Management Guidelines Based on Information Technology and Communication Management Master Plan for Wat Huai Nahm Yen School, Tha Torn Sub-district, Mae Ai District, Chiang Mai Province

Abstract

The purposes of this study were to explore the current situation of information
technology and communication management based on the master plan of Wat Huai Nahm
Yen School, and to propose management guidelines for technology and communication
management based on the master plan of Wat Huai Nahm Yen School. The population
included 8 participants including school administrators and teachers at Wat Huai Nahm
Yen School, Tha Torn sub-district, Mae Ai district, Chiang Mai province. The research
instruments were survey, interview, questionnaire, and A-I-C creative meeting handbook.
Content analysis was employed as a means for data analysis.
The fndings revealed that the current situation of information technology and
communication management based on the master plan of Wat Huai Nahm Yen School was
observed in terms of their organizational structure of information technology and
communication management, vision, and mission, followed by their assigned staff’s job
description dealing with information technology and communications management; their
ICT-oriented networking collaboration with interdepartmental sections and other involved
organizations; their resources allocation necessary for effective ICT management; the school
administrators’ good manners on their application of ICT given to teaching and supporting
staff; the school’s promotion for their understandings of ICT management to be implemented
for teaching staff’s preparation in their ICT course-oriented lesson plans; their staff’s
additional workshops on their better understandings of information technology and
communications services and use; their academic enhancement for the other involved
participants’ better understandings of ICT-based organizational and learning managements;
their annual self-assessment report on information technology and communications
management used for their improvements; the school’s available fnancial budgets
supported for their ICT-based well-organized learning management, seeking other fnancial
supports for their school’s effective ICT-based organizational management. In terms of
strategies for effective information technology and communication management, it was
also suggested that enhancement was needed not only for the school’s annual selfassessment reports on action plans with well-prepared goals and strategies, but also the
school administrators’ effective ICT-based academic, personnel, budgeting, and
secretariat management. In addition, the teaching staff’s ICT-based implementation for
their online instructional management and instructional media creativity served for their
learners’ pleasure and ongoing learning achievements; the application of ICT-based learning
management served for learners’ different subjects and staff’s working performance;
the availabilities of standards and updated database on ITC management; their school’s
monthly meetings on problematic issues of information technological management
supported for their better improvement as well as their involved participants’ additional
trainings on the deeper understandings and applications of informational technological
management should be all needed. Moreover, the school’s preliminary meetings on their
effective information technological management in academic collaboration with other
related communities and organizations should be provided for idea sharing and information
technological resources mobilization. Also, the school’s database on information
technological management as brochure and information service should be disseminated
for their school board, community, and different organizations, and the school self-assessment annual reports on information technological management should be fnally
presented to the members of basic educational committee as well as the Offce of Chiang
Mai Primary Educational Services Area 3.