Part A:

Background

My school is SJK Chung Hua Roban, Sarawak. It was established on August

22, 1947. It is located next to the market Roban. As of 2017, the majority of pupils are
Iban, as much as 178 people and the Malays and Chinese a little. The teachers
allocated to my school is 20 person. My school has 12 classrooms, 1 school office, 1
meeting room, and 1 PSS room.

There are no computer rooms to be set in my school. So, all the equipment
will be put inside the PSS room. Two years ago, the government has giving out 40 1
Malaysia Netbook for my school. So, these netbook are especially for students use.
Since it is quite new, the condition of the computer is still in good condition. The
netbooks are not been set up in certain place, after students used the netbook, they
have to shut it down and put them back to the own boxes.

The netbooks are not available for every students in school. So they have to
share it. My school is only allowing Year 4, 5 and 6 students to use the netbook for
their study. The ratio of computer to the number of students of Year 4, 5 and 6 is
about 1: 3. There are only 1 WIFI modem in school for all use. So, it will be
connected to any teachers personal laptop, clerks laptop, and any staffs in school.
Therefore, the internet access in school is not stable for all the times and it is lagging.
So, there is not suitable for students to use school internet for their class learning
cause they are unable to access the internet smoothly.

The teaching aid material that given by government or bought by school are
putting in the same room, PSS room. Teachers are allowed to use any teaching aid
materials in the PSS room with the condition that written down the name of borrower,
reason to use, and when to return back the materials in a record book. Type of
teaching aid materials available in the PSS room are picture, LCD projecter, Astro TV,
internet, radio, video clips, 3-D models, puppets, audio clips, living, plants, animation,
charts, diagrams, newspapers, maps, spell cards, picture cards and others. The most
frequently use is those cards, charts, diagrams and LCD projecter. This is because
teachers familiar with them. Therefore, those teaching aid material that frequently in

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use are not in good condition anymore but still available to use. Those infrequently in
use are in new condition.

What Drives Teacher to use Teaching Aids

Learning materials are important because teachers can significantly increase

student achievement by supporting student learning. For example, a worksheet may
provide a student with important opportunities to practice a new skill gained in class.
This process aids in the learning process by allowing the student to explore the
knowledge independently as well as providing repetition. Learning materials,
regardless of what kind, all have some function in student learning.

Learning materials can also add important structure to lesson planning and the
delivery of instruction. Particularly in lower grades, learning materials act as a guide
for both the teacher and student. Teachers can provide a valuable routine. For instance,
if you are a language arts teacher and you teach new vocabulary words every Tuesday,
knowing that you have a vocabulary game to provide the students with practice
regarding the new words will both take pressure off of you and provide important
practice (and fun) for your students.

In addition to supporting learning more generally, learning materials can assist

teachers in an important professional duty: the differentiation of instruction.
Differentiation of instruction is the tailoring of lessons and instruction to the different
learning styles and capacities within the classroom. Learning materials such as
worksheets, group activity instructions, games, or homework assignments all allow
teachers to modify assignments to best activate each individual student's learning style.

Teaching aids help to make the learning environment interesting and engaging.
As we move toward a more digital society, kids are being exposed to technology and
digital devices at a younger age. Video games and iPods are now whats exciting to
students, so when they come to school they have little patience for lecture style
teaching. Students are seeking constant excitement and simply have no tolerance for
boredom. Teaching aids are improving the quality of education in todays schools
while also providing students with the sense of excitement they desire.

Teaching aids are becoming the norm in the classroom. As traditional

classrooms with blackboard and chalk become a thing of the past, and smart

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classrooms become the norm, teaching aids are growing in popularity and
advancement. Blackboards are being replaced with white and smart boards. TVs are
being replaced with LCD projectors and screens. And educators are becoming more
focused on students growing with technology and integrating it into the curriculum.
Students are making podcasts, videos and even creating webquests All of which are
sound teaching aids to incorporate into the classroom.

Teaching aids prove to be a formidable supplement for teachers when the

reinforcement of a skill or concept is necessary. Not only do they allow students more
time to practice, but they also present the information in a way which offers students a
different way to engage with the material. Of course, this is important in order to
reach the various learning types in the class.

