مقایسه مهارت‌های اینترنتی و مهارت‌های حرفه‌ای دبیران مدارس علوم فنی و علوم نظری دوره متوسطه دوم
محورهای موضوعی : پژوهش در برنامه ریزی درسیغلامعلی فخاری اشرفی 1 , محمد حاجی زاد 2
1 - 1دانشجوی دکتری علوم تربیتی
2 - 2گروه علوم تربیتی، واحد نکا، دانشگاه آزاد اسلامی، نکا، ایران
کلید واژه: علوم فنی, مهارت‌های اینترنتی, علوم نظری, مهارت‌های حرفه‌ای,
چکیده مقاله :
هدف این پژوهش مقایسه مهارت‌های اینترنتی و مهارت‌های حرفه‌ای دبیران شاغل در مدارس علوم فنی و علوم نظری دوره متوسطه دوم استان مازندران بود. روش پژوهش توصیفی از نوع زمینه‌یابی است. جامعه آماری شامل کلیه دبیران مدارس متوسطه دوم مازندران به تعداد10250 نفر است که از بین آنها 194 زن و 218 مرد و در مجموع 412 نفر با استفاده از جدول کرجسی و مورگان و به روش نمونه‌گیری تصادفی خوشه‌ای چندمرحله‌ای انتخاب شدند. از آزمون تستی چهارگزینه‌ای حاوی 10 سؤال برای اندازه گیری مهارت‌های اینترنتی دبیران استفاده شده که ضریب دشواری آن برابر با 46/0 و پرسشنامه‌ای محقق ساخته در طیف لیکرتی 5 درجه‌ای شامل 20 سؤال برای سنجش میزان مهارت‌های حرفه‌ای دبیران با ضریب الفای 85/0 استفاده شده است. داده‌ها، با استفاده از آزمون t برای دو گروه مستقل، تحلیل واریانس یک‌راهه و آزمون تعقیبی شفه به کمک نرم‌افزار SPSS نسخه 16 مورد تجزیه و تحلیل قرار گرفته است. یافته‌های پژوهش نشان داد، دبیران مدارس رشته‌های فنی بیشتر از دبیران رشته‌های نظری، دبیران مرد بیشتر از دبیران زن، دبیران کم سابقه بیشتر ازدبیران پرسابقه، و دبیران کم سن بیشتر از مسن‌تر‌ها از مهارت‌های اینترنتی برخوردار بودند. اما بین مهارت‌های اینترنتی دبیران با تحصیلات مختلف تفاوت معنادار نبود. همچنین، بین مهارت‌های حرفه‌ای دبیران زن و مرد، دبیران مدارس رشته‌های فنی و نظری، دبیران پرسابقه و کم سابقه، دبیران مسن و جوان و دبیران با تحصیلات مختلف تفاوت معنادار مشاهده نشد.
The purpose of this study was to compare internet skills and professional skills of Technical and theoretical science teachers in Mazandaran high schools. This descriptive research is done by survey methodology. The population of this research included 10250 Mazandarn high schools teachers. 412 teachers (218 males and 194 females) were selected by using Krejcie and Morgan Table and by multi steps cluster random sampling. The teachers’ internet skills were measured by a multiple choice test which included 10 questions and difficulty coefficient of test was 0.46. Their professional skills were measured by a researcher- made questionnaire in Likert 5 point scale included 20 questions and its alpha coefficient was 0.85. Data was analyzed by t-test for two independent groups, ANOVA, Scheffe test by Spss16. The research results showed technical teachers more than theoretical teachers, male teachers more than females, inexperience teachers more than experienced teachers and younger teachers more than older teachers had internet skills. But there is no meaningful difference between teachers’ internet skills with different level of education. Also, no meaningful difference were observed between the male and female teachers’ professional skills, Technical and theoretical science teachers, experienced and inexperienced teachers, old and young teachers with different education.
AbediGorjian, Z, & Aliakbari, Z. (2011). Teachers competencies. Educational Research & Innovations journal. 26nd Y, NO.8, PP.20-23. [Persian].
Bakhtiari, M. & Ahmadi, GH.(2007). Effectiveness of ICT on-job training IN Isfahan secondary schools teachers. Danesh-VA-Pazhohesh journal in Khorasgan (Isfahan) Islamic Azad University.4th Y, NO.13, PP.123-135. [Persian].
Braak, J. & Tearle, P. (2007). The computer attributes for learning scale (CALS) among university students: Scale development and relationship with actual computer use for learning. Computers in Human Behavior, 23, PP. 2966-2982.
Davoudi, R.; Nobakhsh Benjar, R., & Kamali, N. (2011). Relationship between internet use & its application style & academic performance of Zanjan Islamic Azad University students. ICT journal in educational sciences . 2nd Y, NO.2, and PP.73-94. [Persian].
Emam jome, T. & Mollaei-nejad, A. (2010). What principals have to know about teachers' professional interest. Management basics, school management, 2nd Y, NO.9, PP.41-65. [Persian].
Enayati, T. & Zameni, F .(2011). Identifying major barriers of ICT use in Aliabadekatol secondary schools. ICT in educational sciences. 1st Y, NO.4 and PP.98-116.[Persian].
Eskandari, H. (2009). Analyzin factors influencing using ICT among the secondary schools teachers in Bojnord .M.A thesis, Sari Islamic Azad University. [Persian].
