DEVELOPMENT OF DIGITAL INNOVATOR COMPETENCIES THROUGH COMMUNITY-BASED DIGITAL PROJECTS: LESSONS LEARNED FROM THE SCIENCE AND TECHNOLOGY LEARNING AREA, SAKOLRAJWITTAYANUKUL SCHOOL, SAKON NAKHON PROVINCE, THAILAND
DOI:
https://doi.org/10.64186/jsp3138Keywords:
digital innovation competency, digital projects, professional learning community, Community-basedAbstract
This research article aims to 1) compare students' learning achievement before and after place-based community learning, 2) assess students' digital innovator competencies, 3) examine the quality of digital project outputs, and 4) synthesize lessons learned from the learning management and the role of PLC processes. This is a mixed-methods research study. The sample consisted of 40 upper secondary school students and 9 science and technology teachers, selected through purposive sampling. The research instruments included achievement tests, digital innovator competency assessment forms, digital project quality assessment forms, teacher reflection logs, semi-structured teacher interviews, student focus group discussions, and PLC meeting records. Quantitative data were analyzed using descriptive statistics and Paired Sample t-test, while qualitative data were analyzed using inductive content analysis. The findings revealed that 1) students' learning achievement after the intervention was significantly higher than before at the .01 level, 2) students demonstrated digital innovator competencies at the highest level =4.52), particularly in collaborative work in digital environments, digital creativity, and digital communication, 3) digital project outputs were of the highest quality (
=3.82), excelling in addressing community problems and creativity, and 4) four key lessons emerged: building shared vision, using student data as the basis for decision-making, sharing learning and co-creating innovations, and overcoming challenges through mutual support. The integration of place-based community learning and digital projects through PLC processes is an effective approach for developing both students' learning achievement and digital competencies. The distinctive contribution of this study lies in the integration of place-based community learning with digital competency development through projects addressing authentic community problems, which differs from conventional research that typically develops digital skills separately from community contexts. Additionally, the systematic use of PLC processes as a mechanism for teacher development represents a key feature contributing to the sustainability of innovation.
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