clifford SMK Badawi SMK Padang Midin SMK Seri Permaisuri SMKA Falahiah Pasir Pekan SMKA Sheikh Hj Mohd Said Datuk Hj Ahmad 17 8

Female 19 21

TOTAL 36 29

13

11

24

10 13 30 14 105

28 16 0 15 110

38 29 30 29 215

A total of 215 secondary school students (Form 2) participated in the focus group discussion, comprising of 105 male students and 110 female students. Only one school, the SMKA Falahiah Pasir Pekan was an all-boys school and there were also 2 (two) religious schools, SMKA Falahiah Pasir Pekan and SMKA Sheikh Hj Mohd Said.

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Table 5.2

Secondary students opportunities to access computer at home and ICT literacy

Secondary school students (n=215)

Yes Home PC frequency HomeNet frequency ICT literacy frequency Know computer' frequency effect 'misuse 78.1% 168 36.7% 79 65.9% 139 91.1% 195

No 21.9% 47 63.3% 136 34.1% 72 8.9% 19 100.0% 215 100.0% 215 100.0% 211 100.0% 214

The students were initially given a short introduction and a briefing by the moderator, conveying the purpose of the student focus group discussion and the goals of the exercise.

The students were asked to reflect their experience with the CMPC since the day it was introduced, the classroom activities they encountered and their own personal capabilities with the CMPC. Students were reminded to relate their real experience regardless of whether it was a rewarding or a frustrating experience.

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Technology integration

How did you feel about your technology skills before the 1:1 computing initiative in your school?

Although already in Form 2 (14-year olds), we are faced with a startling discovery to the technological background of the secondary school students. This may be a summary of the 7 schools but it goes to show the gap that exists at this initial stage. The students responses only revealed the limited usage level in the form of;

MS Word Power point Friendster

Internet Email

This may not be surprising as statistics showed that only about 66% of the students have taken ICT literacy classes in their respective schools. This is further enhanced by the fact that more than 78% of the students have a computer in their home and only about 37% of them have access to the Internet at home.

The secondary school scenario may be slightly different as they may be students who are hostel-bound and do not stay at home and the inability to have access to a computer in the dormitory will have an impact as well. This point was brought up as the students did mention that they have little chance of using the computer in the dorm. The residential make-up of the secondary school students should be taken into account in the future.

Prior the CMPC initiative, there are students who have expressed their disinterest in the Internet and have never copied any graphics from the Internet. There were also feelings of incompetence in using the computer and power point and to being left behind. In spite of having access to libraries, access centres, computer labs as well as text books with them, there is also this comment regarding the difficulty to find information, though no specific were recorded.

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Describe the way 1:1 computing was introduced in your classroom activities.

On the whole, there were various approaches leading to the introduction of the 1:1 computing, as related by the students. These approaches also involved the teachers, students as well as the parents. It was not certain whether this introduction was streamlined in all the secondary schools and the response included; A number of students (5 students and 6 students were recorded) were given a course on how to use the CMPC and acted as trainers then on Teacher made power point presentation on how to use the CMPC Teacher gave briefing and showed how to use the Smartboard The students were given printed sheets about the CMPC Learnt preparation of power point presentation

Use of technology. Usefulness.

I am interested in how this technology has helped you in your classroom activities? Can you share your experiences?

These students showed a diverse application of this technology that encompasses the classroom activities and beyond. In general, the activities were focused on real class work orientation such as; Able to surf and explore the Internet and learn new things Can get information faster Finding information and pictures on the Internet I now know many things such as MS note taker and power point (presentation) No need to bring heavy books Easy to make notes More in-depth information Answer online quiz Created community with friends for support and assistance Send email and assignment to teachers

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For what type of activities and which subject matter specifically do you use the computer?

A summary of the students responses are given; Arab language use of online dictionary, MS Word Malay Language power point, brochure, English language power point, websites, posters, information, composition History power point, Geography power point, MS Word, Excel Arts used software, visit websites to find pictures, Science Find information and pictures, find innovations, animation of solar system

The students have also reported to learning to use wikipedia. One school reported that they had to do 11 (eleven) projects and this was rather time consuming and created stress on the students.

What sort of work have you done with this computer?

A summary of the work done by the students using the CMPC were; Find information Visit websites Myspace Chat with friends Email friends Download songs Read newspaper Send Raya cards/post cards Play games

Surf the net Find past year questions Do homework Create power point Send homework to teacher Prepared scrap book Create website Create time table

Class projects

There seem to be an equal balance between class related work and a more social and personal application of the CMPC. This is hardly surprising as the students have access to the Internet all the time.

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Perceived changes.

How has your regular classroom experiences changed after the introduction of 1:1 computing?

The perceived changes in classroom experience revealed a sense of pride and filled with activities and a general consciousness to the physical make-up of the environment. Other inputs are; Teacher use the computer more than the blackboard Put together information in a power point presentation Learn new skills such as downloading games, songs and alquran Have own book rack A quieter, comfortable and air-conditioned room Proud to be the class with CMPC/Different from others Always get visitors Felt special and look forward to coming to school Now seated in a group/different classroom arrangement

The impact of the perceived changes are confined to a more peripheral nature, relating little to any teaching and learning practices or any subject related excellence that might have caught their attention.

What changes have you seen in your communication and collaboration with your teacher and other students?

Teacher-student: The students felt that there was no barrier anymore for them to ask questions to the teacher via the CMPC. In fact, they felt that they have the privacy to communicate with the teacher and ask any question. They can send assignments to the teacher via email as well as a message to the teacher.

Student-student: I can now chat with my friends that are seated far away as opposed to before. We can now e-mail to, and chat (online) with our friends. In fact they felt closer to their classmates.

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Satisfaction.

How satisfied are you with this technology for classroom activities?

Highly satisfied and hope to have the CMPC next year as well.

How well did this technology work for your class assignments?

Based on the assignments given to them, the technology worked well for the task they needed to do, which included; Getting information faster than the book Can download while doing other work Finding more material in English Easy to find references Easy to copy and paste Get many pictures More colourful presentations with power point Many new information from the Internet Prefer teacher to give the information

Describe how you would recommend this technology to a friend?

The students would recommend the CMPC to a friend or students from other classes by; Having an open day so that other students can come to the class Holding an exhibition of our projects Help download songs and games for students from other classes Telling them that they can get more computer knowledge, information and easier to do their homework and increased computer competency Wireless facility

Other than an eagerness to display their projects to students from other classes, no students related any focus on the teaching of any subject as an impact or point of attraction that can be highlighted to others. It is more about accessing information, games and downloading of songs.

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Can you describe one the of the most rewarding classroom experiences with the 1:1 computing?

What is deemed rewarding or frustrating (as the case may be) will defer from student to student in their own experiences, whether in an academic or personal manner. This was obviously portrayed from their responses;

Rewarding: Can show my work to the whole class Get praises from the teacher for my presentation Developed power point for the first time Download song, view YouTube, music player, new software Work in a group and can share files, ideas, experience and project work with friends, whether at the same table or by email No need to copy from the blackboard Used note taker for Mathematics Only class in Pahang (obviously from students in Pahang) Can find lots of information, pictures, Google Earth Built website from excel Not sleepy

Can you describe one the of the most frustrating classroom experiences with the 1:1 computing?

Frustrating: Cannot connect to the teachers station Pen drive could not be read Slow connection when searching for information Cannot find information on the Internet Blocked websites (especially blogs are blocked by the Ministry) Cannot watch YouTube No publisher/Window Media Player The display monitor is so small There are lines on the monitor Slow and small memory/hard disk space Losing information after reformatting/missing files Virus/Jam/Hang Project work when friends did not complete their work Project work scolded by friends when project not completed

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How would you like to use the 1:1 computing in future school-work?

The students were able incorporate an element of extension to the classwork with the CMPC by making requests that would further enhance the use of the computer. They would also like to extend the application of the computer in an immersive fashion to facilitate for their work, hence the following comments; Would like to add speakers o that we can add sound and music into our presentations Use discussion group on the Internet and connect with all the schools involved Need more time to use the computer, especially after school hours To use the computer outside the classroom and in the school compound Would like to take the CMPC home Want to use Friendster and Yahoo Mail For the Malay language project, we would like to actual field visit and take photos to be inserted in the power point presentations

It was also interesting to note the students improvisation by requesting for a field trip in an authentic knowledge construction activity rather than to rely entirely on pictures from the Internet; at least they have the right idea. Too, connecting to other schools will enrich their project work to extended findings not confined to ones own school and environment alone. This can be a great start to exploring the real power of networking.

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How would you change the way that this technology has been used?

Although the range of actual use of the CMPC ranged from 2-4 months, the students managed to display a reasonable grasp of the scenario in a rather optimistic manner on the one hand, and a somewhat misconception on the other.

The students appropriately observed the need for more add-ons to the CMPC in order to produce a livelier presentation by adding speakers, increasing the RAM and even the need for other plug-ins such as video and movie maker.

The students may also have realized that surfing the net for information alone is a daunting task unless there is a specific purpose for doing so. In addition, to decide on the scope and extend of research may be beyond the capabilities of most. In other words, the existence of the CMPC should not result in a reversal of roles. The students mentioned that there were too many websites to search. Further they requested that the teacher should check the websites first before telling the students to visit. There is also a request for teachers to set up a website for Form 2, both in the Malay and English language.

However, in a strange twist, the students also requested that the projects be done after school so that it does not disturb the syllabus. It would be interesting to find out how they came to that conclusion.

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What kind of activities would you like your teacher to do?

The students were definitely enthusiastic with the presence of the CMPC and have come up with an interesting proposition for the teachers. Among the activities put forth by the students are; Use of educational (Internet) games in class Use of games to improve vocabulary Field visits and role play

The students suggested the use of videoconferencing so that they can see teachers from other schools teaching them using the web.

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Student Focus Group Primary Schools

There were 3 Primary Schools participating in this 1:1 Computing Project in the Ministry of Education-Intel school adoption endeavour, namely,

SK Ayer Keroh SK Jitra SK King Edward VII (1)

- Ayer Keroh, Melaka - Jitra, Kedah Darul Aman - Taiping, Perak Darul Ridzuan

The purpose of the Student Focus Group was to gather data from the primary students about their experiences with the integration of 1:1 computing into their learning activities.

The constructs measured were;

Communication and collaboration Students support

Expectations Support and feedback

Table 6.1

Student distribution in the primary schools

Primary school students (n=115) Male SK Ayer Keroh SK Jitra SK King Edward VII (1) 20 16 35 71 Female 19 25 0 44 TOTAL 39 41 35 115

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Table 6.2

Students opportunities to access computer at home and ICT literacy

Primary school students (n=115) Yes Have home PC frequency Have home frequency Taken ICT literacy class at school frequency Know effect of 'misuse accessed Internet at 82.6% 95 43.5% 50 90.4% 104 92.2% 106 No 17.4% 20 56.5% 65 9.6% 11 7.8% 9 100.0% 115 100.0% 115 100.0% 115 100.0% 115

computer' frequency

A total of 115 primary school students participated in the focus group discussion, comprising of 71 male students and 44 female students. Only one school, the SK King Edward VII (1) was an all-boys school.

The primary students were initially given a short introduction and a briefing by the moderator, conveying the purpose of the student focus group discussion and the goals of the exercise.

The primary students were asked to reflect their experience with the CMPC since the day it was introduced, the classroom activities they encountered and their own personal capabilities with the CMPC. Students were reminded to relate their real experience regardless of whether it was a rewarding or a frustrating experience.

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Technology integration

How did you feel about your technology skills before the 1:1 computing initiative in your school?

Although still in year 4 of their primary school, the students displayed a rather impressive array of capabilities even before the introduction of the CMPC. Among the familiarity and technological skills of the students are in the use of;

MS Word Paint brush Excel Power point

Internet Email Google search

This is hardly surprising as statistics showed that more than 90% of the students have taken ICT literacy classes in their respective schools. This is further enhanced by the fact that more than 82% of the students have a computer in their home and almost 44% of them have access to the Internet at home.

Prior the CMPC initiative, the students have had the opportunity at the use of computers via the computer labs in their school and one school even has a computer club. Overall, the primary school students participating in this 1:1 computing initiative were more than ready with more than just basic knowledge in computer skills.

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Describe the way 1:1 computing was introduced in your classroom activities.

On the whole, there were various approaches leading to the introduction of the 1:1 computing, as related by the students. These approaches also involved the teachers, students as well as the parents.

The students were given a detailed briefing regarding use of, and how to handle the CMPC, the 1:1 computing programme and the objectives of such a study. The teacher also gave a power point presentation and the relevant instructions (printed) for students reference. The printed instruction was given to each student.

The introduction of the 1:1 computing also led to new rules about the storage of the CMPC, charging facilitation, safety of the equipment and the configuration of the classroom. This included a caution by the teacher that the students must perform better as compared to the others classes so that the CMPC will remain in their class for the future.

Use of technology. Usefulness.

I am interested in how this technology has helped you in your classroom activities? Can you share your experiences?

These students showed a diverse application of this technology that encompasses the classroom activities and beyond. In general, the activities were focused on real-work orientation such as; Finding information and pictures on the Internet Finding more information about the lesson learnt in class Construction of power point for presentation Looking up for meaning of words using the online dictionary

Other than that, they were also creating their own websites, and chatting with friends in Taiping (another school in this project) and chatting with their parents.

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For what type of activities and which subject matter specifically do you use the computer?

A summary of the students responses are given; Math Excel, power point (building shapes) Science Animation and graphics from the Internet, Word, find pictures on the Internet (topic on recycling, the solar system) Bahasa Melayu presentation with power point

Students also mentioned to other subjects such as English language, Arabic language. Kajian tempatan, Kemahiran hidup and sivik, although no specific activity was cited.

What sorts of work have you done with this computer?

Searching for maps Download animated pictures Email friends Create power point

Chat with classmates Surf the net Visit websites Search for information

Perceived changes.

How has your regular classroom experiences changed after the introduction of 1:1 computing?

With the exception of only one comment from the students that mentioned that the teaching and learning has become easier and faster, the students were mostly attracted to the physical appearance of their classroom as the change in experience after the introduction of the 1:1 computing. Their perceived changes included; A comfortable and air-conditioned room A beautiful classroom (with curtains) Wireless connection They can keep their books in the class They want to be in the same classroom next year too

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What changes have you seen in your communication and collaboration with your teacher and other students?

Teacher-student: The students felt that there was no barrier anymore for them to ask questions to the teacher via the CMPC. In fact, they felt closer to the teacher as compared to before.

Student-student:

Our interactions and communication have

increased and it has become much easier to accept the points of view of others and to share a lot of resources found on the Internet. The note taker was used to good effect. The students also sent emails, used MSN and sent remote messages.

Satisfaction.

How satisfied are you with this technology for classroom activities?

There were varied responses to this question, a short version and a different version, which would reflect their satisfaction. In general, they were very satisfied with the as they can wander to anywhere in the world. They were happy just to be able to access and surf the Internet. However, they also mentioned that the screen is too small for their activity.

How well did this technology work for your class assignments?

Based on the assignments given to them, the technology worked well as they could collect many pictures for their power point presentation. It was so much faster to get information for their homework. They were able to see the power point presentation of their friends. In all, it made their work beautiful, neat and structured.

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Describe how you would recommend this technology to a friend?

The students would entice or recommend to a friend or students from other classes by; Telling them that there is only one (1) school in Perak using CMPC (this must comments from those in Perak, obviously), Showing them a picture of the CMPC Sharing with them the results of the class projects Telling them through the email Telling them that they can surf the internet and have a computer on the table all the time during school time

Can you describe one the of the most rewarding classroom experiences with the 1:1 computing?

What is deemed rewarding or frustrating (as the case may be) will defer from student to student in their own experiences, whether in an academic or personal manner. This was obviously portrayed from their responses;

Rewarding: Helped my teacher to use the CMPC during the Arabic language class Helped friends in using the web and Google image search Use the Internet Play Internet games/secretly play games My friends from other classes are envious of me Felt superior

Can you describe a frustrating experience (if any) with the 1:1 computing?

Frustrating: The Internet connection is not stable- sometimes, only 10 CMPCs can access the Internet The memory is too small The keyboard is too small for my fingers Cannot take the CMPC home t finish my homework Problems with viruses/hang

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Expectations

How would you like to use the 1:1 computing in future school-work?

This was not an easy task to coax the students to foresee the 1:1 computing scenario but it was obvious that they would like to be able to take the CMPC home to finish their homework. Having used the power point software during the duration of the project, they would like to further their skills for better class presentation; whether this is in line with the curriculum remains to be seen.

How would you change the way that this technology has been used? What kind of activities would you like your teacher to do?

For primary school students, their response came as a surprise as it was suggested that a webcam be supplied so that a web conferencing could be part of the learning activity. They thought that they should also have access to the power point files.

The students were definitely enthusiastic with the presence of the CMPC and have come up with an interesting proposition for the teachers. It is also obvious that they are proud of having the privilege of using the CMPC and would like to share and exhibit their projects with other students. They were keen also to allow their friend to come to their class to use the CMPC.

