The Developing Learning Videos to Enhance Computer Technology Skills of Teachers and Educational Personnel

Abstract

This applied research aimed to 1) survey the level of computer technology skills of teachers and educational personnel, 2) develop instructional videos to enhance such competencies, and 3) evaluate the quality of and satisfaction with the instructional videos. The target group consisted of 44 teachers and educational personnel at Ketpichaiwittaya School, Saraburi Province, who voluntarily participated in the survey. The research instruments included 1) a questionnaire to survey the level of computer technology skills of teachers and educational personnel, 2) instructional videos, and 3) a questionnaire to evaluate satisfaction among teachers and educational personnel who used the instructional videos. The instructional videos were designed for self-learning and covered four main areas: 1) online communication and teaching tools, 2) classroom management and learning activities, 3) test construction and assessment, and 4) data storage and management. The research process consisted of three stages: 1) investigating skill levels using questionnaires, 2) developing instructional videos based on the survey results and validating them by five experts, and 3) implementing the developed videos with the sample group and evaluating quality and satisfaction using questionnaires.

The results showed that 1) teachers and educational personnel had different levels of computer technology skills, indicating the need for systematic development appropriate to individual backgrounds; 2) the developed instructional videos were appropriate according to expert evaluation and were able to enhance skills and confidence in applying technology to teaching and learning; and 3) participants reported high to very high levels of satisfaction, particularly in terms of content clarity and ease of access.

The findings indicate that developing instructional videos based on learners’ actual competency levels helps ensure targeted technology skill development, promotes self-directed learning, and can serve as a model for sustainable teacher development in the digital era.