عوامل مؤثر بر کاربرد فناوری اطلاعات و ارتباطات از دیدگاه اعضای هیأت علمی
محورهای موضوعی : روانشناسی
خالد احمدی
1
(باشگاه پژوهشگران جوان و نخبگان، مرکز سردشت، دانشگاه آزاد اسلامی، سردشت، ایران، باشگاه پژوهشگران جوان و نخبگان، واحد ارومیه، دانشگاه آزاد اسلامی، ارومیه، ایران)
عادل زاهد بابلان
2
(دانشیار گروه علوم تربیتی، دانشگاه محقق اردبیلی، اردبیل، ایران)
مهدی معینی کیا
3
(دانشیار گروه علوم تربیتی، دانشگاه محقق اردبیلی، اردبیل، ایران)
محمد مهدی بابائی منقاری
4
(دانشجوی دکتری اقتصاد و مدیریت مالی آموزش عالی، دانشگاه تهران، تهران، ایران)
کلید واژه: دانشگاه, اعضای هیأت علمی, فناوری اطلاعات و ارتباطات, عامل فنی و محیطی,
چکیده مقاله :
هدف پژوهش حاضر، تعیین عوامل مؤثر بر کاربرد فناوری اطلاعات و ارتباطات و سهم هر کدام از عوامل در بین اعضای هیأت علمی دانشگاه‌های اردبیل بود. روش پژوهش حاضر، توصیفی از نوع همبستگی بود. جامعه آماری این پژوهش، کلیه اعضای هیأت علمی مشغول به تدریس دانشگاه‌های اردبیل در سال 1394 بود. از بین این تعداد و بر اساس جدول کرجسی و مورگان نمونه‌ای به حجم 225 نفر به روش نمونه‌گیری طبقه‌ای متناسب به صورت تصادفی انتخاب شدند. اطلاعات با استفاده از پرسش‌نامه محقق ساخته فناوری اطلاعات و ارتباطات جمع‌آوری شد. روایی پرسش‌نامه با استفاده از نظر استادان صاحب‌نظر تأیید شد و پایایی ابزار با استفاده از ضریب آلفای کرونباخ 0/94 محاسبه گردید. داده‌های جمع‌آوری شده با نرم‌افزار SPSS تجزیه و تحلیل شد. نتایج حاصل از تحلیل عامل اکتشافی، حاکی از وجود 9 عامل بود که 63/548 درصد از واریانس فناوری اطلاعات و ارتباطات را تبیین می‌کنند. با توجه به پیشینه و ادبیات موضوعی تحقیق عامل‌ها به عامل فنی و محیطی، عامل اقتصادی، عامل آموزشی، عامل مهارت و تخصص، عامل فردی، عامل نرم‌افزاری، عامل انسانی و مدیریتی، عامل نگرشی، و عامل توانایی کاربست و یادگیری زبان انگلیسی نام‌گذاری شدند. مهم‌ترین عامل از نظر اعضای هیأت علمی جامعه مورد پژوهش عامل فنی و محیطی بود که با مقدار 30/671 بیشترین سهم را در تبیین متغیرها دارد.
The aim of this study was to determine the factors influencing the application of information and communications technology and the contribution of each factor among the faculty members of Ardabil University. The research method was descriptive-correlational type. The statistical population included all faculty members in Ardabil Universities in 2015. According to the Morgan table, a sample of 225 subjects was selected through stratified random sampling method. Data collection was done using an ICT questionnaire. Its validity was confirmed by specialists and the reliability of the instrument was calculated 0.94 by using Cronbach's Alpha Coefficient. Data was analyzed by using SPSS software. The results of exploratory factor analysis indicated 9 factors that explain %63.563 percent of the variance of information and communication technology. Regarding the background and literature of the research, the factors were named as technical and environmental factor, economic factor, educational factor, skill and expertise factor, individual factor, software factor, human and managerial factor, attitude factor, and factor of ability to use and learn English. The most important factors according to the faculty members participating in the research included the technical and environmental ones with the highest level of contribution in explaining the variables with a value of 30.671.
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Khaleghkha, A., & Babaei Manghari, M. M. (2016). Relationship between identity propertys and computer anxiety with computer self-efficacy high schools students. Educational Psychology, 39, 157-173. (in Persian).
Khamr, F., & Hashemiannejad, F. (2012). A case study of major factors on teachers’ and employees’ electronic learning in Mashhad University. J Educ Res, 20(3), 51-62. (in Persian).
Krysa, R. (1998). Factors affecting the adoption and use of computer technology in schools. Michigan: Michigan State University. Retrieved from http://www.usask. ca/education/coursework/802papers/krysa/krysa.pdf
Lau, B. T., & Sim, C. H. (2008). Exploring the extent of ICT adoption among secondary school teachers in Malaysia. International Journal of Computing and IT Research, 2(2), 19-36.
Layfield, K., & Scanlon, D. (1999). An assessment of Pennsylvania secondary agriculture teachers, perceptions of and use of the internet. J Educ Res, 50(1), 54-61.