Reasons of Not Using Teaching Aids

Using technology and multimedia sources effectively in teaching draws on

two separate skills: (1) familiarity with required tools, equipment, and software
programs, and (2) thoughtfulness and resourcefulness in incorporating multimedia
that are relevant for teaching objectives.

It usually takes time for teachers to gain facility with the equipment and
computer programs needed for displaying multimedia in the classroom. Hooking up
your laptop to the various projectors, DVD players and other equipment in a
classroom can be complicated, and acquiring confidence using potentially new
programs to present films, music, images, or web-based material requires practice.
Arriving at your classroom early and familiarizing yourself with the equipment prior
to your first class will also help you feel composed and confident with the technology
at your disposal.

One of the most fundamental problems in education reform is that people do

not have a clear and coherent sense of the reasons for educational change, what it is
and how to proceed. Thus there is much faddism, superficiality, confusion, failure of a
change programme, unwarranted and misdirected resistance and misunderstood
reform. They maintain that teachers who resist change are not rejecting the need for
change but they are often the people who are expected to lead developments when

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they lack the necessary education in the management of change and are given
insufficient long term opportunities to make sense of the new technologies for
themselves.

Teachers are "not given to questioning their professional practice". Once they
have finished their initial training they do not expect to need much further training
therefore do not take the initiative to improve their practice and learn new skills.
"many teachers are perfectly well satisfied with their practices and are unlikely to
question prevailing educational processes. Many teachers are perfectly well satisfied
with their practices and are unlikely to question prevailing educational processes. In
order for teachers to make changes to their professional practice, according to
Desforges "a considerable effort is necessary to create the possibilities of restructuring
knowledge (about teaching and learning) in the face of experience............... In regard
to old knowledge we can speculate that the impact of new experience (e.g. using ICT)
will be severely attenuated if it is in conflict with teachers' basic ontological
categories, e.g. their beliefs about the nature of their job or the nature of childhood".
Therefore if teachers see no need to change or question their current professional
practice they may not accept the use of teaching aids in their teaching

Recently the majority of courses offered by government to train teachers in the

uses of teaching aids have still focused on the pedagogical practices with little
training about technical aspects of teaching aids required and how to incorporate
teaching aids in the curriculum. In many teaching aids professional development
courses, teachers are not often taught how to revise their pedagogical practices, how
to replace other traditional lessons without depleting the curriculum coverage and so
on. This means that after teachers had attended a course they still did not know how to
use teaching aids for teaching pupils, they only knew how to run certain software
packages and to fix the printer.

The most effective way to bring about the adoption of an innovation in schools
is to engage the whole school in a democratic process of planning change. This means
that all the teachers are involved in the decision to adopt teaching aids in the school
and are supportive of any individual teacher going on a course and willing to learn
from their new knowledge and skills when they return. If the school, and particularly
the head teacher, are not committed to adopting change and particularly teaching aids,
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then if one teacher goes on a course, the rest of the school sets up antibodies to any
new ideas which the unfortunate teacher brings back into the school. The last thing
the other teachers will then do is to change their practice.

The majority of teachers first priority is to maintain order in the classroom and
to have a controlled learning environment. Any suggestion of adopting very
innovative teaching techniques such as using teaching aids is therefore seen as
threatening this orderly pattern and therefore not desirable. There is a genuine fear
amongst many teachers about teaching aids and scepticism of its value to their pupils.

Even if the above problems are overcome there is often a difficulty for
teachers who have had some training to be able to use teaching aids because there are
insufficient teaching aids resources in the school or there is not enough time to review
then and plan lessons incorporating their use. In spite of the problems listed above and
many others, some positive things have been learnt from previous experiences of
different initiatives and training programmes. Where schools have had the backing of
the head teacher and there is a long term policy for the school to integrate teaching
aids into the teaching then they have been successful in gradually developing the use
of teaching aids in different areas. Projects in which individual teachers have been
given portable computers to develop their own personal teaching aids skills have
shown that teachers then start to use them in their teaching as well.

