Given the magnitude of the topic, a mere attempt to define or simply to

comprise the meaning of profession would, I believe, be inadequate. In order to fully

define the meaning of profession we must first fundamentally understand what a
profession is and what conditions are required for it to exist. Based on my reading
throughout the web I can define that a profession is a disciplined group of individuals
who adhere to ethical standards. This group positions itself as possessing special
knowledge and skills in a widely recognised body of learning derived from research,
education and training at a high level, and is recognised by the public as such. A
profession is also prepared to apply this knowledge and exercise these skills in the
interest of others (What is Profession, n.d.). Another article from (Important
Characteristic of Profession, n.d) suggest that the term 'Profession' stands for an
occupation which requires some specialised study and training, and the purpose of
which is generally to provide skilled services and guidance in lieu of a definite fee or
remuneration. A profession is a calling and implies acquisition of a fond of
knowledge, range skills and their application in service of humanity. In short there
some condition that need to be cleared before ones work can be called a profession.
In the figure below there are some requirement to what a profession should include.

Figure 1
Source: http://dl.groovygecko.net/

As cited in an online dictionary the definition of ethics can be perceived as a

branch of philosophy dealing with values relating to human conduct, with respect to
the rightness and wrongness of certain actions and to the goodness and badness of
the motives and ends of such actions. Professional ethics encompass the personal,
organizational and corporate standards of behaviour expected of professionals as
cited by Ruth Chadwick (1998). Professionals, and those working in acknowledged
professions, exercise specialist knowledge and skill. As teacher we need to follow
certain code of ethics set by the ministry of education. The code of ethics for
teachers is designed to protect the rights of the students, all the students. It is
important that teachers understand that when they get a teaching position they are
agreeing to follow the code of ethics. Teachers are expected to be fair to all their
students and not to take advantage of their position in any way. For example, a
teacher can't accept expensive gifts from students because it might appear to bias
you. A teacher also can't push your personal beliefs on students as this contradicts
with the code of ethics that teacher need to follow. The figure below is an example of
some ethical standards for teacher to follow.

Figure 2
Source: http://sbi4uni.weebly.com/

Accountability is an ethical concept that concerns proper behaviour, and it

deals with the responsibilities of individuals and organisations for their actions
towards other people and agencies. The definition adopted for this review refers to
research by Bovens (2005). He draws attention to the terms of the relationship
between a teacher and how the teacher is responsible and their stakeholders.
Stakeholders are those with a particular interest in the work of the teacher. In short
accountability can be defined as how teachers are obligated to the stakeholders and
by which the stakeholders may hold the obligation towards the teacher. Teachers are
accountable to not one but many stakeholders and as such accountability is an
important trait that teachers need to possess as this line of work demands high
accountability towards different parties. Accountability is defined as responsibility to
someone or for some activity (www.thefreedictionary.com). When considering a
teachers accountability, we relate it to the teachers responsibility for their students
and his or her learning progress. Teachers should accept ownership over their
students performance in their classroom. Today, teachers live in an age of
accountability. They are constantly being held responsible for the performance of
their students. Amidst all these students are just one stakeholder that the teacher is
accountable for so the figure below shows the other possible stakeholders that the
teacher are accountable for.

Administrat
ors

Parents

Ministry of
Education

School

Colleagues
Figure 3

Source: http://educationstatement/stakeholders/blog.com
A professional is one who has a specialized knowledge base such as
technical culture, commitment to meeting client needs also called as service ethic,
strong collective identity-professional commitment or professional commitment and
interconnected as against bureaucratic control over practice and professional
standards. Teachers are able to make learning engaging and valued. They are able
to create and maintain safe, inclusive and challenging learning environments and
implement fair and equitable behaviour management plans. They use sophisticated
communication techniques. Teachers have a repertoire of effective teaching
strategies and use them to implement well-designed teaching programs and lessons.
They regularly evaluate all aspects of their teaching practice to ensure they are
meeting the learning needs of their students. They interpret and use student
assessment data to diagnose barriers to learning and to challenge students to
improve their performance. They operate effectively at all stages of the teaching and
learning cycle, including planning for learning and assessment, developing learning
programs, teaching, assessing, providing feedback on student learning and
reporting. Politeness can be define as showing good manners toward others, as in
behaviour, speech, courteous and civil (onlinedictionary.com). As such a
professional is specialized in an aspect and a professional such retain a degree of
politeness. Politeness also covers how a professional dress in other words dress
code. Below is a sample of how a teacher should dress according to the
standardized dress code.

