Get me outta here!

Saturday 16 December 2023

WEEK9 REFLECTION-Micro Teaching

Course Outline

It's time for the ninth week of classes. There is a Chinese old saying called maintain an army for a thousand days to use it for an hour. After studying many educational theories, we were presented with the opportunity to design our classroom to incorporate these instructional strategies into our lessons (so exciting). ๐Ÿ˜™

Selection of course topic

 At the beginning, we proposed the topic of the water cycle, but when we realized that the target students were of the same age as the second-year university students, we decided to dismiss this topic. According to Piaget's theory of cognitive development (Piaget, 1976), university students are typically in the formal operational stage, being in this stage, possess advanced cognitive abilities. They can handle abstract concepts, engage in logical reasoning, and demonstrate higher-level problem-solving skills. It seemed that simple knowledge of the water cycle no longer suited them. Vygotsky's theory emphasises that learning should take place in authentic social situations, choosing materials that are relevant to real-world applications and practices can help students better apply their theoretical knowledge to real-world problems (Hausfather, 1996). Therefore, our group decided to link the water cycle to the recent factual hotline of Japan's nuclear wastewater into the sea, invoking water pollution. Due to its geographical location, Malaysia is also suffering from haze caused by the burning of forests in neighbouring Indonesia. Air pollution as a complement.


At the same time pollution can be effectively incorporated into university student curricula as an initiative educational topic. By introducing pollution in the lecture, educators can provide students with valuable insights into the environmental challenges we face today and equip them with the knowledge to become responsible global citizens. According to Suarlin & Ali, (2020), environmental education can influence the environmentally friendly behavior of university students by providing them with knowledge, values, attitudes, and practical skills to actively participate in environmental improvement and protection. Especially teaching university students about pollution allows them to understand the various types of pollution that exist in our world like air pollution or water pollution, helping students recognize their causes and effects on both human health and ecosystems.

Instructional design

In designing our lessons, we focused on using the teaching strategies we had previously learnt. In particular, on the topic of learning objectives in lecture 8, in that lesson we learnt that the definition of Smart Goal contains used to define goals that are specific, measurable, achievable, relevant and time-bound (Doran, 1981). We also incorporate these five key elements into our goal setting, for example, in objective 1 we ensure that students get 3/4 of their exams correct, that quiz reflects measurability. Objective 2, where we asked students to compare two countries affected by pollution in 10 minutes, reflects the specificity and time-bound nature of the objective: objective 3, where we asked students to come up with a poster of the corresponding measures they designed, reflects relevance.

I was assigned the summarising section, elaborating on the impacts of and solutions to water and air pollution, as well as a call to action. This was also the first time I did a summary in micro-teaching; my group members gave me a lot of encouragement and help. Each of my group members took the initiative to distil the key points from their respective sections and shared them with me, which greatly facilitated my task of summarizing the overall content. By condensing complex information into concise summaries, they made it easier for me to grasp and present the essential aspects related to water and air pollution.
 

Rehearsal
The lecturer, who was a highly responsible teacher, arranged a rehearsal for us the day before the formal presentation, which gesture demonstrated their dedication to ensuring our success and alleviating any potential anxiety we may have had. ๐Ÿ˜ƒ
The rehearsal of the presentation greatly relieved the anxiety caused by the uncertainty of the formal presentation. It provided us with an opportunity to practice and familiarise ourselves with the content, flow, and timing of our micro teaching.

