Buku elektronik gratis ini berjudul “Using Technology to Train Teacher” Appropriate Uses of ICT for Teacher Professional Development in Developing Countries. Ditulis oleh Mary Burns, seorang senior technology specialist di Education Development Center (EDC) – (International NGO tempat saya bekerja sekarang) di Boston, USA. Buku ini sangat berguna bagi pihak-pihak yang ingin memanfaatkan teknologi untuk diterapkan di lingkungan pendidikan, baik untuk melatih guru maupun siswa dalam penguasaan teknologi khususnya teknologi informasi. Berbekal pengalaman penulis berkunjung dan melihat pengalaman di lapangan (di beberapa wilayah seperti New Orleans, Boston, Omaha, Lafayette, Providence, Mexico, the Caribbean, Mozambique, Namibia, Tanzania, Uganda, Kenya, Egypt, Indonesia, Azerbaijan, Tajikistan, Pakistan, Turkey, Ireland, England, dan Brazil) buku ini berguna dalam rangka penerapan teknologi informasi untuk sekolah-sekolah dengan kemampuan ICT (Information Technology and Communication) yang minim dan penuh keterbatasan. Dibawah ini merupakan review dari buku tersebut :
This handbook is intended to help decision makers in developing-country governments and donor agencies in their efforts to utilize information and communication technologies (ICT) to improve and expand teacher professional development (TPD) activities.
To the extent possible in a brief work, the handbook combines a global perspective—including information about best practices and successful projects from both developing and developed countries—with attention to the challenges faced by education policymakers, teachers, and students in Least Developed Countries (LDCs) and countries attempting to meet the goals of Education for All (EFA).
This handbook helps decision makers improve their abilities to:
- Understand the complex relationships between ICT use, professional learning, the change process, types of TPD and classroom implementation so as to aid the development of requests for proposals (RFPs) that address these issues
Recognize best practices and essential supports in the use of ICTs for TPD in order to evaluate proposals of national, regional, and local scale
- Propose types of TPD and ICT implementations that can achieve specific objectives in relation to educational improvement
- Identify cost considerations, potential partnerships, evaluation requirements and other factors essential to the planning of effective ICT-enabled TPD
- Communicate effectively with researchers, representatives of NGOs, policymakers, donor-agency personnel, and others about the roles played by TPD and ICTs in educational reform
The handbook draws experiences and lessons learned from over 50 programs and initiatives in 25 developing countries, and includes two short cases studies on projects in Guinea and Namibia.
- Preface ICT and EFA: Why Should We Care?
- Section 1 Overview: Using Technology to Train Teachers
- Section 2 ICTs for Teacher Professional Development at a Glance
- Section 3 Models and Best Practices in Teacher Professional Development
- Section 4 Technologies for Teacher Professional Development—Computers and the Internet
- Section 5 Technologies for Teacher Professional Development—Radio
- Section 6 Technologies for Teacher Professional Development—Television
- Section 7 Technologies for Teacher Professional Development—Video
- Section 8 Online Distance Learning for Teacher Professional Development
- Section 9 Implementing ICT-supported Teacher Professional Development
- Section 10 Effective Partnerships for ICT-supported Teacher Professional Development
- Section 11 Evaluation of ICT-supported Teacher Professional Development
- Postscript Making ICT Projects Work
- Annex: Implementation Briefs