This document contains details of a planned lesson by a teacher named Mohd Faizal Irwan Bin Zakaria for his class called Mawar. The lesson will teach students about farm animals and include a virtual field trip to a farm website as well as a worksheet assessment. The virtual field trip will take students to the 4-H Virtual Farm website where they can explore different areas of the farm and identify farm animals. This virtual field trip aims to engage students and allow them to learn through interactive exploration of an online farm site.

1. MOHD FAIZAL IRWAN BIN ZAKARIA
M20121000557
MT18 – IJAZAH SARJANA PENDIDIKAN KHAS
SEM 1 2013/2014
KPT 6044
PEMBELAJARAN BERASASKAN TEKNOLOGI DAN
WEB

2. Play >>

3. Demonstrating Professional
Knowledge
 Discuss media literacy, including the aspects of
consuming and producing media.

4. Media literacy / celik media
 Today’s students must be good consumers and producers
of a wide variety of media, including text, audio, visuals,
video, real objects, and / or models. Many of these media
are combined to form multimedia. Even textbooks
combine text and visuals. Computer programs can include
the six type of media listed previously. Understanding how
the various types of media produce meaning is called
media literacy.
 Pelajar pada masa kini perlu menjadi seorang pelanggan
dan penghasil jenis media termasuklah teks, audio, visual,
video, objek sebenar ataupun model. Kesemua media ini
digabungkan untuk menghasilkan multimedia. Program
komputer juga boleh menggabungkan keenam – enam jenis
media seperti yang telah disenaraikan.

5. Consuming media
 To be “media literate”, students must be able to consume or
interpret media in all formats – text, audio, visual and video. To
learn to read and understand the form of media, students should
be taught critical thinking skills in order to properly analyze and
question the various messages from media. Is the photograph
real or has it been manipulated to distort reality? Is the messages
on television facts? Students should be taught to question
different sources of news and information on television and the
Internet.
 Untuk menjadi seorang yang celik media, pelajar mestilah boleh
mengintepretasi kesemua format media iaitu teks, audio, gambar
dan video. Untuk memahami bentuk – bentuk media ini, pelajar
mestilah diajar dengan kemahiran untuk berfikir secara kritis
supaya dapat menganalisa dan menjawab pelbagai persoalan dan
mesej daripada media tersebut.

6. Producing media / Menghasilkan
media
 Students should also be able to generate media in these same formats
and in various combinations. Teachers can encourage students to
produce media in all four formats as part of class projects and reports.
Students must be able to communicate successfully regardless of the
type of media used. For example, to develop an accurate video they
need to understand how to communicate with their audience and
produce visuals that capture the essence of a narrative.
 Pelajar juga akan dapat menjana media dalam format sama dan dalam
pelbagai kombinasi. Guru boleh menggalakkan pelajar untuk
menghasilkan media dalam kesemua empat format sebagai sebahagian
daripada projek - projek kelas dan laporan. Pelajar mesti berupaya
untuk berkomunikasi dengan jayanya tanpa mengira jenis media yang
digunakan. Sebagai contoh, untuk membangunkan video yang tepat
mereka perlu memahami bagaimana untuk berkomunikasi dengan
penonton mereka dan menghasilkan visual yang sesuai dengan intipati
cerita.

7. Question 2
 Discuss the advantages, limitations, and
instructional applications of media in learning.

8. Advantages / Kelebihan
 Interactive – multimedia engage learners to make choices about moving within
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the material in meaningful ways, thus fulfilling the requirement of learner
participation.
Interaktif – multimedia melibatkan pelajar untuk membuat pilihan dalam
memilih material atau bahan sekaligus memenuhi keperluan penyertaan pelajar.
Individualization – Multimedia allow students to oversee the rate and sequence
of their learning, giving them more control over the outcomes.
Individualisasi – multimedia membolehkan pelajar menyelia kadar dan turutan
pembelajaran mereka dan memberikan mereka lebih kawalan terhadap hasil
pembelajaran.
Special needs. Multimedia are effective with special learners such as at-risk
students, students with diverse ethnic backgrounds, students with disabilities,
and gifted and talented students. Multimedia accommodates student needs by
allowing them to proceed through the instruction at an appropriate pace for
each individual learners.
Multimedia lebih efektif terhadap pelajar khas seperti pelajar berisiko, pelajar
daripada pelbagai etnik yang berbeza, pelajar kurang upaya dan pelajar yang
berbakat. Multimedia menampung keperluan pelajar dengan membenarkan
mereka mengikut arahan yang diberikan mengikut kemampuan mereka.

