ROYAL UNIVERSITY OF PHNOM PENH

Information and Communication Technology (ICT) Usage

in Secondary School in Phnom Penh

A Thesis (Research Report)

In Partial Fulfillment of the Requirement for the Degree of
Master of Education, Lifelong Learning

CHHOEM KHOUN

July 2017
 ROYAL UNIVERSITY OF PHNOM PENH

Information and Communication Technology (ICT) Usage

in Secondary School in Phnom Penh

A Thesis (Research Report)

In Partial Fulfillment of the Requirement for the Degree of
Master of Education, Lifelong Learning

CHHOEM KHOUN

Examination committee: Dr………………………...

Dr. ……………………….
Dr. ……………………….

July 2017
 ឯ

E-mail, Microsoft Word, Microsoft Excel,

Microsoft Power Point, Microsoft Access, Window Explorer

i
 ABSTRACT

This study examined the availability of Information and Communication Technology

(ICT) facilities and teacher’s current use of ICT in lower and upper secondary school as
well as ICT incorporation in their daily teaching. Data was obtained from 132 teachers.
The results showed that the availability of ICT facilities at state school is still low and the
ICT accessibility is also low due to the low level of facilities availability. Moreover, the
low level of the accessibility causes the low of the effect of using those facilities as well.
Most teachers reported that they can use E-mail, Microsoft Word, Microsoft Excel,
Microsoft Power Point, Microsoft Access, and Window Explore. The study reveals that
teachers use these computer programs for creating handouts for their students as well as
accessing research or communicate with their colleagues. Finally, the application of ICT
into the classroom is still poor. Nevertheless, the use of ICT in classroom is very useful
for teaching and learning.

ii
SUPERVISOR’S RESEARCH SUPERVISION STATEMENT

TO WHOM IT MAY CONCERN

Name of program: Master of Education

Name of candidate: CHHOEM KHOUN

Title of thesis: Information and Communication Technology (ICT) Usage in

Secondary School in Phnom Penh

This is to certify that the research carried out for the above titled master’s thesis/research
report was completed by the above named candidate under my direct supervision. I
played the following part in the preparation of this thesis report: I provided advice and
supervision in the development of the thesis proposal. After I approved the proposal, I
advised on the design of the study. I also assisted with Khoun’s understanding of the
survey data he collected and provided recommendations for organization of the paper and
editing of the writing.

Supervisor (Sign) ………………………...

Date …………………………

iii
 CANDIDATE’S STATEMENT

TO WHOM IT MAY CONCERN

This is to certify that the thesis report that I CHHOEM KHOUN hereby present entitled
Information and Communication Technology (ICT) Usage in Secondary School in Phnom
Penh

For the degree of Master of Education at the Royal University of Phnom Penh is entirely
my own work and, that it has not been used to fulfill the requirements of any other
qualification in whole or in part, at this or any other University or equivalent institution.

Signed by: …………………………………

Date: …………………………………

Supervisor: …………………………………

Date: …………………………………

iv
 ACKNOWLEDGEMENTS

The completion of this dissertation has been a journey of personal growth that could not
have happened without the support and guidance of many. First, I am CHHOEM Khoun
would like to extend my sincerest appreciation and gratitude to Dr. NO Fata. His
willingness to guide me through this thesis process is deeply appreciated. He continually
supported and encouraged me, which gave me the confidence to keep going forward
especially statistical process of data analysis of this study.
Next, I would like to express my gratitude for all local and international lecturers and
professors in Master of Education program who taught me with their best sharing
knowledge. Moreover, I would like to thank to lower and upper secondary school
teachers who cooperated with my data collection. In addition, a very special thanks for
my friend HENG Borey who helped me in data collection process.
After that, I would like to thanks for Dr. CHHINH Sitha and Dr. DY Somsideth who
provided insightful comments and valuable suggestion during proposal defended.
Furthermore, I am appreciative for all my cohort friends who provided moral support and
encouragement during our time together at the Royal University of Phnom Penh. We
came through this process together, often sharing our joys and frustrations with each other.
Lastly, I would like to thank my mother, and especially, my dear wife VA Posdey and my
daughter KHOUN Madina, for giving me the time to study this MEd. Without their
supports, I would not be able to finish this MEd successfully.

v
 TABLE OF CONTENTS

Abstract in Khmer I
Abstract in English II
SUPERVISOR’S RESEARCH SUPERVISION STATEMENT III
CANDIDATE’S STATEMENT IV
ACKNOWLEDGEMENTS V
List of Figures IX
List of Abbreviations X

CHAPTER 1 INTRODUCTION 1
1.1 ICT Education in Cambodia ........................................................................................ 1
1.2 Policy of ICT in Education .......................................................................................... 2
1.3 Problem Statement ....................................................................................................... 3
1.4 Purpose of the study ..................................................................................................... 4
1.5 Research Questions ...................................................................................................... 5
1.6 Significance.................................................................................................................. 5

CHAPTER 2 LITERATURE REVIEW 6

2.1 Definition of ICT ......................................................................................................... 6
2.2 The importance of ICT in general ................................................................................ 6
2.3 The importance of ICT in education ............................................................................ 7
2.4 ICT in School Education around the world ................................................................. 8
2.5 ICT facility standard in the world .............................................................................. 12
2.6 Teachers’ ICT competency standard ......................................................................... 12
2.7 Conceptual Framework .............................................................................................. 14

CHAPTER 3 METHODOLOGY 16
3.1 Research Design......................................................................................................... 16
3.2 Sampling and Sample ................................................................................................ 16
3.3 Instrument .................................................................................................................. 17
3.4 Procedure ................................................................................................................... 17
3.5 Data Collection and Analysis..................................................................................... 18

CHAPTER 4 DATA ANALYSIS AND RESULTS 19

4.1 Demographic Information .......................................................................................... 19
4.2 ICT Facilities at School ............................................................................................. 21
4.2.1 Professional Development .................................................................................... 23
4.3 ICT Skills and Knowledge ......................................................................................... 24
4.3.1 Place of learning those computer programs .......................................................... 25
4.3.2 Payment for computer program ............................................................................ 26
4.4 Application of ICT in the classroom .......................................................................... 27
4.5 Personal/Professional use of ICT ............................................................................... 27
4.6 School Planning and Leadership ................................................................................ 28
4.7 Summary of results .................................................................................................... 29

CHAPTER 5 DISCUSSION 31
vi
CHAPTER 6 CONCLUSION 36

References 38

APPENDICES 41

vii
 LIST OF TABLES

Table 1 Gender of Teacher

Table 2 Group age of teachers
Table 3 Group year of teaching service
Table 4 Subject
Table 5 ICT Facilities
Table 6 Professional development
Table 7 ICT skills and knowledge
Table 8 Learning place of computer programs
Table 9 Personal/Professional use of ICT
Table 10 School Planning and Leadership
Table 11 Comparison of ICT in different countries

viii
 LIST OF FIGURES

Figure 1. ICT Competency Framework for Teachers (ICT-CFT) of UNESCO (2008)

