رابطه بین بهره‌گیری از فن‌آوری اطلاعات و ارتباطات در تدریس با عدالت و اعتماد آموزشی ادراک شده
محورهای موضوعی :
روانشناسی
فرهاد شفیع پور مطلق
1
,
طاهره قدیمی فینی
2
1 - استادیار گروه مدیریت آموزشی، واحد محلات، دانشگاه آزاد اسلامی، محلات، ایران
2 - کارشناس ارشد مدیریت آموزشی، مدیر آموزش دانشگاه فرهنگیان، مرکز آموزش عالی امام خمینی (ره)، کاشان، ایران
تاریخ دریافت : 1395/03/25
تاریخ پذیرش : 1395/12/09
تاریخ انتشار : 1395/08/01
کلید واژه:
فن‌آوری اطلاعات و ارتباطات,
عدالت آموزشی,
اعتماد آموزشی,
چکیده مقاله :
هدف تحقیق حاضر، تعیین رابطه بین بهره‌گیری از فن‌آوری اطلاعات و ارتباطات در تدریس با عدالت و اعتماد آموزشی ادراک شده بوده است. روش تحقیق، توصیفی از نوع همبستگی است. جامعه آماری تحقیق مشتمل بر کلیه دانش‌آموزان دوره دوم متوسطه مدارس هوشمند شهر اصفهان در سال تحصیلی 95-1394 شامل 15000 نفر بود. بر اساس جدول کرجسی و مورگان تعداد 372 نفر به صورت تصادفی و به روش خوشه‌ای چند‌مرحله‌ای، به عنوان تحقیق انتخاب شدند. ابزار تحقیق شامل سه نوع پرسش‌نامه بود که عبارتند از: پرسش‌نامه محقق ساخته بهره‌گیری از فاوا در تدریس مشتمل بر 15 گویه (0/89=α)، پرسش‌نامه نقش فن‌آوری اطلاعات و ارتباطات (رایانه و اینترنت) بر عدالت آموزشی دارای 40 سؤال (0/92=α) و پرسش‌نامه محقق ساخته اعتماد آموزشی مشتمل بر 20 گویه (0/94=α). تجزیه و تحلیل داده‌ها با استفاده از آمار توصیفی (میانگین و درصد) و آمار استنباطی (ضریب همبستگی پیرسون و آزمون کلموگروف-اسمیرنف، آزمون tتک نمونه‌ای و تحلیل رگرسیون چندمتغیره) با نرم‌افزارSPSS 20 صورت گرفت. نتایج تحقیق نشان داد، وضعیت بهره‌گیری از فاوادر تدریسبالاتر از حد متوسط است؛ وضعیت عدالت آموزشی اندکی پایین‌تر از حد متوسط است. وضعیت اعتماد آموزشی بالاتر از حد متوسط است. هم‌چنین، نتایج ضریب همبستگی نشان داد، بین بهره‌گیری از فاوا در تدریس با عدالت آموزشی و اعتماد آموزشی رابطه مثبت و معنادار وجود دارد (0/05>P). نتایج تحلیل رگرسیون چندگانه نشان داد که بهره‌گیری از فن‌آوری اطلاعات و ارتباطات در تدریس و ابعاد آن، توان پیش‌بینی عدالت و اعتماد آموزشی را دارند.
چکیده انگلیسی:
The purpose of this research was to study the relationship between the use of information and communication technology (ICT) in teaching and perceived educational justice and trust. The research methodology followed a descriptive correlational approach. The statistical population included all second grade students of smart schools in Isfahan during 2015–2016 (N=15,000). According to Krejcie and Morgan table, 372 individuals were randomly selected using multi-stage cluster sampling. The instruments of the research were three questionnaires: A researcher made questionnaire focusing on ICT in teaching, including 15 items (α=0.89); a questionnaire focusing on the role of ICT (computer and Internet) in ensuring educational justice, with 40 items (α=0.92); and a researcher made questionnaire focusing on educational trust, with 20 items (α=0.94). The data was analyzed using descriptive statistics (mean and percent) and inferential statistics (Pearson’s correlation coefficient, the Kolmogorov–Smirnov test, one-sample t test, and multi-variable regression) through SPSS 20. The results revealed that the situation of ICT in teaching was above average, the situation of educational justice was slightly below average, and the situation of educational trust was also above average. Moreover, the results of the correlation coefficient revealed that there were positive and significant relationships between the use of ICT in teaching with educational justice and trust (P<0/05). The results of the multiple regressions revealed that the use of ICT in teaching and its dimensions can predict the level of educational justice and trust.
منابع و مأخذ:
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Anastasios, A. E. (2008). Culture‐aware collaborative learning. Multicultural Education & Technology Journal, 2(4), 243-267.
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Haje Forosh, A., & Aourangi, M. (2004). The review for results of application of ICT in high schools in Tehran city. Innovations of Academic & Research, 3(9), 11-31. (in Persian).
