شناسایی نرم‌افزار آموزشی مناسب ویژگی‌های رشدی یادگیرندگان دورة پیش‌دبستانی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار گروه علوم تربیتی، دانشگاه تبریز

2 دانشیار گروه علوم تربیتی، دانشگاه تبریز

چکیده


پژوهش حاضر با هدف تصمیم‌گیری دربارة انتخاب نرم‌افزار آموزشی مناسب ویژگی‌های رشدی دورة پیش‌دبستانی انجام شد. بدین منظور، از روش پژوهش ارزشیابانه و رویکرد فرایند تحلیل سلسله‌مراتبی برای انتخاب نرم‌افزار آموزشی مناسب استفاده شد. جامعة آماری این پژوهش، همة نرم‌افزارهای آموزشی دورة پیش‌دبستانی تولید شده توسط شرکت‌های چندرسانه‌ای در ایران بودند که از این میان، تعداد 12 نرم‌افزار به شیوة نمونه‌گیری در دسترس انتخاب و با استفاده از فهرست وارسی 29 گویه‌ای محقق- ساخته ارزیابی شدند. روایی محتوایی ابزار توسط سه نفر از متخصصان مربوطه تأیید شد، و پایایی ابزار نیز با استفاده از نرخ سازگاری برای تمامی معیارها و نرم‌افزارها، کوچک‌تر از 0.1 به دست آمد که نشانگر منطقی و پایا بودن مقایسه‌های زوجی است.
یافته‌های مربوط به اولویت‌بندی معیارهای ارزشیابی نسبت به هم نشان داد که کیفیت معیارهای تناسب با سن کودکان، لذت‌بخش/ درگیرکننده، ارزش تربیتی، کودک‌پسندانه، سنجش و نظارت، و قابلیت شخصی‌سازی، در نرم‌افزارهای آموزشی به ترتیب در رتبه‌های اول تا ششم قرار دارند. همچنین، طبق یافته‌های مربوط به اولویت‌بندی نرم‌افزارهای آموزشی دورة پیش‌دبستانی براساس کل معیارهای ارزشیابی، «نرم‌افزار میشا و کوشا» (با وزن 0.139) در رتبة اول، و «نرم‌افزار لالایی» (با وزن 0.032) در رتبة دوازدهم قرار دارد.
در مجموع می‌توان نتیجه گرفت که کیفیت اکثر نرم‌افزارهای آموزشی پیش‌دبستانی در همة ابعاد، به ویژه در دو بعد «سنجش و نظارت»، و «قابلیت شخصی‌سازی» به تقویت نیاز دارد، و صرفاً تعداد معدودی از نرم‌افزارهای آموزشی، از جمله میشا و کوشا، انیشتین کوچولو، کودک نابغه، پیش‌دبستانی و کودکستان، و آموزش تصویری الفبای فارسی می‌توانند یادگیری یادگیرندگان را ارتقا دهند.

کلیدواژه‌ها


عنوان مقاله [English]

Identifying the instructional software in accordance with the developmental characteristics of pre-school learners

نویسندگان [English]

  • Kiumars Taghipour 1
  • Firooz Mahmoudi 2
1 (PhD), University of Tabriz
2 (PhD), University of Tabriz
چکیده [English]

Nowadays, preschools use multimedia educational software under the influence of information communication technology to enhance learners' learning. Attention to the developmental characteristics of preschool children as a basis for selecting instructional multimedia software increases the effectiveness and efficiency of their use. So, the evaluative research method and the hierarchical analysis process approach were used to select the appropriate educational software. The research population included all of the preschool instructional software packages produced by multimedia companies in Iran. Among them, 12 soft wares were selected as the research sample through available sampling method and they were evaluated using a researcher-made 29 items checklist. Content validity of the research tool was approved by 3 relevant experts, and its reliability was obtained using the consistency ratio for all criteria and software packages (CR<.1), indicating the logicality and reliability of the pair comparisons. Findings related to prioritizing the evaluation criteria relative to each other revealed that the quality of criteria; the appropriateness with the age of the children, being enjoyable/ engaging, educational value, child friendly, assessment & monitoring, and personalization capabilities, in educational software were ranked 1 to 6, respectively. Also, according to the findings related to the prioritization of preschool educational soft wares based on the whole evaluation criteria; Mishā and Kooshā software (with value of 0/139) was in the top priority, and the lullaby software (with value of 0/032) was ranked 12th, as well. In sum, it can be concluded that the quality of most pre-school instructional software packages in all dimensions, especially in the two dimensions of "assessment & monitoring", and "personalization capabilities", need to be strengthened, and only a limited number of instructional soft wares, including "Mishā and Kooshā "," Baby Einstein "," Brainy Baby","Preschool and Kindergarten," and "Pictorial Instruction of the Persian Alphabet" can promote the learners learning.

