رابطه‌ی بین سواد رسانه‌ای و باورهای معرفت شناختی با پذیرش فناوری معلمان شهر یزد
محورهای موضوعی : آموزش مجازی
روح اله خادم نیا
1
(ایران، یزد، دانشگاه یزد، دانشکده علوم تربیتی و روانشناسی، رشته تحقیقات آموزشی)
سیدکاظم علوی لنگرودی
2
(استادیار گروه علوم تربیتی دانشگاه یزد)
احمد زندوانیان
3
(استادیار گروه علوم تربیتی دانشگاه یزد)
حمیده همتی
4
(دانشجوی دکتری روانشناسی تربیتی دانشگاه شهید چمران اهواز، اهواز، ایران)
کلید واژه: سواد رسانه ای, باورهای معرفت شناختی, آموزش مجازی, پذیرش فناوری,
چکیده مقاله :
این پژوهش با هدف تعیین نقش سواد رسانه‌ای و باورهای معرفت شناختی در پذیرش فناوری معلمان ابتدایی صورت بوده است. روش پژوهش توصیفی و از نوع همبستگی بود. جامعه‌ی آماری این پژوهش، شامل کلیه‌ی معلمان دوره‌ی اول و دوم ابتدایی شهر یزد در سال تحصیلی 1400-1399 که جمعاً 2982 آموزگار بوده است ؛ از مجموع این جامعه‌ی آماری با استفاده از فرمول کوکران تعداد 353 نفر با روش نمونه‌گیری در دسترس انتخاب شدند. ابزارهای گردآوری پرسشنامه‌ی پذیرش فناوری دیویس (1986) با پایایی 76/0، سواد رسانه‌ای پاتر(2010) و پایایی 81/0 و باورهای معرفت شناختی شومر (1992) با پایایی 76/0 بودند. روایی هر سه ابزار توسط محققان تایید شده بود. تحلیل داده‌های پژوهش با بهره‌گیری از روش‌های تحلیل همبستگی پیرسون، رگرسیون چندگانه انجام شدند. یافته‌های پژوهش نشان داد بین سواد رسانه‌ای و باورهای معرفت شناختی معلمان با پذیرش فناوری آنها همبستگی مثبت و معنی‌داری وجود دارد. در واقع هر چه قدر معلمان دوره‌ی ابتدایی از سواد رسانه‌ای و باورهای معرفت شناسی بالاتری بهره‌مند باشند، به همان میزان از پذیرش فناوری بالاتری برخوردار هستند. نتایج این پژوهش می‌تواند به طور مستقیم بر پذیرش دوره‌های آموزشی آنلاین آینده تأثیر بگذارد و طراحان دوره‌های مجازی قادرند به شکل مطلوبی از آن بهره‌مند شوند.
The aim of this study was to determine the role of media literacy and epistemological beliefs in technology acceptance of primary school teachers. The research method is descriptive and correlational. The statistical population of this study includes all teachers of the first and second grades of primary school in Yazd in the academic year 2020-2021, who were totally 2982 teachers; Out of this statistical population, 353 people were selected as the research sample using Cochran's formula by available sampling method. The research data collection tools consisted of three questionnaires: Davis Technology Acceptance, Potter Media Literacy and Schumer's Epistemological Beliefs. Data analysis was performed using Pearson correlation analysis, multiple regression. The findings showed that there is a positive and significant correlation between media literacy and teachers' epistemological beliefs with their technology acceptance and also 25.8% of the variance of technology acceptance by media literacy and epistemological beliefs has been predicted. In fact, the more primary school teachers enjoy media literacy and epistemological beliefs, the higher the technology acceptance. The results of this research can directly affect the acceptance of future online training courses and virtual course designers can benefit from it in a desirable way.
Abrahim, S., Mir, B. A., Suhara, H., Mohamed, F. A., & Sato, M. (2019). Structural equation modeling and confirmatory factor analysis of social media use and education. International Journal of Educational Technology in Higher Education, 16(1), 1-25.
Aghamola, N., Niromand, L., Malekian, N., and Tajik-Ismaili, S. (2018). The effect of life skills of Tehrani citizens on media literacy. Journal of Social and Cultural Strategy, 8(31), 5-34. (in Persian)
Amhag, L., Hellström, L., & Stigmar, M. (2019). Teacher educators' use of digital tools and needs for digital competence in higher education. Journal of Digital Learning in Teacher Education, 35(4), 203-220.
Baji, F., Azadeh, F., Sabaghi-Nejad, Z., and Zalpour, A. (2019). Acceptance of e-learning among post-graduate students of Ahvaz Jundishapur University of Medical Sciences. Jundishapur Ahvaz Education Development Quarterly, 11(3), 322-311. (in Persian)
Baylor, A. L., & Ritchie, D. (2002). What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms? Computer & Education Journal, 39(4), 395-414.
Bilotserkovets, M., Fomenko, T., Gubina, O., Klochkova, T., Lytvynko, O., Boichenko, M., & Lazareva, O. (2021). Fostering media literacy skills in the EFL virtual classroom: A case study in the COVID-19 lockdown period. International Journal of Learning, Teaching and Educational Research, 20(2), 251-269.
