Digital Literacy: Needs Assessment and Development Guidelines in The Dimensions of Roles, Emotions, Perceptions, Attitudes and Behaviors of Teachers in Secondary Educational Service Area Offices Bangkok 2

Abstract

This article aimed to 1) examine the needs assessment for the development of digital literacy among teachers in Secondary Educational Service Area Offices Bangkok 2, and 2) analyze the approaches to developing digital literacy in the dimensions of roles, emotions, perceptions, attitudes, and behaviors of teachers in Secondary Educational Service Area Offices Bangkok 2. The sample group was 450 teachers by the multi-stage random sampling method as follows: 1) Stratified random sampling using the school size according to the OBEC criteria was a random unit; 2) Cluster random sampling schools were randomly derived from size in step 1 because schools within one size were similar. Therefore, random samples were taken from medium-sized schools. large school and large schools; and 3) Stratified random sampling by using the subject group as a unit for random sampling, then selecting a sample from the subject area by simple random sampling. The research instrument was a questionnaire on the assessment of the needs for digital literacy and a semi-structured interview. The data were analyzed by descriptive statistics, mean, and standard deviation using the Modified Priority Needs Index (PNI Modified) technique to prioritize the needs assessment and qualitative data analysis.

The research results were found as follows: 1. The needs assessment for the development of digital literacy among teachers in Secondary Educational Service Area Offices Bangkok 2 when sorting the Necessary Needs Index values from highest to lowest, i.e., 1) Use of a digital media creation program (0.554) 2) Use of the presentation program (0.518) 3) Use of a spreadsheet program (0.379) 4) Use of a word processor (0.375) 5) Digital Use for Security (0.339) 6) Use of Social Media (0.300) 7) Use of Basic Internet (0.258) 8) Use of a basic computer (0.218), and 2. The digital literacy development approach should use the 3P model with the following steps: 1) P-Planning 2) P-Practice Training Activities 3) P-Post-Evaluation Evaluation.