Development of a Model for Promoting Teacher Learning Management Utilizing Digital Technology as a Foundation for Learning Anytime and Anywhere Under the Office of the Basic Education Commission

Abstract

This Article aimed to study the current conditions and propose guidelines for promoting teachers’ instructional practices based on digital technology to support anytime-anywhere learning. The sample group consisted of 400 teachers under the Office of the Basic Education Commission, selected through multistage random sampling. In addition, five experts in the field of promoting instructional practices based on digital technology for anytime-anywhere learning served as key informants.

The research instruments included: (1) a questionnaire assessing the current state of instructional practices using digital technology as a foundation for anytime-anywhere learning, and (2) an interview protocol to explore strategies for promoting such practices. Data were analyzed using mean, standard deviation, and content analysis. The findings revealed that: The overall condition of teachers’ instructional practices using digital technology as a foundation for anytime-anywhere learning was at a moderate level (𝑋 = 3.42, S.D. = 0.41). And The proposed guidelines for promoting teachers’ instructional practices based on digital technology to support anytime-anywhere learning were categorized into five domains: Readiness for implementing technology-based instruction: 2 strategies Preparation of digital media, equipment, and learning resources: 3 strategies Organization of technology-based learning activities: 3 strategies, Assessment and evaluation of technology-based instruction: 3 strategies, Knowledge sharing and continuous development: 3 strategies