A Strength-Weakness-Opportunity (SWO) Analysis of Three Implementation Models for Integrating ‘The Knowledge Age’ Information and Communication Technologies (ICTS) Into Schools  

Oleh:

Hidayat, Ferry

Jenis: Article from Proceeding
Dalam koleksi: The 61st TEFLIN International Conference : English Language Curriculum Development: Implications for Innovations in Language Policy and Planning, Pedagogical Practices, and Teacher Professional Development, Solo, 7 - 9 October 2014, page 935-941.
Topik: Information & Communication Technology (ICT); blended learning; virtual learning; Gen Y; SWOT analysis; 21st Century Skills Movement
Fulltext: A STRENGTH-WEAKNESS-OPPORTUNITY (SWO) ANALYSIS.pdf (8.1MB)

Isi artikel

Information & Communication Technologies (ICTs) have developed tremendously in the last thirty decades. The invention of Personal Computer (PC), the Internet-connecting softwares as well as Android-based smartphones, revolutionized instructional technology employed by school teachers of 1980s. These latest educational technologies, like radio, OHP, TV, and video in the previous eras, have soon been adopted by contemporary learning institutions. Based on how schools integrate the educational technologies emerging in the era called by Trilling & Fadel ‘the Knowledge Age’ (2009:3) into classrooms, there have been three implementation models: 1) offline learning class; 2) blended learning class; and 3) virtual learning class. A question that has oftentimes been asked is this: “does integrating these latest technologies into classrooms improve instruction quality and learning quality?”. This paper answers the question by analyzing strengths, weaknesses, and opportunities that will presumptively exist if schools integrate the latest ICTs into classrooms. It concludes with a proper strategy—namely, integration strategy— deduced out of the SWO analysis that can be best implemented in schools.

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