Using SMART Classroom Teaching Model for Teachers Shortage at School

Abstract

This research objectives were 1) to study the SMART classroom management and teachers’ need analysis for developing SMART Classroom teaching model for teacher’s shortage school. 2) to develop the SMART Classroom teaching model 3) to trial the SMART Classroom teaching model. The population groups were included with the directors and teachers from 11 schools of Northern Thailand and also the sampling on trial SMART Classroom model including was including with the director, teachers, and students from a willing school. The research instruments were the recording document form, the evaluation form, and the questionnaire which were totally had 11 types. The data analysis was the content analysis and the descriptive statistics; frequency, percentage, mean, standard deviation, and relative change score. For the SMART classroom management, the research results showed 1) teachers have experienced 1-3 years for SMART classroom teaching. They were lacking in attending the seminar for better teaching with the SMART class lead to the less effectiveness of SMART classroom management. Moreover, the result of teachers’ need analysis for developing SMART Classroom teaching was the lacking of technology expertise, the teachers need the SMART classroom experts to provide knowledge and being SMART classroom technology consulting and the SMART classroom should be conducted for all grade level. 2) The SMART Classroom teaching model consisted of 6 components were the SMART Control model was sub models with were consisted of 6 components. Lastly, 3) the SMART Classroom teaching model trial showed that teachers happened to design the lesson plan and taught in the SMART Classroom at the highest level, and they were a relative change score of more than 25 percent. Also, teachers and students were satisfied with the SMART Classroom teaching model at a high level.