Abstract
Technology becomes the essential connector of transdisciplinary education as known as STEM education and as the tool for enhancing learners to become a technologically literate person and use information and technology as young innovators. However, there were many studies aimed on the learning innovation developments but only a few teachers could choose or access the appropriate platform to integrated technology in their lessons. This study aimed to survey the similarities and the different views about the nature, purposes, and functions of technology in education between 17 CiRA Core agent-teachers and 69 user-teachers to using CiRA Core through an open-ended questionnaire. Data were analyzed by content analysis, and all codes were then categorized to find the patterns and become the theme. The results visualized the 3 aspects which included the nature, the purposes, and the functions present the characteristic of reflection, connection, and driving the integrated technology of CiRA Core in the instructions consecutive. The most different view between them was found at the purpose of integration of technology connects the new norm teaching (differ 47.31%), while the most similarity view between them was found at the purpose of integration of technology connects the 21st classroom. However, this study found out the most average differ view of nature of technology. That would become an important issue for the future study of professional development to emphasize this aspect for more synchronizing between the developer-teachers and the user-teachers to integrate technology in the instructional design.
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Jomtarak, R., Faikhamta, C., Prasoplarb, T., Lertdechapat, K. (2024). CiRA-Core: The Connector for Developer Teachers and User Teachers to Artificial Intelligence. In: Cheung, S.K.S., Wang, F.L., Paoprasert, N., Charnsethikul, P., Li, K.C., Phusavat, K. (eds) Technology in Education. Innovative Practices for the New Normal. ICTE 2023. Communications in Computer and Information Science, vol 1974. Springer, Singapore. https://doi.org/10.1007/978-981-99-8255-4_2
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DOI: https://doi.org/10.1007/978-981-99-8255-4_2
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