During this dress rehearsal, the lecturer suggested some modifications for us like enhancing our interactive sessions by combining higher-order questioning strategies. She also expected me to be able to teach more fluently and confidently in formal presentations, without relying on my script. Her guidance literally helped us refine our delivery techniques and engage more effectively with our audience.
Formal Presentation
On the day of the formal presentation, as I watched the first two groups confidently deliver their presentations, a wave of nerves washed over me. The pressure to perform well and meet the lecturer's expectations seemed almost suffocating. My mind raced with thoughts about whether or not I had prepared enough and if my delivery would be engaging enough for my peers. 
The memories from Year 1 came flooding back to me - those moments before stepping into a classroom full of eager Grade 6 students, hoping that they would respond positively to what I had planned for them. But this time around, it felt even more daunting. Teaching sixth graders may have been challenging in its own right but standing in front of my fellow classmates added an extra layer of pressure. These were individuals who shared similar knowledge and experiences with me; they knew what good teaching looked like and wouldn't hesitate to critique any shortcomings. I couldn't help but question myself: would they find value in what I had taught? Would they engage with the materials? These doubts gnawed at me as each minute passed by.
At the podium, my mind went blank, but I mustered up all my courage and relied on the countless hours of practice sessions to guide me through. The weight of the moment seemed to hang in the air as I took a deep breath and began speaking
Although I finished my part ultimately, I was also aware of my problem in the teaching process, I didn't motivate the classroom atmosphere of teacher-student interaction, I just flatly expounded the knowledge points. According to Suwandi (2012), when the teacher and students, and students and students’ interactions happen, the instruction will reach the target. This is something I need to learn from my group member Aimi, she can always activate the classroom atmosphere and attract students' attention very well. 
Career inspiration
I am grateful for this experience as it allowed me not only to enhance my summarization skills but also taught me valuable lessons about effective collaboration within a team setting. Through this project, I learned how important it is for individuals within a group to support one another by sharing knowledge, offering guidance, and encouraging each other's growth.
The subsequent undergraduate studies have also made me aware of the need to shift the focus of my studies more towards teaching practice and to try to incorporate teacher-student interactions in micro-teaching. Micro-teaching provided a platform for me to apply theoretical concepts to real-life scenarios by designing lesson plans, delivering them to small groups of peers or even actual students, and receiving constructive feedback from both fellow classmates and instructors.

Lastly, I would like to thank the lecturer and my girls.Girls can help girls~

References

Doran, G. T. (1981). There’sa SMART way to write management’s goals and objectives. Management review, 70(11), 35-36. 

Hausfather, S. J. (1996). Vygotsky and Schooling: Creating a Social Context for Learning. Action in Teacher Education, 18(2), 1–10. https://doi.org/10.1080/01626620.1996.10462828

Piaget, J. (1976). Piaget’s Theory. Piaget and His School, 11–23. https://doi.org/10.1007/978-3-642-46323-5_2

Suarlin, S., & Ali, M. I. (2020). The Effect of Environmental Education Learning on Students at University. International Journal of Environment, Engineering and Education, 2(3), 49–56. https://doi.org/10.55151/ijeedu.v2i3.39

Suwandi, S. (2012). DESIGNING A CLASSROOM   LANGUAGE TEST  FOR JUNIOR HIGH SCHOOL STUDENTS. ETERNAL (English Teaching Journal), 1(1). https://doi.org/10.26877/eternal.v1i1.153


Monday 4 December 2023

WEEK8 REFLECTION- Learning Objective and Question

Course Outline

It was time for the eighth week of the course ~ at the beginning of the course the lecturer explained the planning of assignments such as our lesson plans must be based on language teaching. The first topic in this lecture was learning objectives, she introduced the SMART model of setting objectives and how to use Bloom's classification to write learning objectives. The second topic was questioning, she introduced us to the meaning and classification of questioning, the concept of the question circle and categorised cognitive levels into domains using Bloom's Taxonomy of Learning.


Learning Objective

To achieve learning objectives, instructional objectives are carefully crafted to encompass all cognitive levels. These objectives serve as guidelines for teachers, helping them design lessons and activities that target specific cognitive skills at appropriate levels of complexity. For instance, while some objectives may focus on simple knowledge recall or comprehension tasks, others aim to foster critical thinking or analytical reasoning. By incorporating a variety of cognitive skills into their instructional planning, educators can create a well-rounded curriculum that caters to the diverse needs and abilities of students. This approach ensures that students not only acquire basic knowledge recall but also develop higher-order thinking and problem-solving abilities.


