فصلنامه علمی

نوع مقاله: مقاله پژوهشی

نویسنده

گروه تکنولوژی آموزشی. دانشکده روانشناسی و علوم تربیتی دانشگاه آزاد اسلامی واحد تهران جنوب، تهران،ایران

10.22061/tej.2015.439

چکیده

پژوهش حاضر با هدف تعیین اثر استفاده از الگوی سازنده‌گرایی بر دانش تلفیق تکنولوژی دانشجومعلمان انجام شد. دانش تکنولوژیکی پداگوژیکی محتوا (TPACK) به عنوان یک چارچوب مطالعه و اندازه­گیری دانش تلفیق تکنولوژی انتخاب شد. نمونه پژوهشی شامل 22 معلم دانشجومعلم دورة کارشناسی تکنولوژی آموزشی دانشگاه آزاد اسلامی بودند که از میان 174 دانشجویی که در سال تحصیلی 1393-1394 در این رشته مشغول به تحصیل بودند به روش نمونه‌گیری غیرتصادفی انتخاب شدند. به منظور پاسخگویی به سؤالات پژوهشی، از روش پژوهش کیفی- کمی استفاده شد و داده­های مورد نیاز برای پاسخگویی به سؤالات پژوهش از طریق پرسش­نامه، مصاحبه، مشاهده و نسخه­های پیشرفت پروژة درسی جمع آوری گردید. اطلاعات جمع آوری شده به دو شیوة کیفی و کمی تجزیه و تحلیل شد. تحلیل کمی نتایج حاصل از آزمون تی استیودنت حاکی از افزایش معنادار میزان  TPACKدر گروه نمونه، پس از آموزش با لگوی سازنده‌گرایی بود. همچنین اطلاعات به­دست­آمده از تحلیل کیفی داده‌ها، تأثیر مثبت فعالیت­های انجام شده در یک محیط سازنده­گرا را به تفکیک بر روی هر یک از مؤلفه‌های TPACK آشکار نمود. تعامل­های درون­گروهی و بین­گروهی میان دانشجومعلمان و مدرس، همراه با دریافت بازخورد از مهم­ترین عوامل مؤثر برای افزایش دانش تلفیق تکنولوژی شناخته شد. همچنین یادگیری از راه انجام دادن به عنوان فعالیت مؤثر برای آماده کردن معلمان برای تلفیق تکنولوژی در تدریس پیشنهاد گردید. 

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Usage of Constructivism to Enhance Technology Integration Knowledge

نویسنده [English]

  • Z. Hosseini

Educational Technology Department. Faculty of Psychology and Educational Sciences, Islamic Azad University, South Tehran Branch, Tehran,Iran

چکیده [English]

This study was conducted to find the effect of constructivism on technology integration knowledge in student-teachers. Technological Pedagogical Content Knowledge (TPACK) as a framework was selected to study and measure technology integration knowledge. The research sample included 22 student-teachers who were studying in the field of instructional technology in Islamic Azad University. The sample was selected from 174 students using a non-random sample selection method.  In order to answer the research questions, a mixed method study was designed and the data were collected through multiple tools including TPACK questionnaire, interview, observation and note documents for the project. The data were analyzed using both quantitative and qualitative methods. The results of t-student test analysis showed a significant increase of TPACK in the participants. In addition, the findings that emerged from the qualitative data clarified in detail how constructivism activities enhanced the components of TPACK. Inter and intra group interactions among students and teacher along with the received feedback were found to be the most important activities to enhance TPACK, while learning by doing was found to be an effective activity that equips student-teachers for integrating technology in their teaching.

کلیدواژه‌ها [English]

  • teacher education
  • TPACK
  • Constructivism
  • technology integration

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