تحلیل تماتیک : کارآزمایی بالینی فناوری های آموزش و یادگیری و قابلیت های تجربه شده آن در بهبود اختلالات عصبی _ تحولی : (با تاکید بر اختلال ویژه در یادگیری ، کم توانی ذهنی ، طیف اوتیسم )

فصلنامه فن آوری اطلاعات و ارتباطات در علوم تربیتی

دوره 13، شماره 3 - شماره پیاپی 51، فروردین 1402، صفحه 91-115   

نوع مقاله: مقاله پژوهشی

نویسندگان

سید مهدی سرکشیکیان^{* 1}؛ زهرا جامه بزرگ²

¹دانشجوی دکتری تخصصی روانشناسی تربیتی ، دانشکده روانشناسی و علوم اجتماعی ، دانشگاه آزاد اسلامی واحد رودهن ، تهران ، ایران

²استادیارگروه تکنولوژی آموزشی،دانشکده روانشناسی وعلوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران. دبیر هسته پژوهشی طراحی و

چکیده

پژوهش حاضر در مورد کارآزمایی بالینی فناوری های آموزشی و قابلیت های تجربه شده آن در بهبود اختلالات عصبی _ تحولی با تاکید بر اختلال ویژه در یادگیری ، کم توانی ذهنی و طیف اوتیسم بود. پژوهش از نظر هدف کاربردی رویکرد آن کیفی و از نوع تحلیل تماتیک و روش به کار گرفته شده مبتی بر مدل آترید _ استرلینگ بود. با استفاده از روش هدفمند و انتخاب متون و استفاده از معیار اشباع نظری 70 مقاله (35 مقاله خارجی و 35 مقاله داخلی) بین بازه زمانی 2000 تا 2021 برای مقالات خارجی و برای مقالات داخلی بین بازه زمانی 1388 تا 1400انتخاب و مورد تحلیل قرارگرفت. یافته ها در قالب مضامین پایه، سازمان دهنده و فراگیر تحلیل و پیاده سازی شدند. برای تحلیل داده ها از نرم افزار MAXqda2018 استفاده شد. نتایج نشان داد 154 مضمون پایه مضامین مرتبط با قابلیت های فناوری در بهبود اختلالات عصبی _تحولی بود که اثربخشی فناوری را در حوزه های مختلف زندگی افراد با اختلال ویژه در یادگیری (55 مضمون)، کم توانی ذهنی (47 مضمون) و طیف اوتیسم(52 مضمون) نشان داد.

کلیدواژه‌ها

اختلال ویژه در یادگیری؛ اختلالات عصبی _ تحولی؛ طیف اوتیسم؛ کم توانی ذهنی؛ فناوری و نیاز های آموزشی ویژه

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