GUIDELINES FOR DEVELOPING TEACHERS IN THE USE OF INFORMATION TECHNOLOGY AND COMMUNICATION SKILLS IN THE 21ST CENTURY ACCORDING TO SAṄGAHAVATTHU 4 OF TEACHERS IN THE PU CHAO SAMING PRAI SCHOOL GROUP, SAMUT PRAKAN PROVINCE

Abstract

This research article aimed to: 1) study 1) study the priority needs for the use of information technology and communication (ICT) skills in the 21st century; 2) study the methods for developing teachers in the use of 21st-century ICT skills based on the Saṅgahavatthu 4 principles; and 3) propose guidelines for developing teachers in the use of 21st-century ICT skills based on the Saṅgahavatthu 4 principles within the Pu Chao Saming Prai School Group, Samut Prakan Province. This study employed a mixed-methods research design. Quantitative data were collected using questionnaires from the entire population of 207 participants, comprising school administrators and teachers. The data were analyzed using percentage, mean, standard deviation, and the Priority Needs Index (PNI). Qualitative data were collected through semi-structured interviews with key informants, and the data were analyzed using content analysis.

The research results found that: 1) the priority needs for the use of 21st-century ICT skills, ranked from highest to lowest, were: (1) ICT literacy skills, (2) ICT integration skills in teaching and learning, (3) basic ICT skills, (4) ethics and morality in using ICT, and (5) ICT skills for communication. 2) The methods for developing teachers in the use of 21st-century ICT skills based on the Saṅgahavatthu 4 principles were as follows: (1) For basic ICT skills: sharing knowledge, communicating positively, assisting with skill training, and engaging in consistent learning. (2) For ICT skills for communication: sharing digital platforms, using polite language, and providing consistent and equitable information updates. (3) For ICT literacy skills: sharing news verification methods, cautioning against sharing false information, and acting as a role model by filtering information before sharing. (4) For ICT integration skills in teaching and learning: sharing media, providing constructive advice, creating media that meets learners' needs, and working as a team. (5) For ethics and morality in using ICT: sharing legal knowledge, warning others with compassion, acting as a role model in respecting others' rights, and complying with technology laws. 3) The proposed guidelines for developing teachers in the use of 21st-century ICT skills based on the Saṅgahavatthu 4 principles were: (1) For basic ICT skills: managing digital information, developing a Kalyanamitta (good friend/mentor) mentoring system, organizing proactive activities, and establishing a technology-based professional learning community. (2) For ICT skills for communication: creating networks and digital communication systems, establishing digital guidelines, using technology to build relationships, and communicating systematically and equally. (3) For ICT literacy skills: verifying information and monitoring fake news, providing compassionate warnings, organizing media literacy activities, and serving as role models for continuous cyber threat monitoring. (4) For ICT integration skills in teaching and learning: driving professional learning communities, developing a Kalyanamitta instructional supervision system, creating digital learning media, and promoting teamwork to enhance the quality of learning management. (5) For ethics and morality in using ICT: educating and instilling awareness of technological ethics, guiding and promoting academic transparency, establishing networks to prevent digital fraud, and managing with good governance.