Guidelines for Curriculum Management and Learning Management using Digital Literacy of teachers under Maha Sarakham Primary Educational Service Area Office 1

Abstract

The purposes of this research were 1) to study the present situation, desirable conditions, and the necessity of curriculum administration, and learning management by using digital literacy of teachers under Maha Sarakham Primary Educational Service Area Office 1, and 2) to develop guidelines for curriculum management and learning management by using digital literacy of teachers under Maha Sarakham Primary Educational Service Area Office 1. The sample group used in this research was 300 teachers. The research tools were questionnaires, semi-structured interviews. The statistics used in the research were mean, standard deviation. classification power confidence value Study the guidelines from 3 schools.
The result of this research as follows:
1. The present condition of curriculum administration and learning management of teachers by using digital literacy overall were at a moderate level. The overall desirable condition was at a high level, and the necessity of curriculum management and learning management of teachers by using digital literacy of teachers can be arranged as follows: 1) in terms of learning design and management by using the digital literacy, 2) curriculum creation and development using digital literacy, 3) Use and development of innovative technology media using digital literacy, 4) learning management with learner-centered digital literacy skills and 5) the measuring and evaluating learning by using digital literacy.
2. The results of assessing the suitability and feasibility of curriculum management guidelines and teachers' learning by using digital literacy of teachers, overall and item-by-item, were at the most. The mean suitability was 4.87, and the mean of probability was 4.86. There were guidelines for curriculum management and teacher learning management by using digital literacy, totaling 17 approaches.