شناسایی عوامل موثر بر سواد فناورانه معلمان در آموزش های مجازی در شبکه شاد(مورد مطالعه: معلمان زن مقطع ابتدایی شهرستان قائمشهر )
محورهای موضوعی : آموزش مجازی
مرضیه نیازاذری
1
(استادیار،گروه مدیریت آموزشی. دانشگاه ازاد قائمشهر.مازندران، ایران)
الهه حسن نژاد رودی
2
(دانشجوی کارشناسی ارشد برنامه ریزی درسی، گروه مدیریت آموزشی، واحد قائم شهر،دانشگاه آزاد اسلامی، قائم شهر، مازندران، ایران)
کلید واژه: معلمان, آموزش مجازی, سواد فناورانه, شبکه شاد,
چکیده مقاله :
هدف پژوهش حاضر شناسایی عوامل موثر بر سواد فناورانه معلمان در آموزش های مجازی در شبکه شاد بوده است. روش تحقیق از نظر هدف کاربردی و از نظر گردآوردی داده ها توصیفی از نوع پیمایشی بود. جامعه آماری شامل کلیه معلمان زن مدارس ابتدایی اداره آموزش و پرورش شهر قائمشهر در سال تحصیلی 1401-1400 به تعداد،142نفر بودند. حجم نمونه با استفاده از جدول کرجسی و مورگان، تعداد 103نفر با روش نمونه گیری تصادفی ساده انتخاب شدند. ابزار جمع آوری داده ها پرسشنامه محقق ساخته بود. روایی صوری و محتوایی پرسشنامه توسط اساتید متخصص تأیید شد. پایایی آن با استفاده از ضریب آلفای کرونباخ، برای کلیه متغیرهای پژوهش بالای 70/0 محاسبه شد. جهت تجزیه و تحلیل داده‌ها از نرم افزار های آماری SPSS26 PLS , و از طریق از تحلیل مسیر استفاده شد. نتایج نشان داد که، آموزش ضمن خدمت، برنامه ریزی درسی با رویکرد فناورانه، زیرساخت سخت افزاری، زیرساخت نرم افزاری و محتوای الکتریکی از عوامل موثر بر سواد فناورانه معلمان می باشند و عامل زیر ساخت سخت افزاری بیشترین تأثیر و عامل برنامه ریزی درسی با رویکرد فناورانه دارای کمترین تأثیر بر سواد فناورانه معلمان در آموزش های مجازی در شبکه شاد می باشد.
The aim of this study was to identify the factors affecting the technological literacy of teachers in virtual education in Shad network. The research method was applied in terms of purpose and descriptive in terms of data collection. The statistical population of this study was 142 female teachers in primary schools of Ghaemshahr Education Department in 2021-2022. Sample size using Krejcie and Morgan table, 103 people were selected by simple random sampling method. The data collection tool was a researcher-made questionnaire. The face and content validity of the questionnaire was confirmed by expert professors. Its reliability was calculated using Cronbach's alpha coefficient for all research variables above 0.70. SPSS26 and PLS statistical software were used for data analysis and path analysis was used. The results showed that in-service training, curriculum planning with technological approach, hardware infrastructure, software infrastructure and electrical content are the factors affecting teachers' technological literacy and hardware infrastructure is the most influential factor and curriculum planning factor Technologically, it has the least impact on teachers' technological literacy in virtual education in Shad Network.
Abbasi, F., Hehazi, E., & Hakimzadeh, R.(2020). The lived experience of elementary school teachers of the opportunities and challenges of teaching in the student education network (happy): a phenomenological study, Scientific Quarterly of Teaching Research, 8(3): 10-24. (in Persian).
Allahdadiyan, T.(2021). Investigating the role of messengers and social networks (happy) in the process of learning and academic achievement and academic motivation of fifth grade elementary students in Falavarjan, Master Thesis in Curriculum Planning, Payame Noor University, Isfahan Province. (in Persian).
Azemi, K., Garavand, Y., & Jafari, H.(2022). A Phenomenological Approach of Virtual Education in the Education System: Opportunities, Challenges and Solutions, Information and Communication Technology Quarterly in Educational Sciences, 13(1): 21-46. (in Persian).
