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

نوع مقاله: علمی پژوهشی

نویسنده

دانشگاه بین المللی امام خمینی (ره)، داشکده علوم انسانی، گروه آموزشی مترجمی زبان انگلیسی

چکیده

تکنولوژی دیجیتالی تاثیر بسیار مهمی در آموزش زبان داشته است؛ به نحوی که می تواند معلمان زبان انگلیسی را در انتقال دانش به زبان آموزان کمک شایانی بکند و کیفیت آموزش معلمان را نیز بهبود بخشد. هدف اصلی تحقیق حاضر، از طرفی، ارزیابی سواد دیجیتالی معلمان زبان انگلیسی ایران و از طرف دیگر، تاثیر عوامل جنسیت، تجربه تدریس و سطح تحصیلات بر این سواد می باشد. به همین منظور، 239 معلم زبان انگلیسی از شهرهای مختلف ایران نسخه ای تطبیقی از مدل سواد دیجیتالی اینجی (2012) را تکمیل نمودند. برای تحلیل داده ها از نرم افزار تحلیل آماری SPSS (نسخه 21) استفاده گردید. نتایج تجزیه و تحلیل داده ها نشان داد که معلمان زبان انگلیسی ازسطح متوسط سواد دیجیتالی برخوردار هستند. تفاوت معنی داری بین معلمان خانم و آقا از لحاظ سطح سواد دیجیتالی، جنسیت و تجربه تدریس وجود نداشت، اما تفاوت معنی داری بین معلمان آقا و خانم از لحاظ سطح و سواد دیجیتالی یافت شد. ضرورت این تحقیق در توسعه حرفه ای معلمان مورد بحث قرار می گیرد.

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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