Integration of Mobile Device into Classroom Practice in Migrant Learning Centers in Thailand: A Case Study

2019년 8월

서울대학교 대학원

협동과정 글로벌교육협력 전공

김가형(Gahyung KIM)

The need for Information and Communication Technology (ICT) in education in a developing country has been growing steadily since ICT has the potential to wield a positive influence on education in terms of access, quality, and equity. While developing countries have paid specific attention to the integration of ICT into formal education, recently, the effort to integrate ICT at all levels, including Non-Formal Education (NFE) has grown and, within this context, UNESCO Bangkok, launched ICT in education projects for migrant children in Migrant Learning Centers (MLCs) in 2016. However, even as the key question has been determined to be how is ICT integrated into the educational setting? when it comes to ICT in education, sufficient knowledge to address the question has not yet been revealed within the context of MLCs in Thailand. Therefore, this study aims to reveal how the mobile device has been integrated into classroom practices in MLCs throughout Thailand. A qualitative case study was conducted with five classroom practices where the mobile device is integrated into two MLCs in the Thai cities, Bangkok and Mae Sot. To understand the current integration of the mobile device into classroom practices in MLCs, multiple research methods like document analysis, classroom observation, and structured-interviews were used. In addition, the teachers of each classroom practice participated in the research as main participants and learners, while the principals of each MLC and the project officer of UNESCO Bangkok also participated as supplementary participants during the observation and interview. The research inference observes that the mobile device is introduced in the MLCs of Thailand in order to enhance the literacy skills of migrant children. Since one of the chronic obstacles in the MLCs is the lack of resources, the mobile device is designed to include various teaching and learning materials, including textbooks, reading books, lesson plans, and other materials. Consequently, the mobile device is used as a replacement for the textbook in each case. The study also demonstrates five different aspects related to the integration of the mobile device into classroom practices. In each case, the integration of the mobile device is revealed in different facets in terms of (1) the teachers use of the mobile device; (2) the mobile device with other tools; (3) the contents in the mobile device; (4) the students individual activity with the mobile device; and (5) the instruction method. Furthermore, the unique context of MLCs, including physical environment, participant features, and the organization environment, influences the integration of the mobile device in each case. Consequently, the study revealed the unveiled phenomenon on how the mobile device is integrated into the classroom practices in MLCs and simultaneously, the study helped to shed light on the unique context of MLCs in Thailand. Therefore, the study not only presents its integration into the authentic classroom practices in MLCs with a variety of aspects but also reveals specific contexts behind the different aspects of integration of the mobile in each case. Combined together, the value of the integration of the mobile device for the education of migrant children in specific contexts is addressed. Thus, the study contributes to the academic world to understand the education of migrant children in the MLCs in Thailand. However, the study could not include the abundant voices from learners due to ethical and practical reasons. Thus, future research focusing on learners is expected.