Dorji

International Journal of Research in Education and Science Volume1, Issue 2, summer 2015, ISSN: 2148-9955 Faculty of Education, University of Malaya, Malaysia This research journal ‘Teaching and Learning with Technology: Effectiveness of ICT Integration in Schools’ by Simin Ghavifekr and Wan Athirah Wan Rosdy shows the effectiveness of technology-based teaching and learning compared to traditional classroom as they have found the use of ICT tools and equipment preparing an active learning environment that is more interesting and effective for both teachers and students through their study. This research is initiated by the Malaysian Ministry of Education based on the latest Education Blue print (2013-2025), insights the importance of technology-based teaching and learning into the schools’ national curriculum. This study analyzed about the teachers’ perceptions on effectiveness of ICT integration to support teaching and learning process in classroom where 101 teachers randomly from

Paro Taktsang Paro Taktsang lhakang also known as Tiger’s Nest is one of the Buddhist traditional monastery perched above the Paro valley. It was built around the Taktsang Senge Samdup cave where Guru Rinpoche had mediated there for three years, three months, three weeks, three days and three hours in the 8th century. It is one of the place where all Bhutanese wish to visit at least once in their life due to its specially scared history. Using this picture or photographs, we can teach children about its historical significance (social studies). For instance, they can explore the historical importance of the monastery as a scared site in our country with its role, construction, the history associated with Guru Rinpoche, who is believed to have mediated there and the importance of religious sites in our Buddhist context. We can also learn or teach about cultural values and practices (Value) by discussing about rituals, manners and respectful behaviors those visitors should maintain wh

National flag The National flag of our country represents the hopes and aspirations for the citizen of our country and a symbol of national pride. Each part of the flag has specific meanings. The white colour of the dragon is said to represent purity, the yellow represents the kingdom of Bhutan’s yellow kabney, the orange represents the Buddhist tradition and the jewels represent Bhutan’s wealth and security. Through this photo, we can teach or learn about our National identity and pride (social studies) by helping children to understand the importance of national pride and foster a sense of belonging to our country through discussing its significance and symbolic meaning of each element such as colours, dragon and jewels. We can also teach about history and cultural heritage by exploring the historical context and cultural significance of the flag. We can also discuss how our national flag has evolved over time and the historical events associated with it. We can even encourage c

Paro Rimpung Dzong Rimpung Dzong also known as Paro Dzong is one of the biggest and most terrific dzongs in Bhutan in terms of architecture. By using this photo of dzong, we can teach students about various things, firstly the historical significance by letting them to explore the historical background of the dzong that includes its origin, construction, and major events associated with it. Most importantly by highlighting about its role in the country’s history and its significance as a cultural symbol. Secondly, about architectural styles. For instance, letting children to examine the architectural features and styles of the dzong. Discussing the materials used, unique design elements and comparing it with other architectural styles. We can also be able to study about our cultural heritage by discussing about how this dzong reflects the cultural heritage and traditions of the country. For instance, we can explore the religious and spiritual aspects associated with it, such as mon

Raksha Mangchham-Dance of Judgment Day Raksha Mangchham is one of the traditional Bhutanese mask dance which portrays the full trial system after death in the court of the Lord of Death. The dance which last four to five hours portrays Shinje Chhogyal the Lord of Death, Lha Karpo the white god and Dreynakchung the black demon as the three main dancers who are said to be the representations of the Rigsum Gonpo Jampelyang, Chenrizig and Chana Dorji respectively. By using this photo, we can teach children about our cultural heritage and promote the preservation of Bhutanese traditions (Social Studies) where they will be introduced with how this dance is being performed, its spiritual beliefs, historical origins and significance in respect of our culture where they can understand the importance of preserving and promoting our cultural heritage and learn to appreciate our unique traditions and customs accordingly. It can also be encouraging for students to explore artistic expression (

Hippeastrum is one of the most popular flowering indoors that has basal, strap-shaped leaves with stout, hollow stems. Each stem bears 2 or more stalked flowers at the top. It flowers in late spring around May that last for 3-4 weeks. This flower photo can be used to teach various subjects areas such as; 1. The structure of the flower (science). By examining the different parts of flower, such as petal, sepal, stamen that includes anther and filament, and carpel that includes stigma, style and ovary, students can learn/explore about their functions and reproductive processes in plants. 2. It can provide a rich source of inspiration for artistic exploration (Arts). For instance, students who are interested in arts can study the colours, shapes, and patterns that are found in that flower, and then create their own artwork based on these observations. They can experiment with different artistic techniques, such as painting, drawing, or photography, to capture the beauty of the flower w