How to Take the Muslim Hajj
By jamesbankston
The Hajj is the pilgrimage to Mecca that all able Muslims are required to take during
their lifetimes.
Step1
Be aware that the Hajj is one of the "five pillars" of Islam, duties that are expected of every Muslim. The only Muslims exempted from the Hajj are those physically or financially unable to make the trip. The Hajj is considered the greatest joy a Muslim can experience on earth. The rituals of the Hajj commemorate events in the life of the prophet Ibrahim (Abraham).
Step2
Prepare. Only Muslims are allowed into the holy city of Mecca. Before Muslims enter the city the men change into seamless white garments and the women into white dresses and scarves. This symbolizes the equality of all human beings before God, the erasure of all barriers of race and class. Pilgrims are expected to be on their best behavior during the Hajj, avoiding arguments, violence and sexual relations.
Step3
Day One. The Hajj begins on the eighth day of the lunar month of Dhu al-Hijjah. Pilgrims arrive from the town of Mina, go to the Sacred Mosque. In the center of the courtyard of the mosque is a cube-shaped stone building, the Kaaba. Pilgrims make seven counter-clockwise circuits around the Kaaba, the first three running, the last four walking. They try to kiss the Black Stone, which is embedded in the wall of the Kaaba, but if a pilgrim cannot get through the crowd, he can merely touch it or point in its direction. After this pilgrims offer two prayers, they go on the "Lesser Pilgrimage," where they run seven times back and forth between the hills of Safa and Marwah, to symbolize the frantic search of Ibrahim's wife Hajar for water for her son Ismael. After this pilgrims drink water from the well of Zamzam, which miraculously appeared at the thirsty child's feet.
Step4
Day Two. Pilgrims spend from noon to sunset on Mount Arafat in prayer and contemplation. This is the "Greater Pilgrimage" and the most important part of the Hajj. Afterwards they go to Muzdafilah to collect forty-nine pebbles.
Step5
Day Three. The pilgrims participate in the ritual of "Stoning the Devil." This symbolizes the three times the Devil tried to tempt Ibrahim and the three times he refused. Pilgrims throw pebbles at three walls, seven pebbles per wall. After this the pilgrim offer an animal sacrifice, either in person or with a proxy, to symbolize the animal God allowed to sacrifice in lieu of his son.
Step6
Day Four. The pilgrims return to Mecca and make another circuit of the Kaaba. Then they return to Mina and stone the walls again, seven pebbles per wall.
Step7
Day Five. The pilgrims stone the walls again.
Step8
Day Six. The pilgrims make one last circuit around the Kaaba. After this some pilgrims head on to Medina to visit the tomb of the prophet Muhammad (pbuh).
Tuesday, 9 December 2008
PS 4207 MOT Computer Studies
SULTAN HASSANAL BOLKIAH INSTITUTE OF EDUCATION
DEPARTMENT OF SCIENCE AND MATHEMATICS EDUCATION
PROGRAMME: POST GRADUATE CERTIFICATE IN EDUCATION
Course code: PS 3207
Course title: Methods of teaching secondary computer studies I
Type of course: Core
Units: 3 Contact hours: 4
Year: 1 Semester: 1
Prerequisites: Nil
Lecturer: Dr Leong Yong Pak and Dr See Kin Hai
Aims
This course is the first of two which aim to provide student teachers with the essential knowledge, skills and aptitudes to teach secondary computer studies effectively and with confidence.
Content
Curriculum: The Brunei secondary computer studies curriculum, its aims and its structure. Comparisons with computer studies curricula in other countries.
Theories of learning: General principles of teaching and learning and their specific application in computer studies.
Pedagogical theories and strategies: Aims and objectives, lesson planning specific to computer studies. Classroom and laboratory organisation and management. Specialised teaching strategies. Cooperative learning. Case studies of teaching and learning in computer studies.
Assessment and evaluation: techniques used in computer studies, the special nature of project selection and evaluation. Moderation.
Language issues: Questioning strategies, specialised vocabulary, classroom discourse management.
Teaching of selected topics: Applications of computers and their social and economic implications. Generic software, office suites. Hardware, systems, standard components; performance and characteristics of peripheral devices and storage media.
Assessment and weighting:
60% coursework
40% examination
References
References
Garrison, D. R., & Anderson, T. (2003). E-learning in the 21st Century. New York: Routledge Falmer.
