SEAMEO VOCTECH

Southeast Asian Ministers of Education Organization

Regional Centre for Vocational and Technical Education and Training

Research Report

Integration of Information and Communication Technology (ICT)

into Vocational Education in THAILAND

By

Dr. Rochana Jantrakool (Sriboonma)

Office of the Vocational Education Commission

Ministry of Education, THAILAND

Paper presented at the SEAVERN Research Conference

Brunei Darussalam, June 2010

 Integration of Information and Communication Technology (ICT)

into Vocational Education in THAILAND

EXECUTIVE SUMMARY

This research paper presents an overview of the policies and practices of

integration of information and communication technology (ICT) into vocational
education in Thailand including the good initiatives of ICT integrating in vocational
education provided by the institutions and bureaus under the Office of the
Vocational Education Commission (OVEC), Ministry of Education. The target
populations were administrators and teachers in vocational and technical
institutions. A simple random sampling technique was used to identify the
vocational and technical institutions. The sample respondents were the 107
administrators and 178 teachers. The mailed questionnaires; adapted from
SEAMEO VOCTECH’ s questionnaires, were used to collect data. Descriptive
statistics were run for looking at frequency and percentage. The component of
factors were found by using factor analysis.

The study results show that a majority of teachers’ ICT competency was at the good
level. Their ICT teaching methods applied in classroom were frequent especially on
requiring students to use ICT for seeking knowledge. They believed that those ICT
applications were a lot of benefits for improving the quality of education and have
significances on the impact of ICT implementation in vocational education. The ICT
devices provided in the vocational institutions were enough. They used normally of
ICT infrastructures and facilities. Meanwhile, the institutions’ policy supporting on
the integration of ICT into vocational education was significant. People was
moderately agreed for supporting the ICT integration. The teachers and
administrators were strongly agreed to be the ICT supporters in vocational
education. The constraints in integrating ICT in teaching and learning were minor
challenges in general.

The factor component of the teachers’ ICT integration in vocational education was
comprised of three components as; component 1: factors of ICT benefits, opinion on
the ICT statements, and people as ICT supporter; component 2: factors of and
impact of ICT implementation, teachers’ skills, teaching method, and facilities using;
component 3: ICT challenges, school support, and devices.

A majority of administrators’ opinion on ICT infrastructures and facilities was not

enough in the vocational institutions. Meanwhile, the administrators’ ICT facility
using was frequent in the institutions. The ICT integration was useful for improving
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teaching and learning; however e-mail was very useful for teaching and learning
practices in the institutions. Administrators and teachers were strongly agreed to
ICT integration. The challenges in integrating ICT in teaching and learning were
minor challenges as well.

The factor component of the administrators’ ICT integration in vocational education

was comprised of two components as; component 1: factors of people’s attitude
toward ICT, impact of ICT implementation, and impact of improving the teaching
and learning environment; component 2: factors of ICT facilities, frequency of
software using, and ICT challenges and constraints.

OVEC has been enhancing to integrate ICT into vocational education. The good
initiatives were a tele-vocational education project, the electronics information
thorough the bureau and institutions under the OVEC, the E-cooperative vocational
manpower for employment in private sectors, E-community for research knowledge
management

Recommendations

Policy level

1. Setting the quality assurance of ICT integration in vocational and technical

education and training.
2. Moving the ICT integration policy and strategy towards implementation at
all level.
3. Encouraging the incentive of ICT initiatives including learning and training
center.
4. Enhancing the ICT integration as vocational logistics. and
5. Introducing new ICT based services and infrastructure that will facilitate
research, teaching and learning collaboration.

School level
1. Encouraging teachers use the online teaching and learning for education
resource sharing.
2. Training teachers more curriculums in basic ICT literacy, ICT-based
materials /lesson plan development, and online materials development.
3. Strengthening the students using for extremely from the ICT learning
center, and
4. Developing the ICT simulation on major occupation model for
entrepreneurships at the local level.

Key
3
 ABSTRACT

This research paper presents an overview of the policies and practices of

integration of information and communication technology (ICT) into vocational
education in Thailand including the good initiatives of ICT integrating in vocational
education provided by the institutions and bureaus under the Office of the
Vocational Education Commission (OVEC), Ministry of Education. The target
populations were administrators and teachers in vocational and technical
institutions. A simple random sampling technique was used to identify the
vocational and technical institutions. The sample respondents were the 107
administrators and 178 teachers. The mailed questionnaires; adapted from
SEAMEO VOCTECH’ s questionnaires, were used to collect data. Descriptive
statistics were run for looking at frequency and percentage. The component of
factors were found by using factor analysis.

The major parts of study can be divided into 5 main parts as the following a) ICT
competency level and content & pedagogical approach including ICT
implementation; b) ICT support including infrastructures and facilities; c) ICT policy
and funding; and d) challenges and constraints. A result of the study is found that
the main factor component of the teachers’ ICT integration in vocational education
at the school level was comprised of three components as the following; component
1: factors of ICT benefits, opinion on the ICT statements, and people as ICT
supporter called as capacity; component 2: factors of and impact of ICT
implementation, teachers’ skills, teaching method, and facilities using called as
competency; component 3: ICT challenges, school support, and devices called as
constraints.

In the mean time, the factor component of the administrators’ ICT integration in
vocational education was comprised of two components as the following;
component 1: factors of people’s attitude toward ICT, impact of ICT implementation,
and impact of improving the teaching and learning environment called as
competency; component 2: factors of ICT facilities, frequency of software using, and
ICT challenges and constraints called as capacity and constraint.

Keywords: ICT Integration, Vocational and Technical Education and

Training, ICT Initiatives

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 INTRODUCTION

1. BACKGROUND

The Information and communication of technology (ICT) era of all over the world is
effected to all levels of education. In term of vocational and technical education and
training (VTET), the diffusion and adoption of ICT in VTET are typically led by some
groups as policy makers, educators, administrators, teachers, and students. There
are some major points related to ICT implementations in VTET regarding policy and
constraints, infrastructure, capacity building, and benefit.

Thailand recognizes the importance of ICT to achieve the social and economic
objectives. Hence, the government developed the National ICT plan using of ICT in
order to strengthen the competitive advantage of the economic sector in which
Thailand has potential, while building on its’ uniqueness of local wisdom, Thai
culture and Thai identity. The National ICT Plan provides practical guidelines
consistent with the sufficiency economy philosophy that aims for development which
is balanced with internal strengthening. In addition, Ministry of Education set the
ICT policy to be the major tools for education reform of the second decade,
especially on moving to the VTET modernization.

