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The debate activity in my class was engaging and thought provoking. As the jury, I observed that both teams presented clear, logical points and debated confidently. The government team argued that digital tools are well provided and accessible for teachers. Meanwhile, the opposition highlighted real challenges, especially poor signal coverage in rural areas. From this debate, I learned that successful digital teaching is not only about availability, but also equity, infrastructure, and practical classroom realities faced daily by educators everywhere.

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REFLECTION OF THE DEBATE BETWEEN GOVERMENT AND OPPOSITION

The debate has taught that technology integration in education is not simply about providing devices or infrastructure, but about ensuring that teachers feel supported, confident, and empowered in using these tools. It has highlighted that while the government has invested in connectivity, training, and digital platforms, challenges such as unstable networks, technical failures, and overwhelming workloads remain genuine concerns for educators.

The debate has also taught that teachers’ voices and well-being must be central to any digitalisation effort. Without addressing their discomfort and providing continuous, practical support, technology risks becoming a burden rather than a benefit. At the same time, the discussion reinforced the idea that technology, when implemented effectively, can enrich teaching, expose educators to innovative pedagogical trends, and encourage students to engage in self-directed and exploratory learning.

Ultimately, the debate has taught that successful integration requires a balanced approach: strong infrastructure, effective training, ongoing technical assistance, and policies that prioritize teacher well-being. Only then can digitalisation truly ease workloads, enhance teaching quality, and empower students to thrive in the digital era.

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A Reflection on the challenges in using Digital tools in Teaching.

1.Limited digital skills and confidence

2.Time contraints

3.Techinal problems and unreliable infrastructure

4.Lack of adequate training and support

5.Classroom management difficulties

6.Unequale access to devices and connectivity

7.Curriculum and assessment alignment issues

8.Over reliance on technology

9.Resistance to change

10.Data privacy and security concerns

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A Reflection on the challenges of using Digital tools in Teaching...pls list down here...

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A Reflection on the challenges of using Digital tools in Teaching...pls list down here...

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PRABAGAR KHOOTHIAH (834474)

1.Limited digital skills and confidence

2.Time constraints

3.Techinal problems and unreliable infrastructure

4.Lack of adequate training and support

5.Classroom management difficulties

6.Unequal access to devices and connectivity

7.Curricullum and assessment alignment issues

8.Over-reliable on technology

9.Resistance to change

10.Data privacy and security concerns

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parliamentary style debate 2025

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Matric 825839

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INFOGRAPHIC REFLECTION ON PARLIAMENTARY DEBATE  ACTIVITY

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Reflection

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REFLECTION ON DEBATE ACTIVITY: Teacher Reluctance to use Digital Tools

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Reflection on Debate Activity

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835884 STEPHANIE ANNE_REFLECTION WEEK 13

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Creating Styles for Yamaha Digital Keyboards 🎹

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In this video, I guide you through the process of creating a style for the Yamaha digital keyboard. We’ll explore the style data structures, which consist of various sections and source patterns for each channel. I outline a six-step process for creating a style, starting with selecting the disk drive and ending with editing the recorded channel data. I encourage you to follow along and utilize the Stale Creator feature to enhance your musical creations. Please make sure to pay attention to each step as we progress through the tutorial.

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Understanding Adjectives and Their Impact on Nouns and Pronouns

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In this video, I introduced the concept of adjectives, explaining that they are modifiers that change the image of nouns or pronouns. I highlighted how we can identify adjectives by asking questions like "What kind?" and "How many?" To engage everyone, I led an activity where we imagined a car and modified its characteristics by making it red, fast, old-fashioned, and broken. I encourage you to visualize these changes in your mind as we explore the power of adjectives together.

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HUANG YU834229

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Creating Effective Cognitive Maps for Navigation Skills

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In this video, I explain the three parts of the Cognitive Map that help students learn how to create mental maps. We start with the Navigation Map, where students visualize the path to various destinations, like going to the toilet. This exercise is crucial for developing their spatial awareness and navigation skills. I encourage everyone to engage with this concept and think about how they can apply it in their own learning environments. Let's work together to enhance our understanding of cognitive mapping!

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Understanding the Purpose of a Literature Review 📚

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In this video, I discuss the purpose of a literature review, highlighting four main objectives. First, it demonstrates our understanding of the topic by familiarizing ourselves with key ideas, issues, and debates. Secondly, it situates our study within the existing body of knowledge, showing where our research fits in the broader academic conversation. Third, it justifies the need for our research by identifying gaps, limitations, or inconsistencies in past studies. I encourage you to consider these points as you prepare your own literature reviews.

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Mastering Camera Settings for Perfect Photography

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In this video, I shared how to set our camera to achieve the desired picture quality by adjusting the aperture, shutter speed, and ISO. I explained that a larger aperture number results in a darker image with a narrower depth of field, while a lower number creates a shallower depth of field and a more focused image. I demonstrated how to manipulate these settings, such as setting the aperture to 0.8, the shutter speed to 4000, and the ISO to 200, then adjusting them to brighten the image while keeping the motion sharp. I encourage you to practice these adjustments to enhance your photography skills.