Figure 4
Source: http://jawatankerajaan.com.my/

Teacher as a professional is regarded to how the teachers carry themselves in

the school towards the students and what they must do so that they deserve to be
called a professional teacher and as such they are several traits or characteristic that
the teacher should have so that the teacher can call himself or herself a professional.
According to (McEwan 2002) he pledge that teachers that are professional has ten
characteristic. As for me the most important trait that I want to highlight is
positiveness and truth. Such teachers shows qualities such as respect, compassion,
empathy and fairness in relation to students, parents and colleagues. They are more
democratic, easier to connect with students, more open and easily adapt to changes.
It is the teacher who will mould the student, enhancing students' strengths and
identify students weaknesses. The teacher is always positive through all the
challenges faced and sincere in building the human capital.

The second characteristic that the teacher should own is leadership. Teachers
are leaders who can influence them to change, learn, grow to do something
differently, independent, accountable and achieve goals. As a leader teacher is a role
model for students, other teachers and parents. Professional teacher lead by active
partnership with others and guide colleagues through mentoring, collaboration and
sharing of new ideas in teaching. Effective teachers have high moral values,
intellectual and social leaders for the good of the students, colleagues and parents.

The third point that I wish to argue upon is instructional effectiveness.

Effective teachers do not teach in a way, but they have a variety of techniques,
teaching behaviour and teaching skills depending on the needs of students, the
subject and the complexity of learning outcomes. Among the components of teaching
effectiveness, including the ability to communicate and teach the necessary skills
such as planning skills and prepare lessons, to explain clearly, creating a conducive
environment, classroom management and optimum use of time, handling conflict
and evaluating the performance of teaching itself. A professional teacher will be able

to juggle several different issues in one time as such they must have instructional
effectiveness for them to be called a professional teacher.
The fourth characteristic that is recommended for one to be called a
professional teachers is one has to acquire the sense of With-it-ness. This is a
concept where it requires effective teachers to equip themselves with the knowledge
to have complete control over classroom management, student engagement and
time management. They can teach, move around the classroom and to take
cognizance of all that happens in the classroom. Teachers can carry out its duties
effectively in the classroom to perfection and act wisely in solving any problems that
existed during his teaching. Teachers can make a reflection upon teaching by taking
spontaneous action without interruption in the teaching process.

One of the characteristic that need to be highlighted as a professional teacher

is that the teacher is also a good motivator. Professional teachers are a highly
motivated and believes that they are capable of changing the lives of students and
motivate them to master academic standards and behaviour are highest. Teachers
can motivate students through personal teaching efficacy with a mission statement
that all students can learn, the belief that they can get results because they teach
with a different mind-set and energy of physical or mental as well as a strong
determination. In addition to effective teachers as a behavioural motivator, he also
acts as a disciplinarian manager.

Professional teacher need to driven by goals and passionate about teaching.

Professional teachers are driven by mission, as if a call to teach in addition to having
a passion for helping students learn and grow. They have a high commitment and
willingness to accept additional tasks. After determining the mission, the teacher
should strive to achieve these goals as outlined in the code of ethics for teachers.
Professional teacher has set up goals or objectives before the start of the lesson and
at end of it professional ensure that the goals and objectives set must be achieved.
Professional teachers need to be passionate in teaching and will always find a way
to get more interested in what they are teaching and to make things more interesting
for their students. These are some characteristic that a professional teacher should

have and should foster within themselves so that the aim of being a professional
teacher can be realized and it is not merely a pipe dream.

