دانشگاه تربیت دبیر شهید رجائی

  اخبار و اعلانات

 آمار

تعداد نشریات13
تعداد شماره‌ها200
تعداد مقالات2,003
تعداد مشاهده مقاله2,662,618
تعداد دریافت فایل اصل مقاله1,924,075
معینی کیا, مهدی, زاهدبابلان, عادل, آریانی قیزقاپان, ابراهیم, بیگدلی, زهرا. (1398). فراتحلیل نقش کاربست فناوری اطلاعات و ارتباطات (فاوا) در جریان آموزش و یادگیری بر بازده یادگیری. فناوری آموزش, 13(3), 687-699. doi: 10.22061/jte.2018.3468.1877
مهدی معینی کیا; عادل زاهدبابلان; ابراهیم آریانی قیزقاپان; زهرا بیگدلی. "فراتحلیل نقش کاربست فناوری اطلاعات و ارتباطات (فاوا) در جریان آموزش و یادگیری بر بازده یادگیری". فناوری آموزش, 13, 3, 1398, 687-699. doi: 10.22061/jte.2018.3468.1877
معینی کیا, مهدی, زاهدبابلان, عادل, آریانی قیزقاپان, ابراهیم, بیگدلی, زهرا. (1398). 'فراتحلیل نقش کاربست فناوری اطلاعات و ارتباطات (فاوا) در جریان آموزش و یادگیری بر بازده یادگیری', فناوری آموزش, 13(3), pp. 687-699. doi: 10.22061/jte.2018.3468.1877
معینی کیا, مهدی, زاهدبابلان, عادل, آریانی قیزقاپان, ابراهیم, بیگدلی, زهرا. فراتحلیل نقش کاربست فناوری اطلاعات و ارتباطات (فاوا) در جریان آموزش و یادگیری بر بازده یادگیری. فناوری آموزش, 1398; 13(3): 687-699. doi: 10.22061/jte.2018.3468.1877

فراتحلیل نقش کاربست فناوری اطلاعات و ارتباطات (فاوا) در جریان آموزش و یادگیری بر بازده یادگیری

