نوآوری آموزشی،یادگیری و ارزشیابی

نوآوری آموزشی،یادگیری و ارزشیابی

عوامل بازدارنده موثر بر کاربست فناوری و محتوای دیجیتال توسط معلمان ابتدایی ناحیه ۴ قم و ارائه راهکار

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دانشگاه آزاد اسلامی، واحد قم
2 عضو هیئت علمی دانشگاه بین المللی قم
چکیده
با گسترش فناوری‌های نوین در آموزش، بهره‌گیری مؤثر از محتوای دیجیتال به یکی از ارکان اصلی ارتقای کیفیت یاددهی-یادگیری است. با این حال، در بسیاری از مناطق آموزشی کشور موانع متعددی مانع از کاربست مطلوب این فناوری‌ها توسط معلمان پایه‏های ابتدایی می‌شود. پژوهش حاضر با هدف شناسایی عوامل بازدارنده‏ی این چالش و ارائه راهکارهای عملی برای رفع آن‌ها انجام شده است. این مطالعه به روش توصیفی-پیمایشی و با رویکرد ترکیبی صورت گرفت. جامعه آماری شامل ۳۵۱ نفر از معلمان ابتدایی ناحیه ۴ قم بود که با روش نمونه‌گیری تصادفی خوشه‌ای انتخاب شدند. ابزار گردآوری داده‌ها شامل پرسشنامه محقق‌ساخته با روایی و پایایی تأییدشده، و مصاحبه نیمه‌ساختارمند با متخصصان حوزه آموزش بود. داده‌های کمی با استفاده از آمار توصیفی و استنباطی تحلیل شدند و داده‌های کیفی با روش تحلیل مضمون بررسی گردیدند. نتایج نشان داد که مهم‌ترین عوامل بازدارنده ضعف زیرساخت‌های فناوری، کمبود منابع مالی، فقدان آموزش‌های تخصصی برای معلمان، و نگرش منفی نسبت به تغییرات فناورانه هستند. با وجود افزایش استفاده از فناوری در دوران کرونا، چالش‌هایی نظیر عدم آمادگی روانی و فنی معلمان همچنان پابرجا بود. براساس نتایج این پژوهش، ارتقای زیرساخت مدارس، برگزاری دوره‌های توانمندسازی حرفه‌ای، تولید محتوای دیجیتال بومی و تقویت تعامل مدرسه و خانواده پیشنهاد می‏شود.
کلیدواژه‌ها
موضوعات

 
 