Decision
Maker

Analyst

Practitioner
Reflective
of
Practitioner
Knowledge

Supervis
or

Researcher

Learning
Manager

Behaviou
ral
Surrogat
Construc e Parents
tor

Agent of
Change

Social
Agent
Figure 5

Source: Encik Hj. Omar bin Zakaria (National Coach for I-Think)
The figure above shows the roles that associate with teachers in various
aspects of school management and each of the roles contributes to the selfdevelopment of the teacher. As teachers this are the roles we need to undertake and
I will describe the roles which in my opinion will be the most vital for a teacher. The
roles that I think are important includes practitioner of knowledge, analyst, reflective
practitioner and decision maker which in turn I will explain in detail what each role
demands from the teacher and how as a teacher he or she can fulfil the duty given to
further develop oneself to be a professional.
One of the role that teachers should gaze upon is that the teacher as a
practitioner of knowledge. The distinct aspect that the teacher need to have is be
able to adapt to the change in the curriculum. The teacher need practice or carry out
the reforms or changes planned in National Education Blueprint. The improvement of
curriculum come hand in hand with changes as such adaptability is one of the most
critical skills that teachers need in order to adhere to the new curriculum and
exercise the full aspirations and needs induced by the ministry in the National
Education Blueprint. According to Kea, Whatley & Richards (2006) Teachers need to
know how to adapt the content of instruction and teaching styles. Curriculum,
methodology, and instructional materials should be responsive to students values
and cultural norms. One of the adaptation that the teacher need to practice in the
usage of ICT in teaching and learning proses as underlined in the seventh shift of the
transformation system.

ICT is one of tools suggested in the National Educational Blueprint not only as
an instructional tool but also as a teaching and learning resource. As a practitioner of
knowledge teacher need to practice the use of ICT in class and encourage students
in using ICT for learning core subjects at least. If the teacher has low adaptability
they cant use ICT in their teaching and learning process and will resist to changes
and as such have low adaptability ultimately continuing with teacher-centered
approach teaching style. There is a high risk that the teacher will fail as an educator
in carrying out their duties as they can adapt to changes thus they are stagnant with
no professional development within themselves and as such they wont be able to
carry put the changes presented in the blueprint because in the blueprint the Ministry
aims to adopt a sequenced approach to ICT. Critical elements for ICT usage such as
devices, network and applications, ICT competencies in teachers, and curriculum

and assessment must be in place prior to shifting to more intense, innovative usage
of ICT. As such teachers need to have high adaptability to the all the technological
changes that occurs around the worlds as use it in teaching and learning process.
This shows that teacher should deliver knowledge differently rather than using the
same old textbook stlye of delivering and ICT can get the job done. By using ICT
which contains multimedia teacher not only able to deliver knowledge in an
interactive way but the teacher also can adhere to different pace of learning of the
students in class.
The second role that the teacher can enact is as a decision maker. The
teachers will be able to make decision and have decision making skills based on the
curriculum changes that have been implemented. This is an important role as
participative decision-making as the teacher is believed to have two potential benefit
which are arriving at better decision and enhancing the growth and development of
the school in sharing goals, improving motivation, communicating and better
developing group organizations and improving students skills. As outline in National
Education Blueprint in the fourth shift, where the blueprint intends to enhance
pathways for teachers into leadership, master teaching and subject specialist roles.
They may choose to become subject specialists focused on developing curriculum,
assessment, and training programmes for the broader system. They may work as
master teachers in schools. Regardless of the pathway chosen, the commitment to
investing in their development and in building an environment of professional
accountability will be maintained across their careers so that the changes brought by
the curriculum can be tackled well and delivered with precision as such teachers are
the one who makes the decision on how to improve the five aspiration that are
outlined in the National Educational Blueprint which are access, quality, equity unity
and efficiency.

Decision making is also needed when implementing the changes in

curriculum during the teaching and learning process. The most significant role of
teacher in decision making can be seen during the choosing of teaching materials.
Teacher should decide which material is suitable for the teaching and learning
purpose for the particular lesson. Hutchinson (1987) states that" Materials are not

