اتجاهات طلبة تخصص رياض الأطفال نحو توظيف تطبيقات الهاتف المحمول التفاعلية في تنمية مهارات القراءة والكتابة لدى أطفال الروضة
DOI:
https://doi.org/10.59759/educational.v5i2.1603الكلمات المفتاحية:
طلبة تخصص رياض الأطفال، التطبيقات التفاعلية، الهاتف المحمول، مهارات القراءة والكتابة.الملخص
هدفت هذه الدراسة إلى التعرف على اتجاهات طلبة تخصص رياض الأطفال نحو توظيف تطبيقات الهاتف المحمول التفاعلية التعليمية في تنمية مهارات القراءة والكتابة لدى أطفال الروضة، وفحص الفروق في هذه الاتجاهات تبعًا لنوع شهادة الثانوية، ونوع الجامعة، ومستوى الطالب في السنة الدراسية. استخدم المنهج الوصفي التحليلي، وتمثلت أداة الدراسة في استبانة طبقت على عينة من 228 طالبة من مختلف الجامعات الأردنية التي تدرس هذا التخصص. أظهرت النتائج أن اتجاهات الطالبات كانت إيجابية بشكل عام، مع إدراك واضح للفوائد التعليمية للتطبيقات واستعداد عملي لتوظيفها في التعليم المبكر. ولم تظهر فروق دالة تبعًا لشهادة الثانوية، بينما سجلت بعض المحاور فروقًا بين الجامعات الحكومية والخاصة، وبرزت فروق دالة بين طلبة السنة الأولى والثانية لصالح الثانية، في حين استقرت الاتجاهات في السنوات الأعلى. توصي الدراسة بتوفير برامج تدريبية عملية، وتعزيز البنية التحتية التقنية، ومراعاة الخصائص النمائية للأطفال، وإدراج أنشطة تفاعلية ضمن المناهج لضمان التوازن بين التعلم الرقمي والنشاط الحركي والاجتماعي.
التنزيلات
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