Integration of Information and communication of technology into VTET is contributed

to all vocational, technical, and agriculture colleges; under the Office of Vocational
Education Commission (OVEC), Ministry of Education. However, there are some
points of ICT integration being to adapt and adopt concepts to those colleges. As
the results, this study will examine the policy and practices of ICT Integration in
vocational education especially at the vocational and technical schools.
Specifically, it attempts to identify the existing condition at the school level in terms
of ICT integration in the classroom and to generate information on
challenges/constraints and strategies in solving problems during its implementation
stage.

2. RESEARCH QUESTIONS

 What are the policies and practices of integrating ICT into vocational and
technical education and training in Office of the Vocational Education
Commission (OVEC)?
 What are the constraints of integrating ICT into VTET at the school level?
 What are the strategies to overcome the constraints?

5
3. RESEARCH OBJECTIVES

 To survey the information of ICT integration in Vocational and Technical

Education and Training (VTET) in Thailand including policies and
constraints.

 To examine the factor components of integration of ICT into VTET and

the good initiatives of ICT integration in VTET.

4. RESEARCH METHODOLOGIES

 Step 1 of the study did a review of existing literature related to ICT in

Thailand including the National ICT Plan, the Office of Vocational Education
Commission (OVEC) ICT Plan, integration ICT in education and so on.

 Step 2 of the study was collected data from target groups composed of 103
administrators and 178 teachers; using a simple random sampling and accidental
sampling techniques. Mail questionnaires were adapted from SEAMEO VOCTECH.

 Step 3 of the study was analyzed data using descriptive statistics looking at
frequency and percentage. The component of ICT integration factors were found by
using factor analysis.

5. REVIEW OF LITERATURES

5.1 The Second Thailand information and Communication Technology

(ICT)Master Plan (2009-2012)

Thailand’s Information and Communication Technology (ICT) policy for 2001-2010

(IT 2010) places a priority on the role of ICT in social and economic development by
emphasizing the improvement of the quality of life and society through developing a
knowledge-based society. The policy provided the framework for developing the
First ICT Master Plan (2002-2006) as the guideline for developing or adapting their
ICT master plans in order to ensure consistency. In the year of 2007, the Cabinet
called for an extension of the First ICT Master Plan until 2008. The ICT Ministry, in
collaboration with the National Electronics and Computer Technology Center
(NECTEC), accelerated the development of the Second ICT Master Plan for 2009-
2012. The Second ICT Master Plan puts in place new policies and sharpens the
focus on certain key areas, in response to technological, economic and social
changes that have presented both opportunities and challenges to Thailand. It

6
addresses existing weaknesses and builds up on existing strengths, so that
Thailand can maximize benefits from ICT in social and economic development in
the most efficient and effective manner, in order to achieve the development goals
laid out in the National Economic and Social Development Plan (the National
Electronics and Computer Technology Center (NECTEC), 2008).

 The key principles of the Second ICT Master Plan

1. The objective of the Master Plan is to develop for a knowledge-based

society, which is consistent with the development objectives set forth in the National
Economic and Social Development Plan, which is the key national development
framework.

2. The Master Plan continues the policy framework of IT 2010 and the First
ICT Master Plan emphasizing the development and application of ICT for e-
Commerce and e-Industry, e-Education and e-Society, and e-Government for the
promotion of good governance in government administration and services.

3. The Master Plan addresses two current weaknesses as a first priority,

namely: 1) developing people who are smart and information literate and 2)
managing ICT at the national level in accordance with the principles of good
governance.

4. The Master Plan provides practical guidelines consistent with the sufficiency
economy philosophy.

5. The Master Plan prioritizes development and use of ICT in order to

strengthen the competitive advantage of the economic sector in which Thailand has
potential, while building on its’ uniqueness of local wisdom, Thai culture and Thai
identity.

5.2 The ICT Master Plan (2009 – 2013) for Office of the Vocational Education
Commission

The office of the Vocational Education Commission (OVEC) realizes the importance
of ICT integration in vocational and technical education and training. Hence, OVEC
has developed the ICT Master Plan to be guidelines for ICT implementation at
bureau of the central office and school levels under the OVEC. However, the OVEC
ICT Master Plan has not launched to implement as the tool for vocational
development at all levels.

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 Vision
The OVEC will be a one of major organization to apply ICT for vocational
education and instructional management including personnel development which is
able to learn at anywhere and anytime till continuing lifelong learning for sustainable
development.

Mission
The OVEC will encourage ICT for developing of vocational education
management focusing on as the follow:

- To develop the quality and efficiency of vocational instructional and learning

management.
- To develop the vocational education management
- To strengthen the potential of ICT personnel development
- To develop ICT infrastructure for vocational education

Strategy
In order to achieve the objectives and goals in developing ICT under the
conditions which are the strengths, weaknesses, opportunities and threats (SWOT)
of ICT development in OVEC, this Master Plan has issued four main strategies as
the following :
- Strategy 1 Develop the potential of ICT personnel
- Strategy 2 Encourage and support ICT to vocational education and learning
- Strategy 3 Imply ICT for vocational management and services
- Strategy 4 Develop ICT infrastructures and security

5.3 The status of ICT development in Thailand

The National Electronics and Computer Technology Center (NECTEC) (2008)

stated that based on the world competitiveness of the “Networked Readiness
Ranking” and “e-Readiness Ranking” indices, the development of ICT in Thailand
can be considered average. However, when Thailand is compared to other
countries in Asia, especially with neighboring countries such as Singapore and
Malaysia, it turns out that they are more developed than Thailand in all the indices.
The main factor holding back the development of ICT in Thailand in all indices is the
readiness of the information and communication infrastructure, which is still
insufficient and has limited coverage. This constrains the development and use of
ICT, which is still inefficient and ineffective, in building up knowledge, developing
enterprises and serving the government. Thus, the development of ICT
infrastructure is an important issue that the Second ICT Master Plan must resolve.

8
5.4 Research related to ICT integration

Ayed Hamdan EI-Hersh and Tayseer Mohammaed Khazaleh (2007) studied the
vocational Education Teachers’ Adoption of Information and Communication
Technology (ICT) in the Jordanian Secondary Vocational Schools. This study
aimed at exploring Vocational Education Teachers’ Adoption of International and
communications Technology (ICT) in the schools. It was found that vocational
teachers had low to moderate level of both their instruction. There were several
barriers by vocational teachers to be militating against their use of ICT in instruction.
The Ministry gave a high priority on increasing ICT knowledge and skills of in-
service and pre-service vocational teachers. Barriers to vocational teachers’ access
and use of ICT should be removed.

