شناسایی عوامل موثر بر کاربرد فناوری اطلاعات و ارتباطات (فاوا) به منظور ارائه مدل در مدارس ایران

نوع مقاله : مقاله پژوهشی

نویسندگان

• معصومه توکلی ¹
• ابراهیم حلاجیان ²

¹ دانشجوی دکتری مدیریت آموزشی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران

² استادیار مدعو گروه مدیریت آموزشی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران

10.30495/jedu.2022.28589.5732

چکیده

مقدمه و هدف: فناوری اطلاعات و ارتباطات موجب بهبود کیفیت فرآیندهای یاددهی- یادگیری و به طور کلی اجرای موفقیت آمیز برنامه­های درسی می­شود. هدف پژوهش حاضر شناسایی عوامل موثر بر کاربرد فناوری اطلاعات و ارتباطات(فاوا) به منظور ارائه مدل در مدارس ایران بود..
روش شناسی پژوهش: روش پژوهش­ با رویکرد آمیخته با طرح اکتشافی (مصاحبه­های عمیق و اکتشافی با انجام عمل پالایش) انجام شد. در رویکرد کیفی، از روش هدفمند و برای تدوین پرسشنامه از مصاحبه با اساتید گروه علوم تربیتی دانشگاه و مدیران ارشد و خبرگان آموزش و پرورش به تعداد 20 نفر استفاده شد. نکات کلیدی مصاحبه نیمه ساختاریافته دسته بندی و در قالب اصطلاحات حرفه ای برچسب گذاری شدند. در رویکرد کمی، از روش توصیفی از نوع پیمایشی استفاده شد. جامعه آماری پژوهش را کلیه مدیران مدارس ایران (105968 نفر) تشکیل می­دادند که با استفاده از روش نمونه­گیری تصادفی- خوشه­ای و بر اساس فرمول کوکران تعداد 383 نفر به عنوان نمونه انتخاب شدند. جهت جمع­آوری داده­ها به روش میدانی و از پرسش­نامه محقق ساخته عوامل موثر بر کاربرد فاوا با 55 سوال و 10 مولفه استفاده شد. روایی صوری و محتوایی ابزار به تایید متخصصان رسید؛ و روایی همگرای آن با استفاده از ضرایب میانگین واریانس استخراجی (AVE) محاسبه شد که مقادیر AVE برای کلیه مؤلفه­ها بزرگتر از 5/0 بود. همچنین برای تمام مؤلفه­ها، آلفای کرونباخ و پایایی ترکیبی بالاتر از 7/0 محاسبه و تایید شد.
یافته­ ها: نتایج نشان داد که؛ عوامل موثر بر کاربرد فاوا دارای ده مؤلفه­ی (زیرساختی، مدیریتی، روانشناختی، انگیزشی، فنی- مشاوره­ای، فرهنگی، اجتماعی، اقتصادی، حمایتی- پشتیبانی و آموزَشی- مهارتی) است که مولفه حمایتی- پشتیبانی دارای بیشترین سهم و مؤلفه­ فنی- مشاوره­ای دارای کمترین سهم است. جهت تجزیه و تحلیل داده­ها از آزمون تحلیل عاملی اکتشافی و تحلیل عاملی تاییدی استفاده شد. تجزیه و تحلیل داده­ها به کمک دو نرم افزار SPSS20 و  PLSصورت پذیرفت.
بحث و نتیجه ­گیری: شناسایی دقیق عوامل موثر و موانع کاربرد فاوا در مدارس و طراحی مناسب مدل براساس پشتوانه نظری و تعیین اهداف منطقی منجر به تأیید مدل و برازش آن شده است.  

کلیدواژه‌ها

• عوامل موثر
• کاربرد فاوا
• مدارس
• مدل

20.1001.1.20086369.1401.13.3.3.0

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عنوان مقاله [English]

Identifying the factors affecting the application of information and communication technology (ICT) in order to present a model in Iranian schools

نویسندگان [English]

• masoumeh tavakoli ¹
• Ebrahim Hallajian ²

¹ PhD student in Educational Management, Sari Branch, Islamic Azad University, Sari, Iran

² Invited Assistant Professor, Department of Educational Management, Sari Branch, Islamic Azad University, Sari, Iran

چکیده [English]

Introduction: Information and communication technology improves the quality of teaching-learning processes and the overall successful implementation of curricula.
research methodology: The research method was conducted with an approach mixed with exploratory design (in-depth and exploratory interviews with refining). In the qualitative approach, a purposeful method and interviews with professors of the Department of Educational Sciences and senior managers and education experts were used to compile a questionnaire. The key points of the semi-structured interview were categorized and labeled in professional terms. In the quantitative approach, a descriptive survey method was used. The statistical population of the study consisted of all school principals in Iran (105,968 people) who were selected as a sample using cluster random sampling method based on Cochran's formula. In order to collect data by field method, a researcher-made questionnaire of factors affecting the use of ICT with 55 questions and 10 components was used. The face and content validity of the tool was approved by experts; And its convergent validity was calculated using the coefficients of mean extraction variance (AVE) that AVE values ​​for all components were greater than 0.5. Also, for all components, Cronbach's alpha and combined reliability higher than 0.7 were calculated and confirmed.
Findings: The results showed that; Factors affecting the use of ICT have ten components (infrastructure, management, psychological, motivational, technical-counseling, cultural, social, economic, supportive-support and educational-skill) that the support component has the most share and component Technical-consulting has the lowest share. Exploratory factor analysis and confirmatory factor analysis were used to analyze the data. Data analysis was performed using SPSS20 and PLS software.
Conclusion: Accurate identification of effective factors and barriers to the use of ICT in schools and proper design of the model based on theoretical support and setting logical goals has led to the approval of the model and its fit.

کلیدواژه‌ها [English]

• Effective factors
• ICT application
• schools
• models

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