‫ﺍﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ‬

‫ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ‬

‫ﻛﻠﻴﺔ ﺍﳌﻌﻠﻤﲔ‬
‫‪‬‬ ‫ﻗﺴﻢ ﺗﻘﻨﻴﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ‬

‫ﺃﺩﻭﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻹﻟﻜﱰﻭﻧﻲ‬

‫ﻭﺗﻮﻇﻴﻔﻬﺎ ﰲ ﺍﻹﺷﺮﺍﻑ ﺍﻟﱰﺑﻮﻱ ﻭﺍﻟﺘﺪﺭﻳﺲ‬

‫ﻭﺭﺷﺔ ﻋﻤﻞ ﻣﻘﺪﻣﺔ ﺇﱄ ﻣﻠﺘﻘﻰ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻷﻭﻝ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﻡ ﻭﺍﻟﺬﻱ ﺗﻨﻈﻤﻪ‬
‫ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ ﻟﻠﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﲟﻨﻄﻘﺔ ﺍﻟﺮﻳﺎﺽ ﻟﻠﺒﻨﲔ ﰲ ﺍﻟﻔﺘﺮﺓ ‪١٤٢٩/٥/٢١-١٩‬ﻫـ‬

‫ﺇﻋـﺪﺍﺩ‬
‫ﺩ‪/‬ﳏﻤﺪ ﳏﻤﻮﺩ ﺯﻳﻦ ﺍﻟﺪﻳﻦ‬
‫ﺃﺳﺘﺎﺫ ﻣﺴﺎﻋﺪ ﺗﻘﻨﻴﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ ) ﺗﻌﻠﻴﻢ ﺇﻟﻜﺘﺮﻭﱐ (‬
‫ﻣﺪﻳﺮ ﻣﺮﻛﺰ ﻣﺼﺎﺩﺭ ﺍﻟﺘﻌﻠﻢ ﺑﻜﻠﻴﺔ ﺍﳌﻌﻠﻤﲔ ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ‬
‫‪ ‬‬

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 ‫ﺩﻟﻴﻞ ﻭﺭﺷﺔ ﺍﻟﻌﻤﻞ‬

‫ﻋﻨﻮﺍﻥ ﻭﺭﺷﺔ ﺍﻟﻌﻤﻞ ‪ :‬ﺃﺩﻭﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻭﺗﻮﻇﻴﻔﻬـﺎ ﰲ ﺍﻹﺷـﺮﺍﻑ‬

‫ﺍﻟﺘﺮﺑﻮﻱ ﻭﺍﻟﺘﺪﺭﻳﺲ‬
‫ﺍﻟﻔﺌﺔ ﺍﳌﺴﺘﻬﺪﻓﺔ‪ :‬ﺍﳌﺸﺮﻓﲔ ﺍﻟﺘﺮﺑﻮﻳﲔ‬
‫ﺍﳍﺪﻑ ﺍﻟﻌﺎﻡ ﻟﻠﻮﺭﺷﺔ‪ :‬ﻣﺴﺎﻋﺪﺓ ﺍﳌﺸﺮﻓﲔ ﺍﻟﺘﺮﺑﻮﻳﲔ ﻋﻠـﻰ ﺗﻮﻇﻴـﻒ ﺃﺩﻭﺍﺕ‬
‫ﺍﻟﺘﻌﻠﻴﻢ ﺍﻻﻟﻜﺘﺮﻭﱐ ﰲ ﺍﻹﺷﺮﺍﻑ ﺍﻟﺘﺮﺑﻮﻱ ﻭﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻣﻊ ﺇﺗﺎﺣﺔ ﺍﻟﻔﺮﺻﺔ ﻟﺘﺒﺎﺩﻝ‬
‫ﺃﻓﻜﺎﺭﻫﻢ ﻭﺧﱪﺍ‪‬ﻢ‪ ،‬ﻭﺗﺪﺍﺭﺱ ﺍﺣﺘﻴﺎﺟﺎ‪‬ﻢ ﻣﻦ ﺃﺩﻭﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻻﻟﻜﺘﺮﻭﱐ‪.‬‬

‫ﺍﻷﻫﺪﺍﻑ ﺍﻟﻔﺮﻋﻴﺔ ﻟﻮﺭﺷﺔ ﺍﻟﻌﻤﻞ‪:‬‬

‫ﻳﺘﻮﻗﻊ ﻣﻦ ﺍﳌﺘﺪﺭﺏ ﺑﻌﺪ ﺗﻔﺎﻋﻠﻪ ﻣﻊ ﻣﻮﺿﻮﻋﺎﺕ ﺍﻟﻮﺭﺷﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺃﻥ‪:‬‬
‫‪ -١‬ﻳﻌﺪﺩ ﺃﳘﻴﺔ ﺃﺩﻭﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻻﻟﻜﺘﺮﻭﱐ ﻭﺧﺼﺎﺋﺼﻬﺎ‪.‬‬
‫‪ -٢‬ﻳﺼﻨﻒ ﺃﺩﻭﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻹﻟﻜﺘﺮﻭﱐ‪.‬‬
‫‪ -٣‬ﻳﺘﻘﻦ ﻣﻬﺎﺭﺍﺕ ﺗﻮﻇﻴﻒ ﺃﺩﻭﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻷﻛﺜﺮ ﺷﻴﻮﻋﺎﹰ ﰲ ﺍﻹﺷﺮﺍﻑ‬
‫ﺍﻟﺘﺮﺑﻮﻱ ﻭﺍﻟﺘﺪﺭﻳﺲ‪.‬‬
‫‪ -٤‬ﻳﺘﻘﻦ ﻣﻬﺎﺭﺍﺕ ﻋﻤﻞ ﺍﻟﱪﻳﺪ ﺍﻻﻟﻜﺘﺮﻭﱐ ﻭﺍﺳﺘﺨﺪﺍﻣﺎﺗﻪ‪.‬‬

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 ‫‪ -٥‬ﻳﻜﺘﺴﺐ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﺼﻔﺢ ﻭﺍﻟﺒﺤﺚ ﰲ ﺷﺒﻜﺔ ﺍﻻﻧﺘﺮﻧﺖ‪.‬‬
‫‪ -٦‬ﻳﻜﺘﺴﺐ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺑﺮﺍﻣﺞ ﺍﶈﺎﺩﺛﺔ‪.‬‬
‫ﳏﺘﻮﻯ ﺍﻟﻮﺭﺷﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪:‬‬
‫ﻳﻮﺯﻉ ﳏﺘﻮﻯ ﻫﺬﻩ ﺍﻟﻮﺭﺷﺔ ﻋﻠﻰ ﺟﻠﺴﺘﲔ‪:‬‬
‫ﺍﳉﻠﺴﺔ ﺍﻷﻭﱃ‪ :‬ﺃﺩﻭﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺃﳘﻴﺘﻬﺎ – ﺧﺼﺎﺋﺼﻬﺎ – ﺗـﺼﻨﻴﻔﺎ‪‬ﺎ‬
‫ﻭﺗﺘﻀﻤﻦ ﺍﻟﺘﺪﺭﻳﺐ ﻋﻠﻰ ﻣﻬﺎﺭﺍﺕ ﻭﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺒﺤﺚ ﻋﻠﻰ ﺷﺒﻜﺔ ﺍﻻﻧﺘﺮﻧﺖ‪.‬‬
‫ﺍﳉﻠﺴﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ :‬ﺗﻮﻇﻴﻒ ﺃﺩﻭﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻻﻟﻜﺘـﺮﻭﱐ ﰲ ﺍﻹﺷـﺮﺍﻑ ﺍﻟﺘﺮﺑـﻮﻱ‬
‫ﻭﺗﺘﻀﻤﻦ ﺍﻟﺘﺪﺭﻳﺐ ﻋﻠﻰ‪:‬‬
‫• ﻛﻴﻔﻴﺔ ﺇﻧﺸﺎﺀ ﺑﺮﻳﺪ ﺍﻟﻜﺘﺮﻭﱐ ﻭﻣﻬﺎﺭﺍﺕ ﺍﺳﺘﺨﺪﺍﻣﺎﺗﻪ‪.‬‬
‫• ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺑﺮﺍﻣﺞ ﺍﶈﺎﺩﺛﺔ ﻭﺍﻟﺘﻔﺎﻋﻞ ﺍﳌﺒﺎﺷﺮ‪.‬‬

‫ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺐ‪:‬‬

‫ﺍﻟﻌﺼﻒ ﺍﻟﺬﻫﲏ ـ ﺍﻟﻌﻤﻞ ﰲ ﳎﻤﻮﻋﺎﺕ ـ ﻋﺮﻭﺽ ﺷـﺎﺭﺣﺔ ﻭﺗﻮﺿـﻴﺤﻴﺔ ـ‬

‫ﻧﺸﺎﻃﺎﺕ ﻭﻣﻬﺎﻡ ﻓﺮﺩﻳﺔ ﻋﻠﻰ ﺃﺟﻬﺰﺓ ﺍﻟﻜﻤﺒﻴﻮﺗﺮ‪.‬‬
‫ﻭﺳﺎﺋﻂ ﺍﻟﺘﺪﺭﻳﺐ‪:‬‬
‫ﺃﺟﻬﺰﺓ ﺍﻟﻜﻤﺒﻴﻮﺗﺮ‪ -‬ﺷﺒﻜﺔ ﺍﻻﻧﺘﺮﻧﺖ ـ ﺃﻭﺭﺍﻕ ﻣﺮﺟﻌﻴﺔ ـ ﻋﺮﻭﺽ ﺗﻘﺪﳝﻴﺔ‬

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 ‫ﺍﳉﻠﺴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﻷﻭﱃ‬

‫ﻣﻮﺿﻮﻉ ﺍﳉﻠﺴﺔ‪ :‬ﺃﺩﻭﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺃﳘﻴﺘﻬﺎ – ﺧﺼﺎﺋﺼﻬﺎ – ﺗﺼﻨﻴﻔﺎ‪‬ﺎ‪.‬‬

‫ﺍﻟﺰﻣﻦ ﺍﳌﺨﺼﺺ ﻟﻠﺠﻠﺴﺔ‪ (١٠٠) :‬ﻣﺎﺋﺔ ﺩﻗﻴﻘﺔ‪.‬‬
‫ﺍﳍﺪﻑ ﺍﻟﻌﺎﻡ‪ :‬ﲤﻜﲔ ﺍﳌﺘﺪﺭﺏ ﻣﻦ ﺍﻹﳌﺎﻡ ﺍﻟﺘﺎﻡ ﺑﺄﺩﻭﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻻﻟﻜﺘﺮﻭﱐ ﻭﺃﳘﻴﺘﻬﺎ‬
‫ﻭﺧﺼﺎﺋﺼﻬﺎ ﻭﺗﺼﻨﻴﻔﺎ‪‬ﺎ‪.‬‬
‫ﺍﻷﻫﺪﺍﻑ ﺍﻹﺟﺮﺍﺋﻴﺔ‪:‬‬
‫ﺑﻨﻬﺎﻳﺔ ﻫﺬﻩ ﺍﳉﻠﺴﺔ ﻳﺘﻮﻗﻊ ﺃﻥ ﻳﺘﻤﻜﻦ ﺍﳌﺘﺪﺭﺏ ﻣﻦ ﺃﻥ‪:‬‬
‫‪ -١‬ﻳﻌﺪﺩ ﺃﳘﻴﺔ ﺃﺩﻭﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻻﻟﻜﺘﺮﻭﱐ ﻭﺧﺼﺎﺋﺼﻬﺎ‪.‬‬
‫‪ -٢‬ﻳﺼﻨﻒ ﺃﺩﻭﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻹﻟﻜﺘﺮﻭﱐ‪.‬‬
‫‪ -٣‬ﳛﺪﺩ ﺃﻛﺜﺮ ﺃﺩﻭﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺷﻴﻮﻋﺎﹰ ﻭ ﺍﳌﺴﺘﺨﺪﻣﺔ‬
‫ﰲ ﺍﻹﺷﺮﺍﻑ ﺍﻟﺘﺮﺑﻮﻱ ﻭﺍﻟﺘﺪﺭﻳﺲ‪.‬‬
‫‪ -٤‬ﻳﻜﺘﺴﺐ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﺼﻔﺢ ﻭﺍﻟﺒﺤﺚ ﻋﱪ ﺷﺒﻜﺔ ﺍﻻﻧﺘﺮﻧﺖ‪.‬‬
‫‪ -٥‬ﻳﻄﺒﻖ ﺑﻌﺾ ﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺍﻟﺘﺪﺭﻳﺲ ﻋﱪ ﺷـﺒﻜﺔ‬
‫ﺍﻻﻧﺘﺮﻧﺖ‪.‬‬