Filiz Kuskaya Mumcu and Yasemin Kocak Usluel (2010) studied ICT in Vocational
and Technical Schools: Teachers’ Instructional, Managerial and Personal Use
Matters focusing on the teachers’ usage of Information and Communication
Technologies (ICT) in vocational and Technical schools in Turkey. The results was
shown that teachers use ICT most frequently for managerial purposes, and the least
for education, opportunity of access to computer, ways of learning to use
computers. Level of education appears as the variable which has the greatest
effect on teachers’ objectives of using ICT.

Rosa Reis, Teresa Gomes, Bruno Reis (2008) developed Integration of Information
Technology in Vocational Schools using the learning management system called
MOODLE in the education process at the Gaia Vocational School (GVS). The
platform was characterized and promoted among the school members of GVS. The
impact of this new platform (e-Courses) on the learning institution activities was
evaluated through an online questionnaire, which showed high satisfaction levels
with e-Courses.

S.S.C. Young from National Tsing Hua University, Taiwan (2008) investigated
integrating ICT into second language education in a vocational high school and
found that the potential impacts of Integrating the Internet into an English as a
second language class in a vocational senior high school in Taiwan. The students
overall had a positive perception toward using Internet tools. The study revealed
that a computer-mediated communication environment could lower Students’
psychological barriers to enable them to express their opinions freely and to
communicate actively on the Internet and that it could also enhance their critical
thinking, problem-solving and communication skills through online activities or class
homepage construction.

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UNESCO (2004) studied on Integrating ICTs into Education: Lessons earned, a
collective case studies of 6 Asian countries: Indonesia, Malaysia, Philippines,
Singapore, South Korea and Thailand

Grouping countries based on ICT integration

 High-level integration, such as South Korea and Singapore.

 Some typical characteristics of these countries are that almost all

classrooms are equipped with computers and other ICT tools; the student/computer
ratio is high; Internet access is available in all schools; curriculum revision ensures
nationwide ICT integration; delivery of education is increasingly online.

 Moderate-level integration, the national ICT policies and master plans have
been formulated and various ICT integration strategies are being applied and tested
in some countries (although ICT is not fully integrated in the education system).
These include China, Thailand, Japan, Malaysia, the Philippines and India.
Characteristics: national ICT policies in education have been developed, and the
goals and objectives for introducing ICT in various aspects of education have been
established.

 Low-level integration, efforts towards ICT integration efforts and formulation

of national policies have just begun. Myanmar, Lao PDR, Viet Nam, Cambodia, and
Bangladesh. Have no relevant policies but are running pilot ICT projects. There is
insufficient budget to implement policies and work plans and ICT infrastructure and
penetration are poor.

Components of ICT Integration in Education are able to classify to as a)

broader environmental context, policy and regulatory environment, management
and financing, ICT in schools – policy, vision and strategy, technology infrastructure
and connectivity, curriculum, pedagogy and content development, professional
development, and monitoring and evaluation.

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 RESEARCH FINDINGS

A. The respondents’ ICT Demographic Information

Data of demographic information of the target sample groups including

administrators and teachers illustrated that most of them worked at the urban
schools comprised around 66 % where were provided for vocational education at
post secondary level; approximately at eighty percent (Table 1).

Table 1 Demographic Information of the Administrators/Teachers

Teachers Administrators
Items Frequency Percentage Frequency Percentage
(N= 178) (%) (N= 103) (%)
Location
Urban 116 66.7 66 66
Semi- Urban 29 16.7 15 15
Rural 29 16.7 19 19
Total 174 100 100 100
School Level
Secondary 32 19.3 17 17.3
Post Secondary 134 80.7 81 82.7
Total 166 100 98 100

Data about demographic information of the teachers in sample is presented in

Table 2. About sixty-six percent of the respondents was female. A majority of the
respondents’ age was between 40 – 49 years and higher than 50 years comprised
29.8% for both. The largest group of the respondents’ main teaching subject was
marketing management and accounted for 26 %.

Table 2: Demographic information of the teachers

Frequency Percentage
Items (N= 178) (%)
Gender
Male 57 33.1
Female 115 66.9
Total 172 100
Age Group
20 - 29 yrs 26 14.6
30 - 39 yrs 46 25.8
40 - 49 yrs 53 29.8
50 + yrs 53 29.8
Total 166 100

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Table 2: Cont’d

Frequency Percentage
Items
(N= 178) (%)

Main Teaching Subject

Computer 29 16.8
Mathematics & Sciences 22 12.7
Technical Subjects 27 15.6
Social Sciences / History 9 5.2

Language 41 23.7

Marketing Management 45 26

Total 173 100

Table 3 indicates data of demographic information of the respondents’ college

in sample. Most of the respondents’ college got average number of students in a
classroom between 31 - 40 students and accounted for 42.5%. The largest number
of full time teachers was 51 – 100 persons comprised 50.7% and number of part
time teachers was between 1 – 20 persons comprised 60.4%. Eighty-seven percent
of the number of administrative staff was between 1-20 people. Meanwhile, the
number of ICT staff was between 1-5 persons and accounted for 75.3%.

Table 3 Demographic information of the respondents’ colleges

Frequency Percentage
Items
(N= 103) (%)
Average number of students in a classroom
1 – 10 5 5
11 – 20 14 14.1
21 – 30 29 29.3
31 – 40 42 42.5
41 – 50 9 9.1
Total 99 100
Number of full-time teachers
1 – 50 43 42.9
51 – 100 51 50.7
101 – 150 7 7
Total 101 100

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Table 3: Cont’d

Frequency Percentage
Items
(N= 103) (%)
Number of part-time teachers

1 – 20 29 60.4
21 – 40 16 33.3
41 – 60 1 2.1
61 – 80 2 4.2
Total 48 100
Number of administrative staff
1 – 20 29 87
21 – 40 16 14
Total 48 100
Number of ICT staff

1–5 76 75.3

6 – 10 25 24.7
Total 101 100
B. Teachers’ ICT Integration

Part 1: ICT Competency Level and Content & Pedagogical Approach

Figure 1 indicates the teachers’ ICT competency level. The largest of the teachers’
computer experience using was between 6-10 years comprised 27.5 % and between 11 – 15
years comprised 21.9 %. Hence, it is referred that the vocational teachers in Thailand got
more experiences on computer using.

