Self reflection – Presentation

I could finally feel the tension mentioned by Xenia and Jie Ling when I stood at the front of the classroom, presenting my academic essay with everyone’s eyes starring on me.  I felt nervous and I could not wait for my presentation to end!

It was my first presentation in NUS. I think I should improve more on the fluency. Also, I personally think that the presentation would be better if I had better eye contact with everyone in the classroom. To improve my presentation skills, I will practice more before my future presentations to avoid these mistakes.

It was a great experience!

the role of peers and tutor feedback

I have taken ES1102 module in my first semester in National University of Singapore. As this module aims to improve student's essay writing skill, we are required to write essays and exchange comments and ideas among peers. Students are assigned to finish an essay within a short period and they will receive comments from their blogging group as well as leave comments on others. Sometimes, we will be separated into small groups to discuss a topic related to essay writing skills or academic essays online.

At first, I thought this module would turn out to be very tedious and boring as I was bad in writing essays. As I thought this module would be conducted in a very large group, I doubted the ability of this module to help me in improving my essay writing skill. However, these negative thoughts disappeared when this module began. The small learning groups with around 20 students made me feel better. This study process is not only fun and full of laughters but also fruitful as I get to know my essay writing skills better from the comments given my tutor and my peers. I feel satisfied and happy when I receive positive comments from them, and these comments never fail to motivate me to do better in my next essay. Also, I get to know my weaknesses such as poor grammar concept in essay writing from the advices given politely from them. These comments always remind me to not to repeat these silly mistakes in my essays again. Reading others essays and reader responses is an enjoyable task too as everyone has different experiences and stories to share. Being able to relate my own experience with others also helps to build up the friendship among students.

In my opinion, I appreciate the comments given from my tutor and peer but I will be happier if they can leave comments to point out my errors directly as I believe these comments are utmost useful to me in improving my writing skills, especially those common errors in many essays that have become the "blind spot" of many students.  

As I believe reading is a crucial way to improve one's english, the process of reading peers' essays exposes myself to various writing styles and new vocabularies. These essays become my references to write a better essay. Besides that, as students have to leave comments on others essay, it makes me to be more cautious when I am writing an essay. It actually reminds me not to come out with an essay with less solid content and full with errors. Therefore, I often spend much time and effort before starting an essay writing. This process is rather tiring, but it helps to me to study different materials which are not related to my major. 

In a nutshell, this fulfilling English learning experiences help me to develop better writing skills and write an academic essay logically.

*edited*

Essay Final Draft

In the 21th century, the continuing growth in IT has successfully encouraged global interactions and wider internet access all around the world. This has introduced many modern means for education, which allow people to get global information, “challenging assimilation and assessment skills” with ease, thus making “learning … a truly lifelong activity—an activity in which the pace of technological change forces constant evaluation of the learning process itself” (WikiEducator, 2009). The internet access is especially important to high school students nowadays to access to various useful online educational resources and to hone their soft skills such as critical thinking skill and problem solving skill. The effective usage of  IT in education nurtures all-round students who are well-equipped with knowledge and valuable skills, allowing them to have comparative advantages to compete with others to get into better universities.

However, in Malaysia, due to the digital divide in high school students from rural and urban areas, for example, Kuala Lumpur, an urban area which has the highest broadband penetration rate of 119.4% and Sabah, a rural area which has the lowest broadband penetration rate of 43.8%, high school students from rural areas have less exposure to more information, causing them to be comparatively less competitive to get higher education. Based on the information provided by the United Nations Development Program (UNDP), only 5% of high school students in Sabah, a rural area in Malaysia, pursue tertiary education (Leete, 2007).  These information shows a positive correlation between the broadband penetration rate and rate of students pursuing tertiary education in urban and rural areas. Apart from other factors such as family backgrounds, low incomes and others, the poor internet access in this area is the dominant factor that results in such low enrollment to universities among high school students in Sabah. In Malaysia, as high school students from rural areas are comparatively less competitive than students from urban areas to have better tertiary education as a result of disparity in the accessibility in online educational information, the Malaysian Communication and Multimedia Commission (MCMC) should increase the actions in narrowing the digital divide effectively by allocating more budget for increasing broadband penetration in rural areas so that fair competition among high school students.

