Teachers’ ownership of technology devices, their access to software and Web-based utilities, and their preferences when using technology are the subject of this ongoing research. The devices that instructors’ use in the classroom, how teachers use online learning systems as provided by the university, and teachers’ skill levels when using technology for learning are also examined. The major objective of this research is to provide a long-term comparative analysis across several universities to determine if teachers’ use of technology for teaching-learning is developing or has changed to reflect how their students use technology in their daily lives. Such ongoing data collection and analysis will inform individual institutions about online learning and how to improve facilities for both staff and students for maximum educational success. The initial study was conducted in 2014 in one Thai university and expanded in 2018 to include responses from lecturers in three universities. This paper reports on the initial findings of the larger 2018 study and explores how lecturers use technology for teaching. Findings indicate that lecturers in these three universities were using social media channels such as Line and Facebook to stay in contact with their students and with each other. Email as a formal means of communication to staff and between staff and students was almost defunct, with use declining in all three universities. However, the findings also show that lecturers were unlikely to integrate and embed technology in their classroom programs and showed some resistance to trying new technology for teaching purposes. It was concluded that the university should continue to conduct ongoing monitoring and evaluation of students’ and lecturers’ information technology competencies.
Yuwanuch Gulatee, Nakhonphanom University, Thailand
Barbara Combes, Charles Sturt University, Australia
Prachyanun Nilsook, King Mongkut's University of Technology North Bangkok, Thailand
Siriluk Prasunpangsri, Kasetsart University, Thailand
Stream: Higher education
This paper is part of the ACEID2020 Conference Proceedings (View)
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