تعداد نشریات | 13 |
تعداد شمارهها | 206 |
تعداد مقالات | 2,049 |
تعداد مشاهده مقاله | 2,721,220 |
تعداد دریافت فایل اصل مقاله | 1,972,880 |
معلم آینده؛ تغییر در نقش و وظایف در محیطهای دیجیتالی بر اساس نظریة ارتباطگرایی | ||
فناوری آموزش | ||
مقاله 6، دوره 11، شماره 2 - شماره پیاپی 42، فروردین 1396، صفحه 161-170 اصل مقاله (1.38 M) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22061/tej.2017.635 | ||
نویسندگان | ||
نوری براری1؛ علی معینی* 2؛ مرتضی رضایی زاده3؛ حامد عباسی کسانی4 | ||
1فناوری اطلاع رسانی در آموزش عالی دانشگاه شهید بهشتی تهران- دبیر آموزشوپرورش شهرستان مریوان ، ایران | ||
2گروه دانشکده فنی - مهندسی دانشگاه تهران، تهران، ایران | ||
3گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی دانشگاه شهید بهشتی / عضو هیات علمی وابسته دانشگاه لیمریک - ایرلند، تهران، ایران | ||
4گروه فناوری اطلاعرسانی در آموزش عالی ، تهران، ایران | ||
تاریخ دریافت: 29 خرداد 1395، تاریخ بازنگری: 19 فروردین 1396، تاریخ پذیرش: 03 خرداد 1396 | ||
چکیده | ||
هدف پژوهش حاضر بررسی و بازتعریف نقش معلم در محیطهای جدید و سرشار از فناوری بر طبق دیدگاه نظریهپردازان ارتباطگرایی است. رویکرد پژوهش کیفی و روش آن، تحلیل محتوای کیفی مایرینگ میباشد. جامعة موردپژوهش کلیة مقالاتی (94 مقاله) هستند که از سال 2003 تا 2015 در مورد ارتباط نظریة ارتباطگرایی با یادگیری در ژورنالهای معتبر حیطة آموزش و با کلمات کلیدی مشخص یافت شدهاند. جامعة نمونه 16 مقاله است که این تعداد، از جامعه براساس اشباع نظری دادهها و بهصورت هدفمند انتخاب شدند. دادههای پژوهش از تحلیل کیفی - قیاسی اسناد جامعة نمونه گردآوری شدند. با تجزیهوتحلیل دادهها، پاسخ سؤال پژوهش در 16 زیرمقوله مشخص و با روش کدگذاری باز در 5 مقوله اصلی دستهبندی شدند. نتایج تحلیل منجر به تشخیص نقشهای مهم معلم بهصورت یک الگو در محیطهای آموزشی مبتنی بر فناوری بر طبق نظریة یادگیری ارتباطگرایی گردید. | ||
کلیدواژهها | ||
ارتباطگرایی؛ معلمان؛ محیطهای یادگیری دیجیتالی؛ مایرینگ | ||
موضوعات | ||
آموزش الکترونیکی- مجازی | ||
عنوان مقاله [English] | ||
Future teacher; change in roles and tasks in the digital environments based on the Connectivism theory | ||
نویسندگان [English] | ||
N. Barari1؛ A. Moeini2؛ M. Rezaei Zadeh3؛ H. Abbas Kasani4 | ||
1Information technology Department in higher education, teacher of the Ministry of Education in Marivan County. Iran | ||
2Department of Technical and Engineering, University of Tehran, Tehran, Iran | ||
3Psychology and educational Science Department, Faculty of psychology and educational Science, Shahid Beheshti University and Faculty member of Limerick University, Ireland. Tehran. Iran | ||
4Department of, Information technology in higher education. Tehran. Iran | ||
چکیده [English] | ||
The aim of this study is to investigate and redefine the role of the teacher in new environments and rich in technology in accordance with the view of the Connectivism theorists. The research approach is qualitative and the research method is based on Mayring’s qualitative content analysis. The Research community is all of the relationship articles about the Connectivism theory since 2003 to 2015 and learning in accredited journals in the field of education which are sorted with specific keywords. There were 98 articles. The sample was 13 articles which were selected purposefully based on the theoretical saturation of data. The data were been collected from the qualitative-analogous analysis of documents of the sample. By analyzing data the answers to the research question were identified in 29 sub-categories and were classified in 6 main subscales based on the open coding method. The results of the analysis led to the recognition of teacher’s important roles as a model in training environment based on technology in accordance with the learning-oriented Connectivism theory. | ||
کلیدواژهها [English] | ||
Connectivism theory, Teachers, digital environment, Mayring | ||
مراجع | ||
]1[. W. Drexler, “The networked student model for construction of personal learning environments: Balancing teacher control and student autonomy”, Australasian Journal of Educational Technology Vol. 26, No. 3, pp. 369-385, (2010).
