واکاوی توانمندسازی دیجیتالی معلمان در آموزش مجازی (مرور نظام مند)
محورهای موضوعی : مدیریت آموزشی
صغری مرتضوی
1
,
صغری افکانه
2
,
مهدی کلانتری
3
1 - دانشجوی دکتری مدیریت آموزشی، دانشکده مدیریت، دانشگاه آزاد اسلامی واحد رودهن، رودهن، ایران S.mortazavi7875@gmail.com
2 - استادیار، گروه علوم تربیتی، واحد رودهن، دانشگاه آزاد اسلامی، رودهن،ایران.(نویسنده مسئول)
3 - استادیار، گروه علوم تربیتی، واحد رودهن، دانشگاه آزاد اسلامی، رودهن، ایران
کلید واژه: توانمندسازی دیجیتالی, مهارت‌های دیجیتالی, آموزش مجازی, توسعه حرفه‌ای معلمان,
چکیده مقاله :
این مطالعه با هدف تجزیه و تحلیل توانمندی‌های دیجیتالی معلمان در آموزش مجازی از طریق مرور سیستماتیک منابع موجود در ادبیات انجام شده است. با استفاده از پایگاه‌های علمی Web of Science و Scopus، مقالات مرتبط با مهارت‌های دیجیتالی، نوآوری‌های آموزشی، توسعه حرفه‌ای و روش‌های تدریس استخراج و تحلیل شدند. معیارهای انتخاب شامل مقالات منتشر شده بین ژانویه 2008 تا دسامبر 2022 در ژورنال‌های علمی داوری شده و به زبان انگلیسی بودند. در نهایت، 377 مقاله انتخاب و مورد بررسی قرار گرفتند.
یافته‌های این مطالعه نشان داد که توجیهات توانمندی‌های دیجیتالی معلمان شامل چهار دسته اصلی می‌شود: توانایی مواجهه با چالش‌های جدید جامعه دیجیتال، غنی‌سازی فرآیند یادگیری-تدریس، توسعه توانمندی‌های دیجیتال دانش‌آموزان و ترویج توسعه حرفه‌ای با استفاده از فناوری‌های دیجیتال. همچنین، مهارت‌های دیجیتالی معلمان به چهار دسته اصلی تقسیم می‌شوند: مهارت‌های فنی، کاربردهای دیدگاهی در فرآیندهای یادگیری-تدریس، گنجاندن در توسعه حرفه‌ای و توانایی توسعه مهارت‌های دیجیتالی دانش‌آموزان. نتایج بررسی‌ها نشان داد که بیشتر معلمان توانایی تدریس دیجیتال مناسبی در سطح پایه دارند، اما در استفاده پداگوژیک از فناوری‌های دیجیتال نتایج متنوع‌تری مشاهده شد. برخی معلمان توانایی بالایی در طراحی فعالیت‌های یادگیری با استفاده از فناوری دارند، در حالی که دیگران با چالش‌های بیشتری مواجه هستند. این مطالعه نشان می‌دهد که برای بهبود مهارت‌های دیجیتالی معلمان، نیاز به برنامه‌های آموزشی بیشتر و تخصصی‌تر وجود دارد و پیشنهاداتی برای تحقیقات آینده ارائه می‌دهد.
This study aimed to analyze the digital competencies of teachers in virtual education through a systematic review of existing literature. Using the scientific databases Web of Science and Scopus, relevant articles on digital skills, educational innovations, professional development, and teaching methods were extracted and analyzed. The selection criteria included articles published between January 2008 and December 2022 in peer-reviewed scientific journals and in English. Ultimately, 377 articles were selected and reviewed. The findings of this study indicated that the justifications for teachers' digital competencies fall into four main categories: the ability to face the challenges of the new digital society, enriching the teaching-learning process, developing students' digital skills, and promoting professional development using digital technologies. Additionally, teachers' digital competencies are divided into four main categories: technical skills, pedagogical applications in the teaching-learning processes, inclusion in professional development, and the ability to develop students' digital competencies.The review results showed that most teachers have adequate basic digital teaching skills, but there are more diverse outcomes in the pedagogical use of digital technologies. Some teachers exhibit high capability in designing learning activities involving technology, while others face significant challenges. This study highlights the need for more specialized and comprehensive training programs to enhance teachers' digital skills and offers suggestions for future research.
