scholarly journals A toolkit for supporting evaluation

2011 ◽  
Vol 9 (1) ◽  
Author(s):  
Gráinne Conole ◽  
Ed Crew ◽  
Martin Oliver ◽  
Jen Harvey
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Good Thing ◽  
Specific Information ◽  
Learning Resources ◽  
Number Of Factors ◽  
Subject Specific ◽  
Information And Communication

Despite the current consensus that adapting and reusing existing learning resources, including Information and Communication Technology (ICT), is a good thing, examples of this practice are few and far between. This can be traced to a number of factors. In particular, the 'not invented here' syndrome (HEFCE, 1996) is no doubt still present. However, more important is the issue of the time and skills required to retrieve, evaluate and then adapt materials. This is compounded by the fact that identifying suitable resources in the first place can be complex (although the growth of subject-specific information gateways, portals and guidelines to resources will go some way towards alleviating this problem).DOI:10.1080/09687760108656774 

Associations Among Adolescents’ Cyber-Specific Beliefs and Information Management Strategies

2016 ◽  
Vol 39 (3) ◽  
pp. 602-621 ◽  
Author(s):  
Elizabeth Babskie ◽  
Aaron Metzger
Keyword(s):  
Information Management ◽  
Information And Communication Technology ◽  
Age Differences ◽  
Communication Technology ◽  
Management Strategies ◽  
Specific Information ◽  
Family Rules ◽  
Information And Communication ◽  
Family Decision Making ◽  
Caucasian Youth

The current study investigated associations among adolescents’ reports of harmfulness and family decision-making beliefs regarding potentially problematic cyber behaviors (e.g., talking to strangers online), cyber-specific information management strategies (disclosure, secrecy, concealment), and family rules regarding adolescents’ use of information and communication technology (ICT). The sample consisted of 159 adolescents aged 12 to 18 years ( M = 14.45, SD = 1.72, 59% female, 80% Caucasian). Youth were more likely to disclose their ICT behavior when they recognized the harm associated with cyber risks and viewed their family as less restrictive about ICT activities. Age differences indicated that older adolescents’ ICT beliefs were more strongly related to their information management strategies, whereas families’ ICT rules were more predictive of cyber disclosure for younger adolescents. Results demonstrate that both adolescents’ conceptualization of ICT risks and families’ ICT-specific rules contribute to adolescents’ choice of information management strategies regarding ICT behaviors.

scholarly journals PODCAST SEBAGAI SUMBER BELAJAR BERBASIS AUDIO AUDIO PODCASTS AS AUDIO-BASED LEARNING RESOURCES

2015 ◽  
pp. 304-314
Author(s):  
Faiza Indriastuti ◽  
Wawan Tri Saksono
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Current Trend ◽  
Learning Resources ◽  
Media Presentation ◽  
Information And Communication ◽  
Efficient Learning ◽  
Audio Media ◽  
The Way

