پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 13 |
| تعداد شماره‌ها | 200 |
| تعداد مقالات | 2,008 |
| تعداد مشاهده مقاله | 2,679,535 |
| تعداد دریافت فایل اصل مقاله | 1,936,930 |
هویت حرفهای معلمان زبان انگلیسی به عنوان پیش‌بینی‌کننده استفاده از فناوری اطلاعات و ارتباطات: کاربردها، چالشها و راه‌حل‌ها | ||
| فناوری آموزش | ||
| مقاله 3، دوره 18، شماره 1 - شماره پیاپی 69، دی 1402، صفحه 37-54 اصل مقاله (770.61 K) | ||
| نوع مقاله: مقاله پژوهشی-شماره انگلیسی | ||
| شناسه دیجیتال (DOI): 10.22061/tej.2023.10170.2954 | ||
| نویسندگان | ||
| مریم ضرابی* 1؛ مجتبی محمدی2؛ زهره سیفوری1 | ||
| 1گروه زبان انگلیسی، دانشکده ادبیات و علوم انسانی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران | ||
| 2گروه زبان انگلیسی، دانشکده علوم انسانی، واحد تهران غرب، دانشگاه آزاد اسلامی، تهران، ایران | ||
| تاریخ دریافت: 28 مرداد 1402، تاریخ بازنگری: 22 مهر 1402، تاریخ پذیرش: 04 آذر 1402 | ||
| چکیده | ||
| پیشینه و اهداف: فناوری تا حد زیادی در کلاس‌های درس زبان‌های خارجی وارد شده است و انتظار می‌رود معلمان بتوانند در استفاده از آن موضع مناسبی اتخاذ کنند. علاوه بر عوامل بیرونی مانند زمان، تجهیزات و آموزش، عوامل درونی مانند باورها، تجربه تدریس و تمایل به استفاده از فناوری معلمان می تواند استفاده آن ها از فناوری در کلاس را پیش بینی کند. به نظر می رسد عوامل درونی می توانند دلیلی بر عدم توجه کافی معلمان به ادغام مؤثر فناوری در تدریس باشند. این مسئله هنوز به اندازه کافی مورد بررسی قرار نگرفته است. این پژوهش با هدف بررسی رابطه بین هویت حرفهای معلمان و درک آنها از کاربرد فناوری‌های اطلاعاتی و ارتباطاتی در بین معلمان ایرانی زبان انگلیسی و شیوه‌ها، چالشها و راه‌حل‌هایی که مدنظر آنها است، انجام شده است. روش‌ها: در این پژوهش مختلط، از بین تمامی معلمان زبان انگلیسی شاغل در دانشگاه‌ها، موسسات زبان و مدارس، 174 نفر به روش نمونه‌گیری در دسترس انتخاب شدند. در مرحله کمّی، شرکت کنندگان دو پرسشنامه هویت حرفه ای معلمان و پرسشنامه درک استفاده از فناوری اطلاعات و ارتباطات را تکمیل کردند. در مرحله کیفی، 39 معلم که سطح بالایی در استفاده از فناوری اطلاعات و ارتباطات در کلاس داشتند با روش نمونه گیری هدفمند انتخاب شدند وبه سئوالات مصاحبه ساختاریافته پاسخ دادند. برای تجزیه و تحلیل داده ها روش رگرسیون خطی چندگانه استاندارد و تحلیل فراوانی به ترتیب در فاز کمّی و کیفی انجام شد. یافته‌ها: نتایج رگرسیون خطی چندگانه استاندارد نشان داد که هویت حرفهای پیش‌بینی‌کننده قوی برای استفاده از فناوری اطلاعات و ارتباطات است. با این حال، مشخص شد که تجربه تدریس در این زمینه نقشی ندارد. نتیجه بررسی داده های حاصل از پرسشنامه و مصاحبه مشابهتی نشان نداد. به علاوه، داده‌های کیفی، چندین شیوه متداول استفاده از فن‌آوری از سوی معلمان را در کلاس‌های درسشان نشان می‌دهد که در دو دسته ابزارها و برنامه‌های آموزشی (مانند ابزارهای چند رسانه‌ای، ویدئو پروژکتور، ...) و فعالیت های آموزشی مبتنی بر فناوری (ضبط صدا/فیلم، بازی های رایانه ای، ...) طبقه‌بندی می‌شوند. چالش‌های عمده معلمان نیز به سه گروه تقسیم می شود: چالش های مرتبط با معلم (نظیر فقدان سواد فناوری اطلاعات و ارتباطات و آموزش حرفهای، عدم اعتماد به نفس، ...)، چالش های مرتبط با یادگیرنده (مانند عدم آگاهی و ناآشنایی با فناوری اطلاعات و ارتباطات،...) و چالش های مرتبط با نهادهای رسمی (ضعف اتصال به اینترنت، ناآشنایی مدیران با مفهوم و نفی مزایای فناوری و رفتار غیرحمایتی آنها،...). همچنین راه حلهایی برای رفع این چالشها پیشنهاد شد که در سه دسته طبقه بندی شدند: راه‌حل‌هایی که مسئولیت انجامش برعهده معلمان است (افزایش دانش فنی معلمان، ارتقاء نظم، سازمان‌دهی، شکیبایی واعتماد به نفس، توجه کافی به نیازها و سبکهای یادگیری دانش‌آموزان،...). راه‌حل‌های دیگر (ارائه امکانات و ابزارهای فن‌آوری به‌روز، برگزاری دوره‌های آموزشی،...) بر عهده مؤسسات آموزشی است. برخی دیگر از راه حلهای ارائه شده از سوی معلمان باید مورد توجه قانون گذاران قرار گیرد ( تخصیص بودجه برای مؤسسات و مراکز آموزشی برای خرید تجهیزات فَناوری مناسب، ...). نتیجه‌گیری: نتایج این مطالعه به وضوح نشان داد که هویت حرفه ای بالا و تمام مولفه های آن (تخصص در موضوع، تخصص در ارزش آفرینی آموزشی، تخصص در تدریس) می تواند بر کاربرد فناوری در کلاس تأثیر مثبتی بگذارد. از بین این سه، تخصص در تدریس نقش مهمتری را نشان