INTEGRATION OF INFORMATION AND COMMUNICATION ...docshare04.docshare.tips/files/23676/236764825.pdfEDU3105 T11 – INTEGRATION OF ICT 5 1.1.4 The Effects of Using ICT in Teaching and

EDU3105 T11 – INTEGRATION OF ICT

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TOPIC 11 INTEGRATION OF INFORMATION AND COMMUNICATION

TECHNOLOGY (ICT) IN TEACHING AND LEARNING

SYNOPSIS

This topic discusses the concepts, theories and practices in the integration of information

and communication technology (ICT) skills in teaching and learning; selection and use,

as well as the technical skills of a number of computer applications including word

processing, electronic presentations, spreadsheets, databases and authoring tools. Also

discussed is the production and use of the multimedia learning packages and the use of

interactive media in teaching and learning.

LEARNING OUTCOMES

By doing the learning activities in this topic, hopefully the teacher will be able to:

i. Describe the roles and implications of using ICT in teaching and learning

ii. Select and apply appropriate computer applications with the teaching and learning

process to be executed

iii. Apply a variety of computer applications in teaching and learning

iv. Produce appropriate teaching and learning media in line with the learning standards

v. Integrate information and communication technology skills in teaching and learning.

TOPIC FRAMEWORK

11.1 Introduction to the Integration of ICT in Teaching And Learning

11.2 Word Processing

11.3 Electronic Presentation

11.4 Electronic sheet

11.5 Database

11.6 Use of Software Authoring Tools

11.7 Production of Multi Media Learning Packages

11.8 Use of Interactive Media in Teaching and Learning


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11.1 INTRODUCTION TO THE INTEGRATION OF ICT IN TEACHING AND

LEARNING

Traditional educational practices no longer provide students with all the knowledge and

skills necessary to enable them to compete in the current job scenario. To stay

competitive, they need to apply their problem-solving strategies, using appropriate tools,

and act collaboratively and communicate, in order to learn. Thus the present learning

environment should involve a variety of strategies, media, software and ICT-related tools

that will prepare students for their future.

11.1.1 Integrating ICT in teaching and learning

Production and use of ICT-based instructional and learning media has now become a

standard for the integration of technology in teaching and learning. Integration of ICT in

teaching and learning demands teachers to understand all aspects of instructional

planning, learning theory, instructional design, and master the skills of various computer

applications to produce media that can support teaching and learning.

The use of ICT in teaching and learning, aims to improve the effectiveness and

efficiency of the teaching and learning process. Hence the teacher should be able to use

it in a thoughtful, well-planned and appropriate manner. The learning environment

should improve for the better when technology is used in teaching and learning

Traditional Learning Environment New Era Learning Environment

Teacher-centered instruction Student-centered learning

Single sense stimulation Multisensory stimulation

Single path progression Multipath progression

Single media Multimedia

Isolated work Collaborative work


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Information delivery information exchange

Passive learning Critical thinking and informed decision- making

Factual, knowledge-based Active/exploratory/inquiry-based learning

Reactive response Proactive/planned action

Isolated, artificial context Authentic, real-world

Source : National Educational Technology Standards for Students (June, 1998), published

by the International Society for Technology in Education (ISTE), NETS Project.

Discussion

Discuss the development of technology you have used in the classroom.

Think

How to integrate ICT in teaching and learning?

11.1.2 The Teacher‟s Role in the Integration of ICT in Teaching and Learning

Integration of ICT in teaching and learning does not require a teacher to master high

levels of ICT skills. What is more important is which is how teachers can create and use

materials and teaching and learning media suitable for students' learning.

To produce teaching and learning media suitable for optimum learning, teachers should

know and understand instructional planning) instructional design and the learning theory


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that underlines both. Something to keep in mind is, when integrating ICT in teaching and

learning, the teacher shoukd not be teaching how to use the technology - what is done is

to use technology as a vehicle to help facilitate delivery and facilitate students to

understand knowledge and develop their skills.

Think

What software applications that can be used for teaching and learning?

11.1.3 Requirements for Integrating ICT in Teaching and Learning

The use of ICT in a smart way to enrich the learning environment can enable students to

achieve skills that can be used in the working environment. Thus the educators need to

consider the potential for integrating ICT in teaching and learning.