The study revealed that most teachers at both primary and secondary schools
are inadequately trained and almost never participate in any in-service training. Most
lack creativity and initiative and will not improvise where there are no ready made
visual aids. Most are ignorant of girls unique problems. Some lack competence in the
use of equipment available in their schools and so such equipment remains unused. In
any case, use of equipment in both mathematics and science lessons is viewed by both
male and female students as a male domain, so girls as well as boys and even teachers,
usually expect the boys to work with the equipment while the girls watch.

Practical work requires time to plan, try out, set for the class and remove and
clear up after the lesson. Some teachers, being poorly motivated, find it difficult to
spare time for such a process.

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 It emerged from group discussions with parents and students of both primary
and secondary schools, that some teachers misuse school time on extra-curricular
activities intended to supplement their meagre incomes. Private tuition in the evenings
has become a significant part of school life. Parents complained that as a result, some
teachers have no time for students from poor families.

In addition, many teachers complain that science syllabuses, mainly at the

secondary level, are inordinately long and that there is not sufficient time to cover the
syllabus adequately. This is often the pretext for skipping practical work, even where
equipment is available, on the basis that practical work takes up too much class time.
The unwillingness to engage in practical work is bolstered by examinations which test
learned knowledge and not practical skills.

Students Preference

The majority of the teachers reported a higher degree of motivation amongst

the pupils and a better attitude to work when the pupils were using laptop computers.
This motivation, leading to enhanced self esteem, was especially noticeable for the
pupils in a school for special needs. "Motivation was determined by what you
expected to get and the likelihood of getting it" (Weiner. 1990). Motivating activities
were considered to influence emotions such as pride, shame and guilt as well as a
general self-concept relating to one's ability to achieve specific goals. The
development of motivation theories has also recognised the effects of the locus of
control of the learner; the extent to which learners see events as being under their
personal control (Blumenfeld, 1992). Furthermore, it has been shown that learners'
personal perceptions of how much control they have over events in which they are
involved will also affect their attitude towards computers.

Students see how ideas are connected and realize how information can be
grouped and organized. With visual learning, new concepts are more thoroughly and
easily understood when they are linked to prior knowledge. Students can use diagrams
and plots to display large amounts of information in ways that are easy to understand
and help reveal relationships and patterns. Students better remember information
when it is represented and learned both visually and verbally. Linked verbal and
visual information helps students make connections, understand relationships and
recall related details.

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Graphic organizers, diagrams, outlines and more are being used in classrooms across
the country. These strategies help students or all ages better manage learning
objectives and achieve academic success. As students are required to evaluate and
interpret information from a variety of sources, incorporate new knowledge with what
they already have learned, and improve writing skills and think critically, visual
learning tools help students meet those demands. Paired with the brains capacity for
images, visual learning strategies help students better understand and retain
information. students who had visual aids given to them before a science lecture were
better able to understand and remember the lecture, but illustrative diagrams helped
more than outlines. "Participants given illustrative diagrams likely engaged in deeper
levels of processing while listening to the lecture," the authors conclude.
The benefits of note-taking for students, finding that students better retain
information when writing it down. (And there have been subsequent studies about
writing vs. typing notes.) But not all note-taking is made equal, leading researchers to
question what cognitive processes involved in notetaking lead to better performance.
While the students who had any form of visual aid always did better than students in
the control group, students with diagrams, on average, outperformed students with
only outlines. However, students with better reading comprehension showed no
difference in performance based on which visual aid they had. In other words,
students with weaker reading comprehension might benefit most from diagrams.

The students will more active in learning in the classroom when their teachers
are using teaching aids in the classroom.

Conclusion

As conclusion, using teaching aids in teaching and learning do bring a lot of

benefit to teachers especially in children learning. Modern teaching aids makes
learning permanent. Modern teaching aids provide varieties. Modern teaching aids are
helpful in attracting attention of the students. Modern teaching aids saves time and
energy. Modern teaching aids encourages the healthy classroom interaction. It helps
the teacher to create situations for teaching the beginners. Teaching aids are helpful in
creating positive environment for discipline. Teaching aids are helpful in meeting
individual differences. Teaching aids helps in providing speech training to the pupils.
Teaching aids enable the children to retain language items for a longer time. Teaching
aids gives vividness to the learning situation. Teaching aids makes the abstract ideas

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concrete and thus help in making learning more effective. Teaching aids provide good
substitutes for the real objects as they make learning equally meaningful. Teaching
aids help in the development of various skills among students such as, pronunciation
skill, draw perfect diagrams, learn foreign languages, and solve puzzle and arithmetic.

