scholarly journals The Technological Challenge to the Notion of Rurality in New Zealand Education – Repositioning the Small School

1995 ◽  
Author(s):  
Ken Stevens
Keyword(s):  
New Zealand ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Electronic Networks ◽  
National Education ◽  
National Education System ◽  
Virtual Class ◽  
Virtual Classes ◽  
Small Rural Schools ◽  
The One

Small rural schools in New Zealand are in the forefront of changes in the application of information and communication technologies to teaching and learning. The emergence of rural school electronic networks is an important step towards the development of virtual classes in New Zealand, requiring new ways of organising teaching and learning. It is particularly appropriate to reconsider the pedagogy of the one- and two-teacher school in relation to the emerging virtual class. These small schools could have a new role in the information age and should, accordingly, be repositioned within the national education system.

scholarly journals UPAYA PENINGKATAN KUALITAS PAUD PUTIH MELATI KELURAHAN MERGOSONO KECAMATAN KEDUNGKANDANG MALANG MELALUI PENDIDIKAN ANAK USIA DINI DAN PENINGKATAN KUALITAS PENDIDIK

2020 ◽  
Vol 7 (1) ◽  
pp. 5
Author(s):  
Nilawati F ◽  
Baroroh L ◽  
Farika N ◽  
Achmad Z ◽  
Yosi A
Keyword(s):  
Early Childhood ◽  
Financial Management ◽  
Teaching And Learning ◽  
Management Training ◽  
Educational Game ◽  
Transfer Of Knowledge ◽  
National Education ◽  
National Education System ◽  
Service Activities ◽  
Financial Administration

In Indonesia, the age between 0-6 years is agreed, which is explained in article 28 of the Law on the National Education System no. 20 of 2003 paragraph 1 explained that "early childhood is a child who falls in the age range of 0-6 years". Thus it can be stated that early childhood is a child in the range of 0-6 years who have growth and development according to their characteristics. In Mergosono Sub-District, Kedungkandang District, there are 6 (six) Pos PAUD. Pos PAUD Putih Melati is one of the Pos PAUD located in RW 1, Mergosono Sub-District, Kedungkandang District. This Pos PAUD was created with the aim of meeting the needs of the surrounding community, especially with regard to early childhood education. So far, Pos PAUD have been managed more based on principles from, by and for the community. The method used in this PkM is the transfer of knowledge and discussion of problems. The implementation of activities in the form of management training and financial administration of Pos PAUD, procurement of Educational Game Equipment (APE), procurement of APE storage lockers, and procurement of Pos PAUD financial administration books. Financial Management and Administration Training for the managers of Pos PAUD Putih Melati was the result of the initial discussion. Based on the results of the discussion it was found that the Pos PAUD Putih Melati manager experienced obstacles in terms of financial management and administration. Therefore, dedication was carried out in the form of providing material related to the management and financial administration of Pos PAUD Putih Melati. Overall, the service activities carried out at the Pos PAUD Putih Melati can be said to be successful. This success is not only measured by the four components above, it can also be seen from the participants' satisfaction after participating in the activities and the use of APE by students of the Pos PAUD Putih Melati. Based on the results of the implementation of the dedication that has been carried out, several suggestions can be submitted, namely: 1) The time of the implementation of the service activities needs to be increased so that the objectives of the activity can be fully achieved. 2) The existence of follow-up activities in the form of similar training is always held periodically so as to improve the ability of teachers to carry out the teaching and learning process.

scholarly journals LECTURER QUALITY EMPOWERMENT STRATEGY IN REALIZING NATIONAL EDUCATION OBJECTIVES

2019 ◽  
Vol 1 (2) ◽  
pp. 122-133
Author(s):  
Muhammad Rosul Asmawi
Keyword(s):  
Educational Outcomes ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Quality Of Education ◽  
National Education ◽  
National Education System ◽  
Work Atmosphere ◽  
Strategic Position

This study aims to find out the position and role of lecturers in carrying out the task of implementing the national education system and realizing the goals of national education. Lecturers are one of the determinants of the quality of education. The success of the implementation of higher education is largely determined by the readiness of the lecturer in preparing their students through teaching and learning activities or the learning process. The strategic position of lecturers to improve the quality of educational outcomes is strongly influenced by professional abilities in teaching and their level of welfare. To realize this; then the strategy of empowering lecturers is needed in order to realize professionalism that can be accounted for. The empowerment strategy implemented will be able to raise the dignity and level, improve the quality of learning, improve the quality of national education and provide quality services. Empowerment of lecturers is intended to create a work atmosphere or climate that leads to the development of potential, empowerment, and protection.

