Guidelines for Developing Digital Competencies of Teachers Attached to Office of the Vocational Education Commission, Chiang Mai Province

Abstract

Background and Aims: Teachers' digital competencies are important in today's era. It is used in teaching and learning management and works to keep up with the changes in the global society and line with national development by the guidelines of education management policies. The objectives of this independent research are 1) to study the current conditions. Desirable conditions and needs for the development of digital competencies of teachers affiliated with the Office of the Vocational Education Commission. 2) To study the guidelines for the development of digital competencies of teachers affiliated with the Office of the Vocational Education Commission with good practices, and 3) to prepare and review the guidelines for the development of digital competencies of teachers affiliated to Office of the Vocational Education Commission. Chiang Mai Province.

Methodology: Study on Guidelines for Developing Digital Competency of Teachers Affiliated to Office of the Vocational Education Commission, Chiang Mai Province the study method according to the objectives was divided into 3 phases: Phase 1: Current condition study. Desirable conditions and needs for the development of digital competencies of teachers affiliated with the Office of the Vocational Education Commission. Chiang Mai Province by using a questionnaire with the executives. Teachers affiliated to the Office of the Vocational Education Commission, Chiang Mai Province Phase 2: Study on the Guidelines for Developing Digital Competency of Teachers in Vocational Education Institutions with Good Practices The interview was the result of the study in Phase 1. administrator Teachers in vocational education institutions with good practices in 3 educational institutions. Phase 3: Preparation and review of guidelines for the development of digital competencies of teachers affiliated to the Office of the Vocational Education Commission. Chiang Mai Province divides the operation in this phase into 2 stages. as follows Step 1: Preparation of guidelines for the development of digital competencies of teachers affiliated to the Office of the Vocational Education Commission Focus Group Discussion to create guidelines for developing digital competencies of teachers affiliated to the Office of the Vocational Education Commission. Chiang Mai Province by applying the elements of the guidelines. 1) Principles, 2) Objectives, 3) Development Process, 4) Conditions for Success by 3 groups of participants: 2 school administrators, heads of departments or teachers; 2 students studied for 3 people, a total of 7 people. Chiang Mai Province Audit Method: Accuracy, Appropriateness, and Feasibility of the Guidelines with 3 groups of qualified people in the audit, including 2 school administrators, 2 personnel supervisors, and 3 heads of departments or teachers, a total of 7 people.

Results: 1) Development of digital competencies of teachers affiliated to Office of the Vocational Education Commission, Chiang Mai Province the overall current condition is moderate. When considering each aspect, the first is the reporting of the results of the development of teachers' digital competencies. The overall dependency condition is at a very high level when considered individually. The overall PNI value is 0.39 when considered individually. This must be done at least once a year, using a variety of tools in the study to collect appropriate data and for placement. The school has prepared a project plan and appointed a technology expert committee to advise on the use of digital technology and solve work problems. The monitoring and evaluation of teachers' digital performance has defined a monitoring process. Clearly assign duties and evaluate the results systematically and regularly continuously with evaluations from all sectors. Improving the development of teachers' digital competencies by analyzing their strengths the points that need to be developed for teacher development are in line with their potential and ability and there is a backup plan to solve the problem of reporting on the results of teacher digital competency development. 3) Guidelines for the development of digital competencies of teachers affiliated to Office of the Vocational Education Commission, Chiang Mai Province, have 4 components: 1) principles, 2) objectives, 3) development process, divided into 5 stages, and 4) conditions for success. The overall feasibility is at the highest level and meets the criteria set in all aspects

Conclusion: The need to develop the digital competency of teachers affiliated to Office of the Vocational Education Commission Chiang Mai Province is the implementation of monitoring and evaluating the digital performance of teachers. This may be due to the fact that the educational institution has not implemented and monitored the development of teacher competency and has evaluated the progress as well as supervised and monitored teachers according to the plans of the educational institution which is not continuous and up-to-date to adapt to digital transformation. Guidelines for Developing Digital Competency of Teachers under the Office of the Vocational Education Commission Chiang Mai Province has the results of the accuracy check. This is because the guidelines are in line with the objectives. The principles of the digital competency development of teachers are comprehensive, according to the elements of the guidelines, the guidelines can be applied in the development of digital competencies of teachers affiliated to the Office of the Vocational Education Commission. Chiang Mai Province effectively achieves the objectives of the educational institution