NEW_CUSE

<,= 5 yrs
14.17 / 10.1%

Missing
40.16 / 28.7%

6-10 yrs
Figure 1: Teachers’ computer
38.58 / 27.5% experience using
>,=21 yrs
7.09 / 5.1%

16-20 yrs
9.45 / 6.7%
11-15 yrs

30.71 / 21.9%

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 A majority of the teachers’ skills of ICT application and tools was at the good
level ( = 2.8, S.D. = 0.58). The most of ICT application and tool used by the
teacher respondent was E-mail ( = 3.30, S.D. = 0.64). (Figure 2 and Table 4)

Mean of the respondents’ skills of ICT Application and tools 3.50 -

4.00 = Excellent 2.50 - 3.49 = Good 1.50 - 2.49 = Poor 1.00 - 1.49 = Very poor

Figure 2: The respondents’ Skills of ICT Application and Tools

Table 4: Level of the respondents’ skills of ICT Application and tools

Excellent Good Poor Very Poor

Applications and Tools
% % % %
Word Processor 24.2 62.9 10.7 2.2

Spreadsheet 18.6 50.6 27.9 2.9

Presentation Tools (e.g. PowerPoint) 24.2 50.6 23 2.2

Web Page creation 9.7 29.5 42.6 18.2

Multimedia Editing 12.5 29 44.3 14.2

Educational Games creation 2.3 30.7 54.5 12.5

Learning/ Content Management System 9.3 51.7 32 7

Internet Browsing 37.1 51.7 9.6 1.7

E-mail 39.9 50.6 9.6 -
Chatting and Conferencing 24.2 41.6 27 7.3
Sending SMS 25 48.9 23.3 2.8

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 Their ICT teaching methods applied in classroom were frequent ( = 2.70,
S.D.=.58) especially on requiring students to use ICT for seeking knowledge ( =
3.20, S.D.=.80); requiring students to use ICT for applying knowledge ( = 3.15,
S.D.=.69); providing CD/DVD and soft files as learning resources ( = 2.90,
S.D.=.76); use of ICT for Learner-centered approach ( = 2.87, S.D.= .74);
computer/ Online assignments and providing on-line learning resources ( =
2.71for both, S.D.= .72 and .93).(Figure 3 and Table 5) In contrast with Mumcu, F.
K. and Usluel, Y.K. (2010) studied ICT in vocational and technical schools:
Teachers’ instructional, managerial and personal use matters focusing on the
teachers’ usage of information and communication technologies (ICT) in vocational
and technical schools in Turkey. The result was shown that teachers use ICT most
frequently for managerial purposes, and the least for education.

GRAND MEAN TOTAL, SD = .58

GRAND MEAN TOTAL,
SD = .58; Mean = 2.70
Use of web-based system/ Learning Management Systems
for teaching-learning (eg.Wedcity,Moodle,etc), SD = .96
2.19 ICT for group activites (Online
2.24 forum,discussions,chat,sms,blog), SD = .96
2.39 Computer/ Online exams and quiz, SD = .99
2.49
Providing on-line learning resources, SD = .84
2.71
Mean
2.71 Computer/ Online assignments, SD = .93
2.87
2.90 Use of ICT for Learner - centred approach (eg. Project -
based,Problem-based,Game etc.), SD = .72
3.15
Providing CD/DVD and soft files as learning resources
3.20 (subjectteaching), SD = .74
Use of ICT for developing course materials, SD = .76
0.00 1.00 2.00 3.00 4.00
I require students to use ICT of apply knowledge, SD = .69

I require students to use ICT for seeking knowledge, SD =

.80

Mean of the respondents’ ICT teaching methods applied in classroom

3.50 - 4.00 = Always 2.50 - 3.49 = Frequent 1.50 - 2.49 = Rarely 1.00 - 1.49 = Never
Figure 3: The teachers’ ICT teaching methods applied in classroom

Table 5: Level of the respondents’ ICT teaching methods applied in classroom

Always Frequent Rarely Never

Teaching Methods
% % % %
- I require students to use ICT for seeking knowledge 40.4 41.6 15.2 2.8

- I require students to use ICT to apply knowledge. 32 51.7 15.7 0.6

- Use of ICT for developing course materials 23 46.1 29.2 1.7
- Providing CD/DVD and soft files as learning resources 20.8 46.6 31.5 1.1
- Computer /Online assignments 23.3 34.1 33 9.7
- Use of ICT for Learner-centered approach (e.g. 12.4 48.9 36 2.8
Project-based, Problem-based, Games etc.)
- Providing on-line learning resources 11.3 37.9 39.5 11.3
15
 Always Frequent Rarely Never
Teaching Methods % % % %
- Computer / Online exams and quiz 15.2 30.9 32 21.9
- ICT for group activities (Online forum, discussions, 11.2 26.4 37.1 25.3
chat, sms, blog)
- Use of web-based system/ Learning Management – 9.1 30.1 31.8 29
Systems for teaching-learning

The teachers’ opinion on ICT benefit to improve their students was at good
level ( = 3.03, S.D. = .40). (Figure 4) Creativity was the most benefit. The next
benefits were independent learning; opportunities for employment after graduation;
and analyzing and solving problems. (Table 6)

GRAND MEAN TOTAL, SD = .40

GRAND MEAN
TOTAL, SD = .40, 3.03 Verbal communication skills, SD = .62
Written communication skills, SD = .65
2.79
2.81 Examination scores, SD =.54
2.91 Teamw ork/ collaboration, SD = .62
2.95
2.98 Attitude and motivation tow ard learning,SD = .59
2.99 School attendance, SD = .55
Mean 3.05
Curiosity, SD = .64
3.07
3.07 Ability to find useful and relevant information, SD = .59
3.09
3.13 Ask questions that demonstrate understanding, SD = .60
3.17 Analyzing and solving problems, SD = .63
3.19
Opportunities for employment after graduation, SD = .67

2.4 2.6 2.8 3 3.2 lndependent Learning, SD = .59

Creativity, SD = .59

Mean of the teachers’ opinion on ICT benefit to their students

3.50 - 4.00 = Excellent 2.50 - 3.49 = Good 1.50 - 2.49 = Poor 1.00 - 1.49 = Very poor
Figure 4: The teachers’ opinion on ICT benefit to their students

Table 6: Level of the teachers’ opinion on ICT benefit to their students

Extremely
A lot A little Not at all
ICT Benefits for Students helped
% % % %
Creativity 28.10 62.40 9.60 -
Independent Learning 27.00 62.90 10.10 -
Opportunities for employment after graduation 29.10 55.80 14.50 0.60
Analyzing and solving problems 24.20 61.20 14.00 0.60
Ask questions that demonstrate understanding 21.30 64.00 14.60 -
Ability to find useful and relevant information 20.80 66.30 12.40 0.60
Curiosity 22.70 59.10 18.20 -
School attendance 14.70 70.10 15.30 -
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Table 6: Cont’d

