Introduction
The successful goal of education can be� reflected by the teacher�s performance.
Nevertheless, It is understood that being a teacher is
not just a matter of transferring knowledge to the students. A teachers should
have a professional quality to do administration preparation f the teaching and
learning materials to deliver the knowledge, present the knowledge and do
evaluation whether the teaching learning meets its goal (Darling-Hammond,
2010).
There are also four competencies the teacher must have reflecting the teachers performance. Pedagogy, Professional, Personality,
and Social. Having the pedagogic competence, teacher will know the� characteristic of students,� understand their needs, their backgrounds and
interests (Hakim,
2015).
�These must be taken a
consideration if we want to create the quality of teaching learning. Teacher
must know how to deal with student characteristic along with assessment on why
the students behave inappropriately (Stronge,
2018).
Pedagogy is also the discipline that deals with the theory and practice
of teaching. In pedagogy, the teachers inform teaching strategies, methods and
teacher actions toward the theories of learning. The second competency is
professional. The general� context of being
professional is related to a profession or any person who deal with their job
or profession (Ellis,
2010).
Teacher who is professional has the standards of education and training.
This background of study prepared the teacher to deeply understand their
professionalism as the particular knowledge and skills necessary to perform
their specific role within that profession. The professional works along with
determination to make the educational goal is reached (B�rgener
& Barth, 2018).
Personality is the third competence. The personality competence� is assumed to be a method to interact
with the circumstance and other individuals. It means the teachers must be good
interactive person in their work field. Teachers will know how to behave with
their partners and students will be then exemplified by students. Through
personality, the teacher can be good example for students and know how to deal
with such different circumstance (Bender,
2012).
The last competency is social. This competency builds a capacity how to
deal with social things, teachers must be sensitive to the problem around.
Teacher can not work alone, they need other
individuals around the school in order to control students' activity at school.
Teachers must work with society to encourage the students to study and to learn
new things in society. Here, the teacher must have good access to the society.
It is possible to hold a meeting with students' parent to discuss the
development of students and find the ways to enhance the school capacity toward
society development.
Social competence also reflects the capacity of teacher to take another's
perspective or idea concerning a situation. Those competencies are strongly
needed to produce quality teacher in teaching field. It is absolutely required
a full-heart acceptance of change. The best teachers are not created to be a
passive personality but they have to become energetic persons to facilitate,
motivate, and educate their students to be a true agents of change (Panjaitan,
2019).
Teachers who work in private school, specially those formerly school labeled as national
standardized school such as Saint Peter School Kelapa
Gading which ran double curriculums: national
curriculum and the Cambridge University Curriculum in their teaching learning
activities are really struggling for implementing the label of being competence
and professional teachers. They don�t only burdened to
work as they are meant to be and stated in the previous discussion. They were
asked to fulfill the never ending administration which
used to written in lots of form of paper.
While administering the teaching learning process they had to also
complete more than 10 form such as lesson plan, frame of work (syllabus),
students attendance list, students mutation, class inventory,� guest book, counseling book, book mark,
remedial program book, after test analysis book, which dragged which are put
the teachers� into overwhelmed situation (Strayhorn,
2018).
�Quite a lot of teachers were
performing low work performance not because they couldn�t do their job
properly, it was because they did not have enough time to balance their
functions as educators and administrators and� social people. The administration
stuff in other are claimed�
to be very essential� for
the school to conduct school accreditation which is really necessary. It was a
time when teachers were given personal Microsoft email by Saint Peter Education
Foundation to communicate inter personally and a little use of one drive for
file storage of One Drive for our administration in the Saint Peter Primary
Unit. Amidst the COVID 19 pandemic, teachers of Saint Peter Primary School in Kelapa Gading are forced to more
to cope the teaching learning gaps between teachers and students (Chalkley
et al., 2018).
�In the early outbreak time, the
principal asked the teachers to study more and implemented Microsoft 365 in the
teaching learning and administration completion using it. The online teaching
learning is compulsory and both teachers and students have to adjust themselves
with it. Teachers and teacher educators are transitioning through a
particularly uncertain time in terms of their professional lives and work (Churiyah
et al., 2020).
�The rapid move to online modes of
delivery in order to keep students engaged in learning-from early childhood
through to the tertiary sector-has led to significantly intensified workloads
for staff as they work to not only move teaching content and materials into the
online space, but also become sufficiently adept in navigating the requisite
software. The impact on staff and students is uneven-in some contexts, for
example many universities, there are already established online and mixed modes
of course delivery, such that the onus is now on building greater capacity
through these avenues. In others, particularly many schools, the move to the
online space is presenting considerable hardship as teachers struggle to adapt
to what might well be the �new normal� for quite a period of time (Council,
2012).
