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SSEEAAMMEEOO--JJaappaann EESSDD AAwwaarrdd Supporting Partner:

Submission Form of 2014 SEAMEO-Japan ESD Award Theme: Fostering Global Citizenship for Sustainable Future

The last day for submission of entries: 15 September 2014

To participate in the 2014 SEAMEO-Japan ESD Award, please submit the information of your school’s project/programme on “Fostering Global Citizenship for Sustainable Future” by using this Submission Form.

The digital format of this Submission Form can be downloaded from the SEAMEO website: www.seameo.org or requested by sending an email to: seameojapan.award@seameo.org.

The guidelines for submission of entries and the judging criteria are detailed in page 13-15 of this document.

Schools must ensure that the SEAMEO Secretariat receives their entries by Monday 15 September 2014.

More information, please contact the SEAMEO Secretariat, Bangkok (telephone number: +662 391 0144, fax number: +662 381 2587 and email address: seameojapan.award@seameo.org)

PART I: Details of Your School

1. Name of your school: SJK(T) SUBRAMANIYA BARATHEE

2. Full address: SJK(T) SUBRAMANIYA BARATHEE,

CHANGKAT MINDEN JALAN 1,

11700 GELUGOR, PULAU PINANG.

3. Postcode: 11700

4. Country: MALAYSIA

5. School’s telephone number (country code+city code+telephone number): 6046572129

6. School’s fax number (country code+city code+fax number): 604657129

7. School’s email Address: subramaniya_barathee@yahoo.com.my

8. Name of the Head Master/ Principal/ School Director: Mr. NATHAN S/O DORASAMY

9. Name of Teacher Coordinator: Ms. VIMALA D/O MUNIANDY

10. Email address of the Coordinator:vimala311@yahoo.com.my

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11. School website (if available): pbd1088@jpnpp.edu.my

12. Educational level (Such as Kindergarten 1 to Grade/Year 9): YEAR 1 UNTIL YEAR 6

13. Number of teachers in your school: 21 TEACHERS

14. Number of teachers participated in this programme: 21 TEACHERS

15. Number of students in your school: 220

PART II: Information about the School’s Programme

The information of part II from no.1 to 13 should be no longer than nine (9) pages long of A4 in

total. The information should be written in Times New Roman font, 11-12 point size.

1. Title of the school’s programme

MOBILE LEARNING IN TEACHING AND LEARNING

2. Summary of the programme (a half to one page A4)

'Mobile Learning' has been used for teaching and learning for the all the subjects for pupils in this

school. 'Mobile Learning' is a new concept in the learning process in Malaysia. It emphasizes the ability

to facilitate the learning process over without being tied to a location and physical. In simple words, the

learning process can be done anywhere, not in the classroom alone. Mobile technologies such as

wireless networks (Wi-Fi), 3G mobile phones, Personal Data Assistants (PDAs), laptops, tablet PCs are

commonly used gadget in the 'Mobile Learning'. The study performed has shown that students can

receive and showed keen interest to use technology in their learning process. 'Mobile Learning' can be

applied to improve existing technologies and attract many students to integrate technology in their daily

learning process.

‘Mobile learning’ technologies offer teachers-and students a more flexible approach to learning. Today's

students are no longer and our educational system was designed to teach. Digital natives are being

exposed to more gadgets and technology than was ever thought possible. This is having a profound

effect on the ways in which children learn. They are more engaged in learning when using the latest

technological gadgets, because it is what they are most used to interacting with them. They are versatile,

motivating, and active learning tools. Students are more engaged and motivated to learn when they

use mobile devices and research shows that academic performances can improve. We as educators

need to take note of this, and look for safe, productive ways to integrate mobile learning devices

into our curriculums.

This ‘Mobile Learning’ makes collaboration in and out of the classroom. A well-rounded VLE will help

with access to online resources, schoolwork management, parent involvement and most importantly,

student engagement. So the school use Frog - VLE as a platform for this programme.

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3. Background information or reasons why the school created this programme

The school created this programme when a teacher from this school received ‘Innovative Teacher

Award’ National level in 2013. She realized that ‘Mobile Learning’ programme can produce

innovative and global citenzenship among the students in this school. The schoo use the ‘Mobile

Learning’ programme for ‘Thirukural’. Thirukural is adored by Tamil people, as a sacred book. It was

written by saint poet Thiruvalluvar during the first century BC. In fact, the whole Thirukural comprised

of 133 chapters and each chapter consists of ten couplets. So totally there are 1330 couplets in this

literature book. Even Thirukural is evaluated to be the Holy book of Tamils the book itself is global in

nature. Thirukural educates people the core values of life. In a way, it is an expanded decipherment of

Ten Commandments. Almost all who come across this book will fall in love with it, due to its

purposefulness and conventionality of articulation of thoughts. Dr. Albert Schweitzer admired

Thirukural as one grandest achievement of the human mind.

