(PDF) Digital Learning Ecosystem by Using Digital Storytelling for Teacher Profession Students

International Journal of Information and Education Technology, Vol. 9, No. 1, January 2019 Digital Learning Ecosystem by Using Digital Storytelling for Teacher Profession Students Kritsupath Sarnok, Panita Wannapiroon, and Prachyanun Nilsook  graduation ceremony of the Teachers College on Wednesday, Abstract—This research aims 1) to design a Digital Learning May 18, 1983, that "... the teacher profession is very Ecosystem, 2) to study the process of teaching digital storytelling important. Because teachers play a key role in developing the in the digital ecosystem, and 3) to evaluate the appropriateness country. And before the development of the country, people of digital learning ecosystem for teacher profession students. The target audiences were 12 experts in the field of education, must be developed which priority is the youth for them to information technology, and education communication to grow up to be completely mature. So they can help to create evaluate the developed digital learning ecosystem model. prosperity to the nation ... " [2]. From the both royal speech, it Research instruments included the evaluation model of learning. can be conclude that the teacher is very important. Because And data analysis used content analysis and use of statistics, teachers are cultivators of feelings, thoughts and minds and mean and standard deviation. The results show that 1) the are developer of the youth so that they can be important part in ecosystem consists of three main components: (1) Digital Learning Ecosystem, consists of Digital Learning Environment the development of the country. Because in order to secure and Digital Storytelling, (2) Digital Storytelling Learning the nation the people in the country must have been developed Ecosystem, and (3) Digital Storytelling Learning & Teaching properly. The development of people will be carried out Community. 2) the process of teaching digital storytelling in the correctly because the country has a good education system digital learning ecosystem consists of: (1) Teaching is and a good education system to operate effectively because of responsible by the teacher, IT support staff, supervisor, teaching the good quality teachers. practicum advisors/school mentor teachers. (2) Learning involves the teacher profession students who must learn from At present, technological advances and transformations of digital devices and the Internet. (3) Supporting includes friends, knowledge on the digital world are endless. Schools and parents, and guardian. 3) The results of the evaluation of the institutions, as well as teachers, need to develop themselves to digital learning ecosystem in overall were in the highest level. take themselves into a new world of learning. Adjusting When examined in individual aspect, there were 4 items which teaching process, technique and teaching media as well as the results were in highest level i.e. Digital Learning attitudes, knowledge and understanding of the changing Environment ) =4.61, SD=0.44), Digital Storytelling ( = 4.75, SD = 0.42), Learning ( = 4.83, SD = 0.39) and Supporting ( = behavior of the learners have resulted in the teacher adjusting 4.61, SD = 0.02). The result of the evaluation of the other items and thinking about new teaching methods. Apply modern was in high level. technology as a medium or tool to create and stimulate learning for new generation of learners [3]. Learning in the Index Terms—Digital learning ecosystem, digital storytelling, new century is a very challenging one for teachers and teacher profession students. educational institutions. Therefore, the design of teaching activities and the creation of a new learning society does not focus on educating the learner by the teacher or teacher alone I. INTRODUCTION but it is designed to teach and create a learning environment All occupations are important to the individual and society. system that focuses on learning and doing activity in anytime It is difficult to say which profession is less or more important. through digital technology and tools [4]. From the use of But when teacher profession is considered carefully, it is seen learning and teaching model by digital learning environment, that the teacher is obliged to social responsibilities and which is the principle of the Digital Ecosystem or the digital country. If the teacher is doing his duty defectively the impact learning system. There are a variety of elements in the concept will fall on the decline of society and the country. Therefore, of information and communication technology (ICT) as well in order for the teacher profession students to be aware of the as the e-learning system in the field of Information importance of the teacher