Project Objectives利用科技教学的目的

Due to rapid advancements in technology, today's digital natives are more technologically proficient than ever. The Ministry of Education (MOE)'s third Masterplan (mp3) drives the use of Information and communication technologies (ICT) in education with the goal of enriching learning environments and equipping future generations "with the critical competencies and dispositions to succeed in a knowledge economy".

Hence, this year, the school has started a project to harness ICT for Self-Directed Learning (SDL) and Collaborative Learning (CoL) specifically in Chinese lessons. The goal is to provide learning materials and activities that will engage and interest students in the Chinese language beyond just the curriculum requirements, and as such broaden and deepen students' learning.

For this project, we decided to utilize KooBits EDU, an online tool for creating interactive rich media ebooks and presentations. Being web-based, students were able to access KooBits EDU and complete their assignments from home.

The teachers in the Chinese Language department have created 5 different programs that integrate the use of KooBits EDU as an ICT platform:

• Conversion of teachers' PowerPoint lesson slides into KooBits interactive presentations
• Student research project: Amazing Countries
• Student digital journals: All About Basketball
• Comics creation: Fun with Chinese
• Language games creation

利用科技教学的目的

• 使华文的教学生动有趣。
• 引起学生的学习兴趣。
• 鼓励学生自主学习／合作学习。

酷笔乐（KooBits）是一款功能强大的多媒体教育软件。

华文老师可利用酷笔乐的多媒体功能进行字词教学，通过图片，视频及动画等元素丰富课堂教学。

学生也能通过酷笔乐学会如何制作电子书、写电子周记、创作漫画等等，轻松地分享和展示他们的作品。

老师能够将科技融入华文教学内，让学生对华文更感兴趣，激发他们学习的积极性。

Read More

Adopt For Your Class

Download Resources - North Zone Symposium 2011

• Download the presentation by CHIJ St Nicholas Girls' School (Primary)

Will be available on 28 July. Please check back later...

Read More

Chinese Digital Journal电子周记

Instead of pen and paper, pupils were tasked to create their weekly Chinese journal in the form of a digital journal using KooBits EDU. This enabled them to add their own photos, captions, videos, and interactive elements to bring their experiences to life.

电子周记

不用纸笔而用酷笔乐，学生能利用多媒体记录自己的经历。

学生在照片上加入特效，使电子周记图文并茂、生动活泼，写周记顿成乐事。

Read More

Engaging Presentations for Teaching生动活泼的教学课件

In order to get students' attention in the classroom, teachers have made various efforts to make the drier aspects of Chinese lessons more interesting. KooBits EDU allowed teachers to create more engaging presentations that also helped students to learn and understand better. Key vocabulary, in particular abstract verbs, can be taught using visual scaffolding aids such as embedded streaming YouTube videos, animations, and triggers - leading to more engaged learning.

More importantly, teachers are able to easily share and showcase the lesson presentations online via KooBits EDU, allowing students to extend their learning by viewing and referring to these learning materials at home.

生动活泼的教学课件

老师能将微软图文简报转成内容丰富且互动性强的酷笔乐简报。

酷笔乐简报的特色：

• 安全搜寻并嵌入YouTube视频
• 丰富有趣的图片与动画

学生能够通过图片、动画和视频了解字词的意思。

学生在课堂上集中注意听讲。

Read More

Written Expression - Comics Creation听说读写－漫画创作

To enable students to broaden and deepen their learning, Primary 3 students went through a guided reading lesson using the Fun with Chinese series of Chinese educational comics, in alignment with the Chinese lesson "Washington and the Cherry Tree". In the form of a KooBits interactive ebook, functions such as voice narration and panel-by-panel playback allowed students to read and learn at their own pace.

After the lesson, students then created their own comic to answer questions given by the teacher, using characters from Fun with Chinese. Pupils were taught basic storyboarding skills and were more engaged in learning by using new vocabulary they had learned.

听说读写－漫画创作

三年级高级华文第十二课《小男孩和樱花树》

学生边读边听多媒体儿童漫画书系列《校园乐翻天》。

学生使用阅读课上学到的词汇创作出自己的漫画书。


配音旁白与漫画形式可提高阅读吸引力。

学生学会如何构建故事纲要，使文本生动。

漫画创作加强学生的判断、思考及创作能力：

• 华盛顿犯了什么错?
• 他可以用什么方式弥补过错？

Read More

Research Project: Amazing Countries专题作业：世界真奇妙

Expanding upon the Chinese Language textbook curriculum, the Research Project on Amazing Countries was based on the Primary 5 Higher Chinese chapter 《爱斯基摩人》. Using the Eskimo people and Arctic region as an example, students were taught how to create a KooBits ebook on a country with a unique landmark.

To facilitate collaborative learning, students were divided into groups of 4-5 students. Each group could independently decide on the country they wanted to research. As the project was to be completed during the June school holidays, groups were also free to set each member's tasks and processes for monitoring group progress.

To encourage self-directed learning, teachers instructed that each ebook had to contain 4 sections of information: Location (such as maps, flags, climate), History (origins, ancient peoples, wars), and Culture (language, music, food), in addition to information about the unique landmark.

Using KooBits EDU to conduct this assignment also allowed students to maximise their use of ICT tools to enhance their learning. In addition to conducting online searches to find information, students could embed and stream YouTube videos, add interactive triggers, and share their work with peers online.

专题作业：世界真奇妙

五年级高级华文第八课《爱斯基摩人》

学生分组合作进行专题研究，通过在互联网上搜寻资讯，制作关于不同国家特有文化或地标的电子书。

指定各个组员完成特定题目：

• 地理知识（位置、气候）
• 历史背景（建国、战事）
• 文化资讯（建筑、地标、音乐、舞蹈、食物）

让学生自我设定学习目标，在课堂学习之外开展学习。

学生必须学会搜寻资料，完成电子书的制作。

Read More

Project Outcomes成果

In evaluating the success of the project, the following points were considered:

Teacher Outcomes

1. Did the ICT-enriched learning experiences lead to more engaged learning?

2. Did the project enable teachers to broaden and deepen students' learning?

3. Did teachers use alternative assessment methods to assess both individual and group learning?

4. How was responsibility for learning and group collaboration shifted to students?

Student Outcomes

1. Were students more enthusiastic towards their learning (learning beyond the curriculum)?

2. Did students contribute, consider, and discuss ideas in order to set and achieve group goals?

3. Did students use computing tools to gather information and collaborate with team members and monitor each others' progress?

Due to the school's strong ICT vision and culture of innovation, the project received support from school leaders, teachers, and students alike.

成果

• 提供一个新的阅读平台，推广阅读。
• 作业的形式更多样化，全情投入。
• 图文并茂，影音声效俱全，巩固学习。
• 网上资源丰富，扩展学习。

• 学生对华文课更感兴趣。
• 学生在课堂外自主学习，他们有更多的机会阅读、写作，从而提高语文程度。

Read More

Digital Workbook: A Basketball Game活动本：一场篮球比赛

Instead of a traditional writing assignment, a class of Primary 5 pupils was given a KooBits EDU template in which they could create an ebook about basketball as a sport. This independent assignment allowed students to take ownership of their learning by looking for resources using any method they choose.

活动本：一场篮球比赛

五年级高级华文第九课

取代活动本里的写作练习，学生在网上完成写作。

学生可利用网上资源，搜寻相关资讯以完成作业。

Read More