Pembelajaran dengan ict
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integrasi pendidikan dengan ICT untuk 'better teacher and better parent'
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Pembelajaran dengan ict
- 2. Integrasi ICT dalam pembelajaran Better teacher – better parents Kresnayana Yahya Email: kresna49@yahoo.com Blog: http://www.kresnayana.com
- 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
- 6. Equipped for the Future 6
- 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
- 25. 20th Century Education Model 21st century learning
- 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
- 31. entertain engage enthuse embed e-learning? exchange empower enrich extend enhance
- 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.
- 39. SELF DEVELOPMENT
- 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)
- 43. Question? • What is the difference between the words: INSTRUCT CONSTRUCT
- 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
- 49. 4R • reading • writing • arithmetic • responsibility
- 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
- 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.
- 62. Conclusioni
- 63. Old New Paradigm Paradigm teach by learn from • Delivering content • Being Engaged • Presenting & Telling • Doing it your way • Linear Stories • Random Access & Exploring Options • One Thing at a Time • Multi-tasking • One size fits all • Personalized to you • Face-to-face • Going Online © 2007 Marc Prensky
- 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
- 67. Pembelajaran
- 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”
- 72. Thank You Action “c” change in classified
- 73. END OF SLIDES THANK YOU Kresnayana Yahya Email: kresna49@yahoo.com Blog: http://www.kresnayana.com Enciety Business Consult 73