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 ‫ﺇﺟﺮﺍﺀﺍﺕ ﺍﳉﻠﺴﺔ‪:‬‬

‫ﺍﻟﺰﻣﻦ‬ ‫ﺍﻹﺟﺮﺍﺀ‬ ‫ﻡ‬

‫‪ ١٠‬ﺩ‬ ‫‪ -١‬ﻧﺸﺎﻁ )‪(١‬‬
‫‪ ١٠‬ﺩ‬ ‫‪ -٢‬ﲤﻬﻴﺪ ﻣﻦ ﻗﺒﻞ ﺍﳌﺪﺭﺏ ﻋﻦ ﺃﺩﻭﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻻﻟﻜﺘﺮﻭﱐ‬
‫ﻭﺃﳘﻴﺘﻬﺎ ﻭﺗﺼﻨﻴﻔﺎ‪‬ﺎ‪.‬‬
‫‪ ٢٠‬ﺩ‬ ‫‪ -٣‬ﻋﺮﺽ ﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﺼﻔﺢ ﻭﺍﻟﺒﺤﺚ ﻋﱪ ﺷـﺒﻜﺔ‬
‫ﺍﻻﻧﺘﺮﻧﺖ‬
‫‪ ٢٠‬ﺩ‬ ‫‪ -٤‬ﺗﻘﺴﻴﻢ ﺍﳌﺸﺎﺭﻛﲔ ﺇﱃ ﳎﻤﻮﻋﺎﺕ ﻭﻳﻄﻠﺐ ﻣﻨﻬﻢ ﺗﻨﻔﻴﺬ‬
‫ﻧﺸﺎﻁ )‪(٢‬‬
‫‪ ٢٠‬ﺩ‬ ‫‪ -٥‬ﻋﺮﺽ ﻋﻤﻠﻲ ﻟﻄﺮﻕ ﺍﻟﺒﺤﺚ ﰲ ﺍﳌﻜﺘﺒﺎﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‬
‫ﻋﻦ ﻃﺮﻳﻖ‪:‬‬
‫‪Yahoo.com, Googal.com ,Arabic.Msn.com‬‬

‫‪ ٢٠‬ﺩ‬ ‫‪ -٦‬ﻧﺸﺎﻁ )‪(٣‬‬

‫‪ ١٠٠‬ﺩ‬ ‫ﺇﲨﺎﱄ ﺯﻣﻦ ﺍﳉﻠﺴﺔ‬

‫‪٥‬‬

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 ‫ﻣﻮﺿﻮﻋﺎﺕ ﺍﳉﻠﺴﺔ‪:‬‬

‫‪ .١‬ﻋﺮﺽ ﻷﻫﻢ ﺃﺩﻭﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﳎﺎﻝ ﺍﻹﺷﺮﺍﻑ‬

‫ﺍﻟﺘﺮﺑﻮﻱ ﻭﺍﻟﺘﺪﺭﻳﺲ‪.‬‬

‫‪ .٢‬ﺗﺼﻔﺢ ﺍﻟﺸﺒﻜﺔ ﺍﻟﻌﺎﳌﻴﺔ‪ ،‬ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﺣﺪﻱ ﺑﺮﺍﻣﺞ ﺍﻟﺘﺼﻔﺢ‬

‫……‪Internet Explorer – Netscape -‬‬

‫‪ .٣‬ﺍﻟﺘﺪﺭﺏ ﻋﻠﻰ ﻃﺮﻕ ﺍﻟﺒﺤﺚ ﰲ ﺍﳌﻜﺘﺒﺎﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻋﻦ ﻃﺮﻳﻖ‪.‬‬

‫‪Yahoo.com, Googal.com ,Arabic.Msn.com‬‬

‫‪ .٤‬ﺍﻟﺘﺪﺭﺏ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ‪. Chat‬‬

‫‪٦‬‬

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 ‫ﻧﺸﺎﻁ )‪(١‬‬
‫ﻣﻮﺿﻮﻉ ﺍﻟﻨﺸﺎﻁ‪ :‬ﺃﺩﻭﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺃﳘﻴﺘﻬﺎ ﻭﺗﺼﻨﻴﻔﺎ‪‬ﺎ‪.‬‬
‫ﻃﺒﻴﻌﺔ ﺍﻟﻨﺸﺎﻁ‪ :‬ﻋﺼﻒ ﺫﻫﲏ‬
‫ﺍﻟﺰﻣﻦ ﺍﳌﺨﺼﺺ ﻟﻠﻨﺸﺎﻁ‪ ١٠ :‬ﺩﻗﺎﺋﻖ‬
‫ﺍﳍﺪﻑ ﻣﻦ ﺍﻟﻨﺸﺎﻁ‪ :‬ﻴﺌﺔ ﺍﳌﺘﺪﺭﺑﲔ ﳌﻮﺿﻮﻉ ﺍﳉﻠـﺴﺔ‪ ،‬ﻭﺍﺳﺘﻜـﺸﺎﻑ ﺣـﺪﻭﺩ‬
‫ﻣﻌﺮﻓﺘﻬﻢ ‪‬ﺬﺍ ﺍﳌﻮﺿﻮﻉ‪ ،‬ﻭﻣﻌﻠﻮﻣﺎ‪‬ﻢ ﺍﻟﺴﺎﺑﻘﺔ ﻋﻨﻪ‪.‬‬
‫ﺱ‪ :‬ﻣﺎﺫﺍ ﺗﻌﺮﻑ ﻋﻦ ﺃﺩﻭﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻻﻟﻜﺘﺮﻭﱐ؟ ﻭﻣﺎ ﺃﻛﺜﺮﻫﺎ ﺷﻴﻮﻋﺎﹰ؟‬
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 ‫ﺍﻟﻨﺸﺮﺓ ﺍﳌﺮﺟﻌﻴﺔ ﻟﻠﻨﺸﺎﻁ ) ‪(١‬‬

‫ﻣﻮﺿﻮﻉ ﺍﻟﻨﺸﺎﻁ‪ :‬ﺃﺩﻭﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻹﻟﻜﺘﺮﻭﱐ )ﺃﳘﻴﺘﻬﺎ‪ -‬ﺧﺼﺎﺋﺼﻬﺎ‪ -‬ﺗﺼﻨﻴﻔﻬﺎ(‪.‬‬

‫ﺃﳘﻴﺔ ﺃﺩﻭﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻹﻟﻜﺘﺮﻭﱐ ‪E-Learning Tools‬‬

‫ﺗﻌﺘﱪ ﺃﺩﻭﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺿﺮﻭﺭﺓ ﻟﻨﻘﻞ ﺧﺼﺎﺋﺺ ﺍﻻﺗﺼﺎﻝ ﻭﺟﻬﺎﹰ‬
‫ﻟﻮﺟﻪ ‪ Face to Face Communication‬ﻭﺍﻟﱵ ﺗﺘﻮﻓﺮ ﰲ ﺍﻟﻔـﺼﻞ‬
‫ﺍﻟﺪﺭﺍﺳﻲ ﺍﻟﺘﻘﻠﻴﺪﻱ ﻣﻊ ﺗﻄﻮﻳﺮ ﻃﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ ﺣﱴ ﺗﺘﺴﻢ ﺑﺎﻟﺘﻔﺎﻋﻠﻴـﺔ ﻭﺍﳌﺮﻭﻧـﺔ ‪،‬‬
‫ﻭﻧﻘﻞ ﻫﺬﻩ ﺍﳋﺼﺎﺋﺺ ﺇﱃ ﺍﻟﺘﻌﻠﻴﻢ ﻣﻦ ﺑﻌﺪ ﺍﻟﻘﺎﺋﻢ ﻋﻠﻰ ﺍﻟﺸﺒﻜﺎﺕ ‪ ،‬ﻭﲢﺘﻞ ﺍﳌﺴﺎﺣﺔ‬
‫ﺍﻷﻛﱪ ﰲ ﺗﺼﻤﻴﻢ ﺍﳌﻮﺍﻗﻊ ﻭﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﱵ ﺗﻌﺮﺽ ﻫﺬﻩ ﺍﳌﻘﺮﺭﺍﺕ ﻭﳏﺘﻮﺍﻫـﺎ‬
‫ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ ‪ ،‬ﻭﻟﺬﻟﻚ ﻳﻄﻠﻖ ﻋﻠﻴﻬﺎ ﺃﺩﻭﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟـﺘﻌﻠﻢ ﻋﻠـﻰ ﺍﻟـﺸﺒﻜﺔ‬
‫ﺍﻟﻌﻨﻜﺒﻮﺗﻴﺔ ‪ Web Tools-Web CT-Course Tools‬ﺍﻟـﱵ ﺗﻌﺘـﱪ‬
‫ﺿﺮﻭﺭﺓ ﻟﺘﺤﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﻟﺘﻔﺎﻋﻞ ﻭﺍﻻﺗﺼﺎﻝ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻢ ‪.‬‬
‫ﻭﻫﺬﻩ ﺍﻷﺩﻭﺍﺕ ﻫﻲ ﺍﻟﱵ ﺗﻨﻘﻞ ﺍﳌﺘﻌﻠﻢ ﺇﱃ ﺍﻟﻮﺍﻗﻊ ﺍﻻﻓﺘﺮﺍﺿﻲ ‪Virtual‬‬
‫‪ Reality‬ﺑﻨﻔﺲ ﺧﺼﺎﺋﺺ ﺍﻟﻮﺍﻗﻊ ﺍﳊﻘﻴﻘﻲ ﺑﺎﺳﺘﺜﻨﺎﺀ ﻭﺣﺪﺓ ﺍﳌﻜـﺎﻥ ﰲ ﲨﻴـﻊ‬
‫ﺍﳊﺎﻻﺕ ‪ ،‬ﻭﻭﺣﺪﺓ ﺍﻟﺰﻣﺎﻥ ﰲ ﺣﺎﻻﺕ ﺃﺧﺮﻯ ‪ .‬ﻭﻣﻦ ﺧﻼﻝ ﻫﺬﻩ ﺍﻷﺩﻭﺍﺕ ﻳﻨﺸﺄ‬

