PERTANDINGAN MENULIS ESEI MINGGU BAHASA

Pertandingan ini dianjurkan oleh panitia Bahasa Malaysia dan Bahasa Inggeris S.K Dato' Syed Nahar. Ianya terbuka kepada semua pelajar tahun 4 hingga 6 S.K Dato' Syed Nahar. Tajuk-tajuk esei adalah seperti berikut:

1. MALAYSIA NEGERAKU
2. MY DREAM
3. TOKOH KEBANGGAAN NEGARA
4. LOVELY MALAYSIA
5. HARGAI AIR
6. MY DUTY AS A STUDENT

Berikut adalah gambar-gambar semasa pertandingan di jalankan. Keputusan akan di umumkan pada 28 Julai.

Suatu hari bersama Imam Al-Ghazali

Suatu hari, Imam Al-Ghazali berkumpul dengan murid-muridnya lalu beliau bertanya (Teka Teki ) :

Imam Ghazali = " Apakah yang paling dekat dengan diri kita di dunia ini ?
Murid 1 = " Orang tua "
Murid 2 = " Guru "
Murid 3 = " Teman "
Murid 4 = " Kaum kerabat "

Imam Ghazali = " Semua jawapan itu benar. Tetapi yang paling dekat dengan kita ialah *MATI*. Sebab itu janji Allah bahawa setiap yang bernyawa pasti akan mati ( Surah Ali-Imran :185).

Imam Ghazali = " Apa yang paling jauh dari kita di dunia ini ?"
Murid 1 = " Negeri Cina "
Murid 2 = " Bulan "
Murid 3 = " Matahari "
Murid 4 = " Bintang-bintang "

Iman Ghazali = " Semua jawaban itu benar. Tetapi yang paling benar adalah *MASA LALU*.
Bagaimanapun kita, apapun kenderaan kita, tetap kita tidak akan dapat kembali ke masa yang lalu. Oleh sebab itu kita harus menjaga hari ini, hari esok dan hari-hari yang akan datang dengan perbuatan yang sesuai dengan ajaran Agama".

Iman Ghazali = " Apa yang paling besar didunia ini ?"
Murid 1 = " Gunung "
Murid 2 = " Matahari "
Murid 3 = " Bumi "

Imam Ghazali = " Semua jawaban itu benar, tapi yang besar sekali adalah *HAWA NAFSU* (Surah Al A'raf: 179). Maka kita harus hati-hati dengan nafsu kita, jangan sampai nafsu kita membawa ke neraka."

IMAM GHAZALI" Apa yang paling berat didunia? "
Murid 1 = " Baja "
Murid 2 = " Besi "
Murid 3 = " Gajah "

Imam Ghazali = " Semua itu benar, tapi yang paling berat adalah *MEMEGANG AMANAH* (Surah Al-Azab : 72 ).
Tumbuh-tumbuhan, binatang, gunung, dan malaikat semua tidak mampu ketika Allah SWT meminta mereka menjadi khalifah pemimpin) di dunia ini. Tetapi manusia dengan sombongnya berebut-rebut menyanggupi permintaan Allah SWT sehingga banyak manusia masuk ke neraka kerana gagal memegang amanah."

Imam Ghazali = " Apa yang paling ringan di dunia ini ?"
Murid 1 = " Kapas"
Murid 2 = " Angin "
Murid 3 = " Debu "
Murid 4 = " Daun-daun"

Imam Ghazali = " Semua jawaban kamu itu benar, tapi yang paling ringan sekali didunia ini adalah *MENINGGALKAN SOLAT*. Gara-gara pekerjaan kita atau urusan dunia, kita tinggalkan solat "

Imam Ghazali = " Apa yang paling tajam sekali di dunia ini? "
Murid- Murid dengan serentak menjawab = " Pedang "

Imam Ghazali = " Itu benar, tapi yang paling tajam sekali didunia ini adalah *LIDAH MANUSIA*. Kerana melalui lidah, manusia dengan mudahnya menyakiti hati dan melukai perasaan saudaranya sendiri " *

CARA MEMBINA BLOG

Langkah pertama untuk membuat bolg ialah dengan melayari laman sesawang www.blogger.com

seterusnya kita perlu membuka akaun google dengan ‘kilk’ pada perkataan “get started” seperti yang ditunjukkan dibawah.

Seterusnya paparan dibawah akan mucul, isi semua tempat kosong dan ‘klik’ pada butang “continue”

Setelah semua ruang diisi, paparan seperti dibawah akan muccul. ‘klik’ pada butang “create your blog now”.

Selepas itu, paparan seperti dibawah akan muncul, isi tempat kosong dan ‘klik’ pada butang continue.

Paparan seterusnya adalah pemilihan template atau latar belakang blog. ‘Klik’ satu template dan kemudian ‘klik’ “continue”

Setelah pemilihan ‘template’ dibuat maka lengkaplah pembinaan asas blog. Paparan bidawah akan muncul dan ‘klik’ pada butang “start bogging now”.

Paparan bibawah akan muncul. Tulis tajuk dan isi yang hendak ditulis dalam blog kemudian klik butang publish post.

Setelah itu, paparan dibawah akan muncul. Klik view post.

Akhirnya, paparan blog anda akan muncul. Selamat membina blog anda!

 *klik pada gambar untuk paparan lebih besar

Perisian Photostory

Diambil dari: http://ictinenglishteaching.blogspot.com/2010/11/photostory.html

 

Photostory

There are many inspiring and useful ICT recources that can be exploited when teaching and learning English as a foreign language. However, in this blog post I've chosen to restrict myself to one of all these recources. I'd like to recommend Photo Story and its usefulness in the education of English.

