Development of Web-Based Instruction Model Using Social Media Application to Enhance Knowledge Management Skills on Computer Tablet for Teachers

The purposes of this research were to develop the Web-Based Instruction model using Social Media Application to enhance Knowledge Management skills on Computer Tablet for teacher and study the effects of Web-Based Instruction model using Social Media Application upon Knowledge Management skills on Computer Tablet for teacher. This research was a quasi- experimental, randomized one group pre-test post-test design. The subjects were forty-eight teachers in North-East of Thailand, during 2011 academic year. They were randomly grouped, by their basic information which sex, age, academic level and school size, into one treatment group. The research instruments were Web-Based Instruction entitle ‘Introduction to Computer Tablet’ by five online learning units in five weeks and about 45 minutes per week, and the knowledge management skills on computer tablet test which was 4-multiple choices online test about 40 items for pre-test and post-test. The Data would be analyzed by dependent t-test at the .05 level of significance. The research results were as follows: (1) A model for the Web-based Instruction using social media application to enhance knowledge management skills on computer tablet for teachers consist of three major cycle components: 1) Google in 3-basic steps; Searching, Mailing, and Analyzing, 2) Facebook in 3-basic steps; Adding, Grouping, and Posting, and 3) YouTube in 3-basic steps; Creating, Sharing, and Evaluating. The core components of Google, Facebook, and YouTube cycle applications were Creating, Evaluating, and Sharing. (2) The Efficiencies of the Web-based Instruction using social media application to enhance knowledge management skills on computer tablet for teachers were 84.25/82.75. (3) There was significant different effect between pre-test and post-test knowledge management skills on computer tablet for teachers at the .05 level of significant, which the mean of post-test scores were higher than the mean of pre-test scores