Investigation of best digital technological practices in millennial classroom innovation: critical review study

Sudarmo Sudarmo; Rasmita Rasmita; Erwinsyah Satria

doi:10.31295/ijss.v4n1.1371

Authors

Sudarmo
sudarmo@stiebalikpapan.ac.id
Sekolah Tinggi Ilmu Ekonomi Balikpapan, Indonesia
Rasmita Universitas Putra Indonesia YPTK Padang, Indonesia
Erwinsyah Satria Universitas Bung Hatta, Indonesia

Keywords:

critical review study, digital class, digital native, technology practice

Abstract

This paper aims to critically review best technology practices for native digital students in Indonesia. The success of learning using technology today cannot be separated from educators' ability to choose technology practice models from various learning sources. To present practices used for the digital generation, we have looked at data from dozens of scientific findings that examine digital best practices, particularly those that improve learning outcomes. After the data has been collected, we continue the critical review process to discuss the phenomenon and its attributes. Searching for data, analyzing, and summarizing data to answer the research questions was carried out with validity and reliability. We rely on online data searches. The result uses devices, teleconferencing, smart boards, reflective web journals, cloud servers, 3D printing, learning and practicing, maintaining flexibility and persistence, promoting collaboration, feedback, and research culture. Thus, these results will serve as essential reminder inputs for educators and researchers, curriculum innovation.

Downloads

Download data is not yet available.

References

Abdi, A. (2014). The Effect of Inquiry-Based Learning Method on Students’ Academic Achievement in Science Course. Universal Journal of Educational Research, 2(1), 37–41.

All, A., Castellar, E. P. N., & Van Looy, J. (2016). Assessing the effectiveness of digital game-based learning: Best practices. Computers & Education, 92, 90-103. https://doi.org/10.1016/j.compedu.2015.10.007

Alt?nay, Z. (2017). Evaluating peer learning and assessment in online collaborative learning environments. Behaviour & Information Technology, 36(3), 312–320.

Anderson, E., Buchko, A. A., & Buchko, K. J. (2016). Giving negative feedback to Millennials. Management Research Review.

Arduengo, M., & Sentis, L. (2020). The Robot Economy: Here It Comes. International Journal of Social Robotics, 1–11.

Aslan, A., Silvia, S., Nugroho, B. S., Ramli, M., & Rusiadi, R. (2020). Teacher’s leadership teaching strategy supporting student learning during the covid-19 disruption. Nidhomul Haq?: Jurnal Manajemen Pendidikan Islam, 5(3), 321–333. https://doi.org/10.31538/ndh.v5i3.984

Assunção Flores, M., & Gago, M. (2020). Teacher education in times of COVID-19 pandemic in Portugal: National, institutional and pedagogical responses. Journal of Education for Teaching, 1–10.

Bayne, S., & Ross, J. (2011). ‘Digital native’and ‘digital immigrant’discourses: A critique. In Digital difference (pp. 159–169). Brill Sense.

Carayannis, E. G., & Von Zedtwitz, M. (2005). Architecting gloCal (global–local), real-virtual incubator networks (G-RVINs) as catalysts and accelerators of entrepreneurship in transitioning and developing economies: lessons learned and best practices from current development and business incubation practices. Technovation, 25(2), 95-110. https://doi.org/10.1016/S0166-4972(03)00072-5

Carpenter, J. P., & Pease, J. S. (2013). Preparing students to take responsibility for learning: The role of non-curricular learning strategies. Journal of Curriculum and Instruction, 7(2), 38–55.

Ferraz, E., & Fernandez, G. (2020). Achmad Zaky: Founder and CEO, Bukalapak. In Asian Founders at Work (pp. 105–113). Springer.

Garland, V. E. (2009). Emerging technology trends and ethical practices for the school principal. Journal of Educational Technology Systems, 38(1), 39–50.

Gill, D. S. N. S. (2018). Emerging trends and future computing technologies: A vision for smart environment. International Journal of Advanced Research in Computer Science, 9(2).

Hanson-Smith, E. (2016). Teacher education and technology. The Routledge Handbook of Language Learning and Technology, 210–222.

Hartong, S. (2019). The transformation of state monitoring systems in Germany and the US: Relating the datafication and digitalization of education to the Global Education Industry. In Researching the global education industry (pp. 157–180). Springer.

Husni, H. (2020). The Effect of Inquiry-based Learning on Religious Subjects Learning Activities: An Experimental Study in High Schools. Jurnal Penelitian Pendidikan Islam, 8(1), 43–54.

