معيقات تطبيق التعليم الالكتروني في مدارس مديرية تربية جنوب الخليل من وجهة نظر مدراء المدارس

2015 ◽  
Vol 2 (1) ◽  
pp. 53-79
Keyword(s):  
Reliability And Validity ◽  
School Management ◽  
Learning Technologies ◽  
Ministry Of Education ◽  
Head Teachers ◽  
Female Head ◽  
Academic Qualification ◽  
E Learning ◽  
Infrastructure System ◽  
Learning Projects

الملخص: هدفت الدراسة إلى معرفة معيقات تطبيق التعليم الإلكتروني في مدارس مديرية تربية جنوب الخليل من وجهه نظر مدراء المدارس، كما هدفت إلى معرفة أثر متغيرات (الجنس، التخصص و المؤهل العلمي) في تقدير المدراء لهذه المعيقات. و قد استخدم الباحثان المنهج الوصفي التحليلي لملاءمته لهذا النوع من الدراسات و مضامينها. و تكونت عينة الدراسة من (167) مديراً و مديرة في مديرية تربية جنوب الخليل من أصل المجتمع البالغ عددهم(192) مديراً و مديرة. و بنسبه بلغت(87%) تقريبا. وقد صمم الباحثان استبانة لغايات جمع البيانات. تضمنت خمس مجالات رئيسه هي(مجال المعيقات المتعلقة بالمعلم و مجال المعيقات المتعلقة بالتمويل و البنية التحتية، و مجال المعيقات المتعلقة بالنظام و الإدارة المدرسية و مجال المعيقات المتعلقة بالمجتمع ومجال المعيقات المتعلقة بالمنهاج الدراسي).و بعد التأكد من صدق الأداة و ثباتها تم توزيعها و تحليل بياناتها باستخدام البرامج الإحصائية و بالتحديد برنامج(SPSS).و تمخضت الدراسة عن النتائج التالية: أهم معيق من معيقات تطبيق التعليم الالكتروني حسب مدراء المدارس هو معيق التمويل و البنية التحتية إذ بلغ المتوسط الحسابي(4.04). تلاه المعيق المتعلق بالمعلم بمتوسط حسابي (3.91) و كان اقل هذه المعيقات تلك المتعلقة بالنظام و الإدارة التعليمية و بمتوسط حسابي(2.90).تبين عدم وجود فروق ذات دلاله إحصائية عند مستوى الدلالة (a≤05) في تقدير معيقات تطبيق التعليم الالكتروني في مدارس مديرية تربية جنوب الخليل تعزى لمتغيرات(الجنس، المؤهل العلمي، وسنوات الخبرة).تبين وجود فروق ذات دلالة احصائية عند مستوى الدلالة (a≤05) في تقدير معيقات تطبيق التعليم الإلكتروني لدى مدراء المدارس في مديرية تربية جنوب الخليل تعزى لمتغير المؤهل العلمي عند المعيق المتعلق بالمعلم. و بناء على ما تقدم من نتائج أوصى الباحثان بمجموعة من التوصيات منها توفير الدعم المادي الكافي لتطوير البنى التحتية و تطوير المحتوى و الموظفين لتصميم المنهاج بما يتناسب مع هذا النوع من التعلم. و تقديم الحوافز المادية و ضرورة تبني وزارة التربية و التعليم مشاريع لتبادل الخبرات مع الجامعات المحلية و دول الجوار. Abstract The study aims at investigating obstacles of implementing E-learning in schools of Southern Hebron Directorate of Education as perceived by head teachers. It also aims at recognizing the effect of some variables (gender, specialization and academic qualification) as appeared in head teachers’ responses. The researcher used the descriptive analytical method as it suits this kind of studies. The sample of the study consisted of 467 male and female head teachers out of 192 with a percentage of approximately 87%. A five-domain questionnaire was constructed as a tool of the study. The questionnaire was divided into five domains (obstacles related to teachers, funding and infrastructure, system and school management, society and finally obstacles related to curriculum)Guaranteeing reliability and validity, the researcher used SPSS package having the following results:The most significant obstacles were related to funding and infrastructure with a mean of (4.04) followed by the obstacles related to teachers with a mean of (3.91). The least important obstacles were those related to system and school management with a mean of (2.90).There were no statistically significant differences at level (a=0.05) as appeared in head teachers’ responses attributed to gender, academic qualification and years of experience.There were statistically significant differences at level (a=0.05) as appeared in head teachers’ responses attributed to academic qualification of teachers.Upon completing this study, the researcher concluded many recommendations. Some of which are funding E-learning projects by the Ministry of Education, strengthening the infrastructures at schools and helping teachers to be competent in using E-learning .technologies in classes.

