تبیین معیارها و مؤلفه‌های صلاحیت دیجیتال مدرسان در فضای آموزشی مدارس آینده
محورهای موضوعی : آموزش و پرورش
علی سعیدی
1
(استادیار گروه آموزش روانشناسی و مشاوره دانشگاه فرهنگیان، صندوق پستی 889 - 14665 تهران، ایران)
حامد میبودی
2
(گروه آموزش مشاوره و راهنمایی، دانشگاه فرهنگیان، مشهد، ایران)
جواد وکیلی
3
(دکتری مشاوره، گروه مشاوره، دانشگاه فرهنگیان، تهران، ایران)
حسین میرسعیدی
4
(گروه معارف اسلامی دانشگاه فرهنگیان، دانشگاه شهید بهشتی مشهد، مشهد ایران)
کلید واژه: مدارس آینده, معلم, صلاحیت دیجیتال, معیارها و مؤلفه‌ها,
چکیده مقاله :
مقدمه و هدف: شایستگی‌های سواد دیجیتالی نقش محوری در رشد حرفه‌ای معلمان دارد و فضاهای آموزشی مدارس به عنوان بستری مناسب، نقش مهمی در ارتقای صلاحیت‌های دیجیتالی مدرسان به عهده دارد. در مدارس آینده، یادگیری بر بستر فناوری بیش‌از پیش عاملی تأثیرگذار در آموزش است. هدف از این پژوهش تعیین و اولویت‌بندی معیارها و مؤلفه‌های صلاحیت دیجیتال معلمان در فرآیند یاددهی- یادگیری مدارس آینده است. روش شناسی پژوهش: این مطالعه با رویکرد اکتشافی بر پایه راهبرد پیمایشی با استفاده از نظرات خبرگان و صاحب‌نظران این حوزه انجام گرفت. در این پژوهش به منظور شناسایی معیارها و مؤلفه‌های حائز اهمیت از روش دلفی و برای محاسبه وزن و اولویت آن‌ها از روش تصمیم‌گیری چندمعیاره انتروپی و تاپسیس فازی استفاده شده است. بحث و نتیجه گیری: یافته‌های تحقیق حاکی از این است که به ترتیب معیارهای یادگیری الکترونیکی، منابع دیجیتال، مشارکت دیجیتال، توانمندسازی فراگیران و ارزیابی دیجیتال نقش مهمی در میزان صلاحیت‌های فردی و الزامات مربوط به یادگیری فناورانه در معلمان مدارس آینده خواهد داشت.
Introduction: Digital literacy skills play a central role in the professional growth of teachers, and the educational spaces of schools, as a suitable platform, play an important role in improving the digital skills of teachers. In the schools of the future, technology-based learning is an increasingly influential factor in education. The purpose of this research is to determine and prioritize the criteria and components of digital competency of teachers in the teaching-learning process of future schools. research methodology: This study was conducted with an exploratory approach based on a survey strategy using the opinions of experts and pundits in this field. In this research, in order to identify the important criteria and components, the Delphi method was used, and to calculate their weight and priority, the multi-criteria decision-making method of entropy and fuzzy TOPSIS was used. Findings and Conclusion: The findings of the research indicate that the criteria of e-learning, digital resources, digital participation, empowering learners and digital assessment, respectively, will play an important role in the level of individual qualifications and requirements related to technological learning in future school teachers.
References
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Abdolmaleki, S. Khosravi, M. Torkaman Asadi, M. (2019). Explaining the Situation and the Role of Information and Communication Technology in the teaching-Learning Process Based on the Research Synthesis of Contemporary Studies. Journal Education of Technology. 13 (4). 956-968. [in Persian]
Ahmadi, Gh A., Amini Zarrin, A., Mahdizade Tehrani, A. (2016). An overview of teacher knowledge types from the viewpoint of connoisseurship theory and its relation with educational technology: A descriptive-analytic study. Educational Innovation. 15 (4). 7-28. [in Persian]
Bajwa, M., Ahmed, R., Lababidi, H., Morris, M., Morton, A., Mosher, C & Palaganas, J. C. (2023). Development of Distance Simulation Educator Guidelines in Healthcare: A Delphi Method Application. Simulation in Healthcare, 10-1097.
Boud, D., & Dawson, P. (2023). What feedback literate teachers do: an empirically-derived competency framework? Assessment & Evaluation in Higher Education, 48(2), 158-171.
Cabero Almenara, J., Gutiérrez Castillo, J. J., Barroso Osuna, J. M., & Palacios Rodríguez, A. D. P. (2023). Digital teaching compentence according to the DigComEdu framework. Comparative study in differente Latin American universities. Journal of New Approaches in Educational Research, 12 (2), 276-291.
Canvas, G. (2019). Future of the classroom: Emerging trends in K-12 education: global edition.
