Hambatan Pembelajaran Jarak Jauh bagi Guru Digital Immigrant

The Ministry of Education and Culture has instructed the distance learning system (e-learning) to deal with the Covid-19 pandemic. E-learning must be implemented by all educational units without exception. This study aims to analyze the obstacles that occur during the implementation of e-learning. The type of research is descriptive qualitative. The primary data were collected directly from main sources through interviews with 4 Digital Immigrant Teachers at Pondok Ranggon 01 Pagi Elementary School, Cipayung District, DKI Jakarta. The results indicated that the Digital Immigrant Teachers at Pondok Ranggon 01 Pagi Elementary School were quite capable of doing the e-learning technology. However, when using E-learning platforms, some elements might be considered as obstacles in e-learning such as limited internet access and lack of proficiency in operating e-learning applications. Recommendations from this study on the implementation of e-learning increase literacy in the use of communication technology as part of the communication strategy for implementing government policies. Abstrak Kementerian Pendidikan dan Kebudayaan mengeluarkan kebijakan untuk menjalankan proses Pembelajaran Jarak Jauh (PJJ) yang harus diikuti seluruh guru dan murid di Indonesia tanpa terkecuali dalam rangka penanganan pandemi Covid-19. Penelitian ini bertujuan untuk menganalisis hambatan yang terjadi pada saat pelaksanaan PJJ. Penelitian ini dilakukan dengan pendekatan kualitatif. Data primer diambil melalui depth-interview kepada 4 orang guru digital immigrant di SD Pondok Ranggon 01 Pagi Kecamatan Cipayung DKI Jakarta. Hasil penelitian menunjukan guru digital immigrant di SD Pondok Ranggon 01 Pagi berhasil menerapkan dan beradaptasi dengan teknologi meskipun dibutuhkan literasi yang dilakukan secara berkesinambungan oleh pihak sekolah. Berbagai hambatan yang terjadi yaitu buruknya sinyal internet, keterbatasan kuota, serta kesulitan untuk menggunakan aplikasi yang disiapkan oleh pemerintah. Rekomendasi dari penelitian ini terhadap pelaksanaan PJJ meningkatkan literasi penggunaan teknologi komunikasi sebagai bagian dari strategi komunikasi pelaksanaan kebijakan pemerintah.

A “Practically American” Canadian Woman Confronts a United States Citizen-Only Hiring Law: Katharine Short and the California Alien Teachers Controversy of 1915

In February 1915, non-citizen teachers throughout California abruptly learned that they would soon lose their jobs when state officials announced that local and county governments were required to enforce a long-forgotten anti-alien public employment law. In response, one Canadian immigrant teacher, Katharine Short, launched a diplomatic, legal, political, and public relations campaign against the policy. Earning the support of powerful (Anglo-)Canadian nationalists in wartime and a favorable depiction in California news coverage as a “practically American” Canadian woman, Short’s efforts culminated in an exemption for most immigrant teachers from the state’s nativist public employment policies. This article recovers, recounts, and contextualizes the California Alien Teachers Controversy of 1915 at the center of transformations in the political development, law, and politics of American citizenship and citizenship rights from the late-nineteenth to mid-twentieth centuries. It testifies to the growing power and powers of state governments to shape immigrants' lives and livelihoods via alienage law long into the mid-twentieth century, the rhetorical strength and courtroom limits of “right to contract” arguments in the context of anti-alien hiring and licensure disputes, and the disparate impact of these nativist laws on immigrants owing to inequalities of race, gender, and class and how those inequalities shaped the less-than-inclusive aims and strategies of Katharine Short in her campaign to alter the state's nativist public employment policies.

TROIS REPRÉSENTATIONS RACIALISÉES À PROPOS DES ENSEIGNANTS ISSUS DE L’IMMIGRATION EN INSERTION PROFESSIONNELLE

More and more immigrant teachers have found their place in Canadian elementary and secondary schools, notably in francophone Ontario. Some face difficulties to integrate the profession, while those who have been offered a long-term teaching contract deploy considerable efforts to transform this opportunity into a permanent position. Drawing from the results of two qualitative studies conducted with immigrant students enrolled in a teacher training program and immigrant teachers during their professional integration, this article will present the racialized representations of the victim, the foreigner, and the incompetent to which they are subjected. Explanations of and solutions to this phenomenon will also be discussed.

