Trends and Directions of Technology in Elementary Schools under the Bangkok Metropolitan Administration

The Proceedings of
International e-Learning Conference 2014
August 5-6, 2014
Hotel Windsor Suites & Convention, Bangkok, Thailand
Ofﬁce of the Thailand Cyber University Project, Ofﬁce of the Higher Education Commission
http://iec2014.thaicyberu.go.th

Overview
Thailand Cyber University (TCU) Project, Office of the Higher Education Commission, Ministry
of Education has an aim to promote e-Learning by cooperating with national and international
educational institutes. The TCU, recognizing the importance of e-Learning knowledge management
to create comprehensive knowledge for educational personnel, has organized the International
e-Learning Conference 2014 (IEC2014): "Overcome the Uncertainty of Technology in Education"
The conference objective is to assemble knowledge on every aspect of e-Learning from Thai
and international experts. Conference topics will include: Trends and Directions of Technology
in Education, MOOCs, Diversity of Technology in Education, M-Learning, Social Learning
and Social Media, Emerging Technology for Online Education, Virtual Reality Applications,
Educational Cloud "Develop Infrastructure", Learning Analytics, Game-Based Education and Quality
Assurance in Distance Online Education
Thailand Cyber University (TCU) Project will accumulate knowledge from the conference
and produce the knowledge asset to be a reference for educators, researchers, faculty and students.
Aims
1. To be a stage for exchanging knowledge, innovative practices and experiences on
e-Learning among Thai and international educators, researchers, faculty, and students.
2. To assemble knowledge on every aspect of e-Learning from Thai and international educators,
researchers, and faculty and to create the e-Learning knowledge asset.
3. To expand e-Learning knowledge to educators, researchers, faculty, and students via website,
journal, publication, etc.
Conference Theme
Overcome the Uncertainty of Technology in Education.
Conference Sub-Themes
1. Uncertainty of Technology in Education
2. Trends and Directions of Technology in Education
3. MOOCs
4. Diversity of Technology in Education
5. M-Learning
6. Social Learning and Social Media
7. Emerging Technology for Online Education
8. Virtual Reality Applications
9. Educational Cloud "Develop Infrastructure"
10. Learning Analytics
11. Game-Based Education
12. Quality Assurance in Distance Online Education
Events
1. Lectures from keynote and invited speakers.
2. Paper presentation.
August 5-6, 2014, Bangkok, Thailand
Conference Information

The Fifth TCU International E-learning Conference 2014
“Overcome the Uncertainty of Technology in Education”
August 5-6, 2014 Hotel Windsor Suites & Convention, Bangkok, Thailand
CONFERENCE PROGRAM
Day 1: August 5, 2014
Main Session
Venue:
MC:
Petch Pailin Ballroom (11st
floor)
Dr. Weerapong Prasongchean
8.00 - 9.00 Registration
9.00 - 9.15 Welcome Address
Assistant Professor Dr. Thapanee Thammetar
Director, Office of the Thailand Cyber University Project, Thailand
9 .15 - 9.30 Opening Address
Associate Professor Kamjorn Tatiyakavee
Secretary General, Office of the Higher Education Commission, Thailand
9.30 - 10.20 Keynote Speaker 1
Catalytic Conversations on Learning and the Road Ahead
Dr. Mark David Milliron
Chief Learning Officer & Co-Founder, USA
Page 2
3
10.20 - 10.40 Refreshment break
Embracing Uncertainties: Technology Enhanced Learning for
the Twenty First Century
Professor Dr. Denise Kirkpatrick
Pro Vice-Chancellor (Student Experience) University of Adelaide, Australia
Page 3
3
A Perspective on Cyber Education:
Issues and Prospects in building Global Learning Networks
Kobayashi Toshio
Professor Emeritus
National Institute of Multimedia Education (NIME) *
The Graduate University for Advanced Studies (SOKENDAI) , Japan
Page 4
3
12.10 - 13.30 Lunch

Session:
Venue:
MC:
Invited Speakers
Ploy Room
Dr. Vorasuang Duangchinda
Sripatum University, Thailand
13.30 – 14.10 Invited Speakers 1
Emerging Insights on Implementing E-Learning:
An Interactive Town Meeting
Dr. Mark David Milliron
Chief Learning Officer & Co-Founder, USA
Engaging Learners in the 21st
Century
Professor Dr. Zoraini Wati Abas
Director of the Center for Learning, Teaching and Curriculum Development
Universitas Siswa Bangsa Internasional, Jakarta,Indonesia
Page 26
14.50 – 15.10 Refreshment break
Leveraging Open Educational Resources (OER) in Malaysia:
A case study at USM
Associate Professor Dr. Rozinah Jamaludin
Universiti Sains Malaysia (USM) , Malaysia
Page 27
Digital Natives
Dr. Kitt Tientaopajai
Assistant to the President for Information Technology Affairs
Division of Academic and IT, Khon Kaen University, Thailand

