Chapter 1: Introduction

CHAPTER I INTRODUCTION Introduction

Rapid technological and economic developments have placed great demands on the education system in Indonesia. In response, the use of technology for teaching and learning has become a priority for schools in Indonesia and strategies have been developed to use information technology and communication (ICT) in schools. The study conducts a literature review to investigate ICT capabilities that teachers need for the 21st century, what professional development models might be best support teachers to develop these capabilities and, what the major barriers might be to this development. This investigation will discuss theses areas in terms of the Indonesia context in one school, SMP Negeri 3 Marang. This chapter provides some background information to the study by describing in general terms, the quality of teaching in Indonesia and the initial usage of information communication technology in SMP Negeri 3 Marang by teachers. This will provide a contextual understanding of the existing use of ICT in the school as a basis to discuss the best options for the school to improve. This section then outlines the research question, definition of terms, limitations and the significance of the study.

Chapter 1: Introduction

Aim of the Study

This study aims to identify the ICT capabilities needed by teachers, how best to support the development of these capabilities and identify the major barriers of ICT implementation in schools and in SMP Negeri 3 Marang in particular.

Background
Teachers play a crucial role in the teaching and learning process in the classroom, therefore, the significant factor in enhancing the quality of education relies heavily on teachers (DEPDIKNAS, 2003). The quality of Indonesian education has been the focus of attention because it could be significantly improved. Koalisi Sehat Indonesia (2004) claims that the rate of illiterate adults in Indonesia is 12.1%. This means that out of every 100 people in Indonesia, there are 12 people that are illiterate. This rate is relatively high compared with neighboring countries such as Thailand (7.4%), Brunei Darussalam (6.1 %) and Japan (0.0%). These figures influence the human development index in Indonesia positioned in the world at 111. Furthermore, UNDP (2006) reported the condition of the human development index in Indonesia as being in position 108 from 177 countries. This position is far from Malaysia ranked 61st, Singapore 25th and Philippine 84th. The low quality of teaching in Indonesia is a major problem that is assumed to contribute to the low quality of education in Indonesia. As a result, the Indonesia government has implemented methods aimed at improving the quality of teaching (DEPDIKNAS, 2003). For example, the Indonesian government equipped many schools in Indonesia with computer and internet access. However, many teachers do not know how to use this for teaching and learning in the

Chapter 1: Introduction

classroom. More recently, the government recognizes that ICT needs to be integrated as part of the teaching and learning process in schools (Dwi & Permanasari, 2004). This significant change requires the support from many education stakeholders. From this point of view, teachers as one of the stakeholders in education need to learn new skills and knowledge to integrate ICT in to the teaching and learning process. In order to improve the quality of teachers use of ICT in Indonesia, DEPDIKNAS (2003) argues that the government needs to increase teachers professional development. To do this, effectively requires teachers to identify their needs. However, this is problematic given that traditionally, the Indonesian local government has tended to design professional development activities based on skills and knowledge they assume teachers need, rather than allowing teachers to identify their own needs and concerns when designing new programs (DBE, 2007). This section briefly described the current issue of teacher quality in Indonesia. The next section will outline the research method used.

Research method
To investigate the research questions for this study, a literary review was conducted based on the examination of textbooks, journal articles, reports, newspapers, government policies, electronic resources and personal experience in the workplace. The resources used in this study were gained from the Flinders University of South Australia and either in hard copy or electronic form from reputable sites. The key words used to focus the literature search were: continuing professional development, teachers, information communication and

Chapter 1: Introduction

technology, education, capabilities, barriers, leadership, pedagogy and school of SMP Negeri 3 Marang.

Research questions
The focus questions for this research are:

1. What ICT capabilities do teachers need to use ICT effectively with students?
2. What are the best professional development models to support teachers to develop ICT capabilities?

3. What are the major barriers faced by teachers to develop these ICT capabilities?

Significance of the study

The study is significant because this investigation will inform future development of the school where this author is employed. The review may influence Indonesia government as policy makers to create a theoretical framework for education sector policy on the use of ICT in Indonesia.

Limitations
This scope of this study is focused on how the findings might relate to one particular school context, SMP Negeri Marang, Pangkep Regency, South Sulawesi.

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Definition of terms
The following definition of terms is given for the purpose of the study:

Barriers

Difficulties to apply ICT in schools

Blogs An online journal comprised of links and posting in reverse chronological order, meaning the most recent posting appears at the top of the page and has links to other websites and posting. Many blogs allow readers to comment on the original post, thereby allowing audience discussions. . Community of Practice A collective of people who communicate with one another since have similar commonalities. (Davenport and Prusak.2000, p.38)

Education sector

All the programs, activities and players in the field of education.

Information Communication Technology (ICT)

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The combination of information technology tools with other, related to technologies, specifically communication technology (UNESCO, 2002p.13).

Podcasting

The preparation and distribution of audio files using RSS to the computer of subscribed users. These files may then be uploaded to digital music or multimedia player.

Professional development

A term used to describe all the activities in which teachers engage during the course of a career which are designed to enhance their work.

Wikis A collaborative Web space where visitors and collaborators can add content and edit content that has already been published (Richardson, 2006).

Chapter 1: Introduction

Structure of the Project

This coursework project is divided into six chapters Chapter 1: Introducing the project This chapter gives the aims, the background, research questions, research method, and significance of the research, limitation, definitions of terms, and conclusion. These aspects presented in this chapter as a fundamental framework that cover the entire project. Chapter 2: SMP Negeri 3 Marang This chapter will introduce SMP Negeri 3 Marang and its phase of ICT implementation. Chapter 3: Teacher ICT Capabilities This chapter will discuss the capabilities that teachers need to use ICT effectively with students as part of the teaching and learning process. Chapter 4: Professional Development Program to Develop ICT Capabilities This chapter will investigate different models of professional development and programs in SMP Negeri 3 Marang to support the development of teachers ICT capabilities. Chapter 5: Barriers to Develop ICT Capabilities This chapter investigates the barriers to the development of teachers ICT capabilities and the integration of ICT as part of the learning process.. Chapter 6: Conclusion and recommendation This last chapter will provide a conclusion and recommendation for teachers and the Indonesia with regard to the improvement of the use of ICT in education.

Chapter 1: Introduction

Conclusion
This chapter introduced the research problem, the area of the study, the significance of the project and the project structure. The next chapter will introduce the school, SMP Negeri 3 Marang and discuss the phase of ICT implementation at the school. The identification of the implementation phase of the school will inform the design of the professional development program to improve teachers ICT capabilities.