[email protected] Unit Komputer Dalam Pendidikan Pusat

ICT Dalam
P&P
[email protected]
Unit Komputer Dalam Pendidikan
Pusat Perkembangan Kurikulum
The Third Wave…(Tofler)
 Agriculture
Industrial
Information
Growth of Civilization
Information Age
Information
Age
Industrial
Age
Agriculture
Age
1940s
Computers
Million years
10,000 years
Time
200 years
1980
Expected Changes From Education in
the Industrial Society to Education in
the Information
Traditionally
Important
Paradigm
The
Emerging
Paradigm
Pelgrum and Anderson (Ed.),1999
Actor
Education in the Industrial Society
(the traditionally important
paradigm)
School
Education in the Information Society
(the emerging paradigm)
 Integrated in society
 Information openly available
Teacher
 Initiator of instruction
 Helps student find appropriate
 Whole class teaching
instructional path
 Guides students’ independent learning
 Helps student to evaluate own progress
 Places high emphasis on
communication skills
 Evaluates student
 Places low emphasis on
communication skills
Student
Parent
 Mostly passive
 More active
 Learns mostly at school
 Learns at school and outside school
 Hardly any teamwork
 Much teamwork
 Takes questions from books or
 Asks questions
teachers
 Learn answers to questions
 Low interest in learning
 Find answers to questions
 Hardly actively involved in learning
 Very active in learning process
process
 No steering of instruction
 No life-long learning model
 Co-steering
 High interest
 Parents provide model
Actor
School
Education in the Industrial Society
(the traditionally important
paradigm)
Education in the Information Society
(the emerging paradigm)
 Isolated from society
 Integrated in society
 Most information on school
 Information openly available
functioning confidential
Teacher
 Initiator of instruction
 Helps student find appropriate
 Whole class teaching
instructional path
 Guides students’ independent learning
 Helps student to evaluate own progress
 Places high emphasis on
communication skills
 Evaluates student
 Places low emphasis on
communication skills
Student
Parent
 Mostly passive
 More active
 Learns mostly at school
 Learns at school and outside school
 Hardly any teamwork
 Much teamwork
 Takes questions from books or
 Asks questions
teachers
 Learn answers to questions
 Low interest in learning
 Find answers to questions
 Hardly actively involved in learning
 Very active in learning process
process
 No steering of instruction
 No life-long learning model
 Co-steering
 High interest
 Parents provide model
Actor
School
Education in the Industrial Society
(the traditionally important
paradigm)
Education in the Information Society
(the emerging paradigm)
 Isolated from society
 Integrated in society
 Most information on school
 Information openly available
functioning confidential
Teacher
 Initiator of instruction
 Helps student find appropriate
 Whole class teaching
instructional path
 Guides students’ independent learning
 Helps student to evaluate own progress
 Places high emphasis on
communication skills
 Evaluates student
 Places low emphasis on
communication skills
Student
Parent
 Mostly passive
 More active
 Learns mostly at school
 Learns at school and outside school
 Hardly any teamwork
 Much teamwork
 Takes questions from books or
 Asks questions
teachers
 Learn answers to questions
 Low interest in learning
 Find answers to questions
 Hardly actively involved in learning
 Very active in learning process
process
 No steering of instruction
 No life-long learning model
 Co-steering
 High interest
 Parents provide model
Actor
School
Education in the Industrial Society
(the traditionally important
paradigm)
Education in the Information Society
(the emerging paradigm)
 Isolated from society
 Integrated in society
 Most information on school
 Information openly available
functioning confidential
Teacher
 Initiator of instruction
 Helps student find appropriate
 Whole class teaching
instructional path
 Guides students’ independent learning
 Helps student to evaluate own progress
 Places high emphasis on
communication skills
 Evaluates student
 Places low emphasis on
communication skills
Student
Parent
 Mostly passive
 More active
 Learns mostly at school
 Learns at school and outside school
 Hardly any teamwork
 Much teamwork
 Takes questions from books or
 Asks questions
teachers
 Learn answers to questions
 Low interest in learning
 Find answers to questions