“ICT is more than a teaching tool. Its potential for improving the quality

and standards of students‟ educationis significant. Equally, its‟ potential

is considerable for supporting teachers, both in their everyday classroom

role, for example by reducing the time occupied by administration

associated with it, and in their continuing training and

development.”(DfEE 1998)

The use of ICT in teaching and learning is necessary for the following purposes:

i. Engaging students

ii. Motivate students

iii. Support new approaches to teaching and learning, such as cooperative learning,

higher order thinking, problem-solving-based learning and project-based learning.

iv. Engage students through the production of works

v. Increasing students control ove their own learning

vi. Help teachers connect students to learning resources

vii. Help teachers keep track of students' learning progress

viii. Prepare students for the ever-changing world


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1.1.4 The Effects of Using ICT in Teaching and Learning

There are studies which show intensive use of ICT can improve student achievement.

Project Apple Classrooms of Tomorrow (ACOT) (1995) found that students who use ICT

intensively during the school have the following characteristics:

i. can explore and communicate dynamically in various forms

ii. higher self-confidence and social skills

iii. can communicate effectively about complex matters

iv. have the skills and autonomy of self access

v. discover their abilities and can share with others

vi. can work collaboratively, and

vii. better prepared for the future.

11.1.5 Standard Features of Students in the Aspect of ICT Use

The extent to which ICT can help in shaping the quality of students, who have critical

and creative thinking, and skilled in problem solving, a lot depends on the role of

teachers. An effective learning environment is a combination of traditional approaches

with new approaches to guide the students to master the subject content, while taking

into account individual needs. The combination can provide capable students sho can

(International Society for Technology in Education 1998):

i. communicate using various forms of media

ii. access and exchange information in a variety of ways

iii. collect, analyze, organize and synthesize information

iv. make conclusions based on the information collected

v. using the information and use the appropriate tools to solve problems

vi. know the subject matter and able to reach necessary information when required

vii. become self-directed student

viii. collaborate with others and work effectively as a team

ix. interact with others appropriately and in an ethical manner


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11.1.6 Approach to Learning Using ICT

Curriculum Development Division of the Ministry of Education (BPK) has outlined three

methods of how ICT can be incorporated into the student's learning (Bahagian

Pembangunan Kurikulum 2011: Buku panduan teknologi maklumat dan komunikasi

merentas kurikulum):

11.1.6.1 Learninng ABOUT ICT

Learning about ICT require the students to acquire specific knowledge and skills in the

field of ICT, including computer systems, networks, information systems, multimedia and

programming. Exposure to students is carried performed using strategies which is

appropriate with their cognitive levels and abilities.

11.1.6.2 Learning WITH ICT

Learning with ICT means students use ICT as a tool for learning, such as using ICT

hardware and software. The hardware can be about printers, scanners and digital

cameras. While software can be MS Word, MS PowerPoint, MS Excel, MS Paint,

Geometer's Sketchpad and free software. Teaching and learning will be more effective,

interesting and fun. The use of ICT as a tool in teaching and learning in primary schools

will be able to produce creative and innovative students.

11.1.6.3 Learning THROUGH ICT

Learning through ICT is the use of ICT to access information using ICT media such as

CD-ROM, DVD-ROM, software and Internet courses. Examples of learning through ICT

can be seen through the use of materials such as encyclopedias, dictionaries, video

learning, EDUWEBTV and Google Earth.

Learning about ICT, Learning with ICT and Learning THROUGH ICT can be

incorporated into teaching and learning strategies. ICT integration can be implemented

effectively when students have mastered ICT skills. It is recommended that teachers


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integrate ICT through project-based activities such as assignments or tasks. For

example, in the production of greeting cards, children can insert images and write a

speech or poem. Students are also able to improve their skills and self-confidence when

they make a presentation of their work, especially in the form of multimedia. They will be

excited to learn and demonstrate their creativity through performance using a variety of

software features such as use of color, font type, font size and animation.

11.1.7 ICT Mode to be Used in Teaching and Learning

Curriculum Development Centre, Ministry of Education has categorized the use of ICT in

teaching and learning to four modes (Pusat Perkembangan Kurikulum 2001:

Penggunaan Teknologi Maklumat dan Komunikasi (ICT) dalam Pengajaran dan

Pembelajaran), namely:

i. Tutorial Mode

ii. Exploration Mode

iii. Application Mode, and

iv. Communication Mode

11.1.7.1 Tutorial Mode

In the tutorial mode, ICT is used to deliver learning content based on a predetermined

sequence and includes;

i. Disclosure of content

ii. Demonstration of a phenomenon - using a control system

iii. Training or drills that can be accessed - using control system

11.1.7.2 Exploration Mode

Through the exploration mode, students can determine and control the information

received from the tutorial mode where students only receive learning materials that are

determined and controlled by the system. The main purpose of the exploration mode is


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not to find answers, but to focus on student involvement in shaping a concept or

understanding of a matter.

