Latest Articles
Selasa, 16 Juli 2013
Diposting oleh
MoOn Ghosy
di
21.22
The condition of
education in Indonesia at this moment is quite worrying. This is because many
children can not have an education like the other children. They have lost the
time for playing or going to school because they are forced to work to support
the economic conditions of their families. Moreover, the crime of corruption is
very wide circulation in Indonesia could also lead to a decrease level of
education in Indonesia. In fact, the Indonesian government has issued funds for
educational expenses, quite large actually, but the outcome of the big funds
have not been satisfactory. Is not yet satisfactory because there are still
many schools damaged and nearly collapsed.
Why BlackBerry's expanding BBM to iOS, Android is smart - and hazardous
Diposting oleh MoOn Ghosy di 21.10
It's been a busy week for the mobile industry, with Nokia, BlackBerry, and Google all having held events meant to hype new technologies.
One of the biggest pieces of news to come out of BlackBerry's Live developer conference on Tuesday was that BlackBerry Messenger, arguably the company's most popular service, will now be available to iOS and Android platforms.
Kamis, 13 Juni 2013
The most successful teachers share some common characteristics. Here are the top six keys to being a successful teacher. Every teacher can benefit from focusing on these important qualities. Success in teaching, as in most areas of life, depends almost entirely on your attitude and your approach.
1. Sense of Humor
A sense of humor can help you become a successful teacher. Your sense of humor can relieve tense classroom situations before they become disruptions. A sense of humor will also make class more enjoyable for your students and possibly make students look forward to attending and paying attention. Most importantly, a sense of humor will allow you to see the joy in life and make you a happier person as you progress through this sometimes stressful career.
Jumat, 31 Mei 2013
Indonesia’s education system is one of the worst in the world according to a recent report.
Diposting oleh MoOn Ghosy di 03.08Indonesia has the fourth largest education system in the world yet in a landmark education report of 50 nations Indonesia ranked last. For a country that has been experiencing a stable 5 to 6 percent annual economic growth rate and is classed as a middle income country by the World Bank, it is sad that it’s education system and thus it’s youth are not benefiting.
So why did it rank so poorly?
The answer, as is often the case with developing countries still finding their feet as a democracy, appears to be corruption. Even more tragic. The funding is there but it ends up in the pockets of
The Role of the Teacher in the Use of ICT
Steve Wheeler
Keynote Speech delivered to the National Czech Teachers Conference
University of Western Bohemia, Czech Republic
May 20, 2000
Abstract
In this age of rapid change and uncertainty, there is one thing of which we can be certain - teachers will need to adapt to change if they are to survive and keep pace with new methods and technologies. Arguably the area of most rapid change is that of Information and Communications Technologies (ICT). One of the questions being asked by many teachers is: What will be the long term impact of the introduction of these technologies into the classroom? Another question being raised is: What kind of skills will teachers need to acquire in order to be effective in an ICT based learning environment? This paper will address these two important questions by highlighting the experiences of teachers using ICT in the United Kingdom, and offering some further examples of established ICT teaching and learning applications in schools in the USA.Introduction
A great deal of research and development has been conducted in order to bring Information and Communication Technology (ICT) to its current state of art. ICT was originally intended to serve as a means of improving efficiency in the educational process (Jones and Knezek, 1993). Furthermore, it has been shown that the use of ICT in education can help improve memory retention, increase motivation and generally deepen understanding (Dede, 1998). ICT can also be used to promote collaborative learning, including role playing, group problem solving activities and articulated projects (Forcheri and Molfino, 2000). Generally, ICT is promoting new approaches to working and learning, and new ways of interacting (Balacheff, 1993). Consequently, the introduction of ICT into UK and US schools has provoked a host of new questions about the evolving nature of pedagogy. Whether or not changes in pedagogy are contingent on trends and innovations, is a moot point. The question that should be asked, however, is: What will be the long term impact of ICT on the teaching and learning process? It is well documented that ICT changes the nature of motivation to learn (Forcheri and Molfino, 2000). Another important question is: What kind of skills will teachers need to acquire in order to be effective in an ICT based learning environment?Key Questions
There is currently great debate about how teachers should adapt current teaching skills and practice to accommodate the introduction of ICT. These changes are comprehensive, embracing teaching methodology, assessment of learning, student tracking, communication, and evaluation. The distributed nature of ICT learning, and the impact it creates on both learners and teachers are crucial issues. The concept of shared resources, and shared working spaces, and particularly the notion of collaborative learning may be particularly difficult for some teachers to accept. Most critically, the question of the extent to which teachers relinquish control and let learners drive their own learning may create the greatest barrier to the adoption of ICT in the classroom.The UK Experience
