Students' Critical Thinking Skills in a Thai ICT Schools Pilot Project

This study is exploratory, examining to what extent the Thai ICT (information and communication technology) schools have classroom learning environments that are associated with certain teacher characteristics using questionnaires, interview surveys, and computer-based classroom observations in orde...

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Bibliographic Details
Published inInternational Education Journal Vol. 8; no. 2; pp. 125 - 133
Main Authors Rumpagaporn, Methinee Wongwanich, Darmawan, I. Gusti Ngurah
Format Journal Article
LanguageEnglish
Published Australian and New Zealand Comparative and International Education Society 01.11.2007
Subjects
Computer Uses in Education
Cooperative Learning
Correlation
Critical Thinking
Demonstration Programs
Educational Technology
Foreign Countries
Interviews
Pilot Projects
Questionnaires
Statistical Analysis
Teacher Characteristics
Technology Integration
Thailand
Thinking Skills
Thailand
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Summary:This study is exploratory, examining to what extent the Thai ICT (information and communication technology) schools have classroom learning environments that are associated with certain teacher characteristics using questionnaires, interview surveys, and computer-based classroom observations in order to collect data from 13 Thai ICT model schools. The data analysis was carried out using statistical analysis techniques as well as using descriptive analysis. It is proposed that students can be assisted to learn critical thinking skills that have particular supportive learning environments. The significant findings offer opportunities to develop and support students' critical thinking skills through co-operation between students and their peers to achieve their student assignments among cooperative classroom learning environments with ICT. In particular, the findings of this study have major implications for teachers and school management where ICT schools are being established and incorporated in Thailand. (Contains 5 figures, 1 table and 1 footnote.)
ISSN:1443-1475