A Teacher Training Model of Applying Appropriate ICT for Project-based Learning Activities

Abstract

The purposes of the research were to synthesize teacher training models by applying appropriate ICT
for project-based learning activities, 2) to develop a training manual by using appropriate ICT for projectbased
learning activities, 3) to assess the quality of the manual by applying appropriate ICT for project-based
learning activities, and 4) to assess the results of the manual for training teachers by applying appropriate
ICT for project-based learning activities. The sample subjects of the study were two hundred and eighty
two trainees of the government coupon project. The research instruments were manuals of applying appropriate
ICT for project-based learning activities and a questionnaire. The statistics used were the percentage,
frequency, mean and standard deviation. t-test was used for hypothesis testing.
The research results showed that 1) the teacher training model of applying appropriate ICT for
project-based learning activities consisted of three parts: (1) policies and principles of teacher training ;
(2) training activities of using appropriate ICT for project-based learning activities which consisted of four
steps : presentation, planning, practice and evaluation using a PAOR process through the cooperation of
Rajabhat Maha Sarakham University, teachers and schools. Two methods in applying ICT for learning activity
management were using as a major and supplementary teaching material, and selecting appropriate ICT
for project-based learning activities based on the current context and the students ; and (3) six indicators
for teacher training by using appropriate ICT for project-based learning activities. The appropriateness of
the training model assessed by the experts was at the highest level. 2) The study showed that the training
manual of applying appropriate ICT for project-based learning activities consisted of six units: (1) ICT learning,
(2) setting goals, (3) learning design, (4) implementing learning activities, (5) learning exchange through
media, and (6) integrating the concepts for the best practice. Teaching materials for each activity included
presentation media, handouts, works sheets for training in six days within thirty six hours. The findings
indicated that the efficiency of the training manual was 87.22/86.89.,and the appropriateness of the manual
assessed by the experts was at the highest level. 3) The post-test score of the trainees after training ICT
application for project-based learning activities was significantly higher than that of pretest-test score at the .01
level. The overall opinion of the experts toward the project-based learning activities was 88.30-99.29%., And
4) Additionally, two hundred and seven trainees could search for more eight media (73.40%) and Kahoot was
used mostly for learning activities (69.50%).