In the exploration mode, ICT is used as a medium to:

i. find and access information through resources such as CD ROMs and internet

information portals

ii. learn and study the demonstration of a phenomenon under the student‟s own control

iii. experience, learn and study a phenomenon through simulations controlled by the

system

Examples of technologies that can be used in the mode of exploration include:

• Access to a variety of resources on the Internet through search engines

• Courseware with a wide range of options including exploration, simulation and games

11.1.7.3 Aplication Mode

In application mode, ICT is used as a medium to help students perform learning tasks

and disseminate information to others (as compared to the tutorial and exploration mode

where ICT is used as a mechanism for the dissemination of information from the source

to the students). With the help of software applications students can focus on the actual

learning activities.

Examples of technologies that can be used in the exploration mode include:

• word processor to produce essays

• spreadsheet to display chart

• graphics editor, sound editor, movie editor, electronic presentation software,

and web editor to deliver a presentation

• computer-aided design software to create the design of materials.

11.1.7.4 Communication Mode


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In the communication mode, ICT is used as a communication medium by teachers and

students in different locations to send and receive information between them.

Information sharing can occur through the form of text, graphics, audio, video, or various

combinations.

Examples of technologies that can be used in the communication mode include:

• Chat

• Email

• Audio conference

• Video conference

• Building a website for access over the Internet

11.1.8 Execution Modes for ICT Use in Teaching and Learning

Curriculum Development Division has set three modes of how ICT can be used by

teachers and students (Bahagian), namely:

i. Teachers and Students together

ii. Teachers Only

iii. Students Only

11.1.8.1 Teachers and Students together

Teachers can implement interactive teaching and learning in the school computer lab.

During the teaching and learning in the classroom, teachers can use a laptop, software

courses and LCD projectors. Teachers can ask students to try activities that are included

in the teacher laptops. Teachers can also download material from the website in

advance and use the site during lessons.

11.1.8.2 Teachers Only

Teachers teach with the aid of teaching and learning and teachers teaching module

which has provided the material before entering the classroom.


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11.1.8.3 Students Only

By using the courseware is interactive and based on the learning modules, students can

perform the learning activities using the computer without the help of a teacher. In this

situation, the teacher acts as a facilitator for student learning.

Exercise

Download „Buku Panduan Penggunaan Teknologi Maklumat dan Komunikasi

(ICT) dalam Pengajaran dan Pembelajaran‟ dari laman web Bahagian

Pembangunan Kurikulum Kementerian Pelajaran Malaysia

(http://www.moe.gov.my/bpk/bsk/bpanduan/). Read carefully the advantages and

disadvantages of each mode of use of ICT. Select a document standard content

standard for the subject you are teaching. Prepare a lesson plan using one of the

proposed ICT modes.

http://www.moe.gov.my/bpk/bsk/bpanduan/


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11.2 WORD PROCESSING

Word processing refers to the use of computer applications to build, manipulate, save,

edit and print a text document. A word processor is a computer application for creating a

document file, store it electronically, display it on the computer screen, edit it through

instruction and characters from the keyboard and print it using the printer. Word

processing applications also allow the user to insert a word or paragraph in a document

or to another document.

Word processing applications can support many of the tasks associated with teaching

and learning processes that were once made by typewriter or by hand. These

applications provide the space and opportunity for educators to integrate ICT in teaching

and learning.

Examples of word processing applications include Microsoft Word from Microsoft

Corporation, Word Perfect, Word Star, Chiwriter, Kingsoft Office Writer, Atlantis Word

Processor, while Macintosh-based is iWork and open source applications are

OpenOffice, AbiWord and EZ Word.

Figure 11.1.1: Various Word Processing Applications

Think

To what extent is word processing software important in the process of

building teaching and learning resources?


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11.2.1 Features of word processing applications

Some common features of word processors are:

i. Insert text - lets you insert text in a document.

ii. Delete text - allows you to delete the words, text, line and paragraph

easily.

iii. Cut and paste - allows you remove words or paragraphs from one place

and move them to another place.

iv. Copy - allows you to copy word, text or paragraph if needed.

v. Save – allows a document to be saved and edited again.

vi. Font - you can change the font type of your text

vii. Page size and margins – allow you to set the page size, so that the

document will be adjusted automatically.

viii. Find and replace - lets you direct the word processor to search for a word

or a phrase and you can also replace the word or sentence with other

words in your text.

ix. Word wrap - word processing application will automatically move words to

the next line after the line has reached the page margin.

x. Print - lets the printer print your document.


