مرور نظام‌مند شناسایی روند نگرش اعضای هیأت علمی در خصوص کاربست فاوا در آموزش در دانشگاه‌‌های ایران | ||
| مدیریت و برنامه ریزی در نظام های آموزشی | ||
| مقاله 7، دوره 12، شماره 2 - شماره پیاپی 23، 1398، صفحه 99-126 اصل مقاله (1.16 M) | ||
| نوع مقاله: علمی - پژوهشی | ||
| شناسه دیجیتال (DOI): 10.29252/mpes.12.2.99 | ||
| نویسندگان | ||
| نرجس امینی1؛ دکتر احمدرضا نصر اصفهانی* 2؛ بی بی عشرت زمانی2؛ بهروز ترک لادانی3 | ||
| 1دانشجوی دکتری برنامه‌ریزی درسی، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران. | ||
| 2استاد گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران. | ||
| 3دانشیار دانشکده فنی مهندسی، دانشگاه اصفهان، اصفهان، ایران. | ||
| چکیده | ||
| هدف: هدف پژوهش حاضر مرور نظام‌مند مطالعات و پژوهش‌های انجام شده در مورد نگرش اعضای هیأت علمی در خصوص کاربست فناوری اطلاعات و ارتباطات در آموزش طی دوره زمانی 1381 تا 1395 است و به این پرسش اصلی پاسخ می‌دهد که پژوهش‌های انجام‌شده چه ویژگی‌هایی داشته‌اند؟ روند نگرشی اساتید در طی این مدت چگونه بوده؟ و چه عواملی بر نگرش آنان تأثیر گذاشته است؟ هم‌چنین پژوهش حاضر درصدد بود تا تصویر جامعی از سیمای این پژوهش‌ها ارائه دهد. مواد و روش‌ها: این پژوهش توصیفی تحلیلی و از نوع بنیادی است که در آن به تحلیل کمی و کیفی پژوهش‌های گذشته از نظر موضوعاتی هم‌چون سهم موضوعی مقالات، روش‌های تحقیق، گویه‌های نگرشی و روند نگرش پرداخته شده است. در این تحقیق با توجه به هدف پژوهش، از روش مرور نظام‌مند استفاده شده است. جامعه آماری این پژوهش شامل مقاله‌های چاپ شده در نشریه‌ها و نمایه شده در پایگاه‌های Magiran،Normagas ،Sid ، Google می‌باشد. در این راستا با بهره‌گیری از اطلاعات موجود در سیستم اینترنتی و پایگاه‌های اطلاع‌رسانی داخلی از جمله Magiran،Normagas ،Sid ، Google و پرتال جامع علوم انسانی کلید واژه‌های نگرش، باور، عقاید، فناوری اطلاعات و ارتباطات، تکنولوژی آموزشی، رایانه، کامپیوتر، اینترنت، فناوری سیار، آموزش الکترونیکی، اساتید و اعضای هیأت علمی مورد جستجو قرار گرفتند. سپس، مقالات به دست آمده به دو دسته مرتبط و غیرمرتبط تقسیم‌بندی شدند. از 145مقاله به دست آمده، پس از حذف مقالات نامرتبط، 39 مقاله وارد مطالعه شدند. در نهایت از بین آن‌ها 30 مقاله دارای ملاک‌های ورود به مطالعه بوده و مورد بررسی قرار گرفتند. این مقاله با استفاده از روش مرور نظام‌مند 30 پژوهش انجام شده در ایران را بررسی توصیفی و هم‌چنین ارزیابی کرده است. برای بررسی پایایی در روش مرور نظام‌مند مقالات توسط دو فرد خبره بررسی و مورد تأیید قرار گرفت. بحث و نتیجه‌گیری: یافته‌ها بیانگر آن است که مقوله نگرش در کاربرد فناوری سهم قابل توجهی را به خود اختصاص داده است. غالب‌ترین روش‌ها از منظر هدف، جمع‌آوری اطلاعات و شیوه اجرا در خصوص نقش نگرش در کاربست فناوری به ترتیب سه روش کمی، پرسشنامه، توصیفی بوده است. تئوری رفتار برنامه‌ریزی شده آیزن و فیشبن تئوری مشاهده شده از نظریه‌ها و تئوری‌های مورد استفاده در مقالات بوده است. عوامل پیش‌برنده و مشوق نیز زمینه‌ساز ایجاد نگرش مساعد به فناوری می‌باشد. هم‌چنین یافته‌های نشان داد که بین نگرش و کاربرد فناوری، رابطه معناداری وجود دارد. علاوه‌بر این نگرش اساتید نسبت به کاربرد فناوری در سال‌های اخیر کمی به سمت منفی تمایل پیدا کرده است. یافته‌های پژوهش حاضر بیانگر این است که متغیرهای مدرک تحصیلی، رتبه علمی و دانشکده از عوامل تأثیرگذار بر نگرش اعضای هیأت علمی نسبت به فناوری می‌باشد. نگرش اعضای هیأت علمی نقش مهم و تأثیر انکارناپذیری در بهبود میزان کاربرد فناوری ایفا می‌کنند اما طبق نتایج این پژوهش، نگرش اساتید نسبت به فناوری روبه منفی شدن می‌باشد. از این‌رو آگاهی هر چه بهتر از روند نگرشی منجر به شناخت عوامل و دلایل منفی شدن نگرش اعضای هیأت علمی و افزایش و بهبود کاربرد فناوری اطلاعات و ارتباطات توسط آن‌ها خواهد داشت | ||
| کلیدواژه‌ها | ||
| اعضای هیأت علمی؛ آموزش؛ فاوا؛ مرور نظام‌مند؛ نگرش | ||
| عنوان مقاله [English] | ||
| Systematic Review of Faculty Members' Attitudes toward ICT Application in Education in Iranian Universities | ||
| نویسندگان [English] | ||
| Narjes Amini1؛ Ahmadreza Nasr Isfahani2؛ BiBI Eshrat Zamani2؛ Behroz Tork Ladani3 | ||
| 1PhD student in Curriculum Development, Department of Education, Faculty of Education and Psychology, University of Isfahan, Isfehan, Iran. | ||
