Guidelines for Enhancing the Utilization of Information Technology for Learning Management in Artificial Intelligence Era by School Administrators under the Bang Khun Thian District Office in the Bangkok Metropolitian Administration
Article Sidebar
Main Article Content
Abstract
guidelines for enhancing the utilization of information technology for learning
management in the Artificial Intelligence era by school administrators under the Bang Khun Thian District Office in the Bangkok Metropolitian Administration. The sample consisted of 248 teachers selected through stratified random sampling according to school size. The research instrument were a questionnaire with content validity, IOC values between .67-1.00, a reliability value of .82 and a semi-structured interview. The data were analyzed by using frequency, percentage, mean, standard deviation, t-test, one-way ANOVA, and LSD and content analysis.
The research findings revealed that:
1) The utilization of information technology for learning management, overall and specific aspects were at the highest level, ranking from the highest to the lowest mean, educational media and technology, learning resources, assessment and evaluation, and instructional management.
2) The comparison of the utilization of information technology for learning management in the Artificial Intelligence era among school administrators revealed that teachers with different ages, educational levels, and work experiences had significantly different opinions regarding its use, with statistical significance at the .01 and .05 levels. However, overall, no significant differences were found based on school size.
3) The guidelines for enhancing the utilization of information technology for learning management in the Artificial Intelligence era include systematically planning, developing, and utilizing digital media based on data from Learning Management Systems, student achievement, and user needs. School administrators should encourage teacher participation, establish working groups in collaboration with academic and technology departments, support the use of interactive and adaptive media, create a centralized media database, and promote resource sharing among schools to enhance efficiency and elevate the quality of learning in the age of artificial intelligence.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
นธิยา ภัทรวังฟ้า, นัฎจรี เจริญสุข และ สถาพร สังข์ขาวสุทธิรักษ์. (2563). การส่งเสริมการใช้เทคโนโลยีสารสนเทศเพื่อการเรียนการสอนของผู้บริหารสถานศึกษาที่ส่งผลต่อทักษะการจัดการเรียนรู้ในศตวรรษ ที่ 21 ของครูในโรงเรียนสังกัดสำนักงานเขตพื้นที่การศึกษาประถมศึกษา
นครศรีธรรมราช เขต 4. วารสารสถาบันวิจัยและพัฒนา มหาวิทยาลัยราชภัฏ ชัยภูมิ, 2(2), 1-12.
ลัดดาวัลย์ เพชรโรจน์ และ อัจฉรา ชำนิประศาสน์. (2562). ระเบียบวิธีการวิจัย. (ฉบับปรับปรุงครั้งที่ 2). กรุงเทพมหานคร: เจริญดีมั่นคงการพิมพ์.
วลัยลักษณ์ อินนอก และคณะ. (2567). การบริหารวิชาการในสถานศึกษายุคดิจิทัล. วารสารบริหารการศึกษาบัวบัณฑิต, 7(3), 51-67.
สุเมธ งามกนก. (2564). การบริหารงานวิชาการในยุคดิจิทัล. วารสารสมาคมพัฒนาวิชาชีพการบริหารการศึกษาแห่งประเทศไทย, 3(1), 59-67.
Akram, H., Abdelrady, A. H., Al-Adwan, A. S., & Ramzan, M. (2022). Teachers’ perceptions of technology integration in teaching-learning practices: A systematic review. Frontiers in Psychology, 13, 920317. https://doi.org/10.3389/fpsyg.2022.920317
Ali, M. F., Wanjau, J., & Maguta, A. (2025). Effects of strategic information technology agility on sustainable performance of selected private schools in Mombasa County. Journal of Frontiers of Humanities and Social Sciences, 3(1), 43–52. https://
blueprintacademicpublishers.com/index.php/JOFHSCS/article/view/188
Brown, G. T. L. (2024). Insights in assessment, testing, and applied measurement: 2022. Frontiers in Education, 9, Article 1488012. https://www.frontiersin.org/articles/10.3389/feduc.2024.1488012/full
Chakamanont, P., & Thabmali, P. (2025). Enhancing Thai Teachers' AI Literacy for Effective Learning Design and Fair Assessment. Naresuan University Educational Journal, 27(1), 112–128. https://so06.tci-thaijo.org/index.php/edujournal_nu/article/view/275674
Cherry, J. (2014). Technology integration in education: An examination of technology adoption in teaching and learning by secondary teachers in Minnesota. University of Minnesota. https://conservancy.umn.edu/items/943a0084-8b79-4d39-af91-
d36c3bb1
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign.
