رابطه سواد فن آوری اطلاعات و ارتباطات معلمان با پیشرفت تحصیلی دانش آموزان پایه پنجم ابتدایی شهر تهران

نوع مقاله: مقاله پژوهشی

نویسندگان

1 استادیار گروه مدیریت آموزشی، دانشگاه آزاد اسلامی واحد تهران مرکزی، تهران، ایران

2 کارشناس ارشد برنامه‌ریزی درسی، دانشگاه آزاد اسلامی واحد تهران مرکزی، تهران، ایران

چکیده

هدف پژوهش حاضر، بررسی رابطه سواد فن‌ آوری اطلاعات و ارتباطات معلمان با پیشرفت تحصیلی دانش‌آموزان پایه پنجم ابتدایی شهر تهران است. روش پژوهش از نظر هدف، کاربردی و از نظر گردآوری داده‌ها توصیفی از نوع همبستگی بوده است. جامعه آماری تحقیق، شامل کلیه معلمان پایه پنجم ابتدایی شهر تهران در سال تحصیلی 93-1392 بود که با مراجعه به جدول کرجسی و مورگان تعداد 338 نمونه با استفاده از روش نمونه‌گیری تصادفی ساده انتخاب شدند. برای جمع‌ آوری دادهها، از دو پرسش‌نامه محقق ساخته استفاده شد. روایی صوری و محتوایی پرسش‌نامه‌ها توسط محققان بررسی و تأیید شد. پایایی آنها از طریق آلفای کرونباخ برای پرسش‌نامه سواد فنآوری اطلاعات و ارتباطات برابر با 0/949 و برای پرسش‌نامه پیشرفت تحصیلی 0/947 برآورد گردید. برای تجزیه و تحلیل داده‌ ها از آزمون کلموگروف اسمیرنف، ضریب همبستگی پیرسون و رگرسیون چندمتغیره گام به گام استفاده شد. نتایج نشان داد که بین سواد فن ‌آوری اطلاعات و ارتباطات معلمان با پیشرفت تحصیلی دانش ‌آموزان پایه پنجم ابتدایی رابطه معنادار و مثبت وجود دارد، به عبارتی، هر چه سواد فن‌آوری اطلاعات و ارتباطات معلمان بیشتر باشد، پیشرفت تحصیلی دانش ‌آموزان بیشتر می ‌شود. هم‌چنین، تحلیل رگرسیون نشان دادکه به‌ کارگیری کامپیوتر و فایل‌ های مدیریتی و مشاغل و فن‌آوری اطلاعات و ارتباطات پیش ‌بینی‌کننده مثبت پیشرفت تحصیلی دانش ‌آموزان هستند.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The Relationship between Teachers’ ICT Literacy and Academic Achievement Fifth Grade Students’ in Tehran

نویسندگان [English]

  • Mehdi Shariatmadari 1
  • Marzieh Aghajani 2
چکیده [English]

The present study aimed to study the relationship between teachers' ICT literacy and the academic achievement of fifth grade students in Tehran. The research was descriptive in nature and correlational method was used as the design of the study and data collection method. The statistical population of the study included all teachers of fifth grade in Tehran primary schools who were 2669 in 2014-15 academic year. Based on Krejcie and Morgan table and by using simple random sampling method a sample of 338 was chosen. In order of data collection a researcher made questionnaire was used. The content and face validity of the questionnaires was evaluated and confirmed by researchers. Reliability of the survey was explored and the calculated Cronbach Alpha was 0.949 and 0.903 for ICT Literacy scale and Academic Achievement questionnaire respectively. For data analyzing Kolmogorov–Smirnov test, Pearson correlation coefficient and stepwise multiple Regression tests were used. The findings of the study indicated that there was a significant correlation between teachers ICT literacy, and students’ academic achievement. Furthermore, Regression analysis showed that use of computer and management files, jobs and ICT predict academic achievement positively.