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In this video, I will guide you through the essential steps of writing a story. We will start by brainstorming ideas and then move on to creating a setting, which is the backdrop for your narrative. Following that, I will explain how to outline the plot, detailing the sequence of events that will unfold in your story. I encourage you to take notes and think about your own story ideas as we progress through these steps. Let's get started on crafting your narrative!

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Exploring Case Studies in English Language Teaching (ELT)

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In this video, I discuss the significance of case studies in English Language Teaching (ELT) and their role in understanding real classroom situations. I cover various types of case studies, their common features, and the essential steps for conducting one, from topic selection to reporting findings. Additionally, I highlight the benefits and limitations of case studies for both teachers and learners. I also provide examples of common ELT case study topics to illustrate their practical applications. I encourage you to keep studying and explore how these insights can enhance your teaching practices.

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Integrating Collaborative Learning Strategies in Primary Education

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In this video, I discuss my article review on integrating collaborative learning strategies in primary education, focusing on how these strategies enhance critical thinking and communication skills. Through a literature review, I found that collaborative learning leads to improved problem-solving, communication, and social skills, while also boosting academic achievement. However, there are barriers such as insufficient teacher training, time constraints, and challenges with group dynamics that need to be addressed. I recommend structured teacher facilitation to overcome these obstacles. I encourage viewers to consider these findings and think about how we can implement these strategies effectively in our curriculum.

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Presentation - Google Chrome - 12 December 2025

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Good morning everyone. In this video, I introduced the Technology Integration Planning (TIP) model developed by Rob Lear, which is designed to help teachers effectively incorporate technology into their lessons. The model consists of five phases: identifying needs, setting objectives, designing strategies, preparing the environment, and evaluation. I emphasized the importance of understanding why we use technology in our lessons, focusing on improving student engagement, reaching diverse learners, and encouraging creativity. I encourage you to reflect on these elements as you plan your lessons moving forward.

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Tutorial Loom

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Good morning class! In today's lesson, we are diving into Module 1, which focuses on the topic "Welcome." We'll be reading sentences about different characters, including Sharky, Craig, and Anna, highlighting their physical features like hair and eye color. Please pay attention to the details as we go through each character. Let's get started!

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Good morning class! In today's lesson, we are diving into Module 1, which focuses on the topic "Welcome." We'll be reading sentences about different characters, including Sharky, Craig, and Anna, highlighting their physical features like hair and eye color. Please pay attention to the details as we go through each character. Let's get started!

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Hi everyone! In this video, I explore how your favorite color can reveal aspects of your personality. For instance, if you love blue, you might be calm, while red lovers are often energetic and brave. I encourage you to think about your favorite color and how it reflects who you are. Please choose a reaction that matches your color preference! Let's have some fun with this colorful topic!

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Loom | Free Screen & Video Recording Software | Loom - 12 December 2025

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Effective Teaching Methods: Community Language Learning 🌍

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Hi everyone, my name is Behka Wong, and in this video, I discussed the Community Language Learning (CLL) method. This teaching approach emphasizes the social and emotional aspects of learning, allowing learners to choose topics they wish to discuss and communicate about. I believe that by focusing on these elements, we can enhance our learning experience. I encourage you to think about how we can implement CLL in our own teaching practices. Thank you for your attention!

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The imagination station: Creative writing platform for children.

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Nurul Nadhirah binti Ahmad Fudzil (834220)

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Nurul Nadhirah binti Ahmad Fudzil (834220)

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Let's learn Speaking together...

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Evaluation

Evaluation plays an important role in helping the teachers to access to students’ understanding of the topic taught and learnt on that day.

By using the ASSURE model, I am able to evaluate whether the learning website is effectively meets the learning objectives as expected. Evaluations can be carried out through students’ engagements, quiz performances, feedback on activities, etc. From there, necessary revisions can be made on the learning website to further enhance the website for effective learning experiences.

In addition, pictures and videos act as important visualising tools that enables me to better deliver the materials and further students’ comprehension better on the learning contents.

This evaluation stage not only important for assessing students’ learning outcomes, but also provides an opportunity for me to improve my teaching approach. I can effectively identify which learning activities best suit students with different English proficiency levels and later promote their active involvement in the learning process.

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One crucial step in the ASSURE model is “Analyze Learners”, and it plays a vital role in effective teaching and learning. In my context, students have mixed abilities and come from diverse backgrounds. So, by analysing learners at the beginning, I can gather essential information such as students’ prior knowledge, learning styles, language proficiency, and motivation levels. For example, knowing that most of my students are visual and auditory learners helps me to choose appropriate multimedia tools like videos, images, and voice recordings to support understanding. For weak students, this step also helps identify learning gaps early, so instruction can be tailored using differentiated tasks or simpler digital tools.

