ICT Dalam P&P

© 2001 sulaiman@ppk.kpm.my
Unit Komputer Dalam Pendidikan
Pusat Perkembangan Kurikulum
The Third Wave…(Tofler)
 Agriculture

Industrial

Information
Information Age
Information
Growth of Civilization Age
Industrial
Age

Agriculture
Age

1940s
Computers Time
Million years 10,000 years 200 years
1980
Expected Changes From Education in
the Industrial Society to Education in
the Information

Traditionally The
Important Emerging
Paradigm Paradigm

Pelgrum and Anderson (Ed.),1999

Actor Education in the Industrial Society
(the traditionally important
paradigm)
School  Isolated from society
 Most information on school
functioning confidential
Teacher  Initiator of instruction
 Whole class teaching
 Evaluates student
 Places low emphasis on
communication skills
Student  Mostly passive
 Learns mostly at school
 Hardly any teamwork
 Takes questions from books or
teachers
 Learn answers to questions
 Low interest in learning
Parent  Hardly actively involved in learning
process
 No steering of instruction
 No life-long learning model
Education in the Information Society
(the emerging paradigm)
 Integrated in society
 Information openly available
 Helps student find appropriate
instructional path
 Guides students’ independent learning
 Helps student to evaluate own
progress
 Places high emphasis on
communication skills
 More active
 Learns at school and outside school
 Much teamwork
 Asks questions
 Find answers to questions
 High interest
 Very active in learning process
 Co-steering
 Parents provide model
Actor Education in the Industrial Society
(the traditionally important
paradigm)
School  Isolated from society
 Most information on school
functioning confidential
Teacher  Initiator of instruction
 Whole class teaching
 Evaluates student
 Places low emphasis on
communication skills
Student  Mostly passive
 Learns mostly at school
 Hardly any teamwork
 Takes questions from books or
teachers
 Learn answers to questions
 Low interest in learning
Parent  Hardly actively involved in learning
process
 No steering of instruction
 No life-long learning model
Education in the Information Society
(the emerging paradigm)
 Integrated in society
 Information openly available
 Helps student find appropriate
instructional path
 Guides students’ independent learning
 Helps student to evaluate own
progress
 Places high emphasis on
communication skills
 More active
 Learns at school and outside school
 Much teamwork
 Asks questions
 Find answers to questions
 High interest
 Very active in learning process
 Co-steering
 Parents provide model
Actor Education in the Industrial Society
(the traditionally important
paradigm)
School  Isolated from society
 Most information on school
functioning confidential
Teacher  Initiator of instruction
 Whole class teaching
 Evaluates student
 Places low emphasis on
communication skills
Student  Mostly passive
 Learns mostly at school
 Hardly any teamwork
 Takes questions from books or
teachers
 Learn answers to questions
 Low interest in learning
Parent  Hardly actively involved in learning
process
 No steering of instruction
 No life-long learning model
Education in the Information Society
(the emerging paradigm)
 Integrated in society
 Information openly available
 Helps student find appropriate
instructional path
 Guides students’ independent learning
 Helps student to evaluate own
progress
 Places high emphasis on
communication skills
 More active
 Learns at school and outside school
 Much teamwork
 Asks questions
 Find answers to questions
 High interest
 Very active in learning process
 Co-steering
 Parents provide model
Actor Education in the Industrial Society
(the traditionally important
paradigm)
School  Isolated from society
 Most information on school
functioning confidential
Teacher  Initiator of instruction
 Whole class teaching
 Evaluates student
 Places low emphasis on
communication skills
Student  Mostly passive
 Learns mostly at school
 Hardly any teamwork
 Takes questions from books or
teachers
 Learn answers to questions
 Low interest in learning
Parent  Hardly actively involved in learning
process
 No steering of instruction
 No life-long learning model
Education in the Information Society
(the emerging paradigm)
 Integrated in society
 Information openly available
 Helps student find appropriate
instructional path
 Guides students’ independent learning
 Helps student to evaluate own
progress
 Places high emphasis on
communication skills
 More active
 Learns at school and outside school
 Much teamwork
 Asks questions
 Find answers to questions
 High interest
