5. Academic Achievement
Digital-Age Literacy Inventive Thinking
Basic, Scientific, Economic Adaptability, Managing
and Technological Literacies Complexity and Self-Direction
Academic Achievement
Academic Achievement
Curiosity, Creativity and Risk
Visual and Information Literacies Taking
Multicultural Literacy and Global Higher-Order Thinking and Sound
Awareness Reasoning
21st Century Learning
Effective Communication High Productivity
Teaming, Collaboration and Prioritizing, Planning and
Interpersonal Skills Managing for Results
Personal, Social and Civic
Responsibility Effective Use of Real-World Tools
Interactive Communication Ability to Produce Relevant, High-
Quality Products
5
Academic Achievement
7. Is school important?
• APAKAH sekolah
menentukan masa
depan?
• Adakah alternatif lain
selain sekolah
• Mengapa banyak orang
hebat meninggalkan
sekolah dan BERHASIL?
7
8. The ‘New’ Teacher?
• ‘unlearn’
• collaboration in the time of competition
• find ways to cater to individual learning
habits and strategies as never before.
• Exchange ideas with creative and
relevant problems -solutions
8
9. The ‘New’ Teacher
• helps learners construct knowledge for
themselves
• encourages multiple perspectives
• uses multiple ICT tools rather than only the
printed text
• promotes creative and innovative thinking
over memorisation
9
10. Proses belajar menuntut penguasaan
• Kompetensi , pemahaman mendalam dan
keterpaduan dengan kemampuan bertindak
• Pemanfaatan Informasi harus mampu
menghasilkan gagasan ( Idea) sampai
Implementasi tuntas
• Percepatan dan pelipatgandaan aktivitas
menuntut kerja produktif dengan orientasi
komersial dan value added yang masif
11. Existing Frameworks: UNESCO
Integration in stages
— Proses mengintegrasikan ICT
dalam prosesbelajar mengajar
berlangsung dalam tahapan yang
sangat beragam dan sebagai
spektrum luas dan berlangsung
tahap demi tahap sesuai dengan
kondisi belajar. Yakni : Emerging,
Applying, Infusing, Transforming
— Setiap tahap merupakan proses
pengembangan yang makin
mendalam dan mendasar melalui
pemanfaatan dan
pengintegrasian technology and
pedagogy in terms of quality and
complexity
12. Emerging Stage
— Educational establishments just beginning to
explore the possibilities and consequences of
using ICT for institutional management and adding
ICT to the curriculum
— Pedagogically speaking, institutions at this stage are
still firmly grounded in traditional, teacher-
centered practice.
13. Applying Stage
— Administrators and teachers use ICT for tasks
already carried out in institutional management and
in the curriculum
— Teachers involve themselves in integrating ICT to
acquire specific subject skills and knowledge,
beginning to change their teaching methodology in
the classroom, and using ICT to support their training
and professional development
14. Infusing Stage
— Educational institutions involved in integrating
or embedding ICT across the curriculum, and
in employing a range of computer-based
technologies in laboratories, classrooms, and
administrative offices.
— The curriculum also begins to merge subject
areas to reflect real-world applications.
— The teachers use ICT to manage not only the
learning of their students but also their own
learning
15. Transforming Stage
— Educational institutions involved in integrating or
embedding ICT across the curriculum, and in
employing a range of computer-based technologies in
laboratories, classrooms, and administrative offices.
— The emphasis changes from teacher-centered to
learner-centered.
— Institutions at this stage of ICT4TED development
have become centers of learning for their
communities.
16. Existing Frameworks: UNESCO
ICT Teacher Competency Framework
Three approaches for ICT Integration that connect education policy with
economic development
Policy & Vision Technology literacy Knowledge Knowledge Creation
Deepening
Curriculum & Basic Knowledge Knowledge 21st Century Skills
Assessment Application
Pedagogy Integrate Complex Problem Self Management
Technology Solving
ICT Basic Tools Complex Tools Pervasive
Technology
Organization & Standard Classroom Collaborative Groups Learning
Administration Organizations
Teacher Digital Literacy Manage & Guide Teacher as Model
Professional Learner
Development
Source: UNESCO 2008
17. Technology Literacy
Increase the technology uptake of
students, citizens, and the
workforce by incorporating
technology skills in the
curriculum
18. Knowledge Deepening
Increase the ability of students,
citizens, and the workforce to use
knowledge to add value to society
and the country and the economy
by applying it to solve complex,
real-world problems
19. Knowledge Creation
Increase the ability of students,
citizens, and the workforce to
innovate, produce new
knowledge and benefit from this
knowledge
20. Mengapa harus terintegrasi antara
paedagogy dan technology
— Tuntutan dan sasaran pembelajaran makin beragam,
kompleks dan membutuhkan kreativitas.