Figure 2. Conceptual Framework
Figure 3. Level of Teachers
Figure 4. Payment for computer program
Figure 5. Application of ICT in the classroom
Figure 6. Personal/Professional use of ICT
Figure 7. School Planning and Leadership

ix
 LIST OF ABBREVIATIONS

EFA Education for All

EMIS Education Management Information System
ESP Education Strategic Plan
EQAVET European Quality Assurance in Vocational Education and Training
FMIS Financial Management Information System
HEMIS Higher Education Information Management System
HRMIS Human Resources Management Information System
ICT Information and Communication Technology
ICT-CFT ICT Competency Framework for Teachers
ICT-CST ICT Competency Standards for Teachers
ITU International Telecommunication Union
LMS Learning Management Systems
MoEYS Ministry of Education Youth and Sport
MOODLE Modular Object-Oriented Dynamic Learning Environment
NFMIS Non-Formal Management Information System
NGOs Non-Governmental Organizations
NICS the National ICT Competency Standard
PCs Personal Computers
SA Social Aspect
SIS Student Information System
SPSS Special Package for Social Science
TDSB Toronto District School Board
TOC Technology Operation and Concept
UNESCO the United Nations Educational, Scientific and Cultural Organization
VLE Virtual Learning Environment

x
 CHAPTER 1
INTRODUCTION

Internet user typically increased every year not only in developed countries, but the

number of internet users in developing country also increase very fast. When technology

is improved, the people who use technology are also increased. Technology can make

people lives easier and it also helps a lot in educational sector. Information and

communications technology (ICT) helps smooth teaching and learning in education. ICT

plays an important role in enabling inclusive and sustainable human development not

only by providing people the opportunities to participate and contribute to the knowledge

economy but also with access to information and services (UNESCO, 2013).

1.1 ICT Education in Cambodia

The Ministry of Education Youth and Sport (MoEYS) has also improved the

computers usage to keep the huge amount of data that is needed to control its operations

during the last few years. Five key areas have been computerized through an Education

Management Information System (EMIS), a Human Resources Management Information

System (HRMIS), and a Non-Formal Management Information System (NFMIS), a

Financial Management Information System (FMIS), and a Higher Education Information

Management System (HEMIS). These systems are independent and maintained by their

respective departments. (Master Plan for Information and Communication Technology in

Education, 2009-2013) (p.8).

The curriculum for Teacher Training Centers has included training on ICT for all

teachers since 2003, but a lack of appropriate equipment has made this training possible

only in a few centers. During the last decade, a number of schools received training and

donations of computers directly from development partners and NGOs. UNESCO project

1
facilitated the donation and dissemination of 838 secondhand laptops and desktops and 33

new desktop servers among the 26 teacher training colleges in Cambodia. UNESCO

noted challenges that impaired the project included the lack of resources in the Khmer

language, poor English skills of the trainers and trainees, poor infrastructure, a lack of

hardware, and the lack of action taken by the MoEYS to implement the current ICT in

education policy (Richardson, 2008).

Policy and Strategies on Information and Communication Technology in Education

in Cambodia (2004) shows its goals as below:

• Increased access to basic education for all, both formal and non formal, using ICT as one of
the major tools for learning, teaching, searching and sharing information.
• Improved quality of basic education and promote independent and lifelong learning,
especially for post-primary education,
• Availability of workforce with the ICT skills needed for employment and use in a
knowledge-based society; to ensure that Cambodia can compete and cooperate in an
increasingly interconnected world (p.4).

1.2 Policy of ICT in Education

The Ministry of Education Youth and Sport (MoYES)’s articulation of the policy for

ICT in education (2004) focuses on four main points:

The first point is the access provision, especially at secondary level, to ICT for all

students and teachers, and to make sure that ICT is utilized to enable to reduce the digital

gap between schools in neighboring countries and schools in Cambodia. And the second

point is to emphasize the ICT in education’s function and role as learning and teaching

tool in various majors such as to access to the information through internet, improve the

communication between individuals and schools can play a vital role in professional

development of educators. Moreover, as a teaching and learning tool through television

and radio, this policy emphasizes the use of the computer for accessing information,

knowledge, skills, and communication. The third point is to advance education for all

2
regardless of gender, ethnicity, age, location or disability via self-learning and distance

learning for youth, adults and deprived children who lack access to basic education,

literacy and skill training, by integrating ICT with radio, television, printed materials and

other media. The last point stresses on ICT usage for productivity improvement and

education management’s effectiveness. Through the system of information management

usage, the processing of student and teacher records, communication between government

and schools, assessment and testing, lesson planning, the maintenance of inventories and

financial management, ICT will be used to automate and mechanise work broadly.

The Ministry of Education, Youth and Sport has created ICT Master Plan which aims

at “achieving the goals of Education for All (EFA) and to make education administration

and management more efficient and effective through all forms of ICT and multimedia

usage; it also serves as a master guideline for the implementation of the Policy and

Strategies on ICT in Education” (Master Plan for Information and Communication

Technology in Education, 2009-2013).

For teacher education and for administration, the provision of communication and

computer infrastructure in provinces is the main issue for training students on ICT.

Throughout the Master Plan implementation, the current technologies expansion to more

isolated areas and education in lower levels in the use of other technologies appropriate to

Cambodia will be planned (Master Plan for Information and Communication Technology

in Education, 2009-2013).

1.3 Problem Statement

Applying ICT into teaching and learning is actively used around the world and ICT

competency of teachers is very important. In order to improve the use of ICT in

Cambodia, ICT facilities and standard of ICT competency for teachers in Cambodia is
3
critically needed.

A few studies related to ICTs and ICT usages have been done in Cambodia. Those

studies found the lack of ICT resources and limited human resources for teaching their

students in school. In the study of Vong (2010) found the differences of urban and rural

school equipped computers. Urban schools were better equipped with computer than rural

schools. This study also found the lack of computer room and electricity to operate

computers in school. This study also revealed the limited availability of human resources

for teaching computer at school.

The Education Strategic Plan (ESP) emphasizes the need for the provision of ICT

training for teachers and students, teacher trainers; the expansion of technology and ICT

facilities; the use of ICT to improve the quality of teaching; and the computerization of

school management, monitoring, and finance systems, using ICT to enhance school

efficiency. A substantial budget is allocated in both documents to ICT development.

Finally, the Education Law promulgated in December 2007 in Article 28 emphasizes that:

The State shall promote and support research, development, invention, and production,
which are scientific and technological, for education to meet the needs of the labor markets
and globalization, to promote human resource capacity, and to enhance the development of
the country. The Ministry in charge of education shall determine the policies on science and
technology for education at all educational levels of the Cambodian education system in
compliance with the policy of the Royal Government of Cambodia. (Master Plan for
Information and Communication Technology in Education, 2009-2013) (p.10).

More studies related to ICT competency of teachers may help for improving

teaching and learning process. The present study would provide more information about

teachers’ ICT competency in Cambodia for learners or next researchers.

1.4 Purpose of the study

MoEYS has reformed the educational system continuously for competition with the

neighboring countries. ICT competency of teachers is one of the main challenges to take

4
into account. ICTs for teaching and learning will provide the positive output for teachers

and students. The purpose of this study is to find out ICT resources availability and

teachers’ competency to utilize them in lower and upper secondary schools in Phnom

Penh.

1.5 Research Questions

As clearly shown in the introduction, research problem and purpose of the study,

this study is very useful for Ministry of Education in Cambodia and especially for

education policy makers and other related stakeholders. In order to seek for the data

required, three research questions will be used as below:

1. What are the levels of ICT facilities in lower and upper secondary school in

Cambodia?