simply the everyday tools of the language teacher; they are an embodiment of the
aims, values and methods of a particular teaching/learning situation. As such the
selection of materials probably represents the single most important decision that the
language teacher has to make. This shows that as teachers we need to decide
which materials maximize students learning and is the materials chosen are
interactive enough to be used in teaching and learning an is in line with the changes
made in the curriculum as well as adhere to need of the National Education Blueprint
where in the second wave presented in the blueprint the ministry demands highly
interactive and quality materials to be chosen and used by the teachers in order to
carry out the teaching and learning process.
The third role that teacher need to be aware of is teacher as a reflective
practitioner. As a researcher teacher need to look into and reflect their own teaching
and learning practices and identify any shortcomings and problems encountered
during the session and come out with new strategies to overcome the problem
encountered. The blueprint also supports the statement above in which the first wave
(2013-2015) of the National Educational Blueprint incorporates of raising student
outcomes and interest through new learning approaches. It is advisable that teacher
come out with new strategies and approaches revamp the relics that teachers have
been using for the past twenty years. Teachers with the research skills to share and
critique their practice become key collaborative professionals in the change
processes within school communities. Moreover, beginning teachers with the skills to
engage from the start of their careers in action research or classroom inquiry have
the skills to be both consumers and producers of knowledge and the tools to make
sense of their practice and problems they face.

The reflective practice implicit in any action research projects undertaken by

teachers promotes a self and practice awareness with the potential to enhance
effective practice through a deeper understanding of themselves and their teaching
practices as teachers and learners as suggested by Breidenstein (2001). Teachers
with the research skills to share and critique their practice become key collaborative
professionals in the change processes within school communities. Moreover,

beginning teachers with the skills to engage from the start of their careers in action
research or classroom inquiry have the skills to be both consumers and producers of
knowledge and the tools to make sense of their practice and problems they face as
such teachers can come out with fresh innovations and strategies to counter their
limitations faced in the classroom during the teaching and learning process. In the
National Education Blueprint there are some new learning practices and learning
methods that has been suggested for teachers to use them in the classroom and one
of the teaching strategies recommended is flipped classroom. In flipped classroom
teachers assign pre-reading in the form of online lectures or e-learning lessons,
which students complete at home. Classroom time is then used for peer-group
activity, assignments and discussions. The role of the teacher therefore evolves from
a lecturer to that of a facilitator and coach. Structured and collaborate reflection are
is a must and it is a key factor in teacher-initiated change of school practice, as the
reflective process acts as the vehicle for opening teachers' eyes to a range of
perspectives on student learnings and how teachers can innovate something new for
them and in the same time adhering to the needs of the National Education
Blueprint.

The last role that the teacher need to uphold an also outlined in the National
Education Blueprint is teacher as analyst. Teacher need to able to analyse students
strength and weaknesses in order to maximise their potential in learning. (Meyers &
Rust, 2000) stress the importance of helping teachers learn how to assess their own
students and its impact on their teaching and learning practices. To be successful,
school teachers need to engage in conversations with students, using assessment
data to diagnose strengths as well as weaknesses of the students so that the
teacher know which aspect of learning that the students needed more focus on. In
addition, providing the opportunity for teacher collaboration and discussion about
practice, using assessment data as a springboard, has been a powerful tool for
improvement of teaching and learning as a whole. National Education Blueprint has
implemented a way to analyse students strength and weaknesses which the school
based assessment. The Ministry will also ensure the holistic assessment of students
via National Examinations and School-based Assessments or Pentaksiran
Berasaskan Sekolah (PBS). Measures undertaken will include: Redesigning the

primary and secondary school curricula to align with international standards;