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 ‫ﻣﺎ ﻳﺴﻤﻲ ﺑﺎ‪‬ﺘﻤﻌﺎﺕ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ ﺍﻟﱴ ﲡﻤﻊ ﺃﻓﺮﺍﺩﺍ ﳍﻢ ﺧﺼﺎﺋﺺ ﻭﻣﻴﻮﻝ ﻭﺃﻫﺪﺍﻑ‬
‫ﻭﺍﺣﺪﺓ ﺗﻘﺮﻳﺒﺎ ﰲ ﺍﺗﺼﺎﻝ ﻭﺗﻔﺎﻋﻞ ﺩﺍﺋﻢ ﺩﻭﻥ ﺃﻥ ﳚﻤﻌﻬﻢ ﻣﻜﺎﻥ ﳏﺪﺩ ﺍﳌﻌﺎﱂ ﳝﻜﻦ‬
‫ﻭﺻﻔﻪ ﻭﲢﺪﻳﺪﻩ ‪ ،‬ﺳﻮﻯ ﺃﻧﻪ ﻣﻜﺎﻥ ﺍﻓﺘﺮﺍﺿﻲ ‪ ،‬ﻫﻮ ﺍﳌﻮﻗﻊ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻟﺬﻱ ﳚﻤﻊ‬
‫ﺑﻴﻨﻬﻢ ‪ ،‬ﻭﻳﺼﻞ ﺑﻴﻨﻬﻢ ﺃﻳﻀﺎﹰ ﻣﻦ ﺧﻼﻝ ﺃﺩﻭﺍﺕ ﺍﻻﺗﺼﺎﻝ ﻭﺍﻟﺘﻔﺎﻋﻞ ﻭﺍﻟـﱵ ﳝﻜـﻦ‬
‫ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﻧﻔﺲ ﺍﻟﻮﻗﺖ ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﺃﺩﻭﺍﺕ ﻟﻠﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ‪.‬‬
‫ﻭﺗﻮﻓﺮ ﻫﺬﻩ ﺍﻷﺩﻭﺍﺕ ‪ :‬ﺍﻻﺗﺼﺎﻝ ‪ Communication‬ﻭﺍﻟﺘﻔﺎﻋـﻞ‬
‫‪ Interactive‬ﺑﲔ ﺍﳌﺘﻌﻠﻢ ﻭﺍﳌﻌﻠﻢ ﰲ ﺍﻻﺗﺼﺎﻝ ﺍﻟﺸﺨﺼﻲ ‪ ،‬ﻭﻣـﻊ ﺍﻟﻐـﲑ ﰲ‬
‫ﺍﻻﺗﺼﺎﻝ ﺍﳉﻤﻌﻲ ‪ Communication Group‬ﺑﺘﻮﺟﻴﻬﺎﺕ ﻣﻦ ﺍﳌﻌﻠـﻢ ‪،‬‬
‫ﺃﻭ ﻃﻠﺐ ﺍﳌﺴﺎﻋﺪﺓ ﻣﻦ ﺍﻷﻗﺮﺍﻥ ﺃﻭ ﺍﻵﺧﺮﻳﻦ ﻗﺒﻞ ﺍﻻﺗﺼﺎﻝ ﺑﺎﳌﻌﻠﻢ‪.‬‬
‫ﻭﺗﻮﻓﺮ ﺍﻻﺗﺼﺎﻝ ﻭﺍﻟﺘﻔﺎﻋﻞ ﻫﻮ ﺟﻮﻫﺮ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻣﻦ ﺑﻌﺪ ﺑﺎﺳـﺘﺨﺪﺍﻡ‬
‫ﺍﻟﺸﺒﻜﺎﺕ ‪ ،‬ﻟﺬﻟﻚ ﻓﺈﻥ ﻫﺬﻩ ﺍﻷﺩﻭﺍﺕ ﻛﻤﺎ ﻳﻄﻠﻖ ﻋﻠﻴﻬﺎ ﺃﺩﻭﺍﺕ ﺍﻻﺗﺼﺎﻝ ﻓﺈ‪‬ـﺎ‬
‫ﺃﺩﻭﺍﺕ ﻟﻠﺘﻔﺎﻋﻞ ‪ ،‬ﻭﺃﺩﻭﺍﺕ ﻟﻠﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ ﻣﻦ ﺑﻌﺪ‪.‬‬
‫ﻓﺎﻻﺗﺼﺎﻝ ﺑﺎﳌﻌﻠﻢ ﺃﻭ ﺍﳌﺸﺮﻑ ﺍﻟﺘﺮﺑﻮﻱ ﻫﻮ ﻋﻤﻠﻴﺔ ﺗﻔﺎﻋﻞ ﻣﻌﻬﻢ ﰲ ﻧﻔﺲ‬
‫ﺍﻟﻮﻗﺖ ﻟﺘﺤﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ ‪ ،‬ﻭﺍﻟﺘﻔﺎﻋﻞ ﻣﻊ ﺍﶈﺘﻮﻱ ﻳﺘﻢ ﺃﻳـﻀﺎﹰ ﻣـﻦ‬
‫ﺧﻼﻝ ﻫﺬﻩ ﺍﻷﺩﻭﺍﺕ ﺍﳌﺘﺎﺣﺔ ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﺟﺰﺀﺍ ﺃﺳﺎﺳﻴﺎﹰ ﻣﻦ ﻫﻴﻜﻞ ﻧﻈـﺎﻡ ﺍﻟﺘﻌﻠـﻴﻢ‬
‫ﺍﻹﻟﻜﺘﺮﻭﱐ ﺍﳌﻘﺪﻡ ﻋﱪ ﺍﻟﺸﺒﻜﺎﺕ‪.‬‬

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 ‫ﺧﺼﺎﺋﺺ ﺃﺩﻭﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻭﺗﺼﻨﻴﻔﻬﺎ ‪:‬‬
‫‪ ü‬ﻣﻬﻤﺎ ﺍﺧﺘﻠﻒ ﺍﳌﺴﻤﻰ ﻓﺎﻥ ﺍﻟﻮﻇﻴﻔﺔ ﺍﻷﺳﺎﺳﻴﺔ ﳍﺬﻩ ﺍﻷﺩﻭﺍﺕ ﻫﻮ ﲢﻘﻴـﻖ‬
‫ﺍﻟﺘﻔﺎﻋﻞ ﺍﻹﻧﺴﺎﱐ ﻟﺘﻌﻮﻳﺾ ﻏﻴﺎﺏ ﺍﻻﺗﺼﺎﻝ ﻭﺟﻬﺎﹰ ﻟﻮﺟﻪ ﺩﺍﺧﻞ ﺍﳌﻨﻈﻮﻣـﺔ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪.‬‬
‫‪ ü‬ﻳﺘﻢ ﺗﺼﻤﻴﻢ ﻫﺬﻩ ﺍﻷﺩﻭﺍﺕ ﲝﻴﺚ ﺗـﻮﻓﺮ ﺍﳌﺮﻭﻧـﺔ ‪ Flexibility‬ﰲ‬
‫ﺍﻻﺗﺼﺎﻝ ﻭﺍﻟﺘﻔﺎﻋﻞ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ ﺑﺎﻟﺘﺎﱄ‪.‬‬
‫‪ ü‬ﻣﻬﻤﺎ ﺗﻌﺪﺩﺕ ﻓﺈ‪‬ﺎ ﰲ ﻣﻌﻈﻢ ﺍﳊﺎﻻﺕ ﺗﻌﺘﱪ ﺑﺪﻳﻼ ﻋﻦ ﺑﻌﻀﻬﺎ ﰲ ﲢﻘﻴﻖ‬
‫ﻭﻇﺎﺋﻒ ﺍﻻﺗﺼﺎﻝ ﻭﺍﻟﺘﻔﺎﻋﻞ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ‪ ،‬ﺑﻘـﺪﺭ ﳊﺎﺟـﺔ ﺇﻟﻴﻬـﺎ‬
‫ﻭﻣﺴﺘﻮﻱ ﺑﻨﺎﺀ ﺍﻟﻨﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ ﻟﻠﺘﻌﻠﻴﻢ ﺍﻹﻟﻜﺘﺮﻭﱐ‪.‬‬
‫‪ ü‬ﳝﻜﻦ ﺃﻥ ﺗﻌﻤﻞ ﻣﻊ ﺑﻌﻀﻬﺎ ﰲ ﺇﻃﺎﺭ ﻣﺘﻜﺎﻣﻞ ﺑﺘﺄﺛﲑ ﺍﳊﺎﺟﺎﺕ ﺍﳌﺘﻌـﺪﺩﺓ‬
‫ﻟﻠﺘﻌﻠﻴﻢ ﺍﻹﻟﻜﺘﺮﻭﱐ‪.‬‬
‫‪ ü‬ﻳﺘﻮﻗﻒ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺑﻌﻀﻬﺎ ﻣﻦ ﺟﺎﻧﺐ ﺍﳌﺆﺳﺴﺔ ﺃﻭ ﺍﳌﻌﻠﻢ ﻋﻠﻰ ﺣﺪﻭﺩ‬
‫ﺃﻫﺪﺍﻑ ﺗﻮﻇﻴﻔﻬﺎ ‪ ،‬ﻭﺫﻟﻚ ﺑﺎﻹﺟﺎﺑﺔ ﻋﻠﻰ ﺍﻟﺴﺆﺍﻝ ﳌﺎﺫﺍ ﻳﺘﻢ ﺗﻮﻇﻴـﻒ ﺃﺩﺍﺓ‬
‫ﻣﻌﻴﻨﺔ ﺩﻭﻥ ﺍﻷﺧﺮﻯ‪....‬؟‬
‫‪ ü‬ﻭﰱ ﻧﻔﺲ ﺍﻟﻮﻗﺖ ﻳﺘﻮﻗﻒ ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻷﺩﻭﺍﺕ ﻣﻦ ﺟﺎﻧﺐ ﺍﳌﺘﻌﻠﻢ ﻋﻠﻰ‬
‫ﺣﺎﺟﺘﻪ ﻣﻦ ﻫﺬﺍ ﺍﻻﺳﺘﺨﺪﺍﻡ ﻣﺜﻞ ﺍﳊﺎﺟﺔ ﺇﱃ ﻃﻠﺐ ﺍﳌﺴﺎﻋﺪﺓ ﻣﻦ ﺍﳌﻌﻠﻢ ﺃﻭ‬
‫ﺍﳌﺆﺳﺴﺔ ﻓﻘﻂ ‪ ،‬ﺃﻭ ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻻﺗﺼﺎﻝ ﻭﺍﻟﺘﻔﺎﻋﻞ ﻣـﻊ ﺍﻷﻗـﺮﺍﻥ ‪ ،‬ﺃﻭ‬

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 ‫ﺍﳌﺸﺎﻫﺪﺓ ﻭﺍﳌﻼﺣﻈﺔ ﻟﻠﻤﻘﺮﺭﺍﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺩﻭﻥ ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﳌﺴﺎﻋﺪﺓ ﻣﻦ‬
‫ﺃﻃﺮﺍﻑ ﺃﺧﺮﻯ‪.‬‬
‫ﻭﲜﺎﻧﺐ ﺗﺄﺛﲑﺍﺕ ﺃﻫﺪﺍﻑ ﺍﻟﺘﻮﻇﻴﻒ ﻭﺣﺎﺟﺎﺕ ﺍﻻﺳﺘﺨﺪﺍﻡ ﻓﺈﻥ ﻫﻨـﺎﻙ ﺗـﺄﺛﲑﺍﺕ‬
‫ﺃﺧﺮﻱ ﺗﻔﺮﺿﻬﺎ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬
‫• ﺧﺼﺎﺋﺺ ﺍﳌﺘﻌﻠﻤﲔ‪ ،‬ﻭﻣﻬﺎﺭﺍ‪‬ﻢ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻜﻤﺒﻴﻮﺗﺮ ﻭﺍﻟﺸﺒﻜﺎﺕ‪.‬‬
‫• ﺧﺼﺎﺋﺺ ﺍﶈﺘﻮﻱ‪ ،‬ﻭﺗﺼﻤﻴﻢ ﺍﻟﻌﺮﺽ ﻭﺍﻟﺘﻘﺪﱘ ﻋﻠﻰ ﺍﳌﻮﺍﻗﻊ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬
‫• ﺧﺼﺎﺋﺺ ﺍﻟﺒﻴﺌﺔ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﻭﺑﺼﻔﺔ ﺧﺎﺻﺔ ﻣﺴﺘﻮﻱ ﺍﻟﺒﻨﻴـﺔ ﺍﻷﺳﺎﺳـﻴﺔ‬
‫ﻭﺍﻟﺘﺠﻬﻴﺰﺍﺕ ﺍﻟﺘﻘﻨﻴﺔ ﻟﻠﺘﻌﻠﻴﻢ ﻣﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺸﺒﻜﺎﺕ‪.‬‬
‫• ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ ﻭﺗﻌﺪﺩﻫﺎ ﻣﺜﻞ‪ :‬ﺍﻻﻛﺘﻔـﺎﺀ ﺑﻌـﺮﺽ ﻭﺗﻘـﺪﱘ‬
‫ﺍﳌﻘﺮﺭﺍﺕ ﻋﻠﻰ ﺍﳌﻮﺍﻗﻊ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻓﻘﻂ‪ ،‬ﻭﺍﻷﻧﺸﻄﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺗﻌـﺪﺩﻫﺎ ‪،‬‬
‫ﻭﻛﺬﻟﻚ ﻃﺮﻕ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺲ ﺍﳌﺘﺎﺣﺔ ﻋﻠﻰ ﺍﻟﺸﺒﻜﺔ‪ ،‬ﺑﺎﻹﺿـﺎﻓﺔ ﺇﱃ‬
‫ﺗﻮﺻﻴﺎﺕ ﺍﳌﻌﻠﻢ ﺑﺎﻻﺗﺼﺎﻝ ﺑﺎﻟﻐﲑ ﻭﺍﻷﻗﺮﺍﻥ‪ ،‬ﲜﺎﻧﺐ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﻭﻃـﺮﻕ‬
‫ﺍﻟﺘﻘﻴﻴﻢ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺍﳌﺘﺎﺣﺔ ﻋﻠﻰ ﺍﳌﻮﺍﻗﻊ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﺃﻭ ﺍﳌﻮﺍﻗﻊ ﺍﻟـﱵ ﻳـﺘﻢ‬
‫ﺗﺼﻤﻴﻤﻬﺎ ﺧﺼﻴﺼﺎﹰ ﳍﺬﺍ ﺍﻟﻐﺮﺽ ‪ ...‬ﻭﻏﲑﻫﺎ ﻣﻦ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ‬
‫ﺍﻟﱵ ﻳﺴﺘﻬﺪﻓﻬﺎ ﻧﻈﺎﻡ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻹﻟﻜﺘﺮﻭﱐ‪.‬‬
‫• ﺗﻌﺪﺩ ﻣﺼﺎﺩﺭ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ ﺍﳌﺘﺎﺣﺔ ﻋﻠﻰ ﺷﺒﻜﺔ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﻣﺴﺘﻮﻳﺎﺕ‬
‫ﺍﳊﺎﺟﺔ ﺇﻟﻴﻬﺎ ﺃﻭ ﺑﻌﻀﻬﺎ‪.‬‬