2. To what extent do the teachers in lower and upper secondary school have the

competency of ICT?

3. To what extent do teacher incorporate ICT into their daily teaching?

1.6 Significance

The finding of this thesis will be very fruitful for other researchers, policy makers,

practitioner or students to make another resource in term of ICT resources availability and

teachers competency to utilize it in their teaching. This study would help to promote ICT

competency standard in education in lower and upper secondary in Phnom Penh as well

as the whole country.

5
 CHAPTER 2
LITERATURE REVIEW

2.1 Definition of ICT

ICT is defined as print, audio/video cassettes, radio and TV broadcasts, computers

or the Internet which may be used for presentation and demonstration, the most basic of

the five levels (Tinio, 2002). ICT includes any communication device or application,

encompassing such as cellular phones, satellite systems, radio, television, computer and

network hardware and software, and so on, as well as the various services and

applications associated with them, such as videoconferencing and distance learning

(Techtarget, 2005). ICT is defined as dissemination and use of information in a more

scientific manner, processing, the collection, and storage (Onwumere, 2008).

2.2 The importance of ICT in general

ICT bring lot of advantages for the future of developing country. EQAVET

Sectoral Seminar which was done by European Quality Assurance in Vocational

Education and Training (n.d.) has presented about the importance of ICT in European

community. ICT practitioners have been growing by around 3% a year with the demand

for ICT professionals. As a result, international competitiveness has become crucial for

much greater part of the economy and ICT plays a key enabling role in this respect.

The National ICT Competency Standard (NICS) (n.d.) defines the knowledge and

skills an individual must possess at a recognized level of competence. It helps ensure that

an individual has the necessary level of knowledge and competence to use common

computer applications. Knowledge and skills in competency areas are presented generally

with specifics on essential areas of learning, but avoids reference to specific vendors,

versions or equipment. Thus, it allows flexibility in the adoption of the standard while

6
preserving the general requirements for competence.

2.3 The importance of ICT in education

According to UNESCO (2008), to live, learn, and work successfully in an

increasingly complex, information-rich and knowledge based society, students and

teachers must utilize technology effectively. Within a sound educational setting,

technology can enable students to become:

• Capable information technology users

• Information seekers, analyzers, and evaluators
• Problem solvers and decision makers
• Creative and effective users of productivity tools
• Communicators, collaborators, publishers, and producers
• Informed, responsible, and contributing citizens (p.1).

Standards and resources within UNESCO’s project “ICT Competency Standards for

Teachers” (ICT-CST) provide guidelines for all teachers, specifically for planning teacher

education programs and training offerings that will prepare them to play an essential role

in producing technology capable students. Today’s classroom teachers need to be

prepared to provide technology-supported learning opportunities for their students. Being

prepared to use technology and knowing how that technology can support student

learning have become integral skills in every teacher’s professional repertoire (UNESCO,

2008).

ICTs can enhance the quality of education in several ways, by increasing learner

motivation and engagement, by facilitating the acquisition of basic skills, and by

enhancing teacher training. ICTs, especially computers and Internet technologies, enable

new ways of teaching and learning. ICT has an impact not only on what students should

learn, but it also plays a major role on how the students should learn (Noor, n.d.).

Technology advocates describe a range of potential impacts that ICT can have when

7
applied to education and they are include student outcomes such as increased knowledge

of school subjects, improved attitudes about learning, and the acquisition of new skills

needed for a developing economy; teacher and classroom outcomes such as development

of teachers’ technology skills and knowledge of new pedagogical approaches, as well as

improved mastery of contents and attitudes toward teaching; and other outcomes such as

increased innovativeness in schools and increased access of community members to adult

education and literacy. Moreover, ICT has much positive impact in education. ICT-

supported education can promote the acquisition of the knowledge and skills that will

empower students for lifelong learning if it is designed and implemented properly. Some

of learning approaches that we can get from ICT are Active learning, Collaborative

learning, Integrative learning, Evaluative learning, and Creative Learning (KOZMA,

2005).

As the ICT has a lot of positive impacts, the platform of ICT was established. The

MOODLE (Modular Object-Oriented Dynamic Learning Environment) platform is an

appliance that belongs to the group of LMS, Learning Management Systems, also known

as the VLE, Virtual Learning Management; it is an appliance for creating and running

learning platforms (Adelaida, 2010).

2.4 ICT in School Education around the world

The Governments in each countries in the South Asia region are now committed in

exploring the uses of ICTs for school education (ICT for Education in India and South

Asia, 2010). Early on ICT incorporation into curricula of formal primary and secondary is

very important. The interest of area for making betterment of education quality is getting

better and process is proofed with big amount of financial commitment to education,

school infrastructure improvement, emphasis on training of teachers and rates of lower

8
repetition. However, the infrastructure of ICT in schools still remains weak with

limitation of Internet access (UNESCO, 2008, 2014).

Governments are investing in building facilities and infrastructures that connect

schools and resource centers. Though, administrators and experts arrange the ICT

potential to access quality education, the utilization of ICTs in school education in the

South Asian countries is still in low stage. Appreciation of ICTs is high in the South Asia

region while their actual availability for utilization is low (ICT for Education in India and

South Asia, 2010). The study in Nigeria revealed that ICT facilities for counseling are not

adequate in the Universities in South-west Geo - political Zone of Nigeria. This study

also found that the level of ICT usage in the Universities in South-west, Nigeria is very

low (Yusuf, 2015). Only 19.5% of the lecturers responded that the number of ICT

equipment for teachers’ use is adequate while 72.3 % of them indicated about the

unavailability of computers (Betty & Kerich, 2016).

Similarly, the study of Adeyemi and Olaleye (2010) in Ado-Ekiti, Ekiti State of

Nigeria found that many schools in the state are deficient in the availability of ICT

equipment and facilities. Although most schools have computers and printers, almost all

the school did not have projectors, projectors screen, scanning machines and fax

machines. This is an indication that ICT materials are not vigorously provided for the

schools.

ICT resources improve the process of teaching and learning and also they give an

opportunity for innovation in methods, pedagogy and contents (Bottino & Maria, 2014).

Teachers with the competency of ICT feel confident when they use ICT in their teaching

and the more experience of teachers in computers, the more confident they are in using

them (Peralta & Albuquerque, 2007). In Turkey, teachers use computers most frequently

9
for preparing handouts and tests, and felt themselves most competent in word processing

(Yildirim, 2007).

Most of the teachers have knowledge about using ICTs in teaching and learning.

More than 60% of TVE teachers are strongly agree with importance of ICT in teaching

and learning process (Raihan; Shamim & Abu, 2016). In the study of the Thailand basic

education system found that the teachers that use ICT for their teaching their students

were more than 40% (Akarawang; Kidrakran & Nuangchalerm, 2015). While another

study also found the low proficiency in using ICT, and a general lack of knowledge about

technology in teaching and learning (Hennessy; Harrison & Wamakote, 2010).

Another study in Nigeria with the sample size of 100 revealed that overall students

did not perceive themselves very competent in ICT with respect to perceived ICT

competencies. The competency in Internet browsing and emailing is range between “fair”

and “good”. For competency in the use of presentation tools, respondents’ results

revealed that only two percent (2%) of the respondents considered themselves to be

excellent in the use of PowerPoint. The findings indicate that there is no significant

difference between male and female in their perceived ICT competencies (Danner &

Pessu, 2013).