Lawson, J. (1997). Information Technology. London: Addison-Wesley Longman.
Shelly, G. B., T. J. Cashman, G. A. Waggoner & W. W. Waggoner (1997). Discovering Computers: A link to the future. Course Technology, Cambridge, Mass.
Thorsen, C. (2006). TechTactics: Technology for Teachers. Boston: Pearson Education, Inc.
[LB 1028.5, T52]
Journals
Computer Education
Computers and Education
\PS 3207
PS 3207: METHODS OF TEACHING SECONDARY COMPUTER STUDIES I
Lecturer: Dr Leong Yong Pak
Office: DOSME 1.20; TP 2.41
Tel. 249001 x 1537, x1560
Email: leongyp@ubd.edu.bn, leongyp2007@gmail.com
Week 1–2
Curriculum: The Brunei secondary computer studies curriculum, its aims and its structure. Comparisons with computer studies curricula in other countries.
Computer Studies teachers’ needs: Knowledge, skills and competences.
Week 3–4
Theories of learning: General principles of teaching and learning and their specific application in computer studies.
Week 5–7
Pedagogical theories and strategies: Aims and objectives, lesson planning specific to computer studies. Classroom and laboratory organisation and management. Specialised teaching strategies. Cooperative learning. Case studies of teaching and learning in computer studies.
Assignment 1 (20%): An essay with presentation on “Methods of teaching computer studies”.
(Based on observation of and direct instructional activities in secondary computer science classes.)
Week 8¬–9
Assessment and evaluation: techniques used in computer studies, the special nature of project selection and evaluation. Moderation.
Week 10–11
Language issues: Questioning strategies, specialised vocabulary, classroom discourse management.
Class Test (20%)
Week 12–14
Teaching of selected topics: Applications of computers and their social and economic implications. Generic software, office suites. Hardware, systems, standard components; performance and characteristics of peripheral devices and storage media.
Assignment 2 (20%): A detailed plan for a one-hour lesson with presentation.
(Planning lessons with other teachers, and writing tests and laboratory exercises.)
SULTAN HASSANAL BOLKIAH INSTITUTE OF EDUCATION
DEPARTMENT OF SCIENCE AND MATHEMATICS EDUCATION
PROGRAMME: POST GRADUATE CERTIFICATE IN EDUCATION
Course code: PS 4207
Course title: Methods of teaching secondary computer studies II
Type of course: Core
Units: 3 Contact hours: 3
Year: 1 Semester: 2
Prerequisites: PS 3207
Lecturers: Dr Leong Yong Pak and Dr See Kin Hai
Aims
This course is the second of two which aim to provide student teachers with the essential knowledge, skills and aptitudes to teach secondary computer studies effectively and with confidence.
Content
Curriculum: Trends and issues in computer studies and computing. Culture, language and history as determinant of curriculum content.
Theories of learning: Constructivism and its implications for computer studies, situated learning, motivation and affective values in computer studies.
Pedagogical theories and strategies: Investigations, projects and their selection, design, implementation and evaluation. Supervision of projects.
Language issues: Diagnosing and remediating language difficulties, further classroom discourse management.
Teaching of selected topics: Standard techniques and routines for established forms of data processing. Collection, verification and validation of data. A D and D A conversions. Data typing and data structures and their representation. Systems and communications. Systems analysis. Algorithmic design and organisation of data.
Assessment and weighting:
60% coursework
40% examination
References
References
Garrison, D. R., & Anderson, T. (2003). E-learning in the 21st Century. New York: Routledge Falmer.
Lawson, J. (1997). Information Technology. London: Addison-Wesley Longman.
Parker, C. S. (1994).Understanding Computers & Information Processing. Forthworth, Texas: Dryden Press. [QA76.5 P318]
Shelly, G. B., T. J. Cashman, G. A. Waggoner & W. W. Waggoner (1997). Discovering Computers: A link to the future. Course Technology, Cambridge, Mass.
Thorsen, C. (2006). TechTactics: Technology for Teachers. Boston: Pearson Education, Inc.
[LB 1028.5, T52]
Journals
Computer Education
Computers and Education
\PS 4207
PS 4207: METHODS OF TEACHING SECONDARY COMPUTER STUDIES II
Week Topic
1 – 2 Course briefing
Curriculum trends and issues in computer studies and computing at upper secondary level.
Culture, language and history as determinant of curriculum content.
