جايگاه تربيت شهروند مجازي در برنامه‌هاي درسي رسمي دوره ابتدايي نظام آموزشي ايران

The position of digital citizenship education in the official curricula of elementary school in educational system of Iran

هدف اين پژوهش بررسي جايگاه تربيت شهروند مجازي در برنامه‌هاي درسي رسمي دوره ابتدايي ايران بود. اين پژوهش از نوع توصيفي و شامل تحليل اسنادي و تحليل محتوا به شيوه آنتروپي شانون بود. واحد تحليل محتوا؛ متون، تصاوير و فعاليت‌‌هاي كتاب‌هاي درسي بود. جامعه آماري پژوهش 41 جلد كتاب درسي دوره ابتدايي در سال تحصيلي 400-1399 بود كه 24 جلد به روش نمونه‌گيري هدفمند انتخاب شد. براي تعيين روايي ابزار، از روايي محتوايي به شكل نظرخواهي از متخصصان در مورد ميزان هماهنگي محتواي ابزار اندازه‌گيري و هدف پژوهش به روش كيفي استفاده شد. ضريب پايايي نيز به روش اسكات 0/83 به دست آمد. يافته‌هاي حاصل از تحليل آنتروپي شانون نشان داد بيشترين ميزان بار اطلاعاتي و ضريب اهميت در بين مؤلفه‌هاي مطلوب تربيت شهروند مجازي به مؤلفه‌ي "سواد مجازي" مجموعاً با مقدار (0/386) و كم‌ترين ميزان بار اطلاعاتي و ضريب اهميت به مؤلفه‌هاي " امنيت مجازي"، " آداب معاشرت مجازي"، " حقوق و مسؤليت‌هاي مجازي"، " قوانين مجازي" و " تجارت مجازي" مجموعاً با مقدار (0) تعلق دارد. همچنين يافته‌هاي مربوط به آمار توصيفي نشان داد كه حدود 4 درصد از محتواي كتاب‌هاي درسي مورد بررسي به مؤلفه‌هاي تربيت شهروند مجازي توجه داشته‌اند. با توجه به يافته‌ها مي‌توان نتيجه گرفت كه جايگاه تربيت شهروند مجازي در برنامه‌هاي درسي دوره ابتدايي ايران تا حد زيادي مغفول مانده است. بنابراين پيشنهاد مي‌شود با توجه به ضرورت تربيت شهروندان مجازي در عصر حاضر، برنامه‌هاي درسي دوره ابتدايي از نظر ايجاد پوشش مناسب روي مؤلفه‌هاي مورد نياز تربيت شهروند مجازي، مورد بازنگري قرار گيرد.

As technology has grown, so problems related to its use raised. Because the growth of technology has increased the availability and expansion of the use of technology in primary schools as well as the use of these technologies by students at home, so the need to support students to stay safe, accountable, participate and collaboration in cyberspace and the like is more than ever. Issues related to the expansion of the use of technology and cyberspace; necessitate the education of digital citizens by the educational system. Method The purpose of this study was to investigate the position of digital citizenship education in the official curricula of elementary school in Iran. This research was descriptive and included documentary analysis and content analysis by Shannon entropy method. Content Analysis Unit; It was texts, pictures and textbook activities. The statistical population of the study was 41 volumes of elementary school textbooks in the academic year 2019-2020, of which 24 volumes were selected by purposive sampling. To determine the validity of the instrument, content validity was used in the form of a survey of experts on the degree of coordination of the content of the measuring instrument and the purpose of the research. The reliability coefficient was obtained by Scott method 0.83. Results Findings showed that out of 2631 counting units counted; 98 cases were related to the eight components of digital citizenship education. In other words, about 4% of the content of the three sections of the content of the studied textbooks has paid attention to the desirable components of digital citizenship education. Findings from Shannon entropy analysis showed that the highest Ej and Wj among the components of digital citizenship education belong to the component of "digital literacy" with a total value of (0.3866) and the lowest Ej and Wj belong to the components of "digital Security", "digital Etiquette", "digital Rights and Responsibilities", "digital laws" and "digital commerce " all to the value of (0). Discussion According to the findings, it can be concluded that the position of digital citizenship education in Iranian elementary school curricula has been largely neglected. Therefore, it is suggested that considering the necessity of educating digital citizens in the present age, elementary school curricula should be revised in terms of providing appropriate coverage on the components required for educating digital citizens.