مدل‌سازی و تحلیل رابطه بین ویژگی‌های شناختی معلمین دوره ابتدایی و کاربرد فن‌آوری‌های اطلاعات و ارتباطات در فرآیند آموزش و یادگیری
محورهای موضوعی : پژوهش در برنامه ریزی درسیابراهیم مردانی 1 , علی اکبر امین بیدختی 2 , علی محمد رضایی 3
1 - دانشجوی دکتری مدیریت آموزشی، گروه روانشناسی و علوم تربیتی دانشگاه سمنان، سمنان، ایران.
2 - دانشیار گروه روانشناسی و علوم تربیتی دانشگاه سمنان، سمنان، ایران.
3 - استادیار گروه روانشناسی و علوم تربیتی دانشگاه سمنان، سمنان، ایران.
کلید واژه: معلمین دوره ابتدایی, ویژگی‌های شناختی, فناوری اطلاعات و ارتباطات, فرآیند آموزش و یادگیری,
چکیده مقاله :
پژوهش حاضر با هدف تعیین روابط ساختاری بین ویژگی‌های شناختی معلمین دوره ابتدایی و کاربرد فن‌آوری اطلاعات و ارتباطات (فاوا) در فرآیند آموزش و یادگیری انجام شد. روش تحقیق، همبستگی و مبتنی بر مدل معادلات ساختاری بود. جامعة آماری، کلیة معلمین دوره ابتدایی شهر آبادان در سال تحصیلی 95 - 94 به تعداد 784 نفر بود. 220 نفر از جامعه به شیوه نمونه‌گیری تصادفی ساده، به‌عنوان نمونه انتخاب شدند. ابزار گردآوری اطلاعات، شامل 4 مقیاس بود. مقیاس 17 گویه‌ای دانش فن‌آوری، آموزشی، موضوعیِ Kabakci و مقیاس‌های باورهای آموزشی سازنده گرا (9 گویه)، نگرش به فاوا (8 گویه) و کاربرد فاوا در فرآیند آموزش و یادگیری (9 گویه) که توسط Van Braak طراحی شده‌اند. روایی ابزار به شیوة روایی محتوا و پایایی آن (مقیاس‌های دانش فن‌آوری، آموزشی، موضوعی 88/. = α، باورهای آموزشی ساخت‌گرایانه 92/.= α، نگرش معلمین نسبت به فاوا 87/.= α و کاربرد فاوا در فرآیند آموزش و یادگیری 84/.= α) سنجیده شد. به‌منظور تحلیل داده‌ها، از آمار توصیفی و استنباطی بهره گرفته شد. مطابق آزمون همبستگی پیرسون، بین ویژگی‌های شناختی معلمین (دانش فن‌آوری، آموزشی، موضوعی، باورهای آموزشی ساخت‌گرایانه، نگرش به فاوا و کاربرد آن در فرآیند آموزش و یادگیری) رابطه مثبت و معنی‌دار بود. هم‌چنین، مدل علّی طراحی شده با توجه به شاخص‌های محاسبه شده از برازش خوبی برخوردار و مدل معادلات ساختاری رابطه علی بین ویژگی‌های شناختی معلمین دوره ابتدایی و کاربرد فاوا قادر به پیش‌بینی کاربرد فاوا توسط آنان در فرآیند آموزش بود. دیگر یافته‌ها نشان داد؛ نگرش مطلوب نسبت به فاوا، قوی‌ترین متغیر پیش‌بینی‌کننده کاربرد آن در آموزش است.
The main purpose of the present study was to determine the structural relationships between a number of primary teachers’ cognitive variables and ICT integration in teaching–learning process. These variables comprise “teachers’ constructivist teaching beliefs”, “teachers’ technological, pedagogical, and content knowledge (TPACK)”, and “teachers’ attitudes towards ICT use in education”. The population in this study included all primary teachers in Abadan city (N=784). Using a simple random sampling technique 220 teachers were selected as research sample. A survey instrument, comprised of 4 scales related to four constructs of the study (TPACK scale 17 items, constructivist teaching beliefs 9 items, ICT attitude 8 items, and ICT use scale 9 items) was used to collect data for analysis. The data analyses used correlational analysis and structural equation modeling (SEM) to examine the research hypotheses and hypothesized model. Path modeling was also used to explore the direct and indirect effects of the teacher’s cognitive variables on ICT integration in teaching- learning process. Results showed that ICT integration positively and significantly correlates with teacher’s cognitive variables. The results of a path analysis model showed that ICT integration could be directly and indirectly predicted by teacher’s cognitive variables (constructivist teaching beliefs, ICT attitudes in education, technological, pedagogical, and content knowledge).It was also revealed that attitude toward ICT use in education is the most powerful predictor of ICT integration in teaching–learning process. Additionally, the proposed model had an adequate fit to observed relationships between teacher’s cognitive variables and ICT use in teaching–learning process. The research model can serve as a base model for future studies. Finally, Implications for educational administrators, policy makers and further research were discussed.
