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categories. The calculated Cramers coefficient of association of training experience of school teachers was 0.21 merged
data of category ‘sometimes’ and ‘frequent’. Then, we concluded that relation among literacy items was weak and
recognized as a teacher’s selection of each item was independent.
Figure 4: Number of School Teachers who did not Know Literacy Items
Figure 4 is a Pareto graph that shows number of teachers by number of unknown literacy items. We found there is a
controversy trend that higher scores are seen in select all and select none. It can be assumed that there was disparity in MIL
awareness among in-service teachers. On the other hand, the calculated Cramers coefficient of
association of needs of trainings was 0.17 merged data of category ‘needless’ and ‘limited’. Evidently, independency
was seen across literacy items. Consequently, we inferred that it was difficult to
disseminate unfamiliar literacy items only by increasing chances of on-going ICT training for enhancing international
standard of MIL. It must have effective strategy to include an emerging trend of MIL into in-service training.
6.3 Differences between School Teachers and Leaders
Table 3: Comparison of Rates between School Teachers and Leaders who felt Needs
Literacy Items Teachers
Leaders Media
0.77 0.72
Computer 0.85
1.63 News
0.79 0.57
Games 0.74
0.78 TVAd
0.73 1.90
Table 3 showed comparison between the rate of school teachers who felt needs merged data of category ‘important’
and ‘some’ of training and score of importance valued by leaders. Need of ‘TVAd’ were lowest in school teachers and
highest in leaders, and also ‘News’ was selected as higher by school teachers and lowest by leaders. In fact, ‘TVAd’
looked students’ activities outside a school, and this difference implied that leaders valued public information as higher point.
Nevertheless, ‘Computer’ had higher scores in both investigations. And, it implied shortage of occasion of teacher
training even under broadband and NGN mediated society. Then, we didn’t confirm a statistically significant difference
χ
2
=0.933 χ
2
4,0.05. Table 4 showed a comparison between the number of
school teacher who felt needs of training and score importance valued by leaders. Here, ‘TVAd’ is also recognized as more
important by leaders than school teachers.
Table 4: Comparison between the Number of School Teachers and Rate of Leaders who felt Needs
Literacy Items Teachers
Leaders Media
46 0.72
Computer 53
1.63 News
33 0.57
Games 28
0.78 TVAd
29 1.90
And, we confirmed a statistically significant difference χ
2
=48.6 χ
2
4,0.01. This means that a survey of opinions of random sampling of school teachers, especially opinions of
novel competencies that all of them don’t know, has possibility to lead different a decision by experts.
Consequently, when educational board designs in-service training of MIL, considerations should be taken to
make much account of opinions of leader teachers and situation of awareness level of teachers.
6.4 To Promote MIL
It is assumed that awareness of MIL among school teachers is not sufficient, and it must have some concrete
measures to promote International movement of MIL to local teachers. This study investigate the situation of Japanese
teachers in local areas where world leading infrastructure and vast cybersociety deploy, then dissemination of network
infrastructure, difficulty of possession of equipment, shortage of cyber information of local language are not origin of this
impasse. Apparently, the lack of consciousness about increased relationship between a school and society is existed
behind planning and designing in-service training courses. In other words, this also means that media and ICT in school
education are not reach to contribute to our daily life and society. It is also possible to imagine reasons of this impasse,
such as governmental sectionalism, closed mind of teachers, separation between school and society, restriction of job
5 10
15 20
25 30
35 40
11 6
7 4
8 10
1 5
9 2
3 Number of unknown literacy items
Number of school teachers
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responsibility of teachers, no enhancement of ICT as major school subject, andor limited equipment and a restriction of
personalized uses of cyber access in a school. Nevertheless, from the findings of this study, MIL
awareness is crucial not only improving teacher competencies, but also changing recognition of all the stakeholders who
initiate teacher training. Then, continuously, academic studies with their unknown views of MIL items from the view of
international standard should be piled up to enhance MIL awareness in schools.
Acknowledgement
This study report was revised and added considerable discussions based on the preceding report of
Yoshida, M. 2013. Investigation on Issues to Disseminate Media Information Literacy in Teacher Education. Studies on
Humanities and Social Sciences of Chiba University, 26, 1-12. We would like to express our special thanks to the
Prince of Songkla University to give us an opportunity to present our study.
This study was partially supported by the research project. Grant-in-Aid for scientific research B of JSPS,
project number 26301035.
References
Cheung, C., Wilson, C., Grizzle, A., Tuazon, R. and Akyempong, K. 2011.
Media and Information Literacy Curriculum for Teachers. Paris: UNESCO.
Miller, G. A. 1956. The Magical Number Seven, Plus or Minus Two: Some
Limits on Our Capacity for Processing Information. Psychological Review 63, 81-97.
MEXT 2010. Survey Results Regarding the Information of Education
2009. Tokyo: MEXT. MEXT 2011.
The Vision for ICT in Education. Toward the Creation of a Learning System and Schools Suitable for the 21st
Century. Tokyo: Ministry of Education, Culture, Sports, Science and Technology.
MEXT 2013. Result of Investigation of Information Education in
Schools. Fiscal year 2012. Retrieved Feb. 20, 2014, from
http:www.mext.go.jpa_menushotouzyouhou13395 24.htm.
UNESCO 2007. Paris Agenda or 12 Recommendations for Media
Education. Paris: UNESCO.
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Pair programming as a tool in programming courses strategies For Thai students
Siriporn Mikum
Faculty of Industrial Education and Technology, King Mongkut’s University of Technology Thonburi
54501808st.kmutt.ac.th
James Baden
Asian Affairs Center Missouri International Training Institute, University of Missouri
badenjmissouri.edu
Surachai Suksakulchai
Faculty of Industrial Education and Technology, King Mongkut’s University of Technology Thonburi
surachai.sukkmutt.ac.th
Settachai Chaisanit
School of Information Technology, Sripatum University Chonburi Campus settachai.chgmail.com
Abstract
The purpose of this paper is to review research relating to pair programming as a different method of
teaching computer programming, to present the advantages and disadvantages of pair programming in
fundamental computer programming classes, and to offer instructional strategies for pair programming.
Pair programming is a style of programming in which two programmers work together on the same problem,
algorithm, design, code or test, and work side by side at one computer. This paper explores the following
topics: Context of Pair Programming in education, advantages, disadvantages, concerns with pair
programming, and pair programming within the context of Thai students. There are several advantages
of pair programming including improvement of quality, teamwork, and communication. Pair
programming also improves retention and confidence. As for disadvantage, pair programming could lead to
pair incompatibility, unequal participation, and clashing ideas. Pair incompatibility could be a cause
for major concern. Finally, this study shows that the performance of pair programming in teaching has
both successes and precautions when utilized within the environment of the classroom. However, when
applied in the computer programming courses, this present study, as well as several other studies shows
that pair programming helps students learn programming more quickly and with more enjoyment
than solo programming.
Keywords:
pair programming, computer programming, diverger learning style, solo
programming
1. Introduction
