# data[].attributes.body
The two technology-supported pedagogical approaches that I have explored are Flipped Learning and Game-Based Learning (GBL). I explored Flipped Learning as I have heard about it a lot but I have no knowledge on what is it actually. As for GBL, I have always seen it as an interesting approach that can make learners feel motivated to learn.

Flipped learning is a flip of the in-class and at-home activities where the traditional process of delivering direct instruction and teaching content will be uploaded and accessed by students at home while the assignments or homework will be done in school instead. As I was going through the course, I felt that through Flipped learning learners will be able to have a meaningful learning experience. In my future Malay lessons, I would like to carry out flipped learning by delivering my lessons through videos on the teaching content and have the students to apply the knowledge they have gained through various activities in the classroom the next day. This way, it can help support learners of different progresses as they will be able to watch the videos multiple times until they are sufficiently confident about their content learning. This would also allow the students to take ownership of their own learning. As they come back for lessons the next day, I would like to assign higher order learning tasks for students to solve and engage them in discussions to enhance their learning.

As for GBL, I have always enjoyed using ICT tools that have game features in it as it boosts students' engagement during the lesson. After going through the course, I learnt that GBL has many more benefits like increasing the likelihood of content retention which allows them to make connections between concepts and ideas. Through GBL, students will be able to engage in critical thinking especially in the debrief process after the game. Through the GBL approach, my students in my future Malay classes will be able to apply what they have been taught in a gameplay which would make them enjoy the subject. I would like to try having a physical gameplay like educational game board on top of the existing ICT tools that has gaming features to allow a more hands-on experience.

# data[].attributes.body
I explored on Game Based Learning and Flipped Classroom.
On top of allowing them to enjoy learning through play, both approaches have components that encourage students to do self-directed learning. It allows students to build on their independence.

GBL allows self-directed learning in such a way that my students will get to be curious and want to keep on trying until they succeed. When they are able to try out through hands on activity, it allows them to make connections with the information that they gathered. This way they will be motivated to participate and engage their critical thinking to find solutions. The challenge is to find or create games that are ICT based as there are little to none GBL tools for Malay Language. However, I would like to try using Second Life in CCE where students can create their own avatar and communicate with others. This can be a way to allow them to interact kindly and highlight values.

Flipped Classroom is also a method that I would like to try as it allows students to have a sneak peek of what I will be teaching. It is one of the ways to get students curious and also giving them hints of what will be taught in class. This will save Classroom time as instructions would have been read prior to lesson. I would like to try reading passages using Flipped Classroom. As we all know reading takes some time hence reading the passages prior to lessons help students to know the story beforehand. This allow teachers to straightaway focus on the content to teach. This is suitable for comprehension exercises.

The whole idea of these 2 strategies are to encourage self directed learning. It empowers students to be accountable for their learning not only in school but at home too.

# data[].attributes.body
The two technology-supported pedagogical approaches that I have explored is Flipped Learning and Asynchronous Online Discussions (AOD). I chose these two as they are areas I find most relevant would like to seek in depth knowledge in.

Flipped Learning a reversal of the traditional model of instruction. Whereby the learning and application setting changes. I wanted to learn more about this to be able to fully utilise and maximise the time I have with my students. Especially from the experience when we had to go through HBL. Designing a lesson where the precious time we have together spent on application and clarification will be more beneficial in those circumstance. For my lessons, I can assign the lessons on the different unit based topics. Have my students participate the lesson in their own time, before we meet in person to apply the lesson learnt. This can be alternating between what is done in school and at home too.

Asynchronous Online Discussions (AOD) refers to a situation where individuals may access the online discussion at any time in the same or different geographical locations (Romiszowski and Mason, 2004). I chose this as I believe that it allows interaction amongst students if we are to have lessons online. Not many people will be able to present at the same time and we could really appreciate the ability to do a task with more flexibility. I will use this pedagogy when I have discussion based task, most likely in the components of composition or even comprehension. From the discussion and sharing that they have done, they should be able to craft out their own ideas.

# data[].attributes.body
I explored two ICT pedagogies. One of it being Game-Based Learning. I found really interesting facts about Game-Based Learning (GBL). I used to think GBL is just gamified version of quizzes for the students. Now, I understand that GBL are supposed to be designed for the students to make decision, think critically, face the consequences of their actions and many other stages. It does not just stop at one level. This should serve as a tool to hook the interests of the students. In the Malay curriculum, it would be rather intriguing to find out if we can include GBL in our lesson. I would love to try to leverage on applications and websites like Minecraft to enable the students to actually have their own avatar and relate what they learn into reall life through technology.

