scholarly journals Connecting the World: The Utilization of ICT for Rural Teacher Education in Indonesia

2016 ◽  
Vol 3 (2) ◽  
pp. 218-226
Author(s):  
Aziz Awaludin
Keyword(s):  
Teacher Education ◽  
Elementary School Teachers ◽  
Rural Areas ◽  
Rural Setting ◽  
Continuous Training ◽  
Rural Teachers ◽  
Research Areas ◽  
The World ◽  
Information And Communication ◽  
Rural Teacher

Abstract This study aims to explore the impacts of the convergence of ICT (information and communication technology) for training in-service elementary school teachers in Indonesia. As a country in which almost a half of its population live in rural areas, Indonesia has a very serious issue with the quality divide which is quite extensive between urban and rural teachers. Thus, the use of ICT can be an alternative to reduce the gap, facilitate social justice and, therefore, connect the rural teachers to the world. Particularly, this study is focused on benefits and constraints of the issue when applied in that rural setting. The investigation is based on a literature review that certain academic refereed journal articles are analysed. Then, the analysis shows that infusing ICT can impact positively in the way that its advantages involve the expansion of opportunities for rural teachers to receive continuous training, collaborative actions among teachers from different schools, skills and resource development to upgrade their competencies. However, the implementation invites several limitations linked to financial, technical, geographical, and personnel-related issues. Also, the study points out several implications regarding policy and research areas. Then, some recommendations are offered to tackle the possible challenges that may occur. Abstrak Penelitian ini bertujuan untuk menggali dampak konvergensi TIK (teknologi informasi dan komunikasi) untuk pelatihan calon guru sekolah dasar di Indonesia. Sebagai negara di mana hampir separuh penduduknya tinggal di daerah pedesaan, Indonesia memiliki masalah yang sangat serius dengan perbedaan kualitas yang cukup luas antara guru perkotaan dan pedesaan. Dengan demikian, penggunaan TIK dapat menjadi alternatif untuk mengurangi kesenjangan, memfasilitasi keadilan sosial dan, oleh karena itu, menghubungkan para guru pedesaan ke seluruh dunia. Secara khusus, penelitian ini difokuskan pada manfaat dan kendala masalah saat diterapkan di lingkungan pedesaan tersebut. Penyelidikan didasarkan pada tinjauan literatur di mana beberapa artikel jurnal akademik dianalisis. Kemudian, analisis menunjukkan bahwa menanamkan TIK dapat berdampak positif dengan cara bahwa kelebihannya melibatkan perluasan kesempatan bagi guru pedesaan untuk menerima pelatihan berkelanjutan, tindakan kolaboratif di antara guru dari berbagai sekolah, keterampilan dan pengembangan sumber daya untuk meningkatkan kompetensi mereka. Namun, implementasinya mengundang beberapa keterbatasan terkait masalah keuangan, teknis, geografis, dan personil. Selain itu, penelitian tersebut menunjukkan beberapa implikasi mengenai area kebijakan dan penelitian. Kemudian, beberapa rekomendasi ditawarkan untuk mengatasi kemungkinan tantangan yang mungkin terjadi. How to Cite : Awaludin, A. (2016). Connecting the World: The Utilization of ICT for Rural Teacher Education in Indonesia. TARBIYA: Journal of Education in Muslim Society, 3(2), 218-226. doi:10.15408/tjems.v3i2.4984. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v3i2.4984

A Reconstruction of Rural Teachers' Technology Integration Experiences

2016 ◽  
pp. 834-860
Author(s):  
Laura Helena Porras-Hernández ◽  
Bertha Salinas-Amescua
Keyword(s):  
Information And Communication Technologies ◽  
Rural Areas ◽  
Communication Technologies ◽  
Phenomenological Research ◽  
Lessons Learned ◽  
Research Approach ◽  
Rural Teachers ◽  
Teachers Experiences ◽  
Information And Communication ◽  
Rural Teacher