Winternitz on Spread in the World & General Excellence

“Thiruvalluvar’s Kural is one of the gems of the world literature. He stands above all races, castes,

and sects, and what he teaches is a general human morality and wisdom. No wonder, that the Kural

has been read, studied and highly praised in the land of its origin for centuries, but also found many

admirers in the west, ever since it has become known. -Professor M. Winternitz, Sanskrit Scholar,

Germany.

So generally this Thirukural can produce a good global citenzinship for sustainable future among the

school students.

There are others reasons why the schools implement this programme:

a. The process of learning and teaching can be carried out anywhere and anytime.

b. 'Mobile Learning' is one of the techniques of teaching and learning that attracted students to

master the 'Thirukural' in a short time.

c. Students can master 'Thirukural' with the help of videos produced by multimedia elements such

as video, animation, text and so on. Multimedia elements that integrate audio and video to attract

students in using the 'Mobile Learning'.

d. Content in 'Mobile Learning' is based on the syllabus in Tamil from the year one to year six for

the title of 'Thirukural'.

e. It is also more self-directed learning, students can continue learning activities at home without

the guidance of a teacher or parent.

f. 'Mobile Learning' to give freedom to the students to learn the 'Thirukural' as each student has

different abilities potential. This means that students can learn the title you want to learn to

understand.

g. 'Mobile Learning' will help students develop skills in using information and communication

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technology. Now most of the students prefer to use technology gadgets.

h. 'Mobile Learning' will encourage independent learning experiences and learning partnerships

(collaborative learning). This is because students can collaborative with friend and teacher with

ease. They can also share ideas and learning materials without limitations.

i. Fostering independence with activities of learning and self-assessment without the guidance of

teachers through 'Mobile Learning.

j. Assessment or training provided over the use of critical thinking and creativity.

k. Assessment and activities provided enable pupils to make according to their abilities.

l. Teaching and learning are often based on the textbook. So, teachers can use the 'Mobile

Learning' as learning materials.

m. 'Mobile Learning' can be used as a source for the 'Flipped Classroom' where this method has

been implemented abroad. 'Flipped Classroom' means students will learn through video or

learning materials available before they go to school. This means that students will learn without

the guidance of a teacher and classroom activities are only focused on learning where the

teacher will be as fascinator.

n. The usage of paper can reduce because everything by technology devices and it will help for

sustainability of future development.

4. Objectives/goals of the programme

The objectives of the Mobile Learning programme are:-

i) The process of learning and teaching can be carried out anywhere and anytime.

ii) Fostering independence with activities of learning and self-assessment without the guidance of

teachers through 'Mobile Learning’.

iii) It is also more self-directed learning, students can continue learning activities at home without the

guidance of a teacher or parent.

iv) Mobile Learning will help students develop skills in using information and communication

technology. Now most of the students prefer to use technology gadgets.

5. Core competencies of students (e.g. knowledge and understanding, cognitive skills, non-cognitive

skills and behavioural capacities) that the school aims for within the programme.

1. Self –Discipline

Self discipline refers to self control, self restraint and independence. Students will continue learn

at home and do the assessment without the teachers and parents guidance.

2. Positive Attitude

The students a more positive attitude towards their behaviours because the ‘Thirukural’ is the

Indian bible can help to produce a good global citizenship for sustainable future.

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3. Teamwork / Cooperation

Students will work together peacefully in a team to ensure the task given carried out

successfully.

4. Sustainability

All actions and lesson taken today with the future mind.

5. Respect

Gaining a sense of respect among their classmates, parents, teachers and community because

‘Thirukural’ teach people how to respect teach others.

6. Collaborative

Work together with friends, teachers, families and communities to learn something which will

help for their future sustainable.

6. Period of the time when the programme was or has been implemented

The ‘Mobile Learning’ programme started 2013 and on-going.

7. Activities (Actions and strategies of implementation)

Daily Practices

Before the Tamil Language subject’s starts teacher will encourage the students to pronouns the

‘Thirukural’.

During Recess time the students encourage to write the ‘Thirukural’ from the Tamil reading corner to

their Tamil Language exercise book.

