The Implementation of Learning Quality Management in Increasing Graduates Quality

2020 ◽  
Vol 7 (9) ◽  
pp. 654-663
Author(s):  
Daud Soewita ◽  
Abin Syamsudin ◽  
Abdorrakhman Gintings ◽  
H. Yousal Iriantara
Keyword(s):  
Quality Management ◽  
Learning Outcomes ◽  
Communication Technology ◽  
Information And Computer Technology ◽  
Management Of Technology ◽  
Information And Communication ◽  
Competency Based ◽  
Talented Students ◽  
Teaching Learning ◽  
Evaluation Of Learning

This research aims to describe the implementation of planning, organizing, learning execution, and evaluation of learning outcomes based on information and computer technology at SMAN 5, SMK N 10, SMAN N 11 of Tangerang Regency. The programs to improve the learning quality in these 3 high schools were conducted continuously through programs of enhancing the teachers’ competency based on information and communication technology (ICT). Teachers as educators generally have interesting ideas and innovations in teaching by implementing ICT when compiling, executing, and evaluating learning outcomes. ICT-based learning seemed more dynamic, interactive, flexible, and interesting for the students. Educators searched for strategies in teaching-learning process by deploying inspiring techniques for the talented students. The students interested with the learning materials could interact with the teachers intensively, not only at the learning time. The quality management of technology-based education was a profound learning for the educators and education staff. This was because they acquired knowledge and understanding in planning, organizing, directing, and controlling the sources of education in order to effectively, efficiently, autonomously achieve the education targets and to produce quality they were proud of.

scholarly journals Use of ICT to Enhance the Learning Process in Higher Education

2020 ◽  
Vol 8 (4) ◽  
pp. 97-102
Author(s):  
Chetlal Prasad ◽  
Pushpa Gupta
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Learning Process ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Information And Communication ◽  
Teaching Learning

ICTs in Education refers to the development of information and communications technology specifically for teaching/learning purposes, while the ICTs in education involves the adoption of general components of information and communication technologies in the teaching learning process. The National Mission on Education through Information and Communication Technology (NME-ICT), launched in 2009 by the Central Government. Let’s see how Information and Communication Technology (ICT) evolved the Higher Education system: The role of ICT in higher education, what students learn, The role of ICT in Higher Education, how Students Learn, The role of ICT in Higher Education, when students learn, The role of ICT in higher education, where students learn. Online courses, development of e-content, e-learning, digital libraries, online encyclopaedias, journals, and books would promote learning and make knowledge available to all irrespective of the distance or location or financial resources. Government intervention is necessary so that ICT can be made successful in higher education. Information and Communications Technology (ICT) has the proven power to change the world. This acronym refers to the merging of audiovisual and telephone networks with the computer single unified system of cabling.

scholarly journals Experimentar con TIC en la formación inicial de profesores

2018 ◽  
Vol 36 (3 Noviembr) ◽  
pp. 255-274
Author(s):  
Natália Lopes ◽  
Anabela Gomes
Keyword(s):  
Elementary Education ◽  
Learning Environments ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Learning Processes ◽  
Future Teachers ◽  
Information And Communication ◽  
Ict Tools ◽  
Teaching Learning

