to the better E-b**K

Salam and good day my beloved readers. In this space of mine, I’m going to share with you how i modify my E-book to make it more appealing to my pupils. Well to be honest, the knowledge that Ms. Ng taught on that day really gave a great impact to me in designing interactive e-book because before this i overlooked on certain criteria such as the layout must be interesting to attract pupils’ interest to read my e-book.

My ebook was designed to year 2 pupils with average proficiency. my ebook was intended to teach about animal farms and its sounds which entitled "The Farm Animals". SO THE STORY GOES LIKE THIS, ONCE UPON A TIME………………………………………………










the things that i modified:———————————>

  1. font and the background of the slide is changed to make it more colorful and interesting.
  2. inserted some pictures of the farm animals for the beginning part.   
  3. changed the font to make it more clear and changed the picture so that it more appeal to children as to attract their interest.
  4. changed the lyrics-clearer than before and colorful
  5. added copyright phrase.

that’s all…….

thank you…….

😉 🙂


What a good day isn’t it we had during PBEY4103 class. I learnt a lot during the class. Not only been introduced to new software and tools which I can apply during my teaching in the future but also new learning style, and one of it was personalized learning. What is personalized learning? Let’s go through on personalized learning. From what I read online, personalized learning viewed as;-

“Taking a highly structured and responsive approach to each child’s and young person’s learning, in order that all are able to progress, achieve and participate. It means strengthening the link between learning and teaching by engaging pupils – and their parents – as partners in learning.”

Teaching and Learning in 2020 Review

In this entry of mine, I am going to create a lesson based on the tools given by Ms. Ng, and I have chosen ‘Shidonni’.  I found this tool quite interesting compare to other tools because the tool brings your drawing come to life, I mean you can play with it, name it and more. To know more about this tool, please do visit the website. The tool is fun for young children to explore their talent and interactive. I bet children will love to play with this tool.

The lesson that I designed for personalized learning using the too

Topic: Create your own pet.

Target learners: Year 3 with advanced and average proficiency

Intended Learning Outcome: (1.4) Listen to and follow simple instructions and directions accurately.

Curriculum Specifications: (1-Level 1.4.1) Listen to and learn the vocabulary of instructions to do or make something and direction

Lesson objectives: By the end of the lesson, pupils will be able to:-

i.        List out activities that they normally do with their pets

ii.        Create their own pet by drawing them using ‘Shidonni’ tool.

iii.        Name their pet and describe the features of their pet.

iv.        Describe the activities they do with their pets.

Language Focus: verb (sleep, run, hop)

Set Induction:

1)    Teacher recalls the previous lesson about pets that they had learnt.

2)    Teacher asks the pupils on how to take care of their pets.

3)    Teacher shows an activity with his/hers pet.

4)    Teacher asks the pupils to talk about one of the activity that they do with their pets.


1) Teacher introduces some of the activities that people usually do with their pets through power point slides – Deliver instruction through multiple forms of media

2) Teacher asks the pupils to form groups of five and gets them to list out activities that they normally do with their pets.

3) Teacher encourages the pupils to use different methods to gather the information like searching through online sources and so on. Give students options

4) Teacher facilitates the pupils and helps them if they have difficulties in completing the task.

5) Teacher gets the pupils to present their products to the class.


1) Teacher asks the pupils to listen to the poem that he/she going to play.

2) Teacher explains how to use ‘Shidonni’ tool and clarifies what they have to do clearly.

3) Teacher plays the audio recording of the poem and encourages the pupils to imagine of their own pets.

4) Teacher highlights several verbs in the poem.

My rabbit,

loves to hop.

He hops from here,

to there

all the way to the other side,

of the garden.

He’ll stand up tall,

on his hind legs,

and will smell the sky.

He listens,

and scans the garden,

making sure all is safe.

Then he goes

back to hopping

in search of


5) Teacher gets the pupils to create a pet using the tool and facilitates each of them.

6) The pupils can choose to draw any animals they like and decide the place where their pets are to stay. They also can name the pet.- Let students drive

7) Teacher gets the pupils to describe the features of their pets.