Task 1: Compare the upper secondary computer science curriculum offered in Brunei with that in the United States, Canada and Australia.
3 Metacognition; Theories of learning & strategies: Constructivism, situated learning, motivation, affective values.
4 – 5 Investigating and assessing student learning and understanding in a topic.
Identify and model problem-solving strategies for secondary computer science instruction.
Task 2:
2.1 Select appropriate materials and models for teaching secondary computer science.
2.2 Identify resources to enrich the teaching of computer science.
6 Pedagogical theories and strategies
Investigations, projects and their selection, design, implementation and evaluation. Supervision of projects.
7 Multi-strategies for learning difficulties
Task 3: Resource and develop instructional strategies for dealing with different learning styles and diverse populations.
8 Language issues: Diagnosing and remediating language difficulties, further classroom discourse management.
Effective methods of assessment and evaluation and use appropriate feedback techniques.
Task 4: Demonstrate the uses of computers and related technologies as teaching tools for secondary computer science instruction.
9 – 11 Design, develop, and evaluate laboratory activities and demonstrations for the computer science classroom.
Developing website resources for teaching topics in upper secondary computer studies.
Task 5: Develop a teacher’s blog for instructional resources.
12 Methods and skills appropriate to management of a secondary computer science lab.
Demonstrate laboratory management skills and techniques necessary to support computer science classroom instruction and activities.
Task 6: Peer teaching
13 – 14 Presentation of blogs and activities for teaching upper secondary computer studies.
Note: Each task carries 10 percent of marks.
ISTE Program Review Document Secondary Computer Science Education
3.0 Professional Preparation.
Professional studies culminating in computer science education endorsements provide studies of and experiences in the methods, techniques, and strategies related to teaching computer science at the secondary level. (It is recommended that these experiences be equivalent in depth to at least the level achieved in three or more semester hours of instruction. However, the specific number of hours recommended should not be construed as a requirement.)
3.1 Materials, Methods, and Resources for Teaching. Candidates will use appropriate materials, methods, resources, and curricula for teaching secondary computer science.
Performance Indicators - Candidates Will:
3.1.1 identify and model problem-solving strategies for secondary computer science instruction.
3.1.2 demonstrate the uses of computers and related technologies as teaching tools for secondary computer science
instruction.
3.1.3 select and use appropriate materials and models for teaching secondary computer science.
3.1.4 identify resources to enrich the teaching of computer science.
3.1.5 describe the secondary computer science curriculum and its relationship to the K-12 curriculum and the college
computer science curriculum.
3.2 Professional Development. Candidates will engage in practices that reflect their roles as teaching and computing professionals.
Performance Indicators - Candidates Will:
3.2.1 discuss guidance roles and plan enrichment activities for secondary computer science students (e.g., computing career guidance, preparation for college, fundamental skills, and extracurricular activities such as computer clubs and organized competitions).
3.2.2 identify and describe professional computer science and computer education societies that provide opportunities for professional growth of the computer science teacher.
3.3 Classroom and Instructional Management Methodologies. Candidates will use appropriate materials, methods, resources, and curricula for teaching secondary computer science.
Performance Indicators - Candidates Will:
3.3.1 identify and present secondary computer science content.
3.3.2 develop and implement instructional strategies for dealing with different learning styles and diverse populations
(e.g., populations with special needs).
3.3.3 apply effective methods of assessment and evaluation and use appropriate feedback techniques.
3.3.4 model behaviors that reflect knowledge of gender, ethical, and multicultural issues in computer science education.
3.3.5 demonstrate techniques for teaching students about the legal and ethical issues surrounding the uses of computers in society and for promoting ethical behaviors in students.
3.4 Laboratory Management. Candidates will apply methods and skills appropriate to management of a secondary computer science lab.
Performance Indicators - Candidates Will:
3.4.1 design, develop, and evaluate laboratory activities and demonstrations for the computer science classroom.
3.4.2 demonstrate laboratory management skills and techniques necessary to support computer science classroom activities.
DEPARTMENT OF SCIENCE AND MATHEMATICS EDUCATION
PROGRAMME: POST GRADUATE CERTIFICATE IN EDUCATION
Course code: PS 3207
Course title: Methods of teaching secondary computer studies I
Type of course: Core
Units: 3 Contact hours: 4
Year: 1 Semester: 1
Prerequisites: Nil
Lecturer: Dr Leong Yong Pak and Dr See Kin Hai
Aims
This course is the first of two which aim to provide student teachers with the essential knowledge, skills and aptitudes to teach secondary computer studies effectively and with confidence.