Duggan, J. R., Lindley, J., & McNicol, S. (2017). Near Future School: World building beyond a neoliberal present with participatory design fictions. Futures, 94, 15-23.
Gandomi, F. Sajjadi, S.M. 2026. Digital turn and its implications on teacher’s professional achievement: learning community’s formation among teachers. Educational technology. 10 (3). 175-191. [in Persian]
Faizi, F. Vahedi, M. (2022). Introducing the new paradigm of education 4 Education and learning in the digital age, change or revolution? Educational Research Quarterly. Volume 8, No. 30. Page 55-65.. [In Persian]
Fatehi, L,. Alizad, I. (2022). School and Reconstructing Students' Subjectivity in Social Participation (Qualitative Study of Isfahan Schools). Journal of Social Continuity & Change. 1(1). 77-98. [in Persian]
Gilbert, J. (2017), “Back to the Future? Aims and Ends for Future-Oriented Science Education Policy–The New Zealand Context”, Knowledge Cultures, vol. 5, no. 6.
Karimian, J. (2022). Policy making in education. Center for Presidential Strategic Studies. Tehran: Strategy book. [In Persian]
Kearney, M., Schuck, S., & Burden, K. (2022). Digital pedagogies for future school education: Promoting inclusion. Irish Educational Studies, 41(1), 117-133.
Kline, N. (2022). Obstacles to the Orientation of Vocational Education in Future Schools: A Survey of Education Managers in the Gaza Strip. Journal of Innovation and Social Science Research ISSN, 2591, 6890.
Leslie, H. J. (2020). Trifecta of Student Engagement: A framework for an online teaching professional development course for faculty in higher education. Journal of Research in Innovative Teaching & Learning, 13(2), 149-173.
Liu, J. (2023). Research on the future school development path based on artificial intelligence. Advances in Education, Humanities and Social Science Research, 4(1), 376-376.
Muammar, S., Hashim, K. F. B., & Panthakkan, A. (2023). Evaluation of digital competence level among educators in UAE Higher Education Institutions using Digital Competence of Educators (DigComEdu) framework. Education and information technologies, 28(3), 2485-2508.
Osworth, D. (2022). Looking Toward the Field: A Systematic Review to Inform Current and Future School Takeover Policy. Research in Educational Policy and Management, 4(1), 1-21.
Rajaram, K. (2023). Future of Learning: Teaching and Learning Strategies. In Learning Intelligence: Innovative and Digital Transformative Learning Strategies: Cultural and Social Engineering Perspectives .Singapore: Springer Nature Singapore.
Rezaai, M. (2019). Teachers’ Professional Competencies: Past, Present, and Future.35 (2) :129-150. [In Persian]
Rodríguez, M. L., & Pulido-Montes, C. (2022). Use of Digital Resources in Higher Education during COVID-19: A Literature Review. Education Sciences, 12(9), 612.
Romano, R., Donato, A., Gallo, P., & Della Rosa, L. (2023). Innovative design solutions for the school of the future. The case Study of the secondary school Cino da Pistoia in Italy. In WILL CITIES SURVIVE? The future of sustainable buildings and urbanism in the age of emergency. pp. 788-793. PLEA.
Runge, I., Lazarides, R., Rubach, C., Richter, D., & Scheiter, K. (2023). Teacher-reported instructional quality in the context of technology-enhanced teaching: The role of teachers’ digital competence-related beliefs in empowering learners. Computers & Education, 198, 104761.
Schleicher, A. (2019). PISA 2018: Insights and Interpretations. OECD Publishing.
Sharifi, N., Shahtalebi, B., Etebarian, A. (2021). School of Future in Iran: Grounded Theory Method. Cultural sociology. Volume 11, Number 2, pp. 115-87. [In Persian]
Singh Gill, S., Xu, M., Patros, P., Wu, H., Kaur, R., Kaur, K & Buyya, R. (2024). Transformative Effects of ChatGPT on Modern Education: Emerging Era of AI Chatbots. Internet of Things and Cyber-Physical Systems 4. 19–23.
_||_References
Abdollahi D. (2017). The Role of Educational Planner in E-Learning Process Improvement: Developing Teaching Strategies, Teachers’ Rolls, Concept, and Evaluation System. Iran J Health Educ Health Promot; 4 (4) :329-338
Abdolmaleki, S. Khosravi, M. Torkaman Asadi, M. (2019). Explaining the Situation and the Role of Information and Communication Technology in the teaching-Learning Process Based on the Research Synthesis of Contemporary Studies. Journal Education of Technology. 13 (4). 956-968. [in Persian]
Ahmadi, Gh A., Amini Zarrin, A., Mahdizade Tehrani, A. (2016). An overview of teacher knowledge types from the viewpoint of connoisseurship theory and its relation with educational technology: A descriptive-analytic study. Educational Innovation. 15 (4). 7-28. [in Persian]
Bajwa, M., Ahmed, R., Lababidi, H., Morris, M., Morton, A., Mosher, C & Palaganas, J. C. (2023). Development of Distance Simulation Educator Guidelines in Healthcare: A Delphi Method Application. Simulation in Healthcare, 10-1097.