Weekly Practices

During the school assembly the duty teacher will encourage the students to memorize the ‘Thirukural’

via ‘Mobile Learning’. The teachers will remind the students to access Frog-Vle. Teacher also remind

the students regarding the effectiveness of ‘Mobile Laerning’ in their learning.

8. Teaching and learning methodologies that the school applies for promoting the core competencies as

identified in number 5

‘Mobile Learning’ incorporated through lessons conducted in classes. For most subjects in all level,

especially Tamil Language subjects, Morale subjects, and Civics subjects. For examples student will

learn about respect, responsibility, tolerance, teamwork through group activities given by the teacher via

‘Mobile Learning’.

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Role Play

Another common method of instilling good values is through simulation and acting. Students will role

play based on ‘Thirukural’ are given to them and also based on the theme of the lesson.

Forum

This is platform used to get students involved directly in discussion about the topics given by the

teachers. Students will sharing their knowledge and information with their friends.

Morale Value quotations in classroom

Students will produce decorative phrases or quotations as a mural in the classroom. When see it daily

the morale value appears in their mind and heart.

A day a Thirukural

The teacher encourage the students to memories a Thirukural per day.

Assessment in Frog –VLE

Teachers will give work and assessment through Frog –VLE where every student should access it via

their ID and password. Frog – VLE also Malaysia government programme for Malaysian educational.

9. Partnership, community participation and international connection (Details of partners, their roles

and activities that they have involved)

NO NAME OF PARTNERS ROLES OR CONTRIBUTION

1 Parents- Teachers Association SJK(T)

Subramaniya Barathee

Funding and volunteering services

2 Universiti Sains Malaysia Conduct workshop to students

3 SJK(T) Jalan Sungai Share and promote ‘Mobile Learning’ concept

in their school.

10. Monitoring and evaluation mechanisms and summary of results

Monitoring and evaluation mechanisms:

The senior and experienced teachers will help the others teachers to produce learning materials via

‘Mobile Learning’.

During the school assembly the duty teacher will encourage the students to memorize the ‘Thirukural’

via ‘Mobile Learning’ and the effectiveness of ‘Mobile Learning’.

The ICT teacher will log in Frog –VLE to ensure that all the students and teachers will access that

programme.

The teacher in charge for this programme will update the video or learning materials then inform to the

teachers and students to access it.

During the assembly the duty teacher will choose randomly few students to pronouns the ‘Thirukural’

the correct meaning.

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The Tamil Language teacher will ensure that the students copy the ‘Thirukural’ from Tamil reading

corner as a weekly activities.

Summary of results:

Increase the awareness of ‘Mobile Learning’ among the students and teachers.

Reduce the usage of paper among students and teachers.

Increase self – discipline and self learning among students.

Collaboration among students, teachers and parents.

More students create mural in their classrooms to make them beautiful and conducive for

learning.

The students be a more positive attitude towards their behaviours because the ‘Thirukural’ help

to produce a good global citizenship for sustainable future.

11. Resources used for programme implementation

Human Resources Students, teachers, parents, community

Financial Resources Contributions from teachers, Parents – Teachers

Association and Generous Donors

Technica l Resources Universiti Sains Malaysia for giving workshop

on ‘Mobile Learning’.

12. Benefits/Impacts/ positive outcomes of the programme to students, school and community

The programme successfully run in this school and give positive impacts to the school. The benefits of

the programme are :

Teachers

Provide educator support. It’s a big investment, and professional development can help ensure it

pays off. Proper educator training promotes digital literacy and ensures that technology is

integrated with curriculum and standards.

Educating teachers develops confidence in those who create lessons, plan activities, and work to

engage students. Providing guidance to those who use mobile devices in the classroom is an

integral part of the success of your mobile learning programme and makes mobile devices that

much more powerful.

Students

learner centred: It builds on the skills and knowledge of students, enabling them to reason from

their own experience.

knowledge centred: The curriculum is built from sound foundation of validated knowledge,

taught efficiently and with inventive use of concepts and methods.

assessment centred: Assessment is matched to the ability of the learners, offering diagnosis and

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formative guidance that builds on success.

Community centred: Successful learners form a mutually promote community, sharing

knowledge and supporting less able students.

to provide opportunities for students to develop proficiencies in various forms of knowledge

through engagement with various social networking spaces, and

for developing an educational space for students to explore and interrogate global citizenship

through collective action.

Parents

Parents recognize the benefits and parents say mobile devices open up learning opportunities

and also engage students in the classroom.

Parents are ready for change. Forty-five percent of parents say they plan to buy, or have already

bought, a mobile device to support their child’s learning.