Teachers who integrate information and communication technologies (ICT) to their practice in rural areas face important challenges that differ from those where contextual conditions are most favorable. The purpose of this chapter is to describe how and why a phenomenological research approach applied to the reconstruction of rural teachers' experiences in incorporating ICT's to their practice can be helpful for both, for research purposes as well as for inspiring the avenues that rural teacher education in the digital age should follow. Based on the narratives of eight teachers working in poor rural schools of Mexico, this chapter describes how, as part of a construction of their own rural pedagogies, these teachers integrate ICT to their practice in response to three levels of contextual demands. Lessons learned and recommendations for research of this kind are provided.

A Reconstruction of Rural Teachers' Technology Integration Experiences

2018 ◽  
pp. 1362-1388
Author(s):  
Laura Helena Porras-Hernández ◽  
Bertha Salinas-Amescua
Keyword(s):  
Information And Communication Technologies ◽  
Rural Areas ◽  
Communication Technologies ◽  
Phenomenological Research ◽  
Lessons Learned ◽  
Research Approach ◽  
Rural Teachers ◽  
Teachers Experiences ◽  
Information And Communication ◽  
Rural Teacher

Teachers who integrate information and communication technologies (ICT) to their practice in rural areas face important challenges that differ from those where contextual conditions are most favorable. The purpose of this chapter is to describe how and why a phenomenological research approach applied to the reconstruction of rural teachers' experiences in incorporating ICT's to their practice can be helpful for both, for research purposes as well as for inspiring the avenues that rural teacher education in the digital age should follow. Based on the narratives of eight teachers working in poor rural schools of Mexico, this chapter describes how, as part of a construction of their own rural pedagogies, these teachers integrate ICT to their practice in response to three levels of contextual demands. Lessons learned and recommendations for research of this kind are provided.

A Reconstruction of Rural Teachers' Technology Integration Experiences

2015 ◽  
pp. 281-306
Author(s):  
Laura Helena Porras-Hernández ◽  
Bertha Salinas-Amescua
Keyword(s):  
Information And Communication Technologies ◽  
Rural Areas ◽  
Communication Technologies ◽  
Phenomenological Research ◽  
Lessons Learned ◽  
Research Approach ◽  
Rural Teachers ◽  
Teachers Experiences ◽  
Information And Communication ◽  
Rural Teacher

Teachers who integrate information and communication technologies (ICT) to their practice in rural areas face important challenges that differ from those where contextual conditions are most favorable. The purpose of this chapter is to describe how and why a phenomenological research approach applied to the reconstruction of rural teachers' experiences in incorporating ICT's to their practice can be helpful for both, for research purposes as well as for inspiring the avenues that rural teacher education in the digital age should follow. Based on the narratives of eight teachers working in poor rural schools of Mexico, this chapter describes how, as part of a construction of their own rural pedagogies, these teachers integrate ICT to their practice in response to three levels of contextual demands. Lessons learned and recommendations for research of this kind are provided.

scholarly journals From Digital Divide to Social Inclusion: A Tale of Mobile Platform Empowerment in Rural Areas

2020 ◽  
Vol 12 (6) ◽  
pp. 2424 ◽  
Author(s):  
Lisha Ye ◽  
Huiqin Yang
Keyword(s):  
Digital Divide ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Rural Areas ◽  
Social Inclusion ◽  
Rural China ◽  
Mobile Platform ◽  
The World ◽  
Information And Communication ◽  
Practical Implications

The digital divide in rural areas is an important social issue, especially in developing countries. Although Internet and broadband penetration have increased in the world generally, there are many obstacles for rural China to get access to ICT (Information and Communication Technology) and its services. The mobile platform is regarded as a novel and effective tool to reduce the digital divide. Based on a case of one mobile platform, namely WeCountry in Chinese rural areas, this study illustrates how a mobile platform bridges the digital divide and helps rural areas achieve social inclusion. Results show that: (1) the mobile platform mainly acts on the digital capability divide elimination, and it has to guide and increase users’ usage capability; (2) the mobile platform can empower villagers in structural, psychological, and resource dimensions, achieving political inclusion, social participation inclusion, and economic inclusion; (3) platform providers and government are key organizations during the divide elimination process. This paper concludes with theoretical and practical implications.

