تأثیر اثربخشی کاربست تخته‌های هوشمند بر عناصر برنامه‌درسی مبتنی بر الگوی پذیرش فناوری

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری برنامه‌ریزی درسی، دانشگاه اصفهان، اصفهان، ‌ایران

2 کارشناس ارشد راهنمایی و مشاوره، دانشگاه شهید چمران، اهواز،‌ ایران

3 استاد گروه علوم تربیتی، دانشگاه اصفهان، اصفهان، ‌ایران

چکیده

استفاده از سیستم آموزش الکترونیکی و هوشمند می‌تواند باعث تقویت دانش و بازده درسی بهتر شود. بنابراین، مدارس امروز باید برای عصر اطلاعات طراحی شوند. هدف از پژوهش حاضر بررسی تأثیر اثربخشی کاربست تخته‌های هوشمند بر عناصر برنامه‌درسی از دیدگاه معلمان دوره دوم متوسطه می‌باشد. این پژوهش به روش کیفی انجام گرفته و از نوع تحقیقات کاربردی است که بر مبنای الگوی پذیرش فعالیت می‌باشد. روش جمع‌آوری داده‌ها مشاهده و مصاحبه‌های نیمه‌ ساختاریافته بود. نمونه آماری جهت مصاحبه، 20 نفر از معلمان دوره دوم متوسطه اصفهان و مشاهده کلاس‌های درس آنان بود. تحلیل داده‌ها هم‌زمان با جمع‌آوری داده‌ها و به روش آنالیز محتوای کیفی انجام شد. نتایج نشان داد تخته­های هوشمند از منظر چهار عنصر برنامه‌درسی (هدف، محتوا، استراتژی کلاسی و ارزشیابی) و بر مبنای دو عنصر از الگوی پذیرش فناوری (سهولت کاربرد و فایده درک شده) دارای ویژگی‌هایی است. به طور کلی، در حیطه سهولت کاربرد به موارد ذخیره و بازیابی مطالب، تنوع رنگ، استفاده از صفحات متعدد، انعطاف در مدیریت کلاس و طرز نشستن دانش‌آموزان و ارزشیابی مستمر و تدریجی اشاره شد و در حیطه فایده درک شده، مواردی مانند میزان دقت بالا، افزایش انگیزه و علاقه دانش‌آموزان، همگام کردن دانش‌آموزان با پیشرفت‌های روز، نیاز به عینی‌سازی در برخی از دروس، استفاده بهینه از زمان و جلوگیری از هدر رفتن وقت و استفاده از ارزشیابی شفاهی از مهم‌ترین عامل‌های ذکر شده توسط دبیران بود.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The Effectiveness of Using Smart Boards in the Curriculum Elements Based on Technology Acceptance Theory

نویسندگان [English]

  • Leila Heshmatifar 1
  • Shadi Jazini 2
  • Bibi Eshrat Zamani 3
1 Ph.D. Student of Curriculum Planning, University of Isfahan, Isfahan, Iran
2 M.A. in Guidance and Counseling, Shahid Chamran University, Ahvaz, Iran
3 Full Professor, Department of Educational Sciences, University of Isfahan, Isfahan, Iran
چکیده [English]

Using an e-learning and smart system can reinforce the knowledge and efficiency of the course in a better way. Therefore, today's schools should be designed for the information age. The purpose of the present study is studying the effectiveness of using smart boards in the curriculum elements, from the viewpoint of teachers in the second grade of high school. This research has been conducted qualitatively, and is an applied research, based on the activity acceptance theory. The data collection method was observation and semi-structured interviews. The statistical sample for the interviews consisted of 20 second grade high school teachers in Isfahan and their classrooms were observed. Data analysis –a qualitative content analysis- was simultaneously carried out with data collection. The results of this research showed that smart boards have such characteristics considering 4 curriculum elements (purpose, content, strategy, class and assessment) and 2 TAM elements (ease of application and perceived benefit) that generally instances of saving and restoring the content, color variation in the area of application, using various pages, flexibility in the classroom management and the form of students’ sitting, and continuous and gradual assessment were mentioned in the area of ease of application; and in the area of perceived benefit instances like high precision, increasing students’ motivation and interest, synchronizing students with the current advances, the need for objectification in some lessons, using the time optimally and preventing from wasting the time, and oral assessments were the most important factors mentioned by the teachers.