While Bloom's Taxonomy provides a framework for classifying and organising cognitive skills at different levels (Adams, 2015). By using it, information professionals can clearly define the skills and competencies they want learners to acquire and demonstrate. When designing lesson plans, learning objectives can be categorised into different levels based on Bloom's Taxonomy: remembering, understanding, applying, analysing, evaluating and creating (Doughty, 2006).

The first time I came across Bloom's taxonomy was in the autumn term of Year 1, when we were asked to complete a lesson plan that required us to pick words from the Bloom's taxonomy glossary. At first, I did not understand the rationale behind this and just followed what the lecturer asked us to do. However, after going through this lesson, I gradually realised the importance of Bloom's taxonomy which can be used to write learning objectives as an information professional which trains or instructs learners. This explains the reason that whenever I write a lesson plan, I am always required to open the word list of Bloom's taxonomy and find the verbs that correspond to the learning objectives of each level.

The concept of the Smart Model for objective setting is completely new to me, and I find it intriguing. It presents a fresh approach to goal setting for me. This model appears to provide a structured framework for defining specific, measurable, achievable, relevant, and time-bound objectives (Doran,1981). By incorporating these five key elements into the objective setting, the Smart Model ensures that goals are well-defined and aligned with overall strategies. The specificity aspect helps in clearly articulating what needs to be achieved.

The Smart model, however, allows for more efficient implemetation of instructional objectives. For example, my instructional objective is to improve students' reading comprehension skills in English, where the traditional objective would be enhance reading skills or better understanding of reading1. But with the Smart model it can be modified as below:

Specific: Improve students' ability to analyze and interpret complex texts by focusing on main ideas, supporting details, and inferences.

Measurable: Increase students' average score on weekly comprehension assessments by 10% over the next two months.

Achievable: Increase the percentage of correct reading questions by 5% within the given timeframe. (It's not a very ambitious goal and could be achievable)

Relevant: Strengthen core reading skills to enable students to comprehend and analyze a variety of literary genres, including fiction, non-fiction, and poetry.

Time-Bound: Achieve a 10% increase in reading comprehension scores on weekly assessments within the next two months.


This also reminds me that in primary school, the Chinese teacher started a reading competition in the class to cultivate our reading habits. She created a table for the whole class, on which a star could be drawn once a book had been read, and then each student's reading was assessed according to the number of stars. This is a vivid example of converting teaching objectives into measurable ones.

Questioning

Questioning has always been seen as a key step in learning, and it plays a crucial role in the acquisition of knowledge and understanding. In fact, many educational theorists and researchers have emphasized the importance of questioning in the learning process.


Morgan and Saxton (1991) stated that learning and questioning are usually thought to be related because asking questions allows individuals to actively engage with the material they are trying to learn. By asking questions, learners can clarify their doubts, explore new ideas, and deepen their understanding of a subject matter.

Questioning is often identified as one of the distinctive traits of learning because it demonstrates curiosity and critical thinking skills (Cifone, 2013). When students ask questions, they demonstrate an active involvement in their own education by seeking clarification or challenging existing knowledge. This not only enhances their comprehension but also fosters independent thinking abilities.


In my opinion, questioning also promotes effective communication between teachers and students. This encourages dialogue in the classroom where both parties can exchange ideas, share perspectives, and collaborate on problem-solving tasks. Through this interactive process of questioning and answering, students develop stronger cognitive skills while teachers gain insights into student comprehension levels.

Career inspiration

This class was extremely beneficial to me as it provided me with valuable insights and practical skills that will greatly enhance my abilities both as a student and as a future educator. 