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 ‫ﻭﺍﳋﺼﺎﺋﺺ ﺍﻟﺴﺎﺑﻘﺔ ﲤﺜﻞ ﺇﻃﺎﺭﺍﹰ ﻧﻈﺮﻳﺎﹰ ﻟﺘﺼﻨﻴﻒ ﻫﺬﻩ ﺍﻷﺩﻭﺍﺕ ﺑﻠﱯ ﺍﳊﺎﺟـﺎﺕ‬
‫ﺍﳌﺘﻌﺪﺩﺓ ﻣﻦ ﺍﻻﺗﺼﺎﻝ ﻭﺍﻟﺘﻔﺎﻋﻞ ﻭﺍﻟﺘﻌﻠﻢ‪ ،‬ﻛﻤﺎ ﻳﻠﻲ ‪:‬‬
‫ﺃ‪ -‬ﺗﻮﻗﻴﺖ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻷﺩﺍﺓ ﺑﲔ ﺃﻃﺮﺍﻑ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ ‪:‬‬
‫ﺃ‪ -١/‬ﺃﺩﻭﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﺘﺰﺍﻣﻦ ‪ Synchronous‬ﻣﺜﻞ‪:‬‬
‫ﺃ‪ -١/١/‬ﺍﶈﺎﺩﺛﺔ ﺃﻭ ﺍﳊﻮﺍﺭ ﺍﻟﺸﺨﺼﻲ ‪ Chatting‬ﺑﲔ ﻓﺮﺩﻳﻦ‪ ،‬ﻭﺗﺴﻤﻰ ﺍﶈﺎﺩﺛﺔ‬
‫ﰲ ﺍﻟﻮﻗﺖ ﺍﳊﻘﻴﻘﻲ ﺃﻭ ﺍﳌﺘﺰﺍﻣﻨـﺔ ‪ (Real Time Chatting) R.T.C‬ﺃﻭ‬
‫ﺍﶈﺎﺩﺛﺔ ﻋﻠﻰ ﺷﺒﻜﺔ ﺍﻹﻧﺘﺮﻧﺖ ‪.(Internet Relay Chatting) I.R.C‬‬
‫ﺃ‪ -٢/١/‬ﺍﳌﺆﲤﺮﺍﺕ ﺑﺄﻧﻮﺍﻋﻬﺎ ﺍﻟﱵ ‪‬ﺪﻑ ﺇﱃ ﺗﻮﻓﲑ ﺍﻻﺗﺼﺎﻝ ﻭﺍﻟﺘﻔﺎﻋﻞ ﺍﳌﺘﺰﺍﻣﻦ ﺑﲔ‬
‫ﺍﳌﺘﻌﻠﻢ ﻭﺍﻷﻗﺮﺍﻥ‪ ،‬ﺃﻭ ﺑﲔ ﺍﳌﺘﻌﻠﻤﲔ ﻭﺑﻌﻀﻬﻢ ﺍﻟﺒﻌﺾ‪،‬ﻭﻣﻨﻬﺎ‪:‬‬
‫ﺃ‪ -١/٢/١/‬ﺍﳌﺆﲤﺮﺍﺕ ﺍﻟﺴﻤﻌﻴﺔ ﺍﳌـﺰﻭﺩﺓ ﺑﺎﻟـﺼﻮﺭ ﻭﺍﻟﺮﺳـﻮﻡ ‪(Audio‬‬
‫‪Graphics Conference) A.G.C‬‬
‫ﺃ‪ -٢/٢/١/‬ﳎﻤﻮﻋـﺎﺕ ﺍﻟﻨﻘـﺎﺵ ‪(News Groups or Group‬‬
‫‪Ware) G.W‬‬
‫ﺃ‪ -٣/٢/١/‬ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ ‪ ،Video Conference‬ﺃﻭ ﻣﺆﲤﺮﺍﺕ‬
‫ﺍﻟﻔﻴﺪﻳﻮ ﺍﳋﺎﺻﺔ ﺑﺎﻟﻨﻈﺎﻡ ‪Desk Top Video‬‬
‫ﺃ‪ -٤/٢/١/‬ﺍﳌﺆﲤﺮﺍﺕ ﻣﺘﻌﺪﺩﺓ ﺍﻷﺷﺨﺎﺹ ﰲ ﺍ‪‬ﺎﻝ ﺍﻟﻮﺍﺣﺪ ‪(Multi User‬‬
‫‪Domains) M.U.D‬‬

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 ‫ﺃ‪ -٥/٢/١/‬ﺍﳌﺆﲤﺮﺍﺕ ﻣﺘﻌﺪﺩﺓ ﺍﻟﻮﺳﺎﺋﻞ ﺃﻭ ﺍﻟﻌﺮﻭﺽ ﰲ ﺍﳌﻮﺿﻮﻉ‬
‫ﺍﻟﻮﺍﺣﺪ ‪(Multi Object Oriented) M.O.O‬‬

‫ﺃ‪ -٢/‬ﺃﺩﻭﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ ﻏﲑ ﺍﳌﺘﺰﺍﻣﻦ ‪:Asynchronous‬‬

‫ﺃ‪ -١/٢/‬ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ‪.E-mail‬‬
‫ﺃ‪ -٢/٢/‬ﻧﻘﻞ ﺍﳌﻠﻔﺎﺕ ‪(File Transfer) F.T‬‬
‫ﺃ‪ -٣/٢/‬ﻟﻮﺣﺔ ﺍﻟﻨﺸﺮﺍﺕ ‪(Bulletin Board) B.B‬‬
‫ﺃ‪ -٤/٢/‬ﺻﻔﺤﺎﺕ ﺍﻟﻮﻳﺐ ﺍﻟﺴﺎﻛﻨﺔ ‪(Static Web Pages) S.W.P‬‬
‫ﺃ‪ -٥/٢/‬ﺻﻔﺤﺎﺕ ﺍﻟﺸﺒﻜﺔ ﺍﻟﻌﻨﻜﺒﻮﺗﻴﺔ )ﺍﻟﻮﻳﺐ( ﺍﻟﺘﻔﺎﻋﻠﻴﺔ ‪(Interactive‬‬
‫‪Web Pages) I.W.P‬‬
‫ﺃ‪ -٥/٢/‬ﻗﻮﺍﺋﻢ ﺍﳋﺪﻣﺔ ) ﺍﻹﻓﺎﺩﺓ ﺃﻭ ﺍﳌﺴﺎﻋﺪﺓ( ‪.Listserv‬‬

‫ﺏ‪ -‬ﻣﻦ ﺣﻴﺚ ﻣﺴﺘﻮﻱ ﺍﻟﺘﻔﺎﻋﻞ ‪:‬‬

‫ﲤﺜﻞ ﻭﺍﺟﻬﺔ ﺗﻔﺎﻋﻞ ﺍﳌﺘﻌﻠﻢ )‪ (User Interfuse‬ﺍﻟﺒﻮﺍﺑﺔ ﺍﻷﻭﱄ ﻟﻠﺪﺧﻮﻝ‬
‫ﺍﱄ ﻧﻈﺎﻡ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻋﱪ ﺍﻟﺸﺒﻜﺎﺕ‪ ،‬ﺍﻟﱵ ﻳﻨﺘﻘﻰ ﻣﻨﻬﺎ ﺍﳌﺘﻌﻠﻢ ﻣﺎ ﻳـﺴﺎﻋﺪﻩ‬
‫ﻋﻠﻰ ﺍﻻﺗﺼﺎﻝ ﺃﻭ ﺍﻟﺘﻔﺎﻋﻞ ﻣﻊ ﺃﻃﺮﺍﻑ ﺍﻟﻌﻤﻠﻴـﺔ‪ ،‬ﺃﻭ ﺍﻟﺘﺠـﻮﻝ ﺑـﲔ ﺻـﻔﺤﺎﺕ‬
‫ﺍﳌﻘﺮﺭﺍﺕ‪ .‬ﻭﻟﺬﻟﻚ ﻓﺈ‪‬ﺎ ﺗﻀﻢ ﻛﻞ ﺍﻷﺩﻭﺍﺕ ﺍﳋﺎﺻﺔ ﺑﻨﻈﺎﻡ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟـﺸﺒﻜﻲ‪ ،‬ﺃﻭ‬
‫ﻧﻈﺎﻡ ﺗﻘﺪﱘ ﺍﳌﻘـﺮﺭﺍﺕ ‪. (Course Delivery System) C.D.S‬‬

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 ‫ﻭﻫﻰ ﺍﻷﺩﻭﺍﺕ ﺍﻟﺴﺎﺑﻖ ﻋﺮﺿﻬﺎ ﻟﻼﺗﺼﺎﻝ ﻭﺍﻟﺘﻔﺎﻋﻞ‪ .‬ﲜﺎﻧﺐ ﺃﺩﻭﺍﺕ ﺍﻟﺘﻔﺎﻋﻞ ﻣـﻊ‬
‫ﳏﺘﻮﻱ ﺍﳌﻘﺮﺭﺍﺕ‪ ،‬ﻭﺍﻟﻮﺻﻮﻝ ﺇﱃ ﻣﺼﺎﺩﺭ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ‪ .‬ﻭﻻ ﳜﺘﻠﻒ ﰲ ﺫﻟـﻚ‬
‫ﺳﻮﺍﺀ ﻛﺎﻧﺖ ﻭﺍﺟﻬﺔ ﺍﻟﺘﻔﺎﻋﻞ ﺭﺳﻮﻣﻴﺔ ﺃﻭ ﻧﺼﻴﺔ‪ .‬ﺑﻴﻨﻤﺎ ﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﺭﻣﻮﺯﻫـﺎ‬
‫ﺩﺍﻟﺔ ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﺍﻷﺩﺍﺓ ﺃﻭ ﺍﳌﻘﺮﺭﺍﺕ ﺍﻟﱵ ﻳﺴﺘﻬﺪﻓﻬﺎ ﺍﳌﺘﻌﻠﻢ ﺃﻭ ﺍﻟﺘﺠﻮﻝ ﻓﻴﻬﺎ‪.‬‬
‫ﻭﻟﺬﻟﻚ ﻓﺈﻥ ﻫﺬﻩ ﺍﻷﺩﺍﺓ ﻫﻲ ﺍﳌﺪﺧﻞ ﺍﻟﺮﺋﻴﺴﻲ ﻻﺳﺘﺨﺪﺍﻡ ﻭﺗﻮﻇﻴـﻒ ﻛﺎﻓـﺔ‬
‫ﺍﻷﺩﻭﺍﺭ ﺍﻷﺧﺮﻯ ﰲ ﻋﻤﻠﻴﱵ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ ﺍﻹﻟﻜﺘﺮﻭﱐ ‪.‬‬
‫ﻭﲜﺎﻧﺐ ﻭﺍﺟﻬﺔ ﺗﻔﺎﻋﻞ ﺍﳌﺴﺘﺨﺪﻡ ﺍﻟﱵ ﻗﺪ ﻳﺘﻴﺢ ﺗﺼﻤﻴﻤﻬﺎ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﻠـﻢ ﳍـﺎ‬
‫ﺃﻳﻀﺎﹰ‪ ،‬ﰲ ﺣﺎﻟﺔ ﻋﺪﻡ ﻭﺟﻮﺩ ﻭﺍﺟﻬﻪ ﺗﻔﺎﻋﻞ ﺧﺎﺻﺔ ﺑﻪ‪ .‬ﲜﺎﻧﺐ ﺫﻟﻚ ﻫﻨﺎﻙ ﻭﺍﺟﻬـﺔ‬
‫ﺍﻟﺘﻔﺎﻋﻞ ﺍﻟﻌﺎﻣﺔ ﺃﻭ ﺑﻮﺍﺑﺔ ﺍﻟﺘﻔﺎﻋﻞ ﺍﻟﻌﺎﻣﺔ ﻛﻤـﺎ ﻳـﺸﺎﺭ ﺇﻟﻴﻬـﺎ ‪( Common‬‬
‫‪ Gateway Interface) C.G.I‬ﻭﻫﻰ ﻋﺒﺎﺭﺓ ﻋﻦ ﺑﺮﻧﺎﻣﺞ ﻳﻮﺿﻊ ﻋﻠـﻰ‬
‫ﺍﳋﺎﺩﻡ ﺍﳋﺎﺹ ﺑﺸﺒﻜﺔ ﺍﻟﻮﻳﺐ ﻻﺳﺘﺨﺪﺍﻡ ﻭﺗﻮﻇﻴﻒ ﺍﻹﻣﻜﺎﻧﻴﺎﺕ ﻭﺍﻷﺷﻜﺎﻝ ﺍﳌﺘﺎﺣﺔ‬
‫ﻟﻼﺗﺼﺎﻝ ﻭﺍﻟﺘﻔﺎﻋﻞ ﻭﺍﻟﺘﻌﻠﻢ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﺸﺒﻜﺔ‪.‬‬
‫ﻭﺫﻟﻚ ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺍﻷﺩﻭﺍﺕ ﺍﳋﺎﺻﺔ ﺑﺎﳌﺘﻌﻠﻢ ﺍﻟﱵ ﺗﻴﺴﺮ ﻭﺗﻀﺒﻂ ﻋﻤﻠﻴﺔ‬
‫ﺍﻟﺘﻌﻠﻢ‪ ،‬ﻭﺗﻔﻴﺪﻩ ﰲ ﺍﻟﺘﻔﺎﻋﻞ ﻣﻦ ﺑﻌﺪ ﻣﻊ ﺍﳌﻘﺮﺭﺍﺕ‪ ،‬ﻭﺍﳌﻌﻠﻢ‪ ،‬ﻭﺍﳌﺆﺳـﺴﺔ‪ .‬ﻭﻫـﻰ‬
‫ﺃﺩﻭﺍﺕ ﺧﺎﺻﺔ ﻳﺘﻌﺮﻑ ﺍﳌﺘﻌﻠﻢ ﻣﻦ ﺧﻼﳍﺎ ﻋﻠﻰ ﻛﻞ ﻣﺎ ﻳﺘﻌﻠـﻖ ﺑـﺎﳌﻘﺮﺭ‪ ،‬ﻭﺍﻷﺩﺍﺀ‪،‬‬
‫ﻭﺍﻟﺘﻘﻮﱘ‪ .‬ﻭﺗﻌﺘﱪ ﻣﻀﺎﻓﺔ ﺇﱃ ﺍﻷﺩﻭﺍﺕ ﺳﺎﺑﻘﺔ ﺍﻟﺬﻛﺮ‪ ،‬ﻭﺇﻥ ﻛﺎﻥ ﳜﺘﻠﻒ ﻭﺟﻮﺩﻫـﺎ‬
‫ﺑﺎﺧﺘﻼﻑ ﺍﳊﺎﺟﺔ ﺇﻟﻴﻬﺎ ﻣﺜﻞ ﺟـﺪﺍﻭﻝ ﺍﳌﻘـﺮﺭﺍﺕ ‪، Course Schedule‬‬
‫ﻭﻣﻮﻗﻊ ﺍﶈﺘﻮﻯ ﻭﺃﺳﻠﻮﺏ ﺗﻘﺪﳝﻪ ‪.‬‬