کلیدواژه‌ها [English]

  • Instructional Software
  • Preschool Course
  • Decision Making
  • Analytical Hierarchy Process
آذر، عادل؛ و رجب‌زاده، علی. (1393). تصمیم‌گیری کاربردی رویکرد MADM. تهران: نگاه دانش.
اصغرپور، محمدجواد. (1394). تصمیم‌گیری‌های چندمعیاره. تهران: انتشارات دانشگاه تهران.
دلبری، سید علی؛ و داودی، سید علیرضا. (1391). کاربرد تکنیک فرآیند تحلیل سلسله‌مراتبی (AHP) در رتبه‌بندی شاخص‌های ارزیابی جاذبه‌های توریستی. تحقیق در عملیات در کاربردهای آن، 9(2)، 57-79.
سیف، علی‌اکبر. (1389). اندازه‌گیری، سنجش، و ارزشیابی آموزشی. تهران: نشر دوران.
گال، مردیت، بورگ، والتر، و گال، جویس. (1391). روش‌های تحقیق کمی و کیفی در علوم تربیتی و روان‌شناسی (جلد دوم، ترجمة احمدرضا نصر و همکاران). تهران: انتشارات دانشگاه شهید بهشتی.
مفیدی، فرخنده. (1386). بررسی نگرش والدین، مربیان، و دانشجویان در مورد ضرورت آموزش پیش از دبستان. فصل‌نامة تعلیم‌وتربیت، 16(5)، 7-24.
Baroody, A. J., Eiland, M. D., Purpura, D. J., & Reid, E. E. (2013). Can computer-assisted discovery learning foster first graders’ fluency with the most basic addition combinations?. American Educational Research Journal, 50(3), 533-573.
Blackwell, C. K., Lauricella, A. R., & Wartella, E. (2014). Factors influencing digital technology use in early childhood education. Computers & Education, 77, 82-90.
Childress, M. D., & Lee, G. L. (1999). Reviewing software as a means of enhancing instruction. Information Technology in Childhood Education Annual, 1999(1), 255-261.
Chiong, C., & Shuler, C. (2010). Learning: Is there an app for that? Investigations of young children’s usage and learning with mobile devices and apps. New York: The Joan Ganz Cooney Center at Sesame Workshop.
Chiong, C., Ree, J., Takeuchi, L., & Erickson, I. (2012). Print books vs. e-books: Comparing parent-child co-reading on print, basic, and enhanced e-book platforms. New York: The Joan Ganz Cooney Center. Retrieved from http://joanganzcooneycenter.org/publication/quickreport-print-books-vs-e-books/.
Clements, D. H. & Sarama, J. (2003). Young children and technology: What does the research say?.Young Children, 58(6), 34-40.
Clements, D. H., & Sarama, J. (2007). Effects of a preschool mathematics curriculum: Summative research on the Building Blocks project. Journal for Research in Mathematics Education, 38(2), 136-163.
Council on Communications and Media (COCM). (2016). Media and Young Minds. Pediatrics, 138(5).Retrieved from http://pediatrics.aappublications.org/content/138/5/e20162591.
DeCurtis, L. L., & Ferrer, D. (2011). Toddlers and technology: Teaching the techniques. The ASHA Leader, 16(11), online-only.
Diamond, K. E., Justice, L. M., Siegler, R. S., & Snyder, P. A. (2013). Synthesis of IES Research on Early Intervention and Early Childhood Education. National Center for Special Education Research. Retrieved from https://ies.ed.gov/ncser/pubs/20133001/.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of educational research, 74(1), 59-109.
Glaubke, C. R. (2007). The effects of interactive media on preschoolers’ learning: A review of the research and recommendations for the future. Oakland, CA: Children Now.
Goodwin, K., & Highfield, K. (2012). iTouch and iLearn: An examination of “educational” apps. In early education and technology for children conference (pp. 14-16). Retrieved from https://www.academia.edu/1464841/iTouch_and_iLearn_An_examination_of_educational_apps.
Guernsey, L. (2012). Screen time: How electronic media from baby videos to educational software affects your young child. UK: Hachette.
Hall, T. E., Meyer, A., & Rose, D. H. (2012). Universal design for learning in the classroom. Practical applications. New York, NY: Guilford Press.