Session A1:
Venue:
Chairperson:
Paper Presentation
Pailin Room
Dr. Pornsook Tantrarungroj
Chulalongkorn University, Thailand
13.30 – 13.50 Towards a Global Business Curriculum in a Global Institution:
Leveraging a High Quality e-Learning Environment
Peter Maher
Webster University, United States
A1_1
Page 31
13.50 – 14.10 The Flipped Classroom: A Case Study from Thai Higher Education
Songsan Udomsilp
North-Chiang Mai University, Thailand
A1_2
Page 36
14.10 – 14.30 Effects of Paulo Freire Theory to Media Information Literacy
Jhonatta Martins Leal
Chiba University, Japan
A1_3
Page 42
14.30 – 14.50 Google Web Speech API Implementation, Case Study:
English Skill Online Practice
Prajaks Jitngernmadan
Tham Kaewsonti
Burapha University, Thailand
A1_4
Page 49
15.10 – 15.30 Systems Analysis of Proactive Customer Relationship Management
through Mobile Devices in a Higher Education
Phatthranit Srisakonsub
Panita Wannapiroon
King Mongkut's University of Technology North Bangkok, Thailand
A1_5
Page 54
15.30 – 15.50 Designing of Knowledge Review System Base on Connectivism
on Cloud Computing
Nawin Kongrugsa
Prachyanun Nilsook
Panita Wannapiroon
A1_6
Page 59

15.50 – 16.10 Designing Knowledge Engineering Approach to Enhance
Knowledge Management System on Cloud Computing
Anuchit Anupan
Prachyanun Nilsook
Panita Wannapiroon
A1_7
Page 65
16.10 – 16.30 Trends and Directions of Technology in Elementary Schools
under the Bangkok Metropolitan Administration
Poonsri Vate-U-Lan
Assumption University, Thailand
A1_8
Page 70
16.30 – 16.50 The Result of Using Google Drive and Weblog and Traditional
Method Learning on the Information Technology for life Subject
for Enhancing the System Thinking of Undergraduate Students in
Chaiyaphum Rajabhat University
Surin Cortong
Sirinan Thanudca
Chaiyaphum Rajabhat University, Thailand
A1_9
Page 76
Session B1:
Venue:
Chairperson:
Paper Presentation
Petch Room
Assistant Professor Dr. Praweenya Suwannatthachote
13.30 – 13.50 Elements of Learning Design for MOOCs
Yuwanuch Gulatee
Nakhonphanom University, Nakhonphanom, Thailand
Prachyanun Nilsook
B1_1
Page 84
13.50 – 14.10 The Online New Portals’ Coverage on the 2013 General Election
in Malaysia
Azahar Bin Kasim
Mohd Azizuddin Mohd Sani
University Utara Malaysia, Malaysia
B1_2
Page 90

14.10 – 14.30 Results of the games for learning Course Basic Circuit Pulse & digital
and circuits pulse & digital courses of the Diploma Year 2 students
Pitipark Pinrod
lamphun technical college, Thailand
B1_3
Page 95
14.30 – 14.50 Study the Readiness and Characteristics of e-Learning
for Students at Private Universities in Bangkok
Parichart Palanantana
Rattana Bundit University, Thailand
B1_4
Page 101
15.10 – 15.30 Grappling the Critical Gaps in ICT Skills and e-Literacy
of ICT Professionals
Suwimon Vongsingthong
Krirk University, Thailand
B1_5
Page 106
15.30 – 15.50 Integrating Google Apps for Education to Business English Student
Trainees’On-the-Job Training English Reports
Phunsuk Kannarik
Southeast Asia University, Thailand
B1_6
Page 112
15.50 – 16.10 Technophobia and Gender Disparity: Issues of Concern
Jagpreet Kaur
Punjabi University, Patiala, India
Harpuneet Singh
Sri Guru Granth Sahib World Sikh University, Fatehgarh Sahib, India
B1_7
Page 117
16.10 – 16.30 Total Quality Management Trend of Education Digital
Television Station
Jakgreerat Sangvari
Prachyanun Nilsook
Pallop Piriyasurawong
B1_8
Page 123
16.30 – 16.50 Guideline for Development of Information System Supporting
North-Eastern University Learning
Phantawut Chantaramongkol
Wanwisa Wannapipat
North Eastern University, Thailand
B1_9
Page 128

Session C1:
Venue:
Chairperson:
Paper Presentation
Tubtim Room
Associate Professor Dr. Maturos Chongchaikit
Kasetsart University, Thailand
13.30 – 13.50 Instructional Design of a Flipped Classroom by Using
a Self-Directed Learning Model to Develop Lifelong Learning Skills
for Higher Education
Piyawadee Pongsawat
Muban Chombueng Rajabhat University, Thailand
Panita Wannapiroon
C1_1
Page 134
13.50 – 14.10 A Development of Blended Learning Model on Information
Technology for Learning Course
Narumon Rodniam
Institute of Physical Education Chumphon Campus, Thailand
C1_2
Page 140
14.10 – 14.30 Experts’ Perspective on Education Management in Electronic
Media Age for development of Digital Mass Media Officer
Chantana Papattha
Prachyanun Nilsook
Namon Jeerungsuwan
C1_3
Page 146
14.30 – 14.50 Designing Information System for Intelligent Cooperative Education
Process Management on Cloud Computing Technology
Suriya Pumchalerm
Prachyanun Nilsook
Namon Jeerungsuwan
C1_4
Page 152
15.10 – 15.30 Enhancing Pedagogy with Cyber Tools and Technologies
Kuldeep Nagi
Assumption University, Thailand
C1_5
Page 157

