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Chapter 1: Introduction
Background
Teachers play a crucial role in the teaching and learning process in the classroom, therefore, the significant factor in enhancing the quality of education relies heavily on teachers (DEPDIKNAS, 2003). The quality of Indonesian education has been the focus of attention because it could be significantly improved. Koalisi Sehat Indonesia (2004) claims that the rate of illiterate adults in Indonesia is 12.1%. This means that out of every 100 people in Indonesia, there are 12 people that are illiterate. This rate is relatively high compared with neighboring countries such as Thailand (7.4%), Brunei Darussalam (6.1 %) and Japan (0.0%). These figures influence the human development index in Indonesia positioned in the world at 111. Furthermore, UNDP (2006) reported the condition of the human development index in Indonesia as being in position 108 from 177 countries. This position is far from Malaysia ranked 61st, Singapore 25th and Philippine 84th. The low quality of teaching in Indonesia is a major problem that is assumed to contribute to the low quality of education in Indonesia. As a result, the Indonesia government has implemented methods aimed at improving the quality of teaching (DEPDIKNAS, 2003). For example, the Indonesian government equipped many schools in Indonesia with computer and internet access. However, many teachers do not know how to use this for teaching and learning in the
Chapter 1: Introduction
classroom. More recently, the government recognizes that ICT needs to be integrated as part of the teaching and learning process in schools (Dwi & Permanasari, 2004). This significant change requires the support from many education stakeholders. From this point of view, teachers as one of the stakeholders in education need to learn new skills and knowledge to integrate ICT in to the teaching and learning process. In order to improve the quality of teachers use of ICT in Indonesia, DEPDIKNAS (2003) argues that the government needs to increase teachers professional development. To do this, effectively requires teachers to identify their needs. However, this is problematic given that traditionally, the Indonesian local government has tended to design professional development activities based on skills and knowledge they assume teachers need, rather than allowing teachers to identify their own needs and concerns when designing new programs (DBE, 2007). This section briefly described the current issue of teacher quality in Indonesia. The next section will outline the research method used.
Research method
To investigate the research questions for this study, a literary review was conducted based on the examination of textbooks, journal articles, reports, newspapers, government policies, electronic resources and personal experience in the workplace. The resources used in this study were gained from the Flinders University of South Australia and either in hard copy or electronic form from reputable sites. The key words used to focus the literature search were: continuing professional development, teachers, information communication and
Chapter 1: Introduction
technology, education, capabilities, barriers, leadership, pedagogy and school of SMP Negeri 3 Marang.
Research questions
The focus questions for this research are:
1. What ICT capabilities do teachers need to use ICT effectively with students?
2. What are the best professional development models to support teachers to develop ICT capabilities?
3. What are the major barriers faced by teachers to develop these ICT capabilities?
Limitations
This scope of this study is focused on how the findings might relate to one particular school context, SMP Negeri Marang, Pangkep Regency, South Sulawesi.
Chapter 1: Introduction
Definition of terms
The following definition of terms is given for the purpose of the study:
Barriers
Blogs An online journal comprised of links and posting in reverse chronological order, meaning the most recent posting appears at the top of the page and has links to other websites and posting. Many blogs allow readers to comment on the original post, thereby allowing audience discussions. . Community of Practice A collective of people who communicate with one another since have similar commonalities. (Davenport and Prusak.2000, p.38)
Education sector
Chapter 1: Introduction
The combination of information technology tools with other, related to technologies, specifically communication technology (UNESCO, 2002p.13).
Podcasting
The preparation and distribution of audio files using RSS to the computer of subscribed users. These files may then be uploaded to digital music or multimedia player.
Professional development
A term used to describe all the activities in which teachers engage during the course of a career which are designed to enhance their work.
Wikis A collaborative Web space where visitors and collaborators can add content and edit content that has already been published (Richardson, 2006).
Chapter 1: Introduction
Chapter 1: Introduction
Conclusion
This chapter introduced the research problem, the area of the study, the significance of the project and the project structure. The next chapter will introduce the school, SMP Negeri 3 Marang and discuss the phase of ICT implementation at the school. The identification of the implementation phase of the school will inform the design of the professional development program to improve teachers ICT capabilities.