Kharamani, N., Asadi, F., Darbarzin M., & Asvare, S. (2015). The relationship between ICT with students' learning and education. The First National Conference of Sciences and New Technologies of Iran, Society of Development & Promotion of Technology Foundation.
Lawrence, A., Wendy, S., Ilana, S. (2004). ICT and educational (DIS) advantage: Cultural resources and the digital divide, In B. Jeffrey, G. Walford (ed.) Ethnographies of Educational and Cultural Conflicts: Strategies and Resolutions (Studies in Educational Ethnography, Volume 9). Emerald Group Publishing Limited, 45-66.
Mapua, J. (2009). Confronting challenges to e-learning in higher education institutions. International Journal of Education and Development Using Information and Communication Technology (IJEDICT), 5(3), 101-114.
Mehrdad, A. (2010). Organizational and industrial psychology. Tehran: Gangal Publication. (in Persian).
Ojo, D., & Olakulehin, F. (2006). Attitudes and perceptions of students to open and distance learning in Nigeria. The International Review of Research in Open and Distance Learning, 7(1). Retrieved from http://www.irrodl.org
Pourmohammad Bagher, L., & Pourmohammad Bagher, E. (2008). The role of ICT in education of academic centers. Journal of Technology & Education, 3(3), 68-74. (in Persian).
Ranaii, M. (2006). Effect of ICT on educational justice in point of high school headmaster’s view of Tehran. M.A. Thesis, Educational Sciences and Psychology College, Shahid Beheshti University, Tehran. (in Persian).
Robinson, B. (2008). Using distance education and ICT to improve access, equity and the quality in rural teachers’ professional development in western China. International Review of Research in Open and Distance Learning, 9(1), 1-17.
Salehi, M., & Chari Sarasty, F. (2014). A study of ICT role on educational justice from the view point of secondary school managers in Mazandaran Province. Information and Communication Technology in Educational Sciences, 5(1), 43-57. (in Persian).
Sayari, H., Lotfipour, P., & Kazempour, S. (2012). The study of effects of education of IT on developing of educational justice. Educational Psychology, 8(23), 2-28. (in Persian).
Seraji, F., Sarmadi Ansari, H., & Asgari Motie, A. (2015). The identification of obstacles of development of smart schools in Hamedan City. Educational Psychology, 11(35), 159-180.(in Persian).
Shabaz, S. (2006). The study of use of ICT in high schools of Esfahan and developing it. Thesis of Educational Planning. Isfahan University. (in Persian).
Shafiepour Motlagh, F. (2009). The educational strategies influencing of developing of students' needed skills for use of IT by faculty members of Islamic Azad University, 5 area. Quarterly of Academic-Research of Research in Curriculum (Khorasgan), 5(20), 129-148. (in Persian).
Shafiepour Motlagh, F., & Nazari, H. (2013). Proposing a model for influencing
e-learning on students' academic achievement. Educational Technology, 8(1), 31-37. (in Persian).
Shateriyan, R. (2008). Designing and architecture of educational space. Tehran: Simaye Danesh Publication. (in Persian).
Somekh, B. (2005). Learning for the twenty-first century: What really matters? Education and Information Technologies, 10(3), 91-106.
Tanenhaus, J. (1995). Computer learning in early elementary and postsecondary education. In L. Nadel and D. Rosenthal (Eds), Down syndrome: Living and learning in the community, 197-201. New York.
Taylor, H., & Hogenbirk, P. (Eds.). (2001). Information technologies in education, quality education distance: The school of the future. Kluwer Academic, Boston.
Thibaut, J., & Walker, L. (2003). Procedural justice: A psychological Analysis. Erlbaum, Itillsdale, Nj.
UNESCO Institute of Statistics. (2009). Guide to measuring information and communication technologies (ICT) in education. Montreal: UNESCO Institute of Statistics. Retrieved from http://www.uis.unesco.org
Villanueva, C. (1999). Technology in education: Meeting future challenges. UNESCO- ACEID International Conference of Education, Bangkok, Thailand.
Watson, D., & Andersen, J. (Eds.). (2002). Networking the learner: Computers in education. 7th IFIP World Conference on Computers in Education-WCCE 2001. Boston: Kluwer.
Watson, D., M., & Downes, T. (Eds.). (2000). Communication and networking in education; learning in a networked society. Boston: Kluwer.
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Alvani, S., & Hosseini, S. (2014). Thinking in fundamental of theoretical, concept and models of organizational trust. Educational Evaluation and Measurement, 3(4), 105-141. (in Persian).
Anastasios, A. E. (2008). Culture‐aware collaborative learning. Multicultural Education & Technology Journal, 2(4), 243-267.
Dolan, G. (2003). Assessing student nurse clinical competency: Will we ever get it right? Journal of Clinical Nursing, 12(1), 132-141.
Dowling, C., & Lai, K-L. (Eds.). (2003). Information and communication technology and the teacher of the future. Boston: Kluwer.