15.30 – 15.50 The Study of University Lecturers’ Opinion in e- Learning
Activity, Courseware and Learning Management System
Sopark Charoensuk
Onjaree Natakuatoong
Sugree Rodphothong
C1_6
Page 162
15.50 – 16.10 The Effect of Blended e-Learning Activities through Learning
Management System and Social Media Online to Enhance
Knowledge Sharing of Graduate Students
Jeuajan Wattakiecharoen
Phaisarn Jantarungsri
Christian University, Thailand
Panita Wannapiroon
C1_7
Page 167
16.10 – 16.30 Innovation of assessment and evaluation form in Google sites LMS
Pichit Trivitayaratana
Siriporn Trivitayaratana
S.M.E.I.(Thailand), Thailand
Wanna Trivitayaratana
Siriraj Hospital, Mahidol University, Thailand
C1_8
Page 174
16.30 – 16.50 Conceptual Framework Study of Information and Communication
Technology to Promote the Proactive Involvement of Global
Merit Principle in Cultivating Youths’ Morality:
A case study of Khlong Sam Subdistrict Administrative
Organization, Khlong Luang, Pathum Thani Province
Wera Supa
North Bangkok University, Thailand
C1_9
Page 178

CONFERENCE PROGRAM
Main Session
Venue:
MC:
Petch Pailin Ballroom (11st
floor)
Dr. Weerapong Prasongchean
8.00 - 9.30 Registration
Technology, Learning and the Person
Professor Dr. Peter Jarvis
Surrey University, United Kingdom
Page 5
3
10.20 - 10.40 Refreshment break
Transition to Online Learning Programmes in Higher Education:
The Case of Massey University
Professor Dr. James Chapman
Massey University, New Zealand
Page 6
Social Graph and Analysis of Social Network
Yoshida Masami
Chiba University, Japan
Page 19
12.10 - 13.30 Lunch

Session:
Venue:
MC:
Invited Speakers
Ploy Room
Associate Professor Dr. Jintavee Khlaisang
Education Resources and tools from Microsoft
Dr. Supoet Srinutapong
Director – Public Sector Programs
Microsoft Thailand, Thailand
Page 28
Let's Flip your classroom with Moodle 2.x Tools
Assistant Professor Dr. Anuchai Theeraroungchaisri
Office of the Thailand Cyber University Project, Thailand
Dr. Kitt Tientaopajai
Khon Kaen University, Thailand
Dr. Vorasuang Duangchinda
Sripatum University, Thailand
Page 29

Session A2:
Venue:
Chairperson:
Paper Presentation
Pailin Room
Dr.Theeravadee Thangkabutra
13.30 – 13.50 Investigation of Augmented Book using Multimedia Learning
on Mobile Devices
Kobkiat Saraubon
Panita Wannapiroon
A2_1
Page 184
13.50 – 14.10 Moving to Flipped Learning: Perception and perspective from
teacher and students toward Webcast in Basic Education
Mayuret Yaibuates
Praweenya Suwannatthachote
A2_2
Page 190
14.10 – 14.30 Factors Affecting the Innovation-Decision Process to
Adopt Online Graduate Degree Program in Thailand
Siripen Pumahapinyo
Praweenya Suwannatthachote
A2_3
Page 196
14.50 – 15.10 Using Google Analytics to Measure Student Statistics:
The Case of Blended Learning Course Websites
Nuth Otanasap
Southeast Asia University, Thailand
A2_4
Page 202
15.10 – 15.30 Designing Mobile Learning Application for the Five Aggregates
Learning by Questioning-Answering
Sorraya Priaoprasit
Prachyanun Nilsook
Pullop Piriyasurawong
A2_5
Page 209

