Enhancing Digital Technology Competence through the PTRU Model for Teacher Production and Development in the Course of Problem Solving in Science Class among Pre-service Science Teachers at Lampang Rajabhat University

Abstract

This research aims to 1) study and analyze the current state, problems, and needs in the use of digital technology among student teachers 2) promote digital technology competence among student teachers and 3) study the satisfaction of student teachers regarding the promotion of digital technology competence among science students. The research design employs a basic experimental design. The sample group consists of 15 students majoring in General Science, Faculty of Science, Lampang Rajabhat University, who are enrolled in the Science Classroom Problem Solving course, selected using simple random sampling method. The research instrument were 1) a questionnaire on the problems and needs for the use of digital technology among student teachers, 2) the evaluation on digital technology competence developed from the Dig Comp Edu (2017) framework and the PTRU Model competence (technology use) consisting of 5 dimensions, such as (1) using technology for communication, (2) using technology for learning management, (3) using technology to create media/innovations, (4) using technology for measurement and evaluation, and (5) using technology ethically; 3) an observation form for learning management behavior using digital technology, watching the behavior of student teachers while designing and presenting learning management in the subject of solving science classroom problems; observation criteria such as the selection of appropriate technology, creativity in using digital media, the ability to use AI to help design activities, and the evaluation and reflection of learning outcomes; and 4) a satisfaction questionnaire regarding the promotion of digital technology competence of science student teachers who have been developed according to the guidelines for teacher production and development at Rajabhat University. The statistics used in the research included the arithmetic mean, standard deviation, and Wilcoxon signed-rank test.

The research results found that:

1) The study’s results regarding the current state, problems, and needs for digital technology use among student teachers use scored 3.91 (0.57), reflecting a high level; the identified problems and obstacles scored 3.67 (0.78), also indicating a high level; and the development needs scored 4.69 (1.30), representing the highest level.

2) The digital technology competence of student teachers showed that there were statistically significant differences (p < 0.05) in all five competencies. The median after development was significantly higher than before development in all competencies.

3) The overall satisfaction regarding the promotion of digital technology competence among science student teachers was valued at 4.54 (0.49), which is at the highest level.