A Program to Enhance Teachers’ Instructional Management for Developing Students’ Modern Technology Skills at the College of Agriculture and Technology under the Office of the Vocational Education Commission
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Résumé
The objectives of this research are to 1. Study the components, indicators, current conditions, desired conditions, essential needs, and guidelines for enhancing teachers' learning management to develop modern technology skills of students at Agricultural and Technology Colleges under the Office of the Vocational Education Commission. 2. Develop a program to enhance teachers' learning management to develop modern technology skills of students at Agricultural and Technology Colleges under the Office of the Vocational Education Commission. 3. Study the outcomes of using the program to enhance teachers' learning management to develop modern technology skills of students at Agricultural and Technology Colleges under the Office of the Vocational Education Commission.The sample group consists of school administrators and teachers. The sample size was determined according to Krejcie and Morgan’s table, totaling 140 participants, selected by multistage random sampling. The key informants include 7 experts, selected by purposive sampling. The instrument used was a questionnaire, with reliability coefficients of 0.91 for the current condition section and 0.95 for the desired condition section. Data were analyzed using percentage, mean, standard deviation, and Priority Need Index (PNI modified). Research findings revealed that: 1.The components of teachers’ learning management to develop modern technology skills of students at Agricultural and Technology Colleges under the Office of the Vocational Education Commission consist of 3 components and 12 indicators, including: 1.Curriculum aspect 2.Learning management aspect 3.Measurement and evaluation aspect The appropriateness evaluation result was at a good level. 2.The current condition of teachers’ learning management to develop modern technology skills of students at Agricultural and Technology Colleges under the Office of the Vocational Education Commission was generally at a good level, while the desired condition was at a very good level overall. When considering the needs by aspect, the highest priority was the learning management aspect, followed by the curriculum aspect, and then the measurement and evaluation aspect. 3.The guidelines for enhancing teachers’ learning management to develop modern technology skills of students at Agricultural and Technology Colleges under the Office of the Vocational Education Commission are based on the following development principles: 1.Learning from experience (70%) 2.Learning from others (20%) 3.Learning from curriculum (10%) The approaches to teacher development include: 1.Learning by doing 2.Self-directed learning 3.Mentoring 4.Knowledge exchange 5.Training workshops Implementing development according to these guidelines helps teachers continuously improve their skills, knowledge, and professional characteristics.
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Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,002 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle