TREND TP

Learning and Media

EmpowerLearners take

control of learning

Use ICT to research and manage own

learning

Learning

Passive Activelearner engagement

lear

ning

Dee

p Sh

allo

w

ExchangeExchange OHPs

for data projectors,

using whiteboards as

projection screens

Enrichwhiteboards used interactively and with wider range

of teaching resources and methodologies

Edutainment?m-learning?

Deep/active content based software?Computer games?

?? ExtendSignificantly alter

the way that teaching and

learning takes place using ICT

Enhance

learning though the

EnhanceDeeper and flexible learning though the

use of ICT and community resources

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Where is embedded?

and ICT

A mind map for “Web Tools for Educators”

DIGITAL LITERACIES

Learners taking more control over the direction of their learning with ICT

Social collaboration on joint tasks both face-to-

face and in online collaboration

Learning out of college in other

settings and environments

Deeper analysis of concepts, processes

and visualisation

Use of ICT to locate, gather, synthesis,

analyse reconstruct, communicate and

present information and understanding

Creative development and media literacy e.g.

digital video, photography

animation, musicDeveloping thinking skills

and problem solving strategies

ICT in learning

Gaining knowledge, understanding and

skills beyond that of the lecturer

Iteration and modelling using Iteration and modelling using ICT; eg in writing, design,

maths, science PE and music – real life and work-related

applications

KOMPETENSI GURUPermen 16 th 2007 ada 24 butir kompetensiButir 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?

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?

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

Capability Taxonomy1 – 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.

Digital Information Literacy TaxonomyRecognition

Access

Evaluation

Management

Application

Ethics and Issues

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)

Where is the information located and how can it be found using digital means? (Finds needed information effectively and efficiently)

How reliable is the information? How effective are the digital tools andstrategies? (Critically evaluates information and the information seeking process)

How is the information organised digitally and made available for future access or use?(Manages information collected or generated)

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)

Which ethical considerations and digital information issues are recognised and/or acted on.(Uses information with understanding and acknowledges cultural, ethical, economic, legal andsocial issues surrounding the use of information)

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.

MODEL PEMBELAJARAN

Dr. Purwanto

Kolb’s Learning Styles

Experiential Learning Resources

Everyone is a learner and a teacher

Student Process

Teacher Process

PART OF MAINSTREAM INTERNET USE

DIFFERENT KINDS OF USER INVOLVEMENT IN WEB 2.0

IMPLIKASI

• Perubahan Gaya Belajar (LearningStyle)

• Perubahan Peran Guru (TeacherRole)

• Perubahan Lingkungan Belajar (LearningEnvironment)

(1) seizing new ways of learning,

(2) facilitating collaboration and

(3) creating and sharing of knowledge

AKTIVITAS

• Belajar (Learn)Menikmati belajar mandiri yang menyenangkan

• Berbagi (Share)Berkomunikasi, bertukar pengalaman belajar dan berbagi dengan sejawat

• Berlatih (Practice)Asyik berlatih, melakukan atau mempraktekkan sesuatu

Accessing Learning Sources