Upgrading assessment frameworks to increase items that test higher-order thinking
skills and to move towards standard referencing in PBS which is why teachers as
analyse should carry out assessment and fulfil their duty as analyst so that they can
truly live up to the name which is no other that the agents of curriculum change. As a
teacher we should be flexible and ready to accept any role given and teachers need
to adapt to situation even if the situation has maelstrom of challenges the teacher
need to find ways to overcome the problem and carry out their role flawlessly as
teachers are the core of the school and as a teachers we need to do our very best to
fulfil our role in school and also in the society itself because as the saying goes a
master can tell you what he expects of you. A teacher, though, awakens your own
expectations.
The explosion of Information and Communication Technology (ICT) in the last
two decades has impacted the life of many people and the nature of jobs in all fields.
Education as the main vehicle for human capital development needs to heed to the
constant changes in the world of work. In line with the rapid development and usage
of ICT in the workplace, it is important that the current generation of students need to
well-prepared with ICT knowledge and skills for them to face the tasks in the worldof-work in the future. In fact, ICT is the way of life for the majority of us and we
should be fully prepared to live in the ICT world. Malaysia has a vision called VISION
2020 with the purpose of embracing the knowledge economy in order to become
globally competitive. To be able to compete in the globalized world, Malaysia need to
develop knowledge workers. Thus, in line with that VISION, The Ministry of
Education in Malaysia has recommended the minimum ICT skills that teachers
should have in order to lead Malaysian students to compete in the global economy.
ICT has become an important component of education of many nations. In some
schools ICT is taught as a subject and for the majority ICT is a teaching tool. ICT can
do wonders in classroom if used wisely by well-trained teachers. ICT enhances
teaching and learning process by increasing students motivation. The use of ICT in
classroom helps in the explanation of difficult concepts so students are able to easily
under-stand those concepts. The integration of ICT in education can takes several
forms such as information and computer networks, digital content, internet sites,
multimedia and others. ICT integration can be defined as ICT use in classroom

teaching (Lloyd, 2005). ICT integration in technical and vocational classrooms

(Kuskaya and Kocak, 2010; Crittenden, 2009) would involve using instructional
software during the course, making presentations, carrying out the tasks in
laboratories or workshops or application services. Many studies have confirmed the
importance of ICT integration in teaching and learning processes in technical and
vocational schools. Previous literatures on teachers skills and ICT integration in the
classroom (Cavas et al., 2009; Tezci, 2009; Drent and Meelisen, 2008; Ngah and
Masood 2006) have shown that there are significant positive relationships between
teachers ICT skills and frequency of ICT use. Studies (Agyei and Voogt, 2011; Inan
and Lowther, 2010; Culp, 2005) have shown that ICT skills are especially important
for effective usage of ICT and are the strongest predictor of technology integration in
the classroom.

Lack of teacher confidence and skill. Several researchers indicate that one
barrier that prevents teachers from using ICT in their teaching is lack of confidence
and skill in using ICT. Dawes (2001) sees this as a contextual factor which can act as
a barrier. According to Becta (2004), much of the research proposes that this is a
major barrier to the uptake of ICT by teachers in the classroom. In Bectas survey of
practitioners (2004), the issue of lack of confidence was the area that attracted most
responses from those that took part. Some studies have investigated the reasons for
teachers lack of confidence with the use of ICT. For example, Beggs (2000) asserted
that teachers fear of failure caused a lack of skill in implanting ICT based learning.
On the other hand, Balanskat et al. (2006) found that limitations in teachers ICT
knowledge makes them feel anxious about using ICT in the classroom and thus not
confident to use it in their teaching. Similarly, Becta (2004) concluded their study with
the statement: many teachers who do not consider themselves to be well skilled in
using ICT feel anxious about using it in front of a class of children who perhaps know
more than they do. This shows that teachers cant cope with the current progress of
the technological world as such they prefer to avoid the use of ICT in their teaching
and learning strategy. This is one issue that we can look into to gain more insight on
so that teachers skills are developed in terms of ICT to keep up with the changes

happening all over the world and this is one way teacher can increase their personal
skill and professional development as in the National Education Blueprint it is
stressed in the 7th shift which is leverage of ICT where teacher need to integrate
more ICT in the teaching and learning process.
There is an emergent concern about the use of translation Method (Bahasa
Malaysia) by English teachers to teach English. Firstly, we are now drafting teacher
trainees who have had their school education in Bahasa Malaysia and have studied
English as a subject in the curriculum. Secondly, since Malaysias desire to provide
every student with access to English education, huge numbers of teachers have to
be trained. Many of these trainees may not have reached a high level of competence
in English. Thirdly, 1990 to the middle of 1997 were economic boom years. The
teaching profession had to compete with other professions to draw competent young
people. The higher pay and other perks offered by the commercial sector has meant
that the teaching profession has been able to attract fewer people with a high level of
competence in English to train as teachers. The public, especially parents, has often
outstretched this issue in the press. The lack of competence teacher in school has
left a big dent in the education system where as mentioned above highly
competence teacher are hired by the private sector because of the higher pay. This
leaves us with low competence teacher that teaches English using the direct
translation method. What we can observe in schools right now are the teacher uses
Bahasa Malaysia to teach students which in turn reflecting the lack of English
language knowledge that the particular teacher possesses. The teachers language
is particular importance to language teaching using the first language for classroom
management and instructions deprived genuine examples of language use and set a
tone for the class that influence much that happens in the second language
activities. The whole context provides language that includes the patterns of
interaction between teacher and the class and between the students in the class
down to the actual gestures used. The input that the students are getting is far more
than just the sentences they encounter. (Cook, 1991, p.99).
This is the second issue I wish to shed light upon as we can see the teachers
are reluctance to make their pupils use the language. They would consider that as a
waste of time and the effort made would not pay off. To them, the easiest way to

