Thực trạng ứng dụng phần mềm quản lí giáo dục trong quản lí chuyên môn tại các cơ sở can thiệp trẻ rối loạn phổ tự kỉ ở Thành phố Hồ Chí Minh

Tóm tắt

In the context of digital transformation in education, the use of educational management software in facilities providing intervention for children with autism spectrum disorder (ASD) plays a crucial role in digitizing records, managing Individualized Education Programs (IEPs), and tracking intervention progress. This study surveyed 96 teachers and administrators across 30 ASD intervention facilities in Ho Chi Minh City, supplemented by in-depth interviews with 10 participants, using the Technology Acceptance Model as a theoretical framework. The results indicate that perceptions of software features (mean score: 3.24) and the actual level of application (mean score: 2.81) were both at a moderate level. Conversely, the perceived importance and necessity of digitization, as well as expectations regarding its effectiveness, were rated highly. Operational barriers were also reported at a high level, primarily concerning information security, system errors, unstable Internet connectivity, and software features that did not align with the specific requirements of personalized intervention. These findings highlight a gap between the needs and expectations regarding digitization and the actual implementation of the software. Therefore, it is essential to develop software better suited to the specific needs of ASD interventions while simultaneously enhancing digital skills training, providing financial support, and ensuring data security.