scholarly journals PERAN DAN TANTANGAN PROFESI PENGEMBANG TEKNOLOGI PEMBELAJARAN PADA PEMBELAJARAN ABAD 21

2017 ◽  
Vol 5 (2) ◽  
pp. 14
Author(s):  
Bambang Warsita
Keyword(s):  
Instructional Technology ◽  
21St Century ◽  
Turn Of The Millennium ◽  
Instructional Technologies ◽  
Literature Study ◽  
New Learning ◽  
The Future ◽  
E Learning ◽  
Appropriate Education

Objects in the science of instructional technology are instructional and learning. Instructional and learning are experiencing change and tremendous transformation lately, especially at the turn of the millennium leading to the 21st century. Therefore, this condition is a challenge and demand professional role of instructional technology developers (PTP) to provide solutions. This study aims to describe what are the roles and challenges of the profession instructional technology developer in the learning of the 21st century, as well as what products should be produced by PTP in the future. This study uses a descriptive method. Data collection techniques and information through a literature study. The results of this literature review indicate that the future development of instructional technologies should be able to produce products such as; innovative ICT-based learning models, instructional media, and the application of e-learning. Therefore, the role and challenges facing the current PTP, namely: PTP must be creative and innovative to develop cutting-edge learning model appropriate learning paradigm of the 21st century; PTP must work collaboratively with other professionals in a team to produce a product; PTP needs to improve their competencies, they are competency in the area of learning and competency in the area of technology, especially regarding the new learning media; PTP needs to show real work and o er solutions to problems of learning with e-learning applications. Finally PTP products will be awaited and necessary to support the implementation of the learning process in different types, levels and appropriate education pathway applicable curriculum. AbstrakObjek keilmuan teknologi pembelajaran adalah belajar dan pembelajaran. Belajar dan pembelajaran mengalami perubahan dan transformasi yang luar biasa akhir-akhir ini, terutama pada pergantian millennium mengawali abad ke 21. Kondisi ini menjadi tantangan dan menuntut peran profesi Pengembang Teknologi Pembelajaran (PTP) untuk memberikan solusinya. Kajian ini bertujuan untuk mendeskripsikan apa peran dan tantangan profesi pengembang teknologi pembelajaran dalam pembelajaran abad 21, serta produk-produk apa yang harus dihasilkan oleh PTP di masa depan. Kajian ini menggunakan metode deskriptif. Teknik pengumpulan data dan informasinya melalui studi literatur. Hasil kajian literatur ini menunjukkan bahwa ke depan pengembang teknologi pembelajaran harus mampu menghasilkan produk-produk berupa; model pembelajaran inovatif berbasis TIK, media pembelajaran, dan aplikasi e-pembelajaran. Oleh karena itu, peran dan tantangan yang dihadapi PTP saat ini yaitu: PTP harus kreatif dan inovatif mengembangkan model pembelajaran mutakhir yang sesuai paradigma belajar abad 21; PTP harus bekerja sama secara kolaboratif dengan profesi lain dalam suatu tim untuk menghasilkan produk; PTP perlu meningkatkan kompetensinya, yaitu kompetensi bidang pembelajaran dan kompetensi bidang teknologi khususnya mengenai media pembelajaran terbaru; dan PTP perlu menunjukkan karya nyata dan menawarkan solusi-solusi masalah pembelajaran dengan aplikasi e-pembelajaran yang tepat guna. Akhirnya, peran dan produk-produk PTP tersebut ditunggu dan dibutuhkan untuk menunjang terselenggaranya proses pembelajaran di berbagai jenis, jenjang dan jalur pendidikan sesuai kurikulum yang berlaku.

scholarly journals PERAN DAN TANTANGAN PROFESI PENGEMBANG TEKNOLOGI PEMBELAJARAN PADA PEMBELAJARAN ABAD 21

2017 ◽  
Vol 5 (2) ◽  
pp. 14
Author(s):  
Bambang Warsita
Keyword(s):  
Instructional Technology ◽  
21St Century ◽  
Turn Of The Millennium ◽  
Instructional Technologies ◽  
Literature Study ◽  
New Learning ◽  
The Future ◽  
E Learning ◽  
Appropriate Education