With regulations changing in days in this country, there is an object
lack of clarity in many instances about what the best and, to cite the� Minister of
Education, Nadiem Makarim.
reiterates that the medical expert advice is that it is safe to send children
to school, where does this leave teachers and other adults working in
educational contexts? Has the practicality of enforcing the required physical
distancing measures at the same time as teaching in regular classrooms actually
been thought through? Similarly, in higher education-where many teaching spaces
simply do not allow for people to maintain a 1.5 m distance from each other.
Yet many schools in remote area nevertheless remain open, in compliance with
government regulations. However, it is beyond the scope of this editorial to
dwell on policy critique, and so we will leave this type of commentary to
others (Elias,
2011).
Suffice to say that, when we look back on this period in time, when it is
all over, there will be many lessons learned as to how our schools and
universities are governed-and whose voices count in making the decisions that
cannot but affect our lives (Haines,
2011).
More immediately, it will be interesting to discover how online
pedagogies serve the interests of teachers and learners and enable the high
levels of student engagement and outcomes to which we aspire as teachers and
teacher educators (Allen
et al., 2020).
Although there is an array of different software facilities and
functionalities, one cannot help but wonder whether online teaching will spell
a return to more traditional ways of teaching, and what the consequences of
this might be, in terms of both teachers� and students� engagement. In 2019,
Gert Biesta noted the irony in the fact that:� some of the most popular
technology-mediated forms of education- such as TED talks, MOOCs and the
numerous professional and amateur instructional videos on YouTube-are all
staged in traditional ways, with someone talking and explaining so that others
can watch, listen and learn (Astuti
et al., 2020).
Based on the background, the purpose of this study were as followed:� (1) to describe the
teaching� learning activities using
Microsoft 365 (2) to describe teachers� performance during online learning.
Research Methods
This study employed qualitative
method by using descriptive analytic to describe the online teaching
learning� and the use of Microsoft 365 by
teachers in Saint Peter Primary School in doing their administration stuff. The
research subjects were teachers and the principal of Saint Peter Primary
School� Kelapa Gading. There were 6
respondents have been observed and in depth - interviewed to seek the formal
data. The data were focused� on
documentation from interview, on how Microsoft Teams 365 help the teachers
enhances their competence and communication through online learning. The data
analysis techniques in used to explore the features in Microsoft 365� and how they can be done in the online
teaching learning activities during COVID 19 pandemic.
results and discussions
Within the online teaching leaning time,
teachers and students are forced to work more efficiently Saint Peter Primary
teachers were giving some trainings to use Microsoft 365. They need to
elaborate their administration and the materials to teach the students through
online learning during pandemic time. All the student was given individual
account to access Microsoft and the teachers made the online classes Through
Teams. The students� can access the application and personalize the leaning
everywhere.� It is not time consuming to access , assess the class and keep the classes on the right
track, and to maintain the activities�
from planning, assessing the students work, to giving personal feedback
to the students. All the work can be done on line and the teachers can still be
in touch with colleagues in the community of Saint Peter Primary School
professionally. Teams is one of the features we can find in the Microsoft 365, it� is a digital
hub� where we can conduct meetings,
webinar, filing, chat, and video conference all in Office� 365 Education. Using Forms teachers can
easily make the quizzes and return the feed back to
students at ease. To present the teaching materials, teachers can use Power
Point, Sway, (Video )Stream� and share it to it each respective class� and pops it in Teams at the same time for
purposive classes. Using Microsoft 365� the teachers can work faster and find
it easier to� do chatting to preparing
contextual, continuity teaching learning process. All the files of teaching
preparation, documents like videos� and folders can be stored in One Drive
and will be shared to the students via Share points. They are important data
for school accreditation valuably. The stake holder ,
especially the principal can do supervision and evaluation based on the data
stored. The Microsoft 365 in the online teaching learning are
used:
� To manage projects,
tasks, and content which can be applied everyday by teachers all in one
platform which is adjustable.
� To provide a continues
information, updated real time teaching-learning shared in Teams and share
points
� Supporting institution
collaboration. Microsoft 365 help people to be engaged and wok in the same
circumstances through various experience and integrated work from Office 365
just like in� Word,
Excel, PowerPoint, OneNote and One Drive.
