The Effectiveness of Agents Used in Computer-Supported Collaborative Learning of Pre-service Teachers Students on Self-Regulated Learning and Team Collaboration

( Wudhijaya Philuek ),( Lance C C Fung ) 한국교육공학회 2016 한국교육공학회 학술대회발표자료집 Vol.2016 No.1

The aim of this research was to investigate the effectiveness of anonymous and personal identifiable agents used of pre-service teachers undergraduate students among student learning in term of self-regulated learning which combined of motivation scales (6 subscales) and learning strategies scales (9 subscales), and team collaboration (5 subscales). There was 451 students participated in this study and 198 were successfully to computation in the next steps. The data were analyzed and interpreted by using various statistical techniques such as using independent sample t-test to test the differentiated of two groups for pretest and there was not significantly different (p > .05). However, there was an interaction effect between used of different agents and execution of team projects on motivation scales (EGO), learning strategies scales (CT and HS), and no interaction effect on team collaboration scales when using Twoway ANOVA in analyzing. The results show: 1) Using anonymous agents: there was a great number in completed projects (57 students, 28.80%) followed by not completed projects (49 students, 24.75%). This means that using AA could encourage students`` team project completion; 2) Using personal identifiable agents: there was a great number in not completed projects (63 students, 32.65%) followed by completed projects (29 students, 15.19%) This could imply that using PIA could not encourage students`` team project completion; 3) The highest number of students after actual experiment was PIAF (63 students, 32.65%), AAS (57 students, 28.80%), AAF (49 students, 24.75%), and PIAF (29 students, 15.19%) respectively. This could imply that the PIA is not encouraging students`` team project completion which contrasts to using AA that will encourage students`` team project completion. However, the discussion in Chapter will explain more information and discuss the associated variables that conclusion this findings; 4) The most population number of students in each group is 4 students (60.87%) followed by 5 students (28.27%), 3 students (6.52%), and 6 students (4.34%) respectively. Comparing the group member in completed team projects, there was 13 groups in 4 members (AA = 7 groups, PIA = 6 groups) and 6 groups in 5 members (AA = 4 groups, PIA = 1 group). This means that the suitable number is 4 students in each group when student assigned to work as a team and intend to complete the team projects in online learning environment.

The Information and Communication Technology Instructional Model Based on Metacognition Approaches and Cooperative Learning Management for the Grade 6th Students

( Wudhijaya Philuek ) 한국교육공학회 2014 한국교육공학회 학술대회발표자료집 Vol.2014 No.2

The purposes of this study were 1) to create and propose the information and communication technology instructional model based on metacognition approaches and cooperative learning management for grade 6th students of schools under Nakhon Swan municipality and 2) to enhance the students`` learning achievement by using this model. There were 4 steps to completed these study objectives: 1) Developing conceptual framework and reviewing related literature to analyzed the methodology and which related to learning management, 2) Assessed and adjusted the instructional model by experts and modified this model by using means and standard deviation (S.D.), 3) Presented the instructional model in term of chart with details, and 4) Implementation into grade 6th students and using paired t-test to examine the learning achievement. The research finding and discussion will be presented in this paper which could be implementing into others schools in various areas of Thailand.

The Effectiveness of Using Learning Management Based on Metacognition Approach in Instruction of Information and Communication Technology Subject of Junior High School Students in Thai`s Rural Area

( Manatsawee Tokrasae ),( Wudhijaya Philuek ),( Nicharee Pomsamrit ),( Siriporn Panawong ),( Duangiai Puttasem ) 한국교육공학회 2016 한국교육공학회 학술대회발표자료집 Vol.2016 No.1

The main purposed of this research was comparison the learning achievement of Junior High School students in instruction of Information and Communication Technology subject by using learning management based on Metacognition approach in Thai`` s Rural Area. The purposed group was 15 Grade 9 students in NongPromnor School, Krok Pra District, Nakhon Sawan Province, Thailand who enrolled in Semester 1 Academic Year of 2015. This research spent 5 weeks in conduction. The research materials were learning management plans based on Metacognition approach for 5 weeks and learning achievement test for pre/ post-test. The One-group Pretest-Posttest Design technique was used as research design and Mean, Standard Deviation (SD) and t-test were used as statistics analysis techniques. The research results shows that, there were higher score on posttest of learning achievement than pretest after learning by learning management plans based on Metacognition approach at 0.05 different level of significant, and students feel comfortable and suitable when study by this approach than traditional one.