Abstrak:Pemanfaatan Teknologi Informasi dan Komunikasi (TIK) dalam pembelajaran pada abad ini mempengaruhi cara pandang dan strategi pembelajaran pendidik serta mengubah cara belajar peserta didik. Pemanfaatan media dalam kegiatan pembelajaran akan meningkatkan kreativitas bagi pendidik dan peserta didik. Bentuk media pembelajaran yang semakin beragam menjadi tantangan tersendiri bagi para pengembang model media pembelajaran. Demikian juga dengan model media audio pembelajaran, yang meskipun sederhana mempunyai keunikan tersendiri. Model dan format sajian media audio pembelajaran yang sedang popular saat ini adalah podcast. Adapun permasalahan dalam kajian ini adalah (1) bagaimana menjadikan media audio pembelajaran (bahan ajar dan bahan siar) yang telah dikembangkan BPMRP Kemdikbud, menjadi salah satu sumber belajar yang efektif dan efisien bagi pengguna, (2) bagaimana rancangan podcast sebagai sumber belajar, dan (3) bagaimana podcast menjadi salah satu cara memperluas jangkauan distribusi program selain sosialisasi. Tujuan kajian ini adalah memberikan variasi sajian media audio pembelajaran dalam bentuk podcast sebagai sumber belajar sehingga memudahkan pengembang model media audio pembelajaran dalam rangka memperluas jangkauan distribusi dan pemanfaatannya. Hasil kajian ini menunjukkan bahwa: (1) media audio pembelajaran produksi BPMRP Kemdikbud yang berupa bahan belajar dan bahan layak siar sebagai podcast audio resources, (2) podcast audio dapat dijadikan sebagai sumber belajar yang efektif dan efisien, dan (3) podcast menjadi salah satu cara untuk memperluas jangkauan distribusi program selain sosialisasi.Kata kunci: TIK dalam pembelajaran, sumber belajar, media audio pembelajaran, podcast. Abstract:Nowadays, the use of Information and Communication Technology (ICT) in learning affects the perception and the way educators teach as well as changing the way of students in learning. The use of media in learning will increase their creativity for both educators and students. The emergence of variety of learning media has become a challenge on its own for learning media developers. In the same manner, the audio form of learning media simply has its own uniqueness. The current trend of audio format and model for learning is podcast. The problems addressed in this article are: (1) how to make an instructional audio media (teaching and broadcasting materials) which has been developed by BPMRP Kemdikbud into one of the effective and efficient learning resources for the user, (2) how to design a podcast as learning resources, and 3) how do the podcast being one of the ways to extend the coverage of program distribution to disseminate. The purpose of this article is to provide a variety of audio media presentation for learning in form of podcast, making it easier for podcast developers to expand the coverage of program distribution and utilization. Some conclusions of the review are: (1) the product of instructional audio media by BPMRP in the form of audio podcast for teaching and broadcasting materials, (2) the audio podcast serves as effective and efficient learning resources, and (3) podcast is one of the ways to extend program distribution’s coverage besides conducting program socialization.Keywords: ICT in learning, learning resources, instructional audio media, podcast.

scholarly journals TUGAS 7 SINTA AMELIA(ADM SARANA DAN PRASARANA)

2020 ◽  
Author(s):  
sinta amelia
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Learning Process ◽  
Public Services ◽  
Learning Resources ◽  
Learning Spaces ◽  
Information And Communication ◽  
Made In

facilities and infrastructure is a means of supporting the success of an effort made in public services, because if these two things are not available then all activities carried out will not be able to achieve the expected results in accordance with the plan and criteria regarding learning spaces, places to exercise, places of worship , libraries, laboratories, workshops, playgrounds, places of creation and recreation as well as other learning resources, which are needed to support the learning process, including the use of information and communication technology.

scholarly journals GURU DI DAERAH 3TP MERINTIS MODEL PEMBELAJARAN TERINTEGRASI TEKNOLOGI INFORMASI DAN KOMUNIKASI (TIK)

2019 ◽  
pp. 171
Author(s):  
Sudirman Siahaan
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Team Member ◽  
Teaching Method ◽  
Learning Model ◽  
Learning Resources ◽  
Integrated Learning ◽  
Ministry Of Education ◽  
Information And Communication

