SCHOOL OF EDUCATION AND SOCIAL SCIENCES

EED21003 EDUCATION TECHNOLOGY

FEBRUARY 2023

PROJECT 30%

PREPARED BY:
NO PHOTO WITH FULL NAME MATRIC NO
1 012023020938

AISYAH NABILA ASRIA BINTI TAHIR

MUHAMMAD
 2 012023021421

WAN NUR HAFIZA BINTI WAN RAZALI

3 012023020980

MUHAMMAD SHEHRAZ KHAN BIN

MOHAMMAD SHAHZAD KHAN
4 012023021045

MOHAMMAD NURSYAFIQ BIN

SHAMREE

LECTURER : SIR SHAHRIZAL WAHAB

SUBMISSION DATE : 12TH OF MAY 2023
INTRODUCTION

The way we live, work, and learn has undergone substantial change in the
twenty-first century. It is crucial to use 21st century learning resources in the
classroom setting as we work to educate children for success in a fast
changing global environment. These resources are made to give students the
critical thinking, creativity, cooperation, communication, and digital literacy
skills they need to succeed in the modern digital world.

Engaging students in the learning process is one of the main advantages of

incorporating 21st century learning materials in the classroom setting. These
learning resources are created to be interactive and compelling in order to
grab students' attention and inspire them to learn. Examples of immersive and
personalized learning experiences that can be offered to students include
educational applications, interactive simulations, and digital textbooks. These
experiences can be tailored to each student's unique learning preferences and
styles. We can encourage kids to love learning by engaging them in this way,
which will benefit them throughout their academic and professional careers.

Having the flexibility to deliver personalized education depending on the

needs and preferences of each student is another advantage of incorporating
21st century learning materials into the classroom setting. For instance,
students can access and engage with knowledge in many ways using digital
textbooks, which can include audio and video recordings, interactive tests, and
multimedia resources. Similar to this, students can learn at their own pace and
on their own schedule with the help of online courses and educational apps,
allowing them to concentrate on the areas where they need the most
assistance. By giving kids these choices, we can encourage them to take
charge of their education and establish a sense of independence and
self-direction.

Last but not least, 21st century learning tools can assist students in
acquiring digital literacy abilities, which are becoming more and more crucial
for success in the contemporary workforce. Online research, information
evaluation, digital communication, and ethical technology use are some of
these talents. We can help students develop these abilities in a secure and
encouraging environment by utilizing technology in the classroom, enabling
them to confidently apply them in real-world situations.

Overall, it is essential for preparing students for success in the 21st century
and beyond that 21st century learning tools are integrated into the classroom
setting. We can ensure that children have the abilities and information
necessary to succeed in a world that is changing quickly by giving them access
to pertinent and interesting educational resources.
REASON WHY THE TOPIC BASED ON THE KSSM/DSKP IS CHOSEN

Teaching food is a great subject because it covers a wide range of topics

from science and nutrition to culture and history. Teaching about the food
topics not only can attract their interest but by learning about food gives
students a deeper understanding of how it affects our bodies, communities and
the environment. For example, in a science class, students can learn about the
chemical composition of food and how it affects our health. You can also learn
about the impact of food production and modern agriculture on the
environment. The social sciences allow students to study the cultural meaning
of food and its differences in different regions and countries. They can also
learn about the history and evolution of food, from ancient civilizations to the
present day. On the other hand, teaching about food is also a great way to
teach practical life skills like cooking and meal planning. By learning how to
prepare healthy, balanced meals, students develop lifelong habits that
promote health and well-being.Overall, there are many reasons why teaching
food is a great subject for students, from promoting health and nutrition to
helping them gain a deeper understanding of the world around them.
OBJECTIVES

1. Speaking:

- to enhance one’s capacity for spoken communication

- to become more adept at choosing the right words for various contexts and
target audience

