Needs Assessment and Comparative Analysis of Draft Digital Technology Standards for Learning in Basic Education in Thailand
Keywords:
Digital Learning Standards; Technology-Enhanced Learning; Needs Assessment; Basic Education; Thailand; MANOVA; Educational Policy; Teacher ReadinessAbstract
This study aimed to analyze the priority needs for standards on the use of digital technology for learning in basic education and to compare the four standards by role and school size. A survey research design was employed. The sample consisted of 1,272 participants, including 543 school administrators and 729 teachers. Data was collected using a needs assessment questionnaire for school development based on the draft standards for the use of digital technology for learning in basic education. The data were analyzed using needs assessment techniques and multivariate analysis of variance (MANOVA). The findings showed that the highest priority need was Standard 1: Access and Equity in Digital Technology, followed by Standard 4: Support for Learners, Teachers, School Administrators, and Educational Personnel; Standard 2: Learning Design and Creative Self-Direction; and Standard 3: Assessment and Evaluation for Learning Development. Furthermore, the results of the mean difference tests across the four standards, classified by role and school size and examined through univariate analysis of variance and pairwise comparisons, showed that teachers had significantly higher mean scores than school administrators in three areas: Learning Design and Creative Self-Direction, Assessment and Evaluation for Learning Development, and Support for Learners, Teachers, School Administrators, and Educational Personnel, at the .05 level of statistical significance.
https://doi.org/10.26803/ijlter.25.7.10
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