طراحی مدل رابطه رفتار شهروندی سایبری با کاربست فناوری اطلاعات و ارتباطات در آموزش با میانجیگری عدالت آموزشی

دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی

مقاله 8، دوره 14، شماره 5 - شماره پیاپی 63، آذر و دی 1402، صفحه 134-111   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30495/jedu.2023.29749.5954

نویسندگان

حمید ولی اللهی رودباری¹؛ سیده عصمت رسولی^{* 2}؛ لادن سلیمی³

¹دانشجوی دکتری برنامه ریزی درسی ، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران..

²دانشگاه آزاد اسلامی واحد ساری

³استادیار گروه علوم تربیتی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران.

تاریخ دریافت: 26 دی 1400،  تاریخ بازنگری: 24 آبان 1401،  تاریخ پذیرش: 10 تیر 1401 

چکیده

مقدمه: پژوهش حاضر با هدف طراحی مدل رفتار شهروندی سایبری با کاربست فناوری اطلاعات و ارتباطات و عدالت آموزشی انجام شد.

روش‌شناسی: روش تحقیق آمیخته اکتشافی، جامعۀ آماری در بخش کیفی، مدیران عالی و میانی نظام آموزش و پرورش، اساتید رشته مدیریت آموزشی و دولتی در مراکز آموزش عالی و کارشناسان متخصص در حوزه رفتار سازمانی و فناوری و در بخش کمی معلمان مدارس دوره دوم متوسطه استان مازندران، در 400 مدرسه بتعداد 6420 نفر بودند. در بخش کیفی از روش نمونه‌گیری گلوله برفی، تعداد 20 نفر و در بخش کمی با روش نمونه‌گیری خوشه‌ای نسبی بر اساس فرمول کوکران، تعداد 364 نفر انتخاب شدند. داده‌ها در بخش کیفی از طریق تکنیک دلفی با پرسشنامه نیمه‌ساختاریافته و ساختاریافته طی چهار راند و در بخش کمی از طریق مدلسازی معادلات ساختاری با پرسشنامه 92 گویه‌ای استخراج شد. برای تعیین روایی و پایایی در مرحله کیفی از بررسی‌های لازم شامل مقبولیت و قابلیت، استفاده شده و در مرحله کمی، روایی پرسشنامه‌ها به سه روش صوری، محتوایی و سازه تأیید شد. پایایی به سه روش ضرایب بارهای عاملی، آلفای کرونباخ و پایایی ترکیبی تأیید شد. برای تجزیه و تحلیل داده‌ها از نرم افزارهای SPSS و AMOS استفاده‌شد.

یافته‌ها: یافته‌های کیفی نشان داد، « رفتار شهروندی سایبری » دارای هشت مولفه، « عدالت آموزشی» دارای هفت مولفه و «کاربست ICT» دارای هشت مولفه بوده‌است. نتایج بخش کمی نشان داد که رفتار شهروندی سایبری با عدالت آموزشی و کاربست فناوری اطلاعات و ارتباطات و عدالت آموزشی با کاربست فناوری، رابطه معنادار و مثبتی داشته و عدالت آموزشی در رابطه رفتار شهروندی سایبری با عدالت آموزشی و کاربست فناوری، نقش میانجی را ایفا نمود.

نتیجه‌گیری: تدوین مدل رفتار شهروندی سایبری، کاربست فناوری اطلاعات و ارتباطات و عدالت آموزشی، کمک می‌کند تا مدارس بسمت عدالت و استفاده از فناوری‌های جدید گام بردارند.

کلیدواژه‌ها

رفتار شهروندی سایبری؛ عدالت آموزشی؛ کاربست فناوری اطلاعات و ارتباطات

عنوان مقاله [English]

The Designing a Relationship between Cyber Citizenship Behavior and the Application of Information and Communication Technology in Education Mediated by Educational Justice

نویسندگان [English]

Hamid Valiollahi Roodbari¹؛ Seyedeh Esmat Rasoli²؛ ladan salimi³

¹PhD Student in Curriculum Planning Sari Branch, Islamic Azad University, Sari, Iran. Assistant Professor, Department of Educational Sciences, Sari Branch, Islamic Azad University, Sari, Iran.

²Sari IAU

³Assistant Professor, Department of Educational Sciences, Sari Branch, Islamic Azad University, Sari, Iran

چکیده [English]

Introduction: The present study was conducted to design a model of cyber citizenship behavior using information and communication technology and educational justice.

Methods: Exploratory mixed research method, statistical population in the qualitative section, senior and middle managers of the education system, professors of educational and public management in higher education centers and experts in the field of organizational behavior and technology and in the quantitative section of school teachers The second high school in Mazandaran province, there were 6420 people in 400 schools. In the qualitative part of the snowball sampling method, 20 people and in the quantitative part with the relative cluster sampling method based on the Cochran's formula, 364 people were selected. Data in the qualitative part were extracted through Delphi technique with semi-structured and structured questionnaire in four rounds and in the quantitative part through structural equation modeling with 92-item questionnaire. To determine the validity and reliability in the qualitative stage, the necessary tests including acceptability and capability were used and in the quantitative stage, the validity of the questionnaires was confirmed by three methods: formal, content and structure. Reliability was confirmed by three methods: factor load coefficients, Cronbach's alpha and combined reliability. SPSS and AMOS software were used to analyze the data.

Results: Qualitative findings showed that "cyber citizenship behavior" had eight components, "educational justice" had seven components and "ICT application" had eight components. The results of the quantitative section showed that cyber citizenship behavior with educational justice and the use of information and communication technology and educational justice with the use of technology, had a significant and positive relationship and educational justice in the relationship between cyber citizenship behavior with educational justice and technology application, mediated role.

Conclusion: Developing a model of cyber citizenship behavior, application of information and communication technology and educational justice, helps schools to move towards justice and the use of new technologies.

کلیدواژه‌ها [English]

Cyber Citizenship Behavior, Educational Justice, Application of Information and Communication Technology

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