تحري المعرفة الرقمية لأساتذة اللغة الانجليزية في الجامعات الجزائرية من أجل تعزيز التعليم المختلط
الكلمات المفتاحية:
المعرفة الرقمية, أساتذة اللغة الانجليزية, تكنولوجيا المعلومات والاتصال, التعليم المختلط
الملخص
ليس هناك شك أن العالم يشهد حاليا تقدما تكنولوجيا مذهلا في العديد من المجالات لاسيما التعليم. وعليه، فإن المعرفة الرقمية أصبحت أمرا حتميا بالنسبة لأساتذة اللغة الانجليزية وذلك للحفاظ على نجاح الدروس والتقييم عن بعد. ولكن، العديد من أساتذة وطلبة اللغة الانجليزية الجزائريين لا يزالون يعانون مع التعامل مع هذه الأرضيات الرقمية. عدد كبير من أساتذة اللغة الانجليزية الجزائريين يجدون صعوبات في التدريس، الإشراف، والتقييم عن بعد. في هذا الصدد، الدراسة الحالية تهدف إلى إظهار ضرورة المعرفة الرقمية من خلال التحقيق في مدى تأثير غياب هذا الإلمام بالتكنولوجيا على نجاح التعليم عن بعد. وكذلك رفع وعي الأساتذة والطلبة على حد سواء نحو أهمية الإلمام بالتكنولوجيا. تم جمع نتائج البحث من خلال البحوث السابقة حول محو الأمية الرقمية واستبيان تم توزيعه على 16 أستاذا جامعيا للإنجليزية في الجزائر. النتائج تظهر استعداد أساتذة وطلبة اللغة الانجليزية في الجزائر لتعلم كيفية استعمال الأرضيات الرقمية. تظهر هذه الدراسة أن المعرفة الرقمية ضرورة حتمية نظرا للإيجابيات التي تقدمها. توصي هذه الدراسة أساتذة وطلبة اللغة الانجليزية بحضور العديد من الملتقيات الرقمية وممارسة استعمال الأرضيات الرقمية لإنجاح استعمال الوسائل التكنولوجيا والإعلام في التعليم.
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المراجع
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Bekker, T., Bakker, S., Douma, I., van der Poel, J., & Scheltenaar, K. (2015). Teaching children digital literacy through design-based learning with digital toolkits in schools. International Journal of Child-Computer Interaction. https://doi.org/10.1016/j.ijcci.2015.12.001
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Chu, S. K. W., Reynolds, R. B., Tavares, N. J., Notari, M., & Lee, C. W. Y. (2017). Twenty-first century skills and global education roadmaps. In S. K. W. Chu, R. B. Reynolds, N. J. Tavares, M. Notari, & C. W. Y. Lee (Eds.), 21st century skills development through inquiry-based learning: From theory to practice (pp. 17-32). Singapore: Springer Singapore.
Ciroma, Z. I. (2014). ICT and education: issues and challenges. Mediterranean Journal of Social Sciences, 5(26), 98-100.
Corbel, C., & Gruba, P. (2004). Teaching computer literacy (pp. vi+-55). Sydney: National Centre for English Language Teaching and Research.
Creswell, J. W. (2007). Qualitative enquiry & research design, choosing among five approaches. In Book.
Dashtestani, R. (2014). Exploring English as a foreign language (EFL) teacher trainers’ perspective on challenges to promoting computer literacy of EFL teachers. JALT CALL Journal, 10(2), 139-151.
El-Zeftawy,M.A.,Hassan, L. A. E. A. E.(2017).Perception of Students Regarding Blended Learning Implementation of community Health Nursing Course A Faculty of Nursing, Tanta University, Egypt.Journal of Nursing Education and Practice, 7(3).
Gilster, P. (1997). Digital literacy. N.Y: Wiley Computer Publishing.
Greene, J.A., Yu, S.B. and Copeland, D.Z. (2014) "Measuring Critical Components of Digital Literacy and their Relationships with Learning", Computers & Education, Vol. 76, pp. 55-69.
Houcine, S. (2011). The effects of ICT on learning/teaching in a foreign language. Paper presented at the International Conference "ICT for Language Learning" 4th Edition, Florence, Italy. https://conference.pixel-online.net/conferences/ICT4LL2011/common/download/Paper_pdf/IBL69-437-FP-Houcine-ICT4LL2011.pdf
Hussain, Z. (2018). The effects of ICT-based learning on students ’vocabulary mastery in junior high schools in Bandung. International Journal of Education and Literacy Studies, 10(2), 149-156.
International Literacy Association. (2018) What’s hot in literacy: 2018 report. Retrieved from https://www.literacyworldwide.org/docs/default-source/resource-documents/whats-hot-2018-report.pdf
Jisc. (2014) Developing digital literacies. [Online] Available at:
Jones, B., & Flannigan, S. L. (2006). Connecting the digital dots: Literacy of the 21st century. Educause Quarterly, 29(2), 8-10.
Kessler, G. (2006). Assessing CALL teacher training: What are we doing and what could we do better. Teacher education in CALL, 23-42.
Lee, M., & Finger, G. (2010). The challenge: Developing a networked mode of schooling. In M. Lee & G. Finger (Eds.), Developing a networked school community (pp. 3-14). Victoria, Australia: Acer Press.
Martin, A. (2005). DigEuLit – a European Framework for Digital Literacy: a Progress Report. Journal of ELiteracy.
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative Data Analysis: A Methods Sourcebook. Third Edition. In The SAGE Handbook of Applied Social Research Methods.
Osguthorpe, R.T. & Graham C.R. (2003). Blended learning environments, definitions and directions. The Quarterly Review of Distance Education, 4(3), pp.227-233.
Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1. On the Horizon. https://doi.org/10.1108/10748120110424816
Son, J. B., Robb, T., & Charismiadji, I. (2011). Computer literacy and competency: A survey of Indonesian teachers of English as a foreign language. Computer-Assisted Language Learning Electronic Journal (CALL-EJ), 12(1), 26-42.
Spires, H. A., & Bartlett, M. E. (2012). Digital literacies and learning: Designing a path forward. Friday Institute White Paper Series, 5.
Stockwell, G. (2009). Teacher education in CALL: Teaching teachers to educate themselves. International Journal of Innovation in Language Learning and Teaching, 3(1), 99-112.
The Ministry of National Education. "National Teaching and Training Office at a Distance". [http://www.education.gov.dz/wp-content/uploads/2015/02/ONEFD.pdf]
The People's Democratic Republic of Algeria. The Prime Minister's portal. "The Government Action Plan - 2017". [http://www.premier-ministre.gov.dz/ressources/front/files/pdf/plans-d-actions/plan-d-action-du-gouvernement-2017-fr.pdf]
UNESCO Report. (2006). Indonesian Ministry of Education. Paper commissioned for the EFA Global Monitoring Report 2006, Literacy for Life. Retrieved from http://unesdoc.unesco.org/images/0014/001416/141639e.pdf
Young, J.R. (2002). ‘Hybrid’ teaching seeks to end the divide between traditional and online instruction. Chronicle of Higher Education, 48(28), A33-34.
منشور
2022-09-30
كيفية الاقتباس
العطريم., & قاسميم. (2022). تحري المعرفة الرقمية لأساتذة اللغة الانجليزية في الجامعات الجزائرية من أجل تعزيز التعليم المختلط. مجلة العلوم الاجتماعية, 16(2), 524-539. https://doi.org/10.34118/ssj.v16i2.2528
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