اخبار و اعلانات

 آمار

تعداد نشریات41
تعداد شماره‌ها1,162
تعداد مقالات10,022
تعداد مشاهده مقاله18,743,350
تعداد دریافت فایل اصل مقاله13,012,656
Karbalaee Kamran, Saeedeh, Mohammadhasani, Nasrin, Mahdavinasab, Yousef. (1403). On Iranian Teachers’ Self-efficacy as a predictor of Tendency to Integrate Technology in Teaching. فصلنامه علمی زیست فناوری گیاهان زراعی, 6(2), 131-140. doi: 10.30473/idej.2025.70979.1190
Saeedeh Karbalaee Kamran; Nasrin Mohammadhasani; Yousef Mahdavinasab. "On Iranian Teachers’ Self-efficacy as a predictor of Tendency to Integrate Technology in Teaching". فصلنامه علمی زیست فناوری گیاهان زراعی, 6, 2, 1403, 131-140. doi: 10.30473/idej.2025.70979.1190
Karbalaee Kamran, Saeedeh, Mohammadhasani, Nasrin, Mahdavinasab, Yousef. (1403). 'On Iranian Teachers’ Self-efficacy as a predictor of Tendency to Integrate Technology in Teaching', فصلنامه علمی زیست فناوری گیاهان زراعی, 6(2), pp. 131-140. doi: 10.30473/idej.2025.70979.1190
Karbalaee Kamran, Saeedeh, Mohammadhasani, Nasrin, Mahdavinasab, Yousef. On Iranian Teachers’ Self-efficacy as a predictor of Tendency to Integrate Technology in Teaching. فصلنامه علمی زیست فناوری گیاهان زراعی, 1403; 6(2): 131-140. doi: 10.30473/idej.2025.70979.1190

On Iranian Teachers’ Self-efficacy as a predictor of Tendency to Integrate Technology in Teaching

