ارائه مدل علّی نقش عوامل مؤثر بر دانش محتوایی تربیتی فناوری دبیران

‫ﻓﺼﻠﻨﺎﻣﻪ ﻋﻠﻤﯽ – ﭘﮋوﻫﺸﯽ‬ Quarterly Journal of Research in School and Virtual Learning Year 5, No 3 (Serial Number 19), Winter 2017 (P 73-84) ‫ﭘﮋوﻫﺶ در ﯾﺎدﮔﯿﺮي آﻣﻮزﺷﮕﺎﻫﯽ و ﻣﺠﺎزي‬ (84 - 73 ‫ )ص‬1396 ‫ زﻣﺴﺘﺎن‬،(19 ‫ ﺷﻤﺎره ﺳﻮم )ﭘﯿﺎﭘﯽ‬،‫ﺳﺎل ﭘﻨﺠﻢ‬ ‫اراﺋﻪ ﻣﺪل ﻋﻠّﯽ ﻧﻘﺶ ﻋﻮاﻣﻞ ﻣﺆﺛﺮ ﺑﺮ داﻧﺶ ﻣﺤﺘﻮاﯾﯽ ﺗﺮﺑﯿﺘﯽ ﻓﻨﺎوري دﺑﯿﺮان‬ 3 ‫ اﻋﻈﻢ ﻇﻬﯿﺮي‬،2‫ اﺣﻤﺪ رﺳﺘﮕﺎر‬،1*‫ﻣﺤﻤﺪ ﺣﺴﻦ ﺻﯿﻒ‬ ‫ داﻧﺸﮕﺎه ﭘﯿﺎم ﻧﻮر‬،‫ ﮔﺮوه ﻋﻠﻮم ﺗﺮﺑﯿﺘﯽ‬،‫ داﻧﺸﯿﺎر‬.1 ‫ داﻧﺸﮕﺎه ﭘﯿﺎم ﻧﻮر‬،‫ ﮔﺮوه ﻋﻠﻮم ﺗﺮﺑﯿﺘﯽ‬،‫ اﺳﺘﺎدﯾﺎر‬.2 ‫ داﻧﺸﮕﺎه ﭘﯿﺎم ﻧﻮر‬،‫ ﮔﺮوه ﻋﻠﻮم ﺗﺮﺑﯿﺘﯽ‬،‫ﮐﺎرﺷﻨﺎس ارﺷﺪ‬.3 1396/12/20 :‫ﺗﺎرﯾﺦ ﭘﺬﯾﺮش‬ 1396/07/25 :‫ﺗﺎرﯾﺦ درﯾﺎﻓﺖ‬ Presentinga the Causal Model of Factors Affecting High School Teachers΄ Technological Pedagogical Content Knowledge (TPACK) M.H. Seif*1, A Rastegar2, A. Zahiri3 1. Associate Professor, Department of Educational Science, Payeme Noor University 2. Assistant Professor, Department of Educational Science, Payeme Noor University 3. M.A, Educational Research, Payeme Noor University