Weitere ähnliche Inhalte Mehr von khalid adam (10) مهم التعليم الالكتروني1. أ
ﻟﺐﺎﻟﻄﺍﺇﻋﺪﺍﺩ
٤٢٧٨٠١١٨
ﺇﺷﺮﺍﻑ
–
١٤٣٠ﻫـ-٢٠٠٩ﻡ
2. ١
ﺍﻟﺮﺣﻴﻢ ﺍﻟﺮﲪﻦ ﺍﷲ ﺑﺴﻢ
}ﺍﳊﻜﻴﻢ ﺍﻟﻌﻠﻴﻢ ﺃﻧﺖ ﺇﻧﻚ ﻋﻠﻤﺘﻨﺎ ﻣﺎ ّﻻﺇ ﻟﻨﺎ ﻋﻠﻢ ﻻ ﺳﺒﺤﺎﻧﻚ ﻗﺎﻟﻮﺍ{
3. ٢
ﺍﻟﺪﺭﺍﺳﺔ ﻣﻠﺨﺺ
ﻫﺪﻓﺖﺍﻟﺪﺭﺍﺳﺔ ﻫﺬﻩﺇﱃﻭ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﻛﻔﺎﻳﺎﺕ ﻋﻠﻰ ﺍﻟﺘﻌﺮﻑﺩﺭﺟﺔﻣﻌﻠﻤﻲ ﻟﺪﻯ ﺗﻮﺍﻓﺮﻫﺎﺍﻟﺜﺎﻧﻮﻳـﺔ ﺍﳌﺮﺣﻠﺔﲟﺤﺎﻓﻈـﺔ
،ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﺨﻮﺍﺓﺍﻟﺘﺎﻟﻴﺔ ﻟﻸﺳﺌﻠﺔ ﺇﺟﺎﺑﺎﺕ ﻋﻠﻰ ﺍﳊﺼﻮﻝ ﺧﻼﻝ ﻣﻦ:
١-ﻣﺎﺩﺭﺟﺔﺍﳌﺮﺣﻠ ﻣﻌﻠﻤﻲ ﻟﺪﻯ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﺛﻘﺎﻓﺔ ﻛﻔﺎﻳﺎﺕ ﺗﻮﺍﻓﺮﺍﳌﺨﻮﺍﺓ ﲟﺤﺎﻓﻈﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺔ؟
٢-ﻣﺎﺩﺭﺟﺔﺍﳌﺨﻮﺍﺓ ﲟﺤﺎﻓﻈﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﳌﺮﺣﻠﺔ ﻣﻌﻠﻤﻲ ﻟﺪﻯ ﺍﳊﺎﺳﺐ ﻗﻴﺎﺩﺓ ﻛﻔﺎﻳﺎﺕ ﺗﻮﺍﻓﺮ؟
٣-ﻣﺎﺩﺭﺟﺔﺍﳌﺨﻮﺍﺓ ﲟﺤﺎﻓﻈﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﳌﺮﺣﻠﺔ ﻣﻌﻠﻤﻲ ﻟﺪﻯ ﻭﺍﻻﻧﺘﺮﻧﺖ ﺍﻟﺸﺒﻜﺎﺕ ﻗﻴﺎﺩﺓ ﻛﻔﺎﻳﺎﺕ ﺗﻮﺍﻓﺮ؟
٤-ﻣﺎﺩﺭﺟﺔﺍﳌﺘﻌ ﻭﺍﻟﻮﺳﺎﺋﻂ ﺍﻟﱪﳎﻴﺎﺕ ﺗﺼﻤﻴﻢ ﻛﻔﺎﻳﺎﺕ ﺗﻮﺍﻓﺮﺍﳌﺨﻮﺍﺓ ﲟﺤﺎﻓﻈﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﳌﺮﺣﻠﺔ ﻣﻌﻠﻤﻲ ﻟﺪﻯ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺪﺩﺓ؟
٥-ﻫﻞﺍﺧـﺘﻼﻑ ﺇﱃ ﺗﻌﺰﻯ ﺍﻻﺳﺘﺒﺎﻧﺔ ﳏﺎﻭﺭ ﺣﻮﻝ ﺍﳌﻌﻠﻤﲔ ﺇﺟﺎﺑﺎﺕ ﻣﺘﻮﺳﻂ ﺑﲔ ﺍﺣﺼﺎﺋﻴﺔ ﺩﻻﻟﺔ ﺫﺍﺕ ﻓﺮﻭﻕ ﺗﻮﺟﺪﻣـﺘﻐﲑﺍﺕ
ﺍﻟﺪﺭﺍﺳﺔ)ﺍﻟﺘﺨﺼﺺ-ﺍﳋﺪﻣﺔ ﺳﻨﻮﺍﺕ-ﻭﺍﻟﺸﺒﻜﺎﺕ ﺍﳊﺎﺳﺐ ﰲ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﻟﺪﻭﺭﺍﺕ(؟
ﺍ ﳎﺘﻤﻊ ﺗﺄﻟﻒ ﻭﻗﺪﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﳌﺮﺣﻠﺔ ﻣﻌﻠﻤﻲ ﲨﻴﻊ ﻣﻦ ﻟﺪﺭﺍﺳﺔﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﺨﻮﺍﺓ ﲟﺤﺎﻓﻈﺔﻭﻋﺪﺩﻫﻢ)٣٠٦(،ﻣﻌﻠﻤﺎﻭﺍﺳﺘﺨﺪﻣﺖ
ﺍﻻﺳﺘﺒﺎﻧﺔﺍﻟﺒﻴﺎﻧﺎﺕ ﳉﻤﻊﻋﺪﺩ ﴰﻠﺖ ﻭﻗﺪ ،)٤٥(ﻣﻦ ﺍﻟﺘﺄﻛﺪ ﰎ ﻛﻤﺎ ،ﺍﻟﺪﺭﺍﺳﺔ ﺃﺩﺑﻴﺎﺕ ﻣﻦ ﺍﻟﺒﺎﺣﺚ ﺍﺳﺘﻔﺎﺩﺓ ﺇﱃ ﺍﻹﺷﺎﺭﺓ ﻣﻊ ،ﻛﻔﺎﻳﺔ
ﺑﺎ ﺎﺛﺒﺎ ﻭﻣﻦ ،ﻣﺘﺨﺼﺼﲔ ﳏﻜﻤﲔ ﻋﻠﻰ ﺑﻌﺮﺿﻬﺎ ﺻﺪﻗﻬﺎﻛﺮﻭﻧﺒﺎﺥ ﺃﻟﻔﺎ ﻣﻌﺎﻣﻞ ﺳﺘﺨﺪﺍﻡ،ﺩﺭﺟﺘـﻪ ﻛﺎﻧـﺖ ﻭﻗﺪ)٠.٨٩(ﻭﺑﻌـﺪ ،
ﺍﻟﺒﻴﺎﻧﺎﺕ ﲨﻊ ﰎ ﺍﻟﺘﻄﺒﻴﻖﻭﲤﺖﺍﻻﺟﺘﻤﺎﻋﻴـﺔ ﻟﻠﺪﺭﺍﺳـﺎﺕ ﺍﻻﺣﺼﺎﺋﻴﺔ ﺍﳊﺰﻣﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﺤﻠﻴﻞ ﻋﻤﻠﻴﺔ)SPSS(ﺑﺎﺳـﺘﺨﺪﻡ
ﻭﺍﺧﺘﺒﺎﺭ ،ﺍﳌﻌﻴﺎﺭﻳﺔ ﻭﺍﻻﳓﺮﺍﻓﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ ﻭﺍﳌﺘﻮﺳﻄﺎﺕ ﺍﳌﺌﻮﻳﺔ ﻭﺍﻟﻨﺴﺐ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ)ﺕ(ﻭﺍﺧﺘﺒﺎﺭ)ﻑ(ﻟﺘﺤﻠﺍﻷﺣـﺎﺩﻱ ﺍﻟﺘﺒﺎﻳﻦ ﻴﻞ.
ﺍﻟﺘﺎﻟﻴﺔ ﻟﻠﻨﺘﺎﺋﺞ ﺍﻟﻮﺻﻮﻝ ﰎ ﺍﻻﺣﺼﺎﺋﻲ ﺍﻟﺘﺤﻠﻴﻞ ﺧﻼﻝ ﻣﻦ:
١.ﺑﺪﺭﺟﺔ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﺛﻘﺎﻓﺔ ﳏﻮﺭ ﰲ ﺍﳌﺨﻮﺍﺓ ﲟﺤﺎﻓﻈﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﳌﺮﺣﺔ ﻣﻌﻠﻤﻲ ﻟﺪﻯ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﻛﻔﺎﻳﺎﺕ ﺗﺘﻮﺍﻓﺮ
ﺍﳊﺴﺎﰊ ﺍﳌﺘﻮﺳﻂ ﺑﻠﻎ ﺣﻴﺚ ،ﻣﺘﻮﺳﻄﺔ)٢.٨٠.(
٢.ﺍﻻﻟﻜﺘﺮﻭ ﺍﻟﺘﻌﻠﻴﻢ ﻛﻔﺎﻳﺎﺕ ﺗﺘﻮﺍﻓﺮ،ﻣﺘﻮﺳﻄﺔ ﺑﺪﺭﺟﺔ ﺍﳊﺎﺳﺐ ﻗﻴﺎﺩﺓ ﳏﻮﺭ ﰲ ﺍﳌﺨﻮﺍﺓ ﲟﺤﺎﻓﻈﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﳌﺮﺣﺔ ﻣﻌﻠﻤﻲ ﻟﺪﻯ ﱐ
ﺍﳊﺴﺎﰊ ﺍﳌﺘﻮﺳﻂ ﺑﻠﻎ ﺣﻴﺚ)٣.٣٥.(
٣.ﻭﺍﻻﻧﺘﺮﻧـﺖ ﺍﻟﺸﺒﻜﺎﺕ ﻗﻴﺎﺩﺓ ﳏﻮﺭ ﰲ ﺍﳌﺨﻮﺍﺓ ﲟﺤﺎﻓﻈﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﳌﺮﺣﺔ ﻣﻌﻠﻤﻲ ﻟﺪﻯ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﻛﻔﺎﻳﺎﺕ ﺗﺘﻮﺍﻓﺮ
ﺍﳊﺴﺎﰊ ﺍﳌﺘﻮﺳﻂ ﺑﻠﻎ ﺣﻴﺚ ،ﻣﺘﻮﺳﻄﺔ ﺑﺪﺭﺟﺔ)٣.٢٧(.
٤.ﻭﺍﻟﻮﺳـﺎﺋﻂ ﺍﻟﱪﳎﻴﺎﺕ ﺗﺼﻤﻴﻢ ﳏﻮﺭ ﰲ ﺍﳌﺨﻮﺍﺓ ﲟﺤﺎﻓﻈﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﳌﺮﺣﺔ ﻣﻌﻠﻤﻲ ﻟﺪﻯ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﻛﻔﺎﻳﺎﺕ ﺗﺘﻮﺍﻓﺮ
ﺍﳊﺴﺎﰊ ﺍﳌﺘﻮﺳﻂ ﺑﻠﻎ ﺣﻴﺚ ،ﻣﺘﻮﺳﻄﺔ ﺑﺪﺭﺟﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﺘﻌﺪﺩﺓ)٢.٨٧.(
٥.ﺗﻌﺰﻯ ﺍﻟﺪﺭﺍﺳﺔ ﳎﺘﻤﻊ ﺇﺟﺎﺑﺎﺕ ﻣﺘﻮﺳﻂ ﺑﲔ ﺇﺣﺼﺎﺋﻴﺎ ﺩﺍﻟﺔ ﻓﺮﻭﻕ ﻭﺟﻮﺩﻟﺼﺎﱀﺍ ﺃﺻﺤﺎﺏﻟﺘﺨﺼﺺﳏـﻮﺭ ﰲ ﺍﻟﻌﻠﻤـﻲ
ﺍﻷﺧﺮﻯ ﺍﶈﺎﻭﺭ ﰲ ﺍﻟﺘﺨﺼﺼﲔ ﺃﺻﺤﺎﺏ ﺑﲔ ﺍﺣﺼﺎﺋﻴﺔ ﺩﻻﻟﺔ ﺫﺍﺕ ﻓﺮﻭﻕ ﺗﻮﺟﺪ ﻻ ﺑﻴﻨﻤﺎ ،ﺍﳊﺎﺳﺐ ﻗﻴﺎﺩﺓ.
٦.ﺧﺪﻣﺔ ﺍﻷﺣﺪﺙ ﺍﳌﻌﻠﻤﲔ ﻟﺼﺎﱀ ﺍﳋﺪﻣﺔ ﻟﺴﻨﻮﺍﺕ ﺗﻌﺰﻯ ﺍﻟﺪﺭﺍﺳﺔ ﳎﺘﻤﻊ ﺇﺟﺎﺑﺎﺕ ﻣﺘﻮﺳﻂ ﺑﲔ ﹰﺎﺇﺣﺼﺎﺋﻴ ﺩﺍﻟﺔ ﻓﺮﻭﻕ ﻭﺟﻮﺩ.
٧.ﺇﺟﺎﺑﺎ ﻣﺘﻮﺳﻂ ﺑﲔ ﹰﺎﺇﺣﺼﺎﺋﻴ ﺩﺍﻟﺔ ﻓﺮﻭﻕ ﻭﺟﻮﺩ ﻋﺪﻡﻭﺍﻟﺸﺒﻜﺎﺕ ﺍﳊﺎﺳﺐ ﰲ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻟﻠﺪﻭﺭﺍﺕ ﺗﻌﺰﻯ ﺍﻟﺪﺭﺍﺳﺔ ﳎﺘﻤﻊ ﺕ.
ﻓﻘﺪ ﺍﻟﻨﺘﺎﺋﺞ ﻫﺬﻩ ﻋﻠﻰ ﻭﺑﻨﺎﺀﻟﻠﺘﻮﺻﻴﺎﺕ ﺍﻟﻮﺻﻮﻝ ﰎﺍﻟﺘﺎﻟﻴﺔ:
١.ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﳎﺎﻝ ﰲ ﺗﺜﻘﻴﻔﻴﺔ ﺗﺪﺭﻳﺒﻴﺔ ﺩﻭﺭﺍﺕ ﺇﻗﺎﻣﺔ.٢.ﺍﳌﺆﻫﻠـﺔ ﺍﻟـﺪﻭﺭﺍﺕ ﻋﻠـﻰ ﺍﻟﺘﺪﺭﻳﺐ ﻣﺮﺍﻛﺰ ﺗﺮﻛﻴﺰ
ﻭﺩﻭﺭﺍ ،ﺍﳊﺎﺳﺐ ﻟﻘﻴﺎﺩﺓ ﺍﻟﺪﻭﻟﻴﺔ ﻟﻠﺮﺧﺼﺔﺍﳌﺨﺘﻠﻔﺔ ﺍﻟﺸﺒﻜﺎﺕ ﻣﻊ ﺍﻟﺘﻌﺎﻣﻞ ﰲ ﻣﺘﺨﺼﺼﺔ ﺕ.٣.ﻣﺘﺨﺼﺼـﺔ ﺩﻭﺭﺍﺕ ﻋﻘﺪ
ﹰﺎﺍﻟﻜﺘﺮﻭﻧﻴ ﻭﺍﻷﻧﺸﻄﺔ ﺍﻟﺪﺭﻭﺱ ﻟﺘﺼﻤﻴﻢ ﺃﺳﺎﺳﻴﺔ ﻣﻬﺎﺭﺍﺕ ﺍﳌﻌﻠﻤﲔ ﻹﻛﺴﺎﺏ.٤.ﻟﻠﻤﻌﻠﻤـﲔ ﺍﻟـﻮﻇﻴﻔﻲ ﺍﻷﺩﺍﺀ ﺗﻘﻮﱘ ﺭﺑﻂ
ﻭﺍﻷﻧﺸﻄﺔ ﺍﻟﺪﺭﻭﺱ ﺗﻨﻔﻴﺬ ﰲ ﲟﺪﺍﺭﺳﻬﻢ ﺍﳌﺘﻮﺍﻓﺮﺓ ﻟﻸﺟﻬﺰﺓ ﻭﺍﺳﺘﺨﺪﺍﻣﻬﻢ ﺍﻟﺪﻭﺭﺍﺕ ﻫﺬﻩ ﲝﻀﻮﺭ.
ﻣﻘﺘﺮﺣﺎﺕ ﺍﻟﺒﺎﺣﺚ ﻗﺪﻡ ﻛﻤﺎﺍﻟﺪﺭﺍﺳﺔ ﳌﻮﺿﻮﻉ ﹰﻻﺍﺳﺘﻜﻤﺎ ﻣﺴﺘﻘﺒﻠﻴﺔ ﺩﺭﺍﺳﺎﺕ ﻹﺟﺮﺍﺀ.
4. ٣
Abstract
This study aims at recognition of { Electronic learning competences and their availability degree
with the high school teachers in Al Mekhwah Educational Governorate } .
To achieve this purpose, the study answered the following Questions :
١ - What is the degree of E- Learning Culture competences availability with high school teachers in
Al Mekhwah governorate ?
٢ - What is the degree of Computer driving competences availability with high school teachers in Al
Mekhwah governorate?
٣ - What is the extent of the Internet and networks driving competences availability with high school
teachers in Al Mekhwah governorate ?
٤ - What is the degree of programs and educational multimedia competences availability with high
school teachers in Al Mekhwah governorate ?
٥ - Does the degree of E- learning competences and their availability extent with the high school
teachers in Al Mekhwah Educational Governorate vary according to the study variables
(specialization – years of experience – computer and networks training courses )?
The study community consisted of all high school stage teachers in Al Mekhwah educational
Governorate (٣٠٦) teachers, the questionnaire was the study tool, it included (٤٥) competences , with
referring to the study benefits for the researcher, validity was achieved by a group of specialized
arbitrators, reliability was achieved using Alph chornbakh , it's range was (٠.٨٩), SPSS was performed
for data analysis, percents, means, standard deviations , recurrence, " T" test, "F" test performed the
following results were achieved through the analysis : -
١ - E – learning competences were available with high school teachers in AL Mekhwah in the ax of E
– learning Culture with moderated degree as the mean was (٢.٨٠) .
٢ - E – learning competences were available with high school teachers in AL Mekhwah in the ax of
Computer driving with moderated degree as the mean was (٣.٣٥).
٣ - E – learning competences were available with high school teachers in AL Mekhwah in the
internet and networks driving with moderated degree as the mean was (٣.٢٧)
٤ - The programs and educational multimedia designation (٢.٨٧).
٥ - There are statistically significant differences between the study community answers due to years
of experience for modern service teachers .
٦ - There aren’t statistically significant differences between the study community answers due to
Computer and net works training Courses .
According to the above results, the researcher recommended the following:
١ - To hold educational training courses in the E- learning field .
٢ - Training centers concentration on the qualified courses for international computer driving license
( ICDL ) , specialized courses in dealing with deferent networks.
٣ - To hold special courses to provide the teachers with basic electronic skills for lessons and
activities .
٤ - To link the teachers functional performance with these courses attendance and their use of
available systems in their school in lessons and activities achievement.
The researcher presented suggestions to support these recommendations, he also suggested further
studies to complete this subject sides and to venerate it's result benefits.