Nowadays, people are aware that developing knowledge and skills is a way for an individual for securing employment and having higher living standard. Realising the importance of education, more and more parents in rural areas are sending their children to schools instead of asking them to work when they are young to earn a living. This positive phenomena has increased the percentage of youngsters who enroll in high schools in Malaysia. However, the poor broadband penetration in high schools in rural areas causes students to have less alternative to get more resourceful educational information other than knowledge from textbooks, which results in the limited exposure and knowledge received by them in school. Teachers in rural areas have also limited teaching materials and resources due to the difficulty in collecting useful resources online. The failure of the education institutions to provide sufficient modern facilities such as computer rooms and multimedia libraries also causes students to have limited means to be more knowledgeable and do well in public examinations, in which they have to compete with students from all states in Malaysia. The disparity in the accessibility of educational information causes high school students from rural areas to have comparatively lower performances in studies. Thus, they have disadvantages in competing with high school students from urban population to get into more prestigious universities. While the results of these public examinations is the determinant to get into prestigious universities, high school students are often disappointed as they cannot get into universities with their relatively bad results.

In addition, the poverty in most of the households rural areas in Malaysia worsens this problem. According to Leethe (2007), the percentage of households below the poverty line in Sabah is 20%, the highest among the states in Malaysia. Most of the families do not have enough income for their daily life expenditures, let alone buying computers and installing networks in their houses, which might make up a great proportion of their annual incomes. Therefore, students do not have the access to the internet to do research for their studies and get adequate preparation for tertiary education at home. Unlike the high school students in urban areas who can easily access the internet, a limitless library at one’s fingertips, to unlock their doubts and problems in studies, the high school students in rural areas do not have the opportunity to enjoy the benefits of internet usage. For instance, high school students in rural areas face more difficulties in improving their English speaking skills effectively as they can barely access the internet to watch videos or listen to recordings from websites such as Youtube. They can depend solely on their teachers in school and have limited chances to practice speaking in English. This scenario puts them at a distinct disadvantage, who then understandably restrict themselves when going on to the higher education and on the job market. As a result, high school students from urban areas are in ascendancy over the students from rural areas to get into their ideal universities.

To narrow the gap of internet usage between high school students from urban and rural areas, the MCMC has allocated RM1 billion under the Universal Service Provision (USP) fund to provide poor students from families with less than RM3000 monthly income in rural areas computers with internet access. This program aims to achieve broadband penetration of 75% in Malaysia by 2015 and also to encourage the usage of IT in the community to nurture a knowledgeable society. According to the article, “1.2 million 1Malaysia netbooks given out – ministry” (2014), to date, the MCMC has allocated 1.68 million units of 1Malaysia netbooks to rural community.

This commission makes further effort in building a technological society by introducing the 1Malaysia Wireless Village or “free wi-fi” for the rural areas in 2011. Under this program, wireless broadband will be brought to the doorsteps of small communities in remote villages including villages in Sabah, Sarawak, Malacca and Johor. In these places, registered users can enjoy the internet access without paying any fees. Roszeta Kassim, the head of MCMC southern region mentions that to date, there are 757 1Malaysia Wireless Village locations in Johor and Malacca, which are the two of other states which benefit from this pragmatic program.

Under these 2 programmes, students from low income families are benefiting from the computer with internet connection as they are able to make full use of the internet to do research which is related to their studies at home and at school. This allows them to improve in subjects that they are poor at, for instance English, mathematics and the sciences, which are very important in today’s world, by various means such as doing exercises provided online, forum discussions and free webcast lectures. Besides that, they are given the equal opportunities as high school students from urban area to collect information of universities from all over the world. After choosing an ideal university and understanding the prerequisites of that university, they might be more motivated to study harder and perform better in nation public examinations. Given the same study environment, the high school students from cities will not have any comparative advantages anymore as the results of students from “kampung” areas are as competitive as they are.

Also, the free internet access under the 1 Malaysia Wifi Village Programme can aide in encouraging the villagers to learn to use internet. These villagers include students, teachers and parents. With the skills of accessing internet, teachers can search for valuable resources to share in class while parents can help their children in their studies by teaching them the appropriate way to use internet access for education purposes besides making the learning journey more interesting. With the efforts of everyone, nurturing high school students with great exposure to the world and information will not be a tough task in rural areas.

                To bridge the digital gap between high school students from urban areas and rural areas, the MCMC should continue its effort. The meaningful projects should expand wider to other poor rural areas in Malaysia so that these areas will not be isolated from the digital world. Under these programmes, the improved study environment will strengthen the students’ ability in doing better in studies, thus to cause the fair competition to pursue tertiary education to arise among all high school students in Malaysia. With more highly educated human resources in this country, Malaysia will steadily grow and become prosperous as other developed countries.