| 2Professor, Department of Education, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran. | ||
| 3Associate Professor, Faculty of Engineering, University of Isfahan, Isfahan, Iran. | ||
| چکیده [English] | ||
| Objective: The purpose of the present study is to conduct a systematic review of studies and researches conducted by faculty members on the application of information and communication technology in education during the period 2002-2016. And it answers the basic question of what features did the research have? What has been the attitude of the professors during this period? And identifying the factors that influence attitudes. The present study also sought to provide a comprehensive picture of the landscape of these studies. Materials and Methods: This is a descriptive-analytical descriptive study in which the qualitative and quantitative analysis of past research has been discussed in terms of topics such as the thematic contribution of articles, research methods, attitudes and trends. In this study, according to the purpose of the study, a systematic review method was used. The statistical population of this study consists of articles published in journals and indexed in Magiran, Normagas, Sid, Google databases. In this regard, using the information available on the Internet and internal databases such as Magiran, Normagas, Sid, Google and the Comprehensive Humanities Portal Keywords Keywords: attitude, beliefs, beliefs, information and communication technology, technology Education, computers, computers, the Internet, mobile technology, e-learning, professors and faculty were searched. Then, the obtained articles were divided into two related and non-related categories. Out of 145 articles, 39 articles were excluded after excluding unrelated articles. Finally, among these, 30 articles met the inclusion criteria and were evaluated. This article is a descriptive review and also a systematic review of 30 researches in Iran. To evaluate the reliability of the systematic review of the articles, two experts were examined. Result and Discussion: Findings indicate that the attitude towards technology use has a significant share. The most common methods in terms of purpose, information gathering and implementation methods regarding the role of attitude in technology application were descriptive, quantitative and quantitative respectively. Eisen and Fishen's Theory of Planned Behavior The theory observed is one of the theories and theories used in the papers. Driving factors and incentives also create a favorable attitude towards technology. The systematic review findings also showed that there is a significant relationship between attitude and technology use. In addition, teachers' attitudes toward technology use in recent years have tended to be slightly negative. The findings of this study indicate that the variables of educational degree, academic rank, and faculty are the influencing factors on faculty members' attitude towards technology.Faculty members 'attitudes play an important and undeniable role in improving technology utilization, but according to the results of this study, professors' attitude towards technology is negatively affected.Therefore, better awareness of attitudinal process will lead to understanding the factors and reasons for negative attitude of faculty members and increasing and improving their use of information and communication technology. | ||
| کلیدواژه‌ها [English] | ||
| Faculty, Education, ICT, Systematic Review, Attitude | ||
| مراجع | ||
|