فناوری آموزش
مقاله 17، دوره 13، شماره 3 - شماره پیاپی 51، تیر 1398، صفحه 687-699    اصل مقاله (753.54 K)
نوع مقاله: مقاله مروری
شناسه دیجیتال (DOI): 10.22061/jte.2018.3468.1877
نویسندگان
مهدی معینی کیا* ؛ عادل زاهدبابلان؛ ابراهیم آریانی قیزقاپان؛ زهرا بیگدلی
گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران
تاریخ دریافت: 14 فروردین 1397،  تاریخ بازنگری: 31 مرداد 1397،  تاریخ پذیرش: 21 شهریور 1397 
چکیده
پیشینه و اهداف: در عصر حاضر قدرت ابداع و نبوغ بشر فناوری دیگری به نام فناوری اطلاعات و ارتباطات (فاوا) را به ارمغان آورده است. این فناوری، ظرفیت اثرگذاری بسیار گسترده­تری، در مقایسه با فناوری­های گذشته داراست و در عرصه­ی تعلیم و تربیت می­توان با اثرپذیری از این ظرفیت جدید، تحولات سودمندی را در ارکان اجزاء مربوط رقم زد که لازمه­ی این امر تأمل و تدبر بیشتر در شناخت وجوه گوناگون، اعم از فرصت­ها یا تهدیدهای ناشی از کاربرد این فناوری است. به بیان دیگر امروزه جهانی با ویژگی­هایی که ارتباطات رایانه­ای و اینترنتی آن را رقم زده است، پدید آمده است تا جایی که جامعه­ی شبکه­ای باعث شده تا جامعیت، پیچیدگی و شبکه­سازی فناورانه به حوزه­های متنوع زندگی و آموزشی نفوذ کند و جنبش­های آموزشی، اقتصادی و فرهنگی در اثر انقلاب فاوا پدیدار شود. هدف پژوهش حاضر توصیف، تحلیل و ترکیب تحلیل‌های ارائه شده در زمینه‌ی نقش کاربست فاوا در جریان آموزش ‌و یادگیری بر بازده یادگیری فراگیران بود،
روش ها: روش این پژوهش فراتحلیل است. جامعه‌ی آماری پژوهش حاضر را آثار مکتوب اعم از پایان‌نامه‌ها و مقالات مندرج در سایت‌های علمی ایران داک، مگ ایران، اس.آی.دی، نورمگز و برخی از مقالات نمایه شده در مجلات در بین سال‌ها‌ی 94-87 تشکیل دادند، که از بین آثار انجام شده 36 پژوهش برای بررسی برگزیده شد. تجزیه و تحلیل داده‌ها با کمک سه نرم افزار SPSS 22 ، CMA2 و Excel صورت گرفته است. در سطح آمار توصیفی از فراوانی و درصد فراوانی و در سطح آمار استنباطی برای محاسبه اندازه اثر از g هجز و مدل اثرات ثابت و اثرات تصادفی، برای بررسی معنی‌داری فراوانی پژوهش‌ها از روش شمارش مربع خی و جهت ترکیب اندازه اثرها از روش ترکیب احتمالات t واینر استفاده گردید.
یافته‌ها:به منظور بررسی وجود سوگیری انتشار در مطالعات اولیه از نمودار فونل استفاده شد که سوگیری انتشار را در مطالعات اولیه در متغیر بازده تحصیلی نشان داد. برای رفع این مشکل از آزمون برازش دووال و توییدی برای هر دو مدل اثرات ثابت و تصادفی استفاده گردید. به منظور بررسی همگنی مطالعات از آزمونI2 وQ  استفاده شد که نشان داد مطالعات اولیه همگن نیستند. اندازه اثر محاسبه شده برای مطالعات تحت هر دو مدل ثابت و تصادفی از نظر آماری برای متغیر مورد بررسی معنادار بود. همچنین نتایج ترکیب احتمالاتt  واینر نشان داد بین اندازه‌ی اثرها‌ی ترکیب شده تفاوت معناداری وجود دارد. در نهایت نقش کاربست فاوا در جریان آموزش و یادگیری بر بازده یادگیری فراگیران تأیید می‌گردد.
تیجه‌گیری: ‌‌با توجه به نتایج به دست آمده از تحقیق مبنی بر معنی­دار بودن تأثیر استفاده از فاوا در بازده یادگیری فراگیران، پیشنهاد می‌گردد دست‌اندرکاران (برنامه‌ریزان آموزش و پرورش)، استفاده از نرم‌افزارهای کمک آموزشی و بهره گیری از فناوری­های نوین را در اولویت قرار دهند. بدیهی است که توسعه زیرساخت‌های گسترش فاوا در کشور و به ویژه در مراکز آموزشی و فراهم کردن زمینه‌‌های ورود فناوری‌‌های اطلاعاتی به مدارس و دانشگا‌ه‌های فاقد فاوا که سبب خلق زمینه‌‌های جدید اجتماعی برای ‌‌یادگیری دانش‌آموزان و دانشجویان می‌شود، گامی اساسی در این راستا می­باشد. در نهایت، مسلما این معلمان هستند که کلید کاربرد اثربخش فناوری در جهت بهبود ‌‌یادگیری را در دست دارند، اما اگر معلمان کاملا درک نکنند که چگونه به طور مؤثری فاوا را برای پیشبرد ‌‌یادگیری دانش‌آموزان به کار برند، سرمایه گذاری‌های کلانی که در نوآوری‌های فاوا صورت گرفته به آسانی به هدر خواهد رفت. ‌‌با توجه به نتایج به دست آمده از تحقیق، پیشنهاد می‌گردد تا جهت به کارگیری هر چه بیشتر و بهتر معلمان از فناوری‌های نوین در فرآیند ‌‌یاددهی ‌و یادگیری، آن‌ها را مورد تشویق قرار داده و برای بالا بردن سطح دانش علمی ‌آن‌ها در زمینه فوق، دوره‌‌های آموزشی متناسب برگزار گردد. ‌‌مطمئناً، برای موفقیت در این راه، سرمایه گذاری مناسب جهت تجهیز نمودن مدارس به ابزارهای نوین تکنولوژی، امری مهم و حیاتی می‌باشد که لازم است مورد توجه بیشتر مسئولین امر قرار گیرد.
کلیدواژه‌ها
فناوری اطلاعات و ارتباطات (فاوا)؛ آموزش؛ یادگیری؛ بازده یادگیری؛ فراتحلیل
موضوعات
فناوری آموزش
عنوان مقاله [English]
Meta-analysis of the role of the application of ICT in teaching and learning process on students learning outcomes
نویسندگان [English]
M. Moeinikia؛ A. Zahed Babelan؛ E. Aryani Ghizghapan؛ Z. Bigdeli
Department of Educational Sciences, Faculty of Educational Sciences & Psychology, University of Mohaghegh Ardebili, Ardebil. Iran
چکیده [English]
brought another technology called information and communication technology (ICT). This technology has a much wider impact capacity, compared to previous technologies, and in the field of education, by being affected by this new capacity, beneficial developments can be made in the pillars of the relevant components. It is a matter of further reflection and understanding in recognizing various aspects, including opportunities or threats arising from the use of this technology. In other words, today the world with the features that have shaped the computer and Internet communications, has emerged to the extent that the networking community has led to the comprehensiveness, complexity and technological networking in various fields. The purpose of the present research was analysis and synthesis analysis presented in the context of the application of ICT in teaching and learning on students’ learning outcome.
Methods: The research method is a meta-analysis. The population of the study consists of the written works such as theses and articles available on the websites Irandoc, Magiran, Sid and Noormagz and some papers indexed in journals between years 1387-1394. From among the done works, 36 studies were selected. Data analysis was performed with the help of three software programs, SPSS 22, CMA 2 & EXCEL. For descriptive statistics frequency and percent frequency were used, for inferential statistics, to calculate the effect size G Hedges, fixed effect and random effect model were used. To study the significance of frequency of the research, counting method (chi-square) and in order to combine effects sizes T Vainer possible combination method was used. To study the problem of publication bias in primary studies Funnel chart was used.
Findings: It showed that publication bias in the primary study of learning outcome variable existed. To fix this problem, two models of fixed and random effects of Dual and Tweedy fitness test were used. In order to study the homogeneity of the studies, Q and I2 tests were used. The results showed that the primary studies are not homogeneous. Also, the calculated effect size was significant for studies under both models, fixed and random, for the examined variables. Vainer t possible combination results showed that there were significant differences between the combined effects sizes. Finally, the application of ICT in teaching and learning in students' learning outcome is verified
Conclusion: According to the results of the research on the significance of the effect of using ICT in the learning efficiency of learners, it is suggested that practitioners (education planners) to consider the use of teaching aids and the use of new technologies as a priority. It is obvious that the development of ICT expansion infrastructure in the country, especially in educational centers, and providing opportunities for the entry of information technologies into schools and universities without ICT, which creates new social contexts for students to learn, is a key step in this direction. Ultimately, it is certainly the teachers who hold the key to effectively using technology to improve learning, but if teachers do not fully understand how to use ICT effectively to advance student learning, the huge investments made in ICT innovations will be easily wasted. According to the results of the research, it is suggested to encourage teachers to use new technologies in the process of teaching and learning in order to use them more and better, proper training should be held and to raise the level of their scientific knowledge in the above fields. Certainly, in order to succeed in this way, proper investment to equip schools with new technological tools is an important and vital thing that needs to be given more attention by the authorities