In the UK, the government is encouraging schools to embrace ICT as a fundamental part of the fabric of the curriculum. In 1998-1999, the UK government's funding for ICT development in schools, known as the National Grid for Learning (NGfL) finally began to have an impact. The funding provided by NGfL has resulted in a growth of connections to the Internet in primary schools. In March 1998 only 17 per cent of primary schools in the UK had Internet access. By March 1999 this had increased to 62 per cent and in the same period there was also an increase of Internet connectivity in secondary schools from 83 to 93 per cent (DfEE, 2000: 18). Many secondary schools and an increasing number of primary schools are now developing websites and announcing their presence in cyberspace. The use of web pages to post school news and homework assignments is soon to become common practice, as is the submission of work via e-mail from the child's home to the teacher's mailbox. This culture is already well established in many Australian and American schools. This, however is just the first step in introducing ICT into schools. It is expected that all British teachers will be offered training in the use of ICT by 2002, and the UK Government has committed to spending £230 million to drive this training initiative forward (DfEE, 2000: 18). British teachers are also being supported in the purchase of a personal home computer, with a further fund of £20 million being offered. Teachers can expect to purchase a computer and modem at approximately half the retail price for exclusive home use. Through these initiatives it is envisaged that many more teachers will be encouraged to explore the possibilities of ICT, and increase their confidence in the use of computers. It is possible that entirely new working practices will evolve, where teachers work in a more collaborative manner, both with colleagues and with children. Finally, schools in some pilot areas are being encouraged to work together in clusters using ICT as a communication method. This approach enables schools to collaborate, sharing teaching and learning materials, which can be made available cost effectively to larger distributions of children. This method of working will also enabled key staff to provide on the job training to their colleagues from a centralised resource base (DfEE, 2000: 19).What ICT Brings to the Classroom
Many are predicting that ICT will bring about several benefits to the learner and the teacher. These include sharing of resources and learning environments as well as the promotion of collaborative learning and a general move towards greater learner autonomy. I shall briefly discuss each of these benefits in turn, offering some examples.Engineering the New Role of the Teacher
Teachers have been polarised in their acceptance of the new technologies. Whilst some have enthusiastically integrated computers, CMC and the Internet into the classroom, other have been cautious in their welcome, and some have simply rejected the technologies. There is a level of justifiable cynicism based on previous experience of computer based applications such as CAL. Ironically, some enthusiasts have inadvertently damaged the reputation of ICT by poor classroom practice - using the technology for the sake of its novelty value, or failing to think through the issues before implementing the technology (Littlejohn, et al, 1999). With the inevitable proliferation of ICT in the classroom, the role of the teacher must change, and here are four key reasons why this must happen:The US Experience
As has been previously detailed, schools in the United States are investing in centralised media systems that will enable information to be broadcast to many schools at one time. The Faribault system in Minnesota involves 6 schools linked with a common cabled computer and media network. Students and teachers can view monitors showing a comprehensive range of information from lunch-time menus to global news bulletins. Students write, produce and present their own television programmes that are broadcast on the network. These are autonomous, but guided activities, with teachers on hand to provide technical or organisational help if it is required. In Minneapolis, an entire year of 90 students on one externally funded project were each loaned a laptop computer. Flexible ways of working and learning were observed, as students came to terms with any-time any-place learning. Teachers monitored activities, facilitating rather than directing, in order to encourage the most creative uses of the mobile technology. During the entire project only one laptop computer was lost. Networks of the new Apple MacIntosh iMac computers are also much in evidence in US schools, where children are instructed from the first grade (5 years) onwards. Large screen video projection facilities are used to guide the students, application sharing is used to take control of individual or grouped workstations to provide tutorials, and each student is given a personal e-mail address. Like their UK counterparts, American children as young as 7 years old are being encouraged to seek out, and maintain correspondence with overseas pen pals. Students as young as 5 years old are learning to use ICT as a regular resource to think and communicate, thereby enhancing the learning process. The role of the teacher here also, is to enable rather than to control learning activities.Trends and Alternative Futures
So what of the future impact of information and communication technologies in the classroom? If it is difficult to predict future technological trends, it is almost impossible to forsee how these emerging technologies might be used in teaching and learning contexts. The following quotations bear witness to this problem:Conclusion
Rapid changes in technology will ensure that ICT will proliferate in the classroom. It is predicted that there will be many benefits for both the learner and the teacher, including the promotion of shared working space and resources, better access to information, the promotion of collaborative learning and radical new ways of teaching and learning. ICT will also require a modification of the role of the teacher, who in addition to classroom teaching, will have other skills and responsibilities. Many will become specialists in the use of distributed learning techniques, the design and development of shared working spaces and resources, and virtual guides for students who use electronic media. Ultimately, the use of ICT will enhance the learning experiences for children, helping them to think and communicate creatively. ICT will also prepare our children for successful lives and careers in an increasingly technological world.References
Collins, A. M. and Loftus, E. F. (1975) A spreading activation theory of semantic processing. Psychological Review. 82, 407-28.Collins, A. M. and Quillian, M. R. (1969) Retrieval time from semantic memory. Journal of Verbal Learning and Verbal Behaviour. 8, 244.