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 ‫ﻭﻣﻦ ﺍﻟﻄﺒﻴﻌﻲ ﺃﻥ ﺗﺘﻤﻴﺰ ﺃﺩﻭﺍﺕ ﺍﻻﺗﺼﺎﻝ ﻭﺍﻟﺘﻔﺎﻋﻞ ﺍﳌﺘﺰﺍﻣﻨﺔ ﲟﺴﺘﻮﻱ ﺃﻛﱪ‬
‫ﻣﻦ ﺍﻟﺘﻔﺎﻋﻠﻴﺔ ‪ Interactivity‬ﻋﻦ ﻏﲑ ﺍﳌﺘﺰﺍﻣﻨﺔ‪ ،‬ﻭﻟﺬﻟﻚ ﺗﺘﻤﻴﺰ ﺍﻷﻭﱃ ﺑﺎﻟﺘﻔﺎﻋﻞ‬
‫ﺍﻟﻌﺎﺟﻞ ‪ ، Immediately‬ﻳﻨﻤـﺎ ﺗﺘﻤﻴـﺰ ﺍﻷﺧـﺮﻯ ﺑﺎﻟﺘﻔﺎﻋـﻞ ﺍﻷﺟـﻞ‬
‫‪ . Delayed‬ﻭﺇﻥ ﻛﺎﻧﺖ ﺍ‪‬ﻤﻮﻋﺘﺎﻥ ﲢﻘﻘﺎﻥ ﻧﻔﺲ ﺍﻟﻮﻇﺎﺋﻒ‪.‬‬

‫ﺝ‪ -‬ﻣﻦ ﺣﻴﺚ ﺍﻟﻮﻇﻴﻔﺔ ﺍﻷﺳﺎﺳﻴﺔ ‪:‬‬

‫ﻗﺪﻣﻨﺎ ﺃﻥ ﻛﻞ ﻫﺬﻩ ﺍﻷﺩﻭﺍﺕ ﳝﻜﻦ ﺃﻥ ﻳﺘﻢ ﺗﻮﻇﻴﻔﻬﺎ ﺃﻭ ﺍﺳـﺘﺨﺪﺍﻣﻬﺎ ﺑـﺪﻳﻼ ﻋـﻦ‬
‫ﺍﻷﺧﺮﻯ ﺑﻘﺪﺭ ﺍﳊﺎﺟﺔ ﺇﻟﻴﻬﺎ‪ ،‬ﲜﺎﻧﺐ ﺇﻣﻜﺎﻥ ﺍﺳـﺘﺨﺪﺍﻣﻬﺎ ﺍﻭ ﺗﻮﻇﻴﻔﻬـﺎ ﰲ ﺇﻃـﺎﺭ‬
‫ﻣﺘﻜﺎﻣﻞ‪ .‬ﻭﻟﻜﻦ ﺑﻌﻀﻬﺎ ﳜﺘﺺ ﺑﺎﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ ﺑﺎﻟﺪﺭﺟﺔ ﺍﻷﻭﱃ‪ ،‬ﻭﺍﻟﺒﻌﺾ ﺍﻵﺧـﺮ‬
‫ﳜﺘﺺ ﺑﺎﻻﺗﺼﺎﻝ ﻭﺍﻟﺘﻔﺎﻋﻞ ﺃﻳﻀﺎﹰ‪.‬‬
‫ﺝ‪ -١/‬ﺃﺩﻭﺍﺕ ﻧﻈﺎﻡ ﻋﺮﺽ ﺍﳌﻘﺮﺭﺍﺕ ‪:‬‬
‫ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺃﺩﻭﺍﺕ ﺍﻻﺗﺼﺎﻝ ﻭﺍﻟﺘﻔﺎﻋﻞ ﻣﻊ ﺍﻟﻐﲑ ﺍﻟﱵ ﺗﻌﺘﱪ ﺿﺮﻭﺭﺓ ﰲ ﺗﻴﺴﲑ ﻋﻤﻠﻴﺔ‬
‫ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ ﻓﺈﻥ ﻫﻨﺎﻙ ﺃﺩﻭﺍﺕ ﺃﺧﺮﻯ ﺗﻌﺘﱪ ﺟﺰﺀﺍ ﻣﻦ ﻧﻈﺎﻡ ﻋـﺮﺽ ﺍﳌﻘـﺮﺭﺍﺕ‬
‫ﻭﺍﻣﺘﺪﺍﺩﺍﺗﻪ‪ .‬ﻣﺜﻞ‪:‬‬
‫ﺝ‪ -١/١/‬ﺟﺪﻭﻝ ﺍﳌﻘﺮﺭ ‪ Course Schedule‬ﻭﻳﻌﺘﱪ ﺃﺩﺍﺓ ﺍﻟﺘﻔﺎﻋﻞ ﻣﻊ ﺍﳌﻘﺮﺭ‬
‫ﻭﺍﺭﺗﺒﺎﻃﺎﺗﻪ ﻣﺜﻞ ﺍﻷﻫﺪﺍﻑ ‪ ،‬ﻭﻭﺻـﻒ ﺍﳌﻘـﺮﺭ ﻭﳏﺘـﻮﺍﻩ ‪Course‬‬
‫‪ Description‬ﻭﻭﺣﺪﺍﺗﻪ ﻭﻣﻮﺍﻗﻊ ﺍﻟﺼﻔﺤﺎﺕ ‪ ...‬ﻭﻏﲑﻫﺎ ﳑﺎ ﻳـﺼﻒ‬
‫ﺍﳌﻘﺮﺭﺍﺕ ﻭﻣﻮﺍﻗﻌﻬﺎ ﻭﻣﺴﺎﺣﺎ‪‬ﺎ ﻭﻃﺮﻕ ﺗﻘﺪﳝﻬﺎ ﻭﺃﺳﺎﻟﻴﺒﻪ‪.‬‬

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 ‫ﺝ‪ -٢/١/‬ﻣﻮﺍﻗﻊ ﺍﻟﺒﺤﺚ ﻭﻣﺼﺎﺩﺭ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ ﺍﳌﺘﺎﺣﺔ ﻋﻠﻰ ﺍﻟﺸﺒﻜﺔ ﻣﺜﻞ‬
‫ﺍﳌﻜﺘﺒﺎﺕ‪ ،‬ﻭﳏﺮﻛﺎﺕ ﺍﻟﺒﺤﺚ ﺍﳉﺎﻫﺰﺓ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﻳﺴﺘﻔﻴﺪ ‪‬ﺎ ﺍﳌـﺘﻌﻠﻢ‬
‫ﻻﺳﺘﻜﻤﺎﻝ ﺍﳌﻌﺎﺭﻑ ﺍﳋﺎﺻﺔ ﺑﺎﳌﻘﺮﺭﺍﺕ ﻭﳏﺘﻮﺍﻫﺎ‪.‬‬
‫ﺝ‪ -٣/١/‬ﺍﻷﻧﺸﻄﺔ ﻭﺍﳌﻬﺎﻡ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ‪ Activities & Tasks‬ﻟﱵ ﻳﻜﻠﻒ‬
‫ﺍﳌﺘﻌﻠﻢ ‪‬ﺎ ﻭﻳﺘﻄﻠﺐ ﺇﳒﺎﺯﻫﺎ ﰲ ﺳﻴﺎﻕ ﺗﻌﻠﻢ ﺍﳌﻘﺮﺭ ﻭﳏﺘﻮﺍﻩ‪.‬‬
‫ﺝ‪ -٤/١/‬ﺻﻔﺤﺎﺕ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﻭﺍﻟﺘﻘﻮﱘ ‪Assessment & Tests‬‬
‫ﺑﺄﻧﻮﺍﻋﻬﺎ‪.‬‬
‫ﺝ‪ -٥/١/‬ﺻﻔﺤﺎﺕ ﻧﺘﺎﺋﺞ ﺍﳌﺘﻌﻠﻤﲔ ﰲ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ‪Learner Score‬‬
‫ﺝ‪ -٦/١/‬ﻣﻠﻒ ﺍﳌﺘﻌﻠﻢ ‪ Learner Profile‬ﻭﺍﻟﺬﻱ ﻳﻀﻢ ﻛﻞ ﻣﺎ ﻳﺘﻌﻠﻖ‬
‫ﺑﺎﳌﺘﻌﻠﻢ ﻭﺇﳒﺎﺯﻩ ﻭﺃﻧﺸﻄﺘﻪ ﻭﺗﻘﻮﱘ ﺍﻷﺩﺍﺀ‪.‬‬
‫ﺝ‪ -٧/١/‬ﺻﻔﺤﺎﺕ ﺍﳌﻘﺮﺭﺍﺕ ﻭﳏﺘﻮﺍﻫﺎ‪ ،‬ﻭﺗﺸﻤﻞ ﺍﻟﺼﻔﺤﺎﺕ ﺍﻟﺴﺎﻛﻨﺔ ﺍﻟﱵ ﺗﻀﻢ‬
‫ﺍﶈﺘﻮﻱ ﻓﻖ ﻭﺃﺩﻟﺔ ﺍﻟﺘﺠﻮﻝ ﺑﲔ ﺻﻔﺤﺎﺗﻪ ﻭﻭﺳﺎﺋﻞ ﺗﻘﺪﳝﻪ ﺳﻮﺍﺀ ﻛﺎﻥ‬
‫ﺑﺎﻟﻨﺺ ﻓﻘﻂ ﺃﻭ ﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﺘﻌﺪﺩﺓ ﻭﺍﺭﺗﺒﺎﻃﻬﺎ‪ ،‬ﺃﻭ ﺍﻟﺼﻔﺤﺎﺕ ﺍﻟﺘﻔﺎﻋﻠﻴﺔ ﺍﻟﱵ‬
‫ﺗﻀﻢ ﲜﺎﻧﺐ ﺍﶈﺘﻮﻯ ﻭﻭﺳﺎﺋﻠﻪ ﺗﻘﺪﳝﻪ ﺍﻷﺩﻭﺍﺕ ﺳﺎﺑﻘﻪ ﺍﻟﺬﻛﺮ ﺍﻟﱵ ﺗﺜـﺮﻱ‬
‫ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻢ ﻭﺗﺰﻳﺪ ﻣﻦ ﻣﺴﺘﻮﻯ ﺍﻟﺘﻔﺎﻋﻠﻴﺔ ﻣﻊ ﻋﻨﺎﺻﺮ ﺍﶈﺘﻮﻯ ﻭﺍﺭﺗﺒﺎﻃﺎﺗﻪ‪،‬‬
‫ﻭﻧﻈﺎﻡ ﺍﳌﻘﺮﺭﺍﺕ ﺍﳌﺘﺎﺣﺔ ﻋﻠﻰ ﺍﻟﺸﺒﻜﺔ‪.‬‬