Boud, D., & Dawson, P. (2023). What feedback literate teachers do: an empirically-derived competency framework? Assessment & Evaluation in Higher Education, 48(2), 158-171.
Cabero Almenara, J., Gutiérrez Castillo, J. J., Barroso Osuna, J. M., & Palacios Rodríguez, A. D. P. (2023). Digital teaching compentence according to the DigComEdu framework. Comparative study in differente Latin American universities. Journal of New Approaches in Educational Research, 12 (2), 276-291.
Canvas, G. (2019). Future of the classroom: Emerging trends in K-12 education: global edition.
Duggan, J. R., Lindley, J., & McNicol, S. (2017). Near Future School: World building beyond a neoliberal present with participatory design fictions. Futures, 94, 15-23.
Gandomi, F. Sajjadi, S.M. 2026. Digital turn and its implications on teacher’s professional achievement: learning community’s formation among teachers. Educational technology. 10 (3). 175-191. [in Persian]
Faizi, F. Vahedi, M. (2022). Introducing the new paradigm of education 4 Education and learning in the digital age, change or revolution? Educational Research Quarterly. Volume 8, No. 30. Page 55-65.. [In Persian]
Fatehi, L,. Alizad, I. (2022). School and Reconstructing Students' Subjectivity in Social Participation (Qualitative Study of Isfahan Schools). Journal of Social Continuity & Change. 1(1). 77-98. [in Persian]
Gilbert, J. (2017), “Back to the Future? Aims and Ends for Future-Oriented Science Education Policy–The New Zealand Context”, Knowledge Cultures, vol. 5, no. 6.
Karimian, J. (2022). Policy making in education. Center for Presidential Strategic Studies. Tehran: Strategy book. [In Persian]
Kearney, M., Schuck, S., & Burden, K. (2022). Digital pedagogies for future school education: Promoting inclusion. Irish Educational Studies, 41(1), 117-133.
Kline, N. (2022). Obstacles to the Orientation of Vocational Education in Future Schools: A Survey of Education Managers in the Gaza Strip. Journal of Innovation and Social Science Research ISSN, 2591, 6890.
Leslie, H. J. (2020). Trifecta of Student Engagement: A framework for an online teaching professional development course for faculty in higher education. Journal of Research in Innovative Teaching & Learning, 13(2), 149-173.
Liu, J. (2023). Research on the future school development path based on artificial intelligence. Advances in Education, Humanities and Social Science Research, 4(1), 376-376.
Muammar, S., Hashim, K. F. B., & Panthakkan, A. (2023). Evaluation of digital competence level among educators in UAE Higher Education Institutions using Digital Competence of Educators (DigComEdu) framework. Education and information technologies, 28(3), 2485-2508.
Osworth, D. (2022). Looking Toward the Field: A Systematic Review to Inform Current and Future School Takeover Policy. Research in Educational Policy and Management, 4(1), 1-21.
Rajaram, K. (2023). Future of Learning: Teaching and Learning Strategies. In Learning Intelligence: Innovative and Digital Transformative Learning Strategies: Cultural and Social Engineering Perspectives .Singapore: Springer Nature Singapore.
Rezaai, M. (2019). Teachers’ Professional Competencies: Past, Present, and Future.35 (2) :129-150. [In Persian]
Rodríguez, M. L., & Pulido-Montes, C. (2022). Use of Digital Resources in Higher Education during COVID-19: A Literature Review. Education Sciences, 12(9), 612.
Romano, R., Donato, A., Gallo, P., & Della Rosa, L. (2023). Innovative design solutions for the school of the future. The case Study of the secondary school Cino da Pistoia in Italy. In WILL CITIES SURVIVE? The future of sustainable buildings and urbanism in the age of emergency. pp. 788-793. PLEA.
Runge, I., Lazarides, R., Rubach, C., Richter, D., & Scheiter, K. (2023). Teacher-reported instructional quality in the context of technology-enhanced teaching: The role of teachers’ digital competence-related beliefs in empowering learners. Computers & Education, 198, 104761.
Schleicher, A. (2019). PISA 2018: Insights and Interpretations. OECD Publishing.
Sharifi, N., Shahtalebi, B., Etebarian, A. (2021). School of Future in Iran: Grounded Theory Method. Cultural sociology. Volume 11, Number 2, pp. 115-87. [In Persian]
Singh Gill, S., Xu, M., Patros, P., Wu, H., Kaur, R., Kaur, K & Buyya, R. (2024). Transformative Effects of ChatGPT on Modern Education: Emerging Era of AI Chatbots. Internet of Things and Cyber-Physical Systems 4. 19–23.
