Results of eDLRU Media Utilizing in Enhancing Early Childhood Teacher Competency in Learning and Curriculum Management: A Case Study of Early Childhood Care Centers under Supervision of the Department of Local Administration

Abstract

The purpose of this research project are to 1) investigate and compare the results of utilizing eDLRU media in enhancing early childhood teacher competency in learning and curriculum management, and 2) examine teachers’ perceptions about using the eDLRU media in teaching and learning management. Samples of the study were 397 early childhood teachers at Care Centers under the Department of Local Administration in every region of Thailand.

Research tools comprised of 1) the eDLRU media and it is manual with one-day training, 2) pre-post evaluation form with the reliability of .96, and 3) records of teachers’ reflection on using the media. Data analysis employed percentage, frequency, mean, standard deviation and paired-Samples T-test, including content analysis for qualitative data. Three major findings revealed that:

1) Overall, teacher competency after using the eDLRU media was higher than before employing the media in every competency aspect (before = =3.58, SD. = .46, after =4.02, SD. = .39). Particularly, when ranking the results showed the highest competency improved was learner-centered management, followed by measurement and evaluation, knowledge and abilities to design learning management, using and developing media, innovation, and technology, and developing curriculum respectively. 2) Overall, the results of comparison in teachers’ utilizing the eDLRU media before and after indicated their competency in learning and curriculum management was statistically significant at the level of .01 (t = -16.59, p=.00). In particular, the findings showed their statistically significant differences in each competency as followed: 1) developing curriculum (t = -17.72, p=.00), 2) knowledge and abilities to design learning management (t = -17.31, p=.00), 3) learner-centred management (t = -13.16, p=.00), 4) using and developing media, innovation and technology (t = -14.29, p=.00), and 5) measurement and evaluation (t = -14.57, p=.00) respectively. 3) The participants perceived utilizing the eDLRU media in 3 areas. Firstly, their satisfaction of the eDLRU media in 1) it รหs user-friendly and not complicated, and 2) helping improving teachers’ knowledge and skills in lesson planning and teaching techniques for learner-centered management in particular. Secondly, two impacts of using the eDLRU media were found. They were: 1) making the lesson interesting that resulted in reducing children class absence, and 2) increasing teachers’ confidence and enthusiasm in their work. Lastly, in spite of teachers’ satisfaction and benefits, the teachers found the eDLRU media had some limitations. They were: 1) teachers’ lacking the skill of questioning due to the limited time of the training, 2) the follow-up process requirement and 3) knowing how to do lesson planning in concerning environmental context of certain Childcare Centers.