天秤座交友、婚姻特征 | |
 | 阳历9月23日-10月22日
|
SMK.TUNKU ABDUL RAHMAN PUTRA
Sekolah Berpretasi Tinggi 2012
Saturday, January 22, 2011
Tuesday, July 6, 2010
Skills
The skills involved are communication skills, information management skills, managing computer systems and problem-solving skills.
The details of each skill are as follows :
Communication Skills
Communication skills refer to the process of gaining and disseminating information verbally or non-verbally. These involve:
•
Information sharing and dissemination
•
Production through various means including graphic presentation, sketching and proto-typing using information technology
•
Identifying, elaborating on and interpreting various
points of view
•
Exploiting, accessing and processing technologies
with confidence and competence
•
Ensuring security of information distribution
Information Management Skills
Information Management Skills provide opportunities to
develop information by:
•
maintaining the integration of information
•
using various inquiry techniques
•
identifying,
searching,
collecting,
saving,
accessing and processing information
•
categorising,
analysing,
synthesising
and
evaluating information
•
Presenting
information
clearly,
logically,
accurately and precisely
Managing Computer Systems
This involves the use of computer hardware and software for communications and problem-solving, including the ability to identify, assemble, arrange and maintain the computer systems.
Problem-Solving Skills
Problem-solving skills provide opportunities for students to apply ways and strategies to real-life problems. These skills emphasize the following:
•
Logic and programming
•
Critical, creative, reflective and mantic thinking
•
Imaginative, initiative and flexibility
•
Identification, description, and re-interpretation of
problems and analysis from various perspectives
•
Investigation, exploration and generation of ideas
•
Problem-testing and solutions
•
Making decisions based on experience and sound
rationale
•
Process and product evaluation
The details of each skill are as follows :
Communication Skills
Communication skills refer to the process of gaining and disseminating information verbally or non-verbally. These involve:
•
Information sharing and dissemination
•
Production through various means including graphic presentation, sketching and proto-typing using information technology
•
Identifying, elaborating on and interpreting various
points of view
•
Exploiting, accessing and processing technologies
with confidence and competence
•
Ensuring security of information distribution
Information Management Skills
Information Management Skills provide opportunities to
develop information by:
•
maintaining the integration of information
•
using various inquiry techniques
•
identifying,
searching,
collecting,
saving,
accessing and processing information
•
categorising,
analysing,
synthesising
and
evaluating information
•
Presenting
information
clearly,
logically,
accurately and precisely
Managing Computer Systems
This involves the use of computer hardware and software for communications and problem-solving, including the ability to identify, assemble, arrange and maintain the computer systems.
Problem-Solving Skills
Problem-solving skills provide opportunities for students to apply ways and strategies to real-life problems. These skills emphasize the following:
•
Logic and programming
•
Critical, creative, reflective and mantic thinking
•
Imaginative, initiative and flexibility
•
Identification, description, and re-interpretation of
problems and analysis from various perspectives
•
Investigation, exploration and generation of ideas
•
Problem-testing and solutions
•
Making decisions based on experience and sound
rationale
•
Process and product evaluation
Learning Strategies
The Self-Directed, Self-Accessed, Self-Assessed and Self- Paced strategies (SeDAAP) are introduced within this document.
The SeDAAP strategy is designed to encourage students to take responsibility for their own learning and to develop self- reliance and self-confidence within the parameters of the assignments given. This strategy encourages the development of independent learners, facilitates the forging of productive work relationships among group members and also serves to foster student discipline.
Self-Directed Learning
In self-directed learning, students determine the topics
they want to learn within a particular content area.
Self-Accessed Learning
In self-accessed learning, students search for and locate information about specific topics from a variety of sources not supplied by the teacher. These information sources may include reference books, magazines, CD-ROMs, the Internet, resource centres and libraries.
Self-Assessed Learning
In self-assessed learning, students are encouraged to evaluate their own progress within a particular topic. This evaluation can be based on value judgements, self-reflection or observation as well as on criteria lists
or evaluation rubrics provided by the teacher. If students decide that a particular topic or skill has been satisfactorily learned, they can then move on to another topic.