scholarly journals Pelatihan penerapan pembelajaran “PAIKEM” Bagi Guru Sekolah Dasar Muhammadiyah di Desa Randu, Kec. Subah, Kab. Batang Tahun 2010

Warta LPM ◽  
2017 ◽  
Vol 19 (3) ◽  
pp. 111-119
Author(s):  
Zaenal Abidin
Keyword(s):  
Active Learning ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Learning Model ◽  
School Development ◽  
National Education ◽  
Set Up ◽  
The One ◽  
Participative Learning

Learning is an urgent issue in educating nations, to build natonal character, and to set up the noble moral. This clearly defined in the function and the objective ofnational education, that the national education functioned to develop the ability, tobuild character, and to raise the value of national civilization in order to brightennational life. Its goal is to develop the potential of the student in order to be a faithfuland pious person toward God the One, to have the good moral, to be healthy, learned,be capable, creative, autonomous, and to become a democrative and responsiblecitizen.Desa Randu, Kecamatan Subah is the supportive area in Kabupaten Batang. Desa Randu is one of the Branch of Muhammadiyah which quite progressive in Kecamatan Subah, but most of the school development in Kecamatan Subah not welldeveloped yet.In order to fulfill the need, so it necessary to held a training and teaching practices in Microteaching that conditioned as the active learning to the teacher especially the private teachers (Muhammadiyah) with the materials designed by and for the teacher in Teaching and Learning Process.The method used to realizationing this program is in form of training to design PAIKEM Learning (Active, innovative, creative, effective, and exciting) for teacherin SMP Darul Hijrah Desa Randu, Kecamatan Subah Kabupaten Batang.After training, the teacher feel the benefit of participative learning model alsothey feel happy about the training.

scholarly journals Information and Communication Technologies in A Postgraduate TESOL Program: A Human Capital Investment

2021 ◽  
Author(s):  
Manal AlMarwani
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Capital Investment ◽  
Faculty Members ◽  
Ict Integration ◽  
Postgraduate Students ◽  
National Education ◽  
National Education System ◽  
Information And Communication ◽  
The Impact

With the global advancements in Information and Communication Technology (ICT) and the national and international demand for well-developed ICT skills and competencies, academic programs at higher education institutions need to make necessary adjustments to content and processes. This study reports on the current ICT integration practices in a TESOL postgraduate program at a Saudi Arabian university, addressing viewpoints at administrative, faculty, and postgraduate student levels. Three different questionnaires were used to answer the following questions: What are the TESOL postgraduate students’ practices of ICT integration, and how do they perceive their professors’ practices? What ICT integration practices do faculty members use, and how do they perceive the merit and desirability of their practices? And ‘How is ICT integration tackled at the administrative level with respect to policy and procedures, infrastructure, training, and technical support? The findings indicate that ICT integration practices in this program are lagging expectations. This is not a matter of attitude, potential, and challenges in the current situation, but is related to understanding the national ICT policy and developing sustainable strategies at an institutional level to guide and support faculty members’ practices. Since the impact of such changes will go beyond higher education to the broader national education system, much more attention needs to be dedicated to teacher education and professional development programs, including TESOL postgraduate programs.

scholarly journals Legal education in the digital age: problems and prospects

2019 ◽  
Vol 15 (1) ◽  
pp. 301-320
Author(s):  
Marina Petrovna Melnikova ◽  
Marina Alekseevna Bychko ◽  
Irina Alekseevna Komarevceva ◽  
Marina Alexandrovna Melnichuk ◽  
Zarina Shamil’evna Dzhanbidaeva
Keyword(s):  
Information And Communication Technologies ◽  
Legal Education ◽  
Communication Technologies ◽  
Educational Process ◽  
National Education ◽  
National Education System ◽  
Starting Point ◽  
Additional Funding ◽  
Information And Communication ◽  
E Learning

