Warming UpFacts:

Number of teachers in Indonesia: around 3 Millions (Ministry of Education, 2011)

Map:

Indonesia is the fifteenth biggest country with approximately 2,ooo,ooo sq.km. of land.

Indonesia is the biggest ARCHIPELAGO with more than 18,110 islands

Centers of Teachers’ development: ONLY 12 Institutions

Any suggestion for model of our teachers’ professional learning?

Online Professional Development/

E-Training for Indonesian Teachers of Inclusive

Schools

:introducing the use of iGoogle web 2.0 tool

SUHENDRI

Managing Innovation in

PPPPTK TK and PLB

Today’s menu Warming up

(2’) CDET KIE

(1’)

Deepening the future (5’)

Litany Systemic Worldview Metaphor

New layers (5’)

Metaphor Systemic Worldview Litany

Transforming

the future (5’)

- Most desirable future

- Just before- Just before

that- Now

Video(3’)Discussion (3’)

PPPPTK TK PLB = CDET KIE

(Center of Development and Empowerment

for Teachers of Kindergarten and Inclusive

Education)

Among 12 national centers of development for teachers

The main tasks:To maintain the development of competencies and to empower the educators and other educational staffs in kindergarten level and in special schools all over Indonesia (www.tkplb.org)

Reality:Face to face trainingRural teachers? (The Jakarta Post, 2007).

Why Online?

In spite of saving time and money, the main focuses:

Teachers who are doing e-training do not have to leave their classrooms. They can arrange their own time to do online PD. The time is flexible both for trainers and teachers as participants (Eib, 2002)

Building online community between trainers and participants and among teachers . Hur and Brush (2009) state that by having online community, ICT combats teacher isolation.

WHY iGoogle?

Create more alive learning

Provide opportunities for independent student practice (student centered learning)

Present new content skills (updated social learning games)

Personally meaningful and challenging

Opportunities for social interaction

Helpful feedback and choices and a sense of control (Descy, 2008; Telecomworldwide, 2008)

LITANY CDET KIE is going to change the

paradigm about the schools closed doors when training (Warmack-Capes, 2005). Systemic

• As has been stated in ISO 9001:2008 of CDET KIE, one of the policies is to reach the unreached teachers wherever they are.

• Real world context of learning ICT for teachers as one of CDET KIE’s visions

CLA LAYERS

Worldview

Metaphor

Kill many wolfs with one bullet

!!!

The infrastructures of ICT in the CDET

KIE (Bhat, 2010)

Well trained trainers of ICT in CDET

KIE (Bhat, 2010; Knouse,1997).

Metaphor

20 % of National budget goes to education development, one of the programs can be used to do online training (Ministry of Education, 2013)

Leadership’s point of view of innovative way of training (Gilbert, 1996).

Worldview

Mission impossible is possible if we

have dream, work smart, and pray.

Litany

Students’ and teachers’ need about the need of improvement (CDET KIE’s raw data, www.tkplb.org, 2013)

All inclusive teachers every where in

Indonesia have right to improve their

competencies, CDET KIE will do it for

them.

Systematic

Most desirable future =

iGoogle account for every teacher

Transforming the future

Measures Roles

Control from CDET KIE

Periodic assessment from school leaders and stakeholders

Resources

Allocation of time, money, and supportive infrastructures for teachers (Yao et al, 2005)

Structures

Consultation contact person

SOP for maintenance, funding, and assessment.

Risks

Unused knowledge and low motivation (Vrasidas and Zembylas, 2004),

Misused of ICT (Stoloff, 2007)

New innovation as rapid technological changes (Wonglimpiyarat, 2004)

Opportunities

New and interactive way of teaching and learning to create better education (Hooper & Rieber, 1995).

JUST BEFORE

Measures Roles

Trainers will spend a lot of time

As participants, teachers will be asked to follow instructions

Resources

Allocation of time, money, and supportive infrastructures both teachers and trainers (Yao, et al, 2005)

Structures

Training procedures (www.tkplb.org)

Risks

Unstable connection, lack of support from school leaders

lack of motivation from teachers (Vrasidas and Zembylas, 2004)

Opportunities

Funding support for teachers and trainers

One-off in-service training

Supportive infrastructure in CDET KIE

Learning ICT for teachers are interesting (Vrasidas & Zembylas, 2004)

JUST BEFORE THAT

Setting the goals

identify the participants

Pre-assesment:

e-training questionnaire

planning a weekly lesson

(6 times, once a week)

Conducting and Monitoring the

program

Assessment and reporting

Measures Roles

Structural and functional staff will collaborate to plan the best

model of training (Barsh & Capozzi, 2008).