Without this step, I may not be able to align my lesson with students' actual needs which may lead to disengagement and poor outcomes. Therefore, Analyze Learners ensures the lesson is student-centered, inclusive, and effective, forming the foundation for all other steps in the ASSURE model.

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SAMARA AL ABED ALAZIZ(836119)

What really caught my eye when I first learned the ASSURE model was the step (Analyze Learners). I discover that is the core of teaching because it really gives the teacher an idea of who the learners are before he plans any activity or uses any technology. To me, no matter how well a lesson is designed, it won't be effective if it does not match the needs, abilities, and backgrounds of the learners.

Analyzing learners can make a big difference in my teaching practice. For example, in one of my English classes, I had very shy and unconfident students while speaking in English, but others were more sociable and engaged. By observing and understanding them, I modified my methods accordingly simple speaking games for the shy students and more pair work, while introducing more challenging discussions for the advanced ones. This created a more harmonious yet supportive learning environment for all.

This step also made me realize the importance of knowing my students beyond the classroom. Conditions such as home environment, motivation, and level of digital literacy all influence their learning. For example, once I implemented a digital learning activity using videos and Smart Boards, I found out that some of the students did not know how to use them. Understanding this allowed me to guide them through it step by step, which in turn reduced their anxiety and increased their participation.

According to my way of thinking, this step has made me more aware that teaching is not just about the lesson delivery but about connecting with students on a personal note. When I invest time into analyzing the different needs and styles of learning of these students, I have managed to make lessons even more engaging, inclusive, and relevant. In return, I feel even more confident as a teacher, knowing that real improvements are evidenced through heightened motivation and performance.

The Analyze Learners step changed my perspective toward teaching. The same step reminded me that understanding learners is at the core of good teaching thus, this approach will continue to be used in the upcoming lessons, as it helped me design activities that were fair, relevant, and genuinely focused on students' growth.

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One important step in the ASSURE model is A-Analyze Learners. In my teaching context, this step is crucial because understanding students’ background, readiness level, learning styles, and interests helps me design lessons that are meaningful and achievable. For example, before teaching a writing lesson, I observe how students behave in group tasks and identify who may need more guidance in expressing empathy or cooperation. I also consider students’ learning preferences which some may learn better through discussion, while others prefer hands-on tasks. By knowing my students well, I can choose appropriate teaching strategies and digital tools, such as using collaborative Google Docs for stronger learners and guided worksheets for those who need more support, group discussions and value clarification techniques, This ensures learning is inclusive, engaging, and effectively meets the diverse needs in my classroom.

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After reflecting, I can say that learning theory tells us that students in Malaysia learn best by doing and discussing, not just by listening. So, when we use technology effectively in class like having students work together on a digital project, use an interactive app to explore a science concept, or create a video instead of just writing a report it makes learning more active and engaging. This "learn by doing" approach, supported by tools like tablets and online platforms, is exactly what the government's education reforms are aiming for, helping to prepare students for a modern world by making lessons more relevant and easier to understand.

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The TPACK (Technological Pedagogical Content Knowledge) framework is an essential model for modern educators. This infographic illustrates the central idea of TPACK: effective teaching with technology isn't just about using digital tools, but successfully integrating three core knowledge areas:

1. Content Knowledge (CK): Knowing what to teach (the subject matter).

2. Pedagogical Knowledge (PK): Knowing how to teach (methods and learning theories).

3. Technological Knowledge (TK): Knowing which tools to use (digital resources).

The sweet spot—where all three intersect—is TPACK, which leads to powerful, rich learning experiences. Use this guide to quickly understand how balancing these three types of knowledge is key to innovative and effective instruction.

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Nurul Nadhirah binti Ahmad Fudzil (834220)

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Nurul Nadhirah binti Ahmad Fudzil (834220)

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One important step in the ASSURE model is “Analyze Learners.” This step is very important because it helps teachers understand their students before planning any lesson. In every classroom, students are different. They may not have the same English level, learning style, or motivation. By analyzing learners, teachers can learn about their students’ age, language ability, interests, background knowledge, and preferred ways of learning. For example, in an English Language class, some students may like learning through games and videos, while others prefer reading stories or working in pairs. When teachers know these differences, they can plan lessons that fit the needs of every student. Understanding learners also helps teachers select the right materials and teaching methods. For instance, if students have weak digital skills, the teacher can start with simple technology tools and give clear instructions. If students are shy or afraid to speak, the teacher can include group discussions or role plays to build confidence. This step makes learning more enjoyable and effective because students feel included and supported. In short, the “Analyze Learners” step ensures that lessons are designed with the students in mind. It helps teachers create lessons that are interesting, suitable, and meaningful for all learners, leading to better understanding and success in learning English.

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In the ASSURE model, I think "Require Learner Participation" is a crucial step,  This step directly influences whether students can internalize external knowledge and transform it into their own  skills.

