آمار
| تعداد نشریات | 29 |
| تعداد شماره‌ها | 208 |
| تعداد مقالات | 1,459 |
| تعداد مشاهده مقاله | 1,007,102 |
| تعداد دریافت فایل اصل مقاله | 853,090 |
طراحی مدل عوامل مؤثر در شکل گیری دانش دبیران در تلفیق فناوری (مورد مطالعه: دبیران شهر شیراز) | ||
| مطالعات آموزشی و آموزشگاهی | ||
| مقاله 11، دوره 8، شماره 2، پاییز و زمستان 1398، صفحه 233-252 اصل مقاله (1.46 MB) | ||
| نوع مقاله: مقاله پژوهشی | ||
| نویسندگان | ||
محمد حسن سیف  1؛ احمد رستگار1؛ اعظم ظهیری2
| ||
| 1دانشیار، گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران | ||
| 2کارشناسی‌ارشد، گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران | ||
| چکیده | ||
| هدف پژوهش حاضر ارائة مدل عوامل مؤثر در شکلگیری دانش ضروری برای دبیران در تلفیق فناوری است. پژوهش حاضر از منظر هدف کاربردی و از نظر روش گردآوری توصیفی- همبستگی است. جامعة آماری پژوهش دبیران مقطع متوسطة شهر شیراز در سال تحصیلی 93 -94 است که تعداد آن‌ها 5824 نفر (زن و مرد) بود. براساس فرمول کوکران، 255 نفر با روش نمونهگیری خوشهای انتخاب شدند. ابزار گردآوری دادهها پرسشنامه‌های ساهین (2011)، چای و همکاران (2011)، نیدرهاوزر و پرکمن (2008)، و چنن- موران و ولفولک هوی (2001) بود. برای آزمون فرضیههای پژوهش مدل‌سازی معادلات ساختاری استفاده گردید. یافتهها نشان داد بین همة حوزههای دانش محتوایی تربیتی فناوری همبستگی مثبت و معنادار وجود دارد و دانش محتوا، دانش تربیتی، دانش محتوای فناوری، دانش تربیتی فناوری، دانش محتوای تربیتی بر دانش محتوایی تربیتی فناوری (دانش ضروریِ معلم) اثر مستقیم دارند. علاوه بر این، دانش فناوری، دانش محتوا و دانش تربیتی به طریق غیرمستقیم بر دانش محتوایی تربیتی فناوری تأثیر دارند و بیشترین اثر کل مربوط به دانش محتواست. | ||
| کلیدواژه‌ها | ||
| خودکارآمدی معلم؛ دانش محتوایی تربیتی فناوری؛ عوامل درون فردی | ||
| عنوان مقاله [English] | ||
| Modelling the Factors Affecting the Formation of the High School Teachers’ Knowledge Required for Technology Integration (The Case: Shiraz City’ High School Techers) | ||
| نویسندگان [English] | ||
| Mohammad Hassan Seif1؛ Ahmad Rastegar1؛ Azam Zahiri2 | ||
| 1Associate Professor, Department of Educational Sciences, Payame Noor University, Tehran, Iran | ||
| 2M.S degree, Department of Educational Sciences, Payame Noor University, Tehran, Iran | ||
| چکیده [English] | ||
| The purpose of this study is presenting a causal model of factors affecting the formation of the knowledge required by high school teachers in technology integration. In terms of objectives, this study is an applied research and in terms of method of collecting and analyzing data it is a descriptive and correlational research. The participants were 255 high school teachers in Shiraz city (based on Cochran Formula) who were selected through stratified random and cluster sampling method among 5824 in service teachers in Shiraz in 1393-1394. This study employed a combination of instruments to collect data: the Technological Pedagogical Content Knowledge (TPACK) instrument developed and validated by Sahin (2011) for evaluating CK, PK, PCK, and TCK and Chai, et al. (2011) questionnaire for assessing TK, TPK and TPACK, the Intrapersonal Technology Integration Scale (ITIS) instrument developed and validated by Niederhauser and Perkmen (2008); the Teachers’ Sense of Self- Efficacy Scale instrument developed and validated by Tschannen-Moran and Woolfolk Hoy (2001). The path analysis was used to examine the research hypotheses. Findings showed that significant positive correlations exist between the TPACK constructs. CK and PK had direct and indirect effects on TPACK, while TK had only indirect effect on TPACK. Content Knowledge had the greatest total effect on TPACK. | ||
| کلیدواژه‌ها [English] | ||
| Intrapersonal factors, Teacher’s self-efficacy, Technological pedagogical and content knowledge | ||
| مراجع | ||
|
Agyei, D., & Keengwe,J. (2014). Using technology pedagogical content knowledge development to enhance learning outcomes. Education and Information Technologies,19, 155–171.
Bankole, O., & Babalola, S. (2012).Internet use among undergraduate students of olabisi onabanjo university, ago Iwoye, Nigeria. Library Philosophy and Practice.
Brown, D. (2006). Can instructional technology enhance the way we teach students and teachers?. Journal of Computing in Higher Education, 17(2), 121–142.
Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2012). Examining preservice teachers’ perceived knowledge of TPACK and cyberwellness through structural equation modeling. Australasian Journal of Educational Technology, 28(6), 1000-1019.
Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2013). A Review of Technological Pedagogical Content Knowledge. Educational Technology & Society, 16(2), 31–51.