Badeleh, A.R.(2017). Determining the effect of providing professional and specialized information and communication technology services of Farhangian University on the expectations and developments of the education system, Gorgan Farhangian University research project. (in Persian).
Cantey, D.S., Sampson, M., & Blodgett, N.P.(2021). Education for Chemical Engineert, Teaching and Learning in Nursing, 16(4): 384-394.
Çetin, E.(2021). Digital storytelling in teacher education and its effect on the digital literacy of pre-service teachers, Thinking Skills and Creativity, 39: 100-111.
Cohen, J. E. (1988). Statistical Power Analysis for the Behavioral Sciences. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Dastyafteh, A.(2021). Evaluation of the effectiveness of virtual education on the happy network platform from the perspective of high school teachers and students in Diwandara city, Master Thesis in Educational Management, University of Kurdistan. (in Persian).
Dimah A.F., Mike J., Ra'ed M., &Jane, S.(2020). Evaluating E-learning systems success: An empirical study, Computers in Human Behavior,102: 67-86.
Doji, B.H.(2020). The effect of using Shad virtual education program on teachers' efficiency and promoting the learning of fifth grade elementary school female students. Master Thesis in Education and Resource Improvement, Islamic Azad University, Bandar-e-Gaz Branch. (in Persian).
Fauzi, I., & Khusuma, I. (2020). Teachers’ Elementary School in Online Learning of COVID-19 Pandemic Condition. Jurnal Iqra’ : Kajian Ilmu Pendidikan, 5(1), 7-58.
Gonçalves Nes, A.A., Steindal, S.E., & Gjevjon, B.E.(2021). Technological literacy in nursing education: A scoping review, Journal of Professional Nursing, 37(2): 320-334.
Hadilo, A.(2016). The Role of Information Technology Process on Digital Literacy in Futurology, Master of Science in Library and Information Science (Information Science and Science), Allameh Tabatabai University. (in Persian).
Haji, J., Mohammadi Mehr, M., & MohammadAzar, H.(2021). Representing the Problems of Cyberspace Education Using the Happy Program in the Corona Pandemic: A Phenomenological Study. Information and Communication Technology in Educational Sciences, 11(3): 154-174. (in Persian).
Hammons, J.(2020). Teaching the teachers to teach information literacy: A literature review, Teaching the teachers to teach information literacy: A literature review, The Journal of Academic Librarianship, 46(5): 452-463.
Johnson, L., Levine, A., Smith, R. & Smythe, T. (2019). NMC Horizon Report: 2009 K-12 Edition. The New Media Consortium.
König, J., Jäger-Biela, D., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany, European Journal of Teacher Education, 43(4): 608-622.
Liu, L., Ling, Y., & Fu, Q.(2022). Supporting students’ inquiry in accurate precipitation titration conditions with a virtual laboratory tool as learning scaffold, Education for Chemical Engineers, 38: 78-85.
Marofi, Y., pourjamshidi, M., & Moradi, H.(2016). Predicting students 'academic motivation through teachers' technological literacy. Curriculum technology, 1(2): 31-43. (in Persian).
Mehrmohammadi, M. (2016). Recognition of “technology education” as a null aspect of school curriculum and an exigency in the Islamic world. Journal of Curriculum Studies (J.C.S.), 7(28): 117-138.
Moradi, A., & Zarghamihamrah, S.(2017). Gaps and strategies for using students' social networks in teaching and learning during Corona outbreaks: A phenomenological study. Quarterly Journal of Educational Innovations, 78(20): 35-49. (in Persian).
Moradi, Kh., & Hedavand, R.(2017). Evaluation of the extent and effect of digital literacy of teachers working in middle schools of Tehran cities on students' academic achievement, Adka Scientific-Specialized Journal, 4: 51-65. (in Persian).
Norani, F.(2019). Investigating the effect of technological literacy on research productivity of faculty members of Yazd University, Master Thesis Curriculum, Payame Noor University of Yazd. (in Persian).
Rambousek,V. & Štípek, J..(2018). Research on ICT literacy education in primary and lower secondary schools in the Czech Republic, Procedia - Social and Behavioral Sciences, 141:1263 – 1269.
Rasmitadila, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. R. S. (2020). The perceptions of primary school teachers of online learning during the COVID-19 pandemic period: A case study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2): 90-109.