Session B2:
Venue:
Chairperson:
Paper Presentation
Petch Room
Assistant Professor Dr. Prachit Intaganok
Surindra Rajabhat University, Thailand
13.30 – 13.50 การออกแบบสิ่งแวดลอมทางการเรียนรูบนสื่อสังคมออนไลนที่สงเสริมทักษะ
การรูเทคโนโลยีสารสนเทศและการสื่อสาร สําหรับนักเรียนชั้นประถมศึกษา
Designing of Social Media Learning Environments (SMLEs)
to Enhance ICT Literacy Skill for Elementary Students
Panaphon Meepian
Issara Kanjug
B2_1
Page 216
13.50 – 14.10 การออกแบบสิ่งแวดลอมทางการเรียนรูแบบเปดบนเครือขายที่สงเสริม
การคิดวิเคราะห วิชาวิทยาศาสตร สําหรับนักเรียนชั้นมัธยมศึกษา
Design of Web-Based Open Learning Environments (Woles)
To Enhance Analytical Thinking for Science Classroom
Sukdarin Khamthat
Issara Kanjug
B2_2
Page 225
14.10 – 14.30 กรอบแนวคิดการพัฒนาสิ่งแวดลอมทางการเรียนรูบนเครือขายที่สงเสริม
ทักษะในศตวรรษที่ 21 และทักษะกระบวนการทางวิทยาศาสตร
ของนักเรียนชั้นมัธยมศึกษาปที่ 4
Framework for Development of Web-based learning
environment to enhance skills in 21st
century and science
process skills of student grade 12
Ruamporn Phasuk
Anucha Somabut
B2_3
Page 233
14.50 – 15.10 เทคโนโลยีเสมือนจริงสําหรับการศึกษาบันเทิง
Augmented Reality for Edutainment
Nuttakan Pakprod
Panita Wannapiroon
Prachyanun Nilsook
B2_4
Page 243

15.10 – 15.30 กรอบแนวคิดในการพัฒนาวิธีการทดสอบแบบปรับเปลี่ยนไดดวยคอมพิวเตอร
A Framework for the Development of Computerized Adaptive
Testing
Piyanuch Charernmool
Porawat Visutsak
B2_5
Page 248
Session C2:
Venue:
Chairperson:
Paper Presentation
Tubtim Room
Assistant Professor Dr. Anirut Satiman
Silpakorn University, Thailand
13.30 – 13.50 ปจจัยที่มีอิทธิพลตอการยอมรับเทคโนโลยีคลาวดคอมพิวติ้งในสถาบันอุดมศึกษา
Factors Influencing the Acceptance of Cloud Computing
Technology in Higher Education Institutes
Svangnabha Tuanpusa
Daranee Pimchangthong
Rajamangala University of Technology Thanyaburi, Thailand
C2_1
Page 255
13.50 – 14.10 การพัฒนารูปแบบการบริการจัดการความรูผานเทคโนโลยีการประมวลผล
แบบกลุมเมฆ
Development of Cloud-Based Knowledge Management
as a Service Model
Arnut Ruttanatirakul
Krismant Whattananarong
C2_2
Page 263
14.10 – 14.30 Design of the Virtual Learning Environment with Scaffolding
System to Support a Brain-based Learning to Develop
the Creativity of Undergraduate Student
Nipada Trairut
Panita Wannapiroon
C2_3
Page 271

14.50 – 15.10 การออกแบบสิ่งแวดลอมทางการเรียนรูแบบเปดบนเครือขาย
ที่สงเสริมการคิดสรางสรรค สําหรับนักเรียนชั้นมัธยมศึกษา
Designing of Web-Based Open Learning Environments (WOLEs)
to Enhance Creative Thinking High School Students
Jurarat Seeya
Sumalee Chaijaroen
Issara Kanjug
C2_4
Page 278
15.10 – 15.30 การพัฒนามัลติมีเดียที่สงเสริมโครงสรางทางปญญาในการเรียนรูคําศัพท
ภาษาอังกฤษ สําหรับนักเรียนชั้นประถมศึกษาปที่ 4
Development of Multimedia to Support Schema on Learning
English Vocabulary for Elementary students
Phasinee Kanjug
Issara Kanjug
C2_5
Page 287

Trends and Directions of Technology in Elementary Schools
under the Bangkok Metropolitan Administration
P. Vate-U-Lan
Graduate School of eLearning, Assumption University, Bangkok, Thailand
(poonsri.vate@gmail.com)
ABSTRACT
The future can be forecast from a
decision based on current knowledge in
relation to the trends and directions of
computer technology implementation in
a school. It depends frequently on the
influence of administrators and their
knowledge level. It is crucial to study the
demand and the confidence level of e-
learning implementation in the schools
from an administration perspective. In
2013, a group of 120 school
administrators attended a seminar
workshop on e-learning at a university
in Bangkok, Thailand. Fifty-six
participants returned the questionnaire.
The survey elicited level of their interest
towards a combination of instructional
approaches and computer technology.
The research results are presented in
this paper and outline the different
levels of their interest towards each
computer-technology application. The
questionnaire contained questions
regarding the potential of e-learning
implementation based upon the
available infrastructure in their schools.
The results showed that e-learning was
considered to be an education tool where
implementation was not seen as
problematic and it was likely to be an
addition to the education offerings in
schools. The survey also found that
social networking was influential among
schools, parents and students in relation
to the potential benefits of e-learning
implementation in schools. The survey
indicates that the demand and
confidence levels of e-learning
implementation at the schools under
Bangkok Metropolitan were rated at a
high level.
Keywords
Augmented reality for education, Aurasma,
Bangkok Metropolitan, blended learning,
e-learning, Enclicker, flipped classroom,
gamification, Toondoo, Zooburst
1) INTRODUCTION
Technology integration has long been a
priority consideration in schools under the
Bangkok Metropolitan Administration. In
order to encourage teachers to utilize e-
learning and integrate technology into the
classroom, a seminar workshop was
conducted in a Bangkok university over
two days. The executive directors of
elementary schools were invited to
participate in this seminar which
introduced them to many classroom
technologies and applications. An exit
survey aimed to validate levels of demand
for and confidence in e-learning and its
formal implementation. One sub-topic in
this seminar workshop was “Benefits of E-
learning Implementation”. The agenda of
the workshop included 1) learning
approach, 2) technology and 3) free
educational applications.
2) LITERATURE REVIEW
This literature review section provides two
main types of information: 1) research
focused on teachers‟ attitudes towards e-
learning and 2) a synopsis of the
knowledge of technology distributed
during the seminar workshop.
2.1) Teachers’ attitudes to e-learning
Teachers‟ computer technology literacy is
one of the most demanded skills in the 21st
century. Its strong positive effects will
impact strongly on student learning and
engagements. According to research
70 A1_8