Haugland, S. W. (1992). The effect of computer software on preschool children's developmental gains. Journal of computing in childhood education, 3(1), 15-30.
Haugland, S. W. (2000). What Role Should Technology Play in Young Children's Learning? Part 2. Early Childhood Classrooms in the 21st Century: Using Computers to Maximize Learning. Young children, 55(1), 12-18.
Hernandez, M., Estrera, E., Markovitz, C., Muyskens, P., Bartley, G., Bollman, K.,... Silberglitt, B. (2015). Uses of technology to support early childhood practice (OPRE Report 2015-38). Washington, DC: Office of Planning. Research and Evaluation, Administration for Children and Families, US Department of Health and Human Services.
Highfield, K.(2012). Apps and Software in Early Childhood Classrooms: A Continuum of Teaching Tools. Early Childhood Investigations Webinars. Retrieved from http://www.earlychildhoodwebinars.com/presentations/technology-as-a-pedagogic-tool-decisions-educators-make-with-technology.
Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2015). Putting education in “educational” apps: lessons from the science of learning. Psychological Science in the Public Interest, 16(1), 3-34.
Levin, D. E. (2011). Beyond remote-controlled teaching and learning: The special challenges of helping children construct knowledge today. Exchange; 19(9), 59-62.
Li, X., & Atkins, M. S. (2004). Early childhood computer experience and cognitive and motor development. Pediatrics, 113(6), 1715-1722.
Linn, S., Almon, J., & Levin, D. E. (2012). Facing the Screen Dilemma: Young Children, Technology and Early Education. Boston, MA: Campaign for a Commercial-Free Childhood. New York, NY: Alliance for Childhood.
Ljung‐Djärf, A., Åberg‐Bengtsson, L., & Ottosson, T. (2005). Ways of relating to computer use in pre‐school activity. International Journal of Early Years Education, 13(1), 29-41.
Llorente, C., Pasnik, S., Moorthy, S., Hupert, N., Rosenfeld, D., & Gerard, S. (2015). Preschool Teachers Can Use a PBS KIDS Transmedia Curriculum Supplement to Support Young Children's Mathematics Learning: Results of a Randomized Controlled Trial. Society for Research on Educational Effectiveness. Retrieved from https://www.ctdinstitute.org/library/2016-06-24/preschool-teachers-can-use-transmedia-curriculum-supplement-support-young.
Localystics. (2011). First impressions matter! 26% of apps downloaded in 2010 were used just once. Retrieved from http://info.localytics.com/blog/first-impressions-26-percent-of apps-downloadedused-just-once.
Lourenço, O. (2012). Piaget and Vygotsky: Many resemblances, and a crucial difference. New Ideas in Psychology, 30(3), 281-295.
Lysenko, L., Rosenfield, S., Dedic, H., Savard, A., Idan, E., Abrami, P. C., ... & Naffi, N. (2016). Using interactive software to teach foundational mathematical skills. Journal of Information Technology Education: Innovations in Practices, 15, 19-34.
McCarrick, K., & Li, X. (2007). Buried treasure: The impact of computer use on young children’s social, cognitive, language development and motivation. AACE Journal, 15(1), 73-95.
McManis, L. D., & Gunnewig, S. B. (2012). Finding the education in educational technology with early learners. YC Young Children, 67(3), 14-24.
McManis, L. D., & Parks, J. (2011). Evaluating technology for early learners. E-book and toolkit. Winston-Salem, NC: Hatch Early Learning.
McManis, L. D., Gunnewig, S. B., & McManis, M. H. (2010). Exploring the Contribution of a Content-Infused Interactive Whiteboard for School Readiness. Retrieved from https://files.eric.ed.gov/fulltext/ED528703.pdf.