Taking music classroom as an example， Music is not merely a knowledge-based subject, but a perceptual art that emphasizes practice, experience, and expression. Passively listening to explanations or watching demonstrations is far from sufficient for students to truly understand the essence of music or master performance skills. Essentially, music learning is a process that requires the engagement of both mind and body. The step of "Require Learner Participation" places students at the center of the learning process, guiding them through diverse practical activities to shift from being "listeners" to becoming "participants" and "creators."

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Sattar Abed Yaseen

835829

Step number 5

introducing learnibg into

the learning process through the design of interactive activities that work with different strategies, whether self-directed or group, contribute to the creation of meaningful learning and ensure the achievement of educational goals that are diverse and appropriate to the learning content and take into account individual differences between students... The role of the teacher will be to motivate, encourage and monitor their work, give guidance and create an atmosphere of fun while maintaining the main goal of teaching and learning

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As a Maths teacher the important step for me in the ASSURE model is Select Strategies, Technology, Media, and Material.

It is because in this step is where i will decide how i will teach the lesson. Furthermore, it's the bridge between the lesson objective and students actually understanding it.

In my maths class, this means I don't just tell students a formula. Instead, I choose the best tools and methods to help them see and understand the maths. For example my lesson is about teaching students to understand why the area of a triangle is half the area of a rectangle and if i just write the formula for example Area = 1/2 (base × height) on the board, students can memorize it but in reality they don't really get it. So when i implement this step in ASSURE model in my lesson, i need to select a correct strategy first like using hands-on activity to make students understand this formula. Then i can give them some stationery like I paper, scissors, and rulers to draw a rectangle, and ask the students to measure its area, then cut it along one of its diagonals to create two identical triangles. They quickly see that one triangle is exactly half of the rectangle. By implementing this step i just can find a correct strategies and material for my lesson.

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The most important step for me in ASSURE model is actually E:- evaluate and revise. In the context of Malaysian education and my personal experiences, most Malaysian school students especially in rural and suburban areas still lack basic knowledge in terms of technology usage (Husin et al., 2019). As an educator, we can plan as best as we want, however in terms of students understanding and acceptance towards teaching strategy and technology used is another aspect that we should take into consideration. This aspect could never be comprehended by educators by themselves. In order to overcome this, evaluating skill is the most utmost important aspect that educators must have in their teaching. By doing this they will actually acknowledge the gap between students and their contents and the gap between their teaching skills which will need to be improved (Rahman & Yunu, 2021). Therefore, when educators employ technology and media materials in their teaching, they need to actually have a skills to evaluate the learning session so that they can know how to analysis, set learning standards and objectives, improve their usage of technology in class and how to utilize all that in producing the best teaching and learning experience to their students.

Hussin, A. A., Manap, M. R., Amir, Z., & Krish, P. (2019). Integrating technology in Malaysian higher education: Readiness and challenges among students. Journal of Education and e-Learning Research, 6(3), 158–164.

Rahman, M. M., & Yunus, M. M. (2021). Teachers’ reflection and technological pedagogical content knowledge (TPACK) in the Malaysian ESL classroom. Asian EFL Journal, 28(3.1), 224–243.

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The Requires  Learner Participation ( R ) is the step in ASSURE model that I chose in teaching and learning English. This step is important because, when teaching English, the focus is on communication skills. Learners participation is important in teaching speaking and listening for English Language Learners. Developing fluency needs learners participation in learning English. According to ASSURE model, the ( R ) Require Learner Participation, learners will participate in manageable group discussion and allow learners to discuss among themselves and ask questions related to the topic. By requiring participation such as through discussion, role-play, presentation or group projects can give learners the essential practice that they need to. By doing this, learner can develop confidence, apply new vocabulary and also learners can receive feedback on their language  from teachers, friends and computer program. Teacher can use variety of learning style in teaching for learners to require learner’s participation. By planning specific activities that require every learner to participate, teacher can be a facilitators of active student-centered in English language learning.

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I choose R – Require Learner Participation

This step is essential because it ensures that students are actively involved in the learning process. In a secondary English classroom, I encourage participation through group discussions, role plays, presentations, and interactive digital tools. When students take part actively, they practice language skills, share ideas, and build confidence in using English. This step transforms learning from teacher-centered to student-centered, making lessons more engaging. When I see my students confidently speaking or expressing their thoughts in English, it reminds me why this step matters so much. Their voices fill the classroom with energy and creativity, and I can feel their growth beyond just grades. It makes teaching feel alive, where a shared journey of learning, not just a lesson.

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I choose R – Require Learner Participation.

This step is essential because it ensures that students are actively involved in the learning process. In a secondary English classroom, I encourage participation through group discussions, role plays, presentations, and interactive digital tools. When students take part actively, they practice language skills, share ideas, and build confidence in using English. This step transforms learning from teacher-centered to student-centered, making lessons more engaging and meaningful.