Madadi, Y., Iravani, H., & Mohamadi, Y. (2014). Factors affecting the introduction and use of ICT experts and faculty in carrying out organizational tasks (Case Study: College of Agriculture and Natural Resources). Tehran University. (in Persian).
Metzger, M., Flanagin, J., Andrew, J., & Zwarun, L. (2003). College student Web use, perceptions of information credibility, and verification behavior. Computers & Education, 41, 271-290.
Naeimi, A., Pezeshkirad, Gh., & Seddighi, H. (2009). Students’ attitudes towards application of Internet education in scientific and applied education center of Zanjan Jahad Keshavarzi. Agricultural Promotion and Education, 2(2), 121-136. (in Persian).
Wang, L. (2008). Developing and evaluating an interactive multimedia instructional tool: Learning outcomes and user experience of optometry students. Educational Multimedia and Hypermedia, 17(1), 43-57.
Zakeri, A., Rashid Hajikhajehlo, S., Zamanimanesh, H., & Jamali Tazehkand, M. (2011). Identifying strategies for integration of information and communication technology in post graduate studies in Shahid Rajaei Teacher Training University. Investigation Program, Research and Technology Center. (in Persian).
_||_Al-alwani, A. (2005). Barriers to integration technology in Saudi Arabia science education. Unpublished Doctoral Dissertation, the University of Kansas.
Barghi, E., & Mosavi, S. (2012). A study of use of information and communication technology as innovation according to the pattern of interest-based admission in Isfahan Medical Sciences University. Library Research and Collegiate Information, 56, 83-104. (in Persian).
Biglari, E., & Aghaii, H. (2010). A study of major effects on use of information and communication technology by faculty members in Razi University. M.A. Thesis, Razi University. (in Persian).
Delavar, S., & Ghorbani, M. (2011). The impact of virtual education on students’ creative learning in viewpoints of faculty members’ in Bojnord universities. Media, 2(3), 17-27. (in Persian).
Farajollahi, M., & Sanahi, N. (2009). ICT-based learning in higher education. Teaching Strategy, 4(1), 25-51. (in Persian).
Farhadi, R. (2004). E-learning: New paradigm in information age. Information and Technology, 21(1), 49-66. (in Persian).
Fillion, G., Limayem, M., Laferriere, T., & Mantha, R. (2007). Academy of Educational Leadership Journal Publisher. The Dream Catchers Group, LLC Audience: Academic. 1095-6328.
Hyesung, P. (2004). Factors that affect information technology adoption by teachers. Retrieved from http://digitalcommons.unl.edu/dissertions/AAI3126960/
Keengwe, J., Kidd, T., & Blankson, L. K. (2009). Faculty and technology: Implications for faculty training and technology leadership. International Journal of Educational Telecommunications, 1(21), 23-28.
Khaleghkha, A., & Babaei Manghari, M. M. (2016). Relationship between identity propertys and computer anxiety with computer self-efficacy high schools students. Educational Psychology, 39, 157-173. (in Persian).
Khamr, F., & Hashemiannejad, F. (2012). A case study of major factors on teachers’ and employees’ electronic learning in Mashhad University. J Educ Res, 20(3), 51-62. (in Persian).
Krysa, R. (1998). Factors affecting the adoption and use of computer technology in schools. Michigan: Michigan State University. Retrieved from http://www.usask. ca/education/coursework/802papers/krysa/krysa.pdf
Lau, B. T., & Sim, C. H. (2008). Exploring the extent of ICT adoption among secondary school teachers in Malaysia. International Journal of Computing and IT Research, 2(2), 19-36.
Layfield, K., & Scanlon, D. (1999). An assessment of Pennsylvania secondary agriculture teachers, perceptions of and use of the internet. J Educ Res, 50(1), 54-61.
Madadi, Y., Iravani, H., & Mohamadi, Y. (2014). Factors affecting the introduction and use of ICT experts and faculty in carrying out organizational tasks (Case Study: College of Agriculture and Natural Resources). Tehran University. (in Persian).
Metzger, M., Flanagin, J., Andrew, J., & Zwarun, L. (2003). College student Web use, perceptions of information credibility, and verification behavior. Computers & Education, 41, 271-290.
Naeimi, A., Pezeshkirad, Gh., & Seddighi, H. (2009). Students’ attitudes towards application of Internet education in scientific and applied education center of Zanjan Jahad Keshavarzi. Agricultural Promotion and Education, 2(2), 121-136. (in Persian).
Wang, L. (2008). Developing and evaluating an interactive multimedia instructional tool: Learning outcomes and user experience of optometry students. Educational Multimedia and Hypermedia, 17(1), 43-57.
Zakeri, A., Rashid Hajikhajehlo, S., Zamanimanesh, H., & Jamali Tazehkand, M. (2011). Identifying strategies for integration of information and communication technology in post graduate studies in Shahid Rajaei Teacher Training University. Investigation Program, Research and Technology Center. (in Persian).