Tippawan LorsuwannaratTorsak Chantaravisoot2019-06-062019-06-062015b190999http://repository.nida.ac.th/handle/662723737/4409Thesis (Ph.D. (Development Administration))--National Institute of Development Administration, 2015This qualitative research examines and investigates the One Tablet Per Child (OTPC) phenomenon in Thailand with two levels of analysis: intra-school and interschool. The objectives of this research include: 1) examining the ICT integration processes conducted by lead teachers in role model schools; 2) discovering and unfolding the challenges of ICT integration processes in role model schools; 3) investigating how network formation between schools and their local alliances helps to ensure the success of ICT integration through Inter-organizational Relations (IORs); 4) proposing a unique model suited for the context of Thailand that will help to explain how ICT is integrated in role model schools.In the role model schools, the data were collected using a focus group with teachers in the four schools in order to obtain information about their overall ICT integration experience. Then in-depth interviews with principals and lead teachers were conducted to obtain a holistic view of the integration process. Moreover, observations and data triangulation were performed to ensure data credibility and data validity. For the inter-school analysis, data were collected via in-depth interviews with the regional ministry of education, sister schools, parents, local service providers, and some local universities. The total number of interviewees was 37: Sanambin school (6 interviewees); Anuban Phang-nga (8 interviewees); Anuban Lampang (9 interviewees); Ratchawinit school (12 interviewees); and an SWU researcher and a government officer from the Thailand Ministry of Education. Relevant documents such as previous studies and OTPC policy implementation handbooks and teachers guide were thoroughly reviewed.For the intra-school analysis, a semi-loosely-designed framework (Pedagogical Learning Organization) derived from learning organization theory infused with the pedagogical subsystem from the UNESCO ICT integration framework was used to capture and extract a rich description and explanation of the four role model schools and other schools in the provinces. Comparative analysis was provided as a result of a semi-loosely-designed framework application. For the inter-school analysis, InterOrganizational Relation (IORs) was used to explore and discover alliances and partnerships between the role model schools and their network entities.The results of this study provide three frameworks for ICT integration in Thailand: a life-long learning paradigm in action; network formation for ICT integration for schools in Thailand; and support systems for a life-long learning paradigm for the schools in Thailand. Moreover, policy implications for Thailand’s Ministry of Education, the regional Ministry of Education, and relevant actors are discussed and presented in order to increase the likelihood of the success of ICT integration in Thailand. The findings reveal views of the ICT integration of the teachers in the four role model schools, such as the challenges and successes of ICT integration, the importance of network formation, and how they make use of ICT in the classroom in their daily lives.274 leavesapplication/pdfengThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.ICT-integration to pedagogical activitiesEndogenous growth theoryEducation -- ThailandEducation -- KoreaEducation -- SingaporeEducation -- Hong Kongtext--thesis--doctoral thesis10.14457/NIDA.the.2015.77