فاعلية برنامج تدريبي قائم على التطبيقات الاجتماعية النقالة لإكساب معلمي المرحلة الثانوية مهارات التدريس الإبداعي
الكلمات المفتاحية:
البرامج التدريبية، التطبيقات الاجتماعية النقالة، التدريس الإبداعي
الملخص
استهدف البحث الحالي تطوير برنامج تدريبي قائم على التطبيقات الاجتماعية النقالة وقياس فاعليته في إكساب معلمي المرحلة الثانوية مهارات التدريس الإبداعي. ولتحقيق هدف البحث تم اتباع المنهج شبه التجريبي الذي تم استخدامه للمقارنة بين المجموعتين التجريبية (استخدمت البرنامج التدريبي القائم على التطبيقات الاجتماعية النقالة، والضابطة (التي استخدمت الطريقة الاعتيادية). تكونت عينة البحث من (60) معلمًا من العاملين في مدارس الأندلس الأهلية بمحافظة جدة، وتم تقسيمها عشوائيًا إلى مجموعتين بواقع (30) معلم لكل مجموعة. من خلال البحث تم إعداد قائمة مهارات التدريس الإبداعي وبطاقة ملاحظة لقياس أداء المعلمين. أظهرت نتائج البحث فاعلية البرنامج التدريبي القائم على التطبيقات الاجتماعية النقالة بالمقارنة مع الطريقة الاعتيادية. وأوصى البحث بضرورة التوسع في الاعتماد على البرامج التدريبية القائمة على التطبيقات الاجتماعية النقالة في تدريب معلمي التعليم العام.
المراجع
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2. عطية، محمد(2019). "دور الشبكات الاجتماعية في دعم التعليم التفاعلي: دراسة تحليلية." مجلة التعليم والتكنولوجيا.
3. عبد الرحمن، أحمد(2018). التدريب الإلكتروني: الأسس والتطبيقات. دار الفكر العربي.
4. العوضي، ف. ر. (2020). تطور الشبكات الاجتماعية وتطبيقاتها النقالة: من My Space إلى TikTok. القاهرة: دار النهضة العربية.
5. الزهراني، س. أ. (2022). التطبيقات الاجتماعية في العصر الرقمي: التحولات الثقافية والاجتماعية والتحديات المستقبلية. جدة: دار المعرفة.
6. Alhalafawy, W. S., & Zaki, M. Z. (2024). The impact of augmented reality technology on the psychological resilience of secondary school students during educational crises. Ajman Journal of Studies & Research, 23(1).
7. Alharbi, T. S., Al-Hafdi, F. S., & Alhalafawy, W. S. (2025). Exploring the Framework for Intelligent Operations (FiOps) for Teachers in the Era of Generative AI (GenAI). International Journal of Learning, Teaching and Educational Research, 24(8), 942-964. https://doi.org/10.26803/ijlter.24.8.42
8. Alkandari, A., & Alqahtani, A. (2021). The impact of mobile learning applications on teacher creativity. International Journal of Educational Technology, 8(2), 45–57.
