POSTGRADUATE DIPLOMA IN TEACHING

2/2024

HPGD1203

THEORIES AND PRACTICES OF TEACHING AND LEARNING

MATRICULATION NO : CGS03243042
IDENTITY CARD NO. :
TELEPHONE NO. : 017-3673642
E-MAIL : [email protected]
LEARNING CENTRE : OUM KOTA BHARU
Table of Content

PART 1................................................................................................................................1

Role Of Ict In Group Formation..........................................................................................1

Gamified Learning Experiences..........................................................................................4

Ethical Considerations In Ict Use........................................................................................6

Reflection on Overall Impact...............................................................................................9

PART 2..............................................................................................................................11

Online Class Participation.................................................................................................11

References..........................................................................................................................13
PART 1

Role Of Ict In Group Formation

Education is a crucial aspect of human growth that encompasses the entire process of
learning, including the imparting of knowledge, training of faculties, and development of
various abilities (Adesemowo & Sotonade, 2022). Education is the process of educating
and disciplining the intellect, involving character training.and great education is typically
linked to good teachers who have extensive human interaction with students and utilise
technology. Information and Communication Technology (ICT) have become prominent
in all areas of life. The utilisation of ICT has significantly transformed the methods and
processes in various fields of business and governance. ICT has started to be integrated
into education, but its impact has not been as widespread as in other areas. Utilising ICT
in education promotes student-centered learning environments, which may cause
difficulties for some instructors and students. The integration of ICT into teaching-
learning practices is increasingly crucial as the world transitions into digital media and
information. This importance will further expand and evolve in the 21st century. The
study aims to evaluate the influence of using ICT in cooperative learning inside a high
school science class. Specifically, the aim is to evaluate the impact of group formation
tactics with ICT integration, structured activities with virtual peer tutoring, and a
progressive transition with interactive digital modules on student engagement, problem-
solving skills, and emotional and social development.
From the case study, the problem facing by Dr. Aminah is the decline in student
involvement and ability to work together to solve problems in high school science classes
and it has led to a demand for creative teaching methods. Dr. Aminah, a seasoned high
school Science educator, has incorporated ICT to enrich the learning process, with a
specific emphasis on natural disasters. Yet, the efficacy of this method and its influence
on students' educational achievements have yet to be investigated. Integrating ICT into
cooperative learning activities can significantly improve the learning process and
promote emotional learning results in high school students (Liu & Hu, 2023). This
research aims to evaluate the effect of incorporating ICT in cooperative learning,
particularly in group formation, virtual peer tutoring, and the gradual transition using

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interactive digital modules. The study will evaluate the impact of these tactics on student
engagement, problem-solving abilities, and emotional and social growth.
ICT’s are crucial in all facets of contemporary society. ICT has revolutionized
communication, information retrieval, work, corporate operations, government
interactions, and social life management (Roztocki, Soja and Weistroffer, 2019). ICT
influence daily life and also have an impact on macroeconomic growth, leading to
societal gains through enhanced infrastructure and living standards. It entails using
technology to promote efficient collaboration, improve communication, and cultivate a
feeling of community among group members. Furthermore, ICT plays a multifaceted and
revolutionary influence in group formation. According to Dr. Aminah, the use of ICT in
group formation is important for creating a supportive environment and fostering
relationships among members, both of which can improve collaboration. ICT integration
has a number of benefits that can help students build strong emotional and social bonds
with one another and personalize group dynamics. Besides, according to Odo, Masthoff
and Beacham (2019), grouping is crucial in human nature, especially in the context of
learning. Merely working in a group does not ensure improved learning, as the
effectiveness of collaboration is shaped by psychological processes and the social
dynamics among group members. In collaborative learning environments involving social
interaction, learners can develop advanced thinking skills by gaining perspectives from
peers and receiving immediate feedback. As for Dr. Aminah’s implementation strategies,
she utilizes ICT technologies to choose group members according to their academic skills
and data-driven insights obtained from exams. Collaborative online platforms enable
students to assess profiles and offer feedback on desired group members, enhancing a
customized and interactive formation process. ICT integration highlights the importance
of collaboration and effective group formation.
There are three ways on how the integration of ICT contributes significantly to
personalizing group dynamics, fostering positive emotional and social connections
among students. The first way is by student’s autonomy and engagement. Utilizing ICT,
such collaborative online platforms, may foster teamwork and motivation among
students. Students can check profiles and give feedback on their chosen group members,
enhancing the personalized and engaging group creation process. Gweyn (2023) stated

