Peran Kepala Sekolah Sebagai Educator dalam Meningkatkan Kompetensi Teknologi Informasi dan Komunikasi

This research is a research on the role of school principals in improving the competence of Information and Communication Technology teachers which will discuss how the role of principals in improving teacher ICT competencies, how the competence of teachers' ICT and supporting and inhibiting factors in increasing Information Technology competence Teacher communication at SMP Negeri 10 Palembang. The method used in this study uses a qualitative type, and a phenomenological approach. Data research techniques use observation, interviews and documentation through data analysis. In validating the data found in the research field the results use source triangulation and technical triangulation. The research results: first The role of the head schools as educators in improving teacher ICT competence are implementing strategies such as holding training, creating a conducive work climate such as providing ICT facilities, always reminding teachers of the importance of ICT in the present and providing motivation in the form of praise and reprimands. Second, the ICT competence of teachers includes computers, the use of software based on the child's condition, the ability of the teacher, software that is practical, simple, efficient, and multifunctional and applies techniques online and offline. Third, supporting factors include teachers' awareness of learning, adequate equipment, and teacher educational background. Barring factors include the limited capacity caused and the budget for ICT training that has not been included in the school budget at the beginning of the year

DEVELOPING EDUCATIONAL QR-QUESTS (USING "TRAVELLING" (ENGLISH) AND "DIE REISE" (GERMAN) AS EXAMPLES)

The article extends the ideas about the didactic possibilities of using QR codes and Web-2.0 services in teaching English and German in implementing individual approach, developing creative abilities and intensifying of pupils' independent work in the classroom. The article shows how to motivate participants to develop learning products using QR codes and "Web-2.0" services. The experience of the authors contributes to the self-educational activities of the participants in the learning process in order to enhance their ICT-competence.

Teacher characteristics and the Use of ICT in Rural Secondary Schools of Bwera Sub County, Kasese District, Uganda

This study investigated the relationship between teachers’ characteristics and their use of ICT in teaching in rural secondary schools located in Bwera Sub County, Kasese District of Uganda. Bwera Sub County is a hard-to-reach rural area in western Uganda. Specifically, the study examined whether teacher characteristics, namely, teachers perceived usefulness, perceived ease of use and teacher ICT competence, influenced teachers’ use of ICT in teaching with the secondary schools. Using the correlational research design, data were collected using a self-administered questionnaire on a sample of 127 school teachers. Descriptive results revealed that teachers rated their use of ICT and perceived competence as poor, rated ICT's usefulness as good, and their use of ICT as fair. Regression analysis revealed that perceived usefulness, ease of use, and ICT competence had a positive and significant influence on ICT use in teaching and learning. It was concluded that perceived usefulness is a prerequisite for teachers’ use of ICT, perceived ease of use is imperative for the use of ICT, and competence is essential for the use of ICT. Therefore, it was recommended that in rural secondary schools, the Ministry of Education and headteachers should provide awareness training to teachers about the usefulness of IC, train teachers to use ICT, and develop their ICT competence.

