ﮐﺎرﺑﺮد ﻣﺆﻟﻔﻪ ﻫﺎي ﺗﮑﻨﻮﻟﻮژي آﻣﻮزﺷﯽ در ﻣﻨﺎﺑﻊ اﺻﻠﯽ ﺑﺮﻧﺎﻣﻪ رﯾﺰي درﺳﯽ

The Application of Educational Technology Components in the Main Sources of Curriculum Planning

ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺮرﺳﯽ ﻣﯿﺰان ﮐﺎرﺑﺴﺖ ﻣﺆﻟﻔﻪ ﻫﺎي ﺗﮑﻨﻮﻟﻮژي آﻣﻮزﺷﯽ در ﻣﻨﺎﺑﻊ اﺻﻠﯽ ﺑﺮﻧﺎﻣﻪ رﯾﺰي درﺳﯽ ﺑﻮده اﺳﺖ. اﯾﻦ ﭘﮋوﻫﺶ از ﻧﻮع ﺗﺤﻠﯿﻞ ﻣﺤﺘﻮا ﺑﻮد و ﺟﺎﻣﻌﻪ آﻣﺎري آن ﺷﺎﻣﻞ ﮐﻠﯿﻪ ﻣﻨﺎﺑﻊ اﺻﻠﯽ ﺑﺮﻧﺎﻣﻪ رﯾﺰي درﺳﯽ در ﺳﻄﺢ داﻧﺸﮕﺎه ﺑﻮده اﺳﺖ. ﺑﺎ روش ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﻫﺪﻓﻤﻨﺪ ﻧُﻪ ﮐﺘﺎب ﺑﻪ ﻋﻨﻮان ﻧﻤﻮﻧﻪ ﭘﮋوﻫﺶ اﻧﺘﺨﺎب ﺷﺪﻧﺪ. اﺑﺰار ﺟﻤﻊ آوري داده ﻫﺎ ﭼﮏ ﻟﯿﺴﺖ ﻣﺆﻟﻔﻪ ﻫﺎي ﺗﮑﻨﻮﻟﻮژي آﻣﻮزﺷﯽ ﺑﻮد. ﺗﺠﺰﯾﻪ وﺗﺤﻠﯿﻞ داده ﻫﺎ ﺑﺎ اﺳﺘﻔﺎده از آﻣﺎر ﺗﻮﺻﯿﻔﯽ اﻧﺠﺎم ﺷﺪه اﺳﺖ. ﯾﺎﻓﺘﻪ ﻫﺎي ﭘﮋوﻫﺶ ﻧﺸﺎن داد ﮐﻪ در ﻣﻮرد ﻫﺮ ﯾﮏ از ﻣﺆﻟﻔﻪ ﻫﺎي ﺗﮑﻨﻮﻟﻮژي آﻣﻮزﺷﯽ ﺑﻪ ﺑﺮﺧﯽ از ﺧﺮده ﻣﻘﯿﺎس ﻫﺎ ﻫﻤﭽﻮن ﺧﻼﺻﻪ؛ اﺳﺘﻔﺎده از رﻧﮓ در ﻋﻨﻮان ﻫﺎ، ﻣﺘﻦ، ﺗﺼﻮﯾﺮ و ﺟﻠﺪ، ﻣﺤﻞ ﻣﻨﺎﺳﺐ ﻗﺮارﮔﯿﺮي ﻣﻮاد دﯾﺪاري، ﭘﺮﻫﯿﺰ از ﺳﻮﮔﯿﺮي در ﻣﻮاد دﯾﺪاري در ﻫﯿﭻ ﯾﮏ از ﻧﻪ ﻣﻨﺒﻊ اﺻﻠﯽ ﺑﺮﻧﺎﻣﻪ رﯾﺰي درﺳﯽ ﺗﻮﺟﻪ ﻧﺸﺪه اﺳﺖ. ﻫﻤﭽﻨﯿﻦ، ﮐﺎرﺑﺴﺖ ﺳﺎﯾﺮ ﺧﺮده ﻣﻘﯿﺎس ﻫﺎ ﻧﯿﺰ در ﻣﻨﺎﺑﻊ اﺻﻠﯽ ﺑﺮﻧﺎﻣﻪ رﯾﺰي درﺳﯽ ﻣﺘﻔﺎوت ﺑﻮده اﺳﺖ؛ ﺑﻪ ﻃﻮري ﮐﻪ در ﺑﺮﺧﯽ از ﻣﻨﺎﺑﻊ ﺑﻪ ﮐﺎررﻓﺘﻪ اﻧﺪ و در ﺑﺮﺧﯽ دﯾﮕﺮ ﻣﻮرداﺳﺘﻔﺎده ﻗﺮار ﻧﮕﺮﻓﺘﻪ اﻧﺪ. ﺑﻨﺎﺑﺮاﯾﻦ، ﺿﺮورت ﺑﺎزﻧﮕﺮي ﺟﺪي درزﻣﯿﻨﻪٔ ﺑﻪ ﮐﺎرﮔﯿﺮي ﻣﺆﻟﻔﻪ ﻫﺎي ﺗﮑﻨﻮﻟﻮژي آﻣﻮزﺷﯽ در ﻣﻨﺎﺑﻊ اﺻﻠﯽ ﺑﺮﻧﺎﻣﻪ رﯾﺰي درﺳﯽ ﺑﺮاي ﭼﺎپ ﻫﺎي آﺗﯽ اﺣﺴﺎس ﻣﯽ ﺷﻮد.

The aim of the present study was to investigate the application of educational technology components in the main sources of curriculum planning. This research was of content analysis type and its statistical population included all the main sources of curriculum planning at the university level. Nine books were selected as the research sample by the deliberate sampling method. Data collection tools were the check list of educational technology components. Data analysis was performed by means of descriptive statistics. The research findings showed that in the case of each component of educational technology to some subscales such as summary; the use of color in titles, text, image, and cover, the appropriate location for visual materials, and the avoidance of visual bias are not considered in any of the nine main sources of curriculum planning. Furthermore, the use of other subscales has been different in the main sources of curriculum planning; So that in some sources they have been used and in others they have not. Therefore, there is a need for a serious overhaul of the application of educational technology components in the main sources of curriculum planning for future editions.