5. ٤
،،ﺑﻌﺪﻩ ﻧﱯ ﻻ ﻣﻦ ﻋﻠﻰ ﻭﺍﻟﺴﻼﻡ ﻭﺍﻟﺼﻼﺓ ﻭﺣﺪﻩ ﷲ ﺍﳊﻤﺪ
ﹼﻞﻭﺟ ﻋﺰ ﺍﳌﻮﱃ ﻓﻀﻞ ﻭﻣﻦ ،ﻭﺗﻜﺎﻣﻠﺖ ﺟﻬﻮﺩ ﺗﺸﺎﺭﻛﺖ ﻓﻘﺪ ،ﻓﺮﺩ ﻧﺘﺎﺝ ﺍﻟﻌﻤﻞ ﻫﺬﺍ ﻳﻜﻦ ﱂ
ﺍﻟﺒﺎﺣـﺚ ﻳﻘﺪﻡ ﻟﺬﺍ ،ﺍﶈﺘﻮﻯ ﻭﺇﺛﺮﺍﺀ ،ﺍﻟﺰﻟﻞ ﻭﺗﺼﻮﻳﺐ ،ﺍﳉﻬﺪ ﺇﲤﺎﻡ ﰲ ﺳﺎﳘﺖ ﹰﺎﺃﺳﺒﺎﺑ ﻟﻠﺒﺎﺣﺚ ﺮﺴﻳ ﺃﻥ
ﺍﻟﺘﻘﺪﻳ ﻣﻦ ﻣﺰﻳﺪ ﻣﻊ ﺍﻟﺸﻜﺮﺇﱃ ﻭﺍﻟﻌﺮﻓﺎﻥ ﺮ:
·ﺍﻟﺪﻛﺘﻮﺭ ﺍﻷﺳﺘﺎﺫ ﺍﻟﻌﻠﻤﻲ ﺍﳌﺸﺮﻑ ﺳﻌﺎﺩﺓ:ﺍﻟﻐﺰﻳﺮﺓ ﺍﻟﺒﺤﺜﻴﺔ ﺍﳋﱪﺍﺕ ﺫﻭ ،ﻻﻝ ﳛﻰ ﺑﻦ ﺯﻛﺮﻳﺎ
ﻟﻄﺮﻳﻖ ﻭﺍﻟﺰﺍﺩ ﺍﻟﻨﻮﺭ ﲟﺜﺎﺑﺔ ﻫﻲ ﺑﻞ ،ﺃﺛﺮ ﺃﺑﻠﻎ ﺍﳌﺘﻌﺎﻗﺒﺔ ﻭﺗﻮﺟﻴﻬﺎﺗﻪ ﻭﳊﻮﻇﺎﺗﻪ ﳌﺘﺎﺑﻌﺘﻪ ﻭﺇﻥ ،ﻭﺍﻟﺜﺮﻳﺔ
ﻋﻤﻠﻪ ﺇﳒﺎﺯ ﳓﻮ ﺍﻟﺒﺎﺣﺚ.
·ﺍﻟﺪﻛﺘﻮﺭ ﺳﻌﺎﺩﺓ:ﻭﺳ ،ﻛﻨﺴﺎﺭﺓ ﳏﻤﺪ ﺑﻦ ﺇﺣﺴﺎﻥﺍﻟﺪﻛﺘﻮﺭ ﻌﺎﺩﺓ:ﺍﻟﺴﺒﻴﻞ؛ ﳏﻤﺪ ﺑﻦ ﻋﺒﺪﺍﻟﺮﲪﻦ
ﻟﻠﺒﺎﺣﺚ ﻣﻌﲔ ﻭﻣﺪﺩ ﲨﻴﻞ ﺃﺛﺮ ﺫﺍﺕ ﻤﺎﻭﺍﻗﺘﺮﺍﺣﺎ ﻤﺎﻣﺮﺋﻴﺎ ﻛﺎﻧﺖ ﺣﻴﺚ ﺍﳋﻄﺔ ﳏﻜﻤﺎ.
·ﺍﻟﺪﻛﺘﻮﺭ ﺍﻷﺳﺘﺎﺫ ﺳﻌﺎﺩﺓ:ﺍﻟﺘﺮﺑﻮﻳـﺔ ﻟﻠﺒﺤـﻮﺙ ﺍﻹﺣﺼﺎﺋﻲ ﺍﳌﺴﺘﺸﺎﺭ ﺍﳌﺰﺭﻭﻋﻲ ﳏﻤﺪ ﺑﻦ ﺣﻔﻴﻆ
ﻟﻠﺪﺭﺍﺳﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﳉﻮﺍﻧﺐ ﰲ ﻭﺗﻌﺎﻭﻧﻪ ﳌﺸﻮﺭﺗﻪ ﺍﻟﻘﺮﻯ ﺃﻡ ﲜﺎﻣﻌﺔ.
·ﺍﻟﺪﻛﺘﻮﺭ ﺳﻌﺎﺩﺓ:ﺍﻟﺪﻛﺘﻮﺭ ﻭﺳﻌﺎﺩﺓ ،ﻋﺎﱂ ﺃﲪﺪ ﺑﻦ ﺇﺑﺮﺍﻫﻴﻢ:ﺍﻟﻠﺬﺍﻥ ﻓﻠﻤﺒﺎﻥ؛ ﺍﻟﺪﻳﻦ ﻧﻮﺭ ﺑﻦ ﲰﲑ
ﺍﻟﻨﺎﻓﻌﺔ ﺍﻟﻘﻴﻤﺔ ﻤﺎﻣﻼﺣﻈﺎ ﻭﺗﻘﺪﱘ ﺍﻟﺮﺳﺎﻟﺔ ﻣﻨﺎﻗﺸﺔ ﺑﻘﺒﻮﻝ ﺃﻓﻀﻼ.
·ﳏـﺎﻭﺭ ﺣـﻮﻝ ﻭﺍﻟﺘﺼﻮﻳﺒﺎﺕ ﺍﻷﻓﻜﺎﺭ ﻗﺪﻣﻮﺍ ﺍﻟﺬﻳﻦ ،ﺍﻟﺪﺭﺍﺳﺔ ﺃﺩﺍﺓ ﳏﻜﻤﻲ ﺍﻟﺴﻌﺎﺩﺓ ﺃﺻﺤﺎﺏ
ﺎﻭﻓﻘﺮﺍ ﺍﻷﺩﺍﺓ.
·ﺍﻟﻘﺮﻯ ﺃﻡ ﺟﺎﻣﻌﺔﺍﻟﺸﻌﺎﺭ ﺗﺘﺨﺬ ﺃﻥ ﳍﺎ ﺣﻖ ﺍﻟﱵ)ﻭﺍﳌﻜﺎﻧﺔ ﺍﳌﻜﺎﻥ ﺷﺮﻑ(ﺍﻟﺘﺮﺑﻴـﺔ ﻛﻠﻴﺔ ﰲ ﳑﺜﻠﺔ
ﺻﺎﱀ ﺍﻟﺪﻛﺘﻮﺭ ﻟﺴﻌﺎﺩﺓ ﺍﻟﺘﻘﺪﻳﺮ ﻭﺍﻓﺮ ﺍﻟﺒﺎﺣﺚ ﻳﺴﺠﻞ ﺣﻴﺚ ﺍﻟﺘﺪﺭﻳﺲ ﻭﻃﺮﻕ ﺍﳌﻨﺎﻫﺞ ﻗﺴﻢ ﻭﰲ
ﺍﻟﻘﺴـﻢ ﻭﻟﺴﻜﺮﺗﺎﺭﻳﺔ ﺑﺎﻟﻘﺴﻢ ﺍﻟﺘﺪﺭﻳﺲ ﻫﻴﺌﺔ ﺃﻋﻀﺎﺀ ﻭﳉﻤﻴﻊ ﺍﻟﻘﺴﻢ ﺭﺋﻴﺲ ﺍﻟﺴﻴﻒ ﳏﻤﺪ ﺑﻦ
ﺍﻷﺳﺘﺎﺫ ﰲ ﳑﺜﻠﺔ:ﺣ ،ﻓﻠﻤﺒﺎﻥ ﲪﺰﺓﻭﺍﳌﺴﺎﻧﺪﺓ ﺍﻟﺘﻮﺟﻴﻪ ﺍﻟﻌﻠﻴﺎ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻃﺎﻟﺐ ﳚﺪ ﻴﺚ.
·ﺍﻷﺳﺘﺎﺫ ﺍﳌﺨﻮﺍﺓ ﲟﺤﺎﻓﻈﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺘﺮﺑﻴﺔ ﻣﺪﻳﺮ ﺳﻌﺎﺩﺓ:ﻟﺪﻋﻤـﻪ ،ﳐـﺎﻳﺶ ﳏﻤـﺪ ﺑﻦ ﺳﻌﻴﺪ
ﺑﺎﶈﺎﻓﻈﺔ ﺍﻟﺘﻌﻠﻴﻢ ﺗﻄﻮﻳﺮ ﰲ ﺍﻟﺮﺍﻣﻴﺔ ﻭﳉﻬﻮﺩﻩ ،ﺍﻟﻌﻠﻤﻲ ﻟﻠﺒﺤﺚ ﺍﳌﺘﻮﺍﺻﻞ.
·ﺗﻌﺎﻭ ﻟﻜﺮﱘ ﺑﺎﶈﺎﻓﻈﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﳌﺮﺣﻠﺔ ﻣﻌﻠﻤﻮ ﺍﻷﻓﺎﺿﻞ ﺍﻟﺰﻣﻼﺀﺍﻷﺩﺍﺓ ﺑﻨﻮﺩ ﻋﻠﻰ ﺍﻹﺟﺎﺑﺔ ﰲ ﻢ.
ﺁﺯﺭ ﻣـﻦ ﻭﻟﻜﻞ ،ﳍﻢ ﺍﻟﺒﺎﺣﺚ ﻳﺒﻌﺜﻬﺎ ﻭﺣﻀﻮﺭﺍ؛ ﹰﺎﻏﻴﺒ ﺩﻋﺎﺀ ﻭﺃﺻﺪﻕ ﺛﻨﺎﺀ ﻭﻋﺎﻃﺮ ﺗﻘﺪﻳﺮ ﻭﺍﻓﺮ
ﺍﻟﻌﻤﻞ ﻫﺬﺍ ﺇﲤﺎﻡ ﰲ ﻭﺳﺎﻧﺪﺍﻟﺠﺰﺍﺀ ﺧﻴﺮ ﺍﷲ ﻓﺠﺰﺍﻫﻢ.ﺍﻟﺒﺎﺣﺚ
6. ٥
اﻟﻤﻮﺿﻮعاﻟﺼﻔﺤﺔ
ﻗﺭﺁﻨﻴﺔ ﺁﻴﺔأ
ﺑﺎﻟ اﻟﺪراﺳﺔ ﻣﻠﺨﺺاﻟﻌﺮﺑﯿﺔ ﻠﻐﺔب
اﻻﻧﺠﻠﯿﺰﯾﺔ ﺑﺎﻟﻠﻐﺔ اﻟﺪراﺳﺔ ﻣﻠﺨﺺج
واﻟﺘﻘﺪﯾﺮ اﻟﺸﻜﺮد
اﻟﻤﺤﺘﻮﯾﺎتھـ
اﻟﺠﺪاول ﻗﺎﺋﻤﺔز
اﻟﻤﻼﺣﻖ ﻗﺎﺋﻤﺔح
ﻣﻘﺪﻣﺔ١
اﻟﺪراﺳﺔ وأﺳﺌﻠﺔ ﻣﺸﻜﻠﺔ٣
اﻟﺪراﺳﺔ أھﺪاف٤
اﻟﺪراﺳﺔ أھﻤﯿﺔ٤
اﻟﺪراﺳﺔ ﻣﺼﻄﻠﺤﺎت٥
اﻟﺪراﺳﺔ ﺣﺪود٧
اﻷول اﻟﻤﺒﺤﺚ:اﻻﻟﻜﺘﺮوﻧﻲ ﻟﻠﺘﻌﻠﯿﻢ اﻟﻨﻈﺮﯾﺔ اﻷﺳﺲ
اﻻﻟﻜﺘﺮوﻧﻲ اﻟﺘﻌﻠﯿﻢ ﻓﻲ ﺗﺎرﯾﺨﯿﺔ وﻗﻔﺎت١٠
اﻻﻟﻜﺘﺮوﻧﻲ اﻟﺘﻌﻠﯿﻢ ﻣﻔﮭﻮم١١
اﻻﻟﻜﺘﺮوﻧﻲ اﻟﺘﻌﻠﯿﻢ ﻓﻠﺴﻔﺔ١٣
اﻻﻟﻜﺘﺮوﻧﻲ اﻟﺘﻌﻠﯿﻢ ﺧﺼﺎﺋﺺ١٤
اﻻﻟﻜﺘﺮوﻧﻲ اﻟﺘﻌﻠﯿﻢ أﻧﻤﺎط١٥
أاﻻﻟﻜﺘﺮوﻧﻲ اﻟﺘﻌﻠﯿﻢ ھﺪاف١٥
اﻻﻟﻜﺘﺮوﻧﻲ اﻟﺘﻌﻠﯿﻢ ﻓﻮاﺋﺪ١٦
اﻻﻟﻜﺘﺮوﻧﻲ اﻟﺘﻌﻠﯿﻢ ﻓﻲ اﻟﻘﺼﻮر أوﺟﮫ١٨
اﻟﺘﻘﻠﯿﺪي واﻟﺘﻌﻠﯿﻢ اﻻﻟﻜﺘﺮوﻧﻲ اﻟﺘﻌﻠﯿﻢ١٩
اﻻﻟﻜﺘﺮوﻧﻲ اﻟﺘﻌﻠﯿﻢ إﻟﻰ اﻟﺘﺤﻮل١٩
ﺑﻌﺪ ﻣﻦ واﻟﺘﻌﻠﯿﻢ اﻻﻟﻜﺘﺮوﻧﻲ اﻟﺘﻌﻠﯿﻢ٢٠
اﻻﻟﻜﺘﺮوﻧﻲ اﻟﺘﻌﻠﯿﻢ ﻓﻲ اﻟﺘﻌﻠﯿﻤﯿﺔ اﻟﺒﯿﺌﺔ٢١
اﻟﻌاﻻﻟﻜﺘﺮوﻧﻲ اﻟﺘﻌﻠﯿﻢ واﺳﺘﺨﺪام ﺗﻄﺒﯿﻖ ﺗﻮاﺟﮫ اﻟﺘﻲ واﻟﺼﻌﻮﺑﺎت ﻮاﺋﻖ٢٢
اﻟﺜﺎﻧﻲ اﻟﻤﺒﺤﺚ:اﻻﻟﻜﺘﺮوﻧﻲ اﻟﺘﻌﻠﯿﻢ وﺗﻄﺒﯿﻘﺎت أدوات
اﻟﺤﺎﺳﺐ٢٤
واﻻﻧﺘﺮﻧﺖ اﻟﺸﺒﻜﺎت٢٦
اﻻﻟﻜﺘﺮوﻧﯿﺔ اﻟﻤﻜﺘﺒﺔ٢٩
7. ٦
اﻟﻤﻮﺿﻮعاﻟﺼﻔﺤﺔ
اﻻﻟﻜﺘﺮوﻧﻲ اﻟﻜﺘﺎب٣٠
اﻟﻤﺘﻌﺪدة اﻟﻮﺳﺎﺋﻂ٣٠
اﻟﺜﺎﻟﺚ اﻟﻤﺒﺤﺚ:اﻻﻟﻜﺘﺮوﻧ اﻟﺘﻌﻠﯿﻢ ﻛﻔﺎﯾﺎتﻲ
اﻟﻜﻔﺎﯾﺔ ﻣﻔﮭﻮم٣٣
اﻟﺘﻌﻠﯿﻤﯿﺔ اﻟﻜﻔﺎﯾﺎت٣٣
اﻟﺘﻌﻠﯿﻤﯿﺔ اﻟﻜﻔﺎﯾﺎت ﺗﺼﻨﯿﻒ٣٥
اﻟﻜﻔﺎﯾﺎت ﻣﻔﮭﻮم ﺿﻮء ﻓﻲ اﻟﻤﻌﻠﻤﯿﻦ وﺗﺪرﯾﺐ إﻋﺪاد ﺑﺮﻧﺎﻣﺞ٣٦
ﻟﻠﻤﻌﻠﻢ اﻟﻼزﻣﺔ اﻻﻟﻜﺘﺮوﻧﻲ اﻟﺘﻌﻠﯿﻢ ﻛﻔﺎﯾﺎت٣٨
اﻻﻟﻜﺘﺮوﻧﻲ اﻟﺘﻌﻠﯿﻢ ﻓﻲ اﻟﺬات ﺗﻄﻮﯾﺮ٣٩
اﻟﺘﻜﻨﻮﻟﻮﺟﯿﺎ ﺗﻮﻇﯿﻒ٤٠
اﻟﺘﻌﻠﯿﻢ ﺗﺼﻤﯿﻢ٤١
دﻟﻠﻄﻼب اﻻﻟﻜﺘﺮوﻧﻲ اﻟﺘﻌﻠﻢ وإﺛﺮاء ﻋﻢ٤٢
٤٥
اﻟﺪراﺳﺔ ﻣﻨﮭﺞ٥٨
اﻟﺪراﺳﺔ ﻣﺠﺘﻤﻊ٥٩
اﻟﺪراﺳﺔ أداة٦٣
اﻟﺪراﺳﺔ أداة وﺑﻨﺎء ﺗﺼﻤﯿﻢ ﺧﻄﻮات٦٣
اﻷداة ﺻﺪق٦٥
اﻷداة ﺛﺒﺎت٦٧
اﻟﺪراﺳﺔ أداة ﺗﻄﺒﯿﻖ ﺧﻄﻮات٦٧
اﻹ اﻷﺳﺎﻟﯿﺐﺣﺼﺎﺋﯿﺔ٦٨
١-إﺟﺎﺑﺔاﻷول اﻟﺴﺆال ٧٠
٢-إﺟﺎﺑﺔاﻟﺜﺎﻧﻲ اﻟﺴﺆال ٧٣
٣-إﺟﺎﺑﺔاﻟﺜﺎﻟﺚ اﻟﺴﺆال ٧٦
٤-إﺟﺎﺑﺔاﻟﺮاﺑﻊ اﻟﺴﺆال ٧٩
٥-إﺟﺎﺑﺔاﻟﺨﺎﻣﺲ اﻟﺴﺆال ٨٣
٦-إﺟﺎﺑﺔاﻟﺴﺎدس اﻟﺴﺆال ٨٤
٧-إﺟﺎﺑﺔاﻟﺴﺎﺑﻊ اﻟﺴﺆال٨٦
–
اﻟﻨﺘﺎﺋﺞ ﻣﻠﺨﺺ-اﻟﺘﻮﺻﯿﺎت-اﻟﻤﻘﺘﺮﺣﺎت٨٩-٩٢
٩٣
١٠٣
8. ٧
ﺍﳉﺪﺍﻭﻝ
ﺍﻟﺮﻗﻢﺍﻟﺒﻴﺎﻥﺍﻟﺼﻔﺤﺔ
١ﺍﳌﺨﻮﺍﺓ ﲟﺤﺎﻓﻈﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﳌﺮﺣﻠﺔ ﻣﻌﻠﻤﻲ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺔ ﳎﺘﻤﻊ٥٦
٢
ﺍﻟﺪﺭﺍﺳﺔ ﳎﺘﻤﻊ ﺃﻓﺮﺍﺩ ﲣﺼﺼﺎﺕ ﻋﻠﻰ ﺍﻻﺳﺘﺒﺎﻧﺎﺕ ﺗﻮﺯﻳﻊ
٥٧
٣-ﺃﻟﻠﺘﺨﺼﺺ ﹰﺎﺗﺒﻌ ﺍﻟﺪﺭﺍﺳﺔ ﳎﺘﻤﻊ ﺗﻮﺯﻳﻊ٥٨
٣_ﺏﺍﻟﺘﺨﺼﺺ ﺣﺴﺐ ﺍﻟﺪﺭﺍﺳﺔ ﳎﺘﻤﻊ ﺗﻮﺯﻳﻊ)ﻋﻠﻤﻲ-ﻧﻈﺮﻱ(٥٩
٤ﺍﳋﺪﻣﺔ ﻟﺴﻨﻮﺍﺕ ﹰﺎﺗﺒﻌ ﺍﻟﺪﺭﺍﺳﺔ ﳎﺘﻤﻊ ﺗﻮﺯﻳﻊ٥٩
٥ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻟﻠﺪﻭﺭﺍﺕ ﹰﺎﺗﺒﻌ ﺍﻟﺪﺭﺍﺳﺔ ﳎﺘﻤﻊ ﺗﻮﺯﻳﻊ٥٩
٦
ﺃﻓﺮﺍﺩ ﻟﺪﻯ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﻛﻔﺎﻳﺎﺕ ﺗﻮﺍﻓﺮ ﺩﺭﺟﺔ ﻗﻴﻢ ﻣﺘﻮﺳﻄﺎﺕ
ﳎﺍﳋﻤﺎﺳﻲ ﻟﻴﻜﺮﺕ ﳌﻘﻴﺎﺱ ﹰﺎﻭﻓﻘ ﺍﻟﺪﺭﺍﺳﺔ ﺘﻤﻊ٦٢
