THE DEVELOPMENT GUIDELINES OF USING INFORMATION TECHNOLOGY MANAGEMENT FOR TEACHERS IN NANNING UNIVERSITY, CHINA

บทคัดย่อ

The objectives of this research were: 1) to study the level of teachers using information technology, and 2) To suggest the development guidelines for using information technology management of teachers at Nanning University, China. The sample were 291 in-service teachers at Nanning University. Research instruments included: 1) 5-point rating scale questionnaire, and 2) structured interview. data analysis by using percentage, mean, standard deviation and content analysis.

The results were found that: 1) The level of teachers using information technology in Nanning University, China was at a high level. Considering the results of this research aspects ranged from the highest to lowest level were as follows: the highest level was information technology competency, followed by information technology management, information technology service, information technology integration, and the lowest level was information technology training. And 2) The guidelines for the development of teachers' using information technology in Nanning University, China adopt a multi-faceted approach, the researcher has analyzed the content as follows: (1) Teachers should proactively learn to operate multimedia equipment, digital tools, etc., deepen the integration of information technology with the entire teaching process, and strengthen the tracking and analysis of students' learning processes; (2) Teachers need to participate in stratified and classified blended training, promote the transformation of training outcomes, and rely on the "one-stop" platform to enhance their ability to independently solve technical problems; (3) Teachers must strictly abide by the university’s information technology policies and norms, establish a strong awareness of information security and data governance, and conduct teaching and research-related operations in compliance with regulations; (4) The university should build platforms such as artificial intelligence teaching platforms and classified resource sharing platforms, provide hardware and digital resource guarantees, and support teachers in improving their technical capabilities; (5) The university needs to establish a hierarchical technical support response mechanism, improve the service team’s ability to adapt to teaching scenarios, and provide full-process technical support for teaching activities; (6) The university should construct a closed-loop optimization mechanism for the implementation of the guidelines, and dynamically adjust training, services, and management systems based on regular evaluations and teacher feedback.