Fareghzade, N., Kashi, A. (2014). Studying virtual education tools & methods for promoting educational quality from Azad khoadabande University teachers' perspective. Rahyafti-Nu Scientific & Research Journal in Educational Management . Marvdasht Islamic Azad University, 5th Y, No.1. pp.121-152. [Persian].
Garcia, J., Wingenbach, G., Pina, M., & Hamilton, W. (2004). Internet use in the texas Mexico Initiative. Proceeding of the 20th annual conference of the association for international.
Hajizade, M. (2011). Studying & comparing basic sciences & humanities of Behshahr secondary level in order to present these skills qualitative promotion methods. Phd thesis, Tehran science & research center Islamic Azad University. [Persian].
Imhof, M., Vollmeyer, R. , & Beierlein, C. (2007). Computer use and the gender gap: The issue of access, use, motivation, and performance. Computers in Human Behavior, 28,PP. 2823-2837.
Irfanaziz Umar, Mohamad Tarmizi & Mohd Yusoff. (2014). A study on Malaysian Teachers’ Level of ICT Skills and Practices, and its Impact on Teaching and Learning. Procedia - Social and Behavioral Sciences, Volume 116, 21 February, PP. 979-984.
Islamie, F.; Sharifi, A.; Mohammad Oladi, Amir Hossein. (2013). Relationship between using ICT & teachers' performance in IT & communications learning-teaching process in educational sciences. ICT in educational sciences 2nd Y, NO.4, PP.145-167. [Persian].
Jaafari, M. (2011). Mazandran secondary schools computer workshops . Research Project. Mazandaran educational headquarters research & investigation center. PP. 134-136 . [Persian].
Jokar, A. & Yaripour, S. (2009). Studying Shiraz based high schoolers ICT use. Education.2nd Y, NO.8, PP.177-195. [Persian].
Kazempour, I., Khalil, K. & Hoseinimehr, A. (2012). Designing of ICT-Based Curriculum Model and Its Impact in Performance of Cognitive, Affective, and Skills in High School Students. Research in curriculum planning journal. Khorasgan (Isfahan) Islamic Azad University. 8th Y,2nd Course .NO. 1-2 (28-29). PP.16-25. [Persian].
Khalkhali, A., Shakibaei, Z. & Andesh, M. (2011). Metaanalysis of ICT effect on teachers' professional development . ICT journal in educational sciences, 3rd Y, NO.3, and PP.165-182. [Persian].
Madden, A., Ford, N., Miller, D., & Levy, P. (2005). Using the internet in teaching: The views of the practitioners (A survey of the views of secondary school teachers in Sheffield, UK). British Journal of Educational Technology, 36(2). pp. 255-280.
Mahdavi Jamani, R. (2010). ICT role in Sari secondary level teachers' professional development . M.A thesis in Technology. Sari Islamic Azad University. [Persian].
Mahmoudi, O.; Rokandeh, N, & Soltanpanah, H. (2013). Staff performance & ICT, Analyzing Marivan educational department teachers' on-job training. ICT in educational sciences.4th Y, NO.1 and PP.63-83. [Persian].
Manteghi, M. (2010). Analyzing cell phone auxiliary facilities application by girl & boy students . ICT in educational sciences. 1STY, NO.2 and PP.95-128. [Persian].
Matthews, D., & Schrum, L. (2003). High-speed Internet use and academic gratifications in the college. residence. The Internet and Higher Education, 23, PP. 125-144.
Mehdizade, H., Eslampanah, M., Sabzi.R. (2009). Studying Islamabade Gharb secondary level teachers' preparedness in utilizing E-learning. E-learning Academic Journal (media). 3rdY, NO.1and PP.2-12. [Persian].
Najafi, H., Farajolahi, M., Norozzade, R., & Sarmadi, MR. (2014). Factors influencing remote education technology integration in classroom & pattern design for it. Research in curriculum planning journal. Khorasgan (Isfahan) Islamic Azad University.11th Y, 2nd Course, PP.118-110. [Persian].
Nachmias, R., & Segev, L. (2003). Students’ use of content in Web-supported academic courses. Internet and Higher Education, PP. 145–157.
Norozi, D., Zameni, F., & Shrafzade, S. (2014). Effect of using educational software on active students learning in math with structuralism approach. ICT journal in educational sciences.4th Y, No.3, PP.5-23. [Persian].
Royal, C. ( 2008). Framing the Internet: A Comparison of Gendered Spaces., Social Science Computer Review, Vol 26(2), PP. 152- 169.
Seraji, F., Ghanbari, S., & Asani, Kh. (2014). Identifying factors influencing encouraging secondary schools teachers to use ICT in curriculum plan execution. Education journal. Educational department studies center Scientific-research publication 30th y.No.1.PP.9-35. [Persian].
Seri, o, serin, N.B. & saygili, G. (2009). The effect ofeducational technologlis and material thcnology teaching on the problem solving skills of 5the grade primary school student. Procedia social and behavioral sciences. PP. 660-670.
Sobhani, M. & Molazehi, A. (2012). Analyzing required components for teachers to apply ICT in schools curriculum planning . Research in curriculum planning journal. Khorasga (Isfahan) Islamic Azad University.9th Y, NO.34, PP.108-123. [Persian].
Soleimanpour, J., Khakhali, A., Fllah, L. (2010). Determining ICT-based teaching method influencing sustainable learning in grade three secondary level students' science courses. ICT journal in educational sciences. 1st Y, No.2, PP.77-93. [Persian]