En una sociedad en la que las tecnologías poseen cada vez mayor relevancia, son varios los argumentos que justifican su integración en la escuela. Efectivamente, el uso de las Tecnologías de la Información y Comunicación surge como una gran y valiosa posibilidad de cambio, ofreciendo al proceso de enseñanza-aprendizaje un nuevo soporte. Parece evidente que su uso constituye un hecho inevitable al que ningún docente debería permanecer indiferente. Esta es la finalidad del artículo, al preocuparse por la importancia de utilizar las TIC en el contexto de prácticum. Para ello, se presenta un relato de diez seminarios de practicum realizados en la Universidad de Trás-os-Montes e Alto Douro (Portugal), con futuros/as profesores/as de diferentes áreas de enseñanza básica y su potencial formativo. En este contexto, se recurre al uso de diferentes tecnologías para presentar herramientas susceptibles de ser usadas en las aulas,mostrar su utilidad en la futura práctica pedagógica y dejar indicadores para que los futuros docentes pudiesen elaborar materiales pedagógicos digitales capaces de responder a sus intenciones didácticas y, también, a los ambientes de aprendizaje que crean conforme a sus características y estilos de aprendizaje. Se concluye con una reflexión sobre la pertinencia de estos seminarios y la utilidad de las TIC en el contexto del prácticum. In a society in which technologies have increasing relevance, there are several arguments for their inclusion in school. Indeed, the use of Information and Communication Technology emerges as a great and valuable possibility of change, a new support of teaching-learning processes. It seems clear that its use constitutes an unavoidable fact to which no teacher should remain indifferent. This is the purpose of this article which focuses on the importance of ICT in the context of practicum placements. To this extent, we describe 10 seminars about practicum placements in the Trás-os-Montes y Alto Douro University (Portugal), with future teachers of elementary education. During these seminars some ICT tools were presented so that students could check how they could use those tools in their lessons, show their usefulness in their future teaching and leave advice on how future teachers might elaborate digital pedagogical materials which respond to their educational intentions and to different learning environments according to learning characteristics and styles. It concludes by highlighting the relevance of these seminars and the usefulness of ICT in the context of practicum placements.

scholarly journals The Implementation of Role Playing on Water, Soil, and Air Lab at Diploma of Analytical Chemistry, Islamic University of Indonesia

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Yuli Rohyami ◽  
Reni Banowati Istiningrum
Keyword(s):  
Analytical Chemistry ◽  
Quality Assurance ◽  
Quality Management ◽  
Learning Outcomes ◽  
Quality Management System ◽  
Role Playing ◽  
Assessment Instruments ◽  
Self Assessment ◽  
Practical Analysis ◽  
Evaluation Of Learning

ABSTRACT: The implementation of role playing learning with self-assessment and assessment trial in Analysis of Water, Land and Air Practicum Course has been performed. Learning role playing scenarios in modules that have been developed for the implementation of control and quality assurance in laboratory quality management system ISO / IEC 17025. Development of learning is done through role playing includes four steps, namely the preparation of the draft development of learning, the development of assessment instruments, learning implementation, and evaluation of learning with a self-assessment and trial assessment.The implementation of role playing with self-assessment and trial assessment can influence the attainment of students in the Practical Analysis of Water, Land, and Air. Achievement of competence for the basic package and UV-Vis spectrometry through self-assessment methods 69.07% and 47.86%, while the assessment of trial results in 68.58 and 49.11%. implementation of role playing with self-assessment and trial assessment on the Practical of Analysis of Water, Land and Air can improve learning outcomes. Achievement of learning outcomes with an average in grade A was 87.96% with an average NKMD value of 3.72.

scholarly journals Information And Communication Technology (ICT) Utilization In Technical-Vocational Schools In Region V: Basis For Five-Year ICT Development Plan

2015 ◽  
Vol 2 ◽  
pp. 61-69
Author(s):  
Prolucen C. Velarde ◽  
Richie C. Velarde ◽  
Cheryll V. Bermudo ◽  
Relly C. Velarde
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Development Plan ◽  
Vocational Schools ◽  
Validity And Reliability ◽  
Information And Communication ◽  
Ict Tools ◽  
Ict Development ◽  
The Government ◽  
Teaching Learning

The study was conducted focused on the utilization of Information and Communication Technology in Technical-Vocational Schools in Region V, Philippines, School Year 2011-2012. It determined the profile of teachers, adequacy of ICT equipment, competence of teachers and their relationships. The data were gathered through a questionnaire-checklist formulated by the researcher. The validity and reliability of the instrument were ensured. Findings revealed that the majority of the teachers are 26 years old and above. Three-fourths of them have attended a very minimal number (1-3 times) of ICT – related training. Eighty-four percent of the teachers have master’s degrees; fifty percent of them have served the government for more than 10 years; fifty-eight percent were occupying Teacher I position; twelve percentage designated to different administrative functions. There is fairly adequate ICT tools and equipment and the teachers are competent in working with word processors only. Furthermore, the age of teachers and the competences is significantly related to using ICT tools and equipment. The researcher concluded that there is a dearth of ICT-related training for teachers of all age levels and ICT tools and equipment should be procured to sustain the development of competence among teachers. It is recommended therefore to implement the proposed ICT development plan and the conduct of further research on the extent of utilization of ICT tools and equipment along the actual teaching-learning process.