Extremely A lot A little Not at all

ICT Benefits for Students helped
% % % %
Attitude and motivation toward learning 16.30 65.20 18.50 -
Teamwork / collaboration 17.00 61.40 21.60 -
Examination scores 10.20 70.50 19.30 -
Written communication skills 12.40 57.90 28.70 1.10
Verbal communication skills 9.60 60.50 28.80 1.10
The teachers’ opinion on ICT statement was revealed that were agreed with
ICT statements in general ( = 3.36, S.D. = .42). The most statement was agreed
that they like using ICT for teaching ( = 3.51, S.D. = .56). (Figure 5 and Table 7)

Mean of the teachers’ opinion on ICT statements

3.50 - 4.00 = Strongly Agree 2.50 - 3.49 = Agree

1.50 - 2.49 = Disagree 1.00 - 1.49 = Strongly Disagree

Figure 5: The teachers’ opinions on ICT statements

Table 7: Level of the teachers’ opinions on ICT statements

Strongly Strongly
Agree Disagree
Opinions Agree Disagree
% % % %
I like using ICT for teaching 47.8 51.7 0.6 -
I like using ICT for learn / studying 53.4 43.8 2.8 -
My students like using ICT for school work 33.7 57.9 8.4 -
ICT has a positive impact on my teaching 34.8 62.9 2.2 -
The overall impact of ICT in my school has 30.5 64.1 5.4 -
been positive

17
 Generally, the teachers’ opinion on impact of ICT implementation was
significant ( = 3.30, S.D. = .51). They were agreed that the most impact was
teaching and learning practices ( = 3.38, S.D. = .57); then the administrative
aspects and students understanding of subjects, accounted for = 3.33, S.D. = .70
and = 3.33, S.D. =.70 respectively. (Figure 6 and Table 8)

Mean of the respondents’ opinions on impact of ICT implementation in education

3.50 - 4.00 = Very Significant 2.50 - 3.49 = Significant
1.50 - 2.49 = Mild 1.00 - 1.49 = None

Figure 6: The teachers’ opinions on impact of ICT implementation

Table 8: Level of the teachers’ opinions on impact of ICT implementation

Very
Significant Mild None
Significant
Impact of ICT implementation in education
% % % %
Teaching and Learning Practices 42.7 52.8 4.5 -
Teacher's professionalism 29.2 62.4 8.4 -
Students understanding of subjects 25.8 69.1 5.1 -
Alumni Career 21.9 66.3 11.8 -

Administrative aspects 45.9 41.0 13.1 -

National Economy 23.6 62.4 14.0 -

18
Part 2: ICT Support

The result of survey on ICT support was revealed that the ICT devices
providing in their schools was enough in general ( = 1.74, S.D. = .49). The most
ICT facilities/ infrastructure was school homepage/website ( = 1.93, S.D. = .61).
Internet connection and computer tool were ICT devices providing in the schools,
accounted for = 1.78, S.D. = .69 and = 1.70, S.D. = .65 respectively. (Figure 7
and Table 9)

Mean of the ICT devices providing in the respondents’ school

2.50 - 3.00 = More than enough 1.50 - 2.49 = Enough 1.00 - 1.49 = Not enough

Figure 7: Providing the ICT devices in the teachers’ Schools

Table 9: Level of providing the ICT Devices in the teachers’ Schools

More than
Enough Not Enough
Enough
ICT Devices
% % %

School Homepage / Website 15.5 62.1 22.4

Internet Connection 14.9 47.7 37.4

Computer 10.7 48.9 40.4

Application Software 5.7 46.6 47.7

Multimedia facilities 6.3 41.4 52.3

19
 In general, the study of using of the teachers’ ICT infrastructure/ facilities for
teaching and learning was frequent. The majorities of infrastructure/facilities were
computers, internet connection, digital cameras, interactive white board, LCD
projectors, website, tape/ Video/ CD/ DVD/ players, television, mobile phones
(Voice and SMS), web collaboration tools (Mail list, Blog Podcast, You tube, Etc.),
and overhead projectors. (Figure 8 and Table 10)

Mean of Using of the respondents’ ICT infrastructure for teaching and learning
3.50 - 4.00 = Always 2.50 - 3.49 = Frequent 1.50 - 2.49 = Rarely 1.00 - 1.49 = Never
Figure 8: Using of the teachers’ ICT infrastructure for teaching and learning

Table 10: Level of using of the teachers’ ICT infrastructure for teaching and learning

Always Frequent Rarely Never

Facilities
% % % %
Computers 50.3 32.9 15 1.7
Internet Connection 49.4 33.9 14.9 1.7
Digital Cameras 27 39.7 24.1 9.2
Interactive White Board 34 26.5 25.9 13.6
LCD Projectors 23.6 29.3 39.7 7.5
Website 19.7 42.7 23 14.6
Tape/ Video/ CD/ DVD/ Players 21.6 30.7 39.8 8
Television 15.4 36.6 41.1 6.9
Mobile Phones (Voice and SMS) 24.4 25 36.6 14
Web collaboration tools (Mail list, Blog Podcast, You tube, Etc.) 14.4 41.9 26.3 17.4
Overhead Projectors 13 36.7 39.1 11.2
Learning/ Content Management System 5.3 37.6 44.7 12.4
Multimedia editing facilities 12.1 28.3 40.5 19.1
Radio 10.9 25.5 43 20.6
Video Cameras 7.1 29.2 44.6 19

20
Part 3: ICT Policy and Funding

The ICT budget allocated at the vocational schools was found that came from
the national government comprised 59.5% and school income generating activities
comprised 47.3%. Those budgets allocated for purchasing of ICT hardware and
software comprised 50.4% for both. The smallest of budget allocation was
professional development comprised 29.8%. (Table 11)

Table 11: ICT budget allocation and sources

ICT Funding Frequency Percentage (%)

Sources of funding
- National Government 78 59.5
- Local government units 47 35.9
- School income generating activities 62 47.3
- Parents 30 22.9
- Other external donors 20 20.0
Budget allocation
- Purchase of ICT hardware 66 50.4
- Purchase of ICT software 66 50.4
- ICT maintenance 63 48.1
- Internet connection 78 59.5
- Educational resources 54 41.2
- Professional development 39 29.8
- Incentives for the use of ICT in Teaching-Learning 45 34.4

The teachers illustrated that level of school support on the integration of ICT
in education was significant ( = 2.93, S.D. = .61). The schools were supported at
trainings for teachers on the use of ICT in teaching and learning and ICT facilities.
(Figure 9 and Table 12)