Pre-Service Teachers’ Perceptions of ICT and TPACK Competencies

Introduction: The competencies needed for information and communication technologies (ICT) integration in the teaching-learning process are related to the use of technology, pedagogical attitudes, and content planning. These qualifications are all interrelated and should not be seen separately (Becuwe et al., 2017). In this context, ICT and TPACK competencies are important for ICT integration. The standards of ISTE for educators define the ICT skills that teachers should have as designers and facilitators (International Society for Technology Education [ISTE], 2020). These standards are gathered within the framework of ICT literacy, digital literacy, and ICT competence (Tondeur et al., 2017). The concept of ICT competence discussed in this study refers to the integrated and functional use of digital knowledge, skills and attitudes (Hatlevik et al., 2015). In this study, the ICT integration competencies of pre-service teachers (PSTs) were examined as ICT competencies and TPACK competencies in terms of a range of variables. For this purpose, the following question was asked: “Is there any significant difference in the ICT integration competencies of PSTs according to a range of variables?” Methods: This study is based on causal-comparative research. The research was conducted in the autumn term of the 2019-2020 academic year. A convenience sampling method was used. In this regard, 413 PSTs, who are students of faculties of education at ten state universities located in different cities in Turkey, participated voluntarily in the study. The “Pre-service Teachers’ ICT Competencies Scale” developed by Tondeur et al. (2017) and the “TPACK-Deep Scale” developed by Kabakçı Yurdakul et al. (2012) were used to collect the data in the study. In addition to the scales, seven questions were asked about gender, grade, department, GPA, ICT course grade, owning a computer for educational purposes, and one’s perceived ability to use technology. Two methods have been adopted to collect data. The first was to collect the printed forms that were completed in pen by the PSTs, and the second was to prepare the electronic form and deliver it to the PSTs via e-mail and social media applications and then collect the data. To analyse the data, descriptive statistics, independent samples t-test and one-way analysis of variance (ANOVA) were used. Results: ICT and TPACK competencies of PSTs differ according to grade, having one’s own computer for educational purposes, and one’s perceived ability to use technology, but do not differ by gender. There is no significant difference in ICT and TPACK competencies according to the gender of PSTs. There is a significant difference in ICT and TPACK competencies according to the grade of PSTs and this difference is in favour of fourth grades. There is a significant difference in terms of ICT competencies and TPACK competencies according to computer ownership for educational purposes. This difference is in favour of PSTs who have their own computers. According to the perceived ability to use the technology of PSTs, there is a significant difference in ICT competencies and TPACK competencies. This difference is in favour of PSTs who think they can use technology at the advanced or expert level. Discussion: In the face of constantly developing and changing technology, an important consideration is the competencies teachers and PSTs should have for ICT integration. Factors contributing to the explanation of the ICT integration process such as skills and competencies, pedagogical beliefs and self-efficacy, professional development and teacher experiences, ICT infrastructure, and access and tools are seen to have a positive effect on ICT use (Kaya & Usluel, 2011). It has been suggested that competence and pedagogical knowledge regarding ICT integration as perceived by teachers are important when starting to integrate ICT into teaching practices (Aslan & Zu, 2015). In this study, it was found that there is a difference in ICT integration competencies of PSTs in favour of those who have their own computers and those who think they can use technology at the advanced or expert level. As the PSTs experience an increase in their perceived level of skill in their use of technology, their ICT integration competencies increase. This study also shows that PSTs’ computer ownership has an impact on their education and improves their technological skills, making a difference in terms of ICT integration competencies. Limitations: This study was limited to PSTs who studied at the faculty of education at state universities in Turkey. In addition, two scales related to ICT integration and one demographic questionnaire were used. Also, the convenience sampling method was used and the sampling was confined to 413 PSTs. Conclusions: There is a need for educational processes that emphasise technology’s educational value and enable teachers to improve themselves pedagogically and plan more effective teaching-learning processes using this pedagogical knowledge. To meet the needs of the learners of this century, teachers must first be equipped with the necessary knowledge and skills in their educational processes (Yıldırım, 2000; Zhou et al., 2010). PSTs should experience this process in their teaching-learning process, and should receive training in the integration of ICT in the teaching-learning process (Çubukçu et al., 2017). Research shows that the learning experiences of PSTs in this sense and the integration of ICT with their subject areas are closely related to understanding the educational value of ICT (Mumcu & Usluel, 2015). Academics, who take a role in teacher education, should use technology effectively in their lessons, and PSTs should experience the educational uses of technology through their education (Başal, 2015). In this sense, academics who take part in teacher education have important duties.

Mengukur Tingkat Literasi Teknologi Informasi dan Komunikasi Mahasiswa di Indonesia

Nowadays, Information and Communication Technology (ICT) competence or literacy is an essential. The study measures the students' ICT literacy level and identify the influencing factors. It uses the People Capability Maturity Model (P-CMM) and Digital Competency frameworks. Data were collected using a questionnaire from a random sample of 400 students in Indonesia. The questionnaire used is a self-efficacy method, where respondents answer questions with self-reflection. The literacy level is the average of the responses. The influencing factors were evaluated by multivariate regression analysis. The results show that the level of ICT literacy of Indonesian students is at the level three (defined) of the five levels of the P-CMM framework, indicating that on average students understand and can apply ICT consistently to achieve their goals. This study found ICT literacy is influenced by the availability, accessibility, frequency of use, and duration of use of ICT infrastructure. Educational background, social science or exact, moderates the relationship between duration of use and levels of ICT literacy. In terms of competence, college majors have an effect on all areas of ICT competence (internet activities, communication and collaboration, digital content, security and problem solving). The level of parental education only has a significant effect on security competence and problem solving.

ICT Utilization in Science Teachers of Underdevelopment Region

Research has been carried out to examine the use and mastery of ICT for science teachers in underdeveloped areas. This study aims to: obtain valid data regarding teachers' ICT knowledge and skills; knowing the extent to which the teacher implements ICT knowledge and skills in the classroom; identify the factors faced by teachers in implementing ICT in learning; to determine support and effective ICT development strategies to be applied to teachers. The research method is a survey, practical test, and statistical validation. It found that male teachers, young teachers, honorary teachers, and secondary school teachers tended to have higher ICT competence. It was found that the ICT applications that have been used by more than 50% of teachers are word processing, presentation processing, internet, and document navigation. The analysis results show that only about 2% of teachers stated that ICTs had little effect on their learning in the classroom and that training on how to do this had the most positive impact on teachers. It can be concluded that professional training on ICT needs to be effectively and sustainably provide; continuing to improve ICT infrastructure in schools will positively impact the use of ICT by teachers; teachers' overall attitude is very positive for self-development.