٧ﺍﻟﺘﺤﻜﻴﻢ ﻭﺑﻌﺪ ﻗﺒﻞ ﺍﻷﺩﺍﺓ ﻭﻓﻘﺮﺍﺕ ﳏﺎﻭﺭ٦٣
٨
ﺍﻟﺪﺭﺍﺳﺔ ﺃﺩﺍﺓ ﳏﺎﻭﺭ ﲢﺖ ﺍﳌﺪﺭﺟﺔ ﻟﻠﻔﻘﺮﺍﺕ ﻛﺮﻭﻧﺒﺎﺥ ﺃﻟﻔﺎ ﻗﻴﻤﺔ
٦٤
٩
ﺣﻮﻝ ﺍﻟﺪﺭﺍﺳﺔ ﳎﺘﻤﻊ ﻹﺟﺎﺑﺎﺕ ﺍﳌﻌﻴﺎﺭﻳﺔ ﻭﺍﻻﳓﺮﺍﻓﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ ﺍﳌﺘﻮﺳﻄﺎﺕ
ﺍﻻﻟﻜﺘﺮ ﺍﻟﺘﻌﻠﻴﻢ ﺛﻘﺎﻓﺔ ﻛﻔﺎﻳﺎﺕ ﺗﻮﺍﻓﺮﻭﱐ
٦٨
١٠
ﺣﻮﻝ ﺍﻟﺪﺭﺍﺳﺔ ﳎﺘﻤﻊ ﻹﺟﺎﺑﺎﺕ ﺍﳌﻌﻴﺎﺭﻳﺔ ﻭﺍﻻﳓﺮﺍﻓﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ ﺍﳌﺘﻮﺳﻄﺎﺕ
ﺍﳊﺎﺳﺐ ﻗﻴﺎﺩﺓ
٧١
١١
ﺣﻮﻝ ﺍﻟﺪﺭﺍﺳﺔ ﳎﺘﻤﻊ ﻹﺟﺎﺑﺎﺕ ﺍﳌﻌﻴﺎﺭﻳﺔ ﻭﺍﻻﳓﺮﺍﻓﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ ﺍﳌﺘﻮﺳﻄﺎﺕ
ﻭﺍﻻﻧﺘﺮﻧﺖ ﺍﻟﺸﺒﻜﺎﺕ ﻗﻴﺎﺩﺓ ﻛﻔﺎﻳﺎﺕ ﺗﻮﺍﻓﺮ
٧٤
١٢
ﻹﺟﺎﺑﺎ ﺍﳌﻌﻴﺎﺭﻳﺔ ﻭﺍﻻﳓﺮﺍﻓﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ ﺍﳌﺘﻮﺳﻄﺎﺕﺣﻮﻝ ﺍﻟﺪﺭﺍﺳﺔ ﳎﺘﻤﻊ ﺕ
ﺍﳌﺘﻌﺪﺩﺓ ﻭﺍﻟﻮﺳﺎﺋﻂ ﺍﻟﱪﳎﻴﺎﺕ ﺗﺼﻤﻴﻢ ﻛﻔﺎﻳﺎﺕ ﺗﻮﺍﻓﺮ
٧٧
١٣ﺍﻟﺘﻄﺒﻴﻖ ﺑﻌﺪ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﻛﻔﺎﻳﺎﺕ ﺗﺮﺗﻴﺐ٧٩
١٤ﺍﺧﺘﺒﺎﺭ)ﺕ(ﺍﻟﺪﺭﺍﺳﺔ ﳎﺘﻤﻊ ﺃﻓﺮﺍﺩ ﻧﻈﺮ ﻭﺟﻬﺎﺕ ﻋﻠﻰ ﺍﻟﺘﺨﺼﺺ ﺃﺛﺮ ﺣﻮﻝ٨٠
١٥ﺍﺧﺘﺒﺎﺭ)ﻑ(ﺍﻟﺪﺭ ﳎﺘﻤﻊ ﺃﻓﺮﺍﺩ ﻧﻈﺮ ﻭﺟﻬﺎﺕ ﻋﻠﻰ ﺍﳋﺪﻣﺔ ﺳﻨﻮﺍﺕ ﺃﺛﺮ ﺣﻮﻝﺍﺳﺔ٨٢
١٦
ﺍﺧﺘﺒﺎﺭ)ﺕ(ﳎﺘﻤﻊ ﺃﻓﺮﺍﺩ ﻧﻈﺮ ﻭﺟﻬﺎﺕ ﻋﻠﻰ ﺍﻟﺪﺭﻳﺒﻴﺔ ﺍﻟﺪﻭﺭﺍﺕ ﺃﺛﺮ ﺣﻮﻝ
ﺍﻟﺪﺭﺍﺳﺔ
٨٤
10. ٩
11. ١٠
ﻣﻘﺪﻣﺔ
،،ﺑﻌﺪﻩ ﻧﱯ ﻻ ﻣﻦ ﻋﻠﻰ ﻭﺍﻟﺴﻼﻡ ﻭﺍﻟﺼﻼﺓ ﻭﺣﺪﻩ ﷲ ﺍﳊﻤﺪ
ﺍﻟﻌﻨ ﻣﻦ ﺍﻟﻌﺪﻳﺪ ﻋﻠﻰ ﺍﻟﺘﻌﻠﻴﻢ ﻋﻤﻠﻴﺔ ﺗﺮﺗﻜﺰﻓﻬـﻮ ﺍﳌﻌﻠﻢ ﺃﳘﻬﺎ ،ﺎﺻﺮﺍﻷﺳـﺎﺱ ﺍﻟﻌﻨﺼـﺮﰲ
،ﳒﺎﺣﻬﺎﻭﻛﺎﻧ ﹰﺎﺃﻳ،ﺍﻷﺧﺮﻯ ﻭﺍﳌﻘﻮﻣﺎﺕ ﺍﻟﻌﻨﺎﺻﺮ ﺖﺍﳌﻌﻠﻢ ﻳﺒﻘﻰﻫﺬﻩ ﻗﺎﺋﺪ ﻫﻮ ﻭﻗﺪﺭﺍﺕ ﻓﻜﺮ ﻣﻦ ﳝﺜﻠﻪ ﲟﺎ
ﰲ ﻭﺳﺘﻈﻞ ﻛﺎﻧﺖ ﻟﻠﻤﻌﻠﻢ ﺍﻟﻌﺎﻟﻴﺔ ﺍﳌﻜﺎﻧﺔ ﻭﻫﺬﻩ ،ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻷﻫﺪﺍﻑ ﲢﻘﻴﻖ ﰲ ﺍﳌﺆﺛﺮ ﻭﺍﻟﻔﺎﻋﻞ ﺍﻟﻌﻨﺎﺻﺮ
ﺍﻟﺘﻌﻠﻴﻢ ﻭﻣﺆﺳﺴﺎﺕ ﺃﻧﻈﻤﺔ ﳐﺘﻠﻒ.
ﻭﰲﺗﻜﻨﻮﻟﻮﺟﻴـﺔ ﺗﻄﻮﺭﺍﺕ ﻣﻊ ﺑﺎﻟﺘﻮﺍﺯﻱ ،ﻣﻌﻬﻮﺩﺓ ﻏﲑ ﺑﺴﺮﻋﺔ ﺍﳌﻌﺮﻓﺔ ﻓﻴﻪ ﺗﺘﻀﺎﻋﻒ ﻋﺼﺮ
ﻫﺎﺋﻠﺔﺍﳊﻴﺎﺓ ﳎﺎﻻﺕ ﻛﻞ ﻃﺎﻟﺖﺍﻟﺘﻌﻠﻴﻢ ﻭﻣﻨﻬﺎ،ﺍﻟﺬﻱﺇﱃ ﻳﺴﻌﻰﺍﻻﺳـﺘﻔﺎﺩﺓﺍﻟﺼـﻮﺭ ﳐﺘﻠـﻒ ﻣـﻦ
ﻓـﺈﻥ ؛ ﺍﳌﺪﺭﺳـﻴﺔ ﺍﻷﻋﻤﺎﻝ ﻛﻞ ﰲ ﻣﺴﺒﻮﻕ ﻏﲑ ﻣﺮﺩﻭﺩ ﺫﺍﺕ ﻣﺘﻌﺪﺩﺓ ﻣﺰﺍﻳﺎ ﻗﺪﻣﺖ ﺍﻟﱵ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ
ﺍﳌﻌﻠﻢﺍﻟﻜﻒﻭﻳﻨﻤﻮ ﻳﺘﻄﻮﺭ ﺍﻟﺬﻱ ﺀﻭﺍﳌﺴﺘﺠﺪﺍﺕ ﺍﻟﺘﻄﻮﺭﺍﺕ ﳍﺬﻩ ﹰﺎﻣﻮﺍﻛﺒﻋﻠـﻰ ﺍﻟﻘﺎﺋﻤﲔ ﻫﺪﻑ ﺃﺻﺒﺢ
ﺍﻟﺘﻌﻠﻴﻢ.
ﹰﺎﻭﺍﻗﻌ ﺃﺻﺒﺢ ﺍﻟﺬﻱ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﻭﻟﻌﻞﻣﻠﻤﻮﺳﻳﺸـﻜﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻷﻧﻈﻤﺔ ﻣﻦ ﻛﺜﲑ ﰲ ﹰﺎ
ﺍﻷﺑﺮﺯ ﺍﻟﺘﺤﻮﻝﺫﻛﺮ ﺇﺫ ،ﻭ ﺳﻌﺎﺩﺓﺍﻟﺴﺮﻃﺎﻭﻱ)٢٠٠٣ﻡ:١٣٩(ﺃﻥﺑﺸﻜﻞ ﺍﳊﺎﺳﺐ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻧﺘﺸﺎﺭ ﻣﻊ
ﻭﺍﺳﻊﻣـﻊ ﺗﺘﻤﺎﺷـﻰ ﺟﺪﻳﺪﺓ ﺃﺩﻭﺍﺭ ﺍﳌﻌﻠﻢ ﻋﻠﻰ ﻓﺮﺿﺖ ﺍﻟﻜﺜﲑﺓ ﺍﻻﻧﺘﺮﻧﺖ ﺧﺪﻣﺎﺕ ﻣﻦ ﻭﺍﻻﺳﺘﻔﺎﺩﺓ
ﻭﺍﻻﺗﺼـ ﺍﳌﻌﻠﻮﻣﺎﺗﻴـﺔ ﺍﻟﺜـﻮﺭﺓ ﻣﻄﺎﻟﺐ ﻭﻣﻊ ،ﺍﳍﺎﺋﻞ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ ﺍﻟﻌﻠﻤﻲ ﺍﻟﺘﻘﺪﻡﺟﻬـﺔ ﻣـﻦ ﺎﻻﺕ
ﺃﺧﺮﻯ،ﺣﻴﺚﲢﻮﻝﺍﳌﻌﻠﻢﺍﻟﻘﻴﺎﻡ ﺇﱃﻭﺃﺩﻭﺍﺭ ﲟﻬﺎﻡﺫﺍﺕﳕﻂﻭﺗﻌﺎﻭﱐ ﻭﺍﺳﺘﺸﺎﺭﻱ ﺇﺷﺮﺍﰲﺍﳌﺨﻄﻂ ﻓﻬﻮ
ﻟﻠﻤﻮﺍﺍﻟﱵ ﻟﻠﺪﺭﻭﺱ ﻭﺍﳌﺼﻤﻢ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻗﻒﺍﻻﻟﻜﺘﺮﻭﱐ ﻟﻠﺘﻌﻠﻴﻢ ﳐﺘﻠﻔﺔ ﺃﺩﻭﺍﺕ ﺑﻮﺳﺎﻃﺔ ﺳﺘﻘﺪﻡ.
ﻳﺸـﻜﻠﻬﺎ ﺍﻟـﱵ ﺍﻷﳘﻴﺔ ﻣﻦ ﺍﻟﺘﻘﻠﻴﻞ ﻳﻌﲏ ﻻ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﻇﻞ ﰲ ﺍﳌﻌﻠﻢ ﺩﻭﺭ ﺍﺧﺘﻼﻑ ﺇﻥ
ﺳﺎﱂ ﻳﺆﻛﺪ ﺣﻴﺚ)٢٠٠٤ﻡ:٢٩٩(ﺃﻛﺜ ﺩﻭﺭﻩ ﻳﺼﺒﺢ ﺑﻞ ﺍﳌﻌﻠﻢ ﺩﻭﺭ ﻳﻠﻐﻲ ﻻ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﺑﺄﻥﺮ
ﺷﺨﺺ ﻓﻬﻮ ﺃﳘﻴﺔﺑﺎﻗﺘﺪﺍﺭ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﻌﻤﻠﻴﺔ ﻳﺪﻳﺮ ﻋﺎﻟﻴﺔ ﻛﻔﺎﺀﺓ ﺫﻭ ﻣﺒﺪﻉ.
،ﺍﳌﻌﻠﻢ ﻭﺗـﺪﺭﻳﺐ ﺇﻋﺪﺍﺩ ﻣﺆﺳﺴﺎﺕ ﻋﻠﻰ ﲢﺘﻢ ﺍﳌﻌﻠﻢ ﻟﺪﻭﺭ ﺍﳌﺘﺰﺍﻳﺪﺓ ﺍﻷﳘﻴﺔ ﻭﻫﺬﻩﻣﻮﺍﺟﻬـﺔ
،ﺗﻨﺘﻈﺮﻩ ﺍﻟﱵ ﺍﻟﺼﻌﻮﺑﺎﺕﺇﺫﺍﻟﻌﻄﺮﻭﺯﻱ ﻳﺆﻛﺪ)٢٠٠١ﻡ:٨(ﻣﻦ ﻓﻘﻂ ﻟﻴﺲ ﺑﺎﳌﻌﻠﻢ ﺍﻻﻫﺘﻤﺎﻡ ﻭﺟﻮﺏ
ﲣﺼﺼ ﳎﺎﻝ ﰲ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﻨﺎﺣﻴﺔﻟﻠﻤ ﺇﻋﺪﺍﺩﻩ ﻭﻃﺮﻳﻘﺔ ﺍﻟﺘﺪﺭﻳﺲ ﻭﺃﺳﻠﻮﺏ ﻪـﻣـﻦ ﻻﺑﺪ ﺑﻞ ،ﺍﻟﻌﻠﻤﻴﺔ ﺎﺩﺓ
ﺍﺳﺘﻄﺎﻋﺘـﺍﳌـﺆﻫﻠﲔ ﻣﻦ ﻛﺎﻑ ﻋﺪﺩ ﺗﻮﺍﻓﺮ ﲟﻜﺎﻥ ﺍﻷﳘﻴﺔ ﻣﻦ ﳚﻌﻞ ﳑﺎ ،ﺍﻟﻌﺼﺮ ﻣﺘﻄﻠﺒﺎﺕ ﻣﻊ ﺍﻟﺘﻌﺎﻣﻞ ﻪ
12. ١١
ﺍﻟﺘﻌﻠـﻴﻢ ﰲ ﺍﳌﻌﻠـﻢ ﺃﳘﻴـﺔ ﻋﻠﻰ ﺗﺄﻛﻴﺪ ﻭﻫﺬﺍ ،ﺍﻟﺸﺎﻣﻞ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﻨﻈﺎﻡ ﻋﻤﻞ ﻣﺘﺎﺑﻌﺔ ﻋﻠﻰ ﺍﻟﻘﺎﺩﺭﻳﻦ
ﺍﻻﻟﻜﺘﺮﻭﱐﺃ ﳚﺐ ﻭﻣﺎﻭﺗﻄﺒﻴﻘﺎﺗﻪ ﺃﺩﻭﺍﺗﻪ ﻣﻊ ﻟﻠﺘﻌﺎﻣﻞ ﻛﻔﺎﻳﺎﺕ ﻣﻦ ﻋﻠﻴﻪ ﻳﻜﻮﻥ ﻥ.
ﻋﻠـﻰ ﺍﻟﺘﺮﻛﻴـﺰ ﺇﱃ ﻋﻠﻴـﻪ ﺍﻟﺘﻌﻠﻴﻢ ﲤﺮﻛﺰ ﻣﻦ ﻭﺍﻟﺘﺤﻮﻝ ﻟﻠﻤﻌﻠﻢ ﺍﳉﺪﻳﺪﺓ ﺍﻟﻮﻇﺎﺋﻒ ﻫﺬﻩ ﻭﻣﻊ
ﺫﻟﻚ ﻣﻊ ﻳﺘﻮﺍﻓﻖ ﺃﻥ ﳚﺐ ﺃﻳﻀﺎ ﺍﳌﻌﻠﻢ ﻓﺈﻥ ،ﺍﳌﺘﻌﻠﻢﻓ ،ﺑﺎﳌﻌﻠﻮﻣـﺎﺕ ﺍﻟﻄﺎﻟﺐ ﺫﻫﻦ ﺣﺸﻮ ﻣﺮﺣﻠﺔ ﻴﺘﻌﺪﻯ
ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﺑﺎﻟﻄﺮﻕ ﻭﺷﺮﺣﻬﺎﻃﻼ ﺗﻌﻠﻢ ﻣﺘﺎﺑﻌﺔ ﺇﱃﺍﻟﺘﻌﻠﻴﻢ ﺧﻼﻝ ﻣﻦ ﻭﺇﺛﺮﺍﺋﻬﻢ ﺑﻪﺍﻻﻟﻜﺘﺮﻭﱐﺍﻟﺸـﺒﻜﻲ
ﺗﺰﺍﻣﲏ ﻭﺍﻟﻼ ﺍﻟﺘﺰﺍﻣﲏ ﺑﻨﻮﻋﻴﻪﺍﳌ ﻳﻘﻮﻡ ﻭﺣﱴ ،ﺍﻟ ﻓﻤﻦ ﺍﳉﺪﻳﺪﺓ ﺍﻷﺩﻭﺍﺭ ﺬﻩ ﻌﻠﻢﻮﺍﺃﻥ ﺟﺐﺗﻟـﻪ ﺘـﻮﺍﻓﺮ
ﻭﺍﻟﺘﻘﻮﳝﻴﺔ ﻭﺍﻟﺘﻨﻔﻴﺬﻳﺔ ﺍﻟﺘﺨﻄﻴﻄﻴﺔ ﺍﻟﺘﺪﺭﻳﺲ ﻛﻔﺎﻳﺎﺕ ﺗﺸﻤﻞ ﺍﻟﻜﻔﺎﻳﺎﺕ ﻣﻦ ﺍﻟﻌﺪﻳﺪ،ﻛﻔﺎﻳﺎﺕ ﺇﱃ ﺑﺎﻹﺿﺎﻓﺔ
ﺍﻟﺘ ﰲ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺗﻮﻇﻴﻒﻌﻠﻴﻢ،ﻋﱪ ﻭﺍﻟﺘﻮﺍﺻﻞﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢﲟﺎﻳﻭﻧﻘـﺎﺵ ﺣـﻮﺍﺭ ﻣﻦ ﺘﻀﻤﻦ
ﺍﻟﻄﻼﺏ ﺃﻋﻤﺎﻝ ﻭﻣﺘﺎﺑﻌﺔﺍﳌﺴﺎﻧﺪﺓ ﻭﺍﻷﻋﻤﺎﻝ ،.