کلیدواژه‌ها [English]

  • smart boards
  • curriculum elements
  • technology acceptance theory
Abdul Wahabi, M., Mehralizadeh, Y., & Parsa, A. (2013). The feasibility of establishing smart schools in girls' high schools in Ahvaz. Educational Innovation, 43, 82-108. (in Persian).

Afzalkhani, M., & Ghods, S. (2012). Evaluation of the situation of smart secondary schools in semnan province from the viewpoint of managers and teachers. Information and Communication Technology in Educational Sciences, 2(1), 23-39. (in Persian).

Aghili, M., & Fotohinia, M. (2012). Effect of smart technology (Class equipped with smart boards) on the motivation and academic achievement of male high school students in Gonbad Kavoos. Media, 5(3), 37-46. (in Persian).

Al-Zaidiyeen, N., Lai Mei, L., & Soon Fook, F. (2010). Teachers’ attitudes and levels of technology use in classrooms: The case of Jordan schools. International Education Studies, 3(2), 211-218.

Arif, M. (2013). The effect of the use of interactive whiteboard on students’ motivation. African Journal of Business Education, 1(5), 120-125.

Behrad, A. (2016). Investigating factors affecting electronic tax reception based on integration of the acceptance theory model and theory of planned behavior at the Kurdistan city tax administration. Tax Revenue Research, (27)75, 168-193. (in Persian).

Davis, F. D. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management Science, 35(8), 982-1003.

Dolenc, K., & Aberšek, B. (2015). TECH8 intelligent and adaptive e-learning system: Integration into technology and science classrooms in lower secondary schools. Computers & Education, 82, 354-365.

Falun, M., Karun, Y., Brown, T., & Sharon, F. (2011). E-learning standards (Translation: Bagheri, F.). Development of Smart Schools.

Fishbein, M., & Ajzen, I. (2002). Belief, attitude, Intention, and behavior: An introduction to theory and research. Addison-Wesley, Reading, MA.

Ghaznavi, M., Saadatmand, Z., & Keshti Aray, N. (2016). The concept of intelligence is presented in order to provide a suitable curriculum template for the elementary school of Iran. Information and Communication Technology in Educational Sciences, 7(4), 31-57. (in Persian).

Jimoyiannis, A. (2010). Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers professional development. Computers & Education, 55(3), 1259-1269.

Kalita, S., & Das, S. (2015). Use of ICT in distance higher education with special reference to institute of distance and open learning of Gauhati university. Process Management-New Technologies (JPMNT), 3(3), 104-111.

Lavin, A, K., & Davies, T. (2011). The impact of classroom technology on student behavior. Technology Research, 2, 1-20.

Niromand, G., Yazdani, H., & Ganji, M. (2013). Investigation of information and communication technology and requirements for the implementation and development of smart school in iran. Media Studies, 8(21), 145-156. (in Persian)

Perkins, D. (2011). 40 years of teaching thinking: Revolution, evolution, and what next?Retrieved from http://www.gse.harvard.edu/news-impact/tag/david-perkins/#ixzz2 gTVUhEn4

Roschelle, J., Penuel, W. R., & Abrahamson, L. (2004). The networked classroom. Educational Leadership, 61(5), 50-54.

Salehi, M., Amirianzadeh, M., & Kosari, M. (2012). Effect of school smartes on the educational achievement and creativity of fifth grade male students in science lessons. Master's Thesis. University of Marvdasht Branch. Faculty of Education and Psychology. (in Persian).

Shen, C. W., Wu, Y. C. J., & Lee, T. C. (2014). Developing A NFC-equipped smart classroom: Effects on attitudes toward computer science. Computers in Human Behavior, 30, 731-738.

Siewming, B. (2010). Supporting smart school teachers’ continuing professional development in and through ICT: A model for change. International Journal of Education and Development using Information and Communication Technology (IJEDICT),6(3), 1-16.