Therefore, school principal should encourages teachers to use the teaching

aids in their teaching and learning as the teaching aids do help in students
performance. Besides that, school principal also may held an in-house training to
teach the teachers how to use all types of teaching aids that available in school. At the
same time, school principal may appoint a teacher who profession in using the
teaching aids to assist the rest of the teachers when they are in difficulties to use the
teaching aids.

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Part B:

Technology ushers in fundamental structural changes that can be integral to

achieving significant improvements in productivity. Used to support both teaching
and learning, technology infuses classrooms with digital learning tools, such as
computers and hand held devices; expands course offerings, experiences, and learning
materials; supports learning 24 hours a day, 7 days a week; builds 21stcentury skills;
increases student engagement and motivation; and accelerates learning. Technology
also has the power to transform teaching by ushering in a new model of connected
teaching. This model links teachers to their students and to professional content,
resources, and systems to help them improve their own instruction and personalize
learning.

Educators have known about the benefits of paper based portfolios for
generations. Portfolios allow students to express creativity for difficult to assess
subjects. Teachers can choose from a variety of online portfolio providers tailored to
the needs of their classroom. They also serve as a platform for students to demonstrate
growth. Online portfolios have many advantages over paper based options because
they cost less and allow for more robust outreach. Online portfolios are also amenable
to a wider variety of formats including video, music or other interactive features.

While these multimedia would add pizzazz and zest to your classes, the
educational value of these additions is not entirely clear. Instead, you may consider
embedding these elements into a larger discussion designed to help students think
critically about the assigned texts. One discussion might seek to answer the question,
How do we assess the cultural influence and the pervasiveness of Xs book? By
posing this question to students, allowing them to generate answers, and then
introducing artwork, songs, or other texts as examples of cultural artifacts inspired by
the original texts, you would be using multimedia to complement your students
capacity to think critically and in a multifaceted way about the meaning of the texts
and, more broadly, about how literature and culture interface with one another. The
attached teaching rubric explains how teaching goals can translate into the selective
use of texts, images, and other media in class.

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 Hereby, I will discuss on how am I going to use technology in teaching
English in my class.

Reading

With the rise of iPads, tablets and e-readers like the Kindle, weve come
accustomed to a more interactive reading experience, which is a wonderful feature for
English learners. Functions like click-to-define, vocabulary builders, and
downloading whole texts at the touch of a button are all beneficial to a learner looking
for a fun and effective way to improve their reading and writing in particular. It can
help to expand your vocabulary and expose you to different sentence structures: start
by reading our pick of nine great novels to improve your English.

Using short and feature-length videos is an engaging way to work on skills

like vocabulary and comprehension. Videos help to expose students to the use of
natural English. Young children really enjoy short cartoons and animated movies, and
older students can learn about current events through news broadcasts. ESL Partyland
has free resources that include vocabulary worksheets and discussion questions to
accompany films like Bonnie and Clyde, Vertigo and Dead Man Walking. The
site also offers a film survey to assess your students interests before choosing films,
and film reviews that can be adapted for any level of instruction.

The sheer vastness of these collections aside, multimedia will prove most
beneficial when you use them to highlight, enhance, and illustrate key concepts and
skills you would like your students to acquire. While photographs, cartoons, movies,
music, and even videogames are lively, upbeat ways to convey information to your
students, excessive or irrelevant use of these media can weigh down your teaching
and distract your students from mastering the course material and evaluating
information critically.