Post listening:

1) Teacher encourages the pupils to describe the activities that they do with their pets in tools. For example, : take shower, feed them and play with them, take photos with them and more.

2) Teacher facilitates each pupil and gets the other pupils to ask questions and give comments.- Gather and use immediate feedback on students’ understanding


1) Teacher reemphasizes on the language focus taught to the students.

2) Teacher inculcate moral values to the pupils.

Reflecting… ;)

No doubt for me that the experience which my group and I faced during the time that we were asked to design or adapt the game into our version was a big challenge to us. I think my group has done a superior job as they had put good efforts from discussing part until we had produce our own version of “Who wants to be a Millionaire?” game. It’s just like proverb says ‘two head are better than one’ as we have produced various ideas before we started designing the game. It was not an easy task to produce such game when we have limited knowledge on using ICT. But that was not an excuse for us as we are CREATIVE and INNOVATIVE future teacher.

We have given three templates and we need to choose one to adapt according to our own creativity. After a few rounds of discussion with group’s members, we decided to choose template 2 designed by Terri Street. I came out with an idea; a game based on a story which I usually used in my teaching practicum. The story entitles “The Six Blind Children and An Elephant”. I suggested that based on the story, we can actually leads the pupils to the game. This is to ensure the pupils will have basic knowledge or activate their schemata before playing the game. As a result, my group’s members agreed with the idea. One of our group’s member asked “what we should do in order to make the game looks interesting, in other words, kids-appeal?”. So after we have cracking our brain, we decided to use story cover for our game background, picture of an elephant for the reward item. From this discussion, I learnt a lot of working as a group. The more you give ideas, the more productive product you can get.

A day before we presented our product, one of my group’s members said that he managed to find interesting template from the internet. The template uses cartoons with animation and sounds. Without any thinking, I just agreed with him. But he said that this template has shortcoming which was “we unable to play it if the computer does not support the template”. Thus, he said to me that this template is going to be our second plan. As I reflected to myself, from this situation that I faced, I learnt how to be a flexible teacher in the future; we always need second or even third back up plan.

When I presented our product to the class, I can see that I have learnt a lot from the feedbacks given to us. Although our product received a big “WOW” from the audience, we still need to improve our content to suit to the level of our targeted learners. In my point of view, I find that “Today I learn, Today I question” is an effective learning process which I would apply this method directly into my class. I think by giving feedback, pupil to pupil and teacher to pupils, we can actually spot the shortcoming of our product in teaching and learning process and improve it from time to time.

I think that all from now, anyway, I would like to say congratulation to my group and others which they have done a good job in adapting and presenting their game. Adios…


p.s. -> watch this short video, "Who Wants To Be A Millionaire" for school….

Let’s play "Call on Duty"…


Assalamualaikum and salam satu Malaysia to all my beloved readers. In this entry, I would like to share with you one of my interesting game that I always play when I first bought my ‘Compaq’ laptop. I found this game can be used in English classroom (or may be in history subject). The first game that I ever installed in my Compaq was “Call on Duty”. I found this game as a great language and history resources because the game presents the players with real communication (which they can learn the language or the ascent) and the world war history. The game includes an online multiplayer mode which support up to 32 players.

Overview of the game

Call of Duty is a first-person and third-person shooter video game series franchise, created by Ben Chichoski. The series began on the PC, and later expanded to consoles and handhelds, and several spin-off games have also been released alongside the main series. The majority of the games in the series have been set primarily in World War II, with the exception of Call of Duty 4: Modern Warfare, Call of Duty: Modern Warfare 2 which are set in modern times, and Call of Duty: Black Ops which is set in the Cold War era.



So, this is my lesson that I created from the game…

Target learners: Year 6 with average and high proficiency

Focused skill: Speaking and Writing

Learning outcomes: 2.7 Talk about people, places and moral values of the stories heard, read and values in simple language.

4.6 write simple factual description of things, events, scenes and what one saw and did.

Learning objectives: By the end of the lesson, students will be able to: 

-tell their experiences throughout the game in simple language

-describe the history that they learnt from the game orally

-write their experiences during and after playing the game and a brief history that they learnt from the mission they completed.