 Hardly actively involved in learning
 Very active in learning process
process
 No steering of instruction
 No life-long learning model
 Co-steering
 High interest
 Parents provide model
Actor
School
Education in the Industrial Society
(the traditionally important
paradigm)
Education in the Information Society
(the emerging paradigm)
 Isolated from society
 Integrated in society
 Most information on school
 Information openly available
functioning confidential
Teacher
 Initiator of instruction
 Helps student find appropriate
 Whole class teaching
instructional path
 Guides students’ independent learning
 Helps student to evaluate own progress
 Places high emphasis on
communication skills
 Evaluates student
 Places low emphasis on
communication skills
Student
Parent
 Mostly passive
 More active
 Learns mostly at school
 Learns at school and outside school
 Hardly any teamwork
 Much teamwork
 Takes questions from books or
 Asks questions
teachers
 Learn answers to questions
 Low interest in learning
 Find answers to questions
 Hardly actively involved in learning
 Very active in learning process
process
 No steering of instruction
 No life-long learning model
 Co-steering
 High interest
 Parents provide model
Actor
School
Education in the Industrial Society
(the traditionally important
paradigm)
Education in the Information Society
(the emerging paradigm)
 Isolated from society
 Integrated in society
 Most information on school
 Information openly available
functioning confidential
Teacher
 Initiator of instruction
 Helps student find appropriate
 Whole class teaching
instructional path
 Guides students’ independent learning
 Helps student to evaluate own progress
 Places high emphasis on
communication skills
 Evaluates student
 Places low emphasis on
communication skills
Student
Parent
 Mostly passive
 More active
 Learns mostly at school
 Learns at school and outside school
 Hardly any teamwork
 Much teamwork
 Takes questions from books or
 Asks questions
teachers
 Learn answers to questions
 Low interest in learning
 Find answers to questions
 Hardly actively involved in learning
 Very active in learning process
process
 No steering of instruction
 No life-long learning model
 Co-steering
 High interest
 Parents provide model
Actor
School
Education in the Industrial Society
(the traditionally important
paradigm)
Education in the Information Society
(the emerging paradigm)
 Isolated from society
 Integrated in society
 Most information on school
 Information openly available
functioning confidential
Teacher
 Initiator of instruction
 Helps student find appropriate
 Whole class teaching
instructional path
 Guides students’ independent learning
 Helps student to evaluate own progress
 Places high emphasis on
communication skills
 Evaluates student
 Places low emphasis on
communication skills
Student
Parent
 Mostly passive
 More active
 Learns mostly at school
 Learns at school and outside school
 Hardly any teamwork
 Much teamwork
 Takes questions from books or
 Asks questions
teachers
 Learn answers to questions
 Low interest in learning
 Find answers to questions
 Hardly actively involved in learning
 Very active in learning process
process
 No steering of instruction
 No life-long learning model
 Co-steering
 High interest
 Parents provide model
Actor
School
Education in the Industrial Society
(the traditionally important
paradigm)
Education in the Information Society
(the emerging paradigm)
 Isolated from society
 Integrated in society
 Most information on school
 Information openly available
functioning confidential
Teacher
 Initiator of instruction
 Helps student find appropriate
 Whole class teaching
instructional path
 Guides students’ independent learning
 Helps student to evaluate own progress
 Places high emphasis on
communication skills
 Evaluates student
 Places low emphasis on
communication skills
Student
Parent
 Mostly passive
 More active
 Learns mostly at school
 Learns at school and outside school
 Hardly any teamwork
 Much teamwork
 Takes questions from books or
 Asks questions
teachers
 Learn answers to questions
 Low interest in learning
 Find answers to questions
 Hardly actively involved in learning
 Very active in learning process
process
 No steering of instruction
 No life-long learning model
 Co-steering
 High interest
 Parents provide model
Actor
School
Education in the Industrial Society
(the traditionally important
paradigm)
Education in the Information Society