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xi. Font Specifications - allows you to change the font features such as italic,

bold, size, color and shadow.

xii. Graphics - allows you to insert shapes, images and charts in your

document.

xiii. Spell check - a facility to check the correct spelling of a word.

xiv. Thesaurus - allows you to find the synonyms of words in your document.

xv. Headers, footers and pagination – allow you to edit the top (header) or

bottom (footer) of your document sheet.

xvi. Table - lets you insert tables in your document to support the compilation

of your data in the form of rows and columns

The above features are part of the word processor capabilities. Teachers can use this

word processors to make materials such as handouts, worksheets and tests to improve

teaching effectiveness.

Think

What are the features of a word processing application you

normally use that causes you to continously use the application?

11.1.2 Integration of Word Processing Application in Teaching and Learning

Teachers can use for word processing applications to support their role in the activities

and matters relating to the management teaching and learning. Here are some

advantages of using word processing in teaching and learning:


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i. Saves time - word processing applications help teachers manage their time more

efficiently, especially for modifying text (material) repeatedly, reduces the need

to rewrite text, and make corrections and revisions quicker and more efficiently.

ii. Document are more organised and attractive - teaching materials produced using

word processing applications are more organized, neat, and attractive, making it

easier to understand.

iii. Information sharing - teachers can share lesson plans, reading materials, tables,

text, templates and other questions of teaching materials. Friends can copy,

modify, improve material produced word processing applications.

iv. Support the management of teaching and learning - the use of word processing

applications can help teachers in teaching and learning, especially the for the

production of teaching materials such as handouts, worksheets, test papers and

other instructional support materials such as daily lesson plans, reports, and

bulletins.

v. Strengthen teaching and learning activities - students can be stimulated to use

the word processing application in most writing tasks previously written by hand.

Students will be more motivated to perform the task if the results obtained by

them more organised, neat, attractive and saves time.

vi. Support the writing process - students can use word processing application to

write, edit, illustrated stories, produce presentation materials for the topics they

are learning and make notes as a reference. Students can be stimulated to

create ideas in creative writing using a variety of fonts, colors, layout, insert

images and various graphics.

vii. Strengthen language skills - students can learn the language through a variety of

word processing application features including spell check, grammar checker and

thesaurus.


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PRACTICAL

By using a word processing application of your choice, prepare a handout

suitable for attracting students to learn a learning standard for a subject that

you teach. Provide appropriate worksheets to assess student achievement.

Your work should take into consideration the following points:

i. The learning content corresponds to an appropriate learning standard

ii. Theme to be used: Sustainable environment

iii. product should use a variety of fonts and graphics, neat and attractive,

and presented using variable layouts


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11.3 ELECTRONIC PRESENTATION

Electronic presentation is a computer application that delivers textual and visual

information that can be integrated with other multimedia elements such as audio, video,

animation. According to Gregory (2012), electronic presentation is "A computer-

generated program capable of communication, text, drawings, photos, video, and audio."

It usually displays the information in a presentation display. It is also able to provide a

link (hyperlink) to external sources of information such as images, documents,

spreadsheets, video, audio and websites. Electronic presentation can enrich viewers'

reference sources to obtain appropriate information about the topic or concept described

by the presenter.

Electronic presentations are used in business, medicine, education and various other

fields for demonstration purposes, make explanations, digest the facts, presenting the

report, the message, sharing ideas and others. Examples of commonly used electronic

presentation applications include Microsoft PowerPoint, Harvard Graphics, Open Office

Impress, and Kingsoft Presentation.

Think

What are the advantages of using electronic presentation in teaching and

learning compared to other media such as posters, pictures, slides and

charts?

11.3.1 Electronic presentation features

Most electronic presentations applications have basic features that allow presenters to

include elements of text, graphics, audio, video and a variety of special effects to attract

the attention of the audience to the main idea. Answer.com (2012) has listed some of the

basic features of electronic presentation as follows:

i. Word processing feature that allows its users to enter and modify text format.


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Figure 11.3.1: Examples of text editing features in Microsoft PowerPoint.

ii. Features for editing graphic images, and creating animation effects.

Figure 11.3.2: Examples of graphic editing features are available in

Microsoft PowerPoint.

iii. Slide-based display presentation (slide show engine) that can display on the

screen the order of the slides. Electronic presentation applications also

provides an option to preview animation effects before you make the final

selection.

Figure 11.3.3: Examples of features that are available to preview a presentation

in Microsoft PowerPoint 2010


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iv. Layout management system which allows you to select predefined

templates and customize it according to current needs.

Figure 11.3.4: Examples of layout templates available in

Microsoft PowerPoint 2010.

Think

Based on your experience of using electronic presentation application,

what features are available in an electronic presentation applications other

than the above? How do you attract the attention of students or the

audience to an electronic presentation that you use?

