A development of ICT competency leadership model for teachers in Saint Gabriel's foundation schools of Thailand
A development of ICT competency leadership model for teachers in Saint Gabriel's foundation schools of Thailand
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2012
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Assumption University
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eng
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Assumption University. Graduate School of Education
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Scholar: AU Graduate School of Education Journal 4, 2 (December 2012), 29-35
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Abstract
This 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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In English ; only abstract in English.
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