Received: 2017/10/17 Abstract The purpose of this study is presenting a causal model of factors affecting high school teachers΄technological pedagogical content knowledge (TPACK). In terms of objectives,this study is an applied research and in terms of method of collecting and analyzing data it is a descriptive and correlational research. The participants were 255 high school teachers in Shiraz (based on Cochran Formula) who were selected through stratified random and cluster sampling method among 5824 in service teachers in Shiraz in 1393-1394.This study employed a combination of two instruments tocollect data: theTechnological Pedagogical Content Knowledge (TPACK) instrument developed and validated by Sahin (2011) for evaluatingCK, PK, PCK, and TCK andChai, et al, (2011) questionnaire for assessing TK, TPK and TPACK.The path analysis was used to examine the research hypotheses. Findings showed that Significant positive correlationsexist between the TPACK constructs .CK and PK had direct and indirect effects on TPACK, while TK had only indirect effect on TPACK. Content Knowledge had the greatest total effect on TPACK. Keywords Content Knowledge, Pedagogical Technological Knowledge, TPACK. Accepted: 2018/03/11 ‫ﭼﮑﯿﺪه‬ ‫ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ اراﺋﻪ ﻣﺪل ﻋﻠّﯽ ﻧﻘﺶ ﻋﻮاﻣﻞ ﻣﺆﺛﺮ ﺑﺮ داﻧﺶ‬ ‫ ﭘﮋوﻫﺶ ﺣﺎﺿﺮ از ﻣﻨﻈﺮ ﻫﺪف‬.‫ﻣﺤﺘﻮاﯾﯽ ﺗﺮﺑﯿﺘﯽ ﻓﻨﺎوري دﺑﯿﺮان اﺳﺖ‬ – ‫ﮐﺎرﺑﺮدي و از ﻧﻈﺮ ﻧﺤﻮة ﮔﺮدآوري و ﺗﺤﻠﯿﻞ دادهﻫﺎ از ﻧﻮع ﺗﻮﺻﯿﻔﯽ‬ ‫ ﺟﺎﻣﻌﻪ آﻣﺎري ﭘﮋوﻫﺶ ﮐﻠﯿﻪ دﺑﯿﺮان ﻣﻘﻄﻊ ﻣﺘﻮﺳﻄﻪ ﺷﻬﺮ‬.‫ﻫﻤﺒﺴﺘﮕﯽ اﺳﺖ‬ ‫ ﻧﻔﺮ )زن و ﻣﺮد( اﺳﺖ‬5824 ‫ ﺑﻪ ﺗﻌﺪاد‬93-94 ‫ﺷﯿﺮاز در ﺳﺎل ﺗﺤﺼﯿﻠﯽ‬ ‫ ﻧﻔﺮ ﺑﺎ‬255 ‫ﺣﺠﻢ ﻧﻤﻮﻧﻪ از ﻃﺮﯾﻖ ﻓﺮﻣﻮل ﮐﻮﮐﺮان ﻣﺤﺎﺳﺒﻪ ﺷﺪ و ﺗﻌﺪاد‬. .‫اﺳﺘﻔﺎده از روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﺧﻮﺷﻪاي ﻃﺒﻘﻪاي ﺗﺼﺎدﻓﯽ اﻧﺘﺨﺎب ﺷﺪﻧﺪ‬ ‫اﺑﺰار ﮔﺮدآوري دادهﻫﺎ در اﯾﻦ ﭘﮋوﻫﺶ ﺗﺮﮐﯿﺒﯽ از ﭘﺮﺳﺶﻧﺎﻣﻪﻫﺎي ﺳﺎﻫﯿﻦ‬ ‫ داﻧﺶ‬،‫ داﻧﺶ ﺗﺮﺑﯿﺘﯽ‬،‫( ﺑﺮاي ﺳﻨﺠﺶ ﻣﺘﻐﯿﺮﻫﺎي داﻧﺶ ﻣﺤﺘﻮا‬2011) ‫ﻣﺤﺘﻮاي ﺗﺮﺑﯿﺘﯽ و داﻧﺶ ﻣﺤﺘﻮاي ﻓﻨﺎوري و ﭘﺮﺳﺶﻧﺎﻣﻪ ﭼﺎي و ﻫﻤﮑﺎران‬ ‫ داﻧﺶ ﺗﺮﺑﯿﺘﯽ ﻓﻨﺎوري و‬،‫( ﺑﺮاي ﺳﻨﺠﺶ ﻣﺘﻐﯿﺮﻫﺎي داﻧﺶ ﻓﻨﺎوري‬2011) ‫ ﺑﺮاي ﺑﺮرﺳﯽ ﻓﺮﺿﯿﻪﻫﺎي ﭘﮋوﻫﺶ‬.