9. Samb..
 Information management. Multimedia can cover a growing knowledge
base associated with the information explosion. Multimedia can
manage all types of information such as text, graphic, audio and video
to put more information at the instructor’s and student’s disposal.
 Pengurusan maklumat di mana multimedia boleh meliputi asas
pengatahuan yang berkaitan dengan letusan maklumat. Multimedia
boleh menguruskan semua jenis maklumat seperti teks, grafik, audio
dan video untuk memberikan lebih banyak maklumat kepada pengguna.
 Multisensory experiences. Multimedia provides diverse learning
experiences. These can employ a variety of instruction strategies
suitable for basic instruction, remediation or enrichment.
 Multimedia menyediakan pelbagai pengalaman pembelajaran di mana
ia boleh menggunakan pelbagai strategi pengajaran yang sesuai untuk
arahan asas , pemulihan atau pengayaan.

10. Limitations / Kekangan
 Availability and cost of materials. Materials can be
difficult to obtain or priced too high to permit their
use.
 Ketersediaan dan kos bahan kerana bahan mungkin
sukar didapati dan harga yang tinggi untuk
menggunakannya.
 Storage of materials. Finding storage space for a wide
variety of multimedia materials can pose problems.
 Penyimpanan bahan di mana mencari ruang simpanan
untuk pelbagai bahan - bahan multimedia boleh
menimbulkan masalah.

11. Instructional Applications of
Media in Learning
 Including multimedia in classrooms is only part of the task. The
ultimate value of multimedia in education depends on how fully
and seamlessly they are integrated into the curriculum. Results
need to be measurable against a clear set of objectives.
Multimedia should promote problem solving, cultivate creativity,
facilitated collaboration, and emphasize the value of lifelong
learning.
 Multimedia materials are valuable for task that must be shown
rather than simply described. For example, printed materials and
lecture alone cannot present some instruction adequately, such
as how to test the pH of soil, erosion patterns, or the dynamics of
a presidential debate. If the learner needs to interact with the
instruction through the handling of virtual or visual
manipulatives, viewing a video of ice formations at slow speed,
or controlling a web cam to view different angles of the Golden
Gate Bridge, multimedia is an appropriate choice.

12. Demostrating Professional Skills
 Question 3
 Plan a lesson that would include a field trip (real
or virtual). Locate at least one site on the World
Wide Web that could be a place to visit as a virtual
field trip in your lesson.

13. Class
:
Mawar
Date
:
1st November 2013
Time
:
8.30 am – 9.00 am
Topic
:
Animals
Content
:
Farm Animals
Objective
:
In the end of the lesson, pupils should be able to name animals
in the farm
Aids
:
Video, website, computer, worksheet
Element
:
Communication, language, science
Assessment
:
Pupils will be test trough worksheet

14. Time
Content
Activities
30 minutes
Step 2 ( Virtual field trip)
1.
Pupils follow the teachers to pronounce the farm animals name
1.
Teacher open a website address http://www.sites.ext.vt.edu/virtualfarm/main.html in the
Aids / Notes
Pupils and teacher discuss about animals they saw in the video
3.
Step 1
Pupils watching a videos “Old Mc Donalds Had A Farm”
2.
10 minutes
Induction set
1.
2.
5 minutes
1.
Video
Teacher explain about animals in the farm
1.
Picture
Teacher show the farm animals pictures
2.
Wordchart
1.
Website :
browser.
Pupils tell what they found on the website and named all the farm animals name
1.
Teacher give the pupils a worksheet
2.
Conclusion
Pupils explore the website on their own but under teacher’s supervision.
5.
5 minutes
n.html
Teacher click on one of the menu (Horse Farm) as an example.
4.
Step 3 (worksheet)
Teacher explain about the website
3.
10 minutes
http://www.sites.ext.vt.edu/virtualfarm/mai
2.
Pupils answering all the question in the worksheet
1.
Pupils and teacher sing together the “Old Mc Donalds Had A Farm” song
1.
Worksheet
1.
Video

15. RUJUKAN
 Hussein, S. (n.d.). Tesis Keberkesanan Penggunaan Perisian
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Multimedia Dalam Pengajaran Dan Pembelajaran. 2006.
Khalip, M. B. (n.d.). Penggunaan Perisian Multimedia Dalam
Pengajaran Guru-guru Teknikal. 1-9.
Mistam, R. B. (2004). Pembinaan Perisian Multimedia Bagi Pengajaran
Dan Pembelajaran Lukisan Kejuruteraan Topik Lukisan Isometri
Kaedah Rangka. 14-22.
Muhamad, N. A. (2005). Persepsi Guru Terhadap Penggunaan Bahan
Multimedia Dalam Proses Pengajaran Dan Pembelajaran Di Dalam
Bilik Darjah. 11-21.
Shaari, A. J. (2011). Pengajaran Dan Pembelajaran Dengan Teknologi
Komputer. Sintok: UUM Press.
Smaldino, S. E., Lowther, D. L., & Russel, J. D. (2012). Instructional
Technology and Media for Learning. Boston: Pearson Education Inc.
Tech, V. (2000). 4-H Virtual Farm. Retrieved from www.sites.ext:
http://www.sites.ext.vt.edu/virtualfarm/main.html