Some examples use of
Teams in the teaching learning activities.�
Teachers and students collaboration� using Teams. It enhances online
teaching learning which is innovative, amidst the COVID 19 outbreak. In its typically
creative way, the school regarded the shift from a holistic viewpoint. It
didn�t simply shift lectures to an online format. �Classroom lectures are all
about human interaction,� explains Shoto. �Realizing
that school might be closed for a long time, we decided that we needed to
create a new model, because we believed that merely holding lectures online
would lower the quality of learning.�
That�s why the school restructured its daily class format to take
advantage of the possibilities afforded by the digital space. Saint Peter primary
School knows that it can�t simply substitute online lectures for the in-person
version of pre-pandemic times. It strives to make learning sustainable. It
records and posts lectures online so that children can access them at the best
time for them, replaying them if and as often as they like. Teachers
use Microsoft Teams for real-time interaction and information
exchange. �This is not just for students; educators also find it reassuring,�
says Ms. Renita Yulianti, the school principal.What digital applications
are used in� doing in the online learning
in Saint Peter Primary School?
Microsoft 365 has the
tool or applications�
you need to work anytime, anywhere, on any device. It has the
same Office apps you've used for years, plus all the benefits of the cloud.
Applications in this solution use in Saint Peter Primary School are:
|
|
Teachers and students can send files,
pictures and video through built in email in the community. |
|
|
Teachers and students can compose ideas,
report and essays and edit it using this application. |
|
|
Teachers can use this mainly to make a
balance sheet, some projects report, involving tables and diagram. Teachers
can create spreadsheets from anywhere, collaborate on workbooks in real time,
and get a better picture of data with Microsoft Excel. They can fulfill the
administration using this app such as attendance list, lesson plan, remedial
program, students mutation. |
|
|
Teachers use this application
to deliver interesting presentation in the form of slides,
pictures and video. |
|
|
Microsoft Teams is a digital hub
that brings conversations, content, assignments, and apps
together in one place, letting educators create
vibrant learning environments. Build collaborative classrooms,
connect in professional learning communities, and connect with colleagues �
all from a single experience. Using this hub, subject teachers collaborate
with homeroom teachers and create a meaningful and interesting classroom, and
do some virtual meetings, too. |
|
|
The One drive is mainly use to save files
and folder which is meant to fulfill the school administration which is done
by teachers. It is a main basic storage data that can be
used by principal to see the teachers performance. |
|
|
The Zoom Cloud is effectively replace the classroom figure. The cloud is used to do real
scheduled�
interaction between teachers and students. It is no doubt that
by using this cloud the can be the best alternative
solution to choose during home learning in pandemic time. |
Hence, there are some value teachers
and students can obtain while using Microsoft the digital applications:
�
Work together with real-time coauthoring, auto saving, and
easy sharing in people�s favorite web apps, Word, PowerPoint, and Excel.
�
Stay on top of� people in the institution email with
Outlook for the web mailbox
�
Microsoft Teams, your digital hub that integrates the
conversations, calls, content, and apps in the� school needs to be more collaborative
and engaged.
�
Improve learning outcomes with built-in accessibility
features and Learning Tools that� support reading, writing, math, and
communication.
�
Keep organized with OneNote, your digital notebook.
�
Stay connected with Class Teams and OneNote Notebooks.
�
Take authentic assessments with Forms.
�
Enable digital storytelling with Sway.
�
Never run out of space with unlimited personal cloud storage.
�
The online teaching learning is tailored with the tasks
given.��
Conclusion
Using digital apps : Microsoft and Zoom� in pandemic time is one of� the updated solution Saint Peter Primary
School can offer to students. It specifically help the teachers out to be more
effective and efficient in preparing the material, delivering and giving
assessment to the students. More over, the students can get real time feed back
after the teacher assess their work. The principal can also do direct
supervision during teaching and learning in factual time because the use of
applications in Microsoft 365.�
Personalized� students tasks given
to individual student can be accessed any time anywhere which enable them to link
and collaborate. Within the observation time it implies that the teachers�
performance is increasing, regarding to the school principal the teachers
administration are now is complete and reliable. It is also paperless. The
factual information given from the use of One Drive by every single teacher in
Primary leaves a better trace. The use of Microsoft 365 will give teacher
the experience of readiness to face the fast changing of technology in
education. The next research can improve and develop the ideas of the
evaluation use of the digital applications: Microsoft 365 at school.
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