نوع مقاله : مقاله پژوهشی
نویسندگان
گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز، تبریز، ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
Objective: The present study was conducted with the aim of investigating the relationship between technology literacy with the learning approach (learner-centered, teacher-centered) and the variety of teaching methods of teachers in Ashnoye city.
Methodology: The research method is descriptive and correlational, and among the 112 middle school teachers, 88 people were considered as the statistical population, 78 people responded to the questionnaires on the approach to learning and technology literacy, and out of 2845 people from 341 secondary school students were considered as a statistical sample using Morgan's Kargesi table, and 339 of them completed the teaching method.
Results: The results of this research showed that there is a significant relationship between technology literacy and learning approach in both learner-centered and teacher-centered components, and there is no significant relationship between technology literacy and teachers' teaching diversity.
Conclusion: According to the obtained results, it can be said that with the positive relationship between technology literacy and learner-centered and teacher-centered approaches, the level of technology literacy in teachers should be improved by holding workshops and training courses in person and online.
کلیدواژهها [English]
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