Think, Pair, Share


What is Think, Pair, Share?

Think-Pair-Share is a strategy designed to provide students with “food for thought” on a given topics enabling them to formulate individual ideas and share these ideas with another student. It is a learning strategy developed by Lyman and associates to encourage student classroom participation. Rather than using a basic recitation method in which a teacher poses a question and one student offers a response, Think-Pair-Share encourages a high degree of pupil response and can help keep students on task.

What is its purpose?

  • Providing “think time” increases quality of student responses.
  • Students become actively involved in thinking about the concepts presented in the lesson.
  • Research tells us that we need time to mentally “chew over” new ideas in order to store them in memory. When teachers present too much information all at once, much of that information is lost. If we give students time to “think-pair-share” throughout the lesson, more of the critical information is retained.
  • When students talk over new ideas, they are forced to make sense of those new ideas in terms of their prior knowledge. Their misunderstandings about the topic are often revealed (and resolved) during this discussion stage.
  • Students are more willing to participate since they don’t feel the peer pressure involved in responding in front of the whole class.
  • Think-Pair-Share is easy to use on the spur of the moment.
  • Easy to use in large classes.

How can I do it?

  • With students seated in teams of 4, have them number them from 1 to 4.
  • Announce a discussion topic or problem to solve. (Example: Which room in our school is larger, the cafeteria or the gymnasium? How could we find out the answer?)
  • Give students at least 10 seconds of think time to THINK of their own answer. (Research shows that the quality of student responses goes up significantly when you allow “think time.”)
  • Using student numbers, announce discussion partners. (Example: For this discussion, Student #1 and #2 will be partners. At the same time, Student #3 and #4 will talk over their ideas.)
  • Ask students to PAIR with their partner to discuss the topic or solution.
  • Finally, randomly call on a few students to SHARE their ideas with the class.

Teachers may also ask students to write or diagram their responses while doing the Think-Pair-Share activity. Think, Pair, Share helps students develop conceptual understanding of a topic, develop the ability to filter information and draw conclusions, and develop the ability to consider other points of view.

Uses for think, pair, share

Note check, Vocabulary review, Quiz review, Reading check, Concept review, Lecture check, Outline, Discussion questions, Partner reading, Topic development, Agree/Disagree, Brainstorming, Simulations, Current events opinion, Conceding to the opposition, Summarize, Develop an opinion

Hints and Management Ideas

  • Assign Partners – Be sure to assign discussion partners rather than just saying “Turn to a partner and talk it over.” When you don’t assign partners, students frequently turn to the most popular student and leave the other person out.
  • Change Partners – Switch the discussion partners frequently. With students seated in teams, they can pair with the person beside them for one discussion and the person across from them for the next discussion.
  • Give Think Time – Be sure to provide adequate “think time.” I generally have students give me a thumbs-up sign when they have something they are ready to share.
  • Monitor Discussions – Walk around and monitor the discussion stage. You will frequently hear misunderstandings that you can address during the whole-group that discussion that follows.
  • Timed-Pair-Share – If you notice that one person in each pair is monopolizing the conversation, you can switch to “Timed-Pair-Share.” In this modification, you give each partner a certain amount of time to talk. (For example, say that Students #1 and #3 will begin the discussion. After 60 seconds, call time and ask the others to share their ideas.)
    Rallyrobin – If students have to list ideas in their discussion, ask them to take turns. (For example, if they are to name all the geometric shapes they see in the room, have them take turns naming the shapes. This allows for more equal participation.) The structure variation name is Rallyrobin (similar to Rallytable, but kids are talking instead of taking turns writing).
  • Randomly Select Students – During the sharing stage at the end, call on students randomly. You can do this by having a jar of popsicle sticks that have student names or numbers on them. (One number for each student in the class, according to their number on your roster.) Draw out a popsicle stick and ask that person to tell what their PARTNER said. The first time you do this, expect them to be quite shocked! Most kids don’t listen well, and all they know is what they said! If you keep using this strategy, they will learn to listen to their partner.
  • Questioning – Think-Pair-Share can be used for a single question or a series of questions. You might use it one time at the beginning of class to say “What do you know about ________ ?” or at the end of class to say “What have you learned today?”

How can I adapt it?

