ปีที่ 9 ฉบับที่ 3 (2025): กันยายน-ธันวาคม | Pages:367-396

The Key Role of Digital Learning Technologies in Shaping and Transforming Modern Teaching Approaches

Narat Wattanapanit
Faculty of Education, Ramkhamhaeng University, Thailand, Thailand
https://orcid.org/0000-0003-4994-1955
คำสำคัญ: Digital Learning Technologies, Student-Centered Pedagogy, Technology Integration, Educational Innovation
เผยแพร่แล้ว: ธ.ค. 19, 2025

บทคัดย่อ

The adoption of digital learning technologies has revolutionized educational methods by moving away from conventional teacher-directed approaches to student-focused learning environments supported by technology. Modern education now offers both new opportunities and challenges as teaching methods evolve to become more interactive and personalized through the help of learning management systems (LMS), artificial intelligence (AI), virtual and augmented reality (VR/AR), and predictive analytics. This study explores the ways digital learning technologies influence modern instructional methods while emphasizing pedagogical innovation, theoretical integration, and future educational technology trends. The research utilized a qualitative methodology that included comprehensive literature reviews and conceptual evaluations of existing digital tools and frameworks like SAMR and TPACK to assess their applications throughout different educational levels. This research gathers evidence from academic publications to examine the advantages and drawbacks of digital technology integration in learning contexts. Research shows digital tools improve teaching effectiveness through personalized learning opportunities and improved accessibility, which leads to better student engagement. Adaptive learning systems and gamified environments serve as tools to develop students' critical thinking and teamwork abilities. The digital divide, alongside teacher readiness issues and data privacy worries, continue to demand strategic interventions and systemic backing. In conclusion, Modern education relies heavily on digital technologies, which function as essential elements within both curriculum delivery systems and student development processes. Achieving successful, equitable deployment of digital technologies requires a comprehensive plan that combines infrastructure development with teacher education and ethical supervision. This research highlights that continuous development based on proven educa

Downloads

Download data is not yet available.

Article Details

รูปแบบการอ้างอิง

Wattanapanit, N. . (2025). The Key Role of Digital Learning Technologies in Shaping and Transforming Modern Teaching Approaches. วารสารการบริหารการปกครองและนวัตกรรมท้องถิ่น, 9(3), 367–396. https://doi.org/10.65205/jlgisrru.2025.289014

ประเภทบทความ

บทความวิจัย (Research Articles)

หมวดหมู่

เอกสารอ้างอิง

Al-Azawei, A., Serenelli, F., & Lundqvist, K. (2016). Universal design for learning (UDL): A content analysis of peer-reviewed journal papers from 2012 to 2015. Journal of the Scholarship of Teaching and Learning, 17(3), 67–84. https://doi.org/10.14434/josotl.v17i3.22102

Anderson, T. (2008). Towards a theory of online learning. In T. Anderson & F. Elloumi (Eds.), The theory and practice of online learning (2nd ed., pp. 33–60). Athabasca University Press.

Barrett, M. (2021). Digital fatigue and the online learning experience: A survey of student perspectives. Journal of Educational Technology Systems, 50(1), 39–60. https://doi.org/10.1177/00472395211032839

Bates, A. W. T. (2019). Teaching in a digital age: Guidelines for designing teaching and learning (2nd ed.). BCcampus.

Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In ASEE National Conference Proceedings. Atlanta, GA.

Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31. https://doi.org/10.1007/s11092-008-9068-5

Bond, M., Bedenlier, S., Marín, V. I., & Händel, M. (2021). Emergency remote teaching in higher education: Mapping the first global online semester. International Journal of Educational Technology in Higher Education, 18, Article 50. https://doi.org/10.1186/s41239-021-00282-x

Chou, C., & Block, L. (2012). The impact of technology on student learning. Education and Culture, 28(2), 112–123.

Coates, H., James, R., & Baldwin, G. (2005). A critical examination of the role of LMSs in higher education. Educational Technology & Society, 8(1), 69–83.

Crompton, H. (2013). A historical overview of mobile learning: Toward learner-centered education. In Z. L. Berge & L. Y. Muilenburg (Eds.), Handbook of mobile learning (pp. 3–14). Routledge.

