ICT Dalam P&P

2001 sulaiman@ppk.kpm.my
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

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

Evaluates student

instructional path
Guides students independent learning
Helps student to evaluate own
progress
Places high emphasis on
communication skills

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

High interest

Hardly actively involved in learning

Very active in learning process

process
No steering of instruction
No life-long learning model

Co-steering
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

Evaluates student

instructional path
Guides students independent learning
Helps student to evaluate own
progress
Places high emphasis on
communication skills

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

High interest

Hardly actively involved in learning

Very active in learning process

process
No steering of instruction
No life-long learning model

Co-steering
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

Evaluates student

instructional path
Guides students independent learning
Helps student to evaluate own
progress
Places high emphasis on
communication skills

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

High interest

Hardly actively involved in learning

Very active in learning process

process
No steering of instruction
No life-long learning model

Co-steering
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

Evaluates student

instructional path
Guides students independent learning
Helps student to evaluate own
progress
Places high emphasis on
communication skills

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

High interest

Hardly actively involved in learning

Very active in learning process

process
No steering of instruction
No life-long learning model

Co-steering
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

Evaluates student

instructional path
Guides students independent learning
Helps student to evaluate own
progress
Places high emphasis on
communication skills

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

High interest

Hardly actively involved in learning

Very active in learning process

process
No steering of instruction
No life-long learning model

Co-steering
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

Evaluates student

instructional path
Guides students independent learning
Helps student to evaluate own
progress
Places high emphasis on
communication skills

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

High interest

Hardly actively involved in learning

Very active in learning process

process
No steering of instruction
No life-long learning model

Co-steering
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

Evaluates student

instructional path
Guides students independent learning
Helps student to evaluate own
progress
Places high emphasis on
communication skills

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

High interest

Hardly actively involved in learning

Very active in learning process

process
No steering of instruction
No life-long learning model

Co-steering
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

Evaluates student

instructional path
Guides students independent learning
Helps student to evaluate own
progress
Places high emphasis on
communication skills

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

High interest

Hardly actively involved in learning

Very active in learning process

process
No steering of instruction
No life-long learning model

Co-steering
Parents provide model

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

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 aplications
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 aplications
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.