Abbas Zada, N. (2012). Attitudes and Obstacles in the Viewpoints of the Faculty Members of Imam Ali University (AS) toward Electronic Learning, Journal of Management and Management, 47, 12, 70-35. [Persian] Abdol Wahabi, M., Mehr Alizadeh., Parsa, A. (2012). Possibility of Establishing Intelligent Schools in Girls' High School in Ahwaz. Quarterly Journal of Educational Innovations, 43, 112-81. [Persian] Albirini, A. (2006). Teachers’ attitudes toward information and communication technologies: The case of Syrian EFL teachers. Computers & Education, 47, 373-398. Al-Zaidiyeen, N.J., Mei, L.L., & Fook, F.S. (2010). Teachers’ attitudes and levels of technology use in classrooms: The case of Jordan schools. International Education Studies, 3, 2, 211-218. Ball, D., Levy, Y. (2008). Emerging educational technology: Assessing the factors that influence instructors’ acceptance in information systems and other classrooms. Journal of Information Systems Education, 19, 4, 431–444. Bamigboye, O.B., Bankole, O.M., Ajiboye, B.A., & George, A.E. (2013). Teachers’ attitude and competence towards the use of ICT resources: A case study of University of Agriculture lecturers, Abeokuta, Ogun State, Nigeria. The Information Manager, 13, 1&2, 10-14. Baylor, A.L., & Ritchie, D. (2002). What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms? Computers & Education, 39, 4, 395-414. Bennett, J., & Bennett, L. (2003). A Review of Factors that Influence the Diffusion of Innovation When Structuring a Faculty Training Program. Internet and Higher Education, 6, 1, 53-63. Boland, A., Cherry, M., Dickson, R. (2014). Doing a systematic review: a student’s guide. London: Sage. Bråten, I., & Strømsø, H.I. (2006). Epistemological beliefs, interest, and gender as predictors of Internet-based learning activities. Computers in Human Behavior, 22, 6, 1027-1042. Colley, A., & Comber, C. (2003). Age and gender differences in computer use and attitudes among secondary school students: What has changed? Educational Research, 45, 2, 145-165. Collis, B.A., & Williams, R.L. (2001). Cross-cultural comparison of gender differences in adolescents' attitudes toward computers and selected school subjects. The Journal of Educational Research, 81, 1, 14-27. Cooper, J. R. (1998). A multidimensional approach to the adoption of innovation. Management Decision, 36, 493-502. Cowie, B., & Jones, A. (2009). Teaching and learning in the ICT environment. In L.J. Saha & A. G. Dworkin (Eds.), International handbook of research on teachers and teaching (1st ed., pp. 791-801). New York: Springer. Cuban, L. (2000). So much high-tech money invested, so little use and change in practice: How come? Paper presented for the Council of Chief State School Officers’ Annual Technology Leadership Conference, USA: Washington, DC. Dogan, M. (2010). Primary trainee teachers’ attitudes to and use of computer and technology in mathematics: The case of Turkey. Educational Research and Review, 5, 11, 690–702. Donmuş, V., Akpinar, B., Eroğlu, M. (2014). Analysis on the Relationship between the Attitude of Teacher Candidates towards Teaching Profession and the Perception of ICT Self-Efficacy. International Journal of Learning and Teaching, 1, 2, 139-144. Durndell, A., & Haag, Z. (2002). Computer self-efficacy, computer anxiety, attitudes towards the Internet and reported experience with the Internet, by gender, in an East European sample. Computers in Human Behavior, 18, 5, 521-535. Erixon, P.O. (2010). School subject paradigms and teaching practice in lower secondary Swedish school influenced by ICT and media. Computers and Education. 