- to increase one’s speaking proficiency and assurance

- to enhance intonation and pronunciation

- to hone analytical and critical thinking abilities through discussion and

debate

2. Reading:

- to hone comprehension and analytical abilities

- to increase vocabulary and linguistic proficiency

- to become familiar with a variety of writing genres and types

- to improve one’s ability to analyze and interpret

- to increase general knowledge and global understanding

3. Listening

- to strengthen comprehension abilities

- to become more adept at listening for specific details and important points

- to enhance taking notes and summarizing abilities

- to practice employing various listening techniques, such as inferencing and

forecasting

- to enhance analytical and critical thinking abilities through exposure to other

viewpoints and concepts

4. Writing

- to enhance writing abilities, such as grammar, vocabulary, and style

- to get practise writing for various audiences and reasons

- to develop analytical and critical thinking abilities through the organization of

concepts and arguments

- to improve one’s ability to edit and proofread

- to foster imagination and creativity through a variety if writing forms

 LESSON PLAN SECONDARY 3

DATE: DAY:Saturday
10/4/2021 WEEK : 7

CLASS: 6 SUBJECT: TIME :

Fantasy English 9.00-11.00 am
LESSON: 1
THEME/TOPI Food, Food, Food!
C: LEARNING MODE:
Discussion
FOCUS Writing and Speaking
SKILLS:
LANGUAGE/ RESOURCES:
GRAMMAR Poster
FOCUS: Vocabulary & Adjectives
YouTube
Main Skill: Speaking Article
2.1 Communicate information, ideas, opinions Spotify
CONTENT and feelings intelligibly on familiar topics
STANDARD:
THINKING TOOLS:
Complementary Skill: Writing Not Applicable
3.1 Understand a variety of advanced
vocabulary by reading and writing a lot.
LEARNING Main Skill: Speaking LEARNING
STANDARD: 2.1.4 Explain own point of view DOMAIN :
Analyse &
Evaluate
Complementary Skill: Writing
3.1.2 Write clear, concise, and organized texts
to communicate effectively for a specific ASSESSMENT:
audience and purpose. Speaking, Writing
LEARNING Main Skill: Speaking
OBJECTIVE By the end of the lesson, students will be able to: MORAL VALUE
S: 1. Conduct a debate by including at least 5 out of Self-Reliance
8 new vocabulary learnt, in groups, within 15
minutes.

Complementary Skill: Reading

Listen to and comprehend a podcast
episode about nutrition and eating habits.
Participate in a group discussion about
the podcast episode, offering your
thoughts and opinions on the subject.
CROSS
CURRICULA Language
R
ELEMENTS
I.PRE-LESSON (Set Induction + Presentation)
- 15 minutes
i. Teacher greets students
ACTIVITIES: ii. Teacher starts to show a short video of ‘A
Healthy Diet, A Healthier
World’ to students.
iii. Teacher asks students some questions:
a. What is the video about?
b. What kinds of food are considered
unhealthy?
c. What diseases are associated with
unhealthy foods?
iv. Teacher introduces some new vocabulary
found from the short video
e.g consumption, nutrition, sustainable,
illness
v. Teacher introduces and explain briefly about
the topic of the day
‘Food, Food, Food!’ and presents an
authentic poster of a food
pyramid for students. (Poster may serve as
a pre-reading material)

II.LESSON DEVELOPMENT ACTIVITY - 20

minutes
Activity 1: individual (Practice)
i. Teacher gives students a reading material,
‘Eating Healthy’.
ii. Teacher asks students to identify the
adjectives in the short article,
individually within 3 minutes.
iii. Students then have to select 5 adjectives and
form new sentences,
individually within 8 minutes.
iii. Teacher then pinpoints/highlights some new
vocabulary found from
the reading texts.
E.g diet, minerals, protein, energy

III.POST-LESSON (Closure) - 5 minutes

Teacher recaps the lesson of the day and the
vocabulary learnt.
Teacher asks the students what they have learnt
in today’s lesson.
Teacher asks question to the students:
 e.g
Question 1 - What kinds of food provide
vitamins such as vitamin C?
Question 2 - Why is eating unhealthy food
bad for you?
Question 3 - What are the ways to keep
healthy?
iv. Students answer the questions.
v. Teacher ends the class.

