Guidelines for Developing Digital-Age Learning Management Skills for Multigrade Teaching among Small-School Teachers

Abstract

This study article aimed to: 1) examine the components of digital-age learning management skills for multigrade teaching among teachers in small schools; and 2) explore guidelines for developing digital-age learning management skills for multigrade teaching among teachers in small schools. The research employed a descriptive research design conducted in two phases. The first phase involved synthesizing documents to identify the components of digital-age learning management skills for multigrade teaching. The second phase investigated development guidelines through the study of best practices in two model schools recognized for outstanding digital-age multigrade instruction. Key informants included school administrators and teachers from small primary schools with demonstrated best practices, selected through purposive sampling. The selected schools met the following criteria: 1) small primary schools implementing multigrade instruction with distinctive internal learning management; 2) recipients of the IQA Award; and 3) schools that actively promoted and supported teachers’ professional development in digital-age learning management skills. In addition, three experts with knowledge and experience in developing teachers’ digital-age learning management skills for multigrade teaching were interviewed: two university academics and one school principal or deputy principal, also selected through purposive sampling. Data were collected using structured interviews and analyzed through content analysis.

The findings revealed that: 1) the components of digital-age learning management skills for multigrade teaching among teachers in small schools comprised eight key skills, including curriculum development, learning activity design, learning activity implementation, learning assessment, multigrade classroom management, appropriate use of instructional media and technology for learners at different levels, and individual learner ability analysis; and 2) the guidelines for developing these digital-age learning management skills covered seven areas. For curriculum development, the focus was on building motivation, preparing strategic plans, supporting media and technology, and promoting professional learning communities (PLCs). For learning activity design, emphasis was placed on collaborative planning, workshops, and the development of learner-centered materials and lesson plans. For learning activity implementation, teacher skills were strengthened through training, classroom observation, and sharing of best practices. For assessment, diverse evaluation methods were encouraged through analysis, piloting of tools, and reflective practices. Multigrade classroom management emphasized motivational techniques and creating a positive learning environment. The use of media and technology focused on testing, improving, and integrating digital tools. Finally, individual learner analysis involved using data and multiple intelligences theory to support appropriate and personalized learning.