Investigating The Implementation of ICT In Education Reformation: National Instructor Teachers’ Perspectives

Abstract

To facilitate quality teachers to support individual learning and encourage students to use technology, the Indonesian Ministry of Education has launched the National Instructor Teacher Program. Although the primary objective of the program is not limited to ICT, the instructor teachers’ existence is driven by the demand for technology use in classrooms. This qualitative paper aims to investigate National Instructor Teachers’ perspectives toward the use of ICT in education. Data were gathered by interviewing two National Instructor teachers from two provinces, namely Jawa Tengah and Yogyakarta. The results of this study showed that National Instructor teachers had a positive attitude towards the use of ICT. They were able to share and collaborate with other teachers and could find their own solutions related to the barriers in implementing ICT in their classes. The results of this study suggest that the government take a different approach in implementing the policy and support teachers forum to encourage ICT usage in the classroom and teachers’ autonomy.

The Barcelona Conference on Education 2022: Official Conference Proceedings

“…Therefore, the government should provide sufficient ICT facilities and resources in rural and urban areas. Moreover, ICT training is vital to know how to incorporate technology to meet the needs of the students (Mukti et al, 2020). So, it is necessary to have a good relationship and understanding between Principals, teachers and stakeholders for the fruitful integration of ICT in schools (Vidanagama & Karunathilake, 2021).…”

Efl Teachers’ Cognition of Emergency Remote Instructions

“…Studies on technology integration in Indonesian ELT have covered various prominent topics. Teacher positive attitudes towards ICT use have been observed in several studies (Al-Munawwarah, 2014;Aminullah et al, 2019;Basri & Paramma, 2019;Mukti et al, 2020;Muslem et al, 2018;Rodliyah, 2018;Safitry et al, 2015). However, various challenges and obstacles were found out, such as provision of facilities and equipment (Aminullah et al, 2019;Rodliyah, 2018), needs for professional training (Muslem et al, 2018;Rodliyah, 2018;Safitry et al, 2015), time limitation and internet connection (Muslem et al, 2018), and lack of attention of teacher beliefs and attitude aspects (Safitry et al, 2015).…”