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فضلی نژاد, فاطمه, سلیمی, سمانه. (1402). رابطه بین سواد فناوری اطلاعات و ارتباطات با توسعه حرفه‌ای معلمان در دوران کووید 19 ‏. فناوری آموزش, 17(3), 621-632. doi: 10.22061/tej.2023.9433.2846
فاطمه فضلی نژاد; سمانه سلیمی. "رابطه بین سواد فناوری اطلاعات و ارتباطات با توسعه حرفه‌ای معلمان در دوران کووید 19 ‏". فناوری آموزش, 17, 3, 1402, 621-632. doi: 10.22061/tej.2023.9433.2846
فضلی نژاد, فاطمه, سلیمی, سمانه. (1402). 'رابطه بین سواد فناوری اطلاعات و ارتباطات با توسعه حرفه‌ای معلمان در دوران کووید 19 ‏', فناوری آموزش, 17(3), pp. 621-632. doi: 10.22061/tej.2023.9433.2846
فضلی نژاد, فاطمه, سلیمی, سمانه. رابطه بین سواد فناوری اطلاعات و ارتباطات با توسعه حرفه‌ای معلمان در دوران کووید 19 ‏. فناوری آموزش, 1402; 17(3): 621-632. doi: 10.22061/tej.2023.9433.2846

رابطه بین سواد فناوری اطلاعات و ارتباطات با توسعه حرفه‌ای معلمان در دوران کووید 19 ‏

فناوری آموزش
مقاله 10، دوره 17، شماره 3 - شماره پیاپی 67، تیر 1402، صفحه 621-632    اصل مقاله (805.63 K)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22061/tej.2023.9433.2846
نویسندگان
فاطمه فضلی نژاد1؛ سمانه سلیمی* 2
1گروه مدیریت آموزشی، مؤسسه آموزش عالی مهراروند، آبادان، ‌ایران
2گروه مدیریت آموزشی، واحد زاهدان، دانشگاه آزاد اسلامی، زاهدان،‌ ایران
تاریخ دریافت: 29 دی 1401،  تاریخ بازنگری: 01 اردیبهشت 1402،  تاریخ پذیرش: 03 خرداد 1402 
چکیده
پیشینه و اهداف: در دوران پاندمیک کووید-19 تنها راه حل باقی مانده برای دانش‌آموزان و دانشجویان حرکت به سمت آموزش برخط است. برای انجام بهتر آموزش برخط، داشتن سواد فناوری اطلاعات و ارتباطات برای معلمان بسیار حیاتی است. فناوری اطلاعات و ارتباطات در جوامع مدرن به‌عنوان ابزاری برای دگرگونی سیستم‌های آموزشی و همچنین حمایت از توسعه اقتصادی در کشاورزی، بهداشت و آموزش و‌ایجاد ارتباط بین جوامع، معلمان و دانش‌آموزان فراگیر شده است. تحولات مختلف تکنولوژیکی و اجتماعی تقریباً تمام جنبه‌های زندگی بشر را تغییر داده است. برخی از دانش‌ها، مهارت‌ها، توانایی‌ها، شایستگی‌ها و ویژگی‌های شخصی که در قرون گذشته برای زندگی ضروری بودند، اکنون بی‌ربط و برخی دیگر حیاتی شده‌اند. اکثر‌این تغییرات با گسترش فناوری‌های جدید، به ویژه فناوری‌های اطلاعات و ارتباطات مرتبط است. ظرفیت به‌کارگیری فناوری اطلاعات و ارتباطات در حوزه‌های مختلف زندگی انسان کمک مهمی به رفاه انسان و شکوفایی جامعه شده است. ارتقای سواد فناوری‌های اطلاعات و ارتباطات اولویت اصلی سیاست‌های اجتماعی، اقتصادی و بخصوص در حوزه آموزشی بسیاری از کشورها است. با توجه به عصر حاضر داشتن سواد فناوری اطلاعات و ارتباطات می‌تواند در جهت افزایش توسعه حرفه‌ای معلمان بسیار اثربخش باشد. لذا هدف از انجام‌این پژوهش بررسی رابطه بین سواد فناوری اطلاعات و ارتباطات با توسعه حرفه‌ای معلمان بود.
روش‌ها‌: روش‌این پژوهش توصیفی از نوع همبستگی بود. جامعه آماری کلیه معلمان ابتدایی شهر خرمشهر در سال تحصیلی 1400-1401 به حجم 615 نفر بودند که به شیوه نمونه‌گیری تصادفی طبقه‌ای و براساس جدول کرجسی و مورگان تعداد 235 نفر معلم  مورد مطالعه قرار گرفتند. ابزار جمع‌آوری اطلاعات پرسش‌نامه سواد فناوری اطلاعات و ارتباطات کاتز و مکلین (2007)  در قالب 63 گویه در 7 بّعد شرح دادن (4 گویه)، دست‌یابی (6 گویه) ارزشیابی (4 گویه) مدیریت (7 گویه)، ترکیب (9 گویه)، خلق کردن (17 گویه) ارتباط برقرار کردن (16 گویه) و پرسش‌نامه توسعه حرفه‌ای نوا (2008) در شش بعد موارد آموزش(5 گویه)، کار تیمی (5 گویه)، مهارت سازمانی (6 گویه)، توسعه مسیر شغلی (6 گویه)، توسعه روابط بین فردی (4 گویه)  و ارتباطات ( 4 گویه) بوده است. روایی محتوایی و پایایی هر دو پرسش‌نامه براساس آلفای کرونباخ مورد تأیید قرار گرفت. برای تجزیه و تحلیل اطلاعات از آمار استنباطی (آزمون ضریب همبستگی پیرسون، رگرسیون گام به گام و آزمون t) با کمک نرم‌افزار spss 21 استفاده شده است.