scholarly journals PENDAYAGUNAAN TEKNOLOGI INFORMASI DAN KOMUNIKASI (TIK) DALAM PENGEMBANGAN PEMBELAJARAN DAN MANAJEMEN SEKOLAH RINTISAN PENERAPAN KURIKULUM 2013

2015 ◽  
Vol 3 (2) ◽  
pp. 77
Author(s):  
Herry Widyastono
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Digital Libraries ◽  
School Management ◽  
Learning Assessment ◽  
Ministry Of Education ◽  
Computer Based Learning ◽  
Pilot School ◽  
Information And Communication ◽  
E Learning

The rapid advancement of Information and Communication Technology (ICT) has affected the livelihood of the people and the nation of Indonesia. In 2006 , the Ministry of Education and Culture has responded ICT developments by incorporating the subjects of ICT into curriculum. ICT subjects was abolished from curriculum 2013. The purpose of this study is to find solutions for the utilization of ICT in the development of learning and school management pilot for the implementation of Curriculum 2013. Results of analyzes and studies note that although ICT is not a stand-alone subject, but ICT is expected to be utilized in the development of learning and pilot school management for implementation of Curriculum 2013. Forms of utilization of ICT among others: computer-based learning, blended e-learning, web-based learning, assessment of information and communication technology-based, digital libraries, and school database applications. The pilot school for the implementation of Curriculum 2013, which have adequate educational resources recommended that ICT teacher gives training and guidance and facilitation to other teachers and other eductors and learners to be able to utilize ICT in learning and school management optimally. AbstrakPesatnya kemajuan Teknologi Informasi dan Komunikasi (TIK) telah memengaruhi tatanan kehidupan masyarakat dan bangsa Indonesia. Tahun 2006, Departemen Pendidikan dan Kebudayaan telah merespon perkembangan TIK dengan memasukkan mata pelajaran TIK ke dalam Kurikulum. Pada Kurikulum 2013, mata pelajaran TIK tersebut ditiadakan. Tujuan kajian ini untuk mencarikan solusi pendayagunaan TIK dalam pengembangan pembelajaran dan pengelolaan manajemen sekolah rintisan penerapan Kurikulum 2013. Hasil analisis dan kajian diketahui bahwa meskipun TIK tidak merupakan mata pelajaran yang berdiri sendiri, namun TIK diharapkan dapat didayagunakan pemanfaatannya dalam pengembangan pembelajaran dan manajemen sekolah rintisan penerapan Kurikulum 2013. Bentuk-bentuk pendayagunaan TIK tersebut antara lain: pembelajaran berbasis komputer, blended e-learning, pembelajaran berbasis web, penilaian berbasis TIK, perpustakaan digital, dan aplikasi database sekolah. Bagi sekolah rintisan penerapan Kurikulum 2013 yang memiliki sumber daya pendidikan memadai direkomendasikan agar guru TIK memberi pelatihan dan bimbingan serta fasilitasi kepada para guru lainnya dan tenaga kependidikan serta peserta didik agar mampu mendayagunakan TIK dalam pembelajaran dan manajemen sekolah secara optimal.

scholarly journals Qualitative Analysis Of Challenges Facing Head Teachers In Management Of Special Schools In Ghana: Implications For Teacher Retention

2019 ◽  
Vol 8 (2) ◽  
pp. 202-214
Author(s):  
Felix Kwame Kumedzro
Keyword(s):  
Special Education Teachers ◽  
Teaching And Learning ◽  
School Management ◽  
Ministry Of Education ◽  
Special Schools ◽  
Head Teachers ◽  
Qualitative Research Design ◽  
Main Challenge ◽  
Study Participants ◽  
Effective Teaching And Learning

The study attempts to explore the challenges confronting head teachers in the management of special schools in Ghana. The study was conducted using qualitative research design. Nine out of 29 head teachers were sampled for the study. All head teachers stressed that they were confronted with numerous challenges that affect the management of the schools. The main challenge identified by the study participants was that special education teachers in Ghana were not adequately motivated. The study therefore recommended that special incentive packages be instituted for teachers in the schools and that the Ministry of Education should release funds on time to the schools to enable the school management acquires the resources needed for effective teaching and learning in the special schools.

