دو فصلنامه علمی جامعه شناسی آموزش و پرورش

نوع مقاله : مقاله پژوهشی (کمی)

نویسندگان

1 دانشجوی دکتری، گروه مدیریت آموزشی، واحد تهران غرب، دانشگاه آزاد اسلامی، تهران، ایران

2 دانشیار، گروه مدیریت آموزشی، واحد تهران غرب، دانشگاه آزاد اسلامی، تهران، ایران.

3 استادیار، گروه روانشناسی، واحد تهران غرب، دانشگاه آزاد اسلامی، تهران، ایران

10.22034/ijes.2024.2022649.1536

چکیده

هدف: تکنولوژی آموزشی و مدیریت آن نقش مهمی در بهبود وضعیت آموزشی دارد. بنابراین، پژوهش حاضر با هدف طراحی مدل مدیریت بلوغ تکنولوژی آموزشی در مدارس ایران انجام شد.
 
روش: این پژوهش از نظر هدف، کاربردی و از نظر شیوه اجرا، آمیخته (کیفی و کمّی) بود. جامعه آماری پژوهش در بخش کیفی خبرگان حوزه مدیریت آموزشی و تکنولوژی آموزشی و مدیران مناطق آموزش‌وپرورش شهر تهران در سال 1400 بودند. نمونه این بخش تعداد 14 نفر بودند که این تعداد طبق اصل اشباع نظری و با روش نمونه‌گیری هدفمند انتخاب شدند. جامعه آماری پژوهش در بخش کمّی مدیران و معلمان دوره دوم متوسطه منطقه 19 شهر تهران در سال تحصیلی 1401-1400 بودند. نمونه این بخش تعداد 169 نفر بودند که این تعداد طبق فرمول کوکران و با روش نمونه‌گیری تصادفی خوشه‌ای انتخاب شدند. ابزار پژوهش در بخش کیفی مصاحبه نیمه‌ساختاریافته و در بخش کمّی پرسشنامه محقق‌ساخته بود که شاخص‌های روان‌سنجی آنها مورد بررسی و تایید قرار گرفت. داده‌های این مطالعه در بخش کیفی با روش تحلیل مضمون در نرم‌افزار MAXQDA-12 و داده‌های این مطالعه در بخش کمّی با روش مدل‌سازی معادلات ساختاری در نرم‌افزارهای SPSS-22 و LISREL-8.8 تحلیل شدند.
 
 
یافته‌ها: در بخش کیفی، یافته‌های این پژوهش نشان داد که برای مدیریت بلوغ تکنولوژی آموزشی در مدارس ایران 55 مضمون پایه، 15 مضمون سازمان‌دهنده و 4 مضمون فراگیر شناسایی شد؛ به‌طوری که شامل مضامین فراگیر مدیریت دانش تکنولوژی آموزشی (با 5 مضمون سازمان‌دهنده فراگیری دانش تکنولوژی آموزشی، اشتراک‌گذاری دانش تکنولوژی آموزشی، کاربرد دانش تکنولوژی آموزشی، تحلیل دانش تکنولوژی آموزشی و ارزیابی دانش تکنولوژی آموزشی)، منابع و امکانات تکنولوژی آموزشی (با 3 مضمون سازمان‌دهنده منابع انسانی، منابع فیزیکی و محتوای آموزشی)، کنترل و هماهنگی بر تکنولوژی آموزشی (با 3 مضمون سازمان‌دهنده هماهنگی بین سیاست‌های آموزشی، هماهنگی بین همکاران و نظارت و کنترل بر نحوه اجرا) و زیرساخت‌های تکنولوژی آموزشی (با 4 مضمون سازمان‌دهنده زیرساخت‌های فناوری، زیرساخت‌های مالی، زیرساخت‌های دانشی و زیرساخت‌های فرهنگی و اجتماعی) بودند. در بخش کمّی، یافته‌های این پژوهش که مدل مدیریت بلوغ تکنولوژی آموزشی در مدارس ایران بر هر چهار عامل مدیریت دانش تکنولوژی آموزشی، منابع و امکانات تکنولوژی آموزشی، کنترل و هماهنگی بر تکنولوژی آموزشی و زیرساخت‌های تکنولوژی آموزشی اثر مستقیم و معنی‌دار داشت (P<0.05).
 
