Online Program to Empower Teacher Learning to Develop Students' Digital Literacy Skills

This study aims to employ Research and Development (R&D) Methodology to create an "Online Program to Empower Teacher Learning to Develop Students' Digital Literacy Skills" based on the notions of "Knowledge and Action is Power" and "Students are the Ultimate Goal of Any Educational Management." It consists of teacher learning development projects and a project where teachers use learning outcomes to help students progress. Six sets of teacher learning manuals and one workshop manual for instructors to apply learning outcomes to student development were created as a result of the R1&D1 to R4&D4 stages. According to the results of experimenting with manuals in the R5&D5 stage with 10 teachers and 60 students using one group pretest-posttest design experimental research in a school that is representative of educational opportunity expansion schools under the Office of the Basic Education Commission, it was found that the developed manuals were effective according to the research hypothesis: 1) teachers had test results of learning outcomes that met standard criteria 90/90, 2) the teachers' post-test results were significantly higher than the pre-test-results, and 3) the students' post-test results were significantly higher than the pre-test results. It demonstrates that the manuals for learning and implementation for teachers in the developed online program are effective and can be disseminated for the benefit of the population of educational opportunity expansion schools under the Office of the Basic Education Commission across the country

Participatory Practice “Teach Less, Learn More”: A Case of Srikranuanwittayakom School

This research aimed to improve the quality of students in Srikranuanwittayakom School using the concept of Teach Less, Learn More. The method used in this study was Participatory Action Research, and there were twenty teachers voluntarily participating. The study had been done in two semesters of the academic year 2020. The three expectations from the development outcomes were: (1) the improvement under the identified indicators: a) teacher performance, b) organizing teaching activities and c) the students characteristic, (2) the researcher, the research participants, and the entire teaching staff learned from practice, and (3) the body of knowledge, which had been obtained from the practice as a foundation theory in this school context. The results of the study revealed three key features. Firstly, the average means of teacher performance, organization of teaching activities, and student characteristics after the 1st and after the 2nd cycles were higher than before the operation. Secondly, after adopting a participatory approach, researchers, co-researchers, and the entire teaching staff learned the importance and benefits of team collaboration. Lastly, the knowledge gained from the practice of this research consists of the ideas and strategies of the following concepts: 1) Expected change, 2) Driving factors for change, 3) Resistance to change and 4) Overcoming resistance drive change. The details of each issue can be used as a model for the students' quality development according to the concept of Teach Less, Learn More continuously. Moreover, the concept can be applied to other new conceptual developments

An Online Program to Develop Teachers to Enhance the Innovation Skills of Students

This research focused upon the development of “An Online Program to Develop Teachers to Enhance the Innovation Skills of Students” by gathering teacher learning manuals and a practice manual for teachers to assist in developing students. Moreover, this study adopted the Research and Development (R&D) methodology. As a result of the implementation of R1&D1 to R4&D4, 6 sets of teacher learning manuals and 1 practice manual could be compiled. Additionally, the study employed a one group pre-test/post-test experimental paradigm. Based on the discovered outcomes from employing the manuals in the R5&D5 stage with 11 teachers and 204 students in a school that had been randomly chosen to represent the Division of Buddhist Studies of the National Buddhism Office, it was determined that the research findings had been consistent with the assumptions that had been made. The results demonstrated that the developed online program had been effective given that the post-developmental test for teachers had met the standard of 90/90, and the mean scores had been statistically significantly higher than prior to the development. Moreover, regarding the innovation skills assessment after the development, the results of the students’ mean score had been statistically significantly higher than before. The results proved that the designed online program had been effective and that it could be distributed to the additional Prapariyattidhamma Schools so that they could receive benefits