Secondly, I learned about AOD, Asynchronous Online Discussions. I chose to explore this as since the world now has a lot of different disease spreading like Covid-19, this AOD benefits us greatly as it allows social interaction without us having to worry about geographical locations. AOD simply means that students are discussing a certain topic or task online. For the Malay curriculum, it would be great to encourage AOD in my lessons about a topic of a composition. This allows students to not be shy to share their views online. I will also be able to keep a record of their views.

# data[].attributes.body
Game based learning. I learned that Game based learning is a fun and effective way to enhance learning in the classroom. Students are more involved in their learning and would participate actively during sessions when ICT tools are used. Through game based learning, students seemed to be more self-directed in their learning as they are more immersed. As some of the topics in the Malay Language can be very dry or content heavy, I could incorporate games in my lesson in the future to facilitate learning better.

Flipped learning is one of the method that I would like to try out in my future class. I would like the students to take charge of their learning and for them to have better understanding of the subject or topics. As such, I could get the students to read or find out more about the content like watching a video first, before they step in the classroom. This would also help to reduce time spent on lecturing the students and I could have more time to address students’ needs.

# data[].attributes.body
Game-Based Learning
I explored Game-Based Learning as I believed that I could incorporate ICT tools into the lesson plans as it could get the students to be engaged in class. Game-Based Learning also helps students be confident, think creatively and solve problems. Some of the ICT tools can also have group discussions and this could cover active and collaborative learning.

Assessment with Technology
I explored assessment with technology with my students using SLS and padlet. With these platforms, I could gather feedback from my students using short answer questions/answers, and audio/visual recordings. I could also give feedback to my students using these platforms. This is useful, especially during the covid days. However, the downside is that parents/siblings could be the ones helping the students behind the screens.

# data[].attributes.body
I have explored AI in Education and Asynchronous Online Discussions. The reason why I have explored these in-depth because these topics piqued my interest and also very relevant to be used in school. For example, AI is something being increasingly used and found to have many advantages. In one of the videos, it was mentioned that AI can assist in education by doing thorough analysis, providing support and even coming up with possible solutions that can be implemented. I feel that having AI technology in education will help many teachers to ease their workload a little as these techs are able to provide support in many ways. Moving forward, I think AI can be used in several ways in the classroom. For instance, I can bring students to a virtual tour of places of interest in Singapore without having the need to be physically there at the location. Students are still able to enjoy the full experience and gaining knowledge at the same time. In a protected environment, I can explore many things with my students using AI technology.

As for Asynchronous Online Discussions, this was something very relevant as I have experienced it while I was doing my contract teaching. During the Home-Based Learning period, lessons had to go online, either on Zoom or held asynchronously. At that point of time, I have prepared work for the students to do daily. However, the submission rate is very low and it is due to multiple reasons. Some students were not able to navigate through the learning platforms while some do not even know what to do. I realised there were many challenges to asynchronous learning and I also felt frustrated because I feel that there is a barrier between the students and myself and that we are not able to cross that barrier. Through this learning, the pedagogical approach I have learned are to set questions that are open-ended and those with no absolute answers. It allows students to discuss, exchange ideas and share their own thoughts and opinions. Another point would be to set topics that are directly related to the students. This will allow students to lead the discussions without much assistance from the teacher. Moving forward, I can use this approach during the e-learning week where students are attending lessons online. I can set more defined topics that will pique their interest. Discussions will be open and students can raise their thoughts. I can use the opportunity to view how each student feel about a certain topic and it could be a discussion starter when lessons are back in class. Online discussions are also helpful to students who are more incline towards writing as I am able to see their voices through the discussions.

