Developing digital literacy skills for administrators under marginalized schools

Abstract

This research aimed to: 1) investigate the current states and problems of digital literacy skills for administrators under marginalized schools; 2) study the conditions for developing digital literacy skills for administrators under marginalized schools; and 3) propose the guidelines for developing digital literacy skills for administrators under marginalized schools. Instruments used in this research were an in-depth interview form, an open-ended questionnaire, and a record form for workshop and focus group discussion. Data were analyzed by content analysis and summarizing, and descriptive analysis. The results of the research were found as follows: 1. the current states and problems of digital literacy skills for administrators under marginalized schools consisted of basic skills, basic skills for working, and application skills for working; 2. the conditions for developing digital literacy skills for administrators under marginalized schools were budget allocation to support the education and the Ministry of Education had to stipulate the policy in developing digital literacy skills for the marginalized schools; 3. the guidelines for developing digital literacy skills for administrators under marginalized schools consisted of input, process, output, and feedback.