مدى امتلاك معلمي المرحلة الأساسية العليا لمهارات المواطنة الرقمية في مديرية تربية ضواحي القدس
Date
2023-12-27
Authors
مي جميل حسين خلايلة
Mai Jamil Hussein Khalayla
Journal Title
Journal ISSN
Volume Title
Publisher
Al-Quds University
Abstract
هدفت الدراسة التعرف إلى درجة امتلاك معلمي المرحلة الأساسية العليا لمهارات المواطنة الرقمية في مديرية تربية ضواحي القدس، واستخدمت الدراسة الحالية المنهج الوصفي، اشتملت عينة الدراسة على (200) معلم ومعلمة، أي بنسبة ( 41%) من مجتمع الدراسة، واستُخدِمت الاستبانة كأداة للدراسة، وتم الإجابة عن أسئلة الدراسة وفحص فرضياتها باستخدام برنامج الرزم الإحصائية للعلوم الإجتماعية. (SPSS).
وأظهرت الدراسة أن مدى امتلاك معلمي المرحلة الأساسية العليا لمهارات المواطنة الرقمية في مديرية تربية ضواحي القدس جاءت بدرجة عالية، وبنسبة مؤية (82.6%). كما أشارت النتائج إلى حصول مجال المهارات الرقمية على أعلى متوسط حسابي ومقداره (4.21)، ومن ثم مجال مهارات المسؤولية الرقمية بمتوسط حسابي (4.16)، يليه مجال مهارات السلامة الرقمية بمتوسط حسابي (4.01).
كما أشارت نتائج الدراسة أن أنه لا توجد فروق في متوسطات تقديرات مدى امتلاك معلمي المرحلة الأساسية العليا لمهارات المواطنة الرقمية في مديرية تربية ضواحي القدس يعزى لمتغير الجنس. ومتغير التخصص، و لمتغير سنوات الخبرة.كما أشارت النتائج إلى أنه توجد فروق في متوسطات تقديرات مدى امتلاك معلمي المرحلة الأساسية العليا لمهارات المواطنة الرقمية في مديرية تربية ضواحي القدس يعزى لمتغير المؤهل العلمي، وكذلك لمجال المهارات الرقمية، حيث كانت الفروق لصالح دراسات عليا. كما توصي الدراسة بالعمل على تعزيز مفهوم التعليم الرقمي ومهاراته في جميع المراحل التعليمية، وتوعية الطلبة والمعلمين حول أهمية عدم تحول الاعتماد على التعليم الرقمي، وزيادة معلومات المعلمين حول المواطنة الرقمية وكيفية توظيفها في الحياة العامة والتعليمية، ونشر قيم المواطنة الرقمية ومهاراتها لدى الطلبة.
The study aimed to identify the degree of upper basic stage teachers possess digital citizenship skills in the Jerusalem District Education Directorate. The current study used the descriptive analytical approach. The study sample included (200) male and female teachers, i.e. (41%) of the study population. The researcher used the questionnaire. As a tool for the study, the study questions were answered and its hypotheses were examined using the Statistical Package for the Social Sciences program. (SPSS). The results of the study found that the degree to which teachers of the upper basic stage possessed digital citizenship skills in the Jerusalem Suburbs Education Directorate was high, with a percentage of (82.6%). The results also indicated that the field of digital skills had the highest average of (4.21), followed by the field of digital responsibility skills with an average of (4.16), followed by the field of digital safety skills with an average of (4.01). The results of the study also indicated that there are no differences in the averages of the extent to which upper basic stage teachers possess digital citizenship skills in the Jerusalem District Education Directorate due to the gender variable. The specialization variable and the years of experience variable. The results also indicated that there are differences in the averages of the extent to which upper basic stage teachers possess digital citizenship skills in the Jerusalem Suburbs Education Directorate due to the academic qualification variable, as well as to the field of digital skills, where the differences were in favor of postgraduate studies. The study also recommends working to enhance the concept of digital education and its skills at all educational levels, educating students and teachers about the importance of not shifting dependence on digital education, increasing teachers’ information about digital citizenship and how to employ it in public and educational life, and disseminating the values of digital citizenship and its skills among students.
The study aimed to identify the degree of upper basic stage teachers possess digital citizenship skills in the Jerusalem District Education Directorate. The current study used the descriptive analytical approach. The study sample included (200) male and female teachers, i.e. (41%) of the study population. The researcher used the questionnaire. As a tool for the study, the study questions were answered and its hypotheses were examined using the Statistical Package for the Social Sciences program. (SPSS). The results of the study found that the degree to which teachers of the upper basic stage possessed digital citizenship skills in the Jerusalem Suburbs Education Directorate was high, with a percentage of (82.6%). The results also indicated that the field of digital skills had the highest average of (4.21), followed by the field of digital responsibility skills with an average of (4.16), followed by the field of digital safety skills with an average of (4.01). The results of the study also indicated that there are no differences in the averages of the extent to which upper basic stage teachers possess digital citizenship skills in the Jerusalem District Education Directorate due to the gender variable. The specialization variable and the years of experience variable. The results also indicated that there are differences in the averages of the extent to which upper basic stage teachers possess digital citizenship skills in the Jerusalem Suburbs Education Directorate due to the academic qualification variable, as well as to the field of digital skills, where the differences were in favor of postgraduate studies. The study also recommends working to enhance the concept of digital education and its skills at all educational levels, educating students and teachers about the importance of not shifting dependence on digital education, increasing teachers’ information about digital citizenship and how to employ it in public and educational life, and disseminating the values of digital citizenship and its skills among students.