داد. این امر حاکی از آن است که از مدیران آموزشی انتظار می رود علاوه بر تجهیز مراکز آموزشی و تسهیل دسترسی به فناوری در کلاس، امکان برگزاری دوره های آموزشی پیش از خدمت و ضمن خدمت معلمان را نیز فراهم کنند تا آنان را در مهارت ها و راهبردهای آموزشی توانمند سازند. افزایش آگاهی معلمان در مورد سایر جنبه های حرفهای معلمان نظیر اخلاق یا ارزشهای حرفهای و تقویت بنیه علمی آنها نیز توصیه می شود. این چالشها چندان با چالش‌هایی که منجر به مطالعات مشابه در سایر نقاط جهان شد، تناقض نداشت. علی‌رغم این مشکلات، معلمان با استفاده از روش‌های مختلف مانند استفاده از نرم‌افزارها و برنامه‌های کاربردی، ابزارهای فناوری و اینترنت به عنوان منبع اصلی هر فعالیت فناورانه، به تمرین فناوری در کلاس‌های خود ادامه می‌دهند. از محدودیت های این مطالعه می توان به این نکته اشاره کرد که اگر داوطلبان بیشتری از سراسر کشور در آن شرکت می کردند، نتایج این مطالعه می‌توانست قدرت تعمیم‌پذیری بیشتری داشته باشد. | ||
| کلیدواژه‌ها | ||
| هویت حرفه ای؛ فناوری اطلاعات و ارتباطات؛ چالش‌های فناوری اطلاعات و ارتباطات؛ ادراک معلمان؛ عملکرد آموزشی | ||
| موضوعات | ||
| فناوری آموزش- تربیت معلم | ||
| عنوان مقاله [English] | ||
| EFL Teachers’ Professional Identity as a Predictor of Using Information and Communication Technologies: Practices, Challenges, and Solutions | ||
| نویسندگان [English] | ||
| M. Zarrabi1؛ M. Mohammadi2؛ Z. Seifoori1 | ||
| 1English Department, Science and Research Branch, Islamic Azad University, Tehran, Iran | ||
| 2English Department, West Tehran Branch, Islamic Azad University, Tehran, Iran | ||
| چکیده [English] | ||
| Background and Objectives: Technology has been hugely integrated into foreign language classrooms and teachers are expected to take a proper position toward using it. Aside from extrinsic factors such as time, equipment, and training, there are also intrinsic factors residing within the teachers like beliefs, teaching experience, and willingness to use technology that can predict their perceptions toward integrating technology in the class. The latter seems to be the reason why teachers do not pay due attention to effectively integrating technology into their practice which is still insufficiently explored. This study aims to investigate the relationship between teachers’ professional identity and their perceptions toward Information and Communication Technologies (ICTs) among Iranian EFL teachers and the practices, challenges, and solutions they consider. Materials and Methods: In this mixed-methods research, out of all Iranian EFL teachers working in universities, language institutes, and schools, 174 were selected using convenience sampling. In the quantitative phase, the participants completed two questionnaires, i.e., Teachers’ Professional Identity and Perceptions toward using ICTs. In the qualitative phase, 39 teachers with high levels of perceptions toward using ICTs who were selected to adopt purposeful sampling answered a structured interview. A standard multiple linear regression and frequency analysis were conducted to analyze the data in the quantitative and qualitative phases, respectively. Findings: The results of standard multiple linear regression revealed that professional identity is a strong predictor of ICT use. Teaching experience, however, is not a determiner in this respect. Also, the result of the triangulation of the data from the survey and the interview showed no corroboration. The qualitative data analysis also indicated several common technological practices of teachers in their classrooms. The teachers’ major challenges were categorized as teacher-related (e.g., lack of ICT literacy and professional training; lack of self-confidence and confronting technical difficulties; difficulty in class time management; and preparing technology-based materials), learner-related (e.g., lack of knowledge and being unfamiliar with ICTs; technology as a source of distraction; lack of interest in using technology and cooperation), and