scholarly journals ICT Immersion in Different Domains of Teaching Profession – A Literature Review

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Shabir Ahmad Bhat, ◽  
Dr. Anoop Beri
Keyword(s):  
Information And Communication Technology ◽  
Work Stress ◽  
Communication Technology ◽  
Vital Role ◽  
Teaching Profession ◽  
Learning Activities ◽  
Education Access ◽  
Information And Communication ◽  
Access To Knowledge ◽  
Teaching Learning

Information and communication technology (ICT) plays a vital role in various domains of teaching profession. It is directly concerned with different perspectives of teaching and incorporated the teachers to cope with the forthcoming challenges of educational society viz a viz quality and efficiency of education, access to knowledge, flexibility, lack of qualified and skilled teachers, teaching learning activities, high dropout rates and so on. In the present paper researcher explored some of the important domains about the teaching profession with special reference to ICT effective usage and integration as: i) Competency, ii) Motivation, iii) Work Stress, and iv) Accessibility. Comprehensive details of this paper revealed that ICT immersion in different domains of teaching profession strengthen the overall educational system throughout the globe.

scholarly journals INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) AND ITS ROLE IN EDUCATIONAL ASSESSMENT

2016 ◽  
Vol 3 (1) ◽  
pp. 23
Author(s):  
Marina Marina
Keyword(s):  
Learning Outcomes ◽  
Communication Technology ◽  
Technology Use ◽  
Educational Assessment ◽  
Assessment Practices ◽  
Information And Communication ◽  
Primary Focus ◽  
Support Students ◽  
Significant Factors

This paper identifies the role of ICT in assessment practices in education. The significant factors that schools and teachers should consider include the benefits it can provide to improve and enhance assessment. The primary focus of this paper is: What are the roles ICT can provide to support assessment in education? ICT has several roles and supports in educational assessment practices. This paper empha-sizes its roles in two parts: testing, and tasks. ICT can be used in testing to administer tests, to score the tests, to analyse the result and to facilitate teachers in assessing learning outcomes. Besides, ICT can be integrated in completing student’s task such as portfolio and project-based assessment. ICT provides opportunities for students to create electronic versions of their portfolio. ICT can also support students to complete their project. It is essential for teachers to realise that the rubric used to assess e-portfolios and projects must also assess students’ technology use.

scholarly journals PEMANFAATAN TEKNOLOGI INFORMASI DAN KOMUNIKASI DALAM PEMBELAJARAN: PELUANG, TANTANGAN, DAN HARAPAN

2015 ◽  
pp. 321-332
Author(s):  
Sudirman Siahaan
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Learning Process ◽  
Positive Contribution ◽  
Learning Achievement ◽  
Instructional Activities ◽  
Information And Communication ◽  
Teaching Learning ◽  
The Impact