Objects in the science of instructional technology are instructional and learning. Instructional and learning are experiencing change and tremendous transformation lately, especially at the turn of the millennium leading to the 21st century. Therefore, this condition is a challenge and demand professional role of instructional technology developers (PTP) to provide solutions. This study aims to describe what are the roles and challenges of the profession instructional technology developer in the learning of the 21st century, as well as what products should be produced by PTP in the future. This study uses a descriptive method. Data collection techniques and information through a literature study. The results of this literature review indicate that the future development of instructional technologies should be able to produce products such as; innovative ICT-based learning models, instructional media, and the application of e-learning. Therefore, the role and challenges facing the current PTP, namely: PTP must be creative and innovative to develop cutting-edge learning model appropriate learning paradigm of the 21st century; PTP must work collaboratively with other professionals in a team to produce a product; PTP needs to improve their competencies, they are competency in the area of learning and competency in the area of technology, especially regarding the new learning media; PTP needs to show real work and o er solutions to problems of learning with e-learning applications. Finally PTP products will be awaited and necessary to support the implementation of the learning process in different types, levels and appropriate education pathway applicable curriculum. AbstrakObjek keilmuan teknologi pembelajaran adalah belajar dan pembelajaran. Belajar dan pembelajaran mengalami perubahan dan transformasi yang luar biasa akhir-akhir ini, terutama pada pergantian millennium mengawali abad ke 21. Kondisi ini menjadi tantangan dan menuntut peran profesi Pengembang Teknologi Pembelajaran (PTP) untuk memberikan solusinya. Kajian ini bertujuan untuk mendeskripsikan apa peran dan tantangan profesi pengembang teknologi pembelajaran dalam pembelajaran abad 21, serta produk-produk apa yang harus dihasilkan oleh PTP di masa depan. Kajian ini menggunakan metode deskriptif. Teknik pengumpulan data dan informasinya melalui studi literatur. Hasil kajian literatur ini menunjukkan bahwa ke depan pengembang teknologi pembelajaran harus mampu menghasilkan produk-produk berupa; model pembelajaran inovatif berbasis TIK, media pembelajaran, dan aplikasi e-pembelajaran. Oleh karena itu, peran dan tantangan yang dihadapi PTP saat ini yaitu: PTP harus kreatif dan inovatif mengembangkan model pembelajaran mutakhir yang sesuai paradigma belajar abad 21; PTP harus bekerja sama secara kolaboratif dengan profesi lain dalam suatu tim untuk menghasilkan produk; PTP perlu meningkatkan kompetensinya, yaitu kompetensi bidang pembelajaran dan kompetensi bidang teknologi khususnya mengenai media pembelajaran terbaru; dan PTP perlu menunjukkan karya nyata dan menawarkan solusi-solusi masalah pembelajaran dengan aplikasi e-pembelajaran yang tepat guna. Akhirnya, peran dan produk-produk PTP tersebut ditunggu dan dibutuhkan untuk menunjang terselenggaranya proses pembelajaran di berbagai jenis, jenjang dan jalur pendidikan sesuai kurikulum yang berlaku.

scholarly journals PERAN DAN TANTANGAN PROFESI PENGEMBANG TEKNOLOGI PEMBELAJARAN PADA PEMBELAJARAN ABAD 21

2017 ◽  
Vol 5 (2) ◽  
pp. 77
Author(s):  
Bambang Warsita
Keyword(s):  
Instructional Technology ◽  
21St Century ◽  
Turn Of The Millennium ◽  
Instructional Technologies ◽  
Literature Study ◽  
New Learning ◽  
The Future ◽  
E Learning ◽  
Appropriate Education