profession as the royal speech of the Technology (IT), which include Internet infrastructure [5]. Crown Prince given at the graduation ceremony of the The teaching and learning of digital ecosystems (DTLE) is Teachers College on Wednesday, November 26, 1980, that the creation of relationships in the ecosystem. These include "... duty of the teachers is an important one. It is cultivation of the biotic and the abiotic as well as all physical elements such knowledge and mind of the youth in order to grow up to be a as equipment, or hardware, operating systems and good and effective citizen of the nation in the future. The applications or software, as well as networking technologies. teacher is important for development of the nation and future These can all be used with group of learners, instructors, or of the country ... " [1]. And another part, which is the royal groups of content creators. All living things are linked speech of HRH Princess Mahachakri Sirindhorn given at the together as a learning community within the digital ecosystem [5], [6]. There are different contents within the digital  Manuscript received June 25, 2018; revised July 31, 2018. ecosystem itself. It is in the form of a variety of media that are The authors are with the King Mongkut’s University of Technology used to search for learning by both instructors and learners North Bangkok, Thailand (e-mail:

). doi: 10.18178/ijiet.2019.9.1.1167 21 International Journal of Information and Education Technology, Vol. 9, No. 1, January 2019 within the digital ecosystem. Because a part of our life lives in III. SCOPE OF RESEARCH the digital world. The interest and the need to use the 1) The population were educational experts with technology at all times. For example, in the field of education, specializations on instructional design and ICT for such as when the learner is assigned the task, with the skills education. and abilities of the new learner. Students will be able to 2) The samples were 6 instructional design experts and 6 analyse and search for information in digital ecosystem. Then ICT for education experts with at least 5-year experience present the task in the form of Digital Storytelling which is in the fields. They were selected using purposive one of the activities that modern day learners have done so far sampling techniques. in the Social Media. The meaning of the media used in digital storytelling is to use digital media and technology to convey the story and emotions of the teller. This digital storytelling is a medium that covers a variety of media such as still image, movies, animations, sounds, video games, content designed for websites, and mobile applications. [7]. All these contents when applied in storytelling by digital technology to gather the media. The story will be suitable for teacher profession students who need to learn to create and access the nature of Fig. 1. Conceptual framework. the teacher. When this method is used, it is considered to be a good way. Because digital storytelling learning focuses on From Fig. 1 Digital Learning Ecosystem (DLE) consists of creating media that inspires learners. two input components i.e. development of a appropriate Inconclusion, It can be seen that from now on digital media digital ecosystem to use in facilitating learners and is part of the everyday life of a new generation or group of instructor’s learning management, encouraging students to people called digital natives, as well as everyone who uses it realize lifelong learning by giving more freedom to the and is part of a digital ecosystem where everything can be learners in terms of time control, location and self-learning. In used in the learning activities in both formal and informal this way, students will have opportunity to participate in the situations to encourage learners to participate in their own study, presenting idea through digital storytelling to show learning process without being confined to the classroom or students potential, information skill, storytelling, data educational institution With the development of the Digital analysis, synthesize, communication skill, presentation skill, Learning Ecosystem, teachers, learners, educational organizing ideas, questioning and teamwork. Once the digital institution, and stakeholders can use new learning tools and learning ecosystem has been developed, in the next step, the materials available to offer and share together to make it system will be evaluated by experts and revise to gain the worthwhile. It is also eco-friendly (Ecology). It also promotes most appropriate model to develop Digital Learning sustainable learning for each student. It is a collaborative Ecosystem by Using Digital Storytelling for Teacher learning style in a digital environment that creates media and Profession