Department for Education and Employment. (2000) Professional Development: Support for Teaching and Learning. February 2000. DfEE 0008/2000.
Donaldson, M. (1978) Children's Minds. London: Fontana Collins.Balacheff, N. (1993) Artificial intelligence and real teaching. In C. Keitel and K. Ruthven (Eds.) Learning from computers: Mathematics education and technology. Berlin: Springer Verlag.
Dede, C. (1998) Learning about teaching and vice versa. Paper presented at Conference of Society for Information Technology in Education. Washington D.C., USA.
Forcheri, P. and Molfino, M. T. (2000) ICT as a tool for learning to learn. In Watson, D. M. and Downes, T. (Eds.) Communications and Networking in Education. Boston, MA: Kluwer Academic. pp 175-184.
Forsyth, I. (1996) Teaching and Learning Materials and the Internet. London: Kogan Page.
Jones, G. and Knezek, G. (1993) Non-commercial radio-satellite telecommunications: affrordable options for technology educators. Cited in S. Romi (2000) Distance Learning and Non-formal Education: Existing Trends and New Possibilities of Distance Learning Experiences. Educational Media International. 37 (1), 39-44.
Littlejohn, A., Stefani, L. and Sclater, N. (1999) Promoting effective use of technology, pedagogy and the practicalities: a case study. Active Learning. 11, 27-30.
Riel, M. (2000) The future of technology and education: Where are we heading? in: Watson, D. M. & Downes, T. (Eds.) Communications and Networking in Education. Boston, MA: Kluwer Academic Press. pp 9-24.
Semenov, A. L. (2000) Technology in transforming education, in: Watson, D. M. & Downes, T. (Eds.) Communications and Networking in Education. Boston, MA: Kluwer Academic Press. pp 25-36.
THES - The Times Higher Education Supplement. Act now, these are borderless times. March 31, 2000.
Vygotsky, L. S. (1962) Thought and Language. Cambridge, MA: MIT Press.
Jumat, 24 Mei 2013
Special Interest is a
typical custom home Kalimantan contained in various parts of Borneo,
particularly in upstream areas that usually become the center of the Dayak
tribe settlements, where the river is a major transportation route for the
Dayak tribe to perform a variety of mobility of everyday life like going to
work to the fields where Dayak tribes fields are usually far from human
settlements, or trade activities (the ancient Dayak tribes usually trade using
a barter system that is by mutual exchange of fields, orchards and livestock).
Shape and large houses
of this Special Interest varies in different places. There is a Special
Interest house that reaches 150 meters long and 30 meters wide. Generally
houses built in the form of Special Interest on the stage with a height of
three to five feet off the ground. The high buildings of this Special Interest
house I expect to avoid flooding during the rainy season which threatened areas
upriver in Borneo. Some settlement units can have more than one home Special
Interest fruit depends on the size of the household members of the residential
community. Every household (family) occupies the chamber (room) that barriers
of Special Interest big house is, in addition to the general Dayak tribe also
has a home-built single homes temporarily to perform agricultural activities,
this is because away the distance between the fields with the settlements.
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The gift of fantasy has meant more to me than my talent for absorbing positive knowledge., Albert Einstein