شناسایی مؤلفه‌های بکارگیری شایستگی‌های تربیتیـرسانهای توسط معلمان در دوران پساکرونا
محورهای موضوعی : فن‎آوری اطلاعات
سیده فاطمه شمشیرگران
1
(دانشجوی دکتری برنامه ریزی درسی؛ دانشکده علوم انسانی، دانشگاه آزاد اسلامی واحد علوم تحقیقات، تهران، ایران)
نعمت الله موسی پور
2
(استاد برنامه ریزی درسی؛ گروه علوم تربیتی،دانشکده علوم انسانی، دانشگاه هرمزگان،بندرعباس،ایران)
مهدی عربزاده
3
(استادیار؛ گروه روان شناسی تربیتی، دانشگاه خوارزمی، تهران، ایران)
فرشته افکاری
4
(دانشیار؛ گروه علوم تربیتی،دانشکده علوم انسانی، دانشگاه تهران شمال،تهران،ایران)
کلید واژه: ارزشیابی, شایستگی های تربیتیـرسانهای, آماده‌سازی درس, اجرای درس,
چکیده مقاله :
پژوهش حاضر درصدد بررسی چگونگی بکارگیری سواد تربیتیـرسانهای توسط معلمان در دوران پساکرونا می باشد. در انجام این پژوهش دو گروه مشارکت داشتند: متخصصان حوزه های مربوط به شایستگی‌های تربیتیـرسانهای و معلمان مدارس متوسطه شهر تهران. از گروه متخصصان به روش دردسترس و داوطلبانه نمونهگیری شد و برای انتخاب معلمان، روش طبقهای چندمرحلهای استفاده شد. نمونه مورد استفاده متخصصان ۱۵ نفر و نمونه معلمان ۱۸۵نفر بود. در فرایند عمل، ابتدا با استفاده از مصاحبه نیمه ساختار یافته، مؤلفه‌های بکارگیری سواد تربیتیـرسانهای شناسایی و پرسشنامه محقق ساخته طراحی گردید. و در مرحله بعد برای سنجش روایی دراختیار گروه متخصصان قرار گرفت و پس از اطمینان از روایی آن، دراختیار معلمان قرار گرفت تا به سنجش پایایی اقدام شود. نتایج تحلیل عاملی تاییدی برازش آماری مدل با داده های پژوهش نشان داد که مدل شامل الگوی سه عاملی با بارشدن ۲۸ سوال روی سه عامل مدل نظری آماده‌سازی درس، اجرای درس و ارزشیابی انطباق داشت. با استفاده از ضریب آلفای کرونباخ، پایایی مولفه‌های پرسشنامه بدست آمد که مقدار آن مطلوب و ضرایب زیرمقیاس‌های آن بین (۸۷/۰-۸۱/۰) می‌باشد. به طور کلی نتایج نشان داد که پرسشنامۀ بکارگیری سواد تربیتیـرسانهای معلم ابزاری معتبر و با پایایی و روایی مطلوب برای سنجش بوده است
The current research was conducted with the aim of identifying the components of utlize media Didactica by teachers in the post-corona era. Two groups participated in this research.The group of experts was sampled by available and voluntary method and cluster sampling method was used to select teachers. The sample used was 15 experts and 185 teachers. In the process of action, first, using a semi-structured interview, the components of using media Didactica were identified and a researcher-made questionnaire was designed. It was given to a group of experts to measure validity, and after confirming its validity, it was given to teachers to measure reliability. The results of the confirmatory factor analysis of the statistical showed that the model included the three-factor model by placing 28 questions on the three factors of the theoretical model "lesson preparation", "lesson implementation" and "evaluation". Using Cronbach's alpha coefficient, the reliability of the questionnaire components was obtained, and its value is favorable and the coefficients of its subscales are between (0.87-0.81). In general, the results showed that teachers have media-educational competencies in three dimensions and its components are:1)teaching-learning process 2) promotion of competence 3)social development are used
Alcolea-Díaz, G. A. D., Reig, R. R., Mancinas-Chávez, R. M. C., Alcolea-Díaz, G., Reig, R., & Mancinas-Chávez, R. (2020). UNESCO’s Media and Information Literacy curriculum for teachers from the perspective of Structural Considerations of Information. Comunicar. Media Education Research Journal, 28(1).
Arghami,N.R. (1999). Sampling in Educational Research, Research in Education, Tehran, Research Institute of Education.
Blanchard, A. G., Blanchard, G., Gowreea, Y., & DePryck, K. (2019, June). ICT competences of teachers in Higher Education in Developing countries. Challenges for quality education for professional development based on the DigCompEdu framework. In EdMedia+ Innovate Learning (pp. 558-563). Association for the Advancement of Computing in Education (AACE).
