Browsing by Author "Supaporn Tungdamnernsawad"

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    Challenges in Education Posed by the Fourth Industrial Revolution
    (ASEAN Journal of Education, 2024-01) Hubert Ruch; Natthakitta Florentine; Sirote Pholpuntin; Sukhum Chaleysub; Supaporn Tungdamnernsawad; Siratam Udomtamanupab
    This review article provides an overview of the challenges that the Fourth Industrial Revolution (4IR) may pose for education as reflected in scientific articles, white papers and other up-to-date publications. The approach taken here does not make distinctions among different educational levels but instead aims to highlight overarching challenges across the education sector as a whole, providing the opportunity to identify general or cross-cutting risks that may arise from the 4IR. The topic of digitization-one of the main pillars of the 4IR-seems highly controversial within the research studies examined, with disagreement regarding both possible harmful effects of digitizing classrooms and the fundamental benefits of multimedia. There seems to be a clear trend of many authors to recommend necessary adjustments that enable various stakeholders to adapt to the developments prompted by the 4IR. The main recommendations here are flexibility, personal responsibility, and self-reliance. Relatively few researchers-such as Yong Zhao-recommend active engagement in order to consciously influence or even delay the dynamics of the 4IR. Leaders in particular are called upon to make greater efforts to adapt, e.g. by implementing AI and AI-powered personalized learning into pedagogies and curricula, teacher support in using AI tools and developing ethical standards, fostering access and equity, data-driven decision making, future-ready skills development, partnerships with tech companies, continual adaptation and lifelong learning, and taking into account human aspects regarding the digitalization of education, such as the impact on people when they learn and work on computer screens or in virtual worlds.
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    Challenges in Education posed by the Fourth Industrial Revolution
    (Graphicsite, 2024-05-15) Hubert Ruch; Natthakitta Florentine; Sirote Pholpuntin; Sukhum Chaleysub; Supaporn Tungdamnernsawad; Siratam Udomtamanupab
    This review article provides an overview of the challenges that the Fourth Industrial Revolution (4IR) may pose for education as reflected in scientific articles, white papers and other up-to-date publications. The approach taken here does not make distinctions among different educational levels but instead aims to highlight overarching challenges across the education sector as a whole, providing the opportunity to identify general or cross-cutting risks that may arise from the 4IR. The topic of digitization - one of the main pillars of the 4IR - seems highly controversial within the research studies examined, with disagreement regarding both possible harmful effects of digitizing classrooms and the fundamental benefits of multimedia. There seems to be a clear trend of many authors to recommend necessary adjustments that enable various stakeholders to adapt to the developments prompted by the 4IR. The main recommendations here are flexibility, personal responsibility, and self-reliance. Relatively few researchers - such as Yong Zhao - recommend active engagement in order to consciously influence or even delay the dynamics of the 4IR. Leaders in particular are called upon to make greater efforts to adapt, e.g. by implementing AI and AI-powered personalized learning into pedagogies and curricula, teacher support in using AI tools and developing ethical standards, fostering access and equity, data-driven decision making, future-ready skills development, partnerships with tech companies, continual adaptation and lifelong learning, and taking into account human aspects regarding the digitalization of education, such as the impact on people when theThis review article provides an overview of the challenges that the Fourth Industrial Revolution (4IR) may pose for education as reflected in scientific articles, white papers and other up-to-date publications. The approach taken here does not make distinctions among different educational levels but instead aims to highlight overarching challenges across the education sector as a whole, providing the opportunity to identify general or cross-cutting risks that may arise from the 4IR. The topic of digitization-one of the main pillars of the 4IR-seems highly controversial within the research studies examined, with disagreement regarding both possible harmful effects of digitizing classrooms and the fundamental benefits of multimedia. There seems to be a clear trend of many authors to recommend necessary adjustments that enable various stakeholders to adapt to the developments prompted by the 4IR. The main recommendations here are flexibility, personal responsibility, and self-reliance. Relatively few researchers-such as Yong Zhao-recommend active engagement in order to consciously influence or even delay the dynamics of the 4IR. Leaders in particular are called upon to make greater efforts to adapt, e.g. by implementing AI and AI-powered personalized learning into pedagogies and curricula, teacher support in using AI tools and developing ethical standards, fostering access and equity, data- driven decision making, future-ready skills development, partnerships with tech companies, continual adaptation and lifelong learning, and taking into account human aspects regarding the digitalization of education, such as the impact on people when they learn and work on computer screens or in virtual worlds.y learn and work on computer screens or in virtual worlds.
