گامی برای اعتباربخشی الگوی پذیرش و استفاده از فناوری دیجیتال توسط معلمان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری مدیریت آموزشی، دانشگاه آزاد واحد مرند، تبریز، ایران

2 دانشیار گروه علوم تربیتی دانشگاه شهید مدنی آذربایجان

3 دانشبار شهید مدنی

چکیده

پژوهش حاضر با هدف گامی برای اعتباربخشی الگوی پذیرش و استفاده از فناوری دیجیتال توسط معلمان صورت‌گرفته است. روش پژوهش در این مطالعه، مرور سیستماتیک می‌باشد. ﺟﺎﻣﻌﮥ آﻣﺎری اﯾﻦ ﭘﮋوﻫﺶ ﺷﺎﻣﻞ ﺗﻤﺎﻣﯽ ﻣﻘﺎﻻت ﻣﻌﺘﺒﺮ ﻋﻠﻤﯽ و رساله‌های دکتری و پایان‌نامه‌های کارشناسی ارشد در زﻣﯿﻨﮥ پذیرش و استفاده از تکنولوژی دیجیتال توسط معلمان ﺑﻮد ﮐﻪ باتوجه‌به جست‌وجوی ﻣﻨﻈﻢ در پایگاه‌های اﻃﻼﻋﺎﺗﯽ PubMed، ScienceDirect، Eric، Springer، CINAHL، Scopus و موتور جستجوگر google scholar، SID و ایرانداک جمع‌آوری گردید. بر اساس ﻣﻌﯿﺎرﻫﺎی ورود ﺗﻌﺪاد 86 ﻣﻘﺎﻟﮥ و پایان‌نامه ﺷﻨﺎﺳﺎﯾﯽ و در ﻧﻬﺎﯾﺖ ﺑﺮ اﺳﺎس ﻣﻌﯿﺎرﻫﺎی ﺧﺮوج ﺗﻌﺪاد 59 ﻣﻘﺎﻟه‌ و پایان‌نامه ﺑﺮای ﺗﺤﻠﯿﻞ ﻧﻬﺎﯾﯽ اﻧﺘﺨﺎب ﺷﺪﻧﺪ. پس از مصاحبه نیمه‌‌ساختارمند برای جمع‌آوری اطلاعات از متخصصان حوزه برنامه‌ریزی درسی و تکنولوژی آموزشی برای روایی داده‌ها استفاده شد. جهت تحلیل مصاحبه‌ها، از تحلیل محتوای کیفی و برای تجزیه‌وتحلیل متون از شش مرحله گاف (2013) برای تحلیل داده‌ها استفاده شد. برای تعیین روایی محیط طراحی شده نیز از نسبت روایی محتوا (CVR) و مقدار تعیین‌شده در جدول لاوشه بر اساس تعداد شرکت-کنندگان در آزمون استفاده شد. در این پژوهش 4 مضمون زمینه فردی، محیطی، فناوری و سازمانی به دست آمد. بر اساس مقادیر جدول لاوشه و باتوجه‌به تعداد مشارکت‌کنندگان (12 نفر)، سؤالاتی که مقدار نسبت روایی محتوای آن‌ها بیش از 56/0 بود، قابل‌قبول هستند. تمامی سؤالات مطرح شده نمراتی بیشتر از مقدار ذکر شده در جدول لاوشه را کسب نمودند. میانگین ضریب لاوشه (CVR) برای کل سؤالات الگوی پیشنهادی 83/0 برآورد شد؛ بنابراین اعتبار الگوی پذیرش و استفاده از تکنولوژی دیجیتال توسط معلمان، معتبر شناخته شد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

A step to validate the model of acceptance and use of digital technology by teachers

نویسندگان [English]

  • bakhshali najafzadeh 1
  • isa barghi 2
  • abolfazl ghasemzadeh 3
1 PhD student in educational management, Azad University, Marand Branch, Tabriz, Iran
2 Member of the Academic Board, Department of Educational Sciences, School of Educational Sciences, Shahid Madani University of Azerbaijan, Tabriz, Iran
3 Member of the Academic Board, Department of Educational Sciences, School of Educational Sciences, Shahid Madani University of Azerbaijan, Tabriz, Iran
چکیده [English]

