Guidelines for Educational Teachnology in The 21st Century Teaching and Learning Management by Administrators of Special Education Center with Disabled Group 5 Assigns The Office of Special Education Administrators Based on Iddhipāda 4 จีระ -

Abstract

Abstract

              The objectives of this research were: (1) to study the condition of educational technology use in 21st century teaching and learning management by administrators of Special Education Centers Group 5 under the Office of Special Education Administration, and (2) to propose guidelines for educational technology use in 21st century teaching and learning management by administrators of Special Education Centers Group 5 under the Office of Special Education Administration based on Iddhipāda 4. A mixed methods research design was employed, comprising two phases. Phase 1 utilized a quantitative approach with a sample of 217 administrators and teachers from Special Education Centers Group 5, selected through proportional random sampling using the Krejcie and Morgan formula. The research instrument was a five-point rating scale questionnaire with a reliability coefficient of 0.91. Data were analyzed using frequency, percentage, mean, and standard deviation. Phase 2 utilized a qualitative approach with 9 key informants consisting of 1 Buddhist scholar, 4 school administrators, and 4 teachers with professional expertise no lower than Senior Professional Level. A semi-structured interview was used as the research instrument, and data were analyzed through content analysis.

              The research findings were as follows: (1) The condition of educational technology use in 21st century teaching and learning management by administrators of Special Education Centers Group 5 under the Office of Special Education Administration was, overall, at a high level (=4.38, S.D.=0.55) across all five aspects. Ranked from highest to lowest mean scores, the aspects were: technology integration with authentic learning =4.41), learning assessment and follow-up (=4.40), learner participation (=4.39), appropriate technology selection (=4.39), and promotion of self-directed learning (=4.33), respectively.(2) The guidelines for educational technology use in 21st century teaching and learning management by administrators of Special Education Centers Group 5 under the Office of Special Education Administration based on Iddhipāda 4 across all five aspects were as follows: 1) For appropriate technology selection, administrators should apply the principle of Chanda by cultivating love and devotion to promoting suitable technology selection for learners, establishing clear policies, developing teacher capacity, and implementing continuous technology monitoring systems. 2) For technology integration with authentic learning, administrators should apply the principle of Viriya by persevering in driving technology integration into the teaching and learning process and closely supervising teachers' technology use. 3) For promoting self-directed learning, administrators should apply the principle of Citta by maintaining focused attention in managing technology to create opportunities for learners to learn according to their individual potential and monitoring learners' learning responsibility. 4) For building learner participation, administrators should apply the principle of Vimamsa by continuously using wisdom to analyze and improve technology-based participation approaches suitable for each type of disability. 5) For learning assessment and follow-up, administrators should integrate all four principles of Iddhipāda comprehensively by promoting the use of data-driven technology to continuously improve teaching and learning quality in a cyclical manner.

Keywords: Educational Teachnology; Teaching and Learning Management; Iddhipāda 4.