# data[].attributes.body
I explored A.I. in Education and Assessment with Technology.
Applying A.I. in Education seems to be have the potential to streamline data collection, reduce the amount of effort needed to carry out quality assessment and feedback, it also empowers users to measure and obtain data which was previously difficult to carry out in a classroom setting (such as measuring brainwave activity to determine a child's level of focus). I'm reminded of learning platforms such as Koobits. Hearing familiar applications such as google search and duolingo, I realise how A.I. is being used to provide information which is most relevant to the users and producers. I feel that if A.I. can cover tasks previously taking up a teacher's time and attention in class, then it would free up capacity for the teacher to focus more on other human aspects of teaching. If possible, I would like to use A.I. to analyse my students' level of attention and participation in my lessons. Like analysing the amount of eye contact I receive during teaching section. What kind activities appear to be more engaging to my students.
Assessment with Technology helped me to realise deeper about the power of self-assessment to help students embrace the value of life-long and independent learning. How can I apply this to my CS which is Art? Could I use it to help students practice drawing different types of lines and have a function to tell them about the consistency of the lines they drew. Could there be D.I. whereby the students can choose to practice different difficulties, with guidelines or freehand. I'm very interested to find out more about applying Technology to facilitate art lessons.

# data[].attributes.body
I explored AI in Education and Flipped Learning. The reason why I chose to explore these 2 is because number 1, technology is already rising and is increasingly popular and found to be effective in learning for students as it engages them more. Secondly, due to the pandemic, it is clear that it is time for us teachers to be able to engage students while at home. Finally, flipped classroom was a topic that my contract stint school was discussing and learning of during my time there.

Flipped Learning:
During my contract stint, the first problem that I encountered was that I spent too much time teaching content, which led to less time for students to do their activity. It resulted in the students generally being rushed for time. It was worse for the lower primary due to the amount of time I had to set aside for them to clean up, so they would sometimes only get 10 to 15 minutes to do their activity. So when I heard of flipped learning, I was intrigued and wanted to see if I could find some ways to decrease the time spent teaching content, and more time going through the activities with the students. One method that I wanted to try but did not have the time to implement it was using SLS for the students to learn about the general knowledge of the theme that I wanted them to explore at home. Generally as a rule, before we give the students all the activities to do, we need to give them background knowledge, history of any artists that we are sharing with them, and a lot of time is spent on showing demonstrations rather than the students doing the activity. All of these can be replaced by having the students go through these general content at home, watch the demonstration videos before coming to class where they can clarify any questions they may have, and it gives me time to check for understanding and more time for them to do the activity without feeling the rush for time.

AI in Education:
I was interested in trying to see how AI could be used for Art lessons since there is the general belief that Art should be done by hand by the artist itself and not by AI. There was also the huge debate about whether using AI in Art would take away its meaning. Personally, I think using AI for Art is a good way for students to explore different art styles and see if they are able to blend different art styles without the fear of failing on the first try. This also would lessen the likelyhood of students losing motivation if they were to draw/paint etc by hand and it doesn't work out for them. Additionally I feel that AI in Art such as Dall-E, can help students who find it difficult to put into image their thoughts and thought processes. Through this AI, students who have trouble transferring thoughts and ideas into paintings and drawings can use this to help them get an idea of what kind of image they wanted to show before they try it out by hand.

# data[].attributes.body
I learned about game-based learning.
-I had feedback from my contract school that the students would like to enjoy learning through playing games
-Games will allow students to experience learning failure, repetition and successful, accomplished goals. Students are more willing to learn through playing a game.
-Some examples I can incorporate into class are learning about the artist and what the artist’s art life was like. (Students will be able to experience through the eyes of the artist. )
-Creating activity based where students can create artwork together as a group.
-Using art vocabulary, students can learn.
-Let’s create pottery was so interesting as many students do enjoy doing pottery.

I learned about assessment with technology. I did use this method towards the end of my contract school experience. My students enjoy reflecting through technology, and I can see what knowledge a student has or needs explanation. Furthermore, I learned that self-assessment students would take charge to learn from their mistakes and improve. It helps students to organise their thoughts.

# data[].attributes.body
Asynchronous Online Discussion:
I explored (AOD) because schools are moving towards incorporating 1 AOD day each term for students to experience e-learning at home.

I find this very helpful to ensure students can complete their given tasks in their own timing. This allows them to practice self-directed learning while exploring the tool that teachers have chosen for them to complete the asynchronous lesson at their own pace.

In a classroom setting, I have to ensure match my pace so that all of my students can follow through the lesson. This naturally meant that some students who need more time to process information may struggle in class in order to keep up with the rest of the classmate. However, when lessons are moved asynchronous, my students can finish their assigned task at their own pace without worrying about falling behind their classmates as long as they submit the task within the stipulated timing.

I realise that AOD allows students to engage in a deeper discussion without the distraction and influence of other classmates. This is very good for Malay lessons when students have to answer reflection questions that require them to think on their own.

