The Importance of Technology for Education

The Importance of Technology for Education. — Increasing technology in this era of modern globalization can be applied to the world of education, as more and more sophisticated facilities to facilitate the learning process delivered. Here is the importance of technology to always follow its development.

The use of technology proved to increase the interest of children’s learning because of the more interesting look, so it will avoid the saturated feeling during the lesson. As in Indonesia, most schools are still not using technology in education.

If you want to know how important technology is in education, then you are currently in the right website page.

We will provide more information about the advantages of technology implementation in education. Here is the full explanation.

TECHNOLOGY IN LEARNING

The meaning of learning technology is an application or media that has been modernly designed and used as a theory and practice in learning, as a learning resource. Nowadays, the technology that has been used in education is information technology.

Read : Information and Communications Technology in the Learning Process

The existence of information used for learning media can have a positive impact on the students, that they can be easier to find the information needed during the learning process. The Media that can be used is to provide a computer and Internet in each school.

TECHNOLOGY BENEFITS IN EDUCATION

1. ADD INFORMATION.

The first benefit of using technology is as a supporting means for students and educators to seek out broader information, in addition to utilizing the source of books and printed media.

2. IMPROVE LEARNING ABILITY.

The information on the Internet is more update, so students can easily access the new information needed, under the supervision of a teacher.

3. FACILITATE LEARNING ACCESS.

The learning process can be simplified with technology in education. Suppose teachers can give learning materials or assignments by email so that learners can quickly finish and get the task done.

4. MORE INTERESTING MATERIAL.

The use of technology in education can make learners more comfortable and not impressed by saturated or monotonous. Because the delivery of information through advanced technology looks more varied and modern.

5. INCREASE LEARNING INTEREST.

More complete information and knowledge and easy access can make students more interested in conducting their learning.

Read : 5 Top Reasons for the Educational Technology Importance

The use of technology in education does have some benefits for the continuity of learning. However, on the other hand, you should keep an eye on children while utilizing technology. Because of the easy information that is easily accessible in technology, not only positive information but also negative information.

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Learning on Knives, if Often Sharpened, it Will Often be Used

Learning on Knives, if Often Sharpened, it Will Often be Used. — If someone is going to cut something then it takes the best sharp objects. One of these sharp objects is a knife. A common knife is used to cut small objects, soft objects, and of course objects that are around the house. Also, the knife is used for kitchen activities and cooking.

If we look at the knife it will be in our minds that it is a sharp object, a very dangerous object, and not a toy object. The blade of the knife greatly speeds up the cutting process and all the work using sharp objects can be accelerated.

Read : Learning Information and Communications Technology in the Learning Process

If a person often uses a knife, it certainly must be often sharpened, because the knife if continuously used will be fast blunt, especially when cutting little hard objects. If the knife is often sharpened, its sharpness will be continuously maintained, and will surely be used frequently.

If the knife we make a parable then as a human, whatever our capabilities and competence, must always be sharpened continuously, in other languages must be trained in the ability, to stay awake and continue to evolve our capabilities. Skills and skills are capable and evolving, will be used continuously, will not disappear, kalua in the term knife then it will not rust.

As a human being benefits to someone else is done, because as good as a human being is a beneficial person for others. Like a knife, if it is continuously sharpened, it will be beneficial to use.

Information and Communications Technology in the Learning Process

Information and Communications Technology in the Learning Process. — Characteristics of a teacher include formal education, teaching tenure, age, gender, training experience, accessibility for working as a teacher (city or village), participation in professional organizations of teachers [5],[8].

Based on the literature review on characteristics of a teacher related to ICT, gender does not affect teachers ‘attitudes toward ICT [9] but is strongly associated with teachers’ beliefs and perceptions [10], collaboration with friends, seeking information and data processing, men are better than women [11].

Age significantly influences ICT skills [11]. The teaching experience is correlated positively with the use of ICT [12]. ICT facilities (hardware, software, and infrastructure) are positively correlated with the success of learning [13]. The ownership length of the home computer and the experience of using computer severely affected the use of ICT [14].

Demographics factors that influence abilities to use ICT for example income level, level of education, age, and gender [15]-[17]. Factor the young teachers are better than the old teachers in using ICT resources [18]. Factor demographic those male teachers more receptive than the female teachers to ICT use [19]-[21].

Factor demographic level of education people influences on the use of ICT. A person that uses ICT is mainly educated people [15], because they have more skills and chances to go online [22]. According to [23] said that the use of ICT by teachers is also influenced by academic discipline (that is, mathematic, sciences, social, arts, and humanities).

