The success of ICT policy implementation in education : evidence from upper-level secondary schools in Thailand
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2010
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2553
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eng
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xv, [297] leaves : ill. ; 30 cm.
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
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National Institute of Development Administration. Library and Information Center
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Peerapol Phaopeng (2010). The success of ICT policy implementation in education : evidence from upper-level secondary schools in Thailand. Retrieved from: http://repository.nida.ac.th/handle/662723737/890.
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The success of ICT policy implementation in education : evidence from upper-level secondary schools in Thailand
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Abstract
This dissertation aims to develop and test a model for explaining the success of ICT policy implementation in education covering two groups of the upper-level secondary schools namely Group I-schools under Lab School Project and Group IIthe remaining schools. Both quantitative and qualitative research methods are used. For the quantitative analysis, two statistical techniques including t-test for independent samples, and structural equation modeling (SEM) analysis using AMOS statistical program are employed. The study revealed that 38.4% of the success of ICT policy implementation in education is determined by the policy conditions, the characteristics of school directors, and the characteristics of teachers and students. It also reported that level of the success of the ICT policy implementation between Group I and Group II schools was not statistically different. In contrast, findings indicated that there were differences in the level of the determinants of the success of the ICT policy implementation in terms of policy conditions, and the characteristics of school directors between the two groups. The characteristics of teachers and students, the policy conditions, and the characteristics of school directors exerted a significant direct and positive relationship with the success of ICT policy implementation, with a path coefficient of 0.438, 0.282, and 0.170, respectively. Furthermore, the policy conditions, and the characteristics of school directors exhibited a significant direct and positive relationship with the characteristics of teachers and students with path coefficients of 0.417, and 0.336, respectively. Lastly, the policy conditions, and the characteristics of school directors exerted a significant indirect and positive relationship with the success of ICT policy implementation, as mediated by teachers and students characteristics, with a path coefficient of 0.417, and 0.336; and an indirect effect of 0.183, and 0.147, respectively. A qualitative method was conducted from structural interviewing with school personnel, and visual inspection of ICT applicability and accessibility in six schools in Bangkok Metropolitan area. Findings included; an adjustment of organization set up in school by which an ICT departmental level should be added; a suggestion to enhance the critical thinking of students from using of ICT for acquisition of knowledge to the development of students’ ability to process knowledge and produce their own thoughts; and ethical issues regarding the use of Internet. Four recommendations to enhance the level of success of ICT policy implementation are offered. First, a strategic direction is recommended that the MOE build its own Information Superhighway using a high speed fiber optical cable network to each school instead of relying on telecommunications operators for Internet connection circuit. The schools would then not only obtain a higher-speed communication circuit but would also pay no rental fee and solving the problem of inequity in the current distribution of Internet circuits. Second, the level of participation of ICT implementation in education can be increased by encouraging schools to provide their school-made digital contents that take their uniqueness of the curricula or educational practices into considerations. Third, teachers and students should be trained in more advanced skills in how to efficiently integrate ICT into the curriculum and into everyday classroom practice. Fourth, it is recommended that the ICT assistant team in school be increased not only to support teachers’ operations and the connection of hardware and software, but also to help integrate the use of ICT across the full range of curricular subjects. Finally, recommendations for future study are; a cross-comparison study of determinants of the success of ICT policy implementation in education between schools under different administration, for instance, schools of the jurisdiction of the OBEC under centralized supervision of the ministry of education and those municipal schools under decentralized supervision of local administration organization; the broadening of ICT definition; and a longer period of time for data collection.
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Thesis (Ph.D. (Development Administration))--National Institute of Development Administration, 2010