54, 1212-1221. Farahmand Nejad, A. (2012). ICT Skills Required by Teachers and Students. Revealed at: http://www.bultannews.com/en/mobile/84735[Persian] Fishbein, M. (1962). The AB Scales: An operational definition of belief and attitude. Human Relations, 14, 1, 35-44. Gronlund, A., Lim, N., & Larsson, H. (2010). Effective Use of Assistive Technologies for Inclusive Education in Developing Countries: Issues and challenges from two case stu. International Journal of Education and Development using Information and Communication Technology, 6, 4, 5-26. Huneke, J.C. (2002). Student integration and attitudes towards technology use as predictors of institutional commitment (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 3049613). Jackson, L.A., Ervin, K.S., Gardner, P.D., & Schmitt, N. (2001). Gender and the Internet: Women communicating and men searching. Sex Roles, 44, 5, 363-379. Kandasamy, M., Mohd Shah, P.B. (2013). Knowledge, Attitude and Use of Ict among Esl Teachers. Gse Journal Of Education, 1, 185-199. Lim, C.P., Chai, C.S., & Churchill, D. (2011). A framework for developing pre-service teachers’ competencies in using technologies to enhance teaching and learning. Educational Media International, 48, 2, 69-83. Ma, W.W., Andersson, R., & Streith, K. (2005). Examining User Acceptance of Computer Technology: An Empirical Study of Student Teachers. Journal of Computer Assisted Learning, 21, 6, 387-395. Mahdavi, A., Hosomi, T. (2015). Determining the relationship between the use of information and communication technology and the job satisfaction of the faculty members of Islamic Azad University Roudhen Branch. Educational Management Research, 7, 3, 44-28. [Persian] Maleki, A., Faqihzadeh, S., Taran Ligh, Z., Najafi, L. (2015). Attitude of Faculty Members to E-Learning; Zanjan University of Medical Sciences. Bimonthly Scientific-Research Journal of Medical Education Strategies, 8, 3, 164-149. [Persian] Mansouri, V., Zolfaghari, P. (2015). Study of teachers' attitudes towards application of information and communication technology in education process. Educational Research, 30, 84-66. [Persian] McKenney, S. (2005). Technology for Curriculum and Teacher Development: Software to Help Educators Learn While Designing Teacher Guides. Journal of Research on Technology in Education, 38, 2, 167-190. Metin, M., Kaleli, Y, Gül., Coşkun, K., Birişçi, S. (2012). Developing An Attitude Scale Towards Using Instructional Technologies For Pre-Service Teachers. TOJET: The Turkish Online Journal of Educational Technology, 11, 1, 36-45. Mohammadi, M., Turkzadeh, J., Bagheri, A., Amiri, Kh., Azadi, A. (2012). The relationship between teachers' perceptions of school culture and their innovative adaptation to the use of information and communication technology in the learning process. Educational Innovation, 41, 88-71. [Persian] Okoli, C., & Schabram, K. (2010). A guide to conducting a systematic literature review of information systems research [Article]. Retrieved October 2, 2014, from http://sprouts.aisnet.org/10-26. Ong, C.S., & Lai, J.Y. (2006). Gender differences in perceptions and relationships among dominants of e-learning acceptance. Computers in Human Behavior, 22, 5, 816-829. Onwuagboke, B.B.Ch., Singh, T.K.R. (2016). Faculty attitude and use of ICT in instructional delivery in tertiary institutions in a developing nation. International Journal of Research Studies in Educational Technology, 5, 1, 77-88. Pelgrum, W.J. (2001). Obstacles to the integration of ICT in education: Results from a word-wild educational assessment. Computer & Education, 37, 163-148. Qudais, M.A.b.u., Al-Adhaileh, Mosleh., Al-Omari, A. (2010). Senior Faculty Members' Attitudes in JordanianUniversities towards Using Information and Communication Technology. International Arab Journal of e-Technology, 1, 4, 135-141. Rabah, J. (2016). At the Intersection of Gender & Technology: A Meta-Analysis. A Thesis in the Department of Education, Doctor of Philosophy (Education) at Concordia University, Montreal, Quebec, Canada. Roblyer, M.D. (2006). Integrating educational technology into teaching (4th Ed.). Prentice Hall. USA. Sang, G.M., Valcke, M., Braak, J.V., & Tondeur, J. (2010). Student teachers’ thinking processes and ICT Integration: Predicators of prospective teaching behaviors with