Student Perceptions, Roles and Engagement

When ICT is used to support learning it is intended that this should increase the engagement of students and in most cases increase their independence, so that students are not only required to use ICT competently but may also be required to adjust to changes in their role. That is, using ICT has implications for students beyond their ICT literacy into their perceptions of and preferences for their roles as learners. Early discussions have highlighted that in many cases the students’ role becomes more:

•     Independent and responsible

•     Cooperative and collaborative

•     Directive and negotiative

Students need to develop skills associated with time and resource management, concentration, self-discipline, attention to task and ability to follow instructions. Any changes in role and requirement for new sets of skills needs to be introduced and supported carefully with consideration for those students with opposing perceptions and inadequate previous experience. In a recent Western Australian study with a Year Eight class using computers it was found that while almost all of the students had good ICT skills and positive attitudes there was a tendency for students to want to work by themselves and depend on the teacher (approximately 50%), that was not conducive to computer supported project work and independent online activities.

An important issue is that students respond to and use computers in different ways. It is clear from research that most students like using computers although usually at least 5% do not. In a 1991 survey of the MLC students using laptop computers, 95% liked using their laptops, and most students preferred the appearance of work completed on a computer, with 85% preferring it to paper and pen, dependent on the task (Loader, 1993). Rowe (1993) found that children differed markedly in their use of laptops and the effectiveness of that use. She defined two groups of students, the top and bottom 20% in terms of computer expertise based on student and teacher rankings. She also developed a set of indicators of effective laptop use that were used for profile matching to create four groups of students: orchestrators, amplifiers, machinists, perseverators. Orchestrators were seen as those whointertwine learning and computer use and were confident computer users.  Amplifiers regarded the computer as a separate area of learning while  machinists viewed the computer as non-essential, mainly for use in calculation and word processing. Finally, perseverators made limited use of computers, mainly copying others and using drill and practice packages.

The sense of personal identity is an important issue for learners, particularly for children. There is no doubt that most educators would see value in students being able to personalize the tools they use and this is very much the case with computer systems. In parallel with other forms of literacy, Rowe (1993) emphasizes the importance of computer literacy and that a student “make the computer part of oneself” (p. 71). This is more readily accomplished where the user interface can be customized by the student and the array of tools available can match the needs of the student. However, this means that in a class every student’s system will be different, making it more difficult for teachers and support personnel to provide technical and operational support to the student. This means that the student must be more independent in the use of the computer. In many school situations students are not permitted to customise their own interface, and that may lead to less engagement and empowerment for students.

The provision of more flexible access to ICT requires greater personal responsibility which may be lacking in some students. For example many studies have shown that students will use their computer systems for inappropriate activities from downloading offensive material to playing games during class activity time. This problem was highlighted by a report by SRI International (Crawford & Vahey, 2002) on the use of Palm Pilots in schools where teachers reported some problems with “game playing and off-task beaming” (p. i). On the other hand the report found that some teachers reported positive unplanned uses of the PDAs due to student “discovery of additional software” (p. 41) which is more likely when the students are given more flexible and responsible access.

Does the use of ICT lead to greater engagement and thus improved learning outcomes? Reiger and Gay (n.d.) conducted research on the value of handheld computers to collect data and provide multimedia information on field excursions for students. Their findings were preliminary and inconclusive. Walker, Rockman, and Chessler (2000) found that the students using laptops had improved writing skills and confidence in computer use in comparison to other students, but results on standardized tests were inconclusive. Some students may become frustrated when they perceive that their ICT skills are being underestimated and under-utilised (Becta, 2002).

The Impact on student when using ICT

The use of ICT in schools should have a positive impact on students in terms of supporting their learning and providing them with relevant technological literacy. Earlier sections have discussed the potential for supporting the learning of students, and in particular addressing their individual learning needs. This section will consider the development of student technological literacy. In addition to these primary impacts there may be secondary impacts on students connected with not only the use of ICT but the way in which it is implemented. Earlier it was highlighted that there may be an impact on the roles that students play in the learning environment. This will suit some students and may not be comfortable for others. Also while most students tend to become more engaged or motivated when using ICT, this is not the case for all students. The Road Ahead study [The National Foundation for the Improvement of Education, 2001 #407, p. 12] in 2000 findings included:

•    increased technology capability and skill;

•    a surprisingly strong emergence of students as teachers;

•   increased motivation for learning (focused around the introduction and initial use of technology);

•   improved achievement in core subjects as measured by test scores in some cases, and grades or student products in other cases.

"Perempuan Sebagai Agen Perubahan"

Idealnya, laki-laki dan perempuan mempunyai posisi dan peran yang sama dalam ranah kehidupan, di mana perbedaan gender hanyalah sebatas perbedaan biologis, bukan perbedaan peranan sosial.

Namun kenyataaannya, yang ideal tetap menjadi ideal.Realitas adalah masih banyak pihay yang menjadikan perbedaan biologis itu sebagai alasan, bahkan pembenaran atas tindakan diskriminatif terhadap perempuan. Masyarakat patriarkial kita masih beranggapan bahwa tugas  perempuan itu hanya mengurus rumah tangga, dan hanya laki-laki yang mempunyai hak menjadi pejabat, politisi, dan lain sebagainya.

Parahnya lagi, pandangan diskriminatif seperti ini seolah terus dilestarikan oleh sebagian besar masyarakat, termasuk oleh kaum hawa itu sendiri. Perempuan dianggap lemah dan tidak mapu memegang atau menjalankan fungsi strategis dalam mengambil kebijakan. Oleh sebagaian kelompok masyarakat, pandangan ini di anggap sebagai hukum alam yang harus dipertahankan.

