Mas Paimin Wae

The Technology Today Is The Future Of Tomorrow

Improving teacher competence

IMPROVING TEACHER COMPETENCE AMONG THE JUNIOR HIGH SCHOOL ENGLISH TEACHERS

THROUGH MASTERING ICT

  1. I. Introduction

Referring to the article 31 paragraph 3, 1945 constitution, the national education system is conducted to increase the faith and devotion and noble character in the context of the intellectual life of the nation. To get a good quality of education system, we need to prepare qualified and professional teachers as the human resources who play the important roles in education. Based on the government law no. 19 / 2005, the professional teacher should  have qualified academic  competence and certified educators. In short, the quality of tachers in applying their competences wil influence to the quality of education.

All of us know that we are in the globalization era, as professional teachers we should be able to follow the developing science and technology especially in education technology. Some time we find the school supevisors explaining some new information using computer in their presentation, and some epert teachers also use the ICT in presenting the seminars. It seems that there have been an improvement of the competence in applying technology in education.

Observing the condition of the english teachers of the junior high school nowadays, we know that there are so many teachers who can not utilize the Information and communication Technology ( ICT )  in learning and teaching activities in this global era. To icrease the teacher competences espicially the ability to organize the learning process, designing the learning activity, and implementing the ICT in learning, it is likely important to have some training for mastering the ICT.

  1. II. Problem questions

Based on the discussion on the introduction above, the writer developed three problem questions ;

  1. What are the teacher competences ?
  2. Why should the English teachers implement  the ICT in teaching ?
  3. What are the strategies of the theEnglish teachers mastering ICT ?
  1. III. Discussion

  1. 1. Teacher competences

Teacher competences are  teacher’s abilities that should be owned and applied in teaching includes knowledge, skills, attitudes and prfessionalism (peraturan menteri pendidikan nasional republik indonesia ).

Teacher competence intact figure includes (a) the ability to know in depth the

students served, (b) mastery of subject areas in science and education, namely the ability to package educational learning materials, (c) ability to organize an educational learning which includes (i) design of learning , (ii) the implementation of learning, (iii) the assessment process and learning outcomes, (iv) use the results of an assessment of the process and learning outcomes as a driver of continuous improvement, and (d) ongoing professional development. The four areas of competence can be evaluated in terms of knowledge, skills and attitudes, which is a unitary whole but has two inseparable dimensions: the dimensions of academic (academic competence) and professional dimensions (professional competence).” Virgil E. Varvel Jr ; “competency will refer to appropriate prior knowledge, skills,   attitudes, and abilities in a given context that adjust and develop with time and needs in order to effectively and efficiently accomplish a task and that are measured against a minimum standard.”

  1. 2. The implementation of ICT in language teaching

The utilization and integration of ICT tools can indeed assist students in acquiring English Language competency as well as enhance the quality of their learning experience.( Zaitun Abu Bakar ) According to John W. Santrock, one of teaching strategies for helping children pay attention in learning is use media and technology effectively as part of effort to vary the pace of the classroom and focus on active learning to make learning enjoyable. Both Zaitun Abu Bakar and John W. Santrock discussed that using ICT in learning can help the students easy and enjoyable in learning.

  1. 3. Strategies of mastering ICT among the teachers

To organize the learning process interestingly, we can use various techniques and devises we need depend on the situation. The various techniques are discission, Answer and question, role playing, games, observation etc. The various devises are pictures, models, real objects and electronic media which is rght now become popular used in education. The electronic media which is often used in learning and teaching ; tape recorder, video, VCD, DVD, computer and internet. It is not easy to use electronic media especially computer and internet. We need to learn how to operate the devises, we need to learn how to design learning and teaching using ICT, and we need to share information how to use ICT among the teachers. Peter Kent, over at the Practical Interactivity blog suggests this sequence of strategies to learn and share information and communication technology (ICT) skills. This is a great sequence to share with students and teachers to help them access where they are, and where they want to be in acquiring skills with a particular technology.

Strategy Learning ICT skills Sharing ICT skills
Direct modelling Students acquire new ICT skills through direct modeling, by a teacher or from another student. Students may not be able to articulate why they need the skill. Students have the capacity to demonstrate other students how to undertake an ICT task.
Asking for Assistance Students are able to identify the ICT task they are trying to undertake and then specifically ask for assistance Students are able to verbalise instructions to others about how to undertake an ICT task.
Developmental Experimentation By drawing on previous experiences with technology students are able to browse and ‘wonder about’ parts of a software package and hardware devices with which they are unfamiliar. Through a process of experimentation or ‘having a go’ students gain new ICT skills and a level of familiarity with the technology. Students are able to work within a small group to experiment with unfamiliar software and hardware devices.
Accessing help files / online resources Students are able to purposefully use the Help associated with software programs and searching for online technical documentation and advice relating to specific hardware. Students are able to create or add to ICT documentation.
Students are able to respond clearly and succinctly to ICT related questions that have been posted online.

Based on the above table, we know that there are some strategies in mastering ICT, not only for the students but also for the teachers. Mastering ICT for the students aims to improve their knoeledge and science; on the other hand, mastering the ICT for the teachers aims to improve their competences in teaching activity on the effort to increase the quality of education.

  1. IV. Conclussion

As the English teachers, we should always keep and increase our teaching competence,  includes (a) the ability to know in depth the students served, (b) mastery of subject areas in science and education, namely the ability to package educational learning materials, (c) ability to organize an educational learning, and (d) ongoing professional development. The four areas of competence can be classified into knowledge, skills and attitudes. Those competences can also be distinguished into two inseparable dimensions: the dimensions of academic (academic competence) and professional dimensions (professional competence).

Further more, to increase the teacher competence in this globalization era, we should master the ICT and apply it in taching activity. We can do some strategies in mastering the ICT ; direct modelling, asking for Assistance, Asking for Assistance, Accessing help files / online resources, or sharing imformation among the teachers.

Refernces

–          Undang‐Undang Republik Indonesia Nomor 14, Tahun 2005 , tentang Guru dan Dosen

–          Peraturan Pemerintah Nomor 19 Tahun 2005 tentang Standar Nasional Pendidikan

–          Zaitun Abu Bakar, University of Malaya, Kuala Lumpur, Malaysia

–          Santrock W., Jhon, Educational Psychology. New York: McGraw-Hill, 2001.

–          Virgil E. Varvel Jr. University of Illinois Department of Outreach and Public Service Illinois Virtual Campus / Illinois Online Network

–          the innovativeeducator.blogspot.com/…/strategies-to-learn-and-share-ict.html

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