The Development of Digital Platform to Enhance Digital Competency of Return Local Teacher Network in the Lower Northeastern
Article Sidebar
Main Article Content
Abstract
This research aimed to develop and evaluate a digital platform to enhance the digital competency of return local teachers network in the Lower Northeastern Thailand, to compare the digital competency of return local teachers before and after using the digital platform, to study the users’ opinions toward the digital platform. It was conducted as a research and development study. The target group for the platform trial consisted of 51 assistant teachers under the "Local Teacher Placement Program" in Surin province (academic year 2022) and 5 instructors. The research instruments included: (1) the digital platform (2) a digital platform evaluation form, (3) a digital competence assessment form for local teachers, (4) a user satisfaction questionnaire for the digital platform (for local teachers), (5) a user satisfaction questionnaire for the digital platform (for instructors), and (6) Instructor Focus Group Discussion Form: Feedback on Digital Platform Development. The statistical methods used in the study were frequency, percentage, mean, standard deviation, dependent t-test, and content analysis from focus group discussions.
The findings revealed that the digital platform was developed using Moodle Version 4.0, an open-source learning management system, to support the enhancement of digital competence for local teachers. The platform consisted of five key components: (1) user interface design, (2) content and learning activity presentation, (3) communication, (4) usability and support, and (5) evaluation and progress tracking. According to expert evaluations, the overall quality of the platform was rated at the highest level, with an average score of 4.57. Moreover, the digital competence of local teachers improved significantly after using the platform, with a significance level of .05 (t=7.95, sig=.00). The average digital competence score increased from 3.49 before using the platform to 4.43 after its use. Local teachers reported that the platform was highly appropriate, with an average rating of 4.47. Additionally, instructors also rated the platform as highly appropriate, with an even higher average score of 4.67. Instructors suggested adding best practice examples and providing a user manual for smartphone use of the platform.
Article Details
References
Calvani, A., Cartelli, A., Fini, A., & Ranieri, M. (2009). Models and instruments for assessing digital competence at school. Journal of E-learning and Knowledge Society, 4(3), 183–193.
Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39(7), 3–7.
Faculty of Education, Chulalongkorn University. (2020). Lessons learned from the "Teachers Returning to Local Areas" project: Experiences in teaching and learning in the digital era [Conference seminar]. Retrieved December 15, 2023, from https://www.edu.chula.ac.th/node/1386
Hatlevik, O. E., Ottestad, G., & Throndsen, I. (2015). Predictors of digital competence in 7th grade: A multilevel analysis. Journal of Computer Assisted Learning, 31(3), 220–231. https://doi.org/10.1111/jcal.12065
Gallardo-Echenique, E. E., de Oliveira, J. M., Marqu, L., & Esteve-Mon, F. (2015). Digital competence in the knowledge society. Journal of Online Learning and Teaching, 11(1), 1-16.
Klaisang, J. (2011). Principles of Educational Website Design: Theory to Practice]. Bangkok: Office of the Higher Education Commission.
Krumsvik, R. J. (2008). Situated learning and teachers’ digital competence. Education and Information Technologies, 13(4), 279–290. https://doi.org/10.1007/s10639-008-9079-5
McGriff, S. J. (2008, February 18). ADDIE model diagram. WikiEducator. http://wikieducator.org/File:ADDIE_model_diagram_by_McGriff.gif
National Digital Economy and Society Commission Office. (2019). Digital Literacy for Thai Citizens. Bangkok: Ministry of Digital Economy and Society.
Office of the Education Council. (2021). Research Report on Guidelines for Promoting Learning Linked to the National Digital Learning Platform in Thailand. Bangkok: Prikwan Graphic.
O’Leary, R., & Ramsden, A. (2002). The handbook for economics lecturers. The Association of Learning Technology and the Learning and Teaching Support Network Generic Centre.
Saiysing, J., Cotakam, S., Sukawan, A. and Chumnasiao, C. (2024). Innovation development supports teaching and learning through intelligent digital platforms to enhance teachers' competency and increase learners' learning achievements. Northeastern University. (In Thai).
Sclater, N. (2009). Principles of future VLE/LMS development. Sclater Blog. http://sclater.com/blog/?p=210
University of Leeds. (2008). Seven principles of good practice for teaching with the VLE. Leeds University Business School.
UNESCO. (2018). A Global Framework of Reference on Digital Literacy Skills for Indicator 4.4.2. Retrieved December 28, 2024, from http://uis.unesco.org/sites/default/files/documents/ip51-global-framework-reference-digital-literacy-skills-2018-en.pdf
Watts, S. (2020). Digital Platforms: A Brief Introduction. Retrieved December 15, 2024, From https://www.bmc.com/blogs/digital-platforms/.
Wongpanich, K. (2021). Measurement and evaluation of online teaching. Retrieved January 2, 2024, from https://registrar.ku.ac.th/wp-content/uploads/2021/05/07-ผศ.ดร.กรรณิการ์.pdf