Estimated Lesson Time : 4 –5 days

The procedures:

1. Teacher needs to ensure each computer in the computer lab is installed with the “Call on Duty” software game.

2. Teacher divides the pupils into several groups so that they can plan their own strategies (for later activity which requires them to share their experiences and the history that they can get through playing this game).

3. Teacher explains how to play the game and the task that pupils are required to do.

4. While playing the game, they need to take some notes (the history and the language that they found difficult to understand.)

5. The pupils need to complete certain stage or mission within the time given.

6. Then, the teacher need to stop the players if the time given is out.

7. Teacher asks the groups to share their experiences to the class and encourages them to discuss what are the strength and weaknesses of each group.

8. Teacher asks each of the groups to write their experiences during and after playing the game and a brief of the history that they learnt from the mission they completed.

9. Teacher asks the pupils to compile each of their members writing into a scrap book.

10. After the pupils completed the game, teacher asks the pupils to pass up their scrap book.


image image image image

I think that’s all for now, till then we will meet again…thanks for reading my space 😉 and do make some comments or critics which i can improve on…Adiosss

Tux Paint? Hurm…

Hello guys, how’s your holidays? Hopefully, as great as mine. In this space of mine, I would like to talk about my experience and my thoughts towards the “Tux paint” software which I have experimented during my holidays.


What is Tux paint?

Tux Paint is a free and open source bitmap graphics editor (a program for creating and processing raster graphics) geared towards young children. It combines an easy-to-use interface, fun sound effects, and an encouraging cartoon mascot who guides children as they use the program.


Easy and Fun

Tux Paint is meant to be a simple drawing program for young children. It is not meant as a general-purpose drawing tool. It is meant to be fun and easy to use. Sound effects and a cartoon character help let the user know what’s going on, and keeps them entertained. There are also extra-large cartoon-style mouse pointer shapes.


Tux Paint is extensible. Brushes and "rubber stamp" shapes can be dropped in and pulled out. For example, a teacher can drop in a collection of animal shapes and ask their students to draw an ecosystem. Each shape can have a sound which is played, and textual facts which are displayed, when the child selects the shape.


Tux Paint is portable among various computer platforms: Windows, Macintosh, Linux, etc. The interface looks the same among them all. Tux Paint runs suitably well on older systems (like a Pentium 133), and can be built to run better on slow systems.


There is no direct access to the computer’s underlying intricacies. The current image is kept when the program quits, and reappears when it is restarted. Saving images requires no need to create filenames or use the keyboard. Opening an image is done by selecting it from a collection of thumbnails. Access to other files on the computer is restricted.

History of Tux paint

Tux Paint was initially created for the Linux operating system, as there was no suitable drawing program for young children available for Linux at that time. It is written in the C programming language and uses various free and open source helper libraries, including the Simple DirectMedia Layer (SDL), and has since been made available for Microsoft Windows,  Apple Mac OS X, BeOS and other platforms.

The functions of the tool

Tux paint is educational software designed for young kids as early as 3 years old to make picture based on their own creativities. This software makes it easy for them to have fun drawing and painting. There are several features that children can explore:

Paint (Brush) The Paint Brush tool lets you draw freehand, using various brushes (chosen in the Selector on the right) and colors (chosen in the Color palette towards the bottom). If you hold the mouse button down, and move the mouse, it will draw as you move. As you draw, a sound is played. The bigger the brush, the lower the pitch.

Stamp (Rubber Stamp) The Stamp tool is like a set of rubber stamps or stickers. It lets you paste pre-drawn or photographic images (like a picture of a horse, or a tree, or the moon) in your picture. As you move the mouse around the canvas, an outline follows the mouse, showing where the stamp will be placed, and how big it will be. There can be numerous categories of stamps (e.g., animals, plants, outer space, vehicles, people, etc.). Use the Left and Right arrows to cycle through the collections. Some stamps can be colored or tinted. If the color palette below the canvas is activated, you can click the colors to change the tint or color of the stamp before placing it in the picture. Stamps can be shrunk and expanded, and many stamps can be flipped vertically, or displayed as a mirror-image, using controls at the bottom right of the screen.

