1.

1 ICT-CFT UNESCO Indicator

(Robyn & Campbell,

2018)

( policy ICT national policy understanding and (Ossiannilsson, 2016)

1. Understanding 1.1 TL awareness) classroom practices
ICT in education
• UU No. 20 tahun 2003
tentang Sistem Pendidikan
principles of using ICT in education, Nasional • UU No. 12
opportunities, obstacle, advantage, tahun 2012 tentang
(policy disadvantage implementing (classroom Pendidikan Tinggi
1.2 KD understanding) practices) ICT policy objectives (priorities)
ICT competency
(policy discuss intention of current policy and KURIKULUM-PENDIDIKAN-
1.3 KC innovation) propose/design policy for school level TINGGI-KPT

how ICT in the curriculum, various software (Blake, 2008) (Stuart,

2. Curriculum and (basic for subject: software for assessment, 2003)
assessment 2.1 TL knowledge) subject record, school record

(Maende & Opiyo, 2014)

(knowledge subject specific tools, assessments, open
2.2 KD application) ended and problem solving

complex cognitive thought processes:

Knowledge Society skills: problem solving,
communication, collaboration, and critical
thinking. determine their own learning
goals and plans. Assessment must be able
(knowledge to assess the quality of their own and each Danuta Kazmierczak
2.3 KC society skills) other’s products. Instanbul 2006

(integrate didactic teaching method, ICT- lesson plan (Salehi & Salehi, 2012)
3.1 TL technology) made by students, presentation software
3. Pedagogy
(complex collaborative project-based learning to
problem solve complex, every-day questions, issues, (Floris & Editor, 2006)
3.2 KD solving) and problems.

Self-management to create/develop new

knowledge incorporate ICT through
(self research, cooperative PBL, peer discussion
3.3 KC management) etc. Kate l Lorig

(Vronska, 2016)
ICT basic skills: basic processing, software, (Agbemaka, Apawu, &
common hardware, presentation software, Akayuure, 2015)
graphic, internet, search engine, email, text
4.1 TL (basic tools) mesaging, conference, internalize tutorial
4. ICT

subject specific tools with collaborative

PBL, online materials, expert discussion,
monitor progress, communicative to larger
4.2 KD (complex tool) community
 pervasive technology foe specific subject
tools, ICT based communities, anywhere-
anytime collaborative learning (multimedia
recording and production equipment,
(pervasive editing tools, publication software, web
4.3 KC tools) design tools)

equitable access to technology i.e (Asiyai, 2014)

5. Organization and (Standard computer lab. Social arrangement of using
administration 5.1 TL Classroom) ICT

(Morze, Kocharian, &

Smyrnova-trybulska,
2015)
(collaborative computers for collaborative learning
5.2 KD groups) environment in and beyond class

computer based in school level for (Lim & Pannen, 2012)

(learning communicating (virtual communities).
5.3 KC organization) Students self-regulating learning

(Adegbenro, Gumbo, &

Olakanmi, 2017)

6. Teacher (Avdeeva, Zaichkina, &

professional Nikulicheva, 2016)
Learning
(Development)
(Digital Teachers’ literacy on ICT education, various
6.1 TL literacy) sources, safety issues

(Salmiah, 2017)

ICT for professional learning, for (Butcher, Moore, &

community, support professional, manage, Hoosen, 2014)
(manage and analyze, integrate and evaluate
6.2 KD guide) information: lifelong learning

(Avdeeva et al., 2016)

(Mavroudi & Tsagari,

teacher as role model for innovation, 2018)
(teacher as creation, experiment and continuous
6.3 KC model learner) learning ICT based.
ICT
Aspect and keywords Definition Code indicator

Technology Literacy
Basic tools
ICT basic skills: basic processing,
software, common hardware,
presentation software, graphic,
internet, search engine, email, text
messaging, conference, internalize
tutorial
“The technologies involved
in this approach include the use of
computers along with productivity
software; drill and practice software,
tutorials, and web content; and the use
of
networks for management purposes”
(UNESCO, 2011)
teacher and students are able to use for basic usage such
as Ms. Office such as: word processing such as create text
D1 document with appropriate alignment etc.
able to identify and use common hardware of ict:
D2 desktop, computers, laptop, printer, scanner, etc
teacher and students are able to involve productivity
D3 software that related with subject purposes
teacher and students are able to use browsers and web
D4 content www, https
teacher and students are able to use communicating
D5 software such as email, WhatsApp, etc.
teacher and students are able to use presentation
D6 software such as ppt, frenzy etc.
able to use management application for the purpose of
D7 administration
D8 able to use search engine to perform keyword research
D9 create and use email account
demonstrate and selected software application to
D10 manage students and classroom data

D11 common communication and collaboration technologies

Knowledge Deepening
Complex Tools. “To understand key Harnessing ICT, students analyze spread sheet retrieved
complex tools concepts, students employ open-ended D1 online
visualization related to subject
matter
subject specific tools with
collaborative PBL, online materials,
expert discussion, monitor progress,
communicative to larger community
technology tools that are specific to students use their mobile phone to access and post their
their subject area, such as
visualizations
D2 work
in science, data analysis tools in students are able to access and analyze online authentic
mathematics or role play simulations in D3 materials
social studies.”
Using online application in the project-based learning to
D4 solve complex problems
demonstrate the use of variety software packages to
(UNESCO, 2011) D5 deepen knowledge and describe the roles

Knowledge Creation
pervasive tools D1 Using internet to obtain background of their work
D2 Students Analyze, create and edit Spread sheet
Students Analyze, create and edit graphic employing
production of knowledge “Various D3 application
networked devices, digital resources Students Analyze, create and edit images and videos
collaborative learning and electronic environments are used D4 digitally
(multimedia recording and production to create the production of knowledge
equipment, editing tools, publication and ‘anytime-anywhere’ collaborative presentation software to create and present students’
software, web design tools) learning” D5 work
(UNESCO, 2011) D6 Students reflective learning
D7 Employing multimedia recording and production tools
D8 Employ editing tools and publication software
Embedded with network devices, Students engaged in
D9 collaborative and project based learning
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