شناسايي شايستگي هاي مورد نياز معلمان در تلفيق فاوا و برنامه درسي به منظور كاربست در آموزش مجازي و ارزيابي ميزان برخورداري آنان از شايستگي¬هاي مذكور( مطالعه موردي معلمان دوره ابتدايي شهر باغبهادران)

Identification of the Competencies Required by Teachers for Integrating ICT an‎d the Curriculum for Application in Virtual Education an‎d eva‎luation of Their Level of Possession of These Competencies (A Case Study of Elementary School Teachers in Baghbahadoran City)

علوم تربيتي

Abstract The purpose of the present study was to identify the competencies required by elementary school teachers in the city of Baghbahadoran for integrating information an‎d communication technology (ICT) with the curriculum an‎d to assess their level of possession of these competencies in order to improve the quality of virtual education. This research is applied in terms of purpose an‎d descriptive with an exploratory nature in terms of method. The research approach, due to the use of interviews an‎d questionnaires, was considered mixed (qualitative-quantitative). In the quantitative section, a survey method was used, an‎d in the qualitative section, thematic analysis an‎d documentary-study methods were employed. The statistical population included 315 specialists an‎d elementary school teachers in Baghbahadoran city in the year 1402 (2023-2024). Qualitative sampling was purposive (10 people), an‎d quantitative sampling was simple ran‎dom (173 people). Qualitative data were collected through interviews with teachers an‎d educational technology experts an‎d were coded an‎d analyzed based on five key competency domains for teachers in integrating ICT with the curriculum: lesson planning, teaching an‎d learning, interaction an‎d communication, assignments an‎d assessment, classroom management, an‎d problem-solving. Subsequently, a 35-item questionnaire designed on a Likert scale was analyzed using EXCEL, MAXQDA, an‎d SPSS software. The results showed that in the domain of lesson planning, competencies such as adapting content an‎d teaching time appropriately, considering additional an‎d engaging content, possessing analytical an‎d critical thinking, an‎d specifying teaching an‎d learning objectives were essential. In the teaching-learning domain, competencies included initiative, readiness to integrate ICT with the curriculum, creating discussion rooms, an‎d the ability to boost morale an‎d foster teamwork. In the domain of interaction an‎d communication with learners, possessing emotional intelligence, expressing values to students, an‎d using webcams were highlighted. In the assignments domain, competencies included providing out-of-school assignments, encouraging independent learning, an‎d offering small-scale, exploratory, an‎d investigative tasks. In classroom management, competencies such as familiarity with classroom management tools an‎d their use, attention to the opportunities an‎d limitations of each lesson’s content, an‎d identifying barriers to classroom management when integrating ICT into the curriculum were deemed necessary. Furthermore, the results of analyses using the one-sample parametric t-test showed that elementary school teachers in Baghbahadoran performed below average in some key competencies such as lesson planning, teaching an‎d learning, an‎d assignments an‎d assessment. Conversely, in the areas of interaction an‎d communication an‎d classroom management, their status was better an‎d above the average benchmark. Additionally, teachers’ ability to integrate ICT with the curriculum for virtual education was assessed as below expectations. These findings, based on the one-sample t-test comparing the sample mean to the benchmark mean, indicate the necessity of strengthening teachers’ professional an‎d technological skills to enhance the quality of education an‎d improve curricula.

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