Objects in the science of instructional technology are instructional and learning. Instructional and learning are experiencing change and tremendous transformation lately, especially at the turn of the millennium leading to the 21st century. Therefore, this condition is a challenge and demand professional role of instructional technology developers (PTP) to provide solutions. This study aims to describe what are the roles and challenges of the profession instructional technology developer in the learning of the 21st century, as well as what products should be produced by PTP in the future. This study uses a descriptive method. Data collection techniques and information through a literature study. The results of this literature review indicate that the future development of instructional technologies should be able to produce products such as; innovative ICT-based learning models, instructional media, and the application of e-learning. Therefore, the role and challenges facing the current PTP, namely: PTP must be creative and innovative to develop cutting-edge learning model appropriate learning paradigm of the 21st century; PTP must work collaboratively with other professionals in a team to produce a product; PTP needs to improve their competencies, they are competency in the area of learning and competency in the area of technology, especially regarding the new learning media; PTP needs to show real work and o er solutions to problems of learning with e-learning applications. Finally PTP products will be awaited and necessary to support the implementation of the learning process in different types, levels and appropriate education pathway applicable curriculum. AbstrakObjek keilmuan teknologi pembelajaran adalah belajar dan pembelajaran. Belajar dan pembelajaran mengalami perubahan dan transformasi yang luar biasa akhir-akhir ini, terutama pada pergantian millennium mengawali abad ke 21. Kondisi ini menjadi tantangan dan menuntut peran profesi Pengembang Teknologi Pembelajaran (PTP) untuk memberikan solusinya. Kajian ini bertujuan untuk mendeskripsikan apa peran dan tantangan profesi pengembang teknologi pembelajaran dalam pembelajaran abad 21, serta produk-produk apa yang harus dihasilkan oleh PTP di masa depan. Kajian ini menggunakan metode deskriptif. Teknik pengumpulan data dan informasinya melalui studi literatur. Hasil kajian literatur ini menunjukkan bahwa ke depan pengembang teknologi pembelajaran harus mampu menghasilkan produk-produk berupa; model pembelajaran inovatif berbasis TIK, media pembelajaran, dan aplikasi e-pembelajaran. Oleh karena itu, peran dan tantangan yang dihadapi PTP saat ini yaitu: PTP harus kreatif dan inovatif mengembangkan model pembelajaran mutakhir yang sesuai paradigma belajar abad 21; PTP harus bekerja sama secara kolaboratif dengan profesi lain dalam suatu tim untuk menghasilkan produk; PTP perlu meningkatkan kompetensinya, yaitu kompetensi bidang pembelajaran dan kompetensi bidang teknologi khususnya mengenai media pembelajaran terbaru; dan PTP perlu menunjukkan karya nyata dan menawarkan solusi-solusi masalah pembelajaran dengan aplikasi e-pembelajaran yang tepat guna. Akhirnya, peran dan produk-produk PTP tersebut ditunggu dan dibutuhkan untuk menunjang terselenggaranya proses pembelajaran di berbagai jenis, jenjang dan jalur pendidikan sesuai kurikulum yang berlaku.

scholarly journals PERAN DAN TANTANGAN PROFESI PENGEMBANG TEKNOLOGI PEMBELAJARAN PADA PEMBELAJARAN ABAD 21

2017 ◽  
Vol 5 (2) ◽  
pp. 77
Author(s):  
Bambang Warsita
Keyword(s):  
Instructional Technology ◽  
21St Century ◽  
Turn Of The Millennium ◽  
Instructional Technologies ◽  
Literature Study ◽  
New Learning ◽  
The Future ◽  
E Learning ◽  
Appropriate Education

