Situations, Needs and Guidelines for the Development of Educational Innovation in the New Normal Era under Nakhon Phanom Primary Educational Service Area Office 2

Abstract

The purposes of this research were to: 1) study the current and desirable situations of educational innovation in new normal era, 2) assess the needs of educational innovation in new normal era, and 3) develop the guidelines of educational innovation in new normal era under Nakhon Phanom Primary Educational Service Area Office 2. The sample group consisted of 360 school administrators and teachers based on the percent criterion in the sample size specification selected by multi-stage random sampling. There were four research instruments: (1) a current situation questionnaire about educational innovation in new normal era with the Index of Item Congruence (IOC) between 0.80 - 1.00, the discrimination between 0.69 - 0.92, and the reliability of 0.99, (2) a desirable situation questionnaire about educational innovation in new normal era with the IOC between 0.80 - 1.00, the discrimination between 0.60 - 0.92, and the reliability of 0.99, (3) a structured interview form with the IOC of 1.00, and (4) the suitability and possibility assessment form about educational innovation in new normal era with the IOC of 1.00. The statistics employed in data analysis were percentage, mean, standard deviation, and Modified Priority Needs Index (PNI_Modified).

The research results revealed that: 1) the overall current situations were at the high level and the overall desirable situations were at the highest level. 2) The needs which were higher than the overall average were innovation in media and learning resources, and innovation in management. 3) The development guidelines of educational innovation consisted of 5 aspects as follows: (1) innovation in curriculum. Schools should have online meetings for ease of communication between teachers in the curriculum implementation, (2) innovation in learning management. Teachers should encourage students to perceive their own aptitudes and development needs, less lectures, less online studies and focus on practicality and blended learning management, (3) innovation in media and learning resources. Teachers should inspire students to develop their own innovations and invent the tasks effectively, (4) innovation in assessment. Teachers should evaluate or organize activities for continual improvement and asses the case if necessary, and (5) innovation in school management. The results of the overall development evaluation revealed the suitability and possibility at the highest level.