ارزیابی تلفیق فناوری توسط معلمان در آموزش های الکترونیکی مدارس ابتدایی بر اساس استانداردهای بین المللی فناوری در آموزش (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
پژوهش حاضر با هدف ارزیابی تلفیق فناوری توسط معلمان در آموزش های الکترونیکی مدارس ابتدایی مبتنی بر استانداردهای انجمن بین المللی فناوری در آموزش (ISTE) انجام شد. روش پژوهش از منظر هدف، کاربردی و از لحاظ شیوه انجام، توصیفی - پیمایشی بود. جامعه آماری شامل کلیه معلمان مرد مدارس ابتدایی ناحیه یک شهر همدان در سال تحصیلی 1402-1401 بود. حجم نمونه شامل 140 نفر از جامعه آماری مدنظر بود که با استفاده از جدول تعیین حجم نمونه کرجسی و مورگان، به شیوه تصادفی ساده انتخاب شدند. برای جمع آوری داده ها از پرسشنامه پژوهشگرساخته بر مبنای استانداردهای بین المللی فناوری در آموزش برای معلمان استفاده شد که روایی آن از نظر اساتید فناوری آموزشی تأیید شد و پایایی آن با استفاده از آلفای کرونباخ 85 درصد به دست آمد. یافته ها نشان داد وضعیت تلفیق فناوری توسط معلمان مرد ابتدایی منطقه یک شهر همدان در آموزش های الکترونیکی از بُعد مفاهیم و عملیات های فناوری، برنامه ریزی تدریس با توجه به محیط های یادگیری مؤثر و چندگانه، طراحی تجربه ها و محیط های یادگیری، سنجش و ارزشیابی، عملکرد حرفه ای و بهره وری و مباحث انسانی، قانونی، اخلاقی و اجتماعی فناوری در سطحی مطلوب قرار دارد. همچنین، معلمان در تلفیق فناوری مبتنی بر استانداردهای فناوری آموزشی از منظر سن، تحصیلات و سابقه خدمت تفاوتی معنادار با هم ندارند. مبتنی بر نتایج حاصل از این پژوهش، می توان گفت معلمان ابتدایی اقدام های مربوط به ابعاد و شاخص های تلفیق فناوری را با هم به صورت یکپارچه در آموزش های الکترونیکی استفاده می کنند و همین امر می تواند وضعیت تلفیق فناوری در فرایند یاددهی - یادگیری را منطبق با استانداردهای جهانی قرار دهد؛ از این رو، پیشنهاد می شود مسئولان و برنامه ریزان برای ماندگاری و بهبود این وضعیت پیگیری لازم را انجام دهند.Evaluating the Integration of Technology by Teachers in E-Education in Elementary Schools Based on the International Standards for Technology in Education (ISTE)
The purpos of this study was to evaluate the integration of technology in e-education by elementary school teachers based on international standards for technology in education. This research was applied in terms of purpose and employed a survey method. The statistical population consisted of all male elementary school teachers in one district one of Hamedan city during the 2022-2023 academic year, with a sample of 140 participants. Data collection was conducted using a researcher-made questionnaire based on the six dimensions of ISTE's standards. The questionnaire's validity was confirmed by educational technology professors, and its reliability was established using Cronbach's alpha, yielding a value of 85% for the total dimensions. The findings revealed that the integration of technology by male elementary teachers in district one of Hamedan city in e-education, considering technological concepts and operations, teaching planning across multiple environments, planning and designing learning experiences and environments, measurement and evaluation, professional productivity, and human, legal, ethical, and social technology issues, was at a favorable level. Furthermore, no significant differences were observed in technology integration based on educational technology standards with regard to age, education, and experience. Based on the findings, it can be concluded that primary school teachers employ strategies related to technology integration dimensions and indicators in an integrated manner within the e-education context, aligning with global standards for technology integration in the teaching-learning process. Therefore, it is recommended that officials and planners take the necessary steps to maintain and further enhance this positive development.Introduction Integrating technology is a crucial skill that teachers must possess to support educational activities, enhance learning, and guide students towards deeper understanding, a need that has grown significantly in the 21st century (Turugare & Rudhumbu, 2020). Various studies on technology integration and teacher competencies in using technology, both locally and globally, show that technology integration in education is sometimes favorable (Jalili, 2022; Nejati Aref, 2019; Alawneh & Salman., 2024; Sapieva et al., 2023) while in other cases, it indicates shortcomings (Khanal et al., 2024; Kalinga & Ndibalema, 2023). A research gap identified from these findings is that most of them focus on face-to-face courses, with little attention given to e-education. Furthermore, most research on classroom technology integration relies on the TPACK model, with fewer studies using ISTE standards, which are considered more precise