Leader will play important role in deciding the resources allocated

(Lloyd & Stewart, 2002; Gilbert, 1996).

Resources

TNA staff, money allocated (Yao, et al, 2005)

Time for conducting TNA

Structures

Trainers will be selected and participants will be identified

Risks

Invalid data of future participants from every educational district

(Junarsin, 2009)

Opportunities

The ISO procedures about training can be used effectively

Experienced staff will help much to do the planning

NOW

BUILDING AWARNESS

OF ONLINE TRAINING

http://www.youtube.com/watch?v=FDwWIRqEmCo&feature=related

Measures Roles

Open minded staffs (Knouse, 1997).

Resources

Creating Ba – real places to talk and online (Nonaka, et al, 2000)

Structures

Informal to formal meeting

Risks

Organizational culture (Junarsin, 2009):

more money for face to face training)

new procedures need to be learnt

Unsupportive leadership in sharing knowledge within organization (John, 2005)

Opportunities

Malaysia Technology University, Monash University, Flinders University alumni

CDET KIE has everything ready to conduct Online Training (Trained staffs, money, infrastructures, and standard procedures from TNA to assessment)(Bhat, 2010)

References Barsh, J., & Capozzi, M. M. (2008). Managing innovation risk. Strategic Finance, 89(10), 13-16

Bhat, J. S. A. (2010). Managing innovation : Understanding how continuity and change are interlinked. Global Journal of Flexible Systems Management, 11(1), 63-73.

Descy, D. E. (2008). iGoogle, uGoogle, WeAllGoogle. TechTrends, 52(2), 6-7.

Eib, B. J. (2002). Online learning and professional development. Principal Leadership, 3(4), 61-64.

Gilbert, J. T. (1996). Managing innovation: The role of the general manager. Review of Business, 17(3), 12-12.

Google introduces iGoogle themes API.(2008). Telecomworldwire, , 1. Retrieved from http://search.proquest.com/docview/191015501?accountid=10910

Hooper, S. & Rieber, L. P. (1995). Teaching with technology. In A. C. Ornstein (Ed.), Teaching: Theory into practice, (pp. 154 – 170). Needham Heights, MA: Allyn and Bacon.

Hur, J.W. & Brush, T.A. (2009). Teacher participation in online communities: Why do teachers want to participate in self-generated online communities of K-12 teachers? Research on Technology in Education, 41(3), 279-303.

John, D. P. (2005). The influence of managerial power and credibility on knowledge acquisition attributes. Leadership & Organization Development Journal, 26(3), 197-214.

Junarsin, E. (2009). Managing discontinuous innovation. International Management Review, 5(2), 10-18,108.

Knouse, S. B. (1997). Managing without traditional methods: International innovations in human resource management. Personnel Psychology, 50(1), 191-193

Lloyd, B., & Stewart, T. A. (2002).Leadership and knowledge management. Leadership & Organization Development Journal, 23(5), 288-292.

Nonaka, I., Toyama, R. and Noboru, K. (2000), "SECI, ba and leadership: a unified model of dynamic knowledge creation", Long Range Planning, 33(1), 5-34

Solving educational problems in Indonesia. (2007, Jun 10). The Jakarta Post, pp. 1. Retrieved from http://search.proquest.com/docview/288319473?accountid=10910.

Stoloff, D. L. (2007). Online professional development for teachers: Emerging models and methods. Choice, 44(7), 1216-1217.

Vrasidas, C., & Zembylas, M. (2004). Online professional development: Lessons from the field. Education & Training, 46(6), 326-334.

Yao, Y., Tao, Y., Zygouris-Coe, V., Hahs-Vaughn, D., & Baumbach, D. (2005). Qualitative evaluation of facilitators' contributions to online professional development. Distance Learning, 2(4), 30-35.

Warmack-Capes, D. (2005). Online professional development courses for teachers. Media and Methods, 41(5), 18.

Wonglimpiyarat, J. (2004). The use of strategies in managing technological innovation. European Journal of Innovation Management, 7(3), 229-250.

http://www.kemdiknas.go.id/

http://www.tkplb.org/

SHARING TIME

THANK YOU

…SMART

TEACHERS…