African Immigrant Teachers Teaching Young EFL Learners: A Racial Discrimination Study

Teaching English language to young learners in an English as a Foreign Language/English as a Second Language context could be challenging especially for African immigrants, as they face varying arrays of challenges ranging from low wages, staff abuse, and other racial discriminations. A lot has been written about racially related issues in our school system yet there are limited works of literature that focus on the challenges of African immigrant English as a Second Language teachers with regards to racial discrimination. To investigate this, a mixed-method research design was used to elicit information from 68 African immigrant English as a Second Language teachers, teaching young English as a Foreign Language learners in 3 countries. The participants were purposively chosen after obtaining written and oral consent from them. A structured questionnaire and semi-structured interview questions were instruments for data collection. Reliability and validity checks were carried out before administering the questionnaire. After analysis, a notable finding was that African immigrant teachers felt unaccepted by the host communities and this made it difficult for the English as a Second Language learners to listen to classroom instructions given by these immigrant teachers. Again, the parents of these learners find it difficult to accept African immigrant teachers teaching their children as they deemed them incompetent to teach them. Other findings of the study were vital in making pedagogical conclusions on racial discrimination issues encountered by African immigrant English as a Second Language teachers. The ways forward for an all-inclusive educational system devoid of ethnic, religious, sexuality and racial issues were suggested.

Exploring a Transformative Teacher Professional Development Model to Engender Technology Integration in the 21st Century ESL Language Classrooms

A 21st century teacher must communicate in the language and style of their students to ensure that their learning is meaningful. However, this is challenging, especially for teachers who are less familiar with using technology in teaching. To inspire a group of ESL ‘digital immigrant' teachers, a professional learning community (PLC) was set up. PLC consisted of both pre-service teachers (digital natives) and in-service teachers (digital immigrants). The two groups exchanged knowledge through a series of sharing sessions to demonstrate the technical aspects of technology, as well as to provide an understanding that technology has affordances and constraints. This case study investigates a group of in-service teachers who adopted the IDDIRR instructional design model (introduce, demonstrate, develop, implement, reflect, revise) to develop technology-based lessons for their ESL classrooms. The data for this study were collected through three main instruments: surveys, interviews and written reflections. The survey data was descriptively analysed using SPSS Version 24, while the reflection and interview data were assessed using thematic analysis. The findings suggest that the IDDIRR-TPACK + PLC model, along with a supportive PLC environment and the presence of more knowledgeable peers (MKO), helped enhance teachers' TPACK and inspired them to integrate more technology in their classrooms.

Narrative Study: Diary of Digital Immigrant EFL Teacher In Myanmar

ABSTRACTTeachers, mainly digital immigrants, find challenges to chase technology to integrate digital learning in the classroom. The previous studies revealed that some digital immigrant teachers, the newcomers of the digital age, lacked the confidence to integrate technology during teaching since they were aware of the fact that their students were more proficient than they were. This study depicts the struggles of a digital immigrant EFL teacher-educator to engage with technology that aims at improving the English teaching performance. A digital immigrant EFL teacher from a high-quality education college in Myanmar was invited to be the research participant. Open-ended questionnaires and semi-structured interviews with both the research participant and students were applied to collect the data. The triangulation data revealed that the digital immigrant EFL teacher found difficulties in creating her digital learning media and improving her teaching technology integration competence due to her insufficient knowledge and IT skills. It also revealed that integrating technology improved the teacher's teaching performance; however, it destructed the objectives of the teaching due to technology deviation on students' attention.ABSTRAKGuru, terutama yang imigran digital, mengalami tantangan besar dalam mengejar ketertinggalan mereka terhadap teknologi yang bertujuan mengintegrasikan pembelajaran digital di kelas. Studi sebelumnya mengungkapkan bahwa beberapa guru imigran digital, pendatang baru di era digital, kurang percaya diri untuk mengintegrasikan teknologi selama mengajar karena mereka menyadari fakta bahwa siswanya lebih mahir. Penelitian ini menggambarkan seorang guru-pendidik EFL imigran digital untuk terlibat dengan teknologi yang bertujuan untuk meningkatkan kinerja pengajaran bahasa Inggris. Seorang guru EFL imigran digital dari perguruan tinggi pendidikan berkualitas di Myanmar diundang untuk menjadi peserta penelitian. Kuesioner terbuka dan wawancara semi terstruktur untuk peserta penelitian dan mahasiswa digunakan untuk mengumpulkan data. Triangulasi data mengungkapkan bahwa guru EFL imigran digital mengalami kesulitan dalam media pembelajaran digital dan meningkatkan kompetensi integrasi teknologi karena pengetahuan dan keterampilannya yang kurang di bidang teknologi informasi. Ia juga mengungkapkan bahwa mengintegrasikan teknologi meningkatkan kinerja mengajar guru. Namun, hal itu merusak tujuan pembelajaran karena adanya penyimpangan teknologi yang menjadi perhatian siswa.