A Study in the Philippines reveals about the difference between Humanities and

Science teachers in terms of ICT Competency. But there is no significant difference

between rural and urban campuses in terms of ICT Competency (Bingcang, n.d.). In the

addition, Tondeur; Braak and Valcke (2007) found that only 50% of the teachers at least

have joined the ICT training course once during the last 5 years. And the result of a

survey found in Turkey showed that although teachers are willing to use ICT resources

and are aware of the existing potential, they are confronting issues related to ICT

10
resources accessibility and opportunities shortage in-service training (Gulbahar & Guven,

2008).

In the developing world, ICTs are used largely to increase access and to improve the

relevance and quality of education. A study of Malaysia about the relationship between

teachers’ ICT competency, confidence level, and satisfaction toward ICT training

program with the sample size of 184 found that the level of teachers’ ICT competency in

Malaysia was high and those teachers can use the most of ICT tools such as using

computers, preparing slide presentation for their lessons, update their information by

searching internet, designing simple websites, etc. This study also found the positive

relationship between ICT competency and confidence in using ICT which means that the

more teachers’ competency the more confidence level of them in using ICT (Tasir, 2012).

In contrast to this research, one study in Thailand with the sample size of 377 teachers

from 35 concluded the poor teacher ICT understanding and competency even though

Thailand’s schools have good internet coverage (Akarawang; Kidrakran & Nuangchalerm,

2015)

Another study about ICT Usage and Student Perceptions in Cambodia and Japan

showed the similarity of students from both countries about (a) the sources they learned

about ICT (for example, computers and cell phones) and (b) the ICT usefulness (Elwood

& MacLean, 2009). ICTs have demonstrated potential to increase the options, access,

participation, and achievement for all students. The unprecedented speed and general

availability of diverse and relevant information due to ICT, extends educational

opportunities to the marginalized and vulnerable groups, among the other disadvantaged

(Price Water House Coopers, 2010). And a study in Oyo state, Nigeria reveal the high

percentage of the instructors have used ICT in one form or the other, which implies that

11
Government Technical college instructors have good knowledge of new technologies.

The inadequate level of ICT resources in technical colleges in Oyo state also means that

accessibility will be hindered for teaching and learning (Ruth; Emmanuel & Olusesan,

2015).

2.5 ICT facility standard in the world

Information resources, all types of application software, hardware, network facilities,

and similar devices, must be used appropriately, responsibly and with accountability.

Even though there are ICT Standards, some developing countries still could not afford

and follow these ICT standards.

In the study about ICT Competency of Teachers in Science Education Institution in

the Philippines, Bingcang (n.d) discussed about ICT Standard for Teachers. The first

domain in the National ICT Standards for Teachers is the Technology Operation and

Concept (TOC). The second domain is the Social Aspect (SA) that includes competencies

related to social, ethical, legal and human issues, and community linkage. The third is the

Pedagogy domain. The last is the Professional domain that includes competencies related

to professional growth and development, research, innovation and collaboration.

2.6 Teachers’ ICT competency standard

Even though some developed country try to create standard of ICT competency for

teachers, some teachers in developing and under developed country still have poor

knowledge about ICT and still use ICT poorly. The result of study in Kenya found that

the poor use of computers at school was because of the lack of institutional commitment

in requiring lecturers to use ICT and also the lack of procedures for monitoring and

evaluating teachers' use of ICT in curriculum management (Betty & Kerich, 2016).

12
However, the study of Pavla; Blanka and Petra (2017) found that 99% of teachers actively

used ICT in classes, mainly to stimulate pupils to learn, to test and evaluate pupils and to

explain new subject matter. 57% of the respondents use ICT very often, 27% several

times a week, 15% only several times a months and only 1% never uses ICT in classes.

The report of Massachusetts Department of Elementary and Secondary Education

(n.d.) revealed that students should have the opportunity to use more specialized

technology tools that strengthen their learning during high school. These might include

simulation software, geographic information systems, computer-aided design software, or

any of a wide variety of content-specific tools. Moreover, the opportunity to learn how to

write code in a commonly used programming language should be provided to students

(Nellhaus, 2008). Three elements such as cognitive ability, skills, and attitude are

recognized by the Thailand standard of ICT competency (Akarawang; Kidrakran &

Nuangchalerm, 2015).

Toronto District School Board (TDSB) (2007) released the ICT Standards for Grade

12 such as technology operations and concepts, research and information fluency, critical

thinking and problem solving, communication and collaboration, digital citizenship, and

creativity and innovation. These skills are combined with the components include

fundamental skills, digital tools and software applications, research & information

processing, ethical use of information, project management, technology selection, digital

simulation and gaming, online collaboration, online learning, digital rights &

responsibilities, digital etiquette & safety, digital health, digital access, creative work, and

innovative work (Toronto District School Board, 2007).

Furthermore, the Curriculum Framework was also created by UNESCO which has

three components such as technology literacy, knowledge deepening, and knowledge

13
creation—with the six components of the educational system—policy, curriculum,

pedagogy, ICT, organization, and teacher training (UNESCO, 2008).

Below is the ICT Competency Framework for Teachers (ICT-CFT) of UNESCO:

Figure 1. ICT Competency Framework for Teachers (ICT-CFT) of UNESCO (2008)

2.7 Conceptual Framework

The study was about the availability of ICT facilities and ICT competency of

teachers for using them in their daily teaching. The researcher focused on the conceptual

framework from the concept of teacher ICT skills and their use of ICT in daily teaching.

The conceptual framework explains about whether the school facilities affect the

application of ICT into classroom or it affects the professional development of teachers.

Moreover, the researcher wants to know about whether professional development affects

the ICT skills and knowledge and personal/professional use of ICT or not, Or whether the

school planning and leadership affect the personal/professional use of ICT or not.

The instruction of the conceptual framework of the research is shown in Figure 2 as

below:

14
SCHOOL

School ICT facilities Demographics Application of ICT

into Classroom

Professional ICT skills and Personal/

knowledge Professional use of
development
ICT

School Planning and

Leadership

Figure 2. Conceptual Framework

15
 CHAPTER 3
METHODOLOGY

This chapter describes the sampling and data collection methods. Research survey

questionnaires were used in order to obtain all the necessary data to analyze to respond to

the research questions. It included a description of some limitations of the methods used.

The chapter highlighted five main parts including Research Design, Site and sample, Data

collection method, Data collection procedure, and Data collection analysis.

3.1 Research Design

In order to receive valid and reliable data to answer the research questions, the

researcher used the quantitative survey, as this method would allow the researcher to find

out the characteristics and ICT competence of the teachers at lower and upper secondary

schools in Phnom Penh. The researcher used the ICT Skill Survey from the Teacher ICT

Skills of Department of Education and Training, Western Australia.

3.2 Sampling and Sample

Purposive sampling technique was used for this study and two of secondary schools

in Phnom Penh were selected to be sample for this research. The reason that the

researcher chose those two state schools is because those schools are quite large and can

be considered as good state schools in town.