Writing

One of the most well-known technological advancements for writing is the

unassuming word processor. Simple tools such as a dictionary and a thesaurus help
writers expand their vocabulary, while spelling- and grammar-checkers are helpful to
find and correct errors. Moving forward to the internet age and online forums are a

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widely used channel for learners to communicate and learn from one another using
the written word. This is also a great alternative for those who dont have the
opportunity to converse with a native speaker face to face.

Schools must use technology that empowers teachers. Teachers rightly reject
education technologies that divert their attention from instruction. The best education
technologies enable teachers to do more with fewer resources. Communication
platforms like Twitter, Facebook, or Instagram enable dynamic communication with
students. Teacher-empowering technologies include mobile apps that grade written
student work and provide lesson plan databases. School systems need to aggressively
track what works for their teachers and put all other unworkable technologies aside.

Since snail mail is becoming a thing of the past, students can have pen pals
that they email or write to on a discussion board. Make an arrangement with an
English-speaking class in another state or country and have students write to their pen
pal on a regular basis. This is a great way for them to practice their English writing
and reading comprehension skills, while making friends in the process. Connect your
classroom for free today with ePals!

Listening

They began as simple audio on a cassette tape and todays audiobooks have
taken over the literary world. As we found in our global survey of 6,000 English
language learners, 44% of respondents said speaking was the most difficult aspect of
learning English. When it comes to improving both comprehension and speaking
skills, extensive listening is highly recommended. Listening to and reading text at the
same time is a great way to start and Kindles Whispersync for Voice technology is
designed for just this purpose. It includes audio with selected books, so you can listen
and follow the text as you read. Podcasts are also becoming more popular with
English learners, with the ability to listen anytime, anywhere, and English language
podcasts are a great way to improve your listening skills. Here are some popular
podcasts to try: Listen to English by Peter Carter, Elementary Podcasts by the British
Council and Lukes English Podcast.

Speaking

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 Skype is a great way for students to practice their speaking and listening skills
with other people from any location. Teaching Degree offers 50 suggestions on how
to use Skype in the classroom. Students can have question-and-answer sessions with
authors of books, attend video-conferences and virtual field trips, interview
professionals, and connect with students from other cultures and countries. Skype can
even be used to conduct parent-teacher conferences or connect with students family
members who may be abroad!

Giving learners the advantage of communicating in real-time conversations

with English speakers, probably the most exciting (and futuristic) technological
advancement has come in the form of Skype and FaceTime. Tools such as video-
conferencing also offer teachers the opportunity to link to other classes around the
world, also gaining support from other teachers and students.There are many new
apps on the market for speaking with other learners, such as CoffeeStrap and
HelloTalk meaning you can converse with native speakers right from your phone.
No webcam required anymore!

Ideally, the purpose of both the traditional and computer-assisted cooperative

language leaning classrooms is to provide a space in which the facilitation of learning,
and learning itself, can take place (Shi, 2008: 76). It is true that one of the ultimate
goals of multimedia language teaching is to promote students motivation and
learning interest, which can be a practical way to get them involved in the language
learning, Context creation of ELT should be based on the openness and Accessibility
of the teaching materials and information. During the process of optimizing the
multimedia English teaching, students are not too dependent on their mother tongue,
but will be motivated and guided to communicate with each other.

Concerning the development of technology, we believe that in future, the use

of multimedia English teaching will be further developed. The process of English
learning will be more student-centered but less time-consuming. Therefore, it
promises that the teaching quality will be improved and students applied English skill
scan be effectively cultivated, meaning that students communicative competence will
be further developed.

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Part C:

Technology is ubiquitous, touching almost every part of our lives, our

communities, our homes. Yet most schools lag far behind when it comes to
integrating technology into classroom learning. Many are just beginning to explore
the true potential tech offers for teaching and learning. Properly used, technology will
help students acquire the skills they need to survive in a complex, highly
technological knowledge-based economy.

CompTIAs study showed that 9 out of 10 students indicated that using

technology in the classroom would help prepare them for the digital future. These
21st-century skills are essential in order to be successful in this day and age. Jobs that
may not have had a digital component in the past, may have one now. Education isnt
just about memorizing facts and vocabulary words, its about solving complex
problems and being to collaborate with others in the workforce. Ed-tech in the
classroom prepares students for their future and sets them up for this increasing digital
economy.

