Dr Angel Urbina Garcia M.Urbina-Garcia@hull.ac.uk
Director of Postgraduate Taught Programmes and Lecturer in Early Childhood
Dr Angel Urbina Garcia M.Urbina-Garcia@hull.ac.uk
Director of Postgraduate Taught Programmes and Lecturer in Early Childhood
The Ministry of ICT in Thailand produced the Master Plan for ICT in Education (2011-2020), which highlights the need
to teach students to use ICT to be able to compete in a global society and to integrate ICT into the classroom to “unlock
its pedagogical potential” (Buraphadeka & Kumnuanta, 2011). Currently, Thailand has 97.7 million of mobile subscribers
(Leesanguansuk, 2015), having the third highest mobile broadband penetration among Southeast Asian countries and
will soon become the second largest mobile broadband subscriber after Singapore. Moreover, the capacity for
technological application, is a key competency in the basic education system and has included ICT as a content in all
grades (OBEC, 2008). However, and despite the progress in access to connectivity (i.e., including hardware and
software), Thailand’s education system is not reaching its potential in the use of ICT in schools. According to the latest
report by OECD (2016), Thai students are not developing the basic skills require and teachers’ confidence, opinions and attitudes towards the use of ICT, heavily shape the way they teach their students how to use ICT (European Schoolnet,
2013; Fraillon et al., 2014). Nevertheless, research suggests that Thai teachers are not well-prepared through the initialteacher
education system nor do they have continuing professional training programmes. This lack of specialised
knowledge, is further supported by research which revealed that 68% of Thai teachers think that ICT “only encourages
students to copy material from Internet sources” whilst 48% think that ICT “merely distracts students from learning”
(Fraillon et al.,2014, p.10). OECD (2016) urges Thailand to develop an evidence-based ICT strategy to meet the
challenges of a globalised society. This initial project aims to contribute to meet one of the targets within the Goal No.4
(Quality Education) of the Sustainable Development Goals, which states the need to “…substantially increase the
supply of qualified teachers, including through international cooperation for teacher training in developing
countries…” (UNDP, 2016), which precisely, is linked to the main aims of this initial project. This project aims
to, a) identify primary school teachers’ needs in the use of ICT, and b) offer a 3-day workshop to provide teachers with
effective strategies to use ICT in classroom. The information gathered, will inform a future large-scale project to improve
the quality of instruction in primary school teachers, by delivering specialised training on how to use ICT in schools –
which can become a powerful vehicle for sustainable development. This project will benefit from the work of
professionals from different disciplines from Thailand and stakeholders from the Ministry of Education, by merging
different ideas, knowledge and expertise which will help achieve the aim of this project. Special attention must be given
to the networking with colleagues from the Ministry of Education, which will help establish future collaborations
maximising the chance, to help the government place teacher training and use of ICT in education as a priority in both
policy and practice. This project has the potential to promote economic and welfare development in this country, by a)
establishing an international and interdisciplinary teamwork, b) unlocking the potential of teachers using effective
strategies to integrate the use of ICT in Thai classrooms, c) proposing a large-scale training action-research project in
future, and d) ultimately influencing policy.
Type of Project | Internally Funded: Research |
---|---|
Status | Project Complete |
Funder(s) | University of Hull |
Value | £3,360.00 |
Project Dates | Jun 4, 2018 - Jul 31, 2018 |
Partner Organisations | Sukhothai Thammathirat Open University Phranakhon Rajabhat University |
Adapting an international assessment system to measuring cognitive/academic skills of year-1 of primary school pupils in Mexican public schools: A Pilot Study Aug 30, 2019 - Aug 30, 2022
Improving education is key to promoting a sustainable development and is emphasised in current global international agendas such as the Sustainable Development Goals (i.e., Goal 4). However, the lack of tailored scales to assess year-1 primary school...
Read More about Adapting an international assessment system to measuring cognitive/academic skills of year-1 of primary school pupils in Mexican public schools: A Pilot Study.
QR-GCRF RF 06 2019 Identifying Cambodian School Teachers’ Needs to Improve their Performance: Stakeholders’ views on teachers’ psychological well-being as a way to improve teachers’ performance. Jul 15, 2019 - Jul 21, 2019
Cambodia’s education system started virtually from zero in 1979 after the atrocities of the Khmer Rouge regime. This
regime killed least 1.7 million people out of seven million and 75%-80% of Cambodia’s teachers died or fled (Tan &
N.G., 2012). The...
Read More about QR-GCRF RF 06 2019 Identifying Cambodian School Teachers’ Needs to Improve their Performance: Stakeholders’ views on teachers’ psychological well-being as a way to improve teachers’ performance..
About Repository@Hull
Administrator e-mail: repository@hull.ac.uk
This application uses the following open-source libraries:
Apache License Version 2.0 (http://www.apache.org/licenses/)
Apache License Version 2.0 (http://www.apache.org/licenses/)
SIL OFL 1.1 (http://scripts.sil.org/OFL)
MIT License (http://opensource.org/licenses/mit-license.html)
CC BY 3.0 ( http://creativecommons.org/licenses/by/3.0/)
Powered by Worktribe © 2025
Advanced Search