conducted by the Richard W. Riley
College of Education and Leadership
(2014), the survey results of more than
1,000 U.S. educators, (783 teachers and
274 principals or assistant principals)
reflected a better comprehension of how e-
learning has been implemented in the
classroom. The research team at the
Richard W. Riley College of Education
and Leadership found that both teachers
and administrators were very confident
about the potential of technology that
engaged many different types of students,
including high-achieving students, students
with specific academic needs, and English
language learners. The same research
showed that the more frequent use of
technologically supported learning resulted
in enhanced student engagement. In their
study there was no disparity between
veteran teachers and newer teachers in
terms of adopting technology into
traditional classrooms. However, there
were disparities between teachers‟ and
administrators‟ perceptions as admini-
strators believed that teachers were using
technology to support learning more than
teachers were reporting it. Lacking access
to technology was not a barrier to teachers‟
use of technology. Finally, most teachers
did not believe that the pre-service
programs prepared them adequately but
they placed more value on advanced
training programs. Their findings suggest
that on-the-job technology training for
teachers may focus on how to operate new
equipment, but not on how to incorporate it
effectively into instruction. Along similar
lines, research conducted in West Virginia
University found that both teachers and
administrators are more engaged when
technology was used in the classroom and
believed that technology brought positive
impacts to instruction (Marcum, 2010).
Additionally, users‟ age, availability of
usable and current technology and choice
were factors affecting confidence in using
technology (Marcum, 2010).
Positive reinforcement from school
directors and administrators was one of the
crucial indicators. It related to the
importance of influencing new teachers‟
acceptance and integration of technology
into classroom pedagogy (Webb, 2011).
Resources, incentives and well-designed
staff development programs have the
capacity to promote successful technology
integration into the curriculum and can be
quite successful (Webb, 2011). Factors
such as teachers‟ ICT competency,
teachers‟ confidence levels in using ICT,
and teachers‟ satisfaction with ICT training
programs play crucial roles in terms of ICT
integration in educational contexts (Tasir,
Mohammed El Amin Abour, Halim, &
Harun, 2012). Their survey involving 184
Malaysian teachers, in one of the
universities located in Johor State found
that teachers had a high level of ICT
competency blended with high levels of
confidence in using ICT and satisfaction
with regard to ICT training programs. The
reason for this was that Malaysian teachers
were able to use most ICT tools and
integrate ICT tools into their teaching
process and, lastly, they believe ICT
training programs provide sufficient
knowledge about ICT which encouraged
them and became motivational. This
Malaysian research showed that the more
competent the teachers‟ were with
computer technology generally, the more
confident were their levels for using ICT
linked to e-learning (Tasir et al., 2012).
2.2) Knowledge of technology
The learning approaches introduced in this
seminar included a range of e-learning ICT
products and applications. A brief
elaboration of examples follows. The
Flipped classroom is a concept where
teachers provide activities for students
prior to class time to explore content in
order to distinguish passive and active
learners (Trish, 2014). The Flipped
classroom integrates more opportunities for
students to practice higher order thinking
skills such as analysis, synthesis and
71

