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Please use this identifier to cite or link to this item: https://rsuir-library.rsu.ac.th/handle/123456789/2156
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dc.contributor.advisorAsst. Prof. Nipaporn Sakulwongs, Ed.D.-
dc.contributor.authorDorji, Pema-
dc.date.accessioned2024-01-19T03:55:20Z-
dc.date.available2024-01-19T03:55:20Z-
dc.date.issued2022-
dc.identifier.urihttps://rsuir-library.rsu.ac.th/handle/123456789/2156-
dc.descriptionThesis (M.Ed. (In Curriculum and Instruction))-- Rangsit University, 2022en_US
dc.language.isootheren_US
dc.publisherRangsit Universityen_US
dc.subjectTeaching -- Bhutan -- Aids and deviceen_US
dc.subjectEducational technology -- Teaching -- Bhutanen_US
dc.subjectTeachers -- development -- Bhutanen_US
dc.titleThe study of primary Bhutanese teachers’ perceptions and practices towards the use of technology in teachingen_US
dc.typeThesisen_US
dc.description.other-abstractThis study was to examine primary Bhutanese teachers’ perceptions and practices towards the use of technology in teaching. One hundred and fifteen teachers from 13 primary schools in the Tsirang district took part in the study over the course of a month. The 23-item survey questionnaire was utilized to collect the quantitative data. The semi-structured online open-ended question interview was moderately organized to collect qualitative data. The findings were evaluated using both descriptive analysis and thematic analysis. The results of the survey questionnaire showed that the primary teachers in the Tsirang district had a positive opinion about integrating ICT into their daily teaching. The total mean on the Likert scale, which was 3.7 out of 5, was categorized as "Agree." The findings of the semi-structured online open-ended question interviews with teachers demonstrated their unwavering belief in the significance of incorporating ICT into their daily teaching. Based on the above-mentioned findings, the study revealed that teachers' positive attitudes about integrating ICT into their daily teaching mattered a lot for the life-long teaching and learning process. However, swift action was required on the part of district-level officials and supervisory agencies to ensure that teachers had access to enough ICT resources and programs for professional growth.en_US
dc.description.degree-nameศึกษาศาสตรมหาบัณฑิตen_US
dc.description.degree-levelปริญญาโทen_US
dc.contributor.degree-disciplineหลักสูตรและการสอนen_US
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