Anotasi Bibliografi Multimedia Pembelajaran
Hendrison Baulu
(1). Ioannou,A., Brown, S.W., Hannafin, R.D., Boyer,M.A.,
(2009). Can Multimedia Make Kids Care About Social Studies?
The GlobalEd Problem-Based Learning Simulation. Vol.
26 Issue 1, p63-81. ISSN: 07380569
This study investigated whether
using multimedia-based instructional material in a problem-based social studies
simulation enhances student learning about world issues, increases interest in
social studies, and generates positive attitudes toward the instruction. The
GlobalEd Project, a Web-based international negotiation simulation embedded in
the middle school social studies curriculum, was used in this investigation.
The study employed a quasi-experimental design with a multimedia group (MG) and
a text group (TG). A total of 190 students participated in the study. Results
indicated that students in the MG had marginally larger gains in knowledge and
interest than their counterparts in the TG. In addition, students in the MG
used the Web site more extensively than students in the TG. Directions for
future research and multimedia developers are discussed
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Penelitian
ini menyelidiki apakah menggunakan multimedia berbasis
bahan instruksional dalam simulasi penelitian berbasis
masalah sosialmeningkatkan minat siswa tentang isu-isu
dunia, meningkatkan minatdalam studi sosial, dan
menghasilkan sikap positif terhadap pembelajaran.Penelitian
ini digunakan desain kuasi-eksperimental dengan
kelompokmultimedia (MG) dan kelompok teks
(TG). Sebanyak 190 siswaberpartisipasi dalam
studi. Hasil penelitian menunjukkan bahwa siswa diMG pengetahuan dan
minat lebih tinggi dibandingkan siswa pada kelompok TG.
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(2). Kingsley, K. V. & Boone, R.
(2008-09). Effects of multimedia software on achievement of middle school
students in an American History class. Journal of Research on
Technology in Education, 41 (2), 203-221.
Shares implementation and results of an experimental
study that included a treatment and control group of students using multimedia
software in American History class vs. students who did not use the software.
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Implementasi
dan hasil dari sebuah studi ekperimental yang menyangkut pemberian perlakuan
dan kelompok kontrol dari penggunaan perangkat lunak multimedia oleh siswa
pada kelas Sejarah Amerika dibandingkan siswa yang tidak menggunakan
perangkat lunak.
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(3). Mengchun Ding & Hongxin Li. (2011). On
the Application of Multimedia in Economics Teaching. International
Education Studies. www.ccsenet.org/ies, 4(3), 88-90, ISSN 1913-9020.
Multimedia has become an important teaching technology
in higher education inside and outside, with its advantages of super-media,
strong expression, and interaction. The application of multimedia teaching
connects closely with teaching reform and innovation. In this paper, authors
conclude the defects of traditional economics teaching and the advantages of
multimedia teaching, and put forward some practical measures for improving
economics teaching effects by means of multimedia.
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Multimedia telah menjadi
teknologi pengajaran penting dalam pendidikan tinggi dalam dan
luar negeri, dengan keuntungan super-media, ekspresi yang
kuat, dan interaksi. Penerapan pengajaran multimedia menghubungkan
erat dengan reformasi pengajaran dan inovasi. Dalam makalah ini,penulis menyimpulkan cacat pengajaran ekonomi tradisional dankeuntungan dari pengajaran secara multimedia, dan mengajukanbeberapa langkah-langkah praktis untuk meningkatkan pengaruh pengajaran ekonomi mengajar melalui multimedia. |
(4). Brush, T.A., Saye,
J.W. (2001). A Summary of Research Exploring Hard and Soft
caffolding for Teachers and Students Using a Multimedia Supported Learning
Environment. The journal of Interactive Online Learning. 1(2),
1-12. ISSN : 1541-4914.
This experiment with ideas about how soft and hard
scaffolding may be used to support disciplined inquiry in social studies, we
developed Decision Point! (DP), an integrated set of multimedia
content resources and tools for exploring the African-American Civil Rights
Movement of the 1950s and 60s (Brush & Saye, 2000; Saye & Brush, 1999).
The DP environment provides multimedia civil rights content resources in an
interactive hypermedia database and scaffolding tools for identifying,
collecting, and analyzing historical information. The database features primary
print documents, period news footage, interviews, and music. All data are
organized into three strands representing primary change strategies: working
within the legal system, nonviolent protest, and black power.
The structure of the DP database provides conceptual
scaffolds to help students organize and connect evidence within the broader
dimensions of the problem landscape. Events are associated with particular
change strategies and primary documents are associated with particular events.
Within events, evidence is grouped by document type with the expectation that
such categorization will help students consider the source of the evidence.
Contextual data retrieval charts associated with each event provide more
specific strategic scaffolds by helping students to ask more expert questions
of historical evidence. A presentation construction tool provides procedural
and strategic support to help students use evidence to author more reasoned
problem narratives.
