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رحیمی, محمدرضا, پورجمشیدی, مریم, مومنی راد, اکبر. (1401). تأثیراجتماع یادگیری معلمان بر بهبود تلفیق فناوری آنها در کلاس درس. فناوری آموزش, 16(4), 661-680. doi: 10.22061/tej.2022.8345.2653
محمدرضا رحیمی; مریم پورجمشیدی; اکبر مومنی راد. "تأثیراجتماع یادگیری معلمان بر بهبود تلفیق فناوری آنها در کلاس درس". فناوری آموزش, 16, 4, 1401, 661-680. doi: 10.22061/tej.2022.8345.2653
رحیمی, محمدرضا, پورجمشیدی, مریم, مومنی راد, اکبر. (1401). 'تأثیراجتماع یادگیری معلمان بر بهبود تلفیق فناوری آنها در کلاس درس', فناوری آموزش, 16(4), pp. 661-680. doi: 10.22061/tej.2022.8345.2653
رحیمی, محمدرضا, پورجمشیدی, مریم, مومنی راد, اکبر. تأثیراجتماع یادگیری معلمان بر بهبود تلفیق فناوری آنها در کلاس درس. فناوری آموزش, 1401; 16(4): 661-680. doi: 10.22061/tej.2022.8345.2653

تأثیراجتماع یادگیری معلمان بر بهبود تلفیق فناوری آنها در کلاس درس

فناوری آموزش
مقاله 1، دوره 16، شماره 4 - شماره پیاپی 64، مهر 1401، صفحه 661-680    اصل مقاله (1000.53 K)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22061/tej.2022.8345.2653
نویسندگان
محمدرضا رحیمی؛ مریم پورجمشیدی* ؛ اکبر مومنی راد
گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه بوعلی سینا، همدان، ایران
تاریخ دریافت: 31 اردیبهشت 1401،  تاریخ بازنگری: 13 شهریور 1401،  تاریخ پذیرش: 16 شهریور 1401 
چکیده
پیشینه و اهداف:  مهارت تلفیق فناوری در کلاس درس جزء صلاحیت­های ضروری معلمان در عصر فناوری اطلاعات و ارتباطات محسوب می­شود و تحقق استانداردهای جدید یادگیری و برآورده شدن نیازهای یادگیرندگان در قرن حاضر در گروی این صلاحیت است. از مهم‌ترین مسائل و چالش­ های موجود در این زمینه، پایین بودن دانش، مهارت و نگرش معلمان در دست‌بابی به سطح مطلوب تلفیق فناوری در کلاس درس ذکر شده است. این مسأله مانع بهره ­گیری از قابلیت­ های فناوری در راستای افزایش کیفیت فرایند یاددهی-یادگیری و  نیز برآورده شدن نیازهای جامعۀ جهانی می‌شود. لذا ضرورت دارد  تا روش­ها و راهبردهای توانمندسازی معلمان در این زمینه و بهبود سطح تلفیق فناوری آنها در کلاس درس مورد بررسی قرار گیرد. بر همین اساس، پژوهش حاضر با هدف بررسی تأثیر اجتماع یادگیری به‌عنوان یک راهبرد یادگیری بر بهبود صلاحیت معلمان متوسطه در زمینه تلفیق فناوری آنها در کلاس درس انجام شد.
روش‌ها‌: این پژوهش از نوع آمیخته با طرح متوالی تبیینی انجام شد. در بخش کمّی از روش نیمه آزمایشی و استفاده از پیش‌آزمون پس‌آزمون با گروه آزمایش و گواه و در بخش کیفی از روش تحلیل مضمون استفاده شد. در اجرای پژوهش، دانش و مهارت‌های مربوط به تلفیق فناوری در کلاس درس در گروه آزمایش از طریق اجتماع یادگیری و در گروه گواه، به‌طور فردی ارائه شد. جامعه آماری پژوهش شامل کلیه معلمان مرد شاغل در مقطع متوسطه اول ناحیه 2 شهر کرمانشاه در سال تحصیلی97-98، به تعداد 310 نفر بود که  تعداد 30 معلم از جامعۀ آماری به شیوه نمونه­گیری تصادفی انتخاب شدند که 15 نفر آنها به‌صورت جای‌گذاری تصادفی در گروه آزمایش و 15 نفر دیگر در گروه گواه قرار گرفتند. در بخش کیفی نیز تمام 15مشارکت‌کننده در گروه آزمایش به‌عنوان نمونه در نظر گرفته شدند. ابزار جمع‌آوری داده­ها در بخش کیفی، مصاحبۀ نیمه ساختارمند و در بخش کمّی پرسش‌نامۀ محقق ساخته بود که در 50 گویه تدوین شد. روایی پرسش‌نامه با استفاده از نظر متخصصان تأیید و پایایی آن نیز با استفاده از آلفای کرونباخ 97/0 به‌دست آمد. در اجرای پژوهش نیز از الگوی طراحی اجتماع یادگیری مومنی‌راد (1399) استفاده شد. تجزیه‌و تحلیل داده­ها با استفاده از آزمون تحلیل کواریانس از طریق نرم افزار SPSS و نیز کدگذاری باز با استفاده از نرم افزار MAXQDA انجام شد.