Chai, C. S., Koh, J. H. L., Tsai, C. C., & Tan, L. L. W. (2011). Modeling primary school pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT). Computers & Education, 57(1), 1184-1193. Chen, W., Lim, C., & Tan, A. (2010). Pre-service teachers’ ICT experiences and competencies: New generation of teachers in digital age. In S. L. Wong et al. (Eds.), Proceedings of the 18th International Conference on Computers in Education, Putrajaya, Malaysia. Chua, H., & Jamil, H. (2012). Factors influencing the Technological Pedagogical Content Knowledge (TPACK) among TVET instructors in Malaysian TVET Institution. Social and Behavioral Sciences, 69, 1539 –1547.
Cox, S. (2008). A conceptual analysis of technological pedagogical content knowledge. Doctoral Dissertation, Brigham Young University.
Forbes, C., & Davis, E. A. (2007). Beginning elementary teachers’ learning through the use of science curriculum materials: A longitudinal study. Paper presented at the National Association for Research in Science Teaching Conference, New Orleans.
Gess-Newsome, J. (1999). Pedagogical content knowledge: An introduction and orientation. In N. G. 16-Lederman & J. Gess-Newsome (eds.), Examining pedagogical content knowledge: The construct and its implications for science education (pp. 3–16). Science & Technology Education Library. London: Kluwer Academic.
Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education, Professional development and practice series. New York, NY: Teachers College Press.
Hall, G. E. (2010). Technology’s Achilles heel: Achieving high-quality implementation. Journal of Research on Technology in Education, 42(3), 231–253.
Hiğde, E. Uçar, M., & Demir, C. (2014). The investigation of self-efficacy of pre-service science teachers and pre-service physics teachers towards web pedagogical content knowledge regarding internet use habits. Social and Behavioral Sciences, 116, 3395–3399.
Hofer, M., &Grandgenett, N. (2012). TPACK Development in Teacher Education: A Longitudinal Study of pre service teachers in a secondary M. A. Ed. program. Journal of Research on Technology in Education, 45(1), 83-106.
Karadeniz, S., &Vatanartıran, S. (2013). Adaptation of a TPACK survey to Turkish for secondary school teachers. Human Sciences, 10(2), 34-47.
Kavanoz. S., Yüksel. H. G., & Ozcan. E. (2015). Pre-service teachers' self-efficacy perceptions on Web Pedagogical Content Knowledge. Computers & Education, 85, 94-101.
Keller, J. M. (2010). Motivational design for learning and performance: The ARCS model approach. London:Springer.
Kim, C., & Keller, J. M. (2011). Towards technology integration: The impact of motivational and volitional email messages. Educational Technology Research and Development, 59(1), 91–111.
Kim, M., C., Kim, K. M., Lee, C., & Spector, D. (2013). Teacher beliefs and technology integration. Teaching and Teacher Education, 29, 76-85.
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge?. Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.
Koh, J. H. L., Chai, C. S., & Tsai, C. C. (2014). Demographic factors, TPACK constructs, and teachers’ perceptions of constructivist-oriented TPACK. Educational Technology & Society, 17(1), 185–196.
Koh, J. H. L., Woo, H. L., & Lim, W. Y. (2013). Understanding the relationship between Singapore preservice teachers’ ICT course experiences and technological pedagogical content knowledge (TPACK) through ICT course evaluation. Educational Assessment Evaluation and Accountability, 25, 321–339.
Lin, C. C., Yu, W. W., Wang, J., & Ho, M. H. (2015). Faculty’s perceived integration of emerging technologies and pedagogical knowledge in the instructional setting. Social and Behavioral Sciences, 176, 854 – 860.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6),1017–1054.
Niederhauser, D. & Perkmen,S. (2008). Validation of the intrapersonal technology integration scale: Assessing the influence of intrapersonal factors that influence technology integration. Computers in the Schools, 25(1–2), 98-111.
Pamuk, S., Ergun, M., Cakir, R. H., Yilmaz, & B., Ayas, C. (2013). Exploring relationships among TPACK components and development of the TPACK instrument. Education and Information Technologies, 20(2), 241-263.
Polly, D., Mims, C., Shepherd, C. E., & Inan, F. (2010). Evidence of impact: transforming teacher education with preparing tomorrow’s teachers to teach with technology. Teaching and Teacher Education, 26, 863–870.
Sahin, I. (2011). Development of Survey of Technological Pedagogical and Content Knowledge (TPACK). The Turkish Online Journal of Educational Technology, 10(1),97-105.
Schmidt, D., Baran, E., Thompson, A., Koehler, M., Punya, M., & Shin, T. (2009). Examining preservice teachers’ development of technological pedagogical content knowledge in an introductory instructional technology Course. Society for Information Technology & Teacher Education International Conference 2009, 1, 4145-4151.
Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Stewar, J. (2012). Interapersonal factors affecting technological pedagogical content knowledge in Oklahoma agricultural education teachers. Master Thesis, Oklahoma State University.
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing and elusive construct. Teaching and Teacher Education, 17, 783–805.
Woolfolk, A. E., Rosoff, B., & Hoy, W. K. (1990). Teachers’ sense of efficacy and their beliefs about managing students. Teaching and Teacher Education, 6, 137-148. | ||
|
آمار تعداد مشاهده مقاله: 115 تعداد دریافت فایل اصل مقاله: 157 |
||