Keprihatinan pemerintah dan masyarakt umum terhadap kelompok perempuan sangatlah minim. Padahal perempuan memiliki peran besar dalm kehidupan sosial masyarakat, baik dalam bidang ekonomi, sosial, politik, maupun budaya. Bahkan mereka memiliki tanggung jawab besar dalam pembentukan karakter anak sebagai generasi penerus bangsa.

Meski tidak ada aturan yang mambatasiperan perempuan, namun masih kentalnya paradigm patriarkial dalam kehidupan sosial di masyarakat khususnya di Kalimantan Barat. Memang kondisi saat ini sudah cukup baik, meski tingkat kesetaraan belum penuh, tapi kaum perempuan sudah mulai sadar bahwa mereka punya hak untuk memperoleh pengakuan diranah publik. Kaum laki-laki pun sudah menyadari dan mulai memberikan kesempatan pada kaum perempuan untuk berkiprah dirang publik.

Banyak kesempatan yang ada untuk kaum perempuan, namun kadang tidak diraih oleh kaum perempuan itu sendiri. Jadi persoalannya bukan semata-mata ketimpangan kader jender lagi, tapi lebih pada bagaimana perempuan itu bias memanfaatkan kesempatan yang ada.

Untuk itu, kaum perempuan harus diberi kesempatan memperoleh informasi yang cukup dan memadai, sehingga mampu mempersiapkan diri dengan baik, mengetahui aturan main, dan kapasitas dirinya bisa ditingkatkan. Bukan hanya sekedar pemebrian kesempatan tetapi juga yang lebih penting adalah peningkatan kemampuan personal perempuan itu sendiri.

Selain factor eksternal (sistem yang membentuk kerangka berpikir  masyarakat yang patriarkial), Faktor internal dari si perempuan itu sendiri pun sangat menentukan. Maka perlu ada perubahan cara pandang yang tentu saja bukan hanya demi kepentingan perempuan, tetapi juga untuk kepentingan semua pihak.

Dalam perspektif AlPeKaJe (Aliansi Perempuan Kaliamantan), perempuan itu menjadi pelaku sekaligus sasaaran perubahan. Artinya,perempuan itu harus menjadi agent of change dan agent to be changed. Dengan paradigma ini, kaum perempuan diharapkan mampu mengubah diri dan lingkungannya. Sehingga muncul kesadaran dan keberanian untuk berperan. Perubahan itu bukan lah bentuk perlawanan, tapi penyadaran.

Dengan menggali potensi yang dimiliki, kaum perempuan diharapkan bisa mencari solusinya. Metode yang digunakan adalh diskusi kelompok terbatas, sehingga terpetakan masalah yang ada. Berbagai persoalan yang muncul dikelompokkan dan diidentifikasikan, mana yang bisa diselesaikan oleh komunitas secara mandiri, dan mana yang membutuhkan pendampingan.

Kehidupan Malam di Alun-Alun Kapuas

Kalau alun-alun di kota atau daerah lain ramai dengan pengujung pada siang hari, alun-alun Kapuas pada malam hari saja, padahal letaknya sangat strategis, yaitu di depan kantor Walikota Pontianak.

Pengunjung alun-alun Kapuas ini beraneka ragam: Laki-laki dan Perempuan, anak-anak, orang  muda, dan orang tua. Dari segi profesi, ada juga pengusaha, pelajar, mahasiswa, sampai dengan ibu rumah tangga. Di sana mereka melakukan berbagai kegiatan: ada yang berjalan-jalan da nada pula yang duduk santai sambil menikmati secangkir kopi; ada yang bermain gitar sambil bernyayi da nada juga yang berfoto-foto di pinggiran sungai Kapuas.

Alun-alun Kapuas, yang letaknya di jantung Kota Pontianak, memang mirip pasar dadakan di malam hari. Puluha pedangang menjajakan beraneka ragam makanan dan minuman. Ada juga yang menawarkan pengunjung berbagai mainan da nada juga yang menyewakan alat permainan khusus untuk anak-anak.

Pada bulan Januari (2013) lalu, pemerintah Kotamadya Pontianak meluncurkan air mancur dansa, yaitu air mancur yang didesain mengikuti alunan music dan lagu yang mengiringnya.

Selain itu, bagi pengunjung yang ingin menikmati suasana malam di atas suangai Kapuas, juga tersedia floating café atau cafe terapung di atas motorized boat atau perahu bermesin persis di pinggir sungai. Setiap 30 menit atau ketika semua meja di atas perahu sudah ditempati pengunjung, perahu-perahu itu akan lepas sangkar dari dermaga dan berlayar ke hulu menuju jembatan penyebrangan Sungai Kapuas yang biasa dikenal dengan sebutan “Tol Satu”. Hembusan angina dingin menambah enaknya suasana. Sambil menikmati segelas kopi Pontianak, pengunjung bias melihat indahnya Sungai Kapuas di malam hari. Perjalan itu memakan waktu satu jam untuk pergi dan pulang.

Alun-alun Kapuas memang bias dikatakan sebagai tempat hiburan rakyat. Semua orang dari semua kalangan bias masuk ke alun-alun Kapuas tanpa membayar. Yang ada hanya uang parker bagi orang yang membawa kendaraan. Alun-alun Kapuas adalah sebuah oasis bagi masyarakat Pontianak di tengah semakin sedikitnya tempat umum karena digerogoti pembangunan.

"Saya hanyalah sekumpulan pasir kecil di himpitan batu-batu besar yang tak ada apa-apanya, namun jika pasir itu diolah maka ia akan mampu menutupi batu-batu besar itu"