J. Voogt, O. Erstad, C. Dede, and P. Mishra, (2013). “Challenges to learning and schooling in the digital networked world of the 21st century,” J. Comput. Assist. Learn., vol. 29, No. 5, pp. 403–413, Oct.
A. Ferrari, (2012). Digital Competence in Practice: An Analysis of Frameworks. Seville, Spain: European Commission, Joint Research Centre,
Recomendación del Consejo de 22 de mayo de 2018 relativa a las competencias clave para el aprendizaje permanente, Comisión Europea, Diario Oficial de la Unión Europea, Brussels, Belgium, 2018.
E. E. Gallardo-Echenique, J. M. De Oliveira, L. Marqués-Molías, and F. M. Esteve-Mon, (2015). “Digital competence in the knowledge society,” MERLOT J. Online Learn. Teach., vol. 11, No. 1, pp. 1–16.
D. Bawden, “Origins and concepts of digital literacy,” in Digital Lit-eracies: Concepts, Policies and Practices. New York, NY, USA: Peter Lang, 2008, pp. 17–32.
A. Martin, (2005). “DigEuLit—A European framework for digital literacy: A progress report,” J. eLiteracy, vol. 2, No. 2, pp. 130–136.
A. W. Bates, (2015). Teaching in a Digital Age. Guidelines for Designing Teaching and Learning, 1st ed. Victoria, BC, Canada: BCcampus, [Online]. Available: https://opentextbc.ca/teachinginadigitalage/
M. G. Cervera, J. G. Martínez, and F. M. E. Mon, (2016). “Competencia digitaly competencia digital docente: Una panorámica sobre el estado de la cuestión,” Revista Interuniversitaria de Investigación en Tecnología Educativa, pp.74-83, Jun.
R. J. Krumsvik, (2014). “Teacher educators’ digital competence,” Scandin. J. Educ. Res., vol. 58, No. 3, pp. 269–280, May
C. Redecker and Y. Punie, (2017). European Framework for the Digital Com-petence of Educators. DigCompEdu. Seville, Spain: European Commis-sion, Joint Research Centre.
S. Tewari and M. Birla, (2018). “Digital literacy of faculty & its relationship with teaching learning: A study on student’s perspective,” Pacific Bus. Rev. Int., vol. 11, No. 6, pp. 99–108.
T. J. B. Blayone, O. Mykhailenko, R. van Oostveen, O. Grebeshkov, Hrebeshkova, and O. Vostryakov, (2018). “Surveying digital competencies of university students and professors in ukraine for fully online collabo-rative learning,” Technol., Pedagogy Educ., vol. 27, No. 3, pp. 279–296, May.
R. Hall, L. Atkins, and J. Fraser, (2014). “Defining a self-evaluation digital liter-acy framework for secondary educators: The DigiLit leicester project,” Res. Learn. Technol., vol. 22, pp. 1–17, Apr.
F. Caena and C. Redecker, (2019). “Aligning teacher competence frameworks to 21st century challenges: The case for the European digital competence framework for educators (DigCompEdu),” Eur. J. Educ., vol. 54, No. 3, pp. 1–14.
Guidelines on Adaptation of the UNESCO ICT Competency Framework for Teachers, UNESCO Inst. Inf. Technol. Educ., Moscow, Russia, 2013.
A. Mattila, (2015). “The future educator skills in the digitization era: Effects of technological development on higher education,” in Proc. 5th Int. Conf. e-Learn. (ECONF), Oct. pp. 212–215.
S. Guri-Rosenblit, (2018). “E-teaching in higher education: An essential pre-requisite for E-learning,” J. New Approaches Educ. Res., vol. 7, No. 2, pp. 93–97, Jul.