— Perkembangan technology makin cepat dan mengarah
pada pemanfaatan knowledge base
— Siswa yang lahir sekarang sudah dan akan hanya
bergantung pada pengembangan Informasi
sebagai sumber pembelajaran
21. Proses Belajar Mandiri
— Sangat ditentukan oleh kesiapan belajar yang
dibangun sejak usia dini
— Mencari Informasi (SEARCH ) sampai memilih dan
memilah dan mengintegrasikan dengan pengalaman
yang ada akan membangun KNOWLEDGE baru
— FAKTA dan proses INTEGRASI akan menjadikan
belajar menjadi suatu proses baru dan tidak tunggal
serta tidak untuk satu tujuan saja
— Ke unikan dan keunggulan setiap orang mampu jadi
karya berharga yang tidak harus bersaing dengan satu
standard
22. Tantangan pekerjaan masadepan
— Ragam, jenis dan kompleksitas pekerjaan masa depan
tidak ditentukan oleh satu pola, satu standard dan
satu macam penilaian
— Kekuatan personal seperti : design, art, culture, music,
performances, leadership tidak perlu standard tapi
perlu process pengembangan
— Tingkat dan jenjang capaian belajar sangat unik dan
berbeda setiap orang
23. Interactive
Financial virtual learning
Support environment
of a college
or school
Motivation
School/college
of teachers
necessary
Prerequisites for and learners
infrastructure
successful ↕
integration of ICT New Educational
into Standards
teaching process Methodolo-
ICT gical theory
competence of ICT
of teachers integration
and learners into problem base
learning
24. T
Module Activities U
T
Theoretical material Answer O
Рpresentation Questions, R’
Video lecture Take tests S
Webinars
A
presentation S
Video lecture Do practically S
Practical guidelines oriented tasks I
Useful links S
S
Problems for T
forum/webinar discussion Collaborative A
Useful links Discussion N
Additional material C
E
27. Apa perubahan mendasar
• Pengakuan keberhasilan tidak lagi dilihat secara
administratip tetapi kompetensi dan kekuatan
perorangan , secara kultural untuk berperan
• Keberhasilan tidak ditentukan oleh lembaga tetapi
kompetensi untuk bisa berkarya dan berperan jadi utama
: performance based
• Logika keilmuan hanya bermanfaat bila ada bukti
kenyataan ( evidence based- Knowledge base)
• Kekuatan bersaing bukan lagi kepandaian tetapi
kreativitas dan kecerdasan bertindak
• Integrasi antara keyakinan spiritual lebih utama
memandu langkah bertindak dan pola hidup
• Keragaman dan kekuatan individu dibutuhkan secara
mendasar dan mendalam
28. Perubahan peran
• Sekolah punya tugas mendesain sistim
pembelajaran yang sesuai dan melakukan
integrasi belajar dengan sistim dan technologi
yang melibatkan ICT
• Guru adalah fasilitator yang harus mampu
menyiapkan – melaksanakan dan memantau
proses belajar mengajar, memberikan bimbingan
– monitoring – evaluasi –assessment
• Pembelajar harus punya kesiapan belajar dan
kemauan terlibat dalam proses belajar –
mengajar.
• Penyedia ICT akan sangat menentukan kemajuan
pemanfaatan ICT dalam pembelajaran
29. Model belajar
• Kurikulum dirancang dengan strategi belajar yang
sesuai dengan kebutuhan dan kekhususan dan
kepentingan pembelajar
• Keragaman pada setiap pembelajar perlu di
akomodasikan dan dijadikan sasaran utama kegiatan
belajar
• Kecepatan dan tingkat pencapaian setiap anak bisa
beragam, tetapi kompetensi dasar nya akan sama
• Keterpaduan harus dijamin bahwa pembelajar aktif ada
interaksi dan ada adaptasi dan pola kerjasama dan ada
kesempatan setiap orang menemukan cara belajar
terpandu
30. Performance Measures Should Help Us
Decide:
Are W e Doing Things R ight? Are W e Doing The R ight Things?