Tentatively, after choosing those two state schools, random sampling was used to

select the samples from each school. Approximately, 100 teachers from each school were

included in the study. Unfortunately, the researcher did not have access to the sampling

frame of all the two target schools so the researcher just went directly to collect the data

without the sampling frame. 100 teachers of each secondary school were selected.

16
Therefore, 200 of teachers from two of lower and upper secondary schools were selected

for this research.

3.3 Instrument

The research questionnaire were adapted the ICT Skill Survey from the Teacher

ICT Skills of Department of Education and Training, Western Australia. The

questionnaire was categorized into four areas. The first section was about the

demographic and personal information about the teachers, while section 2 was about the

ICT resources availability in school. Section 3 was allocated to obtain the information on

the ICT competency of the teachers, and Section 4 looked at the current ICT usage of

teachers in their daily teaching.

As for identification of the ICT availability in school, survey checklist was included

into the questionnaire for proper and objective information.

3.4 Procedure

After the sample was determined, the researcher contacted the school principal for

collecting the data.

Before giving the questionnaire to the teachers, the researcher introduced himself

and the main purpose of the study. The researcher also emphasized that the answers

obtaining from those teachers would be kept confidentially and the researcher would not

doing something illegal or affecting their reputation and fame. The researcher also

mentioned that the data found would be very useful for improving the teaching and

learning process in term of ICTs to compete with the neighboring countries.

17
 Questionnaires were handed to two of lower and upper secondary school teachers

who are teaching in those state schools. The teachers had one week to complete the

questionnaire.

3.5 Data Collection and Analysis

It was a quantitative research which followed questionnaires as the tool for

collecting data. As the nature of the research questions are used to identify the levels of

ICT competency of the teachers and ICT availability, Frequency, Mean scores, Standard

Deviation and graphs were utilized to analyze and interpret the research findings. The

data analysis was processed by the means of Special Package for Social Science (SPSS).

18
 CHAPTER 4
DATA ANALYSIS AND RESULTS

4.1 Demographic Information

200 questionnaires were handed to those two of state school teachers and only 132

(return rate 66%) of questionnaires were back to researcher. Through data analysis by

using Special Package for Social Science (SPSS), the findings are found as below:

Among 132 of teachers, there are 79 (59.85%) male teachers and 42 (31.82%)

female teachers and 11 teachers missed to complete about their gender.

Table 1. Gender of Teacher

Gender N Percentage (%)
Male 79 59.85%
Female 42 31.82%

As shown in Table 2, among 132 teachers, the largest group age of teachers is 30-39

years old which is 43 (32.58%) and follow by the group age of 40-49 which is 29

(21.97%). 24 (18.18%) of teachers state that they are in the group age of younger than 24

and 24-29 years old. 0.76% of teachers state that they are in the group age of 50-59 years

old.

Table 2. Group age of teachers

Group Age of Teachers N Percentage (%)
<24 24 18.18%
24-29 24 18.18%
30-39 43 32.58%
40-39 29 21.97%
50-59 1 0.76%
According to Figure 3, nearly half (49.97%) of teachers state that they are teachers

of basic level and only 37.12% state that they are teachers in high level. The rest missed

19
to complete their level.

Level of Teachers
60.00%
49.97%
50.00%
37.12%
40.00%
30.00%
Percentage (%)
20.00%
10.00%
0
0.00%
Basic level High level Other

Figure 3. Level of Teachers

As shown in Table 3, years of teaching service of among 132 teachers rank from 1

year to 37 years of teaching. In order to make it easier, group of teaching service of

teachers was grouped. The highest rate (16.67%) of teachers has been teaching from 1-5

years follow by (15.15%) of teachers who have been teaching for 10-15 years. Teachers

who state that they have been teaching for 6-9 years are 14.39%. 10.61% of teachers state

that they have been teaching for 16-20 years. Teachers who state that they have been

teaching for 21-25 years are 6.06%. The rest around 5% are those who have been

teaching from 26 years up. So, most teachers have been teaching for 10-20 years.

Table 3. Group year of teaching service

Group year of teaching service N Percentage (%)
1-5 years 22 16.67%
6-9years 19 14.39%
10-15 years 20 15.15%
16-20 years 14 10.61%
21-25 years 8 6.06%
26-30 years 6 4.54%
>30 years 1 0.76%

20
 As shown in Table 4, teachers who state that they are teaching the subject of Math

is the highest rate (36.36%) and follows by the subject of English and Khmer literature

which have the same rate (15.91%). The subject of Physics comes third as (10.61%).

Teacher who state that they are teaching history, chemistry, and French has the same rate

as (3.79%), Biology (4.54%), Geography (2.27%), and the rest are Earth Science and

other which have the same small rate as 0.76%.

Table 4. Subjects
Subjects Number Percentage (%)
English 21 15.91%
Math 48 36.36%
Physics 14 10.61%
Khmer literature 21 15.91%
History 5 3.79%
Geography 3 2.27%
Chemistry 5 3.79%
Biology 6 4.54%
Earth science 1 0.76%
French 5 3.79%
Other 1 0.76%

4.2 ICT Facilities at School

According to data analysis in Table 5, teachers who state that their school have

personal desktop or laptop for teachers have the highest rate as 66.67% and 40.15% of

those teachers state that they have used it and only 26.52% express that their personal

desktop/laptop is effective. Teachers who said that their school have printer comes second

as much as 63.64% and among those teachers, 37.12% said that they have used it and

only 28.79% state that the printer at their school is effective. Follow this, teachers who

21
 state that their school have internet are 56.82% and only 38.64% of those teachers state

that they have access it and only 28.03% express that the internet at their school is

effective.

Teachers who state that their school have computer lab are 53.79%. Among this

number of teachers, there are only 35.61% who state that they have used it and only 25.76%

said that the computer lab at their school is effective. Teachers who said that their school

have camera are 50.76% and only 28.03% of them state that they have used it and 23.48%

of them express that the camera at their school is effective. 37.88% of teacher state that

their school has laptop for students and 27.27% state that they have accessed it and only

23.48% express about the effectiveness.

According to data analysis shows that the availability of ICT facilities at state

school is still low and the accessibility is also low due to the low rate of facilities

availability. And because of the low level of the accessibility, the effective of using those

facilities is getting lower as well.

Table 5. ICT Facilities

Availability
Accessibility Effective
ICT Facilities Number Percentage
Available No Available No Used % N %
Personal
88 41 66.67% 31.80% 53 40.15% 35 26.52%
desktop/laptop
Internet 75 51 56.82% 40.50% 51 38.64% 37 28.03%
Printer 84 38 63.64% 31.10% 49 37.12% 38 28.79%
Camera 67 53 50.76% 44.20% 37 28.03% 31 23.48%
Computer lab 71 54 53.79% 43.20% 47 35.61% 34 25.76%
Laptop for
50 68 37.88% 57.60% 36 27.27% 31 23.48%
student

22
 4.2.1 Professional Development

According to data analysis in Table 6, 93(70.45%) of teachers said that they have

participated in professional development in computer basic training program and among

these teachers 55(41.67%) said that this program was organized by their school. Only 48

(36.36%) said that the computer basic training program that was organized by their school

were effective. This is mean among 70.45%, only around 50% of them express that the

computer basic training program at their school is effective.

