There is a general agreement that national multimedia is an effective tool to acquire knowledge. However, more than a half of new and interesting information in the 21st century are displayed in the international language of English. This article, therefore, aims to explore the impact of international multimedia proposed on facebook on the capability of 120 nonnative participants (the second year science teacher educator who enrolled in Phyics 1 course) in learning Force and Motion topic in the classroom that lacks technology, such a Suratthani Rajabhat University, the Rural University in the South of Thailand. This article presents the positive impact and qualitative data based on the reflections of students inside and outside the classroom (in-person and communication on facebook). After having completed Force and Motion topic, students sat for the test. The test was divided into two types; the first was odd items in English and the second was even items in English. It was found that the international multimedias did not have significant impact on academic achievement of participants, however, this learning approach improved positive interdependence, promoted interaction, individual accountability, interpersonal and small group skills, and group processing of them. Furthermore, over 60% of the participants could do the test in English without explanation from an instructor.
Sirichom Pichedboonkiat, Rajamangala University of Technology Lanna, Thailand
Stream: Technology in the Classroom
This paper is part of the ACTC2013 Conference Proceedings (View)
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