1. ‫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 ‫ﺎ‬‫ﺛﺒﺎ‬ ‫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 ‫ﺮ‬‫ﺴ‬‫ﻳ‬ ‫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 ‫ﻤﺎ‬‫ﻭﺍﻗﺘﺮﺍﺣﺎ‬ ‫ﻤﺎ‬‫ﻣﺮﺋﻴﺎ‬ ‫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 ‫ﻤﺎ‬‫ﻣﻼﺣﻈﺎ‬ ‫ﻭﺗﻘﺪﱘ‬ ‫ﺍﻟﺮﺳﺎﻟﺔ‬ ‫ﻣﻨﺎﻗﺸﺔ‬ ‫ﺑﻘﺒﻮﻝ‬ ‫ﺃﻓﻀﻼ‬.
·‫ﳏـﺎﻭﺭ‬ ‫ﺣـﻮﻝ‬ ‫ﻭﺍﻟﺘﺼﻮﻳﺒﺎﺕ‬ ‫ﺍﻷﻓﻜﺎﺭ‬ ‫ﻗﺪﻣﻮﺍ‬ ‫ﺍﻟﺬﻳﻦ‬ ،‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺃﺩﺍﺓ‬ ‫ﳏﻜﻤﻲ‬ ‫ﺍﻟﺴﻌﺎﺩﺓ‬ ‫ﺃﺻﺤﺎﺏ‬
‫ﺎ‬‫ﻭﻓﻘﺮﺍ‬ ‫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

9. ٨
‫ﺍﳌﻼﺣﻖ‬
‫ﺍﻟﺮﻗﻢ‬‫ﺍﻟﺒﻴﺎﻥ‬‫ﺍﻟﺼﻔﺤﺔ‬
١‫ﺍﻻﺳﺘﺒﺎﻧﺔ‬‫ﺍﻷﻭﻟﻴﺔ‬ ‫ﺎ‬‫ﺻﻮﺭ‬ ‫ﰲ‬١٠٠
٢‫ﺍﻻﺳﺘﺒﺎﻧﺔ‬ ‫ﳏﻜﻤﻲ‬ ‫ﻗﺎﺋﻤﺔ‬١٠٨
٣‫ﺍﻻﺳﺘﺒﺎﻧﺔ‬‫ﺍﻟﻨﻬﺎﺋﻴﺔ‬ ‫ﺻﻴﻐﺘﻬﺎ‬ ‫ﰲ‬١٠٩
٤‫ﳕﻮﺫﺝ‬‫ﲜﺎﻣﻌﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﻛﻠﻴﺔ‬ ‫ﻋﻤﻴﺪ‬ ‫ﺧﻄﺎﺏ‬‫ﺍﻟﻘﺮﻯ‬ ‫ﺃﻡ‬١١٦
٥‫ﺗﻌﻤﻴﻢ‬‫ﺇﺩﺍﺭﺓ‬‫ﺍﳌﺨﻮﺍﺓ‬ ‫ﲟﺤﺎﻓﻈﺔ‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬
‫ﺍﻟﺜﺎﻧﻮﻳﺔ‬ ‫ﻟﻠﻤﺪﺍﺭﺱ‬
١١٨
 
 
 
 
 
 
 
 

