...online professional learning in CDET KIE...

1. Warming Up
Facts:
 Number of teachers in Indonesia: around 3
Millions (Ministry of Education, 2011)
 Map:
Indonesia is the fifteenth biggest country with
approximately 2,ooo,ooo sq.km. of land.
Indonesia is the biggest ARCHIPELAGO with
more than 18,110 islands
 Centers of Teachers’ development: ONLY 12
Institutions
 Any suggestion for model of our teachers’
professional learning?

2. Online Professional Development/
E-Training for Indonesian Teachers of Inclusive
Schools
:introducing the use of iGoogle web 2.0 tool
SUHENDRI
Managing Innovation in
PPPPTK TK and PLB

3. Today’s menu
 Warming up
(2’)
 CDET KIE
(1’)
Deepening
the future (5’)
 Litany
 Systemic
 Worldview
 Metaphor
New layers
(5’)
 Metaphor
 Systemic
 Worldview
 Litany
the future (5’)
- Most
desirable
future
- Just before
- Just before
that
- Now
Video(3’)
Discussion (3’)

4. PPPPTK TK PLB = CDET KIE
(Center of Development and Empowerment
for Teachers of Kindergarten and Inclusive
Education)
 Among 12 national centers of
development for teachers
 The main tasks:
To maintain the development of
competencies and to empower the
educators and other educational staffs in
kindergarten level and in special schools
all over Indonesia (www.tkplb.org)
 Reality:
Face to face training
Rural teachers? (The Jakarta Post,
2007).

5. Why Online?
In spite of saving time and money, the
main focuses:
 Teachers who are doing e-training do not
have to leave their classrooms. They can
arrange their own time to do online PD.
The time is flexible both for trainers and
teachers as participants (Eib, 2002)
 Building online community between
trainers and participants and among
teachers . Hur and Brush (2009) state
that by having online community, ICT
combats teacher isolation.

6. WHY iGoogle?
 Create more alive learning
 Provide opportunities for independent
student practice (student centered
learning)
 Present new content skills (updated
social learning games)
 Personally meaningful and challenging
 Opportunities for social interaction
 Helpful feedback and choices and a
sense of control (Descy, 2008;
Telecomworldwide, 2008)

7. LITANY
 CDET KIE is going to change the
paradigm about the schools closed
doors when training (Warmack-Capes,
2005).
Systemic
• As has been stated in ISO 9001:2008 of
CDET KIE, one of the policies is to reach
the unreached teachers wherever they are.
• Real world context of learning ICT for
teachers as one of CDET KIE’s visions
CLA LAYERS

8. Worldview
Metaphor
Kill many wolfs with one bullet
!!!
 The infrastructures of ICT in the CDET
KIE (Bhat, 2010)
 Well trained trainers of ICT in CDET
KIE (Bhat, 2010; Knouse,1997).

9. Metaphor
 20 % of National budget goes to education
development, one of the programs can be
used to do online training (Ministry of
Education, 2013)
 Leadership’s point of view of innovative way
of training (Gilbert, 1996).
Worldview
Mission impossible is possible if we
have dream, work smart, and pray.

10. Litany
Students’ and teachers’ need about the
need of improvement (CDET KIE’s raw
data, www.tkplb.org, 2013)
All inclusive teachers every where in
Indonesia have right to improve their
competencies, CDET KIE will do it for
them.
Systematic

11. Most desirable future =
iGoogle account for every teacher
Transforming the future

12. Measures
 Roles
Control from CDET KIE
Periodic assessment from school leaders and stakeholders
 Resources
Allocation of time, money, and supportive infrastructures for teachers
(Yao et al, 2005)
 Structures
Consultation contact person
SOP for maintenance, funding, and assessment.
 Risks
Unused knowledge and low motivation (Vrasidas and Zembylas,
2004),
Misused of ICT (Stoloff, 2007)
New innovation as rapid technological changes (Wonglimpiyarat,
2004)
 Opportunities
New and interactive way of teaching and learning to create better
education (Hooper & Rieber, 1995).