‫داﻧﺶ ﻣﺤﺘﻮاﯾﯽ ﺗﺮﺑﯿﺘﯽ ﻓﻨﺎوري اﺳﺖ‬ ‫ ﯾﺎﻓﺘﻪﻫﺎي ﭘﮋوﻫﺶ ﻧﺸﺎن داد ﮐﻪ ﺑﯿﻦ‬.‫از روش ﺗﺤﻠﯿﻞ ﻣﺴﯿﺮ اﺳﺘﻔﺎده ﺷﺪ‬ ‫ﻫﻤﮥ ﺣﻮزهﻫﺎي داﻧﺶ ﻣﺤﺘﻮاﯾﯽ ﺗﺮﺑﯿﺘﯽ ﻓﻨﺎوري ﻫﻤﺒﺴﺘﮕﯽ ﻣﺜﺒﺖ و ﻣﻌﻨﺎدار‬ ‫ داﻧﺶ‬،‫ داﻧﺶ ﻣﺤﺘﻮاي ﻓﻨﺎوري‬،‫ داﻧﺶ ﺗﺮﺑﯿﺘﯽ‬،‫وﺟﻮد دارد و داﻧﺶ ﻣﺤﺘﻮا‬ ‫ داﻧﺶ ﻣﺤﺘﻮاي ﺗﺮﺑﯿﺘﯽ ﺑﺮ داﻧﺶ ﻣﺤﺘﻮاﯾﯽ ﺗﺮﺑﯿﺘﯽ ﻓﻨﺎوري اﺛﺮ‬،‫ﺗﺮﺑﯿﺘﯽ ﻓﻨﺎوري‬ ‫ داﻧﺶ ﻣﺤﺘﻮا و داﻧﺶ ﺗﺮﺑﯿﺘﯽ ﺑﻪ‬،‫ ﻋﻼوه ﺑﺮ اﯾﻦ داﻧﺶ ﻓﻨﺎوري‬.‫ﻣﺴﺘﻘﯿﻢ دارﻧﺪ‬ ‫ﻃﺮﯾﻖ ﻏﯿﺮ ﻣﺴﺘﻘﯿﻢ ﺑﺮ داﻧﺶ ﻣﺤﺘﻮاﯾﯽ ﺗﺮﺑﯿﺘﯽ ﻓﻨﺎوري ﺗﺄﺛﯿﺮ دارﻧﺪ و ﺑﯿﺸﺘﺮﯾﻦ‬ .‫اﺛﺮ ﮐﻞ ﻣﺮﺑﻮط ﺑﻪ داﻧﺶ ﻣﺤﺘﻮاﺳﺖ‬ Knowledge, *Corresponding Author: ‫واژﮔﺎن ﮐﻠﯿﺪي‬ ‫ داﻧﺶ ﻣﺤﺘﻮاﯾﯽ ﺗﺮﺑﯿﺘﯽ‬،‫ داﻧﺶ ﻓﻨﺎوري‬،‫ داﻧﺶ ﺗﺮﺑﯿﺘﯽ‬،‫داﻧﺶ ﻣﺤﺘﻮا‬ .(TPACK) ‫ﻓﻨﺎوري‬ ‫ ﻣﺤﻤﺪﺣﺴﻦ ﺻﯿﻒ‬:‫* ﻧﻮﯾﺴﻨﺪه ﻣﺴﺌﻮل‬ :‫اﯾﻤﯿﻞ ﻧﻮﯾﺴﻨﺪه ﻣﺴﺌﻮل‬ ‫‪74‬‬ ‫ﻓﺼﻠﻨﺎﻣﻪ ﻋﻠﻤﯽ – ﭘﮋوﻫﺸﯽ‪ ،‬ﭘﮋوﻫﺶ در ﯾﺎدﮔﯿﺮي آﻣﻮزﺷﮕﺎﻫﯽ و ﻣﺠﺎزي‪ ،‬ﺳﺎل ﭘﻨﺠﻢ‪ ،‬ﺷﻤﺎره ﺳﻮم )ﭘﯿﺎﭘﯽ ‪ ،(19‬زﻣﺴﺘﺎن ‪1396‬‬ ‫ﻣﻘﺪﻣﻪ‬ ‫از وﯾﮋﮔﯽ ﻫﺎي ﻗﺮن ﺑﯿﺴﺖ و ﯾﮑﻢ ﺗﻮﺳﻌﻪ ﺷﮕﻔﺖ آور‬ ‫ﻓﻨﺎوري اﻃﻼﻋﺎت و ارﺗﺒﺎﻃﺎت و ﻓﺮاﮔﯿﺮ ﺷﺪن ﺷﺒﮑﻪ ﺟﻬﺎﻧﯽ‬ ‫اﻃﻼﻋﺎﺗﯽ‪ ،‬ﺑﺮاي اﻓﺰاﯾﺶ ﺳﺮﻋﺖ و ﮐﯿﻔﯿﺖ در اراﺋﻪ ﺧﺪﻣﺎت‬ ‫اﺳﺖ‪ .