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    Challenges in Education posed by the Fourth Industrial Revolution
    (Graphicsite, 2024-05-15) Hubert Ruch; Natthakitta Florentine; Sirote Pholpuntin; Sukhum Chaleysub; Supaporn Tungdamnernsawad; Siratam Udomtamanupab
    This review article provides an overview of the challenges that the Fourth Industrial Revolution (4IR) may pose for education as reflected in scientific articles, white papers and other up-to-date publications. The approach taken here does not make distinctions among different educational levels but instead aims to highlight overarching challenges across the education sector as a whole, providing the opportunity to identify general or cross-cutting risks that may arise from the 4IR. The topic of digitization - one of the main pillars of the 4IR - seems highly controversial within the research studies examined, with disagreement regarding both possible harmful effects of digitizing classrooms and the fundamental benefits of multimedia. There seems to be a clear trend of many authors to recommend necessary adjustments that enable various stakeholders to adapt to the developments prompted by the 4IR. The main recommendations here are flexibility, personal responsibility, and self-reliance. Relatively few researchers - such as Yong Zhao - recommend active engagement in order to consciously influence or even delay the dynamics of the 4IR. Leaders in particular are called upon to make greater efforts to adapt, e.g. by implementing AI and AI-powered personalized learning into pedagogies and curricula, teacher support in using AI tools and developing ethical standards, fostering access and equity, data-driven decision making, future-ready skills development, partnerships with tech companies, continual adaptation and lifelong learning, and taking into account human aspects regarding the digitalization of education, such as the impact on people when they learn and work on computer screens or in virtual worlds.
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    Learning Development Guidelines for Children with Cochlear Implant to Prepare for Early Childhood Learning.
    (Journal of Community Development Research (Humanities and Social Sciences)., 2023-01) Supaporn Tungdamnernsawad
    The aims of this research were to study: 1) child development before and after cochlear implantation, 2) child development based on learning theory, language development, and learning of early childhood, 3) family circumstances and approaches to caring for cochlear implant children, and 4) learning development guideline for children with cochlear implant to prepare for their early childhood learning. Using mixed methods research that combines the methods of quantitative and qualitative research. The sample group included 78 parents of children undergoing cochlear implantation from birth to 6 years old. A total of 6 parents and 10 experts involved in cochlear implantation and early childhood learning were key respondents. Data were collected through learning development for children with cochlear implant opinion questionnaire and in-depth interviews by using the structured interview form of learning development guideline. The mean, standard deviation, and t-test were used to analyze quantitative data, and content analysis was used to analyze qualitative data. The results of the quantitative research revealed that: 1) Child development before and after cochlear implantation was found that after surgery (x̄ = 4.14, S.D. = 0.57), the children developed according to the standards of overall desirable characteristic: physical, emotion and mental, social, and intelligence more than before surgery (x̄ = 2.86, S.D. = 0.94), 2) The overall child development based on learning theory, language development, and learning of early childhood was at a high-level (x̄ = 4.05, S.D. = 0.60), the first was the learning of early childhood, followed by the child’s development according to the learning theory, and language development, 3) The results of the research hypothesis test were as follows: 3.1) A comparative analysis of child development (1) child development in overall (before surgery) was no difference, (2) child development in overall (after surgery) was significantly different (p = 0.050) at the 0.050 level, 3.2) A comparative data analysis of child development differences according to learning theory, language development, and early childhood learning classified by children’s age revealed that there was significantly different (p = 0.001) at the 0.050 level. The results of the qualitative research revealed that: 1) The family circumstances and approaches to caring for cochlear implant children revealed that the children were assigned a disabled person’s identification in order to access the right to medical care. Their parents were the income earners for the family. Raising children like normal children according to the doctor’s advices, 2) The learning development guidelines for children with cochlear implant to prepare for their early childhood learning were as follows: 2.1) The appropriate age for children for cochlear implant surgery was less than 3 years old or 4 years old, 2.2) The first period after the cochlear implantation, parents must bring their children to the hospitals every week because children had to be rehabilitated continuously. 2.3) The assessment of the children with cochlear implant to attend regular schools was as follows: (1) the children could speak the language, (2) the children could communicate reasonably, (3) the children could control himself while studying, (4) the children had self-help, and (5) the children could participate in classroom activities.