DEMAND FOR DEVELOPING INNOVATION AND EDUCATION INFORMATION TECHNOLOGY COMPETENCY FOR LECTURER OF THE UNIVERSITY
Article Sidebar
Main Article Content
Abstract
This study intends to investigate the challenges and requirements for the growth of innovation and educational information technology competency for university instructors. A tool for gathering the data was the questionnaire. The questionnaire questioned about knowledge, abilities, and attitudes related to technology proficiency. Eighty instructors from the Maejo University Phrae campus served as the samples. Analyzing data using statistics, including mean and standard deviation. According to the study, the majority of the samples were female, and the average age was 39. Ten years on average were spent teaching. Overall, there was a moderate level of use and development of creative and instructional technology. The knowledge competency level was at a moderate level ( = 2.88). The level of skill performance was moderate (= 3.21) and the attitude was at a high level ( = 3.50). The samples had issues and required training in knowledge, skills, innovation,and technology to adapt and advance teaching and learning.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Chaichanasi, S. (2018). Quality of Working Life of Officials in Pakxanh District Administrative Organization, Bolikhamxai Province, Lao People’s Democratic Republic. Graduate Studies Journal, 15(70), 50-57.
Chomjit, K & Whattananarong, K. (2019). Development of a Model for Enhancing the Competencies in Information Technology of Staff in Private Higher Education Institution. Dhammathas Academic Journal, 19(3) (July - September), 32-42.
Drent, M & Meelisen, M. (2008). Which factors obstruct or stimulate teacher educators to use ICT innovatively?. Computer & Education, 51, 187-199.
Kerdtip, C. (2010). Educational Technology Leadership for Executive Personnel to Education Reform in the Second Decade [B.E. 2552-2561]. Journal of Education Prince of Songkla University, 21(2), 162-182.
Makaramani, R. (2013). Thai teacher with ICT. Supporting documents for academic meetings of the Teachers Council of Thailand Year 2013 on research to increase the quality of education and professional development. Bangkok. The Teachers Council of Thailand.
McClelland, David C. (1999). Identifying Competencies with Behavioral-event interview. Psychological Science,9 (5).
Ounchitti, D. and Thiraruengsiri, S. (2020). The Relationship Between Information Behavior and Innovation Behavior of Undergraduate Student, Faculty of Humanities and Social Science, Burapha University.
Smithikrai, C. (2009). Personnel Training in Organization. (4th ed). Bangkok: Chulalongkorn University Press.
Srimaungkun, J. (2015). The Development of Information Technology Competency for Mattayomsuksa 2 Primary Education Service Area Office 4. Kanchanaburi: Kanchanaburi Rajabhat University.
Whangmahaporn, P. (2021). Development of Lecturer’s Competencies in Public Administration Curriculum of Northeast Rajabhat Universities Readiness to Thailand 4.0. Journal of Politics and Governance, 11(3) (September – December), 122-136.
Wiwitkunakorn, S. (2022). Development of Academic Competencies of Rajabhat University Lecturers. Journal of Research and Development Institute, Rajabhat Maha Sarakham University, 9 (2) (May-August), 39-60.
Wongkhamchan, S, Bangwiset, S & Prommuangkun, S.(2020). Development of Competency Strategies for The Lecturers in The Faculty of Education, The National University of Laos. Buabundit Journal of Educational Administration, Faculty of Education, Ubon Ratchathani Rajabhat University, 20(2), 96-108.
Zhong, Z., Hu, D., Zheng, F., Ding, S. & Luo, A. (2018). Relationship between information-seeking behavior and innovative behavior in Chinese nursing students. Nurse Education Today, 63, 1-5.
