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التخطيط لدمج التابلت في مدارس التعليم الثانوي المصري (دراسة استشرافية)

أحمد زينهم نوار
2019 Journal of Education  
With the emergence of the need to integrate the tablets in secondary schools, the importance of this transformation through the use of simulations and the Internet in the provision of interactive environments for students through tools and methods of interactive learning, whether these methods through the communication, which allows the teacher and student to communicate at the same time from anywhere , Or through simultaneous communication at different times. The aim of this study was to
more » ... study was to present a future vision for the integration of tablets in secondary schools. The study adopted a descriptive approach and a future approach, in addition to relying on Delphi method to apply the study tool. The study reached a number of results, the most important of which are: -Building a future vision for the integration of tablets in secondary schools. -Identify the objectives of integrating the tablets in secondary education schools, which are to enhance students' ICT skills, and to improve the use of ICTs in the teaching and learning processes within the school. As well as providing students with access to online learning materials, supporting individual learning more effectively, and facilitating student access to digital content or e-books on the educational tab. In addition to promoting equal opportunities in education for all students. -Determining the most important mechanisms for students of secondary schools to get access to the education system, including: buying the ministry's tablets and distributing them to students free of charge or making this device accessible to students who do not have a personal computer or at home. The student on the tablet that his family bought for him inside and outside the school. -Exploring the challenges of integrating tabloids into secondary schools, including various policy and structural challenges such as: Lack of documentation issued by the responsible authorities that provide guidance to teachers and principals on policies to be followed for the use of tablets in education, and the lack of necessary facilities and services for schools To integrate the tablet into teaching and learning activities. Teachers' concerns about the integration of tablets in education, the focus of teachers on the teaching method of teaching, the lack of skills required by teachers to employ the tabloid in teaching and learning activities in the classroom, and the lack of opportunities to exchange experiences among teachers in the field of integration ‫المصري‬ ‫الثانوي‬ ‫التعليم‬ ‫مدارس‬ ‫في‬ ‫التابلت‬ ‫لدمج‬ ‫التخطيط‬ ‫افية)‬ ‫استشر‬ ‫اسة‬ ‫(در‬ . - - Information and communication technology in education. And students' challenges, such as: engaging in fun and watching videos while explaining lessons and exploiting them in other areas that are far from teaching and learning, such as fun, playing electronic games and loading songs. In addition, students are less aware of the importance of