Students requested more hardware to be placed in their classroom such as the printer that r, scanner and a photocopy machine so that they can do their work better. It is obvious they have been exposed to all these gadgets, although not necessarily from the school. This augurs well with the fact that 82% of the students have access to a computer at home and it is most likely that printers and scanners would be part of the computer set-up at home. Products that have combined functions of printer, scanner and copier can be easily obtained on the open market. Lastly, they would like the teacher to have more chats with them.

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Classroom Observation

Purpose

To capture evidence about the types of learning activities that occurs in the classroom, which is using technology and how technology is being used and what types of resources were used for the teaching and learning processes.

Classroom Background

Class sessions ranged in length from 30 to 50 minutes (Mean = 40 minutes). At the time of the observations all the classes were continuing with previously started topics and were focused on specific content. Due to various limitations, there were only 8 classrooms available for observation. Each teacher was observed in only one class session.

Table 7.1 Numbers of Classes Observed, by Subject Type (N =8)

Subject Science Science Islamic Religious Studies Islamic Religious Studies Malay Language Malay Language Mathematics

Form/ Standard Standard 4 Form 2 Standard 4 Form 2 Standard 4 Form 2 Form 2

Number of Classes 1 2 1 1 1 1 1

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Class Organization In most of the observed classes, the desks were arranged in groups of four with students facing each other. There was only one school using customized round tables.

Time-interval observation The entire classroom lesson was videotaped from the very beginning until the end of the class. By using a time-sampling procedure, the evaluators checked all the items that are relevant for a total of 10 five-minute intervals. Totaling the marks in each item and dividing by the total number of five-minute intervals resulted in the percentage of instructional time that a particular item was used during the observation. The items were related to 4 main constructs

Instructional Approach and Technology Integration Technology Supported Classroom Practices Use of High-Quality Pedagogy Classroom Collaboration

1.

Instructional Approach and Technology Integration F = 80 15 16 4 48 20 25 22 0 52 % 18.8 20.0 5.0 60.0 25.0 31.3 27.5 0 65.0

Instructional Approach Non-interactive leading approach Facilitator assisting individual student or groups Hands-off approach observing students as they work Classroom manager in control of processes Co-learner Teacher led lecture/presentation Teacher led lecture with discussion Demonstration by teacher Student work presentation

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Instructional Approach Student reading Cooperative learning Teacher interacting with student Hands on activities Administrative tasks Interruption or break Project-Based Teaching Strategies Teacher refers to/reflects on essential question of unit Teacher discusses/uses rubric to assess work products Teacher provides feedback in ways besides using a rubric Non-project based strategies are used

F = 80 20 0 28 10 1 4

% 25.0 0 35.0 12.5 1.25 5.0

0 0 0 70

0 0 0 87.5

The classroom observation recorded very low practice of project-based teaching strategies. Overall, 87.5% of the times were involved with non-project based strategies.

However, 81.2% of the time were involving interactive teaching & learning approaches for instance, teacher-led discussion of specific concepts and providing feedbacks to students presentations (35.0%).

In most instances, students were given the task to share information that they have learnt from a recent homework (65.0%). The students presentation were projected through the LCD from the teachers laptop to a screen as well as broadcasted to every CMPC in the classroom.

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2.

Technology Supported Classroom Practices

Technology resources Computer (1:1 computing) Printer Scanner TV VCR Digital Camera Video Camera Projector Handheld computer No technology used Software/Application used Word processor Presentation (e.g., Power Point) Desk-top publishing (e.g., Publisher) Web programming Internet/WWW Intel Teach to the Future website Intel Teach to the Future CD-ROM IIE Web-based thinking tools Spreadsheet Flowchart/concept mapping

F = 80 60 0 0 0 0 0 0 60 0 6

% 75.0 0 0 0 0 0 0 75.0 0 7.5

15 54 0 0 10 0 0 0 0 0

18.8 67.5 0 0 12.5 0 0 0 0 0

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Graphic software (i.e., Photoshop or KidPix) Educational software package Use of Technology As part of a lab, activity or assignment Students research to present information Teacher lesson delivery Teaching technology skills Teaching application/software Student presentation via technology Technology supported group work Only the teacher uses the technology No technology used

0 0

0 0

4 6 28 0 0 48 8 20 2

5.0 7.5 35.0 0 0 60.0 10.0 25.0 2.5

For a majority of the observation time (75.0%), there was 1:1 computing engagement. However, it is also found that all other peripherals were not utilized except for the projector. The projector was used for teachers Power Point presentations and students presentation of their assigned work (75.0%). Most of the students works were presented using Power Point (67.5%). Due to the nature of the assigned work, which revolves around presentations, all the other software applications which are not meant for presentations were under utilized. There were only two non presentation based applications which were utilized. The web browser was used by students to gather information (10.0%) and Microsoft words (18.8%) were also used for presentation.

3.

Use of High-Quality Pedagogy

Grouping Strategy Students working independently/ alone Pairs of students Small groups (3 + students)

F = 80 20 0 12

% 25.0 0 15.0

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Students interacting with teachers Whole class/working as a large group Students listening to teacher, TV or other media Classroom Activity Students working actively on a project Students presenting their work Questions and answer activity Teacher led class/interaction w/students Teacher lecture/non-interactive class Students practicing skills on the computer Students completing worksheets Students working on an assessment Class supported by technology (CD, video). Class supported by a computer program. Project-based Instruction Students develop or pursue their own project ideas Students work in collaborative groups on projects Students present work to peers Students conduct independent research Teacher makes connections to real-world experiences Teacher makes connections across subject areas Teacher scaffolds activities Non-project based strategies are used

15 50 24

18.8 62.5 30.0

6 48 10 25 4 4 1 1 0 50

7.5 60.0 12.5 31.3 5.0 5.0 1.3 1.3 0 62.5

2 2 2 2 6 0 4 50

2.5 2.5 2.5 2.5 7.5 0 5.0 75.0

For most instances, the teachers were teaching with either prepared power point presentations or word documents. The presentations were projected through the LCD from the teachers laptop to a screen (30%). In two classes, students were able to view the teachers power point presentations on their CMPC. At other times, students were appointed by the teachers to present their assigned work (60%). Their presentation were broadcasted to all the CMPC of the students and projected on the big screen. Whenever a student or teacher is presenting, the class would be listening and viewing the presentation as a large group, which is the

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most practiced grouping strategy (62.5%).

3.

Level Of Challenges And Engagements

Level of challenge of activities Too easy for most of the students Appropriate for most of the students Too hard for most of the students Student Engagement Low engagement (< 20% of students on task) Moderate engagement (50% of students on task) High engagement (> 80% of students on task) Cognitive Abilities Receipt of knowledge Applied procedural knowledge Knowledge representation Knowledge construction Other (specify) (* Singing BM Lesson )

F = 80 20 45 0

% 25.0 56.3 0

14 20 38

17.5 25.0 47.5

50 1 20 2 2

62.5 1.3 25.0 2.5 2.5

The level of student engagement was found to be high, where nearly all the students were actively involved in the teaching and learning processes (47.5%). Students were searching for information such as static graphics, and animations which were related to the task at hand to support their power point presentations. Students were also actively engaged in utilizing Power Point to prepare their presentation materials. However, most of the time the students were at the receiving end of knowledge (62.5%) and knowledge representation (25%) where they were merely involved in listening, repeating, answering simple questions, and reading information which were found in external sources. This supports the data which shows that the level of knowledge construction is low (2.5%), where students were not able to construct original and creative outcomes.

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4.

Classroom Collaboration

Classroom Collaboration None One About half All or almost all Group Work Discussion of goals or strategies Asking questions Showing respect for group members Role-taking Turn-taking Conflict Conflict resolution Shared meaning-making

F = 80 0 0 0 0

% 0 0 0 0

0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0

During the observation, it was noticed that all the items regarding group work did not take place at all. This could be due to the fact that the observations where performed during the final stage of the given tasks where students were expected to present the work which had already been completed.

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Administrator Interview

Purpose:

To gather data from school administrators about the introduction of technology in the schools, pre-post implementation of 1:1 computing, feedback and support, and future scale-up of the 1:1 computing program implementation.

Constructs measured:

Professional development for teachers

Commitment to technology in education Capacity for technology implementation and support

Support for teachers and students Technology infrastructure Technology integration readiness

School needs and goals Curriculum approaches goals and instructional

Readiness ( Kesediaan )

a) How well equipped was your school to integrate 1:1 computing?

Generally, the schools were equiped with the basic necessities from the existing infrastructure that included computer

laboratories, access centres, air-conditioning, the Internet and wireless facilities. The teachers were also capable of conducting teaching and learning practices using a computer.

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b) What adaptations did you have to make to prepare for the 1:1 computing integration (e.g., classroom config., connectivity , schedule, resources, etc.)?

All the school had the same thought in mind where the safety of the computers were concerned and suggested an appropriate location for setting up the CMPC facilities. Other points of concern were;

The selection of teachers Class configuration Size of classroom Connectivity Scheduling of teachers and classes Electrical configuration

Pre-implementation ( Pra-implimentasi )

a) How does the 1:1 computing match up to the curriculum goals?

The 1:1 computing matches very well with the aspirations of the school curriculum and would be of great assistance to the character building of the students through the project-based and group work activities. However, the use of the textbook is still vital. As much as the schools were in agreement the complementary nature of the 1:1 computing, there was also concern that the syllabus cannot be completed.

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b) How does the 1:1 computing program meet the needs of your school?

In general, the schools look forward the capabilities of having Internet access at their fingertips and this should assist the teachers and students alike in the teaching and learning activities. Mostly it would make finding information better and easier for the students, make learning attractive for the students, keeping information and documentation of projects. One school said that it complements their school vision: To be the best by 2008. However, no school mentioned any innovations in pedagogy.

Satisfaction ( Kepuasan )

a) Overall, how satisfied are you with the implementation of the 1:1 computing?

The satisfaction was good and was aired from various angles; The students have shown renewed interest in their studies and computer skills Trying to get sponsor for putting computers in the hostel The sites are mostly in English There were technical glitches such as loss of information when re-formatted, virus problems and computers stalling (hang) Students need constant briefing, monitoring and encouragement

b) How satisfied are you with teachers training and preparation to integrate the 1:1 computing into classroom practices?

Very satisfied, however some of the teachers are still weak in computer literacy Teachers already have basics but need more training

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Support ( Sokongan )

a) In what ways do participatin g teachers receive support to integrate 1:1 computing into teaching practices?

There was all-round support from the interested parties; Support from Intel in the early stages From time to time officials from BTP WP drop in to monitor and help Support from PKG (very frequent), PPD, Intel & BTP Officers from the PKG would conduct extra courses to all the teachers in the project. No specific course was mentioned.

b) Describe how teachers are encouraged to integrate technology into their teaching & learning?

By regular supervision from the Intel officials Regular courses from PSPN, JPN, PKG Encourage them to work in groups and learn from each other A competition in the preparation of modules

c) What type of support would you need to scale up technology integration in your school?

The support would depend on the scale to be implemented it should be adaptable. Nonetheless, the few issue pointed out were; Reduce the workload of teachers in other areas Expertise in the teaching-learning and the integration of technology Upgrade of software to include publisher printers can be installed Full-time technician Maintenance of computers Training opportunities for teachers in educational technology

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Challenges ( Cabaran )

a) What kind of barriers/constraint s/challenges did you face in introducing 1:1 computing in your school?

This is a new environment for the school and hence the school management was rather at a loss in the early stages as to what was supposed to be done in terms of preparation and materials needed. There was also trepidation among the teachers with regards to their competence to implement the project. There was also the classroom related problems as the class was shared by both the morning and afternoon sessions (this was later resolved). Others include; Scheduling of teachers in the current system May need to have a new format, especially for exam year To maintain hand written exercises Limited time to finish the curriculum Lack of competence of teachers in computer knowledge Issue of safety of the computers Teachers selected for the program were away from school for courses, etc., often this affected the teaching in other classes

b) What have been the main challenges in implementing 1:1 computing in your school?

Upgrading the computer literacy skill of both teachers and students The CMPC is not stable in its function. A lot of teaching time is wasted and the teachers have difficulty in finishing the syllabus The workload of the teachers are too heavy, including the activities of JPN,and PPD and many teachers were involved with the exam years (PMR, SPM & STPM) Limited preparation time of the projects as teachers had to prepare for the frequent tests and exams in the school

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Feedback ( Maklumbalas )

a) What type of feedback have you received from parents?

Parents express delight that their children were selected for this programme via PTA Visit by Exco of PTA Other parents too want it the 1:1 programme for their children Expressed worries will it be continued as the next year will be the exam year

b) What are the students reactions to the integration of 1:1 computing?

Students are generally excited with the exception of one or two who asked to be replaced Very excited to have access to lots of information Students were studious in doing the project and were not loitering around like they used to Very proud Easy access

School culture ( Budaya sekolah )

a) How (if) has the integration of 1:1 computing influenced or changed your district or school culture, or your organizational culture?

It hasnt changed the school/ district as it involves only 36 students or 2.8% of the students population Surfing the net in free time and while waiting for the teacher to come More knowledge based Collaboration with PKG, PPD Accessing to Internet

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Planning (Perancangan)

a) What

resources

would you need to scale-up technology integration in your school?

The CMPC s need to be upgraded. They are often attacked by internet virus. Time is wasted reformatting More reference materials More innovative softwares such as mind-mapping Wireless connection Printer and scanner

b) How would you improve the implementation of 1:1 computing?

Perhaps there should be less emphasis on paper work. Preparing modules involves lot of time . There teachers also have to tech other classes. Have a competition for the students and the teachers More teacher development Addition of scanner and printer Sharing projects with other schools Constant maintenance of the computers

c) What do you foresee in the future implementation of 1:1 computing in your school?

To compliment with good student performance Constant monitoring including a Seminar Students should become more independent in their learning Students and teachers more competent in the computer and Internet application Competitions at the School and National level to inculcate a competitive environment for better teaching and learning practices The 1:1 computing should also be implemented in Premier Schools Wireless school

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Comments and Recommendations

The comments and recommendations are based on the teacher and student questionnaires, interviews, administrator interview and classroom observations for the 10 school in this 1:1 e-learning project.

Infrastructure In general teachers and students were concerned with the specification of the CMPC supplied, in terms of the memory size, hard disk space, keyboard and screen size which was found to be somewhat uncomfortable for some students and teachers. In view of the large number of students (ranging from 29 40 students) per classroom, the project revealed a varied configuration or classroom layout, depending on the space available while retaining the size of the classroom. In an extreme case, there was little room to move between tables. The appropriate number of students per class has to be considered in the future. The charging capacity of the CMPC battery was also found to be irregular, thus causing unnecessary inconvenience for classroom use by students. It is recommended that a more suitable configuration be supplied. In many classrooms the computer cables were not installed in a safe and secure manner with live lines protruding from the centre of the tables to the spaghetti junctions on the floor, not to mention obstructing high rise plug points with cables lying on the table with the students, as can be seen in Figure 1.

Figure 1 Cables and plug points

It is recommended that the classrooms are set up in compliance with the electrical safety standards, including the use of air condition, projectors and other additions in the future.

Learning Environment The introduction of 1:1 Computing programme should enhance a richer learning environment where students are able to personalise their learning through communication, collaboration and social networking. The project only revealed the presence of the CMPC with Internet capabilities but with very little Internet-based collaboration beyond finding information for the projects.

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It is recommended that students and teachers are exposed to various social networking software enabling them to work in virtual space collaboratively. Such tools include, free online groups and forum (such as Yahoo, Google, MSN and AirSet). We also recommend that teachers be taught to create collaborative platforms to manage and share teaching and learning resources and to learn from each other. However, this must be planned from the beginning as part and parcel of the teaching and learning package and not administered as an afterthought. School Curriculum Teachers are very concerned in completing the school curriculum allocated for the year to the point that the 1:1 computing project was seen as an added activity rather than facilitation and an integration into the current ongoing curriculum. This has resulted in some teachers to be highly stressed. The students were also stressed as one school had to do 10 projects. More thought should have gone into the mechanism of introducing Project-based activities in the school. It is recommended that the schools involved should prepare a blueprint incorporating the 1:1 computing facilitation in the teaching and learning practices. Pedagogy The introduction of the CMPC in the form of a new tool will definitely have an impact on the present teaching and learning practices. We observed very limited execution of strategic computer-mediated and Internet-based pedagogies that enhances meaningful and active learning among students. For instance, the use of Powerpoint and the search of information in the internet. Even so, the T&L technique of using Powerpoint have not been appropriately implemented. It is recommended that teachers be exposed and trained in the appropriate use of multimedia computing and Internet based pedagogies in accordance to the designed curriculum. For example, the creation of a question-bank, online quizzes, worked-out examples of examination-oriented questions and wikis. Staff Development Teacher professional development is not sufficient to enable teachers to implement 1:1 Computing program with confidence. It is recommended that teachers are given proper and structured training and time to practice the new skills before they are placed in the classrooms with CMPC. On-site monitoring and continual support in the form of guidance, techniques and strategies from MOE (or an independent body appointed by MOE) is necessary in order for teachers to gain the confidence.

