DEVELOPMENT OF MODULES FOR USING INFORMATION TECHNOLOGY TO PROMOTE BUDDHIST SUBJEST IN PRIMARY SCHOOLS WANG NOI DISTRICT, PHRA NAKHON SI AYUTTHAYA PROVINCE

Abstract

This research article aimed to: 1) study the use of information technology to promote Buddhism lessons, 2) develop a module for the use of information technology to promote Buddhism lessons in primary schools, and 3) evaluate the module for the use of information technology to promote Buddhism lessons in primary schools in Wang Noi District, Phra Nakhon Si Ayutthaya Province. This research involved fieldwork and data collection. The research instruments used were a questionnaire survey of 316 teachers, interviews with 15 administrators and teachers, and action research with 15 primary school teachers. Quantitative data were analyzed using means, percentages, and standard deviations, and quantitative content analysis.

The results revealed that: 1) the use of information technology to promote Buddhism lessons in primary schools in Wang Noi District, Phra Nakhon Si Ayutthaya Province, was at a high level overall. 2) The use of information technology to promote Buddhism lessons in primary schools in Wang Noi District, Phra Nakhon Si Ayutthaya Province, consisted of (1) Principles, processes and the creation of teaching content or learning systems that were divided into sub-components to ensure flexibility, ease of use, and responsiveness to specific learning needs. The key principles of module development, which impacted schools in Wang Noi District, Phra Nakhon Si Ayutthaya Province, were clearly and concisely defined based on the module's key components. The module content should be easy to understand, not too complex, and focus on the main points. Focus on learning goals. Every module should start with clearly stated learning goals to define the approach and desired outcomes and connecting with prior knowledge. Modules should build on what students already know to create new understanding. Dividing the content into small units and divide the content into smaller parts to reduce the burden of information processing for students according to the targeted framework, namely online learning, classroom learning, blended learning online and offline, and home schooling. (2) Objectives, developing a good module could help increase the quality and efficiency of the learning process for both students and teachers, as well as support continuous growth in knowledge and skills. The objectives of module development aimed to create content, learning processes, or systems that were efficient and meet the specific needs of students or users. (3) Mechanisms, technologies, experts, learners, work processes. (4) Methods of operation, analysis, design, development, experimentation and improvement, implementation, evaluation and continuous improvement. (5) Evaluation guidelines, content quality evaluation, learning process evaluation, achievement evaluation, usability and technology evaluation, impact evaluation. (6) Success conditions. (7) Implementation. And 3) Evaluation results of the module using information technology to promote Buddhism lessons in primary schools in Wang Noi District, Phra Nakhon Si Ayutthaya Province were appropriate and feasible, and the benefits were at a high level. It could be used to develop a module for developing the use of technology in teaching Buddhism with teachers in primary schools in Wang Noi District, Phra Nakhon Si Ayutthaya Province.