Rezayi, A., Karimi, M., & Hami Kargar, F.(2022). Living experience of mothers from virtual education of children during coronary quarantine (phenomenological study), Information and Communication Technology Quarterly in Educational Sciences, 13(1): 47-69. (in Persian).
Saadati Alang, A.(2020). The Relationship between Technology Literacy and Lifelong Learning Desire in Teacher Teaching Quality and Learning Experiences of Elementary Students, M.Sc. Thesis in Education and Educational Research, Payame Noor University, Khorasan Razavi Province. (in Persian).
Shariman, T. P. N. T., Razak, N. A. & Noor, N. F. M. (2019). Digital literacy competence for academic needs: An analysis of Malaysian students in three universities. Procedia-Social and Behavioral Sciences, 69:1496-148.
Sultan, A.A., Henson, H., & Lickteig, D.(2021). Assessing preservice elementary teachers’ conceptual understanding of scientific literacy, Teaching and Teacher Education, 102: 114-127.
Valizadeh, F.(2014). Content analysis of elementary school experimental science textbooks according to technological science literacy skills. Master Thesis Curriculum, Shahid Bahonar University of Kerman. (in Persian).
Visi, H.(2021). Happy educational network in the second elementary school; Challenges and Opportunities, Master Thesis in Curriculum Planning, Kharazmi University. (in Persian).
Wetzels, M., Odekerken-Schröder, G., & Van Oppen, C. (2009). Using PLS path modeling for assessing hierarchical construct models:Guidelines and empirical illustration. MIS Quarterly: 177-195.
Zarghami, S.(2019). Philosophy of Information Technology and Education, Tehran: Based on Micro Publications. (in Persian).
_||_
Abbasi, F., Hehazi, E., & Hakimzadeh, R.(2020). The lived experience of elementary school teachers of the opportunities and challenges of teaching in the student education network (happy): a phenomenological study, Scientific Quarterly of Teaching Research, 8(3): 10-24. (in Persian).
Allahdadiyan, T.(2021). Investigating the role of messengers and social networks (happy) in the process of learning and academic achievement and academic motivation of fifth grade elementary students in Falavarjan, Master Thesis in Curriculum Planning, Payame Noor University, Isfahan Province. (in Persian).
Azemi, K., Garavand, Y., & Jafari, H.(2022). A Phenomenological Approach of Virtual Education in the Education System: Opportunities, Challenges and Solutions, Information and Communication Technology Quarterly in Educational Sciences, 13(1): 21-46. (in Persian).
Badeleh, A.R.(2017). Determining the effect of providing professional and specialized information and communication technology services of Farhangian University on the expectations and developments of the education system, Gorgan Farhangian University research project. (in Persian).
Cantey, D.S., Sampson, M., & Blodgett, N.P.(2021). Education for Chemical Engineert, Teaching and Learning in Nursing, 16(4): 384-394.
Çetin, E.(2021). Digital storytelling in teacher education and its effect on the digital literacy of pre-service teachers, Thinking Skills and Creativity, 39: 100-111.
Cohen, J. E. (1988). Statistical Power Analysis for the Behavioral Sciences. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Dastyafteh, A.(2021). Evaluation of the effectiveness of virtual education on the happy network platform from the perspective of high school teachers and students in Diwandara city, Master Thesis in Educational Management, University of Kurdistan. (in Persian).
Dimah A.F., Mike J., Ra'ed M., &Jane, S.(2020). Evaluating E-learning systems success: An empirical study, Computers in Human Behavior,102: 67-86.
Doji, B.H.(2020). The effect of using Shad virtual education program on teachers' efficiency and promoting the learning of fifth grade elementary school female students. Master Thesis in Education and Resource Improvement, Islamic Azad University, Bandar-e-Gaz Branch. (in Persian).
Fauzi, I., & Khusuma, I. (2020). Teachers’ Elementary School in Online Learning of COVID-19 Pandemic Condition. Jurnal Iqra’ : Kajian Ilmu Pendidikan, 5(1), 7-58.
Gonçalves Nes, A.A., Steindal, S.E., & Gjevjon, B.E.(2021). Technological literacy in nursing education: A scoping review, Journal of Professional Nursing, 37(2): 320-334.
