The teaching of computing science in a rural area school has various limited resources and supports. The purpose of this study is to explore the teaching of computing science and to provide some suggestions for teachers who conduct classroom activities by using the case of rural schools in Ratchaburi, Thailand. The qualitative data was collected by site-visit observation, and interviewing of teachers who implement the class activities. The finding shows that teachers in this rural area understand the policy of including computing science in the national core curriculum, however, supporting intense supervision from the regional Education office is required. Also, the result showed that teachers from various backgrounds, including education, social sciences, science, and computer, taught computing science through their own experiences with different approaches in their classes. They are aware of the importance of teaching and learning the subject, but they were confronted by challenges, such as a lack of time to prepare class and limited scheduled time in the curriculum to deliver to students. Many of them suggest the requirement of training to gain more teaching experience as their background is not in this computational field. Furthermore, more learning tools should be provided in this area as only a few schools can obtain standard learning equipment. The integration of activities, such as games and active constructions in classes, should be done in a more positive light to promote an understanding of computing thinking among students.

Authors:
Sukanlaya Tantiwisawaruji, King Mongkut's University of Technology Thonburi, Thailand
Sakulkarn Waleeittipat, King Mongkut's University of Technology Thonburi, Thailand
Pacharaporn Charoenwinai, King Mongkut's University of Technology Thonburi, Thailand
Nuttavud Koomthong, King Mongkut's University of Technology Thonburi, Thailand
Krittika Tanprasert Tanprasert, King Mongkut's University of Technology Thonburi, Thailand

About the Presenter(s)
Sukanlaya Tantiwisawaruji currently works at the Learning Institute, King Mongkut's University of Technology Thonburi in Thailand

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