Blömeke. 2009. “The Impact of Global Tendencies on the German Teacher Education System.” In Reforming Teaching Globally, edited by M. T. Tatto, 55–76. Charlotte, NC: Information Age.
Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators (Digcompedu). European Journal of Education, 54(3), 356-369.
Cortoni, I., LoPresti, V., & Cervelli, P. (2015). Digital competence assessment: A proposal for operationalizing the critical dimension. Journal of Media Literacy Education, 7(1), 46-57.
De Abreu, B. S., & Yildiz, M. N. (2015). Global media literacy in a digital age: teaching beyond borders.
Erdem, C., & ERİŞTİ, B. (2018). Paving the Way for Media Literacy Instruction in Preservice Teacher Education: Prospective Teachers' Levels of Media Literacy Skills. International Journal of Instruction, 11(4).
Gysbers, A. (2008). Lehrer–Medien–Kompetenz. Eine empirische Untersuchung zur medienpädagogischer Kompetenz und Performanz niedersächsischer Lehrkräfte. Berlin, Germany: Vistas.
Hassani, M., Gholam Azad, S., & Naveedy, A. (2021). Iranian teachers' Lived experience of virtual teaching in the early days of the coronavirus epidemic. Information and Communication Technology in Educational Sciences, 12(45), 87-107.
Khadem Nia, R. A., Alavi Langaroodi, S. K., Zandavanian, A., & Hemati, H. (2023). Investigating the Relationship between Media Literacy and Epistemological Beliefs with Technology Acceptance of Primary School Teachers in Yazd. Information and Communication Technology in Educational Sciences, 13(3), 143-163.
Meeus, W., Van Ouytsel, J., & Driesen, A. (2014). Media literacy in the digital age. The Journal of Didactics, 5, 64-79.
Meeus, W., Van Ouytsel, J., Driesen, A., & T'Sas, J. (2014). Media didactica: A media literacy reference framework for learners, teachers and teacher educators. Merz: Medien und Erziehung: Zweimonatschrift für audiovisuelle Kommunikation, 58(6), 41-49.
Meyers, L. S., Gamst, G., & Guarino, A. J. (2016). Applied multivariate research: Design and interpretation.
Simons, M., Meeus, W., & T'Sas, J. (2017). Measuring media literacy for media education: Development of a questionnaire for teachers' competencies. Journal of media literacy education, 9(1), 99-115.
Siregar, R. A., Fauziati, E., & Marmanto, S. (2020). An exploration on EFL teachers’ perceptions of effective 21st-Century pedagogical competencies. JEELS (Journal of English Education and Linguistics Studies), 7(1), 1-24.
Spanhel, D. (2006). Medienerziehung [Media education]. Stuttgart, Germany: Klett-Cotta.
Tabachnick, B. G., Fidell, L. S., & Ullman, J. B. (2007). Using multivariate statistics (Vol. 5).
Tiede, J. (2020). Media-Related Educational Competencies of German and US Preservice Teachers: A Comparative Analysis of Competency Models, Measurements and Practices of Advancement. PQDT-Global.
Tiede, J., & Grafe, S. (2019, March). The Integration of Media-Related Studies and Competencies into US and German Initial Teacher Education. A Cross-National Analysis of Contemporary Practices and Trends. In Society for Information Technology & Teacher Education International Conference (pp. 1709-1717). Association for the Advancement of Computing in Education (AACE).
Tiede, J., Grafe, S., & Hobbs, R. (2015). Pedagogical media competencies of preservice teachers in Germany and the United States: A comparative analysis of theory and practice. Peabody Journal of Education, 90(4), 533-545.
Tulodziecki, G., & Grafe, S. (2012). Approaches to learning with media and media literacy education–trends and current situation in Germany. Journal of Media Literacy Education, 4(1), 5.
Tulodziecki, G., & Grafe, S. (2019). Media competence. The international encyclopedia of media literacy, 1-14.
Tyner, (2007).“Media Literacy, Aims and Purposes of.” In Encyclopedia of Children, Adolescents, and the Media. ed. J. Arnett. 523-525. London: Sage.U.S.
Van Ouytsel, J., Walrave, M., & Vandebosch, H. (2015). Correlates of cyberbullying and how school nurses can respond. NASN School Nurse, 30(3), 162-170.
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Alcolea-Díaz, G. A. D., Reig, R. R., Mancinas-Chávez, R. M. C., Alcolea-Díaz, G., Reig, R., & Mancinas-Chávez, R. (2020). UNESCO’s Media and Information Literacy curriculum for teachers from the perspective of Structural Considerations of Information. Comunicar. Media Education Research Journal, 28(1).
