Mgt of Creativity and Innovation in Education

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FACULTY OF EDUCATION AND LANGUAGE

SEMESTER JANUARY 2011

HBEM4303

MANAGEMENT OF INNOVATION AND CREATIVITY IN EDUCATION

TABLE OF CONTENTS

Table of Contents 1

THE REVIEW OF LITERATURE

1.0Introduction .……..…………………………,…………………………… 2

2.0Data collection methodology ..………………………………………..…. 2

3.0Lesson#1 – ICT in teaching Mathematics ..…….……………………….. 3

4.0 Lesson#2 – ICT in teaching English .…………………………………... 7

5.0Rationale of inclusion of ICT elements in the lessons…………………... 10

6.0Barriers in implementing ICT in teaching……………………….………. 12

7.0Evaluation on the effectiveness of ICT as creative and innovative tools in lessons observed…………… …………………………………………… 13

CONCLUSION
8.0Conclusion ….………………………………………………………...… 14 REFERENCES
9.0References…...………………………………………….………............. 15

APPENDICES

THE REVIEW OF LITERATURE

This paper evaluates the impact of ICT usage as teaching and learning tool by observing two teachers in using ICT in their lessons. The conclusion was based on the lesson’s observation, interviews of two teachers and other references.

1. Introduction
Information and communication technology (ICT) has become, within a very short time, one of the basic building blocks of modern society. Many countries now regard understanding ICT and mastering the basic skills and concepts of ICT as part of the core of education, alongside reading, writing and numeracy. Per our Deputy Prime Minister Tan Sri Muhyiddin Yassin in his speech during the launching of ICT in education policy in Oct 2010, Malaysia will make ICT as the prime enabler in the teaching and learning process. Thus, it has further reinforced the importance of ICT application in teaching and learning by our government. However, the adoption of ICT in current education system has yet to be proven. Hence, a study of the effectiveness of such ICT application will be deem important in understanding the impact and also implication to the student’s learning process.

2. Data collection methodology
Data was collected by conducting observation of two teachers using ICT in classroom teaching. Interviews were then conducted with the teachers to understand the effectiveness, roadblock and potential challenges faced by the teachers. Comments were then further validated with the analysis report and also record of the report card. Recommendations were suggested for improvement as well as resolution to the challenges faced.

Two teaching lessons were observed. The observations of each lesson were captured and screenshot of the software applications used were also taken. Each process step was divided into 10 minutes interval and activities done by the teachers/ students were noted. Elaboration of how the ICT was used in each process is presented in table format as Table 1.0 and Table 2.0.

3. Lesson #1 – ICT in teaching Mathematics

1. Introduction: ICT in teaching Mathematics

Ittigson & Zewe (2003) cited that technology is essential in teaching and learning mathematics. ICT improves the way mathematics should be taught and enhances student understanding of basic concepts. Many researchers have carried out studies to evaluate the benefits of using ICT in mathematics. Becta (2003) summarized the key benefits – ICT promotes greater collaboration among students and encourages communication and the sharing of knowledge. ICT gives rapid and accurate feedbacks to students and this contributes towards positive motivation. It also allows them to focus on strategies and interpretations of answers rather than spend time on tedious computational calculations. ICT also supports constructivist pedagogy, wherein students use technology to explore and reach an understanding of mathematical concepts. This approach promotes higher order thinking and better problem...
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