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It is also recommended that teachers involved in the 1:1 Computing project be accorded appropriate workload in order for them to plan, and implement the teaching and learning practices involved. This is especially true for teachers who are also responsible for teaching exam classes. It is also recommended that the teachers be certified competent in ICT and Internet based pedagogies, which are strongly taken into considerations in their increment and promotion. Student Development About 83% of primary school students have access to computers at home, with about 44% having access to internet connection at home. In terms of basic ICT knowledge, about 90% of the primary school students have taken ICT literacy classes at schools. About 78% of secondary school students have access to computers at home, with about 37% having access to internet connection at home. In terms of basic ICT knowledge, about 66% of the secondary school students have taken ICT literacy classes at schools. Access to computers at home In view of the students home computing capabilities (or lack of it) it is recommended that they be allowed to bring the CMPC home. This would enable them to continue using CMPC for the purpose of completing school assignments and independent learning projects outside of school hours. This is regardless of whether students have access to Internet or not. This will facilitate learning activities to happen at anytime and anywhere. Technology supported classroom practices The use of technology in the classroom (such as searching for information on the Internet) is limited by the activities assigned to the students by the teachers. It is recommended that students be introduced to other Internet based tools and Internet based learning activities. This should help students to access, filter and process information into knowledge, at the same time developing research and information processing skills. Project based activities Because of the time constraints, the nature of the curriculum and assessment system, the students find that project based activities are stressful and time consuming. Since not all subjects lend itself to project based activities, it is recommended that the curriculum and assessment be reviewed and revamped to enable the introduction of more innovative approaches including problem-based learning and Internet based Webquests (http://www.webquest.org/index.php) projects. Student engagement While learning activities were being implemented the students were totally engaged with the CMPC and nothing else. Students were merely passively watching their own CMPC screens and sometimes the teacher. It was surprising to notice that papers and pencils were absent on the tables where students should be integrating the CMPC with conventional classroom practices, such as writing notes in exercise books and referring to text books. It is recommended that teaching and learning

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processes require that students be engaged actively with contents from various resources, such as text books and other supporting materials (such as posters and charts) and audiovisual aids (such as models and real objects). It is also recommended that teachers be engaging the students by interacting with the students, through discussions, asking questions and providing feedbacks.

Support system Teachers reported that teaching and learning processes were interrupted by various technical problems, such as virus problems, faulty CMPC as well as slow and unstable Internet connection. The successful implementation of classroom computing requires a coordinated effort by not only the teachers, administrators as well as technical support personnel. An audit is recommended to identify the support system situation in schools, so that problems can be rectified accordingly.

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Concluding Remarks Our observation revealed a classical e-learning implementation teething problems that arose from an attempt to incorporate e-learning into an existing rock-solid education system. As innovative as the Classmate PC (CMPC), it cannot singlehandedly inject a new learning environment if its introduction is merely a peripheral activity. This has been proven to be so, as the teachers and students alike were keen to finish the 1:1 e-learning project so that they can continue and finish their syllabus.

The teachers were only given a short training and were supposed to expertly implement their new found knowledge in the school on top of their very busy schedule. The students, riding on their excitement and enthusiasm were on cloud nine until doing 10 projects got to them. They were also tired of showing off to numerous visitors to their school. The inconsistency of implementation had schools actively using the CMPC from 2-4 months. As a result, there was no enhancement in pedagogy beyond using the Internet to find information for their projects. In fact teachers were fearful of the future of the CMPC because next year would be an exam year for the Form 2 students.

There is absolutely nothing wrong with the CMPC. As a matter of fact, it might be what is necessary to bring about the change that we are looking for in an e-learning supported school system. However, it is NOT about introducing a new hardware, it is about the ecology of the whole education system that incorporates the CMPC, it is about the synergy of all components of e-learning in a school system that will bring about an electronic learning environment and pedagogically articulated computermediated and assisted lessons delivered to students that conform to their learning styles and preferences.

We regard this as a first phase in the introduction of the CMPC and recommend that the Project be continued to a second phase that will take into account lessons learned from the first phase. A blueprint should be prepared for this purpose and we further recommend an expert group to formulate appropriate models for the second phase with different designs of implementation.

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Appendix 5 PRINCIPAL LEADERSHIP FORUM

March 19, 2007 Auditorium Bahagian Teknologi Pendidikan Persiaran Bukit Kiara, 50604 Kuala Lumpur
Time Forum Overview a. Agenda 8:30 - 8:40 am b. Forum Goals c. Forum Essential and Unit Questions d. Developing Action Plan 8:40 - 8:50 am 8:50 - 9:00 am 9:00 - 9:05 am 9:05 - 9:15 am Intel Education Initiative Video Short Break Doa Recitation Welcome Speech by Country Manager, Intel Malaysia Opening Speech by Director, Bahagian Teknologi Pendidikan, Kementerian Pelajaran Malaysia Ms Debjani Ghosh Mr Hasnan Hakim Mr Hasnan Hakim Activity Presenter

9:15 - 9:25 am

Y. Bhg Dato' Hj Yusoff b Harun

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Time 9:25 - 10.00 am 10:00 - 10:30 am 10:30 - 10:40 am Tea Break

Activity

Presenter

Intel - MOE ICT for Education Program Overview

Ms Debjani Ghosh

Classmate PC (CMPC) Overview

Mr Edham Zainol

Intel Teach Program - Essentials Course 10:40 - 11:10 am a. Curriculum b. Teacher Training c. Principal Leadership Forum d. CMPC Training 11:10 - 11:20 am 11:20 - 11:50 am 11:50 11:55am 11:55 - 12:15 pm 12:15 - 12:45 pm

Mr Yap Yee Khiong

Program Evaluation

Mr Hasnan Hakim

Q & A and Wrap Up

Ms Debjani Ghosh/Mr Hasnan Hakim/Ms Chan Foong Mae Mr Yap Yee Khiong

Action Plan Work

The Role of Principal in Effective Technology Integration in Schools

Dr Lee Boon Hua

Technology Plan For Schools

Dr Lee Boon Hua

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Time 12:45 - 2:00 pm 2:00 - 3:30 pm 3:30 - 5:00 pm 5:00 - 5:30 pm Lunch Workshop Develop Action Plan

Activity

Presenter

Mr Yap Yee Khiong Mr Yap Yee Khiong Mr Hasnan Hakim

Presentation By Principals Of Each Pilot School Wrap Up & Feedback From Participants

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PARTICIPANTS SMK Padang Midin,Kuala Terengganu, Terengganu 1 2 3 4 Hjh Khatijah Bt Mohamad Hjh Asmah Binti Mohamad Mohamad Nawawi B. Rani Zakaria Bin Ibrahim Principal Senior Assistant Teacher (Administration) Senior Assistant Teacher (Student Affairs) Senior Assistant Teacher (Co-curriculum)

SMK Clifford, Kuala Lipis, Pahang 1 2 3 4 Datin Ragayah Bt Hj. Omar Hjh. Rosidah Bt Kamaludin Un Bin Mat Ustaz Ahmad Mahyuddin Principal Senior Assistant Teacher (Administration) Senior Assistant Teacher (Student Affairs) Senior Assistant Teacher (Co-curriculum)

SMK Datuk Hj. Ahmad Badawi, Kepala Batas, Pulau Pinang 1 2 3 4 Tn. Hj. Abu Hassan B. Yahya Supian Bin Paimin Zurainah Bt Jaafar Umar B. Saidin Principal Senior Assistant Teacher (Administration) Senior Assistant Teacher (Student Affairs) Senior Assistant Teacher (Co-curriculum)

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SMK Bandar T6, Tmn Sri Lambak, Kluang, Johor 1 2 3 4 Hjh Marmining Bt. Ahmad Chairil Yazid B. Mohamad Aminah Bt Hj. Zaini Hasmi Bin Ali Principal Senior Assistant Teacher (Administration) Senior Assistant Teacher (Student Affairs) Senior Assistant Teacher (Co-curriculum)

SMKA Falahiah, Pasir Pekan, Wakaf Baru, Kelantan 1 2 3 4 Abd. Rahim B. Otsman Ibrahim B. Deraman Ahmad Ghazilan B. Ngah Ayub B. Mat Tahir Principal Senior Assistant Teacher (Administration) Senior Assistant Teacher (Student Affairs) Senior Assistant Teacher (Co-curriculum)

SMK SERI PERMAISURI, BANDAR SERI PERMAISURI, CHERAS, KUALA LUMPUR 1 2 3 Hjh. Razana Aini Bt Ali Dawam Nor Ainon Bt Ramli Khairuddin Bin Abdullah Principal Senior Assistant Teacher (Administration) Senior Assistant Teacher (Student Affairs)

SMKA SHEIKH HJ. MOHD SAID 1 2 3 4

Hjh. Wan Rohayah Bt Wan Yaakub

Principal Senior Assistant Teacher (Administration) Senior Assistant Teacher (Student Affairs) Senior Assistant Teacher (Co-curriculum)

Saiful Bahrin B. Abu Asmah Bt Rahim Bahiah Bt Tani

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SK AYER KEROH,JALAN AYER KEROH, MELAKA 1 2 3 Yaacob B. Othman Norhida Bt Abd Hamid Bobby Wee Tek Seng Headmaster Senior Assistant Teacher (Student Affairs) Senior Assistant Teacher (Co-curriculum)

SK JITRA, JITRA, KEDAH 1 2 3 4 Jamaliah Bt Din Mukhtar Ahmad B. Mandzor A. Kamariah Bt Khalid Abdul Halim B. Omar Headmaster Senior Assistant Teacher (Administration) Senior Assistant Teacher (Student Affairs) Senior Assistant Teacher (Co-curriculum)

SK KING EDWARD VII (1),TAIPING, PERAK 1 2 3 4 Abdul Habib B. Alapitchay Kok Sooi Seng Junaidah Bt Abd. Rahim Hor Nee Khong Headmaster Senior Assistant Teacher (Administration) Senior Assistant Teacher (Student Affairs) Senior Assistant Teacher (Co-curriculum)

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Intel Teach Program Essentials Course

Appendix 4 INTEL@TEACH PROGRAM

I n t e l T e a c h Program - Essentials Training Start 8:15 AM 8:30 AM 9:00 AM 9:45 AM 10:05 AM 10:20 AM 12:15 PM 1:00 PM 2:00 PM 3:50 PM 4:05 PM Start 8:00 AM 8:05 AM 10:10 AM 10:25 AM 11:45 AM 12:30 PM 1:00 PM 2:00 PM 2:40 PM 3:25 PM End 8:30 AM 9:00 AM 9:45 AM 10:05 AM 10:20 AM 12:15 PM 1:00 PM 2:00 PM 3:50 PM 4:05 PM 5:00 PM End 8:05 AM 10:10 AM 10:25 AM 11:45 AM 12:30 PM 1:00 PM 2:00 PM 2:40 PM 3:25 PM 3:40 PM Discuss Index cards from previous day View and discuss on Curriculum-Framing Questions Break Create Essential, Unit and Content questions Module 2 Review - copyright laws, fair use guidelines and create Works Cited documents Use search engines and directories; locate Internet resources Lunch Module 3 Review & Pedagogical Discussion View and discuss Sample Student Presentations Break Welcome, Introductions and Agenda Overview of Intel Teach program and curriculum Module 1 Review Inquiry Based Learning Break 21st Century Skills and Higher Order thinking Skills Project Based Learning Lunch Project Based Learning Break View and discuss Unit Plan Template and Portfolio Rubric Day 2

Day 1

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Intel Teach Program Essentials Course

I n t e l T e a c h Program - Essentials Training 3:40 PM 4:50 PM Start 8:00 AM 8:05 AM 8:40 AM 9:15 AM 9:55 AM 10:10 AM 12:15 PM 1:00 PM 2:00 PM 3:15 PM 3:30 PM 4:20 PM Start 8:00 AM 8:05 AM 8:30 AM 9:45 AM 10:00 AM 10:15 AM 11:15 AM 11:45 AM 12:30 PM 1:00 PM 2:00 PM 3:25 4:50 PM 5:00 PM End 8:05 AM 8:40 AM 9:15 AM 9:55 AM 10:10 AM 12:15 PM 1:00 PM 2:00 PM 3:15 PM 3:30 PM 4:45 PM 5:00 PM End 8:05 AM 8:30 AM 9:45 AM 10:00 AM 10:15 AM 11:15 AM 11:45 AM 12:30 PM 1:00 PM 2:00 PM 3:25 PM 3:40 Discuss Index cards from previous day Module 6 Review & Pedagogical Discussion Create student Web site using Publisher Break Self-evaluate student Web site View sample evaluation tools and Create evaluation tool and review Web site and evaluation tool Essential Questions _ Dialogue Role Play Module 7 Review & Pedagogical Discussion Discuss differences between Module 5 and 7 - Create teacher Web site, presentation, or publication Lunch Module 8 - Presentation - Differentiation of Instruction Break Discuss Index cards from previous day Discuss how to facilitate Self-Evaluations on student sample presentation Sample Presentation evaluation tools Module 4 Review & Pedagogical Discussion Break View, discuss and create student sample publications, Create evaluation tool Module 5 Review & Pedagogical Discussion Lunch View and discuss Scaffolding and Student Support Materials Break Create Student Support Materials and Plan student Web site Debrief and turn in comment cards Day 4

Create student sample presentation Debrief and turn in comment cards Day 3

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Intel Teach Program Essentials Course

I n t e l T e a c h Program - Essentials Training PM 3:40 PM 4:25 PM 4:45 PM Start 8:00 AM 8:05 AM 8:30 AM 9:10 AM 9:55 AM 10:10 AM 12:15 PM 2:45 PM PM 4:25 PM 4:45 PM 5:00 PM End 8:05 AM 8:30 AM 9:10 AM 9:55 AM 10:10 AM 12:15 PM 2:45 PM 4:00 PM Discuss Index cards from previous day Module 9 Review & Pedagogical Discussion Module 10 Review & Pedagogical Discussion Putting Portfolios together Break Showcasing Portfolios Lunch Training Tips Create implementation plans and management documents Revisit Unit Plan Debrief and turn in comment cards Day 5

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Intel Teach Program Essentials Course

Intel Teach Program

Essentials Course v.10 Overview

April, 2007 Version 1

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Intel Teach Program Essentials Course

Welcome!
This printed guide walks you through a module-by-module review of revisions to the Intel Teach Essentials Course (version 10). To successfully complete this training, you must have the new curriculum manual with you. If you do not have an Essentials Course v.10 curriculum manual, please e-mail teacher.training@intel.com and request one before you proceed with this overview. Reviewing Each Module of the Essentials Course Complete selected activities or steps for each module in the Essentials Course. Each module has a table that outlines three types of tasks for the selected module: Required. Completing required tasks is critical to the successful implementation of Essentials Course v.10. Occasionally, these tasks have been modified slightly from activities in the manual to emphasize new course content. Optional. The optional tasks address new information and skills. Completing these tasks allows you to explore new components of the course in more depth. Some optional tasks have been slightly modified for this overview. In those cases, additional resources for the revised tasks are provided. Review. The review tasks are very similar to tasks in the previous Essentials Course. Briefly look over these pages to refresh your memory and get a feel for the flow of the course. Getting Started 1. Begin this overview by reading Overview of Changes for Curriculum Version 10 to get a high-level understanding of the course enhancements. 2. Review the overview for each module.
New curriculum resources New resources are included in the Intel Teach Essentials Course, version 10. Throughout this course overview, you have access to the following resources to help you complete the activities and to support you as you conduct your training and work with students in your classroom.

Intel Education Help Guide is a digital resource that provides step-by-step directions for how to complete technical skills. Specific references to the Help Guide appear when technical skills are mentioned in the curriculum. You can also search the Help Guide for necessary skills at any time.

Intel Education Assessing Projects helps you create assessments that address 21st century skills. The resource also provides strategies to make ongoing assessment an integral part of your teaching and your students learning.