2. ACTIVITY 2
I.PRE-LESSON (Set Induction + Presentation)
- 20 minutes
i. Begin the lesson by greeting students and making
them feel welcome. You can also inquire about their
well-being and what they did over the weekend.

ii. Introduce the lesson topic, "How to Eat Like a

Pro," and explain that the students will be listening to
a Spotify podcast episode called "Food For Thought."

iii. Describe the lesson's goal, which is to listen to

the podcast, debate it, and then write an essay on the
topic.

iv. Warm-up Activity: Begin the class with a

warm-up activity to engage and focus the pupils.You
can ask them a question related to the topic of the
podcast, such as "What is your favorite food?" or
"What do you think it means to eat like a pro?"

II.LESSON DEVELOPMENT ACTIVITY - 30

minutes
Activity 2: individual (Practice)
i. Play the audio episode for the students and
encourage them to pay close attention. You can also
provide them a transcript of the podcast so they can
follow along and take notes.

ii. Following the audio, invite students to offer their

thoughts and ideas on what they heard. You might
ask questions like, "What did you learn from the
podcast?" or "Do you agree with the tips given in the
podcast?"

iii. Explain to the students the homework, which is

 to prepare an essay on the theme "How to Eat Like a
Pro." Give them the digitalized writing question from
a website and walk them through the process of
accessing the booklet and the Padlet for extra
information.

iv. Allow students time to work on their writings

and provide assistance and criticism as needed.

III.POST-LESSON (Closure) - 10 minutes

i. Summarise what the students learnt and thank

them for their involvement at the end of the lesson.

ii. Make the essay homework and remind them to

turn it in on time.

iii. Follow up with students once they submit their

essays, providing feedback and revisions as needed.

REFLECTIO Number: 18/25 pupils were able to achieve the

NS: learning objectives.

Teacher’s reflection: More than half the students

were able to achieve
the learning objectives with a decent amount of
guidance. However, there are a few students who
may need additional assistance during the practice
stage considering it was an individual task.

Follow-up/ Reinforcement: The teacher will assist

those learners who are
of slower pace and guide them during the teaching
and learning process. Perhaps repetition and
emphasis is necessary for those learners.
EXPLANATION OF EDUCATION TOOLS

On a computer or a mobile device, you can listen to podcasts, which are

audio programmed. They are excellent education tools because they give
students the chance to hear from professionals in many industries, pick up
new ideas, and exercise critical thinking. Podcasts can be used in a variety of
educational contexts since they are easily accessible and practical. Podcasts
can be used in lesson plans as a way to complement classroom education and
can be listened to by students individually or in groups. In order to improve
their communication abilities and spread their information, students can also
produce their own podcasts.

Other than that, there are several ways that YouTube, a well-known
video-sharing website, might be used as a teaching resource. Teachers and
students can utilize YouTube videos to connect with multimedia information,
learn about a variety of topics, and visualize ideas. Videos can be used to
enhance classroom education, and students can even make their own to share
their opinions or show how well they understand a subject. Students can
analyze and assess the content of YouTube videos, which can be utilized to
stimulate conversation and promote critical thinking.

In addition, users can create online bulletin boards using the Padlet platform.
It has several potential applications as a teaching tool. Educators can utilize
Padlet to share articles, movies, and other multimedia content with their
students as tools and materials. Students can use Padlet to share ideas and
viewpoints, work together on projects, and give feedback to their classmates.
Padlet can be used in a range of educational settings, from conventional
classrooms to online learning environments, and it is simple to access and
use.

In conclusion, each of these educational tools can improve learning

experiences in a unique way. Podcasts, YouTube videos, and Padlet all have
special advantages that can interest students and encourage cooperation and
critical thinking.
Explanation on exercise booklet and the implementation in and out of
classroom
environment

A booklet is a type of printed publication that consists of a small number of

pages, usually between 8 and 48 pages. Smaller than a book, larger than a
pamphlet, it can be stapled and bound together. Booklets are commonly used
for a variety of purposes, including marketing and advertising, informational
and educational materials, event programs, and more. It can be printed in a
variety of sizes, shapes and formats and can be customized to meet the
specific needs of any organization and author. Booklets can be designed to
include text, images and graphics and can be printed in color or black and
white. It can also be printed on a variety of paper materials and finishes
depending on the desired look and feel.Overall, booklets are a versatile and
effective way to convey information to a specific audience in a concise and
visually appealing format.