88(66.67%) of teachers said that they have participated in Microsoft Word training

program and 52(39.39%) of teachers said that this program was organized by their school.

48 (36.36%) of teachers said that the Microsoft Word training program that was

organized by their school were effective. Similar to the training program of Microsoft

Word, teachers who said that they have participated in Microsoft excel training program

are 83 (62.88%) and among of those teachers who said that this program was organized

by their school are 54 (40.91%) and teachers who said that the Microsoft excel training

program that was organized by their school were effective are 50 (37.88%).

75 (56.82%) of teachers said that they have participated in Microsoft power point

training program and only 46 (34.84%) of those teachers said that it was organized by

their school. 42 (31.82%) of teachers said that the Microsoft power point training

program that was organized by their school were effective. Around half of teachers

67(50.76%) said that they have participated in Microsoft access training program and

only 41 (31.06%) of those teachers said that it was organized by their school. 39 (29.54%)

of teachers said that the Microsoft access training program that was organized by their

school were effective. Teachers who said that they have participated in training program

in technology are 78 (59.09) and among those teachers only 49 (37.12%) of teachers said

23
that it was organized by their school and only 42 (31.82%) of teachers said that the

training program in technology that was organized by their school were effective.

Through data analysis shows that the rate of teachers who have participated in ICT

training program is higher that 50% but the training programs that are organized by their

school have lower rate. Moreover, the effectiveness of the training program is low as well.

Table 6. Professional development

Professional Have participated Organized by school Effective
Development Yes % Yes % Yes %
Computer basic 93 70.45% 55 41.67% 48 36.36%
Microsoft word 88 66.67% 52 39.39% 48 36.36%
Microsoft excel 83 62.88% 54 40.91% 50 37.88%
Microsoft power point 75 56.82% 46 34.84% 42 31.82%
Microsoft access 67 50.76% 41 31.06% 39 29.54%
Training on
78 59.09% 49 37.12% 40 30.30%
Technology

4.3 ICT Skills and Knowledge

As shown in Table 7, Microsoft word (71.21%) is the highest rate of teachers

among all skills and follows by the skill of using E-mail (68.18%) that state that they can

use. Skill of Microsoft excel (67.42%) comes third. The other skills such as Window

explorer, Search engine, Microsoft power point, and Microsoft access are similar ranked

from 55-65%. SIS Curriculum Manager Skill is the lowest rate which is 50%.

Even though the effective of ICT training programs that is organized by their school

is low, the ICT skills and knowledge of teachers is high.

24
Table 7. ICT skills and knowledge
Yes No
ICT skills and knowledge
N % N %
Window Explorer 84 63.63% 37 28.0%
E-mail 90 68.18% 34 25.8%
Search Engine 86 65.15% 40 30.3%
SIS Curriculum Manager 66 50.00% 62 47.0%
Microsoft Word 94 71.21% 34 25.8%
Microsoft Power Point 79 59.85% 47 35.6%
Microsoft Excel 89 67.42% 39 29.5%
Microsoft Access 73 55.30% 56 42.40%

4.3.1 Place of learning those computer programs

As shown in Table 8, nearly half (48.48%) of teacher state that they have learnt

those computer programs at the state school. 33.33% state that they have learnt at private

school and only 12.88% state that they have learnt at NGO and 8.33% learnt from their

family or from their friends. Only 6.31% of teachers state that they have learnt those

computer programs by themselves.

The ICT skills and knowledge of teachers is high because they learnt them at their

state school as well as learnt at private school. Some of teachers learnt them at NGO as

well as learnt from their friends, family, or by oneself.

25
Table 8. Learning place of computer programs
Where do you learn these
Number Percentage
programs?
State school 64 48.48%
Private school 44 33.33%
NGO 17 12.88%
Family or friends 11 8.33%
Oneself 8 6.31%
Other 1 0.76%

4.3.2 Payment for computer program

As shown in Figure 4, 45.45% of teacher state that the payment for learning those

computer program is paid by their school. Only 37.88% of them state that they pay for

learning those computer programs by themselves. The rest number of teachers (16.67%)

missed to complete the questionnaire. Even though state school provides computer

learning programs, teachers also pay their own money for learning computer programs at

private school or at NGO.

Payment for computer program

16.67%
School pay for me
45.45%
Pay by themselves
37.88% Missing

Figure 4. Payment for computer program

26
4.4 Application of ICT in the classroom

As shown in Figure 5, the application of ICT in the classroom helps improve

students’ ICT skills. The highest rate as much as 36.36% of teacher state that the

application of ICT in the classroom improve students’ ICT skills and 24.45% of them

state that ICT is the useful resources. Interestingly, only 24.24% of teacher state that ICT

has extensive impact on students’ learning and only 0.08% of them state that ICT has

little impact on students’ learning.

Through these figures, the application of ICT in the classroom is still poor, and ICT

does not have big impact on students’ learning outcome.

Application of ICT in the classroom

0.08%
Extensive impact

24.24% Useful resources

36.36%
Improve students’
ICT skills
29.54%
Have little impact

Figure 5. Application of ICT in the classroom

4.5 Personal/Professional use of ICT

As shown in Figure 6, the rate of personal and professional use of ICT among

teachers is that they use it weekly to create handout for students (33.33%). Among those

teachers, 33.33% of teacher state that they access to research daily, practice curriculum

weekly (31.06%), communicate with colleagues weekly (33.33%), and communicate with

their students weekly (28.03%). The amounts of teachers who state that they use ICT to

post information for their students at least once per term are (25.00%).
27
 Percentage
35.00% 33.33% 33.33% 33.33%
31.06%
30.00% 28.03%
25.00%
25.00%

20.00%

15.00%
%

10.00%

5.00%

0.00%
Create Access Practice Communicate Communicate Post
handout research curriculum with with students information
(Weekly) (Daily) (Weekly) colleagues (Weekly) (At least once
(Weekly) per term)

Figure 6. Personal/Professional use of ICT

4.6 School Planning and Leadership

As shown in Figure 7, among all teachers, 77.27% of teachers disagree with the

statement that stated that their school has clear sense in using ICT to strengthen students’

learning. 73.48% of teachers disagree with the statement that stated that their school

encourages all teachers in using ICT. Similarly, 74.42% of teachers disagree with the

statement that stated that ICT in teaching and learning are encouraged and supported.

Moreover, 96 (72.73%) of teachers disagree with the statement that stated that their

school encourage all teachers to participate in professional training program. When asked

about whether their school use ICT to monitor, evaluate, and report about students’ result

or not, 69.70% of teachers disagree with this. 68.94% of teachers disagree with the

statement that stated that their school has enough ICT resources for teachers and students’

usage.
28
 Through the rate of agreement and disagreement about the usage of ICT at school,

around 70% of teachers disagree with their school planning and leadership related to ICT

usage at their school. Only small amount of teachers as around 20-30% agree with their

school planning and leadership.

