Trends and Directions of Technology in Elementary Schools under the Bangkok Metropolitan Administra by Poonsri Vate-U-Lan

The Proceedings of International e-Learning Conference 2014 August 5-6, 2014

Hotel Windsor Suites & Convention, Bangkok, Thailand

OfďŹ ce of the Thailand Cyber University Project, OfďŹ ce of the Higher Education Commission

http://iec2014.thaicyberu.go.th

International e-Learning Conference 2014 August 5-6, 2014, Bangkok, Thailand

Conference Information 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.

CONFERENCE PROGRAM

The Fifth TCU International E-learning Conference 2014 â&#x20AC;&#x153;Overcome the Uncertainty of Technology in Educationâ&#x20AC;? August 5-6, 2014 Hotel Windsor Suites & Convention, Bangkok, Thailand http://iec2014.thaicyberu.go.th

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

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10.20 - 10.40 Refreshment break 10.40 - 11.30

Keynote Speaker 2 Embracing Uncertainties: Technology Enhanced Learning for the Twenty First Century Professor Dr. Denise Kirkpatrick Pro Vice-Chancellor (Student Experience) University of Adelaide, Australia

11.30 - 12.10 Keynote Speaker 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 12.10 - 13.30

Lunch

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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 http://iec2014.thaicyberu.go.th

Day 1: August 5, 2014 Session: Invited Speakers Venue: Ploy Room MC: 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 14.10 – 14.50 Invited Speakers 2 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

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14.50 – 15.10 Refreshment break 15.10 – 15.50 Invited Speakers 3 Leveraging Open Educational Resources (OER) in Malaysia: A case study at USM Associate Professor Dr. Rozinah Jamaludin Universiti Sains Malaysia (USM) , Malaysia 15.50 – 16.30 Invited Speakers 4 Digital Natives Dr. Kitt Tientaopajai Assistant to the President for Information Technology Affairs Division of Academic and IT, Khon Kaen University, Thailand

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Day 1: August 5, 2014 Session A1: Paper Presentation Venue: Pailin Room Chairperson: 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

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13.50 – 14.10 The Flipped Classroom: A Case Study from Thai Higher Education Songsan Udomsilp North-Chiang Mai University, Thailand

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14.10 – 14.30 Effects of Paulo Freire Theory to Media Information Literacy Jhonatta Martins Leal Chiba University, Japan

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14.30 – 14.50 Google Web Speech API Implementation, Case Study: English Skill Online Practice Prajaks Jitngernmadan Tham Kaewsonti Burapha University, Thailand

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14.50 – 15.10 Refreshment break 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 15.30 – 15.50 Designing of Knowledge Review System Base on Connectivism on Cloud Computing Nawin Kongrugsa Prachyanun Nilsook Panita Wannapiroon King Mongkut's University of Technology North Bangkok, Thailand

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15.50 – 16.10 Designing Knowledge Engineering Approach to Enhance Knowledge Management System on Cloud Computing Anuchit Anupan Prachyanun Nilsook Panita Wannapiroon King Mongkut's University of Technology North Bangkok, Thailand 16.10 – 16.30 Trends and Directions of Technology in Elementary Schools under the Bangkok Metropolitan Administration Poonsri Vate-U-Lan Assumption University, Thailand 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

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Day 1: August 5, 2014 Session B1: Paper Presentation Petch Room Venue: Chairperson: Assistant Professor Dr. Praweenya Suwannatthachote Chulalongkorn University, Thailand 13.30 – 13.50 Elements of Learning Design for MOOCs Yuwanuch Gulatee Nakhonphanom University, Nakhonphanom, Thailand Prachyanun Nilsook King Mongkut's University of Technology North Bangkok, Thailand 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

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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 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

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14.50 – 15.10 Refreshment break 15.10 – 15.30 Grappling the Critical Gaps in ICT Skills and e-Literacy of ICT Professionals Suwimon Vongsingthong Krirk University, Thailand 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 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 16.10 – 16.30 Total Quality Management Trend of Education Digital Television Station Jakgreerat Sangvari Prachyanun Nilsook Pallop Piriyasurawong King Mongkut's University of Technology North Bangkok, Thailand 16.30 – 16.50 Guideline for Development of Information System Supporting North-Eastern University Learning Phantawut Chantaramongkol Wanwisa Wannapipat North Eastern University, Thailand

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Day 1: August 5, 2014 Session C1: Paper Presentation Venue: Tubtim Room Chairperson: 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 King Mongkut's University of Technology North Bangkok, Thailand 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 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 King Mongkut's University of Technology North Bangkok, Thailand 14.30 – 14.50 Designing Information System for Intelligent Cooperative Education Process Management on Cloud Computing Technology Suriya Pumchalerm Prachyanun Nilsook Namon Jeerungsuwan King Mongkut's University of Technology North Bangkok, Thailand

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14.50 – 15.10 Refreshment break 15.10 – 15.30 Enhancing Pedagogy with Cyber Tools and Technologies Kuldeep Nagi Assumption University, Thailand

