1. Learning and technology can significantly alter the way teaching and learning takes place by using ICT to enhance deeper and more flexible learning. 2. Learners can take more control of their learning by using ICT to manage their own learning and extend their learning beyond the classroom. 3. When used effectively, ICT can empower learners through social collaboration, knowledge synthesis, and developing important digital literacies.

1. TREND TP

2. Learning and Media

4. Learning and ICT
Where is Empower
Deep
embedded?
??
Learners take
Evaluation
control of
Extend learning
Significantly alter Use ICT to
Enhance
Synthesis research and
the way that
teaching and manage own
learning
Deeper and flexible learning
learning takes
Enrich learning Analysis
though the
whiteboards used use of ICT and place using ICT
interactively and community
Exchange
Exchange OHPs
Application
with wider range resources
of teaching
for data resources and
projectors, Comprehension
methodologies
using Edutainment?
Shallow
whiteboards as m-learning?
projection screens Deep/active content based software?
Knowledge Computer games?
Passive learner engagement Active

5. A mind map for “Web Tools for Educators”

6. DIGITAL LITERACIES

7. Iteration and modelling using
ICT; eg in writing, design, Learners taking more
maths, science PE and music control over the direction Creative
– real life and work-related of their learning with ICT development and
applications media literacy e.g.
digital video,
photography
animation, music
Developing thinking skills
and problem solving
strategies Gaining knowledge,
understanding and
ICT in learning skills beyond that of
the lecturer
Deeper analysis of
concepts, processes
and visualisation
Use of ICT to locate,
Learning out of gather, synthesis,
Social collaboration on college in other analyse reconstruct,
joint tasks both face-to- settings and communicate and
face and in online environments present information
collaboration and understanding

11. KOMPETENSI GURU
Permen 16 th 2007 ada 24 butir kompetensi
Butir 5: Memanfaatkan teknologi informasi dan
komunikasi untuk kepentingan penyelenggaraan
kegiatan pengembangan yang mendidik.
Butir 24: Memanfaatkan teknologi informasi dan
komunikasi untuk berkomunikasi dan
mengembangkan diri.
Ada kompetensi untuk Guru TIK
Bagaimana yang bukan guru TIK?

12. REFORMASI PENDIDIKAN GURU
• Bagaimana trend Kurikulum pendidikan guru
(pre-service) terkait kompetensi yang
dibutuhkan?
• Sertifikasi bisakah menyatu dengan pre-
service?
• Seperti apa pola pendidikan guru yang
terbaik? Berasrama? Berikatan dinas?
• Bagaimanakah trend diklat guru? Pusat
Sumber Belajar?

13. CONSTRUCTIVIST LEARNING ENVIRONMENTS
Honebein (1996, p.11-12) suggests seven approaches
necessary to create constructivist learning environments:
• 1. Provide experience with the knowledge construction
process
• 2. Provide experience in and appreciation for multiple
perspectives
• 3. Embed learning in realistic and relevant context
• 4. Encourage ownership and voice in the learning process
• 5. Embed learning in social experience
• 6. Encourage the use of multiple modes of representation
• 7. Encourage self-awareness of the knowledge construction
process

14. Capability Taxonomy
1 – Confidence: Confident in own skills and abilities (self-efficacy) for using
information communication technology (ICT). A persistent and autonomous
learner.
2 - Problem solving: Is able to identify the nature of the problem, devise an
approach and work towards a solution which contains digital elements.
Demonstrates logic, inquiry, flexibility and creativity.
3 – Motivation: Has a positive attitude towards exploring and adopting new
digital tools and strategies, extending and developing use of the known ones.
4 – Interaction: Able to share, collaborate or interact within the digital
information environment when seeking information.
5 – Reflection: Has the ability to examine the practices and thinking of self and
others in the digital environment.
6 - Technical aptitude: Uses a wide range of digital tools and strategies and
draws on appropriate terminology.
7 – Beliefs: Has particular beliefs relating to both the ability to operate in a digital
environment and about the value of this milieu.

16. Digital Information Literacy Taxonomy
Recognition What information, digital information strategies and/or digital
information tools are required or available?
(Recognises the need for information and determines the nature and extent of
the information needed)
Access Where is the information located and how can it be found using digital
means? (Finds needed information effectively and efficiently)
Evaluation How reliable is the information? How effective are the digital tools and
strategies? (Critically evaluates information and the information seeking
process)
Management How is the information organised digitally and made available for
future access or use?
(Manages information collected or generated)
Application Using digital tools or strategies, how is the information being used,
applied, communicated, or synthesised to create new understandings?
(Applies prior and new information to construct new concepts or create new understandings)
Ethics and Issues Which ethical considerations and digital information issues are
recognised and/or acted on.
(Uses information with understanding and acknowledges cultural, ethical, economic, legal and
social issues surrounding the use of information)

23. How can digital technologies enhance the teaching mission of our university?
• Technology can help our students connect their academic work with the rest of
their lives.
• Technology can help our students practice integrative learning, connecting their
learning across the courses they take.
• Technology can help our students find authentic audiences for their work,
increasing their motivation to learn deeply.
• Technology can help our students move from consumers of information to
producers of knowledge.
• Technology can help our students be more engaged and learn more actively in the
classroom.
• Technology can help us make “thin slices” of student learning (to use Randy Bass’
term) more visible, which in turn helps us better understand our students and be
more responsive to their learning needs.

28. MODEL PEMBELAJARAN
Dr. Purwanto

31. Kolb’s Learning Styles

35. Experiential Learning Resources

37. Everyone is a learner and a teacher

38. Student Process

39. Teacher Process

44. PART OF MAINSTREAM INTERNET USE

45. DIFFERENT KINDS OF USER INVOLVEMENT IN WEB 2.0

46. IMPLIKASI
• Perubahan Gaya
Belajar (Learning
Style)
• Perubahan Peran
Guru (Teacher (1) seizing new ways of
learning,
Role) (2) facilitating collaboration
and
• Perubahan (3) creating and sharing of
Lingkungan knowledge
Belajar (Learning
Environment)

47. AKTIVITAS
• Belajar • Berlatih • Berbagi
(Learn) (Practice) (Share)
Menikmati belajar Asyik berlatih, Berkomunikasi,
mandiri yang melakukan atau bertukar
menyenangkan mempraktekkan pengalaman belajar
sesuatu dan berbagi dengan
sejawat

48. Accessing Learning Sources