Indahingwati, A., Launtu, A., Tamsah, H., Firman, A., Putra, A. H. P. K., & Aswari, A. (2019). How Digital Technology Driven Millennial Consumer Behaviour in Indonesia. The Journal of Distribution Science, 17(8), 25–34.

Karakas, F., Manisaligil, A., & Sarigollu, E. (2015). Management learning at the speed of life: Designing reflective, creative, and collaborative spaces for millenials. The International Journal of Management Education, 13(3), 237–248.

Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.

Lee, C. I., & Lehman, C. D. (2016). Digital breast tomosynthesis and the challenges of implementing an emerging breast cancer screening technology into clinical practice. Journal of the American College of Radiology, 13(11), R61-R66. https://doi.org/10.1016/j.jacr.2016.09.029

Leithwood, K. (2003). Teacher leadership: Its nature, development, and impact on schools and students. Leadership in Education, 103–117.

LEVANI, Y., HAKAM, M. T., & UTAMA, M. R. (2020). Potensi Adiksi Penggunaan Internet pada Remaja Indonesia di Periode Awal Pandemi Covid 19. Hang Tuah Medical Journal, 17(2), 102–115.

Maksimovi?, M. (2018). IOT concept application in educational sector using collaboration. Facta Universitatis, Series: Teaching, Learning and Teacher Education, 1(2), 137–150.

Manning, R. D., Keiper, M. C., & Jenny, S. E. (2017). Pedagogical innovations for the millennial sport management student: Socrative and Twitter. Sport Management Education Journal, 11(1), 45–54.

McCabe, D. B., & Meuter, M. L. (2011). A student view of technology in the classroom: Does it enhance the seven principles of good practice in undergraduate education? Journal of Marketing Education, 33(2), 149–159.

McClure, C., & McAndrews, L. E. (2016). Going native to reach the digital natives: New technologies for the classroom. International Textile and Apparel Association Annual Conference Proceedings, 73(1).

Merschbrock, C., & Munkvold, B. E. (2015). Effective digital collaboration in the construction industry–A case study of BIM deployment in a hospital construction project. Computers in Industry, 73, 1-7. https://doi.org/10.1016/j.compind.2015.07.003

Nicol, D., Thomson, A., & Breslin, C. (2014). Rethinking feedback practices in higher education: A peer review perspective. Assessment & Evaluation in Higher Education, 39(1), 102–122.

Noble, H., & Smith, J. (2015). Issues of validity and reliability in qualitative research. Evidence-Based Nursing, 18(2), 34–35. https://doi.org/10.1136/eb-2015-102054

Putra, P., Liriwati, F. Y., Tahrim, T., Syafrudin, S., & Aslan, A. (2020). The Students Learning from Home Experiences during Covid-19 School Closures Policy In Indonesia. Jurnal Iqra’?: Kajian Ilmu Pendidikan, 5(2), 30–42. https://doi.org/10.25217/ji.v5i2.1019

Ramnarain, U., & Hlatswayo, M. (2018). Teacher beliefs and attitudes about inquiry-based learning in a rural school district in South Africa. South African Journal of Education, 38(1).

Ross, S. M., Morrison, G. R., & Lowther, D. L. (2010). Educational technology research past and present: Balancing rigor and relevance to impact school learning. Contemporary Educational Technology, 1(1), 17–35.

Royle, J., & Laing, A. (2014). The digital marketing skills gap: Developing a Digital Marketer Model for the communication industries. International Journal of Information Management, 34(2), 65-73. https://doi.org/10.1016/j.ijinfomgt.2013.11.008

Saputra, I. G. N. H., Joyoatmojo, S., & Harini, H. (2018). The implementation of project-based learning model and audio media Visual can increase students’ activities. International Journal of Multicultural and Multireligious Understanding, 5(4), 166–174.

Straker, L., Zabatiero, J., Danby, S., Thorpe, K., & Edwards, S. (2018). Conflicting guidelines on young Children's screen time and use of digital technology create policy and practice dilemmas. The Journal of pediatrics, 202, 300-303. Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & education, 59(2), 423-435. https://doi.org/10.1016/j.compedu.2012.02.001

Tondeur, J., Van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59(1), 134–144.

Trust, T., & Maloy, R. W. (2017). Why 3D print? The 21st-century skills students develop while engaging in 3D printing projects. Computers in the Schools, 34(4), 253–266.

Zhao, Y., & Bryant, F. L. (2006). Can teacher technology integration training alone lead to high levels of technology integration? A qualitative look at teachers’ technology integration after state mandated technology training. Electronic Journal for the Integration of Technology in Education, 5(1), 53–62.