Browsing by Subject "Educational technology"
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ItemA comparative study of students' self-efficacy for the use of educational technology according to their demographics in the MBA fast track program at the Graduate School of Business, Assumption University of ThailandThis study aimed to identify and compare students’ self-efficacy for the use of educational technology according to their demographics of 215 students from semester 1/2015, 2/2015 and 3/2015 in the MBA Fast Track Program at the Graduate School of Business, Assumption University of Thailand. The study was conducted in academic year 2015. The study used quantitative and comparative research methodologies. This study had three objectives. The first objective was to identify the students’ demographics, the second objective was to identify students’ self-efficacy for the use of educational technology and the third objective was to compare students’ self-efficacy for the use of educational technology according to their demographics in the MBA Fast Track Program. The researcher used a questionnaire survey based on Bandura’s Self-efficacy theory to address students’ self-efficacy for the use of Educational Technology to the MBA Fast Track Program’s students at the Graduate School of Business, Assumption University of Thailand. This research concluded that there were no significant differences of students’ self-efficacy for the use of educational according to their demographics in the MBA Fast Track Program at the Graduate School of Business, Assumption University of Thailand.
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ItemA development of ICT competency leadership model for teachers in Saint Gabriel's foundation schools of Thailand(Assumption University, 2012) Verayuth Boonpram ; Assumption University. Graduate School of EducationThis research aimed to (1) explore and (2) design the information and communication technology (ICT) competency leadership model for teachers as well as to (3) find out its efficiency and (4) propose it to maintain the high-academic profile of Saint Gabriel’s Foundation schools of Thailand. A mixture of qualitative and quantitative research designs using the five ICT indicators namely hardware, software, ICT communicative tools, teaching and learning and ethical standards were applied. The 4Is theory of transformational leadership factors in correlation with the eight types of ICT leadership approaches was used in the design of the ICT competency model. The school directors from its 13 Saint Gabriel’s Foundation schools were given an in-depth interview and questionnaires were administered to those teachers who use ICT and English as the medium of instructions. Most of the respondents were female, ranging from 40 years old and above; with more than 10 years of teaching experience. They were also educationally qualified having at least a minimum qualification of Bachelor’s degree. The number of teachers was evenly distributed among the five major subjects such as English, Science, Mathematics, Computer and Social Science. The results showed that 303 teachers have been using technological media as aid for teaching while computer/laptop and internet were technological devices most commonly used for teaching and learning as well as for research purposes. The use of ICT must be enhanced and supported to promote and develop their leadership skills thus acquire competency. ICT integration in the teaching and learning process provides meaningful experiences; make the work easier using the Microsoft office and communicate and receive data worldwide. Most of the respondents have been using web browsing for research purposes, online materials for class activities, emails for sending and receiving messages, and watching movies, listening to music and reading news as a recreational form of ICT communicative tools. The respondents exhibited skills of integrating ICT in the teaching and learning process. They have employed record lesson attendance and making presentation for lectures. They have used software to enhance classroom activities and make the lesson more interesting for learners. Two thirds of the respondents agreed that professionalism was an essential requirement for being a good teacher. However, responding to the demands of the modern generation of learners with sufficient knowledge in ICT skills and healthy classroom atmosphere were primary qualifications a teacher must possess to gain competency in leadership. It was to cultivate moral values, enhance ethical standards and employ safety policies on the use of ICT resources.
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ItemManaging teacher acceptance of new technology: the case of robotics kit(Bangkok : Assumption University Press, 2021) Jarupan Noosong ; Naree Achwarin ; Somsit Duang-Ek-AnongThis quantitative research aims to identify a model for the acceptance of an educational robotics kit among primary school teachers, providing educators, administrators, and policy makers practical insight for planning design. This study collected the opinions from a population of 871 in-service teachers of mathematics, science, and technology, at public and private primary schools in Phatthalung province. Purposive sampling and quota sampling were applied, generating a total of 488 responses, collected via questionnaire. The data were analyzed using a structural equation modeling method, generating a structural model to predict the behavioral intent for the adoption of the educational robotics kit. The model comprised of 4 independent variables – perceived ease of use; technology, pedagogy, and content knowledge; perceived usefulness; and facilitating conditions. The model explained 88.2 percent of the variance in behavioral intentions. The findings revealed that perceived usefulness had the strongest direct effect on behavioral intentions. Perceived ease of use had the strongest indirect and total effect on behavioral intentions; moreover, it produced a direct effect on perceived usefulness. In addition, perceived ease of use could be predicted by technology, pedagogy, and content knowledge. The implications discussed include the suggested managerial actions to stimulate the intention to adopt educational robotics kits in accordance with the findings.
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ItemStrengthening Instruction through Portable Device (Thai)( 2013) Poonsri Vate-U-Lan"One tablet per child" (OTPC) is a policy of the Thai Government which will have significant influence on educational technology applications at the national level. The purpose of this academic article is to present significant aspects that need to be considered prior to the adoption of portable devices for instruction to ensure more effective implementation of this policy First of all, this study identifies five different types of learning approaches in a diagram format. The second section specifies a definition of instruction through portable devices. The third part details numerous cases that influence instruction through portable devices. The fourth aspect, covered in this study, reports on the implementation of portable devices based upon the "five moments of learning needs"-a concept the will be defined. And the last section focuses on concluding remarks related to strengthening instruction through portable devices. This paper aims to stimulate an enhanced understanding for educators in terms of sustainable implementing this essential policy.
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