Content
Curriculum: The Brunei secondary computer studies curriculum, its aims and its structure. Comparisons with computer studies curricula in other countries.
Theories of learning: General principles of teaching and learning and their specific application in computer studies.
Pedagogical theories and strategies: Aims and objectives, lesson planning specific to computer studies. Classroom and laboratory organisation and management. Specialised teaching strategies. Cooperative learning. Case studies of teaching and learning in computer studies.
Assessment and evaluation: techniques used in computer studies, the special nature of project selection and evaluation. Moderation.
Language issues: Questioning strategies, specialised vocabulary, classroom discourse management.
Teaching of selected topics: Applications of computers and their social and economic implications. Generic software, office suites. Hardware, systems, standard components; performance and characteristics of peripheral devices and storage media.
Assessment and weighting:
60% coursework
40% examination
References
References
Garrison, D. R., & Anderson, T. (2003). E-learning in the 21st Century. New York: Routledge Falmer.
Lawson, J. (1997). Information Technology. London: Addison-Wesley Longman.
Shelly, G. B., T. J. Cashman, G. A. Waggoner & W. W. Waggoner (1997). Discovering Computers: A link to the future. Course Technology, Cambridge, Mass.
Thorsen, C. (2006). TechTactics: Technology for Teachers. Boston: Pearson Education, Inc.
[LB 1028.5, T52]
Journals
Computer Education
Computers and Education
\PS 3207
PS 3207: METHODS OF TEACHING SECONDARY COMPUTER STUDIES I
Lecturer: Dr Leong Yong Pak
Office: DOSME 1.20; TP 2.41
Tel. 249001 x 1537, x1560
Email: leongyp@ubd.edu.bn, leongyp2007@gmail.com
Week 1–2
Curriculum: The Brunei secondary computer studies curriculum, its aims and its structure. Comparisons with computer studies curricula in other countries.
Computer Studies teachers’ needs: Knowledge, skills and competences.
Week 3–4
Theories of learning: General principles of teaching and learning and their specific application in computer studies.
Week 5–7
Pedagogical theories and strategies: Aims and objectives, lesson planning specific to computer studies. Classroom and laboratory organisation and management. Specialised teaching strategies. Cooperative learning. Case studies of teaching and learning in computer studies.
Assignment 1 (20%): An essay with presentation on “Methods of teaching computer studies”.
(Based on observation of and direct instructional activities in secondary computer science classes.)
Week 8¬–9
Assessment and evaluation: techniques used in computer studies, the special nature of project selection and evaluation. Moderation.
Week 10–11
Language issues: Questioning strategies, specialised vocabulary, classroom discourse management.
Class Test (20%)
Week 12–14
Teaching of selected topics: Applications of computers and their social and economic implications. Generic software, office suites. Hardware, systems, standard components; performance and characteristics of peripheral devices and storage media.
Assignment 2 (20%): A detailed plan for a one-hour lesson with presentation.
(Planning lessons with other teachers, and writing tests and laboratory exercises.)
SULTAN HASSANAL BOLKIAH INSTITUTE OF EDUCATION
DEPARTMENT OF SCIENCE AND MATHEMATICS EDUCATION
PROGRAMME: POST GRADUATE CERTIFICATE IN EDUCATION
Course code: PS 4207
Course title: Methods of teaching secondary computer studies II
Type of course: Core
Units: 3 Contact hours: 3
Year: 1 Semester: 2
Prerequisites: PS 3207
Lecturers: Dr Leong Yong Pak and Dr See Kin Hai
Aims
This course is the second of two which aim to provide student teachers with the essential knowledge, skills and aptitudes to teach secondary computer studies effectively and with confidence.
Content
Curriculum: Trends and issues in computer studies and computing. Culture, language and history as determinant of curriculum content.
Theories of learning: Constructivism and its implications for computer studies, situated learning, motivation and affective values in computer studies.
Pedagogical theories and strategies: Investigations, projects and their selection, design, implementation and evaluation. Supervision of projects.
Language issues: Diagnosing and remediating language difficulties, further classroom discourse management.