Cuban, L. (2001). Oversold and underused: Computers in the classroom. Harvard University Press.

Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284. https://doi.org/10.1080/15391523.2010.10782551

Graham, C. R. (2013). Emerging practice and research in blended learning. In M. G. Moore (Ed.), Handbook of distance education (3rd ed., pp. 333–350). Routledge.

Hamilton, E. R., Rosenberg, J. M., & Akcaoglu, M. (2016). The substitution augmentation modification redefinition (SAMR) model: A critical review and suggestions for its use. TechTrends, 60(5), 433–441. https://doi.org/10.1007/s11528-016-0091-y

Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign.

Horn, M. B., & Staker, H. (2015). Blended: Using disruptive innovation to improve schools. Jossey-Bass.

Ifenthaler, D., & Yau, J. Y. K. (2020). Utilising predictive learning analytics to support students’ self-regulated learning in higher education. Educational Technology Research and Development, 68(6), 3151–3170. https://doi.org/10.1007/s11423-020-09728-4

Johnson, L., Becker, S. A., Cummins, M., Estrada, V., Freeman, A., & Hall, C. (2016). NMC Horizon Report: 2016 higher education edition. The New Media Consortium.

Kirkwood, A., & Price, L. (2014). Technology-enhanced learning and teaching in higher education: What is “enhanced” and how do we know? A critical literature review. Learning, Media and Technology, 39(1), 6–36. https://doi.org/10.1080/17439884.2013.770404

Laurillard, D. (2012). Teaching as a design science: Building pedagogical patterns for learning and technology. Routledge.

Luckin, R., & Holmes, W. (2016). Intelligence unleashed: An argument for AI in education. Pearson Education.

Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. U.S. Department of Education.

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.

Pane, J. F., Steiner, E. D., Baird, M. D., & Hamilton, L. S. (2015). Continued progress: Promising evidence on personalized learning. RAND Corporation. https://www.rand.org/pubs/research_reports/RR1365.html

Puentedura, R. R. (2014). SAMR and TPCK: Intro to advanced practice. http://www.hippasus.com/rrpweblog/

Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education. Computers & Education, 147, 103778. https://doi.org/10.1016/j.compedu.2019.103778

Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu. Publications Office of the European Union.

Regan, P. M., & Jesse, J. (2019). Ethical challenges of edtech, big data and personalized learning. Ethics and Information Technology, 21(3), 167–179. https://doi.org/10.1007/s10676-019-09519-1

Scardamalia, M., & Bereiter, C. (2014). Smart technology for self-organizing processes. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (2nd ed., pp. 803–828). Cambridge University Press.

Selwyn, N. (2012). Education and technology: Key issues and debates. Bloomsbury Publishing.

Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. Jossey-Bass.

Trust, T., & Whalen, J. (2020). Should teachers be trained in emergency remote teaching? Journal of Technology and Teacher Education, 28(2), 189–199.

U.S. Department of Education. (2017). Reimagining the role of technology in education: 2017 National Education Technology Plan update. https://tech.ed.gov/netp/

van Dijk, J. A. G. M. (2020). The digital divide. Polity Press.

Voogt, J., Erstad, O., Dede, C., & Mishra, P. (2013). Challenges to learning and schooling in the digital networked world of the 21st century. Journal of Computer Assisted Learning, 29(5), 403–413. https://doi.org/10.1111/jcal.12137

Williamson, B., & Eynon, R. (2020). Historical threads, missing links, and future directions in AI in education. Learning, Media and Technology, 45(3), 223–235. https://doi.org/10.1080/17439884.2020.1798995

Woolley, D. R. (2016). PLATO: The emergence of online community. In J. Malloy (Ed.), Social media archaeology and poetics. MIT Press.

World Economic Forum. (2020). The future of jobs report 2020. https://www.weforum.org/reports/the-future-of-jobs-report-2020

Yuan, L., & Powell, S. (2013). MOOCs and open education: Implications for higher education. JISC CETIS. https://www.jisc.ac.uk/reports/moocs-and-open-education