Abedini Baltork, M., & Nili M. (2014). Analyzing the role of constructivism as a new learning approach in the textbooks of elementary school. Research in Curriculum Planning, 2, 6-17. [Persian]
Afshari, M., Bakar, K.A., Luan, W.S., Samah, B.A., & Fooi, F. S. (2009). Factors affecting teachers’ use of Information and Communication Technology. International Journal of Instruction, 2,78-98.
Archambault, L., & Barnett, J. (2010) Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers & Education, 55, 1656-1662.
Aslan, A., & Zhu, C. (2016).Influencing factors and integration of ICT into teaching practices of pre-service and starting teachers. International Journal of Research in Education and Science (IJRES), 2, 359-370.
Ayati, M., & Rostami, M. (2012). The Level and Amount of Information and Communication Technology (ICT) Used by Science Teachers of Middle and High Schools in Birjand based on the UNESCO Classification. Journal of Technology of Education, 6, 127-134. [Persian]
Beriswell, J. E., Bracey, P. S., Sherman-Morris, K., Huang, K., & Lee, S. J. (2016). Professional development for promoting 21st century skills and Common Core state standards in foreign language and social studies classrooms. TechTrends, 60, 77-84.
Buabeng-Andoh, C. (2012). Factors influencing teachers’ adoption and integration of information and communication technology into teaching: A review of the literature. International Journal of Education and Developmental Using Information and Communication Technology, 8, 136-155.
Canuel, R. (2011). Technology in Education: Research Says! Education Canada, 51,33.
Celik, L., & Keskin, M. (2009). The effects of the primary class teachers’ information technology literacy skills level on students’ achievement: The case of Afyonkarahisar. Procedia Social and Behavioral Sciences, 1167-171.
Chai, C. S., Sang, G.Y., Koh, J. H. L., & Tsai, C.C. (2014). Exploring the profiles and interplays of pre-service and in-service teachers’ technological pedagogical content knowledge (TPACK) in China. Journal of Educational Technology & Society, 18, 158-169.
Chang, Y., Jang, S., & Chen, Y. (2015). Assessing university students' perceptions of their physics instructors' TPACK development in two contexts. British Journal of Educational Technology, 46, 1236-1249.
Demirci, A. (2009).How do Teachers Approach New Technologies: Geography Teachers’Attitudes towards Geographic Information Systems (GIS). European Journal of Educational Studies, 1.
Drent, M., & Meelissen, M. (2008).Which factors obstruct or stimulate teacher educators to use ICT innovatively? Computers & Education,51, 187-199.
Ely, D. P. (1999).Conditions that facilitate the implementation of educational technology innovations. Educational Technology, 39(6), 23-27.
Esmailnia, M., Monfarediraz, B., & Koohestani, H. (2013).The Relationship between the Knowledge of Information Technology and Empowerment of High School Teachers in Bojnurd City. Information and Communication Technology in Educational Sciences, 3, 85-100. [Persian]
Fazeli, A., & Karami, M. (2015). Teacher training students' experiences of instructional designing based on the constructivism approach. Research in Curriculum Planning, 2,140-150. [Persian]
Galanouli, D., Murphy, C., & Gardner, J. (2004). Teachers’ perceptions of the effectiveness of ICT-competence training. Computers & Education, 43, 63-79.
Gao, P., Choy, D., Wong, A. F. L., & Wu, J. (2009).Developing a better understanding of technology-based pedagogy. Australasian Journal of Educational Technology, 25, 14–730.
Gorder, L. M. (2008).“A study of teacher perceptions of instructional technology integration in the classroom,” Delta PI Epsilon Journal, 2, 63-76.
Ghafari, K., Kazempour, E., & Hoseinimehr, A. (2011).Designing of ICT-Based Curriculum Model and Its Impact in Performance of Cognitive, Affective, and Skills in High School Students. Research in Curriculum Planning, 2,16-25. [Persian]
Granger, C.A., Morbey, M.L., Lotherington,H., Owston, R.D., & Wideman, H.H. (2002). Factorscontributing to teachers’ successful implementation of IT. Journal of Computer Assisted Learning, 8, 480-488.
