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Pre-service teachers' ICT competency in Thailand.

Article Excerpt
Abstract

There is increasing pressure for teachers in Thailand to achieve a comfort level integrating technology in classrooms. Pre-service teachers' competency levels in computer technology knowledge and skills were examined, using a self-rating survey instrument. The results showed that among the various computer competency domains, pre-service teachers viewed word processing with the most confidence, but viewed the social, legal, and ethical issues domain with the least confidence. The findings supported the need to promote the effective integration of technology into teaching throughout the curriculum.

Introduction

The wide use of Information and Communication Technology (ICT) has been a topic of discussion and concern, not only in the United States, but all over the world. According to Daniel (2002), "Educational systems around the world are under increasing pressure to use the new information and communication technologies to teach students the knowledge and skills they need in the 21st century" (p. 3). ICT has been defined as a powerful teaching and learning tool comprised of text, images, graphics, and video. It might include computers (hardware and software), peripherals such as digital cameras, scanners, projectors, and printers, and the Internet (Allen et al., 2002). With all these changes, it has shifted traditional teacher-centered and text based classrooms into rich, student-centered, interactive knowledge environments. The implementation of ICTs in classrooms has been shown to benefit students' learning by increasing students' self-esteem and motivation (Allen et al., 2002). Other researchers such as Gagne, Briggs, and Wager (1992), Knapp and Glenn (1996) and Rother (2003), have found that the use of technology has dramatically enhanced classroom teaching and the learning process, and students' academic performance has been promoted.

This study investigated the educational technology competency levels of Thai pre-service teachers who were attending public universities in Bangkok during 2004-2005, to determine what areas of computer technology knowledge and skills students viewed with the most confidence and what areas they viewed with the least confidence. Additional information about the pre-service teachers' perceptions of their computer competencies, as well as demographic characteristics, was also reported. The findings could be used to promote the preparation of future teachers who could effectively integrate technology into their teaching to enhance learning for all students. Considering the level of pre-service teachers' existing knowledge and skills, teacher education programs could enhance students' relevant opportunities to maximize and expand the knowledge and skills with which students were familiar and expert, while emphasizing those areas in which students might have little confidence. Conclusions and implications for practice were...

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