การพัฒนาสมรรถนะครูผู้สอนระดับปฐมวัยด้านเทคโนโลยีดิจิทัล เพื่อการศึกษาในโรงเรียนถิ่นทุรกันดาร ของสังกัดสำนักงานคณะกรรมการการศึกษาขั้นพื้นฐาน

Abstract

This research aims to (1) analyze the problems, needs, and and development directions of early childhood educators' digital technology competencies for education, (2) develop the digital technology competencies competencies of early childhood educators for education, and (3) evaluate the education, and (3) e technologys, and e the digital technology competencies of early childhood od educators educators in protected schools under under the Office of the Basic under Education Commission in Chiang Mai, Phrae, Mae Hong Son, and Tak provinces. The sample group consists of 60 selected through purposive sampling. The research tools include (1) semi-structured forms, (3) assessment educators, (4) competencies of early unity (PLC) re Data soms for dividuals interviews, (2) SWOT analysis recording digital technology competencies of early childhood assessment forms for developing digital technology educators, (5) Community of Professional Learning forms, and (6) After Action Review (AAR) recording forms. analyzed by calculating the mean and standard deviation. The research findings reveal that (1) the problems include lack of electricity access, unstable internet signals, insufficient readiness in terms of contemporary and functional technological equipment, and teachers lacking skills and competencies in producing digital media for education. The development needs for digital technology competencies include suitable electricity and internet signals for operational use, contemporary and functional digital technology equipment for both online and offline formats, and systematic training in digital media production for early childhood education with systematic monitoring processes. (2) The development of digital technology competencies among early childhood educators in protected schools under the Basic Education Commission shows that the average assessment score for guidebook assessment of digital technology competencies for education, as evaluated by experts, is 4.67, which is rated as the highest level. The average satisfaction score for development following the competency framework in nine aspects is 4.53, also rated as the highest level. (3) The assessment results of digital technology competencies among early childhood teachers before and after fore and based on the competency framework in all nine aspects indicate that before e aspects ng training e training, the average score and standard deviation were were 3.49 and 0.54, respectively, rated as were 3.49 moderate. The highest-rated aspect was ethical use of digital media with a score of 4.00, while the lowest-rated aspect was knowledge and safe use of digital media, with was knowledge safe use of digital of digital the average a score of 3.03. After training, the average score and standard deviation were 4.26 and 0.43, respectively, rated as digital media with a score of ad The was basic knowledge of rated aspect while the lowest-rated schools with a score of 3.79.