ابعاد سواد دیجیتال برای دانش‌آموزان دوره‌ ‌ابتدایی

قدردان, فاطمه; سبزه, بتول; اسکویی, یاسمن

doi:10.22061/tej.2023.9634.2875

نوع مقاله : مقاله پژوهشی

نویسندگان

گروه علوم تربیتی، پردیس نسیبه دانشگاه فرهنگیان، تهران، ایران

https://doi.org/10.22061/tej.2023.9634.2875

چکیده

پیشینه و اهداف: در عصر دیجیتال، سواد فقط مهارت‌های فردی را در برنمی‌گیرد، بلکه شامل مجموعه‌ای از کنش‌های اجتماعی در فضای واقعی یا دیجیتال است که از فناوری‌های جدید و دیجیتالی برای برقراری ارتباط استفاده می‌کند. بنابراین، در تکمیل مبحث سواد رسانه‌ای، نوع جدیدی از سواد به نام سواد دیجیتالی مطرح شده‌است؛ چرا‌‌که دانش‌آموزان برای استفاده حداکثری از شبکه‌های اجتماعی، مشارکت در اقتصادهای پسا‌صنعتی و ایفای نقش شهروند جهانی نیازمند مجموعه‌ی کاملی از سواد‌ها هستند. از این رو، سواد دیجیتال به عنوان یکی از سوادهای جدید و چند بعدی، بهترین و مفیدترین رویکرد برای درک چشم‌انداز دنیای در حال تغییر است و نمی‌توان آن را از آموزش جدا کرد و لازم است زمینه‌های توسعه‌ی آن در بین دانش‌آموزان به‌خصوص در دوره‌ی ابتدایی فراهم شود؛ زیرا یادگیری‌های دوره‌ی کودکی، پایه و اساس تمام آموزش‌های بعدی است. در واقع، شناخت ابعاد و توسعه‌ی سواد دیجیتال در میان دانش‌آموزان، پاسخی برای رویارویی با چالشهای عصر دیجیتال است. در این راستا، هدف از انجام این پژوهش شناسایی ابعاد سواد دیجیتال برای دانش‌آموزان دوره‌ی ابتدایی است.
روش‌ها‌: روش تحقیق حاضر از لحاظ هدف، از نوع کاربردی و روش انجام آن، به شیوه‌ی ترکیبی (کیفی و کمّی) است به‌طوری که در شناسایی ابعاد سواد دیجیتال برای دانش‌آموزان دوره‌ی ابتدایی، از روش کیفی سنتز پژوهی و در اعتبارسنجی ابعاد شناسایی شده از روش توصیفی با تکنیک دلفی استفاده شده است. جامعه‌ی آماری بخش کیفی این پژوهش شامل تمام کتاب‌ها، مقالات، پایان‌نامه‌های ارشد، رساله‌های دکتری است که در فاصله‌ی‌ زمانی 2014 تا 2023 با موضوع سواد دیجیتال دانش‌آموزان دوره‌ی ابتدایی به چاپ رسیده‌اند. نمونه‌ی‌ آماری با روش هدفمند و معیار‌مدار 36 سند تعیین شد. در بخش کمی نیز، 17 نفر از متخصصان به‌صورت هدفمند از جامعه‌ی آماری متخصصان علوم تربیتی و تکنولوژی آموزشی و معلمان دوره‌ی ابتدایی به عنوان نمونه، انتخاب شدند. به‌ منظور جمع‌آوری داده‌ها و اطلاعات و تحلیل یافته‌ها در شناسایی ابعاد سواد