The Development Model of Teacher in Learning for 21st Century For Educational Opportunity Schools Under the Khonkaen Elementary Educational Service Area Office 3

Abstract

We are living in the twenty-first century. It's said that all organizations need to adapt to this new era of change. Many nations have experienced both positive and negative effects as a result of these changes. To survive in society in the future, humans will need to pick up new skills. The objectives of this research were to: 1) study the components of learning for the 21st century 2) study the current and the desirable state of developing learning for the 21^st century for educational opportunity schools Under the Khonkaen Elementary educational service area office 3 3) create the development model of teacher in learning for the 21st century 4) study the results of the experimental model. The research was divided into four phases as follows; phase 1; studied the components of learning for the 21st century, with 9 experts. phase 2; study the current and the desirable state of developing learning for the 21st century. This was done by working with 237 school administrators and teachers, The research instrument was a questionnaire, and the confidence of the whole questionnaire was 0.79. phase 3; create the development model of teacher in learning for the 21st century, this was done by a group of 9 experts for focus group discussion and 9 experts for Connoisseurship. stage 4; study the results of using the model. This was done by a target group of 16 people.

The results found that:

1. The components of learning for the 21st century consisted of 4 major, Including 1) child-centered learning 2) learning technology-based Learning 3) management system, and 4) formative evaluations.
2. The current state overall was high average and the desirable state overall was at the highest level. The priority need rank from high to low level was 1) learning technology base Learning 2) formative evaluations 3) development management system and 4) child-centered learning
3. The model is comprised of 1) principles 2) objectives 3) content activities 4) development process and 7) assessment. The result of evaluation for accuracy, propriety, feasibility, and utility was the highest overall.
4. The results of using the development model of teacher in learning for the 21st century for educational opportunity schools under the Khonkaen Elementary educational service area office 3 was the highest level of the average and satisfaction at the highest level.

In conclusion, with top ratings for feasibility and utility, the study demonstrated the efficacy of a 21st-century learning model that emphasizes technology-based learning, formative assessments, and child-centered approaches. Teacher development and satisfaction in Khonkaen educational opportunity schools were greatly enhanced by this model.