 
نتیجه‌گیری: بر اساس یافته‌های پژوهش حاضر، جهت بهبود مدیریت بلوغ تکنولوژی آموزشی در مدارس ایران می‌توان زمینه را برای تحقق و بهبود مدیریت دانش تکنولوژی آموزشی، منابع و امکانات تکنولوژی آموزشی، کنترل و هماهنگی بر تکنولوژی آموزشی و زیرساخت‌های تکنولوژی آموزشی فراهم نمود.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Designing the Maturity Management Model of Educational Technology in Iranian Schools

نویسندگان [English]

  • Seddigheh Zohreh Nazari Ardabili 1
  • Parinaz Benisi 2
  • Hamidreza Vatankhah 3

1 PhD student, Department of Educational Management, West Tehran Branch, Islamic Azad University, Tehran, Iran

2 Associate Professor, Department of Educational Management, West Tehran Branch, Islamic Azad University, Tehran, Iran.

3 Assistant Professor, Department of Psychology, West Tehran Branch, Islamic Azad University, Tehran, Iran

چکیده [English]

ose: Educational technology and its management play an important role in improving the educational situation. Therefore, the current research was conducted with the aim of designing the maturity management model of educational technology in Iranian schools.
 
 
Methodology: This research in terms of purpose was applied and in terms of execution method was mixed (qualitative and quantitative). The statistical population of research in the qualitative part was experts in the field of educational management and educational technology and managers of educational districts in Tehran city in 2021 year. The sample of this part was 14 people, who this number were selected according to the principle of theoretical saturation and by purposive sampling method. The statistical population of the research in the quantitative part was principals and teachers of senior high school in the 19th district of Tehran city in the academic years of 2021-22. The sample of this part was 169 people who were selected according to Cochran's formula and by random cluster sampling method. The research tool in the qualitative part was a semi-structured interview and in the quantitative part was a researcher-made questionnaire, which whose psychometric indicators were checked and confirmed. The data of this study in the qualitative part were analyzed with thematic analysis method in MAXQDA-12 software, and the data of this study in the quantitative part were analyzed with the structural equation modeling method in SPSS-22 and LISREL-8.8 software.
 
 
Findings: In the qualitative part, the findings of this research showed that for maturity management of educational technology in Iranian schools were identified 55 basic themes, 15 organizing themes and 4 comprehensive themes; so that were include the comprehensive themes of educational technology knowledge management (with 5 organizing themes of learning of educational technology knowledge, sharing of educational technology knowledge, application of educational technology knowledge, analysis of educational technology knowledge and evaluation of educational technology knowledge), educational technology resources and facilities (with 3 organizing themes of human resources, physical resources and educational content), control and coordination of educational technology (with 3 organizing themes of coordination between educational policies, coordination between colleagues and supervision and control over implementation) and educational technology infrastructures (with 4 organizing themes of technological infrastructure, finance infrastructure, knowledge infrastructure and cultural and social infrastructure). In the quantitative part, the findings of this research showed that the maturity management model of educational technology in Iranian schools had a direct and significant effect on all four factors of educational technology knowledge management, educational technology resources and facilities, control and coordination on educational technology and educational technology infrastructures (P<0.05).
 
 
Conclusion: Based on the findings of the present research, in order to improve the maturity management of educational technology in Iranian schools, it is possible to provide the basis for the realization and improvement the educational technology knowledge management, educational technology resources and facilities, control and coordination on educational technology and educational technology infrastructures.

کلیدواژه‌ها [English]

  • educational technology
  • technology maturity management
  • Iranian schools
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