Learning and Teaching Information Technology Computer Skills In Context

Belajar dan Pengajaran Keterampilan Teknologi Informasi Komputer Dalam Konteks

There is clear and widespread agreement among the public and educators that all students
need to be proficient computer users or computer literate. However, while districts are spending a
great deal of money on technology, there seems to be only a vague notion of what computer literacy
really means. Can the student who operates a computer well enough to play a game, send e-mail or
surf the Web be considered computer literate? Will a student who uses computers in school only for
running tutorials or an integrated learning system have the skills necessary to survive in our society?
Will the ability to do basic word processing be sufficient for students entering the workplace or postsecondary education?
Ada kesepakatan yang jelas dan luas di kalangan masyarakat dan pendidik bahwa semua siswa harus
pengguna komputer mahir atau "keterampilan komputer". Bagaimanapun, daerah sedang
membelanjakan banyak uang pada teknologi, tampaknya ada hanya gagasan yang jelas tentang apa
keterampilan komputer benar-benar berarti. Dapatkah siswa yang mengoperasikan suatu komputer
yang cukup memuaskan untuk bermain game, mengirim e-mail atau berselancar di Web dianggap
keterampilan komputer? Akankah seorang siswa yang menggunakan komputer di sekolah hanya
untuk menjalankan pengajaran tambahan atau *integrated learning system* memiliki kemampuan
yang diperlukan untuk bertahan hidup dalam masyarakat kita? Akankah kemampuan untuk
melakukan pengolahan kata dasar cukup bagi siswa memasuki tempat kerja atau pendidikan pascasekolah menengah?
*integrated learning system adalah hardware/software yang merupakan solusi yang dirancang untuk
memberikan konten pembelajaran*
Clearly not. In too many schools, teachers and students still use computers only as the
equivalent of expensive flash cards, electronic worksheets, or as little more than a typewriter. The
productivity side of computer use in the general content area curriculum is neglected or grossly
underdeveloped (Moursund, 1995).
Jelas tidak. Kebanyakan sekolah, guru dan siswa masih menggunakan komputer hanya sebagai
penyetara dengan flash cards mahal, lembar kerja elektronik, atau sedikit lebih dari mesin ketik. Sisi
produktivitas penggunaan komputer dalam kurikulum area konten umum diabaikan atau nyata sekali
belum berkembang (Moursund, 1995).
Recent publications by educational associations are advocating for a more meaningful use of
technology in schools (ISTE, 2000). Educational technologists are clearly describing what students
should know and be able to do with technology. They are advocating integrating computer skills into
the content areas, proclaiming that computer skills should not be taught in isolation and that separate
computer classes do not really help students learn to apply computer skills in meaningful ways.
There is increasing recognition that the end result of computer literacy is not knowing how to operate
computers, but to use technology as a tool for organization, communication, research, and problem
solving. This is an important shift in approach and emphasis.
Publikasi terbaru oleh asosiasi pendidikan menganjurkan untuk suatu penggunaan teknologi yang
yang lebih berarti di sekolah (ISTE, 2000). Pendidikan teknologi secara jelas menggambarkan apa
yang siswa harus tahu dan dapat lakukan dengan teknologi. Mereka menganjurkan mengintegrasikan
keterampilan komputer ke dalam area konten, menyatakan bahwa keterampilan komputer tidak boleh

