TM dalam Pendidikan GL5013

Integration of ICT in Education

Integration StrategiesUse of computer in education - tool, tutor, tutee (Taylor, 1985)Morrison (1999) - computers have been used mostly for tool purposesTeaching with computersTeaching about computersIn education despite a few examples of successful use of computer, there has not been a revolution in T & L (Bork,1987)In business a great revolutionExamples: FedEx, UPSIntegration StrategiesEducationChangingInstructional StrategiesTo changeTo changeTechnology Integration Strategies in EducationNew skill is needed among studentsGeneral skill learning to learnSkills in searching, selecting and using information information literacyGood decision maker

What is Needed?

Information Literacy

An information literate person is able to "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information."American Library Association (1989)Presidential Committee on Information Literacy. Final Report. (Chicago: American Library Assoc.

Two differing views:Directed instruction (traditional)Constructivist (contemporary)Views on Instruction

Directed instructionBehaviorist - BF Skinner, Thorndike, Atkinson, Ausubel, GagneCognitive learning Information processingchange of behavior

Main features of directed instructionSystematicknowledge transferAcquisition of of prerequisites - sequentialTraditional evaluation methodsTeacher-centeredIndividual workConstructivistA branch of cognitive scienceDewey, Vygotsky, Bruner, Piaget Papert, CTGVCenters around students motivation to learn and the ability to use what is learnt outside the classroom culturegenerative learning, situated cognition, anchored learning.

Main features of ConstructivismProblem-orientedKnowledge generationRich environmentExploratory learningAuthentic evaluation methodStudent-centeredGroup work Philosophical DifferenceDI learning happens when knowledge is transferred to studentsConstructivism human generates knowledge in the mind; learning happens when students trigger the mechanism to learn and generate own version of knowledge as influenced by his previous knowledge and experience.Instructional Needs - Directed InstructionIndividual pacing and remediation, especially when teacher time is limitedMaking learning paths more efficient (faster) especially for instruction in skills that are prerequisite to higher-level skill

Performing time-consuming and labor-intensive tasks (skill practice), freeing teaching time for other, more complex student needs Supplying self-instructional sequences, especially when human teachers are not available, teacher time for structured review is limited and/or students are already highly motivated to learn skillsInstructional Needs - Directed InstructionInstructional Needs - ConstructivismMaking skills more relevant to students backgrounds and experiences by anchoring learning tasks in meaningful, authentic (real-life), highly visual situationAddressing motivation problems through interactive activities in which students must play active rather than passive roles

Teaching students how to work together to solve problems through group-based, cooperative learning activitiesEmphasizing, engaging, motivating activities that require higher-level skills and prerequisite lower-level skills at the same timeInstructional Needs - ConstructivismDirected Instructions Integration ObjectivesIntegration to remedy identified weaknessesIntegration to promote fluency or automaticity of prerequisite skillsIntegration to make learning efficient for highly motivated studentsIntegration to optimize scarce resourcesIntegration to remove logistic hurdlesConstructivisms Integration Objectives Integration to generate motivation to learnIntegration to foster creativityIntegration to facilitate self-analysis and meta-cognitionIntegration to increase transfer of knowledge to problem solvingIntegration to foster group cooperationEducational Reform with ConstructivismErik Strommen (Ex-Director of CTW) observed:Children moving towards the future; learning institutions are left behind.Huge gap/divide (20 years) between teaching and learning or knowledge acquisition method in the society.Instructional process has not changed significantly

Constructivism is the wayPlay and experimentation valuable forms of learning.Children work togetherChildren view their peers as resources, not competitors.Focus child is a self-governed creator of knowledge

Educational Reform with ConstructivismCDLE child-driven learning environmentChanged relationship between teacher and studentResource-rich, activity-based curriculumEgalitarian, cooperative structureTeacher as guide flexibility

Educational Reform with ConstructivismConstructivism ImplicationsMore accountabilities on the studentsReduce teachers roles as the purveyor of knowledgeInvolve students in group learning activitiesGive more opportunities for students to thinkProvide rich learning environmentConstructivism ImplicationsIt has not been successful due to:BudgetLack of experience among educators and administratorsDifficult to devise effective technology integration methods without good understanding of itTeacher preparation institutions do not put emphasis on technology integrationView computers/electronic media merely as additional tools.Computer LiteracyRobert L. Oakman, The Computer Triangle,1996A person who is computer literate should be able: To see the broad range of computer application in all areas of academic and professional life today. To appreciate the positive and negative effects of the computer revolution on the modern world, the so-called "computers and society" issues. To grasp fundamental concepts of computer hardware, software, and their connection to people, the third element of the Computer Triangle. Computer LiteracyTo become familiar with a variety of applications software programs currently used with microcomputers, including word processing, spreadsheets, databases, and computer graphics, and to understand how to apply them for personal and scholarly purposes. To examine the fast-developing frontier of the Internet, sometimes called the Information Superhighway, to understand how it will change the ways people receive and access information. To identify emerging trends in computing, including artificial intelligence, to convey a sense of how the machine will continue to affect our lives in the future.