Teaching of selected topics: Standard techniques and routines for established forms of data processing. Collection, verification and validation of data. A D and D A conversions. Data typing and data structures and their representation. Systems and communications. Systems analysis. Algorithmic design and organisation of data.
Assessment and weighting:
60% coursework
40% examination
References
References
Garrison, D. R., & Anderson, T. (2003). E-learning in the 21st Century. New York: Routledge Falmer.
Lawson, J. (1997). Information Technology. London: Addison-Wesley Longman.
Parker, C. S. (1994).Understanding Computers & Information Processing. Forthworth, Texas: Dryden Press. [QA76.5 P318]
Shelly, G. B., T. J. Cashman, G. A. Waggoner & W. W. Waggoner (1997). Discovering Computers: A link to the future. Course Technology, Cambridge, Mass.
Thorsen, C. (2006). TechTactics: Technology for Teachers. Boston: Pearson Education, Inc.
[LB 1028.5, T52]
Journals
Computer Education
Computers and Education
\PS 4207
PS 4207: METHODS OF TEACHING SECONDARY COMPUTER STUDIES II
Week Topic
1 – 2 Course briefing
Curriculum trends and issues in computer studies and computing at upper secondary level.
Culture, language and history as determinant of curriculum content.
Task 1: Compare the upper secondary computer science curriculum offered in Brunei with that in the United States, Canada and Australia.
3 Metacognition; Theories of learning & strategies: Constructivism, situated learning, motivation, affective values.
4 – 5 Investigating and assessing student learning and understanding in a topic.
Identify and model problem-solving strategies for secondary computer science instruction.
Task 2:
2.1 Select appropriate materials and models for teaching secondary computer science.
2.2 Identify resources to enrich the teaching of computer science.
6 Pedagogical theories and strategies
Investigations, projects and their selection, design, implementation and evaluation. Supervision of projects.
7 Multi-strategies for learning difficulties
Task 3: Resource and develop instructional strategies for dealing with different learning styles and diverse populations.
8 Language issues: Diagnosing and remediating language difficulties, further classroom discourse management.
Effective methods of assessment and evaluation and use appropriate feedback techniques.
Task 4: Demonstrate the uses of computers and related technologies as teaching tools for secondary computer science instruction.
9 – 11 Design, develop, and evaluate laboratory activities and demonstrations for the computer science classroom.
Developing website resources for teaching topics in upper secondary computer studies.
Task 5: Develop a teacher’s blog for instructional resources.
12 Methods and skills appropriate to management of a secondary computer science lab.
Demonstrate laboratory management skills and techniques necessary to support computer science classroom instruction and activities.
Task 6: Peer teaching
13 – 14 Presentation of blogs and activities for teaching upper secondary computer studies.
Note: Each task carries 10 percent of marks.
ISTE Program Review Document Secondary Computer Science Education
3.0 Professional Preparation.
Professional studies culminating in computer science education endorsements provide studies of and experiences in the methods, techniques, and strategies related to teaching computer science at the secondary level. (It is recommended that these experiences be equivalent in depth to at least the level achieved in three or more semester hours of instruction. However, the specific number of hours recommended should not be construed as a requirement.)
3.1 Materials, Methods, and Resources for Teaching. Candidates will use appropriate materials, methods, resources, and curricula for teaching secondary computer science.
Performance Indicators - Candidates Will:
3.1.1 identify and model problem-solving strategies for secondary computer science instruction.
3.1.2 demonstrate the uses of computers and related technologies as teaching tools for secondary computer science
instruction.
3.1.3 select and use appropriate materials and models for teaching secondary computer science.
3.1.4 identify resources to enrich the teaching of computer science.
3.1.5 describe the secondary computer science curriculum and its relationship to the K-12 curriculum and the college
computer science curriculum.
3.2 Professional Development. Candidates will engage in practices that reflect their roles as teaching and computing professionals.
Performance Indicators - Candidates Will:
3.2.1 discuss guidance roles and plan enrichment activities for secondary computer science students (e.g., computing career guidance, preparation for college, fundamental skills, and extracurricular activities such as computer clubs and organized competitions).
3.2.2 identify and describe professional computer science and computer education societies that provide opportunities for professional growth of the computer science teacher.
3.3 Classroom and Instructional Management Methodologies. Candidates will use appropriate materials, methods, resources, and curricula for teaching secondary computer science.
Performance Indicators - Candidates Will:
3.3.1 identify and present secondary computer science content.
