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Pedagogy-Driven Technology Integration in English Language Teaching
The book entitled “Pedagogy-Driven Technology Integration in English Language Teaching” discusses pedagogical soundness and appropriateness of technology to address problems or issues in the teaching and learning process, especially in the English as a Foreign Language (EFL) learning context. It is a relatively new genre, similar to a book review section, in academic journals and magazines. With technology's rapid and disruptive development, teaching and learning in the EFL context may not be the same anymore. Numerous tools, prominently digital ones, have been massively utilized within and beyond the classroom walls. Yet, one thing remains the same, the pedagogical aspects comprising clear and scaffolded learning stages incorporated with technologies must present insights and bring about benefits to the instruction.
SKGB 013: MANAJEMEN KELAS
MENGELOLA KELAS, MEMANUSIAKAN HUBUNGAN Bayangkan! Anda berada di sebuah ruangan, duduk dan menunggu. Lalu, ada orang asing masuk dalam ruangan tersebut. Orang asing itu duduk di dekat Anda. Tanpa berkenalan, orang itu bercerita tentang teori korabesi yang Anda sama sekali tidak mengerti. Ia memberi sebuah buku dan alat tulis, dan memberi instruksi pada Anda untuk mengerjakan soal. Anda tidak paham tujuannya sehingga keberatan mengikuti instruksi orang tersebut. Tapi karena segan melihat tubuhnya yang besar dan suaranya yang keras, Anda terpaksa mengerjakan perintahnya. Apa yang Anda rasakan? Apakah Anda merasakan kebingungan? Apakah Anda merasa tertekan? Bila cerita tersebut diubah, teori korabesi diganti mata pelajaran (apapun) dan orang asing diganti guru, apakah cerita tersebut menggambarkan suasana kelas kita?
Memanusiakan Hubungan
Selama beberapa dasawarsa terakhir, kita telah menyaksikan banyak reformasi pendidikan. Ada reformasi pendidikan yang berjalan dengan baik. Pendirian SD Inpres untuk melakukan pemerataan pendidikan. Perbaikan sarana prasana sekolah. Peningkatan jumlah dan kualifikasi guru. Perubahan kurikulum pendidikan. Tapi satu hal yang jarang kita diskusikan sungguh-sungguh sebagai pendidik adalah jantung pendidikan itu sendiri, relasi antarmanusia. Tidak ada proses belajar tanpa relasi antarmanusia. Murid-murid mengenal pelajaran dan proses belajar selalu melalui gurunya. Guru menjadi wakil dari mata pelajaran, wakil dari sekolah, bahkan wakil dari pendidikan. Kualitas relasi antara guru dan murid akan ...
Teknologi untuk Masa Depan Hadir di Pembelajaran Masa Kini
Teknologi untuk Masa Depan telah diluncurkan pada Temu Pendidik Nusantara 2019 sebagai fokus belajar di Komunitas Guru Belajar Nusantara. Kami memaknai teknologi sebagai sejumlah kompetensi, metode, dan proses yang dapat mempermudah manusia dalam melaksanakan sebuah pekerjaan, di mana dalam konteks pendidikan, pekerjaan tersebut terkait dengan upaya mengoptimalkan proses untuk mencapai tujuan pembelajaran. Oleh karenanya, teknologi tidak menjadi tujuan dan tidak selamanya harus berkaitan dengan alat-alat canggih atau dengan kehadiran ragam perangkat digital yang identik dengan kehidupan kita saat ini. Buku ini berisi kumpulan praktik baik pengajaran guru dengan tema teknologi yang terbagi ke...
The Power of Dreams
Setiap manusia memiliki mimpi. Mungkin dan tidak mungkin, bergantung pada mereka. Ada yang memilih untuk memercayai dan mengejarnya dengan segala upaya, ada pula yang memilih untuk tidak memercayainya dan berpasrah pada keadaan. Sebuah kumpulan kisah inspiratif dari para pegiat ilmu yang menimba ilmu di Jepang dan percaya bahwa dirinya bisa menjadi pribadi yang baik untuk kehidupan maupun untuk negara tempat mereka mengabdikan diri, Indonesia.
Creating Cultures of Thinking
Discover why and how schools must become places where thinking is valued, visible, and actively promoted As educators, parents, and citizens, we must settle for nothing less than environments that bring out the best in people, take learning to the next level, allow for great discoveries, and propel both the individual and the group forward into a lifetime of learning. This is something all teachers want and all students deserve. In Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools, Ron Ritchhart, author of Making Thinking Visible, explains how creating a culture of thinking is more important to learning than any particular curriculum and he outlines ho...
Strategies That Work
In this new edition of their groundbreaking book Strategies That Work, Stephanie Harvey and Anne Goudvis share the work and thinking they've done since the second edition came out a decade ago and offer new perspectives on how to explicitly teach thinking strategies so that students become engaged, thoughtful, independent readers. Thirty new lessons and new and revised chapters shine a light on children's thinking, curiosity, and questions. Steph and Anne tackle close reading, close listening, text complexity, and critical thinking in a new chapter on building knowledge through thinking-intensive reading and learning. Other fully revised chapters focus on digital reading, strategies for inte...
Essentials of Teaching and Integrating Visual and Media Literacy
This book focuses on how to effectively integrate the teaching and learning of visual and media literacies in K-12 and higher education. Not only does it address and review the elements and principles of visual design but also identifies, discusses and describes the value of media in learning diverse and challenging content across disciplines. Finally, this book provides a balanced treatment of how visual and media literacies support deep content learning, student engagement, critical thinking, creativity, problem solving, and production.
True Country
A young school teacher is posted to a remote Aboriginal community, and through his experiences, his encounter with the local people, his discovery of the history of the community, his own history and his Aboriginality are revealed. Like many others in the novel, Billy is struggling to find a meaningful cultural identity and to create a better future from the wreckage of the recent history of Aboriginal people. What he finds at Karnama is a disintegrating community, characterised by government handouts, alcoholism, wife-beating, petrol-sniffing and an indifference to traditional beliefs and practices. It is a depressingly familiar litany of social problems which confirms the smug racial stereotypes of the white community to which Billy initially belongs. True Country offers no clear-cut solution to the realities of powerlessness. What it leaves us with is Billy's vision of the 'true country' which he shares with the unnamed Aboriginal narrator in the final pages of the novel.
Mathematical Knowledge: Its Growth Through Teaching
In the first BACOMET volume different perspectives on issues concerning teacher education in mathematics were presented (B. Christiansen, A. G. Howson and M. Otte, Perspectives on Mathematics Education, Reidel, Dordrecht, 1986). Underlying all of them was the fundamental problem area of the relationships between mathematical knowledge and the teaching and learning processes. The subsequent project BACOMET 2, whose outcomes are presented in this book, continued this work, especially by focusing on the genesis of mathematical knowledge in the classroom. The book developed over the period 1985-9 through several meetings, much discussion and considerable writing and redrafting. Our major concern...
