تحليل مفهوم شايستگي ديجيتال در نظام تربيت عمومي
محورهای موضوعی : پژوهش در برنامه ریزی درسیحسن حذرخانی 1 , فاطمه زهرا احمدی 2 , مینو آیت اللهی 3
1 - عضو هیات علمی، گروه شیمی، سازمان پژوهش و برنامه ریزی آموزشی
2 - عضو هیئت علمی سازمان پژوهش و برنامه‌ریزی آموزشی
3 - رئیس گروه هنر،سازمان پژوهش و برنامه ریزی آموزشی
کلید واژه: تحلیل مفهوم, نظام تربیت عمومی, رویکرد کیفی, شایستگی دیجیتال,
چکیده مقاله :
دانش‌آموزان برای بهره‌مندی از فرصت‌های موجود در دنياي دیجیتال و به حداقل رساندن تهدیدهای آن، باید به شايستگي تازه‌اي به نام شایستگی دیجیتال مجهز شوند. چیستی مفهوم شایستگی دیجیتال در ميان صاحب‌نظران مورد مناقشه است و استفاده از مفاهيم نادرست در حوزه تعليم و تربيت سبب می‌شود كاربست آن با اشكال روبرو شود. از این رو، این پژوهش با هدف شناسایی ابعاد و خرده‌ابعاد مفهوم شايستگي ديجيتال در دانش‌آموزان انجام شده است. پژوهش با رویکرد کیفی و به روش مطالعۀ چند موردي صورت گرفت. شش چارچوب شناخته شده جهانی در زمینه شایستگی‌هایی که دانش‌آموزان در حوزه فناوری باید از آن برخوردار باشند انتخاب و تحلیل شدند. یافته‌ها نشان داد دانش‌آموز برخوردار از شایستگی دیجیتال، پنج بُعد برجسته شامل مديريت دسترسي به دانش، اطلاعات و محتواي ديجيتال؛ استفاده تعاملی از دانش، اطلاعات و فناوری؛ توليد محتواي ديجيتال؛ ارتقا سلامت و امنيت خود و ديگران در فضاي ديجيتال و نگاه انتقادي به آن را در رفتار خود نشان می‌دهد.
Students will benefit from digital world and minimize its threats if they are equipped with digital competency. Digital competency is a loose concept and its meanings vary based on different users. The utilization of poorly defined concepts in the field of general education will result in questionable of the usage. This research aimed to identify the dimensions and sub-dimensions of this concept in general education students. It was conducted with a qualitative approach and multiple case study method. Six internationally recognized frameworks related to the competencies of students in the field of technology were selected and analyzed. The findings showed that a digitally competent student demonstrates five dimensions: managing access to digital content, information, and knowledge; interactive use of knowledge, information, and technology; producing digital content; Improving the health and safety of oneself and others in the digital world; and a critical engagement with the digital world.
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