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 ‫ﺝ‪ -٢/‬ﺃﺩﻭﺍﺕ ﺍﻻﺗﺼﺎﻝ ﻭﺍﻟﺘﻔﺎﻋﻞ‪:‬‬
‫ﻭﺗﺸﻤﻞ ﻛﻞ ﺍﻷﺩﻭﺍﺕ ﺍﻟﺴﺎﺑﻖ ﺫﻛﺮﻫﺎ ﺍﳌﺘﺰﺍﻣﻨﺔ ﻭﻏﲑ ﺍﳌﺘﺰﺍﻣﻨﺔ ﺍﻟﱵ ﻳﺘﻢ ﺗﻮﻇﻴﻔﻬـﺎ ﺃﻭ‬
‫ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺍﻻﺗﺼﺎﻝ ﻭﺍﻟﺘﻔﺎﻋﻞ ﻣﻊ ﺍﻟﻐﲑ )ﻣﻌﻠﻢ – ﻣﺸﺮﻑ ﺗﺮﺑﻮﻱ – ﻣﺴﺌﻮﻟﻮﻥ(‬
‫ﻭﺗﻌﺘﱪ ﰲ ﻧﻔﺲ ﺍﻟﻮﻗﺖ ﻣﻦ ﺃﺩﻭﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ ﺑﻘﺪﺭ ﺍﳊﺎﺟﺔ ﺇﻟﻴﻬﺎ ﻭﺑﺼﻔﺔ ﺧﺎﺻﺔ‬
‫ﰲ ﺍﻟﺘﻌﻠﻢ ﺍﻟﺘﻌﺎﻭﱐ ﻋﱪ ﺍﻟﺸﺒﻜﺎﺕ ‪Internet Based Collaborative‬‬
‫‪ Learning‬ﺍﻟﺬﻱ ﳛﺘﺎﺝ ﺇﱃ ﺃﺩﻭﺍﺕ ﻟﻠﺘﻌﻠﻢ‪ ،‬ﻭﺃﺩﻭﺍﺕ ﻟﻼﺗﺼﺎﻝ ﻣـﻊ ﺍﳌﻌﻠـﻢ‬
‫ﻭﺍﻷﻗﺮﺍﻥ ﰲ ﻧﻔﺲ ﺍﻟﻨﻈﺎﻡ ﻣﻦ ﺧﻼﻝ ﺍﻷﺩﻭﺍﺕ ﺍﳌﺘﺰﺍﻣﻨﺔ ﻭﻏﲑ ﺍﳌﺘﺰﺍﻣﻨﺔ‪ ،‬ﻭﻳﻔﺮﺽ ﻫﺬﺍ‬
‫ﺍﻟﻨﻈﺎﻡ ﻭﺟﻮﺩ ﺃﺩﻭﺍﺕ ﺍﻻﺗﺼﺎﻝ ﻭﺍﻟﺘﻔﺎﻋﻞ ﺿﻤﻦ ﻧﻈﺎﻡ ﺑﻨﺎﺀ ﺍﳌﻘﺮﺭﺍﺕ ﻋﻠﻰ ﺍﻟﺸﺒﻜﺎﺕ‪.‬‬

‫ﻧﺸﺎﻁ )‪(٢‬‬
‫ﻣﻮﺿﻮﻉ ﺍﻟﻨﺸﺎﻁ‪ :‬ﺗﺄﺳﻴﺲ ﺍﺗﺼﺎﻝ ﺑﺸﺒﻜﺔ ﺍﻻﻧﺘﺮﻧﺖ‪.‬‬
‫ﻃﺒﻴﻌﺔ ﺍﻟﻨﺸﺎﻁ‪ :‬ﺑﻴﺎﻥ ﻋﻤﻠﻲ‬
‫ﺍﻟﺰﻣﻦ ﺍﳌﺨﺼﺺ ﻟﻠﻨﺸﺎﻁ‪ ١٠ :‬ﺩﻗﺎﺋﻖ‬
‫‪ -١‬ﻳﺘﻄﻠﺐ ﻫﺬﺍ ﺍﻟﻨﺸﺎﻁ ﻣﻌﺮﻓﺔ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﻀﺮﻭﺭﻳﺔ ﻟﻼﺗﺼﺎﻝ ﺑﺸﺒﻜﺔ‬
‫ﺍﻹﻧﺘﺮﻧﺖ ﻭﻫﻲ‪:‬‬

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 ‫• ﺟﻬﺎﺯ ﺣﺎﺳﺐ ‪ ،‬ﻣﻊ ﺑﺮﻧﺎﻣﺞ ﺗﺼﻔﺢ ﻟﻼﻧﺘﺮﻧﺖ‪.‬‬
‫• ‪ Modem card‬ﻳﺮﻛﺐ ﺩﺍﺧﻞ ﺍﳉﻬﺎﺯ ﺃﻭ ﺧﺎﺭﺟﺔ‪.‬‬
‫• ﺧﻂ ﻫﺎﺗﻔﻲ ‪ Dial up line‬ﺃﻭ ‪.DCL‬‬
‫• ﺍﺷﺘﺮﺍﻙ ﻣﻊ ﺇﺣﺪﻯ ﺷﺮﻛﺎﺕ ﻣﺰﻭﺩﻱ ﺧﺪﻣﺔ ﺍﻹﻧﺘﺮﻧﺖ ‪.ISP‬‬
‫‪ -٢‬ﺍﻟﺘﺄﻛﻴﺪ ﻣﻦ ﺗﻌﺮﻳﻒ ‪Modem card‬‬
‫‪ -٣‬ﺗﺄﺳﻴﺲ ﺍﺗﺼﺎﻝ ﺟﺪﻳﺪ ‪.New connection‬‬
‫‪ -٤‬ﻳﺘﻢ ﺍﻻﺗﺼﺎﻝ ﺑﺎﻟﺸﺒﻜﺔ ﻋﻦ ﻃﺮﻳﻖ ﺍﺳﻢ ﺍﳌﺴﺘﺨﺪﻡ ‪ User Name‬ﻭ ﻛﻠﻤﺔ‬
‫ﺍﳌﺮﻭﺭ ‪Password‬‬
‫‪ -٥‬ﺗﺸﻐﻴﻞ ﻣﺘﺼﻔﺢ ﺍﻹﻧﺘﺮﻧﺖ ﻣﺜﻞ )‪.(Internet explorer‬‬

‫ﺃﺧﻲ ﺍﳌﺘﺪﺭﺏ ﺍﺫﻛﺮ ﺗﻌﻠﻴﻘﻚ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﻨﺸﺎﻁ‪:‬‬

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 ‫ﻧﺸﺎﻁ )‪(٣‬‬
‫ﻣﻮﺿﻮﻉ ﺍﻟﻨﺸﺎﻁ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﻋﻠﻰ ﻃﺮﻕ ﺍﻟﺒﺤﺚ ﻭ ﺍﻟﺪﺧﻮﻝ ﻟـﺒﻌﺾ ﺍﳌﻮﺍﻗـﻊ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ‪.‬‬
‫ﻃﺒﻴﻌﺔ ﺍﻟﻨﺸﺎﻁ‪ :‬ﺗﻄﺒﻴﻖ ﻋﻤﻠﻲ ﻋﻠﻰ ﺃﺟﻬﺰﺓ ﺍﻟﻜﻤﺒﻴﻮﺗﺮ‬
‫ﺍﻟﺰﻣﻦ ﺍﳌﺨﺼﺺ ﻟﻠﻨﺸﺎﻁ‪ ٢٠ :‬ﺩﻗﺎﺋﻖ‬

‫ﺃﺧﻲ ﺍﳌﺘﺪﺭﺏ ﺗﺘﺒﻊ ﻫﺬﻩ ﺍﻹﺟﺮﺍﺀﺍﺕ ﻭﻧﻔﺬ ﺑﻨﻔﺴﻚ‪:‬‬

‫• ﻗﻢ ﺑﺘﺤﻤﻴﻞ )ﺗﺸﻐﻴﻞ( ﺑﺮﻧﺎﻣﺞ ‪.Internet explorer‬‬
‫• ﺍﻛﺘﺐ ﻋﻨﻮﺍﻥ ﻣﻮﻗﻊ ﳏﺮﻙ ﺍﻟﺒﺤﺚ ‪ Google‬ﺍﻟﺘﺎﱄ‪:‬‬
‫‪http://www.google.com‬‬
‫• ﺿﻊ ﺍﳌﻮﻗﻊ ﰲ ﺍﻟﻘﺎﺋﻤﺔ ﺍﳌﻔﻀﻠﺔ‪.‬‬
‫• ﻗﻢ ﺑﺎﻟﺒﺤﺚ ﻋﻦ ﻛﻠﻤﺔ ‪. Distance Learning‬‬
‫• ﺍﺳﺘﻌﺮﺽ ﺑﻌﺾ ﺍﳌﻮﺍﻗﻊ ﺍﻟﱵ ﻇﻬﺮﺕ ﰲ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ‪.‬‬
‫• ﺍﺧﺘﺮ ﺍﺣﺪ ﻫﺬﻩ ﺍﳌﻮﺍﻗﻊ ﻭ ﻗﻢ ﺑﻨﺴﺦ ﳏﺘﻮﺍﻩ ﻋﻠﻰ ﺍﻟﻘﺮﺹ ﺍﻟﺼﻠﺐ ‪D:‬‬
‫• ﺍﻧﺘﻘﻞ ﺇﱃ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ ﻣﺮﺓ ﺛﺎﻧﻴﺔ‪.‬‬
‫• ﺍﺧﺘﺮ ﻣﻮﻗﻊ ﺃﺧﺮ ﻣﻦ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ ﻭ ﻗﻢ ﺑﻄﺒﺎﻋﺔ ﻋﻠﻰ ﺍﻟﻮﺭﻕ‪.‬‬

‫‪١٩‬‬

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 ‫• ﺍﺳﺘﺨﺪﻡ ﳏﺮﻙ ﲝﺚ ﺁﺧﺮ ﻣﺜﻞ ‪ http://www.yahoo.com‬ﻣﻊ‬
‫ﺍﳊﻔﺎﻅ ﻋﻠﻰ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ ﺍﻷﻭﻝ‪.‬‬
‫• ﻗﻢ ﺑﺎﻟﺒﺤﺚ ﻋﻦ ﻋﺒﺎﺭﺓ " ﺍﻟﺘﻌﻠﻴﻢ ﺍﻹﻟﻴﻜﺘﺮﻭﱐ ﰲ ﺍﻟﻮﻃﻦ ﺍﻟﻌﺮﰊ " ﻭﻗﻢ‬
‫ﲝﻔﻆ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ ﻋﻠﻰ ﺍﻟﻘﺮﺹ ﺍﻟﺼﻠﺐ ‪.D:‬‬
‫• ﺃﻏﻠﻖ ﲨﻴﻊ ﳏﺮﻛﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﺴﺎﺑﻘﺔ ‪ ،‬ﻭﻗﻢ ﺑﺎﺳﺘﻌﺮﺍﺽ ﺍﻷﺧﺒﺎﺭ ﺍﻟﻴﻮﻣﻴﺔ‬
‫ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﻌﻨﻮﺍﻥ ﺍﻟﺘﺎﱄ‪:‬‬
‫‪.http://www.Arabic.Msn.com‬‬

‫ﺃﺧﻲ ﺍﳌﺘﺪﺭﺏ ﺍﺫﻛﺮ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺒﺤﺚ ﻋﱪ ﺍﻻﻧﺘﺮﻧﺖ ﺍﻟﱵ ﺍﺳﺘﺨﺪﻣﺘﻬﺎ ﺑﻨﻔﺴﻚ‪:‬‬

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 ‫ﺍﳉﻠﺴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ‬

‫ﻣﻮﺿﻮﻉ ﺍﳉﻠﺴﺔ‪ :‬ﺃﺳﺎﻟﻴﺐ ﺗﻮﻇﻴﻒ ﺃﺩﻭﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﻷﻛﺜﺮ ﺷﻴﻮﻋﺎﹰ ﻭ‬

