บทความวิจัย ของ ดร.นภาจิตร ดุสดี
กระบวนการนิเทศการศึกษาด้วยชุมชนการเรียนรู้ทางวิชาชีพดิจิทัลเพื่อพัฒนาการจัดการเรียนรู้วิทยาศาสตร์และเทคโนโลยี
Education In-service Process with Digital Professional Learning Community to Develop Management Learning Science and Technology
Napajit Dusadee 1*
Abstract; Education In-service Process with Digital Professional Learning Community to Develop Management Learning Science and Technology. The research methodology is divided into two phases: Phase 1: Study the approach to in-service education with the digital professional learning community with science and technology learning management. Phase 2 Design Education In-service Process with Digital Professional Learning Community to Develop Management Learning Science and Technology. Phase 3 Assesses the suitability of the in-service process with the digital professional learning community with science and technology learning management. By using qualified persons in information and communication technology in education. The tool used was the suitability assessment form. The statistics used in the research consist of 1. average 2. standard deviation. The results showed that 1) DPLC's approach to science and technology learning management showed that there were six in-service processes: 1.1, group, 1.2 eliminate problem, 1.3 develop lesson plans, 1.4 teaching, 1.5 feedback, 1.6 develop learning. 2) Assess the suitability of the in-service process with DPLC to develop the most appropriate level of science and technology learning management (Mean = 4.73, S.D. = 0.27).
Keywords: Educational In-services, Digital Professional Learning Community, Teacher Learning Management Science and Technology Learning Group.
ดาวน์โหลดบทความวิจัย ที่ลิงก์ : https://drive.google.com/file/d/1-2WanLtgBBbiUO1toloowgP4qFBgokjB/view?usp=sharing
ผลของการนิเทศการศึกษาด้วยชุมชนการเรียนรู้ทางวิชาชีพดิจิทัลเพื่อพัฒนาการจัดการเรียนรู้ครูกลุ่มสาระการเรียนรู้วิทยาศาสตร์และเทคโนโลยี
The Results of Education In-service with Digital Professional Learning Community to Develop Management Learning Teacher of Science and Technology Department
Napajit Dusadee 1*
Abstract; This research aims of assess the learning management of teachers applying for in-service education. 1) Evaluate the science and technology learning management plans of teachers applying for inservice education, 2) observe the science and technology exchange activities of teachers applying for in-service education, 3) observe the science and technology learning management of teachers applying for inservice education, and 4) explore the satisfaction of teachers applying for inservice education. How to conduct research 1) Evaluate learning management tools using in-service experts 2) Evaluate the learning management of teachers applying for in-service education. With the Learning Management Assessment There are two samples used in the research: 1) 5 persons with in-service qualifications, 2) Teachers applying for in-service education The Secondary Educational Service Area Office Nonthaburi. The samples used in the research included teachers applying for in-service under the secondary educational service area office Nonthaburi by selecting a specific sample of 73 people, The statistics used in the research consist of 1) average 2) standard deviation. The results showed that assessments of the science and technology learning management plans of teachers applying for in-service studies in the picture were included at a good level. For observation of science and technology exchange activities, observation of science and technology learning management, and satisfaction of teachers applying for educational in-services. It found that the assessment of all three aspects in the image was included at the highest level.
Keywords: Educational In-services, Digital Professional Learning Community, Teacher Learning Management Science and Technology Learning Group.
