ENHANCING LEARNING MANAGEMENT IN SMALL SCHOOLS THROUGH EDUCATIONAL TECHNOLOGY: A CASE STUDY OF BAN CHAO LAO SCHOOL UNDER THE CHANTHABURI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Abstract

The purpose of this article was to investigate the enhancement of educational technology integration in small schools, specifically focusing on a case study of Ban Chao Lao School, under the Chanthaburi Primary Educational Service Area Office 1, utilizing the PDCA (Plan - Do - Check - Act) quality cycle as its operational framework. The study emphasized developing the competency of teachers and personnel in selecting, creating, and appropriately using educational technology, along with designing activities conducive to student learning. Operating within a context where small schools frequently face constraints in terms of resources, personnel, and technology, the implementation involved four core stages: 1) Plan, by analyzing the current situation and setting goals for teacher development; 2) Do, by conducting workshops and promoting collaborative learning through the Professional Learning Community (PLC) process; 3) Check, through monitoring classroom media usage and supervisory observation of teaching; and 4) Act, by establishing a digital learning repository and scaling up the results to other schools. The findings indicate that Ban Chao Lao School successfully advanced the technological knowledge and skills of its staff, leading to students gaining modern and engaging learning experiences, and fostering a creative, technology - supportive learning environment. The school’s capacity to create and disseminate digital learning resources facilitates the effective replication of best practices across other small schools. This initiative significantly elevated the quality of instruction and student learning outcomes, while also developing teachers' capacities in alignment with essential twenty - first - century skills, particularly in technology and digital literacy. The approach demonstrated in this case study successfully mitigated the inherent limitations faced by small schools. Furthermore, it recommends fostering collaboration with parents and the community to sustain educational development, ensuring students actively participate in selecting, creating, and safely using educational technology linked to real - life contexts.