PENDAYAGUNAAN TEKNOLOGI INFORMASI DAN KOMUNIKASI (TIK) DALAM PENGEMBANGAN PEMBELAJARAN DAN MANAJEMEN SEKOLAH RINTISAN PENERAPAN KURIKULUM 2013

2015 ◽  
Vol 3 (2) ◽  
pp. 77
Author(s):  
Herry Widyastono
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Digital Libraries ◽  
School Management ◽  
Learning Assessment ◽  
Ministry Of Education ◽  
Computer Based Learning ◽  
Pilot School ◽  
Information And Communication ◽  
E Learning

The rapid advancement of Information and Communication Technology (ICT) has affected the livelihood of the people and the nation of Indonesia. In 2006 , the Ministry of Education and Culture has responded ICT developments by incorporating the subjects of ICT into curriculum. ICT subjects was abolished from curriculum 2013. The purpose of this study is to find solutions for the utilization of ICT in the development of learning and school management pilot for the implementation of Curriculum 2013. Results of analyzes and studies note that although ICT is not a stand-alone subject, but ICT is expected to be utilized in the development of learning and pilot school management for implementation of Curriculum 2013. Forms of utilization of ICT among others: computer-based learning, blended e-learning, web-based learning, assessment of information and communication technology-based, digital libraries, and school database applications. The pilot school for the implementation of Curriculum 2013, which have adequate educational resources recommended that ICT teacher gives training and guidance and facilitation to other teachers and other eductors and learners to be able to utilize ICT in learning and school management optimally. AbstrakPesatnya kemajuan Teknologi Informasi dan Komunikasi (TIK) telah memengaruhi tatanan kehidupan masyarakat dan bangsa Indonesia. Tahun 2006, Departemen Pendidikan dan Kebudayaan telah merespon perkembangan TIK dengan memasukkan mata pelajaran TIK ke dalam Kurikulum. Pada Kurikulum 2013, mata pelajaran TIK tersebut ditiadakan. Tujuan kajian ini untuk mencarikan solusi pendayagunaan TIK dalam pengembangan pembelajaran dan pengelolaan manajemen sekolah rintisan penerapan Kurikulum 2013. Hasil analisis dan kajian diketahui bahwa meskipun TIK tidak merupakan mata pelajaran yang berdiri sendiri, namun TIK diharapkan dapat didayagunakan pemanfaatannya dalam pengembangan pembelajaran dan manajemen sekolah rintisan penerapan Kurikulum 2013. Bentuk-bentuk pendayagunaan TIK tersebut antara lain: pembelajaran berbasis komputer, blended e-learning, pembelajaran berbasis web, penilaian berbasis TIK, perpustakaan digital, dan aplikasi database sekolah. Bagi sekolah rintisan penerapan Kurikulum 2013 yang memiliki sumber daya pendidikan memadai direkomendasikan agar guru TIK memberi pelatihan dan bimbingan serta fasilitasi kepada para guru lainnya dan tenaga kependidikan serta peserta didik agar mampu mendayagunakan TIK dalam pembelajaran dan manajemen sekolah secara optimal.

scholarly journals Analyzing School Images To Reveal The Values And Norms Of Greek Middle Schools

2019 ◽  
Vol 8 (3) ◽  
pp. 215-226
Author(s):  
Sofia Tsagdi ◽  
Kostas Theologou
Keyword(s):  
Special Education Teachers ◽  
Teaching And Learning ◽  
School Management ◽  
Ministry Of Education ◽  
Special Schools ◽  
Head Teachers ◽  
Qualitative Research Design ◽  
Main Challenge ◽  
Study Participants ◽  
Effective Teaching And Learning

The study attempts to explore the challenges confronting head teachers in the management of special schools in Ghana. The study was conducted using qualitative research design. Nine out of 29 head teachers were sampled for the study. All head teachers stressed that they were confronted with numerous challenges that affect the management of the schools. The main challenge identified by the study participants was that special education teachers in Ghana were not adequately motivated. The study therefore recommended that special incentive packages be instituted for teachers in the schools and that the Ministry of Education should release funds on time to the schools to enable the school management acquires the resources needed for effective teaching and learning in the special schools.

scholarly journals PENDAYAGUNAAN TEKNOLOGI INFORMASI DAN KOMUNIKASI (TIK) DALAM PENGEMBANGAN PEMBELAJARAN DAN MANAJEMEN SEKOLAH RINTISAN PENERAPAN KURIKULUM 2013

2015 ◽  
Vol 3 (2) ◽  
pp. 77
Author(s):  
Herry Widyastono
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Digital Libraries ◽  
School Management ◽  
Learning Assessment ◽  
Ministry Of Education ◽  
Computer Based Learning ◽  
Pilot School ◽  
Information And Communication ◽  
E Learning