The current research was done with the aim of taking a step to validate the model of acceptance and use of digital technology by teachers. The research method in this study is a systematic review. The statistical population of this research included all valid scientific articles, doctoral dissertations, and master's theses in the field of acceptance and use of digital technology by teachers, according to a regular search in PubMed, ScienceDirect, Eric, Springer, CINAHL, Scopus, and Google Scholar search engines. , SID and Irandak were collected. Based on the entry criteria, 86 articles and theses were selected for the final analysis, and based on the exit criteria, 59 articles and theses were selected for the final analysis. After a semi-structured interview, experts in the field of curriculum planning and educational technology were used to collect data for data validity. In order to analyze the interviews, qualitative content analysis was used, and Gaff's (2013) six steps were used to analyze the texts. To determine the validity of the designed environment, the content validity ratio (CVR) and the value determined in the table based on the number of test participants were used. In this research, 4 themes of personal, environmental, technological and organizational contexts were obtained. Based on the values of the Lavshe table and according to the number of participants (12 people), the questions whose content validity ratio was more than 0.56 are acceptable. All the questions raised scored more than the value mentioned in the table of Lavshe. The average Laushe coefficient (CVR) for all the questions of the proposed model was estimated at 0.83; Therefore, the validity of the model of acceptance and use of digital technology by teachers was recognized as valid.The current research was done with the aim of taking a step to validate the model of acceptance and use of digital technology by teachers. The research method in this study is a systematic review. The statistical population of this research included all valid scientific articles, doctoral dissertations, and master's theses in the field of acceptance and use of digital technology by teachers, according to a regular search in PubMed, ScienceDirect, Eric, Springer, CINAHL, Scopus, and Google Scholar search engines. , SID and Irandak were collected. Based on the entry criteria, 86 articles and theses were selected for the final analysis, and based on the exit criteria, 59 articles and theses were selected for the final analysis. After a semi-structured interview, experts in the field of curriculum planning and educational technology were used to collect data for data validity. In order to analyze the interviews, qualitative content analysis was used, and Gaff's (2013) six steps were used to analyze the texts. To determine the validity of the designed environment, the content validity ratio (CVR) and the value determined in the table based on the number of test participants were used. In this research, 4 themes of personal, environmental, technological and organizational contexts were obtained. Based on the values of the Lavshe table and according to the number of participants (12 people), the questions whose content validity ratio was more than 0.56 are acceptable. All the questions raised scored more than the value mentioned in the table of Lavshe. The average Laushe coefficient (CVR) for all the questions of the proposed model was estimated at 0.83; Therefore, the validity of the model of acceptance and use of digital technology by teachers was recognized as valid.The current research was done with the aim of taking a step to validate the model of acceptance and use of digital technology by teachers. The research method in this study is a systematic review. The statistical population of this research included all valid scientific articles, doctoral dissertations, and master's theses in the field of acceptance and use of digital technology by teachers, according to a regular search in PubMed, ScienceDirect, Eric, Springer, CINAHL, Scopus, and Google Scholar search engines. , SID and Irandak were collected. Based on the entry criteria, 86 articles and theses were selected for the final analysis, and based on the exit criteria, 59 articles and theses were selected for the final analysis. After a semi-structured interview, experts in the field of curriculum planning and educational technology were used to collect data for data validity. In order to analyze the interviews, qualitative content analysis was used, and Gaff's (2013) six steps were used to analyze the texts. To determine the validity of the designed environment, the content validity ratio (CVR) and the value determined in the table based on the number of test participants were used. In this research, 4 themes of personal, environmental, technological and organizational contexts were obtained. Based on the values of the Lavshe table and according to the number of participants (12 people), the questions whose content validity ratio was more than 0.56 are acceptable. All the questions raised scored more than the value mentioned in the table of Lavshe. The average Laushe coefficient (CVR) for all the questions of the proposed model was estimated at 0.83; Therefore, the validity of the model of acceptance and use of digital technology by teachers was recognized as valid.The current research was done with the aim of taking a step to validate the model of acceptance and use of digital technology by teachers. The research method in this study is a systematic review. The statistical population of this research included all valid scientific articles, doctoral dissertations, and master's theses in the field of acceptance and use of digital technology by teachers, according to a regular search in PubMed, ScienceDirect, Eric, Springer, CINAHL, Scopus, and Google Scholar search engines. , SID and Irandak were collected. Based on the entry criteria, 86 articles and theses were selected for the final analysis, and based on the exit criteria, 59 articles and theses were selected for the final analysis. After a semi-structured interview, experts in the field of curriculum planning and educational technology were used to collect data for data validity. In order to analyze the interviews, qualitative content analysis was used, and Gaff's (2013) six steps were used to analyze the texts. To determine the validity of the designed environment, the content validity ratio (CVR) and the value determined in the table based on the number of test participants were used. In this research, 4 themes of personal, environmental, technological and organizational contexts were obtained. Based on the values of the Lavshe table and according to the number of participants (12 people), the questions whose content validity ratio was more than 0.56 are acceptable. All the questions raised scored more than the value mentioned in the table of Lavshe.

کلیدواژه‌ها [English]

  • Validation
  • digital technology
  • technology acceptance