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Eksperimen ini dengan ide-ide tentang
bagaimana perangkat lunak dan keras dapat digunakan untuk
mendukung Inqui dalam penelitiansosial, kami
mengembangkan Titik Keputusan! (DP), satu
setmultimedia isi dan alat
untuk menjelajahi Afrika-Amerika Gerakan HakSipil tahun
1950-an dan
60-an (Brush & Saye, 2000; Saye & Brush,1999). Lingkungan DP menyediakan sumber
daya multimedia hak-hak sipil konten dalam sebuah
database dan perancah hypermedia interaktifalat untuk
mengidentifikasi, mengumpulkan, dan menganalisis informasi
sejarah. Database fitur mencetak
dokumen primer, periode cuplikanberita, wawancara, dan
musik. Semua data tersebut akan disusun dalam tiga
helai mewakili strategi perubahan utama: bekerja dalam
sistem hukum, protes tanpa kekerasan, dan kekuatan hitam.
Struktur dari
database DP menyediakan perancah konseptual untuk
membantu siswa mengatur dan menghubungkan bukti
dalam dimensiyang lebih luas dari masalah. Hal yang terkait
dengan strategi perubahan tertentu
dan dokumen primer dikaitkan dengan
peristiwatertentu. Dalam peristiwa, bukti dikelompokkan
menurut jenis dokumen dengan harapan bahwa kategorisasi tersebut
akan membantu siswamempertimbangkan sumber bukti. Grafik kontekstual pengambilan data
yang terkait dengan acara masing-masing
memberikan perancahstrategis yang lebih spesifik dengan
membantu siswa untuk mengajukan pertanyaan lebih
ahli bukti sejarah. Sebuah alat
konstruksipresentasi menyediakan dukungan prosedural
dan strategis untuk membantu siswa menggunakan bukti
untuk cerita masalah penulis yang lebih beralasan.
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(5). Ramos,P.H, Susan, D.L., (2009). Learning
History in Middle School by Designing Multimedia in a Project-Based Learning
Experience. Journal of Research on Technology in Education JRTE, 42(2),
151–173
This article describes a study in which eighth grade
students in one school learned to create multimedia mini-documentaries in a
six-week history unit on early 19th-century U.S. history. The authors examined
content knowledge tests, group projects, and attitude and opinion surveys to
determine relative benefits for students who participated in a
technology-assisted project-based learning experience, and contrasted their
experiences to those of students who received a more traditional form of
instruction. Results from content knowledge measures showed significant gains
for students in the project-based learning condition as compared to students in
the comparison school. Students’ work in the intervention condition also
revealed growth in their historical thinking skills, as many were able to grasp
a fundamental understanding that history is more than presenting facts.
Implications and suggestions for technology-enhanced project-based learning
experiences are indicated.
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Artikel
ini menggambarkan sebuah studi di mana siswa kelas delapan di salah satu
sekolah belajar membuat multimedia mini dokumenter sebuah unit sejarah enam
minggu pada awal abad ke-19 sejarah AS. Para penulis memeriksa tes
pengetahuan, proyek, kelompok, dan sikap dan survei pendapat untuk
menentukan manfaat bagi siswa yang berpartisipasi dalam pengalaman teknologi
dibantu pembelajaran berbasis proyek berdasarkan pengalaman belajar, dan
dikontraskan pengalaman mereka kepada
siswa pada pembelajaran tradisional. Hasil
dari penilaian pengetahuan menunjukkan perbedaan yang
signifikanpada siswa yang belajar berbasis
proyek dibandingkan dengan siswa di sekolah perbandingan. Karya siswa
dalam kondisi intervensi jugamenunukkan perkembangan berpikir sejarah, karena
banyak orang dapat memahami pemahaman mendasar bahwa sejarah lebih dari fakta
presentasi.
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(6). Kingsley, K.V, Boone, R.,
(2008). Effects of multimedia software on achievement of middle school
students in an American History class.(Report). Journal of Research on
Technology in Education. 41(2), 203-221.
This study investigated social studies achievement as
a result of utilizing a multimedia-based American history software program
(Ignite Early American History, 2003) to augment textbook and lecture materials
for seventh-grade middle school history students in an ethnically and
linguistically diverse urban school district. The instructional software used
was an interactive multimedia program designed to teach middle school students
through video, song, animation, text, and other media to develop critical
thinking skills while acquiring knowledge of required content strands (Ignite
Learning, 2003). Teacher and student activities, pretest and posttest scores,
and instructional methods for experimental and control conditions were
documented in order to provide a comprehensive understanding of the results.
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Penelitian
ini mengenai pencapaian pembelajaran sosial sebagai hasil
dari pemanfaatan multimedia berbasis
sejarah lahirnya program perangkat lunak Amerika untuk menambah
buku dan bahanpembelajara bagi siswa kelas tujuh sekolah menengah
sejarah di distrik sekolah etnis dan beragam bahasa perkotaan. Perangkat
lunakpembelajaran yang digunakan adalah program multimedia interaktif
yang dirancang untuk mengajar siswa sekolah menengah melalui video, lagu
teks, animasi, dan media lainnya untuk mengembangkan keterampilan berpikir
kritis ketika memperoleh pengetahuan. Aktivitasguru dan siswa, skor pretest
dan posttest, dan metode pembelajaranuntuk kelas eksperimen
dan kontrol didokumentasikan dalam rangka untuk
memberikan hasil pemahaman yang komprehensif.
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(7). Moore, H.A, Pippert, T.D.,(1999). Multiple
Perspectives on Multimedia in the Large Lecture. Sociology Department, Faculty
Publications. This paper is posted at DigitalCommons@University of Nebraska -
Lincoln. http://digitalcommons.unl.edu/sociologyfacpub/148
Sociology instructors should consider adopting more
complex computer multimedia in light of balancing interests: (1) resource
scarcity in education and (2) few direct demonstrable effects of media on
objective measures of student test outcomes in this and other research.