There are teachers who master ICT, but who are less successful at integrating it in learning process [12]. The important thing for a teacher to learn is how to convey the material with ICT, not only the ability of students to master ICT. Some student’s easilly grasp the material and quickly master the ICT, some students master ICT only, and some students need technical assistance for both.

Therefore, a teacher must have a sound learning plan to overcome the problems of students, especially the beginners. Effective teaching implementing ICT requires an understanding of how technology relates to pedagogy and learning content; then the knowledge of technology cannot be handled independently of the material. An interdisciplinary approach is necessary to integrate ICT in learning process [3],[7],[24],[25].

Books and Laptop

Teachers must understand how technology, pedagogy, learning content, and knowledge are an interconnected unity in the learning process. Teaching with technology requires a flexible framework that can be integrated with various pedagogical approaches and for various learning content/materials.

The first step teachers should undertake is to formulate the learning objectives, then to choose the appropriate type of activity for that purpose, and then to choose the right technology [26]. Teachers should be careful in choosing the right strategies and technologies in learning process [25].

Read : Teachers Who are Competent in Teaching Edmodo Applications

Instructional practices with ICT are able to enhance and support teaching and learning effectively [27]. The technologies can mediate interaction, but it is how these technologies pedagogies are used to support collaborative practices optimally so that these make the difference in teaching and learning [28].

The teacher requires preparing deeper plan to teach with ICT, starting planning, implementation, and finally evaluation. Using technology can effectively improve pedagogical abilities in learning [29]. ICT as a tool for improving the presentation of material, for making lessons more fun for the learners and for making administration more efficient [30]. The use of ICTs in pedagogy could promote ‘deep’ learning [31].

Use technology in schools enables shifts in pedagogical practices, thus enable benefiting students’ learning [32]. ICT supported learning environments can enhance to meaningful constructivist teaching and to make of learning environments to be the ideal [33].

This is shown that the use of ICT for teaching and learning very necessary. Therefore, pedagogy is required using ICT in learning [34]. The educators may need extensive knowledge of ICT to be able to understand how to integrate the ICT into their pedagogy teaching [34]. The use of ICT and integration of technology is dependent on number teachers’ readiness, confidence, knowledge, and ability to evaluate the role of ICT in teaching and learning.

relating to ICT include a computer, the Internet, hardware, and software. One free learning tool, available in a variety of applications, on the Internet includes social networking media [35],[36]. Social networking sites that can be used include Facebook, Twitter, Blog, Edmodo, and Google docs [12]. An online tool that offers users a free cost to join and allows users to communicate and interact with each other is Edmodo. Edmodo’s social media is a tool to enhance learning experiences on science subjects.

 

REFERENCES

[[5] D. Bebell, M. Russell, dan L. O. Dwyer, “Measuring Teachers’ Technology Uses: Why Multiple-Measures Are More Revealing,” International Society for Technology in Educationvol, vol/issue: 37(1), pp. 45–63, 2004.

[6] A. Chigona and W. Chigona, “Capability approach on pedagogical use of ICT in schools,” TD The Journal forTransdisciplinary Research in Southern Africa, vol/issue: 6(1), pp. 209–224, 2010.

[7] J. Hughes, “The role of teacher knowledge and learning experiences in forming technology- integrated pedagogy,”J Technol Teach Educ, vol/issue: 13(2), pp. 277–302, 2005.

[8] A. D. Ritzhaupt, et al., “Explaining technology integration in K-12 classrooms: a multilevel path analysis model,” JEduc Comput Res, vol. 46, pp. 229–254, 2012.

[9] J. D. Shapka and M. Ferrari, “Computer-related attitudes and actions of teacher candidates,” Computers in Human,vol/issue: 19(3), pp. 319-334, 2003.

[10] A. Jimoyiannis, “Developing a Technological Pedagogical Content Knowledge Framework for Science Education:Implications of a Teacher Trainers’ Preparation Program The Notion of Technological Pedagogical ContentKnowledge,” Proceedings of Informing Science & IT Education Conference, pp. 597-607, 2010.

[11] L. Deniz, “İlköğretim Okullarında Görev Yapan Sınıf ve Alan Öğretmenlerinin Bilgisayar Tutumları,” ComputHuman Behav, vol/issue: 4(4), pp. 30, 2005.

