Coba bikin lagi outline tulisan deh!

Konteks Indonesia

A. Persekolahan: jenjang, pass national exam to go to the next level, the class size, 6 days schools, at afternoon free but many tutorials (by teachers & others), and homework

B. Mathematics teaching: major pattern is transmissive, test oriented/preparation, giving an example or description

C. ICT Curriculum, since 2004, but not in every school have computers. Not, having - just teaching the theory, and taking students to the ICT centres in the district, or giving task for students to do task at the Internet cafe
Describe a little bit about the content and time [if I am not mistaken, Internet is taught at Year IX], SMP one hour and SMA two hours perweek.


D. Perkembangan Internet
D1: secara umum, kondisi perkembangan Internet
D2: secara khusus, masuknya Internet ke sekolah

In this part, the idea is to tell the readers about the significant growth of the Internet as it is supported or promoted by many people including provider, the biggest telkom company, and accelerated by the program of Jardiknas.
Give a summary a little bit history
However funding constraints, inavailability of telephone lines, as well as no electricity, very remote ares (how many school in remote areas) are obvious challenge in Indonesia

Then explain about Jardiknas.
- when or time frame
- aims
- programs
- connections (how much)
- ICT consultant
- training teachers

E. Accessibility of the Internet by teachers
- how they access to the Internet (through school or Internet cafe) - varied

* The report from my visiting to several areas in Indonesia (Bandung, Surabaya, Jakarta, SulSel)

- I visited one high school that having a computer lab. Students are very familiar with the Internet. Friendster? another school at the same area had computer at the office

- Another school in Jakarta, having computer lab but no internet connection

- In South Sulawesi, In two regency (daerah kabupaten), Internet is very rare in most of the schools as well as the Internet cafe hardly to find. And if there is, it's very expensive. most of the elementary schools has no computers.

- In many several mathematics seminars and workshops that I attended in many areas in Indonesia, most teachers do not have access to the Internet, just familiar with the name but not knowing yet.

- In my visiting, at school and a local education department, noticibly that the access much slower than in Australia. For accesing the plan website/blog, is relatively fast, but for mathematics teaching resources that I identified worked well and fast in Australia, very slow or even failed to download.

Kesimpulan kunjungan saya:
- banyak guru yang tidak punya akses Internet
- aksesibilitas beragam dari satu tempat ke tempat lain
- sulitnya warnet
- lambatnya akses
- mahal biayanya
- bertemu guru, tapi bukan matematika, dan mengakses bahan-bahan belajar dari Internet

APA LAGI YA??????
Kapan-kapan kita sambung lagi outline ini!