As for listening, we decided to create a QR code that could be linked to an

audio site for listening tests. After scanning a code, the student must listen to
the audio before scanning another code to answer the question created on the
padlet. For reading skills, we chose one of the short videos with dialogue on
YouTube for the students to watch while reading. To access this video, we
have created a code in the booklet for students to scan so they can watch the
video. After watching the video, they will have to search for another code to
access the padlet and answer the reading questions provided. When
they scan the code, it will take the students directly to the reading section to
answer the question. To answer the questions, we have opened a comment
section where they can leave their answers so that they can complete the task
more easily.
 As for the writing skills, we have decided to choose a podcast for the
students to listen to before they start answering the writing questions. So
inside this booklet, we have provided a code for the students to scan to access
to the spotify. It will link to one of the podcasts that we have picked and then
after they have listened to the podcast, the students must scan for another
code so that they will be able to access the padlet directly for them to answer
the question that we have prepared. Last but not least, for the speaking skills
we have prepared a code inside this booklet for the students to scan to answer
the speaking questions. The code that we have prepared inside the booklet will
bring them straight to the padlet once they scan the code.

In summary, a booklet is a practical and effective way to pass on important

information to a specific audience in a concise and visually appealing format. It
can be customized to meet your organization's and author's needs and can be
printed in a variety of sizes, shapes and formats. For marketing and
promotional purposes, informational and educational materials, event
programs, and many other areas, booklets can be used by individuals and
organizations to effectively communicate their message to their target
audience. Providing booklets in educational settings is a good way for teachers
and students to learn more.
SOFTWARE AND PROCESS INVOLVED

1. Courseware
A portmanteau of coursework and software, courseware is, undoubtedly, the
most common kind of educational software out there. Courseware has existed
for as long as there have been designated computer laboratories for student
use. They contain any instructional software, whether it be a teacher kit or a
student tutorial, and can be used to instruct students. Therefore, by this
definition, courseware includes both kindergarten art programmes and
companion software connected to a physics lab course. In a matter of decades,
educational software has undergone significant advancements and expansion,
and some of it is now capable of teaching entire subjects with exceptional
accuracy. But regardless of the criteria, courseware is the foundation of each
educator's software collection.

2.Assessment software
Assessment software has gained attention from school districts in an effort
to reduce paper waste and the logistical snares that come with printing out
reams of exams. The purpose of assessment software is to deliver exams or
quizzes, record responses, and score the results. In order to track students'
grades during the course of a school year, assessment software is also often
used by teachers. Since evaluation software is straightforward in theory,
instructors have access to a wide range of open-source and free solutions,
therefore significant investment is typically not required in this area.

3. Reference software
Most school districts no longer use proprietary software for reference
purposes as reference software has totally gone online. As recently as the
early 2000s, school computers were bundled with dictionary and library
software, thus this represents an incredibly quick turnaround. That's no longer
the case because software like that has become unnecessary thanks to
websites like Wikipedia. Additionally, the majority of scientific and medical
journals now publish online in addition to general research portals like
Wikipedia, Google Scholar, and Lexis. More information can be found online
than in any single piece of reference software combined.

4.Classroom aids
Classroom aids are one of the most innovative ideas for the classroom of the
future. The market for classroom aid software and technology has risen in
recent years. The audiovisual equipment used in classrooms is excellent,
combining the best of courseware to produce a much more engaging overall.
Beginning with a dated and progressively antiquated piece of equipment like
an overhead projector, classroom aids quickly advanced to better digital
displays, and then to interactive projectors and whiteboards.
ELEMENTS OF MULTIMEDIA CHOSEN

1. Text
Text is the primary element of multimedia. It makes use of many font sizes,
styles, colors, and backgrounds. As an illustration, for things like titles,
headings, menus, paragraphs, lists, we utilized Canva & Microsoft Word. In a
multimedia application, text can be used to link to various screens or media.

2. Graphics
Information that isn't words, like a picture, chart, or drawing, is represented
digitally by this.The aesthetics of the multimedia application make it intriguing.
They support concept clarification by using still images.The two forms of
graphics that are employed are bitmaps and vectors like paint graphics.Bitmap
graphics, also referred to as raster graphics. The images are shown as a
bitmap's array of pixels. Bitmap graphics produce large file sizes and call for a
specified resolution.Computer software that only requires a little amount of
memory and portrays images using geometric calculations is used to make
vector graphics, which are images created on a computer.For an example we
used picture in our padlet , booklet and also Canva.