21
Mean of the respondents’ opinions on school support on the integration of ICT in education.
3.50 - 4.00 = Very Significant 2.50 - 3.49 = Significant
1.50 - 2.49 = Mild 1.00 - 1.49 = None

Figure 9: School support on the integration of ICT in education

Table 12: Level of school support on the integration of ICT in vocational education

Very
Significant Mild None
Significant
School support on the ICT integration
% % % %
ICT facilities 26.6 55.9 16.4 1.1
Incentive for teachers who use ICT in teaching and 23.6 57.3 18.5 0.6
learning
Meetings to encourage and facilitate the use of ICT in 20.2 52.2 25.8 1.7
teaching and learning
Trainings for teachers on the use of ICT in teaching and 43.3 37.6 18.0 1.1
learning
Revision of the curriculum to integrate ICT in education 21.9 47.8 27.0 3.4
Assessment of teachers based on their usage of ICT in 19.1 49.4 28.7 2.8
education
Parents of students 11.8 39.3 36.5 12.4

22
Part 4: Challenges and Constraints

This study was found that the teachers were moderately agreed that people
was support to integrating ICT in vocational education. Teachers were the main
group for supporting on the ICT integration ( = 3.55, S.D. = .54). (Figure 10 and
Table 13)

Mean of people supporting on integrating ICT in education

3.50 - 4.00 = Strongly Agree 2.50 - 3.49 = Moderately Agree
1.50 - 2.49 = Moderately Disagree 1.00 - 1.49 = Strongly Disagree

Figure 10: People supporting on integrating ICT in education

Table 13: Level of people supporting on integrating ICT in education

Strongly Moderately Moderately

Strongly Disagree
Agree Agree Disagree
People
% % % %
You as a teacher 57.1 40.7 2.3 -
Administrators 46.5 46.5 7.0 -
Other teachers 29.7 66.3 4.1 -
Students 34.3 51.7 14.0 -
Parents of Students 22.1 45.9 26.7 5.2
In general, the teachers were illustrated that mean of the challenges and
constraints of integrating ICT in teaching and learning was major challenge ( =
2.31, S.D. = .51). The major challenges of the constraints were lack of electricity,
teachers’ fear of technology, general lack of awareness on ICT in education among
policymakers. (Figure 11 and Table 13) This study is related to UNESCO meta-
survey on the use of technologies in education in Asia and the Pacific (2003-2004).

23
Mean of the challenges and constraints in integrating ICT in teaching and learning
3.50 - 4.00 = Not a challenge 2.50 - 3.49 = Minor challenge
1.50 - 2.49 = Major challenge 1.00 - 1.49 = Very major challenge

Figure11: Challenges and constraints in integrating ICT in teaching and learning

Table 13: Level of the respondents’ challenges and constraints of integrating

ICT in teaching and learning

Not a Minor Major Very Major

Challenge Challenge Challenge Challenge
Challenges and Constraints
% % % %
No monitoring system set in place for ICT integration 11.4 41.5 36.9 10.2
in the classroom
Lack of staff 's technical skills to maintain the ICT 5.6 47.5 36.2 10.7
integration
Luck of funds for training on ICT in education 5.1 41.2 44.1 9.6
Lack of ICT facilities to be used during classroom 10.2 35.6 40.7 13.6
interactions
Lack of knowledge on ICT pedagogy interactions 4 41.5 45.5 9.1
There is a general lack of awareness on ICT in 5.1 27.1 55.4 10.9
Education among teachers
Lack of funds for ICT infrastructure/facilities 10.8 29.5 46 13.6
Luck of time for training on ICT in education 5.1 39 41.8 14.1
Lack of incentives and rewards for teachers / staff 4 36.2 49.2 10.7
using ICT for teaching learning
24
Table 13: Cont’d
Not a Minor Major Very
Challenges and Constraints Challenge Challenge Challeng Major
e Challen
ge
% % % %

There is a general lack of awareness on ICT in 7.9 24.3 57.6 10.2

Education among Principals
There is a general lack of awareness on ICT in 7.3 26.6 50.8 15.3
Education among policymakers
Teachers' fear of the technology 2.8 23.2 53.7 20.3
Lack of Electricity 1.7 22.9 31.4 44

Part 5 Factor Components Effecting to ICT Integration in Vocational Education

According to the survey was collected the different variables. The factor
component of the teachers’ ICT integration in vocational and technical education
and training was consists of three main components as the following;
Component 1: factors of ICT benefits, opinion on the ICT statements, and
people as ICT supporter;
Component 2: factors of and impact of ICT implementation, teachers’ skills,
teaching method, and facilities using; and
Component 3: ICT challenges,

Table14: Factor analysis for ICT integration in VTET school support, and devices

Component
Variables
1 2 3
GM_BENEFIT .858
GM_OPINION .839
GM_PEOPLE .818
GM_IMPLEMENTATION .727 .452
GM_SKILL .931
GM_TEACHING_METHOD .818
GM_FACILITIES .754
GM_CHALLENGE -.853
GM_SUPPPORT .440 .846
GM_DEVICE .818

25
C. Administrators’ ICT Integration
Part 1: ICT Infrastructure and Policy Building

The results show that the administrators’ opinion on the ICT infrastructures/
facilities providing in their schools was enough in general ( = 1.62, S.D. = .34).
However, the small group of infrastructures were enough as seem to be internet
connection, tape/video/ CD/ DVD player, LCD projectors and video camera, mean
accounted for 1.57, 1.59, 1.59, and 1.64 respectively. The rest of them were
enough. (Figure 12 and Table 15)

GRAND MEAN
TOTAL, SD = .34; GRAND MEAN TOTAL, SD = .34
Mean= 1.62 Laptops / Notebooks, SD = .48

1.35 Video Camera, SD = .52

1.42 Multimedia editing facilities, SD = .52
1.42 E-Learning system, SD = .54
1.43
1.51 Tape/Video/CD/DVD Player, SD = .56
1.52 LCD Projectors, SD = .54
Mean 1.56 Digital Camera, SD = .54
1.56
Desktop Computers for Teachers, SD = .54
1.57
1.6 Internet connection (bandwidth),SD = .54
1.62 Desktop Computers for Students, SD = .51
1.66
TV, SD = .53
1.67
1.82 Overhead Projectors, SD = .50
Radio, SD = .52
0 0.5 1 1.5 2 Desktop Computers for Administrators, SD = .54

Mean of the administrators’ opinion on the ICT infrastructures/facilities providing in schools

