Abstract-Over the past decade, teachers are becoming more familiar with the use of Information Communication Technology (ICT) in the classrooms. Many studies have shown the benefits of using ICT in classrooms. However, there are evidence that the ICT reform efforts have failed because the teacher's beliefs, skills, and attitudes were never taken into consideration. Studies shows that most research only focuses on students' opinion towards ICT. Besides that, this study tries to investigate the teachers' perspectives and practices towards the use of ICT in the classrooms. A survey was conducted to collect the data. Using a revised expectancy-value theory called the Technology Implementation Questionnaire (TIQ), a questionnaire was administered to 20 elementary teachers from the public schools sector in Depok, West Java. The findings revealed that there are teachers with more than 10 years of teaching experience but never got any formal training on using ICT. Overall, the teachers have a positive perspective towards applying ICT in their classrooms, even though they lack of technical support from the schools and lack of ICT proficiency. .

This article addresses curriculum in translation study, a Diploma-4 program established by English for Business and Professional Communication (BISPRO) Politeknik Negeri Jakarta (PNJ). It focuses on the translation competences covered in the implemented curriculum.Translation competence models by PACTE 2003 and the new-issued SKKNI Penerjemah Teks Umum (Indonesian National Framework Competency Standards) for General Text Translator will be the framework of the study to review the suitability of covered competences in the implemented curriculum. The objective is to find out the correct combination among the elements stated in SKKNI and those in PACTE translation competence models to be implemented in the curriculum. Content analysis is applied as the methods of the study. The analysis focused on the comparison of competences covered in the implemented curriculum, the SKKNI Penerjemah Teks Umum and the PACTE translation competences models. The results show that translation competencies seen from the BISPRO curricula are widely represented. Almost all the course distribution contains the competencies from the frameworks, yet there are two competencies, namely bicultural and encyclopedic knowledge, and psychomotor mechanism, are not represented. It is concluded that there are some competencies unavailable in the applied curricula. Therefore, it is strongly recommended that the stakeholders revise the curriculum to the students' needs.