Objects in the science of instructional technology are instructional and learning. Instructional and learning are experiencing change and tremendous transformation lately, especially at the turn of the millennium leading to the 21st century. Therefore, this condition is a challenge and demand professional role of instructional technology developers (PTP) to provide solutions. This study aims to describe what are the roles and challenges of the profession instructional technology developer in the learning of the 21st century, as well as what products should be produced by PTP in the future. This study uses a descriptive method. Data collection techniques and information through a literature study. The results of this literature review indicate that the future development of instructional technologies should be able to produce products such as; innovative ICT-based learning models, instructional media, and the application of e-learning. Therefore, the role and challenges facing the current PTP, namely: PTP must be creative and innovative to develop cutting-edge learning model appropriate learning paradigm of the 21st century; PTP must work collaboratively with other professionals in a team to produce a product; PTP needs to improve their competencies, they are competency in the area of learning and competency in the area of technology, especially regarding the new learning media; PTP needs to show real work and o er solutions to problems of learning with e-learning applications. Finally PTP products will be awaited and necessary to support the implementation of the learning process in different types, levels and appropriate education pathway applicable curriculum. AbstrakObjek keilmuan teknologi pembelajaran adalah belajar dan pembelajaran. Belajar dan pembelajaran mengalami perubahan dan transformasi yang luar biasa akhir-akhir ini, terutama pada pergantian millennium mengawali abad ke 21. Kondisi ini menjadi tantangan dan menuntut peran profesi Pengembang Teknologi Pembelajaran (PTP) untuk memberikan solusinya. Kajian ini bertujuan untuk mendeskripsikan apa peran dan tantangan profesi pengembang teknologi pembelajaran dalam pembelajaran abad 21, serta produk-produk apa yang harus dihasilkan oleh PTP di masa depan. Kajian ini menggunakan metode deskriptif. Teknik pengumpulan data dan informasinya melalui studi literatur. Hasil kajian literatur ini menunjukkan bahwa ke depan pengembang teknologi pembelajaran harus mampu menghasilkan produk-produk berupa; model pembelajaran inovatif berbasis TIK, media pembelajaran, dan aplikasi e-pembelajaran. Oleh karena itu, peran dan tantangan yang dihadapi PTP saat ini yaitu: PTP harus kreatif dan inovatif mengembangkan model pembelajaran mutakhir yang sesuai paradigma belajar abad 21; PTP harus bekerja sama secara kolaboratif dengan profesi lain dalam suatu tim untuk menghasilkan produk; PTP perlu meningkatkan kompetensinya, yaitu kompetensi bidang pembelajaran dan kompetensi bidang teknologi khususnya mengenai media pembelajaran terbaru; dan PTP perlu menunjukkan karya nyata dan menawarkan solusi-solusi masalah pembelajaran dengan aplikasi e-pembelajaran yang tepat guna. Akhirnya, peran dan produk-produk PTP tersebut ditunggu dan dibutuhkan untuk menunjang terselenggaranya proses pembelajaran di berbagai jenis, jenjang dan jalur pendidikan sesuai kurikulum yang berlaku.

ARAH POLITIK PENDIDIKAN ISLAM INDONESIA ABAD KE 21

ISLAMIKA ◽  
2019 ◽  
Vol 13 (2) ◽  
pp. 46-53
Author(s):  
M. Asep Rahmatullah ◽  
Siti Munawati ◽  
Sugih Suryagalih
Keyword(s):  
21St Century ◽  
Islamic Education ◽  
The Political ◽  
Science Majors ◽  
Indonesian Government ◽  
Open World ◽  
The World ◽  
The Future