An Investigation of Digital and Media Literacy on the Disease Prevention of Elderly in Rural Community in Thailand

( Banthita Chanthamas ),( Wudhijaya Philuek ),( Nicharee Pomsamrit ),( Siriporn Panawong ),( Duangiai Puttasem ) 한국교육공학회 2016 한국교육공학회 학술대회발표자료집 Vol.2016 No.1

The aims of this research were to study 1) the digital literacy in terms of basic skills of using computer, website accessibility, using Window application, using electronic mail, and using word processing; 2) the media literacy in perception the health information; and 3) the perception and disease prevention behavior of elderly in terms of disease and health information perception, disease and health information adoption, disease and health knowledge, and reaction on disease prevention and health activity. The research materials were Digital Literacy questionnaire, Media Literacy questionnaire, and disease prevention behavior questionnaire. The purposive group was 20 elderly in Bangmoung Subdistrict, Muang District, Nakhon Sawan Province, Thailand. Percentage, Mean, Standard Deviation and outcome of ttest were used to summarize as results. The findings were, 1) digital literacy skills: 37.5% have no basic skills of using computer, 29.25% have no skills of website accessibility, 30.08% have no skills of using Window application, 26.75% have no skills of using electronic mail, and 28.68% have no skills of using word processing, 2) 75% of elderly decided to use the media in perception the health information in middle level, 73.75% feeling middle level on media analysis, and last, 82.5% in media evaluation, 3) there were the perception and disease prevention behavior of elderly in terms of disease and health information perception from friends and siblings than other sources, 96% percept disease and health information in accident, and most of elderly have no disease and health knowledge in Non-Communicable diseases, and could not react on disease prevention and health activity.

The Technological Pedagogical Content Knowledge (TPACK) Characteristics of In-service and Pre-service Teachers in Thailand: Case of Nakhon Sawan Province, Thailand

( Vitthay Klaytae ),( Wudhijaya Philuek ),( Nicharee Pomsamrit ),( Siriporn Panawong ) 한국교육공학회 2016 한국교육공학회 학술대회발표자료집 Vol.2016 No.1

The purposes of this study was to identify the existing level of Technological Pedagogical Content Knowledge (TPACK) based on a) the current status on TPACK of inservice and pre-service teachers, and b) the comparison of the current status on TPACK between in-service and pre-service teachers. The research instrument in this study was the TPACK questionnaire. The sample groups were, 1) 90 in-service teachers under the Nakhon Sawan Primary Educational Service Area Office 1 which divided into 8 core contents (Mathematics, Science, Foreign Language (English Language), Thai Language, Arts, Social Studies, Religion and Culture, Health and Physical Education, and Career and Technology, and 2) 249 Pre-service Teachers in the Faculty of Education, Nakhon Sawan Rajabhat University which contained of 8 majors in relation with 8 core contents of in-service teachers areas (Mathematics, Science, Foreign Language (English Language),Thai Language, Arts, Social Studies, Religion and Culture, Health and Physical Education, and Computer Education as Career and Technology). The independent sample t-test was used to compared Mean score of both groups in each elements of TPACK and overall. The result shows that, 1) pre-service teachers in Computer Education major has high level of TPACK )=4 .20, S.D. = 0.71) among the others major and all core contents of in-service teachers, 2) in-service teachers in core content of Career and Technology has high level of TPACK )= 3.97, S.D. = 0.68) among the others core contents, 3) There were not different of overall TPACK between in-service and pre-service teachers (p value >.05), and 4) focused on the comparison of each elements: 4.1) there were different between in-service and pre-service teachers in core content/ major of Science (p value <.05; 0.01), core content/ major of Career and Technology (Computer Education) (p value <.05; 0.00), and core content/ major of Foreign Language (p value <.05; 0.02) on Technology Knowledge (TK); 4.2) there were not different between in-service and pre-service teachers (p value >.05) on Content Knowledge (CK) and Pedagogy Knowledge (PK); 4.3) ) there were different between in-service and pre-service teachers in core content/ major of Science (p value <.05; 0.00) on Pedagogical Content Knowledge (PCK); 4.4) ) there were different between in-service and pre-service teachers in core content/ major of Science (p value <.05; 0.04) and core content/ major of Career and Technology (Computer Education) (p value <.05; 0.00) on Technological Content Knowledge (TCK); 4.5) there were different between in-service and pre-service teachers in core content/ major of Science (p value <.05; 0.00), and core content/ major of Career and Technology (Computer Education) (p value <.05; 0.00) on Technological Pedagogical Knowledge (TPK); and 4.6)) there were different between in-service and pre-service teachers in core content/ major of Science (p value <.05; 0.00), core content/ major of Career and Technology (Computer Education) (p value <.05; 0.04), and core content/ major of Foreign Language (p value <.05; 0.03) on Technological Pedagogical Content Knowledge (TPACK). The discussion shows the guideline for training and integrating TPACK into schools for in-service teachers and preservice teachers.

