نگرش معلمان نسبت به کاربرد تکنولوژی آموزشی در تدریس و رابطه آن با رضایت شغلی در مدارس هوشمند
محورهای موضوعی : فن‎آوری اطلاعات
یاسین سعیدی
1
(کارشناس ارشد مدیریت آموزشی، دانشگاه خوارزمی، تهران، ایران)
ابراهیم صالحی عمران
2
(استاد گروه علوم تربیتی، دانشگاه مازندران، مازندران، ایران)
فاطمه شعبانی
3
(کارشناس ارشد برنامهریزی درسی، واحد تهران جنوب، دانشگاه آزاد اسلامی، تهران، ایران)
زهره فرامرزی
4
(کارشناسارشد مدیریت آموزشی، دانشگاه پیام نور، تهران، ایران)
کلید واژه: مدارس هوشمند, نگرش معلمان, کاربرد تکنولوژی در آموزش,
چکیده مقاله :
هدف کلی پژوهش حاضر بررسی نگرش معلمان نسبت به کاربرد تکنولوژی آموزشی در تدریس و رابطه آن با رضایت شغلی در مدارس هوشمند بود. روش تحقیق پژوهش حاضر توصیفی از نوع همبستگی است. جامعه آماری را کلیه معلمان مدارس هوشمند شهر اراک تشکیل می‌دهد (650=N)، که از این تعداد، 242 معلم به روش نمونه‌گیری خوشه‌ای انتخاب‌شدند. برای جمع آوری داده‎ها از دو پرسش‌نامه استاندارد نگرش نسبت به کاربرد تکنولوژی در آموزش یاووز و رضایت شغلی ارشادی استفاده شد. روایی هر دو پرسش‎نامه بر اساس نظر متخصصان تأیید و پایایی آنها از طریق آزمون آلفای کرونباخ به ترتیب 0/826 و 0/816 به دست آمد. داده‌های به دست آمده، با استفاده از ضریب همبستگی پیرسون و رگرسیون چندگانه استاندارد تحلیل شد. نتایج نشان داد که به غیر از بعد عدم تأثیرگذاری تکنولوژی در آموزش، ابعاد چهارگانه کاربرد تکنولوژی در آموزش ضمن داشتن رابطه معنادار با رضایت شغلی معلمان، 0/54 از پراکندگی این متغیر را تبیین می‌کنند. در بررسی سهم تبیینی انفرادی ابعاد، سهم کاربرد تکنولوژی در آموزش، تصورات در مورد کاربرد تکنولوژی در آموزش، پیش‎بایست های کاربرد تکنولوژی در آموزش و اثربخشی تجهیزات تکنولوژی در آموزش معنادار محاسبه شد. یافته‌های این پژوهش ضمن تأکید بر اهمیت رضایت شغلی معلمان در مدارس هوشمند، نقش تعیین‌کننده کاربرد تکنولوژی آموزشی در تدریس را خاطر نشان می‌کند.
The general purpose of this study was to investigate the teachers' attitude toward the application of teaching technology in teaching and its relationship with job satisfaction in smart schools. The research method was descriptive correlation. The statistical population consists of all teachers of the smart schools of Arak (N = 650), of which 242 teachers were selected by cluster sampling method. Data were collected using two standard questionnaires of Yavuz attitude toward the application of technology in education and Ershadi job satisfaction. Validity of both questionnaires was confirmed by experts and their reliability was 0.826 and 0.816 respectively, using Cronbach's alpha test, respectively. Data were analyzed using Pearson correlation coefficient and multiple standard regressions. The results showed that, apart from the lack of impact of technology in education, the four dimensions of the use of technology in education, while having a meaningful relationship with teachers' job satisfaction, explained 0.54 of the dispersion of this variable. In the study of the individual contribution dimension of dimensions, the contribution of technology in education, the perceptions about the application of technology in education, the pre-requisites for applying technology in training and the effectiveness of equipment technology were calculated in meaningful education. The findings of this study, while emphasizing the importance of teachers' job satisfaction in intelligent schools, also point to the crucial role of the application of teaching technology in teaching.
Abbasi, M. (1995). Educational technology: A new challenge for learning. Roshd Journal of Educational Technology, 3(4), 28-39. (in Persian).
Abbasi, P. (1992). Obstacles to the use of educational technology in Isfahan. Published in the Proceedings of the Department of Education Isfahan. (in Persian).
Abdoli, L. (2013). Impact of smart schools on fifth grade elementary school students' learning styles in Tehran. Master's Thesis, Islamic Azad University, Central Tehran Branch. (in Persian).
Abdullah, A. (2009). Job satisfaction: Does rank make a difference Business Management, 3(10), 609-615.