Self-Paced Learning
In self-paced learning, students determine their own pace in acquiring the prescribed knowledge and skills in the various content areas within the syllabus. This strategy encourages step-by-step learning in which students monitor their own progress
The SeDAAP strategy is designed to encourage students to take responsibility for their own learning and to develop self- reliance and self-confidence within the parameters of the assignments given. This strategy encourages the development of independent learners, facilitates the forging of productive work relationships among group members and also serves to foster student discipline.
Self-Directed Learning
In self-directed learning, students determine the topics
they want to learn within a particular content area.
Self-Accessed Learning
In self-accessed learning, students search for and locate information about specific topics from a variety of sources not supplied by the teacher. These information sources may include reference books, magazines, CD-ROMs, the Internet, resource centres and libraries.
Self-Assessed Learning
In self-assessed learning, students are encouraged to evaluate their own progress within a particular topic. This evaluation can be based on value judgements, self-reflection or observation as well as on criteria lists
or evaluation rubrics provided by the teacher. If students decide that a particular topic or skill has been satisfactorily learned, they can then move on to another topic.
Self-Paced Learning
In self-paced learning, students determine their own pace in acquiring the prescribed knowledge and skills in the various content areas within the syllabus. This strategy encourages step-by-step learning in which students monitor their own progress
SUGGESTED READINGS
Reading Materials
1. Shelly G.B, Cashman T.J, Vermaat M.E, Walker T.J.
(2005) Discovering Computers 2006 : A Gateway to
Information, Course Technology.
2. Bryan Pfaffenberger, Bill Daley (2003) Computers In Your
Future, Prentice Hall.
3. Chua Chooi See (2000) Visual Basic 6 : A Step-by-Step
Guide, Times Publication.
4. Capron H.L, J.A. Johnson (2005) Computers: Tools For
an Information Age Eighth Edition, Prentice Hall.
5. George Beekman (2004) Computer Confluence :
Exploring Tomorrow’s Technology, Prentice Hall.
6. Stephen McGloughlin (2001) Multimedia : Concepts and
Practice, Prentice Hall.
1. Shelly G.B, Cashman T.J, Vermaat M.E, Walker T.J.
(2005) Discovering Computers 2006 : A Gateway to
Information, Course Technology.
2. Bryan Pfaffenberger, Bill Daley (2003) Computers In Your
Future, Prentice Hall.
3. Chua Chooi See (2000) Visual Basic 6 : A Step-by-Step
Guide, Times Publication.
4. Capron H.L, J.A. Johnson (2005) Computers: Tools For
an Information Age Eighth Edition, Prentice Hall.
5. George Beekman (2004) Computer Confluence :
Exploring Tomorrow’s Technology, Prentice Hall.
6. Stephen McGloughlin (2001) Multimedia : Concepts and
Practice, Prentice Hall.
SCHOOL REQUIREMENTS FOR OFFERING THE ICT SUBJECT
Schools which intend to offer this subject must fulfil the
requirements outlined below:
Physical Facilities/Infrastructure
•
A fully-equipped computer laboratory with direct access to the Internet, with at least 20 workstations and one server
•
The ratio is one computer to one student.
Workstations
•
Multimedia PC, minimum Pentium 3 or equivalent microprocessor with a minimum speed of 700 MHz.
•
A minimum RAM of 128 MB
•
At least 10 GB of free space hard disk drive
•
Operating system: Minimum requirements -
Windows98/Linux base
Local Area Network (LAN)
•
All computers must be networked using the TCP/IP communications protocol with a minimum data transfer rate of 10 MB per second.
Server
•
Minimum Pentium 3 or equivalent microprocessor.
•
Minimum speed of 933 MHz
•
A minimum RAM of 256 MB
•
HDD of at least 40 GB
•
Operating system: Minimum requirements -
Windows NT /Windows 2000 Server/Linux base
Digital Camera and Digital Video Camera
•
At least one workstation in the computer lab
should be equipped with a Video Capture Card
•
At least one digital camera
•
At least one digital video camera
Scanner
•
At least one scanner
Computer Software (Standard software provided by
Ministry of Education)
•
Word processor: Microsoft Word/Open
office.org.writer
•
Electronic Spreadsheet: Microsoft Excel/ Open
office.org.calc
•
Presentation Software: Microsoft PowerPoint/
Open office.org.impress
5
requirements outlined below:
Physical Facilities/Infrastructure
•
A fully-equipped computer laboratory with direct access to the Internet, with at least 20 workstations and one server
•
The ratio is one computer to one student.
