The development of computer teacher competency in the use of information technology and communication in constructivist learning management with AIPDDONE supervision process

Abstract

          The objective of this research was to develop the competency of computer teachers in using information technology and communication beyond constructivist learning management with AIPD_DONE Supervision. The sample group was 20 teachers by purposive selected from schools in Chiangmai primary educational service area office 2, during 2^nd semester of academic year 2015. This type of research was “research and development”. The three steps of doing the research were 1) to create and develop the supervision, 2) to develop the computer teachers’ competency, and 3) to study the effect of developing the competency of computer teachers in using information technology and communication beyond constructivist learning management with AIPD_DONE Supervision in three terms which were included information aspect, ICT and technology aspect. The information was collected as quantitative and qualitative data. The instruments used in this research were 1) innovative tools such as competency improvement, training and supervision package, and 2) collective data tools which referred to competency evaluation, teaching observation, group interview, and school administrators interview. The quantitative data was analyzed by percentage, mean and standard deviation. The qualitative data was considered by using content analysis. The results were found that;

1. The supportive method for developing the competency of computer teachers in using information technology and communication beyond constructivist learning management was AIPD_DONE supervision. It was divided to 5 processes which were 1) Assess the competency (Assessing: A),
   2) Give an information (Information: I), 3) Plan the supervision (Planning: P), 4) Do teaching supervision (Doing : D) that was separated into 3 groups which are as follows; Group 1 : Directive consulting approach (D) for computer teachers who had low and lowest competency level, Group 2 : Operation collaborative approach (O) for those who had moderate competency level, and, Group 3 : Non-directive and self-directed approach (N) for those who had more and most competency level. In addition, the last step and, 5) Evaluation method (Evaluation: E).
2. The computer teachers who were developed the competency, had added the average up to 0.61. When comparing the number of the average before and after the supervision, it was founded that the average 0.95 was shown in directive consulting approach. The average of operation collaborative approach was 0.61 and the non-directive and self-directed approach was 0.27. The qualitative data was shown that every computer teacher was able to create media, lesson plans, build learning community and had the competency in using information technology and communication beyond constructivist learning management all 3 aspects.
3. The positive side effect was learning behavior of learners’ development, work satisfaction, being an innovative model and guarantee from outside organization by teachers and administrators’ success.
4. The administrators and computer teachers’ opinion for the competency development was in the highest level. The administrators’ average point was 4.54 and computer teachers was at 4.69.