یافته‌ها: یافته‌ها نشان داد بین سواد فناوری اطلاعات و ارتباطات با توسعه حرفه‌ای و ابعاد آن رابطه معنی‌داری وجود دارد و از بین ابعاد سواد فناوری اطلاعات و ارتباطات، ارتباط برقرار کردن، خلق کردن، ترکیب  و ارزشیابی قادر به پیش‌بینی توسعه حرفه‌ای معلمان است. همچنین، یافته‌ها نشان داد وضعیت سواد فناوری اطلاعات و ارتباطات معلمان  و توسعه حرفه‌ای مطلوب بوده است. 
نتیجه‌گیری:  با توجه به یافته‌‌های‌این مطالعه به برنامه‌ریزان و سیاستگذاران آموزش و پروش پیشنهاد می‌شود زمینه‌های بهبود سواد فناوری اطلاعات و ارتباطات معلمان را در رأس برنامه‌ها و آموزش‌های ضمن خدمت قرار دهند. طراحی و اجرای درس سواد فناوری اطلاعات و ارتباطات برای دوره‌های تربیت معلم توصیه می‌شود.
کلیدواژه‌ها
کووید 19: توسعه حرفه ای؛ فناوری اطلاعات و ارتباطات
موضوعات
سواد اطلاعاتی
عنوان مقاله [English]
Investigating the relationship between information and communication ‎technology literacy and teachers' professional development during the Covid-19 ‎pandemic
نویسندگان [English]
F. Fazli nejad1؛ S. Salimi2
1Department of Educational Management, Mehr Arvand Higher Education Institute, Abadan, Iran
2Department of Educational Management, Zahedan Branch, Islamic Azad University, Zahedan, Iran
چکیده [English]
Background and Objectives: The only remaining solution for the continuation of the activity of students during the Covid-19 pandemic was to move towards online education. The role of technology literacy, especially information and communication technology, is fundamental for the realization of online education for teachers. Modern societies employ information and communication technology as a tool to transform educational systems, support the development of the economy in agriculture, strengthen health and education, and establish a close connection between communities, teachers, and students. Various technological and social developments have affected all aspects of human life. On the one hand, the role of knowledge, skills, abilities, competencies, and personal characteristics that were very prominent in the past centuries has become ineffective.
On the other hand, the role of many new sciences has been highlighted. Most of these changes have been caused by new technologies, especially information and communication. The potential of using information and communication technology in different areas of human life has a prominent role in human well-being and the prosperity of society. Improving the literacy of information and communication technologies is one of the main priorities of social, economic, and educational policies in many countries. Nowadays, having information and communication technology literacy can be very effective in enhancing the professional development of teachers. As a result, this research aimed to evaluate the relationship between information and communication technology literacy and teachers' professional development.
Methods: The current descriptive study adopted a correlational design. The statistical population under study included 615 elementary school teachers of Khorramshahr in 2021-2022. Using the stratified random sampling method and based on the Krejcie and Morgan’s table, 235 teachers from the community were selected for the final study. The questionnaire was used as a data collection tool. The information and communication technology literacy questionnaire by Katz and McLean (2007) was used. It had 63 items and seven dimensions including describing (4 items), realizing (6 items), evaluating (4 items), managing (7 items), combining (9 items), creating (17 items), and communicating (16 items). Also, Nova professional development questionnaire (2008) was prepared having six dimensions. The dimensions in this questionnaire included educational items (5 items), teamwork (5 items), organizational skills (6 items), professional path development (6 items), interpersonal relationship development (4 items), and communication (4 items). The content validity and reliability of both questionnaires were confirmed based via Cronbach's alpha. Also, inferential statistics (Pearson's correlation coefficient test, stepwise regression, and t-test) were applied using SPSS 21 software.
Findings: The results showed a significant relationship between information and communication technology literacy and professional development. Also, skills such as communicating, creating, combining, and evaluating were dimensions capable of predicting the professional development of teachers. Finally, the findings proved that the current status of teachers' information and communication technology literacy and professional development was favorable.
Conclusion: This study recommends that education planners and policymakers consider the fields of improving teachers' information and communication technology literacy and put them at the center of in-service programs and training. It is also recommended to design and implement information and communication technology literacy courses for teacher training programs.
کلیدواژه‌ها [English]
Covid-19, Professional Development, Information Communication Ttechnology
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