The purpose of this article is the analysis of Information and Communication Technologies - ICT in legal education according to the reform of the Russian national education system. It is observed how the creation of digital education in Russia contributes to its integration into the global educational environment. The regulatory framework for analysing ICTs in legal education, e-learning and distance education is used as a starting point. A critical analysis methodology is used to model the possible implementation of problem-based learning using ICT and using the "contract builder" simulator as an example. It is concluded that the introduction of ICT in the educational process requires a systematic approach, a state policy for the development of this area, additional funding and training of teachers.

scholarly journals SPECIFICS OF TRAINING OF PRE-SERVICE TEACHERS TO BE CAPABLE TO SELF-DEVELOP THEIR PROFESSIONAL CAREER IN THE SETTINGS OF STANDARDIZATION OF HIGHER EDUCATION

2021 ◽  
pp. 47-61
Author(s):  
Taras Olefirenko
Keyword(s):  
Higher Education ◽  
Career Development ◽  
Career Planning ◽  
Essential Element ◽  
Professional Career ◽  
National Education ◽  
National Education System ◽  
Ability To Act ◽  
High Standards ◽  
The One

The process of standardization of education is determined by the need to create, on the one hand, unified, and on the other hand, distinctive only to the certain field of knowledge/specialty components, which clearly define the lists of competencies of graduates and expected learning outcomes. This creates the basic mechanisms for developing a wide variety of educational programmers run at higher educational institutions as a basis for training a new generation of specialists with higher education, including pedagogical education, in accordance with the requests of students seen as customers of educational services (internal stakeholders) and employers (external stakeholders). Therefore, educational standards are an essential element of any national education system, the type of which is determined by political, socio-economic conditions, traditions of a particular country and so on. Ukraine, which is no exception, seeks to integrate with the European research and educational space with their high standards in science and education. In the process of specifying the features of training the pre-service teachers to be ready for professional career development with regards to the implementation of Standards of Higher Education in the specialty of 011 “Educational, Pedagogical Sciences”, field of knowledge of 01 “Education / Pedagogics”, in particular for the second (Master’s) level of higher education, it was found that in the list of general competencies of the graduates the most important for the development of professional career are as follows: the ability to search, process and analyze information from various sources (GC2); ability to apply knowledge in practical situations (GC3); ability to acquire and master modern knowledge (GC4); ability to adapt and act in a new situation (GC5); ability of interpersonal interaction (GC7); ability to act socially responsibly and consciously GC8); ability to work in an international context (GC9). Acquisition of such competencies will allow the future teacher to fulfil the five key tasks related to their career growth. These are as follows: 1) career choice; 2) career adaptation; 3) career planning; 4) career change (move); 5) career development.

scholarly journals Reflections of Researchers Involved in the Evaluation of Pedagogical Technological Innovations in a University Setting

2005 ◽  
Vol 35 (1) ◽  
pp. 61-84
Author(s):  
Cindy Ives ◽  
Katherine McWhaw ◽  
Christina De Simone
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Pilot Project ◽  
Faculty Members ◽  
Scholarship Of Teaching ◽  
Information And Communication ◽  
The One ◽  
University Setting ◽  
Ongoing Evaluation

It is widely assumed that developments in information and communication technologies are fundamentally transforming and improving higher education. As a part of an ongoing evaluation of technology-supported pedagogy in one university, our three-year research project was designed, on the one hand, to determine if and how selected technologies were beneficial for learning and, on the other hand, to offer professional development for faculty members. In this paper, we reflect on our participation in a pedagogy and technology (referred to as PedTech) pilot project, describe some of the relationships that developed between ourselves as researchers and evaluators and our faculty collaborators, and share what we have learned from this experience. We suggest that a scholarship of teaching approach to evaluating innovations in teaching and learning is one way to support institution-wide adoption.

Towards an Effective ICT-based University Learning

2011 ◽  
pp. 316-332
Author(s):  
Manuel Ahedo
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Explicit Knowledge ◽  
Social Space ◽  
Learning And Teaching ◽  
Tacit Dimension ◽  
Information And Communication ◽  
On Line ◽  
Potential Improvement ◽  
The One

The principles and practices of university learning are being subject to critical reconsideration from new approaches to adult teaching and a growing use of information and communication technologies (ICTs). ICTs in adult learning have an ambivalent effect. On the one hand, they offer potential improvement in on-line communicative activities and the transmission of codified or explicit knowledge. On the other hand, they can reduce socially- and interactive-mediated tacit teaching and learning. Thus, the crucial criterion for effective and complementary use of ICTs in adult andragogy is whether they enable time and interactive social space for the tacit dimension of teaching and learning. This chapter analyzes these issues by comparing how two young universities in Spain have dealt with these effects of ICTs in relation to the tacit and interaction challenging dimensions of learning and teaching.