کلیدواژه‌ها [English]
ICT, Teaching, Learning, Learning outcomes, Meta-analysis
مراجع

[1] Aryani E, Zahed A, MoeiniKia M. The importance and necessity of virtual social networks as a tool for teaching and learning. Paper presented in the 1st National Conference on Computer Engineering and Information Technology Management. Shahid Beheshti University, Tehran; 2014. Persian .

[2] Daghashi S, Zahmatkesh N. Information Technology in Europe. Tehran: Gol-e-Vaz Publishing; 2005. Persian.

[3] Najafi H. Influence of Information Technology on the academic achievement of high school students in Ardabil. Peyk-Noor Magazine. 2008; 23: 93-82. Persian.

[4] Basri H. Digital divide in Turkish primary schools: Sakarya sample. The Turkish Online Journal of Educational Tchnology. 2010; 9(1): 23-36.

[5] Breen, R, Lindsay R, Jenkins A, Smith, P. The role of Information and Communications Technologies in a university learning environment. Studies in Higher Education. 2001; 26(1): 95-114.

[6] Da'izadeh H, Hosseinzadeh B, Ghaznavi MR. Investigating the role of ICT on academic performance of high school students. Leadership Quarterly and Educational Management. 2012; 4(4): 81-97.  Persian

[7] Salehi Amiri, R., & Heidarizadeh, E. (2007). The role of Information and Communication Technology in the educational and cultural development systems. Center of Strategic Researches, Research Paper No. 15; 2007. Persian.

[8] Ameshi, R. Indicators of application of Information and Communication Technology in the education of Iran and the World. Tehran: Nahar Vara Danesh; 2009. Persian.

[9] Cox M. What factors support or prevent teachers form using ICT in their classrooms; 2004.

[10] Maleki H. Integrated Approach to Curriculum. Tehran: Pentecostal Association; 2009. Persian.

[11] Karajiban V, Kafash HR. Curriculum planning and Information and Communication Technology, Tehran: School Publishing; 2009. Persian.

