Approaches to Promoting the Use of Digital Technology in School Management : A Case Study of Banpangai Huaychompoo School in Wiang Pa Pao District, Chiang Rai Province

Abstract

             The objective of this research were to 1) study the current and desired conditions of Banpangai Huaychomphu School 2) examine the factors affecting the use of digital technology in the school’s management and 3) propose guidelines for promoting the use of digital technology in school management at Banpangai Huaychomphu School. The target group and key informants included school administrators, teachers, and educational supervisors. The instruments used were interview forms and focus group discussion guides. Data were analyzed using content analysis based on key themes, and the results were presented in descriptive form.

             The findings revealed that 1) Current and Desired Conditions: When considering the Priority Needs Index, the most critical need was in school management, which was at a high level, with a mean score of (μ = 3.69, σ = .31). The second most significant need was in creating a supportive teaching and learning environment, also at a high level, with a mean score of (μ = 3.67, σ = .28). The lowest mean score was found in the teaching and learning domain 2) Influencing Factors: Internal Environment included Insufficient school funding and a lack of modern equipment required the school to mobilize resources to procure updated materials and devices,  External Environment: The local community and related agencies actively participated in supporting the school's management, particularly in promoting and facilitating the integration of digital technology. 3) Guidelines for Promoting Digital Technology Use in School Management: The study identified several key strategies: In the management dimension, it was necessary to promote the integration of digital technology into the annual action plans, budget allocation processes, and planning systems. In addition, community and local agencies needed to be encouraged to participate in supporting digital technology implementation. In the teaching and learning dimension, curriculum development plans were required, along with the design of diverse learning units. Budgets had to be allocated for purchasing teaching and learning materials that integrated digital technology. Teachers were encouraged to continuously develop their digital competencies. In terms of the learning environment, it was necessary to establish a clear vision and mission concerning digital technology use, secure sufficient budgets, and improve the physical and psychological classroom atmosphere. Regarding assessment and evaluation, digital technology needed to be incorporated into the assessment process. The school had to continuously develop a digital-based assessment and evaluation system to ensure ongoing improvement.