2 PERAN TEKNOLOGI PENDIDIKAN DLM MENUNJANG KEBERHASILAN PENDIDIKAN TP memiliki dua unsur; soft tech dan hard techpendidikanteknologiTP sbg. soft technology yakni Instructional System Development memberikan teori dan prinsip sebagai landasan kerja dalam merancang dan mengembangkan sistem pembelajaranTP sbg hard technology memperkaya dan menunjang praktek penyelenggaraan pendidikan dengan pemanfaatan media dan TIK
3 Communities of practice PapartVygotskyLearning bydoingConstructivismPiagetLaurillardSocial learningMercerKolbMelaluiPengalamanMelaluiDialogTheories oflearningBelajarDeweyWengerMelaluiRefleksiMelaluiOrang lainSituasiSosialJarvisLaveCognitivismCommunities of practice
5 The Instructional Framework Instructional ModelsInformationProcessingInstructional StrategiesInstructional MethodsInquiryBehavioralDirectInstructional SkillsSimulationsPlanningEvaluatingLecturePresentingSocialInteractionIndirectCase StudiesDirection-GivingQuestioningCooperativeLearningLearningContractInteractiveFocusedImagingDebatePersonalExperientialIndependentStudyTIKTIK
6 PRINSIP ACTION DALAM PEMANFAATAN TIK Access? Kemudahan aksesCost? BiayaTechnology? User friendlyInteractivity? Dua arahOrganization? DukunganNovelty? Baru & menarik
7 Peran TIK dalam Pendidikan (Perbandingan antar Paradigma Pedagogi )
8 PENERAPAN PENDEKATAN SISTEM AnalysisDesignDevelopmentImplementationEvaluation
9 DALAM, Deeper analysis of concepts, processes and visualisation REAL, Iteration and modelling using ICT; eg in writing, design, maths, science PE and music – real life and work-related applicationsTERARAH, Learners taking more control over the direction of their learning with ICTKREATIF, Creative development and media literacy e.g. digital video, photography animation, musicBERFIKIR TINGGI, Developing thinking skills and problem solving strategiesILMU LEBIH, Gaining knowledge, understanding and skills beyond that of the lecturerICT in learningDALAM, Deeper analysis of concepts, processes and visualisationSARANA, Use of ICT to locate, gather, synthesis, analyse reconstruct, communicate and present information and understandingLINGKUNGAN, Learning out of college in other settings and environmentsKOLABORASI, Social collaboration on joint tasks both face-to-face and in online collaboration
10 KETERAMPILAN YANG DAPAT DIKEMBANGKAN MELALUI TIK Soft SkillsKeterampilan interpersonalBersikapMengelola pekerjaanMelakukan perundinganPengambilan keputusanKeterampilan bekerja kelompok
11 Manfaat ICT bagi Pendidikan Peningkatan kecepatan layanan informasi yang integral, interaktif, lengkap, akurat dan mudah didapat.Memberikan pelayanan data dan informasi pendidikan secara terpadu.Menciptakan budaya transparan dan akuntabel.Merupakan media promosi pendidikan yang handal.Meningkatkan komunikasi dan interaksi baik secara lokal maupun internasional.Mengakses berbagai bahan ajar dari seluruh dunia, danMeningkatkan efisiensi dari berbagai kegiatan pendidikan.