]2[. R. Kop, and A. Hill, “Connectivism: Learning theory of the future or vestige of the past?”, The International Review of Research in Open and Distributed Learning, Vol, 9. No. 3, (2008).
[3]. H. Eskandari, ‘Epistemological Critique Of Connectivism Theory Based On Islamic Realism And Introducing Of Its Teaching-Learning Components’, [PhD Thesis]. Tehran: Tarbiat Modarres University: School Of Humanities, (2011). [In Persian]
[4]. S. Downes, “Places to go: Connectivism & connective knowledge”, Innovate: Journal of Online Education, Vol. 6, No. 5, (2005).
[5]. G. Siemens, “Learning and knowing in networks: Changing roles for educators and designers”, ITFORUM for Discussion, PP. 1-26, (2005)
[6]. W. Drexler, “The networked student model for construction of personal learning environments: Balancing teacher control and student autonomy”, Australasian Journal of Educational Technology, Vol. 26, No. 3, pp. 369-385, (2010).
[7]. F. Seraje, “A new approach to the design of electronic learning environments” Educational innovationsScientific -Research journal, Vol. 1, No.12, pp. 100-121, (2008). [in Persian]
[8]. Ph. Mayring, “Qualitative Content Analysis Forum Qualitative Sozialforschung / Forum: Qualitative Social Research” [Internet], retrieved, 2015 Dec 1, Available from: http://Nbn-Resolving.De/Urn:Nbn:De:0114-Fqs0002204, (2000).
[9]. H. Eskandari, H, Theory and practice of media in the digital age, samt, Tehran, pp. 37-80, (2012). [In Persian]
[10]. G. Siemens, and P. Tittenberger, Handbook of Emerging Technologies for Learning, Canada, University Of Manitoba, pp. 127- 133, (2009).
[11]. R. Oliver, “The role of ICT in higher education for the 21st century: ICT as a change agent for education”, [internet], http://bhsict.pbworks.com/f/role%20of%20ict.pdf, Retrieved April, 14, 2007, (2004).
[12]. N. Callaghan, and M. Bower, “Learning through social networking sites–the critical role of the teacher”, Educational Media International, Vol. 49, No.1, PP. 1-17, (2012).
[13]. G. Siemens, Knowing Knowledge. Vancouver, Bc: Lulu, pp. 13-29, (2006).
[14]. G. Siemens, Connectivism: A Learning Theory for the Digital Age, [internet], http://www.elearnspace.Org.Articles/connectivism Html, Retrieved: 01/03/2015, (2005).
[15]. L. Starkey, “Teachers’ pedagogical reasoning and action in the digital age”, Teachers and Teaching: theory and practice, Vo.16, No. 2, PP. 233-244, (2010).
[16]. E. Rezai, MR. nili, H. Fardanesh, M. Shah Alizadeh, ‘Qualitative Content Analysis of Connectivism Theory and Introducing a Conceptual Model of Learning Ecology Design’, MEDEA Scientific -Research journal, Vol. 5, NO. 1, PP. 33-45, (2014). [In Persian]
[17]. Mc. Pettenati, and M. Ranieri, Informal Learning Theories and Tools to Support Knowledge Management. In: Distributed Cops, Proceedings of Innovative approaches for learning and knowledge sharing, pp. 55-345, (2006).
[18]. C. bonek, “the economist debate on social networking”, [internet], from: http//zephpria.org/thoughts/archives/,html, retrieved, 2015/01/15/, (2008).
[19]. G. Siemens, “Learning and knowing in networks Changing roles for educators and designers”, Paper 105: University of Georgia IT, from: http://it.coe.uga.edu/itforum/Paper105/Siemens, (2008).
[20]. A. Jones, “ICT and future teachers: are we preparing for e-learning?”, In Information and Communication Technology and the Teacher of the Future, Vol. 9, No. 2, pp. 65-70, (2009).
[21]. G. Siemens, “Complexity, Chaos and Emergence” [Internet]. Available From: https://docs.google.com/document/d/1SbKRX97g1tVgxE3gVWIvA8injDYe_9JVwGjYCLzXe3k, retrieved, 15 April 2015, (2009). | ||
آمار تعداد مشاهده مقاله: 1,400 تعداد دریافت فایل اصل مقاله: 1,515 |