The rapid advancement of Information and Communication Technology (ICT) has affected the livelihood of the people and the nation of Indonesia. In 2006 , the Ministry of Education and Culture has responded ICT developments by incorporating the subjects of ICT into curriculum. ICT subjects was abolished from curriculum 2013. The purpose of this study is to find solutions for the utilization of ICT in the development of learning and school management pilot for the implementation of Curriculum 2013. Results of analyzes and studies note that although ICT is not a stand-alone subject, but ICT is expected to be utilized in the development of learning and pilot school management for implementation of Curriculum 2013. Forms of utilization of ICT among others: computer-based learning, blended e-learning, web-based learning, assessment of information and communication technology-based, digital libraries, and school database applications. The pilot school for the implementation of Curriculum 2013, which have adequate educational resources recommended that ICT teacher gives training and guidance and facilitation to other teachers and other eductors and learners to be able to utilize ICT in learning and school management optimally. AbstrakPesatnya kemajuan Teknologi Informasi dan Komunikasi (TIK) telah memengaruhi tatanan kehidupan masyarakat dan bangsa Indonesia. Tahun 2006, Departemen Pendidikan dan Kebudayaan telah merespon perkembangan TIK dengan memasukkan mata pelajaran TIK ke dalam Kurikulum. Pada Kurikulum 2013, mata pelajaran TIK tersebut ditiadakan. Tujuan kajian ini untuk mencarikan solusi pendayagunaan TIK dalam pengembangan pembelajaran dan pengelolaan manajemen sekolah rintisan penerapan Kurikulum 2013. Hasil analisis dan kajian diketahui bahwa meskipun TIK tidak merupakan mata pelajaran yang berdiri sendiri, namun TIK diharapkan dapat didayagunakan pemanfaatannya dalam pengembangan pembelajaran dan manajemen sekolah rintisan penerapan Kurikulum 2013. Bentuk-bentuk pendayagunaan TIK tersebut antara lain: pembelajaran berbasis komputer, blended e-learning, pembelajaran berbasis web, penilaian berbasis TIK, perpustakaan digital, dan aplikasi database sekolah. Bagi sekolah rintisan penerapan Kurikulum 2013 yang memiliki sumber daya pendidikan memadai direkomendasikan agar guru TIK memberi pelatihan dan bimbingan serta fasilitasi kepada para guru lainnya dan tenaga kependidikan serta peserta didik agar mampu mendayagunakan TIK dalam pembelajaran dan manajemen sekolah secara optimal.

scholarly journals PENDAYAGUNAAN TEKNOLOGI INFORMASI DAN KOMUNIKASI (TIK) DALAM PENGEMBANGAN PEMBELAJARAN DAN MANAJEMEN SEKOLAH RINTISAN PENERAPAN KURIKULUM 2013

2015 ◽  
Vol 3 (2) ◽  
pp. 77
Author(s):  
Herry Widyastono
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Digital Libraries ◽  
School Management ◽  
Learning Assessment ◽  
Ministry Of Education ◽  
Computer Based Learning ◽  
Pilot School ◽  
Information And Communication ◽  
E Learning

The rapid advancement of Information and Communication Technology (ICT) has affected the livelihood of the people and the nation of Indonesia. In 2006 , the Ministry of Education and Culture has responded ICT developments by incorporating the subjects of ICT into curriculum. ICT subjects was abolished from curriculum 2013. The purpose of this study is to find solutions for the utilization of ICT in the development of learning and school management pilot for the implementation of Curriculum 2013. Results of analyzes and studies note that although ICT is not a stand-alone subject, but ICT is expected to be utilized in the development of learning and pilot school management for implementation of Curriculum 2013. Forms of utilization of ICT among others: computer-based learning, blended e-learning, web-based learning, assessment of information and communication technology-based, digital libraries, and school database applications. The pilot school for the implementation of Curriculum 2013, which have adequate educational resources recommended that ICT teacher gives training and guidance and facilitation to other teachers and other eductors and learners to be able to utilize ICT in learning and school management optimally. AbstrakPesatnya kemajuan Teknologi Informasi dan Komunikasi (TIK) telah memengaruhi tatanan kehidupan masyarakat dan bangsa Indonesia. Tahun 2006, Departemen Pendidikan dan Kebudayaan telah merespon perkembangan TIK dengan memasukkan mata pelajaran TIK ke dalam Kurikulum. Pada Kurikulum 2013, mata pelajaran TIK tersebut ditiadakan. Tujuan kajian ini untuk mencarikan solusi pendayagunaan TIK dalam pengembangan pembelajaran dan pengelolaan manajemen sekolah rintisan penerapan Kurikulum 2013. Hasil analisis dan kajian diketahui bahwa meskipun TIK tidak merupakan mata pelajaran yang berdiri sendiri, namun TIK diharapkan dapat didayagunakan pemanfaatannya dalam pengembangan pembelajaran dan manajemen sekolah rintisan penerapan Kurikulum 2013. Bentuk-bentuk pendayagunaan TIK tersebut antara lain: pembelajaran berbasis komputer, blended e-learning, pembelajaran berbasis web, penilaian berbasis TIK, perpustakaan digital, dan aplikasi database sekolah. Bagi sekolah rintisan penerapan Kurikulum 2013 yang memiliki sumber daya pendidikan memadai direkomendasikan agar guru TIK memberi pelatihan dan bimbingan serta fasilitasi kepada para guru lainnya dan tenaga kependidikan serta peserta didik agar mampu mendayagunakan TIK dalam pembelajaran dan manajemen sekolah secara optimal.