Ahadian, M. (2009). Introduction to educational technology. Boshra Publication. (in Persian).
Ali Ebadi, Kh. (2007). Basics of educational technology. Tehran: PNU. (in Persian).
Canada, G., Evelyn, C., & Schmidt, E. (2014). New york Smart Schools Commission Report. Retrieved Oct 27, 2014, from www.smartschoolsny.co
Chickering, A., & Gamswon, Z. (2003). Seven principles for good practive in undergraduate education. Winona state unirersity: Seven Principles Resource center. Retrieved Jan 23, 2003 from http://www.hcc.hawaii./internet/committess/ fec Devcom/guhdebk/teachitp/vprincip.htm
Ebadi, R. (2004). E-learning education. Tehran: Aftab Mehr press. (in Persian).
Ershadi, F. (2009). The relationship between social capital and job satisfaction among secondary school teachers in the city of Shabestar in 2009. Master's Thesis, Faculty of Psychology and Educational Sciences, Tehran University. (in Persian).
Fardanesh, H. (2007). Theoretical foundations of educational technology. Tehran: SAMT Publication. (in Persian).
Farhadi, R. (2002). The role of information technology in education. Book Journal, 56, 144. (in Persian).
Farzad, T. (2006). Role of information technology in teaching chemistry, Boshrooyeh area. Retrieved from shimi.tama.ir/myfolder/10029/maghalat/fanavari11-1.doc (in Persian).
Groof, J., & Mouza, C. (2008). A framework for addressing challenges to classroom technology use. AAce J., 16(1), 21-46.
Hsu, S. (2010). The relationship between teacher's technology integration ability and usage. Educations Computing Research, 43, 309-325.
Jafari Hajati, A. (2006). Smart school project evaluation in Tehran high schools. (Case study Absál high school). M.A. thesis, Faculty of Psychology and Educational Sciences, University of Teacher Training. (in Persian).
Jahanian, R. (1998). A survey of teachers’ job satisfaction based o Herzberg. Management in Education, 5(18-19), 33-49. (in Persian).
Jalali, A. (2009). Smart school roadmap. Tehran: Department of Education. (in Persian).
Jarosievitz, B. (2009). ICT use in science education. Research, Reflection and Innovations in Integrating ICT in Education, 1(4), 382-386.
Kazi, G. M., AbdulAziz, S., & Zadeh, F. Z. (2012). The contribution of organizational variables and its impact on job turnover and job satisfaction of employee's. Interdisciplinary Journal of Contemporary Research in Business, 3(10), 1064-1074.
Krautberger, G. (2015). Innovation policy, information society, telecommunications innovation polcicy, information society, telecommunications. ICT Strategy of the German federal.
Lawin, M. (2011). Motivational multimedia: Examining students' learning and motivation as they use a multimedia enriched learning environment. Educations Computing Research, 4(2), 245-258.
Lent, R. W., Laura, N., Soresi, S., Ginevra, M. C., Duffy, R. D., & Brown, S. D. (2011). Pridicting the job and life satisfaction of Italian teaches: Test of a social cognitive model. Vocational Behavior, 79, 91-97.
Li, N., Liang, J., & Crant, J. M. (2011). The role of proactive personality in job satisfaction and organicitizenship behavior: A relational perspective. Applied Psychology, 95(2), 395.
Maleki, S. (2009). IT in education. Jahad Daneshgahi Publication. (in Persian).
Mehmet, N. (2004). Use of educational technology in English classes. The Turkish online Journal of Educational Technology, 3(2), Article 11. Retrieved from http://tojet.net/volumes/7312/pdf
Mendenhall, R. (2003). A model and principels for effective internet based distance education. P.h.d Dissertation, Provo: Brigham Young University.
Mikre, F. (2015). The roles of information communication technologyes in education reveiew article with emphasis to the computer and Internt. Educational Technology, 10(4), 112-128.
Moshtaghi Largany, S., Rezaeian, H., & Ghorbani, S. (2008). Validation of Persian form of scale attitude towards technology in education among high school teachers of Isfahan). Educational Innovations, 26(VII), 109. (in Persian).
Mundy, M. A., Kupczynski, L., & Kee, R. (2012). Teacher's perceptions of technology use in the schools. Retrieved from http://www.agepublications.com
Nemati, H. (2005). Introduction to educational technology. Mashhad: Ferdowsi University. (in Persian).
Noori Hassan Abadi, K., Iranian, J., & Taheri, A. (2012). The relationship between smart schools and the innovative atmosphere and technology infrastructure. The first National Conference of Strategies for Enhancement of Management, Accounting and Industrial Engineering in Organizations. (in Persian).
