Arab Educational Information Network

هدفت الدراسة للتعرف إلى واقع استخدام تطبيقات التواصل الاجتماعي في العملية التعليمية في مدارس التعليم الأساسي من وجهة نظر المعلمين من خلال دراسة واقع أربع تطبيقات وهي: الواتساب والفيسيوك والتليجرام والانستجرام ضمن أبعاد العملية التعليمية إدارة العملية التعليمية عن بعد ودعم المنهاج ودعم المتعلم في ضوء عدد من المتغيرات. اتبعت الدراسة المنهج الوصفي التحليلي، واستخدمت الاستبانة أداة للدراسة. وطبقت على 506 معلما ومعلمة من مدارس التعليم الأساسي ومن المدارس الحكومية والخاصة ومن الحلقتين الأولى والثانية. وجاءت النتائج: 1) واقع الواتساب في العملية التعليمية أعلى من المتوسط بنسبة 65% ووجود فروق تبعا لمتغيرات الجنس ونوع التعليم وسنوات الخبرة واتباع دورة دمج التكنولوجيا بالتعليم وعدم وجود فروق تبعا لمتغيري المؤهل العلمي والحلقة (اولى - ثانية). 2) واقع الفيسبوك في العملية التعليمية أقل من المتوسط بنسبة 45.72% ووجود فروق تبعا لمتغيرات الحلقة ونوع التعليم وسنوات الخبرة واتباع دورة دمج التكنولوجيا بالتعليم وعدم وجود فروق تبعا لمتغيري الجنس والمؤهل العلمي. 3) واقع التليجرام في العملية التعليمية أقل من المتوسط بنسبة 25.78% لا توجد فروق تبعا لمتغيري نوع التعليم والجنس ووجود فروق تبعا لمتغيرات الحلقة والمؤهل العلمي وسنوات الخبرة واتباع دورة دمج التكنولوجيا بالتعليم. 4) واقع الانستجرام في العملية التعليمية أقل من المتوسط بنسبة 19.66% ولا توجد فروق تبعا لمتغيرات المؤهل العلمي والجنس ونوع التعليم بينما توجد فروق تبعا لمتغيرات الحلقة وسنوات الخبرة واتباع دورة دمج التكنولوجيا بالتعليم. (ملخص المؤلف)

The study aimed to identify the reality of using social media applications in the educational process in primary schools from the teachers' point of view. To achieve the study's objective, the researcher used the descriptive analytical approach and used the questionnaire as a research tool prepared by the researcher to measure the reality of use of social media applications in four main areas: 1) the reality of use of the WhatsApp application in the educational process. 2) The reality of use of Facebook application in the educational process. 3) The reality of use of Telegram application in the educational process. 4) The reality of use of Instagram application in the educational process from the point of view of teachers. This is within three main dimensions in each of the four areas, which are (managing the educational process remotely, supporting the curriculum, and supporting the learner) in light of a number of variables, namely the episode of basic education (first, second), type of education (governmental, private), gender (male, female), following an educational technology course (yes, no), academic qualification (baccalaureate, institute, university, master’s) and years of experience (less than 5 years, 5-10 years, , more than 10-15 years, more than 15 years). The questionnaire was applied on stratified random sampling of (506) male and female teachers from the first and second cycles of basic education and from education (governmental, private) and the results showed that: 1) the reality of use of the WhatsApp application in the educational process is above average 65%, and there are no statistically significant differences depending on the variable of the episode and academic qualification, while there are statistically significant differences according to the variable of type of education in favor of private education, and according to the gender variable in favor of female teachers, and according to the variables of years of experience the teacher in favor of fewer years of experience, and the educational technology course are in favor of following these courses. 2) The reality of use of the Facebook application in the educational process is low 45.22%, while the reality of use of Facebook according to its dimensions in managing the educational process remotely is a medium degree, while support for the curriculum and support for the learner is below average, and there are no statistically significant differences depending on the variables of academic qualification and gender, while there are significant differences statistics according to the episode variable in favor of the second episode, according to the type of education variable in favor of private education, and according to the variables of years of experience in favor of fewer years of experience, and educational technology course in favor of following these courses than average with a percentage of 25.78%, there are no statistically significant differences according to the type of education variable and gender, while there are statistically significant differences according to the episode variable in favor of the second episode, according to the academic qualification variable in favor of a master’s degree and above, according to the years of experience variables in favor of fewer years of experience, and according to following the course of integrating technology into education in favor of those who followed the course. 3) The reality of use of the Instagram application is less than average, with a percentage of 19.66%, and there are no statistically significant differences according to the variables of academic qualification, gender, and type of education, while there are statistically significant differences according to the variables of the episode in favor of the second cycle, and years of experience in favor of fewer years of experience, and a course on integrating technology into education for the benefit of following the course. 4) The score of the overall questionnaire on the reality of social media applications in the educational process is less than average with a percentage of use of 39.03%, and there are no statistically significant differences according to the variables of gender, type of education, and academic qualification, while there are statistically significant differences according to the episode variable in favor of the second episode, and accordingly the variable of integrating technology into education changed in favor of following the course, and according to the variable of years of experience in favor of fewer years of experience following the course. The study also recommended a number of recommendations, the most important of which are: updating courses programs for integrating technology into education to suit the digital age, the transformation in education for all teachers, integrating social media application technology into teaching, and qualifying guidance and supervisory cadres to keep pace with the development of social media technologies and applications in education, and their use in the educational process. (Author's abstract)