نگرش معلمان نسبت به کاربرد تکنولوژی آموزشی در تدریس و رابطه آن با رضایت شغلی در مدارس هوشمند

فصلنامه فن آوری اطلاعات و ارتباطات در علوم تربیتی

مقاله 5، دوره 7، 2 (پیاپی 26)، بهمن 1395، صفحه 99-122   

نوع مقاله: مقاله پژوهشی

نویسندگان

یاسین سعیدی^{* 1}؛ ابراهیم صالحی عمران²؛ فاطمه شعبانی³؛ زهره فرامرزی⁴

¹کارشناس ارشد مدیریت آموزشی، دانشگاه خوارزمی، تهران، ایران

²استاد گروه علوم تربیتی، دانشگاه مازندران، مازندران، ایران

³کارشناس ارشد برنامه‎ریزی درسی، واحد تهران جنوب، دانشگاه آزاد اسلامی، تهران، ایران

⁴کارشناس‎ارشد مدیریت آموزشی، دانشگاه پیام نور، تهران، ایران

چکیده

هدف کلی پژوهش حاضر بررسی نگرش معلمان نسبت به کاربرد تکنولوژی آموزشی در تدریس و رابطه آن با رضایت شغلی در مدارس هوشمند بود. روش تحقیق پژوهش حاضر توصیفی از نوع همبستگی است. جامعه آماری را کلیه معلمان مدارس هوشمند شهر اراک تشکیل می‌دهد (650=N)، که از این تعداد، 242 معلم به روش نمونه‌گیری خوشه‌ای انتخاب‌شدند. برای جمع آوری داده‎ها از دو پرسش‌نامه استاندارد نگرش نسبت به کاربرد تکنولوژی در آموزش یاووز و رضایت شغلی ارشادی استفاده شد. روایی هر دو پرسش‎نامه بر اساس نظر متخصصان تأیید و پایایی آنها از طریق آزمون آلفای کرونباخ به ترتیب 0/826 و 0/816 به دست آمد. داده‌های به دست آمده، با استفاده از ضریب همبستگی پیرسون و رگرسیون چندگانه استاندارد تحلیل شد. نتایج نشان داد که به‌ غیر از بعد عدم تأثیرگذاری تکنولوژی در آموزش، ابعاد چهارگانه کاربرد تکنولوژی در آموزش ضمن داشتن رابطه معنادار با رضایت شغلی معلمان، 0/54 از پراکندگی این متغیر را تبیین می‌کنند. در بررسی سهم تبیینی انفرادی ابعاد، سهم کاربرد تکنولوژی در آموزش، تصورات در مورد کاربرد تکنولوژی در آموزش، پیش‎بایست­های کاربرد تکنولوژی در آموزش و اثربخشی تجهیزات تکنولوژی در آموزش معنادار محاسبه شد. یافته‌های این پژوهش ضمن تأکید بر اهمیت رضایت شغلی معلمان در مدارس هوشمند، نقش تعیین‌کننده کاربرد تکنولوژی آموزشی در تدریس را خاطر نشان می‌کند.

کلیدواژه‌ها

نگرش معلمان؛ کاربرد تکنولوژی در آموزش؛ مدارس هوشمند

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