Existing typical room based learning in the four southernmost provinces of Thailand includes several limitations. Physical security is the key issue when making journeys to schools and universities and the destruction of physical buildings also poses concrete limitations to existing room based learning in the affected area. With this phenomenon, the accessibility to physical room based class is problematic and limited. In contrast, the accessibility to mobile networks is getting wider; accessibility to mobile devices is also getting cheaper and easier along the time, thus the investigation on how mobile learning could benefits the learners should be conducted. Consequently the research objectives were constructed which are (1) to estimate the current situation in the four southernmost provinces of Thailand, (2) to identify the limitations of existing room based learning affected by the unrest situation in the area, (3) to explore information from government sources and published papers about mobile technology used in the southernmost provinces of Thailand and (4) to construct initial guidelines and recommendations framework when using mobile technology as a learning environment in the school system of the southernmost provinces of Thailand. In order to achieve these objectives, the literature analysis, focus groups, and semi-structured interviews were conducted. From the analysis of the data collected, it was found that the utilization of mobile technology in the four southernmost provinces of Thailand currently still far behind the idea of what mobile learning technology should be. There are several limitations and thus certain guidelines for the mobile learning implementation should be produced.

The research “teaching and learning process by integrating information and communication technology for Islamic private schools in the three southernmost provinces of Thailand in the 21st Century" aimed to determine the integration of information technology for the design and development of innovative forms of teaching in line with the current situation of Islamic private schools in the three southern border provinces. The research scope focused on the development process for teachers to develop innovative forms of teaching to enable learners with lifelong learning skills. Teachers also were able to apply ICT in designing and developing innovative models for teaching to meet the 21st century skills. The participation and action research methods were used by allowing teachers to play a researcher’s role in conducting joint research with the team.  Project-based learning instruction method with ICT integrated was used. The results of this research is the innovative model of teaching that integrated information technology to provide students with the 21st century skills which is the 4P-2E model.  The impacts of this research to learners are: (1) Learners are creative, they enjoy the project-based learning and the integration of ICT in learning. (2) Learners are able to extend their own knowledge and are equipped with the 21st century skills and (3) Learning achievement of learners has improved significantly.   Keywords: 4P-2E Model, Teaching and learning process, ICT integration, Innovative teaching and learning, Project-based learning

In this digital era, low vision children should learn Mathematics by using similar learning content provided for mainstream students. Teachers need to express their feeling, thought, emotions, and actions to ensure the low vision learners can grasp the mathematics content. However, it is too tough for low vision children to adapt to the common learning content which is in contrast with their needs. Consequently, this study aims to develop Affective 4- Dimensional Mobile Mathematics for Low Vision Alpha Generation. This study adapted the 3-Phases Development Model. Accordingly, the findings of this study are the design and development of the abovementioned application.

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