ارائه الگوي شایستگی‌های دیجیتال معلمان جغرافیا بر اساس استانداردهای انجمن بین المللی فناوری (ISTE)
محورهای موضوعی :ایهاب رزاق نایف الشافعی 1 , نصراله قشقایی زاده 2 , حسن محمد کاظم الجذیلی 3 , نرگس سعیدیان خوراسگانی 4
1 - دانشجوی دکترای گروه مدیریت آموزشی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران
2 - استادیار گروه مدیریت آموزشی، واحد اصفهان(خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران
3 - استادیار گروه فلسفه تعلیم و تربیت، دانشگاه کربلا، کربلا، عراق
4 - دانشیار گروه مدیریت آموزشی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران.
کلید واژه: شایستگی‌های دیجیتال, معلمان جغرافیا, استانداردهای انجمن بین المللی فناوری (ISTE),
چکیده مقاله :
شایستگی دیجیتال، تازه‌ترین مفهومی است كه برای توصیف مهارت‌های مرتبط با فناوری استفاده می‌شود و به درك و مهارت‌هایی كه افراد باید در این دنیای دیجیتال برخوردار باشند اشاره می‌كند. این پژوهش با هدف ارائه مدلی برای شایستگی‌های دیجیتال معلمان جغرافیا در عراق بر اساس استانداردهای انجمن بین‌المللی فناوری (ISTE) انجام شده است. پژوهش به روش ترکیبی کیفی و با استفاده از روش گراندد تئوری انجام شده است. مشارکت کنندگان بخش کیفی شامل اساتید دانشگاه و متخصصان فناوری در کشور عراق بودند. حجم نمونه شامل 14 نفر بود که طبق اصل اشباع نظری و به روش هدفمند انتخاب شدند. ابزار جمع آوری اطلاعات مصاحبه نیمه ساختاریافته و برای تحلیل داده های کیفی از روش کدگذاری (باز، محوری و انتخابی) استفاده شد. یافته های پژوهش نشان داد که شایستگی‌های دیجیتال معلمان جغرافیا در پنج حوزه اصلی قابل طبقه‌بندی است: شایستگی‌های تدریس دیجیتال، شایستگی‌های محتوایی و ابزار، به‌روزرسانی مستمر مهارت‌ها، شایستگی‌های ارتباطی و همکاری آنلاین و ارزیابی و نظارت دیجیتال. نتایج پژوهش بیانگر آن است که شایستگی‌های دیجیتال معلمان نقشی حیاتی در ارتقای کیفیت آموزش جغرافیا و افزایش تعامل بین معلمان و دانش‌آموزان دارد. الگوی ارائه‌شده بر اساس استانداردهای ISTE می‌تواند به‌عنوان مبنایی برای طراحی برنامه‌های آموزشی و توسعه حرفه‌ای معلمان استفاده شود و به بهبود کیفیت آموزش و یادگیری در عراق کمک کند.
Digital competence is a contemporary concept used to describe technology-related skills and refers to the knowledge and abilities individuals need to navigate the digital world. This study aimed to develop a model for the digital competencies of geography teachers in Iraq based on the International Society for Technology in Education (ISTE) standards. Employing a qualitative mixed-method approach, the research utilized grounded theory methodology. Participants included university professors and technology specialists in Iraq. A total of 14 participants were selected through purposive sampling based on the principle of theoretical saturation. Data collection was conducted using semi-structured interviews, and qualitative data analysis was performed through coding (open, axial, and selective). The findings revealed that geography teachers' digital competencies can be categorized into five main domains: digital teaching competencies, content and tools competencies, continuous skill development, communication and online collaboration competencies, and digital evaluation and monitoring. The results highlighted that digital competencies play a crucial role in improving the quality of geography education and fostering stronger interactions between teachers and students. The proposed model, based on ISTE standards, can serve as a framework for designing educational programs and professional development initiatives, contributing to the enhancement of education and learning quality in Iraq.
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