Parents want to collaborate with educators. Some of parents say they need help finding good

educational apps for their children.

Parents of students strongly agree that mobile devices and apps can “make learning fun, promote

curiosity, teach problem solving and can help them connect and communicate with their child.”

Our project goal was for teachers and students to learn collectively about what it might mean to be a

global citizen in an era of expanding worldwide knowledge-based societies and increased access to and

engagement with Mobile Learning. If learning should be “without borders,” then one of the moral and

ethical obligations we face as educators is to prepare our young people early in their lives to become

responsible global citizens and one of the opportunities we have is to use the digital media they know to

engage them in learning. Through engagement with various technologies throughout the course,

students became more confidant and adept with emerging technologies. ICT moral and ethical issues are

extremely complex, dynamic, and need to be viewed within the situated contexts of educational,

community, and societal perspectives. Mobile Learning can be used to enhance learning and for the

benefit of global collaboration and it can also be used to distract learners or even as an instrument of

social destruction and harm. Thus it is important to integrate Mobile Learning across the curriculum and

to recognize Mobile Learning as a vital component of what it means to be a global citizen in an ever-

changing social and cultural world.

13. Plan for sustainability and plan for the future

Plan for sustainability:

One of the main problems regarding mobile was that until recently the institution had to provide the

hardware. However now we are at the stage that we can use the learner's own devices - hopefully

meaning fewer cupboards with unused devices. Additionally, mobile devices can often mean that our

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teaching and learning materials can be re-purposed and/or usefulness extended which can only be a

good thing.

Teacher’s Role

Teachers continue integrate good value and practices in their lessons because ‘Thirukural’ contents with

good value which can help to produce a good global citizenship.

Financial Support

Collaboration with Parent – Teacher Association gives their commitment and financial support for

promoting the values and essential of ‘Mobile Learning’.

Plan for the future:

Collaboration with other schools

We will research out to other schools through more sharing sessions and inviting them to our ‘Mobile

Learning’ platform.

Partnership

The school will continue their partnership with Unversiti Sains Malaysia. So students can get more

information and workshop from Universiti Sains Malaysia.

Reduce the usage of paper

Environmental care would be introduced because ‘Mobile Learning’ will help to reduce the usages of

papers in teaching and learning.

Future Research

This is will be carried out periodically to evaluate the progress and effectiveness of programmes and

identify the areas that can be improved.

14. List of attachments such as a copy of the school operational plan, learning/ teaching materials,

samples of student worksheet, manual, etc. If the attached materials are in the local language, please

provide a brief description in English language.

Attachment 1) TEACHING MATERIALS

Attachment 2) INNOVATIVE TEACHER AWARD NATIONAL LEVEL

Attachment 3) INNOVATIVE TEACHER AWARD STATE LEVEL

Attachment 4) WORKSHOP TO PROMOTE MOBILE LEARNING AT OTHER SCHOOL

Attachment 5) LINK ADDRESS ARE USED IN MOBILE LEARNING

Attachment 6) FROG – VLE USED IN MOBILE LEARNING

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15. Photos related to the activity/programme (Maximum of 6 photos with captions in English)

Photo1

MOBILE LEARNING IN CLASSROOM

Photo 2

SELF – DIRECTED LEARNING IN SCHOOL

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Photo 3

MOBILE LEARNING VIA CHROME BOOK

Photo 4

WORKSHOP CONDUCTED BY USM LECTURER

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Photo 5

SELF-DIRECTED LEARNING AT HOME

Photo 6

COLLABORATION AMONG STUDENTS

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SSEEAAMMEEOO--JJaappaann EESSDD AAwwaarrdd Supporting Partner:

Guidelines for Submission of Entries

1. Schools can submit information about the school’s programme/project/activity related to the theme “Fostering Global Citizenship for Sustainable Future” between 25 May to 15 September 2014. The

deadline of entry submission is on Monday 15 September 2014. (The schools much ensure that the SEAMEO Secretariat receives their entries by 15 September 2014.)

2. Each school can submit only one entry.

3. The submission of the school’s programme must be done through the template “Submission Form of 2014 SEAMEO-Japan ESD Award”. The Submission Form can be downloaded from the SEAMEO website: www.seameo.org or requested by sending an email to the email address: seameojapan.award@seameo.org.