However, our participants consistently cite considerable enhancement of
students' cognitive skills and motivations (especially note taking and student
interest levels), and our instructors endorse the positive effects of
multimedia development on the process of reworking and rethinking their course
curricula and materials.
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Pengajar Sosiologi harus
mempertimbangkan adopsi multimediakomputer yang
lebih kompleks, diantaranya kelangkaan sumber dayadalam
pendidikan dan efek media pada penilaian hasil tes
siswa.Terdapat peningkatan keterampilan kognitif siswa
dan motivasi (catatankhusus
mengenai tingkat ketertarikan mahasiswa),
dan pengajarmendukung efek positif dari pengembangan
multimedia dengan cara memperbaiki dan memikirkan kembali kurikulum dan
materi ajar pembelajaran mereka.
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(8). LEE, J. FRIEDMAN, M., (2009). RESEARCH ON TECHNOLOGY IN
SOCIAL STUDIES EDUCATION. RESEARCH METHODS FOR EDUCATIONAL TECHNOLOGY. SERIES
EDITOR: WALT HEINECKE, UNIVERSITY OF VIRGINIA.
Despite technology’s presence in virtually every
public school, its documented familiarity and use by youth outside of school,
and the wealth of resources it provides for teaching social studies, there has
been relatively little empirical research on its effectiveness for the teaching
and learning of social studies. In an effort to begin to fill this gap in
research literature, this book focuses on research on technology in social
studies education. The objectives of this volume are threefold: to describe
research frameworks, provide examples of empirical research, and chart a course
for future research endeavors. Accordingly, the volume is divided into three
overarching sections: research constructs and contexts, research reports, and
research reviews.
The need for research is particularly acute within the
field of social studies and technology. As the primary purpose of social
studies is to prepare the young people of today to be the citizens of tomorrow,
it is necessary to examine how technology tools impact, improve, and otherwise
affect teaching and learning in social studies. Given these circumstances, we
have prepared this collection of research conceptualizations, reports, and
reviews to achieve three goals.
The book is divided into four sections. The first
section of the book includes three descriptions of research constructs and
contexts in social studies and technology. The second section is focused on
research reports from studies of student learning in social studies with
technology. The third section contains research reports on teachers’
pedagogical considerations for using technology in social studies. In the
fourth and final section, we present work that broadly reviews and critiques
research in focused areas of social studies and technology. This volume contains
twelve chapters, each of which focuses on social studies content and pedagogy
and how the field is affected and enhanced with technology
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Buku ini
berfokus pada penelitian pemanfaatan teknologi dalam pendidikan ilmu sosial.
Pada penelitia ini perlu mengkaji bagaimana alat teknologi mempengaruhi,
memperbaiki, dan mempengaruhi proses belajar dan mengajar pada pendidikan
sosial. Buku ini dibagi menjadi empat bagian. Bagian pertama
buku ini mencakup tiga deskripsirancangan penelitian
dan konteks dalam pembelajaran sosial
danteknologi. Bagian kedua difokuskan pada
laporan penelitian dari prosesbelajar siswa dalam
penelitian sosial dengan teknologi. Bagian ketigaberisi
laporan-laporan penelitian
tentang pertimbangan pedagogis gurudalam menggunakan
teknologi pada
pembelajaran sosial. Bagiankeempat berisi ulasan
dan kritik penelitian yang difokuskan padapenelitian sosial
dan teknologi.
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(9). Hallett,
T.L., Faria, G., (2006). Teaching with Multimedia: Do Bells and
Whistles Help Students Learn?. Journal of Technology in Human
Services; 2006, Vol. 24 Issue 2/3, p167-179. ISSN: 15228835.
This study compared 30 undergraduate
social work and speech language pathology students' recall of material
presented through multimedia versus traditional lecture. Advanced multimedia
included audio, video, animation, graphics, text, and special effects.
Traditional lecture included a text display in the form of PowerPoint bullets
only. Both conditions presented material on the brain and the ear. Quantitative
and qualitative results indicated that multimedia presentations had a positive
effect on learning. Similar findings were obtained during a follow-up study
three weeks later.
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Studi ini
membandingkan 30 sarjana sosial dan patologi
bahasa pidatosiswa tentang materi yang
disajikan melalui multimedia dibandingkankuliah tradisional. Multimedia
yang canggih termasuk audio, video,animasi, grafik, teks, dan
efek khusus. Kuliah tradisional termasukmenampilkan
teks dalam
bentuk peluru PowerPoint saja. Kedua kondisi yang
disajikan materi pada otak
dan telinga. Hasil kuantitatif dankualitatif menunjukkan bahwa presentasi
multimedia memiliki dampakpositif pada pembelajaran. Temuan
serupa diperoleh selama studitindak lanjut tiga minggu
kemudian.
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(10). Gulbahar,
Y., & Guven, I. (2008). A Survey on ICT Usage and the Perceptions
of Social Studies Teachers in Turkey. Educational Technology & Society,
11 (3), 37-51.