9. Alnimran, F. M., & alhalafawy, w. s. (2024). Qualitative Exploration of the Opportunities and Challenges of Online Training According to the Behavioral Intention Variables of the Most Trained Teachers During the COVID-19 Pandemic. Journal of Infrastructure, Policy and Development, 8(8), 4837. https://doi.org/10.24294/jipd.v8i8.4837
10. Alrashedi, N. T., Alsulami, S. M. H., Flatah, A. I., Najmi, A. H., & Alhalafawy, W. S. (2024). The Effects of Gamified Platforms on Enhancing Learners’ Ambition. Journal of Ecohumanism, 3(8), 3393-3304. https://doi.org/10.62754/joe.v3i8.5004
11. Alrashedi, N. T., Najmi, A. H., & Alhalafawy, W. S. (2024). Utilising Gamification to Enhance Ambition on Digital Platforms: An Examination of Faculty Members Perspectives in Times of Crisis. Journal of Ecohumanism, 3(8), 3404-3416. https://doi.org/10.62754/joe.v3i8.5003
12. Alsayed, W. O., Al-Hafdi, F. S., & Alhalafawy, W. S. (2024). Chatbots in Education. In S. Papadakis & M. Kalogiannakis (Eds.), Empowering STEM Educators With Digital Tools (1 ed., pp. 137-154). IGI Global Scientific Publishing, Hershey, USA. https://doi.org/10.4018/979-8-3693-9806-7.ch006
13. Alsulami, M. R., Al-Hafdi, F. S., & Alhalafawy, W. S. (2025). The Potential of Generative AI in Scientific Publishing: Exploration of Researchers' Journeys from Draft to Publication. International Journal of Interactive Mobile Technologies (iJIM), 19(21), pp. 77-106. https://doi.org/10.3991/ijim.v19i21.56133
14. An, Y., Kaplan-Rakowski, R., Yang, J., Conan, J., Kinard, W., & Daughrity, L. (2021). Examining K-12 teachers’ feelings, experiences, and perspectives regarding online teaching during the early stage of the COVID-19 pandemic. Educational Technology Research and Development, 69(5), 2589-2613. https://doi.org/10.1007/s11423-021-10008-5
15. Araújo, I., & Carvalho, A. A. (2022). Enablers and Difficulties in the Implementation of Gamification: A Case Study with Teachers. Education Sciences, 12(3), 191.
16. Bidin, S., & Ziden, A. A. (2013). Adoption and Application of Mobile Learning in the Education Industry. Procedia - Social and Behavioral Sciences, 90, 720-729. https://doi.org/https://doi.org/10.1016/j.sbspro.2013.07.145
17. Chaipidech, P., Srisawasdi, N., Kajornmanee, T., & Chaipah, K. (2022). A personalized learning system-supported professional training model for teachers' TPACK development. Computers and Education: Artificial Intelligence, 3, 100064. https://doi.org/https://doi.org/10.1016/j.caeai.2022.100064
18. Chan, C. K. Y., & Tsi, L. H. Y. (2024). Will generative AI replace teachers in higher education? A study of teacher and student perceptions. Studies in Educational Evaluation, 83, 101395. https://doi.org/https://doi.org/10.1016/j.stueduc.2024.101395
19. Chandran, V. P., Balakrishnan, A., Rashid, M., Pai Kulyadi, G., Khan, S., Devi, E. S., Nair, S., & Thunga, G. (2022). Mobile applications in medical education: A systematic review and meta-analysis. PLoS One, 17(3), e0265927. https://doi.org/10.1371/journal.pone.0265927
20. Chen, Z. (2023). Artificial Intelligence-Virtual Trainer: Innovative Didactics Aimed at Personalized Training Needs. Journal of the Knowledge Economy, 14(2), 2007-2025. https://doi.org/10.1007/s13132-022-00985-0
21. Cooner, T. S., Knowles, A., & Stout, B. (2016). Creating a Mobile App to Teach Ethical Social Media Practices. Social Work Education, 35(3), 245-259. https://doi.org/10.1080/02615479.2015.1042361
22. Craft, A.(2003).Creativity in Schools: Tensions and Dilemmas. Routledge.
23. ElSayary, A. (2023). The impact of a professional upskilling training programme on developing teachers' digital competence. Journal of Computer Assisted Learning, 39(4), 1154-1166. https://doi.org/https://doi.org/10.1111/jcal.12788
24. Elsherbiny, M. M. K., & H. Al Maamari, R. H. (2021). Game-based learning through mobile phone apps: effectively enhancing learning for social work students. Social Work Education, 40(3), 315-332. https://doi.org/10.1080/02615479.2020.1737665
25. Farley, J., Risko, E., & Kingstone, A. (2013). Everyday attention and lecture retention: the effects of time, fidgeting, and mind wandering [Original Research]. Frontiers in Psychology, Volume 4 - 2013. https://doi.org/10.3389/fpsyg.2013.00619
26. Garzón-Artacho, E., Sola-Martínez, T., Romero-Rodríguez, J.-M., & Gómez-García, G. (2021). Teachers' perceptions of digital competence at the lifelong learning stage. Heliyon, 7(7). https://doi.org/10.1016/j.heliyon.2021.e07513
27. Grant, M. M. (2019). Difficulties in defining mobile learning: analysis, design characteristics, and implications. Educational Technology Research and Development, 67(2), 361-388. https://doi.org/10.1007/s11423-018-09641-4
28. Greenhow, C., & Lewin, C. (2016). Social media and education: Reconceptualizing the boundaries of formal and informal learning. Learning, Media and Technology, 41(1), 6–30.