Arghami,N.R. (1999). Sampling in Educational Research, Research in Education, Tehran, Research Institute of Education.
Blanchard, A. G., Blanchard, G., Gowreea, Y., & DePryck, K. (2019, June). ICT competences of teachers in Higher Education in Developing countries. Challenges for quality education for professional development based on the DigCompEdu framework. In EdMedia+ Innovate Learning (pp. 558-563). Association for the Advancement of Computing in Education (AACE).
Blömeke. 2009. “The Impact of Global Tendencies on the German Teacher Education System.” In Reforming Teaching Globally, edited by M. T. Tatto, 55–76. Charlotte, NC: Information Age.
Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators (Digcompedu). European Journal of Education, 54(3), 356-369.
Cortoni, I., LoPresti, V., & Cervelli, P. (2015). Digital competence assessment: A proposal for operationalizing the critical dimension. Journal of Media Literacy Education, 7(1), 46-57.
De Abreu, B. S., & Yildiz, M. N. (2015). Global media literacy in a digital age: teaching beyond borders.
Erdem, C., & ERİŞTİ, B. (2018). Paving the Way for Media Literacy Instruction in Preservice Teacher Education: Prospective Teachers' Levels of Media Literacy Skills. International Journal of Instruction, 11(4).
Gysbers, A. (2008). Lehrer–Medien–Kompetenz. Eine empirische Untersuchung zur medienpädagogischer Kompetenz und Performanz niedersächsischer Lehrkräfte. Berlin, Germany: Vistas.
Hassani, M., Gholam Azad, S., & Naveedy, A. (2021). Iranian teachers' Lived experience of virtual teaching in the early days of the coronavirus epidemic. Information and Communication Technology in Educational Sciences, 12(45), 87-107.
Khadem Nia, R. A., Alavi Langaroodi, S. K., Zandavanian, A., & Hemati, H. (2023). Investigating the Relationship between Media Literacy and Epistemological Beliefs with Technology Acceptance of Primary School Teachers in Yazd. Information and Communication Technology in Educational Sciences, 13(3), 143-163.
Meeus, W., Van Ouytsel, J., & Driesen, A. (2014). Media literacy in the digital age. The Journal of Didactics, 5, 64-79.
Meeus, W., Van Ouytsel, J., Driesen, A., & T'Sas, J. (2014). Media didactica: A media literacy reference framework for learners, teachers and teacher educators. Merz: Medien und Erziehung: Zweimonatschrift für audiovisuelle Kommunikation, 58(6), 41-49.
Meyers, L. S., Gamst, G., & Guarino, A. J. (2016). Applied multivariate research: Design and interpretation.
Simons, M., Meeus, W., & T'Sas, J. (2017). Measuring media literacy for media education: Development of a questionnaire for teachers' competencies. Journal of media literacy education, 9(1), 99-115.
Siregar, R. A., Fauziati, E., & Marmanto, S. (2020). An exploration on EFL teachers’ perceptions of effective 21st-Century pedagogical competencies. JEELS (Journal of English Education and Linguistics Studies), 7(1), 1-24.
Spanhel, D. (2006). Medienerziehung [Media education]. Stuttgart, Germany: Klett-Cotta.
Tabachnick, B. G., Fidell, L. S., & Ullman, J. B. (2007). Using multivariate statistics (Vol. 5).
Tiede, J. (2020). Media-Related Educational Competencies of German and US Preservice Teachers: A Comparative Analysis of Competency Models, Measurements and Practices of Advancement. PQDT-Global.
Tiede, J., & Grafe, S. (2019, March). The Integration of Media-Related Studies and Competencies into US and German Initial Teacher Education. A Cross-National Analysis of Contemporary Practices and Trends. In Society for Information Technology & Teacher Education International Conference (pp. 1709-1717). Association for the Advancement of Computing in Education (AACE).
Tiede, J., Grafe, S., & Hobbs, R. (2015). Pedagogical media competencies of preservice teachers in Germany and the United States: A comparative analysis of theory and practice. Peabody Journal of Education, 90(4), 533-545.
Tulodziecki, G., & Grafe, S. (2012). Approaches to learning with media and media literacy education–trends and current situation in Germany. Journal of Media Literacy Education, 4(1), 5.
Tulodziecki, G., & Grafe, S. (2019). Media competence. The international encyclopedia of media literacy, 1-14.
Tyner, (2007).“Media Literacy, Aims and Purposes of.” In Encyclopedia of Children, Adolescents, and the Media. ed. J. Arnett. 523-525. London: Sage.U.S.
Van Ouytsel, J., Walrave, M., & Vandebosch, H. (2015). Correlates of cyberbullying and how school nurses can respond. NASN School Nurse, 30(3), 162-170.