13. JUST BEFORE

14. Measures
 Roles
Trainers will spend a lot of time
As participants, teachers will be asked to follow instructions
 Resources
Allocation of time, money, and supportive infrastructures both
teachers and trainers (Yao, et al, 2005)
 Structures
Training procedures (www.tkplb.org)
 Risks
Unstable connection, lack of support from school leaders
lack of motivation from teachers (Vrasidas and Zembylas, 2004)
 Opportunities
Funding support for teachers and trainers
One-off in-service training
Supportive infrastructure in CDET KIE
Learning ICT for teachers are interesting (Vrasidas &
Zembylas, 2004)

15. JUST BEFORE THAT
Setting the goals
identify the
participants
Pre-assesment:
e-training questionnaire
planning a weekly lesson
(6 times, once a week)
Conducting and
Monitoring the
program
Assessment
and reporting

16. Measures
 Roles
Structural and functional staff will collaborate to plan the best
model of training (Barsh & Capozzi, 2008).
Leader will play important role in deciding the resources allocated
(Lloyd & Stewart, 2002; Gilbert, 1996).
 Resources
TNA staff, money allocated (Yao, et al, 2005)
Time for conducting TNA
 Structures
Trainers will be selected and participants will be identified
 Risks
Invalid data of future participants from every educational district
(Junarsin, 2009)
 Opportunities
The ISO procedures about training can be used effectively
Experienced staff will help much to do the planning

17. NOW
BUILDING AWARNESS
OF ONLINE TRAINING
http://www.youtube.com/watch?v=FDw
WIRqEmCo&feature=related

18. Measures
 Roles
Open minded staffs (Knouse, 1997).
 Resources
Creating Ba – real places to talk and online (Nonaka, et al, 2000)
 Structures
Informal to formal meeting
 Risks
Organizational culture (Junarsin, 2009):
more money for face to face training)
new procedures need to be learnt
Unsupportive leadership in sharing knowledge within organization
(John, 2005)
 Opportunities
Malaysia Technology University, Monash University, Flinders
University alumni
CDET KIE has everything ready to conduct Online Training (Trained
staffs, money, infrastructures, and standard procedures from TNA to
assessment)(Bhat, 2010)

19. References
 Barsh, J., & Capozzi, M. M. (2008). Managing innovation risk. Strategic Finance, 89(10), 13-16
 Bhat, J. S. A. (2010). Managing innovation : Understanding how continuity and change are interlinked. Global Journal of
Flexible Systems Management, 11(1), 63-73.
 Descy, D. E. (2008). iGoogle, uGoogle, WeAllGoogle. TechTrends, 52(2), 6-7.
 Eib, B. J. (2002). Online learning and professional development. Principal Leadership, 3(4), 61-64.
 Gilbert, J. T. (1996). Managing innovation: The role of the general manager. Review of Business, 17(3), 12-12.
 Google introduces iGoogle themes API.(2008). Telecomworldwire, , 1. Retrieved from
http://search.proquest.com/docview/191015501?accountid=10910
 Hooper, S. & Rieber, L. P. (1995). Teaching with technology. In A. C. Ornstein (Ed.), Teaching: Theory into practice, (pp.
154 – 170). Needham Heights, MA: Allyn and Bacon.
 Hur, J.W. & Brush, T.A. (2009). Teacher participation in online communities: Why do teachers want to participate in self-
generated online communities of K-12 teachers? Research on Technology in Education, 41(3), 279-303.
 John, D. P. (2005). The influence of managerial power and credibility on knowledge acquisition attributes. Leadership &
Organization Development Journal, 26(3), 197-214.
 Junarsin, E. (2009). Managing discontinuous innovation. International Management Review, 5(2), 10-18,108.
 Knouse, S. B. (1997). Managing without traditional methods: International innovations in human resource management.
Personnel Psychology, 50(1), 191-193
 Lloyd, B., & Stewart, T. A. (2002).Leadership and knowledge management. Leadership & Organization Development
Journal, 23(5), 288-292.
 Nonaka, I., Toyama, R. and Noboru, K. (2000), "SECI, ba and leadership: a unified model of dynamic knowledge creation",
Long Range Planning, 33(1), 5-34
 Solving educational problems in Indonesia. (2007, Jun 10). The Jakarta Post, pp. 1. Retrieved from
http://search.proquest.com/docview/288319473?accountid=10910.
 Stoloff, D. L. (2007). Online professional development for teachers: Emerging models and methods. Choice, 44(7), 1216-
1217.
 Vrasidas, C., & Zembylas, M. (2004). Online professional development: Lessons from the field. Education & Training, 46(6),
326-334.
 Yao, Y., Tao, Y., Zygouris-Coe, V., Hahs-Vaughn, D., & Baumbach, D. (2005). Qualitative evaluation of facilitators'
contributions to online professional development. Distance Learning, 2(4), 30-35.
 Warmack-Capes, D. (2005). Online professional development courses for teachers. Media and Methods, 41(5), 18.
 Wonglimpiyarat, J. (2004). The use of strategies in managing technological innovation. European Journal of Innovation
Management, 7(3), 229-250.
 http://www.kemdiknas.go.id/
 http://www.tkplb.org/

20. SHARING TIME

21. THANK YOU
…SMART
TEACHERS…