ﺇﻥﳌﻨﻈﻮﻣﺔ ﻣﻀﺎﻓﺔ ﻭﻗﻴﻤﺔ ﹰﺎﺗﺮﻓ ﻳﻌﺪ ﱂ ﺍﻟﺬﻱ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﻋﺎﱂ ﻟﺪﺧﻮﻝ ﺍﻻﺳﺘﻌﺪﺍﺩ ﺣﺘﻤﻴﺔ
ﲤﺎﺭﺱ ﹰﺎﻭﺍﻗﻌ ﺃﺻﺒﺢ ﻣﺎ ﺑﻘﺪﺭ ﺍﻟﺘﻌﻠﻴﻢﻭﻇﺎﺋﻔﻪﺍﻟﺘ ﺃﻧﻈﻤﺔ ﻣﻦ ﺍﻟﻌﺪﻳﺪﻌﻠﻴﻢﺍﻟﻌﺎﱂ ﺣﻮﻝ،ﻭﻣﻨـﻬﺎﺍﳌﻤﻠﻜـﺔ
ﻫـﺬﻩ ﻟﻪ؛ ﺍﻟﻌﻠﻴﺎ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﺴﻴﺎﺳﺔ ﲏﻭﺗﺒ ﻭﺣﻜﻮﻣﻴﺔ ﺃﻫﻠﻴﺔ ﻋﺪﻳﺪﺓ ﻣﺪﺍﺭﺱ ﺧﻼﻝ ﻣﻦ ﺍﻟﺴﻌﻮﺩﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ
ﻣـﻦ ﺍﻟﻨـﻮﻉ ﻫـﺬﺍ ﻟﻘﻴﺎﺩﺓ ﺗﺆﻫﻠﻪ ﺃﺳﺎﺳﻴﺔ ﻭﻣﻬﺎﺭﺍﺕ ﳌﻌﺎﺭﻑ ﺍﳌﻌﻠﻢ ﺍﻣﺘﻼﻙ ﻭﺟﻮﺏ ﺇﱄ ﻗﺎﺩﺕ ﺍﳊﺘﻤﻴﺔ
ﺗﺘﻮﺍﻓ ﺍﻟﺬﻱ ﺍﻟﻘﺪﺭ ﻣﻌﺮﻓﺔ ﺍﳌﻔﺘﺮﺽ ﻣﻦ ﺇﻧﻪ ﰒ ،ﺍﻟﺘﻌﻠﻴﻢﻣﻮﻗـﻒ ﻣﻦ ﺍﻟﺘﺄﻛﺪ ﻟﻴﺘﺴﲎ ﺍﻟﻜﻔﺎﻳﺎﺕ ﻫﺬﻩ ﺑﻪ ﺮ
ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﳎﺎﻝ ﰲ ﻭﻣﻬﺎﺭﺍﺗﻪ ﻭﻗﺪﺭﺍﺗﻪ ﺛﻘﺎﻓﺘﻪ ﺧﻼﻝ ﻣﻦ ﺍﳌﻌﻠﻢ.
ﺧﻄـﻮﺍﺕ ﻫﻨﺎﻙ ﺃﻥ ﰒ ،ﺍﳌﺮﺣﻠﺔ ﺃﻫﺪﺍﻑ ﻟﺘﺤﻘﻴﻖ ﺍﻷﻭﱃ ﺍﻟﺮﻛﻴﺰﺓ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﳌﺮﺣﻠﺔ ﻣﻌﻠﻢ ﻳﻌﺘﱪ
ﺍﻟﻌﻠ ﺍﻻﺧﺘﺼﺎﺹ ﺟﻬﺎﺕ ﺎ ﺗﻘﻮﻡ ﻭ ﻋﻠﻴﻬﺎ ﺗﺸﺮﻑ ﺗﻄﻮﻳﺮﻳﺔﺍﻟﻌﺼـﺮ ﻣﻌﻄﻴﺎﺕ ﻣﻦ ﻟﻼﺳﺘﻔﺎﺩﺓ ﺪﻑ ﻴﺎ
،ﺍﳌﺨﺘﻠﻔﺔ ﻭﺻﻮﺭﻩ ﲟﺴﺘﻮﻳﺎﺗﻪ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﲡﺮﺑﺔ ﺇﺩﺧﺎﻝ ﻭﻣﻨﻬﺎ ،ﺍﻵﺧﺮﻳﻦ ﲡﺎﺭﺏ ﻣﻦ ﻭﺍﻻﺳﺘﻔﺎﺩﺓ
ﻋﻤﻞ ﻗﺪ ﺍﻟﺒﺎﺣﺚ ﻷﻥ ﹰﺍﻭﻧﻈﺮﺍﻟﺘﻌﻠﻢ ﻣﺼﺎﺩﺭ ﳌﺮﻛﺰ ﹰﺎﻭﺃﻣﻴﻨ ﹰﺎﻣﻌﻠﻤﺗﻌﺘـﱪ ﻭﺍﻟـﱵ ﻣﺘﻌﺪﺩﺓ ﺛﺎﻧﻮﻳﺔ ﲟﺪﺍﺭﺱ
ﺍﻻ ﺍﻟﺘﻌﻠﻴﻢ ﻧﻈﺎﻡ ﺇﺩﺧﺎﻝ ﶈﺎﻭﻻﺕ ﺃﻗﺮﺏﳍﺎ ﻟﻜﺘﺮﻭﱐ،ﹼﻢﻠﺍﻟـﺘﻌ ﻣﺼﺎﺩﺭ ﻛﻤﺮﺍﻛﺰ ﺃﳕﺎﻁ ﻋﺪﺓ ﺧﻼﻝ ﻣﻦ
ﲔ؛ﻴﻭﻓﻨ ﺑﺄﻣﻨﺎﺀ ﻭﺩﻋﻤﻬﺎ ﺍﻵﱄ ﺍﳊﺎﺳﺐ ﻭﻣﻌﺎﻣﻞﻭﻟ ﻗﺪﻮﺣﻮﻝ ﺗﺘﻤﺤﻮﺭ ﻣﺸﻜﻠﺔ ﻫﻨﺎﻙ ﺃﻥ ﺣﻆﻣﺪﻯﲤﻜﻦ
ﺍﳌﻌﻠﻤﲔﻣﻊ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻬﺎﺭﺍﺕ ﻣﻦﺃﺩﻭﻣـﻦ ﻻﺑﺪ ﻛﺎﻥ ﻭﻟﺬﺍ ،ﻭﺑﺮﺍﻣﺞ ﺃﺟﻬﺰﺓ ﻣﻦ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﺍﺕ
ﻳﻨﺒﻐﻲ ﻭﳏﺪﺩﺓ ﺃﺳﺎﺳﻴﺔ ﻣﻮﺍﺻﻔﺎﺕﻟﻴﺠﻴﺪ ﻟﻪ ﻭﺗﺘﻮﺍﻓﺮ ﺍﳌﻌﻠﻢ ﳝﺘﻠﻜﻬﺎ ﺃﻥﻣﻬﻨﺘﻪ ﰲﻋﺎﻟﻴـﺔ ﺑﻜﻔﺎﺀﺓ ﻭﻳﻌﻤﻞ
ﺍﻻﻟﻜﺘـﺮﻭﱐ ﺍﻟﺘﻌﻠـﻴﻢ ﻭﺃﳕﺎﻁ ﻣﺸﺎﺭﻳﻊ ﻣﻊ ﻣﺘﻮﺍﻓﻘﺔﺍﳌﻌﻠـﻢ ﻭﺍﺟﺒـﺎﺕ ﰲ ﺍﻟﻜـﺜﲑ ﻝﺪﺑـ ﺍﻟـﺬﻱ
13. ١٢
ﻭﻣﻬﺎﻣﻪ،،ﺍﳌﻌﻠﻤﲔ ﻣﻦ ﻗﺒﻠﻪ ﻣﺎ ﻋﻦ ﻭﺭﺛﻬﺎ ﺍﻟﱵ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﺍﳌﻬﺎﻡ ﺗﻠﻚ ﻣﻬﺎﻣﻪ ﺗﻌﺪ ﻓﻠﻢﺍﻟﻘﺎﺋـﺪ ﺍﻵﻥ ﻓﻬـﻮ
ﺍﳌ ﺍﳌﺨﻄﻂﻨﻈﻢﻭﺍﳌﺴﲑﻭﺍﳌﺴﺆﻭﻟﻴﺎﺕ ﺍﻷﺩﻭﺍﺭ ﺬﻩ ﻳﻀﻄﻠﻊ ﻭﺣﱴ ،؛ﻣـﻦ ﻗﺪﺭ ﻋﻠﻰ ﻳﻜﻮﻥ ﺃﻥ ﻭﺟﺐ
ﻣﻬﻨﺘﻪ ﳓﻮ ﺍﳌﺘﻌﺪﺩﺓ ﺑﺄﺩﻭﺍﺭﻩ ﺍﻟﻘﻴﺎﻡ ﻟﻴﺴﺘﻄﻴﻊ ﺍﻟﺘﺄﻫﻴﻞ.
ﻓﺈ ﻭﻟﺬﺍﻥﺍﳌﺸﻜﻠﺔﻟ ﺍﻟﺮﺋﻴﺴﺔﺗ ﻠﺪﺭﺍﺳﺔﺘﻤﺣﻮﻝ ﺮﻛﺰﻣﻌﺮﻓﺔﺍﻻﻟﻜﺘـﺮﻭﱐ ﺍﻟﺘﻌﻠـﻴﻢ ﻛﻔﺎﻳـﺎﺕ
ﺍﻷﺳﺎﺳﻴﺔﻭﺩﺭﺟﺔﺗﻮﺍﻓﺮﻫﺎﻟﺪﻯﻣﻌﻠﻤﻲﺍﻟﺜﺎﻧﻮﻳ ﺍﳌﺮﺣﻠﺔﺍﳌﺨﻮﺍﺓ ﲟﺤﺎﻓﻈﺔ ﺔﺍﻟﺘﻌﻠﻴﻤﻴﺔ.
ﺍﻟﺮﺋﻴﺲ ﺍﻟﺴﺆﺍﻝ:
ﻭﻳﺍﻷ ﺍﻟﺮﺋﻴﺲ ﺍﻟﺴﺆﺍﻝ ﻣﻦ ﻨﺒﺜﻖﺳﺌﻠﺔﺍﻟﻔﺮﻋﻴﺔﺍﻟﺘﺎﻟﻴﺔ:
١.ﻣﺎﺩﺭﺟﺔﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﻛﻔﺎﻳﺎﺕ ﺗﻮﺍﻓﺮﻟﺪﻯﺍﳌﺨـﻮﺍﺓ ﲟﺤﺎﻓﻈـﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﳌﺮﺣﻠﺔ ﻣﻌﻠﻤﻲ
ﺍﻟﺘﻌﻠﻴﻤﻴﺔﻧﻈﺮﻫﻢ ﻭﺟﻬﺔ ﻭﻓﻖﳏ ﰲﻮﺭﺛﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﻘﺎﻓﺔ؟
٢.ﻣﺎﺩﺭﺟﺔﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﻛﻔﺎﻳﺎﺕ ﺗﻮﺍﻓﺮﻟﺪﻯﺍﳌﺨـﻮﺍﺓ ﲟﺤﺎﻓﻈـﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﳌﺮﺣﻠﺔ ﻣﻌﻠﻤﻲ
ﺍﻟﺘﻌﻠﻴﻤﻴﺔﰲ ﻧﻈﺮﻫﻢ ﻭﺟﻬﺔ ﻭﻓﻖﳏﻮﺭﺍﳊﺎﺳﺐ ﻗﻴﺎﺩﺓ؟
٣.ﻣﺎﺩﺭﺟﺔﺍﻟﺘ ﻛﻔﺎﻳﺎﺕ ﺗﻮﺍﻓﺮﺍﻻﻟﻜﺘﺮﻭﱐ ﻌﻠﻴﻢﻟﺪﻯﺍﳌﺨـﻮﺍﺓ ﲟﺤﺎﻓﻈـﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﳌﺮﺣﻠﺔ ﻣﻌﻠﻤﻲ
ﺍﻟﺘﻌﻠﻴﻤﻴﺔﻧﻈﺮﻫﻢ ﻭﺟﻬﺔ ﻭﻓﻖﰲﳏﻮﺭﻭﺍﻻﻧﺘﺮﻧﺖ ﺍﻟﺸﺒﻜﺎﺕ ﻗﻴﺎﺩﺓ؟
٤.ﻣﺎﺩﺭﺟﺔﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﻛﻔﺎﻳﺎﺕ ﺗﻮﺍﻓﺮﻟﺪﻯﺍﳌﺨـﻮﺍﺓ ﲟﺤﺎﻓﻈـﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﳌﺮﺣﻠﺔ ﻣﻌﻠﻤﻲ
ﺍﻟﺘﻌﻠﻴﻤﻴﺔﻭﻓﻖﻧﻈﺮﻫﻢ ﻭﺟﻬﺔﰲﳏﻮﺭﻭﺍﻟﻮﺳﺎ ﺍﻟﱪﳎﻴﺎﺕ ﺗﺼﻤﻴﻢﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﺘﻌﺪﺩﺓ ﺋﻂ؟
٥.ﻫﻞﺗﻌـﺰﻯ ﺍﻟﺪﺭﺍﺳـﺔ ﳎﺘﻤـﻊ ﺃﻓﺮﺍﺩ ﺇﺟﺎﺑﺎﺕ ﻣﺘﻮﺳﻂ ﺑﲔ ﺍﺣﺼﺎﺋﻴﺔ ﺩﻻﻟﺔ ﺫﺍﺕ ﻓﺮﻭﻕ ﺗﻮﺟﺪ
ﺍ ﻻﺧﺘﻼﻑﻟﺘﺨﺼﺺ؟
٦.ﻫﻞﺗﻌـﺰﻯ ﺍﻟﺪﺭﺍﺳـﺔ ﳎﺘﻤـﻊ ﺃﻓﺮﺍﺩ ﺇﺟﺎﺑﺎﺕ ﻣﺘﻮﺳﻂ ﺑﲔ ﺍﺣﺼﺎﺋﻴﺔ ﺩﻻﻟﺔ ﺫﺍﺕ ﻓﺮﻭﻕ ﺗﻮﺟﺪ
ﻻﺧﺘﻼﻑﺳﻨﻮﺍﺕﺍﳋﺪﻣﺔﰲﺍﻟﺘﺪﺭﻳﺲ؟
٧.ﻫﻞﻣ ﺑﲔ ﺍﺣﺼﺎﺋﻴﺔ ﺩﻻﻟﺔ ﺫﺍﺕ ﻓﺮﻭﻕ ﺗﻮﺟﺪﺗﻌـﺰﻯ ﺍﻟﺪﺭﺍﺳـﺔ ﳎﺘﻤـﻊ ﺃﻓﺮﺍﺩ ﺇﺟﺎﺑﺎﺕ ﺘﻮﺳﻂ
ﻻﺧﺘﻼﻑﻋﻠﻰ ﺍﳊﺼﻮﻝﺗﺪﺭﻳﺒﻴﺔ ﺩﻭﺭﺍﺕﻭﺍﻟﺸﺒﻜﺎﺕ ﺍﳊﺎﺳﺐ ﰲ؟
14. ١٣
ﺇﱃ ﺍﻟﺪﺭﺍﺳﺔ ﻫﺬﻩ ﻫﺪﻓﺖ:
١.ﳌﻌﻠﻤ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﻛﻔﺎﻳﺎﺕ ﲢﺪﺩ ﻟﻘﺎﺋﻤﺔ ﺍﻟﻮﺻﻮﻝﻲﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﳌﺮﺣﻠﺔ.
٢.ﻋﻠﻰ ﻑﺮﺍﻟﺘﻌﺩﺭﺟﺔﺍﻻﻟﻜﺘﺮ ﺍﻟﺘﻌﻠﻴﻢ ﻛﻔﺎﻳﺎﺕ ﺗﻮﺍﻓﺮﲟﺤﺎﻓﻈـﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﳌﺮﺣﻠﺔ ﻣﻌﻠﻤﻲ ﻟﺪﻯ ﻭﱐ
ﺍﳌﺨﻮﺍﺓﺍﻟﺘﻌﻠﻴﻤﻴﺔ.
٣.ﺗﺒ ﻭﺟﻮﺩ ﻣﺪﻯ ﻋﻠﻰ ﺍﻟﺘﻌﺮﻑـﺎﻳﻦﻭﺍﺧﺘـﻼﻑﺇﺣﺼﺎﺋﻴﺔ ﺩﻻﻟﺔ ﺫﻭﺃﻓﺮﺍﺩ ﺇﺟﺎﺑﺎﺕ ﰲﳎﺘﻤـﻊ
ﺍﻟﺪﺭﺍﺳﺔﻻ ﺗﻌﺰﻯﺧﺘﻼﻑ)ﺍﻟﺘﺨﺼﺺ،ﺳﻨﻮﺍﺕﺍﳋﺪﻣﺔﺍﻟﺘﺪﺭﻳﺒﻴـﺔ ﺍﻟﺪﻭﺭﺍﺕ ،ﺍﻟﺘﺪﺭﻳﺲ ﰲﰲ
ﻭﺍﻟﺸﺒﻜﺎﺕ ﺍﳊﺎﺳﺐ(.
ﺍﻷﻭ ﺍﳋﻄﻮﺓ ﻣﺎ ﻟﻌﻤﻞ ﺍﳌﻄﻠﻮﺑﺔ ﺍﻟﻜﻔﺎﻳﺎﺕ ﻋﻠﻰ ﺍﻟﺘﻌﺮﻑ ﻳﻌﺘﱪﺃﻥ ﻛﻤـﺎ ،ﺍﻟﻌﻤﻞ ﻫﺬﺍ ﻟﻨﺠﺎﺡ ﱃ
ﺑﺎﳌﻬـﺎﻡ ﻟﻠﻘﻴـﺎﻡ ﺍﻻﺳﺘﻌﺪﺍﺩ ﻣﺴﺘﻮﻯ ﲢﻠﻴﻞ ﰲ ﻛﺒﲑﺓ ﺑﺪﺭﺟﺔ ﻳﺴﺎﻫﻢ ﺍﻟﻜﻔﺎﻳﺎﺕ ﻫﺬﻩ ﺗﻮﺍﻓﺮ ﻣﻦ ﺍﻟﺘﺄﻛﺪ
ﰲ ﺃﳘﻴﺘﻬﺎ ﺗﺘﻀﺢ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻫﺬﻩ ،ﺑﺎﻟﻔﺮﺩ ﺍﳌﻨﺎﻃﺔ:
-ﲤﺜﻞ ﺎﺃﳏﺎﻭﻟﺔﻟﺘﺤﺪﻳﺪﻛﻔﺎﻳﺎﺍﻷﺳﺎﺳﻴﺔ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﺕﻣﻌﻠﻤـﻲ ﻟﺪﻯ ﺗﺘﻮﺍﻓﺮ ﺃﻥ ﳚﺐ ﺍﻟﱵ
ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﳌﺮﺣﻠﺔ.
-ﺍﳌﺴﺎﻋﺪﺓﺍﻻﻟﻜﺘـﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﻛﻔﺎﻳﺎﺕ ﺍﻣﺘﻼﻙ ﻣﻦ ﻟﻴﺘﻤﻜﻦ ﺗﺪﺭﻳﺐ ﻣﻦ ﺍﳌﻌﻠﻢ ﳛﺘﺎﺟﻪ ﻣﺎ ﻣﻌﺮﻓﺔ ﰲ
ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺣﺎﺟﺎﺗﻪ ﳛﺪﺩ ﻣﻦ ﺃﺻﺪﻕ ﻫﻮ ﺍﳌﺘﺪﺭﺏ ﺑﺄﻥ ﻌﺮﻑﻳ ﺣﻴﺚ ،ﻣﺘﻄﻠﺒﺎﺗﻪ ﳌﻘﺎﺑﻠﺔ ﹰﺄﻣﻬﻴ ﻳﻜﻮﻥ ﺣﱴ.
-ﻣﺴﺎﻳﺮﺓﻋﺒﺪﺍﷲ ﺍﳌﻠﻚ ﻣﺸﺮﻭﻉ ﻭﺩﻋﻢﺍﻟﺘﻌﻠﻴﻢ ﻟﺘﻄﻮﻳﺮ،ﳝﺜﻞ ﺣﻴﺚﺭﻛﺎﺋﺰﻩ ﺃﻭﻝ ﺍﳌﻌﻠﻢﺧﻼﻝ ﻣﻦ ،
ﺍﻟﻌﻤﻞ،ﻭﺍﳌﻌﻠﻤﺎﺕ ﺍﳌﻌﻠﻤﲔ ﺗﺄﻫﻴﻞ ﺇﻋﺎﺩﺓ ﻋﻠﻰﻭﺫﻟﻚﻣﺎ ﺿﻮﺀ ﰲﺗﻈﻬﺮﻩﻟﻠﺪﺭﺍﺳﺔ ﻧﺘﺎﺋﺞ.
-ﺇﱃ ﺟﺪﻳﺪﺓ ﺩﺭﺍﺳﺔ ﺇﺿﺎﻓﺔﻣﻜﺘﺒﺔﺍﳌﺆﺳﺴﺎﺕ ﳉﻤﻴﻊ ﻣﻄﻠﺐ ﺃﺿﺤﻰ ﺍﻟﺬﻱ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﺃﺩﺑﻴﺎﺕ
ﺍﻟﺘﻌﻠﻴﻤﻴﺔﻭﺍﻟﺘﺪﺭﻳﺒﻴﺔ.
15. ١٤
ﺍﻟﻜﻔﺎﻳﺎﺕ:
ﻃﻌﻴﻤﺔ ﺭﺷﺪﻱ ﻳﻌﺮﻓﻬﺎ)٢٠٠٦ﻡ(ﺎﺑﺄ"ﺍﻟﺬﻱ ﺍﻷﺩﱏ ﺍﳊﺪ ﹼﻞﺜﲤ ﺍﻟﱵ ﺍﻷﺩﺍﺀ ﺃﺷﻜﺎﻝ ﳐﺘﻠﻒ
ﺃﻥ ﺎﺷﺄ ﻣﻦ ﺍﻟﱵ ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻔﻬﻢ ﻭﺃﺷﻜﺎﻝ ﺍﻻﲡﺎﻫﺎﺕ ﳎﻤﻮﻉ ﻋﻦ ﻋﺒﺎﺭﺓ ﻓﻬﻲ ،ﻣﺎ ﻫﺪﻑ ﻟﺘﺤﻘﻴﻖ ﻳﻠﺰﻡ
ﺮﺴﺗﻴﲢﻘﻴﻖ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻟﻠﻌﻤﻠﻴﺔﺃﻫﺪﺍﻓـﺍﻟﻌﻘ ﻬﺎـﺣﺮﻛﻴﺔ ﻭﺍﻟﻨﻔﺲ ﻭﺍﻟﻮﺟﺪﺍﻧﻴﺔ ﻠﻴﺔ".ﺹ٢٥
ﺍﻟﻜﻔﺎﻳﺎﺕ ﲟﻔﻬﻮﻡ ﻭﻳﻘﺼﺪﹰﺎﺇﺟﺮﺍﺋﻴﺍﻟﺪﺭﺍﺳﺔ ﻫﺬﻩ ﰲ:
"ﻭ ﺍﳌﻌﺮﻓﻴﺔ ﺍﳉﻮﺍﻧﺐ ﳎﻤﻮﻋﺔﺍﳌﻬﺎﺭﻳﺔﺍﻻﻟﻜﺘﺮﻭﱐ ﻟﻠﺘﻌﻠﻴﻢﻣﻌﻠﻢ ﺗﻠﺰﻡ ﺍﻟﱵﺍﻟﺜﺎﻧﻮﻳـﺔ ﺍﳌﺮﺣﻠـﺔ
ﺃﻫﺪﺍﻑ ﲢﻘﻴﻖ ﻳﺴﺘﻄﻴﻊ ﺣﱴ ﻋﻠﻴﻪ ﺍﻟﻮﺍﺟﺒﺔ ﺑﺎﻷﺩﻭﺍﺭ ﻟﻠﻘﻴﺎﻡﻭﻣﺘﻄﻠﺒﺎﺕﻣﻬﻨﺘﻪ".
ﺍﻟﺘﺍﻻﻟﻜﺘﺮﻭﱐ ﻌﻠﻴﻢ:
ﺳﺎﱂ ﻳﻌﺮﻑ)٢٠٠٤ﻡ(ﺑﺄﻧﻪ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ"ﺍﻟﺘﻌﻠﻴﻤﻴـﺔ ﺍﻟﱪﺍﻣﺞ ﻟﺘﻘﺪﱘ ﺗﻌﻠﻴﻤﻴﺔ ﻣﻨﻈﻮﻣﺔ
ﺍﳌﺘﺪﺭﺑﲔ ﺃﻭ ﻟﻠﻤﺘﻌﻠﻤﲔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺃﻭﺍﳌﻌﻠﻮﻣـﺎﺕ ﺗﻘﻨﻴـﺎﺕ ﺑﺎﺳـﺘﺨﺪﺍﻡ ﻣﻜـﺎﻥ ﻭﺃﻱ ﻭﻗـﺖ ﺃﻱ ﰲ
ﺗﻌﻠﻤﻴﺔ ﺗﻌﻠﻴﻤﻴﺔ ﺑﻴﺌﺔ ﻟﺘﻮﻓﲑ ﺍﻟﺘﻔﺎﻋﻠﻴﺔ ﻭﺍﻻﺗﺼﺎﻻﺕﻭﻏ ﻣﺘﺰﺍﻣﻨﺔ ﺍﳌﺼﺎﺩﺭ ﻣﺘﻌﺪﺩﺓﺑﺎﻻﻋﺘﻤـﺎﺩ ﻣﺘﺰﺍﻣﻨﺔ ﲑ
ﻭﺍﻟﺘﻔﺎﻋﻠ ﺍﻟﺬﺍﰐ ﺍﻟﺘﻌﻠﻢ ﻋﻠﻰﻲ."ﺹ٢٨٩
ﻭﻳﺍﻟﺒﺎﺣﺚ ﻌﺮﻑﺍﺍﻻﻟﻜﺘﺮﻭﱐ ﻟﺘﻌﻠﻴﻢﺇﺟﺮﺍﺋﻴﺑﺄﻧﻪ ﹰﺎ:
"ﻋﻠﻰ ﻗﺎﺋﻢ ﺗﻌﻠﻴﻤﻲ ﻧﻈﺎﻡﺍﻟﺘﻘﻨﻴﺔ ﺍﳌﺴﺘﺤﺪﺛﺎﺕ)ﺣﺎﺳﺒﺎﺕ-ﺍﺗﺼﺎﻻﺕ-ﺷـﺒﻜﺎﺕ-ﺑـﺮﺍﻣﺞ
ﻣﺘﻌﺪﺩﺓ ﻭﻭﺳﺎﺋﻂ(ﺇ ﺪﻑﺛﺮﺍﺀﻭﲢﻔ ،ﺍﻟﺘﺪﺭﻳﺴﻲ ﺍﳌﻮﻗﻒﻴﺰﻭ ﻣﻌﺎﺭﻓﻪ ﻟﺰﻳﺎﺩﺓ ﺍﳌﺘﻌﻠﻢﺍﳌﺪﺭﺳـﺔ ﰲ ﺧﱪﺍﺗﻪ
ﻭﺧﺎﺭﺟﻬﺎ."
ﺍﳌﻌﻠﻢ:
ﻓﻪﺮﻋﺇﺑﺮﺍﻫﻴﻢ)٢٠٠٤ﻡ("ﺑﺄﻧﻪﺍﻹﻧﺴﺎﻥﺃﻭﻛﻠﺖ ﺍﻟﺬﻱﺇﻟﻴﺍﻟﻨﻈﺎﻣﻲ ﺍﻟﺘﻌﻠﻴﻢ ﲢﻘﻴﻖ ﻣﺴﺆﻭﻟﻴﺔ ﻪ
ﺍﻟﺘﻼﻣﻴـﺬ ﻳﻨﺠﺰﻫـﺎ ﺃﻥ ﺍﳌﺄﻣﻮﻝ ﺍﻟﺘﻌﻠﻤﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﻬﺎﻡ ﺗﻨﻔﻴﺬ ﻃﺮﻳﻘﻬﺎ ﻋﻦ ﳝﻜﻦ ،ﺑﻌﻴﻨﻬﺎ ﻣﻌﺎﻳﲑ ﻭﻓﻖ
ﺑﻜﻔﺎﺀﺓ."ﺹ١٧٥٦
ﺑﺎﳌ ﻭﻳﻘﺼﺪﺍﻟﺪﺭﺍﺳﺔ ﻫﺬﻩ ﰲ ﻌﻠﻢ:
"ﰎ ﺍﻟﺬﻱ ﺍﻟﻔﺮﺩﻟ ﹰﺎﻧﻈﺎﻣ ﺍﺧﺘﻴﺎﺭﻩﺍﻟﺪﺭﺍﺳـﻴﺔ ﺍﳌﻮﺍﺩ ﺑﻌﺾ ﺃﻭ ﻹﺣﺪﻯ ﺍﻟﺘﺪﺭﻳﺴﻲ ﺑﺎﻟﻌﺐﺀ ﻴﻘﻮﻡ،ﰲ
ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﳌﺮﺣﻠﺔﻭﺍﻹﺷﺮﺍﻑﻋﻠﻰﺃﻧﺸﻄﺔﺍﻟﻄﻼﺏﻭﺍﻟﻼ ﺍﻟﺼﻔﻴﺔﺻﻔﻴﺔ".
16. ١٥
-ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﳌﺮﺣﻠﺔ:
ﻭﺍﳍﺪﻳﺐ ﺍﻷﺧﺘﺮ ﻓﻬﺎﺮﻋ ﻭﻗﺪ)٢٠٠٦ﻡ" :(ﺍﳌﺮﺣ ﺗﻠﻚ ﺎﺑﺄﻭﻓﺘﺮﺓ ﺍﳌﺘﻮﺳﻄﺔ ﺍﳌﺮﺣﻠﺔ ﺗﻠﻲ ﺍﻟﱵ ﻠﺔ
ﻣـﻊ ﺍﳉﻮﺍﻧـﺐ ﲨﻴﻊ ﻣﻦ ﺍﻟﻄﺎﻟﺐ ﺗﺮﺑﻴﺔ ﻫﺪﻓﻬﺎ ﻋﺎﻣﺔ ﺛﻘﺎﻓﻴﺔ ﻣﺮﺣﻠﺔ ﻭﻫﻲ ،ﺳﻨﻮﺍﺕ ﺛﻼﺙ ﺎ ﺍﻟﺪﺭﺍﺳﺔ
ﻓﻴﻬﺎ ﻳﻌﻴﺶ ﺍﻟﱵ ﺍﻟﺒﻴﺌﺔ ﰲ ﹰﺎﻧﺎﻓﻌ ﹰﺍﻋﻀﻮ ﻟﻴﻜﻮﻥ ﳕﻮﻩ ﺧﺼﺎﺋﺺ ﻣﺮﺍﻋﺎﺓ."ﺹ١٨٦
ﺍﻟﺜﺎﻧﻮﻳﺔ ﻟﻠﻤﺮﺣﻠﺔ ﺍﻹﺟﺮﺍﺋﻲ ﺍﻟﺒﺎﺣﺚ ﺗﻌﺮﻳﻒ ﺃﻣﺎ:"ﺍﻟﻌﻠﻴﺎ ﺍﳌﺮﺣﻠﺔ ﻓﻬﻲﻭﺍﳋﺘﺎﻣﻴﺔﺍﻟﺘﻌﻠـﻴﻢ ﻣﻦ
ﺃﻭ ﻭﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺸﺮﻋﻴﺔ ﻟﻠﻌﻠﻮﻡ ﺍﻟﺘﺨﺼﺼﻴﺔ ﺍﻟﺜﻘﺎﻓﺔ ﰲ ﻭﺳﻨﺘﺎﻥ ﺇﻋﺪﺍﺩﻳﺔ ﺳﻨﺔ ﺍﻟﻄﺎﻟﺐ ﺎ ﻳﺪﺭﺱ ﻭﺍﻟﱵ ﺍﻟﻌﺎﻡ
ﺃﻭ ﺍﻟﺘﻘﻨﻴﺔ ﺃﻭ ﺍﻟﻄﺒﻴﻌﻴﺔﺍﻹﺩﺍﺭﻳﺔﺷﻬﺎﺩﺓ ﻋﻠﻰ ﺍﻟﻄﺎﻟﺐ ﻟﻴﺤﺼﻞ ،ﺍﻟـﱵ ﻭﺍﳌﻬﻦ ﺑﺎﻟﱪﺍﻣﺞ ﻟﻼﻟﺘﺤﺎﻕ ﺗﺆﻫﻠﻪ
ﺍﳌﺮﺣﻠﺔ ﻫﺬﻩ ﻋﻠﻰ ﺍﳊﺼﻮﻝ ﺗﺸﺘﺮﻁ".
§ﺍﳊﺍﳌﻮﺿﻮﻋﻴﺔ ﺪﻭﺩ:ﺍﻗﺘﺼﺮﺕﺍﻟﺪﺭﺍﺳﺔﺍﻻﻟﻜﺘـﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﻛﻔﺎﻳﺎﺕ ﻣﻌﺮﻓﺔ ﻋﻠﻰﻭﺩﺭﺟـﺔ
ﺍﳌﺨﻮﺍﺓ ﲟﺤﺎﻓﻈﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﳌﺮﺣﻠﺔ ﻣﻌﻠﻤﻲ ﻟﺪﻯ ﺗﻮﺍﻓﺮﻫﺎﺍﻟﺘﻌﻠﻴﻤﻴﺔﺍﻟﺘﺎﻟﻴـﺔ ﺍﶈﺎﻭﺭ ﰲ:ﺛﻘﺎﻓـﺔ
ﺍﻟﱪﳎﻴـﺎﺕ ﻭﺗﺼـﻤﻴﻢ ،ﻭﺍﻻﻧﺘﺮﻧـﺖ ﺍﻟﺸﺒﻜﺎﺕ ﻗﻴﺎﺩﺓ ،ﺍﳊﺎﺳﺐ ﻗﻴﺎﺩﺓ ،ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ
ﺍ ﺍﳌﺘﻌﺪﺩﺓ ﻭﺍﻟﻮﺳﺎﺋﻂﻟﺘﻌﻠﻴﻤﻴﺔ.
§ﺍﳌﻜﺎﻧﻴﺔ ﺍﳊﺪﻭﺩ:ﺍﻟﺪﺭﺍﺳﺔ ﺍﻗﺘﺼﺮﺕﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﳌﺮﺣﻠﺔ ﻣﻌﻠﻤﻲ ﻋﻠﻰ-ﺍﻟﺘﺨﺼﺼـﺎﺕ ﺑﻜﺎﻓـﺔ-
ﺍﳌﺨﻮﺍﺓ ﲟﺤﺎﻓﻈﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺘﺮﺑﻴﺔ ﺇﺩﺍﺭﺓ ﲟﺪﺍﺭﺱ.
§ﺍﻟﺰﻣﺎﻧﻴﺔ ﺍﳊﺪﻭﺩ:ﰎﺍﻟﺪﺭﺍﺳﺔ ﺃﺩﺍﺓ ﺗﻄﺒﻴﻖ)ﺍﻻﺳﺘﺒﺎﻧﺔ(ﺍﻟﺪﺭﺍﺳـﺔ ﳎﺘﻤﻊ ﺃﻓﺮﺍﺩ ﻋﻠﻰﰲﺎﻳـﺔ
ﻟﻠﻌﺎﻡ ﺍﻟﺜﺎﱐ ﺍﻟﺪﺭﺍﺳﻲ ﺍﻟﻔﺼﻞ١٤٢٨-١٤٢٩ﻫـ.
17. ١٦
18. ١٧
اﻷ اﻟﻤﺒﺤﺚول:ﻟ اﻟﻨﻈﺮﯾﺔ اﻷﺳﺲاﻹﻟﻜﺘﺮوﻧﻲ ﻠﺘﻌﻠﯿﻢ
ﻫﺬﻩ ﻣﻊ ﻒﻴﺍﻟﺘﻜ ﺻﺮﺍﻉ ﻳﻌﻴﺶ ﺟﻌﻠﺘﻪ ﺍﻟﻴﻮﻡ ﻋﺎﱂ ﻳﺸﻬﺪﻫﺎ ﺍﻟﱵ ﺍﳌﺘﻼﺣﻘﺔ ﻭﺍﻟﺘﻄﻮﺭﺍﺕ ﺍﻟﺘﻐﲑﺍﺕ
ﻳﻘﻮ ﻭﺍﻟﱵ ﻭﺍﳌﺴﺘﺤﺪﺛﺎﺕ ﺍﳌﺴﺘﺠﺪﺍﺕﺍﳌﻌﺎﺭﻑ ﻫﺬﻩ ﺗﺄﰐ ﺣﻴﺚ ،ﺍﳌﻌﺮﻓﺔ ﺣﻘﻮﻝ ﺷﱴ ﰲ ﻣﻌﺮﰲ ﺗﻄﻮﺭ ﺩﻫﺎ
ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﻟﺼﻴﻐﺔ ﺃﺑﺮﺯﻫﺎ ﻣﺘﻌﺪﺩﺓ ﺻﻴﻎ ﰲ.