‬اﯾﻦ ﭘﯿﺸﺮﻓﺖ ﻫﺎي ﻓﻨﺎوري اﻃﻼﻋﺎت و ارﺗﺒﺎﻃﺎت‬ ‫ﻋﻼوه ﺑﺮ ﺗﺄﺛﯿﺮ ﺑﺮ ﺑﺴﯿﺎري از اﺑﻌﺎد زﻧﺪﮔﯽ ﺑﺸﺮ‪ ،‬ﺑﺮ آﻣﻮزش‬ ‫ﻧﯿﺰ ﺗﺄﺛﯿﺮات ﭼﺸﻢ ﮔﯿﺮي ﮔﺬاﺷﺘﻪ اﺳﺖ؛ ﺑﻪ ﻫﻤﯿﻦ دﻟﯿﻞ‬ ‫داﻧﺸﻤﻨﺪان ﻣﻌﺘﻘﺪﻧﺪ ﮐﻪ ﺗﻠﻔﯿﻖ ﻓﻨﺎوري در ﻣﺤﺘﻮاي‬ ‫آﻣﻮزﺷﯽ و روشﻫﺎي ﺗﺪرﯾﺲ ﺑﻪ ﻣﻨﻈﻮر آﻣﺎده ﮐﺮدن‬ ‫داﻧﺶآﻣﻮزان ﺑﺮاي ورود ﺑﻪ دﻧﯿﺎي ﺻﻨﻌﺖ و ﮐﺴﺐ و ﮐﺎر‬ ‫ﺑﺴﯿﺎر ﺿﺮوري اﺳﺖ‪ .‬ﺑﺎ اﯾﻦ ﺣﺎل ﺗﺤﻘﯿﻘﺎت ﻧﺸﺎن ﻣﯽ دﻫﺪ‬ ‫ﮐﻪ ﮐﻼس ﻫﺎي درس ﻣﺠﻬﺰ ﺑﻪ ﻓﻨﺎوري ﻫﻤﯿﺸﻪ ﺑﻪ ﮐﺎرﺑﺮد‬ ‫ﻣﺆﺛﺮ ﻓﻨﺎوري ﻣﻨﺠﺮ ﻧﻤﯽ ﺷﻮﻧﺪ )ﮐﯿﻢ‪ 1‬و ﻫﻤﮑﺎران‪(2013 ،‬؛‬ ‫‪(2013‬؛ ﺑﺮاي ﻣﺜﺎل ﺑﺴﯿﺎري از ﻣﻌﻠﻤﺎن از واﯾﺖﺑﺮدﻫﺎي‬ ‫ﻫﻮﺷﻤﻨﺪ ﺗﻨﻬﺎ ﺑﺮاي اراﺋﻪ ﻣﺤﺘﻮاي درس‪ ،‬ﺑﺪون ﺗﻌﺎﻣﻞ ﺑﺎ‬ ‫داﻧﺶآﻣﻮزان اﺳﺘﻔﺎده ﻣﯽ ﮐﻨﻨﺪ؛در ﺣﺎﻟﯽ ﮐﻪ دﯾﮕﺮان از آن‬ ‫ﺑﺮاي ﺣﻤﺎﯾﺖ از ﻓﺮآﯾﻨﺪﻫﺎي ﻣﺒﺘﻨﯽ ﺑﺮ ﺗﺤﻘﯿﻖ داﻧﺶ آﻣﻮزان‬ ‫اﺳﺘﻔﺎده ﻣﯽ ﮐﻨﻨﺪ )ﻫﺎل‪.(2010 ،2‬‬ ‫اﺳﺘﻔﺎده ﻣﺤﺪود از ﻓﻨﺎوري ﺑﻪ ﻋﻨﻮان اﺑﺰاري ﺻﺮف‬ ‫ﺑﺮاي اراﺋﻪ ﻣﺤﺘﻮا ﯾﺎ اﺑﺰار ﻣﺪﯾﺮﯾﺖ ﮐﻼس درس ﺑﻪ ﺟﺎي‬ ‫ﯾﮏ اﺑﺰار ﺗﺴﻬﯿﻞ ﮐﻨﻨﺪه ﯾﺎدﮔﯿﺮي ﻣﺒﺘﻨﯽ ﺑﺮ ﺗﺤﻘﯿﻖ‪ ،‬ﺑﻪ‬ ‫ﻋﻮاﻣﻞ ﻣﺘﻌﺪدي از ﻗﺒﯿﻞ ﺑﺎورﻫﺎي ﺗﺮﺑﯿﺘﯽ ﻧﺎﮐﺎﻓﯽ ﻣﻌﻠﻤﺎن‬ ‫)ﮐﯿﻢ و ﻫﻤﮑﺎران‪(2013 ،‬؛ ﻋﺪم اﻧﮕﯿﺰه و اراده )ﮐﯿﻢ و ﮐﻠﺮ‪،‬‬ ‫‪ (2011‬ﻧﺴﺒﺖ داده ﺷﺪه اﺳﺖ ‪.