3. Video
Video technology is the electronic capture, archiving, processing, transmission,
and reproduction of a collection of still images showing motion. Photographs
that play again at playback rates between 15 and 30 frames per second and
appear to move fully.
There are few example such as using video can communicate ideas clearly
when it is included in multimedia programmes, giving them a human touch that
other forms of media lack , using trailers historically, advertising for films,
television shows, and other non-computer media , giving the speaker's
persona to the audience and lastly displaying moving images, such a movie
trailer or other moving images. For an example, we shared a link for a short
Youtube video in a QR code system.
4. Audio
In multimedia, the term "audio" describes playing, recording and more .Audio
is an essential component of multimedia information since it increases concept
clarity and understanding.Any sound, including music and speech, is
considered to be audio.
using musical background noise catching feature Impact, instruction, speech,
and narration are examples of sound. For example, we used audio in listening
skills to make sure the students can hear the dialogue before answering their
test.

5.Animation
Animation is the quick presentation of a series of images of 2-D artwork or
model positions to simulate movement.There are several ways to create and
show this optical illusion of motion, which is caused by the phenomena of
persistence of perception.- Animation plays a significant role in entertainment
multimedia titles in general and children's titles in particular. This is by using
animation to generate interest to update on the status of the process like
demonstrations and dynamic simulation. For example, we used some
animation in our Canva , booklet and also padlet. This is to make sure that the
animation can attract the students.
CONCLUSION

In a nutshell, creating resources and lesson plans for secondary students in

speaking, listening, writing, and reading is, thus, a difficult and complex task.
However, our team worked together to develop interesting and practical
materials that support learning objectives, encourage student achievement,
and are connected with them.

As a part of our project, we created a model lesson plan that emphasized

helping students improve their speaking and listening abilities through group
work. The objective of the lesson plan was to motivate students to cooperate in
order to solve an issue while honing language abilities including questioning
and answering, providing directions, and expressing viewpoints.

Conflicting opinions and scheduling issues were just a few of the challenges
we ran into during the process. But by being open with one another, listening
intently, and staying focused on our common objective of producing excellent
resources for our young ones, we were able to get beyond these challenges.

Despite the difficulty of the job, we enjoyed working together and were
pleased with the outcome. We were able to produce materials that will help our
students and improve their learning experiences by collaborating and being
open to criticism.

Overall, working on this project gave us the chance to hone our skills in
developing and presenting excellent lesson plans and to collaborate with one
another to accomplish a common objective. We are sure that the resources we
have created, including the sample lesson plan, will benefit our students and
help them succeed in their language learning in general.
REFLECTION

NAME: WAN NUR HAFIZA BINTI WAN RAZALI

ID: 012023021421

I personally learned a lot while doing this project. It was not easy for my
friend and I to work on this project because we have other tasks, but we
managed to meet the deadline given by our instructor. In this project I am
working on in a group, we are creating teaching materials for high school
students about food. By doing this project we learn how to create a website
and even make a booklet as our teaching material which is actually quite
practical for us as future teachers. I did face some difficulties while completing
the project since the weather was not really giving a good cooperation for me
to access the internet to do my work. However, me and my group are able to
finish the task given with the dateline that our lecturer has provided.
Name: MOHAMMAD NURSYAFIQ BIN SHAMREE

Student ID: 012023021045

Integrating 21st century learning into the classroom can be a helpful resource
for assisting students in developing skills necessary for success in the digital
age. Educators can improve their teaching techniques and curriculum by
embracing technology, resulting in a more participatory and interesting
learning experience for students.

Although completing this task is incredibly thrilling, we will put in extra effort to
produce the best results. Even the word "technology" itself, which is central to
this topic, is appealing. Yet this topic isn't only about technology; it's also about
integrating technology into the field of education. I learned the technical
aspects of technology as well as how to apply them to the course I'm now
doing. I've never been one to use technology to its maximum potential. I would
frequently use social media, but rarely anything involving Microsoft or editing.
Thus, this is an opportunity to gain in-depth knowledge about this topic.

