State of Early Childhood Education in The Digital Age by The School Administrators Under The Jurisdiction of The Area Education Office, Ubon Ratchathani 2

Abstract

The purposes of this research are 1) To study the management of early childhood education in the digital age by school administrators affiliated with the Area Education Office, Ubon Ratchathani, District 2., 2) To compare the management of early childhood education in the digital age among school administrators categorized by position, work experience, and school size. And 3) To study the management strategies of early childhood education in the digital age among school administrators. The sample for this research consisted of 76 school administrators and 150 teachers, totaling 226 participants, selected through stratified random sampling. The research utilized a 5-point Likert scale questionnaire with a reliability coefficient of .96 and structured interviews. The target group for the interviews consists of 6 individuals, including school administrators and early childhood teachers, selected through purposive sampling. Statistical analysis techniques included percentages, means, standard deviations, t-tests, and F-tests and content analysis.

The result findings were as follows.

1. The digital-era academic management of early childhood education by school administrators under the jurisdiction of the Ubon Ratchathani District 2 Area Education Office is generally perceived to be highly effective, overall, it is at a high level, the area with the highest average is Learning Experience Organization, followed by Assessment and Development Evaluation and Learning Media and Technology, the area with the lowest average is Curriculum and Curriculum Administration.
2. School administrators and early childhood educators, despite holding different positions, share similar opinions regarding the digital-era academic management of early childhood education. School administrators and early childhood educators with different levels of work experience have statistically significant differences in their opinions regarding the digital-era academic management of early childhood education, with a significance level of .05. School administrators and early childhood educators from schools of different sizes have statistically significant differences in their opinions regarding the digital-era academic management of early childhood education, with a significance level of .01.
3. Guidelines for Managing Early Childhood Education in the Digital Age 1) In curriculum and curriculum management, school administrators should establish a vision and mission that focuses on the use of digital technology. This involves promoting the use of technology in planning, designing, and analyzing curricula, as well as developing curricula to provide opportunities for all stakeholders to be involved in curriculum improvement. 2) In terms of organizing learning experiences, school administrators should promote and support teachers in developing plans for learning experience plans that are up-to-date and in line with the advancements in technology. They should utilize information technology to assist in organizing learning experiences and implement pre-designed early childhood curriculum programs. Additionally, instructional guidance should be provided in classrooms.3) In the realm of assessment and development measurement, administrators promote teachers to assess development using pre-designed software. They analyze assessment results and development progress at both classroom and individual levels, compiling early childhood information data. 4) In terms of media and technology for learning, budgets are allocated to develop internet infrastructure promote teachers to design innovative digital technology media and use up-to-date teaching materials.