Shapes This tool lets you draw some simple filled, and un-filled shapes. Select a shape from the selector on the right (circle, square, oval, etc.). In the canvas, click the mouse and hold it to stretch the shape out from where you clicked. Some shapes can change proportion (e.g., rectangle and oval), others cannot (e.g., square and circle). Let go of the mouse when you’re done stretching. Now you can move the mouse around the canvas to rotate the shape. Click the mouse button again and the shape will be drawn in the current color.

Magic (Special Effects) The ‘Magic’ tool is actually a set of special tools. Select one of the "magic" effects from the selector on the right. Then, depending on the tool, you can either click and drag around the picture, and/or simply click the picture once, to apply the effect. If the tool can be used by clicking and dragging, a ‘painting’ button will be available on the left, below the list of "magic" tools on the right side of the screen. If the tool can affect the entire picture at once, an ‘entire picture’ button will be available on the right.

The limitations of the tool

I found that this tool has several limitations such as we cannot use this software to create animation and thus this will leads to less attractive to the users. Besides that, we are unable to insert sounds in this software.

When can this tool be used

In classroom, I think that this software can be used in any stages of teaching and learning process. It depends on the teacher himself whether wants to use this software at presentation stage, for example, to teach adjectives (colours). Besides, teacher can use it to test pupils’ previous knowledge before he starts the lesson.

The user friendliness from the teacher point of view (you)

Based on my point of view, tux paint is easy to use because this software is equipped with large labeling and easy to understand even for pupils who are weak in English. Besides, the interface is colorful and simple and will appeal to the pupils.

The tool is suitable for which standard

I think this tool will be suitable for the lower primary pupils because it easy to use by the children. Besides, this software provide skills like coloring, identifying shapes and for math (counting) and science (flowers and grass)

TPACK in my lesson?

Assalamualaikum and Salam Satu Malaysia to my beloved readers. Last week we have been exposed to something that we are not familiar with (I bet you know what it is). To me, it’s like an ‘alien’ and I never realize that I have integrated this thing into my lesson during my 3 months practicum teaching until I watched the videos and read other sources . Thus, in this space of mine, I would like to share my experience using TPACK in one of my lesson that I conducted with my 39 pupils. But before I go with it, first, lets us refresh our memory on what we have learnt, ‘what TPACK is all about’.

What is TPACK?

Technological Pedagogical Content Knowledge (TPACK) attempts to capture some of the essential qualities of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge. At the heart of the TPACK framework, is the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK).


Enough of TPACK! Now, let’s move on to my lesson. I decided to choose a lesson on ‘flowers’ for the English subject to illustrate the integration of TPACK in my teaching. The lesson was for my year four pupils with mix abilities. The language focus for this lesson is “Adjectives (beautiful, big, small etc)”.

Here are TK, PK and CK with I have integrated in my lesson:

Technological knowledge

The most vital tools in my teaching are my high tech laptop, school’s LCD, video taken from YouTube, my own creation PowerPoint and a short music video. Other tools are whiteboard and pictures cards.

Pedagogical knowledge

Set induction-questions and responses

Presentation-explaining, demonstration and reading the story

Practice- singing and scaffolding

Production-group work

Closure-singing and recap

Content knowledge

Language focus – adjectives such as beautiful, big, small and etc.

How C-k is being taught via P-k,

Since the lesson’s objective is to able pupils to understand those adjectives and produce at least three sentences based on adjectives given, I had used several strategies including aural-oral activity, explaining and scaffolding to teach them adjectives effectively.

For the set induction, I did aural-oral activity with the pupils to elicit responses from them in order to encourage pupils to use English as their communication medium in the classroom. For example:

“Have you been to a garden before?”

“What flowers that you can find in the garden?”

Then, I showed them a short video on flowers to cater their interest towards the lesson. I found this video interesting because it has colourful flowers; “pupils love colourful things like toys or books” Henry Adam, the author of ‘what made them happy’ book.