Using Technology to Prepare 21st Century Educators

2020 ◽  
Author(s):  
Therese M. Cumming
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
21St Century ◽  
Digital Literacy ◽  
Innovative Technology ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The World ◽  
The Future ◽  
Information And Communication

The use of real-time technology has caused the world to “shrink,” with society becoming more global and information- and communication-based. The amount of information that people are exposed to continues to increase exponentially, requiring a new definition of literacy that includes digital literacy and other 21st-century skills. However, the implementation of technology in education has not kept up with how it is used in peoples’ lives. The main role of teachers is to prepare students to become literate, globally informed citizens. Generation Z, or the technology generation, are tech savvy and used to instant action and access to information due to their experiences with the Internet. Although students are proficient with and regularly use mobile devices and other information and communication technologies (ICTs), their teachers have difficulty integrating these technologies into their pedagogy beyond basic functional uses. The goals of educational technology are often not readily apparent in classrooms; this is problematic, as technology has the potential to be used for critical thinking, collaboration, and the dissemination of new knowledge. Therefore, teacher education programs have a responsibility to ensure that teachers of the future are globally aware, proficient with current innovative technology tools and information resources, and have the ability to adapt to tools and educational strategies of the future. Supporting preservice teachers in their acquisition of digital literacy can widen their views of the world and strengthen their skills in locating, assessing, organizing, analyzing, and presenting information. Teaching preservice teachers to use the technological pedagogical content knowledge (TPACK) model and embedding new technologies throughout teacher education programs can support preservice teachers’ global understandings and information literacy, as well as develop their expertise in the use of the technology itself. Instruction in digital literacies can help preservice teachers to hone their teaching skills and minimize the isolation and anxieties that are often experienced during their field experiences.

scholarly journals Being Left Behind Amidst Africa’s Rising Imagery: The Maasai In The World Of Information And Communication Technologies (ICTs)

2017 ◽  
Vol 21 ◽  
Author(s):  
Eric E Otenyo
Keyword(s):  
Information And Communication Technologies ◽  
Rural Areas ◽  
Indigenous Communities ◽  
Middle Income ◽  
Income Status ◽  
The World ◽  
Information And Communication ◽  
The Media ◽  
Media Narratives ◽  
Africa Rising

Today the media is replete with stories about Africa rising and enjoying middle –income status. Those promoting the narrative of Africa rising include the World Bank and western –trained elites. The narrative of success assumes that prosperity trickles down to Indigenous communities, who are pictured consuming mobile phones and tablets. At the same time, Hollywood and western media outlets continue to present images of Indigenous Maasai as a cultural export to be consumed. With emphasis on social media narratives, this paper interrogates the continued marginalisation of the Maasai people amidst the myth of a rising Africa. In sum, the Africa rising myth and penetration of ICTs in rural areas masks the dispossession of Maasai means of livelihood, and therefore worsening the groups’ conditions of living.

Cloud Computing for Rural ICT Implementations

2015 ◽  
pp. 166-197
Author(s):  
Mohamed Fazil Mohamed Firdhous
Keyword(s):  
Cloud Computing ◽  
Brain Drain ◽  
Rural Areas ◽  
Access To Education ◽  
Employment Opportunities ◽  
Healthcare Facilities ◽  
Ict Implementation ◽  
The World ◽  
Information And Communication ◽  
Sustainability Challenges