11.3.2 Criteria for making a good electronic presentation

Good electronic presentations have the following features:

i. The graphic design help make the electronic presentation easy to read and have

aesthetic value. Among the principles of graphic design include:

a. Simplicity

Use a simple background, so the audience‟s interest is not in the of colorful or

more complex background compared to the content (Smaldino et al., 2012;

Jones, 2005). Figure 11.3.5 shows three displays A, B and C with dfferent

backgrounds. Display A is most effective in highlighting the message and best

facilitates viewers to read and understand the text.


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A B C

Figure11.3.5

b. Contrast

The contrast of colors used in the display should result in the main message

appear more prominent (Jones, 2005; Smaldino, 2012). Using a dark background

and bright colored text also would produce good contrast (Clark, 2004). In Figure

11.3.6, the first line shows a combination of background and text colors that

create contrast while the second line shows color combinations that should be

avoided.

1 Kontras Kontras Kontras Kontras Kontras Kontras

2 Kontras Kontras Kontras Kontras Kontras Kontras

Figure11.3.6: Aplication of Contrast

c. Emphasis

The use of a larger font size or larger objects, and contrasting colors may

highlight the main subject or idea. In Figure 11.3.7, the use of a large font size

and color contrast in the display A is more effective in attracting the attention of

the viewer to the main idea compared to display B.


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A B

Figure 11.3.7: Application of Emphasis

d. Space

Use a lot of empty space around the subject or the main idea so that it can attract

the attention of the audience. In Figure 11.3.8, Display A is compact display

with a lot text while display B has more space between the texts. The design of

Display B facilitates viewers to read and understand the text.

A B

Figure 11.3.8: Use of Space

e. Focus

Each display should focus on the main concept only. In Figure 11.3.9,

Display A focusses on several concepts while Display B focusses on one

concept only. Display B facilitates viewers to read and understand the text.


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A B

Figure 11.3.9: Comparison of views in terms of Focus

ii. Make your message accurate and as simple as possible (Smaldino, 2012; Microsoft,

2012; Markowitz, 2011; Mayer 1998).

Short messages in the form of keywords makes a presentation easier to read and

understand compared to lengthy sentences. The Six by Six Rule (Rule of Sixes), a

guide for the preparation of the display suggests the use a simple bulleted text to

facilitate optimal information acquisition. This rule recommends the use of bulleted text in

each display does not exceed six lines while in each row contains no more than six

words per line (Clark, 2004).

A B

Figure 11.3.10: Short messages in the form of keywords (Display B) makes it easier

to read and understand compared to lengthy sentences (Display A).


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iii. Submit an idea or information according to a logical sequence. Practice the display

principle of „simple to complex‟, „from the known to the unknown‟, and „from the concrete

to the abstract‟. Use visual graphics to represent abstract concepts or when text and

figures may seem complex and confusing. In Figure 3.11.11, visual diagrams and

images in display B are able to explain a concept or process better than using a text-only

display such as display A.

A B

Figure 3.11.11: Using graphics represent text.

iv. Integrate multimedia elements in your delivery to stimulate multiple sensory organs.

Mayer (1998) in his multimedia learning theory, has suggested the following principles

as preparation guidelines for the development of multimedia learning materials:

a. Multimedia Representation Principle:

Better make explanations with text and image combination of text only.

b. Spatial Contiguity Principle:

The effect of learning involves a combination of text and image nearby is

better than made separately.

c. Visual Split-Attention Principle:

Use oral explanation to replace lengthy text on the display

d. Chunking Principle:

Use minimal text and images


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e. Coherent Principle :

Avoid using words or terms that are irrelevant.

e. Auditory Split-Attention Principle:

When making a verbal explanation along with animation on the display, avoid

using excessive background music and sound effects so that students can

relate to the animation to the description presented.

v. Make explanations, introduce concepts progressively.

vi. Avoid excessive use of animation effects (Smaldino, 2012; Clark, 2004).

Think

(A) (B)

Display A load all the steps in display while Display B exposes each step in

phases. Which one is more helpful for students attain the concept taught?

What is the justification for your answer?

Further Reading

Read reference as set out below for explanation about electronic presentation

applications.

Mayer, Richard. (1999). Multimedia aids to problem-solving transfer. In

International Journal of Educational Research 31 (1999). 611-623.

through the following URL

http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.58.6023&rep=rep1&ty

pe=pdf.

http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.58.6023&rep=rep1&type=pdf



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11.3.3 Principles of electronic presentations production

Electronic presentation is a popular medium of instruction amongst teachers. It

can be produced quickly with the availability of electronic information resources

such as ebooks, articles surfed through web pages, and multimedia elements in

digital form that are produced through a variety of electrical and electronic

equipment. However, the production of quality electronic presentation are

necessarily produced through careful planning and preparation.