M. Petticrew and H. Roberts, (2008). Systematic Reviews in the Social Sciences: Practical Guide. Oxford, U.K.: Blackwell Publishing,
J. E. Revelo-Rosero, F. I. Revuelta, and A. Gonzalez-Perez, (2018). “Modelo de integración de la competencia digital del docente universitario para su desarrollo profesional en la enseñanza de la matemática,” Edmetic, vol. 7, No. 1, pp. 196–224,
C. M. Mendieta, (2016). “Integración en el contexto de la educación supe-rior pública de Nicaragua: El nuevo modelo educativo de la UNAN-Managua,” Edmetic, vol. 5, No. 2, pp. 29–50.
L. Bennett, (2014). “Learning from the early adopters: Developing the digital practitioner,” Res. Learn. Technol., vol. 22, No. 1, p. 21453, Jul.
M. McMahon, (2014), “Ensuring the development of digital literacy in higher education curricula,” in Proc. Annu. Conf. Austral. Soc. Comput. Tertiary Educ. (ASCILITE), pp. 524–528.
K. V. Pozos and O. M. Torello, (2012), “The digital competence as a cross-cutting axis of higher education teachers’ pedagogical compe-tences in the European higher education area,” in Proc. 4th World Conf. Educ. Sci. (WCES), pp. 1112–1116.
L. M. Ungerer, (2016). “Digital curation as a core competency in current learning and literacy: A higher education perspective,” Int. Rev. Res. Open Distrib. Learn., vol. 17, No. 5, pp. 1–27, Sep.
K. Riviou, C. F. Barrera, and M. G. Domingo, (2014), “Design principles for the online continuous professional development of teachers,” in Proc. IEEE 14th Int. Conf. Adv. Learn. Technol. Jul. pp. 727–731.
M. Savin-Baden, L. Gourlay, C. Tombs, N. Steils, G. Tombs, and Mawer, (2010). “Situating pedagogies, positions and practices in immersive virtual worlds,” Educ. Res., vol. 52, No. 2, pp. 123–133, Jun.
E. F. Márquez, J. J. Leiva-Olivencia, and E. López-Meneses, (2018). “Com-petencias digitales en docentes de Educación superior,” Revista Digit. de Investigación en Docencia Universitaria, vol. 12, No. 1, pp. 213–231, Jun.
R. Goodfellow, (2011). “Literacy, literacies and the digital in higher education,” Teach. Higher Educ., vol. 16, No. 1, pp. 131–144, Feb.
M. Montoro, F. Hinojo-Lucena, and F. Sánchez, (2015). “A study on ICT training among faculty members of Spanish faculties of education,” New Educ. Rev., vol. 42, No. 4, pp. 27–39, Dec.
A. V. M. Motta and M. A. De Lima, (2014). “O docente do ensino superior inserido na cultura digital, Onde o conhecimento é sempre relativo, provisório e histórico,” Espacios, vol. 35, No. 2.
Ó. F. Alarcia and I. del Arco Bravo, (2013). “Nativos digitales, inmigrantes digitales: Rompiendo mitos. Un estudio sobre el dominio de las TIC en profesorado y estudiantado de la universidad de lleida,” Bordón. Revista de Pedagogía, vol. 65, No. 2, pp. 59–74, Jun.
E. García, K. Dungay, I. Elbeltagi, and N. Gilmour, (2013). “An evaluation of the impact of academic staff digital literacy on the use of technology: case study of UK higher education,” in Proc. 5th Int. Conf. Educ. New Learn. Technol. (Edulearn), pp. 2042–2051.
D. Radovanovi´c, B. Hogan, and D. Lali´c, (2015). “Overcoming digital divides in higher education: Digital literacy beyond Facebook,” New Media Soc., vol. 17, No. 10, pp. 1733–1749, Nov.
C. McLoughlin and M. J. W. Lee, (2009). “Pedagogical responses to social software in universities,” in Social Computing: Concepts, Methodolo-gies, Tools, and Applications. Hershey, PA, USA: IGI Global, pp. 417–438.
B. Rivas-Rebaque, F. Gértrudix-Barrio, and J. C. De Cisneros de Britto, (2019). “La percepción del docente universitario ante el uso y valor de los datos abiertos,” Educación XX1, vol. 22, No. 2, pp. 141–163, May
R. M. Marques, (2017). “Analysis and perspectives of distance education in Brazilian higher education,” Acesso Livre, vol. 7, pp. 207–228, Jan.