[12] Khosravi Taj HR, Abedi A. Reviewing the strategies for the development and Application of Information and Communication Technology in Schools. New Educational Ideas, Alzahra University. 2011; 7(3): 115-134. Persian.

[13] Ahmadi M, Fahla V, Mirza Khani S. Comparison of the Effect of Interactive Multimedia Training with Incompatible Multimedia on the Level of Primary School Students' Learning. ICT Quarterly in Computer Science. 2011; 1(4): 117-129. Persian.

[14] Sobhaninejad M, Fathi Vajarga C. Strategies for the development and application of Information and Communication Technology in schools. Research Paper on Educational Psychology. 2009; 9: 29-56. Persian.

[15] Ghorbani Zadeh V, Nanjir H. Meta-analysis Application Manual with CMA2 Software. Tehran: Sociologists Publishing; 2013. Persian.

[16] Deserter, E. Methods to prevent academic failure. Tehran: Parent Organization; 2011.

[17] Zohiri H. Meta-analysis of researches done in the cooperative sector. Garmsar Islamic Azad University; 2010. Persian.

[18] Houman HA. Practical guide to meta-analysis in scientific research (3rd ed). Tehran: Sentinel; 2013. [in Persian.

[19] Rosenthal R. Meta-analysis: Recent developments in quantitative methods for literature reviews.  Annual Review of Psychology. 2011; 52: 47-61.

[20] Judge Tabatabai M, Vedadayer AA. Meta-analysis in social and behavioral research. Tehran: Publications of Sociologists; 2011. Persian.

[21] Farahani A, Zarei M, Sharifian E. Information technology and its relationship with the academic performance and career future of physical education students. Case study: Kerman University, Quarterly Journal of the Olympic Games. 2008; 2: 101-112.  Persian.

[22] Ghasemi M. The effect of ICT on the level of information and learning literacy of third-school students in empirical sciences (master's thesis). Tarbiat Moallem University, Tehran; 2009. Persian.

[23] Sadeghi S. The effect of Information and Communication Technology on the achievement and educational motivation of students in the third year of the city of Darab in the academic year of 88-87 (master's thesis). Islamic Azad University, Marvdasht Branch; 2009. Persian.

[24] Shah Mohammadi G, Mohammadi Moghadam Y,  Enayati A. Investigating the role of Information Technology in improving education at Police University. Journal of Management Studies. 2010; 5(2): 228-250. Persian.

[25] Tahani F, Sahar K. Effect of application of Information and Communication Technology admission of mathematical courses. ICT Quarterly. 2010; 1(1): 24-38. Persian.

[26] Kazempour E, Ghaffari K, Hedayati A. Designing a Computer Science curriculum and its effectiveness on performance of high school students. Information and Communication Technology Information Technology Quarterly. 2011; 1(3): 44-65. Persian.

[27] Zamani BE, Saeedi Z, Abedi A. Effectiveness and Sustainability; The Effect of Using Multimedia on Self-Regulation and Academic Performance of the First Year High School Math. Journal of New Approaches to Education. 2012; 14: 22-1. Persian.

[28] Sari H, Lotfipoor P, Kazempour E. The effect of ICT-Based education on the development of educational justice. Journal of Educational Psychology. 2012; 23: 25-1. Persian.

[29] Mashhadi S, Atae G. The effect of web- based education on Physics lessons for radiology students. Quarterly Journal of Research in Medical Sciences. 2013; 5(1): 66-61. Persian.

[30] Sharifi A, Mohammad Davoudi A, Islamiyah F. The relationship between the use of information and communication technology and the performance of teachers in the process of teaching and learning. Journal of Information and Communication Technology (ICT). 2013; 2: 167 -145. Persian.

[31] Azari's Need K, Behnamfar R, Andy S. The impact of Information and Communication Technology on learning primary school students. Journal of Information and Communication Technology in Engineering. 2012; 2(3): 43-31. Persian.

[32] Ghamin K, Norouzi D. Multivariate impact on the level of learning and retraining Persian speaking writing lesson. Journal of Educational Psychology. 2012; 24: 142-119. Persian.

[33] Sattari S, Namvar Y, Haj Nazari Y. The relationship between knowledge and application of Information and Communication Technology with the academic achievement of high school students in Harris City. Journal of Information and Communication Technology in Engineering. 2013; 3(2): 103 – 85. Persian.

