مقایسه دیدگاه معلمان دروس علوم، ریاضی، عربی و ادبیات دوره راهنمایی در بکارگیری و اولویت بندی مهارت های فن آوری داده ای و ارتباطات

دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی

مقاله 3، دوره 3، شماره 9، فروردین و اردیبهشت 1391، صفحه 39-62   

نوع مقاله: مقاله پژوهشی

نویسندگان

علی شریعتمداری¹؛ مریم سیف نراقی¹؛ عزت ا... نادری¹؛ زهرا طالب^{* 2}

¹استاد دانشگاه آزاد اسلامی واحد علوم و تحقیقات

²دانش آموخته دکتری رشته برنامه ریزی درسی دانشگاه آزاد اسلامی واحد علوم و تحقیقات تهران

تاریخ دریافت: 10 آذر 1394،  تاریخ پذیرش: 10 آذر 1394 

چکیده

هدف از این پژوهش مقایسه دیدگاه معلمان دروس علوم، ریاضی، عربی و ادبیات در بکارگیری و اولویت بندی مهارت های فاوا بمنظور اثر بخشی برنامه درسی دوره راهنمایی بوده است. این پژوهش از نوع زمینه ای بوده است از بین 4010 نفر از معلمان دروس مورد بررسی، 350 نفر با استفاده از جدول مورگان به روش تصادفی تعیین و از بین نمونه 117 نفر از معلمان دارای شرایط انتخاب شدند. ابزار پژوهش پرسشنامه محقق ساخته می باشد که پایایی آن بر اساس آلفای کرونباخ (8/93%) محاسبه و با استفاده از ماژول های بنیاد جهانیICDL تهیه گردیده است. جهت تجزیه و تحلیل داده ها افزون بر آمار توصیفی از آمار استنباطی و آزمون کروسکال والیس استفاده شده است. نتایج پژوهش حاکی از آنست که از دیدگاه معلمان بکارگیری مهارت های هفت گانه فاوا در یادگیری این دروس موثر است. بین میانگین نمره‌های معلمان در خصوص چهار مهارت مفاهیم پایه سخت افزار و فن آوری داده ها، کامپیوتر و مدیریت فایل ها، بکارگیری نرم افزار واژه پرداز، جستجوی اینترنتی و پست الکترونیک، تفاوتی معنی دار وجود ندارد، ولی در بکارگیری سه مهارت دیگر تفاوت معنی دار مشاهده شد. بکارگیری صفحه گسترده و بانک داده‌ای در آموزش درس ریاضی و نرم افزار ارایه مطالب در آموزش درس علوم از اولویت بالاتری نسبت به سایر مهارت‌های فاوا برخوردارند.

کلیدواژه‌ها

فن آوری داده ای و ارتباطات؛ برنامه درسی؛ دوره راهنمایی

عنوان مقاله [English]

Comparing Information and Communication Technology (ICT) Skills Use and Priority from the Viewpoint of Middle School Teachers of Science, Mathematics, Arabic and Literature

نویسندگان [English]

A. Shariatmadari¹؛ M Sif Naraghi¹؛ E. Naderi¹؛ Z Taleb²

چکیده [English]

This field study compared the viewpoint of teachers of science, mathematics, Arabic and literature with respect to the use and priority of information and communication technology (ICT) skills to make middle school curriculum more effective. From among a total of 4010 teachers a sample of 350 respondents was randomly selected according to Morgan’s table. The final sample of participants with required characteristics included 117 teachers. The research instrument was a questionnaire developed by the current researchers drawing on the World Foundation ICDL. Its Cronbach’s Alpha reliability was estimated to be 0.93.8. In order to analyze data a use was made of both descriptive statistics and Kruskal-Wallis test. The results of the study indicated that using the seven ICT skills is effective in middle school curriculum. There was no significant difference among teachers’ viewpoint concerning four ICT skills of concepts of information and communication technology, using the computer and managing files, word processing, and web browsing and emailing. There was, however, a significant difference as regards the other three ICT skills. In respondents’ view, employing spreadsheets and databases in teaching mathematics and presentation software in teaching science had the highest priority over the other ICT skills.

کلیدواژه‌ها [English]

information and communication technology, ICT Skills, Curriculum Effectiveness, Middle School

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