This research aimed to experiment the prototype of online learning resources on Massive Open Online Course (MOOC) to develop life skills in using technology media for hearing impaired students. The research sample were 33 hearing impaired students from Thungmahamek School for the Deaf in secondary school level. Tools included pretest, posttest, and satisfaction assessment form. Data analysis was done by average statistics, standard deviation, and content analysis. The research found that academic achievement scores after the experiment were higher than the scores before the experiment with statistical significance at the level of .05 (t = -12.14, p = .00). The overall students’ satisfaction was at the highest level (X ̅ = 4.53, SD = 0.67). Considering each item, it was found that the up-to-date content has the highest mean (X ̅ = 4.77, SD = 0.48), followed by MOOC learning allowing freedom of study (X ̅ = 4.64, SD = 0.58), the clarity of sign language to describe the content (X ̅ = 4.62, SD = 0.67), and the ease of online access (X ̅ = 4.62, SD = 0.63).

The elderly population is on the rise, globally. It is an age group that should live to their fullest potential to enhance the quality of their life, should be prepared to live life to the fullest in a way that benefits them, their family, and society. The elderly should be able to access digital technology and benefit from it. Therefore, it is necessary to educate the elderly choosing the right kind of digital technology to their quality of life, and protect themselves from cyber threats. This study performs an exploratory factor analysis of digital technology competency. A multistage random sampling method was used to obtain a sample of 225 elderly people in Thailand. The tool used was a questionnaire on digital technology competency, which included 45 questions on a 5-point scale. Data were analyzed using descriptive statistics and exploratory factor analysis. The exploratory factor analysis of digital technology competency for the elderly in Thailand found six important components: 1) use of mobile operating systems, 2) data file management, 3) cloud data management, 4) use of support applications, 5) use of applications for communication, and 6) use of technology for security. Thus, the elderly need to develop online media literacy to safely navigate the Internet while creatively using data found in the virtual domain

This research aimed to study factor analysis of smart social media technology to promote professional learning communities for teachers.   The sample included 900 teachers in basic education, selected by Simple   Random Sampling method. The sample group was divided for exploratory   factor analysis (EFA) and confirmatory factor analysis (CFA), 450 each. Research tool was a questionnaire with 5 levels of rating scale. Data were analyzed by exploratory factor analysis and confirmatory factor analysis. The results of the study revealed that: 1. Exploratory factor analysis of smart social media technology to promote professional learning communities for teachers consisted of 7 components: 1) professional learning communities for teacher, 2) cloud technology, 3) augmented reality, 4) internet of thing, 5) social  technology, 6) data analytics technology, and 7) mobile technology and 2. Confirmatory factor analysis of smart social media technology to promote  professional learning communities for teachers (SMPLC) found that the model was consistent with the empirical data ( =6.17, df=6, p=0.405).

This research aimed to study the use of smart book to enhance communication ability and satisfaction of hearing-impaired students. The content for the research composed of three aspects; 1) Travelling by BTS, 2) Getting a personal identification (ID), and 3) Accessing health care service. The samples were 10 hearing-impaired high school students derived from purposive sampling. The research instruments were smart book, evaluation form of communication ability and questionnaire of satisfaction. The data was statistically analyzed by mean, standard deviation, and content analysis. The research findings were as follow: 1. The evaluation on communication ability found that the students gained the communication ability at the level of “good”. (X ̅=2.84, S.D. = .37) Considering on any item, the students was able to communicate with others with most frequency (X ̅= 3.00, S.D. = 0.00), the less was that the students were able to choose the content for communication (X ̅= 2.90, S.D. = 0.32), and the students were able to apply in real situation, and applied the use of application to others. (X ̅= 2.80, S.D. = 0.42) 2. The evaluation on satisfaction of the students to the smart book found that the quality of smart book was at the level of “most”. (X ̅=4.52, S.D. = .58) Considering on any item, the application for communication ability was valuable for use with the most average (X ̅= 4.90, S.D. = 0.32), the less was that the application was able to search for keywords conveniently and fast (X ̅= 4.80, S.D. = 0.42), and the clarification of using sign language for explaining the content respectively. (X ̅= 4.70, S.D. = 0.48)

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