Abstarct The Political Direction of Islamic Education In the 21st century, history has noted that Islamic education in Indonesia has taken root since the entry of Islam into the archipelago, that Islamic education is perfectly upright and perfect is inseparable from the role of the sultans, scholars, and Muslims continues to try to carry out the study of science majors , discussion, writing in the context of jihad fi sabillilah tafaqohu fiddien for the glory of Islam. It is also supported by Islamic political policies that are very beneficial for the interests of the world of Islamic education. Since the destruction of the Caliphate of the Ottoman Turkish Islamic government and the destruction of the Islamic kingdoms in Indonesia and the world. Then the condition of Islamic education experienced ups and downs and the lack of support from the Indonesian government. Therefore, after Indonesia's independence and the increasingly open world of globalization and modernization, it is necessary to look for ideas and ideal forms that are integrally holistic for the world of Islamic education. As well as being able to influence the policies of the Indonesian government and master the political policies of 21st century Islamic education for the future of Indonesian Muslims.Abstark Arah Politik Pendidikan Islam Abad ke 21, sejarah telah mencatat bahwa pendidikan Islam di Indonesia telah mengakar dari sejak masuknya Islam ke nusantara, pendidikan Islam tegak secara sempurna dan paripurna tidak lepas dari peranan para sultan, ulama, dan kaum muslimin yang terus berupaya melakukan kajian majlis ilmu, diskusi, menulis serta aktif dalam gerakan dakwah dan jihad fi sabillilah untuk kejayaan islam. Setelah menancapkan kekuasaan Islam, maka sistem pendidikan islam di topang oleh kebijakan politik Islam yang sangat menguntungkan bagi kepentingan dunia pendidikan Islam. Sejak kehancuran kekhalifahan pemerintahan Islam turki utsmani dan kehancuran kerajan-kerajaan Islam di Indonesia dan dunia. Maka kondisi pendidikan Islam mengalami pasang surut kemunduran dan kurangnya dukungan pemerintah Indonesia. Oleh karena itu, setelah Indonesia merdeka dan semakin terbukanya dunia globalisasi dan modernisasi, maka perlu mencari ide, dan format yang ideal secara integralistik holistik untuk dunia pendidikan Islam. Serta dapat mempengaruhi kebijakan pemerintah Indonesia dan menguasai kebijakan politik pendidikan Islam abad ke 21 untuk masa depan umat Islam bangsa Indonesia.

Preparing Beginning Teachers to Use Instructional Technology Effectively

2013 ◽  
pp. 85-99
Author(s):  
Nanette I. Marcum-Dietrich ◽  
Oliver Dreon
Keyword(s):  
Instructional Technology ◽  
Beginning Teachers ◽  
21St Century ◽  
Future Teachers ◽  
Course Content ◽  
21St Century Classroom ◽  
Technology Course

In this case study, two education professors examine how an instructional technology course founded historically in an industrial model of teaching evolved to reflect and model the pedagogy needed in a 21st century classroom. Critical in this evolution is the development of course content and structure that allowed their students (all future teachers) to identify problems and collaboratively create solutions. With this new focus, the role of the students changed from being passive actors in an instructor-designed space and evolved into one where students were actively engaged in creating their understanding through their participation.

CTE Distance E-Learning Application

2009 ◽  
pp. 408-420
Author(s):  
Brenda C. Ledford
Keyword(s):  
Distance Education ◽  
Web 2.0 ◽  
21St Century ◽  
Change Strategies ◽  
Pedagogical Approach ◽  
Learner Centered ◽  
E Learning ◽  
Pedagogical Theory ◽  
Changing Role

E-learning application within distance contexts is growing rapidly as a solution to the demands and needs of CTE learners in the 21st century. Effective and sustainable application begins with understanding the connective relationship e-learning enjoys with distance education. In conjunction with this link, pedagogical theory and practices successfully utilized within distance education are of relevance to CTE educators and practitioners if successful application is to be attained. This chapter delves into the prominent theories and practices of distance education centered on a learner-centered approach. Also discussed is the changing role of the instructor and learner within this pedagogical approach. Although challenges and barriers emerge with change strategies, CTE has distinct advantages for successful transition and application. Central to the learner-centered approach is the characteristics and capabilities of Web 1.0 and Web 2.0 technologies which continue to regulate and necessitate consideration of the learner-centered approach within distance contexts.

scholarly journals Bestuursetiek in bestuursopleiding: Retoriek of realiteit

1993 ◽  
Vol 19 (3) ◽  
Author(s):  
S. Kruger
Keyword(s):  
Business Ethics ◽  
The Other ◽  
Literature Study ◽  
Business Training ◽  
Other Hand ◽  
The Future ◽  
The Subject ◽  
The One ◽  
Insight Into