Bunz, U., Seibert, J., & Hendrickse, J. (2021). From TAM to AVRTS: Development and validation of the attitudes toward Virtual Reality Technology Scale. Virtual Reality, 25(1), 31-41.
Celik, I. (2020). Social media-specific epistemological beliefs: A scale development study. Journal of Educational Computing Research, 58(2), 478-501.
Chintalapati, N., & Daruri, V. S. K. (2017). Examining the use of YouTube as a Learning Resource in higher education: Scale development and validation of TAM model. Telematics and Informatics, 34(6), 853-860.
Flores, M. A. (2020). Preparing teachers to teach in complex settings: Opportunities for professional learning and development. European Journal of Teacher Education, 43(3), 297–300.
Khodabande-Awili, A., Sobhani-Nejad, M., and Farahini-Farahani, M. (2014). Identifying and analyzing the dimensions of students' epistemological beliefs. Research and Planning Quarterly in Higher Education, 20(1), 79-100. (in Persian)
Khoshkhahad, A. (2013). Investigating the relationship between epistemological beliefs and anti-enlightenment beliefs with critical thinking tendencies in Yazd University master's students. Master's thesis, Yazd University. (in Persian)
Mallia, L., Chirico, A., Zelli, A., Galli, F., Palombi, T., Bortoli, L., ... & Lucidi, F. (2020). The Implementation and Evaluation of a Media Literacy Intervention About PAES Use in Sport Science Students. Frontiers in Psychology, 11(368), 1-10.
Mirani Sargazi, N, Besharat Nia, M, Askari, M, & Taheri, A. (2019). Investigating the relationship between media literacy management and students' academic excitement and cognitive creativity in cyberspace. Quarterly Journal of Information and Communication Technology in Educational Sciences, 11(2 (consecutive 42)), 85-104. (in Persian)
Nikolopoulou, K. (2020). Secondary education teachers’ perceptions of mobile phone and tablet use in classrooms: Benefits, constraints and concerns. Journal of Computers in Education, 7(2), 257-275.
Omrai, S. (2017). The relationship between epistemological beliefs and the acceptance and attitude towards the use of educational technology among primary school teachers in Rumeshkan city. Master's thesis, Payam Noor University, Kermanshah Center
Pallant, J. (2007). Behavioral data analysis in spss. Translated by Akbar Rezaei. (2019), Forozesh: Tehran.
Paulsen, M. B., & Feldman, K. A. (2005). The conditional and interaction effects of epistemological beliefs on the self-regulated learning of college students: Motivational strategies. Research in Higher Education, 46(7), 731-768.
Salari Jaini, F., Ahmadi, A., and Ahghar, Q. (2021). Explaining the model of establishment of electronic professional learning environment based on technology acceptance and information literacy of managers. Journal of Information and Communication Technology in Educational Sciences, 11(4), 107-126. (in Persian)
Saleh Rad, R, Afzal Khani, M, & Alipour, V. (2018). The effectiveness of educational program based on media literacy on students' creativity. Information and Communication Technology Quarterly in Educational Sciences, 9(3 (consecutive 35)), 143-171. (in Persian)
Schommer, M. (1994). Synthesizing epistemological belief research: Tentative understandings and provocative confusions. Educational psychology review, 6(4), 293-319.
Schommer, M., Calvert, C., Gariglietti, G., & Bajaj, A. (1997). The development of epistemological beliefs among secondary students: A longitudinal study. Journal of Educational Psychology, 89(1), 37-40.
Sheehy, K., Wilson Kasule, G., & Chamberlain, L. (2021). Ugandan teachers epistemological beliefs and child-led research: Implications for developing inclusive educational practice. International Journal of Disability, Development and Education, 68(4), 600-615.
Thurm, D., & Barzel, B. (2020). Effects of a professional development program for teaching mathematics with technology on teachers’ beliefs, self-efficacy and practices. ZDM, 52(7), 1411-1422.
Van Der Spoel, I., Noroozi, O., Schuurink, E., & Van Ginkel, S. (2020). Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands. European journal of teacher education, 43(4), 623-638.
Yeh, E., & Wan, G. (2019). Media literacy education and 21st century teacher education. The International Encyclopedia of Media Literacy, 1-18. https://doi.org/10.1002/9781118978238.ieml0230
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Abrahim, S., Mir, B. A., Suhara, H., Mohamed, F. A., & Sato, M. (2019). Structural equation modeling and confirmatory factor analysis of social media use and education. International Journal of Educational Technology in Higher Education, 16(1), 1-25.
Aghamola, N., Niromand, L., Malekian, N., and Tajik-Ismaili, S. (2018). The effect of life skills of Tehrani citizens on media literacy. Journal of Social and Cultural Strategy, 8(31), 5-34. (in Persian)
Amhag, L., Hellström, L., & Stigmar, M. (2019). Teacher educators' use of digital tools and needs for digital competence in higher education. Journal of Digital Learning in Teacher Education, 35(4), 203-220.
