กลยุทธ์การบริหารงานวิชาการโดยใช้เทคโนโลยีสารสนเทศและการสื่อสารของโรงเรียนประถมศึกษาขนาดเล็ก สังกัดสำนักงานคณะกรรมการการศึกษาขั้นพื้นฐาน STRATEGY FOR ACADEMIC ADMINISTRATION USING INFORMATION AND COMMUNICATION TECHNOLOGY OF SMALL PRIMARY SCHOOLS UNDER THE SUPERVISION OF THE OFFICE OF PRIMARY EDUCATION COMMISSION.

Abstract

The aims of this research were: 1) To develop the strategies for academic administration using information and communication technology for small primary schools under the supervision of the Office of Primary Education Commission; 2) To certify the strategies for academic administration using information and communication technology for small primary schools under the supervision of the Office of Primary Education Commission. Mixed methods were used in this research. The research process was divided into 2 phases. Phase 1 included the development of strategies for academic administration using information and communication technology. The informants were 6 experts derived by purposive sampling. The research instruments were a document analysis form and a semi-structured interview. The sample group comprised 754 school administrators and teachers derived by stratified random sampling. The research instrument was a questionnaire. The data were analyzed by frequency, percentage, mean, standard deviation and modified priority needs index; 3) To analyze strengths, weaknesses, opportunities, and threats of academic administration using information and communication technology. The research instruments were a SWOT analysis and TOWS Matrix forms. The data were analyzed by content analysis; 4) To draft the strategies for academic administration using information and communication technology. The research instrument was a document record. The data were analyzed by content analysis. Phase 2 included the certification of strategies for academic administration using information and communication technology for small schools under the supervision of the Office of Primary Education Commission. This phase comprised the following: 1) Investigating and evaluating correctness, suitability and feasibility of strategy application and utilization through a connoisseurship seminar of 7 experts derived by purposive sampling. The research instruments were a connoisseurship seminar manual and an evaluation form of correctness, suitability, and feasibility of strategy application and utilization. The data were analyzed by mean, standard deviation, and content analysis; 2) Studying the guidelines for strategy implementation by organizing a policy meeting. The informants were 15 stakeholders. The research instruments were meeting agendas and the draft of strategies for academic administration using information and communication technology. The data were analyzed by content analysis.

The research results showed that:

            1) The strategies for academic administration using information and communication technology for small schools under the supervision of the Office of Primary Education Commission comprised 5 strategies: 1) pushing the establishment of modern information and communication technology learning resources; 2) strengthening the competency in assessment and evaluation using information and communication technology; 3) developing a teaching and learning model using information and communication technology; 4) driving the supervision of teaching using information and communication technology; and 5) changing the development of educational media, innovation, and technology using information and communication technology. These strategies comprised twelve sub-strategies and forty one procedures.

            2) Overall, the developed strategies for academic administration using information and communication for small schools under the supervision of the Office of Primary Education Commission were correct, suitable, feasible, and usable at the highest level.