As a student, I gained a thorough understanding of how to effectively utilize Bloom's Taxonomy in developing lesson plans for assignments. This knowledge has empowered me to create well-structured and engaging lessons that cater to the diverse learning needs of my students.It also equipped me with the necessary tools to improve my questioning techniques when interacting with teachers in future lessons. I have learned how to ask thoughtful and probing questions that not only deepen my own understanding but also foster meaningful discussions within the classroom setting. By mastering effective questioning strategies, I am confident that I will be able to actively engage with my teachers, seek clarification when needed, and maximize my learning potential.


As an aspiring educator, this course has been invaluable in shaping my approach towards creating comprehensive lesson plans for my future students. Through various instructional methods taught in this class, such as backward design and differentiated instruction, I now possess the ability to develop tailored lesson plans that address individual student needs while promoting inclusivity within the classroom environment. O
ne significant aspect emphasized throughout this course is the importance of encouraging questions. By implementing strategies discussed in this class like open-ended prompts or providing safe spaces for inquiry-based learning, I can cultivate an atmosphere where curiosity is nurtured and students feel comfortable expressing their thoughts and seeking further knowledge.



References

Adams, N. E. (2015). Bloom’s Taxonomy of Cognitive Learning Objectives. Journal of the Medical Library Association : JMLA, 103(3), 152–153. https://doi.org/10.3163/1536-5050.103.3.010

Cifone, M. V. (2013). Questioning and learning. Curriculum and Teaching Dialogue, 15(1), 41-55. 

Doran, G. T. (1981). There’sa SMART way to write management’s goals and objectives. Management review, 70(11), 35-36. 

Doughty, H. A. (2006). Blooming Idiots: Educational Objectives, Learning Taxonomies and the Pedagogy of Benjamin Bloom. College Quarterly, 9(4). https://eric.ed.gov/?id=EJ835427

Morgan, N., & Saxton, J. (1991). Teaching, questioning and learning. 

Friday 1 December 2023

WEEK7 REFLECTION- Storytelling

Course Outline

Hi, long time no see๐Ÿ‘€. After the reading week, we have our sixth week of class, this class lasts for three hours, including two hours of lecture and one hour of tutorial, the focus of this week's lecture is storytelling, although the class is three hours, I don't have any boredom at all, probably because of the lecturer's good storytelling skill. The lecturer emphasised the significance of storytelling, told the students what storytelling is, the challenges of storytelling.

Digital Storytelling
Digital storytelling is a new terminology to me. As technology continues to advance at an unprecedented pace, the art of storytelling has also evolved into a digital form. This innovative approach combines traditional storytelling techniques with multimedia elements such as images, videos, animations, and sound effects (Signes, 2008).What impressed me most is that digital storytelling offers several benefits in the education field. Educational Digital storytelling (EDS) is often presented as a powerful, technology-enhanced learning approach (Wu & Chen, 2020). The cultivation of students' digital storytelling skills, according to Ohler (2006), it allows students to become active creators of multimedia rather than passive consumers. By creating their own digital stories, students develop skills and talents in art, media production, storytelling, and project development. 
It reminded me of the week 4, we studied the video cutting where we utilise digital tools like video editing software or presentation applications to bring their stories alive visually. They can add transitions between scenes, incorporate animations or special effects if appropriate, and select suitable background music or sound effects that enhance the mood or atmosphere they wish to create. Previous study of video editing also paves the way for us to better understand digital storytelling.
To better demonstrate the infectious power of digital storytelling, the lecturer also provided us with a captivating analysis of the renowned film Sleepless in Seattle. The lecturer began by discussing the film's compelling plot, which revolves around two individuals who are brought together through fate and destiny. She emphasized how this universal theme resonates with viewers on an emotional level, allowing them to connect with the characters' experiences and aspirations.
 Her insightful analysis left us inspired by how digital narratives can transcend culture. By the way, I was recommended this film, planning to watch it in my leisure time.