Baji, F., Azadeh, F., Sabaghi-Nejad, Z., and Zalpour, A. (2019). Acceptance of e-learning among post-graduate students of Ahvaz Jundishapur University of Medical Sciences. Jundishapur Ahvaz Education Development Quarterly, 11(3), 322-311. (in Persian)
Baylor, A. L., & Ritchie, D. (2002). What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms? Computer & Education Journal, 39(4), 395-414.
Bilotserkovets, M., Fomenko, T., Gubina, O., Klochkova, T., Lytvynko, O., Boichenko, M., & Lazareva, O. (2021). Fostering media literacy skills in the EFL virtual classroom: A case study in the COVID-19 lockdown period. International Journal of Learning, Teaching and Educational Research, 20(2), 251-269.
Bunz, U., Seibert, J., & Hendrickse, J. (2021). From TAM to AVRTS: Development and validation of the attitudes toward Virtual Reality Technology Scale. Virtual Reality, 25(1), 31-41.
Celik, I. (2020). Social media-specific epistemological beliefs: A scale development study. Journal of Educational Computing Research, 58(2), 478-501.
Chintalapati, N., & Daruri, V. S. K. (2017). Examining the use of YouTube as a Learning Resource in higher education: Scale development and validation of TAM model. Telematics and Informatics, 34(6), 853-860.
Flores, M. A. (2020). Preparing teachers to teach in complex settings: Opportunities for professional learning and development. European Journal of Teacher Education, 43(3), 297–300.
Khodabande-Awili, A., Sobhani-Nejad, M., and Farahini-Farahani, M. (2014). Identifying and analyzing the dimensions of students' epistemological beliefs. Research and Planning Quarterly in Higher Education, 20(1), 79-100. (in Persian)
Khoshkhahad, A. (2013). Investigating the relationship between epistemological beliefs and anti-enlightenment beliefs with critical thinking tendencies in Yazd University master's students. Master's thesis, Yazd University. (in Persian)
Mallia, L., Chirico, A., Zelli, A., Galli, F., Palombi, T., Bortoli, L., ... & Lucidi, F. (2020). The Implementation and Evaluation of a Media Literacy Intervention About PAES Use in Sport Science Students. Frontiers in Psychology, 11(368), 1-10.
Mirani Sargazi, N, Besharat Nia, M, Askari, M, & Taheri, A. (2019). Investigating the relationship between media literacy management and students' academic excitement and cognitive creativity in cyberspace. Quarterly Journal of Information and Communication Technology in Educational Sciences, 11(2 (consecutive 42)), 85-104. (in Persian)
Nikolopoulou, K. (2020). Secondary education teachers’ perceptions of mobile phone and tablet use in classrooms: Benefits, constraints and concerns. Journal of Computers in Education, 7(2), 257-275.
Omrai, S. (2017). The relationship between epistemological beliefs and the acceptance and attitude towards the use of educational technology among primary school teachers in Rumeshkan city. Master's thesis, Payam Noor University, Kermanshah Center
Pallant, J. (2007). Behavioral data analysis in spss. Translated by Akbar Rezaei. (2019), Forozesh: Tehran.
Paulsen, M. B., & Feldman, K. A. (2005). The conditional and interaction effects of epistemological beliefs on the self-regulated learning of college students: Motivational strategies. Research in Higher Education, 46(7), 731-768.
Salari Jaini, F., Ahmadi, A., and Ahghar, Q. (2021). Explaining the model of establishment of electronic professional learning environment based on technology acceptance and information literacy of managers. Journal of Information and Communication Technology in Educational Sciences, 11(4), 107-126. (in Persian)
Saleh Rad, R, Afzal Khani, M, & Alipour, V. (2018). The effectiveness of educational program based on media literacy on students' creativity. Information and Communication Technology Quarterly in Educational Sciences, 9(3 (consecutive 35)), 143-171. (in Persian)
Schommer, M. (1994). Synthesizing epistemological belief research: Tentative understandings and provocative confusions. Educational psychology review, 6(4), 293-319.
Schommer, M., Calvert, C., Gariglietti, G., & Bajaj, A. (1997). The development of epistemological beliefs among secondary students: A longitudinal study. Journal of Educational Psychology, 89(1), 37-40.
Sheehy, K., Wilson Kasule, G., & Chamberlain, L. (2021). Ugandan teachers epistemological beliefs and child-led research: Implications for developing inclusive educational practice. International Journal of Disability, Development and Education, 68(4), 600-615.
Thurm, D., & Barzel, B. (2020). Effects of a professional development program for teaching mathematics with technology on teachers’ beliefs, self-efficacy and practices. ZDM, 52(7), 1411-1422.
Van Der Spoel, I., Noroozi, O., Schuurink, E., & Van Ginkel, S. (2020). Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands. European journal of teacher education, 43(4), 623-638.
Yeh, E., & Wan, G. (2019). Media literacy education and 21st century teacher education. The International Encyclopedia of Media Literacy, 1-18. https://doi.org/10.1002/9781118978238.ieml0230