Application of information and communication technologies in linguistics: influence on competences and learning outcomes of students

The purpose of the survey is to determine the importance of the use of information and communication technologies in linguistics and to clarify their impact on the competencies and learning outcomes of linguistic students. A poll was conducted among 500 full-time students (250 OCD "bachelor", 250 OCD "master") National University of Pharmacy (Ukraine) in order to establish the need for the implementation of ICT for quality philological education in higher education institutions Basic linguistic competencies are outlined, including the ability to solve standard tasks of professional activity; possession of skills of preparation of scientific reviews, annotations, compilation of abstracts and bibliography, sources and search engines; mastering the skills of participation in scientific discussions; possession of skills to participate in the development and implementation of various types of projects. It is outlined that for the formation of ICT competence two types of its implementation are needed - basic and professional-methodical.

PENGARUH PEMBELAJARAN LITERASI DIGITAL PADA KOMPETENSI TEKNOLOGI INFORMASI DAN KOMUNIKASI (TIK) CALON GURU

Saat ini guru dituntut memiliki kemampuan mengintegrasikan TIK dalam pembelajaran untuk menjawab tantangan pembelajaran di abad 21. Salah satu upaya untuk meningkatkan kompetensi TIK guru adalah dengan menerapkan pembelajaran literasi digital di perguruan tinggi yang mencetak lulusan calon guru. Penelitian ini bertujuan untuk mengetahui bagaimana pengaruh pembelajaran literasi digital pada kompetensi TIK mahasiswa calon guru. Penelitian menggunakan pendekatan kuantitatif berupa survei kepada mahasiswa Program Studi Kependidikan sebagai calon guru dan selanjutnya dilakukan wawancara untuk proses triangulasi data. Subjek penelitian adalah mahasiswa calon guru di Universitas Negeri Semarang. Hasil survey menunjukan kedua kelompok responden memiliki kompetensi TIK yang baik. Namun setelah diteliti lebih dalam dari data triangulasi hasil wawancara komptensi TIK, calon guru yang telah memperoleh pembelajaran literasi digital lebih unggul pada aspek pemahaman TIK dalam pendidikan, organisasi, dan administrasi, dan pembejajaran guru profesional. Pengaruh pembelajaran digital terhadap kompetensi TIK calon guru pada ketiga aspek tersebut menjadi rekomendasi diterapkannya pembelajaran literasi digital pada perguruan tinggi yang mencetak calon guru. Currently, teachers are required to have the ability to integrate ICT in learning to answer the challenges of learning in the 21st century. One of the efforts to improve teachers’ ICT competencies is to implement digital literacy learning in universities that produce prospective teacher graduates. This study aims to determine how the effect of digital literacy learning on the ICT competence of pre-service teacher students. The research uses a quantitative approach which is carried out in the form of a survey to students of the Education Study Program as pre-service teachers and then interviews are carried out for the data triangulation process. The research subjects were pre-service teacher students at Universitas Negeri Semarang. The survey questionnaire was developed based on the indicators of teacher ICT competence according to UNESCO which consists of 6 aspects. The survey results show that both groups of respondents have good ICT competencies. However, after a more in-depth investigation of the triangulation data from the ICT competency interviews, preservice teachers who have obtained digital literacy learning are superior in aspects of understanding ICT in education, organization and administration, and teaching professionalteachers. The influence of digital learning on the ICT competence of pre-service teachers in these three aspects becomes a recommendation for the implementation of digital literacy learning in universities that create pre-service teachers.

Combating the Coronavirus Pandemic in Small Schools

Due to the COVID-19 pandemic, the issue of distance education in primary schools has become a much-discussed topic. It is therefore no surprise that the issues related to it have come to the forefront of many researchers. There is, however, at least one group that has stayed relatively unnoticed, and it is so-called small schools. Thus, we conducted a qualitative study based on the phenomenological approach, searching for answers to our research question: What has been the experience of the directors of small schools with distance education during the pandemic? Our findings offer an in-depth insight into the life of six schools through the eyes of their directors. Semi-structural interviews with school directors helped us reveal three key factors that, in our opinion, had the greatest influence on the form of distance education. These are (1) the factor of ICT competence of all actors, (2) the factor of organization of educational settings, and (3) the factor of the teaching methods and forms used in education. Furthermore, we conclude the result section with a subchapter that captures the positive aspects of distance education as perceived by the addressed school directors.