Eldridge C. (2012). Principals leading for educational equity: Social justice in action. Doctoral Dissertation, University of Maryland. Retrieved from http://drum. lib.umd.edu//handle/1903/12669
Golparvar, M., Javadian, Z., & Masahebi, M. (2011). The structural model of relationship between educational justice with satisfaction of education, results, academic-citizen behavior and academic deception. New Approaches in Education, 7(1), 87-102. (in Persian).
Haje Forosh, A., & Aourangi, M. (2004). The review for results of application of ICT in high schools in Tehran city. Innovations of Academic & Research, 3(9), 11-31. (in Persian).
Kharamani, N., Asadi, F., Darbarzin M., & Asvare, S. (2015). The relationship between ICT with students' learning and education. The First National Conference of Sciences and New Technologies of Iran, Society of Development & Promotion of Technology Foundation.
Lawrence, A., Wendy, S., Ilana, S. (2004). ICT and educational (DIS) advantage: Cultural resources and the digital divide, In B. Jeffrey, G. Walford (ed.) Ethnographies of Educational and Cultural Conflicts: Strategies and Resolutions (Studies in Educational Ethnography, Volume 9). Emerald Group Publishing Limited, 45-66.
Mapua, J. (2009). Confronting challenges to e-learning in higher education institutions. International Journal of Education and Development Using Information and Communication Technology (IJEDICT), 5(3), 101-114.
Mehrdad, A. (2010). Organizational and industrial psychology. Tehran: Gangal Publication. (in Persian).
Ojo, D., & Olakulehin, F. (2006). Attitudes and perceptions of students to open and distance learning in Nigeria. The International Review of Research in Open and Distance Learning, 7(1). Retrieved from http://www.irrodl.org
Pourmohammad Bagher, L., & Pourmohammad Bagher, E. (2008). The role of ICT in education of academic centers. Journal of Technology & Education, 3(3), 68-74. (in Persian).
Ranaii, M. (2006). Effect of ICT on educational justice in point of high school headmaster’s view of Tehran. M.A. Thesis, Educational Sciences and Psychology College, Shahid Beheshti University, Tehran. (in Persian).
Robinson, B. (2008). Using distance education and ICT to improve access, equity and the quality in rural teachers’ professional development in western China. International Review of Research in Open and Distance Learning, 9(1), 1-17.
Salehi, M., & Chari Sarasty, F. (2014). A study of ICT role on educational justice from the view point of secondary school managers in Mazandaran Province. Information and Communication Technology in Educational Sciences, 5(1), 43-57. (in Persian).
Sayari, H., Lotfipour, P., & Kazempour, S. (2012). The study of effects of education of IT on developing of educational justice. Educational Psychology, 8(23), 2-28. (in Persian).
Seraji, F., Sarmadi Ansari, H., & Asgari Motie, A. (2015). The identification of obstacles of development of smart schools in Hamedan City. Educational Psychology, 11(35), 159-180.(in Persian).
Shabaz, S. (2006). The study of use of ICT in high schools of Esfahan and developing it. Thesis of Educational Planning. Isfahan University. (in Persian).
Shafiepour Motlagh, F. (2009). The educational strategies influencing of developing of students' needed skills for use of IT by faculty members of Islamic Azad University, 5 area. Quarterly of Academic-Research of Research in Curriculum (Khorasgan), 5(20), 129-148. (in Persian).
Shafiepour Motlagh, F., & Nazari, H. (2013). Proposing a model for influencing
e-learning on students' academic achievement. Educational Technology, 8(1), 31-37. (in Persian).
Shateriyan, R. (2008). Designing and architecture of educational space. Tehran: Simaye Danesh Publication. (in Persian).
Somekh, B. (2005). Learning for the twenty-first century: What really matters? Education and Information Technologies, 10(3), 91-106.
Tanenhaus, J. (1995). Computer learning in early elementary and postsecondary education. In L. Nadel and D. Rosenthal (Eds), Down syndrome: Living and learning in the community, 197-201. New York.
Taylor, H., & Hogenbirk, P. (Eds.). (2001). Information technologies in education, quality education distance: The school of the future. Kluwer Academic, Boston.
Thibaut, J., & Walker, L. (2003). Procedural justice: A psychological Analysis. Erlbaum, Itillsdale, Nj.
UNESCO Institute of Statistics. (2009). Guide to measuring information and communication technologies (ICT) in education. Montreal: UNESCO Institute of Statistics. Retrieved from http://www.uis.unesco.org
Villanueva, C. (1999). Technology in education: Meeting future challenges. UNESCO- ACEID International Conference of Education, Bangkok, Thailand.
Watson, D., & Andersen, J. (Eds.). (2002). Networking the learner: Computers in education. 7th IFIP World Conference on Computers in Education-WCCE 2001. Boston: Kluwer.
Watson, D., M., & Downes, T. (Eds.). (2000). Communication and networking in education; learning in a networked society. Boston: Kluwer.