Students. delivers experiences through digital storytelling that creates a learning experience that uses learning devices with digital and Internet network to facilitate the learning. Learners can IV. RESEARCH METHODS control the time, place and direction of learning by themself The researcher reviewed previous studies in the field and [8]. The learners have the opportunity to participate in the developed the Digital Learning Ecosystem by using Digital study, presenting their work which make the learners see their Storytelling for teacher profession students. This covered 9 potential, the skills to find information, storytelling, data steps as follows: analysis and synthesis, communicate, presenting, organizing 1) Reviewed of literature and previous studies regarding ideas. Questioning, teamwork and lifelong learning awareness. Digital Ecosystem, Digital Storytelling and teacher These make changes to the learners abilities and experience profession students to study the model, characteristics, using various technologies lead to combination of skills, and previous research. knowledge, and understanding for teacher profession students 2) Studied relevant studies of Digital learning Ecosystem in the world of digital learning. design by using Digital Storytelling. 3) Conducted front-end analysis in three parts: 1) Context analysis including needs analysis, curriculum analysis II. RESEARCH OBJECTIVE and module analysis, 2) Learner analysis including new 1) To design a digital learning ecosystem by using digital generations’ lifestyle, needs for education, accessibility storytelling learning process for teacher profession to content knowledge and the critical thinking and 3) students. Learning task analysis. 2) To study the process of teaching and learning by digital 4) Designed Digital Learning Ecosystem by using Digital storytelling in the digital learning ecosystem for teacher Storytelling for teacher profession students follows the profession students. design steps of AAA Model [9] as follows: Part 1) 3) To evaluate the appropriateness of digital learning Analysis or three parts analysis which include Instructor, ecosystem and digital storytelling learning process for Learner & Digital Learning Environment. Part 2) Activity teacher profession students or Digital Storytelling activity. Part 3) Authentic 22 International Journal of Information and Education Technology, Vol. 9, No. 1, January 2019 Assessment Learning in Digital Learning Ecosystem to  Setting presentation perspective apply the information obtained to improve the Digital  Creating opening content Learning Ecosystem by Digital Storytelling for teacher  Creating emotion profession students.  Use of voice 5) Developed Digital Learning Ecosystem which can be  Audio visual technique divided into 3 parts as follow: Part 1) Instructor, Part 2)  Valuable Learner & Part 3) the learning environment using digital  Digital Learning Environment storytelling process.  Hardware: Computer, Laptop, Desktop, Tablet, 6) Had the developed learning activity model checked and Smartphone or Smart device etc. revised by the research advisor.  Software: Internet Service Learning & Teaching Web, 7) Creating evaluation tools to evaluate the validity of Application, Social media or Online Community, Cloud digital learning ecosystem by digital storytelling which Computing consists of with 3 main components: 1) Digital Learning  Network: Intranet, Internet, Extranet. Ecosystem consists of 2 sub-sections include 9 From the model of Digital Learning Ecosystems by using assessment items. 2) Digital Storytelling Learning digital storytelling for teacher profession students. When the Ecosystem consists of 2 sub-section, 11 assessment items, components are separated, the components are as shown in 3) Digital Storytelling Learning & Teaching Community Fig. 3. consists of 3 sub-sections including 7 assessment items. 8) Had the instrument checked for content validity through the Index of Item Objective Congruence (IOC) by 5 experts. The selected questionnaire ranged between 0.50-1.00. It was found that the suitability of questionnaire from the IOC was at 0.85. 9) Had the Digital Learning Ecosystem by using Digital Storytelling for teacher profession students model checked for the suitability by 12 experts and made a conclusion. V. RESULTS The results of the developed Digital Learning Ecosystem by using Digital Storytelling for teacher profession students are as follows: Fig. 3. Components of digital learning ecosystem by using digital storytelling for teacher profession students. Fig. 3 shows components of Digital Learning Ecosystem by using Digital Storytelling for teacher profession students as follow: 1) Digital Learning Ecosystem consists of two components:  Digital Learning Environment setting consists of different learning tools such as 1) Hardware i.e. Fig. 2. Digital learning ecosystem by using digital storytelling for teacher profession students. Computer, Laptop, Desktop, Tablet, Smartphone or Smart device etc. 2) Software i.e. Internet Service 1) Biotic component consists of two groups: Learning & Teaching Web, Application, Social media or  Groups of instructors including instructors, IT support Online Community, Cloud Computing 3) Network i.e. staff, supervisors, teaching practicum advisors/ school Intranet, Internet, Extranet. mentor teachers.  