Browse

ICT Integration in Teacher Education: A Teacher Training Institute Case in Lao PDR
교사교육과 ICT 통합: 라오스 교원양성기관 사례를 중심으로

DC Field Value Language
dc.contributor.advisorCheolil Lim-
dc.contributor.author유의곤-
dc.date.accessioned2017-07-19T02:12:22Z-
dc.date.available2017-07-19T02:12:22Z-
dc.date.issued2017-02-
dc.identifier.other000000142635-
dc.identifier.urihttps://hdl.handle.net/10371/127249-
dc.description학위논문 (석사)-- 서울대학교 대학원 : 협동과정글로벌교육협력전공, 2017. 2. Cheolil Lim.-
dc.description.abstractInformation and Communication Technology (ICT) integration in education has gained global popularity, yet, not much has been known about how ICT has integrated into teacher education in Lao PDR. This study applies UNESCOs four stages continuum model and SEAMEOs ten-dimension framework to make a comprehensive description of the situation of ICT integration in a teacher training institutes in Lao PDR, marking both the achievement and challenges.
This study chooses Luang Prabang Teacher Training Colleges (LPB TTC) as the research site. It targets on collecting experience in regard of ICT of the pre-service teachers (PTs) and teacher educators (TEs). Based on the short-term field research in and documents review, the study reveals that although the overall situation is still at the emerging or applying stages from most aspects, there exists several practices showing that Lao PDR still has much potential to develop advanced ICT integration in teacher education: using ICT for creating teaching and learning materials, using ICT for teaching instructional design, creating teachers online community for easier knowledge sharing and policy borrowing and individual use of PTs and TEs for problem-solving. At the same time, it identifies the stages in five levels of ICT integration in teacher education in Lao PDR: (1) policies and major practices at the national level
-
dc.description.abstract(2) campus culture, infrastructure and facilities, the pre-service teacher curriculum, activities in which ICT is engaged with at the school level-
dc.description.abstract(3) training experience in local computer centers and secondary schools, PPP and teachers online group at the community level-
dc.description.abstract(4) the first experience, purpose at the individual level with ICT products and (5) the practices of global partnership in reference with ICT integration in teacher education. It also finds that the common ICT in the local context refers to (1) ICT products which can be personal possession (e.g. computers, mobile phones)-
dc.description.abstract(2) ICT infrastructure (e.g. Internet)-
dc.description.abstract(3) ICT skills for various purposes (e.g. for teaching and learning, for daily use, for work and problem solving) and (4) ICT as an integral part of habit and hobby.
Although the study also looks for more effective ICT integration in teacher training institutes and highlights the potential of mobile learning in future teacher education in Lao PDR, due to challenges such as the huge digital gap and urban-rural gap, it is not able to claim that ICT integration brings better quality of teacher education and is more feasible and effective than the traditional way of learning and teaching. Thus, further studies are needed to continuously explore and examine the influences and outcomes.
-
dc.description.tableofcontentsCHAPTER I. INTRODUCTION 1
1.1. Background 1
1.2. Problem Statement 2
1.3. Purpose of the Study 3
1.4. Research Questions 3
1.5. Significance of the Study 3
CHAPTER II. LITERATURE REVIEW 5
2.1. Context of ICT Integration in Education: Definition and Role 5
2.2. Four Stages and Ten Dimensions of ICT in Education 6
2.3. ICT Integration in Teacher Education 13
2.4. ICT and Teacher Education Development in Lao PDR 17
2.5. The Existing Studies on ICT Integration in Teacher Education in Lao PDR 28
CHAPTER III. Research Methods 32
3.1. Procedures 32
3.2. Why not Quantitative Study 32
3.3. Choosing Luang Prabang Teacher Training College (LPB TTC) as the Case: Sample Details and Rapport 34
3.4. Data Collection 36
3.5. Data Analysis: Coding and Analytical Framework 40
CHAPTER IV. FINDINGS 42
4.1. ICT Integration in Teacher Education at the National Level 42
4.2. ICT Integration in Teacher Education at the School level 48
4.3. ICT Integration in Teacher Education at the Community Level 80
4.4. ICT Integration in Teacher Education at the Individual Level 86
4.5. ICT Integration in Teacher Education at the Global level 99
CHAPTER V. DISCUSSION 102
5.1. Transforming Stage: Individual TE and PT in the Vanguard of Integrating ICT in Life 102
5.2. Infusing Stage: The Supply for Upgrading 102
5.3. From Emerging to Applying Stage: Stationed the Main Troop of ICT Integration in Teacher Education in Laos 103
5.4. More Effective ICT Integration in Teacher Education 107
5.5. Limitation 110
CHAPTER VI. CONCLUSION 111
BIBLIOGRAPHY 112
APPENDICES 115
Appendix 1: Survey of Teacher Educators Perception, Behaviors and Knowledge of ICT in TTC 115
Appendix 2: Buildings and the Function of LPB TTC 116
Appendix 3-1: Information of Full Class Observation 117
Appendix 3-2: Samples of Observation Field notes 118
Appendix 4-1: Samples of Interview Narratives 119
Appendix 4-2: PTs Positive First Experience of ICT 125
Appendix 4-3: PTs Negative First Experience of ICT 126
Appendix 5: School Statements (Lao) 126
Appendix 6: Curriculum of Basic ICT 128
Appendix 7: Quantitative Data of Luang Prabang Teacher Training College 130
Appendix 8: Map of Luang Prabang Province and Districts 132
Appendix 9-1: Approval Document of Institutional Review Board (IRB) 133
Appendix 9-2: Approval Document of Ministry of Education and Sport (MoES) of Laos 135
Appendix 10: Terms of Reference Visiting Schedule 136
Appendix 11: Acronyms and Abbreviation 137
국문초록 138
-
dc.formatapplication/pdf-
dc.format.extent3736001 bytes-
dc.format.mediumapplication/pdf-
dc.language.isoen-
dc.publisher서울대학교 대학원-
dc.subjectICT Integration-
dc.subjectTeacher Education-
dc.subjectTeacher Training Institute-
dc.subjectLao PDR-
dc.subject.ddc370-
dc.titleICT Integration in Teacher Education: A Teacher Training Institute Case in Lao PDR-
dc.title.alternative교사교육과 ICT 통합: 라오스 교원양성기관 사례를 중심으로-
dc.typeThesis-
dc.description.degreeMaster-
dc.citation.pages145-
dc.contributor.affiliation사범대학 협동과정글로벌교육협력전공-
dc.date.awarded2017-02-
Appears in Collections:
College of Education (사범대학)Program in Global Education Cooperation (협동과정-글로벌교육협력전공)Theses (Master's Degree_협동과정-글로벌교육협력전공)
Files in This Item:
  • mendeley

Items in S-Space are protected by copyright, with all rights reserved, unless otherwise indicated.

Browse