[12] P. Garcia and S. Rose, “The Influence of Technocentric Collaboration on Preservice Teachers’ Attitudes AboutTechnology’s Role in Powerful Learning and TeachingNo Title,” J Technol Teach Educ, vol/issue: 15(2), pp. 247–266, 2007.

[13] S. Owusu-ansah, “Application Of Information And Communication Technology ( Ict ): A Comparative Analysis ofMale and Female Academics in Africa,” Libr Philos Pract, pp. 1-35, 2013.

[14] B. Cavas, et al., “A study on science teachers’ attitudes toward information and communications technologies ineducation,” Turkish Online J Educ Technol, vol/issue: 8(2), pp. 20–32, 2009.

[15] W. M. Olatokun and O. C. Adeboyejo, “Information and communication technology use by reproductive healthworkers in nigeria: state of the art, issues, and challenges,” An Interdisciplinary Journal on Humans in ICT Environments, vol/issue: 5(2), pp. 181–207, 2009. ISSN: 2252-8822 IJERE Vol. 6, No. 4, December 2017 : 299 – 305

[16] UNDP, “Promoting ICT for human development programme. A Pionnering Regional Human Development Report in Asia,” 2011.

[17] A. Abu-Obaideh, et al., “ Effects of demographic characteristics, educational background, and supporting factors on ICT readiness of technical and vocational teachers in Malaysia,” International Education Studies, vol/issue: 5(6), pp. 229-243, 2012.

[18] M. Sanni, et al., ”Harnessing the Potentials of Internet Technology for Research and Development among Undergraduates in Nigeria: A Case Study of Obafemi Awolowo University,” International Journal of Computing and ICT Research, vol/issue: 3(1), 2009.

[19] E. Alampay, “Analyzing socio-demographic differences in the access and use of ICTs in the Philippines using the capability approach,” The Electronic Journal of Information Systems in Developing Countries, vol/issue: 27(5), pp. 1-39, 2006.

[20] Z. A. Samak, “An Exploration of Jordanian English Language Teachers’attitudes,Skills, and Access As Indicator of Information and Communication Technology Integration in Jordan,” 2006.

[21] A. Sadik, “Factors influencing teachers’ attitudes toward personal use and school use of computers: New evidence from a developing nation,” vol/issue: 30(1), pp. 86-113, 2006.

[22] R. Taylor and H. C. Lee, “Occupational therapists’ perception of usage of information and communication technology in western Australia and the association of availability of ICT on recruitment and retention of therapists working in rural areas,” Australian Occupational Therapy Journal, vol. 52, pp. 51–56, 2005.

[23] V. M. A. Mbarika, et al., “ The neglected continent of IS research: A research agenda for Sub-Saharan Africa,” Journal of the Association for Information Systems, vol/issue: 6(5), pp. 130-170, 2005.

[24] M. L. Niess, “Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge,” Teach Teach Educ, vol/issue: 21(5), pp. 509–523, 2005.

[25] M. J. Koehler and J. M. Rosenberg, “The Technological Pedagogical Content Knowledge Framework for Teachers and Teacher Educators,” pp. 1–8, 2013.

[26] P. Mishra and M. J. Koehler, “Technological pedagogical content knowledge: A framework for teacher knowledge,” Teach Coll Rec, vol/issue: 108(6), pp. 1017–1054, 2006.

[27] U. Girgin, et al., “Technology Integration Issues in a Special Education School in Turkey,” Cypriot Journal of Educational Sciences, vol/issue: 6(1), 2011.

[28] C. Hoyles and J. B Lagrange, “Mathematics Education and Technology: Rethinking The Terrain,” Springer, 2009.

[29] J. Louw, et al., “Time-on-task, technology and mathematics achievement,” Evaluation and Program Planning, vol. 31, pp. 41–50, 2008.

[30] BECTA, “What the research says about using ICT in Maths,” 2003.

[31] B. T. Lau and C. H. Sim, “Exploring the extent of ICT adoption among secondary school teachers in Malaysia,” International Journal of Computing and IT Research, vol/issue: 2(2), pp. 19-36, 2008.

[32] J. Hardman, “An exploratory case study of computer use in a primary school mathematics classroom: New technology, new pedagogy?” Perspectives in Education, vol/issue: 23(4), pp. 99-111, 2005.

[33] P. C. Newhouse, “The impact of ICT on learning and teaching,” 2002.

