The Development of a Blended Supervision Model to Enhance Teachers’Competency in the Use of Digital Technology and Artificial Intelligence for Learning Management in Schools under the Sakon Nakhon Primary Educational Service Area Office 2

Abstract

This research aimed to: 1) study the actual state, expected state, and assess the priority needs for enhancing digital technology and artificial intelligence competency; 2) develop a blended supervision model; and 3) study the effectiveness of the blended supervision model. The research and development methodology were employed. The sample group consisted of 456 teachers obtained through simple random sampling, 9 experts selected through purposive sampling, and 40 teachers who participated in the model trial, selected by simple random sampling. The research instruments included a questionnaire, an interview form, the blended supervision model, a knowledge test, a skills and attributes assessment form, and a satisfaction questionnaire. Statistics used for quantitative data analysis were mean, standard deviation, and the modified priority needs index (PNImodified). Qualitative data were analyzed using content analysis. Inferential statistics included the Wilcoxon Matched-Pairs Signed-Ranks test and the dependent t-test.

The research findings were as follows:

1) The actual state was at a moderate level (=3.422, S.D.=0.960), while the expected state was at a high level (=4.162, S.D.=0.873). The highest priority need was in the use of artificial intelligence to support learning (PNImodified = 0.2673).

2) The developed blended supervision model consisted of 5 components: principles of the model, objectives of the model, a support system for supervision and an online learning platform, a supervision process (both on-site and online), and supervision outcomes.

3) After the supervision, the teachers’ knowledge scores were significantly higher than before the supervision at the .05 level of statistical significance. The results of the skills assessment were at a very good level (= 2.665, S.D.=0.472). The results of the attributes assessment were significantly higher than before the supervision at the .05 level. The teachers’ satisfaction with the supervision model was at the highest level (= 4.642, S.D.=0.533).