فصلنامه علمی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 فناوری اطلاع رسانی در آموزش عالی دانشگاه شهید بهشتی تهران- دبیر آموزش‌وپرورش شهرستان مریوان ، ایران

2 گروه دانشکده فنی - مهندسی دانشگاه تهران، تهران، ایران

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

4 گروه فناوری اطلاع‌رسانی در آموزش عالی ، تهران، ایران

10.22061/tej.2017.635

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

موضوعات

عنوان مقاله [English]

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

نویسندگان [English]

  • N. Barari 1
  • A. Moeini 2
  • M. Rezaei Zadeh 3
  • H. Abbas Kasani 4

1 Information technology Department in higher education, teacher of the Ministry of Education in Marivan County. Iran

2 Department of Technical and Engineering, University of Tehran, Tehran, Iran

3 Psychology and educational Science Department, Faculty of psychology and educational Science, Shahid Beheshti University and Faculty member of Limerick University, Ireland. Tehran. Iran

4 Department of, Information technology in higher education. Tehran. Iran

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

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