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008 090123s2007 th uu|m rtt 0| a1eng d
035 _a.b12046620
099 9 _aAIT RSPR no.SM-07-66
100 0 _aKotchakan Rungkaew
245 1 0 _aComparative study on information and communication technology (ICT) in public schools :
_bcase study of Wat Weruwan School (Chiang Mai) and Prathomsuksa Thammasat School (Pathumthani), Thailand
260 _aPathum Thani, Thailand :
_bAsian Institute of Technology,
_c2007
300 _a69 leaves :
_bill.
490 1 _aResearch studies project report ;
_vno. SM-07-66
500 _aA research study submitted in partial fulfillment of the requirements for the degree of Master of Business Administration in International Public Management
502 _aResearch Studies Project Report (M.B.A.) - Asian Institute of Technology, 2007
520 _aThroughout Thailand, education is perceived to be the driving force behind national development in the network age. Information and communication technology (ICT) have created learning opportunities and become powerful tools for education and development. Meanwhile, this technology is a big challenge for Thailand with the risk of unequal implementation and use in the schools within the country; some may soon be information-rich and others information-poor. Implementing ICT projects in schools is a new trend in Thailand. Recently, the Ministry of Education has piloted the 'ICT Model School Project' in some schools aiming to develop teachers, staff and students by providing learning opportunities for using ICT tools. Little is known on implementation of ICT; it is necessary to comparatively study the ICT implementation of ICT in a 'Model School' and a 'Non-Model School' in order to identify the differences and contribute to guidelines that give advice on ICT implementation and capacity development in schools. The study has focused on two schools: Wat Weruwan School ('Non-Model School) and Prathomsuksa Thammasat School ('Model School') by looking at the ICT implementation. The results are based on collecting and analyzing primary and secondary data; the former in form of in-depth interviews among teachers, staff and students; convenient sampling was used. A major result is that the Model School is more advanced in the implementation and use of ICT by teachers, staff and students than the Non-Model School. As far as implementation is concerned, the success factors are as follows: (i) strong leadership in terms of communication, motivation and conflict resolution with a focus on software and hardware but not hardware only. (ii) Clear project with deadlines (iii) supply of a special ICT budget, (iv) a separate unit that is solely responsible for ICT implementation and training, with professional personal; (v) disseminating activities that raise awareness, skills and knowledge in staff and students so as to create multiple demand id to staff and teachers; (vi) allow enough time for implementation. Implementation is never finished, continuous training and 'brush up's should be offered, (vii) provide incentive by competition but also giving opportunities to students to use ICT of the school outside the school for homework and fun.
650 0 _aPublic schools
_xInformation technology
_zThailand
700 1 _aZimmerman, Willi,
_eChairperson
700 0 _aDonyaprueth Krairit,
_eExamination Committee
700 1 _aDimmitt, Nicholas J.,
_eExamination Committee
710 2 _aRTG Fellowship,
_eScholarship Donor
810 2 _aAsian Institute of Technology.
_tResearch studies project report ;
_vno. SM-07-66
856 _3Full-Text
_uhttp://203.159.5.9/ait-thesis/detail.php?q=B10499
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