2.50 - 3.00 = More than enough 1.50 - 2.49 = Enough 1.00 - 1.49 = Not Enough

Figure 12: The administrators’ opinion on the ICT infrastructures/facilities

providing in school

26
Table 15: Level of the administrators’ opinion on the ICT infrastructures/ facilities
providing in school

More than Not

Enough
Hardware/ Facilities: Enough Enough
% % %
E-Learning system 2 34.3 52.9
Radio 2 58.6 32.3
Overhead Projectors 1 60 33
Multimedia editing facilities 1.1 36.6 54.8
Desktop Computers for Administrators 7 66 25
Desktop Computers for Teachers 2 50 44
Desktop Computers for Students 1 56 40
Digital Camera 2 50.5 44.6
Laptops / Notebooks - 33.7 61.4
TV 2 57.8 39.2
Video Camera 1 38.6 57.4
LCD Projectors 1.9 47.6 49.5
Tape/Video/CD/DVD Player 3.1 44.3 51.5
Internet Connection (bandwidth) 2 53 45

Generally, the administrators gave the rate of ICTfacilities& softwares using

was frequent ( = 2.88, S.D. = .62). The facilities/ software were always used as
school website ( = 3.46, S.D. = .70). The rest of them were frequent as office suite
(e.g. word processing database, spreadsheet, presentation), learning / content
management system, graphics software (e.g. adobe photo shop, CAD), and Video/
Audio Editing. (Figure 13 and Table 16)

GRAND MEAN GRAND MEAN TOTAL, SD = .62

TOTAL, SD = .62;
Mean = 2.88 Animation Software(e.g.Flash), SD = .83

2.36 Vide/Audio Editing Software, SD = .78

2.63
Graphics Soflware(e.g. Adobe Photoshop,CAD), SD
Mean 2.72 = .86
2.78 Learning / Content Management System, SD = .92
3.23
Office Suite(e.g. Word Processing
3.46
Database,Spreadsheet,Presentation), SD = .79
School Website, SD = .70
0 1 2 3 4

Mean of ICTfacilities& softwares using

3.50 – 4.00 = Always 2.50 – 3.49 = Frequent 1.50 – 2.49 = Rarely 1.00 – 1.49 = Never

Figure 13: Frequency of ICT facilities& softwares using

27
Table16: Level of Frequency of ICTfacilities& softwares using

Always Frequent Rarely Never

Software/ Facilities
% % % %

School Website 56.9 30.4 11.8 -

Office Suite (e.g. Word Processing Database, 43.7 37.9 16.5 1.9
Spreadsheet, Presentation)
Learning / Content Management System 25.2 35 32 7.8
Graphics Software (e.g. Adobe Photo shop, CAD) 16.7 48 25.5 9.8
Video/ Audio Editing Software 11.7 45.6 35 6.8
Animation Software (e.g. Flash) 8.7 32 44.7 13.6

PART 2: ICT Integration in Education

The administrators expressed that the impact of ICT tools was useful generally
to improve teaching and learning environment in school ( = 3.16, S.D. = .48). E-
mail was very useful of ICT tool in school ( = 3.46, S.D. = .59); followed by the ICT
tools were online teaching and learning; educational software and CD-ROMs,
supplementary materials and so on. (Figure 14 and Table 17)

GRAND MEAN TOTAL,

SD = .48; Mean = 3.16 GRAND MEAN TOTAL, SD = .48

Radio, SD = .77
2.63
Television, SD = .67
3.11
3.14 Blackboard/Whiteboard, SD = .76
3.15
Web browsing, SD = .56
3.17
Mean Videotape/ VCD/ DVD, SD = .67
3.19
3.2 Textbooks and other printed materials, SD = .77
3.32
Supplementary materials (e.g. newspapers, art supplies,
3.33 games), SD = .78
Educational software and CD-ROMs, SD = .58
3.46
Online teaching and learning, SD = .72

0 1 2 3 4 E-mail, SD = .59

Mean of frequency of ICTfacilities& softwares using

3.50 - 4.00 = Very useful 2.50 - 3.49 = Useful
1.50 - 2.49 = Somewhat useful 1.00 - 1.49 = Not Useful

Figure 14: Impacts of ICT to improve teaching and learning environment in school

28
Table 17: Level of Impacts of ICT to improve teaching and learning
environment in school

Somewhat
Very useful Useful Not Useful
Types of ICT useful
% % % %
E-mail 50.50 44.70 4.90 -
Online teaching and learning 47.60 37.90 14.60 -
Educational software and CD-ROMs 37.90 56.30 5.80 -
Supplementary materials (e.g. 37.20 50.00 8.10 4.70
newspapers, art supplies, games)
Textbooks and other printed materials 38.80 43.70 15.50 1.90
Videotape/ VCD/ DVD 31.10 55.30 12.60 1.00

PART 3: Challenges and Constraints

As for challenges and constraints of ICT integration in education, the

researcher found that in general, people’s attitude toward ICT integration in vocation
education moderately agreed to this challenge ( = 3.37, S.D. = .56). Meanwhile,
administrator group strongly agreed with the challenges of ICT integration in
vocational education ( = 3.59 S.D. = .55). Then, next people were teachers and
students.(Figure 15 and Table 18)

GRAND MEAN GRAND MEAN TOTAL, SD = .56

TOTAL, SD = .56;
Mean = 3.37
parents of students, SD = .80
2.97
Orther school (Administrators), SD = .65
Mean 3.32
Your students, SD = .68
3.52
3.59
Teachers, SD = .66

0.00 1.00 2.00 3.00 4.00 You(Administrators), SD = .55

Mean of people’s attitude toward ICT integration in vocational education

3.50 - 4.00 = Strongly Agree 2.50 - 3.49 = Moderately Agree
1.50- 2.49 = Moderately Disagree 1.00 - 1.49 = Strongly Disagree

Figure 15: People’s attitude toward ICT integration in vocational education

29
Table 18: Level of people’s attitude toward ICT integration in vocational education
Strongly Moderately Moderately Strongly
Agree Agree Disagree Disagree
Items
% % % %

You (Administrators) 62.1 35.0 2.9 -

Teachers 60.6 30.3 9.1 -
Your students 44.4 43.4 12.1 -
Other school (Administrators) 40.4 49.4 10.1 -
Parents of students 26.5 45.9 25.5 2

In addition, the administrators as the respondents indicated that in general for

challenges or constraints of ICT integration in vocational education and learning in
the vocational schools was a minor challenge ( = 2.59 S.D. = .51). Some of minor
challenges were no monitoring system set in place for ICT integration in the
classroom; inadequate funds for ICT infrastructure/ facilities; lack of ICT facilities to
be used during classroom interactions; general lack of awareness on ICT in
education among principals, and so on. Meanwhile, some of major challenges
were Availability of Electricity; teachers' fear of the technology; lack of funds for
training on ICT in education; lack of time for training on ICT in education; general
lack of awareness on ICT in education among policymakers. (Figure 16 and Table
19)