کلیدواژه‌ها [English]

  • Information and communication technology
  • academic achievement
  • fifth grade students
  1. Adeyemi, B. A. (2012). Effects of computer assisted instruction (CAI) on students’achievement in social studies in Osun state, Nigeria. Mediterranean Journal of Social Sciences, 3(2), 269-277.
  2. Adeyemi, T. O., & Olaleye, F. O. (2010). Information and communication technology (ICT) for the effective management of secondary schools for sustainable development in Ekiti State, Nigeria. American-Eurasian Journal of Scientific Research, 5(2), 106-113.
  3. Buabeng-Andoh, C. (2012). Factors influencing teachers' adoption and integration of information and communication technology into teaching: A review of the literature. International Journal of Education & Development Using Information & Communication Technology, 8(1), 136-155.
  4. Cole, G. (2006). 101 essential lists for using ICT in the classroom. UK: Continuum, London.
  5. Ebadi, R. (2005). ICT and education. Tehran: Instiute of Smart Educational Technology. (in Persian).
  6. Enayati, T., Zameni, F., & Zanganeh, M. J. (2011). Identify the main obstacles to the use of information technology (IT) in secondary school in Ali AbadKatoul. Information and Communication Technology in Educational Sciences, 1(4), 116-97. (in Persian)
  7. Hadjerrouit, S. (2010). Developing web-based learning resources in school education: A user-centered approach. Interdisciplinary Journal of E-Learning and Learning Objects, 6, 115-135
  8. Kashani, M., & Bagheri, R. (2014). Examine the role of information and communications technology (ICT) on the development of the third year of secondary school students in Tabriz. Proceeding of Third Virtual Conference on Learning, Tehran, September 2013. (in Persian).
  9. Miker, F. (2011). The roles of information communication technologies in education review article with emphasis to the computer and internet. Ethiopian Journal of Education and Sciences, 6(2), 1-14.
  10. Niazazari, K. (2004). Behavior and human relations in educational institutions of the third millennium. Tehran: Tehran Andisheh Farashenakht. (in Persian).
  11. Niazazari, K., Behnamfar, R., & Andy, S. (2012). The role of ICT Use in learning of primary school students. Information and Communication Technology in Educational Sciences, 3(2), 31-43. (in Persian).
  12. Qasemi, M. (2005). The impact of ICT on students' academic achievement of high school girls in Tehran. Thesis for M.A. Degree in Curriculum Planning, Faculty of Psychology and Educational Sciences, Central Tehran Branch, Islamic Azad University. (in Persian).
  13. Rahmani, J., MovahedNia, N., & Salimi, Gh. (2006). Conceptual model of educational-pedagogical functions of information technology and communication in education. Knowledge and Research in Education, 10(11), 66-49. (in Persian).
  14. Saheb, H. (2010). Evaluation of the use of information and communication technology in teaching among teachers and its relationship with academic achievement of high school students in 1st region of Ardabil in 2010-11 academic year. Thesis for M.A. Degree in educational planning, Tabatabai University, Faculty of Psychology and Educational Sciences. (in Persian).
  15. Seyedi Garmeh Cheshmeh, S. D., Ghomchi, R., & Badar, M. (2013). The role of
    e-learning in the academic achievement of students (Case study: Ardebil 1st District). Proceeding of Third Virtual Conference on Learning: Tehran, September 2013. (in Persian).
  16. Shariatmadari, M. (2012). A pathological study of barriers to using ICT in universities. Information and Communication Technology in Educational Sciences, 2(4), 113-129. (in Persian).
  17. Talayi, E. (2004). Standardization of technology for students, teachers, curriculum, training managers. Tehran: Dibagaran Tehran Cultural and Art Institute. (in Persian).
  18. Wheeler, S. (2001). ICT and the changing role of the teacher. Journal of Educational Media, 26(1), 7-18.
  19. Yunus, M. (2007). Malaysian ESL teachers’ use of ICT in their classrooms: Expectations and realities. The Journal of EUROCALL, 19(1), 79-95.