Digital Storytelling consists of six factors that affect the  Group of students including students, friends and parents, effectiveness of digital learning medias guardians  Setting presentation perspective. There are 3 types of 2) Abiotic component consists of two parts: presentations: Present the story needs to communicate  Digital Storytelling through own perspective, story from direct experiences. 23 International Journal of Information and Education Technology, Vol. 9, No. 1, January 2019 The second is to present the story through other person supports the teaching experience in schools. perspective which is a like observing the events. And the  Learning means the teacher profession students who last one is presenting in the perspective of the third must learn from digital devices and the Internet. The person, who is not directly involved in the event but learners can control their own time, place and learning knows the events well and able to access and convey all direction. In learning, students will have the opportunity the ideas of the characters. to participate in the study, present their work through  Creating opening content means to make the story digital storytelling which make the students see their interesting by opening the question from the beginning potential, improve the skills to find information, to make people who are watching or listening want to storytelling, data analysis, data synthesize, communicate, know and want to keep observing to find the answer to presentation, organize ideas, questioning, and teamwork that question. and lifelong learning awareness.  Creating emotions means to create atmosphere of  Supporting is the backstop that support, give advice, shared emotions between contents and the audiences to and encourage the learners in real-life learning and share feeling with the contents such as laugh, cry, digital ecosystem learning. This group includes friends, excited, etc. parents and guardian.  The use of voice means to create or choose the right voice, tone, the mood of the story from the voice such as to build or encourage the audiences to follow the content, VI. RESULTS OF EVALUATION do not bore or use to make things more interesting. Criteria for determining mean were as follows:  Audio visual technique means analytical thinking, Mean 4.51-5.00 Curriculum appropriateness at highest planning for proper use of audio visual media. It can level communicate clearly to the emotions of the audience, Mean 3.51-4.50 Curriculum appropriateness at high level attract attention of the audience to concentrate until the Mean 2.51-3.50 Curriculum appropriateness at medium end. level  Valuable means after observing the contents the Mean 1.51-2.50 Curriculum appropriateness at low level audiences gain knowledge and sense of the importance Mean 1.00-1.50 Curriculum appropriateness at lowest level of the media. The media may not need to use a lot of Results of Evaluation of Digital Learning Ecosystem budgeting tools or techniques. Table I. The evaluation of the appropriateness of the 2) Digital Storytelling Learning Ecosystem digital learning of the ecosystem based on digital learning Digital Storytelling Learning Ecosystem is the learning of Ecosystem by using Digital Storytelling for teacher learners using electronic devices such as tablets, smartphones, profession student. The overall results of the study were desktops or laptops. In learning, learners can learn anywhere highest level ( =4.54, SD=0.21) When examined in and at any time from digital media and technology that stories and emotions of narrators are conveyed through digital individual aspect, there were 4 aspect which result were storytelling from a variety of media including still images, highest level e.g. Digital Learning Environment ( = 4.61, SD short film, animation, audio, video game, applications or = 0.44), Digital Storytelling ( = 4.75, SD = 0.42), Learning content on the sites designed on Cloud. ( = 4.83, SD = 0.39), and supporting ( = 4.61, SD = 0.02). 3) Digital Storytelling Learning & Teaching Community The other results were in high level. The details are as consists of 3 components as detail as follow: follows.  