Where credit is due, credit must be given. My entire team sacrificed blood,
sweat, and tears to make this assignment a high-quality project. Because not
everyone has the same perception as the other, we might not always think
alike. In the end, what counts is that we persevered and acted professionally.
Since we showed up to class a week late or because we just got lost in the sea,
we were the "leftovers" group. Simply put, I'm appreciative and happy that this
group ticks all the right boxes for me in terms of potential, ideas, and
innovation. Although we didn't often interact outside of class, getting to know
your classmates better is good.

What I would like to happen differently is to receive thorough and

understandable instructions on the project. This is done to prevent students
from putting off their work and being without a source of information. As I was
always feeling ill while working on this homework, I wish I had been a little
more productive. Everything that happened in the past is behind me, and I'll
make an effort to work hard and develop better habits going forward.
NAME: AISYAH NABILA ASRIA BINTI TAHIR MUHAMMAD
ID: 012023020938

First and foremost, my belief about myself as a learner when I entered the
class was a positive one. I had plenty of practice with different learning
techniques and found what works well for me. I believe I’m more of a visual
learner than an auditory learner. Entering the class, I thought I liked working
individually more than working in groups on projects, but that has changed
since. I think it is more beneficial for me to work in groups because we can
divide the tasks equally.

Speaking, reading, listening, and writing practise and improvement are

required for the assignment, which involves using YouTube and podcasts as
resources. Students are required to watch or listen to YouTube videos or
podcasts on the chosen topic before answering to questions and prompts
about it.

Students are encouraged to participate in debates and discussions while

speaking, using acceptable language and critical thinking techniques. When
reading, students are expected to understand and evaluate the podcast or
video's content as well as pinpoint its main points and themes. Students are
encouraged to actively listen and take notes while practicing listening skills like
inferring and anticipating. The final writing assignment requires students to
compose summaries, reflections, or answers to questions pertaining to the
podcast or video's subject matter.

Students will learn about many information sources with this task, hone their
analytical and critical thinking skills, as well as their speaking, reading,
listening, and writing skills. Students will also benefit from a multimodal and
interesting learning experience through the use of podcasts and YouTube as
sources.
NAME : MUHAMMAD SHEHRAZ KHAN BIN MOHAMMAD SHAHZAD KHAN

ID : 012023020980

I would like to share my experience with the educational technology

project that my group has been working on. First and foremost, my group
members are people I already know from previous classes. Hence, I was able
to form strong bonds with them. That is also the reason I feel a little at ease
and can function in the group. Initially, this subject was slightly difficult for me,
but with sir's assistance, I am able to understand it.

We divided our work into separate parts when the assignment was
given. For my part, I completed the listening skills, all five elements of
multimedia, as well as the software and processes involved. It's not that
difficult, but it's certainly not that simple. Fortunately, I can complete this
activity without feeling stressed. As a result, we engaged in speaking and
writing exercises. It is our duty as teachers to create the teaching materials for
the students, and what we did was for the form 3 students. This will enable
them to meet the goals the school has set for them. Form 3 students in
particular will appreciate their time studying through these enjoyable activities.

Last but not least, I'm pleased with how successfully our team worked
as a unit to complete the task assigned to us by Sir before our deadline. On
this project assignment, we struggled a little bit and disagreed a bit with one
another. I suppose it's all the technical aspects of learning and group projects.
Even though we may have different opinions, we are still able to communicate
and complete our assignments on time. The key step is to take that and not
give up on one another so quickly. I can honestly say that I did a decent job,
and it wasn't much different from what my fellow group members performed.
REFERENCE

1. Partnership for 21st Century Learning. (n.d.). Framework for 21st Century
Learning. Retrieved from https://www.p21.org/our-work/p21-framework

2. National Education Association. (2011). Preparing 21st century students for

a global society: An educator's guide to the "four Cs". Retrieved from
https://www.nea.org/assets/docs/A-Guide-to-Four-Cs.pdf

3.Lesson Plan Template. (n.d.). Education World. Retrieved from

https://www.educationworld.com/a_lesson/lesson/lesson036.shtml