12 Awas setan maya! CYBER ETICS Think Before You Click: Playing It Safe OnlineAwas setan maya!
13 LEARNER as producer, publisher, user, and reviewer InternetMedia Jejaring SosialUser: Download, MenggunakanPublisher: Upload, MempublikasikanReviewer: Menilai, MenyarankanProducer: Menulis, Merekam
14 Belajar Efektif Melalui TIK future learners, future learning attributesstrategiesIn our research we have begun to focus on ‘effective e-learners’, recognising that this is a complex concept. We don’t just mean learners who get high grades in an online course, but learners for whom learning technologies have a specific meaning and advantage.Many learners have extensive skills in the use of social software, in networking, and in sharing information online. Some even host their own web sites and create their own content, including podcasts. We know that institutions are poorly prepared for such learners (Conole 2006). Their skills, their willingness to experiment, their use of multiple personal technologies and their lack of respect for organisational boundaries all pose a challenge. Such adept users have an expectation of being able to access their favourite technologies within their place of learning and alongside the more formal technologies they are offered.However, their effectiveness is not just about access and skills. Increasingly we understand that effective e-learning involves complex strategies and sophisticated approaches, in which personal beliefs, values and motivations are also a factor. We have tried to represent these different aspects of the effective e-learner as a pyramid, rather like Maslow’s hierarchy of learning needs (MASLOW A (1987) Motivation and Personality (3rd edition) New York: Harper and Row) skillsaccessfuture learners, future learning
15 Belajar Efektif Melalui TIK future learners, future learning attributesMelalui perangkat milik pribadi dan portabel, misalnya laptop, ponsel, pda, mp3 player, dan kamera digitalPeserta didik memiliki akses ke alat yang relevan, sumber daya dan jasa dengan hambatan minimal, biaya murah, dan handalstrategiesWithout reliable, convenient and cost-effective access to technologies and services, none of the other attributes of effective e-learners can be brought into play. The paper on ‘future learning’, associated with this presentation, speculates on the kinds of technology learners will expect to use in the near future. Perhaps the greatest organisational challenges are in supporting access to personal technologies within and alongside institutional systems. There are undoubtedly challenges to the integrity and identity of the institution in these apparently technical issues of access and integration.skillsaccessfuture learners, future learning
16 Belajar Efektif Melalui TIK future learners, future learning e-createe-collatee-collaboratee-investigateSiswa memiliki kesempatan untuk mengembangkan keterampilan praktek dalamkonteks, dan percaya diri menggunakan teknologiattributesstrategiesLearner experience studies show that the range of skills needed by effective e-learners go beyond technical ICT skills. Learners need opportunities to apply and practice these skills in different learning contexts, for different learning activities and objectives.Effective e-learners are categorised by Macdonald (2006) as e-writers, e-investigators and e-collaborators. These are certainly skills that effective e-learners will have mastered, but they fail to reflect how the new technologies are changing the nature of learning and knowledge. ‘e-create’ takes the idea of e-writing into other media besides text. E-collation is an essential new skill that Macdonald misses, but that forms the centrepiece of Siemens’ (2004) analysis of the ‘connectivist’ learner. Collation involves gathering of information nodes into new systems and networks, for example through tagging, mapping, modelling, editing and commenting, syndication, use of favourites, and the social software versions of the same (e.g. del.icio.us). Social software is also to the fore in the development of new collaboration skills for learning, and e-investigation involves a host of search and research skills. Again these are explored in more detail in the accompanying paper.skillsaccessfuture learners, future learning
17 Belajar Efektif Melalui TIK future learners, future learning Systemic thinkingMultiple ways of knowingJudgmentSocial entrepreneurialismManaging career pathsCommunication and collaboration skills (Seely Brown 2005)Siswa membuat pilihan memakai teknologi untuk belajar dan mengembangkan berbagai strategi sesuai situasiattributesstrategiesThere is no clear demarcation between ‘skills’ and ‘strategies’, but the latter generally involve learners choosing from a repertoire of possible approaches. Tools, skills, social contacts and learning approaches are mixed and matched to suit immediate requirements or as part of an evolving personal ‘style’ of technology use. John Seely Brown (2005) is just one writer who has tried to characterise the evolving strategies of effective e-learners. Are these convincing? Are there others he has missed?skillsKey dimensions ofchoice:Where I learnWho I learn withWhat technologiesI learn with(LeXeL Phase II)accessfuture learners, future learning