Kinshuk, Chen, N.-S., & Cheng, W. (2016). Cognitive tools and adaptive learning: A new frontier in teacher education. Computers & Education, 98, 130–138.
Mohd Taufik Zamri, & Mohamad, S. N. A. (2025). Technology integration in education: A review and analysis of SAMR model. International Journal of Research and Innovation in Social Science, 7(III S), 6195–6205.
Nguyen, L. T., Kanjug, I., Lowatcharin, G., Manakul, T., Poonpon, K., Sarakorn, W., Somabut, A., Srisawasdi, N., & Traiyarach, S. (2023). Digital learning ecosystem for classroom teaching in Thailand high schools. SAGE Open, 13(1), 1–14. https://doi.
org/10.1177/21582440231158303
OECD. (2020). Back to the future of education: Four OECD scenarios for schooling. OECD Publishing. https://doi.org/10.1787/178ef527-en
Owoc, M. L., Sawicka, A., & Weichbroth, P. (2021). Artificial Intelligence technologies in education: Benefits, challenges and strategies of implementation. arXiv preprint arXiv:2102.09365. https://arxiv.org/abs/2102.09365
Phrompattana, P., & Laosee, O. (2021). Data-driven media selection in secondary schools: A case study in Bangkok. Journal of Educational Administration and Management, 32(1), 45–62.
Rao, K., & Meo, G. (2018). Universal design for learning and technology: A systematic review of the literature. Journal of the Scholarship of Teaching and Learning, 18(2), 1–17.
Sellami, A., Santhosh, M. E., Bhadra, J., & Ahmad, Z. (2024). High school teachers' perceptions of technology integration in instruction. On the Horizon: The International Journal of Learning Futures. https://www.researchgate.net/publication/381548165_High_School_Teachers%27_Perceptions_of_Technology_Integration_in_Instruction
Tuamsuk, K., Nguyen, L. T., Kanjug, I., Lowatcharin, G., Manakul, T., Poonpon, K., Sarakorn, W., Somabut, A., Srisawasdi, N., & Traiyarach, S. (2023). Key success factors for transforming classrooms into learning communities in digital learning ecosystem at secondary schools in Thailand. Contemporary Educational Technology, 15(2).
Viberg, O., Cukurova, M., Feldman-Maggor, Y., Alexandron, G., Shirai, S., Kanemune, S., Wasson, B., Tømte, C., Spikol, D., Milrad, M., Coelho, R., & Kizilcec, R. F. (2023). What explains teachers' trust of AI in education across six countries? arXiv preprint arXiv:2312.01627. https://arxiv.org/abs/2312.01627
Yamkasikorn, M., Sinlarat, P., & Suksudaj, K. (2023). Development of a Competency-Based Assessment System for Secondary School Teachers Using Digital Technology. Journal of Research in Curriculum Development, 20(1), 45–58.
Yücel, N. B., Gılıç, F., & İnandı, Y. (2022). School administrators’ attitudes towards technology: Do they resist to change? Journal of Educational Leadership and Policy Studies, 6(2). 1-22.
Zakariya, Y. F. (2025, January 21–28). Artificial intelligence in education: A phenomenological approach to exploring pre-service teachers’ experience. Paper presented at the 9th International Conference on Global Practice of Multidisciplinary Scientific Studies, Havana, Cuba.
Zhang, K., & Lin, Y. (2023). Automated grading systems: Advances and administrative implications. Journal of Educational Technology Research, 41(3), 45–62.