ﹰﻻﳎﺎ ﻏﺪﺍ ﺘﻤﻊﺍ ﻣﻊ ﺍﳌﺘﺒﺎﺩﻝ ﺍﻟﺘﺄﺛﲑ ﺧﺎﺻﻴﺔ ﻣﻦ ﻟﻪ ﻭﲟﺎ ،ﻭﻣﺆﺳﺴﺎﺗﻪ ﺻﻮﺭﻩ ﲟﺨﺘﻠﻒ ﻭﺍﻟﺘﻌﻠﻴﻢ
ﺍﻟﻌﺪﻳﺪ ﺇﺩﺧﺎﻝ ﰲ ﻭﺑﺪﺃ ،ﺍﻟﻴﻮﻡ ﻋﺎﱂ ﰲ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻌﻄﻴﺎﺕ ﻣﻦ ﻟﻼﺳﺘﻔﺎﺩﺓ ﹰﺎﺭﺣﺒﺇﻣﺎ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺻﻮﺭ ﻣﻦ
ﻭﺍﳉﻬﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﺆﺳﺴﺎﺕ ﻫﺬﻩ ﻗﺪﺭﺓ ﲝﺴﺐ ﺃﻭ ،ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﺍﻟﺘﻄﻮﺭﺍﺕ ﻫﺬﻩ ﺳﺮﻋﺔ ﲡﺎﺭﻱ ﺑﺼﻔﺔ
ﺑﻘﺪﺭ ،ﹰﺍﺧﻴﺎﺭ ﺃﻭ ﻓﻜﺮﺓ ﻳﻌﺪ ﱂ ﻓﻬﻮ ،ﺍﻹﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﻋﻦ ﻫﻮ ﺍﻷﺑﺮﺯ ﺍﳊﺪﻳﺚ ﻓﺈﻥ ﻭﺍﻟﻴﻮﻡ ،ﺗﺘﺒﻌﻬﺎ ﺍﻟﱵ
ﺃﻧﻈﻤﺔ ﻣﻦ ﺍﻟﻌﺪﻳﺪ ﰲ ﺃﳕﺎﻃﻪ ﺑﻜﻞ ﹰﺎﻣﻌﺎﺷ ﹰﺎﻭﺍﻗﻌ ﺃﺻﺒﺢ ﻣﺎﻭﻟﻌﻞ ،ﺍﻟﺘﻌﻠﻴﻢﻫﺬﺍﻋﻦ ﺍﻟﻜﺜﲑ ﻳﻮﺿﺢ ﺍﳌﺒﺤﺚ
ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﻨﻈﻮﻣﺔ ﺃﺭﻛﺎﻥ ﰲ ﻭﺗﺄﺛﲑﻩ ﻭﻣﺴﺘﻮﻳﺎﺗﻪ ﻭﻃﺒﻴﻌﺘﻪ ﻭﺃﺑﻌﺎﺩﻩ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﻣﺎﻫﻴﺔ.
ﶈﺔﺗﺎﺭﳜﻴﺔﻣﻮﺟﺰﺓﻋﻦﺍﻹﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ:
ﺍﻟﻨﻮﻉ ﻫﺬﺍ ﺣﺪﺍﺛﺔ ﻋﻠﻰ ﺍﻻﺗﻔﺎﻕ ﰲ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺘﻌﻠﻴﻢ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺃﺩﺑﻴﺎﺕ ﺗﺸﺘﺮﻙﻣﻦ
ﺍﻟﺘﻌﻠﻴﻢ،ﺳﻨﺔ ﺍﳋﻤﺴﲔ ﺧﻼﻝ ﻭﺃﻧﻪﺍﳌﺎﺿﻴﺔﺍﻟﻈﻬﻮﺭ ﰲ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﻣﻌﺎﱂ ﺑﺪﺃﺕ،ﰲ ﲣﺘﻠﻒ ﻟﻜﻨﻬﺎ
ﻟﻈﻬﻮﺭﻩ ﺍﻷﻭﻝ ﺍﻟﺘﺎﺭﻳﺦ ﲢﺪﻳﺪ،ﺍﳌﻴﻼﺩﻳﺔ ﺍﻟﺴﺘﻴﻨﺎﺕ ﰲ ﺎﺃ ﻳﺮﻯ ﻣﻦ ﻓﻤﻨﻬﻢ)ﺍﻟﻔﺎﺭ٢٠٠٣ﻡ:١٥(ﻣﻦ
ﻭ ،ﺍﻟﻄﺐ ﻭﻋﻠﻤﺎﺀ ﺍﻟﻌﺴﻜﺮﻳﺔ ﻭﺍﳌﺆﺳﺴﺎﺕ ﺍﻷﻣﺮﻳﻜﻴﺔ ﺍﳉﺎﻣﻌﺎﺕ ﻭﺟﻬﻮﺩ ﺃﲝﺎﺙ ﺧﻼﻝﻳﺮﺟﻌﺍﻟـﺒ ﻬﺎﻌﺾ
ﺳﻜﻨﺮ ﺍﻟﻌﺎﱂ ﻧﻈﺮﻳﺔ ﲜﺬﻭﺭ ﻭﻟﻜﻦ ﺍﻟﺴﺎﺑﻖ ﺍﻟﻌﻘﺪ ﺫﺍﺕ ﺇﱃ ﺍﻵﺧﺮSkinnerﺍﻟﺘﻌﻠـﻴﻢ ﻛﺘﺎﺑﻪ ﺧﻼﻝ ﻣﻦ
ﺍﳌﱪﻣﺞ)،ﺍﻟﻌﺮﻳﲏ٢٠٠٢ﻡ:٢٥.(
ﺍﳉﺬﻭﺭ ﻛﺎﻧﺖ ﹰﺎﻭﺃﻳ،ﺍﻹﻟﻜﺘـﺮﻭﱐ ﻟﻠﺘﻌﻠـﻴﻢ ﺍﻟﺘﺎﺭﳜﻴﺔ ﺍﻷﺭﺷﻔﺔ ﰲ ﺍﻟﺮﺋﻴﺴﺔ ﺍﻟﺘﺄﺛﲑ ﻋﻮﺍﻣﻞ ﻓﺈﻥ
ﺍﳌ ﺩﺧﻮﻝ ﰲ ﺍﻵﻟﻴﺔ ﺍﳊﺎﺳﺒﺎﺕ ﺑﺪﺃﺕ ﻋﻨﺪﻣﺎ ﻛﺎﻧﺖﺍﻟـﱵ ﺍﻻﺗﺼﺎﻻﺕ ﺛﻮﺭﺓ ﻭﺃﻋﻘﺒﻬﺎ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺆﺳﺴﺎﺕ
ﻭﺗﻄﺒﻴﻘﺎﺕ ﺑﺮﺍﻣﺞ ﻣﻦ ﻋﻨﻬﺎ ﻧﺘﺞ ﻭﻣﺎ ﺍﻻﻧﺘﺮﻧﺖ ﺃﻓﺮﺯﺕ.
ﻭﻳﺳﺎﱂ ﻠﺨﺺ)٢٠٠٤ﻡ:٢٩١(ﺍﻹﻟﻜﺘﺮﻭﱐ ﻟﻠﺘﻌﻠﻴﻢ ﺍﻟﺘﺎﺭﳜﻴﺔ ﺍﻟﻮﻗﻔﺎﺕﻣﻨﺬﻋﺎﻡ١٩٨٤ﻡ
ﻛﺎﻟﺘﺎﱄ ﺟﺎﺀﺕ ﺯﻣﻨﻴﺔ ﻓﺘﺮﺍﺕ ﻟﺜﻼﺙ ﻗﺴﻤﻬﺎ ﻭﺍﻟﱵ ،ﺑﻌﺪﻩ ﻭﻣﺎ:
19. ١٨
١٩٨٤ﻡ–١٩٩٣ﻡ:
ﻧﻈ ﻇﻬﻮﺭ ﻓﺘﺮﺓ ﻭﻫﻲﺍﳌﻤﻐﻨﻄـﺔ ﺍﻷﻗـﺮﺍﺹ ﺍﺳﺘﺨﺪﺍﻡ ﻭﺑﺪﺍﻳﺔ ﻭﺍﳌﺎﻛﻨﺘﻮﺵ ﺍﻟﻮﻧﺪﻭﺯ ﺗﺸﻐﻴﻞ ﺎﻡ
ﺍﻟﺘﻌﻠﻴﻢ ﺗﻄﻮﺭ ﰲ ﺭﺋﻴﺴﺔ ﻛﺄﺩﻭﺍﺕ.
١٩٩٣ﻡ–٢٠٠٠ﻡ:
ﺍﺳﺘﺨﺪﺍﻡ ﰲ ﺍﻟﺒﺪﺀ ﻣﻨﺬﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ ﺍﻟﺸﺒﻜﺔ"ﺍﻻﻧﺘﺮﻧﺖ"ﺍﻟﺒﺤﺜﻴﺔ ﺍﶈﺮﻛﺎﺕ ﺧﻼﻝ ﻣﻦ
،ﻟﻠﻤﻮﺍﻗﻊ ﻭﺍﻟﻮﺻﻮﻝﻭﻛﺬﻟﻚﻋﻤﻠﻴﺔ ﻇﻬﻮﺭﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻮﺍﺻﻞ،ﺧـﺪ ﻗﺪﻣﺖ ﻭﺍﻟﱵﻣﺘﻘﺪﻣـﺔ ﻣﺎﺕ
ﺍﻹﻟﻜﺘﺮﻭﱐ ﻛﺎﻟﱪﻳﺪE-mailﺍﻻﻟﻜﺘﺮﻭﻧﻴ ﺍﻟﱪﺍﻣﺞ ﻣﻦ ﺍﻟﻌﺪﻳﺪ ﻭﻇﻬﻮﺭﺔ،ﻷﻓـﻼﻡ ﻣﺘﻄﻮﺭﺓ ﻭﻋﺮﻭﺽ
ﺍﳌﺘﻌﺪﺩﺓ ﻟﻠﻮﺳﺎﺋﻂ ﺍﳋﺼﺒﺔ ﺍﻷﺭﺽ ﺑﺪﺃﺕ ﺣﻴﺚ ﺍﻟﻔﻴﺪﻳﻮ.
٢٠٠١ﻡﺍﳊﺎﺿﺮ ﺍﻟﻮﻗﺖ ﺇﱃ:
ﺍﻻﻧﺘﺮﻧﺖ ﺷﺒﻜﺔ ﺧﺪﻣﺎﺕﺑﺪﺃﺕﻭﺍﻟﺴﻼﺳـﺔ ﺍﳌﻮﺍﻗﻊ ﺗﺼﻤﻴﻢ ﺣﻴﺚ ﻣﻦ ﺟﺪﻳﺪﺓ ﹰﻻﺃﺷﻜﺎ ﺗﺄﺧﺬ
ﻧﻘﻞ ﰲ ﻭﺍﻟﺴﺮﻋﺔﰲ ﺍﻟﻜﺘﺎﺏ ﻭﻇﻬﻮﺭ ﹰﺎﲨﻴﻌ ﻢ ﺃﻭ ،ﻭﺍﳌﺴﻤﻮﻋﺔ ،ﺍﳌﺮﺋﻴﺔ ،ﻴﺔﺼﺍﻟﻨ ﺃﻧﻮﺍﻋﻬﺎ ﺑﺸﱴ ﺍﳌﻠﻔﺎﺕ
ﻋﻤﻠﻴـﺔ ﺃﻃﺮﺍﻑ ﺃﻥ ﻳﻌﲏ ﳑﺎ ﺍﶈﺎﺩﺛﺔ ﺑﺮﺍﻣﺞ ﺧﻼﻝ ﻣﻦ ﻭﺍﳊﻮﺍﺭ ﺍﻟﺘﻮﺍﺻﻞ ﻭﺳﻬﻮﻟﺔ ﺍﻻﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﻟﺼﻴﻐﺔ
ﻭﺟﺪﻳﺪﺓ ﻭﺍﺳﻌﺔ ﺁﻓﺎﻕ ﺫﺍﺕ ﻭﺍﻟﺘﻌﻠﻢ ﺍﻟﺘﻌﻠﻴﻢ ﻋﻤﻠﻴﱵ ﻣﻦ ﻭﳚﻌﻞ ﺍﳋﺪﻣﺎﺕ ﺬﻩ ﺳﻴﺤﻈﻮﻥ ﺍﻟﺘﻌﻠﻢ.
ﳑﺎﺳﺒﻖﺧـﻼﻝ ﻣـﻦ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﻣﻜﻮﻧﺎﺕ ﻇﻬﻮﺭ ﺗﺘﺎﺑﻊ ﰲ ﺍﳌﻨﻄﻘﻴﺔ ﺍﺳﺘﻨﺘﺎﺝ ﻧﺴﺘﻄﻴﻊ
ﻋﱪﻫﺎ ﺍﻟﺘﻌﻠﻴﻢ ﺇﺗﺎﺣﺔ ﻣﻦ ﺟﻌﻠﺖ ﺑﻴﻨﻬﻤﺎ ﻭﺭﺑﻂ ﻟﺘﻜﺎﻣﻞ ﺍﻟﻴﻮﻡ ﻭﺻﻠﻨﺎ ﺣﱴ ﻭﺍﻻﻧﺘﺮﻧﺖ ﺍﳊﺎﺳﺐ ﻣﻔﺮﺯﺍﺕ
ﻭﺍﳌﺘﻌﻠﻢ ﻟﻠﻤﻌﻠﻢ ﺟﺪﻳﺪﺓ ﻭﺃﺩﻭﺍﺭ ﲟﻬﺎﻡ ﺍﻟﻘﻴﺎﻡ ﰲ ﹰﺎﻭﳕﻮﺫﺟ ﺑﻞ ،ﻭﺳﺮﻋﺔ ﺍﻧﺴﻴﺎﺑﻴﺔ ﺃﻛﺜﺮ.
ﺍﻟﺘﻌﻠﻴﻢ ﻣﻔﻬﻮﻡﺍﻻﻟﻜﺘﺮﻭﱐ:
ﳚ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﻣﻔﻬﻮﻡ ﺗﻨﺎﻭﻟﺖ ﻣﺘﻌﺪﺩﺓ ﻣﺼﺎﺩﺭ ﺇﱃ ﺑﺎﻟﺮﺟﻮﻉﻋﻨﺎﺻﺮ ﰲ ﺗﻨﻮﻉ ﺍﻟﺒﺎﺣﺚ ﺪ
ﻫﺬﺍﺍﳌﻔﻬﻮﻖﺒﹸﻄﳌﺍ ﺍﻻﻟﻜﺘﺮﻭﱐ ﻟﻠﺘﻌﻠﻴﻢ ﻭﺍﳌﺴﺘﻮﻯ ﺍﻟﻄﺒﻴﻌﺔ ﻭﻛﺬﺍ ﻭﺍﻟﺘﺨﺼﺺ ﺍﻻﻫﺘﻤﺎﻡ ﻭﻟﻌﻞ ،ﻡ،ﺍﻷﺛﺮ ﳍﺎ
ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﻣﻔﻬﻮﻡ ﲣﺼﻴﺺ ﺃﻭ ﴰﻮﻟﻴﺔ ﰲ.
ﻓﻴﻌﺮﻓﻪﺍﶈﻴﺴﻦ)٢٠٠٢ﻡ(ﺃﻧﻪ ﻋﻠﻰ"ﺍﺳـﺘﺨﺪﺍﻡ ﻋﻠﻰ ﻳﻌﺘﻤﺪ ﺍﻟﺬﻱ ﺍﻟﺘﻌﻠﻴﻢ ﻣﻦ ﺍﻟﻨﻮﻉ ﺫﻟﻚ
ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﳌﺆﺳﺴﺔ ﻭﺍﳌﺘﻌﻠﻤﲔ ﺍﳌﻌﻠﻤﲔ ﺑﲔ ﺍﻻﺗﺼﺎﻝ ﰲ ﺍﻻﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﻟﻮﺳﺎﺋﻂ."ﺹ٣
ﺍﳌﻮﺳﻰ ﻳﻌﺮﻓﻪ ﻛﻤﺎ)٢٠٠٢ﻡ(ﺑﺄﻧﻪ"ﻣـﻦ ﺍﳊﺪﻳﺜﺔ ﺍﻻﺗﺼﺎﻝ ﺁﻟﻴﺎﺕ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻟﻠﺘﻌﻠﻴﻢ ﻃﺮﻳﻘﺔ
ﺻﻮﺕ ﻣﻦ ﺍﳌﺘﻌﺪﺩﺓ ﻭﻭﺳﺎﺋﻄﻪ ﻭﺷﺒﻜﺎﺕ ﺣﺎﺳﺐﲝﺚ،ﻭﻣﻜﺘﺒـﺎﺕ ﻭﺁﻟﻴـﺎﺕ ،ﻭﺭﺳـﻮﻣﺎﺕ ﻭﺻﻮﺭﺓ
20. ١٩
ﺁﺧﺮ ﻭﲟﻌﲎ ﺍﻟﺪﺭﺍﺳﻲ ﺍﻟﺼﻒ ﰲ ﺃﻭ ﺑﻌﺪ ﻣﻦ ﺳﻮﺍﺀ ﺍﻻﻧﺘﺮﻧﺖ ﺑﻮﺍﺑﺎﺕ ﻭﻛﺬﻟﻚ ﺍﻟﻜﺘﺮﻭﻧﻴﺔ:ﺍﺳـﺘﺨﺪﺍﻡ
ﻓﺎﺋﺪﺓ ﻭﺃﻛﱪ ﺟﻬﺪ ﻭﺃﻗﻞ ﻭﻗﺖ ﺑﺄﻗﺼﻰ ﻟﻠﻤﺘﻌﻠﻢ ﺍﳌﻌﻠﻮﻣﺔ ﺇﻳﺼﺎﻝ ﰲ ﺃﻧﻮﺍﻋﻬﺎ ﲜﻤﻴﻊ ﺍﻟﺘﻘﻨﻴﺔ."ﺹ٤
ﺳﺎﱂ ﺃﻣﺎ)٢٠٠٤ﻡ(ﻣﻦ ﺃﻛﺜﺮ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﺃﻥ ﻓﲑﻯﻭﻣﻨﺤـﻰ ﺷـﻜﻞ ﻭﻳﺄﺧﺬ ،ﺫﻟﻚ
ﻓﻬﻮ ﻣﺘﻜﺎﻣﻞ ﻣﻨﻈﻮﻣﻲ"ﺍﳌﺘـﺪﺭﺑﲔ ﺃﻭ ﻟﻠﻤﺘﻌﻠﻤﲔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺃﻭ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﱪﺍﻣﺞ ﻟﺘﻘﺪﱘ ﺗﻌﻠﻴﻤﻴﺔ ﻣﻨﻈﻮﻣﺔ
ﺗﻌﻠﻴﻤﻴـﺔ ﺑﻴﺌـﺔ ﻟﺘﻮﻓﲑ ﺍﻟﺘﻔﺎﻋﻠﻴﺔ ﻭﺍﻻﺗﺼﺎﻻﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺗﻘﻨﻴﺎﺕ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﻜﺎﻥ ﻭﺃﻱ ﻭﻗﺖ ﺃﻱ ﰲ
ﻣ ﻏﲑ ﺃﻭ ﻣﺘﺰﺍﻣﻨﺔ ﺑﻄﺮﻳﻘﺔ ﺍﳌﺼﺎﺩﺭ ﻣﺘﻌﺪﺩﺓ ﺗﻔﺎﻋﻠﻴﺔ ﻭﺗﻌﻠﻤﻴﺔﹰﺍﺍﻋﺘﻤـﺎﺩ ﳏﺪﺩ ﲟﻜﺎﻥ ﺍﻻﻟﺘﺰﺍﻡ ﺩﻭﻥ ﺘﺰﺍﻣﻨﺔ
ﻭﺍﳌﻌﻠﻢ ﺍﳌﺘﻌﻠﻢ ﺑﲔ ﻭﺍﻟﺘﻔﺎﻋﻞ ﺍﻟﺬﺍﰐ ﺍﻟﺘﻌﻠﻢ ﻋﻠﻰ".ﺹ٢٨٩
ﺍﳋﺎﻥ ﻭﻋﺮﻑ)٢٠٠٥ﻡ:١٨(ﺑﺄﻧﻪ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ:ﰲ ﺍﳌﺘﻌﻠﻤﲔ ﺣﻮﻝ ﻣﺘﻤﺮﻛﺰﺓ ﻃﺮﻳﻘﺔ
ﺑ ﻭﻗﺖ ﻭﺃﻱ ﻣﻜﺎﻥ ﺑﺄﻱ ﻓﺮﺩ ﻷﻱ ﻭﻣﻴﺴﺮﺓ ،ﺟﻴﺪ ﺑﺸﻜﻞ ﹰﺎﻣﺴﺒﻘ ﻣﺼﻤﻤﺔ ،ﺇﺑﺪﺍﻋﻴﺔ ﺗﻔﺎﻋﻠﻴﺔ ﺑﻴﺌﺔﺎﺳﺘﻌﻤﺎﻝ
ﻟﺒﻴﺌـﺔ ﺍﳌﻨﺎﺳـﺐ ﺍﻟﺘﻌﻠﻴﻤﻲ ﺍﻟﺘﺼﻤﻴﻢ ﳌﺒﺎﺩﺉ ﺍﳌﻄﺎﺑﻘﺔ ﺍﻟﺮﻗﻤﻴﺔ ﻭﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﻻﻧﺘﺮﻧﺖ ﻭﻣﺼﺎﺩﺭ ﺧﺼﺎﺋﺺ
ﻭﺍﳌﻮﺯﻋﺔ ﻭﺍﳌﺮﻧﺔ ،ﺍﳌﻔﺘﻮﺣﺔ ﺍﻟﺘﻌﻠﻢ.
