تحلیل مفهومی شهروندی دیجیتال و نقش برنامه درسی در تربیت شهروند دیجیتالی
محورهای موضوعی : پژوهش در برنامه ریزی درسیسارا شهابی 1 , جواد حاتمی 2 , ابراهیم طلایی 3 , سیدمهدی سجادی 4
1 - دانشجوی دکتری برنامه‌ریزی درسی دانشگاه تربیت مدرس، تهران، ایران.
2 - استاد گروه علوم تربیتی دانشگاه تربیت مدرس، تهران، ایران.
3 - دانشیار گروه علوم تربیتی دانشگاه تربیت مدرس، تهران، ایران.
4 - استاد گروه علوم تربیتی دانشگاه تربیت مدرس، تهران، ایران.
کلید واژه: عناصر شهروندی دیجیتال, مشارکت و تعامل دیجیتالی, شهروندی دیجیتال, برنامه درسی,
چکیده مقاله :
ایده ها و قوانینی برای شهروندان در دنیای دیجیتال به منظور کاهش سوء رفتارها در ارتباط با فناوری ها و توانمندسازی کودکان برای استفاده مسئولانه از فناوری توسط اندیشمندان حوزه ارتباطات، سیاستگذاران و مسئولان آموزشی ارائه شده است. یکی از مفاهیم جدید جهت مواجهه مناسب با دنیای دیجیتال در عرصه‌های اجتماعی، اقتصادی و سیاسی، توسعه شهروندی دیجیتال است. این مطالعه به بررسی چیستی و عناصر شهروندی دیجیتال همچنین نقش برنامه درسی در تربیت شهروندی دیجیتال پرداخته است. روش تحقیق کیفی از نوع تبیینی تحلیلی است. داده ها به شیوه اسناد پژوهی گردآوری شده است. جامعه آماری شامل منابع مربوط به حوزه شهروندی دیجیتال می باشد. نمونه گیری به شیوه هدفمند انجام شده است. نتایج بررسی ها چهار دسته از شهروندی دیجیتال را به عنوان محور این مفهوم مشخص کرده است: 1- شهروندی دیجیتال به مثابه اخلاق. 2- شهروند دیجیتال به مثابه سواد رسانه ای. 3- شهروند دیجیتال به مثابه مشارکت و تعامل. 4- شهروند دیجیتال به مثابه مخالفت انتقادی. نکته دیگر اینکه چهار دسته از عناصر شهروندی دیجیتال(هویت شخصی، فعالیت آنلاین، تسلط بر محیط دیجیتالی و اخلاق مربوط به محیط دیجیتال) در قالب مدل SAFE ارائه شده است. نتایج تحقیق لزوم آموزش و برنامه های درسی فراگیر محور در جهت ترویج مسئولیت اجتماعی شهروندی در عصر دیجیتال را نشان می دهد.
Ideas, Skills, and Rules for Citizens in the Digital World to Reduce Technology-Related Abuses and empower children to use technology responsibly for learning and activity Presented by thinkers in the field of communications and media, policymakers and educators. One of the new concepts for appropriate dealing with the digital world in the social, economic and political fields is the development of digital citizenship, which has attracted much attention in recent years. To achieve a broad knowledge base and provide comprehensive digital citizenship categories for better civic education in the 21st century, this study examines the nature, characteristics and elements of digital citizenship as well as the role of the curriculum in digital citizenship education through in-depth review and analysis of related literature in this field. . The Qualitative research method is analytical explanatory type and the required data has been collected from reliable sources using the method of document research. Sampling was done in a targeted manner.The results of the survey has identified four categories of digital citizenship as Axis of this concept: 1- Digital citizenship as ethics. 2- Digital citizen as information and media literacy. 3- Digital citizen as participation and interaction. 4- The digital citizen as a critical opposition. Another point in the research results is that four categories of elements of digital citizenship (personal identity, online activity, mastery of the digital environment and ethics related to the digital environment) are presented in the form of SAFE model. The research results also show the need for education and the role of student-centered curricula in promoting the social responsibility of citizenship in the Digital age. Therefore, understanding the concept of digital citizenship will make it possible to take educational measures to educate digital citizens.
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