(How?) (What?)
Input Process Output Outcome
Input: Resources, including budget and workforce
Process: Activities, efforts, workflow
Output: Products and services produced
Outcome: Results, accomplishments, impacts
32. ICT and Learning
Where is
Deep
Empower
embedded?
??
Pupils take
Evaluation
control of
Extend learning
Significantly Use ICT to
Enhance
Synthesis research and
alter the way
learning
that teaching manage own
Deeper learning learning
Enrich and learning
Analysis takes place
though the use
whiteboards of ICT based
used using ICT
teaching and
Exchange
Exchange
Application
interactively learning
and with wider resources
OHPs for data range of
projectors,
Comprehension
teaching
Shallow
using resources and Edutainment?
whiteboards as methodologies Computer assisted learning?
projection Content based software?
Knowledge
screens Computer games?
Passive pupil engagement Active
33. Evolution of Technology-Based Learning
Transition
Non-Networked Networked
High Learning-on-Demand
Classroom-
Based Phase 2004-08
Lectures
Intermediate
Video & Phase 2000-03
Audio
Tapes
Non-
Early Phase
Medium 1997-99
Network
Based CBT
Phase 1
Effective
Delivery Phase 2
Phase 3
Cost
Low
Time
Source: Morgan Keegan (2000) eLearning – the Engine of the Knowledge Economy
34. Peran guru bergeser
• GURU bukan lagi sumber ILMU
• GURU hanyalah Fasilitator
• Peran Baru Guru : menjadi designer proses
belajar
• Kompetensi ICT menjadikan guru mampu
mengintegrasikan pokok bahasan, sumber
belajar, ICT dan cara dan tahapan berproses
• Membangun jejaring dan merancang process
belajar bagi setiap individu dengan ragam
interest dan minat serta talentanya
35. GURU
• Harus mampu menjadi fasilitator belajar
melalui ICT
• Harus mau dan me3nedrima keragaman
siswa dan tidak menerapkan satu pola
jawaban lagi
• Kemampuan assesment yang makin
berwawasan capaian setiap individu
• Tidak perlu membuat acuan keberhasilan
semua orang dengan standard
36. Membangun proses belajar
• Yang utama bukan lagi GURU mengajar
tapi merancang agar SISWA BELAJAR
berkelanjutan
• Mendorong terjadinya KEMAUAN belajar
mandiri berkelanjutan
• Life long learning
37. Demographic Forces Influence
Consumer Demand
Social Forces
Personnel
Political Demographics
Legal Product
Needs
Finance Technology
Price Consumer Distr.
Natural Acctg Wants
Resources
Promotion
Production
Monopoly . . . . . . Pure Competition
Economics
38. Mengapa Karakter menentukan?
• Be careful of your thoughts, for your
thoughts become your words.
• Be careful of your words, for your words
become your deeds.
• Be careful of your deeds, for your deeds
become habits.
• Be careful of your habits, for your habits
become your character.
• Be careful of your character, for your
character becomes your destiny.
40. Job Performance
“Can-Do” Factors “Will-Do” Factors
•Knowledge X •Motivation =
•Skills •Interest Job Performance
•Aptitudes •Personality
Characteristics
Aptitude is a person’s capacity
to learn or acquire skills
Arthur Sherman, George Bohlander, and Scott Snell
“Managing Human Resources”
(South-Western College Publishing, 1996)
41. Creating a Learning
Environment
• Share Objectives
– Set Goals
• Modeling
• Individual Differences
• Home , Peer, Market place
• Meaningful Presentation
– Experience
42. Why Do We Care?
Ability
PERFORMANCE
Motivation Opportunity
Performance = f (Ability, Motivation, Opportunity)
