سواد دیجیتالی معلمان زبان انگلیسی در محیط های آموزشی ایران: ضرورت حرفه ای سازی معلمان در دنیای دیجیتال

نوع مقاله : علمی پژوهشی(عادی)

نویسنده

استادیار آموزش زبان انگلیسی، دانشگاه بین‌المللی امام خمینی(ره)، قزوین، ایران

چکیده

فناوری دیجیتالی می‌تواند تأثیر مهمی در آموزش زبان داشته باشد. این تأثیر باعث می‌شود معلمان درس زبان انگلیسی‌مطالب درسی را بهتر به زبان آموزان آموزش بدهند و کیفیت آموزشی معلمان را نیز بهبود بخشند. هدف اصلی تحقیق حاضر، از طرفی، ارزیابی سواد دیجیتالی معلمان زبان انگلیسی ایران و از طرف دیگر، بررسی تفاوت بین سواد دیجیتالی و جنسیت، سطح تحصیلات، و تجربه تدریس آن‌ها است. به‌همین منظور، 239 معلم زبان انگلیسی نسخه‌ای تطبیقی از مدل سواد دیجیتالی اینجی[1] (2012) را تکمیل کردند. برای تحلیل داده‌ها از نرم‌افزار SPSS (نسخه 21) استفاده گردید. نتایج تحلیل داده‌ها نشان‌داد که سطح سواد دیجیتالی معلمان زبان انگلیسی، از نظر نوع نگرش، مباحث فنی، و ابعاد عاطفی-اجتماعی نسبتا بالا بود، اما در‌بعد شناختی، سواد دیجیتالی آن‌ها تقریبا پایین بود.. تفاوت معنا‌‌‌داری در سطح سواد دیجیتالی معلمان زن و مرد، تجربة تدریس و جنسیت آن‌ها وجود نداشت، اما تفاوت معناداری در زمینة سواد دیجیتال معلمان شرکت‌کننده با در نظر گرفتن سطح تحصیلات آنان وجود داشت.
 
 

کلیدواژه‌ها


عنوان مقاله [English]

Iranian EFL Teachers’ Digital Literacy in Academic Settings: Teacher Professionalism in the Digital Age

نویسنده [English]

  • Rajab Esfandiari
Imam Khomeini International University, Faculty of Humanities, Department of English Language
چکیده [English]

Over the past few years, sophisticated types of digital technology, the literacy of which may help language teachers deliver instruction to language learners more effectively, have made consistent inroads into applied linguistics. The overriding goal of the present study, therefore, was to examine not only digital literacy of Iranian EFL teachers but also the effects of gender, teaching experience, and academic degree on their digital literacy. To that end, 239 language teachers in different cities across three academic degrees in Iran completed an adapted version of Ng’s (2012) digital literacy model. SPSS (version 21) was used to analyse the data. The results revealed (1) language teachers’ moderate levels of digital literacy, (2) no statistically significant difference between gender and teaching experience in language teachers’ digital literacy, and (3) a statistically significant difference between language teachers’ academic degree and digital literacy. The implications of the findings for teacher development and education are discussed.

کلیدواژه‌ها [English]

  • Digital Technology
  • digital Literacy
  • gender
  • Academic degree
  • Teaching experience
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