Abstract

This research article aimed to: 1) analyze the problems and priority needs for enhancing digital technology competencies, 2) develop a training curriculum, and 3) evaluate the developed curriculum’s effectiveness. The sample comprised 150 teachers in Stage 1, 7 experts in Stage 2, and 50 science and technology teachers in Stage 3. Research instruments included need assessment questionnaires, the training curriculum, suitability evaluation forms for the training curriculum, knowledge tests, digital technology competency assessment forms, and satisfaction questionnaires. Research findings: 1. The assessment of current conditions for enhancing teachers' digital technology competencies was moderate; however, the desirable conditions ranged from high to the highest level. Consequently, the development of digital media to advance educational innovations was identified as the highest-priority need (M = 4.68, SD = 0.47, PNI_modified = 0.35), 2. The developed curriculum consisted of 6 components: (1) curriculum principles, (2) training objectives, (3) curriculum content, (4) training methodology, (5) supporting media and activity, and (6) training evaluation. The curriculum was rated as highly appropriate. 3. Curriculum Implementation Results: (1) The post-training scores for both knowledge and digital technology competency were significantly higher than the pre-training baselines. (2) Overall teacher competency was at the 'performing' level (corresponding to the national standard of 'Chamnan-kan')." (3) Overall teacher satisfaction was at a high level.

This work is licensed under a Creative Commons Attribution 4.0 License.