References:

WikiEducator (28 August 2009). Need and Importance of Information Technology in Education. Retrieved October 9, 2014 from http://wikieducator.org/Need_and_Importance_of_Information_Technology_in_Education

Sijmons F. (2014, February 23). CompareHero: Breaking Broadband. Borneo Post Online. Retrieved October 9, 2014 from: http://www.theborneopost.com/2014/02/23/comparehero-breaking-broadband/

Leete R. (2007,March 28).  Sabah’s human development progress and challenges. Retrieved October 9, 2014 from: http://dspace.africaportal.org/jspui/bitstream/123456789/20417/1/Sabahs%20Human%20Development%20Progress%20and%20Challenges.pdf?1

Malaysian Communication and Multimedia Commission (2014, October 9). 1Malaysia wireless village. Retrieved October 9, 2014 from: http://usp.skmm.gov.my/Projects/Wireless-Village.aspx

Borneo Post Online. (2014, June 30) 1.2 million 1Malaysia netbooks given out – ministry. Retrieved October 9, 2014 from: www.theborneopost.com/2014/06/30/1-2-million-1malaysia-netbooks-given-out-ministry/

Reader Respond (Final)

             Picardo(2012) proposes that the significance of "fostering global awareness and international collaboration" among high school students is getting clearer in this modern era to nurture open-minded, informative and creative students. Realizing that people "with different languages come different ways to interpret the world", he agrees with Marcel Proust, a French novelist, who states that "the real voyage of discovery consists not in seeing new lands but in seeing with new eyes". In addition, he comments that students who are aware of the world and diverse cultures are equipped with practical skills and are capable of deciding knowledgeably. It is undeniable that the goal of "fostering global awareness and international collaboration" can be easily achieved as students nowadays are exposed with information through various means such as travelling and accessing internet. According to Picardo (2012), students have more opportunities to go overseas by the age of 16 and get information easily through the internet. However, the effectiveness of such means is doubted by Picardo and it is regarded that guidance is needed through this process of discovery.

            Thus, Picardo elucidates that various "contextualized learning" methods, which can be generally classified into traditional and modern one, have been introduced in schools. Exchange programs, foreign languages studies and global partnership between schools are the examples of the former while social networks such as Twitter, Skype and Google Maps denote the latter.

            In my opinion, both traditional and modern "contextualized learning" methods can certainly broaden one's horizons about the world and help that individual to understand other's culture better. The memorable experience of welcoming students from Japan as a student ambassador of my high school two years ago deepened my insight of Japanese culture as well as my homeland's. Before the arrival of my Japanese friends, besides contacting them via Facebook, much time and effort was spent on useful websites such as YouTube and travelers’ blogs to learn basic Japanese language and understand their culture so that I could communicate with them with no offence. These efforts prepared me well with knowledge of Japan. Indeed, modern contextualized learning allowed me to "experience foreign cultures with unprecedented ease"(Picardo, 2012). I came to realize that without modern contextualized learning, the languages and cultures barriers among us might cause unwanted problems throughout their visit.

            During their stay in Malaysia, we did various activities like trying out local spicy dishes, "batik" painting and historical sites visits to widen their cultural and historical knowledge of Malaysia. As the host, I benefited as much as they did through our daily conversations and sharing. I was astonished to know how great the impact of China's culture is on Japan when I was invited to join their mini Japanese Tea Ceremony. Despite the fact that my legs were numb after kneeling down on the tatami in the seiza-style for hours, I was impressed by their attention to details and compliance with the meticulous rules of this ceremony. This contextualized learning was effective as I realised the far-reaching effect of culture to a nation. I uncovered the crucial reason that strengthened Japan’s power in the international arena, which was the disciplined and polite culture of Japanese. Also, I realised that modern contextualized learning helped us in developing ourselves to be more aware of others culture (Picardo, 2012).  I honed my soft skills, for instance, communication skills, adaptability to new culture and problem-solving skills and furthermore discovered my weaknesses, which is timidity to communicate with others. I transformed into a confident individual who could easily adapt to new situations, in which I believed I could perform better in the future.

            In a nutshell, I strongly agree that “global awareness and international collaboration during the formative years results in more rounded individuals” (Picardo, 2012) who have both hard skills and soft skills to compete with others in their future. I believe that a graduation certificate of university is the key to own a better job, but without these useful “tools”, an individual might not able to perform effectively and get along well with others in a multicultural workplace,  which will cause them to be easily eliminated very soon in the intense competition in nowadays careers.

Reference:

Jose Picardo (2012, September 25). Why students need a global awareness and understanding of other cultures. Retrieved 17 September 2014, from http://www.theguardian.com/teacher-network/2012/sep/25/students-global-awareness-other-cultures

Essay Draft- 2

Introduction

In the 21th century, the continuing growth in IT has successfully encouraged global interactions and wider internet access all around the world. This has introduced many modern means for education which allow people to get global information, “challenging assimilation and assessment skills” with ease, thus making “learning becomes a truly lifelong activity—an activity in which the pace of technological change forces constant evaluation of the learning process itself” (WikiEducator, 2009). The internet access is especially important to high school students nowadays to obtain various useful online educational resources to help themselves in their studies, besides honing their soft skills such as critical thinking skill and problem solving skill. The usage of internet nurtures all-round students who are well-equipped with knowledge and valuable skills, making them to have comparative advantages to compete with others to get into better universities.