The application of the ADDIE Model in the development of instructional media

and the use of the ASSURE Model when implementing the teaching and learning

processes in the classroom are crucial to the successful dissemination of

information and behavioral change among students. However each material

produced caters only to the specific target group. Thus if the same instructional

material is to be applied to other target groups, the material needs to be modified

according to abilities, interests and preferences of the new target group.

Step-by-step planning, creation and use of electronic presentation can be

described briefly as follows:

i. Make a needs analysis of the requirements in terms of the scope of the

syllabus content, learning outcomes, learning objectives, needs and abilities of

students.

ii. Design electronic presentation. Set the approach to be used, the learning

activities, the storyboard and features that can attract attention and increase

concept attainment etc.

iii. Collect materials,media and appropriate applications, and make a literature

review of the topic being studied.


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iv. Select materials, media, approaches and methods that suits your target group

and the topic being studied.

v. Produce electronic presentations in compliance with the desing principles for

graphic and message delivery so that it is able to attracted the attention of

students and help them keep it in long-term memory and retrieve the information

efficiently.

vi. Preview your product. You need to ensure the accuracy of relevant facts and

the language use is in line with existing knowledge and ability of your students.

Rehearse to ensure the material can be used smoothly.

vii. Use the electronic presentation with the student. Practice the ASSURE Model

and involve students actively in the learning process.

viii. Evaluate and revise to make appropriate improvements.

Think

How do you integrate electronic presentation in teaching and learning?

What are the principles of electronic presentation production that can be

used to convey an idea, concept, skill or specific values in the teaching and

learning of a topic in a subject that you are teaching?


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Discussion

Discuss the effective use of electronic presentation when compared with

the use of concrete materials in the process of delivering new ideas,

concepts and specific skills?

Would you agree that electronic presentations are much more effective

than media such as video and movie playback? What are the arguments

that support your answer?

Could electronic presentation be made as a learning medium that can be

used by students without the presence of the teacher? What are the

arguments that support your answer?

Practical

By using electronic presentation application of your choice, create a

presentation to enable you to deliver learning content related to a learning

standard subjects you teach. Presentation produced should include a

variety of features, elements and characteristics of the design and

development of electronic presentation discussed in this topic.


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11.4 ELETRONIC SHEET

Electronic sheet (spreadsheets) organize information into software-defined rows and

columns. The rows and columns of a spreadsheet make up cells that form a grid. The

user enters data in the cells and types in formulas (or uses pre-programmed formulas

called “functions”) to perform mathematical calculations on the data (ehow.com 2012).

Basic Features of Electronic Spreadsheet:

i. Manage data in rows and columns

ii. Provide a platform for users to enter data

iii. Allow users to do mathematical calculations such as adding and subtracting; and

formulated of mathematical calculations on data

iv. Allow users to use mathematical functions on data

v. Allow users to copy mathematical formulas and;

vi. Allow users to redo the calculation automatically when they change the data

vii. Users are able to present data in charts and graphs format.

Advantages of Using Electronic Spreadsheet Rather Than Manual Spreadsheets:

i. Data entry error can be detected and corrected easily using the edit feature

ii. Allow users to get through the answer without typing complex mathematical

formula or function. Users may use the mathematical formula or function

provided in application to do the calculation automatically

iii. Save a lot of processing time as data on several spreadsheets may be

processed simultaneously

iv. Present neat and interesting data through automatic formatting function

v. Interpretation of the data is more easily done through graph features

vi. Provide a method to locate and present the information in a manageable form

vii. Save computation time if need to do recalculation.

viii. Quick and easy data access because the data is saved in the digital files form

ix. Data and information can be shared easily using the internet access because

the data is saved in the digital files form

x. Files can be locked using a password to prevent unauthorized data changes


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Example of spreadsheet applications :

Microsoft Excel

Apple VisiCalc

Kingsoft Spreadsheets

OpenOffice Calc

LibreOffice Calc Corel

Quattro Pro

Further Reading

By surfing internet, get information on how to use spreadsheets in the

process of teaching and learning?

Practical

By using a spreadsheet application of your choice, create a suitable chart

to show the media composition in your school resource center.

EDU3105 T11 - PENGINTEGRASIAN TMK

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11.5 DATABASE

A database is a collection of information that is organized so that it can be accessed,

managed, and updated easily (http://searchsqlserver.techtarget.com/definition/database).

A database is a data structure that saves organized information. Most databases contain

multiple tables, which may each include several different fields. Each of these tables

would have different fields that are relevant to the information saved in the table.

Database applications are software programs designed to collect, manage and

disseminate information efficiently (techterms.com 20012b).