Teaching is an important part because it is the part that TABLE I: OVERALL EVALUATION RESULT OF DIGITAL LEARNING educates and assists in learning through the content of ECOSYSTEM digital storytelling in ecosystem. This includes teachers, Issues Level of appropriateness IT support staff, supervisors, teaching practicum S.D. Description advisors/school mentor teachers. All related parties must 1. Digital Learning Ecosystem 1.1 Digital Learning Environment 4.61 0.44 Highest be trained to provide teacher profession students with 1.2 Digital Storytelling 4.75 0.42 Highest professional knowledge, skills and experience in 2. Digital Storytelling Learning accordance with the professional standards of the Ecosystem 2.1 Learning Equipment 4.10 0.09 High Council of Teachers and due to duties as follow: 2.2 Digital Storytelling Learning 4.45 0.54 High  Teachers are responsible in teaching the courses in the 3. Digital Storytelling Learning curriculum covering profession course, majors and & Teaching Community electives courses. 3.1 Teaching 4.46 0.10 High 3.2 Learning 4.83 0.39 Highest  IT Support Staff are responsible for training and 3.3 Supporting 4.61 0.02 Highest support of equipment, materials and technologies used Total 4.54 0.21 Highest for the learning of teacher profession students.  Supervisors are responsible for supporting, counseling From Table I It can be split in detail of the evaluation result and help in studying and living including training to be a in individual aspect as in Table II. good teacher in the future. From Table II. When examined in individual aspect, it  Teaching Practicum Advisors/ School Mentor appears that there were 19 items the evaluation results Teachers are responsible for providing counseling and received the highest level. The remaining 8 items received high level. When examined the results, the highest score was 24 International Journal of Information and Education Technology, Vol. 9, No. 1, January 2019 the teachers aspect ( = 4.92, SD = 0.29). The Digital teachers to support teachers in online learning. [10] The Storytelling Learning & Teaching Community and the value second part is Digital Storytelling composed of six proposition of digital storytelling media ( = 4.92, SD = 0.29). factors that affect the efficiency of digital storytelling: In addition, the lowest scores were the Desktops ( = 3.50, creating a presentation perspective, creating opening SD = 0.52) and digital storytelling media in website model content, emotion, use of voice, use audio visual ( = 3.92, SD = 0.79) techniques, and valuable in accordance with Joe Lambert and Kimmo Vänni discuss the 7 Step Digital Storytelling TABLE II: INDIVIDUAL ASPECT EVALUATION RESULT OF DIGITAL LEARNING process: Step 1: Owning Your Insights, 2: Owning Your ECOSYSTEM Emotions, 3: Finding the Moment, 4: Seeing Your Story, Issues Level of appropriateness S.D. Description 5: Hearing Your Story, 6: Assembling Your Story and 7: 1. Digital Learning Ecosystem Sharing Your Story [11], [12]. 1.1 Digital Learning 4.61 0.44 Highest 2) Digital Storytelling Learning Ecosystem is Learning Environment 4.67 0.44 Highest from content that is in the form of digital storytelling. In 1.1.1 Hardware 4.42 0.49 High 1.1.2 Software 4.75 0.38 Highest learning, learners will use electronic media to learn a 1.1.3 Network 4.75 0.42 Highest variety of media, including still images, short films, 1.2 Digital Storytelling animations, audio, video games, applications, or content 1.2.1 Setting presentation 4.75 0.45 Highest perspective 4.67 0.49 Highest designed on a cloud-based website. Which in accordance 1.2.2 Creating opening 4.83 0.39 Highest with Halah Ahmed Alismail discusses the integration of content 4.50 0.52 Highest digital storytelling in 21st century education; technology 1.2.3 Creating emotion 4.83 0.39 Highest 1.2.4 Use of voice 4.92 0.29 Highest is a key in education for new generation. Teachers should 1.2.5 Audio visual technique use the learning management to make a positive impact 1.2.6 Valuable on students' learning by integrate digital storytelling in 2. Digital Storytelling Learning digital multimedia. Use of teaching tools including Ecosystem 2.1 Learning Equipment 4.10 0.09 High synthesizing, analyzing, evaluating, presenting, and 2.1.1 Tablets 4.00 0.60 High interacting with technology [13]. Bernard R. Robin 2.1.2 Smartphones 4.75 0.45 Highest mentioned the use of digital storytelling in teaching, he 2.1.3 Desktops 3.50 0.52 Highest 2.1.4 Laptops 4.17 0.39 Highest mentioned that over the past 20 years, many educators, 2.2 Digital Storytelling 4.45 0.54 High students and others around the world have created short Learning 4.00 0.74 High films in the form of multimedia and video clips as well as 2.2.1 Still image 4.75 0.45 Highest 2.2.2 Short film 4.75 0.45 Highest music to present content to support teaching activities 2.2.3 Animation 4.25 0.45 High [14]. 