GRAND MEAN TOTAL, SD = .51

GRAND MEAN
TOTAL, SD = .51; Availability of Electricity, SD = .88
Mean = 2.59
Teachers' fear of the technology, SD = .79
2.33
Luck of funds for training on ICT in education, SD = .74
2.43
2.44 Luck of time for training on ICT in education, SD = .66
2.45
General lack of awareness on ICT in Education among policymakers,
2.56 SD = .86
2.63 Lack of incentives and rewards for teachers / staff using ICT for
teaching-learning, SD = .69
Mean 2.64 General lack of awareness on ICT in Education among teachers, SD =
.74
2.64
Lack of knowledge on ICT pedagogy interactions, SD = .59
2.66
2.69 Lack of staff 's technical skills to maintain the ICT integration, SD =
.72
2.7 General lack of awareness on ICT in Education among Principals, SD
2.74 = 0.82
Lack of ICT facilities to be used during classroom interactions, SD =
2.78 .67
Inadequate funds for ICT infrastructure/facilities, SD = .72

2 2.5 3 No monitoring system set in place for ICT integration in the

classroom, SD = .73

Mean of challenges or constraints in ICT integration in vocational education and learning

3.50 - 4.00 = Not a challenge 2.50 - 3.49 = Minor challenge
1.50 - 2.49 = Major challenge 1.00 - 1.49 = Very major challenge

Figure 16: Challenges or constraints of ICT integration in vocational education and

learning
30
Table 19: Level of challenges or constraints of ICT integration in vocational
education and learning
Very
Not a Minor Major
major
Items challenge Challenge Challenge
challenge
% % % %
No monitoring system set in place for ICT 1.00 36.30 46.10 16.70
integration in the classroom
Inadequate funds for ICT infrastructure/facilities 3.00 32.70 51.50 12.90
Lack of ICT facilities to be used during classroom 2.90 33.30 54.90 8.80
interactions
General lack of awareness on ICT in Education 7.80 30.40 47.10 14.70
among Principals
Lack of staff 's technical skills to maintain the ICT 5.90 31.40 53.90 8.80
integration
Lack of knowledge on ICT pedagogy interactions 4.00 29.70 64.40 2.00
General lack of awareness on ICT in Education 6.90 31.40 52.90 8.80
among teachers
Lack of incentives and rewards for teachers / staff 3.90 37.30 51.00 7.80
using ICT for teaching-learning
General lack of awareness on ICT in Education 11.80 33.30 42.20 12.70
among policymakers
Lack of time for training on ICT in education 7.90 40.60 50.50 1.00
Lack of funds for training on ICT in education 7.80 47.10 38.20 6.90
Teachers' fear of the technology 10.90 43.60 37.60 7.90
Availability of Electricity 20.00 34.00 39.00 7.00

Part 4 Factor components effecting to ICT integration in VTET

In part of factor component, the researcher analyzed data using factor

analysis. A result found that the factor component of the administrators’ ICT
integration in vocational education is consists of two components as (Table 20);

Component 1: factors of people’s attitude toward ICT, impact of ICT

implementation, and impact of improving the teaching and learning environment;
and

Component 2: factors of ICT facilities, frequency of software using, and ICT

challenging and constraints.

31
Table 20: Factor Analysis for the administrators’ ICT integration in VTET

Factors Component
1 2
GM_PEOPLE .853
GM_IMPLEMENTATION .851
GM_IMPACT .714 .466
GM_FACILITIES .821
GM_USING .788
GM_CHALLENGES -.707

CONCLUSONS

Based on the findings of this research of integration of information and

communication technology (ICT) into vocational and technical education and
training (VTET), the diversify factors were surveyed on this research from teachers
and administrators as the respondents. The major parts of study can be divided into
5 main parts as the following a) ICT competency level and content & pedagogical
approach including ICT implementation; b) ICT support including infrastructures and
facilities; c) ICT policy and funding; and d) challenges and constraints. A result of
the study is found that the main factor component of the teachers’ ICT integration in
vocational education at the school level was comprised of three components as the
following; component 1: factors of ICT benefits, opinion on the ICT statements, and
people as ICT supporter called as capacity; component 2: factors of and impact of
ICT implementation, teachers’ skills, teaching method, and facilities using called as
competency; component 3: ICT challenges, school support, and devices called as
constraints. (Figure 17)

Competency

The factor component of the teachers’

ICT integration in vocational and
technical education and training
was comprised of three main
components as;

Component 1: factors of ICT benefits, ICT Integration in

opinion on the ICT statements, and Capacity VTET
people as ICT supporter;

Component 2: factors of and impact of

ICT implementation, teachers’ skills,
teaching method, and facilities using; and

Component 3: ICT challenges,

school support, and devices

Constraints

Figure 17: Factor components effecting to the teachers’ ICT integration in

vocational education institution.
32
 In the mean time, the factor component of the administrators’ ICT integration
in vocational education was comprised of two components as the following;
component 1: factors of people’s attitude toward ICT, impact of ICT implementation,
and impact of improving the teaching and learning environment called as
competency; component 2: factors of ICT facilities, frequency of software using, and
ICT challenges and constraints called as capacity and constraint shown in figure 18.

Competency

Capacity &
Constraint

Figure 18: Factor components effecting to the administrators’ ICT integration in

vocational education institution

Moreover, the Office of the Vocational Education Commission (OVEC) was

enhancing to integrate ICT into vocational and technical education and training. The
good initiatives have launched in VTET as the fallowing: a) a tele-vocational
education project, b) the electronics information thorough the bureau and institutions
under the OVEC, c) the E-cooperative vocational manpower for employment in
private sectors, and d) E-community for research knowledge management called as
T-Vern KM.

33
 Recommendations
Policy level

1. Setting the quality assurance of ICT integration in vocational and technical

education and training.
2. Moving the ICT integration policy and strategy towards implementation at
all level.
3. Encouraging the incentive of ICT initiatives including learning and training
center.
4. Enhancing the ICT integration as vocational logistics. and
5. Introducing new ICT based services and infrastructure that will facilitate
research, teaching and learning collaboration.

School level
1. Encouraging teachers use the online teaching and learning for education
resource sharing.
2. Training teachers more curriculums in basic ICT literacy, ICT-based
materials /lesson plan development, and online materials development.
3. Strengthening the students using for extremely from the ICT learning
center, and
4. Developing the ICT simulation on major occupation model for
entrepreneurships at the local level.

34
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