During presentation stage, before explaining them the adjectives,  I used story to introduce those adjectives then read a poem based on the flower so that they get use to it and thus made them understand easily the focus language taught.

image story that i used during presentation stage




poems after reading session.

How T-k helps the P to make the students get C

During set induction, I used a short video taken from YouTube as stimulus to elicit questions and responses as to boost pupils’ interest and motivation towards the lesson of the day. I found that the video helped me a lot because the pupils were enjoyed watching the video before they started their learning.

For the presentation, I used a story and poem illustrated by PowerPoint slide show. I could see that by using PowerPoint in teaching reading, it allowed more interesting and colorful teaching and pupils loved it.

Besides that, i also inserted pictures in my lesson and the result was perfect. The pictures used helped me a lot in explaining the adjectives functions. The pupils could relate what they seen (the pictures) with the the sentences produced by me. These are the examples of the pictures :—>


pink water lily3 roses_bouquet_3491


In addition, I also applied a song before i ended the lesson. The pupils loved the song very much. The reason I used song is because i want to reduce the tension inside pupils after they have give a best shot on their learning.


the ends…………….. 😉 bye from now, until then we will meet again for the next entry…do free to drop some comments and critics..thanks 🙂

My top 10 Wishlist : I dream of something..

I have a dream, a song to sing
To help me cope with anything
If you see the wonder (wonder) of a fairy tale
You can take the future even if you fail
I believe in angels
Something good in everything I see
I believe in angels
When I know the time is right for me
I’ll cross the stream – I have a dream

Oh yeah
I have a dream (have a dream), a fantasy (fantasy)
To help me through (help me through) reality (reality)
And my destination (destination) makes it worth the while
Pushing through the darkness


Hello guys, nice to see you again. How’s your day going? Hopefully just fine like me 😉 Before you read my blog below, let me asks questions to you first. Do you know what song is this? Have you heard it before? Ye….yeah…….. (Amuk’s voice) if you know the answers, just keep it to yourself. Well, let’s move on to our second assignment. Regarding to our second assignment, I know that every human in this world have their own dreams or wishes, even an animal has a dream like ‘Jumbo, an elephant with big ears’, right? So below are the lists that I have made what I wish for regarding what I think to make learning using ICT efficiently in the classroom, in other words, what I would love to implement to my school.

10. The schools are well equipped with sufficient ICT facilities.

If you require additional ICT facilities for your school or department, ISA can help you purchase the appropriate equipment to suit your needs and budget.  ISA will research and recommend the most suitable products from which you can choose your preferred option.  You are then free to order the product and once delivered a member of ISA staff will install it for you. 

Frequently requested equipment includes: PCs, Smart Board, Laptops, Printers, Scanners, and PDA’s, Telephones (desktop and mobile), Web cams, LCD projectors and so on.

This is an example what I wish for in my school (I mean every school in Malaysia). I want every school in Malaysia are equipped with sufficient ICT facilities because I believe that in order to conduct a very warm ICT learning, the first thing that we need to take into consideration is the schools are well-supplied with computers and other ICT facilities. Without enough computers, for example, the process of implementing ICT in schools would be difficult and possible even though we have experts. Besides, in order to meet future needs, I believe it is good to start with “every school is supplied with enough Smart Board” as to expose the learners with high tech equipment.

9. Internet everywhere and comfortable environment




The school has wireless internet everywhere and every pupil receives a free laptop. It even has some orange pillows for pupils to relax, talk, and work on the computer. I wish all these could be happened. The pupils would be enjoy learning using ICT if this could be happened because every pupil has their own laptop to do their homework, wireless internet with high speed to do their research and even have a pillow to relax. NO TENSION, NO STRESS. This actually reflects with some learning theories that I have learnt before (but I forgot which one).

