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Rapid technological development brings about many changes in all aspects of life and work. Digital technology takes the forms of smartphones, computers, and the Internet; it has become the key component of business, education, and social communications.

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Published by Dr.Thanarak Santhuenkaew, 2019-06-19 10:06:26

The Viewpoints on Innovative Teaching

Rapid technological development brings about many changes in all aspects of life and work. Digital technology takes the forms of smartphones, computers, and the Internet; it has become the key component of business, education, and social communications.

Keywords: Innovative, Teaching

Professional Forum
The Viewpoints on Innovative Teaching
Thanarak Santhuenkeaw, Ph.D.
Email: [email protected]

1. Impact of Digital Technology

Rapid technological development brings about many changes in all aspects of life and
work. Digital technology takes the forms of smartphones, computers, and the Internet; it has
become the key component of business, education, and social communications.

In Thailand, the vision for the digital future has been labelled Thailand 4.0, which has its
beginnings in Industry 4.0 and the Internet of Things (IOT) (Jones, 2017). Thailand 4.0 is
currently envisioned as a new international, digitally-based 2.1 trillion-baht e-commerce
economy, which constructs the core of the country’s projected growth across 10 targeted
industries, mainly in the service industry and the robotics and automation manufacturing
(Leesa-nguansuk, 2017). The core as such has a strong impact on education in that learning
management accommodate the 21st century knowledge and skills for the workforce not only
for Thailand, but also for the international context (Lara, 2018).

2. Digital Technology in Education

The BETT educational technology shown in London prompted the editors of the
Economist Intelligence Unit (EIU) to compile the opinions of thousands of educators of the
ranking of importance concerning the question “what are the most important teaching
strategies, and how well does technology support these approaches?” The results are shown
in Figure 1 (Lara, 2018).

Figure 1: Ranked opinions of educators for the question “what are the most important
teaching strategies, and how well does technology support these approaches?”

84% 83%

82% 81% 81% "Important" teaching strategy
80%
Technology is "effective" in
80% 79% supporting teaching strategy
78%

78%
76%

76%
74%

74%

72%

70%

68%

Active Personalised Cognitive 4. Project-

learning learning activation based

learning

The results show there is a consensus amongst the 1,200 educators surveyed, as 82%
agreed that technology is a valuable tool for developing skills for the modern workplace,
while 77% of educators agreed that technology can make lessons more engaging. Technology
can also help free up time for lesson planning and encourage collaboration. What is also
interesting to note is that both cognitive activation (encouraging students to focus on the
method they use to reach a solution, rather than the solution itself), and personalized learning
(addressing the needs and interests of individual students) were felt to be equally important
by 81% of the educators surveyed. Also, 76% and 79%, respectively felt that, within
technology, tools could be found to help with the processes.

3. The Flipped Classroom

One use of technology in education today has appeared in the form of the ‘flipped
classroom’. Opinions differ, but the US chemistry teachers Jonathan & Aaron (2012) can be
perceived as the originators of the inverted or flipped classroom (Arnold-Garza, 2014). The
flipped classroom evolved out of a history of experimentation with the concept of hybrid, or
blended, learning and problem-based learning (PBL), using active learning techniques and
new technologies to engage students. The flipped classroom has two defining components.
The first is moving the lecture outside of the classroom, usually delivered through some
electronic means, and the second is moving the practical application assignments, formerly
homework, into the classroom (Educause, 2012). Although flipped learning is not specifically
classified as a technology, the tools used to implement it usually are. These include the
Internet, media such as YouTube, learning management system (LMS) software such as
Moodle or Schoology, computers, and smartphones. According to Pumahapinyo &
Suwannatthachote (2014), various technologies are used to facilitate e-learning with most e-
learning applications, using a combination of techniques such as blogs, collaborative
software, e-portfolios, and virtual classrooms; in higher education especially, the increasing
tendency is to create virtual learning environments (VLEs), in which all aspects of a course
are handled through a consistent and standard user interface throughout the institution (e.g.,
Moodle, Schoology, Edmodo, etc.) In addition, the flipped classroom’s benefits include

learner empowerment, engagement, motivation, and improved communication and thinking
skills. According to Thanarak (2017), digital media support the flipped classroom learning
techniques to promote student computer skills. This is for the teaching style to focus on
practical skills to be used in conjunction with teaching materials in enhancing the learning
process.

4. A Final Note on Response of Thai Education

Wijarn (2012) suggested that the young Thai generation has characteristics on preference
for freedom in expressing personal opinions freely and strong desire for individuality in
working, learning, and social life. This demands rapid communication, searching for
information, responding to questions, and creating innovation for things in life. To many
educators, the link, therefore, between social network learning and the 21st century skills has
been in focus and virtual learning environments (VLEs) now offer great potential in resolving
current educational problems.

It has been further suggested by Biljana & Dragana (2017) that the implementation of
innovative models in teaching is the key factor in determining the ability to raise teaching
quality within schools. This is also connected to the educator’s ability in lifelong learning,
indicting the importance of teacher competency as the key to vocational and educational
training (VET). In addition, classroom management determines quality of modern instruction.
Therefore, it is important for teachers to find their best way--take the flipped classroom as an
option exemplified in this writing--to manage their classroom in order to create an effective
atmosphere in support of learning quality.

5. The Author

Thanarak Santhuenkeaw, Ph.D. The author’s areas of research interest are Digital
technology in teaching and innovations in techniques for classroom management.

6. References

Arnold-Garza, (2014). The flipped classroom teaching model and its use for information
literacy instruction. Communications in Information Literacy, 8(1), 7 – 22. Retrieved from
https://doi.org/10.15760/comminfolit.2014.8.1.161

Biljana N. C., & Dragana S. (2017). Education Needs of Teacher for Introduction and
Application of Innovative Models in Education Work to Improve Teaching. International
Journal of Cognitive Research in Science, Engineering and Education, 2017.

Educause, (2012). 7 things you should know about flipped classrooms. Retrieved from
http://net.educause.edu/ir/library/pdf/ ELI7081.pdf

Jonathan, B., & Aaron, S. (2012). Flip Your Classroom: Reach Every Student in Every Class
Every Day. ASCD and ISTE. International Society for Technology in Education.
Alexandria, Va.: ASCD, c2012.

Jones, C., (2017). Innovative ideas: Thailand 4.0 and the fourth industrial revolution. Asian
International Journal of Social Sciences, 17(1), 4 – 35. Retrieved from

https://doi.org/10.29139/aijss.20170101

Lara, V. (2018). Tailoring Education for the 21st Century: Perspectives from Educators.
Economist Intelligence Unit. Retrieved from https://tinyurl.com/y8cwdbte.

Leesa-nguansuk, S. (2017). Lazada to provide online training to local SMEs. The Bangkok
Post. Retrieved from http://tinyurl.com/l4ohxb2.

Pumahapinyo, S., & Suwannatthachote, S. (2014). Factors Affecting the Innovation-Decision

Process to Adopt Online Graduate Degree Program in Thailand. The Proceedings of

International e-Learning Conference 2014, August 5-6, Bangkok, Thailand. Retrieved

from http://tinyurl.com/qgnoct3.

Thanarak, S. (2017). Digital Media the Flipped Classroom Learning Techniques. The

Proceedings of 15th International Conference on Developing Real-Life Learning
Experience: Smart Education for Sustainable Development, 16 June 2017.

Wijarn, P. (2012). Ways to Build Learning for Students in 21st Century. Bangkok: Sodsri-
Saritwong Foundation. Retrieved from http://tinyurl.com/zcc233j


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