SchoolNet Final Workshop:

1
SchoolNet Final Workshop

• Sharing Lessons Learned in
• ICT Integration I School Networking I
  Online Collaboration I

Rusjdy S. Arifin - Uwes A. Chaeruman
rsarifin_at_pustekkom.go.
id uwes_at_pustekkom.go.id Cent
er for Information and Communication Technology
for Education Department of National Education
Indonesia
2
ICT Integration in Pedagogical Context

• Teachers trained
• UNESCO (Penang, Malysia) Three person

• Transfer/shared Knowledge

• Followed-up Activities by Pustekkom
• Pustekkom introduced ICT integration in
  peadagogical context in 28 sites 50 participants
  in each sites
• Thus, about 1400 secondary high school teachers
  introduced to ICT integration in pedagogical
  context

3
ICT Integration in Pedagogical Context

• Advantages
• Increased learning motivation on students
• Increased learning experences on students
• Increased interaction both among students or
  students and teachers
• Familiarity or ability to use ICT increased among
  students
• Students perceived that learning can happened any
  time any where teachers and school is not the
  only learning resorces Hopefully this condition,
  unconciousely will develop/build knowledge-based
  society habit on students.
• Disadvantages
• Require additional times for teachers to prepare
  lesson
• Need more adequate ICT facilities at schools
• Resistance to change, esp. For teachers above 40
  years old
• Need more budget alocated for ICT facilities and
  maintenance

4
ICT Integration in Pedagogical Context

• Effectiveness of the training
• Generally, all participants said that the
  training was effective. Since, conceptually it
  can be easily understood and implemented, but
  under some conditions
• availability of adequate ICT facilities (such as,
  PCs, LCD Projector, internet access, etc.) and
• ICT literacy of teachers. Most students are more
  computer literate than most of teachers (esp.
  above 40 years old teachers)
• Comments and Recomendation
• Due to the language barriers, it would be more
  effective if the same training implemented in
  each country
• The improvement on teachers competency on
  integrating ICT into pedagogical aspects should
  be followed by the improvement on ICT facilities
  at schools, budget, and dont forget the
  recognition (such as certification, allowance,
  etc.) for teachers
• Pustekkom will conduct this kind of training
  annually for teachers and will recomend the
  Department of Education to publish a
  certification program for teacher ICT competency.

5
SchoolNet Teacher Training

• Teachers trained
• UNESCO (Bangkok, Thailand) Three person

• Transfer/shared Knowledge

• Similar Activities Conducted by Pustekkom
• Annually, Pustekkom conducting ICT-based learning
  materials development for teachers and other
  professionals, such as (basic computer and
  internet, programming, graphic design, animation,
  web design, ICT integration into
  teaching-learning proccess training, etc.

6
SchoolNet Teacher Training

• Effectiveness of the training
• Not too effective one participant (Mr. Nazwir
  Nawawi) admitted that he couldnt apply it at his
  schools. Some possible causes
• Language barrier
• Lack of basic knowledge on web programing with
  PHP and Macromedia Flash
• Too short training duration (a week) and
• Age factor (he is 52 years old)
• Two other participants (Mr. Suarta and Mr. Edi
  Purwanto), as shown on the previeous slide are
  relatively able to apply the result of the
  training in their schools. Even, they shared
  their knowledge to other teachers both in their
  school or outside
• Mr. Edi Purwanto developed his own web and upload
  his works on it. His web can be access through
  url http//www.myfisika.net .

7
SchoolNet Teacher Training

• Comment and Recomendation
• Web design and programming training relatively
  need special prerequisite qualification of
  participants and need more time
• In our case, one participant sent to the training
  failed to apply it in the schools since he has
  not enough skills related to the web design and
  programming.
• All participants said that the duration of
  training was too short, therefore they need more
  advance training
• Participants above 40 years old and has no basic
  skills on computer programming are not recomended
  to follow this kind of training and
• Due to the language barriers, the training would
  be more effective if it conducted in each
  country.

8
Learning Circle (Online Collaboration)

• Learning Circle Participants

• Participant Involvement

9
Learning Circle (Online Collaboration)

• Conclusion
• Learning circle do not work well for Indonesian
  participants as shown on the previous slide,
  only two teachers participated actively.
• Main cause is language. The two active
  participants are able to speak English fluently
  compare to the others.
• But, all participants stated that the learning
  circle was advantageous. Some advantages are as
  follow
• They know the students character from other
  countries
• They can share experiences and broaden their
  horizon related to the culture and
  teaching-learning strategies
• Students among ASEAN countries can share
  experiences each others.

10
Learning Circle (Online Collaboration)

• Comment and Recomendation
• Learning circle has positive advantages, but
  language barrier make it not work well
• Participants recomend that
• Teachers who has no difficulty in English
  language should be encourage to follow learning
  circle or other similar activities, such as
  iearn.org, etc
• Learning Circle or other similar activities
  should be localized and applied for Indonesian
  teachers
• Learning circle activities should be designed
  more attractive
• This year, Pustekkom will try to apply online
  collaboration (similar to learning circle
  program) in ten pilot schools.

11

• ... is an educational portal (www.e-dukasi.net)
  developed by Pustekkom, Ministry of National
  Education. It is played role as an Indonesian
  SchoolNet medium.
• It is functioned to facilitate inter-schools
  communication and collaboration and to provide
  varied and abundant online (digital) learning
  resources.
• Its launched on August 2003

12
Facilities of
To facilitate two EducasiNet functions, mentioned
above we classify the facilities of EdukasiNet
into four category

• Online learning resources such as
  curriculum-based learning materials (such as
  math, science, etc.), popular science, drill and
  practices, etc.
• Communication forum such asteacher forum,
  student forum, chatting, e-mail, etc
• Educational Information/News articles,
  educational news, school event, etc.
• Standard feature such as FAQ, Contact Us,
  Polling, download, search engine, etc.

13
Progress

• User Hit (2005 2006)

2005
2006
14
Progress

• Registered Member (2005 2006)

2005
2006
15
Dept. National Education Learning Network
e-Learning Policy, Standard, Content
Management, And Material/Modul Creation
MoNEs Units
Dept. National Education VPN
PUSTEKKOM
PustekkkomVPN
VPN Network
VPN Network

• School VPN
• Formal Schools
• Non-formal Education
• Universities

Pustekkom Implemen tation Units VPN
VPN Network
e-Learning Institutional Users
e-Learning Modul Distribution, Local Content
Development