A Study of Conditions, Needs, Components, and Steps of a Creative Learning Management Model by Using Technology-Based Learning to Develop Learning Management Competency for Pre-Service Teachers

Abstract

The purposes of this study were to study the condition, needs, components, and steps of the technology-based creative learning model to develop learning management competency for student teachers. The sample group used to answer the questionnaire consisted of 181 third-year students, Faculty of Education, Rambhai Barni Rajabhat University, and 48 lecturers, Faculty of Education, Rambhai Barni Rajabhat University. The sample size was determined by simple random sampling. The interview sample consisted of 5 lecturers, Faculty of Education, Rambhai Barni Rajabhat University, who had at least 5 years of teaching experience, by purposive sampling. The research instruments used were (1) a questionnaire on the condition and needs of the technology-based creative learning model (for students); (2) a questionnaire on the condition, needs, components, and steps of the technology-based creative learning model (for lecturers); and (3) a semi-structured interview on the components and steps of the technology-based creative learning model. The statistics used to analyze the data included means, standard deviations, and qualitative data from the interviews. The results showed that

1. The state of the need for a creative, technology-based learning management model to develop teaching competencies for pre-teacher students, according to student opinions, has an average score at the highest level.


2. The state of the need for a creative, technology-based learning management model to develop teaching competencies for pre-teacher students, according to lecturers' opinions, has an average score at a high level, while the components and steps have an average score at the highest level.


3. The interview results regarding the components and steps of the creative, technology-based learning management model to develop teaching competencies for pre-teacher students consist of 4 components: (1) Learning management design (2) Learning management implementation (3) Use of technology for learning and (4) Measurement and evaluation. The steps consist of 5 steps: (1) Engagement (2) Exploration (3) Creation/Elaboration (4) Presentation & Discussion and (5) Reflection & Improvement.