Business ethics in business training: Oratory or the actuality. This article is the culmination of an in-depth literature study. On the one hand an attempt is made to incorporate the views of different authors, while on the other hand an attempt is made to take part in the debate which is initiated by the current renewal of interest in the subject Business Ethics. Within this framework attention is paid to the question of whether business ethics can be taught and if so, to what extent it's influence will be felt. Secondly, an insight into the teaching of business ethics in the future is provided. Within this context the approach to the teaching, the content, the role of the student and the responsibility of the educator in particular are addressed. Opsomming Hierdie artikel is die resultaat van 'n indringende literatuurstudie. Daar word gepoog om enersyds verskillende skrywers se standpunte saam te vat, maar andersyds ook kritiese kommentaar te lower en deel te neem aan die debat wat deur die huidige opiewing in die belangstelling in Bestuursetiek bestaan. Binne die raamwerk sal aandag aan die volgende geskenk word: Die beantwoording van die vraag of Bestuursetiek onderrig kan word en indien wel die trefwydte daarvan. Tweedens 'n toekomsblik op die onderrig van Bestuursetiek. Binne die konteks word die benadering tot die onderrig/ die inhoud en die rol van die student en die verantwoordelikheid van die dosent bekvk.

scholarly journals The Importance of Financial Literacy Knowledge For Elementary School Students In 21st Century

EFEKTOR ◽  
2019 ◽  
Vol 6 (1) ◽  
pp. 26
Author(s):  
Ayu Perdanasari ◽  
Sudiyanto Sudiyanto ◽  
Dini Octoria
Keyword(s):  
Elementary School ◽  
Data Analysis ◽  
Elementary School Students ◽  
21St Century ◽  
Student Development ◽  
Financial Literacy ◽  
Literature Study ◽  
School Students ◽  
Literacy Knowledge

Life in the 21st century requires a variety of skills that an individual must master in order to become a successful person in life. Skills in managing finances are needed. Therefore, the need for financial literacy knowledge is taught early, especially in schools so that it will accumulate into adulthood. This article aimed to explain the importance of financial literacy knowledge for elementary school students in the 21st century. Data collection used observation, literature study, and documentation. Data sources from informants and documents. Data analysis used qualitative data analysis of interactive models. The findings showed that students at elementary schools prefer to buy objects that are desired rather than needed. This shows the importance of financial literacy knowledge for elementary school students. This is supported by the results of a literature study that financial literacy knowledge will be useful in managing students' finances for now and in the future. Therefore, it is expected that the role of the teacher in providing teaching material about financial literacy in accordance with the stages of student development.

scholarly journals REFLECTIONS ON WAGAR ' S WORLD PARTY

1996 ◽  
pp. 54-58
Author(s):  
Albert Bergesen
Keyword(s):  
21St Century ◽  
Social Relations ◽  
State Power ◽  
Human History ◽  
Political Thinking ◽  
Progressive Politics ◽  
Real Socialism ◽  
The Future ◽  
Collapse Of Communism

Our task is to reflect upon Wagar's idea of a world party. In case such reflections are affected by the recent historical situation of the collapse of communism/existing socialism in 1989 and the implications this has for visions of progressive politics going into the 21st century. This event colors most political thinking, although for many the response has been that existing socialism was not real socialism, or that existing socialism was but the Stalinist deformation that, if avoided in the future, the 1917 project could again be resumed and human history and social relations remade anew. I don't see it that way. What existing socialism stood for in terms of the role of a vanguard party taking state power for the larger good is, now after the fall, I think off the board as a realistic program that can be sold to anyone.

scholarly journals An Overview of Future Scenarios: Where Are We Going With English?

2021 ◽  
Vol 13 (2) ◽  
pp. 1
Author(s):  
Ersilia Incelli
Keyword(s):  
21St Century ◽  
English Language ◽  
Future Scenarios ◽  
Lingua Franca ◽  
The World ◽  
The Future

This contribution aims to present an overview of future predictions about the evolution and status of the English language, in particular as a global lingua franca. The paper considers recent events such as Brexit and the emergence of new economic powers, and the fact that other widely spoken languages could compete with the hegemonic longevity of English as a lingua franca. Although English will certainly remain globally dominant for a large part of the 21st century, new geopolitical landscapes may influence the role of English both in Europe and in the world. This overview is not exhaustive in reporting all the variables in the debate, but it wishes to examine the main issues of concern in the future standing of English. 

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