G. H. Orozco, M. Cabezas, F. Martínez, J. E. Delgado, and M. E. Solís, (2016). “Determining factors in acceptance of ICT by the university faculty in their teaching practice,” in Proc. ACM Int. Conf. Ser., pp. 139–146.
M. R. Lea, (2013). “Reclaiming literacies: Competing textual practices in a digital higher education,” Teaching Higher Educ., vol. 18, No. 1, 106–118, Jan.
F. Esteve and M. Gisbert, (2011). “El nuevo paradigma de aprendizaje y las nuevas tecnologías,” Revista de Docencia Universitaria, vol. 9, No. 3, 55–73.
M. Tolic and S. Pejakovic, (2016). “Self-assessment of digital competences of higher education professors,” in Proc. 5th Int. Sci. Symp. Economy Eastern Croatia-Vis. Growth, pp. 570–578.
P. Gutiérrez, R. Yuste, S. Cubo, and M. Lucero, (2011). “Buenas prácticas en el desarrollo de trabajo colaborativo en materias TIC aplicadas a la educación,” Profesorado. Revista de Curriculum y Formación del Profesorado, vol. 15, No. 1, pp. 179–194.
M. Bond, V. I. Marín, C. Dolch, S. Bedenlier, and O. Zawacki-Richter, (2018). “Digital transformation in german higher education: Student and teacher perceptions and usage of digital media,” Int. J. Educ. Technol. Higher Educ., vol. 15, No. 1, p. 48, Dec.
G. Deumal and M. Guitert, (2015). “Digital competence in design education. Case study of BAU design college of Barcelona (UVic),” Relatec, Revista Latinoamericana de Tecnología Educativa, vol. 14, No. 2, pp. 51–65.
Y. Espinosa and L. Llorens, (2015). “Validating an instrument to explore leader-ship capabilities for ICT implementation in education,” Relatec, Revista Latino americana de Tecnología Educativa, vol. 14, No. 3, pp. 35–47.
M. R. Fernandez, M. Sanchez-Oro, and R. Robina, (2016). “La evaluación de la competencia digital en la docencia universitaria: El caso de los grados de empresariales y económicas,” Revista Colombiana de Ciencias Sociales, vol. 7, No. 2, pp. 332–348.
F. X. Carrera and J. L. Coiduras, (2012). “Identificación de la competencia digital del profesor universitario: Un estudio exploratorio en el ámbito de las Ciencias Sociales,” Revista de Docencia Universitaria, vol. 10, No. 2, pp. 273–298, R. Hobbs and J. Coiro, (2016). “Everyone learns from everyone: Collabora-tive and interdisciplinary professional development in digital literacy,” J. Adolescent Adult Literacy, vol. 59, No. 6, pp. 623–629.
C. Cronin, (2017). “Openness and praxis: Exploring the use of open educational practices in higher education,” Int. Rev. Res. Open Distrib. Learn., vol. 18, No. 5, pp. 15–34, Aug.
N. Duta, (2011), “Training teachers university-some reflections on the develop-ment of digital competence in the knowledge society,” in Proc. 6th Int. Conf. Virtual Learn., pp. 352–357.
K. V. P. Pérez and J. T. Fernández, (2018). “Competencias digitales en docentes de Educación superior: Niveles de dominio y necesidades formativas,” Revista Digit. de Investigación en Docencia Universitaria, vol. 12, No. 2, pp. 59–87, Dec.
A. Rangel and E. A. Peñalosa, (2013). “Alfabetización digital en docentes de Educación Superior. Construcción y prueba empírica de un instrumento de evaluación,” Pixel-Bit, Revista de Medios y Educación, vol. 43, pp. 9–23, Jul.
G. H. Orozco, M. Cabezas, F. Martínez, and M. A. Mercado-Varela, (2016), “Digital competence of the university faculty: Case study of the Univer-sidad Nacional de Chimbo razo,” in Proc. ACM Int. Conf. Ser., pp. 147–154.