Olirerio, L. O., & Rodolfo, E. G. (2010). Job satisfaction and perceived mental health amog teachers. Journal of Mexican Psychological Association, 2(4), 27-38.
Peters, O. (2003). Learning With newmedia in distance education In: Moore M, Anderson W, Editors. Hand book of distance education, New Jersey: Lawrence Erlbam Associates Publishes.
Rastgarpour, H., & Abdollahi, N. (2005). ICT development strategies. Tehran: Public Knowledge. (in Persian).
Russell, M. (2007). The impact of education technology on learner interctions. Educations Computing Research, 12(3), 441-456.
Salehi, M., & Kashani, B. (2007). Factors affecting the implementation of smart schools project in the view of Mazandaran high school administrators. New Thoughts in Educational Sciences, 2(4), 70-84. (in Persian).
Samari, A., & Atashak, M. (2009). The impact of the scale of knowledge and application of ICT in improving the quality of students’ learning process by teachers. Educational Technology, 4(2), 110-111. (in Persian).
Sardari, P. (2006). Comparing the effects of education with the help of educational programs CD produced in the Office of Educational Technology and traditional teaching methods on educational achievement and retention in first-year Geography of Private chools in Tehran in Academic year 2005-2006. M.A. Thesis, Allameh Tabatabaei University. (in Persian).
Seif, M., & Beiranvand, A. (2009). Impact of information technology on the school system. Journal of Iranian Research Institute for Information Science and Technology, 26(1), 193-183. (in Persian).
Vasheghani Farahani, M. (1994). Investigating the obstacles to the use of educational technology in Arak. Tehran's Tarbiat Moallem University. (in Persian).
Yaghma, A. (2003). The necessity of using educational technology in the new secondary school system. Educational Technology, 3(5), 25-39. (in Persian).
Yavuz, S. (2005). Developing a technology scale for pre-sevice chemisttry teachers. The Turkish Online Journal of Educational Technology, 4(1), Article 2.
Young, B., Joung, C., & Chao, S. (2002). Gender differences in student attitudes toward computers. Retrieved from http://erice.ed.go
_||_Abbasi, M. (1995). Educational technology: A new challenge for learning. Roshd Journal of Educational Technology, 3(4), 28-39. (in Persian).
Abbasi, P. (1992). Obstacles to the use of educational technology in Isfahan. Published in the Proceedings of the Department of Education Isfahan. (in Persian).
Abdoli, L. (2013). Impact of smart schools on fifth grade elementary school students' learning styles in Tehran. Master's Thesis, Islamic Azad University, Central Tehran Branch. (in Persian).
Abdullah, A. (2009). Job satisfaction: Does rank make a difference Business Management, 3(10), 609-615.
Ahadian, M. (2009). Introduction to educational technology. Boshra Publication. (in Persian).
Ali Ebadi, Kh. (2007). Basics of educational technology. Tehran: PNU. (in Persian).
Canada, G., Evelyn, C., & Schmidt, E. (2014). New york Smart Schools Commission Report. Retrieved Oct 27, 2014, from www.smartschoolsny.co
Chickering, A., & Gamswon, Z. (2003). Seven principles for good practive in undergraduate education. Winona state unirersity: Seven Principles Resource center. Retrieved Jan 23, 2003 from http://www.hcc.hawaii./internet/committess/ fec Devcom/guhdebk/teachitp/vprincip.htm
Ebadi, R. (2004). E-learning education. Tehran: Aftab Mehr press. (in Persian).
Ershadi, F. (2009). The relationship between social capital and job satisfaction among secondary school teachers in the city of Shabestar in 2009. Master's Thesis, Faculty of Psychology and Educational Sciences, Tehran University. (in Persian).
Fardanesh, H. (2007). Theoretical foundations of educational technology. Tehran: SAMT Publication. (in Persian).
Farhadi, R. (2002). The role of information technology in education. Book Journal, 56, 144. (in Persian).
Farzad, T. (2006). Role of information technology in teaching chemistry, Boshrooyeh area. Retrieved from shimi.tama.ir/myfolder/10029/maghalat/fanavari11-1.doc (in Persian).
Groof, J., & Mouza, C. (2008). A framework for addressing challenges to classroom technology use. AAce J., 16(1), 21-46.
Hsu, S. (2010). The relationship between teacher's technology integration ability and usage. Educations Computing Research, 43, 309-325.
Jafari Hajati, A. (2006). Smart school project evaluation in Tehran high schools. (Case study Absál high school). M.A. thesis, Faculty of Psychology and Educational Sciences, University of Teacher Training. (in Persian).
Jahanian, R. (1998). A survey of teachers’ job satisfaction based o Herzberg. Management in Education, 5(18-19), 33-49. (in Persian).