Comparing the Principles of Adult Learning with Traditional Pedagogical Teaching in Relation to the Use of Technology

2010 ◽  
pp. 238-254 ◽  
Author(s):  
Manuel Ahedo
Keyword(s):  
Adult Learning ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Explicit Knowledge ◽  
Social Space ◽  
Learning And Teaching ◽  
Use Of Technology ◽  
Tacit Dimension ◽  
Potential Improvement ◽  
The One

The traditional principles of adult learning are being subject to critical reconsideration from new adult teaching approaches and a growing use of information and communication technologies (ICTs). ICTs in adult learning have an ambivalent effect. On the one hand, they offer potential improvement in online communicative activities and the transmission of codified or explicit knowledge. On the other hand, they can reduce socially and interactive-mediated tacit teaching and learning. Thus, the crucial criterion for effective and complementary use of ICTs in adult andragogy is whether they enable time and social space for the tacit dimension of teaching and learning. This article analyzes these issues by comparing how two young universities in Spain have dealt with these effects of ICTs in relation to the tacit dimension of learning and teaching.

scholarly journals MENJADI MUSLIM MINORITAS DAN POLA PEMBELAJARAN BAHASA ARAB BERBASIS PESANTREN

2019 ◽  
Vol 2 (3) ◽  
pp. 75-82
Author(s):  
Bukhori
Keyword(s):  
Teaching And Learning ◽  
Participant Observation ◽  
Primary Source ◽  
Foreign Languages ◽  
National Education ◽  
National Education System ◽  
History Of ◽  
Research Findings ◽  
Arabic And English ◽  
Teaching Learning

Abstrak Pesantren memiliki sejarah panjang dalam pengembangan sistem pendidikan nasional di Indonesia. Ini inisiatif diperluas melalui Indonesia, termasuk ke daerah minoritas muslim. Karena itu, makalah ini akan mengeksplorasi bagaimana pesantren terlibat dalam aktivitas mereka dalam mengajar dan belajar bahasa asing. Bahasa asing tersebut adalah Arab dan Inggris. Studi ini hanya akan fokus pada bahasa Arab sebagai sumber utama pemahaman Islam. Penelitian dilakukan di Pesantren Ummi Kalsum, Kabupaten Gunung Sitoli-Nias, Indonesia. Pendekatan kualitatif digunakan selama siklus belajar. Wawancara mendalam dan observasi non-partisipan dilakukan untuk mengumpulkan data. Pengumpulan data dilakukan dari Februari hingga Mei. Temuan penelitian menunjukkan bahwa pesantren melestarikan proses belajar mengajar tradisional Arab. Mereka masih melakukan badongan (individu) dan sorogan (klasik). Selain melakukan ini, mereka melanjutkan strategi dan metode lain untuk meningkatkan keterampilan bahasa siswa. Ada tujuh belas latihan itu pesantren dilakukan. Program-program tersebut terhubung melalui 24 jam antrian lingkungan hidup. Akhirnya, teknik dan kegiatan diterapkan untuk memperluas prestasi bahasa siswa.   Kata Kunci: pesantren, pengajaran, belajar, Muslim, sekolah. Abstract Pesantren has a long history of developing the national education system in Indonesia. This initiative was expanded through Indonesia, including to Muslim minority areas. Therefore, this paper will explore how pesantren are involved in their activities in teaching and learning foreign languages. The foreign languages ​​are Arabic and English. This study will only focus on Arabic as the primary source of understanding of Islam. The study was conducted at the Islamic Boarding School Ummi Kalsum, Gunung Sitoli District, Nias, Indonesia. A qualitative approach is used during the learning cycle. In-depth interviews and non-participant observation were conducted to collect data. Data collection is held from February to May. Research findings indicate that pesantren preserve the traditional Arabic teaching and learning process. They still do badongan (individual) and sorogan (classic). In addition to doing this, they continue other strategies and methods to improve students' language skills. Seventeen pesantren exercises were carried out. These programs are connected through 24-hour environmental queues. Finally, techniques and activities are applied to broaden students' language achievement. Keywords: pesantren, teaching, learning, Muslims, schools.

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