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Intel Teach Program Essentials Course

Table of Contents

Overview of Changes for Curriculum Version 10 ........................................................... 3 Module 1: Teaching with Projects ............................................................................125 Module 2: Planning My Unit ....................................................................................139 Module 3: Making Connections................................................................................144 Module 4: Creating Samples of Learning...................................................................146 Module 5: Assessing Student Projects ......................................................................149 Module 6: Planning for Student Success ...................................................................151 Module 7: Facilitating with Technology .....................................................................155 Module 8: Showcasing Unit Portfolios .......................................................................158

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Intel Teach Program Essentials Course

Intel Teach Program Essentials Course

Overview of Changes for Curriculum Version 10

To update content to align with the most current pedagogical approaches, the Intel Teach Essentials Course v.10 draws on content from the Intel Educations Designing Effective Projects and Assessing Projects, and aligns with project planning concepts introduced in the Intel Teach Thinking with Technology Course. The course has been shortened to eight modules. All modules remain four hours in length. Participants are required to complete only one student samplea presentation, publication, or web-based resource (wiki or blog)so rather than three modules for student samples, there is only one. The previous Module 9, Putting Unit Portfolios Together, has been removed with some of the activities and discussions incorporated into other modules. Activities for exploring the instructional uses of emerging Web technologies for social networking and communication, such as blogs and wikis, have been integrated throughout the course. All modules have been renamed and repurposed to focus more on developing and assessing projects and implementing effective instructional practices that promote 21st century learning. Activities model student-centered project approaches with the teacher as facilitator and focus on student collaboration, self-direction, and self-reflection. Unit design is research-based with research information integrated into the modules and referenced at the end of each module. Each module concludes with a reflection on learning using a personal blog. Besides helping participants to become familiar with blogging, this provides an opportunity for them to reflect on what they accomplished and how their plans will ultimately impact their teaching and their students learning. Take-home activities have been re-named Planning Ahead and have been designed so that access to technology is usually not required. Throughout the manual, there are references one-to-one computing tips and associated CD resources.

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Revision Objectives Update content to align with the most current pedagogical approaches Focus more on instructional design, project approaches, multiple methods of assessment throughout the instructional cycle, and promoting 21st century learning Focus on teachers as curriculum developers Provide alternative delivery formats with a shorter amount of face-to-face time Create a face-to-face course that is 32 hours Create a hybrid online course (where the beginning of the course is conducted face-to-face) that allows the online portion of the course to be completed asynchronously to fit ones schedule Eliminate the need to update and provide multiple versions of the course Create a software- and version-neutral course Remove all step-by-step software instructions from manual and replace with CD or web-based interactive help system, the Intel Education Help Guide Reduce page count in printed manual Move application skill steps and screenshots to the Help Guide Move appendices to the Curriculum Resource CD or Help Guide Create one version of the curriculum for both Master Teachers (MTs) and Participant Teachers (PTs) Master Teacher notes are replaced with generic notes for both MTs/PTs Master Teachers receive their curriculum in a binder with an additional MT Appendix and a MT Curriculum Resource CD that includes resources for conducting their own course Replace the need for Microsoft Publisher* Create publications using word processing templates compatible with Microsoft Word* and Open Office Writer 2.0* Remove Web Site creation and provide alternate Web publishing models through blogs and wikis

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Module Overview Essentials Course v.3.4/4.4/5.4 Module 1: Module 2: Module 3: Module 4: Module 5: Module 6: Module 7: Module 8: Module 9: Module 10: Getting Started Locating Resources for Unit Portfolios Creating Creating Publications Creating Student Support Materials Creating Sites Creating Teacher Support Materials Developing Putting Together Showcasing Unit Portfolios Module 8: Showcasing Unit Portfolios unit Plans for Module 7: Implementation Portfolios Removed Module 6: Planning Success Facilitating with Technology for Student Student Web Removed Module 5: Student Student Module 3: Module 4: Making Connections Creating Learning Assessing Student Projects Samples of Multimedia Presentations Essentials Course v.10 Module 1: Module 2: Teaching with Projects Planning My Unit

Key Changes by Module Module 1 Inclusion of the research behind how units are designed and developed in the Intel Teach Essentials Course Introduction to project-based learning Creation of a publication to explain projects to students and parents Use of a blog to reflect on learning Incorporation of a project approach to learning and 21st century skills into ones unit Module 2 Addition of more resources and strategies for developing and refining CurriculumFraming Questions Creation of an assessment timeline to plan multiple methods of assessment throughout the unit Creation of a multimedia presentation to gauge student needs

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Use of a blog to reflect on learning Addition of new activity to develop understanding of the scope of Essential Questions (and removal of Understanding by Design excerpt) Identification/clarification of standards and objectives based on a rubric Module 3 Use of a wiki to share ideas in a Pedagogical Practices activity Use of the Internet for communication (e-mail, chat, instant messaging, Voice Over Internet Protocol) Use of the Internet for collaboration and sharing (wiki, blog, online collaborative editing resources) Use of an online collaborative editing spreadsheet to share unit ideas Use of a blog to reflect on learning Module 4 Creation of a multimedia, publication, wiki, or blog sample for ones unit Use of a blog to reflect on learning Module 5 Discussion on how to involve students in the assessment process using an online collaborative editing spreadsheet Examination of student-centered assessment strategies Self-assessment of ones current assessment practices Creation of an assessment to assess the student sample using the Intel Education Assessing Projects application Revision of student sample based on its assessment Use of a blog to reflect on learning Module 6 Discussion on how to help students adapt to a project-based, student-centered classroom Exploration of different learning modalities and revised strategies for accommodating all learners Creation of an assessment to encourage and support student self-direction Use of a blog to reflect on learning Module 7 Discussion on how different questioning strategies can promote higher-order thinking in the classroom Self-assessment of facilitation skills Re-focus of the teacher support material to a facilitation support resource Use of a blog to reflect on learning and sharing of one blog entry Module 8 Use of a wiki to showcase Unit Portfolios with multiple ways of receiving feedback Reflection on ones learning throughout the course through the use of a blog entry and group discussion

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Module 1: Teaching with Projects

Review this module using the following outline. Please complete all required tasks. We recommend that you complete optional tasks where you feel you need deeper understanding of the concept or the procedures before you train.

Status
Required

Task
Module 1 Overview and Preparation Checklist Read through the Module 1 Overview and the Module 1 Preparation Checklist in the MT Appendix (B.16) in the curriculum manual.

Activity 1: Getting Started (1.01)

Review Step 1: Getting Acquainted Briefly skim page 1.01 in the curriculum manual. Required Step 2: Introducing the Intel Teach Essentials Course Review pages 1.01-1.05 in the curriculum manual. Review Step 3: Considering My Role as Curriculum Designer Briefly skim pages 1.05-1.06 in the curriculum manual. Optional Step 4: Creating a Portfolio Folder Complete this step by following the directions on pages 1.06-1.08 in the curriculum manual and Intel Education Help Guide. You will be demonstrating the procedures in this step to Participant Teachers. Required Step 5: Viewing the Unit Plan Template Explore the revised Enduring Heroes Unit Plan on page 9 of this document. Note the additions that have been made to the content of the Unit Plans. Review the Unit Plan Template on page 1.10 in the curriculum manual.

Activity 2: Examining Good Instructional Design (1.13)

Review Step 1: Reviewing the Research Briefly look over pages 1.13-1.15 in the curriculum manual.

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Status
Review

Task
Step 2: Looking at Unit Planning Briefly look over pages 1.15-1.17 in the curriculum manual.

Optional

Step 3: Reviewing the Portfolio Rubric Follow the directions on pages 1.17-1.19 in the curriculum manual.

Activity 3: Looking at Projects (1.20)

Review Briefly look over pages 1.20-1.22 in the curriculum manual. Step 1: Considering Project Approaches Step 2: Viewing Unit Portfolios

Activity 4: Planning a Publication to Explain Projects (1.23)

Optional Follow the directions on pages 1.23-1.25 in the curriculum manual and use resources on the Curriculum Resource CD to plan your publication. You will be demonstrating some of the procedures in these steps to Participant Teachers. Step 1: Planning the Publication Step 2: Researching Project-Based Learning Step 3: Viewing Sample Publications

Activity 5: Creating My Publication (1.26)

Optional Follow the directions on pages 1.26-1.28 in the curriculum manual and use resources on the Curriculum Resource CD to create your publication. You will be demonstrating some of the procedures in these steps to Participant Teachers. Step 1: Starting My Publication Step 2: Adding the Basics to My Publication Step 3: Adding Additional Design Features to My Publication

Activity 6: Reflecting on My Learning (1.29)

Review Step 1: Reviewing the Module Briefly look over pages 1.29 and 1.36 in the curriculum manual. Required Step 2: Blogging My Journey Review pages 1.29-1.30 in the curriculum manual. Then follow the instructions in Blogging My Journey on page 17 of this document

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Status

Task
to complete an adaptation of this activity.

Planning Ahead: Beginning the Planning Process (1.31)

Review Step 1: Thinking about My Unit Plan and Project Design Briefly look over pages 1.31-1.32 in the curriculum manual. Optional Step 2: Targeting Higher-Order and 21st Century Skills Follow the directions on pages 1.32-1.34 in the curriculum manual. Review Step 3: Locating Curricular Resource Materials Briefly look over page 1.34 in the curriculum manual.

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Viewing the Unit Plan Template

Explore the revised Enduring Heroes Unit Plan below. Note the additions that have been made to the content of the Unit Plans.

Enduring Heroes Unit Plan

Unit Overview Unit Title Enduring Heroes Unit Summary Greek mythology is referenced in our everyday lives. We wear Nike* shoes, shop for Midas* mufflers, and commend people for doing Herculean feats. But who were these people with special powers? Students read stories about the heroes of Greek mythology and compare the characteristics of Greek heroes to modern heroes. Students explore the question, What is a hero? and consider how the definition may change across time and culture. They then select a contemporary hero and write a myth based on the hero. The myths are written as digital books that can be shared with younger students or read to senior citizens as a service-learning project. This could be done as an integrated unit on Greek civilization. Subject Area Creative Writing, Social Studies Grade Level 6-8 Approximate Time Needed 3 weeks Unit Foundation Targeted Content Standards and Benchmarks Utah Education Standards* Language Arts Standard 2: Students read functional, informational, and literary texts from different periods, cultures, and genres. Objective 3: Demonstrate competency in reading and interpreting LITERARY text.

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Recognize the features of each literary genre to increase understanding and appreciation of literature, e.g., myth, essay, poetry, young adult literature, classics.

Standard 10: Students write functional, informational, and literary texts for various purposes, audiences, and situations. Objective 3: Demonstrate competency in writing LITERARY text. Use writing process strategies to construct a literary text, e.g., myth, essay, poetry. Use the features of each literary genre, e.g., character, plot, meter, setting, chronology. Use the elements of literature, e.g., theme, metaphor, symbolism, types of conflict, dialogue.

Social Studies (World History) Standard 2: Students will comprehend the contributions of classical civilizations. Investigate the purpose and influence of religions and philosophies on classical civilizations of Greece, Rome, China, and India. Examine the essential elements of the belief systems of Greek mythology, Judaism, Christianity, Confucianism, Buddhism, Hinduism, and Islam. Student Objectives/Learning Outcomes Students will be able to: Define heroism in Greek culture and modern times Evaluate how heroism changes or stays the same over time Evaluate contemporary heroes Conduct research effectively, using the information literacy process Write a myth with a contemporary hero Essential Question Unit Questions Content Questions Assessment Plan Assessment Timeline
Students 21st and use century extend Higher-order thinking skills such as evaluation are emphasized

Curriculum-Framing Questions What is a hero?

skills to acquire

What meanings do the Greek myths have for us today? How do you write a myth?
The Assessment Timeline assessments Note that is occurbefore, the same

Who were the ancient Greek heroes and what were their stories? illustrates when the different What are the qualities of a Greek hero? Who are modern heroes?
during, and after the unit. assessment sometimes

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Before project work begins

Students work on projects and complete tasks

After project work is completed

Journals Questioning

Gauging Student Needs Presentation Writing SelfAssessment

Journals Questioning Writing SelfAssessment TeacherStudent Conferences Project Rubric

Myth Planning Guide Myth Storyboard Wiki Rubric Peer Conferences

Project Rubric The

Unit Reflection Assessment

Summary describes all the assessments used when in the they unit, are and

Assessment Summary

conducted, and how teachers

Journal writing is used throughout the unit to respond to informal questions as well as Curriculum-Framing Questions. Questioning is also used throughout the unit to spark discussion, monitor learning, and promote higher-order thinking. The unit begins with tapping students prior knowledge about mythology with the presentation to gauge student needs. Teachers review the myth planning guide as well as a myth storyboard to monitor student understanding and progress during the unit. Students use the writing self-assessment form to set goals for their writing and to think about their myths before meeting with their writing group. A project rubric is used by students and the teacher to guide and assess student work. Peer conferencing and student-teacher conferences are conducted to assess student work along the way and give students an opportunity to revise and edit work before turning in a final product. Students who choose to create a wiki use the wiki rubric to monitor their work. A reflection is given at the end of the unit to allow students to reflect on the unit and their understanding of a heros journey and how it relates to them personally. Unit Details Prerequisite Skills Keyboarding Word processing File management Basic Internet use Citation of electronic sources
Beginning a unit with a discussion of the Essential helps connect Question students what they

are about to study

Instructional Procedures Week One Heroes in History and Myth Introduce the unit by posing the Essential Question to students, What is a hero? Have students record their own ideas in a journal. Then, hold a whole-class discussion around
Journals are used in this unit to help students: Organize their reflections on the project and the process Document their work, feelings, thinking, needs, and attitudes for

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the question asking students to give examples of heroes in their lives. Use chart paper to record all definitions. Begin to generate a list of contemporary heroes. Explain to students that they will be learning about classical and contemporary heroes and reexamining their definition as they read about the heroes of the past and present. Begin with a discussion of Greek myths. Show the presentation to gauge students previous understanding about myths. Allow time for students to write and discuss the prompts in the presentation. After they view the presentation, explain that for Greeks, myths are traditional narratives that are passed down to convey commonly held beliefs about natural phenomena, the creation of the world, historical Showing a gauging lessons, events, moral student religious practices, and proper behavior. Ask students if they haveneeds presentation before family stories that have
beginning a unit been passed down through generations. Ask students to describe the purpose helps a of their

stories.

teacher Teachers

to

plan

and

implement a unit effectively. determine

Select some Greek myths about heroes. Be sure that the stories students prior are age and you select knowledge on
the topic they are studying reading-level appropriate. These might include stories* about Hercules, Theseus, Perseus,

Atalanta, Jason, Bellerophon, and Odysseus. Assign stories to small reading groups. Decide if groups will read more than one story. If done over multiple days, each group could read a few stories. Instruct students to create charts that show a characters name and the characters heroic characteristics. Have students choose roles, such as note-taker (keeps the character chart), storyteller (summarizes the story to the rest of the class), and presenter (presents the chart to the class). Group members should take turns reading parts of the story or each student can read the story individually then hold a group discussion about the story. After each group has read a story, ask each storyteller to summarize the story, and then ask the presenter to explain who the hero of the story is and what makes the character a hero. Keep a master list on chart paper with the heros name and characteristics. Next, look back at the classs original definition of a hero. Referring to the list of the Greek heroes characteristics, discuss what the stories reveal about Greek culture, and discuss whether the Greeks would have a different concept of what a hero is than we do. Have students write their own definition of a hero in their journals. Have students share their definitions in pairs and then ask students to come to a consensus on a definition of a
Addressing Unit Greek hero as a class. Record the definition on the chart paper. Keep this definition visible

throughout the unit.

Questions unit

throughout higher-order

encourages

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Week Two Heroes of the Past and Present Ask the Unit Question, What meanings do the Greek myths have for us today? Discuss how the characteristics of Greek heroes differ from the heroes that we admire today. Add to the list of contemporary heroes. Explain that Greek heroes are not always what we, today, might consider good role models. In some cases, their actions might seem violent and deceitful, but a deeper look at what they did reveals their true motives, which were usually what the Greeks admired. For example, explain that Perseus decapitated Medusa; however, one of his motives was loyalty to his family. Still, many heroes of the past possess the traits of physical strength and courage in the face of danger. Have students record their thoughts to the following question in their journals, Why have our definitions of what a hero is changed over time? Have students share their opinions in pairs. Heroes in Our Times Ask students to share their last journal entries in a whole class discussion. Have students name personal heroes and explain how their heroes character traits match up with the list the class created about the Greek heroes. Have students record these traits in their journal. In groups of three, allow students to go to the Heroism in Action ThinkQuest* and investigate at least three contemporary heroes. Have the class compare the heroes they studied, and revisit and alter, if necessary, their contemporary definitions of a hero. Discuss the changing definition of hero across time and culture. Add to the list of heroes. Review the list and discuss the different types of heroes on the list. The list may include celebrities. Discuss the difference between a hero and a celebrity and how a celebrity might be a hero. Explain to students that they are going to choose one hero and write the heros story as a myth. They should choose someone that they admire. This hero can be from the present or the past. Have students consider the following: Qualities that make the person great How the qualities were instilled What drives the person to accomplish heroic actions What makes the person a hero

Decide if students will be confined by a particular culture or time span. If not, encourage them to select individuals from different fields and cultures. Suggest some of the great

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figures of the twentieth century which may include Gandhi, Martin Luther King, Jr., Nelson Mandela, Mother Theresa, Csar Chvez, Anne Frank, Jackie Robinson, the Dalai Lama, Thomas Edison, and Rosa Parks. Other such figures, perhaps lesser known, are Rigoberta Menchu, Medgar Evers, Rachel Carson, Helen Caldecott, and Jane Goodall. Tell students they can also choose someone from their personal life as well. Show students how they can use the Web sites listed in the Resources section for selecting and researching heroes. Provide time for students to research and choose an appropriate hero. Conduct a class or small-group brainstorm to generate more ideas.