Turkey has been undertaking many projects to integrate
Information and Communication Technology (ICT) sources into practice in the
teaching-learning process in educational institutions. This research study
sheds light on the use of ICT tools in primary schools in the social studies
subject area, by considering various variables which affect the success of the
implementation of the use of these tools. A survey was completed by 326
teachers who teach fourth and fifth grade at primary level. The results showed
that although teachers are willing to use ICT resources and are aware of the
existing potential, they are facing problems in relation to accessibility to
ICT resources and lack of in-service training opportunities.
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Turki
telah melakukan banyak proyek untuk
mengintegrasikan sumber Teknologi Informasi dan
Komunikasi (TIK) dalam praktek prosesbelajar-mengajar di
lembaga pendidikan. Penelitian ini menyorotipenggunaan
alat-alat TIK di sekolah dasar pada studi
sosial, dengan mempertimbangkan berbagai variabel yang
mempengaruhikeberhasilan pelaksanaan penggunaan TIK. Hasil
penelitian menunjukkan bahwa meskipun guru bersedia untuk
menggunakan sumber daya TIK dan menyadari potensi yang ada,
merekamenghadapi masalah dalam kaitannya dengan aksesibilitas
terhadapsumber daya TIK dan kurangnya kesempatan pelatihan.
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(11). Hayashi,
A., Chen, C., Ryan, T., Jiinpo,W., (2004). The Role of
Social Presence and Moderating Role of Computer Self Efficacy in Predicting the
Continuance Usage of E-Learning Systems. Journal of Information Systems
Education; Jun2004, Vol. 15 Issue 2, p139-154. ISSN: 10553096 .
The continuous growth of the electronic learning
(e-learning) market has drawn a lot of discussion about the effectiveness of
virtual learning environments (VLE). The initial emphasis of e-learning in the
context of information technology skills training continues to be relevant. The
success of an e-learning program in information technology (IT) may require
users to be equipped with a certain degree of computer self-efficacy and affect
for information systems. These factors may, in turn, influence the satisfaction
level of online learners and their intention to continue using the e-learning
system. Therefore, it is plausible that these factors may be as important as or
more important than the design of an effective VLE in an IT context. This paper
blends the Computer Self-Efficacy (CSE) and Expectation-Confirmation Models
(ECM), and assesses their applicability on the intention of online learners who
continue using the e-learning system as a vehicle to assimilate IT skills.
Second, it theorizes the causal relationship of the factors of Perceived
Usefulness, Confirmation, Satisfaction, and IS Continuance in the e-learning
context. Finally, it assesses the relative importance of social presence in
helping online learners to prevail over the online asynchronous environment.
Our results indicate that, in the context of assimilating IT skills, there is
not a significant relationship among the CSE of online learners, their
perceived usefulness, confirmation, and satisfaction level. As a moderating
factor, computer self-efficacy does not have significant influence on learning
outcomes. For knowledge long transfer, social presence was shown to have an
effect in different VLEs.
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Perkembangan pembelajaran
elektronik (e-learning) telah menarikbanyak diskusi tentang efektivitas lingkungan belajar
virtual (VLE).Keberhasilan program e-learning di bidang
teknologi informasi (TI)mungkin mengharuskan
pengguna memiliki komputer self-efficacydan keteranpilan sistem informasi. Faktor-faktor
ini, pada gilirannya,mempengaruhi tingkat kepuasan peserta
didik online dan niat mereka untuk terus
menggunakan sistem e-learning. Makalah
ini memadukanSelf-Efficacy Komputer (CSE)
dan Harapan-Konfirmasi Model (ECM),dan menilai penerapannya pada keinginan peserta
didik online yangterus menggunakan sistem e-learning
sebagai sarana untuk mengasimilasi kemampuan
IT. Hubungan kausal faktor teori dari
Kegunaan Persepsi, Konfirmasi, Kepuasan, dan
IS kelangsungannyadalam konteks e-learning. Pentingnya
penilaian relatif dari kehadiran sosial dalam membantu pembelajar online
untuk berhasil
dalamlingkungan asynchronous online. Hasilnya menunjukkan
bahwa,dalam konteks asimilasi kemampuan IT, tidak
ada hubungan yang signifikan antara CSE peserta
didik secara online, kegunaan yang
dirasakan, konfirmasi, dan tingkat kepuasan. Sebagai
faktormoderating, komputer self-efficacy tidak
memiliki pengaruh signifikan pada hasil
belajar. Untuk transfer pengetahuan yang panjang,kehadiran
sosial telah menunjukkan efek dalam VLEs berbeda.
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(12). Brown, S. P., (2006). Social
Studies/Multimedia: Continents. School Library Media Activities
Monthly; May2006, Vol. 22 Issue 9, p17-19, 3p.
Presents an educational activity for grades 1-2
students to enhance their knowledge of cultural practices in several continents
through the creation of a travel brochure. Information resources that can be
used; Roles of teachers and library media specialists in the project;
Procedures for the completion of the activity.
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Menyajikan suatu
kegiatan pendidikan untuk siswa kelas 1-2 dalammeningkatkan pengetahuan
mereka tentang praktek-praktek budaya di beberapa
benua melalui penciptaan sebuah brosur
perjalanan.Informasi sumber daya yang dapat
digunakan; Peran guru danperpustakaan media spesialis dalam
proyek; Prosedur untuk penyelesaian kegiatan.