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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 Chulalongkorn University, Thailand 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 King Mongkut's University of Technology North Bangkok, Thailand 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 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

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CONFERENCE PROGRAM Day 2: August 6, 2014 Main Session Venue: Petch Pailin Ballroom (11st floor) MC: Dr. Weerapong Prasongchean 8.00 - 9.30

Registration

9.30 - 10.20

Keynote Speaker 4 Technology, Learning and the Person Professor Dr. Peter Jarvis Surrey University, United Kingdom

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10.20 - 10.40 Refreshment break 10.40 - 11.30

Keynote Speaker 5 Transition to Online Learning Programmes in Higher Education: The Case of Massey University Professor Dr. James Chapman Massey University, New Zealand

11.30 - 12.10 Keynote Speaker 6 Social Graph and Analysis of Social Network Yoshida Masami Chiba University, Japan 12.10 - 13.30

Lunch

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Day 2: August 6, 2014 Session: Invited Speakers Venue: Ploy Room MC: Associate Professor Dr. Jintavee Khlaisang Chulalongkorn University, Thailand 13.30 – 14.30 Invited Speakers 5 Education Resources and tools from Microsoft Dr. Supoet Srinutapong Director – Public Sector Programs Microsoft Thailand, Thailand

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14.30 – 14.50 Refreshment break 14.50 – 16.00 Invited Speakers 6 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

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Day 2: August 6, 2014 Session A2: Paper Presentation Venue: Pailin Room Chairperson: Dr.Theeravadee Thangkabutra Chulalongkorn University, Thailand 13.30 – 13.50 Investigation of Augmented Book using Multimedia Learning on Mobile Devices Kobkiat Saraubon Panita Wannapiroon King Mongkut's University of Technology North Bangkok, Thailand 13.50 – 14.10 Moving to Flipped Learning: Perception and perspective from teacher and students toward Webcast in Basic Education Mayuret Yaibuates Praweenya Suwannatthachote Chulalongkorn University, Thailand 14.10 – 14.30 Factors Affecting the Innovation-Decision Process to Adopt Online Graduate Degree Program in Thailand Siripen Pumahapinyo Praweenya Suwannatthachote Chulalongkorn University, Thailand

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14.30 – 14.50 Refreshment break 14.50 – 15.10 Using Google Analytics to Measure Student Statistics: The Case of Blended Learning Course Websites Nuth Otanasap Southeast Asia University, Thailand 15.10 – 15.30 Designing Mobile Learning Application for the Five Aggregates Learning by Questioning-Answering Sorraya Priaoprasit Prachyanun Nilsook Pullop Piriyasurawong King Mongkut's University of Technology North Bangkok, Thailand

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Day 2: August 6, 2014 Session B2: Paper Presentation Venue: Petch Room Chairperson: 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 Khon Kaen University, Thailand 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 Khon Kaen University, Thailand 14.10 – 14.30 กรอบแนวคิดการพัฒนาสิ่งแวดลอมทางการเรียนรูบนเครือขายที่สงเสริม ทักษะในศตวรรษที่ 21 และทักษะกระบวนการทางวิทยาศาสตร ของนักเรียนชั้นมัธยมศึกษาปที่ 4 Framework for Development of Web-based learning st environment to enhance skills in 21 century and science process skills of student grade 12 Ruamporn Phasuk Anucha Somabut Khon Kaen University, Thailand

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14.30 – 14.50 Refreshment break 14.50 – 15.10 เทคโนโลยีเสมือนจริงสําหรับการศึกษาบันเทิง Augmented Reality for Edutainment Nuttakan Pakprod Panita Wannapiroon Prachyanun Nilsook King Mongkut's University of Technology North Bangkok, Thailand

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15.10 – 15.30 กรอบแนวคิดในการพัฒนาวิธีการทดสอบแบบปรับเปลี่ยนไดดวยคอมพิวเตอร A Framework for the Development of Computerized Adaptive Testing Piyanuch Charernmool Porawat Visutsak King Mongkut's University of Technology North Bangkok, Thailand

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Day 2: August 6, 2014 Session C2: Paper Presentation Venue: Tubtim Room Chairperson: 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 13.50 – 14.10 การพัฒนารูปแบบการบริการจัดการความรูผานเทคโนโลยีการประมวลผล แบบกลุมเมฆ Development of Cloud-Based Knowledge Management as a Service Model Arnut Ruttanatirakul Krismant Whattananarong King Mongkut's University of Technology North Bangkok, Thailand 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 King Mongkut's University of Technology North Bangkok, Thailand 14.30 – 14.50 Refreshment break

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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 Khon Kaen University, Thailand 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 Khon Kaen University, Thailand

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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

Keywords Augmented reality for education, Aurasma, Bangkok Metropolitan, blended learning, e-learning, Enclicker, flipped classroom, gamification, Toondoo, Zooburst

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 elearning 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.

