Browsing by Author "Venus Skunhom"

Now showing 1 - 3 of 3
  • Default Image
    Item
    Digital Technology Landscape for Vocational Education: Learning Loss Recovery
    (Penerbit UTHM, 2024) Jira Jitsupa; Venus Skunhom; Prachyanun Nilsook; Kanitta Hinon; Watcharee Sangboonraung; Srisuda Daungtod; Wilawan Phumee; Kitiya Promsron; V. Skunhom; Faculty of Education, Suan Dusit University, Bangkok, Thailand; email: venus_sku@dusit.ac.th
    The research aimed to; 1) study the expectations of teachers on the behavioral conditions of vocational education learners, 2) Study the ability of teachers to achieve the expected behavioral conditions of vocational education, 3) Comparison of the use of digital technology in teaching by teachers to recover the learning loss of vocational learners during the new normal and next normal periods, 4) Study the teachers need to use digital technology in teaching to recover the learning loss of vocational learners during the new normal and next normal periods, and 5) Create digital technology landscape for learning loss recovery on vocational education. Data were collected with an online questionnaire that passed the validity and reliability with 301 vocational teachers. The results of the research showed teachers have higher expectations of learnersÕ behavioral conditions. Teachers can make vocational learners experience the expected behavioral conditions to a greater extent. Teachers use digital technology to organize teaching to recover the learning loss of vocational learners during the new normal rather than during the next normal. However, the demand for digital technology for teaching to recover the learning loss problem of learners during the next normal is increasing more than during the new normal. The study suggests improving the knowledge and ability of teachers to use digital technology for teaching to recover the problem of learning loss among learners. © 2024, Penerbit UTHM. All rights reserved.
  • Default Image
    Item
    Empowering Pre-Service Teachers for the Digital Transformation of Education from New Normal to Next Normal
    (2024-03-20) Watcharee Sangboonraung; Srisuda Daungtod; Prachyanun Nilsook; Jira Jitsupa; Venus Skunhom; Navarat Techachokwiwat
    The purposes of research were to comparison of digital technology used for the instructional management during the Covid-19 pandemic during the New Normal period and the endemic Covid-19 during Next Normal period adopted by pre-service teachers; and to develop the landscape of digital technology used for instructional management during the New Normal and the Next Normal periods adopted by pre-service teachers. The participants included 400 pre-service teachers. The research tool was an online questionnaire. The data were analyzed by mean and standard deviation. The results showed the comparison of digital technology for the instructional management in the New Normal and the Next Normal as follows. Regarding the New Normal, the finding were: (a) some websites and applications such as Google Meet, Line, YouTube, and Facebook Messenger were used to communication with students; (b) some websites and applications, namely Google classroom, MS Teams, Moodle, and Thaimooc were used to send and receive student’s works; (c) some learning management systems, namely Google classroom, MS Teams, Moodle, and Thaimooc were used; (d) some digital media libraries such as YouTube, Trueplookpanya, DLTV, Satellite Distance Education Foundation, SciMath Knowledge Library, and IPST were used; (e) some online measurement and evaluation tools such as Google Forms, Kahoot, Quizizz, and Microsoft Forms were used and (f) some teaching guidelines and tools, like Video assignment, General Activities, and Attendance be used later. Regarding the Next Normal, the finding were: (a) some websites and applications were used to communicate with students, including Line, Facebook, Messenger, Youtube and Google classroom; (b) some websites and applications like Line, Facebook Messenger, YouTube, and Google classroom were used to send and receive student’s assignments; (c) some learning management systems like Google classroom, MS Teams, Moodle, Edmodo, and Thaimooc were also used; (d) some digital media libraries like Google classroom, YouTube, Trueplookpanya, OBEC Content Center - NEDA, and DLTV (Satellite Distance Education Foundation) were also helpful; (e) some online measurement and evaluation tools like Google Forms, Kahoot, Quizizz, and Microsoft Forms were also used; and (f) some teaching guidelines and tools like Assignment, Announcements and Update, Student Support, and Grade Book will also be used later. The digital technology landscape consists of 6 parts: (1) the websites and applications used for communication with students; (2) the websites and applications provides for students to submit their assignments; (3) the learning management systems; (4) the digital media libraries; (5) the online measurement and evaluation tools; and (6) the teaching guidelines and tools to be used later.
  • Default Image
    Item
    Universal Design for Learning: Storytelling Application to Promote Learning for Children with Deaf
    (Institute of Electrical and Electronics Engineers Inc., 2024) Kanvipa Hongngam; Chirapong Yanuchit; Natchaphak Meeusah; Venus Skunhom; Jira Jisubha; C. Yanuchit; Mass Communication Technology, Rajamangala University of Technology Thanyaburi, Pathum Thani, Thailand; email: chirapong_y@rmutt.ac.th
    The objective of this study is to create and implement a storytelling application that enhances the vocabulary acquisition of second-grade kids who are deaf, and to assess the efficacy of the application. Research instruments include pre-test and post-test vocabulary evaluation questionnaires, as well as intra-class vocabulary assessments. The purpose of the application is to enhance reading and vocabulary skills through interactive storytelling, incorporating Thai sign language and educational games. The results revealed the impressive effectiveness of the developed application. The performance value calculated from the pre-class and post-class tests yielded a score of 80 out of 80.5, indicating the successful development of the application. This method is highly efficient and appropriate for implementation in the education of Grade 2 students who have hearing difficulties. © 2024 IEEE.