دیجیتال دانش‌آموزان، فرآیند کدگذاری نظری در سه مرحله‌ی کدگذاری باز، کدگذاری محوری و کدگذاری انتخابی استفاده شد. در این مرحله، برای اطمینان از نحوه کدگذاری‌‌ها، علاوه بر تکنیک خودبازبینی، از دونفر از متخصصان حوزه‌ی سواد دیجیتال جهت کدگذاری مجدد یافته‌ها، استفاده شد. جهت اعتبارسنجی ابعاد شناسایی شده، با استفاده از پرسشنامه‌ی محقق‌ساخته، ارزیابی داده‌های حاصل از نظرخواهی با فرمول کندال انجام گرفت.
یافته‌ها: پس از تجزیه و تحلیل داده‌های استخراج شده، به کمک نرم افزار مکس کیودا11، نمودار کدگذاری ترسیم شده است. براساس نتایج به‌دست‌آمده در فرآیند کدگذاری، در مرحله‌ی کدگذاری باز، 66 کد استخراج شده بود که در مرحله‌ی کدگذاری محوری، 13 مقوله‌ی فرعی از آن‌ها به‌دست آمده است و در نهایت در کدگذاری انتخابی، پس از سنتز مفاهیم و مقوله‌های فرعی چهار بعد عملیاتی، انتقادی، فرهنگی، انتقالی برای دانش‌آموزان دوره‌ی ابتدایی در سواد دیجیتال شناسایی شده‌اند. نتایج به‌دست آمده از پژوهش حاکی از آن است که می‌توان برای سواد دیجیتال دانش‌آموزان دوره‌ی ابتدایی چهار بعد عملیاتی، انتقادی، فرهنگی، انتقالی درنظر گرفت که هر کدام از این ابعاد دارای مولفه‌هایی است که با ویژگی‌های سنی و نیازهای آن‌ها تناسب دارد. بعد عملیاتی شامل سواد فنی، سواد محتوای دیجیتال، سواد اطلاعاتی است. بعد انتقادی، شامل مولفه‌های سواد رسانه‌ای و سواد انتقادی است. بعد فرهنگی، مولفه‌های مشارکت دیجیتال، سواد اجتماعی، اخلاق دیجیتال و ایمنی دیجیتال را در بر می‌گیرد و در بعد چهارم، خلاقیت و نوآوری دیجیتال، حل مسأله، سرگرمی دیجیتال و هوش دیجیتال مولفه‌های بعد انتقادی هستند. در بخش اعتبارسنجی از نظر متخصصان، مقدار w در ضریب هماهنگی کندال (658/0) به‌دست آمده است که نشان می‌دهد شصت وپنج درصد هماهنگی بین دیدگاه‌ها وجود دارد، بنابراین ابعاد شناسایی شده، مورد تأیید متخصصان است.
نتیجه‌گیری: در این پژوهش، ابعاد سواد دیجیتال برای دانش‎‌آموزان دوره‌ی ابتدایی با توجه به ویژگی‌ها و نیازهای آن‌ها و بر اساس مطالعه‌ی تجارب کشورهای پیشرو در توسعه سواد دیجیتال برای کودکان، شناسایی شد که تعادل بین محافظت در برابر خطرات آنلاین و پرورش فرصت‌های دیجیتال را به خوبی نشان می‌دهد و می‌تواند راهنمایی برای توسعه‌ی سیاستها و برنامههای‌درسی مرتبط با سواد دیجیتال در بین دانش‌آموزان دوره‌ی ابتدایی ایران باشد.