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that students can combine direct observation and experience in the physical world with
electronic resources using a collaborative-group-issued smart card to address their
learning challenges. Furthermore, integrating ICT enables students to engage actively in
the process of forming groups. Allowing students to evaluate profiles and indicate their
preferences for group members fosters a sense of ownership and accountability for their
educational journey. Enhanced autonomy boosts student engagement and motivation by
encouraging collaboration with peers they trust. Allowing students to select their group
members promotes healthy social relationships and emotional ties, resulting in a more
united and encouraging learning atmosphere. For example, video conferencing platforms
such as Zoom, Microsoft Teams, and Google Meet enable group members to have virtual
meetings and conversations. The solutions provide functions such as screen sharing,
recording, and breakout rooms, facilitating efficient communication and cooperation
among geographically separated group members.
The second ways is data-driven decision making. Dr. Aminah can use ICT
technologies to collect and analyze data from past examinations to understand the
academic strengths and weaknesses of each student. She uses a data-driven strategy to
create groups that have a balanced mix of varied abilities. Consequently, students are
more inclined to collaborate efficiently and gain knowledge from each other.
Customizing group interactions using data ensures that each student's distinct abilities
and expertise are appreciated, promoting a positive emotional bond among group
participants. Personalizing group dynamics based on data involves Dr. Aminah
considering each student's individual talents, strengths, and shortcomings while creating
groups. She ensures that each student is put in a group where they may actively
contribute and learn. This personalization creates a positive emotional connection among
group members in several ways such as recognition and validation. This is because when
students are grouped according to their strengths, they feel acknowledged and valued for
their unique skills and expertise. Being recognized enhances their self-esteem and
confidence among the group, resulting in a favorable emotional bond.
The third ways is transparent and efficient communication. ICT tools provide clear
communication and cooperation among group members. Online platforms and
communication tools facilitate students in exchanging ideas, posing inquiries, and

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offering feedback effortlessly. This transparency fosters trust and openness inside the
group by demonstrating that group formation relies on objective data rather than
subjective judgment. Effective communication via ICT technologies helps students
collaborate more efficiently, promoting positive emotional bonds and social interactions
as they learn from and assist each other.

Gamified Learning Experiences

Gamified learning is a method that boosts engagement by integrating gaming
components into an instructional setting (Smiderle, et al., 2020). Smiderle also stated that
the objective of gamified learning is to create levels of engagement comparable to those
typically achieved by games. The primary objectives of gamification include improving
specific skills, providing meaningful learning goals, involving students, maximising
learning outcomes, promoting behavioural changes, and fostering social interaction. Dr.
Aminah's incorporation of gamified learning experiences using ICT can significantly
contribute to students' emotional engagement, social development, and confidence-
building over time in several ways. Gamified learning experiences can significantly boost
students' emotional involvement, social development, and confidence. By incorporating
gamification elements like incentives, challenges, and competition, students are more
motivated and emotionally invested in their learning. This leads to a positive outlook on
learning and increased excitement. Incorporating ICT and gamified learning can also
enhance social development. Online platforms allow students to engage in collaborative
activities and virtual peer tutoring sessions, promoting teamwork and communication.
This fosters inclusivity and camaraderie, fostering empathy among students. Gamified
learning experiences using ICT can gradually enhance students' self-assurance.
Interactive digital modules, multimedia resources, and simulations can create a secure
and supportive learning environment. Gamified features like leveling up and earning
points can boost students' confidence by providing a sense of achievement and progress.
Dr. Aminah's use of gamified learning experiences using ICT can significantly
improve students' emotional involvement, social development, and confidence in the long
run. Dr. Aminah's incorporation of gamified learning experiences using ICT significantly
contributes to students' emotional engagement, social development, and confidence-

