Digital Competency of Instructors in Disruptive Technology Era

Abstract

The study of digital competency of instructors in disruptive technology era aimed to 1) study the digital competency of instructors in disruptive technology era, 2) compare the digital competency of instructors in disruptive technology era. The 258 samples were the instructors from the Office of Basic Education Commission and Department of Education, Bangkok, derived by volunteer sampling. The research instrument was online evaluation form of digital competency with Likert ration scales. Data was analyzed by percentage, mean, standard deviations t-test for independent samples, and one way ANOVA.

The research revealed that: 1) Digital competency of instructors in disruptive technology era was at the level of “much” (M = 4.01, SD = 0.59). Considering on any item of digital competency, on the knowledge acquisition, the instructors gained the “much” level (M = 4.12, SD = 0.57), the less was knowledge deepening (M =3.96, SD = 0.65), and knowledge creation (M = 3.94, SD = 0.66) respectively. 2) The comparison on digital competency among instructors in disruption technology era, the study found that gender, educational background, and teaching experience had no statistically significant effect had statistically significant effect to digital competency at the level of .05.