McManis, M. H., & McManis, L. D. (2016). Using a Touch-Based, Computer-Assisted Learning System to Promote Literacy and Math Skills for Low-Income Preschoolers. Journal of Information Technology Education: Research, 15, 409-429. Retrieved from www.jite.org/.../Vol15/JITEV15ResearchP409-429McManis2518.pdf.
Mu, Enrique & Pereyra-Rojas, Milagros (2018). Practical Decision Making using Super Decisions v3: An Introduction to the Analytic Hierarchy Process. US: Springer. Retrieved from https://www.springer.com/us/book/9783319338606.
Nikolopoulou, K. (2007). Early childhood educational software: Specific features and issues of localization. Early Childhood Education Journal, 35(2), 173-179.
Nikolopoulou, K. (2014). ICT integration in preschool classes: Examples of practices in greece. Creative Education, 5(6), 402-410.
Penuel, W. R., Pasnik, S., Bates, L., Townsend, E., Gallagher, L. P., Llorente, C., & Hupert, N. (2009). Preschool teachers can use a media-rich curriculum to prepare low-income children for school success: Results of a randomized controlled trial. Newton, MA: Education Development Center and SRI.
Prensky, M. (2005). Listen to the natives. Educational leadership, 63(4), 8-13.
Radich, J. (2013). Technology and interactive media as tools in early childhood programs serving children from birth through age 8. Every Child, 19(4), 18-19.
Rosen, D. B., & Jaruszewicz, C. (2009). Developmentally appropriate technology use and early childhood teacher education. Journal of Early Childhood Teacher Education, 30(2), 162-171.
Saaty, T. L. (1980). The analytic hierarchy process. New York, NY: McGraw-Hill, .
Saaty, T. L. (2006). Rank from comparisons and from ratings in the analytic hierarchy/network processes. European Journal of Operational Research, 168(2), 557–570.
Schneider, W. (2008). The development of metacognitive knowledge in children and adolescents: Major trends and implications for education. Mind, Brain, and Education, 2(3), 114-121.
Shawareb, A. (2011). The effects of computer use on creative thinking among kindergarten children in Jordan. Journal of Instructional Psychology, 38(3-4), 213-221.
Simon, F., Nemeth, K., & McManis, D. (2013). Technology in ECE classrooms. Child Care Exchange, 213 68-75.
Subrahmanyam, K., & Greenfield, P. (2008). Media symbol systems and cognitive processes. The handbook of children, media, and development. Retrieved from https://onlinelibrary.wiley.com/doi/abs/10.1002/9781444302752.ch8.
Toki, E. I., & Pange, J. (2010). E-learning activities for articulation in speech language therapy and learning for preschool children. Procedia-Social and Behavioral Sciences, 2(2), 4274-4278.
UYSAL, M. P. (2010). Analytic hierarchy process approach to decisions on instructional software. In 4 International Computer & Instructional Technologies Symposium. Retrieved from https://www.researchgate.net/publication/280305213_Analytic_hierarchy_process_approach_to_decisions_on_instructional_software.
Vaala, S., Ly, A., & Levine, M. H. (2015). Getting a Read on the App Stores: A Market Scan and Analysis of Children's Literacy Apps. Retrieved from https://eric.ed.gov/?id=ED574396.
Vernadakis, N., Avgerinos, A., Tsitskari, E., & Zachopoulou, E. (2005). The use of computer assisted instruction in preschool education: Making teaching meaningful. Early Childhood Education Journal, 33(2), 99-104.
Wartella, E., Schomberg, R., Lauricella, A., Robb, M., & Flynn, R. (2010). Technology in the lives of teachers and classrooms: Survey of early childhood teachers and childcare providers. Fred Rogers Center for Early Learning and Children's Media. Retrieved from http://cmhd.northwestern.edu/wp-content/uploads/2015/10/TechInTheLivesofTeachers-1.pdf.