ABSTRACT: Kondisi sekolah-sekolah di daerah 3TP pada umumnya belum tersentuh TIK, belum memiliki sumber tenaga listrik, keterbatasan sumber belajar, dan terbatasnya jumlah guru yang ada terbatas pula pengalaman pemanfaatan TIK dalam pembelajaran. Metode pembelajaran yang diterapkan guru masih yang bersifat konvensional. Sejak tahun 2015, diawali di 5 provinsi, dengan 10 sekolah (5 SD dan 5 SMP) memulai perintisan penerapan model pembelajaran terintegrasi TIK. Masalah yang menjadi fokus pembahasan di dalam tulisan ini adalah bagaimana sekolah-sekolah di daerah 3TP yang kondisinya serba terbatas dapat memulai penerapan model pembelajaran terintegrasi TIK. Selain didasarkan atas pengalaman penulis sebagai anggota tim fasilitasi Pustekkom-Kemendikbud dalam perintisan penerapan model pembelajaran terintegrasi TIK, tulisan ini juga diperkaya dengan kajian/telaah terhadap berbagai dokumen dan artikel yang terkait dengan pemanfaatan TIK untuk pembelajaran di daerah 3TP. Tujuan penulisan artikel ini adalah untuk mendeskripsikan penerapan model pembelajaran terintegrasi TIK di sekolah-sekolah di daerah 3TP. Sebagai kesimpulan, sekolah-sekolah di daerah 3TP yang menerapkan model pembelajaran terintegrasi TIK ini sudah meningkat jumlahnya. Kata-kata kunci: Teknologi Informasi and Komunikasi (TIK), daerah 3TP, pembelajaran. ABSTRACT: Generally, the condition of schools in the borderline, outer, and frontier areas (BOFA) have never been in touch with the information and communication technology (ICT), no electricity, limited learning resources, and limited number of teachers with limited experiences in utilizing ICT in learning as well. The teaching method applied by teachers is still the conventional one. Started in 2015, the piloting of an ICT integrated-learning model commenced. The focussed problem to be discussed in this article is how the schools in the borderline, frontier, outer areas with various limited conditions are able to start the application of an ICT integrated-learning model. Aside from the author’s based experiences as a facilitating team member of the ICT Center for Education and Culture-Ministry of Education and Culture, in piloting the application of an ICT integrated-learning model, this article is enriched by the review or study of various documents and articles related with the utilization of ICT in learning in the BOFA. The objective of this article is to describe the application of an ICT integrated-learning model in the schools in BOFA. As a conclusion, the number of schools in BOFA applying an ICT integrated-learning model has been increased.

Peningkatan Kualitas Pembelajaran Matematika Bagi Guru SMA Melalui Media Google Classroom dan Geogebra

2019 ◽  
Vol 3 (2) ◽  
pp. 196 ◽  
Author(s):  
Naimah Aris ◽  
Nur Erawaty ◽  
Jusmawati Massalesse ◽  
Nasrah Sirajang ◽  
Wahda Wahda ◽  
...  
Keyword(s):  
Information Technology ◽  
Online Learning ◽  
Information And Communication Technology ◽  
Community Service ◽  
Communication Technology ◽  
Mathematics Teachers ◽  
Learning Resources ◽  
Teaching Materials ◽  
Teachers And Students ◽  
Information And Communication

The involvement of teachers in Bone Regency in using information and communication technology (ICT) to prepare teaching materials is very little or even never said, even though computer facilities and infrastructure are available in the computing lab. This activity aims to provide knowledge to Mathematics teachers about online learning Google Classroom and Geogebra. The use of Google Classroom will make learning more effective for teachers and students because learning is no longer limited by space and time, student can explore learning resources easily and utilize information technology properly. Likewise, Geogebra training is expected to overcome the difficulties of teachers in visualizing concept charts in mathematics dynamically. The target audience for community service is mathematics teachers who are members of the Mathematics MGMP in Bone Regency.

Information and Communication Technology and Cultural Change

2012 ◽  
Vol 43 (4) ◽  
pp. 222-231 ◽  
Author(s):  
Nina Hansen ◽  
Tom Postmes ◽  
Nikita van der Vinne ◽  
Wendy van Thiel
Keyword(s):  
Cultural Values ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Cultural Change ◽  
Control Group ◽  
Self Construal ◽  
Information And Communication ◽  
The Impact ◽  
Ict For Development ◽  
Practical Implications

This paper studies whether and how information and communication technology (ICT) changes self-construal and cultural values in a developing country. Ethiopian children were given laptops in the context of an ICT for development scheme. We compared children who used laptops (n = 69) with a control group without laptops (n = 76) and a second control group of children whose laptop had broken down (n = 24). Results confirmed that after 1 year of laptop usage, the children’s self-concept had become more independent and children endorsed individualist values more strongly. Interestingly, the impact of laptop usage on cultural values was mediated by self-construal (moderated mediation). Importantly, modernization did not “crowd out” traditional culture: ICT usage was not associated with a reduction in traditional expressions (interdependent self-construal, collectivist values). Theoretical and practical implications are discussed.

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