Epistemic and Pedagogical Beliefs towards ICT in Classroom Integration of Chiang Rai CFL Teachers

Teaching practice gets influenced from teacher’s beliefs. Teachers’ epistemic and pedagogical beliefs affect to their ways of using tool in classroom. This has been tested in China, Singapore, Taiwan and Turkey. This paper is a study that was conducted a qualitative research by interviewing teachers from 5 schools to find more details on the three beliefs of Thai teachers who teach Chinese as a foreign language (CFL). The findings indicates that the CFL teachers have positive thinking about using technology; they aware of a constructivism but because of the culture barriers they still remain in their traditional teaching approach

Facilitating Sustainability of Education by Problem-Based Learning (PBL) and Information and Communication Technology (ICT)

This paper focuses on two approaches to facilitate sustainability of education development, such as pedagogical approach and technological approach. We regard using Problem-Based Learning (PBL) as a strategy of the pedagogical approach and application of Information and Communication Technologies (ICT) as a strategy of the technological approach. The two approaches are possibility combined in one educational context. From this sense, a case on Web 2.0 employed at Aalborg University, Denmark where has a long history of PBL model is discussed in this paper. This case indicates that ICT may offer students in PBL personal tools for knowledge construction, reflecting, sharing and collaboration in project work, while also connecting to communities, network and resources of their own interest. Relating this case to the challenges of sustainability of education development in developing countries, some practical issues will be discussed in the countries such as India, Thailand and China