However, in Malaysia, due to the digital divide among high school students from rural and urban areas, for example, Kuala Lumpur which has the highest penetration rate(119.4)  and Sabah which has the lowest penetration rate(47.3), high school students from rural areas have less exposure to more information, causing these students from rural areas to be comparatively less competitive to get higher education. Based on the datas provided by the United Nations Development Program (UNDP), only 5% of high school students in Sabah, a rural area in Malaysia, high school students pursue tertiary education (Leete, 2007). Apart from other factors such as family backgrounds, low incomes and others, the poor internet access in this area is the dominant factor that results in such low enrollment to universities among high school students in Sabah. Therefore, as high school students from rural areas are comparatively less competitive than students from urban areas to have better tertiary education as a result of disparity in the accessibility in online educational information, the Malaysian Communication and Multimedia Commission (MCMC) should speed up the actions in narrowing the digital divide among high school students by allocating more budget in increasing broadband penetration in rural areas so that fair competition among high school students to get into more prestigious universities occurs.

Poor internet connections lead to lower performances in studies

Nowadays, people are aware that knowledge is a way for an individual to move up in the social hierarchy. Realising the importance of knowledge, more and more parents in rural areas are sending their children to schools instead of asking them to work when they are young to earn for a living. This positive phenomena has increased the percentage of youngsters to enroll to high schools in Malaysia. However, the poor broadband penetrations in high schools in rural areas confine students to get more resourceful educational information outside their textbooks, which results in the limited exposure and knowledge received by them in school. Teachers in rural areas have also limited teaching materials and resources due to the difficulty in collecting useful resources online. The failure of the education institutions to provide sufficient modern facilities such as computer rooms and multimedia libraries also causes students to have limited means to be more knowledgeable and do well in public examinations which they have to compete with students from all states in Malaysia. The disparity in the accessibility of educational information causes high school students from rural areas to have comparatively lower performances in studies. Thus, they have disadvantages in competing with high school students from urban population to get into more prestigious universities. While the results of these public examinations is the determinant to get into prestigious universities, high school students are often disappointed as they cannot get into universities with their relatively bad results.

In addition, the poverty in most of the households in Sabah worsens this problem. According to Leethe (2007), the percentage of households below poverty line in Sabah, the highest among the states in Malaysia is 20%. This means that Sabah is the poorest states in Malaysia. Most of the families do not have enough income for their daily life expenditures, let alone buying computers and installing networks in their houses which might make up a great proportion of their annual incomes. Therefore, students do not have the access to the internet to do researches for their studies and get adequate resources of tertiary education at home. As a result, high school students of rural area possess a much more limited view of excellent universities in the world to further their studies an also the existing occupational roles for themselves, who then understandably restrict themselves when going on the job market and on to higher education. On the other hand, in urban areas which has better internet access, high school students can easily collect information of numerous prestigious universities from the internet, which help them to decide which university to go to after high school graduation besides preparing themselves well to fulfill the prerequisites of the targeted university at an earlier stage. As a result, high school students from urban areas are in ascendancy over the students from rural areas to get into their ideal universities.

1 Malaysia Netbooks and 1Malaysia Wireless Village programme:

To narrow the gap of internet usage between high school students from urban and rural areas, the MCMC has allocated RM1 billion under the Universal Service Provision (USP) fund to provide poor students from families with less than RM3000 monthly income in rural areas computers with internet access. This program aims to achieve broadband penetration of 75% in Malaysia by 2015 and also to encourage the usage of IT in the community to nurture a knowledgeable society. According to the article “1.2 million 1Malaysia netbooks given out – ministry” (2014), to date, the MCMC has allocated 1.68 million units of 1Malaysia netbooks to rural community.

This commission continues their effort in building a technological society by introducing the 1Malaysia Wireless Village or “free wi-fi” for the rural areas in 2011. Under the program, wireless broadband will be brought to the doorsteps of small communities in remote villages including villages in Sabah, Sarawak, Malacca and Johor. In these places, registered users can enjoy the internet access without paying any fees. MCMC southern region head Roszeta Kassim mentions that to date, there are 757 1Malaysoa Wireless Village locations in Johor and Malacca, which are the two of other states which benefit from this pragmatic program.