Explain that each student should focus on the following research questions: What qualities made the hero heroic? What were the challenges the hero faced? How did the hero overcome challenges? How did heroism change the heros life?
Discussions Unit help focus of

Questions students on the

Explain that if students choose a hero in their personal life, an interview may be necessary to gather the needed information. Show students how to use the true heroes guide as they document their findings in their journals. Week Three Examining a Myth Ask the Unit Question, How do you write a myth? Tell students that in order to write their own myths, they need to understand the structure of a myth. Use one of the myths that the students read and as a class, deconstruct the myth using the myth handout. Haves students record the following in their journals: How the main character is introduced How the situation is explained Description of the main challenge How the main challenge is met The outcome of the main challenge.
Analysis, important thinking skill an critical is

emphasized in the

Have students analyze myths, using the framework from the book The Hero's Journey: A Guide to Literature and Life, by Reg Harris and Susan Thompson. Explain to students that The Heros Journey depicts a pattern for myths and for life and includes three main stages: First Stage: The character faces separation from a familiar world. Second Stage: The character faces initiation and transformation. The characters old ways of thinking and behaving are changed or destroyed, and the character experiences a new level of awareness, skill, and freedom. Third Stage: After meeting the challenges for initiation, the character returns to his or her world. With the return, the character is more capable and confident, and is treated as a hero by the community.

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As the class deconstructs the myth, discuss some of the common characteristics of myths. For example, discuss how gods and goddesses in myths appear superhuman but experience human emotions. Point out that myths often include magic, and review how gods and goddesses sometimes show up in disguise. As an option, have each student group deconstruct another myth for more experience. Creating a Modern Day Myth After students have an understanding of how myths are written, explain the process for writing their own modern myth using their chosen character. It should follow the pattern of the heros journey and include the characteristics of myths that have been discussed. As a resource, tell students to use Mythography* to find descriptions of Greek gods and important 21st century
skill, they goddesses to assist in defining character traits. Explain the formatself-assess the myths they used for self-direction, an To help students develop

create is a digital book that include graphics and animation. Show examples. Have students choose an audience, such as younger students, family, or senior citizens. Before they begin writing, ask students to fill out the goals section of the writing selfassessment. Instruct students to use their note cards and the myth planning guide as prewriting tools. Demonstrate how this is used with the myth planning example. As you take students through the steps of creating a myth, develop a rubric as a class. Use the example project rubric as a guide. Explain different aspects of the assignment and show examples. Assist students in defining the quality traits that should be included in the rubric
Participating in the and then differentiate each level accordingly. To help students develop their myths based A project rubric is to work monitor and the by Receiving feedback from peers

on the framework they learned about earlier, use the myth storyboard. Show them the example, and then discuss and add criteria to the project rubric.
help internalize

creation of rubrics students

myth students used by storyboard

quality

of Make suretheir students use the project rubric to guide the creation of the digital books. When

students finish drafts of their myths, ask them use the writing helps students improve think self-assessment to their

about their work in preparation for meeting with their writing groups. Have students write, presentations. Learning to give
feedback others a critical peer conference, and revise the myths before putting them into digitaltoformat.isConduct

individual student conferences to give feedback and suggestions before the final books are due. The myth example can be used as an exemplar. When completed, have students Teacherstheir myths with the chosen audience and use the share conference with students rubric to self-assess their work.
using the information acquired from observations, questioning, journals, and other informal assessments, to

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Discovering Your Journey Discuss how the heros journey is reflected in the books we read, the television shows we
based tools watch, and the movies we see. Encourage students who are interested to create a wiki help Collaborative webstudents create,

about the role of heroes in the lives of todays teenagers. Give them the wiki rubric to help give share, and them guide their work.

feedback on their work

As a final reflection activity, ask students to think about their own lives and a situation when they took the heros journey. Explain that students are to consider a challenge or a change that they have faced. For example, this could be moving to a new school, joining a
Essential the prompts think learning, Question of a end Reflecting on the at

sports team, or making a new friend. If this is difficult, they can write about a friend or family member who experienced the heros journey.
students about to

unit to

their connect

Have each student write a short reflective piece about their heros journeys in their
h k h how their thinking has changed since the beginning of the unit. Encourage b students h to

what they have learned

journals. Ask them to consider the Essential Question again, What is a hero? and describe to other topics, and to examine the self-growth and discovery that resulted from their journey. This can be done as homework. Accommodations for Differentiated Instruction Resource Student Use myths that are written at an appropriate reading level Create a limited list of contemporary heroes, and preselect reading and research materials

Non-Native English Speaker

Allow the student to read and research in the students first language but require the writing to be done in English Have the student write a myth by rewriting a Greek myth and

Gifted Student

placing a contemporary hero in the Greek myth that would represent the modern day equivalent

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Materials and Resources Required For Unit Technology Hardware (Click boxes of all equipment needed) Camera Computer(s) Digital Camera DVD Player Internet Connection System Scanner Television Technology Software (Click boxes of all software needed.) Image Processing Database/Spreadsheet Desktop Publishing E-mail Software Encyclopedia CD-ROM Printed Materials Harris, R. & Thompson, S. (1997). The hero's journey: A guide to literature and life. Napa, CA: Ariane Publications. Low, A. (1985). The Macmillan book of Greek gods and heroes. New York: Macmillan Publishing Company. on Internet Browser Multimedia Web Web Page Development Word Processing Other Laser Disk Printer Projection VCR Video Camera Video Conferencing Equip. Other

Supplies Greek Mythology Greek Heroes www.mythweb.com/heroes/heroes.html* Clearly written and animated stories about Greek heroes Internet Resources

MythNet www.classicsunveiled.com/mythnet/html*
Information about Olympian gods and Greek heroes Mythography www.loggia.com/myth/gods.html* Descriptions of Greek gods and goddesses

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Contemporary Heroes Academy of Achievement www.achievement.org/autodoc/pagegen/mainmenu.html* A Museum of Living History that organizes biographies of achievers by category of contribution American Library Association, Great Web Sites for Kids www.ala.org/parentspage/greatsites/people.html#a* Offers a Biographies section with a comprehensive list of biography Web sites

Internet Resources

Biography.com www.biography.com* A general resource about famous people

Distinguished Women of Past and Present www.DistinguishedWomen.com* Biographies of important women

National Women's History Project www.nwhp.org* An excellent resource on women's history, including stories of many remarkable and heroic women
The Heros Journey www.yourheroicjourney.com/Journey.shtml* A thorough explanation of the heros journey

Writing Myths Writing with Writers http://teacher.scholastic.com/writewit/mff/mythswshop_ind ex.htm* An online myth writing workshop with an author Other Resources None

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Blogging My Journey

In this modified activity, you tag or bookmark a blogging site in which you will reflect on your learning in this module. Step 1: Exploring Online Tagging and Bookmarking 1. Open the "Online Tagging and Bookmarking Sites" file in the Resources, Internet Resources folder on the Curriculum Resource CD. 2. Review the highlights and differences among the various tagging and bookmarking Web sites. Step 2: Creating a Blog 1. Review the "Blogging Sites" document in the Resources, Internet Resources folder on the Curriculum Resource CD. 2. Tag or bookmark one of the sites. 3. Register and create a new blog site. 4. Create a blog entry in your personal blog site to reflect on your learning in this module.

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Module 2: Planning My Unit

Review this module using the following outline. Please complete all required tasks. We recommend that you complete optional tasks where you feel you need deeper understanding of the concept or the procedures before you train.

Status
Required

Task
Module 2 Overview and Preparation Checklist Read through the Module 2 Overview and the Module 2 Preparation Checklist in the MT Appendix (B.18) in the curriculum manual.

Activity 1: Addressing Standards (2.01)

Review Briefly skim pages 2.02-2.03 in the curriculum manual. Step 1: Identifying Standards Step 2: Creating Learning Objectives

Activity 2: Developing Curriculum-Framing Questions to Engage Students (2.04)

Review Step 1: Understanding Essential, Unit, and Content Questions Briefly look over pages 2.04-2.07 in the curriculum manual. Optional Step 2: Brainstorming My Own Questions Complete this step by following the directions on pages 2.07-2.09 in the curriculum manual and use resources on the Curriculum Resource CD. Review Step 3: Sharing Curriculum-Framing Questions Follow the directions on page 2.10 in the curriculum manual.

Activity 3: Considering Multiple Methods of Assessment (2.11)

Required Step 1: Exploring Formative and Summative Assessments Review pages 2.12-2.15 in the curriculum manual. Then follow the instructions in Exploring Formative and Summative Assessment on

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Status

Task
page 20 of this document to complete an adaptation of this activity.

Required

Step 2: Drafting an Assessment Timeline Follow the instructions on pages 2.16-2.17 in the curriculum manual to create a draft of your Assessment Timeline.

Activity 4: Creating an Assessment to Gauge Student Needs (2.18)

Optional To create this assessment, follow the instructions on pages 2.182.23 in the curriculum manual and use resources on the Curriculum Resource CD. You will be demonstrating some of the procedures in these steps to Participant Teachers. Step 1: Tapping into Prior Knowledge Step 2: Planning My Presentation Step 3: Creating an Outline Step 4: Adding the Basics to My Presentation Step 5: Enhancing My Presentation Step 6: Reviewing My Presentation

Activity 5: Reflecting on My Learning (2.24)

Review Briefly look over page 2.24 in the curriculum manual. Step 1: Reviewing the Module Step 2: Blogging My Journey

Planning Ahead: Continuing the Planning Process (2.25)

Review Activity 1: Broadening My Understanding of Essential

Questions Briefly look over pages 2.25-2.29 in the curriculum manual. Review Activity 2: Reviewing My Standards and Objectives Briefly look over pages 2.30-2.31 in the curriculum manual.

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M O D U L E

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Exploring Formative and Summative Assessments

In this activity, you read about the purposes of assessment and then explore the strategies for each. As you review the following table, highlight areas you would like to explore in more detail.

Purpose of Assessment Gauge student needs

Why It Is Important Students bring a wide variety of experiences, abilities, and interests to any new topic. Assessing and understanding students' background knowledge helps teachers design instruction to address misconceptions, differentiate, experiences. and take advantage of relevant

Encourage Formative Assessment

self-direction

One of the goals of education is to produce students who can learn on their own and work well with others. These skills are especially critical in the 21st century, a time of rapid technological change, when skills must be learned and relearned. Assessing self-direction and collaboration skills helps learners become more efficient at planning and following through without prompting. Students must be able to work together and alone to identify and use a wide variety of resources and tools, taking appropriate risks and learning from their mistakes.

and collaboration

Monitor progress

When data from monitoring student progress is tied to timely and specific feedback, students can take greater ownership of their learning. Assessment that provides useful feedback guides students to specific areas of weakness strength. and affirms areas of understanding and

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Check for understanding and metacognition encourage

Research shows that the value of student metacognition, or thinking about thinking, is one of the most effective strategies for improving student learning. When students think about their thinking, they are better able to retain and generalize new learning to other contexts. Depending on how they are structured, the same assessment strategies that help teachers check for understanding can also help students think about their own thinking.

Demonstrate Summative Assessment understanding and skill

Providing students with opportunities to demonstrate their understanding and skill allows them to showcase their ability to present an idea or culminating project, perform a procedure for others, practice and apply information as they develop skills, and learn from each other. Demonstrating understanding and skill also allows students to provide peer feedback and self-assess their own strengths and areas needing improvement.

1. Go to:
http://www97.intel.com/en/AssessingProjects/AssessmentStrategies/GaugingStudentNeeds/

2. Review the information and examples for each strategy, clicking any of the links for more information. 3. Use the information in Assessing Projects to help you brainstorm answers for the following questions while you think about your unit. a. What strategies are you considering to gauge student readiness for the unit?

b. How will you involve students in understanding the project expectations and criteria? How can you help your students become independent learners who are efficient at planning and following through without prompting? What assessments could you use to help students collaborate with other students and provide effective feedback?

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c.

What reporting and monitoring strategies could you use to encourage student selfmanagement and progress during independent and group work? How could you help students stay on track during a project? What monitoring and reporting instruments would you need to create?

d. What assessment strategies will help students reflect on their learning (metacognition) and help you to check understanding? What assessments will you need to create?

e. What strategies could you use to assess final understanding and demonstration of learning? How will you and your students know they have met the learning goals?

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Module 3: Making Connections

Review this module using the following outline. Please complete all required tasks. We recommend that you complete optional tasks where you feel you need deeper understanding of the concept or the procedures before you train.

Status
Required

Task
Module 3 Overview and Preparation Checklist Read through the Module 3 Overview and the Module 3 Preparation Checklist in the MT Appendix (B.19) in the curriculum manual.

Pair and Share: Sharing Presentations to Gauge Student Needs (3.01)

Review Briefly look over page 3.01 in the curriculum manual.

Pedagogical Practices: Meeting Standards in a Student-Centered Classroom (3.02)

Review Briefly look over page 3.02 in the curriculum manual.

Activity 1: Targeting 21st Century Skills (3.03)

Review Briefly look over page 3.03 in the curriculum manual.

Activity 2: Modeling and Teaching Legal and Ethical Practice Related to Technology Use (3.04)
Review Briefly look over pages 3.04-3.05 in the curriculum manual. Step 1: Exploring Copyright Step 2: Citing Sources

Activity 3: Using the Internet for Research (3.06)

Review Briefly look over pages 3.06-3.09 in the curriculum manual. Step 1: Locating Internet Resources Step 2: Evaluating Web Resources

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Status

Task

Activity 4: Communicating with the World through the Internet (3.10)

Optional Complete the steps by following the instructions on pages 3.10-3.15 in the curriculum manual. Step 1: Reviewing Internet Communication Tools Step 2: Considering Communication Tools for Your Unit

Activity 5: Considering Web-based Collaborative Learning (3.16)

Review Briefly look over pages 3.16-3.19 in the curriculum manual.

Activity 6: Using an Online Collaborative Site to Share Ideas (3.20)

Review Briefly look over pages 3.20-3.21 in the curriculum manual.

Activity 7: Reflecting on My Learning (3.22)

Review Briefly look over page 3.22 in the curriculum manual. Step 1: Reviewing the Module Step 2: Blogging My Journey

Planning Ahead: Incorporating the Internet (3.23)

Optional Complete this activity by following the instructions on pages 3.23-3.24 in the curriculum manual.

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Module 4: Creating Samples of Learning

Review this module using the following outline. Please complete all required tasks. We recommend that you complete optional tasks where you feel you need deeper understanding of the concept or the procedures before you train.

Status
Required

Task
Module 4 Overview and Preparation Checklist Read through the Module 4 Overview and the Module 4 Preparation Checklist in the MT Appendix (B.20) in the curriculum manual.

Pair and Share: Incorporating the Internet into Units (4.01)

Review Briefly look over page 4.01 in the curriculum manual.

Pedagogical Practices: Ensuring Safe and Responsible Use of the Internet (4.02)
Review Briefly look over page 4.02 in the curriculum manual.

Activity 1: Examining Student Samples (4.03)

Optional Complete this activity by following the instructions on pages 4.03-4.04 in the curriculum manual.

Activity 2: Planning My Student Sample (4.05)

Review Briefly look over pages 4.05-4.10 in the curriculum manual. Step 1: Answering the Big Questions Step 2: Considering the Learning Goals for My Student Sample Step 3: Reviewing Project Design Step 4: Brainstorming the Best Tool for the Job

Activity 3: Looking at Learning from a Student Perspective (4.11)

Required Review pages 4.11-4.14 in the curriculum manual. Then, complete an adaptation of this activity by following the directions in Looking at Learning from a Student Perspective on page 27 of this document.

Activity 4: Revisiting My Unit Plan (4.15)

Review Briefly look over page 4.15 in the manual.

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Status

Task

Activity 5: Reflecting on My Learning (4.16)

Review Briefly look over pages 4.16-4.17 in the manual. Step 1: Reviewing the Module Step 2: Blogging My Journey

Planning Ahead: (4.18)

Optional Activity 1: Reflecting on My Student Sample Complete this activity by following the instructions on pages 4.18-4.19 in the manual. Activity 2: Reviewing My Standards and Objectives Complete this activity by following the instructions on page 4.20 in the manual.

Optional

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4 ,

A C T I V I T Y

Looking at Learning from a Student Perspective

During this activity, you create a wiki or blog as if you are a student in your own classroom. The student sample should demonstrate how you expect your students to meet the targeted student learning objectives. Consider also how your sample addresses higher-order thinking skills, 21st century skills, and your unit's Curriculum-Framing Questions. Make sure that the language and content are age-appropriate. This sample should meet your expectations for content and design. Option 1: Creating a Student Sample wiki Option 2: Creating a Student Sample blog Option 1: Creating a Student Sample wiki If you plan to create a student sample wiki, scan the following ideas and types of content, design, and formatting skills: 1. Open the "Wiki Sites" document in the Resources, Internet Resources folder on the Curriculum Resource CD.

