Abstract:

This study explored smart teaching situation of junior high school teachers (the current state of ability of smart teaching model based on KKU Smart Learning concept) in North-eastern region of Thailand. The main objectives were to access whether teachers can manage their teaching and learning process, and what are their teaching skills in term of smart teaching concept. The study was conducted on 1,226 junior high school teachers of the three core subjects e.g., Science, Mathematics and English, who also joined KKU Smart Learning Project initiated by Khon Kaen University, Thailand. Smart teaching is defined as knowledge, skills and attitudes that have been embraced by new teaching styles and methods for learners focused on developing learning skills and competencies for smart learners using Content, Pedagogy and Learning environment. The quantitative research method was used to collect the data from a target population using questionnaire survey. The results revealed that the smart teaching was performed within four clusters representing smart teaching situation. Specifically, the effectiveness of teachers in teaching management preparation of pedagogical procedures and learning activities <x̄=4.17; SD.708>, ability to predict learning outcomes and create learning management plan (LMS) <x̄=4.15; SD.565>, and learning measurement and assessment of learners <x̄=4.07; SD.622> revealed the highest mean score. At the same time, the lowest mean score was found in management of an effective learning environment<x̄=4.02; SD.637>. These findings represent the outcomes of smart teaching situation that can be applied to develop smart teaching competencies based on the standard digital intelligence framework for smart teaching of teachers in Thailand.

Keywords:

KKU Smart learning, Smart teaching, Teaching method.