29. Han, H., Røkenes, F. M., & Krumsvik, R. J. (2024). Student teachers’ perceptions of flipped classroom in EFL teacher education. Education and Information Technologies, 29(2), 1539-1558. https://doi.org/10.1007/s10639-023-11839-w
30. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
31. Ibrahim, H. O., Al-Hafdi, F. S., & Alhalafawy, W. S. (2024). Ethnographic Insights of Educational Digital Life Behaviours: A Study of Affluent Schools. Journal of Ecohumanism, 3(7), 4413-4428. https://doi.org/10.62754/joe.v3i7.4556
32. Kietzmann, J. H., Hermkens, K., McCarthy, I. P., & Silvestre, B. S. (2011). Social media? Get serious! Understanding the functional building blocks of social media.
33. Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.
34. Kyrylova, O., Blynova, N., & Pavlenko, V. (2024). The perspectives for mobile application use in media education. Interactive learning environments, 32(7), 3592-3599. https://doi.org/10.1080/10494820.2023.2186897
35. Li, K. C., Lee, L. Y.-K., Wong, S.-L., Yau, I. S.-Y., & Wong, B. T.-M. (2018). Effects of mobile apps for nursing students: learning motivation, social interaction and study performance. Open Learning: The Journal of Open, Distance and e-Learning, 33(2), 99-114. https://doi.org/10.1080/02680513.2018.1454832
36. Liu, M., & Yu, D. (2023). Towards intelligent E-learning systems. Education and Information Technologies, 28(7), 7845-7876. https://doi.org/10.1007/s10639-022-11479-6
37. López, P., Rodrigues-Silva, J., & Alsina, Á. (2021). Brazilian and Spanish Mathematics Teachers’ Predispositions towards Gamification in STEAM Education. Education Sciences, 11(10), 618.
38. Mulyani, H., Istiaq, M. A., Shauki, E. R., Kurniati, F., & Arlinda, H. (2025). Transforming education: exploring the influence of generative AI on teaching performance. Cogent Education, 12(1), 2448066. https://doi.org/10.1080/2331186X.2024.2448066
39. Mystakidis, S., Fragkaki, M., & Filippousis, G. (2021). Ready Teacher One: Virtual and Augmented Reality Online Professional Development for K-12 School Teachers. Computers, 10(10), 134.
40. Najmi, A. H., Alameer, Y. R., & Alhalafawy, W. S. (2024). Exploring the Enablers of IoT in Education: A Qualitative Analysis of Expert Tweets. Journal of Infrastructure, Policy and Development, 8(10), 5079. https://doi.org/10.24294/jipd.v8i10.5079
41. Nikou, S. A., Perifanou, M., & Economides, A. A. (2024). Development and validation of the teachers’ augmented reality competences (TARC) scale. Journal of Computers in Education, 11(4), 1041-1060. https://doi.org/10.1007/s40692-023-00288-6
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منشور
2025-11-28
كيفية الاقتباس
أحمد عبيد السلمي. (2025). فاعلية برنامج تدريبي قائم على التطبيقات الاجتماعية النقالة لإكساب معلمي المرحلة الثانوية مهارات التدريس الإبداعي. Journal of Educational and Human Sciences, (48), 178-198. https://doi.org/10.33193/JEAHS.48.2025.705
إصدار
القسم
المقالات
الحقوق الفكرية (c) 2025 أحمد عبيد السلمي
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