8. Provide each pupil with their own notebook/Ipad

It is nice to see that our pupils are provided with an Ipad or notebook when they go to school. Although it still possible for today to give them with an expensive thing, we need to think that it also possible if our government committed with future learning process as there are not many questions to ask regarding to what they get from using it. Even though there are pros and cons in providing these kinds of things to the kids, there must be solutions to it. I believe that by using Ipad, for example, it can save our time as teachers and our kids. Below are some positive sides in using Ipad in school:

  • Keep track of your class schedules
  • Keep track of when assignments are due
  • Take notes and share them with others
  • Study for your class subjects
  • Take a break and have fun
  • Keep in touch with Email and Social Networking (Twitter/Facebook)
  • Write papers
  • Read books
  • Enjoy movies and music (for some downtime)
  • Extend your learning


7. Upgrade teachers’ ICT skills and knowledge.

Even though the facilities are well supplied in the school, but the experts are not there, it would be a fail to implement successful ICT to pupils. It is important to have teachers who are capable to provide pupils with sufficient skills and knowledge in ICT. If the pupils are more advance in ICT field than teachers, it would be a shame for Ministry of Education because couldn’t produce good teachers not just for the subjects taught in the school but also teachers who are equipped with sufficient ICT skills.

6. A singular e-learning for pupils’ subject.

Not just enter the computer lab, and doing something that pupils already know, we need to supply them with something beyond from what they have, for example, a specific ICT subject in syllabus. A specific subject would something interesting and fascinating which teach pupils what they don’t have yet, which may be comes along with text book for that subject. This actually could motivate pupils to involve themselves in learning ICT, we could actually demolish their daily routine on ICT, “not just sitting in front of computer, open facebook, twitter, friendster and other social networking, instead know how to use it to do research, find resources for their learning and more”.

5. Sufficient software are develop for all subjects

English subject has its own software like ‘let’s learn English’ for a teacher to use in his teaching and learning process, but not in other subjects like ‘kemahiran hidup’, ‘pendidikan agama’ or so on. It is good to see that all subjects have own software for teachers to explore with their kids. This is because the software provided not only comes with pictures or pie chart but also with songs and videos which actually helps to motivate pupils in their learning.

4. Offer appreciations or extra marks

Provide appreciations to pupils who are actively involved in ICT learning such as give them extra marks. This is a better way to get pupils in ICT field for their learning because as we know children like praises, extra marks or even gifts if they success in something. Thus, by offering appreciations to them, they will indirectly have interest towards ICT learning and keep exploring themselves for the next stage of life. In United State, for example, the government have providing their students with evaluation whenever they use ICT in their learning and at the end of the day, they will be given extra mark or ‘stars’ because they believe by offering these kinds of motivation, they indirectly activate their students’ interest to learn using ICT whenever they go.

3. Connecting pupils’ parents with the school.

I wish this could be happened in every school because every parent has their right to monitor their children in school. To make this happen without any problem, using ICT is the right path for parents monitoring their children activities. For example, the parent could get better view towards their children learning progress by assessing their current results through online the school’s web. Thus, this will ensure that the pupils always under control of their parents.

2. Contest within school and with other schools.

It is important to keep pupils’ interest towards the ICT learning in school, and one of the good steps is by organizing contests. For example, the contest held by Petronas organization. I believe that by organizing contest like crafting a robot, F1 mini car could bring pupils’ interest towards learning ICT to the higher level.

1. All schools in nation are equipped with electricity.

Without electricity, how on earth to apply ICT learning in the classroom? Thus, this is my top wish among the others. It is vital to have electricity power in every school in order to implement ICT efficiently. Although some schools are well equipped with high techno facilities, there are schools like in rural areas relying on generators for the power. But recently, I have read a news which our government has taken actions to solve the problem in rural school, for example, by using Hybird solar stations.



The Hybrid Solar Station introducedimplemented by Tenaga Nasional Berhad has benefited the rural population in Pulau Aur, Mersing, with 24-hour electricity supply. — NST picture by Zain Ahmed

TNB Energy Services Sdn Bhd, a subsidiary of Tenaga Nasional Berhad, has been awarded a contract by the Education Ministry to supply 24-hour electricity supply using its Hybrid Solar Station (HSS) and grid system to 80 schools in the rural areas in Mersing. These schools will enjoy full electricity supply from next year once the HSS and grid system are fully operational. "All schools in rural areas in Johor, Kelantan, Pahang and Perak would soon be provided with electricity supply under this HSS system."

-New Straits Times-