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ICT in schools is implemented within subjects such as

Mathematics, Science, English and even Physical Education if the

teacher is creative. During these subjects the teacher and
students will go to the computer room and learn using computers
and IWB. Occasionally technology is brought into the classroom
and teachers will use projectors and whiteboards are used as
screen as part of the learning and teaching process.

Our group was required to use “Logo Programming” software with

a student as part of our school-based assignment. We were to
complete this assignment individually as part of one the
requirements of our course, PS 2206, ICT in Science &

The aims of this school-based assignment are: to introduce this

software and go through it with a student to design simple
shapes. The shapes in this investigation are square, rectangle,
triangle and diamond. Secondly, to observe how the student uses
this software and obtain information about the student opinions
on the task as a learning process.

Mathematics is all around us even if we are aware or unaware of

its presence and it also exists in “Logo Programming”. It involves
a point, a straight line, two lines, four lines, length, shapes,
directions, angles and numbers. Additionally it challenges
students’ mathematical thinking such as deciding how far we
want the distance to be or which turn we want to go.

In this task the student cognitive thinking was challenge by the

fact that she had to choose and decide on how big she wanted
the shape to be. For example in designing a square Siti Nur
Haziqah decided to use the following instructions:

FD 30
RT 90
FD 30
RT 30
FD 30
RT 90
FD 30
Her mathematical skill was further enhanced as she explored the
software with more instructions and designed other shapes such
as a rectangle, a triangle and a diamond. The process also consist
of ordering and comparing where in ordering, she must know
what to do, which direction to go and what distance she needs to
use to make certain shapes. Meanwhile in comparing she needs
to compare the sides of a shape such as a square before actually
designing it. In this case, a square has all equal sides.
This software is a very useful tool to teach pupils about shapes,
length or direction. On the other hand it is an alternative way to
introduce the use of technology in Mathematics for the students.

The student, Siti Nur Haziqah Syafiqah Binti Muhd. Juhari, comes
from a family with four siblings and she is the third child. Her
father works as a translator and her mother as a clerk, both in the
government sector. I can say that her family comes from a
working class society. When asked about owning a computer at
home, she responded that her family only own a laptop but her
eldest sister usually used it and she seldom had the chance to use
it. Usually when she had the opportunity, she would play games
on it. The game she usually play involves shooting with fire.

In school, she told me that she had the chance to use the “Paint”
and “Photoshop” programme and sometimes her teacher told
them to search pictures on the internet by “Google”. I can say
that she was already exposed to computers and laptops and the
internet at home and in school.

Since only at least one student was required for this task, I had
chosen one student of Year 4, from Sekolah Rendah Rimba II.
Even though she was an average ability girl, she was able to
answer all my questions and liked to talk about her family.

Instrumentation used was “Logo Programming” software which

was provided by my lecturer for us and secondly, interview with
the student.

The task was to go through with the student to design simple

shapes with the software using codes.

Some of the codes are as follows:

FD 90 – Forward ( at a distance of 90 units)

LT 30 – Left turn (at an angle 30˚)

RT 50 – Right Turn (at an angle 50˚)

CS – Clear screen
These are the only instructions I asked my student to use as she
had not been introduced to “Logo Programming” prior to this

Initially, I asked Siti Nur Haziqah Syafiqah whether she had heard
of or een introduced to “Logo Programming” before, she
answered “No”.

I explained to her about the software and what I planned to do.

Before doing anything I asked her some questions about the
shape square, rectangle, triangle and diamond and ask her to
draw on the paper all of these shapes. I asked her what the
features of each shape and she could easily answer correctly.

I purposely asked these questions so that it would be easier for

her in designing the shapes using the software.

Then I told her to explore by using the codes given and I only
helped her when she got stuck. Later on, I asked her to design a
square, she made mistakes but after a little practice she
managed to complete the square. After that, I asked her to design
a rectangle, a triangle and a diamond.

I was actually surprised by her accomplishments in using the

software. Even though she had only been introduced to it, she
managed to handle it like a pro. Here are some of the strengths
and weaknesses during the task.

• She was exposed to computers before even though she
never used “Logo Programming”.
• Usually she has to group with a friend when using the
computer in school. In this task she was able to use and
explore the laptop on her own without the interference of a

• One-to-one interactions with a teacher (me) also assist her in

working out the software.

• She had trouble with the use of angle and directions
in the software.

Before this assignment was given to us, honestly I have never

heard of “Logo Programming” before. I have never seen it used in
my own home and even in my previous schools. I felt so timid
when I heard pupils as young as Year 1 have been using it in
other schools. I, myself struggle with it in the first place and only
had an hour to master it when Dr. Leong ordered us to design
shapes on the same day he introduced it to us.

The task not only helped me in certain ways but also give me the
opportunity to apply it with a student. The task was quite
challenging but Siti Nur Haziqah had done an excellent job with it.
The observation was an interesting process and it was also an
interesting assignment. Furthermore what made the experience
meaningful was that positive interactions were established
between teacher and students and new knowledge was acquired
by both of us.