Empowering Pre-Service Teachers for the Digital Transformation of Education from New Normal to Next Normal

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dc.contributor.authorWatcharee Sangboonraung
dc.contributor.authorSrisuda Daungtod
dc.contributor.authorPrachyanun Nilsook
dc.contributor.authorJira Jitsupa
dc.contributor.authorVenus Skunhom
dc.contributor.authorNavarat Techachokwiwat
dc.date.accessioned2025-01-29T03:00:02Z
dc.date.available2025-01-29T03:00:02Z
dc.date.issued2024-03-20
dc.descriptionhttps://ccsenet.org/journal/index.php/jel/article/download/0/0/50094/54194
dc.description.abstractThe purposes of research were to comparison of digital technology used for the instructional management during the Covid-19 pandemic during the New Normal period and the endemic Covid-19 during Next Normal period adopted by pre-service teachers; and to develop the landscape of digital technology used for instructional management during the New Normal and the Next Normal periods adopted by pre-service teachers. The participants included 400 pre-service teachers. The research tool was an online questionnaire. The data were analyzed by mean and standard deviation. The results showed the comparison of digital technology for the instructional management in the New Normal and the Next Normal as follows. Regarding the New Normal, the finding were: (a) some websites and applications such as Google Meet, Line, YouTube, and Facebook Messenger were used to communication with students; (b) some websites and applications, namely Google classroom, MS Teams, Moodle, and Thaimooc were used to send and receive student’s works; (c) some learning management systems, namely Google classroom, MS Teams, Moodle, and Thaimooc were used; (d) some digital media libraries such as YouTube, Trueplookpanya, DLTV, Satellite Distance Education Foundation, SciMath Knowledge Library, and IPST were used; (e) some online measurement and evaluation tools such as Google Forms, Kahoot, Quizizz, and Microsoft Forms were used and (f) some teaching guidelines and tools, like Video assignment, General Activities, and Attendance be used later. Regarding the Next Normal, the finding were: (a) some websites and applications were used to communicate with students, including Line, Facebook, Messenger, Youtube and Google classroom; (b) some websites and applications like Line, Facebook Messenger, YouTube, and Google classroom were used to send and receive student’s assignments; (c) some learning management systems like Google classroom, MS Teams, Moodle, Edmodo, and Thaimooc were also used; (d) some digital media libraries like Google classroom, YouTube, Trueplookpanya, OBEC Content Center - NEDA, and DLTV (Satellite Distance Education Foundation) were also helpful; (e) some online measurement and evaluation tools like Google Forms, Kahoot, Quizizz, and Microsoft Forms were also used; and (f) some teaching guidelines and tools like Assignment, Announcements and Update, Student Support, and Grade Book will also be used later. The digital technology landscape consists of 6 parts: (1) the websites and applications used for communication with students; (2) the websites and applications provides for students to submit their assignments; (3) the learning management systems; (4) the digital media libraries; (5) the online measurement and evaluation tools; and (6) the teaching guidelines and tools to be used later.
dc.identifier.citationJournal of Education and Learning, Vol. 13 No. 4, 211-230.
dc.identifier.issn1927-5269
dc.identifier.urihttps://repository.dusit.ac.th//handle/123456789/2485
dc.language.isoen
dc.subjectdigital learning tools
dc.subjectapplications for learning
dc.subjectnew and next normal
dc.subjectdigital transformation
dc.subjectdigital landscape
dc.subjectpre-service teachers
dc.titleEmpowering Pre-Service Teachers for the Digital Transformation of Education from New Normal to Next Normal
dc.typeArticle
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