TEKNOLOGI
Disediakan Oleh
Kamaludin Ahmad
JTMK,
MPTI, JB
Perbincangan
Teknologi & Teknologi Pendidikan
 Rekabentuk Pengajaran – ID
(instructional Design)
 LMS – Learning Management System
 Sekolah Bestari
 Integrasi TMK dalam P&P
 Teori

Teknologi?

Dalam kes ini kita boleh melihatnya dari
dua sudut;
1. Teknologi sebagai benda dan
2. Teknologi sebagai proses sosial.
(Naughton J, 1986 - Technology in
Schools)
Teknologi?

Technology is the application of
knowledge, tools and skills to solve
practical problems and extend human
capabilities.
"Technology - Report of the Project
2061, Phase I Technology Panel" American Association for the
Advancement of Science, 1989.
Teknologi Pendidikan

Ia berperanan memberi penekanan
terhadap idea-idea pendidikan sebagai
rekaan teknologi, sebabnya ia menerima
perkaraan asas yang maju biasanya
hasil dari interaksi 'merubah konsep'
(mendahului ke cara-cara baru melihat
sesuatu) dengan 'merubah teknik-teknik'
(mendahului cara-cara baru melakukan
sesuatu).
Domain TP
Rekabentuk Pengajaran

Definisi
Instructional Design as a Process
 Instructional Design as a Discipline
 Instructional Design as a Science
 Instructional Design as Reality

Rekabentuk Pengajaran

Instructional Design as a Process:
Instructional Design is the systematic development of
instructional specifications using learning and
instructional theory to ensure the quality of
instruction. It is the entire process of analysis of
learning needs and goals and the development of a
delivery system to meet those needs. It includes
development of instructional materials and activities;
and tryout and evaluation of all instruction and learner
activities.
Rekabentuk Pengajaran

Instructional Design as a Discipline
Instructional Design is that branch of knowledge
concerned with research and theory about
instructional strategies and the process for
developing and implementing those strategies.
Rekabentuk Pengajaran

Instructional Design as a Science
Instructional design is the science of creating detailed
specifications for the development, implementation,
evaluation, and maintenance of situations that
facilitate the learning of both large and small units of
subject matter at all levels of complexity.
Rekabentuk Pengajaran

Instructional Design as Reality
Instructional design can start at any point in the
design process. Often a glimmer of an idea is
developed to give the core of an instruction situation.
By the time the entire process is done the designer
looks back and she or he checks to see that all parts
of the "science" have been taken into account. Then
the entire process is written up as if it occurred in a
systematic fashion.
Rekabentuk Pengajaran

Instructional System
An instructional system is an arrangement of
resources and procedures to promote learning.
Instructional design is the systematic process of
developing instructional systems and instructional
development is the process of implementing the
system or plan.
Rekabentuk Pengajaran

Instructional Technology
Instructional technology is the systemic and systematic
application of strategies and techniques derived from behavioral,
cognitive, and constructivist theories to the solution of
instructional problems.
Instructional technology is the systematic application of theory
and other organized knowledge to the task of instructional
design and development.
Instructional Technology = Instructional Design + Instructional
Development
Rekabentuk Pengajaran
ASSURE
 ADDIE
 Gagne's Nine Events of Instruction

ASSURE





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A - Analyze Learners
S - State Objectives
S - Select Methods, Media and Materials
U - Utilize Media and Materials
R - Require Learner Participation
E - Evaluate and Revise
ADDIE
A - Analysis phase
 D – Design phase
 D – Development phase
 I – Implementation phase
 E – Evaluation phase

Gagne's Nine Events of Instruction
Instructional Event
Internal Mental Process
1. Gain attention
Stimuli activates receptors
2. Inform learners of objectives
Creates level of expectation for learning
3. Stimulate recall of prior learning
Retrieval and activation of short-term memory
4. Present the content
Selective perception of content
5. Provide "learning guidance"
Semantic encoding for storage long-term memory
6. Elicit performance (practice)
Responds to questions to enhance encoding and verification
7. Provide feedback
Reinforcement and assessment of correct performance
8. Assess performance
Retrieval and reinforcement of content as final evaluation
9. Enhance retention and transfer
to the job
Retrieval and generalization of learned skill to new situation
LMS – Learning Management
System

Berasas kepada teknologi internet.
 Berasas rekabentuk
 Berasas teori pembelajaran
 Berasas pembelajaran kendiri
 Mengandungi pelbagai alat (aktiviti) umum untuk
proses pembelajaran





Tugasan
Perbincangan
Catatan jurnal
Ujian, kuiz
Dan pelbagai lagi.
LMS – Learning Management
System





Dalam LMS guru/pensyarah perlu mereka
bentuk proses pembelajaran
Harus memahami bagaimana seseorang
individu belajar,
Mengetahui bagaimana individu membina
kefahaman mereka
Berupaya mengurus bahan dan sumber yang
berkaitan.
Dapat menggunakan alat/aktiviti pembelajaran
dengan berkesan.
Sekolah Bestari
satu daripada tujuh “flagship application”
Koridor Raya Multimedia
 satu transformasi dalam sistem
pendidikan sedang berlaku melalui
perubahan sistemik dalam aspek
kurikulum, sistem penilaian, pengurusan,
pentadbiran dan latihan guru

Sekolah Bestari

Pembelajaran bestari memberikan penekanan kepada
aspek berfikir melalui pembinaan dan peningkatan
minda selaras dengan hala tuju pendidikan negara.
Fokus pengajaran dan pembelajaran di Sekolah
Bestari juga lebih berpusat kepada pelajar, terarah
kendiri, mengikut tahap keupayaan individu,
berkesinambungan dan reflektif melalui kurikulum
yang luwes dan terbuka. Usaha ini dapat dijayakan
dengan bantuan pelbagai media teknologi khususnya
teknologi maklumat dan komunikasi yang terkini
dengan jaringan yang meliputi seluruh dunia. Sekolah
Bestari turut memberikan penekanan kepada
pendemokrasian pendidikan melalui layanan pelbagai
kecerdasan dan gaya pembelajaran sesuai dengan
tahap keupayaan, kebolehan dan keperluan pelajar.
Integrasi TMK dalam P&P
Integrasi?
 Bila perlu
 Bila tidak
 Bagaimana

Integrasi TMK dalam P&P
Curriculum integration with the use of technology
involves the infusion of technology as a tool to enhance
the learning in a content area or multidisciplinary setting.
Technology enables students to learn in ways not
previously possible. Effective integration of technology is
achieved when students are able to select technology
tools to help them obtain information in a timely manner,
analyze and synthesize the information, and present it
professionally. The technology should become an
integral part of how the classroom functions—as
accessible as all other classroom tools.
Integrasi TMK dalam P&P

Pendekatan?
PBL – Project Based Learning
 PBL – Problem Based Learning

Teori
Learning theory or Teaching theory?
 Apa itu teori?
 Adakah ia penting?
 Jika Ya! Apakah teori yang anda “guna
pakai”

Teori
Bagaimana anda melihat sesuatu proses
pembelajaran!
 Apakah elemen2 yang anda lihat?
 Bagaimana anda mempastikan bahawa
pembelajaran itu telah berlaku?
 Bagaiamana anda telah pasti bahawa
pelajar anda telah memahami apa yang
mereka pelajari?

Apa yang dipelajari?
Secara relatifnya setiap perkara yang kita pelajari ialah …..?
Faham
Adakah anda jelas apa itu konsep ?
Kenapa anda faham sesuatu perkara ?
Konsep