‬در ﺳﺎل ﻫﺎي اﺧﯿﺮ‪ ،‬ﺑﺴﯿﺎري‬ ‫از ﻣﺤﻘﻘﺎن ﺗﻮﺟﻪ ﺧﻮد را ﺑﻪ ﺳﻤﺖ داﻧﺶ ﻣﻌﻠﻢ ﻣﺘﻤﺮﮐﺰ‬ ‫ﮐﺮده اﻧﺪ )ﮐﻮﻫﻠﺮ و ﻣﯿﺸﺮا‪ (2009 ،3‬و ﻣﻄﺎﻟﻌﺎت ﻣﺘﻌﺪدي‬ ‫درﺑﺎره ﭼﮕﻮﻧﮕﯽ ﺑﻬﺒﻮد داﻧﺶ ﻣﻌﻠﻢ و اﺳﺘﻔﺎده از ﻓﻨﺎوري در‬ ‫ﮐﻼس درس و ﭼﮕﻮﻧﮕﯽ ﺗﻮﺳﻌﻪ ﺗﻠﻔﯿﻖ ﻣﻮﻓﻖ ﻓﻨﺎوري در‬ ‫آﻣﻮزش در ﮐﺸﻮرﻫﺎي ﻣﺨﺘﻠﻒ ﺻﻮرت ﮔﺮﻓﺘﻪ اﺳﺖ‪ .‬آن ﻫﺎ‬ ‫ﻧﻪ ﺗﻨﻬﺎ ﺑﻪ داﻧﺶ ﻓﻨﺎوري ﻣﻌﻠﻢ ﺑﻠﮑﻪ ﺑﻪ داﻧﺶ ﺗﺮﮐﯿﺒﯽ ﮐﻪ‬ ‫ﺑﺮاي ﺗﻠﻔﯿﻖ ﻣﺆﺛﺮ ﻓﻨﺎوري ﻻزم اﺳﺖ‪ ،‬ﺗﻮﺟﻪ ﮐﺮدهاﻧﺪ‪.‬‬ ‫ﺗﺤﻘﯿﻘﺎت اﺧﯿﺮ ﻧﺸﺎن ﻣﯽ دﻫﺪ ﮐﻪ ﺑﯽﺗﻮﺟﻬﯽ ﺑﻪ داﻧﺶ‬ ‫ﻣﺤﺘﻮاي ﻣﻌﻠﻤﺎن‪ ،‬داﻧﺶ ﻣﺤﺘﻮاي ﺗﺮﺑﯿﺘﯽ و داﻧﺶ ﺗﻠﻔﯿﻖ‬ ‫‪1. Kim‬‬ ‫‪2. Hall‬‬ ‫‪3. Koehler & Mishra‬‬ ‫ﻓﻨﺎوري‪ ،‬ﻣﻨﺠﺮ ﺑﻪ اﺳﺘﻔﺎده ﻧﺎدرﺳﺖ از ﻓﻨﺎوري در آﻣﻮزش‬ ‫ﺷﺪه اﺳﺖ )ﭘﻮﻟﯽ‪ 4‬و ﻫﻤﮑﺎران‪ .(2010 ،‬ﻋﻼوه ﺑﺮ اﯾﻦ‪،‬‬ ‫اذﻋﺎن ﺷﺪه اﺳﺖ ﮐﻪ ﺑﺮﻧﺎﻣﻪ ﻫﺎي ﺗﺮﺑﯿﺖ ﻣﻌﻠﻢ ﺑﺎﯾﺪ‬ ‫ﻓﺮﺻﺖ ﻫﺎﯾﯽ را ﺑﺮاي ﻣﻌﻠﻤﺎن ﻓﺮاﻫﻢ آورد ﮐﻪ داﻧﺶ ﺗﻠﻔﯿﻖ‬ ‫ﯾﺎﻓﺘﻪ ﻣﺤﺘﻮا‪ ،‬ﭘﺪاﮔﻮژي و ﻓﻨﺎوري ﺧﻮد را ﺗﻮﺳﻌﻪ ﺑﺨﺸﻨﺪ‬ ‫)ﻟﯽ و ﮐﯿﻢ‪(38 :2014 ،‬؛ ﺑﻪ ﻫﻤﯿﻦ دﻟﯿﻞ ﺳﻌﯽ ﺷﺪه اﺳﺖ‬ ‫ﮐﻪ ﯾﮏ ﭘﺎﯾﻪ ﻧﻈﺮي ﺑﺮاي ﻧﺸﺎن دادن ﻧﯿﺎز ﺑﻪ ﺗﻮﺳﻌﻪ داﻧﺶ‬ ‫ﺗﻠﻔﯿﻖ ﯾﺎﻓﺘﻪ ﻣﻌﻠﻢ ﺑﺮاي ﻓﻨﺎوري )ﯾﻌﻨﯽ داﻧﺶ ﻣﺤﺘﻮاﯾﯽ‬ ‫ﺗﺮﺑﯿﺘﯽ ﻓﻨﺎوري( ﻓﺮاﻫﻢ آﯾﺪ‪.‬‬ ‫ﭼﺎرﭼﻮب داﻧﺶ ﻣﺤﺘﻮاﯾﯽ ﺗﺮﺑﯿﺘﯽ ﻓﻨﺎوري‬ ‫)‪ (5TPACK‬ﺑﺮاي ﺗﺴﻬﯿﻞ ادراك ﻣﻌﻠﻤﺎن‪ ،‬درﺑﺎرة اﻓﺰاﯾﺶ‬ ‫اﻓﺰاﯾﺶ ﯾﺎدﮔﯿﺮي داﻧﺶ آﻣﻮزان‪ ،‬ﺑﺎ اﺳﺘﻔﺎده از ﻓﻨﺎوري‬ ‫ﻃﺮاﺣﯽ ﺷﺪه اﺳﺖ‪ .