11.5.1 Database Applications Features

i. Formed from a table or several tables that can be linked to each other. Each

table has fields for data entry

ii. Saves data in a field in the table. One field can save a data and an entire data

about an object or thing is known as a record

iii. Allow users to save, edit and retrieve data

11.5.2 The Uses of Database in Teaching and Learning

i. Student‟s data and information can be saved and managed in order to make the

managing process more efficient and accurate

ii. Information can be accessed using keywords and pupil‟s records can be

displayed automatically. Student‟s information can be filtered and formulated

automatically. Teacher can save a lot of time compared to the old method of

saving student information using fails and papers

iii. Can be used to save the test questions and if the collection becomes too large,

teachers have opportunity to retrieve the relevant questions through the filtering

process

iv. Teachers can use database for teaching and learning activities such as

encouraging higher-order thinking skills by asking the students to study the filtered

report from database.

http://searchsqlserver.techtarget.com/definition/information

http://www.techterms.com/definition/database

EDU3105 T11 - PENGINTEGRASIAN TMK

30

Examples of database applications :

Microsoft Access

MySQL

Oracle

Discussion

Explore and discuss the key features of database applications.

Practical

By using a database application of your choice, create a question bank for

the subjects you teach. The questions stored in the question bank need to

be questons suitable for test purposes when needed.

11.6 THE USES OF AUTHORING TOOLS

Authoring tools usually enable you to create multimedia courseware merely by linking

together objects, such as a paragraph of text, an illustration, or a song. By defining the

objects' relationships to each other, and by sequencing them in an appropriate order,

authors (those who use authoring tools) can develop attractive and useful graphics

applications. Most authoring systems also support a scripting language for more

sophisticated applications.

In the context of education, authoring tool refers to the software used to develop

courseware for e-learning purposes. Most authoring tool applications allows teachers to

integrate a variety of media in courseware development with the purpos of encourage

student participation and interactivity (Lectora.com 2012).


31

Types of Authoring Tools Software Example

Based on icon design

1. Multimedia elements and interactive

instruction managed as objects in a

structured framework or process

framework

2. Show flowchart about the activities

that occurred on the branches frame

AUTHORWARE

Timeline-based

1. Multimedia elements and events

(event) is managed on a time line

2. Events happened are based on the

timeline

3. Events speed can be controlled

4. Disclosure of elements can be

performed at any time or place on the

timeline

5. Can be linked to any part on the

timeline

DIRECTOR

Based on Page or Card 1. Element is managed as the pages of a

book or group of cards

2. Pages are arranged like the pages in a

book

3. Links to a page or a card are in sequence

4. Can be linked to any page or other cards

based on interactive commands

TOOLBOOK

(Based on Page)


32

Types of Authoring Tools Software Example

HYPERSTUDIO

(Based on Card)

Table 11.6.1: Types of Authoring Tools

Think

What are the examples of the other software that can be categorized as

an authoring tool?

Common Authoring Tools Features

i. Manage and edit

create, edit and convert multimedia element format

manage and design, based on the storyboard and flowchart

ii. Programming

Using high level but easy to use programming language because of the

visualize format

iii. Interactive

Complex programming becomes easy by using the concept of structured

programming. Using IF-THEN and GO TO programming command may

allow users to control the flow of the information and content


33

iv. Playback

Development can be done according to the segments and each segment

can be built and tested separately

Time frame for each implementation of the element can be fix neatly and

accuracy

v. Delivery across multiple platforms and internet

Standalone product

products may across multiple platforms

The format of the products can be converted to run on an internet

platform

11.7 Development of Multimedia Learning Package

Multimedia Definition

As the name implies, multimedia is the integration of multiple forms of media. This

includes text, graphics, audio, video, etc. For example, a presentation involving audio

and video clips would be considered a "multimedia presentation." Educational software

that involves animations, sound, and text is called "multimedia software." CDs and DVDs

are often considered to be "multimedia formats" since they can save a lot of data and

most forms of multimedia require a lot of disk space (techterms.com 20012a).

In the context of ICT, a multimedia material is an integration of a variety of multimedia

elements including text, graphics (including images), audio, video and animation, is

subset to the hypermedia. Hypermedia combine multimedia elements with hipertext

(also known as hyperlink) that creates a link between the elements (Microsoft Press

1994).



34

In the context of education, a multimedia package is a package that combines the

learning strategy with learning contents and is presented using a variety of multimedia

elements to enable the learning objectives to be achieved by the pupils.

Practical Prepare a storyboard for developing a multimedia learning package

for a learning standard from a subject that you teach.

11.8 Use of Interactive Media in Teaching and Learning

Interactive Media

Interactive media is the integration of a variety of media, including text, graphics, images,

audio, and video in a structured environment so that users can interact for a specific

purpose. Interactive media usually requires control, input, and active user response.

