سنجش میزان شکاف دیجیتال در دسترسی و استفاده از ابزارها و قابلیت‌های فناوری اطلاعات و ارتباطات در دوره متوسطه
محورهای موضوعی : پژوهش در برنامه ریزی درسی
طالب زندی
1
(استادیار تکنولوژی آموزشی، پژوهشکده تحقیق و توسعه علوم انسانی«سمت»، تهران، ایران)
علی نوری
2
(دانشیار برنامه ریزی درسی، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه ملایر، ملایر، ایران)
کلید واژه: استفاده از فناوری, شکاف دیجیتال, فناوری اطلاعات و ارتباطات, دسترسی به فناوری,
چکیده مقاله :
پژوهش حاضر با هدف سنجش میزان شکاف دیجیتال در دسترسی و استفاده از ابزارها و قابلیت‌های فناوری اطلاعات و ارتباطات در میان دانش‌آموزان دوره متوسطه بر حسب جنسیت، نوع مدرسه، پایه تحصیلی و وضعیت اجتماعی – اقتصادی آنها انجام شد. در این مطالعه، از روش پژوهش علی - مقایسه‌ای استفاده شد. جامعه آماری پژوهش شامل کلیه دانش‌آموزان دختر و پسر شاغل به تحصیل در مدارس متوسطه اول شهر سنندج در سال تحصیلی 98-97 بود. با استفاده از روش نمونه‌گیری تصادفی خوشه‌ای چند مرحله‌ای تعداد 300 نفر دانش‌آموز به عنوان نمونه آماری انتخاب شدند. برای گردآوری داده‌ها از مقیاس آشنایی با فناوری، و پرسشنامه جایگاه اجتماعی – اقتصادی استفاده شد. تحلیل داده‌ها توسط آزمون‌های توصیفی و نیز تحلیل واریانس انجام شد. نتایج نشان دهنده تفاوت معنادار در سطح دسترسی به فناوری در منزل بر حسب پایه تحصیلی و وضعیت اجتماعی – اقتصادی دانش‌آموزان بود. در سطح دسترسی به فناوری در مدرسه، نتایج حاکی از تفاوت معنادار بین سطح دسترسی بر حسب نوع مدرسه و وضعیت اجتماعی- اقتصادی دانش‌آموزان بود، اما بین سطح دسترسی و پایه تحصیلی تفاوتی مشاهده نشد. همچنین نتایج نشان دهنده تفاوت معنادار در میزان استفاده از فناوری بر حسب نوع مدرسه، پایه تحصیلی و وضعیت اجتماعی – اقتصادی هم در منزل و هم در مدرسه بود. بین سطح دسترسی و میزان استفاده از فناوری بر حسب جنسیت هم در مدرسه و هم در منزل تفاوت معناداری مشاهده نشد. به طور کلی نتایج این پژوهش نشان دهنده شکاف دیجیتال در زمینه دسترسی و استفاده دانش‌آموزان از فناوری بود که بینش‌هایی را برای دست‌اندرکاران و برنامه‌ریزان آموزشی در راستای برقراری عدالت آموزشی فراهم می‌کند.
The present study was conducted to examine the digital divide in access to and use of information and communication tools and capabilities among high school students in terms of gender, type of school, grade and socio-economic status. The research design was causal-comparative and the statistical population of the study consisted of all high school students, who were attending high school during the academic year 2018-19 in Sanandaj, Iran. Samples of 300 students (160 boys and 140 girls) were selected from that population randomly, using a multi-stage cluster sampling technique. Data were collected by ICT Familiarity Scale and Socio-Economic Status Questionnaire. The collected data were analyzed by descriptive statistics and analysis of variance (ANOVA) tests. The results showed a significant difference in the level of access to ICT at home in terms of the type of school, grade and socio-economic status, but there was no significant gender difference. Also, there was a significant difference in the level of access to ICT at school in terms of the type of school and socio-economic status, but that was not significant in terms of gender and grade. In addition, there was a significant difference in use of ICT (at home and school) in terms of the type of school, grade and socio-economic status. However, there was no significant gender difference in use of ICT among students. In general, the results of this study showed the digital divide in the access and use of ICT in high schools and educational policymakers can use this evidence to make policies that promote educational justice.
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