Showing but not telling
In the class, I was inspired by the "showing but not telling" mindset mentioned by the lecturer. As a non-native English speaker, when describing things, I usually focus on simply narrating and making sure the other person understands. However, talking in this way is not sufficient and accurate. In fact, "showing but not telling" is a more vivid, concrete and powerful way of expressing oneself. It requires us to convey information by showing details, describing scenes and presenting characters' behaviour, rather than relying on abstract generalisations or direct statements(Klauk& Kรถppe, 2014). This allows the reader or listener to better understand and empathise with the message.
 For example, when describing a beautiful landscape, if we simply tell someone "it's beautiful there", it may seem bland ( that's usually what I do). However, if we use the method of "showing but not telling", we can describe in detail the sunshine on the green lawn, the flowers emitting charming fragrance, the clear water of the brook, and so on, and the readers or listeners will be able to truly feel the beauty and tranquility of the scene. Therefore, introducing the "showing but not telling" mindset made me realise that I need to change my original habit of simply narrating things. From now on, when describing in English, I will try my best to focus on showing details and avoid too many direct statements. Believing that by doing so, I will be able to express myself more vividly and convey my message effectively to others.
Career inspiration


To emphasise the importance of storytelling skills, the lecturer used one of her job-seeking experiences as an example. She once received an offer from Apple, which provided me with a new direction for my career planning. Since my undergraduate major is in education, I thought that I could only become a teacher in the future. However, I also experienced occasional anxiety about my future and worried that I wouldn't be able to secure a teaching position due to intense competition in my country's job market. Nevertheless, the lecturer's personal experience has expanded employment possibilities for me by demonstrating that the future of education is not limited to being a teacher alone. This realization has motivated me to continuously improve my qualifications and adapt to changing needs so that I can pursue satisfying and challenging job opportunities in both traditional and emerging fields. Therefore, from now on, I will strive to broaden my horizons and enhance my professional knowledge in order to develop diversified skills and lay a solid foundation for the future.
My future has limitless possibilities, too~✊✊✊

This video below is an addition to showing but not telling๐Ÿ˜Š.



 References

Klauk, T., & Kรถppe, T. (2014). Telling vs. showing. The living handbook of narratology. 

Ohler, Jason. "The world of digital storytelling." Educational leadership 63.4 (2006): 44-47.APAOhler, J. (2006). The world of digital storytelling. Educational leadership, 63(4), 44-47. 

Signes, C. G. (2008). Practical uses of digital storytelling. Digital Storytelling/Relato Digital. 

Wu, J., & Chen, D.-T. V. (2020). A systematic review of educational digital storytelling. Computers & Education, 147, 103786. https://doi.org/10.1016/j.compedu.2019.103786

Sunday 12 November 2023

WEEK5 REFLECTION-Kolb's Learning Cycle and SIOP Model

Course Outline

It's almost mind-boggling how time flies. We reached the fifth week of our course. In this lesson we went to a new classroom and the lecturer arranged our seats in a U-shape, this positional arrangement made it easier for her to make a visual and vocal connection with all the students as she could stand in the centre and make sure that we could all see and hear her. After connecting the knowledge points(thinking tool and inquiry-based learning)of the previous lessons, she inputted the content of this lesson such as the Kolb Learning Cycle, guided project-based teaching, comprehensible input, and with this theoretical knowledge, she introduced the focus on the "SIOP" model, which consists of 8 components and 30 features. 
U-shape
In the tutorial, we needed to analyse a sample lesson plan from senior Luna and present our evolution as a group. Dr Lee as a special guest, commented on our thoughts. He also added us brand new knowledge such as ABCD model of writing objectives and teaching learning cycle (TLC).
Kolb's Learning Cycle 
Off-topic: I was intrigued when I came across the term Kolb, which reminded me of Call Duck due to their similar pronunciation in Chinese. 
Kolb's learning theory encompasses four distinct stages, namely concrete learning, reflective observation, abstract conceptualization, and active experimentation. It follows a sequential cycle consisting of experience, reflection, conceptualization, and experimentation. Effective learning occurs as learners progress through each stage.
Bergsteiner & Avery (2014) highlight that within this learning cycle, experiences are transformed into concepts that guide the selection of new experiences. Experiences serve as the foundation for observation and reflection. However, these observations are assimilated into concepts and generalizations about experience which subsequently guide new experiences and interactions with the world (Loo 2004). Thus, learning is considered a four-stage process that commences with concrete experiences.