METHODS OF NETWORK COMMUNICATIVE COMPETENCE DEVELOPING WHEN PREPARING FUTURE TEACHERS FOR PROFESSIONAL ACTIVITIES IN THE ELECTRONIC EDUCATIONAL ENVIRONMENT

2020 ◽  
Vol 22 (12) ◽  
pp. 21-27
Author(s):  
Kostikova N.A.
Keyword(s):  
Teaching Practice ◽  
Communicative Competence ◽  
Educational Environment ◽  
Learning Technologies ◽  
Future Teachers ◽  
Electronic Information ◽  
Professional Activities ◽  
E Learning ◽  
Selection Of

Currently, in the context of the widespread use of e-learning technologies and distance educational technologies, it is necessary to train future teachers, taking into account the peculiarities of solving professional problems in an electronic information and educational environment, to develop students' relevant competencies, including network communicative competence. Despite the large number of studies devoted to the communicative aspect of the teacher's activities, the problem of the formation of network communicative competence in the electronic information and educational environment has not been sufficiently studied. Based on the analysis of scientific literature, the results of the questionnaire survey of students, some methods of forming network communicative competence in future teachers in the study of various disciplines, in the course of teaching practice, and scientific research are proposed. The analysis of the conditions and factors that determine the choice of methods for the formation of the specified competence has been carried out. These factors are associated with the teachers' perception of the peculiarities of communication in the electronic information and educational environment, the didactic and communicative potential of resources and tools of the electronic information and educational environment, the choice of methods and technologies for organizing interaction, the selection of educational material that allows the development of components of network communicative competence, the design of tasks and exercises for the development of network communicative competence, the choice of modes, schemes and forms of organization of interaction, the organization of feedback, control of the level of formation of the network communicative competence, the implementation of reflection. The formed network communicative competence will contribute to a more effective solution by the teacher of communicative tasks in the electronic information and educational environment, which will improve the quality of training of future teachers in the electronic information and educational environment.

STAGE OF DIAGNOSIS READING SKILLS WITH STUDENTS IN 4TH CLASS THROUGH PROJECT LEARNING ACTIVITY

2018 ◽  
Vol 28 (3) ◽  
pp. 887-894
Author(s):  
Iva Andonova Stamenova
Keyword(s):  
Extracurricular Activities ◽  
Reading Skills ◽  
Literacy Skills ◽  
Point Of View ◽  
Learning Activity ◽  
Ministry Of Education ◽  
External Assessment ◽  
School Time ◽  
International Systems ◽  
Learning Projects

The report is devoted to the problem of reading with understanding in the fourth grade. The problem of the levels of reading literacy of elementary school pupils is also affected by international systems for assessing their achievements worldwide - PISA and PIRLS. The worrying results show that Bulgaria occupies one of the last places of literacy in the charts of the two international systems, which implies the necessity of introducing changes in the educational system. For this reason, the National External Assessment at the end of the 4th grade was introduced, based on the level of literacy and reader competence of our students.As a result of yearly tests and many expert studies, we disprove the information originally presented that we are at the bottom of the literacy chart in Europe. During the last few years, Bulgarian students have not only improved their literacy skills, but they have also been among the successful participants in national reading competitions, the project initiatives organized by the Ministry of Education and Science and the clubs for readership interests of the local libraries .Our pupils work on learning projects both in school time and in extracurricular activities that teachers place on their own. Design works are not only a pleasant activity for learners, but also a way of enriching the child's personality, building useful competencies and stimulating the development of creative activity. Apart from the above, the project activities allow students to share ideas, experiences, interests, teamwork, listen and respect with respect to their classmate's point of view, to communicate as equal partners in the process of project endeavors. Teamwork brings together the class and sets the foundations for a friendly work environment where each team member makes every effort to finalize the project.

Sign in / Sign up

Export Citation Format

Share Document