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building over time. For students' emotional engagement, Dr. Aminah incorporates
gamification aspects like prizes, challenges, and competition into the learning process to
engage students emotionally and capture their attention. Utilizing gamified learning
experiences with ICT enhances the learning process by making it more engaging and
interactive, hence boosting students' motivation and enthusiasm. As students advance
through levels, accumulate points, and unlock rewards, they develop a feeling of
achievement and contentment, fostering a favorable emotional bond with the learning
content. Emotional involvement improves students' learning experience and motivates
them to engage and commit to their education.
Besides, ICT and gamified learning enhance social development by facilitating
collaboration and interaction among students. Students can collaborate using online
platforms to work in groups, share ideas, and collaboratively solve problems. This
collaborative method promotes teamwork, cooperation, and proficient communication
abilities. Students acquire the skills to collaborate efficiently with their colleagues, value
varied viewpoints, and cultivate empathy. Virtual peer tutoring sessions improve social
development by enabling students with advanced skills to assist and lead their peers,
promoting a feeling of community and reciprocal assistance in the classroom. Gamified
learning experiences using ICT help students develop important social skills that may be
used outside the classroom.
Furthermore, utilizing gamified learning experiences with ICT helps students acquire
confidence through a structured and encouraging learning setting. Dr. Aminah presents
interactive digital modules on natural disasters, beginning with basic tasks and advancing
to more challenging problem-solving activities. Students can enhance their confidence by
gradually developing their skills and knowledge through incremental progression, as they
successfully finish each level or activity. Gamified features like levelling up and
collecting points serve as concrete signs of advancement and success, strengthening
pupils' confidence in their skills. The gamified learning environment fosters a supportive
atmosphere that motivates students to embrace challenges, gain insights from errors, and
cultivate a mindset focused on personal development. As time passes, students'
confidence in their problem-solving talents and academic ability increases, leading to
improved learning results.

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 Hence, Dr. Aminah's integration of gamified learning experiences through ICT
greatly enhances students' emotional involvement, social growth, and confidence
development in the long run. Gamification components enhance learning by making it
fun and motivating, leading to emotional involvement. Collaborative learning
experiences foster social development through teamwork, communication, and empathy.
The steady and supportive learning environment of gamified experiences boosts students'
confidence through incremental progress and tangible markers of achievement. Dr.
Aminah develops an engaging and inspiring learning environment that fosters students'
holistic development through these tactics. Dr. Aminah's integration of ICT tools and
gamified learning experiences into her cooperative learning activities can, over time,
favorably impact students' social and emotional growth as well as their confidence
(Huang & Chen, 2018). Students can gain a growth mindset, strengthen their emotional
connection to the material, and develop better social skills by making their learning
environment more dynamic and engaging. In the long run, these can assist students in
becoming more motivated, engaged, and successful learners since they are crucial
components in fostering affective learning outcomes.

Ethical Considerations In Ict Use

There are some potential ethical considerations associated with using ICT in group
formation. According to Otulugbu and Ogunobo (2022), ethical issues are growing and
demand immediate attention for resolution. The ethical challenges that occur in the
communication space are particularly interesting. First ethical consideration is personal
privacy. The ICT enables extensive data sharing of information from everyone,
regardless of their location worldwide and at any time, impacting personal privacy. Thus,
the innovative solutions that can help maintain personal privacy in ICT group formation
is by providing user-controlled privacy settings is by offering group members
customizable privacy settings that empower them to oversee their personal data and
regulate their preferred level of privacy. The options may involve customizing privacy
settings, selecting shared information with the group, and managing access to personal
data. Dr. Aminah can handle privacy concerns by acquiring consent from students and
their parents prior to utilizing any ICT tools. She can educate students on the need of