یافته‌ها: نتایج نشان داد اجتماع یادگیری معلمان بر دانش تلفیق فناوری آنها (01/0>002/0=p و 465/3=F)؛ نگرش معلمان نسبت به تلفیق فناوری،(05/0>016/0=p و 698/6=F)؛ و نیز کاربرد فناوری در کلاس درس توسط معلمان (05/0>012/0=p و 358/7=F)، تأثیر مثبت دارد و باعث افزایش دانش، نگرش و مهارت معلمان در تلفیق فناوری در کلاس درس می­شود. همچنین تحلیل داده­های کیفی از طریق کدگذاری باز منجر به استخراج شش مضمون اصلی شامل جستجوگری؛ حمایت­گری؛ خودارزیابی؛ توسعه شناخت نظری و عملی؛ جسارت یادگیری؛ و هم‌افزایی شد که به‌عنوان دلایل تأثیر اجتماع یادگیری بر تلفیق فناوری از دیدگاه معلمان شناسایی شد.
نتیجه‌گیری: با توجه به یافته ­های پژوهش، می­توان­ گفت اجتماع یادگیری در راستای افزایش دانش، نگرش و مهارت تلفیق فناوری معلمان در کلاس درس یک عامل مؤثر و حمایتی است و توانایی معلمان در بهره ­گیری از فناوری را بهبود می­ بخشد. این امر می ­تواند علاوه بر رشد حرفه­ای معلمان، زمینه‌ساز افزایش یادگیری دانش‌آموزان در کلاس درس شود. بنابراین با تشکیل اجتماع ­های یادگیری معلمان و حمایت و پشتیبانی از آن می­توان رشد و توسعۀ صلاحیت­های حرفه­ای معلمان در زمینۀ تلفیق فناوری در برنامه درسی را افزایش داد.
کلیدواژه‌ها
فناروی؛ اجتماع یادگیری؛ تلفیق فناوری؛ معلمان؛ کلاس
موضوعات
فناوری آموزش- تربیت معلم
عنوان مقاله [English]
The Effect of Learning Community of Teachers on Integrating Technology in their Classroom
نویسندگان [English]
M. Rahimi؛ M. pourjamshidi؛ A. Momenirad
Department of Educational Sciences, Faculty of Humanities, Bu Ali Sina University, Hamadan, Iran
چکیده [English]
Background and Objectives: Integrating technology in the classroom is one of the essential competencies of teachers in the age of information and communication technology. Achieving new learning standards and meeting the learners’ needs in the present century depends on this competence. One of the most important issues and challenges in this field is the low knowledge, skills and attitudes of teachers in achieving the desired level of technology integration in the classroom. This prevents the use of technological capabilities in order to increase the quality of the teaching-learning process and also to meet the needs of the global community. Therefore, it is necessary to examine the methods and strategies for empowering teachers in this field and improving their level of technology integration in the classroom. Accordingly, the present study aimed to investigate the impact of the learning community as a learning strategy on improving the competence of high school teachers in integrating technology in their classroom.
Methods: The research method was mixed with an explanatory plan. In the quantitative part, the quasi-experimental method and the use of pre-test/ post-test with experimental and control groups, and in the qualitative part, the content analysis method were used. In conducting the research, knowledge and skills related to technology integration were discussed and shared in the classroom in the experimental group through the learning community, and the control group received the knowledge and skills related to technology integration separately. The statistical population of the study included all male teachers working in the first secondary school of District 2 of Kermanshah in the academic year of 1997-98, accounting for 310, of whom 30 teachers were selected from the statistical population via random sampling procedures and 15  via random placement in the experimental group and 15 others were included in the control group. In the qualitative section, all 15 teachers in the experimental group were considered as participants. The data collection tool was a semi-structured interview in the qualitative part and a researcher-made questionnaire in the quantitative part, compiled of 50 items. The validity of the questionnaire was confirmed by experts and its reliability was 0.97 using Cronbach's alpha. In the research, Momeni Rad’s (2020) learning community design model was used. Data analysis was performed using analysis of covariance using SPSS software and open coding was performed using MAXQDA software.
Findings: The results showed that teachers' learning community had a positive effect on their integrated technology knowledge (p= 0.002 <0.01 and F= 3.465), teachers' attitude towards technology integration (p = 0.0166 and F = 6.698) and also, the application of technology in the classroom by teachers (p=0.012 <0.05 and F=7.358) leading to increased teachers' knowledge, attitude, and skills in integrating technology in the classroom. Also, the analysis of qualitative data through open coding led to the extraction of six main categories, including search, support, self-assessment, cognition development, daring to learn, and synergy identified as an influential factor in the learning community on the integration of technology from teachers` view.
Conclusion: The learning community can be a supportive and effective factor in increasing the knowledge, attitude, and skills of teachers' technology integration in the classroom. Therefore, by forming and supporting teacher learning communities, the growth and development of teachers' professional competencies is increased in technology integration in the curriculum.
کلیدواژه‌ها [English]
Technology, Technology Integration, Learning Community, Teachers, classroom
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