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(13). New Media Educational Technologies --
Applications for Social Inclusion. Multimedia Information &
Technology; May2008, Vol. 34 Issue 2, p61-64, 4p. ISSN: 1466190X
The article aims to share the author's research and
development experiences with the broad learning technology research
communities. Principally, it aims to disseminate key findings from the ESF
EQUAL Equinex project and on the development, piloting and completion of the
multimedia-based Addressing Barriers-Enhancing Services series of Equality and
Diversity skills development e-training resources. Accordingly, the project
served as an engine for innovation in seeking to address the problem of
barriers to learning and employment opportunities for disadvantaged groups.
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ARTIKEL
INI MENGENAI PENELITIAN TEKNOLOGIPEMBELAJARAN DARI
SAMA FEE EQUINEX DALAM PENGEMBANGAN, UJI
COBA DAN PELENGKAP DARI MENGATASI HAMBATAN
MENINGKATKAN LAYANAN KESETARAAN DAN KEANEKARAGAMAN KETERAMPILAN PENGEMBANGAN
PELATIHAN SUMBER DAYA BERBASIS MULTIMEDIA. HAL
INI DISAJIKAN SEBAGAI INOVASI DALAM
MENCARI CARA MENGATASI MASALAH HAMBATAN KESEMPATAN
BELAJAR DAN KERJA BAGI KELOMPOK YANG KURANG BERUNTUNG.
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(14). Besser, H.
(1995). Multimedia and networks teach about museums. Issues in
maintaining a WWW site to facilitate distance learning. Selected
papers from the Third International Conference on Hypermedia and Interactivity
in Museums; 1995, p124-140, 17p.
A wide array of technological resources were employed
to teach a course on the impact of multimedia and networks. The course, taught
simultaneously at the University of Michigan and the University of California
at Berkeley, examined the impact of new technologies from a variety of
perspectives (including cultural, political, and social), and focused on that
impact upon daily life and upon social and cultural institutions (such as
museums, libraries, and schools). Cutting-edge technologies were used to
conduct the course in the two sites, and to provide text and multimedia resources
to enrolled students and to the general public. This paper reports on the
experience of mounting multimedia information on the World Wide Web, both for
public consumption and to instruct students in the course. Paying particular
attention to methods for making the information stand on its own without the
presence of the instructor, the paper outlines a wide variety of issues,
including: design concerns, technical limitations, and privacy issues. Concerns
of ongoing maintenance of a World Wide Web site are detailed.
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Komentar
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Teknologi
dipergunakan untuk mengajar pelajaran sebagai dampak dari multimedia dan
jaringan. Dampak dari teknologi baru dari berbagai perspektif (mencakup
budaya, politik, dan sosial), dan difokuskn pada dampak kehidupan sehari-hari,
sosial dan institusi budaya. Pada artikel ini dilaporkan bahwa sejumlah
multimedia informasi seperi World Wide Web, keduanya dapat dijadikan sebagai
pembelajaran bagi siswa.
Sebuah
beragam sumber daya teknologi yang dipekerjakan untuk
mengajar kursus 1995 tentang dampak multimedia
dan jaringan. Kursus ini, diajarkan secara
simultan di University of Michigan dan University of
California di Berkeley, meneliti dampak dari teknologi
baru dari berbagaiperspektif (termasuk budaya,
politik, dan sosial), dan terfokus padayang
berdampak pada kehidupan sehari-hari dan
pada sosial dan
budaya institusi (seperti museum, perpustakaan, dan
sekolah). Cutting-edge teknologi yang digunakan untuk
melakukan kursus di dua lokasi,dan untuk menyediakan
sumber daya teks dan multimedia untukmahasiswa yang
terdaftar dan untuk masyarakat umum. Makalah ini
melaporkan pengalaman multimedia informasi pemasangan
pada World Wide Web, baik untuk konsumsi publik dan untuk
menginstruksikan siswa dalam kursus. Membayar perhatian khusus untuk
metode untuk membuat informasi berdiri sendiri tanpa
kehadiran instruktur, kertasmenguraikan berbagai isu,
termasuk: masalah desain, keterbatasan teknis, dan masalah
privasi. Kekhawatiran pemeliharaan dari situsWorld Wide
Web yang rinci. Prosiding Diterbitkan
oleh Archives & Museum Informatika, Amerika Serikat, 1995.
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(15). Ramig, Renee., (2009).Social Media in
the Classroom. MultiMedia & Internet@Schools; Nov/Dec2009, Vol. 16
Issue 6, p8-10, 3p. ISSN:15464636
The article discusses the benefits of social media use
among children, as young as primary age right on to secondary students. It
classifies the usage of social media, such as Blogger, Facebook and MySpace,
according to various age groups, and provides some guidelines on proper usage
and application according to each group. It also presents the benefits of
incorporating social media into schools.
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Komentar
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Artikel
ini membahas manfaat dari media
sosial yang digunakan di kalangan anak-anak, remaja siswa
sekolah pertama. Inimengklasifikasikan penggunaan media
sosial, seperti Blogger,Facebook dan MySpace, menurut berbagai
kelompok umur, dan memberikan beberapa panduan
tentang penggunaan yang tepat danaplikasi sesuai
dengan masing-masing kelompok. Hal ini jugamenyajikan manfaat
menggabungkan media sosial ke sekolah-sekolah.