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safeguarding their personal information and instruct them on online safety. Empowering
individuals with control over their privacy settings enables them to actively manage and
protect their personal information. Educating group members about the significance of
personal privacy and encouraging responsible data management practices can improve
privacy protection in forming ICT groups.
Second ethical consideration is equity and inclusion. According to Knipp (2023),
equity and inclusion in education are vital principles that strive to guarantee equal
educational opportunities for all students. She also stated that the principles also stress
equitable treatment within the academic community and a feeling of worth and
encouragement from both educators and classmates. Equity in education ensures equal
access to high-quality educational opportunities for all students, removing inequalities
and providing tailored support. Fair education acknowledges individual needs and
provides tailored support. Inclusive education celebrates diversity, embracing differences
in culture, language, learning styles, and skills. Both approaches enhance learning and
support students in a diverse society. Promoting equity and inclusion in ICT group
formation is crucial to ensure equal opportunities and participation for all group
members. The innovative solutions to achieve this ethical is by providing a digital skills
and literacy programs. Establish digital skills and literacy initiatives to narrow the digital
gap and ensure equitable access to ICT tools and resources. The programs provide
training and support to marginalized individuals, enabling them to proficiently utilize ICT
tools for group development and active involvement.
Third ethical consideration is digital divide. The term "digital divide" refers to the
gap between individuals who have proficient access and usage of technology and those
who do not (Sanders & Scanlon, 2021). Essentially, certain individuals have more
advantages in their ability to access and utilize technology than others. This is a result of
several things, such as computer ownership, high-speed Internet availability and usage,
and digital literacy. Thus, digital divide can be addressed by create mobile educational
tools that are compatible with smartphones and tablets. Mobile devices are becoming
more affordable and available to a broader demographic, including persons from
economically challenged backgrounds. These solutions encompass interactive learning
applications, cooperative platforms, and instructional materials that enhance favorable

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affective learning results. Dr. Aminah can integrate digital literacy into her class lessons
to narrow the digital divide. This can assist students in acquiring the essential abilities to
interact with technology and guarantee that all students have equitable chances to partake
in collaborative learning activities. Other than that, the issue can be overcome by set up
community technology centers in disadvantaged regions to offer computers, internet
connection, and technology education. These centers can function as secure and
encouraging environments where individuals can engage in group activities focused on
learning and collaboration. Moreover, these centers can provide courses and mentoring
programs to improve digital skills and encourage ethical usage of ICT.
To mitigate these challenges, Dr. Aminah can address privacy concerns in ICT
classrooms by setting clear protocols for group formation and ensuring students are
informed about their rights to privacy. She can create a consent form that requires both
children and their parents to sign before using ICT technologies, outlining the methods of
using their information and allowing students to decline participation if they are not
comfortable. Anonymized or randomized ICT techniques can be employed to protect
students' personal information, such as using platforms that assign usernames instead of
their actual names or using random group generators. This ensures students' privacy and
eliminates the need to disclose personal details. Another approach is to engage students in
group formation, asking them to provide feedback on group criteria, such as academic
prowess, personal interests, or communication preferences. This creates a more equitable
and egalitarian process, empowering students with autonomy and influence over group
composition. Dr. Aminah can also lead discussions with students about the ethical use of
ICT tools, educating them about the importance of privacy and fostering egalitarianism.
This includes teaching students about privacy settings on ICT platforms and reporting
privacy infringement.
Utilizing ICT in cooperative learning can greatly improve emotional learning results
(Huang & Chen, 2018). The integration of ICT in cooperative learning can have a
significant impact on fostering emotional well-being, social development, and positive
engagement among students. Emotionally, ICT tools provide a secure and encouraging
space for students to articulate their thoughts and emotions. Students can access
emotional support and guidance from their peers through online platforms and virtual

