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

پژوهش حاضر با هدف تعیین 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 کارشناسی‌ارشد در زﻣﯿﻨﮥ پذیرش و استفاده از تکنولوژی دیجیتال توسط معلمان ﺑﻮد ﮐﻪ با توجه ‌به جست‌وجوی ﻣﻨﻈﻢ در پایگاه‌های اﻃﻼﻋﺎﺗﯽ جمع‌آوری گردید. بر اساس ﻣﻌﯿﺎرﻫﺎی ورود ﺗﻌﺪاد 86 ﻣﻘﺎﻟه و پایان‌نامه ﺷﻨﺎﺳﺎﯾﯽ و در ﻧﻬﺎﯾﺖ ﺑﺮ اﺳﺎس ﻣﻌﯿﺎرﻫﺎی ﺧﺮوج ﺗﻌﺪاد 59 ﻣﻘﺎﻟه­ و پایان‌نامه ﺑﺮای ﺗﺤﻠﯿﻞ ﻧﻬﺎﯾﯽ اﻧﺘﺨﺎب ﺷﺪﻧﺪ. 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 شرکت­کنندگان در آزمون استفاده شد. در این پژوهش 4 مضمون زمینه فردی، محیطی، فناوری و سازمانی به دست آمد. بر اساس مقادیر جدول لاوشه و با توجه ‌به تعداد مشارکت‌کنندگان (12 نفر)، سوالاتی که مقدار نسبت روایی محتوای آن‌ها بیش از 0.56 بود، قابل‌قبول هستند. میانگین ضریب لاوشه (cvr) برای کل سوالات الگوی پیشنهادی 0.83 برآورد شد. اعتبار الگوی پذیرش و استفاده از تکنولوژی دیجیتال توسط معلمان، معتبر شناخته شد.

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

teachers play a key role in the application of technology in the educational system and have significant effects on academic progress, value system and technology, students’ intellectual developments and beliefs related to technology. the use of technology in the educational system enables teachers to prepare, introduce, explain and transfer knowledge in order to strengthen, encourage and promote students to show better performance (anderson and streis, 2005). research has shown that teachers have a central role in the integration of technology in the classroom, and their understanding and attitude towards technology is effective in forming students’ attitudes and using it effectively for teaching and learning (teo, 2009). the use of computers in education is not new, but technology can be a challenge for teachers. considering the rapid rate of technology development, teachers constantly need to adapt to new technology and improve their skills in order to integrate technology, especially computer-based technology, in the classroom. studies have shown that if teachers do not believe that the computer meets their and their students’ needs, they will resist any attempt to introduce technology in teaching and learning (behrouzi, 2013).information technology and digital technology can increase the transition in education through dynamic content, two-way action and catchy. digital and communication technology has the capacity and ability to accelerate the empowerment and consolidation of skills. digital technology and communication technology is now the most prominent tool of information creation and dissemination and can help to display information widely and make learners gain more confidence in the learning process effectively in all its levels communicate (an-vusu et al., 2018). digital and communication technologies play a vital role in countless areas; one of the areas where digital and communication technology is used is education and research (aftekhar et al., 2019). by introducing computers in education as one of the most prominent technologies of the 21st century, this technology has valuable uses in new schools (bess, 2017). so that the use of digital technology and communication in acquiring knowledge and skills has become a necessary element of education. information and communication technology has many potential benefits, and by increasing the process of information exchange and reducing costs, it is a means to increase productivity, efficiency, competitiveness and growth in all areas of human activity (mansourzadeh et al., 2017). .the successful use of digital and communication technology systems, ranging from simple programs such as word processing and spreadsheets to more difficult programs such as electronic learning systems, requires user acceptance. by studying user acceptance and using this knowledge, user response can be predicted and systems can be modified to improve acceptance. despite the previous research on this subject, the acceptance of information technology users is still difficult, ambiguous and at the same time very valuable (pontija and virili, 2010). every year, organizations invest large sums of money in new technologies; if the users are not willing to accept these technologies and do not use the technology, the efficiency of this investment will decrease (mohammadian, 2018).