Jalali, A. (2009). Smart school roadmap. Tehran: Department of Education. (in Persian).
Jarosievitz, B. (2009). ICT use in science education. Research, Reflection and Innovations in Integrating ICT in Education, 1(4), 382-386.
Kazi, G. M., AbdulAziz, S., & Zadeh, F. Z. (2012). The contribution of organizational variables and its impact on job turnover and job satisfaction of employee's. Interdisciplinary Journal of Contemporary Research in Business, 3(10), 1064-1074.
Krautberger, G. (2015). Innovation policy, information society, telecommunications innovation polcicy, information society, telecommunications. ICT Strategy of the German federal.
Lawin, M. (2011). Motivational multimedia: Examining students' learning and motivation as they use a multimedia enriched learning environment. Educations Computing Research, 4(2), 245-258.
Lent, R. W., Laura, N., Soresi, S., Ginevra, M. C., Duffy, R. D., & Brown, S. D. (2011). Pridicting the job and life satisfaction of Italian teaches: Test of a social cognitive model. Vocational Behavior, 79, 91-97.
Li, N., Liang, J., & Crant, J. M. (2011). The role of proactive personality in job satisfaction and organicitizenship behavior: A relational perspective. Applied Psychology, 95(2), 395.
Maleki, S. (2009). IT in education. Jahad Daneshgahi Publication. (in Persian).
Mehmet, N. (2004). Use of educational technology in English classes. The Turkish online Journal of Educational Technology, 3(2), Article 11. Retrieved from http://tojet.net/volumes/7312/pdf
Mendenhall, R. (2003). A model and principels for effective internet based distance education. P.h.d Dissertation, Provo: Brigham Young University.
Mikre, F. (2015). The roles of information communication technologyes in education reveiew article with emphasis to the computer and Internt. Educational Technology, 10(4), 112-128.
Moshtaghi Largany, S., Rezaeian, H., & Ghorbani, S. (2008). Validation of Persian form of scale attitude towards technology in education among high school teachers of Isfahan). Educational Innovations, 26(VII), 109. (in Persian).
Mundy, M. A., Kupczynski, L., & Kee, R. (2012). Teacher's perceptions of technology use in the schools. Retrieved from http://www.agepublications.com
Nemati, H. (2005). Introduction to educational technology. Mashhad: Ferdowsi University. (in Persian).
Noori Hassan Abadi, K., Iranian, J., & Taheri, A. (2012). The relationship between smart schools and the innovative atmosphere and technology infrastructure. The first National Conference of Strategies for Enhancement of Management, Accounting and Industrial Engineering in Organizations. (in Persian).
Olirerio, L. O., & Rodolfo, E. G. (2010). Job satisfaction and perceived mental health amog teachers. Journal of Mexican Psychological Association, 2(4), 27-38.
Peters, O. (2003). Learning With newmedia in distance education In: Moore M, Anderson W, Editors. Hand book of distance education, New Jersey: Lawrence Erlbam Associates Publishes.
Rastgarpour, H., & Abdollahi, N. (2005). ICT development strategies. Tehran: Public Knowledge. (in Persian).
Russell, M. (2007). The impact of education technology on learner interctions. Educations Computing Research, 12(3), 441-456.
Salehi, M., & Kashani, B. (2007). Factors affecting the implementation of smart schools project in the view of Mazandaran high school administrators. New Thoughts in Educational Sciences, 2(4), 70-84. (in Persian).
Samari, A., & Atashak, M. (2009). The impact of the scale of knowledge and application of ICT in improving the quality of students’ learning process by teachers. Educational Technology, 4(2), 110-111. (in Persian).
Sardari, P. (2006). Comparing the effects of education with the help of educational programs CD produced in the Office of Educational Technology and traditional teaching methods on educational achievement and retention in first-year Geography of Private chools in Tehran in Academic year 2005-2006. M.A. Thesis, Allameh Tabatabaei University. (in Persian).
Seif, M., & Beiranvand, A. (2009). Impact of information technology on the school system. Journal of Iranian Research Institute for Information Science and Technology, 26(1), 193-183. (in Persian).
Vasheghani Farahani, M. (1994). Investigating the obstacles to the use of educational technology in Arak. Tehran's Tarbiat Moallem University. (in Persian).
Yaghma, A. (2003). The necessity of using educational technology in the new secondary school system. Educational Technology, 3(5), 25-39. (in Persian).
Yavuz, S. (2005). Developing a technology scale for pre-sevice chemisttry teachers. The Turkish Online Journal of Educational Technology, 4(1), Article 2.
Young, B., Joung, C., & Chao, S. (2002). Gender differences in student attitudes toward computers. Retrieved from http://erice.ed.go