 Recalling my physics class experience as a child when teachers aimed to teach us about gravity; they would initiate by prompting students to reflect on their personal encounters with gravity. Subsequently, we were asked to observe the effects of gravity on objects within the classroom environment. Next, the teacher asked us to consider the causes of gravity. Finally, the teacher required students to have a gravity experiment by dropping an object over the edge of the tables.
It can be inferred that the lecturer's instructional design for this course has drawn upon Kolb's Learning Cycle particularly evident in blog reflections assigned throughout lectures. As we listen to lectures while simultaneously engaging in blog tasks; often we find ourselves observing our lecturer's behaviour from a reflective perspective. When writing our reflections, we must relate her behaviour to specific theoretical concepts while extracting key principles from her teaching. In the reconstruction part of the blog, we need to think about what this content means for our future careers. I learnt a multitude of pedagogical theories in class, and the reconstruction section provided me with a further opportunity to simulate practice by trying to build a classroom in my mind, imagining that I was a teacher and how I would apply these effective teaching strategies.
However, I still hope that we can be provided with more real teaching practice opportunities:).๐Ÿ™‡

Siop Model

In Dr. Sharimila's class, we have learned about SIOP initially.
But the lecturer additionally supplemented the relationship between the dialogue model and the SIOP model, which allowed me to correlate the SIOP model eight components and the metacognitive map to achieve knowledge transfer. 
I used to misunderstand the SIOP model as a step-by-step approach. I naively thought that I could solve my students' language problems just by using these teaching strategies in my classroom. However, as I delved deeper into the model via the class, I realized that it is far more comprehensive and sophisticated than I initially thought.

The SIOP model, with its eight components and 30 features, is a comprehensive system designed for lesson planning and teaching. It ensures that every lesson is supported by research-based combinations of features, thus enhancing the overall effectiveness of the teaching process (Echevarria et al., 2011). This approach to teaching is not just about using specific strategies, but rather, it is about understanding how these strategies work together to create a well-rounded and research-driven curriculum.
Furthermore, I came to understand that the SIOP model is not just a set of strategies to be implemented occasionally or selectively, but rather, it is a daily practice that needs to be systematic and consistent. As Guarino et al. (2001) pointed out, the SIOP's features are most effective when they are integrated into daily teaching practices, enabling students to benefit from their cumulative impact. 

I appreciate the existence of the SIOP method. As an EFL (English as a Second Language) learner, I deeply feel the difficulties and challenges of learning English, especially the confusion caused by the fast speaking speed and unfamiliar vocabulary in English as a medium of instruction. However, through the SIOP model, numerous EFL learners like me can better grasp the English language and academic content, becoming more confident and fluent in their communication.๐Ÿ’•๐Ÿ’•๐Ÿ’•
Career inspiration
The Kolb Learning Cycle has provided me with a new direction in classroom design that combines observation, concept, and practice together. Moreover, considering that my undergraduate major was Teaching English to Speakers of Other Languages (TESOL), I am likely to teach many ESL and EFL learners in the future. Many of them may face differential language proficiency issues which I may struggle with in organising my classroom. The SIOP Model offers a general framework for me to present content to English learners through specific strategies and techniques that make new information comprehensible to my students.
There is a supplementary video about Kolb Learning Cycle.It complements Kolb's model also identifies four different learning styles.๐Ÿ˜‡





References

Bergsteiner, H., & Avery, G. C. (2014). The twin-cycle experiential learning model: reconceptualising Kolb’s theory. Studies in Continuing Education, 36(3), 257–274. https://doi.org/10.1080/0158037x.2014.904782

Echevarria, J., Richards-Tutor, C., Canges, R., & Francis, D. (2011). Using the SIOP Model to Promote the Acquisition of Language and Science Concepts with English Learners. Bilingual Research Journal, 34(3), 334–351. https://doi.org/10.1080/15235882.2011.623600

Guarino, A. J., Echevarria, J., Short, D., Schick, J. E., Forbes, S., & Rueda, R. (2001). The sheltered instruction observation protocol. Journal of Research in Education, 11(1), 138-140. 