 Very active in learning process
 Co-steering
 Parents provide model
Actor Education in the Industrial Society
(the traditionally important
paradigm)
School  Isolated from society
 Most information on school
functioning confidential
Teacher  Initiator of instruction
 Whole class teaching
 Evaluates student
 Places low emphasis on
communication skills
Student  Mostly passive
 Learns mostly at school
 Hardly any teamwork
 Takes questions from books or
teachers
 Learn answers to questions
 Low interest in learning
Parent  Hardly actively involved in learning
process
 No steering of instruction
 No life-long learning model
Education in the Information Society
(the emerging paradigm)
 Integrated in society
 Information openly available
 Helps student find appropriate
instructional path
 Guides students’ independent learning
 Helps student to evaluate own
progress
 Places high emphasis on
communication skills
 More active
 Learns at school and outside school
 Much teamwork
 Asks questions
 Find answers to questions
 High interest
 Very active in learning process
 Co-steering
 Parents provide model
Actor Education in the Industrial Society
(the traditionally important
paradigm)
School  Isolated from society
 Most information on school
functioning confidential
Teacher  Initiator of instruction
 Whole class teaching
 Evaluates student
 Places low emphasis on
communication skills
Student  Mostly passive
 Learns mostly at school
 Hardly any teamwork
 Takes questions from books or
teachers
 Learn answers to questions
 Low interest in learning
Parent  Hardly actively involved in learning
process
 No steering of instruction
 No life-long learning model
Education in the Information Society
(the emerging paradigm)
 Integrated in society
 Information openly available
 Helps student find appropriate
instructional path
 Guides students’ independent learning
 Helps student to evaluate own
progress
 Places high emphasis on
communication skills
 More active
 Learns at school and outside school
 Much teamwork
 Asks questions
 Find answers to questions
 High interest
 Very active in learning process
 Co-steering
 Parents provide model
Actor Education in the Industrial Society
(the traditionally important
paradigm)
School  Isolated from society
 Most information on school
functioning confidential
Teacher  Initiator of instruction
 Whole class teaching
 Evaluates student
 Places low emphasis on
communication skills
Student  Mostly passive
 Learns mostly at school
 Hardly any teamwork
 Takes questions from books or
teachers
 Learn answers to questions
 Low interest in learning
Parent  Hardly actively involved in learning
process
 No steering of instruction
 No life-long learning model
Education in the Information Society
(the emerging paradigm)
 Integrated in society
 Information openly available
 Helps student find appropriate
instructional path
 Guides students’ independent learning
 Helps student to evaluate own
progress
 Places high emphasis on
communication skills
 More active
 Learns at school and outside school
 Much teamwork
 Asks questions
 Find answers to questions
 High interest
 Very active in learning process
 Co-steering
 Parents provide model
Actor Education in the Industrial Society
(the traditionally important
paradigm)
School  Isolated from society
 Most information on school
functioning confidential
Teacher  Initiator of instruction
 Whole class teaching
 Evaluates student
 Places low emphasis on
communication skills
Student  Mostly passive
 Learns mostly at school
 Hardly any teamwork
 Takes questions from books or
teachers
 Learn answers to questions
 Low interest in learning
Parent  Hardly actively involved in learning
process
 No steering of instruction
 No life-long learning model
Education in the Information Society
(the emerging paradigm)
 Integrated in society
 Information openly available
 Helps student find appropriate
instructional path
 Guides students’ independent learning
 Helps student to evaluate own
progress
 Places high emphasis on
communication skills
 More active
 Learns at school and outside school
 Much teamwork
 Asks questions
 Find answers to questions
 High interest
 Very active in learning process
 Co-steering
 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
Student-Centered Instruction
Multisensory stimulation
Multipath progression
Multimedia
Collaborative work
Information exchange
Active/exploratory/inquiry-based
learning
Critical thinking and informed
decision making
Proactive/planned action
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 CD-
ROM, 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.