educational technology. Computers and Education, 54,103-112. Schottenbauer, M.A., Glass, C.R., Arnkoff, D.B., & Rodriguez, B.F. (2004). Computers, anxiety, and gender: An analysis of reactions to the Y2K computer problem. Computers in Human Behavior, 20, 1, 67-83. Scrimshaw, P. (2004). Enabling teachers to make successful use of ICT: British Educational Communications and Technology Agency (Becta). Selwood, S., Selwood, I., & Pilkington, R. (2005). Teacher Workload: Using ICT to Release Time to Teach. Educational Review, 57, 2, 163-144. Shafi Nikabadi, M., Safavi Jahromi, G.(). The effect of using information technology tools on the informational literacy of the higher education students of govermentalorganizations in Iran. Journal of management and planning in educational systems, 10, 1, 63-80. [Persian] Shah, P.M.d., Empungan, J.L. (2014). ESL Teachers’ Attitudes towards Using ICT in Literature Lessons. International Journal of English Language Education, 3, 1, 201-2018. Shavaran, S.H.R. (2011). Analysis of Multiple Relationships Between Trust, Self-efficacy and Research Performance of Faculty Members of Selected Public Universities of Isfahan, PhD, School of Educational Sciences and Psychology: University of Isfahan[Persian] Shavaran, S.H.R. (2011). Multiple Relationship Analysis Between Trust, Self-efficacy and Research Performance of Faculty Members of Selected Public Universities of Isfahan. Disertation M.A, Faculty of Educational Sciences and Psychology: University of Isfahan. .[Persian] Tezci, E. (2010). Attitudes and knowledge level of teachers in ICT use: The case of Turkish teachers. International Journal of Human Sciences [Online], 7, 2, 19-44. Available: http://www.insanbilimleri.com/en. Tondeur, J., Van Keer, H., Van Braak, J., & Valcke, M. (2008). ICT integration in the classroom: Challenging the potential of a school policy. Computers &Education, 51, 1, 212-223. Tsai, M.J., & Tsai, C.C. (2010). Junior high school students' internet usage and self-efficacy: A re-examination of the gender gap. Computers and Education, 54, 4, 1182-1192. Turnbull, M., & Lawrence,G. (2002). FSL teachers and technology: Findungs from a national survey. Retrieved from http://www.caslt.org/Print/computers2p.htm. van Braak, J., Tondeur,J., & Valcke, M. (2004). Explaining different types of computer use among primary schoolteachers. European Journal of Psychology of Education, 19, 407–422. Vandenbroucke, J.P., Elm, E.v., Altman, D.G., Gtzsche, P.C., Mulrow, C.D., Pocock, S.J. (2007). Strengthening the Reporting of Observational Studies in Epidemiology (STROBE): Explanation and Elaboration. PLoS Medicine, 4, 10, 1628-54. Vekiri, I., & Chronaki, A. (2008). Gender issues in technology use: Perceived social support, computer self-efficacy and value beliefs, and computer use beyond school. Computers and Education, 51, 3, 1392-1404. Williams, J., & Easingwood, N. (2003). ICT and Primary Science. London: RoutledgeFalmer. Yusuf, M.O. & Balogun, M.R. (2011). Student-teachers’ competence and attitude towards information and communication technology: A case study in a Nigerian university. Contemporary Educational Technology, 2, 1, 18-36. Zakeri, A.R., Haji Khajeh Lou, S. Rashid., Afraei, H., Zangoei, S. (2011). Study of teachers' attitude toward the application of educational technologies in teaching process. Journal of Technology Education, 2, 165-149.[Persian] Zare-ee, A. (2011). University Teachers' Views On The Use Of Information Communication Technologies In Teaching And Research. TOJET: The Turkish Online Journal of Educational Technology, 10, 3, 318-327. Zhao, Y., & Frank, K.A. (2003). Factors Affecting Technology Uses in Schools: An Ecological Perspective. American Educational Research Journal, 40, 4, 807-840. | ||
|
آمار تعداد مشاهده مقاله: 6,840 تعداد دریافت فایل اصل مقاله: 4,331 |
||