(the emerging paradigm)
 Isolated from society
 Integrated in society
 Most information on school
 Information openly available
functioning confidential
Teacher
 Initiator of instruction
 Helps student find appropriate
 Whole class teaching
instructional path
 Guides students’ independent learning
 Helps student to evaluate own progress
 Places high emphasis on
communication skills
 Evaluates student
 Places low emphasis on
communication skills
Student
Parent
 Mostly passive
 More active
 Learns mostly at school
 Learns at school and outside school
 Hardly any teamwork
 Much teamwork
 Takes questions from books or
 Asks questions
teachers
 Learn answers to questions
 Low interest in learning
 Find answers to questions
 Hardly actively involved in learning
 Very active in learning process
process
 No steering of instruction
 No life-long learning model
 Co-steering
 High interest
 Parents provide model
International Society for Technology in Education
Traditional Learning Environments
Teacher-centered instruction
Single sense stimulation
Single path progression
Single media
Isolated work
Information delivery
Passive learning
Factual, knowledge based learning
Reactive response
Isolated, artificial context
New Learning Environments
International Society for Technology in Education
Traditional Learning Environments
New Learning Environments
Teacher-centered instruction
Student-Centered Instruction
Single sense stimulation
Multisensory stimulation
Single path progression
Multipath progression
Single media
Multimedia
Isolated work
Collaborative work
Information delivery
Information exchange
Passive learning
Active/exploratory/inquiry-based
learning
Factual, knowledge based learning
Critical thinking and informed
decision making
Reactive response
Proactive/planned action
Isolated, artificial context
Authentic, real-world context
ICT: Definition
 Information & Communications
Technology may be defined as the
technology associated with the handling of
information:
information its storage, processing and
transmission in a variety of forms by
electronic means, and its use in controlling
the operation of machines and other devices.
ICT in Education
• …technology associated
with the handling of
information related to
education particularly the
content of teaching and
learning.
Our projects…
 1986 : Pengenalan Kepada Komputer
 1992 : m/p Literasi Komputer T1&2
 1994 : PPBK tahap 2
 1995 : Jaringan Pendidikan
 1996 : Perluasan KDP
 1999 : Sekolah Bestari
 1999 : Kurikulum IT
Our direction : IT facilities…
 Multi purpose ICT facilities
 Multimedia
PC
 Network
 Internet
Access
 …fully utilize by students and teachers
Our direction: programmes…
Kemahiran Asas ICT untuk semua murid
 Kemahiran sederhana kepada murid yg minat
 Kemahiran tinggi utk murid nak jadikan IT
sebagai kerjaya

Kelab IT
IT
Literasi Komputer
Stages of Technology
Adoption
 Entry
 Adoption
 Adaptation
 Appropriation
 Invention
ACOT
Use of ICT in Education
 Penggunaan ICT dalam P&P
bermaksud menggunakan ICT secara
terancang, bersesuaian, dan
berfikrah untuk meningkatkan
kecekapan proses dan keberkesanan
P&P
Categories of ICT Integration
in T&L
 ICT for tutorial learning
 ICT for exploratory learning
 ICT as applications
 ICT for communication
Adapted from Barbara Means classifications of technology use in learning, 1994
ICT for tutorial learning
ICT dikatakan untuk pembelajaran tutorial
apabila diguna untuk menyampai kandungan
pelajaran berdasarkan urutan yang telah
ditetapkan. Pembelajaran tutorial ini
merangkumi:



Pembelajaran ekspositori
Demonstrasi sesuatu fenomena yang ditunjukkan
dan dikawal urutan babaknya oleh sistem,
Latihan atau latihtubi yang disampai dan dikawal
oleh sistem
ICT for exploratory learning
Penggunaan ICT untuk pembelajaran
penerokaan berlaku apabila ICT digunakan
sebagai medium untuk:



mencari dan mengakses maklumat daripada CDROM, Internet, gerbang maklumat dll.
mengalami, mempelajari dan mengkaji sesuatu
fenomena secara simulasi
melihat demontrasi sesuatu kejadian yang urutan
babaknya boleh dikawal oleh murid
ICT as applications
ICT dikatakan diguna sebagai alat
aplikasi apabila membantu murid
melaksanakan tugasan pembelajaran,
bukan sebagai mekanisma penyaluran
maklumat p&p
ICT for communication
ICT dikatakan sebagai alat pemudah
komunikasi apabila diguna untuk
memboleh murid dan guru daripada lokasi
yang berbeza menghantar, menerima dan
berkongsi maklumat yang pelbagai
bentuk.