ﺍﳊﻠﻔﺎﻭﻱ ﻭﻳﻮﺭﺩ)٢٠٠٦ﻡ(ﺍﻻﻟﻜﺘﺮﻭﱐ ﻟﻠﺘﻌﻠﻴﻢ ﹰﺎﺗﻌﺮﻳﻔ"ﺍﻟـﺬﻱ ﺍﻟﺘﻌﻠـﻴﻢ ﻣﻦ ﺍﻟﻨﻮﻉ ﺫﻟﻚ ﻓﻬﻮ
ﰲ ﺍﻻﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﻟﻮﺳﺎﺋﻂ ﺍﺳﺘﺨﺪﺍﻡ ﻋﻠﻰ ﻳﻌﺘﻤﺪﺍﻟﺘﻌﻠﻴﻤـﻲ ﺍﶈﺘﻮﻯ ﻭﺗﻮﺻﻴﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻷﻫﺪﺍﻑ ﲢﻘﻴﻖ
ﺍﻻﻟﻜﺘﺮﻭﻧﻴـﺔ ﺍﻷﺟﻬﺰﺓ ﰲ ﺍﻟﻮﺳﺎﺋﻂ ﻫﺬﻩ ﻭﺗﺘﻤﺜﻞ ﻭﺍﳌﻜﺎﻧﻴﺔ ﺍﻟﺰﻣﺎﻧﻴﺔ ﻟﻠﺤﻮﺍﺟﺰ ﺍﻋﺘﺒﺎﺭ ﺩﻭﻥ ﺍﳌﺘﻌﻠﻤﲔ ﺇﱃ
ﺍﳊﺎﺳـﺐ ﺷـﺒﻜﺎﺕ ﺧﻼﻝ ﻣﻦ ﺃﻭ ،ﺍﻟﺼﻨﺎﻋﻴﺔ ﺍﻷﻗﻤﺎﺭ ﻣﻦ ﺍﻻﺳﺘﻘﺒﺎﻝ ﻭﺃﺟﻬﺰﺓ ﺍﻟﻜﻤﺒﻴﻮﺗﺮ ﻣﺜﻞ ﺍﳊﺪﻳﺜﺔ
ﺃﻓﺮﺯ ﻭﻣﺎ ﺍﻻﻧﺘﺮﻧﺖ ﰲ ﺍﳌﺘﻤﺜﻠﺔﺍﻻﻟﻜﺘﺮﻭﻧﻴﺔ ﻭﺍﳌﻜﺘﺒﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻛﺎﳌﻮﺍﻗﻊ ﺃﺧﺮﻯ ﻭﺳﺎﺋﻂ ﻣﻦ ﺗﻪ".ﺹ٥٩
ﺍﳊﺮﰊ ﻭﺧﻠﺺ)١٤٢٧ﻫـ(ﺑﺄﻧﻪ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﺗﻌﺮﻳﻒ ﺇﱃ"ﺑﻴﺌـﺔ ﻳﻘﺪﻡ ﺗﻌﻠﻴﻤﻲ ﻧﻈﺎﻡ
ﻋﻦ ﹰﻼﻓﻀ ،ﺍﻻﻧﺘﺮﻧﺖ ﻭﺷﺒﻜﺎﺕ ﺍﻵﱄ ﺍﳊﺎﺳﺐ ﻋﻠﻰ ﺑﺎﻻﻋﺘﻤﺎﺩ ﺍﳌﺼﺎﺩﺭ ﻣﺘﻌﺪﺩﺓ ﺗﻔﺎﻋﻠﻴﺔ ﺗﻌﻠﻤﻴﺔ ﺗﻌﻠﻴﻤﻴﺔ
ﻭﳏ ﺍﻟﺘﻌﻠﻢ ﻫﺬﺍ ﺇﻣﻜﺎﻧﻴﺔﻟﻠﻤﻌﻠـﻢ ﻭﺃﺗﺎﺡ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻟﻔﺼﻮﻝ ﺟﺪﺭﺍﻥ ﲡﺎﻭﺯ ﺇﱃ ﺃﺩﻯ ﳑﺎ ،ﹰﺎﺍﻟﻜﺘﺮﻭﻧﻴ ﺘﻮﺍﻩ
ﻣﺘﺰﺍﻣﻦ ﻏﲑ ﺃﻭ ﻣﺘﺰﺍﻣﻦ ﺑﺸﻜﻞ ﺳﻮﺍﺀ ﻭﻗﺖ ﺃﻱ ﰲ ﺍﳌﺘﻌﻠﻢ ﻭﻣﺴﺎﻋﺪﺓ ﺩﻋﻢ."ﺹ١٧
ﺍﻵﰐ ﻋﻠﻰ ﺍﻻﻗﺘﺼﺎﺭ ﺃﻭ ﺍﻟﺸﻤﻮﻝ ﰲ ﺗﺒﺎﻳﻨﺖ ﺎﺃ ﳒﺪ ﺍﻟﺴﺎﺑﻘﺔ ﺍﻟﺘﻌﺮﻳﻔﺎﺕ ﻭﺑﺎﺳﺘﻌﺮﺍﺽ:
vﻭﺍﳌﺘﻌ ﺍﳌﻌﻠﻤﲔ ﻋﻠﻰ ﺍﻟﻼﻗﻴﻮﺩﺍﻟﺘﻌﻠـﻴﻢ ﻳﺘﻴﺤﻬﺎ ﺍﻟﱵ ﻭﺍﳌﻌﺎﺭﻑ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺍﻻﺳﺘﻔﺎﺩﺓ ﰲ ﻠﻤﲔ
ﻣﻜﺎﻥ ﺃﻭ ﻭﻗﺖ ﻣﻦ ﺍﻻﻟﻜﺘﺮﻭﱐ.
vﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﻳﺘﻴﺤﻬﺎ ﺍﻟﱵ ﺍﳌﺼﺎﺩﺭ ﺍﳌﺘﻨﻮﻋﺔ ﺍﻟﺒﻴﺌﺔ.
vﹰﺎﻭﻣﻀﻤﻮﻧ ﹰﻼﺷﻜ ﺍﻟﺘﻘﻠﻴﺪﻱ ﺍﻟﺘﻌﻠﻴﻢ ﳕﻄﻴﺔ ﺇﻟﻐﺎﺀ.
21. ٢٠
vﻣﺴﺎﻧ ﺗﺪﺭﻳﺲ ﻛﻄﺮﻳﻘﺔ ﺃﻭ ﺑﺬﺍﺗﻪ ﻗﺎﺋﻢ ﻧﻈﺎﻡ ﻫﻴﺌﺔ ﰲ ﻳﺄﰐ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﻟﻠﻄﺮﻕ ﺪﺓ
ﺍﻷﺧﺮﻯ.
ﻋﻠـﻰ ﻭﺍﻗﺘﺼﺎﺭﻩ ،ﺍﳊﺪﻳﺚ ﺍﻟﺰﻣﲏ ﻇﻬﻮﺭﻫﺎ ﺣﺴﺐ ﺍﻟﺘﻌﺮﻳﻔﺎﺕ ﻹﻳﺮﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺇﺗﺒﺎﻉ ﻭﺑﺮﻏﻢ
ﺃﻥ ﺇﻻ ﺍﻻﻟﻜﺘﺮﻭﱐ؛ ﺍﻟﺘﻌﻠﻴﻢ ﳌﻔﻬﻮﻡ ﻣﺸﺘﺮﻙ ﺑﺘﺼﻮﺭ ﺍﳋﺮﻭﺝ ﰲ ﹰﻼﺃﻣ ،ﺍﻟﺘﻌﻠﻴﻢ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﰲ ﺍﳌﺘﺨﺼﺼﲔ
ﺍﻻﻟﻜ ﺍﻟﺘﻌﻠﻴﻢ ﺇﺩﺧﺎﻝ ﻭﻣﺴﺘﻮﻯ ﺍﳌﻔﻬﻮﻡ ﺣﺪﺍﺛﺔ ﻭﻟﻌﻞ ،ﻳﺘﺤﻘﻖ ﱂ ﺫﻟﻚﺍﻟﺘﻌﻠﻴﻤﻴـ ﺍﳌﺆﺳﺴﺎﺕ ﰲ ﺘﺮﻭﱐﺔ
ﺍﻻﺧﺘﻼﻑ ﻫﺬﺍ ﺇﻟﻴﻪ ﻳﻌﺰﻯ ﻣﺎ ﻫﻲ.
ﺑﺄﻧﻪ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﻳﻌﺮﻑ ﺍﻟﺒﺎﺣﺚ ﻓﺈﻥ ﺳﺒﻖ ﻣﺎ ﻭﻟﻜﻞ"ﺍﻟﺘﻘﻨﻴـﺔ ﻋﻠﻰ ﻗﺎﺋﻢ ﺗﻌﻠﻴﻤﻲ ﻧﻈﺎﻡ
ﺍﳊﺪﻳﺜﺔ ﺍﻻﻟﻜﺘﺮﻭﻧﻴﺔ)ﺣﺎﺳﺒﺎﺕ–ﺍﺗﺼﺎﻻﺕ–ﺷﺒﻜﺎﺕ–ﻣﺘﻌﺪﺩﺓ ﻭﻭﺳﺎﺋﻂ ﺑﺮﺍﻣﺞ(ﺇﺛـﺮﺍﺀ ـﺪﻑ
ﻟﺰ ﺍﳌﺘﻌﻠﻢ ﻭﲢﻔﻴﺰ ،ﺍﻟﺘﺪﺭﻳﺴﻲ ﺍﳌﻮﻗﻒﻭﺧﺎﺭﺟﻬﺎ ﺍﳌﺪﺭﺳﺔ ﰲ ﻭﺧﱪﺍﺗﻪ ﻣﻌﺎﺭﻓﻪ ﻳﺎﺩﺓ."
ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﻓﻠﺴﻔﺔ:
ﺍﳌﻌﺮﻓﻴﺔ ﺍﳌﺎﺩﺓ ﲢﻮﻳﻞ ﺇﱃ ﺗﺪﻋﻮ ﻭﺍﻟﱵ ﺍﻟﺴﻠﻮﻛﻴﺔ ﺍﳌﺪﺭﺳﺔ ﻓﻠﺴﻔﺔ ﻋﻠﻰ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﻳﻌﺘﻤﺪ
ﳉ ﻭﺍﻟﺴﻌﻲ ﺃﻫﺪﺍﻑ ﺧﻼﻝ ﻭﻣﻦ ﻭﺃﺟﺰﺍﺀ ﻣﻘﺎﻃﻊ ﺇﱃﻟﻠﻘﻴﺎﺱ ﻗﺎﺑﻠﺔ ﻌﻠﻬﺎ)ﻭﺍﳌﺒـﺎﺭﻙ ﺍﳌﻮﺳﻰ،٢٠٠٥ﻡ:
٢٩(ﺍ ﻭﺗﺸﺎﺭﻛﻬﻤﺎﻓﻮﺩﺓ ﻟﺮﺃﻱ)٢٠٠٣ﻡ:٢١٣(ﺍﻟﺮﻛﻴـﺰﺓ ﺍﻟﺴـﻠﻮﻛﻴﺔ ﺍﳌﺪﺭﺳﺔ ﻣﻦ ﺟﻌﻠﺖ ﻭﺍﻟﱵ
ﰲ ﺍﳌـﺘﻌﻠﻤﲔ ﺃﻓﻜﺎﺭ ﺃﳘﻴﺔ ﻋﻠﻰ ﺗﻘﻮﻡ ﺍﻟﱵ ﺍﻟﺒﻨﺎﺋﻴﺔ ﻟﻠﻨﻈﺮﻳﺔ ﺑﺎﻹﺿﺎﻓﺔ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﻟﱪﺍﻣﺞ ﺍﻷﻭﱃ
ﺳﺎﱂ ﻭﺫﻛﺮ ،ﺍﳋﱪﺓ ﺑﻨﺎﺀ)٢٠٠٤ﻡ:٢٩٥(ﻭﺍﻟـﱵ ﺍﻟﺬﺍﰐ ﺍﻟﺘﻌﻠﻢ ﻣﺒﺎﺩﺉ ﳛﻘﻖ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﺑﺄﻥ
ﻋ ﺗﻘﻮﻡﺍﻟﺴﺎﺑﻘﺔ ﺍﻟﻨﻈﺮﻳﺔ ﺫﺍﺕ ﻠﻰ.
ﺍﶈﻴﺴﻦ ﺫﻛﺮ ﻛﻤﺎ)٢٠٠٥ﻡ:١٤٣(ﺍﻟﺒﺪﺍﻳـﺔ ﻛﺎﻧﺖ ﺳﻜﻨﺮ ﻭﺇﺳﻬﺎﻣﺎﺕ ﺍﳌﱪﻣﺞ ﺍﻟﺘﻌﻠﻴﻢ ﺃﻥ
ﺑﺎﻟﺘﻌﺰﻳﺰ ﻳﻜﺎﻓﺊ ﹰﺎﺗﻌﻠﻴﻤﻴ ﹰﺎﺃﺳﻠﻮﺑ ﻳﻌﺪ ﺍﻟﺬﻱ ﺍﻻﺷﺘﺮﺍﻃﻲ ﺍﻟﺘﻌﻠﻴﻢ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻮﺍﺿﺤﺔ.
ﲢﻘﻴـﻖ ﺇﱃ ـﺪﻑ ﺗﻌﻠﻢ ﻧﻈﺮﻳﺎﺕ ﻋﻠﻰ ﻳﻘﻮﻡ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﺃﻥ ﳒﺪ ﺍﻟﺴﺎﺑﻖ ﺍﻟﻌﺮﺽ ﻣﻦ
ﺇﻗﺪﺭﺍﺗ ﺗﻄﻮﻳﺮ ﺣﻘﻪ ﻓﻤﻦ ﺍﳌﺘﻌﻠﻢ ﳚﺎﺑﻴﺔﻟﻪ ﻳﺘﺎﺡ ﻗﺪﺭ ﺃﻛﱪ ﻋﻠﻰ ﻭﺍﳊﺼﻮﻝ ﻪﻣﻌﺎﺭﻓﻪ ﻳﺒﲏ ﻭﺃﻥ ﺍﻟﺘﻌﻠﻴﻢ ﻣﻦ
ﺍﳌﺘﻌﻠﻢ ﻟﻴﻜﻮﻥ ،ﺍﻟﺘﻌﻠﻢ ﻟﺒﻴﺌﺔ ﻭﺩﻋﻢ ﺗﻨﻈﻴﻢ ﻣﻦ ﻳﻠﺰﻡ ﻣﺎ ﺑﺘﻘﺪﱘ ﻣﺴﺎﻋﺪﺗﻪ ﳚﺐ ﻛﻤﺎ ،ﻣﻴﻮﻟﻪ ﻭﻓﻖ ﻭﺧﱪﺍﺗﻪ
ﺍﻷﻗﺮ ﺑﲔ ﺍﻟﺘﻤﺎﻳﺰ ﻭﻣﺮﺍﻋﺎﺓ ﺍﻟﺘﻌﻠﻴﻢ ﺗﻔﺮﻳﺪ ﻣﺒﺎﺩﺉ ﻭﻓﻖ ﺑﺬﺍﺗﻪ ﺗﻌﻠﻤﻪ ﻋﻠﻰ ﹰﻼﻣﻘﺒﺍﻥ.
22. ٢١
ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﺧﺼﺎﺋﺺ:
ﺗﺸـﻤﻞ ﻭﺍﻟﱵ ﺍﻟﺴﺎﺑﻘﺔ ﺍﻟﺘﻌﺮﻳﻔﺎﺕ ﻣﻦ ﺍﺳﺘﻘﺮﺍﺋﻬﺎ ﳝﻜﻦ ﻋﺪﻳﺪﺓ ﺧﺼﺎﺋﺺ ﺍﻻﻟﻜﺘﺮﻭﱐ ﻟﻠﺘﻌﻠﻴﻢ
ﺳﺎﱂ ﺑﲔ ﻛﻤﺎ ،ﻭﻏﲑﻫﺎ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻟﺒﻴﺌﺔ ﻭﺍﳌﺘﻌﻠﻢ ﻭﺍﳌﻌﻠﻢ ،ﻭﻧﻈﺎﻣﻪ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﻃﺒﻴﻌﺔ)٢٠٠٤ﻡ:
٢٩٢(ﻣﻨﻬﺎ ﺍﳋﺼﺎﺋﺺ ﻣﻦ ﺍﻟﻌﺪﻳﺪ:
١(ﺍﻟ ﺍﻟﺘﻔﺎﻋﻠﻴﺔ ﺍﻟﺒﻴﺌﺔﻭﺗﻨﻮﻉ ﻭﺯﻣﻼﺋﻪ ﺍﳌﺘﻌﻠﻢ ﻭﺑﲔ ﻭﺍﳌﺘﻌﻠﻢ ﺍﳌﻌﻠﻢ ﺑﲔ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﻳﻮﻓﺮﻫﺎ ﱵ
ﺍﳌﺜﲑﺍﺕ.
٢(ﻭﺍﻟﺰﻣﺎﻥ ﺍﳌﻜﺎﻥ ﰲ ﺍﳌﺮﻭﻧﺔ.
٣(ﻭﺍﻟﺘﻌﺎﻭﱐ ﺍﻟﺬﺍﰐ ﺍﻟﺘﻌﻠﻢ ﺩﻋﻢ.
٤(ﺍﻟﺘﻘﻠﻴﺪﻱ ﺍﻟﺘﻌﻠﻴﻢ ﰲ ﻛﻤﺎ ﺍﳌﺨﺮﺟﺎﺕ ﻗﻴﺎﺱ ﺇﻣﻜﺎﻧﻴﺔ.
٥(ﺑﺎﺳﺘﻤﺮﺍﺭ ﺗﻌﻠﻤﻪ ﺇﺛﺮﺍﺀ ﻳﺴﺘﻄﻴﻊ ﻓﻬﻮ ﺍﳌﺘﻌﻠﻢ ﻋﻤﺮ ﻛﺎﻥ ﹰﺎﺃﻳ.
٦(ﻹﺩﺍﺭﺓ ﺍﳊﺎﺟﺔﻭﻏﲑﻫﺎ ﻭﺍﻟﺘﻨﺴﻴﻖ ﻭﺍﳌﺘﺎﺑﻌﺔ ﺍﻟﺘﺨﻄﻴﻂ ﻣﻬﺎﻡ ﺗﺘﻮﱃ ﺍﻟﻜﺘﺮﻭﻧﻴﺔ.
٧(ﻭﺍﻻﻧﺘﺮﻧﺖ ﻭﻣﻠﺤﻘﺎﺗﻪ ﻛﺎﳊﺎﺳﻮﺏ ﻣﻌﻴﻨﺔ ﺗﻘﻨﻴﺎﺕ ﻟﺘﻮﻓﺮ ﺍﳊﺎﺟﺔ.
