The Multi-dimensions of Teachers’ ICT learning

Abstract

Todays’ teachers should respond to their students’ learning need in this digital era, but frequently they do not know how to operate technology. This situation imposes teachers to survive and grow through self-learning and learning method discovery instead of relying on formal training. This study aims to explore how teachers survive and perform their self-learning. The data are collected from an interview with a senior teacher from higher education institution and twenty-six senior high school teachers’ written responses. The data show that ICT learning requires the integration of affective, social and cognitive functioning through the process of adaptive learning from authentic environment, individual continuous and group learning. The study shows that teachers are potential adaptive learners, who learn from diverse everyday situations. They are engaging in situated learning process. ICT learning workshops are not the only platforms where they can learn ICT. On daily basis, the teachers learn from other more competent teachers, teachers learning communities and their own students

Google Sites as ICT Learning in Indonesia: The Benefits and Implementation

“…Teachers must support students in becoming independent learners by integrating ICT into learning [74]. Teachers can use Google Sites to provide schedule information for learning activities that can be integrated with Google Calendar; provide surveys; create documents with students, and present material that can be downloaded at any time [75].…”

“…Teachers can use Google Sites to provide schedule information for learning activities that can be integrated with Google Calendar; provide surveys; create documents with students, and present material that can be downloaded at any time [75]. To continue development, teachers need to learn continuously through fellow teachers and IT teachers and download various video tutorials on using ICT as a learning medium [74]. This technology mastery effort can help teachers prepare generations of students for the future Industry 4.0 and Society 5.0 era [76].…”

Enhancing Grade 10 Physical Sciences Teachers’ Self-Directedness in Implementing Blended Problem-Based Learning: Designing blended problem-based learning

“…Teaching and learning around the world has been dramatically changed and enhanced through the utilization of technology (Jaleel and Om, 2017), which is growing rapidly and can only be ignored to the peril of teachers. Suryani et al (2021) call this a digital era that compels teachers to utilize technology in their classrooms, regardless of their readiness. However, most science teachers in the United States (Wang et al, 2014), Indonesia (Chai et al, 2020), and South Africa (Ogegbo et al, 2019) lack the necessary technological skills to utilize simulations in the teaching and learning of science (physical sciences in the South African context).…”