Digital Learning In South East Asia : The Role Of Seamolec

Abi Sujak


Digital Learning provides unlimited opportunity to people. Now, more than 43 percent of  world  population  are  online.  The  internet  creates  the  global  interconnected knowledge. As  a  consequence, education is  entering revolution. We  are  educating students for an unknown future. Reffering to Richard Rile ―    in a knowledge-based world,  we  need  to  prepare  students  for  jobs  that  haven‘t  been  created,  using technologies that haven‘t been invented in order to solve problems that may not even yet exist‖.

In 21st century, the paradigm changes from teaching to learning. Learning is unique for everyone, because each person has different background, learning styles, and pace of

learning .  The role of technology in education can support the individuals‘ needs.

Technology is a vehicle to support learning.

A comparative analysis of ICT integration and e-readiness in school across Asia was conducted by UNESCO and UNESCO Institute for Statistic in 2014. Several data shown from this study, such as ;

  • In   2012,   computer   ratio   in   Lower   Secondary   Schools   in   Cambodia   1 :>500,Philippines 1 : 49, Malaysia 1:12, Thailand 1:12, Indonesia (Primary and

Secondary) 1 : 136, Singapore (Primary and Secondary) 1:4.

  • Computers  have  been  used  as  assisted  instruction  in  Secondary  Schools  in Singapore (100%), Thailand (97%), Philippines (8%), Indonesia (7%)
  • Percentage of schools with internet assisted instruction are as follow : Singapore and Brunei Darussalam, primary and secondary schools (100%), Thailand, Primary and Secondary Schools (97%), Malaysia (>95%). Indonesia‘s internet access (70% of Primary and Secondary Schools have internet access).
In congruent with this data and in conjunction with SEAMEO & Priority Agenda, SEAMEO SEAMOLEC takes role to build ICT Culture in South East Asia, specifically, Bandung City as a model. In this program, Social Learning Network is used as a virtual class platform. It  is  commonly used as  a  means of communication, as  well as to announce information, quizzes, share learning materials and many more. It gives special feature to each users based on their roles : teachers, students, or parents, and affecting the types of communication access for them.

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Andrew D. L. Scown, Stamford International University Thailand (Material presented at ASEAN-China University President Forum, Sanya-Hainan, 1 November 2016)

David Gibson University of Vermont, USA Youngkyun Baek Korea National University of Education, Republic of Korea, 2009, Digital Simulations for Improving Education: Learning Through Artificial Teaching Environments, IGI Global.

Demetrios G. Sampson, Dirk Ifenthaler, J. Michael Spector, Pedro Isaías (Editors), 2014, Digital Systems for Open Access to Formal and Informal Learning, Springer, Switzerland

Gordon Dryden and Jeannette Vos, 2008, The Learning Revolution,

Michael Thomas, 2011, Digital Education, Palgrave, MacMillan

Oon-Seng Tan (Edited), Enhancing Thinking Through Problem Based Learning Approach, 2004, Cengage Learning, Singapore.

Robet Fogel, Education Technology for Indonesia (Presented at International Seminar, Kemdikbud, Senayan, 2016).

UNESCO and UNESCO Institute for Statistic, INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN EDUCATION IN ASIA A comparative analysis of ICT integration and e-readiness in schools across Asia, Canada, 2014.


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