بررسی میزان بکارگیری رسانه‌های نوین آموزشی؛ شناسایی مشکلات و موانع آنها از دیدگاه مسئولین و معلمان اداره‌ی آموزش و پرورش

محورهای موضوعی : آموزش و پرورش

علیرضا قاسمی زاد ¹

1 - استادیار گروه علوم تربیتی، واحد کازرون، دانشگاه آزاد اسلامی، کازرون، ایران

تاریخ دریافت : 1394/09/30 تاریخ پذیرش : 1394/09/30 تاریخ انتشار : 1394/09/01

کلید واژه: آموزش و پرورش, رسانه‌های نوین آموزشی, موانع و مشکلات بکارگیری,

چکیده مقاله :

هدف از انجام این تحقیق، بررسی میزان بکارگیری رسانه­های نوین آموزشی، شناسایی مشکلات و موانع آنها از دیدگاه مسئولین و معلمان اداره آموزش و پرورش شهر قائمیه بود. روش انجام این تحقیق توصیفی- پیمایشی و جامعه­ی آماری کلیه­ی مسئولین و معلمان اداره آموزش و پرورش قائمیه که 455 نفر بود. از کل جامعه­ی آماری تعداد 188نفر به روش نمونه­گیری تصادفی ساده انتخاب شدند. سپس پرسشنامه­ای حاوی 30 سؤال طراحی شد. روایی پرسشنامه با استفاده از نظر متخصصان و تحلیل گویه مورد بررسی قرار گرفت. آزمون «آلفای کرونباخ» پایایی آن راتأییدکرد (85/0=a). نتایج تحلیل داده­های تحقیق حاکی از اولویت بندی مؤلفه­ها و مشکلات بکارگیری رسانه­های آموزشی با استفاده از تحلیل عاملی اکتشافی و آزمون فریدمن به ترتیب شامل: 1- برنامه­ریزی و محتوا، 2- سخت افزارو زیر ساخت­ها، 3- نیروی متخصص و آموزش، 4- مسائل مالی، 5- مدیریت و اضطراب فناوری، 6- زمان و تراکم دانش آموزی، 7- باورهای سنتی،
8- انگیزش است. با توجه به آزمون فرید من می­توان گفت که اولویت بندی مؤلفه­ها معنی­دار می­باشد به این معنی که عامل برنامه­ریزی و محتوا اولین اولویت و عامل انگیزش آخرین اولویت را دارا بودند.

چکیده انگلیسی:

Educational technology Use plays a very effective role in educational development. The purpose of this study was to determine the problems and obstacles of modern media use from the perspectives of Ghaemiye Education organization staffs and teachers in charge. The research method was descriptive. 188 out of 455 teachers and educational Staffs were randomly selected through simple random sampling. The required data were collected by the researcher-made questionnaire. Validity and reliability of the questionnaire were established by expert judgment and Cronbach’s Alpha respectively. Planning content, Hardware, infrastructure, Expertise and training, Financial Issues, anxiety management technology, Compression time student, Traditional belief, and Motivation were the components which were extracted from the instrument through exploratory factor analysis. According to the Friedman test, it can be said that the value of the priority component is (X², 1073; df, 7; P<. 01). Therefore, planning and Motivation hat the highest and lowest priorities from the participants’ perspectives.

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