Development of Local History Learning Activities Using Geographic Information Technology through the Participatory Process of a Professional Learning Community for Grade 10 0f Mahasarakham University Demonstration School (Secondary)

Abstract

This research article aimed to 1) study local history learning management, 2) develop local history learning activities by utilizing Geographic Information technology through a participatory process of a Professional Learning Community (PLC) for Grade 10 students of the Mahasarakham University Demonstration School (Secondary). The research employed an Action Research methodology, focusing on a purposive sample group consisting of 40 Grade 10/1 students from the school. The research tools included lesson plans, meeting records from the PLC and classroom observation forms. The research findings indicated that in teaching the history course, the teacher used lecture techniques supplemented with images from the internet on PowerPoint and learning materials from YouTube. However, the content of the course does not promote analytical thinking. The proposed solution is to incorporate media or geographic information systems as part of the local history learning process. The development of local history learning activities using Geographic Information technology involved several stages. 1) In the planning stage, a history professional learning community was created, comprising social studies teachers at the school collaborating with lecturers from the Geographic Information System (GIS) department to co-design learning plans. 2) During the implementation stage, third- and fourth-year students, alongside GIS department lecturers and social studies teachers, conducted team teaching on the topic of applying Geographic Information System in historical studies. 3) In the observation stage, administrators and social studies teachers participated in learning observations as part of the coaching process for student group activities. 4) In the reflection stage, meetings were held with the PLC and administrators.Key findings also included: 1) local history learning using Geographic Information Technology enhanced analytical thinking; 2) students experienced more enjoyment compared to traditional learning; and 3) team teaching encouraged collaborative learning among both students and teachers.