نوع مقاله : علمی- پژوهشی

نویسندگان

1 گروه آموزشی روش ها و برنامه های آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران

2 دانشیار، برنامه‌ریزی درسی، دانشگاه تهران، تهران، ایران

3 دانشیار، مدیریت و برنامه ریزی آموزشی، دانشگاه تهران، تهران، ایران

10.22055/edus.2023.42871.3428

چکیده

شایستگی دیجیتالی شامل استفاده مطمئن از فناوری اطلاعات، تبادل اطلاعات و ارتباطات و مشارکت از طریق شبکه‌های اینترنتی می‌باشد. بنابراین آشنایی معلمان با شایستگی‌ها موجب استفاده و بهره‌برداری از این مهارت‌ها و همچنین کسب و تقویت آن می‌گردد. با توجه به اینکه هدف پژوهش حاضر بازنگری شایستگی دیجیتالی معلمان در عصر پساکرونا می‌باشد، رویکرد پژوهش به کاربرده شده کیفی، روش پدیدارشناسی و از نوع توصیفی می‌باشد. بدین منظور با استفاده از فن مصاحبه عمیق نیمه‌ساختاریافته ادراک و تجربه زیسته 27 نفر از معلمان مقطع ابتدایی شهرستان ساری که به صورت نمونه‌گیری هدفمند با شیوه‌های بیشینه تغییرات و ملاک‌محور انتخاب شدند، مورد بررسی و واکاوی قرار گرفت. لازم به ذکر است که به جهت اعتباربخشی به یافته‌ها از روش بازبینی توسط اعضا و بررسی دو متخصص بیرونی جهت کنترل داده استفاده گردید. داده‌ها مبتنی بر راهبرد هفت مرحله‌ای کلایزی تحلیل گشت. یافته‌های پژوهش در بخش مصاحبه با معلمان مقطع ابتدایی نشان داد که ادراکات معلمان از شایستگی‌های دیجیتالی در عصر پساکرونا شامل 20 مضمون (سواد اطلاعاتی و دیجیتالی، ایجاد محتوای دیجیتالی، منابع دیجیتال، مهارت‌های فناوری و اطلاعات، ارتباطات و همکاری دیجیتالی، تعامل دیجیتالی، فعالیت تیمی دیجیتال، تشریک مساعی دیجیتالی، خلاقیت و نوآوری دیجیتال، توانمندسازی فردی، قدرت استنباط، کنش رفتاری دیجیتالی، آموزش و یادگیری، اداره کلاس، روش‌های تدریس مبتنی بر شرایط دیجیتال، ارزشیابی دیجیتالی، حل مسئله دیجیتالی، ایمنی و حفاظت داده و محیط دیجیتالی، جستجو، پژوهش و توسعه دیجیتالی، افزایش دانش) و 60 زیر مضمون است. گرچه کرونا به نظام آموزشی کشور شوک بزرگی وارد کرد، اما این شوک در ابعاد متفاوتی سبب رشد چشم‌گیر و در بسیاری از موارد به فرصت تبدیل گردید. معلمان مدارسی که تجربه کرونا را بر عرصه امکان خود می‌افزایند، نوعی جدید از آموزش، تدریس، یادگیری، تکلیف، ارزشیابی، همراهی و همکاری را در کنار امکان‌های قبلی به میدان می‌آورند. بدین‌سان در عصر پساکرونا به واسطه شایستگی‌های دیجیتالی و مهارت‌های فناوری وظایف جدیدی به معلمان محول شده‌است، در نتیجه معلمان باید شایستگی دیجیتالی لازم را دارا باشند و به اعتبار حرفه‌ای خود بی‌افزایند

کلیدواژه‌ها

عنوان مقاله [English]

Reviewing the digital competence of teachers in the post-corona era

نویسندگان [English]

  • Seyed fateme Zare sheykhkolaio 1
  • Mohamad Javadipour 2
  • Mohammadreza Keramati 3

1 Department of Educational Methods and Educational Programs, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran

2 Associate Professor, University of Tehran, Tehran, Iran.

3 Associate Professor, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran.

چکیده [English]

Introduction
Digital competence includes safe use of information technology, exchange of information and communication and participation through internet networks. Therefore, teachers' familiarity with competences leads to the use and exploitation of these skills as well as their acquisition and strengthening.
 
Method
Considering that the purpose of the current research is to review the digital competence of teachers in the post-corona era, the research approach is applied qualitative, phenomenological and descriptive method. For this purpose, by using semi-structured in-depth interview technique of perception and lived experience, 27 primary school teachers of Sari city, who were selected by purposeful sampling with maximum changes and criterion-oriented methods, were examined and analyzed. It should be noted that in order to validate the findings, the method of review by members and examination of two external experts was used to control the data. The data was analyzed based on the seven-step strategy of Collaizi.
 
Results
The research findings in the interview section with primary school teachers showed that teachers' perceptions of digital competencies in the post-corona era include 20 themes (information and digital literacy, creating digital content, digital resources, technology and information skills, digital communication and collaboration, digital interaction, activity Digital team, digital collaboration, digital creativity and innovation, individual empowerment, power of inference, digital behavioral action, teaching and learning, classroom management, teaching methods based on digital conditions, digital evaluation, digital problem solving, data safety and protection, and digital environment. search, digital research and development, increasing knowledge) and 60 sub-themes.
 
Discussion
Although Corona caused a big shock to the education system of the country, this shock caused significant growth in different dimensions and in many cases turned into an opportunity. School teachers who add the experience of Corona to their field of possibility, bring a new type of education, teaching, learning, assignment, evaluation, companionship and cooperation to the field in addition to the previous possibilities. Thus, in the post-corona era, new tasks have been assigned to teachers due to digital competences and technological skills, as a result, teachers must have the necessary digital competence and increase their professional credibility.

کلیدواژه‌ها [English]

  • digital competence
  • teacher
  • post-corona
  • primary
  • phenomenology
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