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I choose A – Analyze Learners from the ASSURE model.
Before teaching, it is very important to understand the students’ background, interests, learning styles, and prior knowledge. For example, in my class, some students learn quickly while others need more time and visual support. If I do not analyze my learners first, it would be difficult to choose the right teaching methods and materials.
By analyzing my learners, I can design activities that match their needs — such as using pictures for visual learners and hands-on tasks for kinesthetic learners. This helps students stay engaged and understand the lesson better.
Therefore, the “Analyze Learners” step is very important for improving both teaching and learning effectiveness.

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The step that I choose from the ASSURE Model is the first step (A), which is Analysing learners’ characteristics. In the teaching of English, it is important for the teacher to first identify the general attributes, prior knowledge and learning styles possess by the learners. Fitting as the first step, recognising the learners’ level of prior knowledge allows me to implement differentiated approach and teaching methods to the students based on their needs and interest.  The students can be grouped in a homogenous or heterogenous grouping accordingly when they are required to do collaborative task. The type of grouping system allows the teacher to make consideration on different level of amount and type of supports need to be provided. Furthermore, knowing the learners’ interest beforehand provides teachers with ample time to design and utilise materials that will  intrigue learners’ curiosity and attract them to participate actively during the lesson.

All in all, I believe that the ASSURE model provides a clear framework on how to develop and improve teaching and learning, especially in the context of English Language teaching.

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Choose one step in the ASSURE model and explain its importance in teaching and learning within your concept (PRABAGAR KHOOTHIAH - 834474)

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Choose one step in the ASSURE model and explain its importance in teaching and learning within your concept (PRABAGAR KHOOTHIAH - 834474)

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Explanation in the Context of Teaching Geography

In Geography, concepts often involve spatial understanding, maps, climate data, and real-world phenomena.Therefore,teachers must carefully select materials and methods that make abstract or large-scale geographical concepts easier to visualize and understand.

For example, teachers might use:

a)Digital maps and GIS tools to explore real-time locations and spatial data.

b)Videos and documentaries to show natural disasters or cultural landscapes.

c)Interactive activities like map labeling or fieldwork simulations.

Importance in Teaching and Learning Geography

1. Makes Abstract Concepts Concrete
Geography often deals with large-scale or invisible processes (e.g., plate tectonics, weather systems). Using videos, models, or animations helps students visualize these processes clearly.

2. Encourages Active Learning
When students use maps, atlases, or online tools, they engage actively with the content instead of passively listening. This helps them develop map-reading and spatial thinking skills.

3. Integrates Technology in Learning
Tools like Google Earth or ArcGIS allow students to explore real-world locations virtually, promoting 21st-century digital literacy.

4. Promotes Real-World Connections
Using current news clips or satellite images helps students see how geography relates to everyday life, such as urban development, climate change, or deforestation.

5. Caters to Different Learning Styles
Visual learners benefit from maps and images, auditory learners from discussions or videos, and kinesthetic learners from interactive mapping or outdoor activities.

Example in Practice

For a lesson on “Types of Landforms”, a Geography teacher might:

Use a video showing mountains, valleys, and plains.

Display a 3D physical map to highlight elevation differences.

Conduct a group activity where students identify landforms on a digital map.

This approach combines visual, auditory, and hands-on learning, making geography more engaging and meaningful.

Thank you...

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In teaching English for primary students, it is sometimes a hassle for teachers to prepare different types of materials to suit students’ different learning needs and proficiency in one active lesson. Thus, by integrating the SAMR Model, developed by Dr. Ruben Puentedura, it provides a useful framework for integrating technology into primary learning which provides solutions to cater the above problem. As an example, during Substitution level, instead of using traditional tools, teacher can use digital tools such as Quizlet, Canva presentation slides to catch their attention about learning new vocabulary that can be used to help them in their writing process later.  Next, for Augmentation, after the students already familiar with the new vocab that can help them with the writing, teacher can use apps like Kahoot or Nearpod which offers interactive features by enhancing their understanding about the spelling and how to pronounce the new vocabulary they learnt earlier which provides instant feedback and stay engaged while learning those new vocabulary. Moving on to Modification stage, by using platforms like Moodle, Google Classroom, or Padlet, technology helps to transform the tasks into more communicative experiences where they can share feedback in a form of short writing or diary which slowly build their confidence in writing. Finally, for Redefinition level, teacher can introduce another new task but engage the same techniques as before which previously impossible for students to do. The writing activities can be done in online platform such as google slides or even Canva apps which provides real time writing experience with students from other school or country to make the writing activity meaningful for them. In a nutshell, by using SAMR model in writing lesson, it can help teachers create more interactive and engaging learning experience.

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Applying the SAMR model effectively in music education requires strategic planningrather than an expectation to always operate at the Redefinition level. Educators should begin by considering their specific learning objectives, student needs, and available resources. For foundational skills like note recognition or rhythm practice, engaging augmentation-level apps may be perfectly appropriate. For broader goals like fostering creativity and collaboration, modification or redefinition approaches are more suitable .