  • Think-Write-Pair-Share – To increase individual accountability, have students jot down their ideas before turning to a partner to discuss them. You can walk around the room and look at what they are writing to see who understands the concept. It also keeps kids from adopting the attitude that they will just sit back and let their partner to all the thinking.
  • Science – Making predictions about an experiment, discussing the results of an experiment, talking over charts and graphs, drawing conclusions, developing a concept through discussion, talking about environmental problems.
  • Health – Discussing healthful practices, talking about how to handle stress, discussing proper placement of foods in food groups, analyzing problems in a diet, reviewing body systems,
  • Social Studies – Discussing political viewpoints, learning about latitude and longitude, discussing economic trends, analyzing causes and effects of important events, discussing important contributions of historical figures
  • Math Problem-Solving – Place a complex problem on the overhead (For example, use one of the Weekly Math Challenges found in the Math File Cabinet.) Ask students to think about the steps they would use to solve the problem, but do not let them figure out the actual answer. Without telling the answer to the problem, have students discuss their strategies for solving the problem. Then let them work out the problem individually and compare answers.
  • Math – Practicing how to read large numbers, learning how to round numbers to various places, reviewing place value, solving word problems (as described above), recalling basic geometric terms, discussing the steps of division, discussing how to rename a fraction to lowest terms
  • Spelling – Call out a word, have them think of the spelling, then designate one person to turn and whisper the spelling to their partner. The partner gives a thumbs-up to show agreement, or corrects the spelling. You can reveal the correct spelling by uncovering the word from a chart.
  • Reading – Discuss character traits and motives, make predictions before a chapter or at the end of a read-aloud session, discuss the theme of a book or story, make guesses about vocabulary words based on context clues in the story, discuss the meaning of similes and metaphors in a story
  • Language Arts – Discuss Daily Oral Language responses, discuss ways to edit or revise a piece of writing, talk over story ideas, discuss letter-writing conventions
  • Art – Discuss elements of artistic compositions, discuss symbolism in artwork, compare and contrast the various works of a particular artist, analyze the use of color and line in works of art
  • Music – Identify elements of musical compositions, identify instruments in musical selections, compare and contrast types of music

Assessment and Evaluation Considerations

Listening skills, communication skills, using appropriate structures and features of spoken language, effective note taking and co-operative skills are most effectively assessed when using this strategy.

Student Benefits
With Think-Pair-Share, students are given time to think through their own answers to the question(s) before the questions are answered by other peers and the discussion moves on. Students also have the opportunity to think aloud with another student about their responses before being asked to share their ideas publicly. This strategy provides an opportunity for all students to share their thinking with at least one other student; this, in turn, increases their sense of involvement in classroom learning.

As a Cooperative Learning strategy, Think-Pair-Share also benefits students in the areas of peer acceptance, peer support, academic achievement, self-esteem, and increased interest in other students and school.

Teacher Benefits
Students spend more time on task and listen to each other more when engaged in Think-Pair-Share activities. More students are willing to respond in large groups after they have been able to share their responses in pairs. The quality of students responses also improves


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Number Head Together


What Is It?

Numbered Heads Together is a cooperative learning strategy that holds each student accountable for learning the material. Students are placed in groups and each person is given a number (from one to the maximum number in each group). The teacher poses a question and students “put their heads together” to figure out the answer. The teacher calls a specific number to respond as spokesperson for the group. By having students work together in a group, this strategy ensures that each member knows the answer to problems or questions asked by the teacher. Because no one knows which number will be called, all team members must be prepared.

Why Is It Important?

This cooperative learning strategy promotes discussion and both individual and group accountability. This strategy is beneficial for reviewing and integrating subject matter. Students with special needs often benefit when this strategy is used. After direct instruction of the material, the group supports each member and provides opportunities for practice, rehearsal, and discussion of content material.

Group learning methods encourage students to take greater responsibility for their own learning and to learn from one another, as well as from the instructor (Terenzini & Pascarella, 1994).

Cooperative learning has been shown to increase student achievement, race relations, acceptance of special needs students, and self-esteem (Slavin, 1995).

How Can You Make It Happen?

  1. Divide the students into groups of four and give each one a number from one to four.
  2. Pose a question or a problem to the class.
  3. Have students gather to think about the question and to make sure everyone in their group understands and can give an answer.
  4. Ask the question and call out a number randomly.
  5. The students with that number raise their hands, and when called on, the student answers for his or her team.