[34] M. Cox, et al., ”ICT and pedagogy: A review of the research literature, ICT in Schools,” Research and Evaluation Series, vol.18, 2003.

[35] M. B. Cruz and S. B. B. Cruz, “The Use of Internet-Based Social Media as a Tool in Enhancing Student’s Learning Experiences in Biological Sciences,” High Learn Res Community, vol/issue: 3(4), pp. 68–80, 2013.

[36] F. A. Mokhtar and H. Dzakiria, “Illuminating the Potential of Edmodo as an Interactive Virtual Learning Platform for English Language Learning and Teaching,” Malaysian J Distance Educ, vol/issue: 17(1), pp. 83–98, 2015.

Source : http://garuda.ristekbrin.go.id/documents/detail/1493353

Teachers Who are Competent in Teaching Edmodo Applications

Teachers Who are Competent in Teaching Edmodo Applications. — Edmodo is a social media platform, similar to Facebook, but with more applicable education functions [37]-[39]. Edmodo provides a safe and easy way for teachers and student to connect, collaborate, share learning content, and access tasks, grades, school announcements, also provide effective feedback and motivate student [40],[41].

The advantages of Edmodo compared with other social media are (1) the class participants selected by teachers so it is limited, (2) for login needs passwords made by teachers, (3) only registered ones can share learning resources, (4) the Edmodo sites can be accessed from school and outside the school free of charge, (5) closed for those who are not registered as participants / students, (6) Edmodo does not allow delivery of messages between students, (7) Edmodo designed for learning with a neat and better system [42].

Edmodo is no different from other learning media, which is a media that encourages teachers and participants to engage actively and creatively in collaborative learning and knowledge and can guide the student to be responsible for their learning activities. Besides that, Edmodo is also easy to learn for  beginner teachers, especially those who new to technology. Edmodo was developed based on the principles of groupbased class management and social media. Its main feature is the active support for online media communication model, teaching materials, and evaluation. The features used can match the learning needs.

The successful use of the application during Edmodo training is also determined by (1) motivation, (2) individual attitudes and occupational factors (3) open-minded about trainers and trainees (4) psychological stage of trainees (5) type of training implementation, its content and skills (6) self-efficacy, perceived control and basic capabilities [43].

Based on the Edmodo Application’s User Manual

Although instructions for using the application actually available in the help Edmodo center, beginners may find the application a bit difficult. Beginners are more interested in using directions from the direct guide (teacher). This is because the user can ask directly when having difficulty, so quickly and easily to get answers from the difficulties experienced. In addition, it requires a module or book that leads in sequence and coherence, accompanied by its procedural sentence and which image should be clicked. Thus if the guide does not exist the user will be able to practice the application by itself.

The use of simple language is also required in the guide. Language will be an obstacle for the user if they cannot understand the meaning of the sentence written in the guide, although the instructions on the use of the guides are clearly detailed.

Read : Information and Communications Technology in the Learning Process

Therefore the systematics writing instructions is necessary for beginners starting from the most simple, basic and easy application to complex, advanced and difficult applications. The use of easy-to-understand writing styles and avoids excessive use of language that will ultimately  make it difficult for users to use them.

The guide for beginners may be more beneficial to users in the form of a printout. The commands/instructions are also presented along with the step-by-step procedure informing what the functions of the menu are, and the functions of each section, not just how to use them. Teachers should also think for students with special needs (weak vision, color blindness, other physical defects) how to use the app. The use of attractive paper and color can impress motivation and courage to use the app.

The use of fonts and images will help clarify the purpose. Information should be presented in hierarchy manner and the important parts should be also distinguished (bold, slash, color). It is necessary to provide contact numbers that can be contacted when having difficulty.

The function of the feature (in basic practical terms) is explained in detail as well as in the instructions on how to use it and this function should describe the symbols, icons, and initial codes. Instructions should avoid the impression of patronizing the user. Do not assume that the user has prior experience or product knowledge. Write it in the present tense and the active form. Arrange interesting and consistent layouts. Such a guide is expected to make it easier for novice students. Furthermore, product testing is required to test the success of the guide to work optimally.

Guided by Teachers Who are Competent in Teaching Edmodo Applications

hing appropriate learning materials [25]. Someone who possesses above average intelligence may more quickly acquire an understanding of the contents being learned than others who have normal intelligence. However, not everyone who has intelligence above the average is able to deliver learning content that is easily accepted by the student. Ideally, a clever person will also be easy in delivering any material for the student. Therefore it takes certain skills in delivering the learning materials, in order to  get maximum results when delivering the materials.