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(16). Ricketts, J. Wolfe,
F.H. Norvelle, E. Carpenter, E.H. (2000). Multimedia:
asynchronous distributed education--a review and case study. Social
Science Computer Review; Summer 2000, Vol. 18 Issue 2, p132-146, 15p. ISSN:08944393.
Interest in and delivery of distributed education has
increased rapidly in the past decade. Technology brings the promise of creating
superior learning environments relative to the traditional classroom as well as
delivering these learning experiences to greater numbers and more diverse
audiences. However, successful creation and delivery of distributed courses
requires new dimensions in thought and creativity, since a direct translation
from classroom to computer will not enhance the learning experience. To make
distributed education work, instructors must rethink their role as teacher, and
students must take charge of their own learning experience. Many accommodations
must be made in distributed course creation to ensure a student-centered
environment that overcomes the feeling of isolation. Discusses these themes in
relation to the authors' experiences in delivering an asynchronous distributed
introductory course at the University of Arizona.
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Teknologi menciptakan lingkungan
belajar yang lebih ungguldibandingkan dengan kelas
tradisional serta memberikanpengalaman-pengalaman belajar yang
lebi banyak dan audien yang lebih beragam. Untuk membuat
pembelajaran yang sukses dan kreatif membutuhkan dimensi baru dalam berpikir
dan kreativitas.Instruktur harus memikirkan kembali peran
mereka sebagai guru, dan menciptakan lingkungan yang berpusat pada
siswa.
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(17). Mehmet, Acikalin. Erdinc, Duru.
(2005). The Use Of Computer Technologies In The Social Studies
Classroom. The Turkish Online Journal of Educational Technology – TOJET. 4
(2), 18-25. ISSN: 1303-6521.
Nowadays,
the use of technology in education has become more popular. Special attention
has been given to the adaptation of computer technology into teaching-learning
process for effective learning and increasing students’ achievement. In recent
years, it has been realized that there is an immense benefit in applying
computer technology in the social studies classroom. The first purpose of this
study is to review computer - and Internet-supported instructional strategies
in the social studies classroom. The second purpose of the study is to
investigate the degree of application of these strategiesin the social studies
classroom. Thus, based on the literature review, the results of the research
regarding computer technology in the social studies classroom are summarized,
and educational implications are discussed. Therefore, many social studies
software/CD-ROM programs now available to support teaching strategies in the social
studies classroom. As Berson (1996) asserts, one of the major purposes of
social studies is to promote effective citizens who posses the critical
thinking and decision making skills to function in a democratic society. Thus,
reflective inquiry, problem solving and decision making skills are considered
essential for the contemporary social studies education. Research shows that
computer- and Internet-supported teaching strategies have crucial roles in
facilitating the development of students’ critical thinking, problem solving
and decision making skills
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Penggunaan
teknologi dalam pendidikan telah menjadi lebih populer. Perhatian khusus
diberikan untuk adaptasi teknologi komputer dalam proses belajar mengajar
yang efektif untuk meningkatkan pencapaian belajar siswa. Dalam beberapa
tahun terakhir, penerapan teknologi komputer di kelas studi
social menunjukkan hasil yang memuaskan.Adapun tujuan penelitian dalam
artikel ini yaitu untuk meninjau strategi pembelajaran yang
didukung komputer - dan Internet pada kelas studi social, selain
itu, tujuan dari penelitian ini adalah untuk menyelidiki tingkat penerapan
strategi kelas studi sosial. Banyak software/CD-ROM program untuk
kelas studi sosial yang bertujuan ntuk mendorong agar siswa berpikir kritis
dan terampil dalam mengambil keputusan yang penting dalam pendidikan ilmu
sosial. Penelitian ini menggambarkan pentingnya strategi pembelajaran yang
didukung oleh komputer-internet dalam mengembangkan berpikir kritis,
pemecahan masalah, dan keahlian dalam membuat keputusan oleh siswa.
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(18). Hagen, J., Albrechtsen, E., Johnsen,
S.O. (2011). The long-term effects of information security e-learning
on organizational learning. Information Management & Computer
Security; 2011, Vol. 19 Issue 3, p140-154, 15p. ISSN:09685227.
Purpose – The purpose of this paper is to measure and
discuss the long-term effects of an e-learning tool aiming at improving the
information security knowledge, awareness, and behaviour of employees.
Design/methodology/approach – The intervention study had two assessments of
knowledge and attitudes among employees: one survey, one week before the
intervention, and one survey eight months after the intervention. The
population was divided into an intervention group and a control group, where
the only separated the groups was participation in the intervention (i.e. the
e-learning tool). Findings – The study documents that the effects of the
intervention on security awareness and behavior partly remains more than half a
year after the intervention, but that the detailed knowledge on information
security issues diminished during the period. The study also discusses how such
courseware can contribute to long-term organizational learning compared with
human interventions such as action research. Both human resource management and
internal promotion are necessary input in the process to successfully educate
and train employees in information security. Research limitations/implications
– One weakness of concern is the low response rate of 37 in the final analysis.
Practical implications – The study can document that short-time effects of
software supported information security awareness on employees' knowledge,
behaviour, and awareness diminish over time. It is thus important to maintain
and continually perform information security awareness. More interventions studies,
following the same principles as presented in this paper, of other
user-directed measures is needed, to test and document the effects of different
measures. Originality/value – The paper is innovative in the area of
information security research as it shows how an information security
intervention can be measured.
