Pembelajaran dengan ict

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integrasi pendidikan dengan ICT untuk 'better teacher and better parent'

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Pembelajaran dengan ict

  1. 1. Pembelajaran dengan ICT
  2. 2. Integrasi ICT dalam pembelajaran Better teacher – better parentsKresnayana YahyaEmail: kresna49@yahoo.comBlog: http://www.kresnayana.com
  3. 3. Academic Achievement Digital-Age Literacy Inventive Thinking Basic, Scientific, Economic Adaptability, Managing and Technological Literacies Complexity and Self-Direction Academic AchievementAcademic 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
  4. 4. Equipped for the Future 6
  5. 5. Is school important?• APAKAH sekolah menentukan masa depan?• Adakah alternatif lain selain sekolah• Mengapa banyak orang hebat meninggalkan sekolah dan BERHASIL? 7
  6. 6. 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
  7. 7. 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
  8. 8. 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
  9. 9. Existing Frameworks: UNESCOIntegration 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
  10. 10. 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.
  11. 11. 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
  12. 12. 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
  13. 13. 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.
  14. 14. Existing Frameworks: UNESCO ICT Teacher Competency FrameworkThree 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
  15. 15. Technology LiteracyIncrease the technology uptake of students, citizens, and the workforce by incorporating technology skills in the curriculum
  16. 16. Knowledge DeepeningIncrease 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
  17. 17. Knowledge CreationIncrease the ability of students, citizens, and the workforce to innovate, produce new knowledge and benefit from this knowledge
  18. 18. 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
  19. 19. 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
  20. 20. 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
  21. 21. Interactive Financial virtual learning Support environment of a college or school MotivationSchool/college of teachers necessary Prerequisites for and learnersinfrastructure 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
  22. 22. TModule 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 Tforum/webinar discussion Collaborative A Useful links Discussion N Additional material C E
  23. 23. 20th Century Education Model 21st century learning
  24. 24. 21st century learning
  25. 25. 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
  26. 26. 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
  27. 27. 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
  28. 28. 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
  29. 29. entertain engage enthuseembed e-learning? exchangeempower enrich extend enhance
  30. 30. 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 teachingShallow using resources and Edutainment? whiteboards as methodologies Computer assisted learning? projection Content based software? Knowledge screens Computer games? Passive pupil engagement Active
  31. 31. 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 PhaseMedium 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
  32. 32. 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
  33. 33. 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
  34. 34. Membangun proses belajar• Yang utama bukan lagi GURU mengajar tapi merancang agar SISWA BELAJAR berkelanjutan• Mendorong terjadinya KEMAUAN belajar mandiri berkelanjutan• Life long learning
  35. 35. Demographic Forces Influence Consumer Demand Social Forces Personnel Political Demographics Legal Product Needs Finance Technology Price Consumer Distr.Natural Acctg WantsResources Promotion Production Monopoly . . . . . . Pure Competition Economics
  36. 36. 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.
  37. 37. SELF DEVELOPMENT
  38. 38. Job Performance“Can-Do” Factors “Will-Do” Factors •Knowledge X •Motivation = •Skills •Interest Job Performance •Aptitudes •Personality CharacteristicsAptitude 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)
  39. 39. Creating a Learning Environment• Share Objectives – Set Goals• Modeling• Individual Differences• Home , Peer, Market place• Meaningful Presentation – Experience
  40. 40. Why Do We Care? Ability PERFORMANCE Motivation OpportunityPerformance = f (Ability, Motivation, Opportunity)
  41. 41. Question?• What is the difference between the words: INSTRUCT CONSTRUCT
  42. 42. 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
  43. 43. The Winslow Research InstituteResearch results: core behavioral traitsdefine the high achiever and the leader SELF - CONFIDENCE MENTAL -TOUGHNESS CONCEPTUAL THINKING AMBITION TO ACHIEVE
  44. 44. Social LearningSocial communityHomeFacebookFriendsterTwitterTagged
  45. 45. Environtmental LearningGlobal warmingClimate ChangeFood securityEnergyWater
  46. 46. Entrepreneurial LearningRisk takingIdea GenerationLeadership
  47. 47. 4R• reading• writing• arithmetic• responsibility
  48. 48. New Learning Culture
  49. 49. Three arenas for learning: FORMAL, NON- FORMAL, INFORMAL Formal Informal arena arena Non-formal arenaILSIndividual Learning Space
  50. 50. SELF DIRECTED LEARNERS Formal Informal arena arena Non-formal arenaILSIndividual Learning Space
  51. 51. Supporting all forms of learning! Learning Centre Formal Informal arena arena Non-formal arena
  52. 52. Learning Formal Centre Informal arena arena Non-formal arenaValue all learningLinks to providers, stakeholdersGuide, support, tutor
  53. 53. Adult Learning Centres embed learning … Individual Validation studyplans Guidance Teachers Tutoring Technology support ActiveLeadership Work mates Study guides Study mates Stimulating learning environments
  54. 54. ALC embedding learning/elearning … Academic support Social organisation support Individual Validation studyplans Guidance Teachers Tutoring Technology support ActiveLeadership Work mates Study guides Study mates Stimulating learning environmentsEmotional support
  55. 55. “I never try to teachmy students anything.I only try to create anenvironment in which they can learn.” – Albert Einstein
  56. 56. ALC embedding learning/elearning … Academic support Social organisation support Individual Validation studyplans Guidance Teachers Tutoring Technology support ActiveLeadership Work mates Study guides Study mates Stimulating learning environmentsEmotional support
  57. 57. 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. (
  58. 58. 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.
  59. 59. Conclusioni
  60. 60. 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
  61. 61. ALC embedding learning/elearning … Academic support Social organisation support Individual Validation studyplans Guidance Teachers Tutoring Technology support ActiveLeadership Work mates Study guides Study mates Stimulating learning environmentsEmotional support
  62. 62. 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
  63. 63. 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
  64. 64. Pembelajaran
  65. 65. 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
  66. 66. Our RolesØ We are not policeØ We are not technology pushersØ We are not mere trainersØWe are the change agents 69
  67. 67. 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 Evenmore Still more More More More Lessons Lessons Lessons Learned kresnayana yahya 2012
  68. 68. A thought to end!• “You must be the change you wish to see in the world”
  69. 69. Thank You Action “c” change in classified
  70. 70. END OF SLIDES THANK YOUKresnayana YahyaEmail: kresna49@yahoo.comBlog: http://www.kresnayana.com Enciety Business Consult 73

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