A successful strategy involves gradual progression. A teacher might start by substituting a video recording for a live performance observation (substitution), then use software to allow students to annotate and analyze the recording with peer comments (augmentation). Later, they might have students collaboratively create a multimedia analysis of different performances (modification), and finally, task them with producing and broadcasting their own original music video for an authentic online audience (redefinition). The model serves as a reflective tool for educators to critically examine whether their technology use is meaningfully enhancing learning, ensuring that pedagogical goals drive technology choices, not the other way around .

In summary, the SAMR model provides a structured and reflective framework for music educators to harness technology's potential thoughtfully. By progressing from simple Substitutionto transformative Redefinition, technology can be leveraged to make music learning more efficient, engaging, collaborative, and authentic. The ultimate goal is not to force every activity to the highest level, but to make conscious, pedagogical decisions that use technology to deepen students' musical understanding and creative expression, thereby preparing them for a future where technology and the arts are increasingly intertwined .

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As a teacher, I realise how important is SAMR model is in the learning and teaching process. SAMR model is a good model that enables teachers to better design learning materials and create interesting learning materials. This eventually attracts students’ interest and deepens their understanding and participation in lessons.

Under the SAMR model, S- Substitution, I can create an online task like essay practice writing using the Padlet platform, where students can collaborate with each other and write their ideas and essays in the platform.

Next, at the A - Argumentation stage, I can add in the comment and ranking sections for the students to make comments, provide feedback and correct their friends’ errors. This not only improves students’ English writing skills, but at the same time, it also promotes students’ engagement in the learning activities.

Moving to the M – Modification, I will redesign the task so that the essay writing practice is aligned with the learning objectives and critical thinking levels, as well as teaching method (student-centred/task-based learning/Project-based learning).

Finally, at the R – Redefinition stage, I can ask the students to present their answers using the technology tools, which creates a fun and comfortable learning environment that promotes students’ engagement in the lesson.

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As a teacher, I see the SAMR Model not just as a framework but as a strategic compass for moving beyond superficial digitization toward genuine pedagogical transformation. While Substitution like PDF worksheet instead of a paper one, offers efficiency, the model's power is unlocked in its higher tiers.

I use Augmentation to add functional improvement, like leveraging peer review with Google Docs' suggestion mode. The real shift occurs at Modification, where I redesign tasks transforming a solo poster into a collaborative, multimedia Canva presentation that demands critical thinking and co-creation.

Ultimately, Redefinition is the goal of using technology to create previously inconceivable experiences, such as my students engaging in a live, virtual cultural exchange with a classroom abroad. For me, SAMR provides the critical lens to ensure technology doesn't just support learning but actively redefines and enriches it.

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As an English teacher, I will be using an English lesson to explain my view.

The SAMR model offers a structured approach to intergrate technology in English lessons, helping teachers integrate technology in teaching and learning. In a writing lesson titled , students first use Google Docs to type their paragraphs, substituting the traditional pen-and-paper method. Then, through augmentation, they enhance their writing using tools like spell check, grammar suggestions, and even voice typing for those who struggle with spelling or typing speed.

At the modification level, students engage in peer review by leaving comments on each other’s work directly in the document, promoting collaboration and critical thinking. Finally, redefinition occurs when students transform their writing into a creative digital product. For example, by using Canva or Sketch, they can design a digital poster or short video presentation, complete with background images, voice-over narration, or music, and share it with their peers on platforms like Padlet. These tasks not only improve their language skills but also build confidence, digital literacy, and communication.

By applying SAMR in this way, the lesson goes beyond writing . It makes learning engaging and interactive. It also empowers students to become content creators and active participants in their learning.

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As discussed previously, SAMR model is a framework that provides guidelines for the educators and learners to effectively integrate technology in the classroom. The process of evaluation of technological used takes place at each stage of the model with the purpose of enhancing and transforming teaching and learning experiences. It proposes  4 stages of classroom technology implementation which comprises of (1) Substitution, (2) Augmentation, (3) Modification and (4) Redefinition.

Substitution stage is the simplest stage as it suggests the usage of educational technology as a direct substitute for traditional practices. For instance, when producing an essay or text response, students are asked to type it in Microsoft Words instead of writing it on a piece of paper. The second stage-Augmentation refers technology as a mechanism that adds something to the learning process and might give students clearer understanding of a topic or subject matter. For example, students use applications such as Grammarly that has grammar-check features to identify and rectify incorrect usage of grammar in a sentence.

The third stage-Modification suggest technology being used to design a dynamic and interactive tasks that may surpass the limitation of a conventional classroom. As an example, students are assigned to work collaboratively on Canva to produce a presentation slides online. Finally, the fourth stage- Redefinition is a stage that encourage innovation when using technology in teaching and learning and create an entirely new learning opportunity. For example, students or teachers can create a website by using sites like Weebly to produce blog posts or digital written or animated content. The website can be published and viewed by wider audience on the internet.

