The rise in technological innovations and the educational benefits associated with them has resulted in an increased use of technology in education. The appropriacy and efficiency of the use of that technology, however, is not always guaranteed. Although there is an assumption among many educators that integrating technology into teaching and learning will be automatically rewarding, the degree to which that technology is pedagogically beneficial is reliant on a number of elements, including a teacher's ability to use and understand why they are using technology. To evaluate the integration of technology in teaching and learning, action research was conducted at a preparation centre to an international university in Thailand. The research was conducted over one term and utilised questionnaires and interviews, combined with Davies’ (2011) “Framework for Evaluating Educational Technology Integration,” to assess teachers’ levels of digital literacy and the appropriacy and efficiency of their use of technology. This poster will present the findings of that research.
Adriano Quieti, Mahidol University, Thailand
Alexander Nanni, Mahidol University, Thailand
Joseph Serrani, Mahidol University, Thailand
Stream: Digital literacy
This paper is part of the ECTC2015 Conference Proceedings (View)
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