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WordWeb – Kamus Bahasa Inggris & Thesaurus Elektronik Praktis

Apa yang terbayang dipikiran kita saat mendengar kata “kamus” atau “thesaurus”? Suatu buku yang tebal berisi kata-kata dengan huruf berukuran kecil, dimana kita harus membalik halaman demi halaman untuk mendapatkan kata yang kita cari? Untuk kamus dan thesaurus klasik, bayangan kita tentu saja benar. Tapi sudahkah anda tahu tentang “WordWeb”? WordWeb adalah sebuah kamus sekaligus thesaurus elektronik yang sangat mudah dan praktis untuk digunakan dan dijalankan dalam komputer kita. Saat kita mengerjakan tugas bahasa Inggris dan mengetiknya dalam komputer, atau hanya sedang membaca artikel berbahasa Inggris di komputer, pasti kita sering menjumpai kata-kata yang sulit atau asing.Sedangkan untuk membuka halaman-halaman kamus cukup memakan waktu. Nah, itulah saat yang tepat bagi kita untuk menggunakan kamus elektronik ini.

      Apakah artikel ini bertujuan untuk mempromosikan WordWeb di internet? Sama sekali tidak. Artikel ini penulis maksudkan untuk mendorong pelajar, guru atau para peminat bahasa Inggris lainnya untuk memasang dan menggunakan kamus elektronik di komputer mereka, karena sudah merasakan sendiri besarnya manfaat dari aplikasi tersebut. Sebagai seorang guru bahasa Inggris, penulis sering diharuskan membuat soal-soal antonym atau synonym, dan WordWeb sangat membantu pekerjaan tersebut karena bisa berfungsi sebagai thesaurus. Sedangkan untuk pelajar, kamus elektronik seperti WordWeb pasti amat dibutuhkan dalam era pembelajaran multi-media seperti sekarang.
Keunggulan WordWeb
       Mengapa harus WordWeb? Apakah tidak ada aplikasi serupa yang bisa menjadi pilihan? Penulis sudah mencoba bersikap obyektif dan membandingkan beberapa aplikasi sejenis, yang kebanyakan merupakan aplikasi berbayar, serta ada pula yang mengharuskan komputer terhubung dengan internet untuk bisa menggunakan kamus tersebut. Disinilah letak keunggulan WordWeb:
  1. WordWeb adalah aplikasi gratis. Tidak sepeserpun uang harus kita keluarkan untuk mengunduh dan menginstall aplikasi milik WordWeb Software tersebut, selain biaya internet tentu saja. Kita bebas mendownload aplikasi tersebut di
  2. Freeware ini memiliki kamus dan thesaurus lengkap dalam American English, BritishEnglish, Canadian English, Australian English, Indian, dan global English. Meskipun gratis, WordWeb benar-benar fungsional dan bukan berupa “Trial Version” yang akan habis masa berlakunya setelah jangka waktu tertentu. Untuk menggunakan WordWeb, kita harus memenuhi beberapa licensing conditions yang tidak rumit. Jika tidak puas dengan free version, pengguna bisa membeli versi berbayar, yaitu WordWeb Pro, dengan keistimewaan berupa lengkapnya fitur-fitur yang ada.
  3. WordWeb sangat praktis digunakan. Cukup dengan 1 klik saja, kita sudah bisa mengaktifkan kamus dan thesaurus bahasa Inggris yang bisa digunakan untuk menemukan arti kata-kata bahasa Inggris hampir di semua program milik Windows.
  4. WordWeb bisa digunakan secara off-line, tanpa harus terhubung dengan internet. Secara on-line, WordWeb juga bisa digunakan untuk menemukan arti kata-kata di situs-situs seperti Wikipedia encyclopedia.
  5. Untuk free version, fitur-fitur yang tersedia mencakup:
    Definisi dan synonym
    Kata-kata terkait
    5000 pengucapan audio
    65 000 pengucapan text
    150 000 kata dasar
    120 000 pasang synonym
    Pencarian arti kata di hampir seluruh program windows

    Versi berbayar (WordWeb Pro 6) menyediakan seluruh fitur-fitur di atas, yang ditambah dengan:

    •  70 000 pengucapan audio
    • Referensi kata di internet
    • Custom glossaries
    • Kamus pendukung (opsional), yaitu Oxford dan Chambers Dictionaries.
    • Pencarian kata secara “wildcard”
    • Pencarian definisi full-teks
    • Pencarian dan pemecahan anagram (kata dengan huruf acak)
    • Pencarian daftar kata opsional
  6. Dibanding aplikasi sejenis lainnya, ukuran file WordWeb.exe cukup kecil, yaitu 7.41mb, dan ukuran setelah diinstall hanya 12,9mb. Dengan fitur dan kinerja yang bagus, WordWeb dipastikan tidak akan memakan banyak kapasitas hard-disk atau memory komputer kita.
  7. Proses instalasi freeware yang cepat tanpa harus mengunduh file-file instalasi dari internet.
Dengan fitur-fitur dan semua keunggulan di atas, penulis merekomendasikan aplikasi ini kepada para pelajar maupun guru bahasa Inggris dari tingkat SMP hingga perguruan tinggi. Tidak banyak aplikasi kamus bahasa Inggris atau thesaurus gratis yang “mau” menyediakan fitur-fitur selengkap dan sepraktis WordWeb. Silahkan mencoba. 🙂

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Skimming and Scanning

There are different styles of reading for different situations. The technique you choose will depend on the purpose for reading. For example, you might be reading for enjoyment, information, or to complete a task. If you are exploring or reviewing, you might skim a document. If you’re searching for information, you might scan for a particular word. To get detailed information, you might use a technique such as SQ4R. You need to adjust your reading speed and technique depending on your purpose.
Many people consider skimming and scanning search techniques rather than reading strategies. However when reading large volumes of information, they may be more practical than reading. For example, you might be searching for specific information, looking for clues, or reviewing information.
Harder – Web pages, novels, textbooks, manuals, magazines, newspapers, and mail are just a few of the things that people read every day. Effective and efficient readers learn to use many styles of reading for different purposes. Skimming, scanning, and critical reading are different styles of reading and information processing.
Skimming is used to quickly identify the main ideas of a text. When you read the newspaper, you’re probably not reading it word-by-word, instead you’re scanning the text. Skimming is done at a speed three to four times faster than normal reading. People often skim when they have lots of material to read in a limited amount of time. Use skimming when you want to see if an article may be of interest in your research.
There are many strategies that can be used when skimming. Some people read the first and last paragraphs using headings, summarizes and other organizers as they move down the page or screen. You might read the title, subtitles, subheading, and illustrations. Consider reading the first sentence of each paragraph. This technique is useful when you’re seeking specific information rather than reading for comprehension. Skimming works well to find dates, names, and places. It might be used to review graphs, tables, and charts.
Scanning is a technique you often use when looking up a word in the telephone book or dictionary. You search for key words or ideas. In most cases, you know what you’re looking for, so you’re concentrating on finding a particular answer. Scanning involves moving your eyes quickly down the page seeking specific words and phrases. Scanning is also used when you first find a resource to determine whether it will answer your questions. Once you’ve scanned the document, you might go back and skim it.
When scanning, look for the author’s use of organizers such as numbers, letters, steps, or the words, first, second, or next. Look for words that are bold faced, italics, or in a different font size, style, or color. Sometimes the author will put key ideas in the margin.
Reading off a computer screen has become a growing concern. Research shows that people have more difficulty reading off a computer screen than off paper. Although they can read and comprehend at the same rate as paper, skimming on the computer is much slower than on paper.

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GENRE (kinds of text)

There are many kinds of english text. Those are recount, report, discussion, Explanation, Exposition, new item anecdote, narrative, procedure, description, and review. Today ,lets learn on recount, report, narrative, procedure and description.

1. Recount Text
Social Function : to retell events for the purpose of informing or entertaining.
Generic Stucture:
a. Orientation: provides the setting and introduces the participants
b. Events : tell what happened, in what sequences
c. Reorientation: optional closure of events
Significant lexiogrammatical features:
Focus on specific participants, use material processes, circumstances on time and place, use past tense, focus on temporal sequence
2. Report Text
Social Function : to describe the way things are with reference to a range of natural, manmade, and social phenomenoa in our environment
Generic Stucture:
a. General classification: tells what phenomena under the discussion
b. Description: tells what the phenomenon under the discussion is like in terms of parts, qualities, habits or behaviour.
Significant Lexiogrammatical Features: focus on generic participants, use relational processes to state what is and that which it is. use simple present tense