Abstrak:Teknologi informasi dan komunikasi (TIK) memberikan kontribusi yang positif terhadap peningkatan hasil belajar peserta didik. Tidak ada yang mempermasalahkan pernyataan ini apabila TIK memang dimanfaatkan secara terencana, terpadu, dan teratur di dalam kegiatan pembelajaran. Sekalipun demikian, hasil penelitian atau kajian tentang pemanfaatan TIK hanya menitikberatkan pada pengaruh/dampak terhadap hasil prestasi belajar peserta didik; tetapi kurang menekankan pada tantangan-tantangan atau kesulitan-kesulitan guru dalam memanfaatkan TIK untuk pembelajaran. Dengan kata lain, apakah TIK di sekolah-sekolah sudah dimanfaatkan secara terencana, terintegrasi, dan teratur? Manakala jawabannya sudah, langkah-langkah apa yang telah dilakukan untuk memanfaatkan TIK di dalam kegiatan pembelajaran? Manakala jawabannya belum, faktor-faktor apa saja penyebabnya? Mengapa ada sebagian sekolah yang maju dalam pemanfaatan TIK-nya dan diikuti dengan peningkatan prestasi belajar peserta didiknya (TIK memberikan dampak positif)? Tentunya ada faktor-faktor tertentu, baik peluang, tantangan (kendala/hambatan),maupun harapan yang perlu diperhatikan manakala akan memanfaatkan TIK di dalam kegiatan pembelajaran. Masalah inilah yang menggugah penulis untuk melakukan kajian yang didasarkan pada berbagai referensi yang didukung hasil pengamatan dan diskusi terbatas dengan pendidik dan tenaga kependidikan. Tujuannya adalah untuk mengetahui berbagai peluang, tantangan, dan harapan di dalam pemanfaatan TIK untuk pembelajaran yang dapat dijadikan sebagai rujukan/acuan untuk memfasilitasi guru dalam melaksanakan kegiatan pembelajaran melalui pemanfaatan TIK.Kata-kata kunci: Teknologi informasi dan komunikasi (TIK), pembelajaran, prestasi belajarAbstract:Information and communication technology (ICT) gives positive contribution to the improvement of students learning achievement. No one will argue on this statement as long as ICT is appropriately utilized (well planned, integrated, and sustained) in the instructional activities. However, most research or studies on ICT utilization only focus more on the impact of students’ learning achievement and less on the challenges that teachers face in utilizing ICT in their teaching learning process. In other words, has ICT utilization in schools been well planned, integrated, and sustained? If the answer is “Yes”, what are the steps that have been taken to utilize ICT for learning? If the answer is “No”, what are the causes? Why are there some more developed schools in utilizing ICT and followed with improvement of their students’ learning achievement (ICT gives possitive impact)? It can be stated that there are some factors of opportunities, challenges, as well as hopes that need to be considered before or during utilizing ICT in teaching-learning process. This has attracted the author to conduct a study that is based on some references and supported by some observation and discussion with some teachers and educational personnels. The objective of this study is to know some opportunities, challenges, and hopes in ICT utilization for learning that can be used as references to facilitate teachers in utilizing ICT in their teaching-learning process.Keywords: Information and Communication Technology (ICT), learning, learning achievement

scholarly journals Basics of ICT in Teaching & Learning Process

2019 ◽  
Vol 3 (2) ◽  
pp. p162
Author(s):  
K. Balamurugan
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Educational Environment ◽  
Enterprise Software ◽  
Unified Communications ◽  
Educational Institute ◽  
Information And Communication ◽  
Teaching Learning

ICT—Information and Communication Technology is an extensional term for Information Technology (IT) that stresses the role of unified communications and the integration of telecommunications (telephone lines and wireless signals) and computers, as well as necessary enterprise software, middleware, storage, and...ICT helps teacher to pass information to students within a very little time. ICT helps teacher to design educational environment. ICT helps teacher to identify creative child in educational institute. ICT helps teacher to motivate students and growing interest in learning. The paper envisages the maximum or at least optimum utility of ICT for the process of teaching and learning.

EL MEJORAMIENTO DEL DESEMPEÑO PROFESIONAL PEDAGÓGICO DEL DOCENTE DE LA UNIVERSIDAD CATÓLICA DE CUENCA (UCACUE) DESDE UNA ESTRATEGIA PEDAGÓGICA.

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Luis Bolívar Cabrera Berrezueta
Keyword(s):  
Learning Environment ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Learning Process ◽  
Teaching Strategy ◽  
Information And Communication ◽  
Teaching Learning ◽  
Estudiantes Universitarios ◽  
Entornos Virtuales ◽  
Formación Permanente

Lograr el mejoramiento del desempeño profesional pedagógico del docente de la UCACUE a partir de las aplicaciones de las Tecnologías de la Información y las Comunicaciones (TIC) en el proceso de enseñanza - aprendizaje, es la finalidad de la Estrategia Pedagógica que se propone, de forma que propicie la formación permanente y continuada de los docentes para el aprovechamiento de estas tecnologías en la formación integral de los estudiantes universitarios desde los entornos virtuales del aprendizaje. Abstract The goal of the proposed teaching strategy is to achieve the best performance of a UCACUE pedagogical professional beginning with the information and communication technology in the teaching-learning process. In order to harness a permanent and continuous teaching growth, these technologies are essentially a learning environment for the comprehensive training university students.Recibido: octubre de 2014 Aprobado: noviembre de 2014

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