3.3.2 develop and implement instructional strategies for dealing with different learning styles and diverse populations
(e.g., populations with special needs).
3.3.3 apply effective methods of assessment and evaluation and use appropriate feedback techniques.
3.3.4 model behaviors that reflect knowledge of gender, ethical, and multicultural issues in computer science education.
3.3.5 demonstrate techniques for teaching students about the legal and ethical issues surrounding the uses of computers in society and for promoting ethical behaviors in students.
3.4 Laboratory Management. Candidates will apply methods and skills appropriate to management of a secondary computer science lab.
Performance Indicators - Candidates Will:
3.4.1 design, develop, and evaluate laboratory activities and demonstrations for the computer science classroom.
3.4.2 demonstrate laboratory management skills and techniques necessary to support computer science classroom activities.
PS 0128 MOT ICT 1 Course Structure
Department: Dept of Math and Science Education Course Code: PS 0128
Course Title: Methods of Teaching ICT I
Programme: Diploma in Education (Inservice)
Type of Course: Option
Year: 1 (Semester 2)
Units: 3 Contact Hours: 3 hrs/wk
Prerequisite(s): Nil
Lecturer(s) / Coordinator: Leong Yong Pak and Dr See Kin Hai
Aims / Objectives / Rationale:
This course aims to provide student teachers with the essential knowledge, skills and aptitude to teach Information and Communication Technology (ICT) effectively and with confidence.
Course Content:
Critical analysis of the ICT curriculum in Brunei Darussalam. The curriculum, its aims and its structure will be examined. Students will examine and compare the ICT curriculum in Brunei with those in other countries.
Students will study and apply theories of learning to the teaching of ICT. Teaching strategies appropriate for ICT classes are examined and practised in simulated class environments. Students will practise planning, designing and writing ICT lesson plans. Also included are classroom and laboratory organisation and management.
Specialised teaching strategies such as cooperative learning and case studies of teaching and learning ICT will be studied. This includes the use of demonstrations, practicals and project work in teaching and learning.
The role and importance of assessment and evaluation techniques that can be used in monitoring learning in ICT will be discussed. Students will study and practise the special nature of practicals and project work, and their evaluation and moderation.
Students will study the role and importance of language issues in ICT education. They will learn effective questioning strategies, specialised vocabulary, and classroom discourse that can contribute to the development of knowledge and communication skills in learners.
There will be opportunities to plan and design learning environments and experiences supported by technology for ICT topics. Students will design developmentally appropriate learning opportunities and instructional resources on CDs and the Internet to support the diverse needs of students and teachers.
Assessment:
Coursework: (60%). Projects on instructional design (20%); development of ICT resources (20%); and designing websites for ICT learning and teaching (20%).
Examination: (40%). A 3-hour written examination paper.
References
Brock, P. A. (1994). Educational technology in the classroom. New Jersey: Educational Technology Publications.
Kementerian Pendidikan Negara Brunei Darussalam. ICT guides and computer studies syllabus and textbooks. Ministry of Education
Loveless, A., & Ellis, V. (Eds.) (2001). ICT, pedagogy, and the curriculum: Subject to change. London: Routledge Falmer.
Shelly, G. B., Cashman, T. J., & Waggoner, G. A. (1997). Discovering computers: A link to the future world wide web enhanced. Cambridge, Mass: Course Technology.
Suggested Topics by Week
Week 1-2
Critical analysis of the ICT curriculum in Brunei Darussalam. The curriculum, its aims and its structure. Students will examine and compare the ICT curriculum in Brunei with those in other countries.
Week 3-4
Students will study and apply theories of learning to the teaching of ICT. Teaching strategies appropriate for ICT classes are examined and practised in simulated class environments. Students will practise planning, designing and writing ICT lesson plans.
Week 5
Classroom and laboratory organisation and management.
Week 6-7
Specialised teaching strategies such as cooperative learning and case studies of teaching and learning ICT will be studied. This includes the use of demonstrations, practicals and project work in teaching and learning.
Week 8-9
Students will study the role and importance of language issues in ICT education. They will learn effective questioning strategies, specialised vocabulary, and classroom discourse that can contribute to the development of knowledge and communication skills in learners.
Week 10-11
The role and importance of assessment and evaluation techniques that can be used in monitoring learning in ICT will be discussed. Students will study and practise the special nature of practicals and project work, and their evaluation and moderation.