Most interactive media are now using digital technologies. Examples of interactive media

are websites, digital video recorder (DVR), computer games, online forum, E-Mail and

social networking.

Interactive Multimedia

When users are able to control the type, time and manner of elements in the multimedia

package, it will become an interactive multimedia. The specific uses of interactive

multimedia are for;

Drill and exercise to master basic skills

Development of writing skills

Problem Solving

Understanding the concepts of mathematics and science

data manipulation

mastering computer skills


35

access and communication

remote access by teachers and students

individual and cooperative learning

administration and management of classroom activity

Think How important is interactive multimedia packages for students and

teachers in teaching and learning process?

Development of Multimedia Interactive Learning Package

Development of Interactive Multimedia involves a systematic and thorough process.

There are many models that can be used in interactive multimedia development‟s project.

ADDIE model is a popular model used in the design of teaching and learning project. In

the context of the development of interactive multimedia packages education, this model

is an ideal choice. The model consists of the following phases:-

i. Analysis

ii. Design

iii. Development

iv. Implementation

v. Evaluation

WORKING PROCESS

A – Analysis Phase:-

i. Analyse your pupils (make assumptions about the condition of your students);

ii. Think about the students attitude, existing knowledge, skills, and learning styles

iii. Analyse the syllabus, topic or sub-topic for the teaching and learning aids that

will be constructed


36

iv. Examine the structure of the title‟s concept

v. Think about the sequence should be mastered by students

vi. Think about the support materials needed

vii. Think about the materials (media) can be built or found according to the

major content and support materials

viii. Ensure the learning outcomes of the subject is comply with curriculum and

based on what can be done by the students

ix. Dsiscuss the way of learning suppose to be conduct

x. Think about the appropriate activities and assignments to develop a meaningful,

fun, relevant learning and achieve the learning outcomes.

B. Design Phase:

i. Consider aspects such as the design, contents, arrangement/layout for the

display and interface

ii. Build navigation plan

iii. Build storyboard

iv. Define the interactivity level

C. Development Phase:

i. Find and select the appropriate materials / media

ii. Modify the existing media if necessary

iii. Build your own media if deemed necessary with appropriate audio; graphics;

animation; video; etc.

iv. Use appropriate software to edit graphics, Audio, Video and Animation

v. Convert all media materials into digital form

vi. Choose an appropriate authoring tool

vii. Based on the storyboard, compose by using authoring software that was

selected

viii. Input the element multimedia you had fixed

ix. Build a menu to access the topics, activities, training and resources

x. Create a link from title, activities, assignments, training, and other resources; and

link back to the menu


37

D. Implementation Phase:

i. Run the multimedia packages that have been developed to find bugs. This test

level called 'Alpha Testing'

ii. Apply your multimedia Package to your students and correct the bugs. This test

level called „Beta Testing‟

E. Evaluation Phase:

i. Conduct an assessment about the effectiveness of the media you had prepared

ii. Conduct an assessment about the teaching and learning process that you have

planned.

Interactivity Design

Multimedia interactivity design consists of six major components (Shedroff, 1994) :-

i. Feedback (user performance response) ii. Control (navigation and interactivity) iii. Creativity (users develop something) iv. Productivity (content) v. Communication (communication with others) vi. easily adapted

Practical

Choose an educational software and identify the elements had included in the interactive media?

Advantages of Using Interactive Media

Using interactive media in education have brought many advantages. Such as:

It facilitates the student-centered learning. Provide many options for learning and

introducing a lot of new material.

It fulfill the requirements of a variety learning styles to provide a large selection of

learning approaches

It motivate interaction, experimentation and students cooperative learning


38

It helps the learning process based on the theme

It enhances constructivist learning

Interactive media are very suitable to use in complex learning situations as follows :-

Material or content that is difficult to visualize such as complex processes.

The learning of three-dimensional content which is usually difficult if done using

two-dimentional materials

Dynamic processes that require an understanding of the relationship between

moving objects

Comprehensive content where some ideas have to be combined to understand

the entire content

Simulation of a complex or expensive process in which no opportunity to use real

equipment

Further Reading

By surfing the internet, get additional ideas about the ways to use

interactive media in teaching and learning process

Practical

Using an authoring tool of your choice, create an Interactive

multimedia presentation suitable for teaching and learning of a topic

from a primary school subject.


39

SUMMARY

This topic describes the integration of ICT in teaching and learning, as well as sub-topics

related to computer applications including word processing, electronic presentations,

electronic sheets, databases and authoring tools. Also described are the production of

multimedia learning packages and the use of interactive media in teaching and learning.

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