تجارب زیسته معلمان از کاربرد فناوری در برنامه درسی دوره متوسطه: یک مطالعه ی پدیدارشناسانه

پژوهش حاضر با هدف مطالعه تجارب زیسته معلمان از کاربرد فناوری در برنامه درسی دوره متوسطه صورت گرفت. رویکرد پژوهش کیفی و روش مطالعه نیز پدیدارشناسی بود. جامعه آماری پژوهش را معلمان دوره متوسطه که تجربه استفاده از فناوری در اجرای برنامه درسی را داشتند تشکیل دادند. حجم نمونه بر اساس قاعده اشباع نظری داده‌ها بود بنابراین بر اساس قاعده اشباع نظری، مشارکت‌کنندگان پژوهش به حجم 19 نفر با استفاده از نمونه گیری هدفمند از نوع مطلوب انتخاب شدند. معیار انتخاب مشارکت‌کنندگان پژوهش معلمانی بود که فناوری‌های آموزش را در اجرای آموزش بکار برده‌اند، بود. ابزار پژوهش، مصاحبه‌های نیمه ساختارمند بود. برای تجزیه و تحلیل داده‌ها از روش تحلیل‌ مضمون استفاده شد. از تحلیل مصاحبه‌ها 8 مضمون سازمان‌دهنده و 104 مضمون پایه استخراج شد. یافته‌ها نشان داد که تسهیل یادگیری، تغییرات مثبت پداگوژیگی، نوآوری‌های جدید فناورانه، تسهیل فرایندهای اداری، عدم وجود بسترها و زیرساخت های فنی مناسب، چالش‌های مربوط به نیروی اسانی، چالش‌های مدیریتی، چالش‌های پیامدی از اصلی‌ترین تجارب معلمان در فرایند اجرای برنامه درسی مبتنی بر فناوری بود. با توجه به نتایج پژوهش می‌توان گفت که متولیان نظام آموزشی به منظور افزایش استفاده از فناوری-های آموزش در اجرای برنامه درسی می‌بایست بسترهای فنی، قانونی و مدیریتی بکارگیری این فناوری‌ها را تسهیل کنند.

teachers' lived experiences of the use of technology in the implementation of secondary school curriculum: a phenomenological study

the present research was conducted with the aim of studying the teachers' lived experiences of the use of technology in the middle school curriculum. qualitative research approach and study method was phenomenology. the statistical population of the research was made up of secondary school teachers who had the experience of using technology in the implementation of the curriculum. the sample size was based on the rule of theoretical data saturation, so based on the rule of theoretical saturation, 19 participants were selected using targeted sampling of the desired type. the criteria for selecting the participants of the research was teachers who used educational technologies in the implementation of education. the research tool was semi-structured interviews. thematic analysis method was used to analyze the data. from the analysis of the interviews, 8 organizing themes and 104 basic themes were extracted. the findings showed that facilitating learning, positive changes in pedagogy, new technological innovations, facilitating administrative processes, lack of appropriate technical platforms and infrastructures, challenges related to easy labor, managerial challenges, consequential challenges of the main experiences of the teachers in the process of implementing the curriculum were based on technology. according to the results of the research, it can be said that in order to increase the use of educational technologies in the implementation of the curriculum, the trustees of the educational system should facilitate the technical, legal and managerial bases of using these technologies.the present research was conducted with the aim of studying the teachers' lived experiences of the use of technology in the middle school curriculum. qualitative research approach and study method was phenomenology. the statistical population of the research was made up of secondary school teachers who had the experience of using technology in the implementation of the curriculum. the sample size was based on the rule of theoretical data saturation, so based on the rule of theoretical saturation, 19 participants were selected using targeted sampling of the desired type. the criteria for selecting the participants of the research was teachers who used educational technologies in the implementation of education. the research tool was semi-structured interviews. thematic analysis method was used to analyze the data. from the analysis of the interviews, 8 organizing themes and 104 basic themes were extracted. the findings showed that facilitating learning, positive changes in pedagogy, new technological innovations, facilitating administrative processes, lack of appropriate technical platforms and infrastructures, challenges related to easy labor, managerial challenges, consequential challenges of the main experiences of the teachers in the process of implementing the curriculum were based on technology. according to the results of the research, it can be said that in order to increase the use of educational technologies in the implementation of the curriculum, the trustees of the educational system should facilitate the technical, legal and managerial bases of using these technologies.the present research was conducted with the aim of studying the teachers' lived experiences of the use of technology in the middle school curriculum. qualitative research approach and study method was phenomenology. the statistical population of the research was made up of secondary school teachers who had the experience of using technology in the implementation of the curriculum. the sample size was based on the rule of theoretical data saturation, so based on the rule of theoretical saturation, 19 participants were selected using targeted sampling of the desired type. the criteria for selecting the participants of the research was teachers who used educational technologies in the implementation of education. the research tool was semi-structured interviews. thematic analysis method was used to analyze the data. from the analysis of the interviews, 8 organizing themes and 104 basic themes were extracted. the findings showed that facilitating learning, positive changes in pedagogy, new technological innovations, facilitating administrative processes, lack of appropriate technical platforms and infrastructures, challenges related to easy labor, managerial challenges, consequential challenges of the main experiences of the teachers in the process of implementing the curriculum were based on technology. according to the results of the research, it can be said that in order to increase the use of educational technologies in the implementation of the curriculum, the trustees of the educational system should facilitate the technical, legal and managerial bases of using these technologies.the present research was conducted with the aim of studying the teachers' lived experiences of the use of technology in the middle school curriculum. qualitative research approach and study method was phenomenology. the statistical population of the research was made up of secondary school teachers who had the experience of using technology in the implementation of the curriculum. the sample size was based on the rule of theoretical data saturation, so based on the rule of theoretical saturation, 19 participants were selected using targeted sampling of the desired type. the criteria for selecting the participants of the research was teachers who used educational technologies in the implementation of education. the research tool was semi-structured interviews. thematic analysis method was used to analyze the data. from the analysis of the interviews, 8 organizing themes and 104 basic themes were extracted. the findings showed that facilitating learning, positive changes in pedagogy, new technological innovations, facilitating administrative processes, lack of appropriate technical platforms and infrastructures, challenges related to easy labor, managerial challenges, consequential challenges of the main experiences of the teachers in the process of implementing the curriculum were based on technology. according to the results of the research, it can be said that in order to increase the use of educational technologies in the implementation of the curriculum, the trustees of the educational system should facilitate the technical, legal and managerial bases of using these technologies. consequential challenges of the main experiences of the teachers in the process of implementing the curriculum were based on technology in education. according to the results of the research, it can be said that in order to increase the use of educational technologies in the implementation of the curriculum, the trustees of the educational system should facilitate the technical, legal and managerial bases of using these technologies.