نوع مقاله : علمی پژوهشی
نویسندگان
1 دانشیار گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه بیرجند، بیرجند، ایران
2 دانشجوی دکتری، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه بیرجند، بیرجند، ایران
3 دانشیار، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه بیرجند، بیرجند، ایران
4 استادیار، گروه علوم تربیتی، دانشگاه فرهنگیان، همدان، ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Background and Objectives: The embodiment relationship highlights the importance of the human, emotional, and narrative role of the teacher in engaging with students in digital environments. The present study aims to explore the teacher embodiment within the Shad Student Network and the perceptual and practical structures, both additive and reductive, created by this network. Methods: . The research is applied in purpose, qualitative in data type, and post-phenomenological in the method of execution. The statistical population of the research consisted of elementary school teachers (second cycle) in the city of Ilam who utilized the Shad Student Network for instruction. Participants were selected through a snowball sampling method, resulting in a sample of 19 teachers for interview. The data collection tools in this study included direct observation and firsthand experiences of the researcher, interviews with the Shad Network itself, and interviews with teachers who employed the Shad Student Network in their classrooms. After data collection, the findings were analyzed based on a post-phenomenological perspective. To ensure the internal validity of the findings, data were compared with theoretical frameworks and previous literature, and interviews with experts. To confirm the accuracy and reliability of the data, member checking was employed for establishing the credibility of the study, theoretical saturation was utilized to ascertain the external validity of the findings. Findings: The findings indicated that in the context of teaching via the Shad Student Network, an embodiment relationship between the teacher and technology is observed . Conclusion: The embodiment relationship of the teacher within the Shad Network leads to both enhancements (expanding cognitive abilities through peripheral devices such as hands-free, keyboard, and camera, increasing face-to-face interaction through the camera, easier expression of emotions and feelings through stickers) and reductions (reducing body language transmission, reducing attention to students' personal traits and characteristics, reducing normal daily human interactions) in teacher perception and behavior.
کلیدواژهها [English]
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