٨(ﺍﻟﺘﻘﻠﻴﺪﻱ ﺑﺎﻟﺘﻌﻠﻴﻢ ﻣﻘﺎﺭﻧﺔ ﺍﻟﺘﻜﺎﻟﻴﻒ ﻗﻠﺔ.
ﻭﺍﻟﻌﻤﺮﻱ ﺍﻟﻌﻤﺮﻱ ﻭﻳﻀﻴﻒ)٢٠٠٦ﻡ:١٥٨(ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﺧﺼﺎﺋﺺ ﻣﻦ ﺑﺄﻥ:
-ﰲ ﻟﻠﺘﺪﺭﻳﺲ ﺑﺎﻟﺘﺨﻄﻴﻂ ﺍﳌﺘﺰﺍﻳﺪ ﺍﻻﻫﺘﻤﺎﻡﺍﻟﺘﻌﻠﻴﻢ ﻣﻦ ﺍﻟﻨﻮﻉ ﻫﺬﺍ.
-ﻭﺍﳌﺘﻌﻠﻢ ﺍﳌﻌﻠﻢ ﺑﲔ ﺍﻟﺘﻌﺎﻭﻥ ﺯﻳﺎﺩﺓ.
-ﻭﺍﳌﺘﻌﻠﻢ ﺍﳌﻌﻠﻢ ﺩﻭﺭ ﺗﻐﻴﲑ.
ﺍﳌﻨﻌﻢ ﻋﺒﺪ ﺃﻭﺭﺩﻫﺎ ﺍﻟﱵ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﺧﺼﺎﺋﺺ ﻣﻦ ﺃﻥ ﻛﻤﺎ)٢٠٠٣ﻡ:٧:(
-ﻭﺧﻄﻮﺍﺕ ﺟﺰﺋﻴﺎﺕ ﻛﻞ ﰲ ﺍﺑﻨﻬﻢ ﻣﺴﺘﻮﻯ ﻋﻠﻰ ﺍﻹﻃﻼﻉ ﳝﻜﻨﻬﻢ ﺣﻴﺚ ،ﺍﳌﺘﻌﻠﻢ ﺃﻫﻞ ﻣﺸﺎﺭﻛﺔ
ﺎ ﳝﺮ ﺍﻟﱵ ﺍﻟﺘﻌﻠﻢ.
-ﺍﻷﻋﺪﻗﻴﺎﺳﻲ ﻭﻗﺖ ﰲ ﺍﳌﺘﻌﻠﻤﲔ ﻣﻦ ﺍﻟﻜﺒﲑﺓ ﺍﺩ.
-ﺍﳌﻌﻠﻮﻣﺎﰐ ﺍﶈﺘﻮﻯ ﲢﺪﻳﺚ ﰲ ﻭﺍﻟﺴﺮﻋﺔ ﺍﻟﺴﻬﻮﻟﺔ.
-ﺍﻟﻨﺎﺩﺭﻳﻦ ﺑﺎﳋﱪﺍﺀ ﺍﻻﺳﺘﻌﺎﻧﺔ ﺇﻣﻜﺎﻧﻴﺔ.
-ﺍﳌﺴﺘﻘﺒﻠﻲ ﺍﻟﺘﻮﺳﻊ ﺇﻣﻜﺎﻧﻴﺔ.
23. ٢٢
ﻭﻣﻜﻮﻧﺎ ﻋﻨﺎﺻﺮﻩ ﻛﻞ ﺗﺸﻤﻞ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﺧﺼﺎﺋﺺ ﺃﻥ ﳒﺪ ﻭﺑﺎﻟﺘﺎﱄﺑﺎﻟﺪﺭﺟﺔ ﻭﺗﺘﺮﻛﺰ ﺗﻪ
ﻋﻠﻰ ﺍﻷﻭﱃﻣﺘ ﻟﻴﻜﻮﻥ ﺍﳌﺘﻌﻠﻢﻭﺍﻟﻔﺎﻋﻠﻴﺔ ﺑﺎﳌﺒﺎﺩﺭﺓ ﹰﺎﺼﻔ.
ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﺃﳕﺎﻁ:
ﻧﻮﻋﲔ ﰲ ﺃﳕﺎﻃﻪ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﺃﲝﺎﺙ ﻣﻦ ﺍﻟﻌﺪﻳﺪ ﺣﺼﺮﺕﳘﺎ:)ﺍﳌﻮﺳﻰ،٢٠٠٧ﻡ:٧–
،ﺍﳊﻠﻔﺎﻭﻱ٢٠٠٦ﻡ:٦٤–،ﺳﺎﱂ٢٠٠٤ﻡ:٢٩١–،ﺍﳉﺮﻑ٢٠٠٤ﻡ:٦(
١(ﻧﻮﻋﺎﻥ ﻭﻫﻮ ﺍﻟﺸﺒﻜﺎﺕ ﻋﻠﻰ ﺍﳌﻌﺘﻤﺪ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ:
-ﻣﺘﺰﺍﻣﻦ:ﻋ ﺍﻻﻟﺘﻘﺎﺀﺍﻟﻮﻗﺖ ﺫﺍﺕ ﰲ ﺍﳋﻂ ﻠﻰ.
-ﻣﺘﺰﺍﻣﻦ ﻏﲑ:ﻓﺮﺩ ﻟﻜﻞ ﺍﳌﻨﺎﺳﺐ ﺍﻟﻮﻗﺖ ﰲ ﺍﻻﻧﻔﺮﺍﺩﻱ ﺍﻟﺪﺧﻮﻝ.
٢(ﺍﻟﺸﺒﻜﺎﺕ ﻋﻠﻰ ﺍﳌﻌﺘﻤﺪ ﻏﲑ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ:ﺍﳌﺘﻌـﺪﺩﺓ ﻭﺍﻟﻮﺳﺎﺋﻂ ﺍﻟﱪﳎﻴﺎﺕ ﻳﺸﻤﻞ ﻭﺍﻟﺬﻱ
ﺍﻟﺘﻌﻠﻴﻢ ﰲ ﺍﳌﺴﺘﺨﺪﻣﺔﺍﳊﺎﺳﺐ ﻃﺮﻳﻖ ﻋﻦ.
ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﺃﻫﺪﺍﻑ:
ﲢ ﻳﺆﻣﻞ ﻭﻣﺘﻨﻮﻋﺔ ﻛﺜﲑﺓ ﺃﻫﺪﺍﻑ ﻫﻨﺎﻙﻫـﺬﻩ ﺃﺑﺮﺯ ﻭﻟﻌﻞ ،ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﺧﻼﻝ ﻣﻦ ﻘﻴﻘﻬﺎ
،ﺍﻟﻌﻠﻤﻲ ﺗﻘﺪﻣﻪ ﻭﺗﻌﺰﺯ ﻣﺪﺍﺭﻛﻪ ﺗﺜﺮﻱ ﺗﻌﻠﻤﻴﺔ ﺗﻌﻠﻴﻤﻴﺔ ﺑﻴﺌﺔ ﺇﱃ ﺑﺎﳌﺘﻌﻠﻢ ﺍﻻﻧﺘﻘﺎﻝ ﻫﻲ ﺍﻷﻫﺪﺍﻑﻓﻘﺪﺃﺷﺎﺭ
ﻭﺍﳉﻨﺪﻱ ﻻﻝ)٢٠٠٥ﻡ:٣٨٨(ﺍﻷﻫﺪﺍﻑ ﻫﺬﻩ ﺃﻫﻢ ﺇﱃ:
١-ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﻌﻤﻠﻴﺔ ﳏﺎﻭﺭ ﺗﺜﺮﻱ ﺑﺎﳌﺼﺎﺩﺭ ﻏﻨﻴﺔ ﺑﻴﺌﺔ ﺗﻘﺪﱘ.
٢-ﻗﻨﻮﺍﺕ ﺇﳚﺎﺩﳏﺪﺩ ﲟﻜﺎﻥ ﺍﻻﺭﺗﺒﺎﻁ ﺩﻭﻥ ﺍﳌﻄﻠﻮﺑﺔ ﺍﳋﱪﺍﺕ ﺗﻮﻓﺮ ﺍﺗﺼﺎﻝ.
٣-ﺍﻟﻌﺎﳌﻴﺔ ﺍﳌﺴﺘﺠﺪﺍﺕ ﻭﻣﺴﺎﻳﺮﺓ ﹰﺎﺍﻟﻜﺘﺮﻭﻧﻴ ﺘﻤﻊﺍ ﺗﺜﻘﻴﻒ ﻋﻠﻰ ﺍﳌﺴﺎﻋﺪﺓ.
ﺳﺎﱂ ﺃﻣﺎ)٢٠٠٤ﻡ:٩٤(ﺍﻻﻟﻜﺘـﺮﻭﱐ ﺍﻟﺘﻌﻠـﻴﻢ ﻳﺴـﻌﻰ ﺍﻷﻫـﺪﺍﻑ ﻣﻦ ﳎﻤﻮﻋﺔ ﻓﻴﻀﻴﻒ
ﻟﺘﺤﻘﻴﻘﻬﺎ:
٤-ﻭﺍﳌﻤﺎﺭﺳﺎﺕ ﻓﺎﻟﺪﺭﻭﺱ ،ﻣﻌﻴﺎﺭﻳﺔ ﺻﻮﺭﺓ ﰲ ﻭﺗﻘﺪﳝﻪ ﺍﻟﺘﻌﻠﻴﻢ ﳕﺬﺟﺔﺻـﻮﺭ ﰲ ﻡﺪﻘـﺗ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ
ﳕﻮﺫﺟﻴﺔ.
٥-ﺍﳌﺘﻼﺣﻘﺔ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﺘﻄﻮﺭﺍﺕ ﻣﻊ ﻳﺘﻮﺍﻛﺐ ﺣﱴ ﺍﳌﻌﻠﻢ ﺩﻭﺭ ﺗﻄﻮﻳﺮ.
٦-ﳐﺘﻠﻔﺔ ﻋﻤﺮﻳﺔ ﻓﺌﺎﺕ ﻳﻨﺎﺳﺐ ﺍﻟﺬﻱ ﺍﻟﺘﻌﻠﻴﻢ ﺗﻘﺪﱘ.
٧-ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻻﺗﺼﺎﻝ ﺗﻘﻨﻴﺎﺕ ﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﻼﺯﻣﺔ ﺍﻟﻜﻔﺎﻳﺎﺕ ﺃﻭ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻄﻼﺏ ﺇﻛﺴﺎﺏ.
24. ٢٣
ﺍﳊﻴﻠﺔ ﻭﻳﻀﻴﻒ)٢٠٠٤ﻡ:٤١٩(ﺃﺧ ﳎﻤﻮﻋﺔﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﺃﻫﺪﺍﻑ ﻣﻦ ﺮﻯ:
٨-ﺑﺴﻬﻮﻟﺔ ﲢﺪﻳﺜﻬﺎ ﻣﻊ ،ﻟﻠﻄﺎﻟﺐ ﻭﻛﺬﻟﻚ ﻟﻠﻤﻌﻠﻢ ﺍﻟﻜﺘﺮﻭﻧﻴﺔ ﺗﻌﻠﻴﻤﻴﺔ ﺣﻘﺎﺋﺐ ﺗﻘﺪﱘ.
٩-ﺍﻻﻓﺘﺮﺍﺿﻴﺔ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﻟﻔﺼﻮﻝ ﺧﻼﻝ ﻣﻦ ﺍﻟﺘﺪﺭﻳﺴﻲ ﺍﻟﻜﺎﺩﺭ ﻧﻘﺺ ﻋﻠﻰ ﺍﻟﺘﻐﻠﺐ.
١٠-ﻟﻠﻄﻼﺏ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﻮﺍﺩ ﺇﻋﺪﺍﺩ ﰲ ﻢﻣﺴﺎﻋﺪ ﺧﻼﻝ ﻣﻦ ﺍﳌﻌﻠﻤﲔ ﺑﻌﺾ ﺧﱪﺓ ﻧﻘﺺ ﺗﻌﻮﻳﺾ.
ﻭﻳﺴﻌﻰ ﺍﻟﱵ ﺍﻷﻫﺪﺍﻑ ﻫﺬﻩﲢﻘﻴﻘﻬﺎ ﺇﱄﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢﺍﳌﻌﻀﻼﺕ ﻣﻦ ﺍﻟﻌﺪﻳﺪ ﺣﻞ ﰲ ﺗﺴﺎﻫﻢ
ﺍﻟﺒﺎﺣﺚ ﻭﻳﺮﻯ ،ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﻌﻤﻠﻴﺔ ﻋﻨﺎﺻﺮ ﺗﻮﺍﺟﻪ ﺍﻟﱵﺗﻌﻠﻴﻤﻴﺔ ﺑﻴﺌﺔ ﺇﱃ ﻧﺼﻞ ﺃﻥ ﻧﺴﺘﻄﻴﻊ ﺧﻼﳍﺎ ﻣﻦ ﺍﻧﻪ
ﺧﻼﻝ ﻣﻦ ﻟﻠﻤﺠﺘﻤﻊ ﺍﻟﻌﺎﻣﺔ ﺍﻷﻫﺪﺍﻑ ﲢﻘﻖ ﺗﻌﻠﻤﻴﺔﺑﻨﺎﺀﻭﻓﻌﺎﻝ ﻣﺪﺭﻙ ﺟﻴﻞ.
ﺍﻟﺘ ﻓﻮﺍﺋﺪﺍﻻﻟﻜﺘﺮﻭﱐ ﻌﻠﻴﻢ:
ﻟﻠﻤﻄﺎﻟﺒـﺔ ﺍﻷﻭﻝ ﻭﺍﻟﺪﺍﻋﻢ ﺍﻟﺸﻔﻴﻊ ﻛﺎﻧﺖ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﻳﻘﺪﻣﻬﺎ ﺍﻟﱵ ﻭﺍﳌﺰﺍﻳﺎ ﺍﻟﻔﻮﺍﺋﺪ ﺇﻥ
ﺍﻟﺘﻮﺩﺭﻱ ﻣﻦ ﻛﻞ ﺃﲨﻊ ﻭﻗﺪ ،ﻭﺍﺳﺘﺨﺪﺍﻣﻪ ﺑﺘﻔﻌﻴﻠﻪ)٢٠٠٤ﻡ:٨٥(ﻭﺍﻟﺮﺍﺷﺪ)١٤٢٤ﻫــ:١١(
ﻭﺍﻟﻨﻤﻠﺔ)٢٠٠٣ﻡ:٣(ﻭﺍﳊﺎﻣﺪ ﺍﻟﻌﻮﻳﺪ ﺍﻟﺮﺃﻱ ﺷﺎﺭﻛﻬﻢ ﻛﻤﺎ)٢٠٠٣ﻡ:٧(ﺍﻟﻔﻮﺍﺋﺪ ﻣﻦ ﺑﺄﻥﺍﻟﺒﺎﺭﺯﺓ
ﻳﻠﻲ ﻣﺎ ﺍﻻﻟﻜﺘﺮﻭﱐ ﻟﻠﺘﻌﻠﻴﻢ:
١-ﺍﻟﺘﻌﻠﻢ ﻟﻮﻗﺖ ﺣﺪﻭﺩ ﻻ:
ﺩﻭﻥ ﻟﻠﻤﻌﻠﻮﻣـﺔ ﻟﻠﻮﺻـﻮﻝ ﺍﳌﻨﺎﺳﺐ ﺍﻟﻮﻗﺖ ﺍﺧﺘﻴﺎﺭ ﰲ ﺍﳌﻴﺰﺓ ﻫﺬﻩ ﻣﻦ ﺍﻟﻄﺎﻟﺐ ﻳﺴﺘﻔﻴﺪ ﺣﻴﺚ
ﳏﺪﺩ ﺑﺰﻣﻦ ﺍﻟﺘﻘﻴﺪ.
٢-ﺍﻟﺘﺪﺭﻳﺲ ﻟﻄﺮﻕ ﻣﺘﻌﺪﺩﺓ ﺧﻴﺎﺭﺍﺕ:
ﻣﻌﻬﺎ ﻭﻳﺘﻔﺎﻋﻞ ﳍﺎ ﻳﺴﺘﺠﻴﺐ ﺍﻟﱵ ﺍﻷﻧﺴﺐ ﺍﻟﻄﺮﻳﻘﺔ ﺍﺧﺘﻴﺎﺭ ﺳﻮﻯ ﺍﻟﻄﺎﻟﺐ ﻋﻠﻰ ﻓﻤﺎﻟﻠﺤﺼﻮﻝ
ﻢﻗﺪﺭﺍ ﺑﺎﺧﺘﻼﻑ ﺍﻟﻄﻼﺏ ﺎ ﻳﺜﺮﻱ ﻣﺘﻌﺪﺩﺓ ﹰﺎﻃﺮﻗ ﺃﻣﺎﻣﻪ ﳚﺪ ﺍﳌﻌﻠﻢ ﺃﻥ ﻛﻤﺎ ،ﺍﳌﻌﻠﻮﻣﺔ ﻋﻠﻰ.
٣-ﺍﳋﱪﺍﺕ ﺗﻨﻤﻴﺔ:
ﻛﻔﺎﺀﺗـﻪ ﺭﻓﻊ ﻋﻠﻰ ﺗﺴﺎﻋﺪﻩ ،ﺍﻟﻄﺎﻟﺐ ﳚﺪﻫﺎ ﺍﻟﱵ ﺍﳌﺘﺎﺣﺔ ﻭﺍﳌﻌﺎﺭﻑ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺍﳍﺎﺋﻞ ﺍﻟﻜﻢ
ﺍﳊ ﻏﺮﻑ ﰲ ﺍﻟﻨﻘﺎﺵ ﺧﻼﻝ ﻣﻦ ﻭﻣﻘﺘﺮﺣﺎﺗﻪ ﺁﺭﺍﺀﻩ ﺗﻄﻮﻳﺮ ﰲ ﻭﺗﺴﻬﻢ ﻭﻣﻘﺪﺭﺗﻪﻭﻏﲑﻫﺎ ﻮﺍﺭ.
٤-ﺍﳌﺨﺘﻠﻔﺔ ﺍﳌﻌﻠﻢ ﺃﻋﻤﺎﻝ ﺗﻨﻈﻴﻢ:
ﺍﻹﺩﺍﺭﻳـﺔ ﺍﻷﻋﻤـﺎﻝ ﻭﺑﻌﺾ ،ﺍﻟﻮﺍﺟﺒﺎﺕ ﻛﻤﺘﺎﺑﻌﺔ ،ﺍﻟﺘﺪﺭﻳﺲ ﻏﲑ ﺍﳌﻌﻠﻢ ﺎ ﻳﻘﻮﻡ ﺃﻋﻤﺎﻝ ﻫﻨﺎﻙ
،ﻭﺍﻻﺳﺘﻘﺒﺎﻝ ﺍﻹﺭﺳﺎﻝ ﻛﺈﻣﻜﺎﻧﻴﺔ ﺍﻷﻋﺒﺎﺀ ﳍﺬﻩ ﺍﳌﻨﺎﺳﺐ ﺍﳊﻞ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻌﻠﻴﻢ ﻣﻦ ﻭﺳﻴﺠﺪ ،ﺍﻷﺧﺮﻯ
،ﺍﻻﻣﺘﺤﺎﻧﺎﺕ ﺃﻋﻤﺎﻝ ﻭﺗﻨﻈﻴﻢ ﺍﳌﺴﺘﻨﺪﺍﺕ ﻭﺣﻔﻆﳎﺎﻟﻪ ﰲ ﺍﳉﺪﻳﺪ ﻭﻣﺘﺎﺑﻌﺔ.