Evaluation of 1 Malaysia Netbooks and 1Malaysia Wireless Village programmes:

Under these 2 programmes, students from low income families are benefiting from the computer with internet connection as they are able to make full use of the internet to do researches which are related to their studies at home and at school. This allows them to improve in subjects that they are poor at, for instance English, Mathematics and Sciences which are very important in today’s world by various means such as doing exercises provided online, forum discussions and webcast free tuitions. Besides that, they are given the equal opportunities as high school students from urban area to collect information of universities from all over the world. After chosing an ideal university and understanding the prerequisites of that university, they will be motivated to study harder and perform better in nation public examinations. Given the same study environment, the high school students from cities will not have any comparative advantages anymore as the results of students from “kampung” areas are as competitive as they are.

Also, the free internet access under the 1 Malaysia Wifi Village Programme will encourage the villagers to learn to use internet. These villagers include students, teachers and parents. With these internet knowledge, teachers can search for valuable resources to share in class while parents can help their children in their studies by teaching them the appropriate way to use internet access for education purposes besides making the learning journey more interesting. With the efforts of everyone, nurturing high school students with great exposure to the world and informative is not a tough task in rural areas.

Conclusion

      In a nutshell, the MCMC should continue their effort in bridging the digital gap between high school students from urban areas and rural areas. The meaningful projects should expand wider to other poor rural areas in Malaysia so that these areas will not be isolated from the digital world. Under these programmes, the improved study environment will strengthen the students ability in doing better in studies, thus causing the fair competition to pursue tertiary education to arise among all high school students in Malaysia. With more highly educated human resources in this country, Malaysia will steadily grow and become prosperous as other developed countries.

References:

WikiEducator (28 August 2009). Retrieved October 9, 2014 from http://wikieducator.org/Need_and_Importance_of_Information_Technology_in_Education

Borneo Post Online (23 February 2014). CompareHero: breaking broadband. Retrieved October 9, 2014 from http://www.theborneopost.com/2014/02/23/comparehero-breaking-broadband/

Richard Leete (28 March 2007).  Sabah’s human development progress and challenges. Retrieved October 9, 2014 from http://dspace.africaportal.org/jspui/bitstream/123456789/20417/1/Sabahs%20Human%20Development%20Progress%20and%20Challenges.pdf?1

Malaysian Communication and Multimedia Commission (9 October 2014). 1Malaysia wireless village. Retrieved October 9, 2014 from http://usp.skmm.gov.my/Projects/Wireless-Village.aspx

Borneo Post Online (30 June 2014) 1.2 million 1Malaysia netbooks given out – ministry. Retrieved October 9, 2014 from www.theborneopost.com/2014/06/30/1-2-million-1malaysia-netbooks-given-out-ministry/

Essay Draft - 1

Introduction

In this 21th century, the continuing growth in information technology (IT) which has successfully encouraged global interactions and wider internet access all around the world has introduced many modern means for education which allows people to get global information, “challenging assimilation and assessment skills” with ease, making “learning becomes a truly lifelong activity—an activity in which the pace of technological change forces constant evaluation of the learning process itself” (WikiEducator,2009). The internet access is especially important to high school students nowadays to obtain various useful online educational resources to help themselves in their studies, besides honing their soft skills such as critical thinking skill and problem solving skill. The usage of internet nurtures all-round students who are well-equipped with knowledge and valuable skills, making them to have comparative advantages to compete with others to get into better universities. However, in Malaysia, due to the digital divide among high school students from rural and urban areas, for example, Kuala Lumpur which has the highest penetration rate(119.4) and Sabah which has the lowest penetration rate(47.3), high school students from rural areas have less exposure to more information, causing them to be comparatively less competitive to get higher education. Based on the figures presented by the United Nations Development Program[UNDP], only five percent or 107,115 Sabah, a rural area in Malaysia, secondary students pursued tertiary education (2007). Apart from other factors such as family backgrounds, incomes and others, the poor internet access in this area is the dominant factor that results in such low enrollment to universities among high school students in Sabah. Therefore, as high school students from rural areas are comparatively less competitive than students from urban areas to have better tertiary education as a result of disparity in the accessibility in online educational information, the Ministry of Education of Malaysia should speed up the actions in narrowing the digital divide among high school students by allocating  more budget in increasing broadband penetration in rural areas so that fair competition among high school students to get into more prestigious universities occurs.

Problems
As people nowadays are aware that knowledge is significant to change and improve their life and living conditions while education is the most effective to become a knowledgeable individual, more and more parents in rural areas are sending their children to schools instead of asking them to work to earn for a living. This positive phenomena has increased the percentage of youngsters to enroll to high schools in Malaysia. However, the poor broadband penetrations confines to students to get more resourceful educational information outside their textbooks, which resulting in the limited exposure and knowledge received by them in school. The lack of facilities such as computer rooms and low income in families in rural areas make this problem to become worse.