کلیدواژه‌ها

20.1001.1.20080441.1402.17.4.5.0

موضوعات

فناوری آموزش- دوره ابتدایی

عنوان مقاله [English]

Dimensions of digital literacy for primary school students

نویسندگان [English]

F. Gadrdan
B. Sabzeh
Y. Oskoui

Department of Educational Sciences, Nasibah Pardis of Farhangian University, Tehran, Iran

چکیده [English]

Background and Objectives: In the digital age, literacy does not only include individual skills, but also includes a set of social actions in real or digital space that uses new and digital technologies to communicate. Therefore, to complete the topic of media literacy, a new type of literacy called digital literacy has been proposed. Since students need a complete set of literacy to make the most of social networks, participate in post-industrial economies and play the role of global citizens, digital literacy as one of the new and multi-dimensional literacies is the best and most useful approach to understanding the changing landscape. It is the world that cannot be separated from education and the development of it must be provided among students, especially at the elementary level because childhood learning is the foundation of all subsequent education. In fact, understanding the dimensions and development of digital literacy among students is an answer to face the challenges of the digital age. In this regard, the aim of this research was to identify the dimensions of digital literacy of primary school students.
Methods: The current research method was applied in terms of its purpose and its method was combined (qualitative and quantitative) so that in identifying the dimensions of digital literacy of primary school students, a combined research method was used for validation. A descriptive method with Delphi technique was used for the identified dimensions. The statistical population of the qualitative part of this research included all books, articles, master's theses, doctoral theses that were published in the period from 2013 to 2014 on this topic. The digital literacy of primary school students was determined by a statistical sample of 36 documents in a targeted and criteria-oriented way. In the quantitative part, 17 experts were selected as a sample from the statistical community of educational science and educational technology experts and elementary school teachers. In order to collect data and information and analyze the findings to identify the dimensions of students' digital literacy, theoretical coding process was used in three stages of open coding, central coding and selective coding. In this step, to ensure the coding method, in addition to the self-review technique, two experts in the field of digital literacy were used to recode the findings. In order to validate the dimensions identified using the questionnaire made by the researcher, the data obtained from the survey was evaluated with Kendall's formula.
Findings: After analyzing the extracted data with MAXQDA11 software, the coding chart was drawn. Based on the results obtained in the coding process, in the open coding stage, 66 codes were extracted, 13 subcategories were obtained in the axial coding stage, and finally, in the selective coding, after combining the concepts, four dimensions were obtained. The results obtained from the research indicated that four operational, critical, cultural and transitional dimensions could be considered for the digital literacy of primary school students and each of these dimensions had components that were appropriate to their age characteristics and needs. Operational dimension included technical literacy, digital content literacy, and information literacy. The critical dimension included the components of media literacy and critical literacy. The cultural dimension included the components of digital participation, social literacy, digital ethics and digital security, and digital creativity and innovation, problem solving, digital entertainment and digital intelligence were components of the critical dimension. In the expert validation section, the value of Kendall's correlation coefficient (0.658) was obtained.
Conclusion In this research, the dimensions of digital literacy for primary school students were identified according to their characteristics and needs and based on the study of the experiences of leading countries in the development of digital literacy for children, which showed a balance between protection against online risks and nurturing digital opportunities and it can be a guide for the development of policies and curricula related to digital literacy among Iranian primary school students.

کلیدواژه‌ها [English]

Digital Literacy
Dimensions of Digital Literacy
Elementary School

COPYRIGHTS
©2023 The author(s). This is an open access article distributed under the terms of the Creative Commons Attribution (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, as long as the original authors and source are cited. No permission is required from the authors or the publishers.

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نامه به سردبیر

سر دبیر نشریه فناوری آموزش، با تواضع انتشار نامه های واصله از نویسندگان و خوانندگان و بحث در سامانه نشریه را ظرف 3 ماه از تاریخ انتشار آنلاین مقاله در سامانه و یا قبل از انتشار چاپی نشریه، به منظور اصلاح و نظردهی امکان پذیر نموده است.، البته این شامل نقد در مورد تحقیقات اصلی مقاله نمی باشد.

توچه به موارد ذیل پیش از ارسال نامه به سردبیر لازم است در نظر گرفته شود:

[1]نامه هایی که شامل گزارش از آمار، واقعیت ها، تحقیقات یا نظریه ها هستند، لازم است همراه با منابع معتبر و مناسب باشند، اگرچه ارسال بیش از زمان 3 نامه توصیه نمی گردد

[2] نامه هایی که بجای انتقاد سازنده به ایده های تحقیق، مشتمل بر حملات شخصی به نویسنده باشند، توجه و چاپ نمی شود

[3] نامه ها نباید بیش از 300 کلمه باشد

[4] نویسندگان نامه لازم است در ابتدای نامه تمایل یا عدم تمایل خود را نسبت به چاپ نظریه ارسالی نسبت به یک مقاله خاص اعلام نمایند

[5] به نامه های ناشناس ترتیب اثر داده نمی شود

[6] شهر، کشور و محل سکونت نویسندگان نامه باید در نامه مشخص باشد.

[7] به منظور شفافیت بیشتر و محدودیت حجم نامه، ویرایش بر روی آن انجام می پذیرد.