The Paradigm Shifts in Integrating Technology at Distance Education and the Structure of Teacher’s Competencies in the Field of Educational Technology Paper presented at the International Seminar on Integrating Technology into Education By Dr. Mohammad Imam Farisi, M.Pd. UPBJJ-UT Surabaya, Kampus C Unair Surabaya 60115 E-mail: [email protected] or [email protected]Mobile Telephone: 08121612785 Direct Line: 031-5961861; -5961862 UNIVERSITAS TERBUKA FACULTY OF EDUCATION REGIONAL CENTER OF SURABAYA 2010 OPEN UNIVERSITY OF MALAYSIA UNIVERSITAS NEGERI JAKARTA
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The Paradigm Shifts in Integrating Technology at Distance Education and the Structure of Teacher’s Competencies in the Field of Educational Technology Paper presented at the International Seminar on Integrating Technology into Education By Dr. Mohammad Imam Farisi, M.Pd. UPBJJ-UT Surabaya, Kampus C Unair Surabaya 60115 E-mail: [email protected] or [email protected] Mobile Telephone: 08121612785 Direct Line: 031-5961861; -5961862 UNIVERSITAS TERBUKA FACULTY OF EDUCATION REGIONAL CENTER OF SURABAYA 2010
OPEN UNIVERSITY
OF MALAYSIA
UNIVERSITAS NEGERI
JAKARTA
1
The Paradigm Shifts in Integrating Technology at Distance Education and the Structure of Teacher’s Competencies in the Field of Educational Technology
By
Dr. Mohammad Imam Farisi, M.Pd. UPBJJ-UT Surabaya, Kampus C Unair Surabaya 60115
Mobile Telephone: 08121612785 Direct Line: 031-5961861; -5961862
Abstract Technology—including educational technology—has been thoroughly integrated into existing educational practice. It becomes a catalyst to educational changes, and to promote active and participatory learning. Technology is one of the major contributions to the development of educational technology, and educational technology has developed in term of theory as well a practice in response to the growing demands in education. This paper discusses theories and models of integrating technology from various contexts and perspectives of research and educational practice. Then, it will be reviewed the paradigm shifts in integrating technology, especially concerned to distance education. In a relatively long period of time and tradition in integrating technology at distance education have been identified eight s in implementing the new forms of delivery technology. Finally, according to the new trends of integrating technology into education, the paper proposes three structures of teacher’s competencies for professional education in the field of educational technology consisting substantive, syntactic, and normative structures as equally critical to existence and advancement of teacher’s competencies. The structure is developed based on a broad perspective, including constructivism and postmodernism as recommended by most instructional designers and researchers. Keywords: paradigm shifts, integrating technology, competencies structure, constructivism,
postmodernism.
At the recent days, the ability to integrate technology into education is one of among the main
characteristics of a competent teacher. Education throughout the world recognizes the need, but still struggle,
to integrate technology into education. The development of teacher competencies who can flexibly adapt
technology into their teaching is crucial for technology to have a positive impact on student performance. In
order to develop teachers’ flexibility in selecting instructional technology alternatives, technology should be
integrated as a central aspect of teacher education programs.
This paper has hopefully suggested to the reader the value of thinking about what our field does within
the context of teacher professionalism. More specifically, our paper has proposed the conception of the
paradigm shifts in integrating technology into education, and how technology is very important to the teacher
in educational practice. Even though integrating technology into education has become the central themes to
current discussions or debates on teacher professional development effort with the goal of designing and
implementing a series of ongoing support programs that feature contemporary applications of technology. It
focuses on building teachers' content knowledge that supported by technology.
Integrating Technology in Education: Theories and Models
It is the true, that the technology—furthermore the term of technology is used including educational
technology—should not merely defined by machine or hardware, it is indeed tools or instruments to ease
human jobs or tasks. Basically, since the early period, technology (including educational technology) is
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thoroughly integrated into existing education practice, it becomes a catalyst to educational changes, and to
promote active and participatory student learning. So, integrating technology into education is very crucial with
all barriers they have, such as time, expertise, access, resources, and support. Without fully balancing all
aspects of this process simultaneously, expensive technologies will sit unused or under-utilized. Education will
not fully realize the promise of technology, better learning and lower costs (Antonacci, 2002).
But, there are some obstacles or intellectual attacks, why to integrate the technology in the classroom
effectively is limited, or why the technology is not fully integrated into education (s.t. Carnegie Commission in
• Student as learner context is competencies concerned with recognizing, sensitivity, valuing
technology use to learner characteristics individually such as: student’s prior knowledge or learning,
belief system, self-expectations, student’s experiences domain (cognitive and meta-cognitive, socio-
cultural, physical, etc.), psychological domain, and student’s socio-cultural identities, cognitive
dissonances, etc; and address the diverse needs of all learners by using learner-centered strategies
and providing equitable access to appropriate digital tools and resources.
• Professional context is competencies concerned with sensitivity, valuing, and responsibilities in an
evolving digital culture and exhibit legal and ethical behavior to their professional service ideals,
professional practices, culture and associations, and code of ethics (e.g. the teacher’s code of ethics
IPTPI or AECT code of professional ethics) (AECT, 2008); advocate, model, and teach safe, legal, and
ethical use of digital information and technology, including respect for copyright, intellectual property,
and the appropriate documentation of sources; and develop and model cultural understanding and
global awareness by engaging with colleagues and students of other cultures using digital-age
communication and collaboration tools
• Societal and cultural is competencies concerned with sensitivity and valuing technology use to socio-
cultural issues, histories, differences and diversities; socio-cultural ideals and expectations to education
and technology; and promote and model digital etiquette and responsible social interactions related to
the use of technology and information;
• Educational context is competencies concerned with sensitivity and valuing technology use to
educational goals, ideals, or philosophical standpoint (ISTE, 2008).
Conclusions
Integrating technology into education is one of among the main characteristics of a competent teacher.
It becomes a catalyst to educational changes, and to promote active and participatory student learning. There
are some theories and models to integrate the technology into education effectively on various context and
perspectives. Distance education shown a witnessed significant paradigm shifts that have corresponded with
the implementation of new forms of delivery technology.
So, professional development for teachers becomes the key issue in the use of integrated technology
to improve the quality of learning in the classroom. The role of teacher is the crucial factor in the full
development and use of technology in the schools. Instead, ongoing professional development program that
is tied to and designed with built-in competencies structure is essential if teachers are to use technology
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appropriately to promote learning for all students in the classroom. The teachers’ competencies structure is
consisting of substantive structure, syntactical structure, and normative structure as a context. The structures
are all equally critical to existence and advance of teacher’s competencies structure. With substantive
structure, teachers engage in the processes, yet it is through the processes that conceptual developed. All
educational technology is for a reason, or dome within a normative context. The substantive, syntactical, and
normative (context) structures in educational technology are the universal in every scientific discipline,
profession, or in the field of study or practice, therefore, it must be a foundation in built a competency structure
for teacher’s professional education.
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The Author: is Doctor and Lector in Social Studies, and Academic Staff at Faculty of Pedagogy and Educational Science at Regional Centre of Surabaya, Universitas Terbuka Indonesia. Contact detail: Surabaya Regional Centre (Unit Program Belajar Jarak Jauh Universitas Terbuka/UPBJJ-UT) Surabaya, Kampus C Unair Mulyorejo, Surabaya 60115. Office Telp. 031-5961861, -5961862; Fax. 031-5961860; Home Telp. 0324-334386. HP. 08121612785; E-mail: [email protected] or [email protected]