2.2.4 Audio 4.67 0.49 Highest 3) The Digital Storytelling Learning & Teaching 2.2.5 Game 4.83 0.39 Highest Community consists of 3 components: 1) Teaching 2.2.6 Application 3.92 0.79 High 2.2.7 Website consists of teachers, IT support staff, supervisor, teaching 3. Digital Storytelling Learning practicum advisors/school mentor teachers. 2) learning, & Teaching Community 4.46 0.10 High and 3) supporting consists of friends, parents, and 3.1 Teaching 4.92 0.29 High 3.1.1 Teacher 4.33 0.49 Highest guardian. [15] - [16] The application of the digital 3.1.2 IT support staff 4.42 0.51 Highest learning environment, Hayeewangah, N., Wannapiroon, 3.1.3 Supervisor P., & Jeerungsuwan, N., mentioned the dimensions that 3.1.4 Teaching practicum advisor/School mentor 4.17 0.39 need to be addressed including student dimensions. The Highest teacher 4.83 0.39 Highest learner must control his/ her learning style. There are a 3.2 Learning 4.61 0.02 Highest variety of learning methods that lead to lifelong learning. 3.3 Supporting 4.67 0.49 Highest 3.3.1 Friends 4.67 0.49 And the second dimension is dimension of the Highest 3.3.2 Parents 4.50 0.52 Highest environment should be promoted and supported from the 3.3.3 Guardians situation, work experience, life experience, personal, family, community, society [17]. Total 4.50 0.52 Highest VII. DISCUSSION THE RESULTS VIII. SUGGESTIONS The model of Digital Ecosystem Learning by Digital To provide a Digital Learning Ecosystem with digital Storytelling for teacher profession students consists of 3 main storytelling for teacher profession students, consideration components: should be given to the educational component and the 1) The Digital Learning Ecosystem, which consists of 2 availability of technology and should consider the majors of parts e.g. Digital Learning Environment that the teacher profession student. Content used to teach and incorporates Hardware, Software and Network, in support for internal technology, both in faculty and accordance with Mart Laanpere, Kai Pata. , Peeter university's policies. Phumeechanya, N., Wannapiroon, P., & Normak, and Hans Põldoja, who said that digital Nilsook, P, mentioned that teaching must be aware of the ecosystems should be designed with the environment, learner context. The U-Learning environment known as the tools and equipment that support the teaching of the Ubiquitous Learning Environment (ULE) is a learning 25 International Journal of Information and Education Technology, Vol. 9, No. 1, January 2019 environment that brings learning anywhere and learning can [12] K. Vänni. (October, 25, 2017). Storytelling seven steps. TAMK/Paja. [Online]. Available: happen at any time through portable computers to access to https://research.uta.fi/innovaatiokausi/wpcontent/uploads/sites/28/20 learning resources. The ULE environment consists of: 1) 17/08/Digital-Story-Telling.pdf mobile device 2) wireless communication 3) Ubiquitous [13] H. A. Alismail, “Integrate digital storytelling in education,” Journal of learning management system and 4) learning context Education and Practice, vol. 6, no. 9, 2015, pp. 126-130. [14] B. R. Robin, “The power of digital storytelling to support teaching and detection [18]. In addition to the above, the consideration for learning,” Digital Education Review - Number 30, December 2016. pp. the Digital Learning Ecosystem, the subject of teaching or 17-29. learning management is considered very important. Digital [15] I. F. Silveira et al., “A digital ecosystem for the collaborative production of open textbooks: The LATIn methodology,” Journal of Storytelling teaching techniques used for teaching the teacher Information Technology Education: Research, vol. 12, 2013, pp. profession students in Digital Ecosystems will be useful for 225-249. many purposes, such as creating skills for addressing issues of [16] M. Marcuss, “Digital storytelling as a community development strategy,” Federal Reserve Bank of Boston, pp. 9-13. the subject, presentation skills, communication skills which [17] N. Hayeewangah, P. Wannapiroon, and N. Jeerungsuwan, are essential for future teachers. In accordance with Bernard “Information technology and communication to enhance non-formal R. Robin, Digital Storytelling is a powerful learning tool for educational society,” Journal of Education Prince of Songkla University, Pattani Campus, vol. 23, no. 3, Sep-Dec 2012, p. 28. both learners and those in the educational field. It can be used [18] N. Phumeechanya, P. Wannapiroon, and P. Nilsook, “Ubiquitous to support teaching and is a way for learners to learn from scaffolding learning management system,” in Proc. National their digital creations [19]. But in the digital production Conference on Educational Technology 2015: NCET 2015, Jan 2015, process as a content for learning