Current classroom practice that are in place in public and private school often serve to encourage negative relationships among teachers and students. As a result, it will contribute to the negative learning experience for many students. But this problem can be handle by create a new experience to student using ICT application. Engage, Empower and Enhance model will help students to enjoy their learning by experienced the learning itself. Engage, Empower and Enhance model will established a classroom model of motivation in which the source of students motivation is based on internal mechanism or structures, and which result the greater students empowerment and motivation. Through Engage, Empower and Enhance model, students can generate a new problem statement based on their life routine. They can find the problem and try to solve it by using this model. Furthermore, the learning process will become more attractive and the knowledge that they gain can be used in their routine life. They also easily to remember what had they already done. This is because learning process through practical method can make student easily to understand and remember instead of listening to their teacher teaching.
There are some values and difficulties of implementing this model. The values from this model are, first it can give student a new experience in their learning process. The traditional learning process give a dull classroom atmosphere and this will make student easily to get bored during learning process. As a result, the knowledge is difficult to absorb by student and make them tend to do anything else. Second value that can be benefit to students is it can enhance technological experience to students. This can provide them a basic about technologies especially in ICT and thus can produce a well educated student. This is first step in order to achieve Wawasan 2020. Third value for the pedagogic rationale for community-based learning such as this model is that it embraces a holistic model of learning, combining academic and theoretical learning with practical application of community engagement through volunteering activities. This model can empower students to critically understand and take advantage of their educational experiences beyond the classroom, integrating them into the community. Students ‘learn by doing’; they connect to the community as sites of learning and engage in action research which benefits communities. Students work with both academic tutors and community groups and return to the classroom to share their learning. Linking students’ volunteering activities to the curriculum, and accrediting their learning, enables the integration of academic knowledge, skills and personal development and work related learning.
Some difficulties will face by us in implementing this model. One of them is this model should have a guidance from expert person so that they get a true input of knowledge. The students have to make a lot of discussion with their tutor and this will take a few times before the knowledge is share among students. Moreover, in cooperation with ICT appliance can face a lot of problems too. This is due to the malfunctioning of ICT appliance. Sometimes, the ICT appliance become shut down suddenly when run out the activities and this can make student’s interest toward this activity become low.
Data logging, simulation and modeling have a important role in addressing student’s problems in learning. Data longing for example can help students to conduct experiment effectively. Students can make measurements that are always taken at the right time. Unlike a human the computer will not forget to take a reading or take a reading too late or too early. Moreover, mistakes are not made in reading the results. Humans can make errors. For example it is quite easy to misread the temperature using the scale on a thermometer. The most important thing is it can help student in plotting the graph. Graphs and tables of results can be produced automatically by the data logging software. Simulation is also used for scientific modelling of natural systems or human systems in order to gain insight into their functioning. Simulation can be used to show the eventual real effects of alternative conditions and courses of action. Simulation is also used when the real system cannot be engaged, because it may not be accessible, or it may be dangerous or unacceptable to engage, or it is being designed but not yet built, or it may simply not exist. This will help students to understand more about their taken subject especially in biology subject. The simulator will be more than a "living" textbook, it will become an integral a part of the practice of medicine. The simulator environment will also provide a standard platform for curriculum development in institutions of medical education. Simulations can offer a contextualised initiation of inquiry, by allowing students to explore qualitatively situations and phenomena difficult to be reproduced in the science classroom. Computer modelling applications have progressed with the purpose of making the building of models more accessible to students, allowing the proliferation of interesting applications. Modeling in their purpose is to support team reasoning and learning. It can encourage systems thinking and scenario planning among students. Simulations provide consistent stories about the future, but not predictions. This modern view repositions the role of the model and the modeller. The modeling can help student in improve their understanding about the taken subject. These tools promote students’ reasoning in terms of variables that affect a certain phenomenon and qualitative or quantitative relationships between these variables.
Even though data logging, simulation and modeling give a lot of advantages to students, it also bring some problem when using this in the classroom. One of the problems is the price for one data logger is very expensive and one school maybe only being provided by two data logger per 40 students. When this occur, students have to wait their turn to used it and it may take some times to used it in order to finish their experiment. Moreover, when cooperate with technologies, it easily to malfunction due to many students used it and how it being handle by students. The malfunction of the data logger, will contribute difficulties to student to do an experiment. On the other hand, students also will easily to get misconception when simulation and modeling is handle without teachers guidance. Simulation and modeling is only being used to explain what process is going on not overall explanation about the topic that will be discuss. It is generally agreed that educational ICTs should be selected depending on their potential and relevance for teaching and learning a certain topic, instead of depending on their visual attractiveness.
To solve this weakness or problem, some suggestion had been provided in order to overcome the problems. To solve problem in providing data logger in school, the government have to spend more in education tool especially all things related to ICT. The government can allocated data logger two per 10 students so that they have a chance to used it. Besides, more people can be train to become a technician to repair a broken data logger so that student can finish all their work without influenced by this problem. To avoid from misconception, teacher must not leave students without their guidance. They must teach the basic thing first before used ICT to help them in teaching process. For this reason, the selection of educational technological resources should start from the analysis of and reflection on the underlying conception of learning that each tool is intended to promote.
The most interesting ICT tools for those inquiry activities that explicitly include laboratory work are computer simulation and modelling tools, data-logging and video analysis tools, and tools for representing and organising knowledge. The learning potential envisaged for these tools depends on the particular characteristics of the ICTs used, but also on using them within a particular learning approach, in a particular setting, with a particular aim and in a particular sequence. In the science education field, ICTs have proven to be useful tools that can contribute to these purposes, despite interesting critical views. ICTs as teaching resources are not considered a benefit in themselves. According to Jonassen (2006), students do not learn from ICTs but from thinking (with or without ICTs). ICTs provide teachers with a wide range of different tools to be used in their classes. Using ICT applications, which are non specific of science, teachers can create different types of tasks and exercises such as multiple-choice, “fill-in-the-gaps”, crosswords, matching questions and answers, ordering sequential actions. The main aim of these exercises is that students associate a correct answer to a certain question. Besides, the applications intended to facilitate students’ organization and representation of their knowledge in a graphical and structured way are considered useful tools to support their understanding and learning. Such applications can help students to be aware of the structure of their own knowledge, allowing them to establish relationships between different pieces of information. This purpose can be attributed to technological tools that facilitate the elaboration of concept maps, mind maps and V diagrams of Gowin, among others. Hopefully, all citizen realize how important use ICT in our daily life especially in education. ICT give a lot of benefit and really help teachers in their pedagogy if they know to handle it. All teachers can start right now to gain a new knowledge and make a different in their pedagogy by apply ICT applications in their teaching profession.