2. Use the online help or forum available in each wiki-creation Web site for instructions on creating
your wiki. Consider including the following: Links to Web sites Pictures that support the content Attached files Navigation to other pages and content within your wiki

3. Copy and paste the URL of your wiki into the blog you created in Module 1.

Option 2: Creating a Student Sample Blog If you plan to create a student sample blog, scan the following ideas and types of content, design, and formatting skills: 1. Open the "Blogging Sites" document in the Resources, Internet Resources folder on the Curriculum Resource CD. Note: You may want to use the same site as the one you used in Module 1. 2. Use the online help available in each blog-creation Web site for instructions on creating your blog. Consider including the following features and formatting: Links to Web sites within the context of your discussion Pictures that support the content Attached files 3. Copy and paste the URL of your student sample blog into the blog you created in Module 1.

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Module 5: Assessing Student Projects

Review this module using the following outline. Please complete all required tasks. We recommend that you complete optional tasks where you feel you need deeper understanding of the concept or the procedures before you train.

Status
Required

Task
Module 5 Overview and Preparation Checklist Read through the Module 5 Overview and the Module 5 Preparation Checklist in the MT Appendix (B.21) in the curriculum manual.

Pair and Share: Using Feedback to Improve My Student Sample (5.01)

Review Briefly look over page 5.01 in the curriculum manual.

Pedagogical Practices: Involving Students in the Assessment Process (5.02)

Optional Complete this activity by following the instructions on pages 5.02-5.03 in the curriculum manual.

Activity 1: Examining Assessment Strategies (5.04)

Optional Complete this activity by following the instructions on pages 5.04-5.07 in the curriculum manual. Step 1: Reflecting on Assessment in My Classroom Step 2: Discussing Assessment Plans

Activity 2: Creating Student Assessments (5.08)

Required Step 1: Focusing on My Assessment Plan Complete this activity by following the instructions on pages 5.08-5.09 in the curriculum manual. Optional Step 2: Planning the Assessment for My Student Sample Complete this activity by following the instructions on pages 5.09-5.11 in the curriculum manual.

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Status
Optional

Task
Step 3: Creating an Assessment for My Student Sample Complete this activity by following the instructions on pages 5.11-5.13 in the curriculum manual.

Activity 3: Revising My Student Sample (5.14)

Review Briefly look over page 5.14 in the curriculum manual. Step 1: Reviewing My Self- and Peer-Assessment Notes Step 2: Revising My Sample

Activity 4: Revisiting My Unit Plan (5.15)

Optional Complete this activity by following the instructions on pages 5.15-5.16 in the curriculum manual.

Activity 5: Reflecting on My Learning (5.17)

Review Briefly look over page 5.17 in the curriculum manual. Step 1: Reviewing the Module Step 2: Blogging My Journey

Planning Ahead: Reviewing My Student Sample and Assessment (5.18)

Optional Complete this activity by following the instructions on pages 5.18-5.19 in the curriculum manual.

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Module 6: Planning for Student Success

Review this module using the following outline. Please complete all required tasks. We recommend that you complete optional tasks where you feel you need deeper understanding of the concept or the procedures before you train.

Status
Required

Task
Module 6 Overview and Preparation Checklist Read through the Module 6 Overview and the Module 6 Preparation Checklist in the MT Appendix (B.22) in the curriculum manual.

Pair and Share: Sharing Student Samples and Assessments (6.01)

Review Briefly look over page 6.01 in the curriculum manual.

Pedagogical Practices: Helping Students Adapt to a Project-Based, Student-Centered Classroom (6.02)

Optional Complete this activity by following the instructions on pages 6.02-6.03 in the curriculum manual.

Activity 1: Creating Accommodations for All Learners (6.04)

Optional Step 1: Considering Different Learning Modalities Review pages 6.04-6.05 in the curriculum manual. Then follow the directions in Considering Different Learning Modalities on page 33 of this document to complete this adapted activity. Optional Step 2: Supporting Students with Special Needs Review pages 6.06-6.07 in the curriculum manual. Then, follow the directions in Supporting Students with Special Needs on page 34 to complete this adapted activity.

Activity 2: Supporting Student Self-Direction (6.08)

Required Complete this activity by following the instructions on pages 6.08-6.11 in the manual. Step 1: Thinking about Formative Assessments to Enhance SelfDirection Step 2: Creating an Assessment to Foster Self-Direction

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Status

Task

Activity 3: Creating Support Materials to Facilitate Student Success (6.12)

Review Briefly look over pages 6.12-6.17 in the manual. Step 1: Exploring Sample Resources to Support Student Learning Step 2: Supporting Mathematical Thinking Step 3: Creating a Student Support Resource

Activity 4: Revisiting My Unit Plan (6.18)

Optional Complete this activity by following the instructions on page 6.18 in the manual.

Activity 5: Reflecting on My Learning (6.19)

Review Briefly look over page 6.19 in the manual. Step 1: Reviewing the Module Step 2: Blogging My Journey

Planning Ahead: Pre-Planning Facilitation Materials (6.20)

Review Briefly look over pages 6.20-6.23 in the manual. Step 1: Considering the Use of Facilitation Resources for Your Unit Step 2: Brainstorming Facilitation Materials for Your Unit

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M O D U L E

6 ,

A C T I V I T Y

1 ,

S T E P

Considering Different Learning Modalities

Psychologists and educators have developed several frameworks for describing various ways in which students learn, such as visual-auditory-kinesthetic, left brain/right brain, and multiple intelligences.
1.

Go to: http://www97.intel.com/en/ProjectDesign/ThinkingSkills/ThinkingFrameworks/Learning_St yles4.htm Read through the chart, considering how your unit addresses the different learning styles. Choose one of the frameworks on the following pages to explore in more detail: http://www97.intel.com/en/ProjectDesign/ThinkingSkills/ThinkingFrameworks/Learning_St yles3.htm

2. 3.

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6 ,

A C T I V I T Y

1 ,

S T E P

Supporting Students with Special Needs

Meeting the needs of all students requires careful preparation and planning in unit design. All students need the right amount of scaffolding so they feel confident and comfortable taking risks, and are working to become independent learners. Students with learning difficulties, nonnative language speakers, and students with exceptional abilities need different kinds of support. Some of this differentiation of support can be met with technology. Review the materials on the Curriculum Resource CD for accommodating the needs of all learners and consider how you might include some of those strategies in your unit: 1. Open the Curriculum Resource CD. 2. Review the strategies for accommodating special learners in your classroom (students with special needs, nonnative language speakers, and gifted/talented students) in the Module 6, Activity 1 folder on the Curriculum Resource CD.

Including students with a range of learning abilities and nonnative language speakers in the regular classroom offers unique challenges for teachers. At the same time, instructional accommodations to support diverse needs can provide rich, learning experiences for all students.

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Module 7: Facilitating with Technology

Review this module using the following outline. Please complete all required tasks. We recommend that you complete optional tasks where you feel you need deeper understanding of the concept or the procedures before you train.

Status
Required

Task
Module 7 Overview and Preparation Checklist Read through the Module 7 Overview and the Module 7 Preparation Checklist in the MT Appendix (B.23) in the curriculum manual.

Pair and Share: Sharing Facilitation Resource Ideas (7.01)

Review Briefly look over page 7.01 in the curriculum manual.

Pedagogical Practices: Using Questioning to Promote Higher-Order Thinking and Engage Students (7.02)
Optional Complete this activity by following the instructions on pages 7.02-7.03 in the curriculum manual.

Activity 1: Using Technology to Support Facilitation (7.04)

Optional Step 1: Focusing on Facilitation Complete this activity by following the instructions on pages 7.04-7.06 in the curriculum manual. Review Step 2: Considering Ways to Increase Teacher Productivity with Technology Briefly skim pages 7.06-7.07 in the manual.

Activity 2: Designing Facilitation Resources (7.08)

Optional Step 1: Exploring Facilitation Resources Complete this activity by following the instructions on page 7.08 in the curriculum manual.

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Status
Review

Task
Step 2: Planning Facilitation Resources Briefly look over pages 7.08-7.11 in the curriculum manual.

Activity 3: Creating Facilitation Materials (7.12)

Review Step 1: Embedding or Hyperlinking Files Briefly look over pages 7.12-7.13 in the curriculum manual. You will be demonstrating the procedures in this step to Participant Teachers. Optional Step 2: Using Reviewing Tools Complete this activity by following the instructions on page 7.14 in the curriculum manual. You will be demonstrating the procedures in this step to Participant Teachers. Optional Step 3: Creating Facilitation Materials Complete this activity by following the instructions on page 7.14 in the curriculum manual.

Activity 4: Creating an Implementation Plan (7.15)

Review Briefly look over pages 7.15-7.16 in the curriculum manual. Step 1: Viewing Sample Implementation Plans Step 2: Planning for Implementation Step 3: Creating Implementation Plans

Activity 5: Revisiting My Unit Plan (7.17)

Review Briefly look over page 7.17 in the curriculum manual.

Activity 6: Reflecting on My Unit as a Whole (7.18)

Required Complete this activity by following the instructions on pages 7.18-7.20 in the curriculum manual.

Activity 7: Reflecting on My Learning (7.21)

Review Briefly look over page 7.21 in the manual. Step 1: Reviewing the Module Step 2: Blogging My Journey

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Status

Task

Planning Ahead: Revising My Unit Portfolio (7.22)

Optional Activity 1: Revising My Unit Portfolio Complete this activity by following the instructions on page 7.22 in the curriculum manual. Review Activity 2: Locating Internet Resources Review pages 7.23-7.25 in the curriculum manual.

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Module 8: Showcasing Unit Portfolios

Review this module using the following outline. Please complete all required tasks. We recommend that you complete optional tasks where you feel you need deeper understanding of the concept or the procedures before you train.

Status
Required

Task
Module 8 Overview and Preparation Checklist Read through the Module 8 Overview and the Module 8 Preparation Checklist in the MT Appendix (B.24) in the curriculum manual.

Pedagogical Practices: Teaching and Managing Students in a TechnologyEnhanced Environment (8.01)

Review Briefly look over pages 8.01-8.02 in the curriculum manual.

Activity 1: Managing Technology in the Classroom (8.03)

Review Briefly skim pages 8.03-8.04 in the curriculum manual. Step 1: Planning for the Management of Technology Resources within the Context of Learning Activities Step 2: Creating Management Documents

Activity 2: Planning a Showcase (8.05)

Optional Step 1: Showcasing Student Projects Briefly look over pages 8.05-8.06 in the curriculum manual. Required Step 2: Preparing for the Portfolio Showcase Review the entire step and complete Option 1 on pages 8.06-8.08 in the curriculum manual.

Activity 3: Showcasing My Unit Portfolio (8.09)

Optional Review pages 8.09-8.12 in the curriculum manual. Then, follow the directions in Showcasing My Unit Portfolio on page 38 to complete this

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Status

Task
adapted activity.

Activity 4: Evaluating the Course (8.13)

Review Briefly look over page 8.13 in the curriculum manual.

Activity 5: Concluding the Course (8.14)

Review Briefly look over pages 8.14-8.15 in the manual.

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M O D U L E

8 ,

A C T I V I T Y

Showcasing My Unit Portfolio

In this activity, you prepare a showcase using a blog or wiki. Using a Wiki to Showcase Your Portfolio

1. Select a wiki site from Wiki Sites in the Resources, Internet Resources folder on the Curriculum
Resource CD. Note: If you have created a wiki in a previous activity, you may want to use the same site, or you may wish to experiment with a different site. 2. In the wiki: a. b. c. d. Create a new subpage. Add a title for your page starting with your first name (for example, Claire's Showcase). Enter your Unit Plan's title, a brief summary, and the Web site address of your blog. If your files are too large for easy uploading, remove or compress images in all documents and save new versions of the documents using the Save As feature. (See Help Guide Word Processing Skill 5.14 and Multimedia Skill 6.8.) e. Upload the following files without images for your showcase (you may want to rename the files so they are clearly identified for your reviewers): Unit Plan Summative assessment Student sample Either a student support or facilitation resource Any other documents you would like to share

Note: You may be able to upload your Unit Plan with the other files embedded within it. 3. Although you will not be giving or receiving feedback on your Unit Portfolio, you may wish to practice different options for structuring review of a wiki showcase. Participants can use one of the following methods to respond to a wiki showcase. Record thoughts on a subpage in the presenters wiki: a. b. Create a sub-page with name in the title (such as, Claires Feedback). Copy the text from the Showcase Feedback Form (located in the Module 8, Activity 3 folder on the Curriculum Resource CD) as a prompt.

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c. d. e.

Paste the text into the subpage. Record thoughts on the wiki subpage in response to the prompt. Save subpage.

Type feedback into the Showcase Feedback Form document and then upload it to the presenters wiki: a. Open the Showcase Feedback form in the Module 8, Activity 3 folder on the Curriculum Resource CD b. Record feedback and save the form as a new document. Include the reviewers name in the file name (such as, Claires Feedback). c. Upload the document to the presenters wiki.

Note: Participants must take turns uploading feedback forms. Follow the link in the presenters wiki to the blog site and provide feedback in a response to the blog. a. Copy categories from the Showcase Feedback Form or from the presenters blog and paste it into a response. b. Record feedback in response and submit it.

Fill out a printed Showcase Feedback Form by hand, whether taken out of the curriculum manual or printed from the Module 8, Activity 3 folder on the Curriculum Resource CD.

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PARTICIPANTS

No. 1. 2. 3. 4. 5. 6. 7. 8. 9.

Name of Participant Abd Majid Bin Ibrahim Abd Manap Bin Haji Ibrahim Arina Jusoh E. Sivakumar A/L S. Eliathamby Fauziah Binti Mohd Said Halimatus Sa'adiah Bte Talib Hanim Bt Abdul Rahim Harnida Binti Md Nor Hayati Mohamad

Department PKG Bt. Berendam PKG Taiping SMK A Falahiah, Kelantan SMK Bandar T6, Kluang SK King Edward VII(I) SMK Bandar T6, Kluang SK King Edward VII(I), Taiping SK Ayer Keroh, Melaka SMK Padang Midin, Kuala Terengganu SK Ayer Keroh, Melaka SMK Padang Midin, Kuala Terengganu SMKA Falahiah, Kelantan BTPN NS SMK Datuk Hj Ahmad Badawi, Pulau Pinang BTPN Johor PKG Kluang Timur SMK Datuk Hj Ahmad Badawi, Pulau Pinang SK Jitra, Kedah SMK Clifford, Kuala Lipis SMK Clifford, Kuala Lipis SMKA Sheikh Hj Mohd Said, Seremban SK Ayer Keroh, Melaka SMKA Sheikh Hj Mohd Said, Seremban SK Jitra, Kedah PSPN Perak SK King Edward, Taiping, Perak SMKA Falahiah, Pasir Pekan, Kelantan SK Jitra, Kedah

Subject Bahasa Melayu English Language English Language Bahasa Melayu Bahasa Melayu English Language Bahasa Melayu Bahasa Melayu English Language English Language English Language Bahasa Melayu English Language Bahasa Melayu English Language Bahasa Melayu Guru Besar English Language Bahasa Melayu Mathematics Mathematics Science

10. Maharani Binti Ibrahim 11. Mazni Aznita Awang 12. Md. Ghazali Bin Daud 13. Mohd Fairuz B. Othman 14. Mohd Farid Wajdi Bin Ishak 15. Mohd Roselan Abu Hasan 16. Noremey B. Rasip 17. Noridah Binti Abu Bakar 18. Rosmita Binti Khamis 19. Shamsul Rizal Bin Idris 20. Wan Hartini Binti Wan Mohamed 21. Wan Mahanum Binti Wan Muhammad 22. Yaacob Bin Othman 23. Zalia Binti Kamarulzaman 24. Zurita Bt. Jaafar 25. Ahmad Fuat Bin Shrib 26. Ariffin B.Taib 27. Che Jawahir Bt. Che Omar 28. Faizah Bt. Ismail

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No.