because they follow experimental designs and emphasize teacher competencies in technology integration (Crompton & Sykora, 2021). This study was conducted using the ISTE standards. The main question of this research was: What is the state of technology integration of primary teachers in e-education in terms of the ISTE standards?Research MethodologyThis research was applied in purpose and descriptive in its survey method. The study population consisted of all male elementary school teachers in district one of Hamedan city during the 2022-2023 academic year, from whom 140 people were randomly selected. Data collection was done using a researcher-made questionnaire based on the six dimensions of the ISTE (2007) standards. For the first standard, concerning technology concepts and functions, six items were used; for the second, related to designing experiences and learning environments, seven items; the third standard, concerning measurement and evaluation, also included seven items; for the fourth, teaching planning according to effective and multiple learning environments, six items were used; nine items addressed professional performance and productivity in the fifth standard; and five items addressed dealing with legal, ethical, social, and human issues of technology in the sixth items. The questionnaire used a 5-point scale ranging from 1 (very low) to 5 (very high). Educational technology professors confirmed its validity, and its reliability was calculated using Cronbach's alpha, at 0.85 for the total dimensions Reliability rates for each dimension: technology concepts (0.85), designing learning environments (0.87), measurement and evaluation (0.79), legal and social issues (0.90), professional productivity (0.89), and technology-based measurement (0.86). All distributed questionnaires were collected after being completed by the teachers, and the collected data were analyzed using t-test and analysis of variance.FindingsResults from the single-group t-test showed that the standard for technology concepts and operations had a mean of 4.21, with a standard deviation of 0.63; technology-based measurement and evaluation had a mean of 3.32, with a standard deviation of 0.50; designing experiences and learning environments had a mean of 6.09 and a standard deviation of 0.53; teaching planning according to effective and multiple learning had a mean of 3.85 and a standard deviation of 0.067; professional performance and productivity had a mean of 3.70 and a standard deviation of 0.46; and human, legal, ethical, and social issues of technology had a mean of 3.32 and a standard deviation of 0.44. Since all obtained means exceeded the statistical mean of 3, the differences were significant at the 0.01 level. Additionally, data analysis showed no significant differences in technology integration in e-learning classrooms based on demographic factors like age (F=0.065; P=0.968), education level (F=0.094; P=0.951), and teaching experience (F=0.659; P=0.567).Discussion and ConclusionThis research revealed that the technology integration by teachers in e-learning is at a favorable level according to ISTE standards. These findings align with the results of studies by Nejati Aref (2019), Alawneh & Salman et al. (2024), Sapieva et al. (2023), Khanal et al. (2024), and Villegas & Buquia (2023), but contrast with the findings of others, such as Egtesad and Mehrabi (2020), Ahmadi et al. (2015), Sahraoui & Loukia (2023), Kim et al. (2020), Veronica (2022), Baek & Sung (2021), Kalinga & Ndibalema (2023), and Najjari et al. (2021). The integration of technology by teachers may be influenced by their use of technology outside the classroom (Mohamad Zaenui et al., 2023) and the accessibility of educational cntent through web platforms (Anas Thohir et al.,2022). The increase in the use of technology integration by teachers can be due to the change in expectations from them in creating the skills needed by students in the 21st century, such as critical thinking, creativity, innovation, collaboration, and communication, which are easier to achieve by integrating technology into the curriculum (Xie et al, 2019). The shift from face-to-face to e-learning during COVID-19 likely improved teachers' technology skills (Cahapa, 2020). Consequently, policymakers and planners are encouraged to provide incentives that maintain the current level of technology integration in e-learning.Acknowledgment We would like to express our gratitude to the administrators and all the teachers who assisted us in conducting the research.
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