مدل‌سازی و تحلیل رابطه بین ویژگی‌های شناختی معلمین دوره ابتدایی و کاربرد فن‌آوری‌های اطلاعات و ارتباطات در فرآیند آموزش و یادگیری

محورهای موضوعی : پژوهش در برنامه ریزی درسی

ابراهیم مردانی ¹ ( دانشجوی دکتری مدیریت آموزشی، گروه روانشناسی و علوم تربیتی دانشگاه سمنان، سمنان، ایران. )
علی اکبر امین بیدختی ² ( دانشیار گروه روانشناسی و علوم تربیتی دانشگاه سمنان، سمنان، ایران. )
علی محمد رضایی ³ ( استادیار گروه روانشناسی و علوم تربیتی دانشگاه سمنان، سمنان، ایران. )

تاریخ دریافت : 1395/06/21 تاریخ پذیرش : 1396/06/15 تاریخ انتشار : 1397/07/01

کلید واژه: معلمین دوره ابتدایی, ویژگی‌های شناختی, فناوری اطلاعات و ارتباطات, فرآیند آموزش و یادگیری,

چکیده مقاله :

پژوهش حاضر با هدف تعیین روابط ساختاری بین ویژگی‌های شناختی معلمین دوره ابتدایی و کاربرد فن‌آوری اطلاعات و ارتباطات (فاوا) در فرآیند آموزش و یادگیری انجام شد. روش تحقیق، همبستگی و مبتنی بر مدل معادلات ساختاری بود. جامعة آماری، کلیة معلمین دوره ابتدایی شهر آبادان در سال تحصیلی 95 - 94 به تعداد 784 نفر بود. 220 نفر از جامعه به شیوه نمونه‌گیری تصادفی ساده، به‌عنوان نمونه انتخاب شدند. ابزار گردآوری اطلاعات، شامل 4 مقیاس بود. مقیاس 17 گویه‌ای دانش فن‌آوری، آموزشی، موضوعیِ Kabakci و مقیاس‌های باورهای آموزشی سازنده گرا (9 گویه)، نگرش به فاوا (8 گویه) و کاربرد فاوا در فرآیند آموزش و یادگیری (9 گویه) که توسط Van Braak طراحی شده‌اند. روایی ابزار به شیوة روایی محتوا و پایایی آن (مقیاس‌های دانش فن‌آوری، آموزشی، موضوعی 88/. = α، باورهای آموزشی ساخت‌گرایانه 92/.= α، نگرش معلمین نسبت به فاوا 87/.= α و کاربرد فاوا در فرآیند آموزش و یادگیری 84/.= α) سنجیده شد. به‌منظور تحلیل داده‌ها، از آمار توصیفی و استنباطی بهره گرفته شد. مطابق آزمون همبستگی پیرسون، بین ویژگی‌های شناختی معلمین (دانش فن‌آوری، آموزشی، موضوعی، باورهای آموزشی ساخت‌گرایانه، نگرش به فاوا و کاربرد آن در فرآیند آموزش و یادگیری) رابطه مثبت و معنی‌دار بود. هم‌چنین، مدل علّی طراحی شده با توجه به شاخص‌های محاسبه شده از برازش خوبی برخوردار و مدل معادلات ساختاری رابطه علی بین ویژگی‌های شناختی معلمین دوره ابتدایی و کاربرد فاوا قادر به پیش‌بینی کاربرد فاوا توسط آنان در فرآیند آموزش بود. دیگر یافته‌ها نشان داد؛ نگرش مطلوب نسبت به فاوا، قوی‌ترین متغیر پیش‌بینی‌کننده کاربرد آن در آموزش است.

چکیده انگلیسی:

The main purpose of the present study was to determine the structural relationships between a number of primary teachers’ cognitive variables and ICT integration in teaching–learning process. These variables comprise “teachers’ constructivist teaching beliefs”, “teachers’ technological, pedagogical, and content knowledge (TPACK)”, and “teachers’ attitudes towards ICT use in education”. The population in this study included all primary teachers in Abadan city (N=784). Using a simple random sampling technique 220 teachers were selected as research sample. A survey instrument, comprised of 4 scales related to four constructs of the study (TPACK scale 17 items, constructivist teaching beliefs 9 items, ICT attitude 8 items, and ICT use scale 9 items) was used to collect data for analysis. The data analyses used correlational analysis and structural equation modeling (SEM) to examine the research hypotheses and hypothesized model. Path modeling was also used to explore the direct and indirect effects of the teacher’s cognitive variables on ICT integration in teaching- learning process. Results showed that ICT integration positively and significantly correlates with teacher’s cognitive variables. The results of a path analysis model showed that ICT integration could be directly and indirectly predicted by teacher’s cognitive variables (constructivist teaching beliefs, ICT attitudes in education, technological, pedagogical, and content knowledge).It was also revealed that attitude toward ICT use in education is the most powerful predictor of ICT integration in teaching–learning process. Additionally, the proposed model had an adequate fit to observed relationships between teacher’s cognitive variables and ICT use in teaching–learning process. The research model can serve as a base model for future studies. Finally, Implications for educational administrators, policy makers and further research were discussed.

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