online information networks in teaching and learning, The student to maintain the integrity of the tablet and subject to destruction. There are challenges related to the curriculum: most of the curriculum is traditional and does not adopt the technological approach, and the curriculum does not contain applications that facilitate the investment of the tablet in the teaching process. Other funding challenges include: Internet access, limited resources in line with the requirements for integration of educational tablets within schools, as well as the provision of Wi-Fi in and out of school. Other challenges related to school administration include: the resistance of members of the administrative board to the idea of integrating the educational tab in schools, the management of the school by dealing with educational tabloid as well as the old system of school administration and the lack of training courses in the field of ICT integration in education. There are other challenges related to the community and the family: poor confidence in students' ability to employ tablets in teaching and learning activities, family inability to maintain their child's tablet, lack of awareness programs for parents about the benefits of investing in education, In the society towards the integration of education in schools. Opening remarks: Tablets -secondary education -ICTs. ‫المصري‬ ‫الثانوي‬ ‫التعليم‬ ‫مدارس‬ ‫في‬ ‫التابلت‬ ‫لدمج‬ ‫التخطيط‬ ‫افية)‬ ‫استشر‬ ‫اسة‬ ‫(در‬ . -011 -‫المصري‬ ‫الثانوي‬ ‫التعليم‬ ‫مدارس‬ ‫في‬ ‫التابلت‬ ‫لدمج‬ ‫التخطيط‬ ‫افية)‬ ‫استشر‬ ‫اسة‬ ‫(در‬ . -011 -‫العمؿ‬ ‫و‬ ‫التعاوني‬ ‫العمؿ‬ ‫خبلؿ‬ ‫مف‬ ‫بينيـ‬ ‫االجتماعية‬ ‫العبلقات‬ ‫ودعـ‬ ‫لدييـ‬ ‫التعمـ‬ ‫ات‬ ‫خبر‬ ‫تعزيز‬ ‫يعتقد‬ ‫إذ‬ ‫األكاديمي،‬ ‫أداءىـ‬ ‫وطور‬ ‫مجموعات‬ ‫في‬ 64 ‫تطوير‬ ‫في‬ ‫التابمت‬ ‫أىمية‬ ‫الطبلب‬ ‫مف‬ % ‫و‬ . ‫التعميمية‬ ‫اتيـ‬ ‫خبر‬ ‫بالمثؿ؛‬ ( ‫الدىشاف‬ ‫اسة‬ ‫در‬ 1101 ‫كيفية‬ ‫عمى‬ ‫الضوء‬ ‫سمطت‬ ‫التي‬ ) ‫ا‬ ‫مف‬ ‫االستفادة‬ ‫عمميتي‬ ‫في‬ ‫توظيفيا‬ ‫خبلؿ‬ ‫مف‬ ‫التعميـ‬ ‫في‬ ‫نوعية‬ ‫نقمة‬ ‫إحداث‬ ‫في‬ ‫اتؼ‬ ‫ليو‬ ‫ىذا‬ ‫في‬ ‫استخداميا‬ ‫اجو‬ ‫تو‬ ‫التي‬ ‫الصعوبات‬ ‫و‬ ‫التحديات‬ ‫أىـ‬ ‫تستعرض‬ ‫كما‬ ‫التدريب‬ ‫و‬ ‫التعميـ‬ ‫عمييا‬ ‫لمتامب‬ ‫المقترحات‬ ‫بعض‬ ‫تقديـ‬ ‫مع‬ ‫المجاؿ‬ . ‫اسة‬ ‫در‬ ‫أوضحت‬ ‫و‬ Leslie & Colin ‫المصري‬ ‫الثانوي‬ ‫التعليم‬ ‫مدارس‬ ‫في‬ ‫التابلت‬ ‫لدمج‬ ‫التخطيط‬ ‫افية)‬ ‫استشر‬ ‫اسة‬ ‫(در‬ . -012 -‫المصري‬ ‫الثانوي‬ ‫التعليم‬ ‫مدارس‬ ‫في‬ ‫التابلت‬ ‫لدمج‬ ‫التخطيط‬ ‫افية)‬ ‫استشر‬ ‫اسة‬ ‫(در‬ . -014 -‫المصري‬ ‫الثانوي‬ ‫التعليم‬ ‫مدارس‬ ‫في‬ ‫التابلت‬ ‫لدمج‬ ‫التخطيط‬ ‫افية)‬ ‫استشر‬ ‫اسة‬ ‫(در‬ . -004 -‫المصري‬ ‫الثانوي‬ ‫التعليم‬ ‫مدارس‬ ‫في‬ ‫التابلت‬ ‫لدمج‬ ‫التخطيط‬ ‫افية)‬ ‫استشر‬ ‫اسة‬ ‫(در‬ . -051 -‫المصري‬ ‫الثانوي‬ ‫التعليم‬ ‫مدارس‬ ‫في‬ ‫التابلت‬ ‫لدمج‬ ‫التخطيط‬ ‫افية)‬ ‫استشر‬ ‫اسة‬ ‫(در‬ . -053 -‫المصري‬ ‫الثانوي‬ ‫التعليم‬ ‫مدارس‬ ‫في‬ ‫التابلت‬ ‫لدمج‬ ‫التخطيط‬ ‫افية)‬ ‫استشر‬ ‫اسة‬ ‫(در‬ . -054 -‫المصري‬ ‫الثانوي‬ ‫التعليم‬ ‫مدارس‬ ‫في‬ ‫التابلت‬ ‫لدمج‬ ‫التخطيط‬ ‫افية)‬ ‫استشر‬ ‫اسة‬ ‫(در‬ . -055 -‫المصري‬ ‫الثانوي‬ ‫التعليم‬ ‫مدارس‬ ‫في‬ ‫التابلت‬ ‫لدمج‬ ‫التخطيط‬ ‫افية)‬ ‫استشر‬ ‫اسة‬ ‫(در‬ . -073 -
doi:10.21608/edusohag.2019.44752 fatcat:irpfvwtl2bgk3ks6ndeyaexg3m