evaluation. Blended learning refers to a
combination of traditional learning and
media and tools from the internet. Two
main educational technologies mentioned
in the workshop were „gamification‟ and
„augmented reality for elementary school‟.
A short definition of „gamification‟ means
the use of game attributes to drive game-
like player behavior in a non-game context
(Wu, 2014). Gamification stresses the
motivational techniques that drive
heightened learning engagement (Scullion,
2014). The Free Rice web site and Kukui
Cup for educational environment were
taken as the examples of gamification
projects (Free rice, 2014). „Aurasma‟ was
demonstrated in the creation of augmented
reality for educational purposes (Aurasma,
2014). Lastly, the free applications stated
were „enclicker‟, toondoo and zooburst.
Enclicker is a free application that enables
teachers to create questions and publish
them among students who have a mobile or
a computer connected to the internet. The
responses can be shown in a real-time
context (Enclicker, 2014). ToonDoo (2014)
is a comic-creating tool which allows both
students and teachers to create,
personalize, and publish content in the
form of a cartoon. Zooburst is an online
creator tool that allows students to create
their own pop-up books in both
3Dimensional and augmented reality form
(Kapp, 2014).
Based on the literature review, the
researcher aimed to proactively investigate
the trend and direction of technology in
elementary schools under Bangkok
Metropolitan Administration.
3) RESEARCH RESULT
This research employed an exit survey
approach to gather feedback. The
questionnaire included three main parts: 1)
demographic information, 2) level of
interest to the e-learning approach and
computer technology and 3) plan and
readiness of the school to integrate ICT
linked education. The survey was
distributed after the academic seminar
workshop.
3.1) Demographic information
The population consisted of 120 school
administrators who attended a seminar
workshop on e-learning at a selected
university in Bangkok, Thailand. Fifty-six
participants returned completed
questionnaire. Three thirds of respondents
were female (75 % or n=42) and all the rest
were males (25% or n=14). Almost nine
out of ten (89.29% or n=50) were
administrators of elementary schools and
10.71 per cent (n=6) were administrators of
secondary schools. The majority of
participants or nine tenths (89.29% or
n=50) had completed a masters‟ degree
while the rest had earned a doctoral degree
(5.36% or n=3) or a bachelor degree
(5.36% or n=3) respectively.
3.2) Level of interest towards e-learning
approach and computer technology
The level of interest towards the e-learning
approach and computer technology was
investigated in the form of 5 point-scale-
rating questions. The participants
demonstrated their level of interest towards
e-learning and computer technology as
shown in Table 1.
Table 1: Level of interest
N M SD Description
Blended
Learning
56 4.07 0.76
Very
interesting
Flipped
Classroom
56 4.11 0.76
Very
interesting
Gamification 56 4.09 0.86
Very
interesting
Augmented
Reality
56 4.00 0.81
Very
interesting
Range: 4.21-5.0=Extremely interesting,
3.41-4.20=Very interesting,
2.61-3.40=Moderately interesting,
1.81-2.60=Slightly interesting
1.00-1.80=Not at all interesting
As seen in Table 1, there was little
disparity among the four items; the average
level was high but no item reached the
“extremely interesting” level. Flipped
classroom was the highest interest learning
72

approach followed by gamification,
blended learning and augmented reality
respectively 4.11, 4.09, 4.07 and 4). The
standard deviation of each item was under
one which can be described as a standard
normal distribution.
The next question was a multiple selection
option or “check-all-that-apply” off “In the
future, what will be an application in your
school?” as shown in Figure 1. The result
found that Aurasma was the most
frequently selected application followed by
Enclicker, Zooburst and Toondoo
respectively (35.4, 27.7, 20.8 and 16.2 %
respectively).
Figure 1: Selected Application
3.3) Plan and readiness of the school
There were four questions in this section.
The first question focused on the level of
infrastructure readiness such as signal
quality, router and hardware in order to
implement e-learning. This question
offered three levels of choice 1) good
quality 2) may be good and 3) may work
but not good quality. The administrators
identified that their school infrastructure
was 1.84 (SD=0.70) out of three which can
be described as „Perhaps good‟.
The second question explored current social
networking and a plan to use it in the future
as shown in Figure 2. Currently, Facebook
was the most popular social network used
in schools followed by Google+ and
Youtube. The schools planned to use Class-
start (a free service of Learning
Management System by Prince of Songkla
University, Thailand), Edmodo and Go to
know (The Gateway of Thailand‟s online
Knowledge Management) in the future (36,
28 and 20% respectively).
Figure 2: Social Networking at School
The third and fourth questions were a 5
point-scale-rating which investigated the
desire for e-learning and confidence levels
in it to enhance education quality. The
results are shown in Table 2.
Table 2: Level of interest
N M SD Description
Demand for
e-learning
56 4.27 0.75
Extremely
desirable
Confident of
e-learning
56 4.29 0.73
Extremely
positive
Range: 4.21-5.0=Extremely desirable/positive,
3.41-4.20=Very desirable/positive,
2.61-3.40=Moderately desirable/positive,
1.81-2.60=Slightly desirable/positive
1.00-1.80=Not at all desirable/positive
The demand for e-learning in elementary
schools was seen as extremely desirable
(4.27, SD= 0.75). It was on parity with the
confidence in the potential for e-learning to
enhance the quality of education (4.29,
SD=0.73).
A crucial corollary from the responses of
the administrators to an open-ended
question was a high appreciation for the
workshop; however, the limitations of time
might be a barrier to achieve competence
the new technology and its tools.
73