Technology also changes the way teachers teach, offering educators effective
ways to reach different types of learners and assess student understanding through
multiple means. It also enhances the relationship between teacher and student. When
technology is effectively integrated into subject areas, teachers grow into roles of
adviser, content expert, and coach. Technology helps make teaching and learning
more meaningful and fun.

Student perceptions in the study believe that technology helps them retain
information better. According to different a study, these students may be on to
something. Eighteen 2nd grade students were challenged to complete a Power Point
project about an animal. Sixteen out of the 18 students remembered more facts about
the animal after completing the presentation. These results show that technology
indeed helps students remember what they learn.

Todays technology enables students to learn at their own pace. For example,
almost all apps allow for individualized instruction. Students can learn according to
their abilities and needs. This form of teaching is also great for the teacher because it
gives him/her the time to work individually with students who may be struggling.

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 There are three types of technology to help teachers in achieving the teaching
and learning objectives. There are mainstream technology, instructional technology
and assistive technology.

Mainstream technology can be described as consumer products that can be

purchased by typical consumers. Example of mainstream technology products include:
laptops running Windows or Mac operating systems, iPads, mp3 players, digital
cameras and Smart phones.

Classrooms are equipping students with computers that are more rugged, with
faster processors and better performance. New instruction programs, online teaching
applications, and streaming video are driving demand for more sophisticated
computing hardware.

Many teachers start the school year with a computer literacy assessment. They
determine how many students use personal computers at home and if the students
understand how to use a computer. This information is not only useful for assessing
computer literacy, but also to determine how many students can handle computer
assignments at home. Some teachers use games like computer bingo in order to
assess how well students know their technology.
Instructional technology (also referred to as educational technology) refers to
technology that facilitates student attainment of learning outcomes through
multimedia, online tools, and emerging technologies. For example, many BC school
districts subscribe to online programs such as River Deep by Houghton Mifflin. The
use of interactive white boards (e.g. SMART Board) and document cameras help
students who require visual supports in the classroom and encourages student
engagement with learning activities. The purpose of instructional technology is to
facilitate learning and improve student achievement.

For group instruction, more schools are using digital whiteboard technology.
Anything you can do with a computer monitor, you can do with an electronic
whiteboard...and more. Some classrooms are using digital whiteboards for group
presentations, which students find more compelling with digital whiteboard
technology. Teachers are using interactive whiteboards to teach language, social
studies, math, and science.

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 Assistive technology is a broad field that focuses on facilitating physical or
cognitive access to some thing for people with disabilities. AT devices range from
low-tech battery operated devices to high tech complex computers. Assistive
technology solutions help students to participate, communicate and learn in
classrooms. AT is customizable to suit the needs of the user. Example assistive
technology include: Braille note taker with refreshable Braille display, dynamic
display communication device, switch-activated toy, computer with Kurzweil 3000 (a
software program that helps students struggling with reading and writing).

The difference between assistive technology and instructional technology

software programs is instructional technology includes content that addresses specific
areas of the curriculum and is used to remediate or review concepts introduced in the
classroom. Assistive technology software programs may come with sample files with
content but the content is fully customizable and allows authoring to generate
activities or files that address the specific needs of the student. Assistive technology
software programs often address physical access needs for the user and have built in
alternative physical access options.

Typically, AT is dedicated for a single task. For example, a speech generating

device can be used as a dedicated communication device. However, in recent years,
with the development of faster devices capable of multiple functions, AT devices are
now frequently used for various tasks. For example, students using speech generating
devices for spoken communication are also able to use their devices for taking notes
or writing reports, surfing the internet, writing email, and so on.

Using handheld devices, students can take their classrooms with them almost
anywhere. Education apps are becoming increasingly popular, and students can use
school-owned or personal tablets and mobile devices as part of their connected
classroom experience.

Streaming video and videoconferencing are taking a larger role in the

classroom. Old filmstrip projectors are being replaced by online, interactive video
sessions. Guest speakers and videoconferences with other classrooms anywhere in the
world also are being set up using Google Hangouts or Skype.

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