3. Narrative Text
Social Function :to amuse, entertainn
Generic Stucture:
a. Orientation: sets the scene and intruuduces the participants
b. Evaluations: a stepping back to evaluate the plight.
c. Complication: a crisis arises
d. Resolution : the crisis is resolved
e. reorientation: optional
Significant lexiogrammatical features: focus n specific participants, use material processes, behavioral processes, and verbal processes. USe temporal conjuctions, and temporal circumstances, use past tense

4. Procedure Text
Social Function : to describe how something is accomplished through a sequences of actions or steps.
Generic Stucture:
a. Goal
b. Material
c. Steps 1-n
Significant lexicogrammatical features:
Use simple present tense, often imperative. use mainly material processes

5. Descriptive Text
Social Function : to describe a particular person, places, or things
Generic Stucture:
a. Identification: identifies the phenomenon to be described
b. Description: describes parts, qualities, characteristics
Significant lexicogrammatical features:
Focus on specific participants, use simple present tense

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Dictation a method to learn a language

A language learning technique that you can do alone or in a class is called dictation. You listen to an audio file or a native speaker and write down in a notebook what you hear. Listen to it at a slow rate and repeat it as often as possible. Stop and go until you have written the whole dialogue in you notebook. Then check your work, against the text, which was spoken by the speaker or the audio file.
This sounds simple, but think about it. Through listening and writing you exercise your mind in a very active way. By writing you learn. Some some learners who need to learn by movement, this is particularly effective. You learn not just the skill of writing in your target language, but you will give your memory more concrete connections so it will recall better. And it is kind of fun and old fashion to write things in a notebook. Like you did in school, as opposed to now days, everything is typed on a computer.
One side of your notebook page could be for your text your wrote during the dictation and the other side could be for your corrections. These could be practical dialogues and get progressively harder.
If you memorizes these, you would have ready made native speaker language patterns , that is sentences or phrases, locked in your brain.

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Saat ini komputer bukan lagi merupakan barang mewah, alat ini sudah digunakan di berbagai bidang pekerjaan seperti halnya pada bidang pendidikan. Pada awalnya komputer dimanfaatkan di sekolah sebagai penunjang kelancaran pekerjaan bidang
administrasi dengan memanfaatkan software Microsoft word, excel dan access.
Dengan masuknya materi Teknologi Informasi dan Komunikasi dalam kurikulum baru, maka peranan komputer sebagai salah satu komponen utama dalam TIK mempunyai posisi yang sangat penting sebagai salah satu media pembelajaran. Kutipan dari Kurikulum untuk Mata Pelajaran Teknologi Informasi dan Komunikasi
·  Visi mata pelajaran Teknologi Informasi dan Komunikasi yaitu agar siswa dapat dan terbiasa menggunakan perangkat Teknologi Informasi dan Komunikasi secara tepat dan optimal untuk mendapatkan dan memproses informasi dalam kegiatan belajar, bekerja, dan aktifitas lainnya sehingga siswa mampu berkreasi, mengembangkan sikap imaginatif, mengembangkan kemampuan eksplorasi mandiri, dan mudah beradaptasi dengan perkembangan baru di lingkungannya · Melalui mata pelajaran Teknologi Informasi dan Komunikasi diharapkan siswa dapat terlibat pada perubahan pesat dalam kehidupan yang mengalami penambahan dan perubahan dalam penggunaan beragam produk teknologi informasi dan komunikasi.
Siswa menggunakan perangkat Teknologi Informasi dan Komunikasi untuk mencari, mengeksplorasi, menganalisis, dan saling tukar informasi secara efisien dan efektif. Dengan menggunakan Teknologi Informasi dan Komunikasi, siswa akan dengan
cepat mendapatkan ide dan pengalaman dari berbagai kalangan. Penambahan kemampuan siswa karena penggunaan Teknologi Informasi dan Komunikasi akan mengembangkan sikap inisiatif dan kemampuan belajar mandiri, sehingga siswa
dapat memutuskan dan mempertimbangkan sendiri kapan dan dimana penggunaan Teknologi Informasi dan Komunikasi secara tepat dan optimal, termasuk apa implikasinya saat ini dan dimasa yang akan datang.

