MANAJEMEN SEKOLAH BERBASIS TEKNOLOGI INFORMASI DAN KOMUNIKASI (E MANAGEMENT) UNTUK MENINGKATKAN MUTU PENDIDIKAN PADA SEKOLAH MENENGAH PERTAMA DI KOTA SUKABUMI

Integrasi sistem informasi dan teknologi kedalam sistem manajemen masih terbatas. Praktek-praktek pengelolaan sekolah menengah pertama berada pada tahap penyediaan fasilitas, infrastruktur dan eksplorasi penggunaan TIK dalam pembelajaran. TIK difungsikan sebagai alat untuk mendukung pengelolaan aktivitas dan program sekolah. Bagi guru penggunaan TIK terbatas pada alat yang difungsikan untuk menunjang tugas-tugas fungsional. Kebijakan, pengelolaan TIK belum terintegrasi.Tujuan penelitian ini adalah untuk memperoleh gambaran dan menganalisis Manajemen Sekolah Berbasis Teknologi Informasi dan Komunikasi (e Management) Untuk Meningkatkan Mutu Pendidikan Pada Sekolah Menengah Pertama Di Kota Sukabumi. Metode penelitian menggunakan pendekatan deskriptif kualitatif terhadap 3 sekolah di Kota Sukabumi. Hasil penelitian menunjukan visi tentang TIK sebagai sistem nilai yang mengarahkan organisiasi masih bersifat implisit. Belum ada pernyataan explisit yang jelas. Sekolah belum memiliki kebijakan TIK untuk sistem mutu yang ditandatangani mencakup pernyataan komitmen untuk memenuhi persyaratan dan kepuasan pelanggan secara terus menerus. TIK hanya difungsikan sebagai alat operasional guna mendukung kegiatan di sekolah. Struktur TIK tidak ada, Pengorganisasian bersifat kebiasaan / pengaruh norma budaya.Evaluasi bersifat semu.Manfaat TIK akan terbukti dengan sendirinya tanpa perlu pengukuran. TIK di sekolah berada pada tingkat emerging. Integrasi TIK kedalam sistem manajemen dinyatakan secara jelas sebagai bentuk komitmen sekolah untuk memenuhi persyaratan dan peningkatan TIK secara terus menerus. Integrasi TIK kedalam sistem manajemen dilihat dari kedudukan TIK sebagai mitra strategis yang dapat mempengaruhi dan dipengaruhi keberadaannya oleh manajemen sekolah. Perubahan tahapan integrasi TIK kedalam sistem pendidikan adalah sebuah proses yang bermuara pada tercapainya sustainability. Manajemen Sekolah Berbasis Teknologi Informasi dan Komunikasi (e Management) Untuk Meningkatkan Mutu berada pada tahap pemanfaatan, pembiayaan infrastruktur dan fasilitas. TIK hanya sebagai alat bukan mitra strategis yang didukung oleh struktur, kebijakan dan visi.----- The integration of information and technology into the management system is still limited. The middle school management practices are at the stage of providing facilities, infrastructure as well as exploring the use of ICTs in learning. ICT is functioned as a tool to assist school management for their activities and programs. For teachers the use of ICTs is limited as tools that can be functioned to support daily tasks. Policy, management of ICT has not been integrated. The purpose of this research is to describe and analyze about School Management Based on Information and Communication Technology (e Management) as a way To Improve Education Quality At Junior High School In Sukabumi City. Here the research method used is qualitative descriptive approach toward 3 schools in Sukabumi City. The current outcome of the study revealed that the vision of ICT as a value system that directs the organization is still implicit. It hasn’t been any explicit statement about it yet. Schools do not have ICT’s fix regulation that endorsed quality systems that include a commitment statement to fulfil customer requirements and satisfaction on an ongoing basis. ICT is only functioned as an operational tool to support activities at school. ICT structure does not exist, School Organizing is a habit / influenced by cultural norms. Evaluation is deceit. The benefits of ICT will prove by itself without the need for measurement. ICT at school is at the emerging level. ICT integration into the management system should be clearly stated as a form of school commitment to meet the requirements and continuous improvement of ICT i.e. ICT integration into the management system is seen from the position of ICT as a strategic partner that can influence and be influenced by school management. The transformation of ICT integration into the education system is a process that leads to the achievement of sustainability. School Based Management on Information and Communication Technology (e Management) is aimed at improving Quality at the stage of taking the benefit from it, infrastructure and facilities financing. It is just a tool and not a strategic partner supported by structure, policy and visio

A holistic approach for managing School ICT Competence Profiles towards supporting school ICT uptake

Globally, large-scale national initiatives are being implemented towards promoting the level and quality of Information and Communication Technologies (ICT) use in school education. However, despite these efforts, the current level of ICT uptake from schools remains low. A wide range of factors have been identified as barriers, including lack of teachers' ICT Competences and lack of ICT infrastructure. Typically, these barriers are tackled separately without taking into consideration the ecosystemic nature of schools as organizations. This paper introduces a holistic approach on School ICT Competence based on combining both individual teachers' ICT Competences and schools' eMaturity. Furthermore, it presents the design of a web-based School ICT Competence Management System which aims to capture and monitor schools' overall level of ICT uptake and facilitate effective management of resources and strategic planning towards improvement, by jointly processing these data.</p

Part I: Modeling Media-related Educational Competencies

The following part is concerned with modeling media-related educational competencies from a theoretical viewpoint. First, the state of research in both countries will be summarized in the following chapter by a selection of central, related models and frameworks from an international context and from the USA and Germany. Generally, all competency models share a certain dependence on their national or international background or origin. This is true for deductively derived models, which mirror a certain selection of sources considered important by the researchers, and it is equally true for inductively developed models, reflecting practices and experiences from a specific background. Hence, the structure of presentation follows the objective of including a wide range of respective backgrounds. Although the main focus of this dissertation is on a comparison of Germany and the USA, it is yet valuable to include international models in the following considerations as well. Characterized by an explicitly broad applicability and impact, they offer a contrast and enrichen the perspective with potentially different foci and emphases. Hence, the perspective will be widened to international models first and then narrowed down to the USA and Germany, as the two countries of key interest