‫ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺍﻹﺷﺮﺍﻑ ﺍﻟﺘﺮﺑﻮﻱ ﻭﺍﻟﺘﺪﺭﻳﺲ‪.‬‬
‫ﺍﻟﺰﻣﻦ ﺍﳌﺨﺼﺺ ﻟﻠﺠﻠﺴﺔ‪ (١٠٠) :‬ﻣﺎﺋﺔ ﺩﻗﻴﻘﺔ‪.‬‬
‫ﺍﳍﺪﻑ ﺍﻟﻌﺎﻡ‪ :‬ﲤﻜﲔ ﺍﳌﺘﺪﺭﺏ ﻣﻦ ﺗﻮﻇﻴـﻒ ﺃﺩﻭﺍﺕ ﺍﻟﺘﻌﻠـﻴﻢ ﺍﻻﻟﻜﺘـﺮﻭﱐ ﰲ‬
‫ﺍﻹﺷﺮﺍﻑ ﺍﻟﺘﺮﺑﻮﻱ ﻭﺗﺘﻀﻤﻦ ﺍﻟﺘﺪﺭﻳﺐ ﻋﻠﻰ‪:‬‬
‫• ﻛﻴﻔﻴﺔ ﺇﻧﺸﺎﺀ ﺑﺮﻳﺪ ﺍﻟﻜﺘﺮﻭﱐ ﻭﻣﻬﺎﺭﺍﺕ ﺍﺳﺘﺨﺪﺍﻣﺎﺗﻪ‪.‬‬
‫• ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺑﺮﺍﻣﺞ ﺍﶈﺎﺩﺛﺔ ﻭﺍﻟﺘﻔﺎﻋﻞ ﺍﳌﺒﺎﺷﺮ‪.‬‬

‫ﺍﻷﻫﺪﺍﻑ ﺍﻹﺟﺮﺍﺋﻴﺔ‪:‬‬
‫ﺑﻨﻬﺎﻳﺔ ﻫﺬﻩ ﺍﳉﻠﺴﺔ ﻳﺘﻮﻗﻊ ﺃﻥ ﻳﺘﻤﻜﻦ ﺍﳌﺘﺪﺭﺏ ﻣﻦ ﺃﻥ‪:‬‬
‫‪ -١‬ﳛﺪﺩ ﺃﺳﺎﻟﻴﺐ ﺗﻮﻇﻴﻒ ﺃﺩﻭﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺷﻴﻮﻋﺎﹰ ﻭ‬
‫ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺍﻹﺷﺮﺍﻑ ﺍﻟﺘﺮﺑﻮﻱ ﻭﺍﻟﺘﺪﺭﻳﺲ‪.‬‬
‫‪ -٢‬ﻳﻜﺘﺴﺐ ﻣﻬﺎﺭﺍﺕ ﺇﻧﺸﺎﺀ ﺑﺮﻳﺪ ﺍﻟﻜﺘﺮﻭﱐ ﻭﺍﺳﺘﺨﺪﺍﻣﺎﺗﻪ‪.‬‬
‫‪ -٣‬ﻳﺘﻘﻦ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺑﺮﺍﻣﺞ ﺍﶈﺎﺩﺛﺔ‪.‬‬

‫‪٢١‬‬

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 ‫ﺇﺟﺮﺍﺀﺍﺕ ﺍﳉﻠﺴﺔ‪:‬‬

‫ﺍﻟﺰﻣﻦ‬ ‫ﺍﻹﺟﺮﺍﺀ‬ ‫ﻡ‬

‫‪ ١٠‬ﺩ‬ ‫‪ -١‬ﻧﺸﺎﻁ )‪(٤‬‬
‫‪ ٢٠‬ﺩ‬ ‫ـﻴﻢ‬
‫ـﻒ ﺃﺩﻭﺍﺕ ﺍﻟﺘﻌﻠـ‬‫ـﺔ ﻟﺘﻮﻇﻴـ‬‫ـﺘﺮﺍﺗﻴﺠﻴﺔ ﻣﻘﺘﺮﺣـ‬
‫‪ -٢‬ﺇﺳـ‬
‫ﺍﻻﻟﻜﺘﺮﻭﱐ ﰲ ﺍﻹﺷﺮﺍﻑ ﺍﻟﺘﺮﺑﻮﻱ ﻭﺍﻟﺘﺪﺭﻳﺲ‬
‫‪ ٢٠‬ﺩ‬ ‫‪ -٣‬ﻋﺮﺽ ﳌﻬﺎﺭﺍﺕ ﺇﻧﺸﺎﺀ ﺑﺮﻳﺪ ﺍﻟﻜﺘﺮﻭﱐ ﻭﺍﺳﺘﺨﺪﺍﻣﺎﺗﻪ‬
‫‪ ٢٠‬ﺩ‬ ‫‪ -٤‬ﻧﺸﺎﻁ )‪(٥‬‬
‫‪ ١٠‬ﺩ‬ ‫‪ -٥‬ﻋﺮﺽ ﻋﻤﻠﻲ ﻟﱪﺍﻣﺞ ﺍﶈﺎﺩﺛﺔ ﻋﱪ ﺍﻟﺸﺒﻜﺔ‬
‫‪ ٢٠‬ﺩ‬ ‫‪ -٦‬ﻧﺸﺎﻁ )‪(٦‬‬
‫‪ ١٠٠‬ﺩ‬ ‫ﺇﲨﺎﱄ ﺯﻣﻦ ﺍﳉﻠﺴﺔ‬

‫‪٢٢‬‬

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 ‫ﻧﺸﺎﻁ )‪(٤‬‬
‫ﻣﻮﺿﻮﻉ ﺍﻟﻨﺸﺎﻁ‪ :‬ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﺸﺮﻑ ﺍﻟﺘﺮﺑـﻮﻱ ﻟـﺒﻌﺾ ﺃﺩﻭﺍﺕ ﺍﻟﺘﻌﻠـﻴﻢ‬
‫ﺍﻻﻟﻜﺘﺮﻭﱐ ﺩﻭﻥ ﺍﻻﺧﺮﻱ‪.‬‬
‫ﻃﺒﻴﻌﺔ ﺍﻟﻨﺸﺎﻁ‪ :‬ﻋﺼﻒ ﺫﻫﲏ‬
‫ﺍﻟﺰﻣﻦ ﺍﳌﺨﺼﺺ ﻟﻠﻨﺸﺎﻁ‪ ١٠ :‬ﺩﻗﺎﺋﻖ‬

‫ﺃﺧﻲ ﺍﳌﺘﺪﺭﺏ ﻧﺎﻗﺶ ﻣﻊ ﳎﻤﻮﻋﺘﻚ ﺍﺣﺘﻴﺎﺟﺎﺗﻚ ﻷﺩﻭﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻻﻟﻜﺘـﺮﻭﱐ ﰲ‬

‫ﳎﺎﻝ ﺍﻹﺷﺮﺍﻑ ﺍﻟﺘﺮﺑﻮﻱ ﻭﺣﺎﻭﻝ ﺃﻥ ﺗﻌﺪﺩ ﺑﻌﺾ ﺃﺳﺎﻟﻴﺐ ﺗﻮﻇﻴﻔﻬﺎ‪:‬‬
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 ‫ﺍﻟﻨﺸﺮﺓ ﺍﳌﺮﺟﻌﻴﺔ ﻟﻠﻨﺸﺎﻁ ) ‪(٤‬‬

‫ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻣﻘﺘﺮﺣﺔ ﻟﺘﻮﻇﻴﻒ ﺃﺩﻭﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺍﻷﻛﺜـﺮ ﺷـﻴﻮﻋﺎﹰ ﰲ‬

‫ﺍﻹﺷﺮﺍﻑ ﺍﻟﺘﺮﺑﻮﻱ ﻭﺍﻟﺘﺪﺭﻳﺲ ‪:‬‬
‫ﺃﻋﺮﺽ ﻓﻴﻤﺎ ﻳﻠﻲ ﺃﻫﻢ ﺃﺩﻭﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻻﻟﻜﺘﺮﻭﱐ ﻭﺃﺳﺎﻟﻴﺐ ﺗﻮﻇﻴﻔﻬـﺎ ﰲ‬
‫ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﻻﺗﺼﺎﻝ ﻭﺍﻟﺘﻔﺎﻋﻞ ﰲ ﺍﻹﺷﺮﺍﻑ ﺍﻟﺘﺮﺑﻮﻱ ﻭﺍﻟﺘﺪﺭﻳﺲ‪:‬‬

‫‪٢٤‬‬

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 ‫)‪ (١‬ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ‪: E-Mail‬‬
‫ﻧﻈﺎﻡ ﻟﻜﺘﺎﺑﺔ ﻭﺇﺭﺳﺎﻝ ﻭﺍﺳﺘﻘﺒﺎﻝ ﺍﻟﺮﺳـﺎﺋﻞ ﻋـﱪ ﻧﻈـﻢ ﺍﻻﺗـﺼﺎﻻﺕ‬
‫ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺳﻮﺍﺀً ﻛﺎﻧﺖ ﺷﺒﻜﺔ ﺍﻹﻧﺘﺮﻧﺖ ﺃﻭ ﺷﺒﻜﺎﺕ ﺍﻻﺗﺼﺎﻻﺕ ﺍﳋﺎﺻﺔ ﺩﺍﺧﻞ‬
‫ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺃﻭ ﻏﲑ ﺍﻟﺘﺮﺑﻮﻳﺔ‪.‬‬
‫ﳎﺎﻝ ﺍﻟﺘﻮﻇﻴﻒ‬

‫ﺗﺪﺭﻳﺲ‬ ‫ﺇﺷﺮﺍﻑ‬
‫ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻮﻇﻴﻒ‬ ‫ﻡ‬
‫ﺗﺮﺑﻮﻱ‬
‫‪ ١‬ﺇﻋﻼﻡ ﺍﻟﻄﻼﺏ ﲟﻮﺍﻋﻴﺪ ﺍﶈﺎﺿﺮﺍﺕ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ‬

‫‪ ٢‬ﺇﺭﺳﺎﻝ ﺍﳉﺪﺍﻭﻝ ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﳌﺮﺍﺳﻼﺕ ﺑﲔ ﺍﻹﺩﺍﺭﺓ ﻭﺍﻟﻄﻼﺏ‬

‫‪ ٣‬ﺍﳌﺮﺍﺳﻼﺕ ﺑﲔ ﻛﻞ ﻣﻦ ﺍﻹﺩﺍﺭﺓ ﻭﺍﳌﺸﺮﻓﲔ ﺍﻟﺘﺮﺑﻮﻳﲔ ﻭﺍﳌﻌﻠﻤﲔ‬

‫‪ ٤‬ﺇﺭﺳﺎﻝ ﺍﻟﻮﺍﺟﺒﺎﺕ ﻭﺍﻟﺘﻜﻠﻴﻔﺎﺕ ﻟﻠﻄﻼﺏ ﻭﺍﺳﺘﻘﺒﺎﻝ ﺭﺩﻭﺩﻫﻢ‬

‫‪ ٥‬ﺇﺭﺳﺎﻝ ﺍﻟﻄﻼﺏ ﺍﺳﺘﻔﺴﺎﺭﺍ‪‬ﻢ ﺇﱃ ﺃﺳﺎﺗﺬ‪‬ﻢ ﻭﺍﺳﺘﻘﺒﺎﻝ ﺍﻟﺮﺩﻭﺩ‬

‫‪ ٦‬ﺍﻟﺘﻮﺍﺻﻞ ﺑﲔ ﺍﻟﻄﻼﺏ ﺑﻌﻀﻬﻢ ﺍﻟﺒﻌﺾ ﻭﺗﺒﺎﺩﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﻴﻨﻬﻢ‬

‫‪ ٧‬ﺇﺭﺳﺎﻝ ﺍﻷﺳﺌﻠﺔ ﻭﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺇﱃ ﺍﻟﻄﻼﺏ ﻭﺍﺳﺘﻘﺒﺎﻝ ﺇﺟﺎﺑﺎ‪‬ﻢ‬

‫‪ ٨‬ﺇﺭﺳﺎﻝ ﻧﺘﺎﺋﺞ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﳌﺮﺣﻠﻴﺔ ﻭﺍﻟﻨﻬﺎﺋﻴﺔ ﺇﱃ ﺍﻟﻄﻼﺏ‬

‫‪ ٩‬ﺇﺭﺳﺎﻝ ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﺮﺍﺟﻌﺔ ﻋﻠﻰ ﺇﺟﺎﺑﺎﺕ ﺍﻟﻄﻼﺏ‬

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 ‫‪ ١٠‬ﻣﺮﺍﺳﻠﺔ ﺍﳋﱪﺍﺀ ﰲ ﺍﻟﺘﺨﺼﺼﺎﺕ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﻢ‬

‫ﺍﻋﺘﻤﺎﺩ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻛﻮﺳﻴﻠﺔ ﺍﺗﺼﺎﻝ ﻣﻌﺘﻤﺪﺓ ﺭﲰﻴﺎﹰ ﺑﲔ‬