1) INTRODUCTION Technology integration has long been a priority consideration in schools under the Bangkok Metropolitan Administration. In order to encourage teachers to utilize elearning 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 Elearning 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 elearning 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

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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).

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 elearning 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 administrators 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).

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

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 gamelike 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).

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-scalerating 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 Blended 56 4.07 Learning Flipped 56 4.11 Classroom

Description Very 0.76 interesting Very 0.76 interesting Very Gamification 56 4.09 0.86 interesting Augmented Very 56 4.00 0.81 Reality 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

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

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

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.

know (The Gateway of Thailand‟s online Knowledge Management) in the future (36, 28 and 20% respectively).

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 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 Extremely 56 4.27 0.75 e-learning desirable Confident of Extremely 56 4.29 0.73 e-learning 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

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 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).

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 Classstart (a free service of Learning Management System by Prince of Songkla University, Thailand), Edmodo and Go to

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.

REFERENCES

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 implementation 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 Classstart 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.

Aurasma. (2014). Aurasma. Aurasma. Retrieved from http://www.aurasma.com/what-isit/ 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-isGamification-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

International e-Learning Conference 2014

คําสั่งสํานักงานคณะกรรมการการอุดมศึกษา ที่ 132 /2557 เรื่อง แต่งตัง้ คณะกรรมการพิจารณาคุณภาพ ประเมินและคัดเลือกบทความ (Peer Reviewers) เพื่อนําเสนอผลงานวิจัย ในการจัดการประชุมวิชาการนานาชาติด้านอีเลิร์นนิงปี 2557 The Fifth TCU International E-learning Conference 2014 “Overcome the Uncertainty of Technology in Education” -----------------------------------------สํานักงานคณะกรรมการการอุดมศึกษา โดยสํานักงานบริหารโครงการมหาวิทยาลัยไซเบอร์ไทย จัดการประชุมวิชาการนานาชาติด้านอีเลิร์นนิงปี 2557 The Fifth TCU International E-learning Conference 2014 “Overcome the Uncertainty of Technology in Education” ในระหว่างวันที่ 5-6 สิงหาคม 2557 ณ อิมแพค เมืองทองธานี ซึ่งเป็นการจัดประชุมนานาชาติประจําปีที่ดําเนินการมาอย่างต่อเนื่องทุกปี โดยมีวัตถุประสงค์เพื่อเป็นเวทีแลกเปลี่ยน ความรู้ ระหว่างนักวิชาการ นักวิจัย คณาจารย์ และนิสิตนักศึกษา เป็นการประมวลความรู้ด้านอีเลิร์นนิง ในทุกด้านที่ สําคัญจากนักวิชาการด้านการศึกษาทั้งในประเทศ และต่างประเทศ โดยกําหนดให้มีการบรรยายพิเศษจากวิทยากรรับ เชิญทั้งใน และต่างประเทศ และการนําเสนอผลงานวิจัยด้านอีเลิร์นนิง เพื่อให้การดําเนินการดังกล่าว บรรลุถึงวัตถุประสงค์ จึงกําหนดให้มีกรรมการ โดยมีองค์ประกอบ ด้านการพิจารณาคุณภาพ และคัดเลือกบทความ (Peer Reviewers) ประเมินเพื่อนําเสนอผลงานวิจัยด้านอีเลิร์นนิง ดังนี้ 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…

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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 คณะครุศาสตร์อุตสาหกรรม สถาบันเทคโนโลยีพระจอมเกล้าเจ้าคุณทหารลาดกระบัง 13. ผศ.ดร.ประชิต อินทะกนก กรรมการ คณะครุศาสตร์ มหาวิทยาลัยราชภัฏสุรินทร์ 14. ผศ.ดร.ปราวีณยา สุวรรณณัฐโชติ กรรมการ คณะครุศาสตร์ จุฬาลงกรณ์มหาวิทยาลัย 15. ผศ.ดร.เอกนฤน บางท่าไม้ กรรมการ คณะศึกษาศาสตร์ มหาวิทยาลัยศิลปากร 16. ผศ.ดร.น้ํามนต์ เรืองฤทธิ์ กรรมการ คณะศึกษาศาสตร์ มหาวิทยาลัยศิลปากร 17. อาจารย์ ดร. จารุวรรณ กฤตย์ประชา กรรมการ มหาวิทยาลัยสงขลานครินทร์ วิทยาเขตสงขลา 18. อาจารย์ ดร.ธีรวดี ถังคบุตร กรรมการ คณะครุศาสตร์ จุฬาลงกรณ์มหาวิทยาลัย 19. อาจารย์ ดร.พรสุข ตันตระรุ่งโรจน์ กรรมการ คณะครุศาสตร์ จุฬาลงกรณ์มหาวิทยาลัย 20. อาจารย์ ดร.อนิรุทธ์ สติมั่น กรรมการ คณะศึกษาศาสตร์ มหาวิทยาลัยศิลปากร 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…

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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 ตั้งแต่บดั นี้เป็นต้นไป สั่ง ณ วันที่ 2 เมษายน พ.ศ. 2557