Quarterly of Iranian Distance Education Journal
دوره 6، شماره 2، بهمن 2024، صفحه 131-140    اصل مقاله (331.39 K)
نوع مقاله: scientific-research
شناسه دیجیتال (DOI): 10.30473/idej.2025.70979.1190
نویسندگان
Saeedeh Karbalaee Kamran* 1؛ Nasrin Mohammadhasani2؛ Yousef Mahdavinasab2
1Department of Educational Technology , Faculty of Psychology and Education, Kharazmi University, Tehran, Iran
2Department of Educational Technology, Faculty of Psychology and Education, Kharazmi University, Tehran, Iran
چکیده
This study aims to investigate the relationship between teachers' self-efficacy and their tendency for integrating technology in teaching. Additionally, the contribution of teachers' self-efficacy variables in predicting their tendency to use technology in teaching is measured. This research is applied in terms of its objective and descriptive-correlational in terms of data collection. A sample of 175 teachers (109 females and 66 males) from the Safir Gofteman Institute were selected as the participants considering convenience sampling method, while the statistical population encompassed 324 teachers. The participants completed three questionnaires: Skaalvic and Skaalvic Norwegian Teacher’s self-efficacy scale with Cronbach’s alphas of 0.98 , Browne’s Technology Integration confidence scale (2009) with Cronbach’s alphas of 0.95 and a demographic information questionnaire. It is indicated that the teachers’ self-efficacy and technology integration intention are at satisfactory level. Correlation between self-efficacy and technology integration intention is .30 which shows positive direct relationship between these two variables. Moreover teachers’ self-efficacy is of power to predict teachers’ intention to integrate technology in teaching.
کلیدواژه‌ها
self-efficacy؛ teaching؛ technology integration tendency
عنوان مقاله [English]
بررسی خودکارآمدی معلمان ایرانی بعنوان پیش بینی کننده تمایل به کاربرد تکنولوژی در تدریس
نویسندگان [English]
سعیده کربلایی کامران1؛ نسرین محمدحسنی2؛ یوسف مهدوی نسب2
1گروه تکنولوژی آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران
2گروه تکنولوژی آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران
چکیده [English]
هدف از این پژوهش بررسی رابطه ی خودکارآمدی این معلمان و میزان تمایل آنها به استفاده از تکنولوژی در تدریس می باشد.. علاوه بر این میزان سهم متغیر خود کارآمدی معلمان و مولفه های آن در پیش بینی میزان تمایل آنها به استفاده از تکنولوژی در تدریس نیز مورد سنجش قرار می گیردند. پژوهش حاضر از نظر هدف کاربردی، در بعد روش توصیفی-همبستگی و از لحاظ جمع آوری اطلاعات پیمایشی می‌باشد. 175 نفر( 109 زن و 66 مرد) از معلمان موسسه سفیر گفتمان به شیوه در دسترس از جامعه آماری 324 نفری بعنوان نمونه انتخاب شدند و به سه پرسش نامه خودکارآمدی معلم اسکالویک و اسکالویک (2007) با ضریب آلفای کرونباخ 98% ، پرسش نامه اطمینان از کاربرد تکنولوژی براون (2009) با ضریب آلفای کرونباخ 95% و پرسشنامه اطلاعات فردی پاسخ دادند. نتایج حاصل از تحلیل های آماری همبستگی و رگرسیون با استفاده از spss 26 نشان دهنده ضریب همبستگی 0.30 است که نشان‌ دهنده وجود ارتباط مثبت و مستقیم بین خودکارآمدی معلمان زبان انگلیسی و میزان تمایل آنها به استفاده از تکنولوژی است. علاوه بر این متغیر خود کارآمدی معلمان قابلیت پیش بینی تمایل آنها به استفاده از تکنولوژی را دارد و میزان سهم مولفه های خودکارآمدی در پیش بینی تمایل به استفاده از تکنولوژی متفاوت است. نتایج حاصل از این پژوهش حاکی از همبستگی مستقیم و مثبت میان خودکارآمدی و تمایل به کاربرد تکنولوژی در تدریس است و خودکارآمدی می تواند پیش بینی کننده تمایل به کاربرد تکنولوژی باشد. سهم مولفه های خودکارآمدی در پیش بینی تمایل به کاربرد تکنولوژی متفاوت است. سهم بالای مولفه مهارت های تدریس در این پیش بینی می تواند نشان دهنده اهمیت و تاثیر گذاری توانمندی های تدریس در اتخاذ رویکردهای مبتنی بر کار با تکنولوژی باشد.
کلیدواژه‌ها [English]
خودکارآمدی, تدریس, تمایل به کاربرد تکنولوژی
مراجع
  • Albion, P.R. (1999). Self-Efficacy Beliefs as an Indicator of Teachers' Preparedness for Teaching with Technology. In J. Price, J. Willis, D. Willis, M. Jost & S. Boger-Mehall (Eds.), Proceedings of SITE 1999--Society for Information Technology & Teacher Education International Conference (pp. 1602-1608).
  • Anderson, S. E., Groulx, J. G., & Maninger, R. M. (2011). Relationships among pre-service teachers’ technology-related abilities, beliefs, and intentions to use technology in their future classrooms. Journal of Educational Computing Research, 45(3), 321-338.
  • Anderson, S. E. & Maninger, R. M. (2007). Preservice Teachers’ Abilities, Beliefs, and Intentions Regarding Technology Integration. Journal of Educational Computing Research, 37(2), pp. 151-172.
  • Aypay, A, Coskun Celik, H., Aypay, A. & Sever, M. (2012). Technology Acceptance in Education: A Study of Pre-Service Teachers in Turkey. TOJET: The Turkish Online Journal of Educational Technology, 11(4), PP. 264-272.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company.
  • Baubeng-Ando, C. (2012). Factors Influencing Teachers’ Adoption and Integration of Information and Communication Technology into Teaching: A Review of the Literature. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 8(1), pp. 136-155.