ดาวน์โหลดบทความวิจัย ที่ลิงก์ : https://drive.google.com/file/d/1dv2b-9TXqXNj8Kf40A30X72r2KFDrRfk/view?usp=sharing
Development of Virtual Professional Training Community System to develop Digital Teacher Competencies
Napajit Dusadee, Pallop Piriyasurawong, Prachyanun Nilsook
The 8" International Conference on Technical educationTransitioning to the New Normal in Engineering and education July 8-9,2021 Accepted papers (Track1) will be submitted for inclusion into Scopus Publishing Faculty of Technical EducationKing Mongkut's University of Technology North Bangkok, Thailand
Abstract; This research aims 1) to develop a virtual professional training community system to develop digital teacher competencies, 2) to study the effects of using virtual professional training community systems to develop digital teacher competencies. The samples used in the research included 81 teachers selecting a specific sample, the results of which were 1) the development of a virtual professional training community system to develop digital teacher competencies, included 1.1 training courses, digital teacher competency development, and learning management development (Computing Science). 1.2 Digital teacher competencies development training plan and learning management development (Computing Science) 1.3 Digital Education Excellence Platform "DEEP" 1.4 digital teacher competencies assessment. 2) Results of using a virtual professional training community system to improve digital teacher competencies included 2.1 digital teacher literacy assessment of trainees. Digital teacher literacy scores after training were statistically significantly higher than before training at .01 and 70 percent higher than the threshold of 2.2 percent. Overall, digital teacher skills were high. 2.3 Evaluation of the digital teacher attributes of trained trainees using a virtual professional training model to develop the competencies of digital teachers found that overall, there were elevated levels of digital teacher attributes. Trained trainers had particularly good digital teacher attributes.
เขียนเอกสารอ้างอิง : Napajit Dusadee, Pallop Piriyasurawong and Prachyanun Nilsook. (2021). Development of Virtual Professional Training Community System to develop Digital Teacher Competencies. 8th International Conference on Technical Education: July 8, 2021 Bangkok, Thailand, p.76
ดาวน์โหลดบทความวิจัย ที่ลิงก์ : http://gg.gg/ICTechEd8-15
Virtual Professional Training Community Model for Developing Digital Teacher Competencies
Napajit Dusadee1,*, Pallop Piriyasurawong
1Division of Information and Communication Technology for Education, King Mongkut's University of Technology North Bangkok, Thailand
2Faculty of Technical Education, King Mongkut's University of Technology North Bangkok, Thailand
Received June 17, 2020; Revised July 20, 2020; Accepted August 25, 2020
Abstract; This was a document research study. Its objectives were (1) to study the virtual professional training process to develop digital teacher competencies and (2) to synthesize digital teacher competencies. The data were analyzed by using the content analysis technique. The results of the research revealed the following. Digital Teacher Competency consisted of 6 aspects as follows: Part 1, Using digital technology; Part 2, Data information and knowledge; Part 3, Communication and collaboration; Part 4, Digital content creation; Part 5, Integrating digital pedagogy; and Part 6, Ethics using digital technology. The form of the virtual vocational training community to develop digital teacher competencies consisted of 4 parts, which were the following: 1) Input, 2) Process, 3) Output, and 4) Feedback. We were able to assess the suitability of the Virtual Professional Training Community Model for Developing Digital Teacher Competencies with 9 experts in information and communication technology in education. The evaluation results revealed that the Virtual Professional Training Community Model for Developing Digital Teacher Competencies was formed. Part 1, the suitability of the virtual professional training process to improve digital teacher competencies, was very suit-able. The mean was 4.63 and the standard deviation was 0.56. Part 2, the suitability of the details of the virtual professional training process to develop digital teacher competencies, reached the most suitable level. The mean was 4.56 and the standard deviation was 0.65.