‬در اﯾﻦ ﭼﺎرﭼﻮب ﺑﺮ ﺗﻠﻔﯿﻖ داﻧﺶ‬ ‫ﻣﺤﺘﻮا‪ ،‬داﻧﺶ ﺗﺮﺑﯿﺘﯽ و داﻧﺶ ﻓﻨﺎوري ﺗﺄﮐﯿﺪ ﺷﺪه اﺳﺖ‪ .‬در‬ ‫اﯾﻦ ﻣﺪل‪ ،‬ﺗﺄﮐﯿﺪ ﺑﺮ آن اﺳﺖ ﮐﻪ ﻧﻪ ﺗﻨﻬﺎ ﻣﻌﻠﻤﺎن ﺑﻪ داﻧﺶ‬ ‫ﻣﺤﺘﻮا )داﻧﺶ ﻣﺮﺑﻮط ﺑﻪ ﻣﻮﺿﻮع ﺗﺪرﯾﺲ( و داﻧﺶ ﺗﺮﺑﯿﺘﯽ‬ ‫)روشﻫﺎ و راﻫﺒﺮدﻫﺎي ﺗﺪرﯾﺲ و ﯾﺎدﮔﯿﺮي( اﺣﺘﯿﺎج دارﻧﺪ‪،‬‬ ‫ﺑﻠﮑﻪ ﺑﻪ داﻧﺶ ﻓﻨﺎوري )ﮐﺎﻣﭙﯿﻮﺗﺮ‪ ،‬اﯾﻨﺘﺮﻧﺖ‪ ،‬ﺗﺼﺎوﯾﺮ‬ ‫وﯾﺪﺋﻮﯾﯽ و‪ (...‬ﺑﻪ ﻣﻨﻈﻮر ﻫﻤﺮاه ﺷﺪن ﺑﺎ ﭘﯿﺸﺮﻓﺖ ﻫﺎي‬ ‫ﺗﮑﻨﻮﻟﻮژي در آﻣﻮزش ﻧﯿﺰ ﻧﯿﺎز دارﻧﺪ‪ .‬اﯾﻦ ﭼﺎرﭼﻮب ﺑﻪ‬ ‫ﻣﻌﻠﻤﺎن ﮐﻤﮏ ﻣﯽ ﮐﻨﺪ ﺗﺎ آﻣﻮزش را ﺑﻪ ﮔﻮﻧﻪ اي ﻃﺮاﺣﯽ و‬ ‫ارزﯾﺎﺑﯽ ﮐﻨﻨﺪ ﮐﻪ ﺑﺘﻮاﻧﻨﺪ داﻧﺶ ﻣﺤﺘﻮاي ﺗﺮﺑﯿﺘﯽ را ﺑﺎ داﻧﺶ‬ ‫ﻓﻨﺎوري ﺗﺮﮐﯿﺐ ﻧﻤﺎﯾﻨﺪ )ﮐﺎﯾﺎ و داگ‪ .(303 :2013 ،6‬اﯾﻦ‬ ‫ﭼﺎرﭼﻮب ﻫﻢ ﭼﻨﯿﻦ ﺑﻪ اﺳﺘﻔﺎده از ﻓﻨﺎوري ﺑﺮاي ﮐﻤﮏ ﺑﻪ‬ ‫ﻣﺸﮑﻼت ﯾﺎدﮔﯿﺮي و ﺗﻮﺳﻌﻪ داﻧﺶ ﻫﺎي ﺟﺪﯾﺪ ﺑﺎ اﺳﺘﻔﺎده از‬ ‫ﭘﯿﺶ داﻧﺴﺘﻪ ﻫﺎ و داﻧﺶ ﻣﻮﺟﻮد داﻧﺶ آﻣﻮزان ﺗﺄﮐﯿﺪ دارد‬ ‫)ﮐﻮﻫﻠﺮ و ﻣﯿﺸﺮا‪.(2009 ،‬‬ ‫ﭼﺎرﭼﻮب داﻧﺶ ﻣﺤﺘﻮاﯾﯽ ﺗﺮﺑﯿﺘﯽ ﻓﻨﺎوري )‪ (TPACK7‬ﺑﺮ‬ ‫ﺑﺮ ﮔﺮﻓﺘﻪ از اﯾﺪه داﻧﺶ ﻣﺤﺘﻮاي ﺗﺮﺑﯿﺘﯽ ﺷﻮﻟﻤﻦ اﺳﺖ‪ .‬ﺷﻮﻟﻤﻦ‬ ‫ﻣﻔﻬﻮم داﻧﺶ ﻣﺤﺘﻮاي ﺗﺮﺑﯿﺘﯽ را در ﺳﺎل ‪ 1986‬در ﮐﻨﻔﺮاﻧﺲ‬ ‫‪4. Polly‬‬ ‫‪5. Technological Pedagogical Content Knowledge‬‬ ‫‪6. Kaya & Dag‬‬ ‫‪7. TechnologicalPedagog (...truncated)