(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 sosial meningkatkan minat siswa tentang isu-isu dunia, meningkatkan minat dalam studi sosial, dan menghasilkan sikap positif terhadap pembelajaran.
Penelitian ini digunakan desain kuasi-eksperimental dengan kelompok multimedia (MG) dan kelompok teks
(TG). Sebanyak 190 siswa berpartisipasi dalam
studi. Hasil penelitian menunjukkan bahwa siswa di MG 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 dan keuntungan dari pengajaran secara multimedia, dan mengajukan beberapa 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 penelitian sosial, kami mengembangkan Titik Keputusan! (DP),
satu set multimedia isi dan alat untuk menjelajahi Afrika-Amerika Gerakan Hak Sipil 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 interaktif
alat untuk mengidentifikasi, mengumpulkan, dan
menganalisis informasi
sejarah. Database fitur mencetak dokumen primer, periode cuplikan berita, 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 dimensi yang lebih luas dari
masalah. Hal yang terkait dengan strategi
perubahan tertentu dan dokumen primer dikaitkan
dengan peristiwa tertentu. Dalam peristiwa, bukti dikelompokkan menurut jenis dokumen dengan harapan bahwa kategorisasi tersebut akan membantu siswa mempertimbangkan sumber bukti. Grafik kontekstual pengambilan data yang terkait dengan acara masing-masing memberikan perancah strategis
yang lebih spesifik dengan membantu siswa untuk mengajukan pertanyaan lebih ahli
bukti sejarah. Sebuah alat konstruksi presentasi
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 signifikan pada siswa yang belajar berbasis proyek dibandingkan dengan siswa di sekolah perbandingan.
Karya siswa dalam kondisi intervensi juga menunukkan 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 bahan pembelajara bagi siswa kelas tujuh sekolah menengah sejarah di distrik sekolah etnis
dan beragam bahasa perkotaan. Perangkat
lunak pembelajaran
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. Aktivitas
guru dan siswa, skor pretest dan posttest, dan metode pembelajaran untuk 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 multimedia komputer yang lebih kompleks, diantaranya kelangkaan
sumber daya dalam pendidikan dan
efek media pada penilaian hasil tes
siswa. Terdapat peningkatan keterampilan
kognitif siswa dan motivasi
(catatan khusus mengenai tingkat ketertarikan mahasiswa),
dan pengajar mendukung
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 deskripsi rancangan penelitian dan konteks dalam pembelajaran sosial dan teknologi.
Bagian kedua difokuskan pada
laporan penelitian dari proses belajar siswa dalam
penelitian sosial dengan teknologi.
Bagian ketiga berisi laporan-laporan penelitian tentang pertimbangan pedagogis guru dalam menggunakan teknologi pada pembelajaran sosial. Bagian keempat berisi ulasan dan kritik penelitian yang difokuskan pada penelitian 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 pidato siswa tentang materi yang disajikan melalui multimedia dibandingkan
kuliah tradisional. Multimedia yang canggih termasuk audio, video, animasi, grafik, teks, dan efek khusus. Kuliah tradisional termasuk menampilkan
teks dalam bentuk peluru
PowerPoint saja. Kedua kondisi yang disajikan materi pada otak dan telinga.
Hasil kuantitatif dan kualitatif menunjukkan bahwa presentasi
multimedia memiliki dampak positif
pada pembelajaran. Temuan
serupa diperoleh selama studi
tindak 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 proses belajar-mengajar di lembaga pendidikan. Penelitian ini menyoroti penggunaan
alat-alat TIK di sekolah dasar pada studi sosial, dengan
mempertimbangkan berbagai variabel yang mempengaruhi keberhasilan pelaksanaan penggunaan
TIK. Hasil penelitian menunjukkan bahwa meskipun guru bersedia untuk
menggunakan sumber daya TIK dan menyadari potensi yang ada, mereka menghadapi masalah dalam kaitannya dengan aksesibilitas terhadap sumber 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 menarik banyak diskusi tentang efektivitas lingkungan belajar virtual (VLE). Keberhasilan program
e-learning di bidang teknologi informasi (TI) mungkin mengharuskan
pengguna memiliki komputer self-efficacy
dan 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 memadukan Self-Efficacy Komputer (CSE) dan Harapan-Konfirmasi Model (ECM),
dan menilai penerapannya pada keinginan peserta didik online
yang terus menggunakan sistem e-learning
sebagai sarana untuk mengasimilasi kemampuan
IT. Hubungan
kausal faktor teori dari Kegunaan
Persepsi, Konfirmasi, Kepuasan, dan IS kelangsungannya
dalam konteks e-learning. Pentingnya penilaian relatif dari
kehadiran sosial dalam membantu
pembelajar online untuk berhasil dalam lingkungan 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 faktor moderating, 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 dalam meningkatkan
pengetahuan mereka tentang praktek-praktek
budaya di beberapa benua melalui penciptaan sebuah brosur perjalanan.
Informasi sumber daya yang dapat digunakan; Peran guru dan perpustakaan 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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(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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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 berbagai perspektif (termasuk budaya, politik, dan sosial), dan terfokus pada yang 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 untuk mahasiswa 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, kertas menguraikan
berbagai isu, termasuk: masalah desain, keterbatasan teknis, dan masalah privasi. Kekhawatiran pemeliharaan dari situs
World 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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Artikel ini
membahas manfaat dari media sosial yang
digunakan di kalangan anak-anak,
remaja siswa
sekolah pertama. Ini mengklasifikasikan
penggunaan media sosial, seperti Blogger, Facebook dan MySpace,
menurut berbagai kelompok umur,
dan memberikan beberapa panduan
tentang penggunaan yang tepat dan
aplikasi sesuai dengan masing-masing
kelompok. Hal ini juga menyajikan
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 unggul dibandingkan dengan kelas tradisional serta memberikan pengalaman-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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Komentar
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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.
Komentar
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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. |
(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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Para penulis menggambarkan pelatihan keterampilan komunikasi multimedia CD-ROM untuk mahasiswa dan praktisi pelayanan manusia dan mengevaluasi efektifitas dengan sarjana mahasiswa sosial di Kanada. |
(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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Komentar
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Artikel ini
melaporkan penelitian mengenai pemanfaatan dan keuntungan media pembelajaran siswa Omani. Hasil penelitian menunjukkan tidak
ada perbedaan yang signifikan antara
persepsi siswa perempuan
dan laki-laki tentang pemanfaatan media. Namun,
banyak siswa perempuan yang mencatat
bahwa manfaat yang mereka dapatkan lebih tinggi. Sebuah analisis perbandingan antara tingkat kursus yang
mengungkapkan bahwa persepsi siswa tentang pemanfaatan dan manfaat dari berbagai media di tingkat persiapan pembelajaran lebih tinggi
daripada tingkat pembelajaran yang
sekunder.
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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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Komentar
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Artikel ini
menjelaskan program 9-modul
pelatihan multimedia yang menggunakan
teks, grafik, animasi, narasi,
dan video serta pendekatan direncanakan untuk penggunaan warna, kecepatan, pengaturan nada, dan
kegiatan instruksional untuk mencapai
tujuan
dalam orientasi pekerja baru untuk 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 Educational Multimedia,
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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Komentar
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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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