เขียนเอกสารอ้างอิง : Napajit Dusadee, Pallop Piriyasurawong. (2020). Virtual Professional Training Community Model for Developing Digital Teacher Competencies. Universal Journal of Educational Research 8(9): 4234-4241, 2020
ดาวน์โหลดบทความวิจัย ที่ลิงก์ : https://www.hrpub.org/journals/article_info.php?aid=9699
Professional Learning Community Training Model through Cloud Technology to Enhance Competence Learning Management Teacher
ICL2019 – 22nd International Conference on Interactive Collaborative Learning Intercontinental Bangkok, Thailand, 25-28 September 2019
By Napajit Dusadee
Division of Information and Communication Technology for Education, King Mongkut’s
University of Technology North Bangkok, Thailand
leelawadee27@gemail.com
Professional Learning Community Training Model through Cloud Technology to Enhance Competence Learning Management Teacher
Abstract
The purpose of the research conducted was to design a professional learning community training model using Cloud Technology to enhance the Competence Learning Management system for the teacher. The research was divided into three categories. The categories are as follows: firstly, synthesizing the elements of the professional training model; secondly, designing the training model of professional learning community training model using cloud technology to Enhance a Competence Learning Management System for the teacher; and thirdly, to evaluate the effectiveness of the Professional Learning Community Training Model (PLCTM) through Cloud technology. The data collection proofs the effectiveness of the PLCTM through content analysis. The following results shown that; 1. Professional learning community training model consisted of six elements namely; 1 . 1 Shared vision 1 . 2 Collaborative teamwork 1 . 3 Shared leadership 1.4 Knowledge and professional development 1.5 Caring community, and 1.6 Supportive structure. 2. The training model of the PLCTM through CT to enhance a competence learning management teacher’ s system consists of three sections. Firstly, PLCTM consists of eight processes namely; 2.1 Grouping 2.2 Collaborative group 2.3 The cause of problems 2.4 Searching in training model 2.5 Solutions 2.6 Problem solving 2.7 Application of plan 2 .8 Conclusion Secondly, CT service based function is integrated the Software application system ( SAAS) . Thirdly, the learning processes were evaluated as follows: 3.1 The proficiency of creating the and developing the curriculum, 3.2 proficiency based content, 3.3 proficiency in the learning processes which focused on learning, 3.4 proficiency in developing and applying ICT innovation link to the learning processes, and 3.5 the elements of the assessment and evaluation of learning. 3. Five experts were consulted regarding the evaluation of the effectiveness of PLCTM, the CT system, and learning processes. The statistics of the research conducted were based on the average and standard deviation indicators. The results reflected that; 1. The rates
regarding the suitability of the main elements of the training model were“ excellent” which included the average deviation of 4. 72 and the standard deviation of 0.31. 2. The rates regarding the suitability of the main and the sub processes of the PLCTM through CT were “excellent” which included the average deviation of 4.68 and the standard deviation of 0.51.
Keywords—Professional Learning community training model, Cloud technology, Learning management Conclusion.
ดาวน์โหลดบทความวิจัย ที่ลิงก์ https://link.springer.com/chapter/10.1007%2F978-3-030-40271-6_75
เขียนเอกสารอ้างอิง :Napajit Dusadee, Prachyanun Nilsook, Pallop Piriyasurawong and Panita Wannapiroon. (2020). Professional Learning Community Training Model through Cloud Technology to Enhance Competence Learning Management Teacher. In: Auer M., Hortsch H., Sethakul P. (eds) The Impact of the 4th Industrial Revolution on Engineering Education. ICL 2019. Advances in Intelligent Systems and Computing, vol 1135. Springer, Cham
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Professional Learning Community Gamification Digital Learning via Cloud Technology to Enhance Teacher Competence
Professional Learning Community Gamification Digital Learning via Cloud Technology to Enhance Teacher Competence
Abstract
The study’s purpose was to 1) Design professional learning community gamification digital learning via cloud technology to enhance teacher competence 2) Assess the suitability of professional learning community gamification digital learning via cloud technology to enhance teacher competence. This research proposes professional learning community gamification digital learning via cloud technology to enhance teacher competence. The result of this study is the professional learning community with gamification and there is a synthesis of professional learning community gamification digital learning. It consists of three main components as follows (1) Teacher (2) Professional learning community on gamification (3) Teacher competency. The results of the research can be applied to the Professional learning communities in various disciplines to organize appropriate learning activities for learners. Research samples in professional learning community 1 expert information and communication technology 3 experts and Learning Management 1 expert. There are total 5 professionals. The expert evaluation results found that the average expert is at 4.66 (standard deviation of 0.49) is suitable at high level and can be used in real life.
Keywords: Digital Learning, Professional Learning Community, Gamification, Cloud Technology, Teacher Competence
ดาวน์โหลดบทความวิจัย ที่ลิงก์ https://drive.google.com/file/d/197At8FwJ610zZ-q5C95ZnEQKEaD4iwzI/view?usp=sharing