การศึกษาสภาพและปัญหาการบริหารงานเทคโนโลยีสารสนเทศและการสื่อสาร ของโรงเรียนต้นแบบในโครงการหนึ่งอำเภอหนึ่งโรงเรียนในฝัน / ศิริลักษณ์ นาทัน = A study of the state and problems of information and communication technology administration of model schools in lab school project / Sirilak Nathan
To study the state and problems of information and technology administration of model schools in lab school project. The Sample consisted of 265 school administrators and 265 teachers who were responsible on ICT tasks. This totaled 530 people. The research framework was composed of the three main parts. They are 1) Basic Infrastructure and Necessary Basic Resources, 2) Administration and Management Tasks, 3) Learning and Instructional Tasks. The tools used in this research were a basic data survey check sheet and a questionnaire. Percentage, Standard Deviation and Content Analysis were used to analyze the collected data. The study expressed the following state and problems:1. Basic infrastructure and necessary basic resources It was found that the leased lines were used in communication system through computer networking installed in school premises. The signal was mostly distributed into computer rooms, and then to libraries. The objectives in using the Internet could be described as follows : school administrators used it in searching for information and news; school teachers used the Internet to find out learning resources; whereas, students used it to have fun and look for some information relevant to what they studied. All school hardware was funded by the Office of Basic Education Commission. School own developed software was rarely found. Microsoft Word was generally used in most schools. 2. Administration and Basic Management Tasks Most schools had planned their ICT use. All relevant data were collected and planning projects were taken care of by school administrators. School administrators applied some knowledge from the ICT pilot plan initiated by the Office of Basic Education Commission when they prepare their school ICT plans. The school ICT plans were annually evaluated by the teachers who were in charge in the school ICT projects. All school teachers and personnel were encouraged to apply the ICT effectively with all various media and instructional materials. 3. Learning and Instructional Tasks Teachers were encouraged to integrate their subject contents using the ICT facilities and students were motivated to attend many ICT activities organized by many parties concerned. Problems in Information and Communication Technology Administration 1. Basic infrastructure and necessary basic resources .The networking and communication tools and equipment were found inadequate. There were still limited numbers of computer resources centers. Some problems in transferring data and information within a school networking system still existed. In addition, some information in the Intranet system was found out of date. 2. Administration and Basic Management Tasks. All ICT tasks were often delayed and did not match with the task schedule. The data and information in school database were discovered very little, so they could not be used usefully. The website space rent was very high. There were no good experts to take care of the networking system. There were no experts who could truly be in charge of ICT personnel development. The personnel development programs created by the mentor universities did not suit each school’s needs. The budget allocated for ICT personnel development was not enough. The lack of ICT knowledge distribution in schools was revealed. School personnel were not aware of improving themselves in ICT since their ICT career paths were not announced clearly. The ICT supervision and suggestions were not consistently performed by ICT experts. There was the lack of personnel who could develop their own software. Furthermore, there were no software exchange and software cooperation among the authorities concerned. 3. Learning and Instructional Tasks Students and teachers were not enhanced to learn more from various websites how to develop their own learning and instruction methods. The CAI lessons were little used to relate students’ lessons with some information from the Internet. The instructional media were little produced into the school intranet system. The conversations to exchange knowledge and information between teachers and students and among students both inside and outside schools to promote the participative learning were rare. Students were little assigned to search for some information from the Internet. In addition, the exhibitions on students’ ICT outputs were scarcely found.