4) DISCUSSION,
RECOMMENDATIONS AND
CONCLUSIONS
The survey results on trends and directions
of technology in elementary schools under
the Bangkok Metropolitan Administration
reflected a similar trend found in other
global and ASEAN studies (the Richard
W. Riley College of Education & and
Leadership 2014; Marcum, 2010, Zaidatun
Tasir et al., 2012, Webb, 2011). Based on
this survey, it is arguable that the future
learning approach in classrooms will
integrate technology and new learning
concepts such as the „Flipped classroom‟,
gamification, blended learning and
augmented reality since the administrators
held very positive towards the benefits of
e-learning. Even though the readiness of
infrastructure to support e-learning imple-
mentation was moderate, the confidence in
e-learning and demand for e-learning were
extremely high. Social networking
designed specifically for educational
purposes such as Edmodo or the social
networks hosted by Thais such as Class-
start and Gotoknow will be more integrated
into classrooms. The rationale for this may
be due to the superior functions that can
serve education purposes with no service
charge required. In order to improve the
quality of Thai education, the budget to
support technology infrastructure in the
schools needs to be boosted considerably.
Consequently, the updated knowledge
among teachers and administrators needs
to be maintained in well-planned
workshops and seminars and online
support. The greater the knowledge of
technology – particularly e-learning
applications - the greater the likelihood
that Thai education will succeed in a
globalized world as a part of the challenges
and skills demanded by this complex 21st
century.
REFERENCES
Aurasma. (2014). Aurasma. Aurasma.
Retrieved from
http://www.aurasma.com/what-is-
it/
Craig Kapp. (2014). About ZooBurst.
ZooBurst. Retrieved May 30, 2014,
from
http://www.zooburst.com/zb_about.
php
Enclicker. (2014, May 30). Enclicker.
Enclicker. Retrieved May 30, 2014,
from
http://www.einbrain.com/enclicker
Jim Scullion. (2014). What Is
Gamification? Retrieved May 21,
2014, from
http://www.bunchball.com/gamific
ation
Lorrie Webb. (2011). Supporting
Technology Integration: The
School Administrators‟Role.
National Forum of Educational
Administration&Supervision
JournalRNAL, 2011(28), 1–7.
Marcum, C. E. (2010). Teacher and
Administrator Perceptions of
Technology Use in Two West
Virginia Middle Schools. West
Virginia University. Retrieved from
http://gradworks.umi.com/34/48/34
48195.html
Michael Wu. (2014). What is Gamification,
Really? Lithium.com. Retrieved
from
http://community.lithium.com/t5/Sc
ience-of-Social-blog/What-is-
Gamification-Really/ba-p/30447
The Kukui Cup: Lights off. Game on!
(2014).
Kukuicup.manoa.hawaii.edu.
Retrieved from
http://kukuicup.manoa.hawaii.edu/a
bout/
The Richard W. Riley College of
Education, & and Leadership,.
(2014). Educators, Technology and
21st Century Skills: Dispelling Five
Myths A Study on the Connection
74

คําสั่งสํานักงานคณะกรรมการการอุดมศึกษา
ที่ 132 /2557
เรื่อง แต่งตั้งคณะกรรมการพิจารณาคุณภาพ
ประเมินและคัดเลือกบทความ (Peer Reviewers) เพื่อนําเสนอผลงานวิจัย
ในการจัดการประชุมวิชาการนานาชาติด้านอีเลิร์นนิงปี 2557
------------------------------------------
สํานักงานคณะกรรมการการอุดมศึกษา โดยสํานักงานบริหารโครงการมหาวิทยาลัยไซเบอร์ไทย
จัดการประชุมวิชาการนานาชาติด้านอีเลิร์นนิงปี 2557 The Fifth TCU International E-learning Conference 2014
“Overcome the Uncertainty of Technology in Education”ในระหว่างวันที่ 5-6สิงหาคม2557 ณอิมแพคเมืองทองธานี
ซึ่งเป็นการจัดประชุมนานาชาติประจําปีที่ดําเนินการมาอย่างต่อเนื่องทุกปี โดยมีวัตถุประสงค์เพื่อเป็นเวทีแลกเปลี่ยน
ความรู้ ระหว่างนักวิชาการนักวิจัยคณาจารย์ และนิสิตนักศึกษา เป็นการประมวลความรู้ด้านอีเลิร์นนิงในทุกด้านที่
สําคัญจากนักวิชาการด้านการศึกษาทั้งในประเทศและต่างประเทศโดยกําหนดให้มีการบรรยายพิเศษจากวิทยากรรับ
เชิญทั้งในและต่างประเทศและการนําเสนอผลงานวิจัยด้านอีเลิร์นนิง
เพื่อให้การดําเนินการดังกล่าวบรรลุถึงวัตถุประสงค์ จึงกําหนดให้มีกรรมการโดยมีองค์ประกอบ
ด้านการพิจารณาคุณภาพและคัดเลือกบทความ(PeerReviewers)ประเมินเพื่อนําเสนอผลงานวิจัยด้านอีเลิร์นนิงดังนี้
1. ผศ.ดร.เชาวเลิศ เลิศชโลฬาร ที่ปรึกษา
2. ผศ.สุพรรณี สมบุญธรรม ที่ปรึกษากรรมการ
3. ผศ.ดร.ฐาปนีย์ ธรรมเมธา ประธานกรรมการ
ผู้อํานวยการสํานักงานบริหารโครงการมหาวิทยาลัยไซเบอร์ไทย
4. รศ.ดร.วิสาข์ จัติวัตร์ กรรมการ
คณบดีคณะศึกษาศาสตร์ มหาวิทยาลัยศิลปากร
5. รศ.ดร.ถนอมพร เลาหจรัสแสง กรรมการ
ผู้อํานวยการสํานักบริการเทคโนโลยีสารสนเทศ มหาวิทยาลัยเชียงใหม่
6. รศ.ดร.มธุรส จงชัยกิจ กรรมการ
คณะศึกษาศาสตร์ มหาวิทยาลัยเกษตรศาสตร์
7. รศ.ดร.จินตวีร์ คล้ายสังข์ กรรมการ
คณะครุศาสตร์ จุฬาลงกรณ์มหาวิทยาลัย
8. ผศ.ดร.อนุชัย ธีระเรืองไชยศรี กรรมการ
รองผู้อํานวยการสํานักงานบริหารโครงการมหาวิทยาลัยไซเบอร์ไทย
/9.นอ.ผศ.ธงชัย…