Workstations
•
Multimedia PC, minimum Pentium 3 or equivalent microprocessor with a minimum speed of 700 MHz.
•
A minimum RAM of 128 MB
•
At least 10 GB of free space hard disk drive
•
Operating system: Minimum requirements -
Windows98/Linux base
Local Area Network (LAN)
•
All computers must be networked using the TCP/IP communications protocol with a minimum data transfer rate of 10 MB per second.
Server
•
Minimum Pentium 3 or equivalent microprocessor.
•
Minimum speed of 933 MHz
•
A minimum RAM of 256 MB
•
HDD of at least 40 GB
•
Operating system: Minimum requirements -
Windows NT /Windows 2000 Server/Linux base
Digital Camera and Digital Video Camera
•
At least one workstation in the computer lab
should be equipped with a Video Capture Card
•
At least one digital camera
•
At least one digital video camera
Scanner
•
At least one scanner
Computer Software (Standard software provided by
Ministry of Education)
•
Word processor: Microsoft Word/Open
office.org.writer
•
Electronic Spreadsheet: Microsoft Excel/ Open
office.org.calc
•
Presentation Software: Microsoft PowerPoint/
Open office.org.impress
5
Tuesday, March 23, 2010
Structuring information in a multimedia form
Multimedia represents the convergence of text, pictures, video and sound into a single form. The power of multimedia and the Internet lies in the way in which information is linked.
Multimedia and the Internet require a completely new approach to writing. The style of writing that is appropriate for the 'on-line world' is highly optimized and designed to be able to be quickly scanned by readers. [3]
A good site must be made with a specific purpose in mind and a site with good interactivity and new technology can also be useful for attracting visitors. The site must be attractive and innovative in its design, function in terms of its purpose, easy to navigate, frequently updated and fast to download. [4]
When users view a page, they can only view one page at a time. As a result, multimedia users must create a ‘mental model of information structure’.[5]
Patrick Lynch, author of the Yale University Web Style Manual, states that users need predictability and structure, with clear functional and graphical continuity between the various components and subsections of the multimedia production. In this way, the home page of any multimedia production should always be a landmark, able to be accessed from anywhere within a multimedia pie
Multimedia and the Internet require a completely new approach to writing. The style of writing that is appropriate for the 'on-line world' is highly optimized and designed to be able to be quickly scanned by readers. [3]
A good site must be made with a specific purpose in mind and a site with good interactivity and new technology can also be useful for attracting visitors. The site must be attractive and innovative in its design, function in terms of its purpose, easy to navigate, frequently updated and fast to download. [4]
When users view a page, they can only view one page at a time. As a result, multimedia users must create a ‘mental model of information structure’.[5]
Patrick Lynch, author of the Yale University Web Style Manual, states that users need predictability and structure, with clear functional and graphical continuity between the various components and subsections of the multimedia production. In this way, the home page of any multimedia production should always be a landmark, able to be accessed from anywhere within a multimedia pie
Entertainment and fine arts
In addition, multimedia is heavily used in the entertainment industry, especially to develop special effects in movies and animations. Multimedia games are a popular pastime and are software programs available either as CD-ROMs or online. Some video games also use multimedia features. Multimedia applications that allow users to actively participate instead of just sitting by as passive recipients of information are called Interactive Multimedia. In the Arts there are multimedia artists, whose minds are able to blend techniques using different media that in some way incorporates interaction with the viewer. One of the most relevant could be Peter Greenaway who is melding Cinema with Opera and all sorts of digital media. Another approach entails the creation of multimedia that can be displayed in a traditional fine arts arena, such as an art gallery. Although multimedia display material may be volatile, the survivability of the content is as strong as any traditional media. Digital recording material may be just as durable and infinitely reproducible with perfect copies every time.
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