Hadilo, A.(2016). The Role of Information Technology Process on Digital Literacy in Futurology, Master of Science in Library and Information Science (Information Science and Science), Allameh Tabatabai University. (in Persian).
Haji, J., Mohammadi Mehr, M., & MohammadAzar, H.(2021). Representing the Problems of Cyberspace Education Using the Happy Program in the Corona Pandemic: A Phenomenological Study. Information and Communication Technology in Educational Sciences, 11(3): 154-174. (in Persian).
Hammons, J.(2020). Teaching the teachers to teach information literacy: A literature review, Teaching the teachers to teach information literacy: A literature review, The Journal of Academic Librarianship, 46(5): 452-463.
Johnson, L., Levine, A., Smith, R. & Smythe, T. (2019). NMC Horizon Report: 2009 K-12 Edition. The New Media Consortium.
König, J., Jäger-Biela, D., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany, European Journal of Teacher Education, 43(4): 608-622.
Liu, L., Ling, Y., & Fu, Q.(2022). Supporting students’ inquiry in accurate precipitation titration conditions with a virtual laboratory tool as learning scaffold, Education for Chemical Engineers, 38: 78-85.
Marofi, Y., pourjamshidi, M., & Moradi, H.(2016). Predicting students 'academic motivation through teachers' technological literacy. Curriculum technology, 1(2): 31-43. (in Persian).
Mehrmohammadi, M. (2016). Recognition of “technology education” as a null aspect of school curriculum and an exigency in the Islamic world. Journal of Curriculum Studies (J.C.S.), 7(28): 117-138.
Moradi, A., & Zarghamihamrah, S.(2017). Gaps and strategies for using students' social networks in teaching and learning during Corona outbreaks: A phenomenological study. Quarterly Journal of Educational Innovations, 78(20): 35-49. (in Persian).
Moradi, Kh., & Hedavand, R.(2017). Evaluation of the extent and effect of digital literacy of teachers working in middle schools of Tehran cities on students' academic achievement, Adka Scientific-Specialized Journal, 4: 51-65. (in Persian).
Norani, F.(2019). Investigating the effect of technological literacy on research productivity of faculty members of Yazd University, Master Thesis Curriculum, Payame Noor University of Yazd. (in Persian).
Rambousek,V. & Štípek, J..(2018). Research on ICT literacy education in primary and lower secondary schools in the Czech Republic, Procedia - Social and Behavioral Sciences, 141:1263 – 1269.
Rasmitadila, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. R. S. (2020). The perceptions of primary school teachers of online learning during the COVID-19 pandemic period: A case study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2): 90-109.
Rezayi, A., Karimi, M., & Hami Kargar, F.(2022). Living experience of mothers from virtual education of children during coronary quarantine (phenomenological study), Information and Communication Technology Quarterly in Educational Sciences, 13(1): 47-69. (in Persian).
Saadati Alang, A.(2020). The Relationship between Technology Literacy and Lifelong Learning Desire in Teacher Teaching Quality and Learning Experiences of Elementary Students, M.Sc. Thesis in Education and Educational Research, Payame Noor University, Khorasan Razavi Province. (in Persian).
Shariman, T. P. N. T., Razak, N. A. & Noor, N. F. M. (2019). Digital literacy competence for academic needs: An analysis of Malaysian students in three universities. Procedia-Social and Behavioral Sciences, 69:1496-148.
Sultan, A.A., Henson, H., & Lickteig, D.(2021). Assessing preservice elementary teachers’ conceptual understanding of scientific literacy, Teaching and Teacher Education, 102: 114-127.
Valizadeh, F.(2014). Content analysis of elementary school experimental science textbooks according to technological science literacy skills. Master Thesis Curriculum, Shahid Bahonar University of Kerman. (in Persian).
Visi, H.(2021). Happy educational network in the second elementary school; Challenges and Opportunities, Master Thesis in Curriculum Planning, Kharazmi University. (in Persian).
Wetzels, M., Odekerken-Schröder, G., & Van Oppen, C. (2009). Using PLS path modeling for assessing hierarchical construct models:Guidelines and empirical illustration. MIS Quarterly: 177-195.
Zarghami, S.(2019). Philosophy of Information Technology and Education, Tehran: Based on Micro Publications. (in Persian).