As a teacher in teaching Edmodo applications must have mastered the contents of the application start from login to logout or in other words must have a hard skill about Edmodo. But teachers should also have a good soft skill to get optimum output. The personality of a teacher will have an enormous impact on the success of a lesson. Teachers’ personalities are visible from the outside, including appearance.

Appearance in a neat, polite, elegant dress can create an interesting impression for the student. A friendly greeting, shaking hands, always asking “what can be helped?”, “What else cannot be understood?”, “Who else wants to ask?”, Will provide a sense of comfort for the student to brainstorm. Another behavior that can provide a sense of nurturing, guiding and motivating for the success of the student is the use of good language which is also closely related to the success in the learning process [44]. The personality which is not visible from the outside is sincerity, empathy, sincere intention, tolerance, responsibility, and others that will bring success to the work.

Teachers should patiently begin to guide beginners from turning on a computer or laptop device, log on to the Edmodo website and log in. There are three types of users: login as a student, teacher or parent. In this case, the participants are directed to log in to pupils/students. Students are directed to see the step by step and the sequence as written in the manual.

If there are students who are really still confused, teachers should remind or only show steps they have not passed, try not to point directly to the solution. Thus students will feel appreciated, discover something new, easy, brave and motivated. In this course, the teacher must have thought about the sequence of materials from the easy to the complex that must be done by students. In addition, teachers are also required to anticipate the heterogeneity of participants from age, gender, socio-economic background and education, learning objectives, infrastructure facilities and the number of participants and time for delivery/ learning to take place.

In normal times (especially in the morning at school hours) the delivery goes well, but if in the afternoon of course not as maximal in the morning. If the learning is done in the afternoon with less eager students, teachers should use different strategies and methods. The tireless spirit of teachers will be able to generate motivation for student [45].

Teacher’s attitude factor towards the use of technology, pedagogical competence, encouragement to teachers to use technology in their teaching, upgrading teacher’s ICT skills, confidence in using ICT, teacher’s academic qualifications, have specialist ICT teacher’s be able to influence success using ICT in teaching and learning [46]. Therefore good steps to teach Edmodo are as follows: mastering the material content, having an interesting personality, having good pedagogic skills, having passion in motivating, applying the right strategy and method, sorting material from easy to the complex, and has a clear and complete guide book.

REFFERNCES

[37] M. Batsila, et al., “Entering the Web-2 edmodo world to support learning: tracing teachers’ opinion after using it in their classes,” IJET, vol/issue: 9(1), pp. 53-60, 2014.

[38] M. Thongmak, “Social Network System in Classroom: Antecedents of Edmodo © Adoption,” J e-Learning High Educ, pp. 1–15, 2013.

[39] K. M. Al-Said, “Students’ perceptions of edmodo and mobile learning and their real barriers towards them,” The Turkish Online Journal of Educational Technology, vol/issue: 14(2), pp. 167-180, 2015.

[40] E. Dobler, “Flattening classroom walls: Edmodo takes teaching and learning across the globe,” Reading Today, vol/issue: 29(4), pp. 12-13, 2012.

[41] R. Warawudhi, “The Evaluation of Edmodo in Business Reading Class,” vol/issue: 7(2), pp. 153-158, 2017.

[42] A. Wallace, “Social Learning Platforms and the Flipped Classroom,” International Journal of Information and Education Technology, vol/issue: 4(4), pp. 293-296, 2014.

[43] B. Punia and S. Kant, “A Review of Factors Affecting Training Effectiveness Vis-À-Vis Managerial Implications and Future Research Directions,” Int J Adv Res Manag Soc Sci, vol/issue: 2(1), pp. 151–164, 2013.

[44] X. Zhao, et al., “ICT and an exploratory pedagogy for classroom-based Chinese language learning,” Turkish Online J Educ Technol, vol/issue: 10(3), pp. 141–151, 2011.

[45] I. Maryani and S. T. Martaningsih, “Correlation between Teacher’s PCK (Pedagogical Content Knowledge) and Student’s Motivation in Primary School,” Int J Eval Res Educ, vol/issue: 4(1), pp. 38–44, 2015.

[46] E. Goyal, et al., “Factors that affect information and communication technology usage: a case study in management education,” Journal of Information Technology Management, vol/issue: 21(4), pp. 38-57, 2010.

Source : http://garuda.ristekbrin.go.id/documents/detail/1493353

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