How it works

Photo Story is a Microsoft provided software, which is free and available for anyone who has a modern version of Windows, i.e. from Windows XP and onwards. This software is used for creating presentations out of digital photos. These photos could be own taken photos, scanned pictures or pictures found at the Internet. A useful sight on the Internet to find photos without worrying about the copyright issue is Fotofinnaren. This is an archive of photos which constantly grows larger and it is available to anyone. You'll find the sight on: http://fotofinnaren.se/
Besides working with pictures, Photo story allows to add narration, background music and many other effects. Once a photo story has been created, you will need Windows Media Player in order to able to play it. It's easy to learn how to work with Photo Story and the best part of it is that it'll cost you nothing, since it's freely downladable!
Instructions of how to use Photo Story are found at:http://www.rexnet.se/larwei1/it_stordammen/html/photostory/index.htm

Photo Story is downloadable at:http://www.microsoft.com/windowsxp/using/digitalphotography/photostory/default.mspx


How teachers and pupils can use it

The many different ways of how you could use Photo Story in your English education are more or less unlimited. As a teacher you are able to create a lot of different tasks to your pupils and here I'll give you a small selection of topics of presentations that I think could be approprate to work with at earlier levels:

A positive part with using Photo Story in your English education is that it allows you to create learning situations that could be suitable to all your pupils. Photo story can be used as a creative tool in order to suit all pupil's levels of language.

• My holiday
• My pet
• My family
• My trip
• My interests
• Create an ending of a story

As you probably understand, I could make an endless list. Photo Story is definitely a tool to make your pupils the producers of their own work.Once a photo story has been created, you also have the possibility to have it published at You Tube for example. Publishing work created by your pupils on the Internet will probably have a highly motivating effect. Knowing that it'll not only be your teacher or your peers but also your parents, relatives and friends who will be able to see what you've created will most likely have the effect of pupils making harder efforts to have their work done correctly!

 by Katrine Bergström

Does ICT Improve Learning?

Diambil dari: http://www.ictineducation.org/home-page/2010/7/8/does-ict-improve-learning.html

Does ICT Improve Learning?

By Terry Freedman | Thursday, July 8, 2010 at 3:26PM |

 

The intuitive answer to those of us involved in ICT is “of course it does”. However, the evidence from research is not conclusive. I think the reason is that it’s actually very difficult to carry out robust research in this area. As the impact of ICT has been a topic for discussion recently in the Naace and Mirandanet mailing lists, I thought it might be useful to try and clarify the issues as I see them.
The question “Does ICT improve learning?” naturally leads on to a set of other questions that need to be addressed:

What ICT?

The question as stated is too broad. A computer is not the same as a suite of computers. It’s not even the same as a laptop, which is not the same as a handheld device. Software is not the same as hardware, and generic software, such as a spreadsheet, is not the same as specific applications, such as maths tuition software.

What other factors are present?

ICT doesn’t happen in a vacuum. What is the environment in which the technology is being used? How is the lesson being conducted? What is the level of technical expertise of the teacher? What is the level of teaching expertise of the teacher? These and other factors mentioned in this article are not stand-alone either: they interact with each other to produce a complex set of circumstances.

What is the ICT being used for?

What is being taught? There is some evidence to suggest that computers are used for low-level and boring tasks like word processing, in which case comparing technology-“rich” lessons with non-technology-rich lessons is not comparing like with like. On the other hand, technology can be, and often is, used to facilitate exploration and discussion. Since these are educationally-beneficial techniques in their own right, the matter of validity needs to be scrutinised (see below).

How is the impact of the ICT being evaluated?

There are several ways in which this might be done, each with their own advantages and disadvantages. For example, in-depth case studies yield rich data but may be difficult to generalise from. Also, there are three other problems. One is that it is difficult to conduct experiments using a suitable control group, because no teacher wishes to try something which may disadvantage a particular group of students. Another is the so-called “starry night” effect, in which case studies focus (naturally) on the successful projects whilst ignoring all the ones which either failed or were not believed to have deliver the same level of benefits. Finally, there is the danger of all kinds of evaluation study, that the methodology itself may affect the outcome.

What exactly is being measured?

This is the issue of validity, already touched upon. Are we measuring the ability of a teacher to conduct a technology-rich lesson, in which case it’s the effectiveness of the teacher rather than the ICT that is being weighed up? By implication, it may be the quality and quantity of professional development which is being measured. It may be students’ home environments that are inadvertently being evaluated, or student-staff relationships.

How much is ICT being used?

I suggest there may be a difference between schools in which ICT is being used more or less everywhere, and those in which it’s hardly being used at all. In the former, presumably both teachers and students would be accustomed to using it, there would be a good explicit support structure in the form of technical support and professional development, and a sound hidden support structure in the form of being able to discuss ideas with colleagues over lunch or a cup of coffee.

Is there an experimenter effect going on?

This is the phenomenon whereby the results of a study confirm or tie in with the expectations of the people or organisation responsible for the study. This is an unconscious process, not a deliberate attempt to cheat. I’ve explained it in my article called Is Plagiarism Really a Problem?

Conclusion

My own feeling – backed up by experience --  is that in the right set of circumstances, the use of ICT can lead to profound learning gains. However, rather than falling into the trap of arguing whether ICT is “good” or “bad”, we need to move the debate onto a much sounder intellectual basis.

Further reading

I’d highly recommend Rachel M. Pilkington, “Measuring the Impact of Information Technology on Students’ Learning”, in The International Handbook of Information Technology in Primary and Secondary Education, Springer, 2008, USA.