School Planning and Leadership

78.00% 77.27%

76.00%
74.42%
74.00% 73.48%
72.73%
72.00%

69.70%
70.00% 68.94%

68.00% Disagree

66.00%

64.00%
Clear sense Encourage ICT in Encourage ICT is used Enough ICT
in using ICT all teachers teaching and all teachers to monitor, resource for
to in using ICT learning are to join in evaluate, teachers and
strengthen encouraged professional report on students’
students’ and training student usage
learning supported program result

Figure 7. School Planning and Leadership

4.7 Summary of results

According to data analysis and results above we can summarize that the availability

of ICT facilities at state school is still low and the ICT accessibility is also low due to the

low level of facilities availability. And the low level of the accessibility causes the low of

the effective of using those facilities as well. However, the rate of teachers who have

participated in ICT training programs is higher than 50%. Teachers have learnt those

training program at their state school. But the ICT training programs that are organized by

their state school is not enough and the effectiveness of those training programs is low as
29
well. Teachers also have learnt ICT training programs at private school. Some of teachers

have learnt them at NGO as well as from their friends, family, or by themselves.

When teachers learnt those training programs at private school or NGOs, they pay

their own money for learning those training programs. Most teachers can use E-mail,

Microsoft word, Microsoft excel, Microsoft power point, Microsoft access, and Window

explore. Teachers use these computer programs for creating handouts for their students

as well as accessing research or communicate with their colleagues. Most teachers never

use ICT for communicating with their students or post the information for their students.

The application of ICT in the classroom is still poor. The use of ICT in classroom is

useful and the use of ICT in classroom helps improve students’ ICT skills. Most teachers

express that their school does not have clear sense in using ICT to strengthen students’

learning or encouraging all teachers in using ICT. Moreover, according to the responds of

those teachers, ICT in teaching and learning are not encouraged and supported and all

teachers are not encouraged to join in professional training program.

30
 CHAPTER 5
DISCUSSION

Based on the results were presented in Chapter 4, the following findings deserve

concise summary and insightful discussion against the existing literature on the similar

topic and it is in different or same contexts.

The research findings are answering these three research questions as below:

Research question 1: What are the levels of ICT facilities in lower and upper secondary

school in Cambodia?

Research question 2: To what extend do the teachers in lower and upper secondary

school have the competency of ICT?

Research question 3: How much do teacher incorporate ICT into their daily teaching?

The main finding of this study is that these two schools have personal desktop or

laptop, printer; internet, computer lab, and camera for administrative work and teachers’

usage. These results are largely in accordance to the standard of ICT maximum facilities

administrative work at school (MoEYS, 2015). Around 40% of teachers have access to

personal desktop/laptop and this finding is in accordance to findings of other studies in

Thailand, which is, more than 40% of teachers in Thailand basic education system use

ICT for teaching their students (Akarawang; Kidrakran & Nuangchalerm, 2015). In

European country, the European-wide survey of head teachers and classroom teachers

finds that with 96% almost all European schools have internet access. In Nigeria, the rural

dwellers do not have access to modern information technology such as the internet,

information centers or libraries – indeed there is a complete absence of these (Kari, 2006).

ICT Facilities in state school in Phnom Penh is much better compared to those in

some university school in Nigeria. In Nigeria, ICT facilities for counseling are not

adequate in the Universities in South-west Geo - political Zone of Nigeria and the level of
31
ICT usage in the Universities in South-west, Nigeria is very low (Yusuf, 2015). Many

schools in the state are deficient in the availability of ICT equipment and facility

(Adeyemi & Olaleye, 2010). The infrastructure of ICT in schools still remains weak with

limitation of Internet access (UNESCO, 2008, 2014). Even though the appreciation of

ICTs is high in the South Asia region, their actual availability for utilization is low (ICT

for Education in India and South Asia, 2010).

ICT hardware facilities are very important for encouraging the use of ICT. This

study reveals that teachers in lower and upper secondary school in Phnom Penh have

participated in professional development training programs such as computer basic

training program, Microsoft Word, Microsoft excel, Microsoft power point, Microsoft

access, and training program in technology. Similarly, the study of Tondeur; Braak &

Valcke (2007) found that at least 50% of the teachers have joined the ICT training course

once during the last 5 years. Moreover, the study of Gulbahar and Guven (2008) found

that teachers are confronting issues related to ICT resources accessibility and

opportunities shortage in-service training although teachers are willing to use ICT

resources and are aware of the existing potential.

This study also reveals that most of teachers have ICT skills and knowledge.

Teachers can use Microsoft word, E-mail, Microsoft excel, Window explorer, Search

engine, Microsoft power point, Microsoft access, and SIS Curriculum Manager. This

result is largely in accordance to the study in Malaysia of Tasir (2012) which found that

the level of teachers’ ICT competency was high and those teachers can use the most of

ICT tools such as using computers, preparing slide presentation for their lessons, update

their information by searching internet, designing simple websites, etc. In contrast, the

study of Hennessy; Harrison and Wamakote (2010) found the low proficiency in using

32
ICT, and a general lack of knowledge about technology in teaching and learning.

Similarly, in Thailand, teachers have poor ICT understanding and competency even

though Thailand’s schools have good internet coverage (Akarawang; Kidrakran &

Nuangchalerm, 2015)

This study reveals that teachers use these computer programs for creating handouts

for their students as well as accessing research or communicate with their colleagues in

low level. In contrast, the study in Turkey found that teachers use computers most

frequently for preparing handouts and tests, and they felt themselves most competent in

word processing (Yildirim, 2007).

However, most of teachers disagree with their school planning and leadership.

They express that their school does not have clear sense in using ICT to strengthen

students’ learning or encourages all teachers in using ICT. They also express that ICT in

teaching and learning are not encouraged and supported. Moreover, their school does not

encourage all teachers to participate in professional training program. This result is

similar with the result of study in Kenya found which found that the poor use of

computers at school was because of the lack of institutional commitment in requiring

lecturers to use ICT and also the lack of procedures for monitoring and evaluating

teachers' use of ICT in curriculum management (Betty & Kerich, 2016). Although ICT

use in classroom is not encouraged, the application of ICT in the classroom is useful and

has extensive impact on students’ learning. Moreover, it helps improve students’ ICT

skills.

Teachers use ICT for their personal and professional work. Some teachers use it

daily to access research and some teachers use it weekly to create handouts for their

33
students as well as to communicate with their colleagues. Most teachers never use ICT for

communicate with their students or posting the information for their students.

The below table is the comparison of ICT in different countries.

Table 11: Comparison of ICT in different countries

Result of present study Similarity Difference

-These two schools have
personal desktop or laptop, maximum facilities
printer; internet, computer
lab, and camera for
administrative work and
teachers’ usage.
-Around 40% of teachers
have access to personal
desktop/laptop
-ICT Facilities in state
school in Phnom Penh is
much better compared to
those in some university
school in Nigeria
-Most of teachers have
ICT skills and knowledge.
Teachers can use
Microsoft word, E-mail,
-The standard of ICT
administrative work at school
(MoEYS, 2015).
-More than 40% of teachers
in Thailand basic education
system use ICT for teaching
their students (Akarawang;
Kidrakran & Nuangchalerm,
2015).
-In Nigeria, ICT facilities for
counseling are not adequate
in the Universities in South-
west(Yusuf, 2015).
-Many schools in the state
are deficient in the
availability of ICT equipment
and facility (Adeyemi &
Olaleye, 2010).
-The study in Malaysia of -The study of Hennessy;
Tasir (2012) found that the Harrison and Wamakote
level of teachers’ ICT (2010) found the low
competency was high and proficiency in using ICT,

