نوع مقاله : مقاله پژوهشی
نویسندگان
1 استادیار گروه علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران
2 دکتری برنامه‌ریزی درسی، گروه مدیریت و برنامه‌ریزی آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه الزهرا، تهران، ایران
3 دانشیار گروه علوم تربیتی، دانشگاه بیرجند، بیرجند، ایران
4 دانشجوی کارشناسی راهنمایی و مشاوره، دانشگاه فرهنگیان استان خراسان جنوبی، پردیس امام سجاد (ع)، بیرجند، ایران
چکیده
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
The use of technology in literacy education not only increases access to educational resources but also enhances the quality of learning. Therefore, the aim of this study was to examine implementable technology models in literacy programs in South Khorasan Province.
research methodology: This study was conducted with a qualitative approach and phenomenological method. The participants were literacy instructors from South Khorasan Province, selected through purposive sampling. In-depth interviews were conducted with 15 instructors. The collected data were analyzed using thematic analysis, leading to the identification of basic, organizing, and global themes, ultimately forming a thematic network. To ensure the trustworthiness of the data, the criteria of credibility, dependability, transferability, and confirmability were applied. For credibility, the inter-coder agreement method was used, resulting in an agreement coefficient of 0.82.
Findings: The findings revealed five global themes and seventeen organizing themes. The results indicated that literacy instructors utilized educational technologies such as multimedia tools, interactive activities, and software-based instruction. These methods contributed to improving the quality of instruction, increasing learners' attention and engagement, and reducing the limitations of traditional teaching methods. Additionally, assessment through online tests and group projects enhanced learners’ skills and provided a more comprehensive evaluation of their knowledge. However, challenges such as lack of skills, infrastructural issues, and unequal access to technology were also identified.
Discussion and Conclusion Based on the findings, improving the effectiveness of educational technology requires enhancing the digital skills of instructors and learners, strengthening infrastructure in underprivileged areas, and providing affordable and accessible educational tools
کلیدواژه‌ها [English]
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