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TUJUAN - TUJUAN DARI MAKALAH INI ADALAH
UNTUK MENGUKUR DAN MENDISKUSIKAN EFEK JANGKA PANJANG DARI
E-LEARNING BERTUJUAN UNTUK MENINGKATKAN PENGETAHUAN KEAMANAN
INFORMASI, KESADARAN, DAN PERILAKU KARYAWAN. DESAIN
/ METODOLOGI / PENDEKATAN - STUDI INTERVENSI MEMILIKI DUA
PENILAIAN PENGETAHUAN DAN SIKAP ANTARA KARYAWAN: SATU
SURVEI, SATU MINGGU SEBELUM INTERVENSI, DAN
SATU SURVEI DELAPAN BULAN SETELAH
INTERVENSI. POPULASI DIBAGI MENJADI KELOMPOK
INTERVENSI DAN KELOMPOK KONTROL, DIMANA HANYA
DIPISAHKAN KELOMPOK ADALAH PARTISIPASI DALAM
INTERVENSI (YAITU ALAT E-LEARNING). TEMUAN -
DOKUMEN STUDI INI BAHWA EFEK DARI INTERVENSI PADA
KESADARAN KEAMANAN DAN PERILAKU SEBAGIAN TETAP LEBIH
DARI SETENGAH TAHUN SETELAH
INTERVENSI, TETAPI PENGETAHUAN RINCI
TENTANG ISU-ISU KEAMANAN INFORMASI BERKURANG SELAMA
PERIODE TERSEBUT. PENELITIAN INI JUGA MEMBAHAS
BAGAIMANA COURSEWARE TERSEBUT DAPAT MEMBERIKAN KONTRIBUSI
UNTUK PEMBELAJARAN JANGKA PANJANG ORGANISASI DIBANDINGKAN DENGAN
INTERVENSI MANUSIA SEPERTI PENELITIAN TINDAKAN. BAIK
MANAJEMEN SUMBER DAYA MANUSIA DAN
PROMOSI INTERNAL MASUKAN YANG DIPERLUKAN DALAM
PROSES UNTUK BERHASIL MENDIDIK DAN MELATIH KARYAWAN DALAM
KEAMANAN INFORMASI.
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(19). Hansen, F.B., Resnick,
Hy., Galea, J., (2002). Better Listening: Paraphrasing and Perception
Checking- A Study of the Effectiveness of a Multimedia Skills Training Program.
Journal of Technology in Human Services; 2002, Vol. 20 Issue 3/4,
p317. ISSN: 15228835
The authors describe a multimedia communications
skills training CD-ROM for human service students and practitioners and
evaluate its effectiveness with undergraduate social work students in Canada.
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Komentar
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PARA
PENULIS MENGGAMBARKAN PELATIHAN KETERAMPILAN KOMUNIKASI
MULTIMEDIA CD-ROM UNTUK MAHASISWA DAN PRAKTISI PELAYANAN
MANUSIA DAN
MENGEVALUASI EFEKTIFITAS DENGAN SARJANA MAHASISWASOSIAL DI
KANADA.
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(20). Abdelraheem, A.Y,
Abdelraheem, A.H. (2005).Utilisation and Benefits of Instructional Media in
Teaching Social Studies Courses as Perceived by Omani Students. Malaysian
Online Journal of Instructional Technology. 2 (1). ISS, 1-8 ISSN:
1823-1144.
The article reports on a study that elucidated the
extent of the utilisation and benefits of instructional media as perceived by
Omani students. A questionnaire consisting of a list of the commonly available
media at schools was deployed. Copies of the questionnaire were distributed to
a sample of 970 students drawn randomly from the Muscat area in Oman. The
results showed that boards, maps, tables, illustrations and graphs were the
most frequent media usedin the teaching of social studies courses as perceived
by the students. In terms of the benefits, the results showed that the boards,
maps, tables and illustrations were the most useful media. The results also
revealed that there was no significant difference between the perceptions of
female and male students regarding the utilisation of media. However, more
female students noted that the benefits they rendered were higher. A
comparative analysis between the course levels revealed that the students’
perception of the utilisation and benefits of various media in the preparatory
course level was higher than that of secondary course levels. The discussion of
the results, in particular pertaining to the provision of the media usage for
their benefit in teaching and learning for the Omani students will be discussed
and
highlighted.
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Artikel
ini melaporkan penelitian mengenai pemanfaatan
dankeuntungan media pembelajaran siswa Omani. Hasil
penelitian menunjukkan tidak ada perbedaan yang
signifikan antara persepsisiswa perempuan
dan laki-laki tentang pemanfaatan media. Namun,banyak
siswa perempuan yang mencatat bahwa manfaat yang merekadapatkan lebih
tinggi. Sebuah analisis perbandingan antara tingkat kursus
yang mengungkapkan bahwa persepsi siswa
tentangpemanfaatan dan manfaat dari berbagai media
di tingkat persiapanpembelajaran lebih
tinggi daripada tingkat pembelajaran yangsekunder.
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(21). Bookhagen,
A.D., Wegenast, D.P., McCowan, R.J., (2002). Multimedia
Interactive Training Development- Journey: Discovering Social Services CD-ROM.