The Development of Multi-Grade Teaching and Learning in Information and Communication Technology Model for Small Sized Schools in Rural Areas of Thailand

( Kulrapas Tiamtiporn ),( Wudhijaya Philuek ),( Thitiphong Rakasrikorn ) 한국교육공학회 2016 한국교육공학회 학술대회발표자료집 Vol.2016 No.1

This presents the development of teaching and learning the Information and Communication Technology subject instructional model for multi-grade classroom in small sized schools of Thais`` rural areas. The purposes of this research were to 1) analyze the appropriated instructional model on teaching Information and Communication Technology for multi-grade in small sized schools in Krok Pra District, Nakhon Sawan Province, Thailand, 2) design, develop, and experiment the instructional model on teaching Information and Communication Technology for multi-grade in small sized schools. The sample groups were 26 people who work in in 9 small sized schools in Krok Pra District, Nakhon Sawan (school directors, teachers in Information and Communication Technology subjects, and teachers in other subjects who taught in Information and Communication Technology subjects) which selected by using purposive technique. The research consisted of 4 stages: 1) investigation the instructional model and many types of learning and teaching management, 2) investigation the multi-grade teaching techniques for students in different class, age group, and ability, 3) analysis by using SWOT to determine the teaching methods for Information and Communication Technology subject in primary schools, 4) development the Information and Communication Technology subject teaching model and confirmed by experts, and 5) implementation into schools. The research found that, after SWOT analysis was implemented in determining the learning management of Information and Communication Technology subject in small sized schools by focused group. There were 4 main criteria, first is strength was teachers have more interaction with students and can observe all students`` behavior, and in contrast to the second is weakness was have no lesson plans and limited equipment and the third is opportunity was if they have chance to teach students by using appropriate lesson plans, teaching by using appropriated methods, and was trained by experts that will be the best solution, and lastly is threats was budget and readiness. The appropriated teaching methods were teaching the practical skill and literacy is the most suitable method, followed by using instructional media, and last was participating in activities. The developed instructional model in teaching Information and Communication Technology subject was SSED Model which will implement to small sized schools.

Comparison the Teaching Behaviors of Computers`` In-service Teacher and Pre-service Teachers: Case of In-service Teachers under the Nakhon Sawan Primary

( Prapatwawan Tukaew ),( Siriporn Panawong ),( Wudhijaya Philuek ),( Nicharee Pomsamrit ) 한국교육공학회 2016 한국교육공학회 학술대회발표자료집 Vol.2016 No.1

The purposes of this study was to identify 1) the existing level of teaching behaviors in Computer subject under Career and Technology core content area based on a) instructional plan and preparation, b) learning environment management and instructional approaches, c) the implementation of teaching, d) instructional media used, e) measurement and evaluation, and f) preparing and teaching in Computer laboratory; and 2) to compare the current status on teaching behaviors in Computer subject under Career and Technology core content area of inservice and pre-service Computer teachers. The research instrument in this study was the teaching behaviors in Computer subject questionnaire. The sample groups were, 1) 33 inservice Computer teachers in elementary schools under the Nakhon Sawan Primary Educational Service Area Office 1, and 2) 36 Pre-service Computer teachers in the Faculty of Education, Nakhon Sawan Rajabhat University. The independent sample t-test was used to compared Mean score of both groups in each elements of teaching behaviors and overall. The result shows that, 1) in-service Computer teachers has high level of teaching behaviors than pre-service Computer teachers in overall, 2) in-service Computer teachers has high level of teaching behaviors in instructional plan and preparation, learning environment management and instructional approaches, the implementation of teaching, and preparing and teaching in Computer laboratory than pre-service Computer teachers, 3) pre-service Computer teachers has high level of instructional media used and measurement and evaluation than in-service Computer teachers, and 4) there were not different between in-service and pre-service Computer teachers in teaching behaviors in overall (p value >.05, p = .81 ),: a) instructional plan and preparation (p value >.05, p = .41), b) learning environment management and instructional approaches (p value >.05 p = .51), c) the implementation of teaching (p value >.05 p = .76), d) instructional media used (p value >.05 p = .33), e) measurement and evaluation (p value >.05 p = .63), and f) preparing and teaching in Computer laboratory (p value >.05 p = .85). The discussion and conclusion show guidelines for training and developing the teaching behaviors in Computer subject for both in-service and pre-service Computer teachers which related to currents status of Thais`` elementary schools in rural areas.