This research aims to get an overview of knowledge of learning technology and to identify factors that influence the use of technology in learning. Seeing this condition, it is necessary to do critical analysis in depth from the papers reviewed by the use of Information and Communication Technology (ICT) carried out by the teacher, especially the ability in learning. The data from the paper were analyzed to find out how much the teacher's capability to use ICT in learning. The intended ability is including mastery of teacher related to technology, pedagogy and subject content as explained in the TPACK framework. From the results of the analysis and synthesis, it can then be used as input for the development of the teacher's capability to use technology.

The use of information technology and communication (ICT) is widely applied in student career guidance services. In addition to increasing student accessibility in obtaining career information, the use of ICT can also be used as a reference system in decision making known as expert systems. The focus of the research in this paper is to analyze the results of research related to the impact of the application of expert systems in student guidance on aspects of educational guidance, educational evaluation and aspects of academic career guidance and work guidance. Overall, review findings on the topics and sub-topics analyzed show that the application of expert systems in educational guidance greatly helps students achieve: learning success, specialization in education and training, student performance, achievement and self evaluation. Given the lack of development of expert systems in the field of student career guidance, it is very necessary for continuous development, especially in aspects of uncertainty arising from application and user factors.

This study synthesizes the findings of a study of the trend of digitalization of the education world in the face of the industrial revolution 4.0. The researched journal starts from 2015 to 2019. This paper focuses on the challenges and opportunities of industry 4.0, the development of industry 4.0 is characterized by the development of big data and artificial intelligence. Skills needed in this era or called big data and artificial intelligence, including advanced analytics, Internet of Things, and digital security. All fields of both education and industry in the world will be affected by the development of industrial revolution 4.0, a new pattern when disruptive technology is present so quickly that all circles especially education must be able to immediately adjust to industrial development 4.0. Therefore, the world of education and industry must be able to develop industrial transformation strategies by considering the human resources sector that has competence in their field. This is a challenge for the world of education in preparing the quality of human resources in order to adapt to industry 4.0. From several studies that have been carried out the trend of digitalization in the world of education as one of the dominant solutions carried out in the face of the industrial revolution 4.0, this is in line with the new pattern found in industry 4.0 namely disruptive technology.

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This  study  aimed  to  design  a  batik  learning  medium  for vocational high school students in based on multiplatform. The application  made was expected  to support heutagogy approach – based learning and to deal with the development of  science  and  technology  integrated  in  the  curriculum  of vocational high schools. The application developed, namely e-botik,  was  an  integration  of  several  previously-designed applications using Code ignitor (CI) framework. The database used was My-SQL. It is commonly known that Code igniter is an open source web application framework utilized to create dynamic PHP applications. In this study, e-botik consisted of three main  components  including interface, database,  and application  programming  interface  (API).  Some  of  the applications combined were ARtikon_joyful (Android-based), Video Kasumedangan Batik (movie player), Nalungtik  Batik (desktop-based),  Digi_Learnik  (web-based),  Batik  UPI (manual),  Batik  Cireundeu  (manual),  and  Lembar  Balik (manual). The combination proceeded web-based so that it was  compatible  with  various  operating  systems.  The application (e-botik) was designed and then tested. The test was  performed  through  whitebox  testing  and  blackbox testing. The results of the test showed that it ran well and was able to be used a batik learning media. It is expected that students  can  utilize  e-botik  in  selecting  topics  of  learning batik in accordance with their competences and needs. This condition enables e-botik to support learning batik through heutagogical approach. In addition, the application was also validated in terms of both system and usage aspects.