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Krismant
Whattananarong
Department of Technological Education
Faculty of Technical Education
King Mongkut’s Institute of Technology North Bangkok
Thailand
E-mail: krm@kmitnb.ac.th
Paper presented at the International
Conference on Making Education Reform Happen: Learning from the Asian
Experience & Comparative Perspectives, Hosted by Burapha University,
Thailand; Illinois State University, U.S.A.; Milwaukee Area Technical
College, U.S.A.; Federation of Private Vocational Schools of Thailand;
SEAMEO Regional Center for Higher Education and Development.
September 22-24, 2004. Sofitel Central Plaza Hotel, Bangkok, Thailand.
Abstract
The purposes of this study were to investigate and compare the use of
mobile phones for testing. The samples were 56 graduate students divided
into 2 groups: control and experimental. The control group was tested
by the traditional testing method - pen and paper. The experimental group
was tested by using a mobile phone. The results indicated that there was
no significant difference between the two groups. There was no significant
difference between the scores of the experimental group using Audio-phone
and the Visual-phone models. There was a significant correlation between
the scores tested by the traditional and the mobile-phone methods. It
suggests that mobile phones could be used as a part of the utilization
of educational technology as stipulated in the National Education Act
and education reform.
Background
At present, the educational framework in Thailand is based on the 1997
Constitution and the Amended National Education Act 2002. Realizing the
important role of technologies for education in enhancing the competitiveness
of Thailand and its people in a knowledge-based economy and society, the
utilization of technologies for education was specified therein. Section
40 and 81 of the Constitution and Section 63 to 69 of the National Education
Act have paved the way for major action to be taken to promote the utilization
of educational technologies as follows: (1) establishment of organizations;
(2) development of policies and plans; (3) development of infrastructure
and networking systems; (4) development of materials and other technologies
for education; and (5) development of educational personnel and learners.
These principles and guidelines for the provision and development were
so stipulated in order to prepare all Thai people for a learning-oriented
society in a knowledge-based economy.
Utilization of information technology and mobile phones has increased
in the past two years, according to the National Statistical Office. The
survey was carried out among 16 million households nationwide from April
to June 2002. The Survey found 11.3 million people used a computer, 6.03
million had access to the Internet and 12.9 million owned a mobile phone.
Of the total, Bangkok accounted for 45.6 % of mobile phone owners. (“Technology,”
Bangkok Post, Saturday, September 13, 2003, Page 2.) The evidence is overwhelming
that mobile learning is beginning to take hold. Over 50 percent of all
employees spend up to half of their time outside the office. The worldwide
mobile commerce market will reach $200 billion by 2004. There will be
more than 1 billion wireless Internet subscribers worldwide by 2005. Multi-purpose
handheld devices (PDA and telephones) will outsell laptop/desktop computers
combined by 2005. Most major US companies will either switch to or adopt
wireless networks by 2008.
Mobile learning is the use of mobile or wireless devices for learning
on the move. Insofar as students have traditionally used their time on
public transport to catch up on required reading or last-minute revision,
mobile learning has been with us for quite a while. However, today's information
and communication technology has significantly extended the scope for
learning on the move, and the term “m-learning” has gained serious currency
in describing wireless-enabled learning strategies and processes across
the entire gamut of instructional delivery. Current emphases appear to
be in remote just-in-time applications, but there are also many instances
of m-learning blended into traditional instruction.
Over 90 % of graduate students at King Mongkut’s Institute of Technology
North Bangkok (KMITNB) are mobile phone owners. In some classes, all students
own a mobile phone. The mobile phone has been used for many purposes,
but not for learning--especially testing. Thus, certain situational problems
were raised as follows. How could testing be mediated by mobile phone
technologies? Is there any difference when compared to traditional methods?
What is the effective method for testing when using mobile phones?
Contents
(Hyperlink to DPF file for full paper)
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