Assessment with Technology:

I feel very positively towards using technological applications for formative feedback. This approach complements the requirement of the 21st century quality learning.

Learning does not mean students are limited to pen and paper approach. Students are highly interested in the usage of Ipad in classrooms. Using common applications like Kahoot and Padlet are enough to pique their interest and ensure their engagement.

My students shared that the Malay lessons which incorporated the use of ICT tools as formative assessment were more memorable than regular lessons that was merely focused on textbook, workbook and worksheets. Hence, I am motivated to create lesson packages that ensure learning can be achieved and enhanced through ICT tools.

# data[].attributes.body
Flipped learning:

In the art curriculum, we always complain that there isn't enough time for students to make art that has meaning. With only an hour per week, our classes must be divided into two parts: teaching the concepts of a specific artwork in one part and making something in the other. This is assuming that our lessons go off without a hitch due to student behaviour. Flipped learning, on the other hand, cuts down on the content part of teaching art during curriculum time and lets students learn new ideas at their own pace. This means that when we see our students during art class, we don't have to rush them to do something before the bell rings. Instead, we can spend more time with them to help them make more meaningful art. I could see myself using this method when introducing new works of art or artists. The video element also adds to the learning experience by allowing students to pause and replay the video at any time to better understand the concepts that need further explanation. In class, I'll help students link what they've seen in the videos and what we'll be doing when we create our works of art.

Asynchronous Online discussions:

Most of the art lessons we teach include having in-depth conversations with the students about an artwork. The standard approach would be to hold these discussions in a classroom setting. While that is effective and engaging, it could cause us to overlook the students who are not open to sharing face-to-face. By creating an asynchronous online discussion space, students can collaborate outside the walls of the classroom. They can have more in-depth conversations at their own pace and their online interactions with their classmates give them a place to build knowledge and process the information shared by their fellow peers. I would not do away with the conventional way of having classroom discussions. However, these online discussion forums would be quite helpful if I wanted to get my students to engage in higher-level thinking. Artwork made by students can be shared and critiqued online, allowing my students to reflect on their reactions to and impressions of the work of their peers before offering feedback.

# data[].attributes.body
Game-based learning uses digital games to pique students' interest and facilitate learning. Through GBL, I can encourage students to participate in critical thinking and connect to their life. Applications that promote GBL are designed to guide students through failure, repetition, and success. Students participating in these games will begin as amateurs and develop experience as they participate. They will certainly confront obstacles but also be placed in situations that require problem-solving and higher-order thinking as they grow. Students can establish connections and use their everyday experiences to solve problems and develop solutions if the interface and visual culture are intuitive and recognizable. In the context of art classes, I envision GBL as a useful tool for enhancing students' exploration of artworks. Games that allow students to place themselves in the painting, such as those utilizing virtual reality (VR) or interfaces akin to Minecraft, can help students expand their vocabulary when expressing their experience.

Learning analytics is the act of measuring, collecting, analyzing, and reporting data on learners and their settings to comprehend and enhance their learning. I intend to use learning analytics to investigate how to give students the optimal path to knowledge. Learning analytics aids students in their decision-making processes to improve their learning and helps teachers comprehend the various learning styles and teach more effectively. If I were to employ this method in my future art classes, I would evaluate and select the most effective approach to aid the learning process. For instance, predictive modelling is one of the learning analytics strategies that will assist me in identifying patterns of behaviour and performance in past art lessons—allowing me to develop models and craft art activities that complement the students' capacity in art marking.

# data[].attributes.body
I explored Game- Based Learning & Assessment with Technology. I found these 2 pedagogical approaches very relatable for classroom learning and I can immediately think of ways to fuse this into Art lessons. In my teaching stint, I practiced Assessment in feedback in a more verbal and manual writing way, I realised that it does work but this method is limited as not everyone can write in a certain speed and not everyone can memorise words immediately after a lesson and they have to hear the words repeatedly  to memorise instead. I can use assessment with technology by getting students to work in pairs/groups (to get it done faster) and writing a short reflection, drawing what they learnt via a ICT tool or just by typing one word they can takeaway from my lesson.
For Game Based Learning, I have never tried it before. After doing the Self Directed Learning (SDL), I can use as part of my Lesson development portion when teaching children about the content so that they can apply my teachings into the game and make it more relevant to them.