Name of Participant 29. Fadzilah Arrifin 30. Maslinda Bt. Daud 31. Mohd Tamrin Bin Mohd Rakof 32. Mohd Saref B. Borhan 33. Munizah Bt. Ismail 34. Nor Hazli Bin Ibrahim 35. Nor Hazriah Bt. Yunus 36. Nor Zadi Bin Jamuluddin 37. Norhatikah Hanim Bt. Mat 38. Norhayati Bt. Razak 39. Normah Bt Hashim 40. Rahimah Bt. Jaafar 41. Roha Bt. Ngadirin 42. Ruziyanti Bt. Osman 43. SalBiah Bt. Adam Lee 44. Samsiah Bt. Mat Yusof 45. Syarifah Zuraida Bt. Syed Abdullah 46. Tham Siew Wah 47. Zabedah Khalid 48. Zairudin Bin Ahmad 49. Ab. Nasir Ab. Rahman 50. Ab. Roni B. Taib 51. Hajarah Bt. HaBibullah 52. Ismail B. Kassim 53. Mat Nawi Bin Omar 54. Mohammad Bin Ali 55. Mohammad Izzam Bin Jasmi 56. Mohd Nasaruddin B. Harun 57. Mohd Ruzairi B. Shamsudin 58. Mohd. Nor Bin Sabar 59. Nazri Bin Zakaria 60. Noreha Bt Namlur

Department BTP SK Ayer Keroh, Melaka PKG Ampangan, Negeri SemEnglish Languagelan SMK Bandar T6, Kluang, Johor SK Jitra, Kedah SMK Clifford, Kuala Lipis, Pahang SMK Padang Midin, K. Terengganu PKG Bandar Kuang SMKA Falahiah, Pasir Pekan, Kelantan SMK Datuk Hj. Ahmad Badawi, P. Pinang BTPN Melaka SMK Bandar T6, Kluang, Johor SMK Clifford, Kuala Lipis, Pahang SK Ayer Keroh, Melaka SK King Edward, Taiping, Perak SMKA Sheikh Hj. Mohd Said, Seremban SMK Padang Midin, K. Terengganu BTP SMKA Sheikh Hj. Mohd Said, Seremban SMK Datuk Hj. Ahmad Badawi, P. Pinang SMKA Falahiah SMKA Falahiah SK Jitra SMKA Sheikh Hj. Mohd Said PSPN Terengganu PKG Bukit Besar, Kuala Terengganu SK Ayer Keroh SK Ayer Keroh SK King Edward VII (I) PSP BTP SMK Clifford, Kuala Lipis SMK Clifford, Kuala Lipis

Subject Science Science Mathematics Science Commerce Science Science Mathematics Mathematics Mathematics Science Science & Mathematics Science Science Mathematics Islamic Ed. Physical Ed. / Health Ed. Islamic Ed. Physical Ed. / Health Ed. Physical Ed. / Health Ed. Islamic Ed. Physical Ed. / Health Ed. Physical Ed. / Health Ed. Islamic Ed.

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No.

Name of Participant 61. Rozanariah Bt Abd Ghafar 62. Samsiah Bt. Wadio 63. Sanusi Bin Mohamed 64. Sawiyah Bt. Zainal 65. Suhaimi Nizam B. Hussin 66. Wan Azman B. Wan Hassan 67. Wan Zaimah Bt. Wan Ismail 68. Yusof Bin Sidek 69. Zairul Akmal Bt. Ab. Rahman 70. Zanariah Bt Mamat 71. Zuriadah Bt. Musa 72. Abd. Aziz B. Mohamad 73. Awang Bin. Salleh 74. Azhar Ahzam Bin Ismail 75. Elamathi A/P Supramaniam 76. Hanisah Bt Mohamad 77. Hashim Bin Abd Rahman 78. Izamawati Bt. Radikun

Department SMK Padang Midin SK Ayer Keroh PKG Pasir Pekan SMKA Sheikh Hj. Mohd Said SK Jitra SMK Bandar T6, Kluang SMK Padang Midin SMK Padang Midin SMK Bandar T6 SMK Padang Midin SK King Edward VII (I) SMK Datuk Hj. Ahmad Badawi, P. Pinang BTPN Kelantan BTP SMK Bandar T6, Kluang, Johor SMK Padang Midin, K. Terengganu Pegawai ICT, PSPN Kedah SMKA Sheikh Hj. Mohd Said, Seremban SMKA Sheikh Hj. Mohd Said, Seremban SMKA Falahiah, Pasir Pekan, Kelantan SMK Datuk Hj. Ahmad Badawi, P. Pinang SMK Padang Midin, K. Terengganu SMK Clifford, Kuala Lipis, Pahang PKG Kepala Batas, Pulau Pinang SMKA Falahiah, Pasir Pekan, Kelantan SMK Clifford, Kuala Lipis, Pahang SMK Bandar T6, Kluang, Johor SK King Edward, Taiping, Perak SMK Datuk Hj. Ahmad Badawi, P. Pinang

Subject Physical Ed. / Health Ed. Physical Ed. / Health Ed. Islamic Ed. Physical Ed. / Health Ed. Islamic Ed. Islamic Ed. Physical Ed. / Health Ed. Physical Ed. / Health Ed. Quran Islamic Ed. Life Skills Civics Civics Life Skills Domestic Econs. Arts Ed. Life Skills Arts Ed. Life Skills Arts Ed. Civics Civics Moral Ed. Life Skills Life Skills Domestic

79. Jamilah Bt. Ya 80. Md. Nawawi Bin Ismail 81. Mohd Azhar B.Yop 82. Mohd. Khairuddin Bin Idris 83. Mohd Saribunis Bin Mohd Shakri 84. Mohd ZuBir Bin Mat Zain 85. Noor Azizan @ Norzan Kadir 86. Norlida Bt Alias 87. Rohaniza Bt. Yahya 88. Rozali B. Hashim 89. Rozita Bt. Senapi

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No.

Name of Participant

Department

Subject Econs. Music Ed. Life Skills Arts Ed. Arts Ed. Life Skills Life Skills Domestic Econs. Civics Arabic Language History Geography History Life Skills Computer Ed. / Ict Geography Geography Local Studies Arabic Language History History Physical Ed. Arabic Language Computer Ed./Ict History

90. Samsudin B. Hamid 91. Sapian Bin Yusof 92. Siti Hafesah Bt Hj. Said 93. Wan Mithlan B. Wan Omar 94. Yazif B. Sarman 95. Zaffrey Bin Mohd Ariff 96. Zainurin B. Romli 97. Zubaidah Bt. Yussof

PSPN Pulau Pinang SK King Edward, Taiping, Perak SMK Bandar T6, Kluang, Johor SMKA Falahiah, Pasir Pekan, Kelantan SMK Bandar T6, Kluang, Johor PKG Tunjang, Kedah SK Jitra, Kedah SMK Padang Midin, K. Terengganu SMK Datuk Hj. Ahmad Badawi, P. Pinang SMKA Falahiah, Pasir Pekan, Kelantan SMKA Sheikh Hj. Mohd Said, Seremban SMKA Sheikh Hj. Mohd Said, Seremban SMK Clifford, Kuala Lipis, Pahang SMK Clifford, Kuala Lipis, Pahang Pegawai Penyelaras, PKG Benta SK Jitra, Kedah SMKA Falahiah, Pasir Pekan, Kelantan SMK Bandar T6, Kluang, Johor SK Jitra, Kedah Sektor Aplikasi Pendidikan, BTP SK Jitra, Kedah SMK Datuk Hj. Ahmad Badawi, P. Pinang SMKA Falahiah, Pasir Pekan, Kelantan SMK Seri Permaisuri, Cheras SMKA Sheikh Hj. Mohd Said, Seremban SK King Edward VII (i), Taiping SMK Bandar T6, Kluang,

98. Zurainah Bt. Jaafar 99. Afandi B. Omar 100 Afidah Bt Amir 101 Aminah Bt. Rahman 102 Ashawani Bt Che Ahmad 103 Badrul Hisham Bin Noh 104 Faisal Bin Kassim 105 Fared B. Ahmad 106 Hasilah Bt.Taib 107 Hasmi B. Hj. Ali 108 Ku Halim B. Ku Ariffin 109 Lew Yeok Leng 110 Maizan Bt. Abdullah 111 Maizatul Fadzillah Bt. Osman 112 Mazlan B. Mahmood 113 Mimi Yusmizam Bt Asrapil 114 Mislizah Bt Tasuki 115 Mohd Ibrahim Bin Ahmad 116 Mohd Osmannizam B. Dollah

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No.

Name of Participant

Department Johor SMK Datuk Hj. Ahmad Badawi, P. Pinang Pegawai Penyelaras, PKG Kuala Lipis SMK Padang Midin, K. Terengganu SMK Clifford, Kuala Lipis, Pahang Sektor Jaminan Kualiti, BTP SMK Padang Midin, K. Terengganu SMK Padang Midin, K. Terengganu SMK Clifford, Kuala Lipis, Pahang SMK Clifford, Kuala Lipis, Pahang SMK Seri Permaisuri, Cheras, Kuala Lumpur SMK Seri Permaisuri, Cheras, Kuala Lumpur SMK Seri Permaisuri, Cheras, Kuala Lumpur SMK Seri Permaisuri, Cheras, Kuala Lumpur SMK Seri Permaisuri, Cheras, Kuala Lumpur SMK Seri Permaisuri, Cheras, Kuala Lumpur SMK Seri Permaisuri, Cheras, Kuala Lumpur SMK Seri Permaisuri, Cheras, Kuala Lumpur SMK Seri Permaisuri, Cheras, Kuala Lumpur Sektor PPM,BTP Sektor PER,BTP Sektor Latihan BTPN Perlis BTPN Perlis BTPN WPKL BTPN WPKL PKG Bangsar PKG Semenyih, Selangor BTPN Perlis

Subject

117 Mohd Rashid B. Husin 118 Mohd Yusof Bin Ibrahim 119 Mohd. Zaki B. Ali 120 Normah Bt Mansor 121 Noryate Bt Muda 122 Nur Anisah Bt. Ibrahim 123 Ruzaini Bt Hj. Janah 124 Siti Azizah Bt. Ab Rahman 125 Tafri Bin Mohd Amin 126 Farah Nina Binti Abd. Munir 127 Khairussaadah Binti Ramian 128 Mohd Azan Bin Che Noh 129 Muhammad Khuzairi Bin Abdullah 130 Norhayati Binti Mat Zain 131 Nor Marini Binti Ahmad 132 Rafidah Binti ABidin 133 Rosedawati Binti Yusoff 134 Rosnida Binti Arsad 135 136 137 138 139 140 141 142 143 144 Ramli Bin Basir Mohd Rais Bin Noryakin Nazura Bt Mohamad Fardzley Erezzuan B. Zazly Alwi B. Jusoh Onn B. Jaffar Noorayni Bt Othman Zaini B. Mohd Endot Mohamad Jamalulail B. Hashim Mohd Nasir Bin Mohd Isa

Geography Geography Life Skills Arabic Language History Arabic Language Geography Science Islamic Ed. Life Skills Bahasa Inggeris History Arts Ed. Mathematics Geography Bahasa Melayu

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Appendix 6 CLASSMATE PC TRAINING: PARTICIPANTS

No. Pilot Schools

1

Teacher Activity Centres Mohd Tamrin bin Rakof Ampangan Teacher Activity Centre, Seremban, Negeri Sembilan Ahmad Suhaimi bin Said Bukit Besar Teacher Activity Centre, Kuala Terengganu, Terengganu Mohd Zubir bin Mat Zain Kepala Batas Teacher Activity Centre, Seberang Prai, Pulau Pinang Mohd Yusof bin Ibrahim Kuala Lipis Teacher

Hafizullah Hilmy bin Abu Bakar ICT Coordinator SMKA Sheikh Hj. Mohd Said, Seremban, Negeri Sembilan Mohamad Nawawi b. Rani ICT Coordinator SMK Padang Midin, KualaTerengganu,Terengganu Zairudin bin Ahmad ICT Coordinator SMK Datuk Hj. Ahmad Badawi,Kepala Batas, Pulau Pinang Suraida Md Saad Senior Teacher (ICT, Technical &

Educational Technology State Educational Technology Division Divisions Mat Azalan bin Bidin Liew Fook Sin Negeri Sembilan State Educational Training Sector Technology Division Alias bin Talib Terengganu State Educational Technology Division Mohd. Yusoff bin Sahab Pulau Pinang State Educational Technology Division Arleena binti Ismail ICT Services Sector Suras a/l Kanagasabai ICT Services Sector

Abdul Nasir b Abdullah Activity Pahang State Educational

Tajuddin bin Salim ICT Services Sector

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No. Pilot Schools Vocational) SMK Clifford, Kuala Lipis, Pahang Dilyanie binti Md Said ICT Coordinator SMK Bandar T6, Kluang, Johor Che Hassan bin Che Abdullah ICT Coordinator SMK Falahiah, Pasir Pekan, Wakaf Bharu, Kelantan Azman bin Mohd Jais ICT Coordinator SMK Seri Permaisuri, Bandar Seri Permaisuri, Cheras, Kuala Lumpur Harnida binti Md. Noor ICT Teacher SK Ayer Keroh, Melaka
9

Teacher Activity Centres Centre, Kuala Lipis, Pahang Hisham bin Abd. Wahab Kluang Timur Teacher Activity Centre, Kluang, Johor Sanusi Mohamed Pasir Pekan Teacher Activity Centre, Wakaf Bharu, Kelantan. Nazri b. Ishak Pudu Teacher Activity Centre, Kuala Lumpur Abdul Majid bin Ibrahim Batu Berendam Teacher Activity Centre,Melaka Sofiah Binti Harun Kamunting Teacher Centre, Taiping, Perak

State Educational Technology Divisions Technology Division Rahman bin Giman Johor State Educational Technology Division Mohd Sambri bin Adam Kelantan State Educational Technology Division Onn bin Jaffar Kuala Lumpur State Educational Technology Division

Educational Technology Division

Mohd Sani b Azahari ICT Services Sector Masrul Ehsan b Mamat ICT Services Sector Zirwatul Syemma bt Murad ICT Services Sector

Normah binti Hashim Lew Yeok Leng Melaka State Educational Educational Applications Sector Technology Division Zarina bt Paijo Educational Applications Sector Shazril Helmi b Samsudin Special Projects

10

Mohd Ibrahim bin Ahmad ICT Coordinator SK King Edward VII(1), Taiping, Perak Fared bin Ahmad ICT Teacher SK Jitra, Kedah

Muhamad Wazir b. Mohd Fahmi Activity Perak State Educational Technology Division

Hj. Mohd Junit bin Othman Osman bin Shaari TunjangTeacher Activity Centre, Kedah State Educational Jitra, Kedah Technology Division

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Appendix 7 TASK FORCE MEMBERS AND OTHERS

INTEL
BIL Intel . 1. Intel Malaysia NAMA PEGAWAI Dr. Siek Kah Hee Jawatan Pengurus Projek, Intel Pegawai Pakar Sektor Awam K-12 Intel TEL PEJABAT Tel: 04-2536207 Fax: 04-2536403 Tel: 03-21466400 Fax: 03-21466566 Tel: 03-83135738 Fax: 03-83135700 TEL. BIMBIT 012-4023788 012-2031106 012-3117240 EMEL kah.hee.siek@intel.com amy.hashim@intel.com hasnan.hakim@intel.com

2. Intel Electronics (M) Sdn. Puan Amy Hashmida Hashim Bhd. 3. Intel K12 Malaysia Encik Hasnan Hakim

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EDUCATIONAL TECHNOLOGY DIVISION

BIL SEKTOR . 4. Pengurusan Manusia dan Latihan 5. Pengurusan Manusia dan Latihan 6. Pengurusan Manusia dan Latihan 7. Penyelarasan Dasar Teknologi Pendidikan 8. Penyelidikan dan Penilaian Teknologi Pendidikan 9. Aplikasi Pendidikan 10 Jaminan Kualiti 11 TV Pendidikan NAMA PEGAWAI Cik Chan Foong Mae (Pengurus Projek, KPM) Puan Tham Siew Wai Cik Norhaida bt. Mohd. Yusof Dr. Rosma bt. Osman Encik Ahmad Termizi bin Mohd Yusof PP/DG44 Cik Faridah Hanim bt Haron Puan Noryate bt. Muda Encik Mohd Azmi bin Zakaria PTM/F41 PP/DG44 PP/DG41 PP/DG41 PTM/F41 PTP/DGA34 PTP/DGA32 P.Teknik/J29 03-20987819 03-20987957 03-20987128 03-20986354 03-20987886 03-20986613 03-20987822 03-20986940 03-20987859 019-6533999 017-3645821 013-3510242 012-9194989 019-4717688 013-3690039 013-3402585 013-3626397 012-5753194 ahmad_termizi@moe.edu.my faridah_hanim@moe.edu.m y noryate@moe.edu.my azmi@moe.edu.my farid@moe.edu.my arleena@moe.edu.my ramli@moe.edu.my mohdazian@moe.edu.my rajoo@moe.edu.my JAWATAN/ GRED KPP/DG52 PP/DG44 PP/DG44 PP/DG44 TEL PEJABAT 03-20987870 03-20986944 03-20986945 03-20987833 TEL. BIMBIT 016-3386815 016-2431719 016-2864096 019-2193360 EMEL foongmae@moe.edu.my siewwai@moe.edu.my norhaida@moe.edu.my rosma@moe.edu.my

12 Pengurusan BTPN- Encik Farid Albar bin Nawi PTPB-PKG 13 Perkhidmatan ICT Puan Arleena bt. Ismail 14 Pembangunan Media 15 Pengurusan Pendidikan 16 Kejuruteraan Pelbagai Encik Ramli bin Basir Sumber Encik Mohd Azian bin Mohd Sofian Encik Varatharajoo a/l Munusamy

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STATE EDUCATIONAL RESOURCE CENTRES, TEACHER ACTIVITY CENTRES, SCHOOLS

BIL. NEGERI / SEKOLAH BTPN MAKLUMAT PEGAWAI BTPN/PKG En. Osman bin Shaari@Said BTPN Kedah Kompleks Pendidikan Jalan Stadium, 05100 Alor Setar, Kedah Tn. Hj. Mohd Junit bin Othman PKG Tunjang SK Tunjang 06000 Jitra, Kedah Pn. Jamaliah bt. Din En. Fared bin Ahmad En. Abdul Shukur bin Othman BTPN Pulau Pinang Pokok Sena, 13220 Kepala Batas Seberang Perai, Pulau Pinang En. Mohd. Zubir bin Mat Zain PKG Kepala Batas SK Hashim Awang Kepala Batas 13200 Seberang Perai Utara, Pulau Pinang Tn. Hj. Abu Hassan bin Yahaya En. Zairudin bin Ahmad JAWATAN/ GRED PP/DG44 TEL/FAKS PEJABAT Tel: 04 7313446 04 7313448 Faks: 04 7308909 Tel: 04 9291307 Faks: 04 - 9292915 Tel: 04 - 9171297 Faks: 04 9171297 Tel: 04 - 9171297 Faks: 04 9171297 Tel: 04 5736901 04 5736929 04 5736924 Faks: 04 5736885 Tel: 04 5754218 TEL. BIMBIT 019-5046878 EMEL osy_btpnk@yahoo.com

Kedah

PKG

PTP/DGA32

019-5733053

pkgtunjang@gmail.com

SK Jitra 06000 Jitra, Kedah (Tahun 4 Cemerlang) BTPN

Guru Besar Guru IT PTP/DGA32

skj1.ppdkp@gmail.com 019-4570845 019-5720058 fared824@yahoo.com la_pspnpp@moe.edu.my

Pulau Pinang

PKG

PTP/DGA32

012-4366758

pkgkb_pp@yahoo.com.m y

SMK Datuk Hj. Ahmad Badawi 13200 Kepala Batas Seberang Perai, Pulau Pinang (Ting.2 KM 2)

Pengetua Guru IT

Tel: 04 - 5751142 Faks: 04 5755367 Tel: 04 - 5751142 Faks: 04 5755367

012-5824088 019-5442407

rasdean@tm.net.my

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BIL.

