The Development of Digital Technology use in Learning Management of Teachers under the Chachoengsao Primary Educational Service Area Office

Abstract

               This study aims to the development of digital technology use in learning management of teachers under the Chachoengsao Primary Educational Service Area Office. The study emphasizes enhancing teachers’ ability to effectively integrate digital technologies into instructional practices in response to the rapid changes of the digital era. Teachers play a pivotal role in shaping directions and policies that promote the development of digital competencies necessary for effective learning management, which contributes to improving the quality of learning and supporting learners’ holistic development in the digital age. Therefore, the development and promotion of teachers’ digital technology use in learning management are essential. The components of developing digital technology use in teachers’ learning management include instructional design using digital technologies, data access and management, assessment and evaluation, and the creation of online learning communities. The development of teachers’ digital technology use is influenced by several causal factors, including internal school factors (school management, student readiness, availability of technological resources, and administrative support), external factors (family readiness, instructional support systems, and support from educational authorities), and teacher-related factors (teacher readiness, attitudes toward digital technology, and openness to adopting new technologies). The findings suggest that primary school teachers in Chachoengsao Province must adapt and integrate emerging technologies into learning management to prepare learners to effectively respond to multifaceted challenges in a rapidly changing world. The development of teachers’ digital technology competencies will enable them to keep pace with advancements in the digital era sustainably.