18 Belajar Efektif Melalui TIK Digital pioneersCreative producersEveryday communicators Information gatherers (Green and Hannon 2007)Siswa menciptakan caranya sendiri dan aktif berpartisipasi dalam komunitas membangun dan berbagi pengetahuanattributesstrategiesReadiness Resourcefulness Resilience Remembering Reflecting (Higgins et al 2005)When strategies become unconscious through practice, they could be said to be fully appropriated. At this stage – maslow’s ‘self-actualisation’ – the learner has ‘creatively appropriated’ available technologies and learning opportunities to meet his/her own goals. At this stage, personal attributes and styles come to the fore, as do personal motivations for learning, and beliefs about both learning and technology. Learners will have their own reasons for how they choose to spend their time, which technologies they use in which situations, how social they are in their learning, how they manage and personalise the resources they need.Green & Hannon (2007) used this typology of learners: it has some apparent links with Seely Browns’ strategies:Digital pioneers were blogging before the phrase had been coinedCreative producers are building websites, posting movies, photos and music to share with friends, family and beyondEveryday communicators are making their lives easier through texting and MSNInformation gatherers are Google and Wikipedia addicts, ‘cutting and pasting’ as a way of life.A recent report on effective LEARNERS by Higgins et al (2005 – looking mainly at research in schools) concluded that five attributes stood out. Readiness, resourcefulness, resilience, remembering and reflecting can all be re-interpreted when new technologies are available to support them (for example e-portfolios, time management software on PDAs, memory sticks and so on). This approach ties our research into the long tradition of investigating what makes for effective learning and effective learners.Finally, we have taken some key terms from Owens et al (2007)’s FutureLab report into social software and the new demands it is placing on learners. None of these three approaches to understanding effective learners is necessarily more ‘right’ than the others, but they may be more useful in different contexts (e.g. Green and Hannon suggest a typology, while Higgins and Owen suggest attributes that all effective e-learners must expect to develop).skillsaccessAttentionCreativitySocial participation Developing and projecting identities (based on Owens et al 2007)
19 BELAJAR Tantangan pengembangan lebih lanjut pembelajaran berbasis ICT Media Komunikasi (radio, television)Mesin Informasi (komputer)Teknologi, telekomunikasi dan Network (satelit, fiber optik, dll)
20 MEMBANGUN BUDAYA E-LEARNING Convergencewell preparesharing dan aksesKolaborasi dan networkingterintegrasi dengan konteksmempublikasikan karya dan berbagi pengalamanTransparansithink about thinkingCameraDesk DairySMS/TextMP3 AudioTelevisionVideoRadio/AlarmInternetMusic Composer“Learn 365 days, 24 hours – place and time-independent”virtual classroomkapan saja, di mana saja & dengan siapa sajaM-learning (dgn gatget)U-Learning: Education for a Mobile Generation
21 Dengan TIK jadilah otodidak yg lebih hebat lagi Autodidacticism (also autodidactism) is self-education or self-directed learningSocrates, Descartes, Ibnu Sina, Benjamin Franklin, Abraham Lincoln, Thomas Alva Edison, adalah autodidactsDi Indonesia, dg buku Agus Salim, Adam Malik, Buya Hamka, dllDengan TIK jadilah otodidak yg lebih hebat lagiCak Kandar melukis
22 Virtual-Generation (V-Generation) BELAJAR KINIPembelajaran Millennium Sekarang; Lancar menggunakan media, Lebih kolektif & belajar berbagi, Lebih realistis & kontekstual, Lebih non-linear Lebih terampil menggunakan simbol Banyak mengekstrak informasi dari gambarFreedom of action learningMotivation and involvement(digital native)(digital imigrant)(digital tourist)Virtual-Generation (V-Generation)Suka game komputerMasyarakat virtual
23 APA TINDAKAN KITA?Peluang TIK kita manfaatkan untuk: akses berbagai budaya unggulTantangan TIK kita hindari: budaya instan, konsumtif, sikap negatif dan destruktifMarilah kita ajak anak-anak kita memanfaatkan Twitter, Facebook dan Friendster untuk hal-hal yang positif, untuk saling berbagi Informasi dan untuk tetap menggali Nilai-nilai Luhur PancasilaMemanfaatkan internet secara sehat & beretika (nettiquette)(a) tidak bersentuhan dengan pornografi,(b) tidak melakukan plagiasi, dan(c) tidak terus menerus main games/online
24 Terima Kasih Dr. Purwanto email@example.com firstname.lastname@example.org HP:Terima Kasih
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