34
Microsoft excel, Window those teachers can use the and a general lack of
explorer, Search engine, most of ICT tools such as knowledge about
Microsoft power point, using computers, preparing technology in teaching and
Microsoft access, and SIS slide presentation for their learning.
Curriculum Manager. lessons, update their - In Thailand, teachers have
information by searching poor ICT understanding and
internet, designing simple competency even though
websites, etc. Thailand’s schools have
good internet coverage
(Akarawang; Kidrakran &
Nuangchalerm, 2015)
-Teachers use Microsoft The study in Turkey found
Office programs for that teachers use computers
creating handouts in low most frequently for
level. preparing handouts and
tests, and felt themselves
most competent in word
processing (Yildirim, 2007).
-Most of teachers disagree -The result of study in Kenya
with their school planning found that the poor use of
and leadership. computers at school was
They express that their because of the lack of
school does not have clear institutional commitment in
sense in using ICT to requiring lecturers to use ICT
strengthen students’ and also the lack of
learning or encourages all procedures for monitoring
teachers in using ICT, and and evaluating teachers' use
ICT in teaching and of ICT in curriculum
learning are not management (Betty &
encouraged and supported. Kerich, 2016).

35
 CHAPTER 6
CONCLUSION

In this study, the ICT facilities, teachers’ ICT competency, and daily incorporation

of ICT into their teaching in secondary education have been explored. From the research

findings, it is to be concluded that the availability of ICT facilities at state school is still

low and the ICT accessibility is also low due to the low level of facilities availability.

And the low level of the accessibility causes the low of the effective of using those

facilities as well. Most teachers who have participated in ICT training programs which are

organized by their state school and some of them have learnt it at private school, NGOs,

as well as learnt from their friends, family, or by themselves.

Most teachers can use E-mail, Microsoft word, Microsoft excel, Microsoft power

point, Microsoft access, and Window explore. Teachers use these computer programs for

creating handouts for their students as well as accessing research or communicate with

their colleagues. Most teachers never use ICT for communicating with their students or

post the information for their students.

The application of ICT in the classroom is still poor. However, the use of ICT in

classroom is useful and the use of ICT in classroom helps improve students’ ICT skills.

Most teachers express that their school does not have clear sense in using ICT to

strengthen students’ learning or encouraging all teachers in using ICT. Moreover, ICT in

teaching and learning are not encouraged and supported and all teachers are not

encouraged to join in professional training program.

Most teachers disagree with their school planning and leadership. This result

indicates about the lack of the ability of school principals in implementation of ICT

policy in their school. So our findings recommend that the ministry of education youth

36
and sport (MoEYS) should focus more on the school planning and leadership of school

principals in lower and upper secondary school.

In the future, in-depth studies are needed to identify in more detail of how teachers

respond about their practicing the school curricula or conception about their school

principal’s leadership role and to what extent of their school principal leadership at school

level (eg, ICT policies, School planning, and leadership) can be identified as determinant

of the use of ICT in the classroom. In these follow-up studies, the balance between ICT

policies and school principal’s practice of ICT policies, school planning, and leadership

factors should be stressed.

37
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 APPENDICES

Appendix A: Letter asking permission for a field visit- Letter of recommendation

from RUPP

41
Appendix B: Letter asking permission for a field visit- Letter of recommendation
from Ministry of Education Youth and Sport (MoYES)

42
Appendix C: Questionnaires in Khmer Language Version

កម្រងសំណួរម្ាវម្ាវ

ម្រធានរទ

(ICT)

១. ៖

១៖

២៖ (ICT)

៣៖ ICT

៤៖ ICT

២.

43
 ១៖

Q1 ៖

□1

□2

Q2 ៖

24 □1

25 29 □2

30 39 □3

40 49 □4

50 64 □5

65 □6

Q3 ៖

□1

□2

___________________ □3

44
Q4 ៖

□1

□2

Q5 ៖________________

Q6 ៖

□1

□2

□3

□4

□5

□6

□7

□8

□9

□10

___________________ □11

២៖ ICT

Q7 ICT

45
 ICT ឯ ,
?
? ?
1 / 0 1 / 0 1 / 0

/ Labtop □1 □0 □1 □0 □1 □0

□1 □0 □1 □0 □1 □0

□1 □0 □1 □0 □1 □0

□1 □0 □1 □0 □1 □0

□1 □0 □1 □0 □1 □0

(eg. computer lab)

Labtop □1 □0 □1 □0 □1 □0

Q8 ICT

ICT ?

? ?

ICT ?

? ?

1 / 0 1 / 0 1 /

□1 □0 □1 □0 □1 □0

□1 □0 □1 □0 □1 □0

46
 Microsoft Word

□1 □0 □1 □0 □1 □0

Microsoft Excel

□1 □0 □1 □0 □1 □0

Microsoft PowerPoint

□1 □0 □1 □0 □1 □0

Microsoft Access

□1 □0 □1 □0 □1 □0

Q9

ICT 1 2 3 4

□1 □2 □3 □4
ICT

□1 □2 □3 □4
ICT

ICT □1 □2 □3 □4

□1 □2 □3 □4
ឱ

47
ICT □1 □2 □3 □4

ICT □1 □2 □3 □4

៣៖ ICT

(Software)

Q10 Windows □1 / □0
Explorer ?
Q11 ? □1 / □0
Q12 Search engine □1 / □0
yahoo google
ឯ
?
Q13 SIS □1 / □0
Curriculum Manager
?
Q14 Microsoft □1 / □0
Word ?
Q15 Microsoft □1 / □0
PowerPoint ?
Q16 Microsoft □1 / □0

48
Excel ?
Q17 Microsoft □1 / □0
Access ?

Q18 ?

□1

ឯ □2

NGO □3

□4

ឯ □5

________________________ □6

Q19

□1 □0

៤៖ ICT

Q20 ICT

ICT
□1
□2
□3 ICT

49
 □4
□5

Q21 ICT /

ICT

1 2 3 4

ឯ □1 □2 □3 □4

(e.g. ឯ

□1 □2 □3 □4

□1 □2 □3 □4

□1 □2 □3 □4

□1 □2 □3 □4

□1 □2 □3 □4

□1 □2 □3 □4

50
 ICT

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

០៩ ២០១៧

51
Appendix D: Time Frame of the research

Activities Remarks

Date 2015

October and Read to find the sources related to the topic:

November
- the process/theory and methods
- the literature reviews of previous research
- Read the documents related to ICT;
- Find other relevant sources;
December Choose the topic and meet with supervisor for
discussion:
- Meet with the supervisor;
- Get comment/feedbacks and make changes;
Date 2016

January - Start the background and introduction part;

- Start with the literature reviews
February to - Defense proposal
November - Finding the tools, instruments;
- Read to find more literature to support the topic
December - Found tool/instruments;
- Adapt tools
- Letter asking permission for a field visit- Letter
of recommendation from RUPP
Date 2017

January- - Letter asking permission for a field visit- Letter

February of recommendation from Ministry of
Education Youth and Sport (MoYES)
- Site visit and start data collection;
- Finish the chapter 4 and chapter 5 (Data analysis
and Discussion)
- Finish chapter 6 (conclusion);
- Overall review the research study;
- Make some changes of the necessary elements
in research study;
- Arrange the content, concept of research study,
and recommendation;
February - Submit the final research study paper
2017

52