-2-
9. น.อ.ผศ.ดร.ธงชัย อยู่ญาติวงศ์ กรรมการ
รองอธิการบดี มหาวิทยาลัยแม่ฟ้าหลวง
10.ผศ.ดร.เด่นพงษ์ สุดภักดี กรรมการ
รองอธิการบดีฝ่ายวิชาการ และเทคโนโลยีสารสนเทศ มหาวิทยาลัยขอนแก่น
11. ผศ.ดร.กอบกุล สรรพกิจจํานง กรรมการ
คณะศึกษาศาสตร์ มหาวิทยาลัยเกษตรศาสตร์
12. ผศ.ดร.ศิริรัตน์ เพ็ชร์แสงศรี กรรมการ
คณะครุศาสตร์อุตสาหกรรมสถาบันเทคโนโลยีพระจอมเกล้าเจ้าคุณทหารลาดกระบัง
13.ผศ.ดร.ประชิต อินทะกนก กรรมการ
คณะครุศาสตร์ มหาวิทยาลัยราชภัฏสุรินทร์
14. ผศ.ดร.ปราวีณยา สุวรรณณัฐโชติ กรรมการ
15.ผศ.ดร.เอกนฤน บางท่าไม้ กรรมการ
คณะศึกษาศาสตร์ มหาวิทยาลัยศิลปากร
16.ผศ.ดร.น้ํามนต์ เรืองฤทธิ์ กรรมการ
17. อาจารย์ ดร. จารุวรรณ กฤตย์ประชา กรรมการ
มหาวิทยาลัยสงขลานครินทร์ วิทยาเขตสงขลา
18.อาจารย์ ดร.ธีรวดี ถังคบุตร กรรมการ
19.อาจารย์ ดร.พรสุข ตันตระรุ่งโรจน์ กรรมการ
20.อาจารย์ ดร.อนิรุทธ์ สติมั่น กรรมการ
21. อาจารย์วรสรวง ดวงจินดา กรรมการ
ผู้อํานวยการสํานักการจัดการศึกษาออนไลน์ มหาวิทยาลัยศรีปทุม
22.Prof. Dr. Yoshida Masami กรรมการ
Professor of Chiba University, JAPAN
23.Prof. Dr. Insook Lee กรรมการ
Professor of Sejong University, Korea (South)
24. Prof.Dr.Howard Combs กรรมการ
San Jose State University, United States
25. Prof. Dr. Mei-Yan Lu กรรมการ
San Jose State University, United States
/26.Assoc.Dr.Daniel…

-3-
26. Assoc.Dr. Daniel Tiong Hok Tan กรรมการ
Taylor's Education Group, Malaysia
27.Prof. Dr. Daniel Churchill กรรมการ
University of Hong Kong, Hong Kong Special Administrative Region of the People's
Republic of China
28.Prof. Yoshimi Fukuhara กรรมการ
Meiji University, Japan
อํานาจหน้าที่ และความรับผิดชอบ
1. พิจารณาคุณภาพ ประเมิน และคัดเลือกบทความ (Peer Reviewers) เพื่อนําเสนอผลงานวิจัย
ด้านอีเลิร์นนิง
2. ประสานงานกับหน่วยงานที่เกี่ยวข้องให้สามารถดําเนินงานได้ตามวัตถุประสงค์
ทั้งนี้ ตั้งแต่บัดนี้เป็นต้นไป
สั่ง ณ วันที่ 2 เมษายน พ.ศ. 2557

Trends and Directions of Technology in Elementary Schools under the Bangkok Metropolitan Administration

Trends and Directions of Technology in Elementary Schools under the Bangkok Metropolitan Administration

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Trends and Directions of Technology in Elementary Schools under the Bangkok Metropolitan Administration