KONSTRUKSI INTERNET SEHAT MELALUI PEMBERDAYAAN GURU DENGAN TEKNOLOGI JEJARING PEMBELAJARAN
DOI:
https://doi.org/10.17977/um050v1i22018p205-212Keywords:
kontruksi internet sehat, pemberdayaan guru, dan teknologi jejaring pembelajaranAbstract
Tujuan pengabdian masyarakat yaitu untuk mengkonstruksi paradigma guru terhadap penggunaan teknologi internet dalam jejaring pembelajaran. Jejaring pembelajaran merupakan salah satu implementasi Teknologi Informasi dan Komunikasi pada pendidikan makro hingga mikro. Sasaran secara kelembagaan terwujud dalam pelatihan yaitu perubahan paradigma berpikir mulai dari lembaga hingga guru di MI Ar Raudhah Lawang. Pemberdayaan menggunakan tahap peningkatan kemampuan teknis yang terdiri dari 1) pengkajian alasan dan menetapkan program latihan, 2) perancangan tahapan pelaksanaan latihan, 3) pemilihan sajian yang efektif, 3) Pelaksanaan, dan 4) menilai hasil latihanReferences
Allen, B. S., Otto, R. G., & Hoffman, B. (1996). Media as lived environments: The ecological psychology of educational technology. Handbook of Research for Educational Communications and Technology: A Project of the Association for Educational Communications and Technology, 199–225.Basitere, M., & Ndeto Ivala, E. (2017). An Evaluation of the Effectiveness of the Use of Multimedia and Wiley plus Web-Based Homework System in Enhancing Learning in the Chemical Engineering Extended Curriculum Program Physics Course. Electronic Journal of E-Learning, 15(2), 156–173.Bausch, M. E., & Hasselbring, T. S. (2004). Assistive technology: Are the necessary skills and knowledge being developed at the preservice and inservice levels? Teacher Education and Special Education, 27(2), 97–104.Bergström, P., Häll, L., Kuuskorpi, M., & Jahnke, I. (2016). Teacher’s Didactical Design in Finnish 1: 1 Tablet Classrooms: Perspectives on Content and Meaning. In The European Conference on Educational Research.Howard-Jones, P., Ott, M., van Leeuwen, T., & De Smedt, B. (2015). The potential relevance of cognitive neuroscience for the development and use of technology-enhanced learning. Learning, Media and Technology, 40(2), 131–151.Kößler, F. J., & Nitzschner, M. M. (2015). Learning Online: A Comparison of Different Media Types. Technology, Knowledge and Learning, 20(2), 133–146. https://doi.org/10.1007/s10758-015-9250-zNistor, N., Trăuşan-Matu, Ş., Dascălu, M., Duttweiler, H., Chiru, C., Baltes, B., & Smeaton, G. (2015). Finding student-centered open learning environments on the internet: Automated dialogue assessment in academic virtual communities of practice. Computers in Human Behavior, 47, 119–127.Praherdhiono, H. (2014). Convenience of Learning Environment for Student Special Education With Cyberwellness Concept. Proceeding International postdraduate University Kebangsaan Malaysia. SEAMOSEN.Praherdhiono, Henry, & Pramono Adi, E. (2017). Constructing Learning Results as Learning Object Through Open Learning System. Atlantis Press. https://doi.org/10.2991/icet-17.2017.52Veletsianos, G. (2013). Open practices and identity: Evidence from researchers and educators’ social media participation. British Journal of Educational Technology, 44(4), 639–651
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Henry Praherdhiono, Eka Pramono Adi, Yulias Prihatmoko
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 Generic License.