institution-related (e.g., weak internet connection; the unfamiliarity of the managers with the concept and denial of advantages of technology; their unsupportive behavior; traditional educational systems and policies; and lack of budget, facilities and equipment). They further suggested some solutions to address the technology-integration issues. They were three types: Solutions that can be handled by the teachers (e.g., increasing their own technological knowledge; being more disciplined, organized, patient, and self-confident; dedicating enough time and attention to their students’ needs and selecting appropriate technologies for learners with differing learning styles, age, and interests; and supporting each other in handling technical difficulties). Other solutions can be managed by the institutions (e.g., providing up-to-date facilities and technological tools; holding training courses, workshops, and seminars to increase technological literacy; encouraging and supporting teachers in applying technologies and being innovative). Some other solutions offered by teachers can be addressed by policymakers (e.g., allocating the budget to the institutes and educational centers to provide appropriate technological equipment and high-speed broadband Wi-Fi). Conclusions: The results of this study clearly demonstrated that high professional identity with all its components (i.e., subject matter, pedagogical, didactic) can positively influence the application of technology in class. Out of these three, teachers’ didactical expertise showed a more significant role. This implies that managers and directors of study, besides equipping the educational centers and facilitating access to technology in class, are expected to provide teachers with pre-service and in-service training courses to empower them to be experts in teaching skills and strategies. Raising teachers’ awareness about other aspects of professional teachers such as professional ethics/values and their knowledge base is also recommended. These challenges did not very much contradict those that resulted in similar studies in other parts of the world. Despite these problems, teachers continue practicing technology in their classes using a variety of ways like using software and applications, gadgets and tech tools, and the internet as the major source of any technology-integrated activity. The results of this study could be more generalizable if more volunteers from all around the country took part in it. | ||
| کلیدواژه‌ها [English] | ||
| Professional ldentity, ICT, ICT Challenges, Teachers’ Perception, Teaching Practice | ||
| مراجع | ||
|
[3] Cheung HY. Measuring the professional identity of Hong Kong in‐service teachers. Journal of In-Service Education. 2008 ;34(3):375–90. https://doi.org/10.1080/13674580802003060
[5] Lai C, Jin T. Teacher professional identity and the nature of technology integration. Computers & Education. 2021;175: 104314. https://doi.org/10.1016/j.compedu.2021.104314
[6] Jimoyiannis A, Komis V. Examining teachers’ beliefs about ICT in education: implications of a teacher preparation programme. Teacher Development. 2007;11(2):149–73. https://doi.org/10.1080/13664530701414779
[7] Lam Y. Technophilia vs. technophobia: a preliminary look at why second-language teachers do or do not use technology in their classrooms. The Canadian Modern Language Review. 2000;56(3):389–420. https://doi.org/10.3138/cmlr.56.3.389
[8] Liu H, Lin CH, Zhang D. Pedagogical beliefs and attitudes toward information and communication technology: a survey of teachers of English as a foreign language in China. Computer Assisted Language Learning. 2017;30(8):745–65. https://doi.org/10.1080/09588221.2017.1347572
[9] Malekizadeh N, Khoram A. Gender and computer-mediated communication: emoticons in a digital forum in Persian. Journal of Research in Applied Linguistics. 2015;6(2):81-93.
