Inovasi Teknologi

Pembelajaran
in
By: Dr. Lili Nurlaili, M.Ed
Atase Pendidikan dan Kebudayaan KBRI Manila
ALVIN TOFFLER mengatakan sbb:

“The illiterate of the IR 4.0,

will not be those who
cannot read and write but
those who cannot learn,
unlearn and relearn”
THE HISTORY BEHIND
INDUSTRY 4.0
Konteks dengan pendidikan yaitu:
• Melahirkan Siswa-digital: Siswa
sangat dekat dengan gadgets
sejak mereka bayi.
• Siswa bahkan mungkin sudah
tahu isi pelajaran mereka yang
lalu ataupun yang akan datang
• Mendengarkan guru
berceramah akan membuat
mereka bosan
Peran Pendidikan dalam IR 4.0
IR 4.0 tidak hanya memengaruhi bisnis,
tata kelola, dan masyarakat, tetapi juga
memengaruhi pendidikan karena:
- Manusia dan Teknologi diselaraskan
dengan berbagai kemungkinan baru
- Mempromosikan keterampilan dan
pengetahuan pembelajaran dan
mengidentifikasi sumber untuk
mempelajari keterampilan dan
pengetahuan tersebut
- Melacak Kinerja
- Belajar bersama dan saling berbagi
Ilmu
TRENDS IN EDUCATION 4.0
• Learning can take place
anywhere, anytime
• Personalized learning of
individual students (Harder
tasks after certain level of
mastery is achieved)
• Students have a choice in
determining how they want to
learn. (BYOD approach)
• Exposure to a Project-Based
learning (application of skills &
• Hands On learning (Internships,
Mentoring Exposures)
• Exposure to Data Interpretation
(Application of knowledge to
numbers and use of reasoning skills)
• Assessment
―Factual knowledge can be
assessed during the learning
process
―Application of Knowledge – when
they are working their project
• Students opinion in designing and
updating the curriculum
• Independence of Students
Teachers as facilitators and guide
the students in their learning process.
 Competencies for the 21st Century
Analytical Interpersonal The Ability of Information Ability of
Skills Skills Realizing Processing Changing/
Learning
Critical Communication / Initiative, Information Creativity/
Thinking Messaging Self- Literacy Innovation
regulation
Problem Collaborating Productivity, Media Literacy Adaptability /
Solving efficiency Learning to
Learn
Decision- Leading and Digital Flexibility
making Responsibility Citizenship
Research and ICT Procedure
development and Concepts
 WHY EMPHASIZE TEACHING
METHODOLOGY?

“The big task now is how to make our schools and

classrooms appealing, relevant, challenging, and
enjoyable to our learners without sacrificing its
quality, relevance, and aspirations of the next
generations.”
“Learning is primarily guided and facilitated by
teachers. Thus, we need quality teaching. The quality
of teachers we have determines the quality of
instruction our students get.”
 BEST PRACTICES: DIVISION OF BACOLOD CITY
For Values Education

1. Lecture Type, copying, 3. Structured Lesson Using the

testing are discouraged 4A’s
2. Dialogue type to create an • Activity
open line of • Analysis
communications with • Abstraction
students are encourage • Applications
Teachers will gain deeper 4. Presentation of Learnings
understanding about learner
 STUDENTS AND TEACHERS FEEDBACK

• Dialogue type of discussion has developed good rapport of

trust and confidence between teachers and students.
• Teachers now have time for preparations of their lessons.
• Teachers find time for counseling and mentoring.
• Teachers have helped address problems of students.
• Concrete steps or solutions to the problems or issues were
discussed with the students.
• Students have manifested changes in their behavior based
on the lessons discussed.
EXPERENTIAL LEARNING
- Learning from experiences
- Learning by doing
• 2 MAJOR CATEGORIES
 Field-based experiences
Internships
Practicum
Cooperative Education
Industry Immersion
Visits
 Classroom-based experiences
Case studies
Simulations
Group work
Role-playing
 COLLABORATIVE LEARNING
- group of students working together

• Problem-solving
• Completing a task
• Creating a product
 OTHER APPROACHES

 Smart Room Teaching Technology

 Practical Learning
Bridging the gap between theories and practice
 Brain storming
 Case Study
 Industrial Visit
 Guest Lectures
From government, industries and entrepreneurs.
 Group Assignments and Discussions
 CHARACTERISTICS OF 21ST CENTURY TEACHER
The Adaptor

The 21st century teacher, as a risk-

The Communicator
taker must
• Have a vision of what he/she wants and
The Learner what the technology can achieve to be
able to identify goals and facilitate
learning
The Visionary
• Take risks and sometimes surrender to
the students’ knowledge and use the
The Leader strengths of these digital natives to
understand and navigate products
have students teach other
The Model . Making tech-learn fun
. Inviting guest
. Letting student be creative
The Collaborator
 CHARACTERISTICS OF 21ST CENTURY TEACHER
The Adaptor The 21st century teacher, as a collaborator,
must be able to
• Leverage collaborative tools like the
The Communicator LinkedIn, Ning, Blogger, Wikispaces,
MSN, MySpace, Slideshare, Pinterest,
Instragram and Facebook to enhance
The Learner
and captivate our learners.
• Share, contribute, adapt and invent
The Visionary using these collaborative tools.
• Digital reader and tablets; 3D printing;
virtual reality; gamification;cloud fe;
The Leader artificial intelligence; and mobile
techonologi
• Flasnote; lore; study blue; leap
The Model
motivation; paper tab; chrome book;
celly; flipped class; snagit; lesson cast;
The Collaborator kid blog; glogster edu; doeus choose;
live binder; knewton
 CHARACTERISTICS OF 21ST CENTURY TEACHER
The Adaptor

The 21st century teacher, as a

The Communicator
communicator, must be fluent
The Learner
in tools and technologies that
enable communication and
The Visionary collaboration anywhere,
anytime. They do not only
The Leader know how to do
communication, they also
The Model know how to facilitate,
stimulate, control, moderate
The Collaborator and manage communication.
 THE 21ST CENTURY CLASSROOM
Research & Information Problem Solving & Collaboration & Creativity & Innovation
Fluency Critical Thinking Communication
Teachers Teachers Teachers Teachers
• Provides opportunities • Provides opportunities • Creates structures, • Provides opportunities
for students to develop for student to develop provides opportunities, for student to develop
and demonstrate and demonstrate and assesses students’ and demonstrate
essential skills. essential skills. performances. essential skills

Students Students Students Students

• Select appropriate • Use multiple resources • Initiate communication • Apply critical thinking,
digital tools to to plan, design, and in real and non-real research methods and
assemble, evaluate, execute real-world time communication tools to
and utilize information problems • Communicate and create original work.
• Apply varied research • Use technology to collaborate with • Collaborate effectively
skills to find and collaborate and solve learners of diverse with an audience
evaluate resources authentic problems cultural background beyond the classroom
• Use information and • Develop and answer • Form collaborative to create original work.
resources to open-ended questions teams to solve real-
accomplish real-world using higher order of world problems and
task. thinking skills create original works.
 MARAMING
SALAMAT!!!
TERIMA KASIH!!!