واکاوی توانمندسازی دیجیتالی معلمان در آموزش مجازی (مرور نظام مند)
محورهای موضوعی : مدیریت آموزشی
صغری مرتضوی
1
,
صغری افکانه
2
,
مهدی کلانتری
3
1 - دانشجوی دکتری مدیریت آموزشی، دانشکده مدیریت، دانشگاه آزاد اسلامی واحد رودهن، رودهن، ایران S.mortazavi7875@gmail.com
2 - استادیار، گروه علوم تربیتی، واحد رودهن، دانشگاه آزاد اسلامی، رودهن،ایران.(نویسنده مسئول)
3 - استادیار، گروه علوم تربیتی، واحد رودهن، دانشگاه آزاد اسلامی، رودهن، ایران
کلید واژه: توانمندسازی دیجیتالی, مهارت‌های دیجیتالی, آموزش مجازی, توسعه حرفه‌ای معلمان,
چکیده مقاله :
این مطالعه با هدف تجزیه و تحلیل توانمندی‌های دیجیتالی معلمان در آموزش مجازی از طریق مرور سیستماتیک منابع موجود در ادبیات انجام شده است. با استفاده از پایگاه‌های علمی Web of Science و Scopus، مقالات مرتبط با مهارت‌های دیجیتالی، نوآوری‌های آموزشی، توسعه حرفه‌ای و روش‌های تدریس استخراج و تحلیل شدند. معیارهای انتخاب شامل مقالات منتشر شده بین ژانویه 2008 تا دسامبر 2022 در ژورنال‌های علمی داوری شده و به زبان انگلیسی بودند. در نهایت، 377 مقاله انتخاب و مورد بررسی قرار گرفتند.
یافته‌های این مطالعه نشان داد که توجیهات توانمندی‌های دیجیتالی معلمان شامل چهار دسته اصلی می‌شود: توانایی مواجهه با چالش‌های جدید جامعه دیجیتال، غنی‌سازی فرآیند یادگیری-تدریس، توسعه توانمندی‌های دیجیتال دانش‌آموزان و ترویج توسعه حرفه‌ای با استفاده از فناوری‌های دیجیتال. همچنین، مهارت‌های دیجیتالی معلمان به چهار دسته اصلی تقسیم می‌شوند: مهارت‌های فنی، کاربردهای دیدگاهی در فرآیندهای یادگیری-تدریس، گنجاندن در توسعه حرفه‌ای و توانایی توسعه مهارت‌های دیجیتالی دانش‌آموزان. نتایج بررسی‌ها نشان داد که بیشتر معلمان توانایی تدریس دیجیتال مناسبی در سطح پایه دارند، اما در استفاده پداگوژیک از فناوری‌های دیجیتال نتایج متنوع‌تری مشاهده شد. برخی معلمان توانایی بالایی در طراحی فعالیت‌های یادگیری با استفاده از فناوری دارند، در حالی که دیگران با چالش‌های بیشتری مواجه هستند. این مطالعه نشان می‌دهد که برای بهبود مهارت‌های دیجیتالی معلمان، نیاز به برنامه‌های آموزشی بیشتر و تخصصی‌تر وجود دارد و پیشنهاداتی برای تحقیقات آینده ارائه می‌دهد.
This study aimed to analyze the digital competencies of teachers in virtual education through a systematic review of existing literature. Using the scientific databases Web of Science and Scopus, relevant articles on digital skills, educational innovations, professional development, and teaching methods were extracted and analyzed. The selection criteria included articles published between January 2008 and December 2022 in peer-reviewed scientific journals and in English. Ultimately, 377 articles were selected and reviewed. The findings of this study indicated that the justifications for teachers' digital competencies fall into four main categories: the ability to face the challenges of the new digital society, enriching the teaching-learning process, developing students' digital skills, and promoting professional development using digital technologies. Additionally, teachers' digital competencies are divided into four main categories: technical skills, pedagogical applications in the teaching-learning processes, inclusion in professional development, and the ability to develop students' digital competencies.The review results showed that most teachers have adequate basic digital teaching skills, but there are more diverse outcomes in the pedagogical use of digital technologies. Some teachers exhibit high capability in designing learning activities involving technology, while others face significant challenges. This study highlights the need for more specialized and comprehensive training programs to enhance teachers' digital skills and offers suggestions for future research.
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