The disparity in the accessibility of educational information causes high school students from rural areas to have comparatively lower performances in studies. Thus, they have disadvantages in competing with high school students from urban population to get into more prestigious universities.

Solutions:
To narrow the gap of internet usage between high school students from urban and rural areas, the Ministry of Education should allocate more budget in increasing broadband penetration in rural areas by providing adequate facilities such as computer rooms in schools to improve internet connectivity.

Outline-1

1.Main Topic Area:
Digital divide among high school students from urban and rural areas in Malaysia, for example, Kuala Lumpur which has the highest penetration rate(119.4) and Kelantan which has the lowest penetration rate(43.8).

2.Main Problem Identified:
The disparity in the accessibility of educational information causes high school students from rural areas to have comparatively lower performances in studies. Thus, they have disadvantages in competing with high school students from urban population to get into more prestigious universities.

3.Proposed Solutions:
To narrow the gap of internet usage between high school students from urban and rural areas, the Ministry of Education should allocate more budget in increasing broadband penetration in rural areas by providing adequate facilities such as computer rooms in schools to improve internet connectivity.

4.Proposed Thesis:
As high school students from rural areas are comparatively less competitive than students from urban areas to have better tertiary education as a result of disparity in the accessibility in educational information, the Ministry of Education of Malaysia should speed up the actions in narrowing the digital divide among high school students by allocating  more budget in increasing broadband penetration in rural areas so that fair competition among high school students to get into more prestigious universities occurs.

Reader Response - Draft 3

             Picardo(2012) proposes that the significance of "fostering global awareness and international collaboration" among high school students is getting clearer in this modern era to nurture open-minded, informative and creative students. Realizing that “people with different languages come different ways to interpret the world”, he agrees with Marcel Proust, a French novelist, that "the real voyage of discovery consists not in seeing new lands but in seeing with new eyes". In addition, he comments that students who are aware of the world and diverse cultures are equipped with practical skills and are capable of deciding knowledgeably. It is undeniable that the goal of "fostering global awareness and international collaboration" can be easily achieved as students nowadays are bombarded with information through various means such as travelling and accessing internet. According to Picardo (2012), students have more opportunities to go overseas by the age of 16 and get information easily through the internet. However, the effectiveness of such means is doubted and it is regarded that guidance is needed through this process of discovery.

            Thus, Picardo elucidates that various "contextualized learning" methods, which can be generally classified into traditional and modern one, have been introduced in schools. Exchange programs, foreign languages studies and global partnership between schools are the examples of the former while social networks such as Twitter, Skype and Google Maps denote the latter.

            In my opinion, both traditional and modern "contextualized learning" methods have certainly broadened my horizons about the world and helped me to understand one's culture better when I was a high school student. The memorable experience of welcoming students from Japan as a student ambassador of my high school two years ago deepened my insight of Japanese culture as well as my homeland's. Before the arrival of my Japanese friends, besides contacting them via Facebook, much time and effort was spent on useful websites such as YouTube and travelers’ blogs to learn basic Japanese language and understand their culture so that I could communicate with them with no offence. These efforts prepared me well with knowledge of Japan. Indeed, modern contextualized learning allowed me to "experience foreign cultures with unprecedented ease"(Picardo, 2012). I came to realize that without modern contextualized learning, the languages and cultures barriers among us might cause unfavourable problems throughout their visit.

            During their stay in Malaysia, we did various activities like trying out local spicy dishes, "batik" painting and historical sites visits to widen their cultural and historical knowledge of Malaysia. As the host, I benefited as much as they did through our daily conversations and sharing. I was astonished to know how great the impact of China's culture is on Japan when I was invited to join their mini Japanese Tea Ceremony. Despite the fact that my legs were numb after kneeling down on the tatami in the seiza-style for hours, I was impressed by their attention to details and compliance with the meticulous rules of this ceremony. This contextualized learning was effective as I realised the far-reaching effect of culture to a nation. I uncovered the crucial reason that strengthened Japan’s power in the international arena, which was the disciplined and polite culture of Japanese. Also, I consented that modern contextualized learning helped us in developing ourselves to better ones (Picardo, 2012).  I honed my soft skills, for instance, communication skills, adaptability to new culture and problem-solving skills and furthermore discovered my weaknesses. I transformed into a confident individual and I could easily adapt to new situations which I believed I could perform better in the future

.

            In a nutshell, I strongly agree that “global awareness and international collaboration during the formative years results in more rounded individuals” (Picardo, 2012) who have both hard skills and soft skills to compete with others in their future. I believe that a graduation certificate of university is the key to own a better job, but without these useful “tools”, an individual can easily be eliminated very soon in the intense competition in nowadays careers.