· Teknologi Informasi dan Komunikasi (TIK) mencakup dua aspek, yaitu Teknologi Informasi dan Teknologi Komunikasi. Teknologi Informasi, meliputi segala hal yang berkaitan dengan proses, penggunaan sebagai alat bantu, manipulasi, dan pengelolaan informasi. Teknologi Komunikasi merupakan segala hal yang berkaitan dengan penggunaan alat bantu untuk memproses dan mentransfer data dari perangkat yang satu ke lainnya. Karena itu, Teknologi Informasi dan Teknologi Komunikasi adalah suatu padanan yang tidak terpisahkan yang mengandung pengertian luas tentang segala kegiatan yang terkait dengan pemrosesan, manipulasi, pengelolaan, dan transfer/pemindahan informasi antar media.
· Secara khusus, tujuan mempelajari Teknologi Informasi dan Komunikasi adalah:
1. Menyadarkan siswa akan potensi perkembangan teknologi informasi dan komunikasi yang terus berubah sehingga siswa dapat termotivasi untuk mengevaluasi dan mempelajari Teknologi Informasi dan Komunikasi sebagai dasar untuk belajar sepanjang hayat.
2. Memotivasi kemampuan siswa untuk bisa beradaptasi dan mengantisipasi perkembangan Teknologi Informasi dan Komunikasi, sehingga siswa bisa melaksanakan dan menjalani aktifitas kehidupan seharihari secara mandiri dan lebih percaya diri.
3. Mengembangkan kompetensi siswa dalam menggunakan Teknologi Informasi dan Komunikasi untuk mendukung kegiatan belajar, bekerja, dan berbagai aktifitas dalam kehidupan seharihari.
4. Mengembangkan kemampuan belajar berbasis Teknologi Informasi dan Komunikasi, sehingga proses pembelajaran dapat lebih optimal, menarik, dan mendorong siswa terampil dalam berkomunikasi, terampil mengorganisasi informasi, dan terbiasa bekerjasama.
5. Mengembangkan kemampuan belajar mandiri, berinisiatif, inovatif, kreatif, dan bertanggungjawab dalam penggunaan Teknologi Informasi dan Komunikasi untuk pembelajaran, bekerja, dan pemecahan masalah seharihari.

Dengan melihat isi dari kurikulum tersebut, kita harus mengintegrasikan TIK dalam proses belajar mengajar di madrasah bukan hanya untuk mata pelajaran teknologi dan informasi saja. Melihat kondisi TIK pada saat ini dan perkembangannya di masa datang, kita harus mempersiapkan diri dan melakukan perencanaan yang matang dalam mengimplementasikan TIK di madrasah. Jika kita tidak memulainya sekarang maka madrasah sebagai salah satu institusi pendidikan selain sekolah yang berada dibawah Depdiknas akan tertinggal oleh sekolah lain. Jika ini terjadi, usaha kita akan semakin berat untuk mensejajarkan madrasah dengan sekolah lain. Di satu sisi, kita sedang berusaha mengejar ketertinggalan dalam mata pelajaran khususnya MIPA dan BahasaInggris, di sisi lain TIK akan membuat kita tertinggal semakin jauh. Mengamati Program Pengembagan TIK yang dilakukan Depdiknas Untuk mengejar ketertinggalan pemanfaatan TIK di sekolah dari negara lain, saat iniDepdiknas mempunyai program pengembangan TIK secara besarbesaran.
Ada tiga posisi penting di Depdiknas dalam program pengembangan TIK, yaitu:
1.    Bidang kejuruan, TIK menjadi salah satu jurusan di SMK. Pengembangan TIK secara teknis baik hardware dan software masuk dalam kurikum pendidikan. Dibentuknya ICT center di seluruh Indonesia. Untuk menghubungkan sekolahsekolah di sekitar ICT center dibangun WAN (Wireless Area Network) Kota.
2.    Pustekkom, sebagai salah satu ujung tombak dalam pengembangan TV pendidikan interaktif, Elearning dan ESMA. Program ini bertujuan untuk mempersempit jurang perbedaan kualitas pendidikan antara kota besar dengan daerah.
3.    Jardiknas (Jejaring Pendidikan Nasional), bertujuan untuk mengintegrasikan kedua program di atas agar terbentuk sebuah jaringan yang menghubungkan semua sekolah di Indonesia. Sehingga diperkirakan di masa depan semua sekolah di Indonesia akan terkoneksi dengan internet. Melihat program yang diadakan oleh Depdiknas kita bisa memanfaatkan fasilitas tersebut karena bersifat terbuka.

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