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 ‫ﻝ‬‫ﺪ‬‫ﺑـ‬ ‫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 ‫ﻑ‬‫ﺮ‬‫ﺍﻟﺘﻌ‬‫ﺩﺭﺟﺔ‬‫ﺍﻻﻟﻜﺘﺮ‬ ‫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 ‫ﺎ‬‫ﺃ‬‫ﳏﺎﻭﻟﺔ‬‫ﻟﺘﺤﺪﻳﺪ‬‫ﻛﻔﺎﻳﺎ‬‫ﺍﻷﺳﺎﺳﻴﺔ‬ ‫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 ‫ﻌﺮﻑ‬‫ﻳ‬ ‫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(‫ﺎ‬‫ﺑﺄ‬"‫ﺍﻟﺬﻱ‬ ‫ﺍﻷﺩﱏ‬ ‫ﺍﳊﺪ‬ ‫ﹼﻞ‬‫ﺜ‬‫ﲤ‬ ‫ﺍﻟﱵ‬ ‫ﺍﻷﺩﺍﺀ‬ ‫ﺃﺷﻜﺎﻝ‬ ‫ﳐﺘﻠﻒ‬
‫ﺃﻥ‬ ‫ﺎ‬‫ﺷﺄ‬ ‫ﻣﻦ‬ ‫ﺍﻟﱵ‬ ‫ﻭﺍﳌﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﻔﻬﻢ‬ ‫ﻭﺃﺷﻜﺎﻝ‬ ‫ﺍﻻﲡﺎﻫﺎﺕ‬ ‫ﳎﻤﻮﻉ‬ ‫ﻋﻦ‬ ‫ﻋﺒﺎﺭﺓ‬ ‫ﻓﻬﻲ‬ ،‫ﻣﺎ‬ ‫ﻫﺪﻑ‬ ‫ﻟﺘﺤﻘﻴﻖ‬ ‫ﻳﻠﺰﻡ‬
‫ﺮ‬‫ﺴ‬‫ﺗﻴ‬‫ﲢﻘﻴﻖ‬ ‫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 ‫ﺪﻑ‬‫ﺛﺮ‬‫ﺍﺀ‬‫ﻭﲢﻔ‬ ،‫ﺍﻟﺘﺪﺭﻳﺴﻲ‬ ‫ﺍﳌﻮﻗﻒ‬‫ﻴﺰ‬‫ﻭ‬ ‫ﻣﻌﺎﺭﻓﻪ‬ ‫ﻟﺰﻳﺎﺩﺓ‬ ‫ﺍﳌﺘﻌﻠﻢ‬‫ﺍﳌﺪﺭﺳـﺔ‬ ‫ﰲ‬ ‫ﺧﱪﺍﺗﻪ‬
‫ﻭﺧﺎﺭﺟﻬﺎ‬."
‫ﺍﳌﻌﻠﻢ‬:
‫ﻓﻪ‬‫ﺮ‬‫ﻋ‬‫ﺇﺑﺮﺍﻫﻴﻢ‬)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 ‫ﻓﻬﺎ‬‫ﺮ‬‫ﻋ‬ ‫ﻭﻗﺪ‬)٢٠٠٦‫ﻡ‬" :(‫ﺍﳌﺮﺣ‬ ‫ﺗﻠﻚ‬ ‫ﺎ‬‫ﺑﺄ‬‫ﻭﻓﺘﺮﺓ‬ ‫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.
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17. ١٦
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 
 
 
 
 
 
 
 
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 
 
 

18. ١٧
‫اﻷ‬ ‫اﻟﻤﺒﺤﺚ‬‫ول‬:‫ﻟ‬ ‫اﻟﻨﻈﺮﯾﺔ‬ ‫اﻷﺳﺲ‬‫اﻹﻟﻜﺘﺮوﻧﻲ‬ ‫ﻠﺘﻌﻠﯿﻢ‬
‫ﻫﺬﻩ‬ ‫ﻣﻊ‬ ‫ﻒ‬‫ﻴ‬‫ﺍﻟﺘﻜ‬ ‫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 ‫ﺘﻤﻊ‬‫ﺍ‬ ‫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 ‫ﺎ‬‫ﺃ‬ ‫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 ،‫ﻴﺔ‬‫ﺼ‬‫ﺍﻟﻨ‬ ‫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
‫ﻫﺬﺍ‬‫ﺍﳌﻔ‬‫ﻬ‬‫ﻮ‬‫ﻖ‬‫ﺒ‬‫ﹸﻄ‬‫ﳌ‬‫ﺍ‬ ‫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 ‫ﺎ‬‫ﺃ‬ ‫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 ‫ﺘﻤﻊ‬‫ﺍ‬ ‫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 ‫ﻡ‬‫ﺪ‬‫ﻘـ‬‫ﺗ‬ ‫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 ‫ﻢ‬‫ﻣﺴﺎﻋﺪ‬ ‫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
‫ﻢ‬‫ﻗﺪﺭﺍ‬ ‫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.