The Development of Learning with Digital Technology Smart Learning Through Professional Learning Communities to Enhance Learning Design for Teacher-Professional Students

Abstract

This research aimed to: (1) develop a Smart Learning model based on digital technology and professional learning communities (PLCs) to enhance instructional design competencies for pre-service teachers; (2) compare pre-service teachers’ digital technology (Smart Learning: SL) skills before and after the implementation; and (3) examine students’ satisfaction with the developed model. This study employed a Research and Development (R&D) approach integrating quantitative and qualitative methods. The sample consisted of 30 fourth-year pre-service teachers majoring in Computer Education, Faculty of Education, Naresuan University, selected by purposive sampling. The research instruments included lesson plans, an expert evaluation form, a digital technology skill assessment, a classroom observation form, and a satisfaction questionnaire. Data were analyzed using mean, standard deviation, percentage, and dependent t-test, along with content analysis for qualitative data.

The findings revealed that: (1) the developed Smart Learning model, consisting of five core components innovative pedagogy, PLC-based instructional management, technological competence, smart classroom environment design, and digital competency assessment was rated at the highest level of appropriateness; (2) pre-service teachers’ digital technology skills after the implementation were significantly higher than before at the .05 level; and (3) overall student satisfaction with the model was at the highest level. This study contributes new knowledge through the development of the Digital-PLC Smart Learning Model and the Technological Pedagogical Design Thinking framework, which integrates digital technology, instructional design, and collaborative learning processes to enhance teacher professional competencies in the digital age.