[34] Aghili M, Fotohinia M. The effect of intelligent technology (Smart classrooms) on the motivation and academic achievement of high school students in Gonbad Kavoos University, Payame Noor University, International Unit, Faculty of Humanities, Doha Qatar.  Interdisciplinary Journal of Virtual Learning in Medical Sciences. 2013; 5: 37-46. Persian.

[35] Dortaj F, Lakpour E, Bhoololi A. The Effect of intelligent schools of Lorestan Province on the academic achievement of high school students. Journal of Educational Technology. 2013; 8(2): 141-123. Persian.

[36] Hosseini A, Moinikia M, Farajalahi M, Rajabi H. Feasibility study of Computer lessons training in elementary period. Paper presented in the National Conference on Modern Technologies inEducation. Isfahan University, Isfahan; 2013. Persian.

[37] Azadi S, Shahbazi M, Shahbazi M. The study of the role of Communication and Information Technologies in the educational environment. Paper presented in the National Conference on Modern Technologies inEducation. Isfahan University, Isfahan; 2013. Persian.

[38] Haj Momeni S, Vatankhah A. The effect of multimedia training on students' performance and student relativity towards English language.  Paper presented in  the National Conference on Modern Technologies inEducation. Isfahan University, Isfahan; 2013. Persian.

[39] Vathnkhah A, Haj Momeni S. The effect of activated teaching education on the level of learning and driving achievement among high school students. Paper presented in the National Conference on Modern Technologies inEducation. Isfahan University, Isfahan; 2013. Persian.

[40] Vasefian P, Role S. Comparison of self-discipline learning and academic performance of students in ordinary and intelligent schools in Isfahan. Journal of Curriculum Research, Iranian Studies Curriculum Association. 2015; 4: 103-116. Persian.

[41] Hasanpour M. The effect of new technologies on the educational productivity of Mazandarani teacher education teachers. The New Publications and Education Monthly. 2014; 1(2): 28-19. Persian.

[42] Forgiveness A, Physical S, Afshani A. Effect of intelligent schools on computer anxiety, self-regulation and academic performance of high school students and comparison with non-intelligent schools, Novin Thoughts Quarterly. 2014; 11(2): 48-33. Persian.

[43] Ghandali Z, Zarrabian F, Zarrabian F, Hasani J,  Tajik Filestan H. (2014). The effect of electronic software on electronic education and students' motivation in secondary schools. Journal of Information and Communication Technology in Information Sciences. 2014; 5(11): 160-141. Persian.

[44] Amiri S. The impact of the use of Information and Communication Technology on students' academic achievement in Physical Education, second grade secondary school. National Journal of Modern Media and Education. 2015; 1(3): 23-17. Persian.

[45] Manouchehri S. Influence of Information and Communication Technology on Geography lesson of secondary school students in Sarab Abad. Journal of Geography Education. 2014; 30(1): 57-48. Persian

[46] Seraji F, Seifi A. The role of electronic learning skills on the satisfaction and academic achievement of virtual students. Journal of Technology for Education and Learning. 2014; 1(2): 81-57. Persian.

[47] Adib Y, Rad Soleimani L, Azimi M. The effect of intelligentizing schools by the interaction of attitudes towards ICT on promoting the learning/teaching process and academic self-efficacy. Journal of Journalism, New Approach in Management Education. 2015; 6(1): 41-21. Persian.

[48] ​​Tavakoli Diziceh I, Karimi Alavihayeh M. Study of the application of Information and Communication Technology in the process of teaching qualifications of the Organization for Technical and Vocational Education of the country. Tehran: Professional Technical Organization; 2015. Persian.

[49] Sadeghi T, Amani V. The effect of educational multimedia on the study of the Math lesson of the 6th elementary school in Bojnourd in the years 95-94, National Collections of Intelligent Schools and Education. 2016; 334-325. Persian.

[50] Asgari A, Shokri Kayi M, Kamali Mohammadzadeh F. The effect of technology on studying and recognition of Mathematics. Paper presented in the 3rd National Conference on Psychology and Behavioral Sciences, Tehran; 2015. Persian.

[51] Deliri N, Hosseini Nasab SD. Comparative study of academic achievement and achievement motivation among elementary school students in Tabriz public and private schools. Journal of Engineering Sciences, Education and Evaluation. 2015; 29: 42-31. Persian.

[52] Delaware A. Theoretical and scientific foundations of research in humanities, Tehran: Roshd Publishing; 2015. Persian.

 

 

آمار
تعداد مشاهده مقاله: 1,716
تعداد دریافت فایل اصل مقاله: 1,019


سامانه مدیریت نشریات علمی. قدرت گرفته از سیناوب