in digital ecosystems, it pp. 22-33. [19] B. R. Robin, “The educational uses of digital storytelling,” University should have analytical methods, stages of development, of Houston, pp. 1-8. scripts, pararell with researching [20]. This is to create quality [20] A. Gubrium and K. C. N. Turner, “Digital storytelling as an emergent digital storytelling content in digital ecosystems, can be used method for social research and practice,” Aline Gubrium, June 2014, pp. 469-491. in both formal and informal education. Kritsupath Sarnok is a Ph.D. candidate, Division of Information and Communication Technology for ACKNOWLEDGMENT Education, Faculty of Technical Education, King Mongkut’s University of Technology North Bangkok The researcher would like to thank Vongchavalitkul (KMUTNB) and He is lecturer at the Department of University and King Mongkut’s University of technology Technology and Computer, Faculty of Education, North Bangkok for their full support and promotion of this Vongchavalitkul University, Thailand. research. Panita Wannapiroon is an associate professor in the REFERENCES Division of Information and Communication Technology for Education, the Faculty of Technical [1] Bangkok Today News. (2017). “King Rama X” with Education & Education at King Mongkut's University of Royal Guidance. [Online]. Available: Technology North Bangkok (KMUTNB), Bangkok, http://bangkok-today.com/web/qi7pt Thailand. She has experience in many positions such [2] Office of the Education Council. (2018). Teacher Guide: Royal as the director at Innovation and Technology Guidance Her Royal Highness Princess Maha Chakri Sirindhorn Management Research Center, assistant director of Congratulate to Graduate School Teachers Nationwide 1983. [Online]. Online Learning Research Center, assistant director of Vocational Education Available: http://www.onec.go.th/index.php/book/BookView/610 Technology Research Center, and assistant director of Information and [3] K. Sarnok, “IoE links everything to smart classroom 4.0,” presented at Communication Technology in Education Research Center. She also the National Academic Conference on Education 3th “NACE 2017: received the Burapha University Thesis Award 2002. And she is a Innovation of learning” Meeting, Lampang ,Thailand, July 29, 2017. membership of professional societies in Association for Educational [4] K. Sarnok, and P. Wannapiroon, “Connectivism learning activity in Technology of Thailand (AETT). ubiquitous learning environment by using IoE for digital native,” Veridian E-Journal International (Humanities, Social Sciences and Prachyanun Nilsook is an associate professor at Arts), vol. 11, no. 4, pp. 405-418, January-June 2018. Division of Information and Communication [5] J. Reyna, “Digital teaching and learning ecosystem (DTLE): A Technology for Education, Faculty of Technical theoretical approach for online learning environments,” in Proc. Education, King Mongkut's University of Technology Ascilite 2011 Hobart: Concise Paper, pp. 1080–1088, 2011. North Bangkok (KMUTNB), Thailand. He received [6] I. K. Ficheman and R. D. Lopes, “Digital learning ecosystem: the B.Ed. in audio-visual education, from Faculty of Authoring, collaboration, immersion and mobility,” presented at Education, Ramkhamhang University, He obtained Eighth IEEE International Conference on Advanced Learning his M.Ed. in educational technology from, Technologies, 2018. Srinakarinwirot University, and received the Ph.D. in educational [7] P. Wannapiroon, “Information technology and educational communications and technology from Chulalongkorn University. From innovation,” Faculty of Industrial Education, King Mongkut's 2001 to present, he works in the field of information and communication University of Technology North Bangkok, 2016, pp. 159-161. technology in education. He has experience in many positions such as the [8] Michael Carrier & Highdale Learning, “Digital learning trends dean, the faculty of technical education, Samutsongkhram Technical 2017–2020,” QLS 2017, Thessalonica, pp. 1-61, 2017. Collage and the Head of Vocational Education Technology Research Center. [9] N. Jeerungsuwan. “Instructional design and assessment,” Faculty of He received National Teachers Award of the Year in Higher Education 2004 Industrial Education, King Mongkut's University of Technology North from National Teacher Council, Ministry of Education, and Thailand. He is a Bangkok, 2016, pp. 1-278. membership of Professional Societies in Association for Educational [10] M. Laanpere et al., “Pedagogy-daiven design of digital learning Communication and Technology of Thailand (AECTT). ecosystems,” Computer Science and Information Systems, vol. 11, no. 1, pp. 419–442. [11] J. Lambert, “Digital storytelling COOKBOOK,” Center for Digital Storytelling, January, 2010. pp. 1-40. 26