Post on 06-Dec-2014
description
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