Half of the world's population live in rural areas and majority of them are in developing countries. The rural population face many challenges in their life compared to their urban counterparts. Some of these challenges include high unemployment rate, limited employment opportunities in their areas, high brain drain to more developed cities, lack of access to education and healthcare facilities. Information and communication technology has been identified as the enabling technology that can be used to overcome the present day problems. There are several ICT projects implemented across the world with the objective of helping these rural masses. But many of these projects face sustainability challenges due to lack of resources. In this chapter, the author takes an in depth look at how cloud computing can be leveraged successfully to address the sustainability problem of current rural ICT implementation.

scholarly journals Historical Experience and Contemporary Reflection of the Supply Side Reform of Rural Teacher Training in China

2021 ◽  
Vol 10 (S1) ◽  
pp. 6
Author(s):  
Feng Li
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Historical Analysis ◽  
Supply System ◽  
Supply Management ◽  
Supply Side ◽  
Rural Teachers ◽  
Education Movement ◽  
Rural Teacher ◽  
Historical Reflection

The supply-side reform of rural teachers’ teaching is not only a realistic problem but also a historical problem. Based on the historical analysis framework of teachers’ training, the thesis conducted the historical reflection and interpretative analysis of the top-down practice of the supply-side reform during the Rural Teacher Education Movement in China. According to the supply-side reform on rural teacher training, there exist problems such as city-oriented supply structure, disconnected supply system, and upper-dominant supply management. Therefore, it is suggested to getting rid of the homogeneous supply structure, breaking the enclosed supply system, and improving the educational governance paths such as the centralized supply management. Furthermore, the supply-side reform practice of the Rural Teacher Education Movement can provide historical reflection and enlightenment for supply-side reform of rural teacher training, teacher education revitalization and intensive development, and governance modernization in the Post-poverty Alleviation Era.

Cloud Computing for Rural ICT Implementations

Web Services ◽  
2019 ◽  
pp. 1189-1222
Author(s):  
Mohamed Fazil Mohamed Firdhous
Keyword(s):  
Cloud Computing ◽  
Brain Drain ◽  
Rural Areas ◽  
Access To Education ◽  
Employment Opportunities ◽  
Healthcare Facilities ◽  
Ict Implementation ◽  
The World ◽  
Information And Communication ◽  
Sustainability Challenges

Half of the world's population live in rural areas and majority of them are in developing countries. The rural population face many challenges in their life compared to their urban counterparts. Some of these challenges include high unemployment rate, limited employment opportunities in their areas, high brain drain to more developed cities, lack of access to education and healthcare facilities. Information and communication technology has been identified as the enabling technology that can be used to overcome the present day problems. There are several ICT projects implemented across the world with the objective of helping these rural masses. But many of these projects face sustainability challenges due to lack of resources. In this chapter, the author takes an in depth look at how cloud computing can be leveraged successfully to address the sustainability problem of current rural ICT implementation.

Cloud Computing for Rural ICT Implementations

2016 ◽  
pp. 496-527
Author(s):  
Mohamed Fazil Mohamed Firdhous
Keyword(s):  
Cloud Computing ◽  
Brain Drain ◽  
Rural Areas ◽  
Access To Education ◽  
Employment Opportunities ◽  
Healthcare Facilities ◽  
Ict Implementation ◽  
The World ◽  
Information And Communication ◽  
Sustainability Challenges

Half of the world's population live in rural areas and majority of them are in developing countries. The rural population face many challenges in their life compared to their urban counterparts. Some of these challenges include high unemployment rate, limited employment opportunities in their areas, high brain drain to more developed cities, lack of access to education and healthcare facilities. Information and communication technology has been identified as the enabling technology that can be used to overcome the present day problems. There are several ICT projects implemented across the world with the objective of helping these rural masses. But many of these projects face sustainability challenges due to lack of resources. In this chapter, the author takes an in depth look at how cloud computing can be leveraged successfully to address the sustainability problem of current rural ICT implementation.

Sign in / Sign up

Export Citation Format

Share Document