The acceptance of school counselor in the use of ICT during school from home in the Covid-19 era

Abstract

The Covid-19 pandemic marks an era of using online as a medium of learning communication, including counseling services. School Counselor are required to use ICT as a form of adaptation to learning with students. The research design using a quantitative Structural equation modeling aimed to test correlation of two or more variables. The participants are 214 School Counselor who are members of the Indonesian Guidance and Counseling Association (ABKIN) and the Guidance and Counseling Teacher Council (MGBK). This study measures the participation of School Counselor who fill out online questionnaires with respect to their perceptions of maximizing the use of ICT in providing counseling services. Measurement of the successful use of ICT in Guidance and counseling (BK) services during a pandemic will be measured through the attributes of Computer Anxiety (CA), Computer Self-Efficacy (CSA), Collegial Collaboration (CC), Lack Facility (LF), Perceive Usefulness (PU), and Perceived Ease of Use (PEOU). The results showed findings in which all attributes have a significant outcome on the use of ICT on School Counselor.

Review about Online Educational Guidance during the COVID-19 Pandemic

“…The role of technology in education has been gaining importance over the years and its use in classrooms is becoming increasingly relevant [8]. Due to the COVID-19 pandemic, the education system as well as many other areas are being disrupted.…”

“…The educational counsellor needs to innovate to adequately apply ICT in the counselling process [8], but it seems that, faced with this difficult situation, counsellors do not adequately optimise technology in the counselling process [22]. One of these reasons may be a lack of knowledge and confidence in ICT on the part of counsellors; the correct performance of these tasks depends above all on both initial and continuous training of guidance practitioners [9].…”

“…The key to digital transformation in schools is its acceptance by guidance counsellors. Without acceptance, the guidance counsellor will not be able to optimise the use of technology and may negatively affect students' motivation [8]. Furthermore, the institution itself must support counsellors to be trained and to implement technology in their practice, as according to Maurya et al [25], there are currently very few counselling training programmes on the practice of technology use that go beyond minimal exposure to technology.…”

The reality of E-counseling services in the light of Digital learning from the point of View of Teachers in Jordan

“…Digital information technology helps in improving the relations with students who have grown up in a digital environment. Further, it helps students who tend to use electronic communications as a method of learning using digital multimedia means (Abdillah et al, 2020 ). The results of the study conducted by Dores et al, ( 2020 ) revealed that the use of digital information technology is a positive experience as it meets the commitment of counselees and achieves positive results.…”

“…Digital information technology also reduces costs, provides direct access to individuals, and increases the processes of collaboration, communication, and coordination. The use of digital information also helps in improving communication and working relations with students who have grown up in a digital environment, and it helps students who wish to use electronic communication as a methodology of learning using digital equipment (Abdillah et al, 2020 ). The results of Emmanuel’s ( 2020 ) study indicated that teachers’ perceptions of e-counseling created a positive self-image and contributed to improving their academic performance, time management skills, and providing appropriate services for students.…”