  • Brantley, C. L. (2017). Secondary Teachers’ Perceptions and Self-Efficacy Regarding Technology Integration: A Phenomenological Study. Doctoral thesis, Liberty University, Lynchburg, VA. United States.
  • Celik, V. & Yesilyurt, E. (2013). Attitudes to technology, perceived computer self-efficacy and computer anxiety as predictors of computer supported education. Computer & Education 60(2013), 148-158.
  • Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2004). Live USB mediated education: A method to facilitate computer supported education. Australian Journal of Educational Technology, 27(4), 619-632.
  • Hadley, M., & Sheingold, K. (1993). Commonalties and distinctive patterns in teachers’ integration of computers. American Journal of Education, 101(3), 261-315.
  • Hill, T., Smith, N. D. & Mann, M. F. (1987). Role of efficacy expectations in predicting the decision to use advanced technologies: The case of computers. Journal of Applied Psychology. 72(2), 307-313.
  • Jafari Trojani, S., Gholamali Lavasani, M., Karmdoust, N., & Hasan Abadi, H. 2013. “The Role of Prior Experience, Self-efficacy and Computer Anxiety in Teacher’s Computer Use and Acceptance”, Journal of Psychology, 16(4), 405-421.
  • Kale, U. & Goh, D. (2014). Teaching style, ICT experience and teachers’ attitudes toward teaching with Web 2.0. Educ Inf Technol, 19. PP 41–60. DOI 10.1007/s10639-012-9210-3
  • Li, K., Li, Y., & Franklin, T. (2016). Pre-service teachers’ intention to adopt technology in their future classrooms. Journal of Educational Computing Research, 54(7), 946-966.
  • Liaw, S. –S., Huang, H. –M. & Chen, G. –D. (2007). Surveying instructor and learner attitudes toward e-learning, Computers & Education 49, PP. 1066–1080. doi:10.1016/j.compedu.2006.01.001
  • Littrell, A. B., Zagumny, M. J. & Zagumny, L. J. (). Contextual and Psychological Predictors of Instructional Technology Use in Rural Classrooms. Educational Research Quarterly, 29(2). Pp. 37-47.
  • Mishne, J. (2012). An investigation of the relationship between technology use and teachers’ self-efficacy, knowledge and experience. Ph.D. dissertation. Pepperdine University. United States of America.
  • Pan, S.C. & Franklin, T. (2011). In-service teachers’ self-efficacy, professional development, and web 2.0 for integration. New Horizons in Education, 59(3), 28-40.
  • Player-Koro, C. 2012. “Factors Influencing Teachers’ Use of ICT in Education”. Education Inquery, 3(1): 93-108, DOI: 10.3402/edui.v3i1,22015.
  • Sadaf, A., Newby, T. J., Ertmer, P. A. (2012). Exploring Factors that Predict Preservice Teachers’ Intentions to Use Web 2.0 Technologies Using Decomposed Theory of Planned Behavior, Journal of Research on Technology in Education (JRTE) 45(2), PP. 171–195.
  • Sang, G., Valcke, M. Van Braak, J. & Tondeur, J. (2009). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Copmputer & education, PP. 2-10.
  • Scherer R., Tondeur J., Siddiq F. & Baran E. (2017). The importance of attitudes toward technology for pre-service teachers' technological, pedagogical, and content knowledge: Comparing structural equation modelling approaches, Computers in Human Behavior, doi: 10.1016/j.chb.2017.11.003.
  • Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99, 611-625.
  • Teo, T., Ursavas, O. F. & Bahcekapili, E. (2012). An Assessment of Pre-Service Teachers’ Technology Acceptance in Turkey: A Structural Equation Modeling Approach. The Asia-Pacific education Researcher, 21(1) pp. 191-202.
  • Teo, T. (2009). Examining the relationship between student teachers’ self-efficacy beliefs and their intended uses of technology for teaching: A structural equation modelling approach. The Turkish Online Journal of Educational Technology. 8(4), 1-9.
  • Tork, M. 2013. The Relationship between Integrated Technology and Self-efficacy among Sixth Grade Teachers of District One in Arak in 1391-92. MA. Thesis, Arak University, Arak. Iran.
  • Van Acker F., van Buuren H., Kreijns K., and Vermeulen M. (2013). Why teachers use digital learning materials: The role of self-efficacy, subjective norm and attitude. Educ Inf Technol, 18, 495–514. DOI 10.1007/s10639-011-9181-9
  • Wood, R. E. & Bandura, A. (1989). Impact of Conceptions of Ability on Self-regulatory Mechanisms and Complex Decision Making, Journal of Personality and social psychology, 56. 407-415.
  • Wozney,L., Venkatesh,V. and Abrami, P. C.(2006) Implementing Computer Technologies: Teachers’ Perceptions and Practices. Jl. of Technology and Teacher Education, 14(1), PP. 173-207.
  •  
 COPYRIGHTS

 © 2024 by the authors. Lisensee PNU, Tehran, Iran. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution 4.0 International (CC BY4.0) (http:/creativecommons.org/licenses/by/4.0)
  • Yesilyurt, E., Ulas, A. H. & Akan, D. (2016). Teacher self-efficacy, academic self-efficacy, and computer self-efficacy as predictors of attitude toward applying computer-supported education. Computer in Human Behavior. 64(2016), 591-601.
آمار
تعداد مشاهده مقاله: 53
تعداد دریافت فایل اصل مقاله: 25


سامانه مدیریت نشریات علمی. قدرت گرفته از سیناوب