Benefits and Obstacles in Using Computational and Interactive Technologies in Education. an Insight From Teacher's Perspective (a Study on Bangkok Metropolitan Administration Schools)

Lumpapun Punchoojit, Pimonpan Isarabhakdi

Abstract


Child-Computer Interaction (CCI) is a growing sub-field of Human-Computer Interaction (HCI). It concerns phenomena surrounding the interaction between children and computational and communication technologies. Presently, there is a shortfall of empirical studies for establishing a solid design framework for children educational products. This study aims to be an initial step for future empirical research to establish a framework for the design of educational products for children. The study examined the use of computational and interactive technologies in primary and lower secondary levels in Thai schools. In-depth interview was carried out with six teachers from four schools. The results substantiated that the use of technologies had benefits on the students at all levels. Several computational and interactive technologies were found to be used in the education, and mobile devices were the primary source that the students used to access electronic information outside the classroom. Using interactive technologies helped promoting in-class motivation, and helps reducing barrier between teachers and students. Peer-assisting behavior was prevalent among the students. Several obstacles have been addressed by the informants. Some of them were caused by students‘ behaviors. Some were related to hardware, infrastructure, and classroom layout. Some

of the problems were related to language incompetence. 


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References


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