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peer tutoring sessions, which can reduce feelings of tension or anxiety. This might be
especially advantageous for students who may be hesitant to voice their concerns in a
conventional classroom environment. ICT tools can enhance collaboration and teamwork
in social settings by forming groups and engaging in structured activities. This fosters a
sense of community and inclusion among students, enhancing social skills like
communication and empathy. Digital modules, multimedia materials, and gamified
components can make learning more dynamic and engaging, boosting motivation and
interest. Dr. Aminah's Science class uses ICT to create a unique emotional learning
experience by incorporating technology into the curriculum. This enhances students'
comprehension of natural disasters, practical application of knowledge, and self-efficacy.
The integration of ICT in cooperative learning offers numerous benefits, including
emotional well-being, social growth, positive engagement, and affective learning.

Reflection on Overall Impact

Three ways on how technology contributes to a unique and enriching affective
learning experience for students in Dr. Aminah's Science class are interactive and
engaging content, personalized learning experience and collaborative learning
environment. For interactive and engaging content, ICT tools enable the development of
interactive digital modules concerning natural disasters. These modules may contain
multimedia resources, simulations, and virtual settings that can captivate students in a
manner that traditional teaching approaches might not. Utilizing this participatory method
can enhance the enjoyment and retention of information, leading to a more profound
comprehension of the topic. Technology facilitates a more customized learning
experience. Virtual peer tutoring sessions can accommodate students with different
ability levels. Proficient individuals can assist their peers, fostering a supportive learning
atmosphere. This not only improves the academic abilities of all kids but also promotes
emotional connections and mutual respect among them. Lastly, technology can enable an
engaging and interactive learning setting that encourages cooperation. Dr. Aminah
utilizes ICT technologies to form varied student groups, fostering collaboration in
problem-solving and knowledge sharing. This collaborative educational method can
assist students in cultivating essential life skills like teamwork, communication, and

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problem-solving, which are vital for their future professional endeavors and personal
growth. In conclusion, technology offers numerous opportunities for creating a unique
and enriching affective learning experience. It allows for interactive and engaging
content, personalized learning experiences, and promotes a collaborative learning
environment. These elements combined can make learning more enjoyable and effective,
enhancing students' overall academic experience.

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PART 2

Online Class Participation

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References

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Huang, J., & Chen, N. S. (2018). Exploring the role of emotional engagement in
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150. Doi: 10.1016/j.compedu.2017.12.007
Knipp, J. (2023). Equity and Inclusion in Education. Retrieved from
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Liu, Y., & Hu, W. (2023). The role of virtual interactions in constructing a collaborative
learning environment of ICT engineering technology. Journal of Educational
Technology Development and Exchange, 16(1), 45-61.
Doi:10.14742/etd.2023.16.1.0
Odo, C., Masthoff, J., & Beacham, N. (2019). Group Formation for Collaborative
Learning: A Systematic Literature Review. Retrieved from
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aborative_Learning_A_Systematic_Literature_Review
Otulugbu, D. & Ogunobo, M. M. (2022). Ethical Issues and Information Communication
Technology (ICT) Use in the New Era. Retrieved from
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Roztocki, N., Soja, P. & Weistroffer, H. R. (2019). The role of information and
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dimensional framework. Retrieved from
https://www.tandfonline.com/doi/full/10.1080/02681102.2019.1596654
Sanders, C. K. & Scanlon, E. (2021). The Digital Divide Is a Human Rights Issue:
Advancing Social Inclusion Through Social Work Advocacy. Retrieved from
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%20divide%20not%20only, of%20use%20(Makinen%202006).

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Smiderle, R., Rigo, S. J., Marques, L. B., De Miranda Coelho, J. A. P., & Jaques, P. A.
(2020). The impact of gamification on students’ learning, engagement and
behavior based on their personality traits. Smart Learning Environments.
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