معلم آینده؛ تغییر در نقش و وظایف در محیط‌های دیجیتالی بر اساس نظریة ارتباط‌گرایی

نویسندگان

1 دانشجوی دوره دکترا فناوری اطلاع رسانی در آموزش عالی دانشگاه شهید بهشتی تهران- دبیر آموزش‌وپرورش شهرستان

2 دانشیار دانشکده علوم مهندسی، پردیس دانشکده های فنی دانشگاه تهران

3 عضو هیئت علمی گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی دانشگاه شهید بهشتی و عضو هیات علمی وابسته دانشگاه لیمریک -ایرلند

4 دانشجوی دوره دکترا فناوری اطلاع‌رسانی در آموزش عالی

چکیده

 هدف پژوهش حاضر بررسی و بازتعریف نقش معلم در محیط‌های جدید و سرشار از فناوری بر طبق دیدگاه نظریه‌پردازان ارتباط­گرایی است. رویکرد پژوهش کیفی و روش آن، تحلیل محتوای کیفی مایرینگ می‌باشد. جامعة موردپژوهش کلیة مقالاتی (94 مقاله) هستند که از سال 2003 تا 2015 در مورد ارتباط نظریة ارتباط­گرایی با یادگیری در ژورنال‌های معتبر حیطة آموزش و با کلمات کلیدی مشخص یافت شده‌اند. جامعة نمونه 16 مقاله است که این تعداد، از جامعه براساس اشباع نظری داده‌ها و به‌صورت هدفمند انتخاب شدند. داده‌های پژوهش از تحلیل کیفی - قیاسی اسناد جامعة نمونه گردآوری شدند. با تجزیه‌وتحلیل داده‌ها، پاسخ سؤال پژوهش در 16 زیر­مقوله مشخص و با روش کدگذاری باز در 5 مقوله اصلی دسته‌بندی شدند. نتایج تحلیل منجر به تشخیص نقش‌های مهم معلم به‌صورت یک الگو در محیط‌های آموزشی مبتنی بر فناوری بر طبق نظریة یادگیری ارتباط­گرایی گردید.
 

کلیدواژه‌ها

عنوان مقاله [English]

Future teacher; change in roles and tasks in the digital environments based on the Connectivism theory

نویسندگان [English]

  • Nori Barari 1
  • Ali Moeini 2
  • Morteza Rezaei Zadeh 3
  • Hamed Abbas Kasani 4
1 PhD student, information technology in higher education, teacher of the Ministry of Education in Marivan County
2 Associate Professor, Faculty of engineering, University of Tehran
3 Faculty Member of Psychology and educational Science, Faculty of psychology and educational Science, Shahid Beheshti University and Faculty member of Limerick University, Ireland
4 PhD student, information technology in higher education
چکیده [English]

The aim of this study is to investigate and redefine the role of the teacher in new environments and rich in technology in accordance with the view of the Connectivism theorists. The research approach is qualitative and the research method is based on Mayring’s qualitative content analysis. The Research community is all of the relationship articles about the Connectivism theory since 2003 to 2015 and learning in accredited journals in the field of education which are sorted with specific keywords. There were 98 articles. The sample was 13 articles which were selected purposefully based on the theoretical saturation of data. The data were been collected from the qualitative-analogous analysis of documents of the sample. By analyzing data the answers to the research question were identified in 29 sub-categories and were classified in 6 main subscales based on the open coding method. The results of the analysis led to the recognition of teacher’s important roles as a model in training environment based on technology in accordance with the learning-oriented Connectivism theory.
 

کلیدواژه‌ها [English]

  • Connectivism theory
  • Teachers
  • digital environment
  • Mayring

مراجع

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