References
Anderson, J., & Plump, W. (2009). Teacher resistance to technology integration: Individual barriers. Journal of Educational Technology, 35(4), 321–334.
Arstorp, A.-T. (2024). Institutional tensions in teacher training for digital competence. European Journal of Education, 59(2), 145–160.
Asgharian, A., & Taghizadeh, H. (2023). Obstacles to information and communication technology in elementary schools of East Azarbayjan. National Conference on Modern Educational Technology, Tabriz, Iran.
Azizi Shamami, M. (2020). Acceptance of information and communication technology in education. National Conference on Primary Education, Sari, Iran. (in Persian)
Bailir, B., & Az, A. (2018). Quality of learning in technology-enhanced education systems. Educational Technology Research, 42(3), 201–215.
Blasco, J., Bruno, I., & Alvaro, R. (2021). Learning losses and inequalities during the COVID-19 pandemic. International Journal of Educational Development, 82, 102364.
Bolmer, M., & Padgett, R. (2004). Teacher resistance to ICT: Fear of change. British Journal of Educational Technology, 35(5), 587–599.
Brooks, S., & McCormack, M. (2020). Coordinated cultural and technological changes in education. Journal of Educational Change, 21(3), 401–418.
Cakir, R., & Koroglu, A. (2023). TPACK framework for pre-service teachers. Technology, Pedagogy and Education, 32(1), 89–104.
Chang, Y., Jing, W., & Ming, G. (2022). Developing critical thinking and self-regulation through technology. Educational Technology & Society, 25(2), 112–126.
Costa, D., Alvarez, T., & Recobba, A. (2021). Enhancing school capacity for digital transformation. European Educational Research Journal, 20(4), 512–528.
Daniel, S. J. (2020). Education and the COVID-19 pandemic: Challenges and opportunities. Prospects, 49(1), 91–96.
Delgado, A., Hero, F., & Redondo, F. (2015). Failure of technology integration in Mexican schools. Journal of Educational Computing Research, 53(2), 189–207.
Delcker, J., & Ifenthaler, D. (2021). Operational transformation in hybrid education models. Technology, Knowledge and Learning, 26(3), 567–583.
Diamantis, O. (2019). Fourth industrial revolution and education transformation. Journal of Futures Studies, 23(4), 45–60.
Di Pietro, G., Garcia, D., & Zorro, Y. (2020). Learning losses in Italy during the pandemic. European Journal of Education, 55(3), 349–364.
Eistnes, O., & Coles, A. (2013). Internet impact on learning in developing countries. International Review of Education, 59(2), 231–248.
Engeness, I., & Nohr, M. (2022). Interactive curricula and student performance. Journal of Computer Assisted Learning, 38(1), 156–170.
European Commission. (2019). Digital education policies in Europe. European Commission Report, EUR 29876 EN.
European Commission. (2020). Digital education action plan 2021–2027. European Commission Policy Document, COM/2020/624.
Fakherji, U. (2019). Facilitating knowledge transfer through digital tools. Educational Technology Research and Development, 67(4), 891–907.
Farahmand, S. (2019). Opportunities and challenges of technology in primary education. National Conference on Modern Technologies, Shiraz, Iran. (in Persian)
Fernández-Gutiérrez, M., Rodriguez, H., & Clarson, J. (2020). Unsuccessful ICT integration outcomes in Spain. Computers & Education, 145, 103737.
Ghafari Mejlej, M. (2025). The impact of artificial intelligence (AI) on educational management in Iran's education systems is extensive and includes both opportunities and challenges. Innovation in Teaching, Learning and Evaluation2(2), 17-35. https://doi.org/10.22034/jitle.2025.544798.1043 (in Persian)
Ghafari Mejlej, M., & Safdari, S. (2024). The effectiveness of teacher self-disclosure on college EFL learners’ shyness: The mediating role of psychological security. Educational Psychology, 19(70), 34-59. https://doi.org/10.22054/jep.2023.70620.3748 (in Persian)
Gaol, F. L., & Prasolova-Førland, E. (2021). AI and VR in innovative education. International Journal of Emerging Technologies in Learning, 16(5), 123–139.
GlobeNewswire. (2024). Global e-learning market to reach USD 848.12 billion by 2030. GlobeNewswire Report.
Harari, Y. N. (2018). 21 Lessons for the 21st Century. Jonathan Cape.
Hosseini, R., & Mousavi, S. (2021). Effect of infrastructural shortage on teachers’ motivation. National Conference on Educational Infrastructures, Isfahan, Iran. (in Persian)
Jimoyiannis, A., & Komis, V. (2007). Infrastructure investment for ICT integration. Journal of Technology and Teacher Education, 15(2), 173–191.
Kachia, C., Kaffo, D., & Zigler, C. (2021). Learning losses in online education during COVID-19. Education Sciences, 11(8), 402.
Karimi, M. (2025). Student conduct in exceptional schools: The Impact of project-based instruction on students challenging behavior and teachers’ professional burnout. Innovation in Teaching, Learning and Evaluation1(4), 97-115. https://doi.org/10.22034/jitle.2025.510999.1026 (in Persian)
Khaiati, M. (2024). Impeding factors of technology in Yazd. National Conference on echnology and Education, Yazd, Iran. (in Persian)
Knezek, G., & Christensen, R. (2008). Will-Skill-Tool model for technology integration. Journal of Educational Computing Research, 38(3), 271–290.
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.
König, J., Wilhelm, D., & Fara, W. (2020). Digital capacity challenges during the pandemic. Teaching and Teacher Education, 96, 103139.
Koutsogiannis, A. (2018). Resistance to digital media in traditional classrooms. Journal of Educational Media, 43(2), 187–202.
Laseinde, O., & Dada, E. (2023). Simulation tools for enhanced learning access. African Journal of Educational Technology, 12(1), 45–60.
Lawrence, J. E., & Tar, U. A. (2018). Educational policies for technology integration. Journal of Information Technology Education, 17, 121–137.
Lim, C. P., & Chai, C. S. (2007). Cultural barriers to ICT integration in Asia. Computers & Education, 49(3), 781–796.
Lin, C.-H., & Hwang, G.-J. (2018). Online interactions and digital learning. Educational Technology & Society, 21(1), 112–125.
Manciaracina, A. (2022). Hybrid learning environments for collaboration. Journal of Computer Assisted Learning, 38(3), 456–471.
Moeini Kia, M. (2021). Structiral and attitude obstacles to educational Technology. National Conference on Curriculum Planning, Hamedan, Iran. (in Persian)
Moradi, S., & Zarghami Hamrah, M. (2020). Shortcomings of the SHAD network in Iran’s education. National Conference on the Shad Network, Tehran, Iran. (in Persian)
OECD. (2021). ICT investment in education: Global trends and challenges. OECD Education Working Papers, 245.
Osman, D. (2020). Defining technology integration in education. Journal of Educational Technology Systems, 48(4), 523–538.
Petko, D. (2012). Predicting skill changes in students due to technology. Educational Technology Research and Development, 60(3), 485–502.
Peterson, F. (2021). Operational transformation in Swedish schools. Scandinavian Journal of Educational Research, 65(4), 573–589.
Rath, M., & Marouane, G. (2018). Cultural and operational changes in African schools. Africa Education Review, 15(2), 89–104.
Roshani, A. (2024). Challenges of virtual curriculum planning in Ardabil. National Conference on Virtual Education, Ardabil, Iran. (in Persian)
Sachs, J., Rath, M., & Davis, S. (2022). Sustainable development goal 4 and technology. Sustainable Development, 30(5), 1012–1027.
Safdari, S. (2021). Phenomenology of EFL teacher leadership from the viewpoint of college language learners. Journal of New thoughts on Education, 17(3), 202-222. (in Persian)
Safdari, S., & Ghafari Mejlej, M. (2024). Teachers’ beliefs about gifted students and pedagogical activities that suit them: A qualitative enquiry. Teaching Research, 12(1), 30-56.  https://doi.org/10.22034/TRJ.2024.138978.1778 (in Persian)
Statista. (2023). LMS market valuation and growth trends. Statista Report.
Torabi, S. S., Rezaee Rezvan, S., Bagherpiri, S., & Nagibi Rad, M. (2025). Structural relationships of e-learning with self-directed learning: The mediating role of academic motivation and academic vitality in secondary school students. Innovation in Teaching, Learning and Evaluation1(4), 1-18. https://doi.org/10.22034/jitle.2025.498992.1018 (in Persian)
UNESCO. (2019). ICT competency framework for teachers. UNESCO Policy Document.
World Economic Forum. (2019). Digital transformation and global GDP. WEF Report.
World Economic Forum. (2023). Organizational readiness for digital transformation. WEF Report.
Zagouras, N. (2013). Gradual ICT integration in Greek classrooms. Journal of Educational Technology Systems, 41(3), 245–260.