Reference:

Jose Picardo (2012, September 25). Why students need a global awareness and understanding of other cultures. Retrieved 17 September 2014, from http://www.theguardian.com/teacher-network/2012/sep/25/students-global-awareness-other-cultures

Reader Response - Draft 2

Picardo(2012) proposes that the significance of "fostering global awareness and international collaboration" among high school students is getting clearer in this modern era to nurture open-minded, informative and creative students. Realizing that “people with different languages come different ways to interpret the world”, he agrees with Marcel Proust, a French novelist, that new thoughts are often discovered when multicultural society cooperate. In addition, students who are aware of the world and diverse cultures are equipped with practical skills and are capable of deciding knowledgeably. It is undeniable that the goal of "fostering global awareness and international collaboration" can be easily achieved as students nowadays are bombarded with information through various means such as travelling and accessing internet. However, the effectiveness of such means is impugned and it is regarded that guidance is needed through this process of discovery.

Thus, Picardo elucidates that various "contextualized learning" methods, which can be generally distinguished into traditional and modern one, have been introduced in schools. Exchange programs, foreign languages studies and global partnership between schools are the examples of the former while social networks such as Twitter, Skype and Google Maps denote the latter.

In my opinion, both traditional and modern "contextualized learning" methods have certainly broadened my horizons about the world besides understanding one's culture better. The memorable experience of welcoming students from Japan as a student ambassador of my high school two years ago deepened my insight of Japanese culture as well as my homeland's. Before the arrival of my Japanese friends, besides contacting them via Facebook, much time and effort was spent on useful websites such as YouTube and travelers’ blogs to learn basic Japanese language and understand their culture so that I could communicate with them with no offence. These efforts prepared me well with knowledge of Japan. Indeed, these modern contextualized learning allowed me to "experience foreign cultures with unprecedented ease". I came to realize that without these modern contextualized learning, the languages and cultures barriers among us might cause unfavourable problems throughout their visit.

During their stay in Malaysia, we did various activities like trying out local spicy dishes, "batik" painting and historical sites visits to widen their cultural and historical knowledge of Malaysia. As the host, I benefited as much as they were through our daily conversations and sharing. I was astonished to know how great the impact of China's culture is on Japan when I was invited to join their mini Japanese Tea Ceremony. Despite the fact that my legs were numb after kneeling down on the tatami in the seiza-style for hours, I was impressed by their attention to details and compliance with the meticulous rules of this ceremony. This contextualized learning was said to be effective as I realised the far-reaching effect of culture to a nation. I uncovered the crucial reason that strengthened Japan’s power in the international arena, which was the disciplined and polite culture of Japanese. Also, I consented that modern contextualized learning helped us in developing ourselves to better ones (Picardo, 2012).  I honed my soft skills, for instance, communication skills, adaptability to new culture and problem-solving skills and furthermore discovered my weaknesses. I transformed into a better individual which I believed I could perform better in the future.

In a nutshell, I strongly agree that “global awareness and international collaboration during the formative years results in more rounded individuals” (Picardo, 2012) who have both hard skills and soft skills to compete with others in their future. I believed that a graduation certificate of university is the key to own a better job, but without these useful “tools”, an individual can easily be eliminated very soon in the intense competition in nowadays careers.

Reference:

Jose Picardo (2012, September 25). Why students need a global awareness and understanding of other cultures. Retrieved from The Guardian database at

http://www.theguardian.com/teacher-network/2012/sep/25/students-global-awareness-other-cultures

Reader Response - Draft 1

Picardo(2012) proposes that the significance of "fostering global awareness and international collaboration" among high school students is getting clearer in this modern era to nurture open-minded, informative and creative students. It is undeniable that this goal can be easily achieved as students nowadays are bombarded with information through travelling and internet access. However, the effectiveness of such means is impugned and it is regarded that guidance is needed through this process of discovery.

Thus, Picardo elucidates that various "contextualized learning" methods, which can be generally distinguished into traditional and modern one, have been introduced in schools. Exchange programs and foreign languages studies are the examples of the former while social networks such as Twitter, Skype and Google Maps denote the latter.

In my opinion, both traditional and modern "contextualized learning" methods have helped me in broadening my horizons about the world besides understanding one's culture well. The memorable experience of welcoming students from Japan as a student ambassador of my high school two years ago has deepened my insight of Japanese culture as well as my homeland's. Before their arrival, besides contacting my Japanese friends via Facebook Messenger, much time and effort was spent on useful websites such as YouTube and travelers’ blogs in order to learn some basic Japanese language and understand their culture so that I could communicate with them with no offence. These preparations has equipped me well with knowledge of Japan from various aspects and also removed the language barrier among us. Indeed, these modern contextualized learning allow me to "experience foreign cultures with unprecedented ease" (Picardo, 2012).

