A Model of ICT Competency Training for Teachers in Basic Information Technology and Communications. Course primary level in the Basic Core Curriculum of the Basic Education B.E.2551 under the Office of the Basic Education Commission

Abstract

The objectives of this research were to 1) survey the components, indicators and needs of ICT Competency development model based on the core curriculum of the Basic Education B.E.2551 (A.D. 2008) for teachers on the information and communications technology course under the Office of the Basic Education Commission, 2) develop the ICT competency development model for teachers and 3) implement the developed model. The research was conducted in 3 phases. The first phase was to analyze the components, indicators and needs of ICT competency development. The subjects of this phase were 316 teachers and education personnel who were under the Primary Educational Service Area Office in Bureau Inspection 7, Ministry of Education, and 181 teachers who had responded to a questionnaire to organize the most important components for development. The second phase was to develop the model which was evaluated by 9 experts. Finally, the third phase was to implement the developed model. The subjects in this phase were 30 teachers. The instruments used in the research were a questionnaire related to components and indicators of ICT competency, a questionnaire regarding the needs of ICT competency development, a knowledge test, a quality evaluation form, and a satisfaction questionnaire. The statistics used in the research were Exploratory Factor Analysis (EFA), percentage, mean, standard deviation and t-test (Dependent sample). The results of the research revealed that: 1) there were 5 components and 53 indicators for ICT Competency of teachers. The teachers need to develop the ICT competency at a high level ( mean = 3.81, S.D. = 0.42). 2) The model development consisted of 5 components: learning mediums, activities, evaluation, mentoring technique, social network online. The training activities based on the four steps: motivation, information, application and process. The first component, the competency on the development of teaching and learning technology media, consisted of 13 indicators and was developed to be 5 units of training curriculum. The evaluation of the appropriateness of the developed model was rated at a high level ( mean = 4.46, S.D. = 0.62), and the evaluation of appropriateness of training curriculum was rated at the highest level ( mean = 4.58, S.D. = 0.50). 3). The implementation of developed model revealed that the efficiency of the developed model was 77.93/76.78. The overall learning activities of subjects were rated at a high level ( mean = 4.34, S.D. = 0.52), and finally, the teachers’ satisfaction towards the developed model was rated at a high level ( mean = 4.24, S.D. = 0.75).