Harris, J., Mishra, P., & Koehler, M. (2009).Teachers’ technological pedagogical content knowledge and learning activity types: curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41, 393–416.
Hermans, R., Tondeur, J., van Braak, J., & Valcke, M. (2008).The impact of primary school teachers’ educational beliefs on the classroom use of computers. Computers and Education, 51, 1499-1509.
Hew, K. F., & Brush, T. (2007).“Integrating technology into k-12 teaching and learning: Current knowledge gaps and recommendations for future research,” Educational Technology, Research and Development, 55, 223-252.
Hus, V., Aberšek B., Jančič, P. (2014). Attitudes of Primary Education Students in Slovenia and Slovakia Towards the Constructivist Approach to Primary Science Education. Journal of Education and Training, 1.
Kabakci Yurdakul, I., Odabasi, H. F., Kilicer, K., Coklar, A. N., Birinci, G., & Kurt, A. A. (2012). The development, validity and reliability of TPACK-deep: A technological pedagogical content knowledge scale. Computers & Education, 58, 964-977.
Lin, C.Y. (2008).Preservice teachers’ beliefs about using technology in the mathematics classroom. Journal of Computers in Mathematics and Science Teaching, 27, 341-360.
Lau & Sim. (2008). Exploring the extent of ICT adoption among Secondary school teachers in Malaysia. International Journal of Computing and ICT Research, 2(2), 19-36.
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017-1054.
Ottenbreit-Leftwich, A. T., Glazewski, K. D., Newby, T. J., & Ertmer, P. A. (2010). Teacher value beliefs associated with using technology: addressing professional and student needs. Computers & Education, 55, 1321–1335.
Salehi, M., Ghaltash, A., & Azadmehr, A. (2011). Effect of Information and Communication Technology on Effectiveness and Creativity of High School Teachers of Fasa. Information and Communication Technology in Educational Sciences, 1, 42-62. [Persian]
Sang, G. Y., Valcke, M., van Braak, J., & Tondeur J. (2010). Student teachers' thinking processes and ICT integration: predictors of prospective teaching behaviors with educational technology. Computers & Education, 54, 103-112.
Sharifi, A., Mohamaddavoudi, A.H., & Eslamieh, F. (2012). Relationship between the Amount of Using ICT by Teachers with Their Performance in Learning and Teaching Process. Information and Communication Technology in Educational Sciences,2, 145-167. [Persian]
Shulman, L. S. (1986). "Those who understand: knowledge growth in teaching". Educational Researcher, 15, 4–14.
Smith, M., Caputi, L., & Rawstorne,H. (2000)."Differentiating computer experience and attitudes toward computers: an empirical investigation" Computers in Human Behavior, 16, 59-81.
Sobhaninejad, M., & Mollazehi, A. (2012). Investigating the components in applying information and communication technology (ICT) by teachers in the schools’ curriculum planning process. Research in Curriculum Planning, 2,42-59. [Persian]
Teo, T. (2011). Factors influencing teachers’ intention to use technology: Model development and test. Computers & Education, 57, 2432-2440.
Tondeur, J., Hermans, R., van Braak, J., & Valcke, M. (2008). Exploring the link between teachers’educational beliefs profiles and different types of computer use in the classroom: The impact of teacher beliefs. Computers in Human Behavior, 24, 2541-2553.
Van Braak, J. (2001).Individual characteristics influencing teachers’ class use of computers. Journal of Educational Computing Research, 25, 141-157.
Van Braak, J., Tondeur, J., & Valcke, M. (2004). Explaining different types of computer use among primary school teachers. European Journal of Psychology of Education, 19, 407-422.
Wilkinson, P., & Schilt, J. (2008). ABC of Ict: "An Introduction to the Attitude, Behavior and Culture of Ict: Van Haren Publishing." Computers and Education, 54, 103–112.
Windschitl, M. & Sahl, K. (2002). Tracing Teachers’ Use of Technology in a Laptop Computer School:The Interplay of Teacher Beliefs, Social Dynamics, and institutional Culture. American Educational Research Journal, 39, 165-205.
Yager,R. (2007).“The constructivist learning model, towards real reform in science education,” The Science Teacher, 58, 52-57.
_||_