Loo, R. (2004). Kolb’s learning styles and learning preferences: is there a linkage? Educational Psychology, 24(1), 99–108. https://doi.org/10.1080/0144341032000146476


Saturday 4 November 2023

WEEK4 REFLECTION-Interactive Slides and Video Clips

Course Outline

The theme of the fourth week was digital competence. In the lecture, the lecturer used our views on digital competency as a hook to introduce the Digital Competences Framework for European Educators (DigCompEdu) on the whiteboard, and the three main categories: professional competency for educators, pedagogical competency and learner competency. In addition, the lecturer explained the six areas of DigCompEd, including Professional Engagement, Digital Resources, Teaching and Learning, Assessment, Empowering Learners, and Enhancing Learners' Digital Competence. After that, she brought us the new video editing software DaVinci Resolve, guiding us to have a preliminary understanding of the software for the editing process. During the tutorial session, we embarked on editing a video. 


Interactive Slides

This lesson struck me because of its practicability, with the focus of our learning being shifted from teaching strategies to digital technology. Digital technologies are increasingly being used in education, in many cases teachers need to be equipped with digital technologies to support teaching (Qureshi et al., 2021). Our lecturer also uses digital tools and resources to design and implement teaching activities, a specific example of this is that in every lesson, she would apply the Mentimeter platform for interactive teaching. She displayed the questions on a projection, after getting the link we could answer them in real time. 
some live Q&A

Compared to traditional slides, interactive slides facilitate teacher-student interaction and enable the teacher to know students' authentic ideas (Wirth et al., 2020). Clark (2008) criticised that the traditional slide-oriented teaching enables students to be passive participants in the classroom circumstance. Along the same lines, Pakpour et al. (2021) stated that student achievement and engagement improve when they are given autonomy and control over their learning pace. Interactive slides offer students the opportunity to enhance their content knowledge at their own speed by actively engaging with diverse materials and technologies embedded within these slides. One of the most beneficial things for me was that, as I sat at the back of the classroom, it was difficult for me to see what was projected on the screen; however, using the Mentimeter teaching platform allowed me to view live projections on my laptop screen. Thus, class proceeded smoothly for me, I was able to actively participate by answering the slide questions at my own pace, eagerly anticipating the display of my contributions(answers) on the large screen.
screen connection

Given the rapid advancements in digital technology, teachers must constantly update their knowledge and abilities. According to Fullan and Langworthy (2014), digital competence enables teachers to effectively navigate the challenges and opportunities presented by the digital learning environment. Especially during the COVID-19 pandemic, students were compelled to participate in online classes, necessitating teachers to possess specific digital competencies for successful online instruction. Many teachers faced the task of transforming traditional face-to-face classrooms into virtual ones. To achieve effective online teaching objectives, they need to demonstrate proficiency in various online educational tools and platforms such as Teams, Zoom, and Quizlet. Additionally, teachers should be adept at designing an engaging online curriculum that encompasses defining learning objectives, developing lesson plans, creating syllabi, and implementing assessment methods.

While it is true that digital technology has become an integral part of our classroom and offers numerous benefits, I firmly believe that teachers should not overly rely on it or shift their developmental priorities solely to digital competency development. Depending solely on electronic devices for lesson delivery leaves teachers susceptible to technical difficulties that can disrupt the flow of instruction. In such situations, teachers must be equipped with alternative teaching methods to ensure uninterrupted learning experiences for their students.Additionally, we need to acknowledge that not all schools worldwide have equal access to advanced technological resources due to various reasons such as geographical limitations or budget constraints. Overreliance on electronic technology might create disparities among educational institutions and further widen the digital divide between privileged and underprivileged schools. 

