MANAGEMENT OF LEARNING RESOURCES IN DIGITAL AGE OF SCHOOLS UNDER THE OFFICE OF SPECIAL EDUCATION ADMINISTRATION, LAMPANG PROVINCE
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Abstract
This research aimed to: 1) examine the management of digital learning resources in schools under the Office of Special Education Administration, Lampang Province; 2) investigate the problems related to the management of digital learning resources in these schools; and 3) explore the approaches for developing digital learning resource management in schools under the Office of Special Education Administration, Lampang Province. The study employed a mixed-methods research design, integrating both quantitative and qualitative approaches. The quantitative sample consisted of 116 school administrators and teachers in the 2023 academic year, selected through simple random sampling. For the qualitative component, four experts were selected using purposive sampling for in-depth interviews. The research instruments included a questionnaire—with a reliability coefficient of 0.97—and an interview protocol. Quantitative data were analyzed using descriptive statistics: percentage, mean, and standard deviation. Qualitative data were analyzed using content analysis.
The research findings revealed that;
1) The overall management of learning resources in the digital age in schools under the Office of Special Education Administration, Lampang Province, was at a high level. When considering each dimension individually, two aspects were found to be at the highest level, namely: implementation, and planning, ranked from highest to lowest, respectively. Meanwhile, three aspects were evaluated at a high level: evaluation, continuous improvement and development, and supervision and monitoring.
2) Problems in the Management of Digital Era Learning Resources in Schools under the Office of Special Education Administration, Lampang Province. The study revealed the following issues: 1) Planning: There are limitations in terms of space and resources, which hinder the development of diverse and curriculum-aligned learning resources.
2) Implementation and Operation: There is an insufficient number of teachers to adequately supervise students, along with a lack of knowledge regarding the use of equipment and media, resulting in the underutilization of learning resources. 3) Supervision and Monitoring: There is no record-keeping of learning resource usage, making it difficult to consistently monitor and evaluate their use. 4) Evaluation: There is a lack of assessment from teachers, students, supervisors, and responsible personnel, leading to an unclear understanding of the effectiveness of the learning resources. 5) Continuous Improvement and Development: There is a lack of regular maintenance and cleaning of equipment, media, and learning spaces.
3) Guidelines for Developing the Management of Digital Learning Resources in Schools under the Office of Special Education Administration, Lampang Province. The study found that:
1) Implementation is carried out systematically, with a responsible committee assigned to survey the area, analyze the context, develop an activity calendar, hold briefing sessions, and allocate the budget. 2) Meetings are held with those responsible to establish agreements and create mutual understanding among teachers and students before the start of the academic term, along with the preparation of user manuals. 3) Supervision and monitoring focus on continuously fostering teacher understanding regarding the use of learning resources and learning indicators. 4) Pre- and post-usage evaluations are conducted, with consideration of obstacles, and both teachers and students are encouraged to participate in the process, culminating in the preparation of a report for school administrators. 5) Public relations are conducted both internally and externally to the school, supporting the use of learning resources through activities, awards, and continuous dissemination via online media.
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