In a nutshell, the SAMR Model provides a clear and structured guidelines for both the educators and learners to use technology effectively in education.

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The SAMR model provides a clear framework for integrating technology into mathematics teaching. It helps connect abstract mathematical concepts to real-life scenarios, thereby deepening students' learning.In mathematics classes:During the Substitution stage, students use calculators on tablets instead of physical ones. This is just a tool replacement, suitable for practicing basic calculations.

In the Augmentation stage, technology offers enhanced functions. For example, geometric software can dynamically demonstrate how a cylinder unfolds. Students can drag sliders to clearly see the relationship between the length of the resulting rectangle and the circumference of the cylinder’s base—much clearer than static diagrams.The Modification stage involves redesigning tasks with technology. For instance, students use statistical software to analyze their family’s utility bills over the past three months, create line graphs on their own, and interpret consumption trends.The Redefinition stage is even more innovative. Students might work in groups to design a "campus optimization and renovation plan," using Tinkercad for modeling, calculating costs and areas with math, creating videos to present their plans, and collecting online votes. This creates entirely new tasks and learning experiences.

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SAMARA(836119)

Technology makes lessons more interactive, engaging, and easier to understand through Videos, simulations, and animations make lessons more interactive and interesting to comprehend. Students can find a lot of helpful information and materials online at any time and from any place.

The SAMR Model can be applied to school English class to make learning more interactive and useful. As an English teacher, using technology to help students learn about the language in interesting ways is what I think is important.

At the level of Substitution, instead of doing grammar or vocabulary exercises on printed worksheets, students will be able to do these on tablets or computers. You can provide immediate feedback to learners using Kahoot or Quizizz at the Augmentation level. Student collaboration and speaking skills are developed in small groups at the Modification level as they create a digital storytelling activity or even a short conversation, using Google Slides or Canva. Finally, at the Redefinition level, students will be able to create their own storytelling videos or simple podcasts in the target language, then share these with others. It would even be possible for them to connect with other classrooms online for feedback.

The SAMR Model, used in my English lesson, allows me to turn some boring activities into more fun ones that help students speak, write, be creative, build their confidence, and enhance their digital literacy. Using technology in school gets kids ready for the modern world and their future jobs.

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Nurul Nadhirah binti Ahmad Fudzil (834220)

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Nurul Nadhirah binti Ahmad Fudzil (834220)

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The SAMR model was created to help teachers use technology in smart and meaningful ways during lessons. It has four levels, which are Substitution, Augmentation, Modification, and Redefinition. Each level shows how technology can make learning easier, more fun, and more creative. In English classes, teachers can use this model to plan lessons that include digital tools in simple and exciting ways. At the Substitution level, technology takes the place of normal classroom tools. For example, students can write essays using Google Docs instead of writing them on paper. At the Augmentation level, technology makes learning better. Students can use tools like spell check or grammar check, or get quick feedback from their teacher through Google Docs. At the Modification level, technology changes how students learn and complete tasks. For example, students can work together online to write stories using Padlet or Google Docs, share their ideas, and give feedback to each other. At the Redefinition level, technology lets students do things that were not possible before. They can create English podcasts, record videos, or join online discussions with students from other countries to practice real communication. Overall, the SAMR model helps make English lessons more active, enjoyable, and creative as it allows students to improve their language skills, think deeply, and work together using technology in a meaningful way.

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sattar Abed Yseen 835829

Samar is an altenative system for submitting request to modify student schedules electronically in case the deletion and addition process is bot possible in the electronic portal objective

The samar program amis dispends with paper forms and connect the pricess electroncally between students and their meutors

The student schedules adjustment program samar is used to connectthe student with his menetor electronically to spend up the counseling process and reduse paper reviews the program for adjusting student wants achnge in his scedule by mwans of a meutor this is due of his inability to work through the electronic portal currently the program dosent provide the possibility of following up the applications that must be sent thedeanship . such aswhen afinal exam registration of a material as out of plan . in this case the paper form must be filled in the student can submit his application electronically after that student will be able to send an electronic request delete.

add. or edit people to his academic adviser will decide to regect or send the form t the academic

the samar program represent an integrated envirement for the eeducation and devolepment of students outside the traditional farmework which contributes to the preparation of more conscious .skilled and creativegenration

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As an English educator I found that the SAMR framework is an unexplored aptitude for me to apply into my teaching skill. Often English learners will face difficulties to actually visualize English as how they visualize their native language (Athanasopoulos et al., 2015). This can be overcome by implementing SAMR framework where I as educator will utilize technology and replace traditional tool so that my students would be able to produce more meaningful notes and infographic (Substitution), design a task where it is easier for students to execute it hence having more understanding towards it (Augmentation), redesign the task according to the learning objective where maybe students are required to do collaborative learning (Modification) and using the techs to create a new task so that we can give a new spectrum so that students can explore it by their own (Redefinition).