[12] Vassilieva VN, Drugov AV. Integrative use of “Techno-R” remedial technology and gaming technology in teaching foreign language listening. Research in Applied Linguistics. 2019;10: 463–72.
[15] Torff B, Tirotta R. Interactive whiteboards produce small gains in elementary students’ self-reported motivation in mathematics. Computers & Education. 2010;54(2):379–83. https://doi.org/10.1016/j.compedu.2009.08.019
[16] House JD. Science achievement of elementary-school students in the United States and Japan in TIMSS 2007: An assessment of the effects of technology engagement and classroom lesson activities. International Journal of Instructional Media. 2012;39(3):263-75.
[18] Al-Zaidiyeen NJ, Mei LL, Fook FS. Teachers’ attitudes and levels of technology use in classrooms: the case of Jordan schools. International Education Studies. 2010; 3(2): 211-8
[19] Cavas B, Cavas P, Karaoglan B, Kisla T. A Study on science teachers' attitudes toward information and communications technologies in education. The Turkish Online Journal of Educational Technology. 2009; 8(2): 1-13
[20] Rana VS. An innovative use of information & communication technology (ICT) in trade facilitation in India. BVICAM’s International Journal of Information Technology. 2012; 4(2):492-495.
[21] Ndibalema P. Teachers’ attitudes towards the use of information communication technology (ICT) as a pedagogical tool in secondary schools in Tanzania: The Case of Kondoa District. International Journal of Education and Research. 2014; 2(2):1-6.
[22] Alazam AO, Bakar AR, Hamzah R, Asmiran S. Teachers’ ICT skills and ICT integration in the classroom: the case of vocational and technical teachers in Malaysia. Creative Education. 2013;3(08):70. https://doi:10.4236/ce.2012.38b01
[23] Martinovic D, Zhang Z. Situating ICT in the teacher education program: overcoming challenges, fulfilling expectations. Teaching and Teacher Education. 2012;28(3):461–9. https://doi.org/10.1016/j.tate.2011.12.001
https://doi.org/10.4018/978-1-5225-0643-0
[28] Lucas M. External barriers affecting the successful implementation of mobile educational interventions. Computers in Human Behavior. 2020; 107:105509. https://doi.org/10.1016/j.chb.2018.05.001
[30] Nelson MJ, Voithofer R, Cheng SL. Mediating factors that influence the technology integration practices of teacher educators. Computers & Education. 2019; 128:330–44. https://doi.org/10.1016/j.compedu.2018.09.023
[31] Scherer R, Siddiq F, Tondeur J. The technology acceptance model (TAM): a meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. Computers & Education. 2019;128: 13–35. https://doi.org/10.1016/j.compedu.2018.09.009
[32] Hanna F, Oostdam R, Severiens SE, Zijlstra BJH. Domains of teacher identity: a review of quantitative measurement instruments. Educational Research Review. 2019;27: 15–27. https://doi.org/10.1016/j.edurev.2019.01.003
[33] Friesen MD, Besley SC. Teacher identity development in the first year of teacher education: a developmental and social psychological perspective. Teaching and Teacher Education. 2013;36: 23–32. https://doi.org/10.1016/j.tate.2013.06.005
[34] Hasinoff S, Mandzuk D. Bonding, bridging, and becoming a teacher: student cohorts and teacher identity. Alberta Journal of Educational Research. 2005;51(3):231–45. https://doi.org/10.11575/ajer.v51i3.55146
[35] Zhang Y, Hawk ST, Zhang X, Zhao H. Chinese preservice teachers’ professional identity links with education program performance: the roles of task value belief and learning motivations. Frontiers in Psychology. 2016; 26:7. https://doi.org/10.3389/fpsyg.2016.00573
[37] Bromme R, Strässer R. Types of knowledge and professional self-image. Journal of Pedagogy.1991;37(5):769-85. [In German]
[39] Pennington MC. Teacher identity in TESOL: A frames perspective. In: Cheung Y L, Said S B, Park K (eds.) Advances and current trends in language teacher identity research. New York, US, Routledge; 2015. Pp. 16-30
[41] Richardson PW, Watt HM. Teacher professional identity and career motivation: A lifespan perspective. Research on teacher identity: Mapping challenges and innovations. 2018:37-48. https://doi.org/10.1093/geronb/50B.2.P94
[42] Johnson KE. Cognitive apprenticeship in second language teacher education. Directions in second language teacher education. 1996:23-36.