44. A Lifelong Skills Strategy
...solve ...plan and
problems organise ...work with
others
...think The
critically & ...use
creatively ability initiative
to
..to learn ...lead
..take risks
44
45. The Winslow Research Institute
Research results: core behavioral traits
define the high achiever and the leader
SELF - CONFIDENCE
MENTAL -TOUGHNESS
CONCEPTUAL THINKING
AMBITION TO ACHIEVE
46. Social
Learning
Social community
Home
Facebook
Friendster
Twitter
Tagged
47. Environtmental
Learning
Global warming
Climate Change
Food security
Energy
Water
48. Entrepreneurial
Learning
Risk taking
Idea Generation
Leadership
51. Three arenas for learning: FORMAL, NON-
FORMAL, INFORMAL
Formal Informal
arena arena
Non-formal
arena
ILS
Individual Learning Space
52. SELF DIRECTED LEARNERS
Formal Informal
arena arena
Non-formal
arena
ILS
Individual Learning Space
53. Supporting all forms of learning!
Learning
Centre
Formal Informal
arena arena
Non-formal
arena
54. Learning
Formal Centre Informal
arena arena
Non-formal
arena
Value all learning
Links to providers, stakeholders
Guide, support, tutor
55. Adult Learning Centres embed learning …
Individual
Validation
studyplans
Guidance Teachers
Tutoring
Technology support
Active
Leadership
Work mates Study guides
Study mates Stimulating
learning environments
56. ALC embedding learning/elearning …
Academic support Social organisation support
Individual
Validation
studyplans
Guidance Teachers
Tutoring
Technology support
Active
Leadership
Work mates Study guides
Study mates Stimulating
learning environments
Emotional support
57.
58. “I never try to teach
my students anything.
I only try to create an
environment in which
they can learn.”
– Albert Einstein
59. ALC embedding learning/elearning …
Academic support Social organisation support
Individual
Validation
studyplans
Guidance Teachers
Tutoring
Technology support
Active
Leadership
Work mates Study guides
Study mates Stimulating
learning environments
Emotional support
60. Apa perubah peran GURU
• A change in the the role of the teacher,
• A change in the proof of learning,
• A change in the proof of assessment,
• A change in the distribution of resources,
• A change in the paradigm of teaching,
• Increased opportunities for showing the
evidence of learning, and
• The important role in planning and creating
the learning environment.
(
61. Cara siswa belajar juga berubah
• The way that students learn is changing,
• What they learn is changing,
• The context for what they learn is changing,
• How and with whom they interact is
changing,
• Changing evidence of learning,
• Increase in critical learning, and
• Proof of learning is changing.
64. ALC embedding learning/elearning …
Academic support Social organisation support
Individual
Validation
studyplans
Guidance Teachers
Tutoring
Technology support
Active
Leadership
Work mates Study guides
Study mates Stimulating
learning environments
Emotional support
65. Motivasi guru untuk profesional
• Mau belajar dan berkembang atas inisiatif
sendiri
• Makin kompeten dalam mengenali kebutuhan
siswa belajar
• Meningkatkan kemampuan menjadi facilitator,
motivator dan designer proses belajar
• Improve dan update melalui tersedianya
beragam hasil, kajian dan software yang
tersedia
66. Inisiatif untuk maju dari diri sendiri
• Berhimpunlah, ber asosiasi lah dan majukan diri sendiri
dengan ber inisiatif
• Berprestasilah , mulailah mengembangkan diri dengan
keyakinan peran guru makin penting, profesional dan
perlu maju
• Isilah semua web dengan bahan belajar, panduan
belajar dan testimoni hasil pembelajaran
• Kembangkan pola pikir baru, jadilah advisor terbaik
untuk software developer
• Pandulah pengembang bahan belajar dengan content,
paedagogy dan androgogy
68. Perlu percepatan
• Bila tidak ada percepatan sampai 2015
pertambahan sekolah dan pertambahan guru
tidak akan mampu mempertahankan
kompetensi yang dibutuhkan ekonomi
• Kebutuhan kompetensi tenaga kerja makin
tinggi; pengangguran akan makin tinggi,
kematangan perorangan dan keunggulannya
jadi taruhan
• Harga dan investasi IT dan pemanfaatannya
akan makin murah
• Productivity rendah hanya bisa dipercepat
dengan kompetensi yang meningkat
69. Our Roles
Ø We are not police
Ø We are not technology pushers
Ø We are not mere trainers
ØWe are the change agents
69
70. What are the top ten things I need to know?
Where can I get more detail?
What can I re-use?
Who can I talk to?
A few
Even
more Still
more More
More More
Lessons Lessons
Lessons
Learned
kresnayana yahya 2012
71. A thought to end!
• “You must be
the change you
wish to see in
the world”