THE STUDY OF DIGITAL COMPETENCE COMPONENTS OF TEACHERS IN PRIMARY SCHOOLS UNDER SAKON NAKHON PRIMARY EDUCATIONAL SERVICE AREA OFFICES

Abstract

This research aims to investigate the digital competency components of primary school teachers. The study employs document analysis, examining 10 sources including conceptual frameworks and related research to synthesize digital competency components of teachers in primary schools. Components selected for inclusion represent those with a frequency of 50% or higher. Statistical analysis methods used include frequency and percentage to analyze the data. The study identifies four digital competency components of teachers in primary schools: 1) Digital literacy, consisting of five indicators: understanding and accessing credible information sources, selecting appropriate methods or tools for data retrieval or access, critical analysis, distinguishing facts from various media and information, communicating securely through digital devices without violating others' rights, and demonstrating ethical use of media for appropriate expression of opinions in the digital world. 2) Digital utilization, consisting of five indicators: using digital tools for designing effective teaching and student assessment, employing word processing, spreadsheet, and presentation software for work, creating content using programs or applications, utilizing online tools for knowledge exchange and collaborative work, and disseminating and sharing information through digital devices. 3) Digital problem-solving, consisting of two indicators: identifying problems and making decisions using suitable digital tools and equipment, and selecting appropriate media and technologies for learning management in line with learning objectives. 4) Digital adaptation, consisting of two indicators: staying abreast of digital media and technology, and innovating for effective learning management.