Toward Web 2.0 Integration in Indonesian Education

Abstract

Numerous efforts have been made to reform education to address globalization both in developed and developing countries. The integration of technology in education has been one vital reform effort in developing countries to prepare graduates for 21st century workplaces, which are digitally robust. Web 2.0 technologies are becoming prominent educational and workplace tools. This literature review of Indonesian government policies, NGO initiative reports, and contemporary research explores the integration of Web 2.0 in Indonesian education using an ecological perspective by introducing the Indonesian national educational policy and laws, describing national and non-government organizations' initiatives focused on Web 2.0 integration, identifying salient national and local challenges preventing Web 2.0 integration, and proposing strategies for future planning and research. Challenges identified include lack of technological facilities, an absence of technology standards in education, a standardized testing culture, lack of coordination between government levels (national to local), lack of professional development, and a need for strong school technology leadership. The authors recommend Indonesia engage in comprehensive, visionary planning for Web 2.0 integration with strategies to meet local needs, invest in professional development and technology specialist positions, and advance mobile Web 2.0 computing and BYOT/D initiatives. Future research could examine how ecological factors at the national, provincial, and local levels coordinate to best establish Web 2.0 integration in education at the school level.

The Use of a Social Networking Site in the Facilitation of Internationalization in Higher Education: A Case Study Using the Actor Network Theory Perspective

“…Due to the swift development and distribution of Web 2.0 technologies, education organizations have begun to use these technologies in developing countries [5]. HE students use the internet as an integral part of their everyday social lives in the way that former generations received television and radio [10].…”

“…Internationalization is important to HEI so that their alumni can leave with a wellrounded international education that has empowered them to become socially responsible, to be able to form partnerships and links with key international partners, and to possibly engender additional revenue for the HEI. In its many facets, HE has become a key driver of change [5].…”

“…Web 2.0 technologies encourage information sharing, openness, trust, collaboration and participation enabling people from developing countries to become empowered through participation in the innovation as opposed to being inactive receivers [11]. Barriers to using Web 2.0 in developing countries include the lack of computers and/or access to the internet [5].…”

“…Besides authentic and trusting relationships based on mutual respect, effective intercultural communication relies on knowledge sharing [10]. Web 2.0 technologies give students the space and opportunity to communicate outside the set structure of the lecture rooms [5]. The use of Web 2.0 in HE encourages collaboration by providing a platform for students to express themselves and to discuss issues while creating and sharing novel information that expands their cultural beliefs [11].…”

“…However, there is limited research on incorporating Web 2.0 in HE in developing countries, such as South Africa [5], and, to the authors knowledge, this is the first research in using SNS for HE integration although the integration of international students into HE via the library has been conducted in Tokyo [6].…”