Guidelines for developing digital competency of early childhood teachers in private school in hang dong district chaing mai province

Abstract

This research aims to 1) study the problems and needs of digital competency development of early childhood teachers in private schools in Hang Dong District, Chiang Mai Province, and 2) propose guidelines for digital competency development of early childhood teachers in private schools in Hang Dong District, Chiang Mai Province. This research is a survey research. The research population includes 1) 50 administrators, teachers, and educational personnel. The research tools include 1) problem and need interview form, 2) problem and need questionnaire, 3) focus group discussion form. The statistics for data analysis include frequency, percentage, mean, and standard deviation.

          The research results found that:

1) Problems and Needs for Developing Digital Competencies of Early Childhood Teachers in Private Schools, Hang Dong District, Chiang Mai Province.The study on the first objective, phase one, found that early childhood teachers face problems and have needs related to digital competencies in three main areas: professional practice, daily life, and self-development. In phase two of the study, the digital competency area with the greatest problems was professional practice, with an average score of 3.85. This was followed by digital competencies in daily life, with an average score of 3.65, and digital competencies in self-development, with an average score of 3.53 Regarding the needs for development, the highest priority was the digital competency in self-development, which had an average score of 4.26 . Next was the need for digital competency in daily life, with an average score of 4.14 , and finally, digital competency in professional practice, with an average score of 4.11.         

2) Guidelines for Developing Digital Competencies of Early Childhood Teachers in Private Schools, Hang Dong District, Chiang Mai Province. The guidelines for developing digital competencies of early childhood teachers focus on three key areas. First, in the area of professional practice, administrators should encourage teachers to use and develop digital technologies to enhance the quality of teaching and improve children’s learning effectively and safely. This can be achieved by regularly participating in digital technology training sessions. Second, regarding self-development, teachers should be supported to continuously learn, practice, and adapt to using digital technologies through online learning resources. This ongoing development helps increase their teaching capacity and effective use of technology.Third, in terms of daily life, teachers should be encouraged to use digital technology safely and responsibly, and to adapt appropriately to changes in the digital era. This can be facilitated through practical training and hands-on learning experiences.