Effectiveness of 3-phase Technology-based Teaching Method
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The study evaluates the 3-phase technology-based teaching methodology by Valdez et al. for enhancing ICT literacy among students at RMUTL Phitsanulok. Results indicate significant improvements in ICT use and self-evaluated progress post-implementation of this teaching method. The research suggests further studies with diverse samples and provides recommendations for broader application across other subjects at the university.
Effectiveness of 3-phase Technology-based Teaching Method
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- 2. 2 Effectiveness of 3-phase Technology-based Teaching Methodology by Sureeporn Yaisa-nga Department of Liberal Arts Faculty of Business Administration and Liberal Arts RMUTL Phitsanulok Campus
- 3. Background of the study 3
- 4. Background of the Study 4 In general, technology is used in 2 ways: learning from technology and learning through technology (Cramer, 2007.) Many researchers agree that learning through technology is more powerful. In general, technology is used in 2 ways: learning from technology and learning through technology (Cramer, 2007.) Many researchers agree that learning through technology is more powerful. Teachers are required to apply modern classroom management skills that use technology to enhance learning environment. Teachers are required to apply modern classroom management skills that use technology to enhance learning environment.
- 5. Background of the Study Valdez et al (2000) suggest a 3-phase approach in using technology as effective learning tools: 5
- 6. Samples and Tools 6 Population and Sample Population: 267 BALA students at RMUTL Phitsanulok who enrolled in semester 1/2015 Samples: 72 RMUTL Phitsanulok students enrolled in 3 subjects – Academic Writing, Project Management and Knowledge Management Tools A survey questionnaire of ICT use A 3-phase technology-based teaching model (Valdez et al., 2009) integrated in lesson plans
- 7. Procedure 7
- 8. Example of 3-phase Technology-based Used in Teaching Plans 8 (Valdez et al., 2000) Students do home works with Word processing, Spreadsheet, etc. Students do home works with Word processing, Spreadsheet, etc. Students use IT in researching for information and others as guided by teacher Students use IT in researching for information and others as guided by teacher Students (GW) use IT to do projects initiated by themselves and present their work to class Students (GW) use IT to do projects initiated by themselves and present their work to class
- 9. Results of the Study • After implementation of the 3-phase technology-based teaching method, students show significantly higher level of ICT use in their learning 9 Ave. mean Mean S.D. D Sd T Sig Before 1.929 .428 1.860 .190 60.693 .005 After 3.793 .622 X N Correlation Sig. Pair 1 After&Before 72 .943 .001 Effectiveness of the teaching methodEffectiveness of the teaching method
- 10. Results of the Study • In addition, analysis of self-evaluate progress also shows that all 72 students have significant progress after being taught with the 3-phase technology-based teaching method. 10 N Min. Max. Mean SD Before-teaching 72 1.20 2.90 1.93 .428 After-teaching 72 2.40 4.95 3.79 .622
- 11. Conclusion • The 3-phase technology-based teaching method (Valdez et al., 2000) is effective in developing ICT literacy and skills for learners. 11 • Moreover, this model could be applied with other subjects to increase learners’ ICT literacy.
- 12. Suggestions • There should be further study with samples that include representatives from every faculty and every campus of the university. 12 • A guideline could be created for implementation with other subjects taught in the university.
- 13. Thank You for Your Attention