[43] Bakhtin MM. Art and answerability: Early philosophical essays. University of Texas Press; 1990 Dec 31.
[44] Lasky S. A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education. 2005;21(8):899-916. https://doi.org/10.1016/j.tate.2005.06.003
[45] Alsup J. Teachers as people. Encounter: Education for Meaning and Social Justice. 2005; 18(1):19-24.
https://doi 10.22055/RALS.2022.17423
[47] Valentyn G. Integrating new technology in the language classroom: innovative teacher identities [dissertation]. South Africa, Stellenbosch: Stellenbosch University; 2019.
[48] Ertmer PA, Ottenbreit-Leftwich AT, Tondeur J. Teachers' beliefs and uses of technology to support 21st-century teaching and learning. In Fives H, Gill M G. (eds.), International handbook of research on teachers' beliefs. New York, US: Routledge; 2014. Pp. 403-418.
[49] Sadaf A, Newby TJ, Ertmer PA. Exploring pre-service teachers' beliefs about using Web 2.0 technologies in K-12 classroom. Computers & Education. 2012; 59(3):937-45. https://doi.org/10.1016/j.compedu.2012.04.001
[50] Lloyd M. Towards a definition of the integration of ICT in the classroom. AARE'05 Education Research Creative Dissent: Constructive. 2006:1-8.
[51] Karakaya K. An investigation of English language teachers' attitudes toward computer technology and their use of technology in language teaching [master’s thesis]. Ankara, Turkey: Middle East Technical University; 2010.
[52] Markauskaite L. Exploring the structure of trainee teachers’ ICT literacy: the main components of, and relationships between, general cognitive and technical capabilities. Educational Technology Research and Development. 2007;55: 547-72.
[53] Prihatin PN. The computer integration into the EFL instruction in Indonesia: An analysis of two university instructors in integrating computer technology into EFL instruction to encourage students' language learning engagement [dissertation]. Indonesia: Loyola University Chicago.
[54] Rahimi M, Yadollahi S. ICT use in EFL classes: A focus on EFL teachers' characteristics. World Journal of English Language. 2011;1(2):17. https://doi:10.5430/wjel.v1n2p17
[55] Chung S. Pre-Service and In-Service ESL Teachers' Beliefs About the Use of Digital Technology in the Classroom [dissertation]. Ottawa, Canada: Carleton University; 2014.
[58] Tondeur J, Scherer R, Siddiq F, Baran E. A comprehensive investigation of TPACK within pre-service teachers’ ICT profiles: Mind the gap! Australasian Journal of Educational Technology. 2017; 33(3).
[59] Korthagen FA. In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education. 2004; 20(1):77-97.
[62] Yunus MM. Malaysian ESL teachers’ use of ICT in their classrooms: expectations and realities. ReCALL. 2007;19(1):79-95. https://doi.org/10.1017/S0958344007000614
[64] Alev N. Integrating information and communications technology (ICT) into pre-service science teacher education: The challenges of change in a Turkish faculty of education [dissertation]. United Kingdom: University of Leicester; 2003.
https://doi.org/10.1007/BF02299597
[70] Freeman D. Second language teacher education. In: Carter R, Nunan D. (eds.) The Cambridge guide to teaching English to speakers of other languages. Cambridge: Cambridge University Press; 2001. pp.72-9
[71] Baş G, Kubiatko M, Sünbül AM. Teachers' perceptions towards ICTs in teaching-learning process: scale validity and reliability study. Computers in Human Behavior. 2016;61: 176-85. https://doi.org/10.1016/j.chb.2016.03.022
[72] Creswell JW, Clark VL. Designing and conducting mixed methods research. London: Sage publications; 2017.
[73] Tabachnick BG, Fidell LS, Ullman JB. Using multivariate statistics. Boston, MA: Pearson; 2013 Jul.
[75] Mahdi HS, Al-Dera AS. The impact of teachers' age, gender and experience on the use of information and communication technology in EFL teaching. English Language Teaching. 2013; 6(6):57-67.
| ||
|
آمار تعداد مشاهده مقاله: 422 تعداد دریافت فایل اصل مقاله: 360 |
||