Journal of
Technology in Human Services; 2002, Vol. 20 Issue 3/4, p333. ISSN:15228835.
This article describes a multimedia 9-module training program which uses text,
graphics, animation, narration, and video as well as a planned approach to the
use of color, pace, tone, setting, and instructional activities to achieve its
goal of orienting new workers to the complexity of a public social service
agency.
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Artikel
ini menjelaskan program 9-modul pelatihan multimedia
yangmenggunakan teks, grafik, animasi, narasi, dan video
serta pendekatandirencanakan untuk penggunaan warna, kecepatan, pengaturan nada, dan
kegiatan instruksional untuk mencapai
tujuan dalam orientasi pekerja baruuntuk kompleksitas sebuah
lembaga pelayanan publik sosial.
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(22). Whitworth, S., & Berson, M.J.
(2003). Computer technology in the social studies: An examination of the
effectiveness literature (1996-2001). Contemporary Issues in Technology
and Teacher Education, 2(4), 472-509.
Within the social studies, technology has served a
dual role as an important instructional tool that may have a significant effect
on the global, political, social, and economic functioning of American society.
As both a method of instruction and a topic of instruction, the impact of
computers and technology on social studies is immense. However, the extent to
which this potential is being fully realized in the social studies classroom
has not been sufficiently explored. Technology-based learning has the potential
to facilitate development of students’ decision-making and problem solving
skills, data processing skills, and communication capabilities. Through the
computer, students may gain access to expansive knowledge links and broaden
their exposure to diverse people and perspectives; hence, affording students
the opportunity to become active participants in an increasingly global and
interactive world. The technological shift in society has occurred very
rapidly, and the field of education is attempting to keep up the pace. Recent
advances now allow computer technology to serve many more functions for the
social studies classroom than merely accessing information through the Internet
(Berson,1996; Diem 2000; Mason et al., 2000). For educators to fully take advantage
of the technology available, the technology must be infused more into daily
instruction and not used as a mere appendage during one or two lessons (Berson,
1996). Yet, articles continually appear that merely list a wealth of Internet
sites with little guidance on how the busy teacher can incorporate these
resources into a lesson or project. Typically, educators rely on inservice
trainings, state and national conferences, and educational newsletters and/or
journals to receive updates on the latest uses of technology in the social
studies classrooms. In an effort to determine just how far the fieldhas come
and to assess the trends and patterns of use of technology in the social
studies over the past five years, this article will (a) examine the general
trends in the National Council for Social Studies (NCSS) publications and over
300 other articles, chapters, books, and government reports, and (b) present
the results from content analysis data of selected technology related articles
from 1996-2001.
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Teknologi
memiliki peran ganda sebagai alat pembelajaran penting yang memberikan
pengaruh yang signifikan dalam bidang sosial, politik, dan ekonomi masyarakat
Amerika. Pembelajaran berbasis teknologi memiliki potensi dalam memfasilitasi
pembuatan keputusan siswa dan keterampilan pemecahan masalah, keterampilan
memproses data, dan kemampuan berkomunikasi. Akhir-akhir ini teknologi
komputer memberikan banyak manfaat bagi kelas pembelajaran sosial
dibandingkan mengakses informasi melalui internet. Para pendidik harus
memanfaatkan teknologi dalam proses pembelajaran dan tidak hanya menggunakan
teknologi pada satu atau dua mata pelajaran.
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(23). Horton,
L., Liu, M., Brockmann, D., Chang, H., Gibbs, I., Lee, S.T. & Traphagan, T.
(2006). Designing Interactive Multimedia to Promote Cultural
Awareness Among Middle School Social Studies Students. In E.
Pearson & P. Bohman (Eds.), Proceedings of World Conference on
EducationalMultimedia, Hypermedia and Telecommunications 2006 (pp.
2829-2834). Chesapeake, VA: AACE.
This presentation describes the development of an
interactive multimedia learning environment called Not Just Sushi to
support inquiry-based learning in sixth
grade Social Studies classrooms. The goals of the project are to
enhance appreciation and understanding of Japanese culture through an
exploration of Japanese food. The project was developed by a team of six
graduate Instructional Technology students at The University of Texas at Austin
who were engaged in a course that situates learning amid real-world design
projects. The project team was responsible for each phase of the development
cycle, including planning and instructional design, design and development,
user testing, and implementation. The development process exposed the project
team to the challenges of designing interactive multimedia for
instructional purposes, and specifically to the idiosyncrasies of
designing Social Studies instruction. Having completed the
project and field testing, the project team has identified opportunities to further
extend and enhance the project in subsequent iterations.
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Presentasi
ini menggambarkan perkembangan pembelajaran multimedia interaktif dalam
lingkungan yang disebut Not Just Sushi untuk mendukung pembelajaran berbasis
inkuiri pada kelas pembelajaran sosial kelas 6. Proyek yang dikembangkan oleh
tim siswa pembelajaran teknologi semester 6 pada Universitas Texas yang
dikaitkan pada pengajaran yang situasi pembelajarnnya diantara rancangan
proyek dan dunia nyata. Perkembangan proses mengarahkan tim proyek pada
rancangan multimedia interaktif untuk tujuan pembelajaran, khususnya istimewa
untuk rancangan pengajaran pada pembelajaran sosial.
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