However, all these steps are to ease up the teaching process, make it efficient and make it able to cater for multidimension students' needs with an ultimate goal, making information transfer from teacher to students as smooth as it can be and as effective as they can.

Athanasopoulos, P., Damjanovic, L., Burnand, J., & Bylund, E. (2015). Bilingualism in the lab and in the wild: Language effects on perception and categorization. Bilingualism: Language and Cognition, 18(4), 817–829.

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From my point of view, SAMR can be applied in English Language Learning. According to SAMR, there are four levels such as Subsitution (S), Augmentation (A), Modification (M) and Redefinition (R). This SMAR model can be applied in learning English when the students doing writing assignment in English.

Substitution is the first level of SAMR, students will type essay using Microsoft Words or Google Document instead of writing it manually on paper using handwriting. As for Augmentation, students will type essay using Microsoft Words and utilize feature of spell check, grammar correction to improve quality of their writing, here we can see technology offers functional improvement to enhance writing. Next, Modification is the third level of SAMR, it is significant to redesign the task. It can be apply  in the writing assignment by doing  collaborative project where students can share their writing online with teachers and friends through Google Document and the students can receive the feedback from teachers and friends. Redefinition is a final level of SAMR. It is a creation of a new task. For example in learning English from the writing assignment, students can use digital tools to create a digital comic strip or info graphic of the content of the essay (writing assignment) to demonstrate their understanding. From this we can see technology can create entire new task for the students. In conclusion,The SAMR model encourages English teachers to think about their teaching. It prevents them from using technology for no good reason. The higher stages, Modification and Redefinition, let student think at a higher level. This means that students can analyse, evaluate, and create. These higher levels generate real-world tasks. This allows students to practice English by actually speaking and working together.

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The SAMR Model can be applied in a maths lesson to help students use technology in more meaningful ways.

For the first step which is Substitution technology can replace conventional methods in which for instance, students give feedback on tools like Menti or Google Forms instead of just telling or writing them on a paper.

For the second level which is Augmentation, teacher can make student practise maths problems and receive instant feedback through platform like Kahoot or Quizizz.

For the third level, which is Modification level, technology also gives flexibility to the teacher to restructure any learning activities in which for example, in order to make learning more interactive, students can utilize some graphing tools like Desmos to explore how maths equations adapt graphs in real time.

Finally, at Redefinition stage, technology empower teachers to create new form of learning experiences. For example, teachers can give task to to student by using technology they have to create their own digital presentation on how they are solving any complicated maths question and at the same time share it online to get feedback from other peers as well.

Through all these stages, the SAMR Model really helps teachers move from using technology for simple tasks to creating engaging, collaborative, and creative maths learning experiences that deepen understanding of the students.

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Instead of using printed worksheets for English lessons, teachers might use online quizzes to help students understand grammar, especially for lower forms. The Substitution level is explained by this. In a traditional classroom, students write their emails by hand on paper. By using Augmentation method, students type their emails in Google Docs where spelling and grammar errors are auto-corrected. In contrast to the conventional way, the augmented approach enables faster feedback, easier editing, and enhanced linguistic precision. The Modification stage allows real-time collaboration. For instance, students may use Google Slides to design slides on the literature (poem, novel) that they have learned. Instead of presenting their work in the class, the students publish their writing on a class blog for classmates. This explains the Redefinition method, where it helps the students to develop digital communication skills.

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PRABAGAR KHOOTHIAH (834474) HOW THE SAMR MODEL CAN BE APPLIED IN LEARNING ACTIVITIES 

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PRABAGAR KHOOTHIAH (834474) HOW THE SAMR MODEL CAN BE APPLIED IN LEARNING ACTIVITIES 

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As a Geography teacher I can adapt SAMR Model in my teaching and learning.

1.Substitution- Replace

When I adapt SAMR in teaching the topic of urbanisation, students can type their worksheet answers on Google Docs or Padlet instead of writing on paper regularly, which I usually use in the class.

2.Augmentation - Improve

In my opinion, Students can use Google Docs to add pictures regarding topic, such as urbanisation, and I (teacher) can online comment/give feedback on students' answers using the shared Google Docs.

3.Modification - Change

As planned before,students work together on Padlet or Canva to create a digital mind map or infographics showing how urbanisation affects the environment.

4.Redefinition - Transform

As my opinion students will create a virtual field trip using Google Earth or Canva platforms to show how cities like Kuala Lumpur,Ipoh,Alor Setar,Shah Alam, Georgetown n Johor Bahru have changed due to urbanisation,what are the positif and negative impact of urbanization,what are the main factor contributed to the urbanisation,what are the benefits of urbanization to cities n others.

Thank you.

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A big fan of Media and Information who is eager to learn and explore.

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Technology Integration Planning (TIP) (1)

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INFOGRAPHIC TPACK MODEL (INFORMATION & MEDIA LITERACY)