make the pupils understand what they wanted to the pupils to learn was through the
translation method. Economy of time was the main factor. Expectation of the
teachers towards the pupils achievement in the English language would be another.
The ESL teachers believed that the pupils found that English was a difficult subject to
learn and as such they use their mother tongue to teach the students English as they
have a mind-set of which the English language subject is difficult for the students to
learn. Now that the education system has shifted to using Bahasa Malaysia, and
English has been relegated to the status of a subject in the school curriculum, one
must expect the level of competence to drop. Fairly or unfairly, teachers of English
are being castigated for this "drop" in levels of competence, a fact that many seem
reluctant to accept. This shows that there so much more room for improvement that
can be done to elevate the standard of English language teaching in Malaysia and
mother tongue language is not an excuse for teachers to not teach English properly
in school as the competiveness in the real world demands that students need to be
proficient in the English language.
COURSE ON USING FROG VLE IN TEACHING AND LEARNING FOR ENGLISH
TEACHERS
Organised by
THE MINISTRY OF EDUCATION
1.0 Introduction
The Transformation in Improving the Professional Development of Teacher Programme
has been planned as a step in helping the teachers to upgrade their professional
development constantly. This programme will be launched by Ministry of Education. This
programme is conducted to give opportunity to the teachers share and work together in
equipping themselves with more knowledge and ICT skills that will help to increase the
professionalism of the teacher and achieve the national aspiration.
2.0 Rationale
In line with the seventh shift Leverage ICT that have been made in our Malaysian
Education Blueprint which is Transform teaching to the profession choice, a programme
which known as The Use of Frog VLE in Teaching and Learning for English Teachers
has been organised by the Ministry of Education to provide more oppurtunity for

teachers to continuously increase their professional development and also their ICT
skills.
3.0 Goals
3.1 to stimulate the exchange of information and ideas between the teachers
3.2 to enchance the teachers ICT skills for the use of teaching and learning of
English language in the class
3.3 to promote the use of Frog VLE as an educational toll which will provide new
and more interactive ways of teaching and learning
4.0 Objective
4.1 to enhance pathways for teachers into leadership, master teaching and
subject specialist roles and professsional skill development mainly ICT skills
4.2 to immerse the teachers in the collaboration culture to share best practice and
master greater pedagogical startegy and approach.

5.0 Programme Details

5.1 Date
: 20/9/2015
5.2 Time
: 7.15 a.m 5.00 p.m
5.3 Place
: Sk Parit Bingan Computer Lab
6.0 Target Group
6.1 One teacher from the twenty-seven schools in the district of Kuantan
6.2 Name list (refer to Appendix A)
7.0 Committee Members
Adviser

: EN. SAIKOP BIN CYCLOPS

Chairman

: EN. BOPEN BIN LINUS

Vice Chairman

: EN. CRET BIN NENAS

Secretary

: PN TANKELANTAN BT BAYU KEMBANG

Treasurer

: EN. MELAT BIN LAMBAT

PA system

: EN. SIRENG BIN MASLAN

Host

: PN. ANATI BT SUNGKEK

Facilities/Equipment

: EN. SEBU BIN PENTIAN

Programme Book

: EN. TUAK ANAK MAGGI

Venue (Hall)