During their 2 weeks stay in Malaysia, we did various activities like trying out local spicy dishes, "batik" painting and historical sites visits to increase their cultural and historical knowledge of Malaysia. However, as the host, I benefited as much as them through our daily conversations and sharing. I was astonished to know how great the impact of China's culture is on Japan when I was invited to join the mini Japanese Tea Ceremony conducted by them. Despite the fact that my legs were numb, kneeling down on the tatami in the seiza-style for hours, I was impressed by their attention to details and their compliance with meticulous rules throughout this ceremony. I realised that it is the disciplined and polite personalities of Japanese that contributes to the formation of a better and more competitive nation in the international arena. This contextualized learning was said to be effective as I honed my soft skills, for instance, the consciousness of world issues, communication skills, adaptability to new culture, problem-solving skills and so on that will help me to perform better throughout my university life and my future career.

In a nutshell, I strongly agree that “global awareness and international collaboration during the formative years results in more rounded individuals” (Picardo, 2012) who have both hard skills and soft skills to compete with others in their future. I believed that a graduation certificate of university is the key to own a better job, but without these useful “tools”, an individual can easily be eliminated very soon due to the intense competition in nowadays careers.

Reference:

Jose Picardo (2012, September 25). Why students need a global awareness and understanding of other cultures. Retrieved from The Guardian database at

http://www.theguardian.com/teacher-network/2012/sep/25/students-global-awareness-other-cultures

Summary 2(Global digital divide)

In a Euromonitor blog post entitled “Global Digital Divide Persists But Is Narrowing” (2011), it is asserted that the gap in internet accessibility between developed and developing countries is getting smaller. Even though consumers in developed countries have a greater access to internet connection than those in developing countries, the number of consumers with access to internet in the latter is increasing over the past few years. This blog post has also noted that internet usage and access have significant implications on the internet users. -By Janelle and JiaNing

An important event in my life

  

          Shy and introverted-- these were the adjectives that my best friends used to describe me in the past. Indeed, I was. I preferred being alone to talking to strangers as I was not brave enough to do so. Therefore, I had only a few friends in my class and I spent most of my time with them. When all of my friends are were arranged to different classes when we were 15 years old, I was sad, thinking that I would be alone for the rest of secondary school life.

          Realizing that I was always alone, my class monitor tried to help me to mingle well with my classmates. She introduced me to the class to be the leader for the coming interschool choir competition. I was worried as I did not even dare to speak to others, nonetheless not to mention leading the class to practice for a competition.

         At first, I was unwilling to be a leader and I tried to avoid from this responsibility. However, with the help for of my class monitor, I started to communicate with my classmates and led them for every practices. As days past, we knew each other more and our friendship was built up.

        We eventually won in this competition. The vivid memory of my classmates hugging me with joy and thanked me for leading them well is still in mind. It was a fruitful experience to me as I turned out to be more cheerful and outgoing besides gaining some leadership qualities. Without this important event in my life, I might still be timid and shy.

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Summary 1

Leake and Warren (2009) state that addictive Facebook users have worse results. In comparison with university students who seldom use Facebook, they score lower marks as they have bad time management. Students subconsciously spend much time once they start surfing it, causing them to study less for exams. These has resulted them to have lower Cumulative Average Points.

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My English Language Learning Journey

             As a born and bred Malaysian, I have been learning Chinese, Malay and English throughout the 19 years in my life. My parents have always encouraged me to improve my skills in languages, especially English as they are aware of how important language is to prepare myself well to communicate with others. However, as a Chinese school student, Chinese is always my first choice when I come to interact with others and therefore I do not get much opportunity to improve my English. This has resulted in my lack of confidence to use English in my life.

             In my high school life, the results of my English papers were averagely  good, but I never think that my English is decent. In fact, I believe that everyone can score well if they practice more by doing grammar exercises and memorise the formats of the essays befor the tests. Also, speaking English was the most difficult task for me that I avoided from speaking English to others all the time until I attended the English tuition when I was 17 years old.

             Unlike other tuitions, these tuitions were conducted in a very relaxing and happy style. The passionate teacher, extroverted and friendly peers and the interesting study materials made me look forward to every Monday tuition. Attending these tuitions not only honed my English skills, but also changed me from an introverted girl to an outgoing one. I remembered how afraid I was when I had to speak English in front of my peers in the first tuition. I nearly cried. It was the encouragements and helpful advices from everyone made me step out of my comfort zone to speak more in English.

            And now, I am in NUS, the university which gathers students from the world. I believe that I can improve my English in all aspects within 4 years studying here. I will never let the timidity and shyness in me to confine me from improving anymore.

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