4. Details about the submission of information about the school must adhere to the following format as in the Submission Form:

a) Part I - Information about the school;

1) School name and contact details

2) Brief information about the school such as number of teachers and students and educational level

3) Contact details of the coordinator

b) Part II - Information about the school’s programme;

1) Title of the school’s programme

2) Summary of the programme (An half page of A4)

3) Background information or reasons why the school created this programme

4) Objectives/goals of the programme

5) Core competencies of students (e.g. Knowledge and understanding, cognitive skills, non cognitive skills and behavioural capacities) that the school aims for within the programme

6) Period of time when the programme was/has been started

7) Activities (Actions and strategies of implementation)

8) Teaching and learning methodologies that the school applies for promoting the core competencies as identified in number 5

9) Partnership, community participation and international connection (Details of partners, their roles and activities that they have involved in the programme.)

10) Programme monitoring and evaluation mechanisms, and summary of results

11) Resources used for programme implementation

12) Benefits/impacts/positive outcomes of the programme to students, school and community

13) Plan for sustainability and plan for the future

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14) List of attachments such as a copy of the school operational plan, action plan of global citizenship programme, learning/teaching materials, samples of student worksheet, manuals, etc.

15) Photographs related to the school programme (maximum of 6 photographs with captions in English)

5. Information about the school programme (Part II as above) should not be over nine (9) pages of A4 in total. The information should be written in Times New Roman font, 11-12 point size. (A half-to-one page A4 sheet about the project overview should be included.)

6. Information about the school project and the photo captions must be in English. The teaching and learning materials can be in local languages, however a brief translation in English should be provided.

7. All submissions should include related photos. (Maximum of 6 photographs with captions in English)

8. Schools can submit the "Submission Form of 2014 SEAMEO-Japan ESD Award" and materials to the SEAMEO Secretariat by

a) Email: seameojapan.award@seameo.org and/or b) Send a Compact Disc (CD) or handy drive containing the digital files of submission form and supporting documents to the following address by post. To avoid that the CD may be damaged, the printed version of the submission form should be included in the mailing package. SEAMEO-Japan ESD Award SEAMEO Secretariat 920 Sukhumvit Road Klongtoey District, Bangkok 10110, THAILAND.

9. All entries submitted to the SEAMEO Secretariat will be acknowledged. If the school has not received an acknowledgement of receipt from the SEAMEO Secretariat within one week after the submission, please contact the SEAMEO Secretariat (Email: seameojapan.award@seameo.org).

Judging Criteria The judging committee will consider the following criteria in selecting the winning schools: 1. Strategy/ Modality of Implementation

- Promotion of global citizenship is emphasized and incorporated into school policies, management plans, and teaching and learning programmes within the school.

- The entry indicates that the school has promoted/encouraged the development of global citizenship competencies that contribute to the promotion of sustainable development.

- The school has demonstrated the use of participatory processes – involving students, teachers, parents and/or communities – in planning and implementing the programme.

- Appropriate and effective methods and resources are used to implement the programme. - Monitoring and evaluation mechanisms or processes are identified to safeguard the

immediate and long-term outcomes of the programme. 2. Innovation and Creativity

- The school’s programme has demonstrated innovative practices in promoting global citizenship competencies for sustainable development.

- The entry is a new idea/concept or an improved/adapted version of existing activities.

3. Teaching and Learning Methodologies - Core competencies, as identified in the entry, have been integrated into subjects and the

curriculum.

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- The school has demonstrated effective teaching and learning methodologies that have been applied to instill global citizenship core competencies such as participatory teaching and learning methodologies, and the use of effective ICT or other multi-media technologies within the programme.

4. Partnership, Community Participation and International Connection

- The school has demonstrated a determined effort to create a mechanism of networking and partnership with different partners within the community and/or among other communities to co-implement the school programme.

- The school has demonstrated a mechanism to create a linkage for an international connection, such as an association with other schools in different socio-cultural contexts, or in other countries.

- The school has shown that the programme has strengthened student involvement in local and international communities.

5. Sustainability

- The school has demonstrated a clear future plan on how to sustain the programme. - The school has integrated the concept of global citizenship within the school management

plan and teaching and learning activities across subjects for long-term actions. 6. Impact

- Results, after/during implementation, have revealed the effectiveness and benefits of the school programme to students, teachers, parents and the wider community.

- The programme implemented by the school has had a positive effect on the surrounding areas and communities.

Contact Information For enquiry, please contact: SEAMEO-Japan ESD Award SEAMEO Secretariat 920 Sukhumvit Road, Klongtoey District, Bangkok 10110, THAILAND

Email: seameojapan.award@seameo.org Website: www.seameo.org Tel: +662 391 0144 Fax: +662 381 2587