Exploring Thai EFL pre-service teachers’ technology integration based on SAMR model

Atipat Boonmoh; Intrira Kulavichian

doi:10.30935/cedtech/13567

Atipat Boonmoh ¹, Intrira Kulavichian ² ^*

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CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep457

https://doi.org/10.30935/cedtech/13567

Submitted: 21 June 2023, Published Online: 11 August 2023

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Abstract

This study investigated how Thai EFL pre-service teachers (PSTs) use technology in their classrooms and the level of substitution, augmentation, modification, and redefinition (SAMR) they implement. Seven English education majors enrolled in the course “teaching internship 2” in their fourth year at a Thai university participated in the study. Due to COVID-19, the participants were trained to teach online, but during their teaching practicum, they were required to teach in a traditional on-site setting. Because of this novel arrangement, it was essential to investigate how these PSTs incorporate technology into the classroom. For the purpose of analyzing the process of educational technology integration, this study employed SAMR model. Observations and semi-structured interviews were used as data collection methods. Throughout the semester, observations were conducted twice. SAMR observation form was used to investigate how PSTs used technology in their teaching. Participants were asked to participate in an interview after each observation. The interviews included open-ended questions based on the conceptual framework of SAMR. Observation results show that technological tools were used to engage students, check comprehension, create teaching content, and evaluate students’ understanding. For the study, the participants were divided into three groups based on the extent of technological tools used. One participant was deemed to be in the substitution stage, five participants in the augmentation stage, and only one participant in the modification stage. The results of the interviews indicated that teacher motivation and the availability of ICT equipment, as well as familiarity with technological tools, played a significant role in PSTs’ integration of technology into the classroom. The study’s conclusions are helpful in developing PSTs’ technology integration in EFL classrooms. SAMR model should be introduced to PSTs to let them critically reflect on and develop their own technology integration.

Keywords: EFL, pre-service teachers, SAMR model, Thai students, technology integration

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Citation

Boonmoh, A., & Kulavichian, I. (2023). Exploring Thai EFL pre-service teachers’ technology integration based on SAMR model. Contemporary Educational Technology, 15(4), ep457. https://doi.org/10.30935/cedtech/13567

Boonmoh, A., and Kulavichian, I. (2023). Exploring Thai EFL pre-service teachers’ technology integration based on SAMR model. Contemporary Educational Technology, 15(4), ep457. https://doi.org/10.30935/cedtech/13567

Boonmoh A, Kulavichian I. Exploring Thai EFL pre-service teachers’ technology integration based on SAMR model. CONT ED TECHNOLOGY. 2023;15(4), ep457. https://doi.org/10.30935/cedtech/13567

Boonmoh, Atipat, and Intrira Kulavichian. "Exploring Thai EFL pre-service teachers’ technology integration based on SAMR model". Contemporary Educational Technology 2023 15 no. 4 (2023): ep457. https://doi.org/10.30935/cedtech/13567

Boonmoh, Atipat et al. "Exploring Thai EFL pre-service teachers’ technology integration based on SAMR model". Contemporary Educational Technology, vol. 15, no. 4, 2023, ep457. https://doi.org/10.30935/cedtech/13567

Boonmoh A, Kulavichian I. Exploring Thai EFL pre-service teachers’ technology integration based on SAMR model. CONT ED TECHNOLOGY. 2023;15(4):ep457. https://doi.org/10.30935/cedtech/13567