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شناسایی و اولویت‌بندی الزامات اولیه و اساسی هوشمندسازی مدارس (مطالعه موردی: استان خوزستان) | ||
| فناوری و دانش پژوهی در تعلیم و تربیت | ||
| مقاله 1، دوره 5، شماره 1 - شماره پیاپی 15، فروردین 1404، صفحه 9-23 اصل مقاله (726.82 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30473/t-edu.2024.72115.1172 | ||
| نویسندگان | ||
| عباس محمدی1؛ ماریا نصیری* 2 | ||
| 1استادیار گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران. | ||
| 2استادیار گروه علوم تربیتی، دانشگاه آزاد اسلامی، واحد اهواز، اهواز، ایران. | ||
| چکیده | ||
| هدف از پژوهش شناسایی و اولویت بندی الزامات اولیه و اساسی هوشمندسازی مدارس است. این پژوهش از نظر هدف کاربردی، از نظر جمع‌آوری داده‌ها آمیخته (کیفی-کمی) و از نظر ماهیت توصیفی و از نوع اکتشافی است و از نظر روش کمی از نوع کاربردی می باشد. راهبرد مورد استفاده در بخش کیفی، تکنیک دلفی است. جامعه آماری بخش کیفی و کمی 19 نفر از خبرگان آموزش و پرورش استان خوزستان بودند که به صورت غیراحتمالی و به روش نمونه‌گیری گلوله برفی انتخاب شدند. ابتدا با مصاحبه‌های نیمه‌ساختاریافته و متون موجود، تمام عوامل و عناصر مرتبط با هوشمندسازی مدارس احصاء شد. همچنین، برای رتبه بندی بخش کمی از روش (AHP) جهت تعیین و رتبه‌بندی عوامل اصلی و فرعی بهره گرفته شد. روایی ابزار به‌وسیله متخصصان و پایایی آن با محاسبه نرخ ناسازگاری تأیید شد. نتایج بخش کیفی نشان داد که عوامل مدیریتی، توانمندسازی معلمان، یاددهی و یادگیری، مشارکت، سخت‌افزاری، نرم‌افزاری، عامل اقتصادی و عامل فرهنگی الزامات اولیه و اساسی هوشمندسازی مدارس به‌شمار می‌روند. همچنین عامل مدیریتی با ارزش 152/0 در رتبه اول، توانمندسازی معلمان با ارزش 141/0 در رتبه دوم، سخت‌افزار با ارزش 136/0 در رتبه سوم، یاددهی و یادگیری با ارزش 0.128 در رتبه چهارم، نرم‌افزار با ارزش 121/0 در رتبه پنجم، مشارکت با ارزش 115/0 در رتبه ششم، عامل اقتصادی با ارزش 104/0 در رتبه هفتم و نهایتاً عامل فرهنگی با ارزش 096/0 با کمترین تأثیر در رتبه هشتم قرار دارد. با توجه به یافته ها می توان نتیجه‌گیری نمود که توجه به الزامات شناسایی شده نقش مهیم در هوشمندسازی مدارس استان خوزستان دارند و طبق اولویت باید مورد توجه باشند. | ||
| کلیدواژه‌ها | ||
| یاددهی- یادگیری؛ هوشمندسازی مدارس؛ آموزش مجازی و آموزش الکترونیکی | ||
| عنوان مقاله [English] | ||
| Identifying and prioritizing the primary and basic requirements for smartening schools (Case study: Khuzestan province) | ||
| نویسندگان [English] | ||
| Abbas mohammadi1؛ Maria Nasiri2 | ||
| 1Assistant Professor, Education Sciences, Payame Noor University, tehran, iran. | ||
| 2Member of the academic staff of Islamic Azad University | ||
| چکیده [English] | ||
| The purpose of the research is to identify and prioritize the primary and basic requirements for smartening schools. In terms of practical purpose, this research is mixed (qualitative-quantitative) in terms of data collection, and in terms of descriptive and exploratory nature, and in terms of quantitative method, it is of applied type. The strategy used in the qualitative section is the Delphi technique. The statistical population of the qualitative and quantitative section was 19 people from the education experts of Khuzestan province, who were selected non-probably by snowball sampling method. First, with semi-structured interviews and existing texts, all the factors and elements related to the smartening of schools were counted and then the Analytical Hierarchy (AHP) technique was used to determine and rank the main and secondary factors. The validity of the tool was confirmed by experts and its reliability was confirmed by calculating the inconsistency rate. The results of the qualitative part showed that management factors, teacher empowerment, teaching and learning, participation, hardware, software, economic factor and cultural factor are the primary and basic requirements of school smartening. Also, management factor with a value of 0.152 in the first place, teacher empowerment with a value of 0.141 in the second place, hardware with a value of 0.136 in the third place, teaching and learning with a value of 0.128 in the fourth place, software with a value of 0.121 in the fifth place, participation with a value of 0.115 in the sixth place, economic factor with a value of 0.104 in the seventh place and finally cultural factor with a value of 0.096 with the least influence in the eighth place are ranked. According to the findings, it can be concluded that paying attention to the identified requirements play an important role in making the schools of Khuzestan province smarter and should be given priority. | ||
| کلیدواژه‌ها [English] | ||
| Teaching-learning, Smartening of schools, Virtual education and electronic education | ||
| مراجع | ||
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