B. Zempoalteca, J. F. Barragán, J. González, and T. Guzmán, (2017). “For-mación en TIC y competencia digital en la docencia en instituciones públicas de educación superior,” Apertura, vol. 9, No. 1, pp. 80–96.
M. Dorfsman, (2011). “El componente vivencial como factor central en la integración de tecnologías para la enseñanza y la investigación,” Revista de Educación a Distancia, vol. 29, Dec.
H. R. Espinosa, L. F. R. Betancur, and D. Aranzazu, (2014). “Alfabetización informática y uso de sistemas de gestión del aprendizaje (LMS) en la docencia universitaria,” Revista de la Educación Superior, vol. 43, no. 171, pp. 139–159, Jul.
A. Wheeler, P. Vlachopoulos, and S. Cope, (2012). “Creating a culture for critical and situated technology use through effective learning design,” in Proc. Annu. Conf. Austral. Soc. Comput. Tertiary Educ., pp. 1–5.
H. Catalano and C. Catalano, (2016_. “Study on the use of the didactic methodology in the training of the native digital,” in Proc. 11th Int. Conf. Virtual Learn., pp. 126–130.
N. Selwyn, Education and Technology: Key Issues and Debates. London, U.K.: Continuum, 2011.
E. Katic, (2008). “Preservice teachers’ conceptions about computers: An ongo-ing search for transformative appropriations of modern technologies,” Teachers Teaching, vol. 14, No. 2, pp. 157–179.
M. J. R. Conde and A. B. Sánchez, (2002). “Competencias docentes del profesor universitario para el uso didáctico de recursos tecnológicos, ante el Espacio Europeo de Educación Superior,” Aula, vol. 14, pp. 31–50, Jan.
M. Durán, I. Gutiérrez, and M. P. Prendes, (2016). “Análisis conceptual de modelos de competencia digital del profesorado universitario,” Relatec, Revista Latinoamericana de Tecnología Educativa, vol. 15, No. 1, 97–114,
L. Castañeda, F. Esteve, and J. Adell, (2018). “Por qué es necesario repensar la competencia docente para el mundo digital?” Revista de Educación a Distancia, No. 56.
G. Almerich, N. Orellana, J. Suárez-Rodríguez, and I. Díaz-García, (2016). “Teachers’ information and communication technology competences: A structural approach,” Comput. Educ., vol. 100, pp. 110–125, Sep.
M. P. Prendes and I. Gutiérrez, (2013). “Competencias tecnológicas del profe-sorado en las Universidades españolas,” Revista de Educación, No. 361, 196–222, May
J. M. Duart and S. Mengual-Andrés, (2015). “Transformaciones en la universi-dad hoy: Integración de modalidades formativas,” Revista Española de Educación Comparada, vol. 26, pp. 15–39, Jul.
M. Ally, (2019). “Competency profile of the digital and online teacher in future education,” Int. Rev. Res. Open Distrib. Learn., vol. 20, No. 2, pp. 1–18, Apr.
A.-M. Rodríguez-García, F. R. Sánchez, and J. Ruiz-Palmero, (2019). “Com-petencia digital, educación superior y formación del profesorado: Un estudio de meta-Análisis en la Web of science,” Pixel-Bit, Revista de Medios y Educación, vol. 54, pp. 65–82, Jan.
B. Williamson, (2013). Making Up the ‘Good’ Teacher. Stirling, U.K.: Univer-sity of Stirling.
J. L. Lázaro-Cantabrana, M. Usart-Rodríguez, and M. Gisbert-Cervera, (2019). “Assessing teacher digital competence: The construction of an instru-ment for measuring the knowledge of pre-service teachers,” J. New Approaches Educ. Res., vol. 8, No. 1, pp. 73–78, Jan.
F. Pettersson, (2018). “On the issues of digital competence in educational contexts-A review of literature,” Educ. Inf. Technol., vol. 23, No. 3, pp. 1005–1021, May
V. Marín, A. I. Vázquez, M. C. Llorente, and J. Cabero, (2012). “La alfabeti-zación digital del docente universitario en el espacio europeo de edu-cación superior,” Edutec, Revista Electrónica de Tecnología Educatíva, No. 39, Mar.