Video Clips

In the subsequent lesson, we acquired the skills of video editing using DaVinci Resolve. In order to enhance the visual effects, our lecturer presented a self-edited video as an example. She also provided us with a comprehensive guide on utilizing DaVinci Resolve, starting from software download to video integration. To ensure that every group member comprehends the video editing process, each group was assigned a technical advisor. Both the step-by-step instructions and individual guidance embodied Lev Vygotsky's sociocultural theory of cognitive development by addressing the gap between learners' current level of competence and their potential competence (Morgan & Skaggs, 2016). By tailoring our learning experience within this zone of proximal development (ZPD), under the guidance of both the lecturer and technical advisor, we gradually acquired proficiency in video editing while fully developing our latent abilities.

I am immensely grateful to the lecturer for providing us with this invaluable opportunity to acquire video editing skills, as I had been pondering over how to edit videos before. Learning the art of video editing holds great significance, as it not only enables me to express myself more effectively and convey messages but also allows me to capture precious moments. Moreover, it serves as an excellent teaching tool that possesses a strong allure in the classroom (Cruse, 2006). 
Although it was the fourth class, the videos played by the lecturer during previous class sessions are still etched in my memory - be it the introduction to studying in New Zealand or the music video of "500 miles from home". Reflecting upon my childhood experiences, I vividly recall that watching videos was the moment I was most attentive in class. Whenever our teacher announced playing an instructional video, silence would envelop the entire classroom and anticipation would fill the air. Students would adjust their posture and prepare themselves for focused viewing.
students watch carefully
In today's digital educational environment, video has undoubtedly emerged as a potent educational tool. Once teachers acquire proficiency in video editing skills, they can significantly enhance their teaching effectiveness. Although there exists a constraint on the duration for which students can maintain focus within a classroom or learning activity. Sihotang and Kristidhika (2020) argued that by creating instructional videos of course content, teachers can present knowledge with greater vividness, capture students' attention more effectively, and stimulate their interest in learning. Moreover, video clips have the potential to transform intricate and abstract concepts into intuitive and easily comprehensible visuals and animations, thereby deepening students' understanding of key knowledge points (Kahn, 1996). Consequently, I am convinced that mastering video editing skills is imperative for my teaching career.

A Message of Hope to Future 

This lecture has also reinforced the significance of digital competence to me. As a prospective educator, my proficiency in digital skills is crucial for continuous professional growth. I will also display videos I have edited in my future classes to support teaching objectives. However, given that I am not able to predict the technological glitches in the classroom and determine the teaching environment, I would better to maintain a balance between traditional teaching methods and the effective use of technological tools in my coming career. 
There is a supplementary video about Davinci Resolve tutorial for beginners.

 




References

Cruse, E. (2006). Using educational video in the classroom: Theory, research and practice. Library Video Company, 12(4), 56-80.

Clark, J. (2008). Powerpoint and Pedagogy: Maintaining Student Interest in University Lectures. College Teaching, 56(1), 39–44. https://doi.org/10.3200/ctch.56.1.39-46

Fullan, M., & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning.

Kahn, K. (1996). ToonTalkTM—an animated programming environment for children. Journal of Visual Languages & Computing, 7(2), 197-217.

Morgan, D., & Skaggs, P. (2016). Collaboration in the zone of proximal development. In DS 83: Proceedings of the 18th International Conference on Engineering and Product Design Education (E&PDE16), Design Education: Collaboration and Cross-Disciplinarity, Aalborg, Denmark, 8th-9th September 2016 (pp. 664-669).

Pakpour, N., Souto, I., & Schaffer, P. (2021). Increasing Engagement during Online Learning through the Use of Interactive Slides. Journal of Microbiology & Biology Education, 22(2). https://doi.org/10.1128/jmbe.00117-21

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