NEGERI / SEKOLAH BTPN

MAKLUMAT PEGAWAI BTPN/PKG En. Muhamad Wazir bin Mohd Fahmi BTPN Perak Jalan Tawas Baru Utara Tasik Damai, 30200 Ipoh, Perak En. Abd. Manap bin Hj. Ibrahim PKG Taiping d/a SK Taiping Jalan Taming Sari 34000 Taiping, Perak En. Abdul Habib bin Alapitchay Pn. Saidah bt Zaiton@Zainuddin En. Mohd Ibrahim bin Ahmad Tn. Hj. Onn bin Jaffar BTPN Wilayah Persekutuan Kuala Lumpur Jalan Seri Permaisuri Bandar Seri Permaisuri 56000 Cheras, Kuala Lumpur En. Mohd. Zam Zam bin Hj Abdul Rahman PKG Pudu d/a SK (L) Jalan Pasar 1& 2 Jalan Seladang (Off Jalan Pasar) 55100 Kuala Lumpur Pn. Hjh Razana Aini bt. Ali Dawam En. Azman bin Jais

JAWATAN/ GRED PTP/DGA32

TEL/FAKS PEJABAT Tel: 05 2924933 Faks: 05 2924115 Tel: 05 8081155 Faks: 05 8081155 Tel: 05 8073749 Faks: 05 8072453 Tel: 05 8073749 Faks: 05 8072453 Tel: 03 91733010 Faks: 03 91735040

TEL. BIMBIT 017-4689110

EMEL wazir.pspnprk@moe.edu. my pkg_taiping@moe.edu.my

Perak

PKG

PTP/DGA32

013-4801961

SK King Edward VII (1) Jalan Stesen, 34000 Taiping, Perak (Tahun 4 Tiger) BTPN

Guru Besar Guru IT PTP/DGA34

019-5559535 019-5715081 019-4213849 012-2258512

skkev@zoom-a.com la_pspnkl@moe.edu.my

W.P Kuala Lumpur

PKG

PTP/DGA29

Tel: 03 92228793 Faks: 03 92235460 Tel: 03 91731171 Faks: 03 91732272 Tel: 03 91731171 Faks: 03 91732272

016-2878045

zamzam.pspnkl@moe.ed u.my smksp01@yahoo.com -

SMK Seri Permaisuri Jalan Seri Permaisuri Bandar Seri Permaisuri 56000 Cheras, Kuala Lumpur (Ting. 2B)

Pengetua Guru IT

013-3390810 013-3795121

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BIL.

NEGERI / SEKOLAH BTPN N. Sembilan

MAKLUMAT PEGAWAI BTPN/PKG En. Mat Azalan bin Budin BTPN Negeri Sembilan Km 4, Jalan Pantai, Teluk Kemang, 71050 Port Dickson, Negeri Sembilan En. Kamal bin Basri PKG Ampangan Km 4, Jalan Kuala Pilah 70400 Seremban, Negeri Sembilan Pn. Hjh. Wan Rohayah bt. Wan Yaakub En. Mohamed Nor bin Hj Salleh Pn. Normah bt. Hashim BTPN Melaka Km 9, Jalan Tun Kudu Bukit Katil, 75450 Melaka En. Abd. Majid bin Ibrahim PKG Batu Berendam d/a SK Batu Berendam 2, 75350 Melaka En. Yaakob bin Othman En. Abdul Samad bin Abdul Talib

JAWATAN/ GRED PP/DG41

TEL/FAKS PEJABAT Tel: 06 6621929 06 66221985 Faks: 06 6627316 Tel: 06 7636579 Faks: 06 7614367 Tel: 06 7623778 Faks: 06 7627276 Tel: 06 7623778 Faks: 06 7627276 Tel: 06 2324478 Faks: 06 2683262 Tel: 06 3171726

TEL. BIMBIT 013-2029807

EMEL itcsdar@yahoo.com

PKG

PTP/DGA32

019-2214041

kamal.pspnns@moe.edu. my wrusaya_5042@yaho.co m -

SMKA Sheikh Hj. Mohd Said Jalan Tunku Kurshiah 70400 Seremban, N.Sembilan (Ting. 2 Ikhlas) BTPN

Pengetua Guru IT

019-3226540 019-9128152

PTP/DGA34

012-6870201 019-6860457 019-3471800

normah.pspnmel@moe.ed u.my pkg_batu_berendam@mo e.edu.my mbc2040@pd.jaring.my -

Melaka

PKG

PTP/DGA32

Sk Ayer Keroh Jalan Ayer Keroh 75450 Melaka (Tahun 4 Bijak)

Guru Besar Guru IT

Tel: 06 2326148 Faks: 06 2326148 Tel: 06 2326148 Faks: 06 2326148

012-3724986 016-3244863

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BIL.

NEGERI / SEKOLAH BTPN

MAKLUMAT PEGAWAI BTPN/PKG Tn. Hj. Abdul Rahman bin Giman BTPN Johor No. 1, Jalan Hang Jebat Taman Skudai Baru, 81300 Skudai, Johor En. Hisham bin Abd Wahab PKG Kluang Timur SMK Jalan Kota Tinggi 86000 Kluang, Johor Pn. Hjh Marmining bt. Ahmad En. Izwah Shah bin Abd Karim En. Abdul Nasir bin Mat Tahir BTPN Pahang Km 10, Jalan Kemaman 26100 Beserah, Kuantan, Pahang En. Mohd. Yusof bin Ibrahim PKG Kuala Lipis SMK Orang Kaya Haji 27200 Kuala Lipis, Pahang Datin Hjh. Ragayah bt. Hj. Omar En. Shamsul Rizal bin Idris

JAWATAN/ GRED PTP/DGA34

TEL/FAKS PEJABAT Tel: 07 5581893 Faks: 07 5569659 Tel: 07 7711611 Faks: 07 7711611 Tel: 07 7892611 Faks: 07 -7892807 Tel: 07 7892611 Faks: 07 -7892807 Tel: 09 5447700 09 5447466 Faks: 09 5447053 Tel: 09 3122539

TEL. BIMBIT 019-7304548

EMEL la_pspnjoh@moe.edu.my

Johor

PKG

PTP/DGA32

019-7449810

pkg_kluang_timur@moe.e du.my upict_phg@yahoo.com

SMK Bandar T6 Taman Sri Lambak 86000 Kluang, Johor (Ting. 2 Arif) BTPN

Pengetua Guru IT PTP

012-7727345 019-7360755 019-9831368

Pahang

PKG

PTP/DGA32

012-9751288

pkgkl@yahoo.com

SMK Clifford 27200 Kuala Lipis, Pahang (Ting. 2 Kerongsang 1)

Pengetua Guru IT

Tel: 09 3101242 Faks: 09 3101241 Tel: 09 3101242 Faks: 09 3101241

019-6405182 012-2786934

smkc lipis@yahoo.com -

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BIL.

NEGERI / SEKOLAH BTPN

MAKLUMAT PEGAWAI BTPN/PKG En. Mohd Sambri bin Adam BTPN Kelantan Jalan Maktab 16100 Kota Bharu, Kelantan En. Sanusi bin Mohamed PKG Pasir Pekan 16060 Kota Bharu, Kelantan

JAWATAN/ GRED PTP/DGA34

TEL/FAKS PEJABAT Tel: 09 7738688/9 Faks: 09 7736909 Tel: 09 7198063

TEL. BIMBIT 012-9588158

EMEL sambri@pspnkel.edu.my sambriadam@yahoo.com pkgpasirpekan@pspnkel.e du.my pkg_pasir_pekan@moe.e du.my smkaf@tm.net.my kuahmad.pspntrg@moe.e du.my pkg_bukit_besar@moe.ed u.my smkpmonline@yahoo.com -

Kelantan

PKG

PTP/DGA32

013-9192961

SMKA Falahiah Pasir Pekan 16250 Wakaf Baru, Kelantan (Ting. 2 Ibnu Khaldun) BTPN 10 Terenggan u PKG

Tn. Hj. Abd. Rahman b. Mahmud En. Chek Hassan bin Chek Abdullah YM Ku Ahmad bin Ku Ibrahim BTPN Terengganu 21600 Maran, Terengganu En. Ahmad Suhaimi bin Said PKG Bukit Besar d/a SK Pusat Bukit Besar 21100 Kuala Terengganu, Terengganu Pn. Hjh Khatijah bt. Mohamad En. Wan Abdul Hamid bin Mohd Muda

Pengetua Guru IT PTP/DGA34 PTP/DGA32

Tel: 09 7196746 Faks: 09 7194686 Tel: 09 7196746 Faks: 09 7194686 Tel: 09 6277100 Faks: 09 6182075 Tel: 09 6235503 Faks: 09 6235503 Tel: 09 - 6311829 09 - 6220833 Faks: 09 - 6312964 Tel: 09 - 6311829 09 - 6220833 Faks: 09 - 6312964

012-9653234 019-9398535 019-9053232 019-9822575

SMK Padang Midin 21400 Kuala Terengganu, Terengganu (Ting. 2 Cekal)

Pengetua Guru IT

019-9899783 013-9850648

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Appendix 8 HIGHLIGHTS OF PROMOTION EVENTS

MoE Intel Collaboration 1:1 e-learning pilot and Coverage

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Coverage in Star, 8 May 2007 Coverage in Star, 8 May 2007

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Get ready for 1:1 e-learning Get ready for 1:1 e-learning Coverage in the front page of the Tech & U section of the New Straits Time Newspaper Coverage in the front page of the Tech & U section of the New Straits Time Newspaper

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Developing 21st century digital skills Developing 21st century digital skills Sunday New Straits Times (Learning Curve) 3 pg and online coverage Sunday New Straits Times (Learning Curve) 3 pg and online coverage

Pg1 Pg1

Pg2 Pg2

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Untethered access to Untethered access to resources resources Online coverage at; Online coverage at; http://www.nst.com.my/Current_ http://www.nst.com.my/Current_ News/NST/Sunday/LearningCur News/NST/Sunday/LearningCur ve/20070505170034/Article/ind ve/20070505170034/Article/ind ex_html ex_html

Pg3 Pg3

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Utusan Malaysia (Titian), "13 Utusan Malaysia (Titian), "13 companies involved in Smart companies involved in Smart Education Partnership" Education Partnership" Summary: As many as 13 Summary: As many as 13 companies are engaged in the companies are engaged in the Smart Education Partnership which Smart Education Partnership which will help the education initiative in will help the education initiative in schools. Among the 13 companies, schools. Among the 13 companies, Intel Electronics (M) Sdn Bhd and Intel Electronics (M) Sdn Bhd and MyPressto.com Sdn Bhd have MyPressto.com Sdn Bhd have signed a memorandum of signed a memorandum of understanding and 11 companies understanding and 11 companies have confirmed their commitment. have confirmed their commitment. The Education Minister, The Education Minister, Hishammuddin Tun Hussein stated Hishammuddin Tun Hussein stated that Intel can help students with 1:1 that Intel can help students with 1:1 learning with the One on One elearning with the One on One elearning programme. From an learning programme. From an infrastructure perspective, Intel has infrastructure perspective, Intel has helped build wireless LAN's in more helped build wireless LAN's in more than 475 schools. than 475 schools.

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Intel and MoE to accelerate e-learning in school Intel and MoE to accelerate e-learning in school Kosmo, April 26 Kosmo, April 26

Summary: Summary: Each student in a classroom of 10 schools will be provided with Intel classmate Each student in a classroom of 10 schools will be provided with Intel classmate PC as 1:1 learning tool to develop technology and analytical thinking skills. PC as 1:1 learning tool to develop technology and analytical thinking skills. Dato Yusoff Harun, BTP Director said the projects involved grade 4 and form2 in rural and urban schools. Dato Yusoff Harun, BTP Director said the projects involved grade 4 and form2 in rural and urban schools. The program is part of making school smart and an evaluation team from higher education will The program is part of making school smart and an evaluation team from higher education will Be developed to evaluate the project. Be developed to evaluate the project.

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Get ready for 1:1 elearning

http://www.emedia.com.my/TECH/Com putimes/Highlight/20070503104119/wa rtrevamp

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Intel sedia program inisiatif ICT: Intel sedia program inisiatif ICT: http://www.emedia.com.my/m/BHarian/Monday/Komputer/20070430093516/Article/ http://www.emedia.com.my/m/BHarian/Monday/Komputer/20070430093516/Article/

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"Asia-Pacific's first 21st century teaching: RM1000 for one-to-one teaching" "Asia-Pacific's first 21st century teaching: RM1000 for one-to-one teaching" Summary: Ministry of Education's BTP has recently launched a 3 years pioneer project with Summary: Ministry of Education's BTP has recently launched a 3 years pioneer project with Intel to introduce the latest e-teaching programme of the 21st century at 10 schools with Intel to introduce the latest e-teaching programme of the 21st century at 10 schools with Classmate PC. Classmate PC. Sin Chew daily Sin Chew daily

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Intel brings ICT for Education Initiative to Malaysia Intel brings ICT for Education Initiative to Malaysia
http://www.theedgedaily.com/cms/content.jsp?id=com.tms.cms.article.Article_2c71de26-cb73c03a-166c1140-1c2adefe http://www.theedgedaily.com/cms/content.jsp?id=com.tms.cms.article.Article_2c71de26-cb73c03a-166c1140-1c2adefe

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Get ready for 1:1 elearning: Get ready for 1:1 elearning: http://www.tmcnet.com/usubmit/2007/05/03/2578653.htm http://www.tmcnet.com/usubmit/2007/05/03/2578653.htm

Intel brings ICT skills for Malaysian students Intel brings ICT skills for Malaysian students http://www.digitallearning.in/news/news-details.asp?NewsID=8899&inc=1 http://www.digitallearning.in/news/news-details.asp?NewsID=8899&inc=1

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Intel and MoE to accelerate e-learning in school Intel and MoE to accelerate e-learning in school

http://www.lowyat.net/v2/latest/intel-and-moe-to-accelerate-e-learning-in-school.html http://www.lowyat.net/v2/latest/intel-and-moe-to-accelerate-e-learning-in-school.html

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ICT for education: Developing 21st Century Digital Skill ICT for education: Developing 21st Century Digital Skill

Big writeup in the front page of NST Sunday's Learning Curve section :: Big writeup in the front page of NST Sunday's Learning Curve section http://www.nst.com.my/Current_News/NST/Sunday/LearningCurve/20070505170034/Article/index_html http://www.nst.com.my/Current_News/NST/Sunday/LearningCurve/20070505170034/Article/index_html
2007/05/05 2007/05/05
ICT for education: Developing 21st century digital skills ICT for education: Developing 21st century digital skills

By : :SUZIEANA UDA NAGU By SUZIEANA UDA NAGU

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GADING KENCANA SDN BHD 24, O Jalan /

Appendix 9 PORTAL AND LINKS

http://elearn.moe.edu.my/index.php

http://www.classmatepc.com/

http://www.intel.com/intel/worldahead/index.htm

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