: EN. TOYENG BIN SUMAYENG

Souvenir

: EN. DOKEK BIN DAGU

Guest Invitation

: EN. IJIE BIN URYUU

Documentation

: PN. MAIKALIMAI BT ALAHAI

Food

: EN. TUA BIN HITAM

Registration

: EN. BLACKY A/L COBRA

Certification

: EN. SUNI BIN SUBI

8.0 Biodata of the Presenter

Name:

EN. HJ. OMAR BIN ZAKARIA

Education Background:

Masters in Library Management

Twenty years experience teaching including overseas (UK and Japan)

9 years of experience teaching ICT to international students at the community

college level in the UK (beginning, intermediate, and advanced)

Extensive experience teaching multimedia and computer skills including use of

flipped classrooms, collaborative projects, and e-learning

Trained and proficient in creating student centred classrooms including projects,

collaborative learning, problem posing, and presentations

Teacher training experience leading workshops on teaching profession and

professional development of teachers including I-THINK and Frog VLE

9.0 Implementation Details

Date:
20/9/2015
Time:
7.15 a.m 5.00 p.m
Location:
Computer Lab of Sk Parit Bingan
Tentative Programme
07:15 am 08:00 am

: Registration
: Arrival of the presenter: En. Hj. Omar bin Zakaria

08:00 am 08:15 am

: NegaraKu and Recital of Doa

08:15 am 08:40 am

: Opening Session and Introduction of the presenter

08: 40 am 10:40 am

: Introduction to Frog VLE

10.40 am 11.00 am: Tea break

11:00 am 01:00 pm

: Explanation of features Frog VLE and how it is an

education tool

01:00 pm 02:00 pm

: Lunch Break

02:00 pm 04:30 pm

: How to use Frog VLE in teaching

04:30 pm 05:00 pm

: Appreciation giving session and closing ceremony

10.0

Specific Requirement
No

Quantity

LCD projector

Microphone

Writing board

Marker Pen

Chairs

27

11.0
1

Equipment / Materials

Estimated Budget
Requirement

Mineral water

Food

Hamper

Quantity

Cost

Total Cost

3 boxes

RM 10 x 3

RM 30

Buffet

RM 15 x 27

RM 405

RM 10 x 1

RM 10

RM 370

RM 445

Total
NOTE:

Every teacher is required to pay RM 20 as the programme fee.

Programme Implementation Report:

Programme Summary:
-

Prepared by,
.......................
(

APPENDIX A
One Teacher from the 27 schools in the Yong Peng District
Bil
1.
2.
3.
4.
5.
6.
7.
8.
9.
10

Name
ANWAR RADHI BIN ABDULLAH
ASYRAF SIDDIQ BIN MOHAMAD SAID
AZFAR AFANDI BIN AHMAD NAZRI
BADRUL AMIN BIN MAHADI
BEATRICE JUSTINA TEO
CHEONG ZI HOONG
CONSTANCE CHEE
FARID SYAZWAN BIN NORDIN
HARZUWANI BINTI WAHAB
HONG YIN YIN

.
11. KHAIRUNAJWA BINTI KASNAN
12 KAMARUNASRUL NAIM BIN KAMARUDDIN
.
13

KEVIN RAJ A/L SAVARI NATHAN

.
14

KHAIRUL AKMAL FAIZ BIN MUDZAKIR

.
15

LEE LI WEN

.
16

MAISARAH BT RAHIM

.
17

MARCINI ANAK MINGGU

.
18

MOHAMAD ALIF IZWAN BIN MOHD NAZRI

19

MOHAMAD AZMAN KAMARUDIN

.
20

MOHITRAA SHAKTI A/P SUNDRARAJAN

.
21

MUHAMAD NURHAFIZZI BIN MD AROF

.
22

NIK NUR KHALIDAH BT. NIK AHMAD SAIDE

.
23

NOOR INTAN SHAFIQAH BT KAMARUZZAMAN

.
24

NORAFIDAH BINTI JASMAN

.
25

NUR HAFIZI BIN HANG TUAH

,
26

PAVITTHRA A/P ARULCHELVAN

.
27

SYED ALI BIN SYED ABDULLAH THANI

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