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| Technology in our classrooms | | By admin |
| Saturday, August 30, 2008 18:29:00 |
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Technology in our classrooms
Totok Amin Soefijanto, Jakarta
Sat, 08/30/2008 6:29 PM
Development pundits always suggest that to improve a country, you just need to work on two things: Infrastructure and education. The rest, like the economy and people's wellbeing will follow.
One should not forget that only five years ago, Prof. Larry Cuban of Stanford University found that only 1 in 10 teachers were using computers in the classroom (in the U.S.).
Now, computers are an integral part of teachers' daily activities.
Nowadays, in most American classrooms teachers use computers by accessing their own school's website or subscribed 3rd party learning sites for learning materials. Most of them are also animated and utilizing multimedia technology. Students of K-12 (or from kindergarten to high school) now use computers to do homework and assignments.
What is wrong in this picture? One may think that the American government overspent its budget on education. Some people who are also taxpayers are complaining that the budget for schools is too much and is not scrutinized properly.
But what about in Indonesia? Teachers are known for their low salaries because of budget limitations, uncertain futures because of their extended part-time status, and burned-out minds because of a lack of regular training. Not to mention their workplace conditions: School buildings and facilities are falling apart or in many cases have never been renovated.
We did not address these problems when they first emerged in the past when we still had thick pockets. Now, the story has changed. The world is experiencing a food and fuel crisis. What can we expect from a government that is struggling to pay its own oil subsidies day-in, day-out? The answer: More regulations.
The government has been enacting regulations to certify positions in the teaching profession from elementary to university levels. If you are a teacher, you must be certified. This certification program looks promising, but it falls short of solving our real problems.
What can a certified teacher do in a classroom?
Not much, although it takes his or her creativity to maintain the learning enterprise. Teachers are not witches or wizards who can simply cast a spell or flick a magic wand to develop nice classrooms, interesting textbooks, high-speed Internet connections, or healthy meals for children (or turn out bright students -- ed). They are helpless without the government's good judgment in spending public money.
Technology can help. Computers are not a luxury item today, so we must use them. But technology cannot just be handed to schools and everything will run by itself. Technology must be integrated into teachers' activities. Furthermore, technology must be user-friendly, less hardware-oriented and more human.
Now that American schools have smart LCD projectors and smart boards, how can Indonesian schools hope to keep up in the technology invasion? Our schools need to do at least five things.
First, an overall assessment of technology currently used in classrooms here.
Second, to develop a benchmark of an appropriate level of technology use in schools, for example by evaluating a U.S. example.
Third, calculate the gap between the existing condition and expected goal (referring to the benchmark).
Fourth, search the most efficient methods and technology that could enable schools to reach this goal within a set timeframe.
Fifth, collaborate with other schools within the country and abroad.
Developing a sister-school scheme is one example. There are many ways to develop productive cooperation between schools and businesses in this global era.
A clean, technology-enriched and well-lit classroom is every teacher's dream. We just need to make sure that we are aiming at this goal, seriously and tirelessly.
The writer is Deputy Rector for academics and research at Paramadina University, Jakarta. He earned his Ed.D in educational media and technology at Boston University. He can be reached at totok.soefijanto@paramadina.ac.id or chabrita@gmail.com
Source: The Jakarta Post
http://www.thejakartapost.com/news/2008/08/30/
technology-our-classrooms.html
Thank you Mr. Totok Amin Soefijanto, an interesting article.
There are two main issues that I believe need expanding upon before attempting to compare needs within the two countries:
1. The basic requirements for achieving quality teaching, standards of classrooms and basic education facilities in Indonesia need to be achieved before we can legitimately begin to compare the role and relevance of education technology in the two countries.
Basic issues including collapsing buildings and leaking rooves really need to be addressed before we can even contemplate placing computers in the classrooms. 30,000 districts in Indonesia still do not have electricity. Ref: http://teknologipendidikan.com/ies.html
2. The use of the Internet for the vast majority of Indonesian students whose English language skills are very low is highly questionable. The use of the Internet as a learning tool can not validly be compared to that in English-speaking countries. There is very litle educational material on the Web in Indonesian, and the low standard of much of the material that is available raise many serious questions about quality learning issues and the effective use of student time.
There is no question that all students need to learn about computers and information technology (IT). IT and foreign language skills are rapidly becoming pre-requisites for any meaningful employment prospects. IT has entered all aspects of the workplace here in Indonesia as it has in the rest of the world.
However, the prioritization of education technology ahead of other basic education needs in public (state) schools is highly questionable and only promises to elevate many current equity issues.
RE: 'One should not forget that only five years ago, Prof. Larry Cuban of Stanford University found that only 1 in 10 teachers were using computers in the classroom (in the U.S.).
Now, computers are an integral part of teachers' daily activities.'
One should also not forget that whether there has been improvement (or otherwise) to the quality of education in American schools is an issue that is constantly being debated. We need concrete evidence that education quality is improved before we commit our limited financial resources here in Indonesia.
The primary question that needs to be asked, and is frequently overlooked is 'do we need education technology to achieve quality teaching/learning?'
There is much rhetorical evidence to support this claim and it is usually associated with improved student motivation stimulated by the utilization of the technologies.
However, as I found in some minor research in Australia back in 1996, students also quickly become bored with extended exposure to e-Learning materials and there are some other basic factors that are not addressed by technology as a learning medium.
'Those who place their faith in technology to solve the problems of education should look more deeply into the needs of children. The renewal of education requires personal attention to students from good teachers and active parents, strongly supported by their communities. It requires commitment to developmentally appropriate education and attention to the full range of children's real low-tech needs - physical, emotional, and social, as well as cognitive. Ref: 'Fool's Gold' href=http://www.allianceforchildhood.net/projects/
computers/computers_reports_fools_gold_exec.htm
Ask youself, if you have ever been bored by the frequent use of programs like powerpoint which is often associated with low learner participation in the learning process. Do many technologies used by teachers actually result in a more passive and less effective learning environment?
Even the Overhead Projector which has been with us for decades, because of poor planning and low quality materials often only serves to impede the education process. How effective will use of higher level technologies really be in our schools?
RE: 'develop a benchmark of an appropriate level of technology use in schools, for example by evaluating a U.S. example'
Surely appropriate levels of education technology should reflect the actual needs of teachers here, not what some individual or institution has decided is necessary in their situation (in a far-away country).
We need to continually reflect upon the basic question 'do we need education technology to achieve quality teaching/learning?'. For instance, one technology that is often most effective is the use of large sheets of paper which engages the learners in the learning proces both physically and mentally.
http://teknologipendidikan.com/technology.html
Ask yourself (and other experienced teachers) Do I need technology to teach this? If so, what technolgy is most appropriate? This is the basic underlying principle that underpins Education Technology as a Science.
Phillip Rekdale
31/8/2008
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