Develpoment of resources for teaching ICT.
Week 12-14
Presentation, feedback and evaluation of students’ projects (developmentally appropriate instructional resources on CDs and the Internet to support the diverse needs of students and teachers).
Coursework: (60%).
1. Projects on instructional design (20%) – Lesson Plans;
2. Development of ICT resources (20%);
3. Develop blogs for ICT learning and teaching (20%).
Examination: (40%). A 3-hour written examination paper.
Course Title: Methods of Teaching ICT I
Programme: Diploma in Education (Inservice)
Type of Course: Option
Year: 1 (Semester 2)
Units: 3 Contact Hours: 3 hrs/wk
Prerequisite(s): Nil
Lecturer(s) / Coordinator: Leong Yong Pak and Dr See Kin Hai
Aims / Objectives / Rationale:
This course aims to provide student teachers with the essential knowledge, skills and aptitude to teach Information and Communication Technology (ICT) effectively and with confidence.
Course Content:
Critical analysis of the ICT curriculum in Brunei Darussalam. The curriculum, its aims and its structure will be examined. Students will examine and compare the ICT curriculum in Brunei with those in other countries.
Students will study and apply theories of learning to the teaching of ICT. Teaching strategies appropriate for ICT classes are examined and practised in simulated class environments. Students will practise planning, designing and writing ICT lesson plans. Also included are classroom and laboratory organisation and management.
Specialised teaching strategies such as cooperative learning and case studies of teaching and learning ICT will be studied. This includes the use of demonstrations, practicals and project work in teaching and learning.
The role and importance of assessment and evaluation techniques that can be used in monitoring learning in ICT will be discussed. Students will study and practise the special nature of practicals and project work, and their evaluation and moderation.
Students will study the role and importance of language issues in ICT education. They will learn effective questioning strategies, specialised vocabulary, and classroom discourse that can contribute to the development of knowledge and communication skills in learners.
There will be opportunities to plan and design learning environments and experiences supported by technology for ICT topics. Students will design developmentally appropriate learning opportunities and instructional resources on CDs and the Internet to support the diverse needs of students and teachers.
Assessment:
Coursework: (60%). Projects on instructional design (20%); development of ICT resources (20%); and designing websites for ICT learning and teaching (20%).
Examination: (40%). A 3-hour written examination paper.
References
Brock, P. A. (1994). Educational technology in the classroom. New Jersey: Educational Technology Publications.
Kementerian Pendidikan Negara Brunei Darussalam. ICT guides and computer studies syllabus and textbooks. Ministry of Education
Loveless, A., & Ellis, V. (Eds.) (2001). ICT, pedagogy, and the curriculum: Subject to change. London: Routledge Falmer.
Shelly, G. B., Cashman, T. J., & Waggoner, G. A. (1997). Discovering computers: A link to the future world wide web enhanced. Cambridge, Mass: Course Technology.
Suggested Topics by Week
Week 1-2
Critical analysis of the ICT curriculum in Brunei Darussalam. The curriculum, its aims and its structure. Students will examine and compare the ICT curriculum in Brunei with those in other countries.
Week 3-4
Students will study and apply theories of learning to the teaching of ICT. Teaching strategies appropriate for ICT classes are examined and practised in simulated class environments. Students will practise planning, designing and writing ICT lesson plans.
Week 5
Classroom and laboratory organisation and management.
Week 6-7
Specialised teaching strategies such as cooperative learning and case studies of teaching and learning ICT will be studied. This includes the use of demonstrations, practicals and project work in teaching and learning.
Week 8-9
Students will study the role and importance of language issues in ICT education. They will learn effective questioning strategies, specialised vocabulary, and classroom discourse that can contribute to the development of knowledge and communication skills in learners.
Week 10-11
The role and importance of assessment and evaluation techniques that can be used in monitoring learning in ICT will be discussed. Students will study and practise the special nature of practicals and project work, and their evaluation and moderation.
Develpoment of resources for teaching ICT.
Week 12-14
Presentation, feedback and evaluation of students’ projects (developmentally appropriate instructional resources on CDs and the Internet to support the diverse needs of students and teachers).
Coursework: (60%).
1. Projects on instructional design (20%) – Lesson Plans;
2. Development of ICT resources (20%);
3. Develop blogs for ICT learning and teaching (20%).
Examination: (40%). A 3-hour written examination paper.
Thursday, 4 December 2008
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