diajarkan secara terpisah dan terpisahnya "kelas komputer" benar-benar tidak membantu siswa belajar
untuk menerapkan keterampilan komputer dalam cara yang berarti. Ada peningkatan pengakuan
bahwa hasil akhir dari keterampilan komputer tidak tahu bagaimana mengoperasikan komputer, tetapi
menggunakan teknologi sebagai alat untuk organisasi, komunikasi, penelitian, dan pemecahan
masalah. Ini merupakan perubahan penting dalam pendekatan dan penekanan.
Moving from teaching isolated technology skills to an integrated approach is an important
step that takes a great deal of planning and effort. Fortunately, we have a model for doing so. Over the
past 25 years, library media professionals have worked hard to move from teaching isolated library
skills to teaching integrated information skills. They found that information skills can be integrated
effectively when the skills (1) directly relate to the content area curriculum and to classroom
assignments, and (2) are tied together in a logical and systematic information process model.
bergerak dari pengajaran keterampilan teknologi terisolasi kepada suatu pendekatan terintegrasi
adalah suatu langkah penting yang mengambil banyak perencanaan dan usaha. Untungnya, kami
memiliki model untuk melakukannya. Selama 25 tahun terakhir, profesional media perpustakaan telah
bekerja keras untuk pindah dari mengajar terisolasi "keterampilan perpustakaan" untuk mengajar
terintegrasi "keterampilan informasi". Mereka menemukan bahwa keterampilan informasi dapat
diintegrasikan secara efektif ketika keterampilan (1) langsung berhubungan dengan kurikulum area
konten dan tugas kelas, dan (2) yang diikat dalam suatu model proses informasi logis dan sistematis.
Schools seeking to move from isolated information technology skills instruction will also
need to focus on both of these requirements. Successful integrated information skills programs are
designed around collaborative projects jointly planned and taught by teacher and library media
professionals. Information technology skills instruction can and should be imbedded in such a
curriculum. Library media specialists, computer teachers, and classroom teachers need to work
together to develop units and lessons that will include both technology skills, information skills, and
content-area curriculum outcomes.
Sekolah berusaha untuk pindah dari instruksi keterampilan teknologi informasi terisolasi juga
perlu fokus pada kedua persyaratan tersebut. Program Keterampilan Informasi terintegrasi sukses
dirancang di sekitar proyek kolaboratif yang bersama-sama direncanakan dan diajarkan oleh guru dan
para profesional media perpustakaan. Instruksi keterampilan teknologi informasi dapat dan harus
tertanam dalam kurikulum tersebut. Spesialis perpustakaan media, guru komputer, dan guru kelas
harus bekerja sama untuk kembangkan unit dan pelajaran yang akan mencakup baik keterampilan
teknologi, keterampilan informasi, dan konten area hasil kurikulum.
A meaningful, unified information technology literacy curriculum must be more than a
laundry list of isolated skills, such as knowing the parts of the computer, writing drafts and final
products with a word processor, and searching for information using the World Wide Web.
bermakna, kurikulum keterampilan teknologi informasi terpadu harus lebih dari sebuah
"daftar cucian" tentang keterampilan terisolasi, seperti mengetahui bagian-bagian komputer, menulis
draft dan produk akhir dengan pengelolah kata, dan mencari informasi menggunakan World Wide
Web.
1. Main information of the first paragraph is explain situasion Computer Skills of the
students now. Whether in accordance with what is expected. Whether it can be used in
public life.

2. Educational technologist advocating and proclaiming about computer skills is They are
advocating integrating computer skills into the content areas, proclaiming that computer
skills should not be taught in isolation and that separate computer classes do not really
help students learn to apply computer skills in meaningful ways.
3. the end result of computer literacy is not knowing how to operate computers, but to use
technology as a tool for organization, communication, research, and problem solving.
4. Informations skills can be integrated effectively when the skills (1) directly relate to the
content area curriculum and to classroom assignments, and (2) are tied together in a
logical and systematic information process model.
5. Library media specialists, computer teachers, and classroom teachers need to work
together to develop units and lessons that will include both technology skills, information
skills, and content-area curriculum outcomes.
Mark the statements as your importance of learning computer!

1. To make report
2. To type letters
3. To draw fruits and cakes
4. To teach somebody else about computer
5. To sell computer
6. To waste time
7. As your skills to get a job
8. To disassemble software and hardware
9. To be a computer skilled worker
10. To be a computer technician
: wrong
: true
What Should do before studying in the computer lab.
1.
2.
3.
4.
5.
6.

You should open your book of Computer Skills.

You should turn on the computer
You should take your notes, and then write what your learn today.
You should read what the importent things before use the computer.
You should make your place clean.
You should prepare what you need.
7. You should tell the teacher before use the computer