Promoting Teachers' Digital Literacy through Innovative E-Learning Media Creation

Phuntipa Julakarn

Abstract


This research aimed to develop teachers' digital technology knowledge and skills in creating electronic learning media, and to enable teachers to create effective e-learning materials. The study employed a mixed-methods approach with 50 participating teachers. Data collection involved knowledge assessment tests and satisfaction questionnaires, with content validity verified by experts. The research implemented practical training in innovative electronic learning media creation based on the TPACK framework and adult learning principles. Results showed significant improvement in teachers' knowledge and understanding of electronic media development, with post-participation scores (M=8.92, SD=0.78) significantly higher than pre-participation scores (M=4.66, SD=1.32) at p<.05. Participating teachers successfully created at least two pieces of electronic learning media, including interactive content for mathematics instruction. Teacher satisfaction with the training program was highest overall (M=4.80, SD=0.38), particularly regarding opportunities for questions and discussions. The theoretical integration of digital literacy concepts with teacher professional development frameworks provided a robust foundation for the intervention design. The study demonstrates the effectiveness of situated, practice-oriented professional development in enhancing teachers' digital literacy and their capacity to create innovative e-learning media for digital age learning management, suggesting implications for sustainable technology integration in educational settings.

Keywords


Digital literacy, E-learning media, Teacher professional development, Educational technology, Digital age teaching

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References


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DOI: https://doi.org/10.7575/aiac.ijels.v.13n.3p.37

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