‫‪١١‬‬
‫ﺍﳉﻬﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ‬

‫ﺇﳊﺎﻕ ﺍﳌﺮﻓﻘﺎﺕ ﺍﻟﻼﺯﻣﺔ ﻣﻊ ﺭﺳﺎﺋﻞ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻣﻦ‬

‫‪١٢‬‬
‫ﻣﻠﻔﺎﺕ ﻧﺼﻴﺔ ﺃﻭﺻﻮﺭ ﺃﻭ ﺇﺣﺼﺎﺀﺍﺕ ﺑﻴﺎﻧﻴﺔ‬

‫)‪ (٢‬ﺍﻟﻜﺘﺎﺑﺔ ﻭﺍﻟﺘﺤﺪﺙ ﺍﳌﺒﺎﺷﺮ ﻋﻠﻰ ﺍﻟﺸﺒﻜﺔ‬

‫‪Internet Relay Talking and Chatting‬‬
‫ﻧﻮﻉ ﻣﻦ ﺃﻧﻮﺍﻉ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻔﻮﺭﻱ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ ﺍﻟﺬﻱ ﻳﻌﺘﻤﺪ ﻋﻠـﻰ ﺷـﺒﻜﺎﺕ‬
‫ﻣﻨﺘﺸﺮﺓ ﺣﻮﻝ ﺍﻟﻌﺎﱂ ﺗﺴﻤﺢ ﻟﻠﻨﺎﺱ ﺑﺎﻻﺟﺘﻤﺎﻉ ﻭﺍﻟﺘﺤﺪﺙ ﰲ ﻏﺮﻑ ﳏﺎﺩﺛﺔ ﻣﺘﻨﻮﻋﺔ‬
‫ﰲ ﺷﱴ ﺍ‪‬ﺎﻻﺕ ﻭ ﺍﻻﺧﺘﺼﺎﺻﺎﺕ‪.‬‬
‫ﳎﺎﻝ ﺍﻟﺘﻮﻇﻴﻒ‬

‫ﺗﺪﺭﻳﺲ‬ ‫ﺇﺷﺮﺍﻑ‬
‫ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻮﻇﻴﻒ‬ ‫ﻡ‬
‫ﺗﺮﺑﻮﻱ‬
‫‪ ١‬ﺍﻻﺗﺼﺎﻝ ﺛﻨﺎﺋﻲ ﺍﻻﲡﺎﻩ ﺑﲔ ﳐﺘﻠﻒ ﺃﻃﺮﺍﻑ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬

‫‪٢٦‬‬

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 ‫‪ ٢‬ﺗﻘﺪﱘ ﺍﺳﺘﻔﺴﺎﺭﺍﺕ ﺍﻟﻄﻼﺏ ﻣﺒﺎﺷﺮﺓ ﺇﱃ ﺍﳌﻌﻠﻢ‬

‫‪ ٣‬ﺗﻘﺪﱘ ﺍﻟﺮﺩﻭﺩ ﻋﻠﻰ ﺍﺳﺘﻔﺴﺎﺭﺍﺕ ﺍﻟﻄﻼﺏ ﻭﺃﺳﺌﻠﺘﻬﻢ‬

‫‪ ٤‬ﺍﻟﻨﻘﺎﺵ ﺑﲔ ﺍﻟﻄﻼﺏ ﺣﻮﻝ ﻣﻮﺿﻮﻋﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ‬

‫‪ ٥‬ﺍﻻﺗﺼﺎﻝ ﺑﲔ ﺍﻟﻄﻼﺏ ﻭﺑﻌﻀﻬﻢ ﻭﺗﺒﺎﺩﻝ ﺍﳋﱪﺍﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‬

‫‪ ٦‬ﻋﻘﺪ ﺍﺟﺘﻤﺎﻋﺎﺕ ﳌﻨﺎﻗﺸﺔ ﺍﳌﺴﺎﺋﻞ ﻭﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﺸﺘﺮﻛﺔ‬

‫‪ ٧‬ﺇﻗﺎﻣﺔ ﳏﺎﺩﺛﺎﺕ ﺓ ﺑﲔ ﺍﳌﻌﻠﻢ ﻭﺍﳌﺸﺮﻓﲔ ﺍﻟﺘﺮﺑﻮﻳﲔ‬

‫ﺇﻗﺎﻣﺔ ﳏﺎﺩﺛﺔ ﺧﺎﺻﺔ ﺑﲔ ﺍﳌﻌﻠﻢ ﻭﺃﺣﺪ ﺍﻟﻄﻼﺏ ﺃﻭ ﺑﲔ ﻃﺎﻟﺐ‬

‫‪٨‬‬
‫ﻭﺁﺧﺮ ﻣﻊ ﺇﻣﻜﺎﻧﻴﺔ ﺇﺷﺮﺍﻙ ﻃﻼﺏ ﺁﺧﺮﻳﻦ ﰲ ﻫﺬﻩ ﺍﶈﺎﺩﺛﺔ‬

‫‪ ٩‬ﺗﺒﺎﺩﻝ ﻭﺟﻬﺎﺕ ﺍﻟﻨﻈﺮ ﻭﺍﻵﺭﺍﺀ ﺣﻮﻝ ﺍﳌﺴﺎﺋﻞ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ‬

‫‪ ١٠‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻌﻠﻴﻖ ﺍﻟﺼﻮﰐ ﺃﺛﻨﺎﺀ ﺍﶈﺎﺩﺛﺔ ﺇﱃ ﺟﺎﻧﺐ ﺍﻟﻜﺘﺎﺑﺔ‬

‫ﲢﻜﻢ ﺍﳌﻌﻠﻢ ﰲ ﺇﻋﻄﺎﺀ ﻓﺮﺻﺔ ﺍﻟﺘﺤﺪﺙ ﺇﱃ ﻃﺎﻟﺐ ﻣﻌﲔ ﰲ ﺃﻱ‬

‫‪١١‬‬
‫ﻭﻗﺖ ﺃﺛﻨﺎﺀ ﺍﶈﺎﺩﺛﺔ‬

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 ‫)‪ (٣‬ﺑﺮﻭﺗﻮﻛﻮﻝ ﻧﻘﻞ ﺍﳌﻠﻔﺎﺕ ‪File Transfer Protocol‬‬
‫ﻫﻮ ﺍﻟﻨﻈﺎﻡ ﺍﳌﺴﺘﺨﺪﻡ ﻟﺘﺒﺎﺩﻝ ﺍﳌﻠﻔﺎﺕ ﻋﱪ ﺷﺒﻜﺎﺕ ﺍﻟﻜﻤﺒﻴﻮﺗﺮ ﻣﺜﻞ ﺷﺒﻜﺔ‬
‫ﺍﻹﻧﺘﺮﻧﺖ ﺃﻭ ﺍﻟﺸﺒﻜﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ ﺍﻹﻧﺘﺮﺍﻧﺖ ‪ ،‬ﻭﻓﻴﻪ ﻳﺘﻢ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﳌﻠﻔـﺎﺕ ﺑـﺄﻱ‬
‫ﺷﻜﻞ ﻣﻦ ﺃﺷﻜﺎﻝ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻦ ﻧﻘﻞ ﻭﻧﺴﺦ ﻭﺣﺬﻑ ﻭﺇﻋﺎﺩﺓ ﺗﺴﻤﻴﺔ ﻟﻠﻤﻠﻔﺎﺕ ‪.‬‬
‫ﳎﺎﻝ ﺍﻟﺘﻮﻇﻴﻒ‬

‫ﺗﺪﺭﻳﺲ‬ ‫ﺇﺷﺮﺍﻑ‬
‫ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻮﻇﻴﻒ‬ ‫ﻡ‬
‫ﺗﺮﺑﻮﻱ‬
‫‪ ١‬ﺍﻻﺣﺘﻔﺎﻅ ﺑﻨﺴﺦ ﺇﻟﻴﻜﺘﺮﻭﻧﻴﺔ ﻣﻦ ﺳﺠﻼﺕ ﻭﻣﻠﻔﺎﺕ ﺍﻟﻄﻼﺏ‬

‫‪ ٢‬ﺗﺒﺎﺩﻝ ﺍﻟﺴﺠﻼﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺑﲔ ﺃﻗﺴﺎﻡ ﺍﻹﺩﺍﺭﺓ ﺍﳌﺨﺘﻠﻔﺔ‬

‫‪ ٣‬ﺗﻮﻓﲑ ﺑﻨﻚ ﻟﻸﺳﺌﻠﺔ ﻭﺍﻻﻣﺘﺤﺎﻧﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﻟﻴﻄﻠﻊ ﻋﻠﻴﻬﺎ ﺍﻟﻄﻼﺏ‬

‫‪ ٤‬ﺗﻮﻓﲑ ﺍﳌﻘﺮﺭﺍﺕ ﺍﻟﺪﺭﺍﺳﻴﺔ ﰲ ﺻﻮﺭﺓ ﻣﻠﻔﺎﺕ ﺇﻟﻴﻜﺘﺮﻭﻧﻴﺔ‬

‫ﺗﺪﻋﻴﻢ ﺍﳌﻘﺮﺭﺍﺕ ﺍﻟﺪﺭﺍﺳﻴﺔ ﲟﻠﻔﺎﺕ ﺻﻮﺗﻴﺔ ﻭﻣﻠﻔﺎﺕ ﻓﻴﺪﻳﻮ ﻭﻓﻘﺎﹰ‬

‫‪٥‬‬
‫ﻟﻄﺒﻴﻌﺔ ﻭﺣﺎﺟﺔ ﻛﻞ ﻣﻘﺮﺭ‬

‫ﺗﻮﻓﲑ ﺑﻨﻚ ﻣﻦ ﺑﺮﺍﻣﺞ ﺍﻟﻮﺳﺎﺋﻂ ﺍﳌﺘﻌﺪﺩﺓ ﻭﺍﻟﻌﺮﻭﺽ ﺍﻟﺘﻘﺪﳝﻴﺔ‬

‫‪٦‬‬
‫ﻟﺘﻌﺰﻳﺰ ﺍﳌﻘﺮﺭﺍﺕ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﺇﺛﺮﺍﺋﻬﺎ‬

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 ‫ﲣﺰﻳﻦ ﺍﶈﺎﺿﺮﺍﺕ ﺍﻟﱵ ﻳﻠﻘﻴﻬﺎ ﺍﻷﺳﺎﺗﺬﺓ ﻋﻠﻰ ﻫﻴﺌﺔ ﻣﻠﻔﺎﺕ‬
‫‪٧‬‬
‫ﺇﻟﻴﻜﺘﺮﻭﻧﻴﺔ ﳝﻜﻦ ﻟﻠﻄﻼﺏ ﺗﱰﻳﻠﻬﺎ ﻭﻣﺸﺎﻫﺪ‪‬ﺎ ﰲ ﺃﻯ ﻭﻗﺖ‬

‫ﺍﻻﺣﺘﻔﺎﻅ ﺑﺒﻴﺎﻥ ﺣﺎﻟﺔ ﻟﻜﻞ ﻃﺎﻟﺐ ﻳﻮﺿﺢ ﻧﺘﺎﺋﺠﻪ ﰲ ﺍﻟﱪﺍﻣﺞ‬

‫‪٨‬‬
‫ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻟﱵ ﺃﰎ ﺩﺭﺍﺳﺘﻬﺎ‬

‫ﲣﺰﻳﻦ ﻧﺘﺎﺋﺞ ﺍﻟﻄﻼﺏ ﰲ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻟﺴﺎﺑﻘﺔ ﻭﺍﻟﺮﺟﻮﻉ ﺇﻟﻴﻬﺎ ﰲ‬

‫‪٩‬‬
‫ﺃﻱ ﻭﻗﺖ‬

‫ﲣﺰﻳﻦ ﺍﻷﻋﻤﺎﻝ ﻭﺍﻟﺘﻜﻠﻴﻔﺎﺕ ﻭﺍﻷﻧﺸﻄﺔ ﺍﻟﱵ ﻳﻘﻮﻡ ‪‬ﺎ ﺍﻟﻄﻼﺏ‬

‫‪ ١٠‬ﰲ ﺻﻮﺭﺓ ﻣﻠﻔﺎﺕ ﺇﻟﻴﻜﺘﺮﻭﻧﻴﺔ ﲝﻴﺚ ﺗﻜﻮﻥ ﺳﺠﻞ ﻳﻮﺿﺢ ﻧﺸﺎﻁ‬
‫ﺍﻟﻄﻼﺏ ﻛﻮﺳﻴﻠﺔ ﻟﺘﻘﻮﱘ ﺃﺩﺍﺀ ﻛﻞ ﻃﺎﻟﺐ‬

‫ﲣﺰﻳﻦ ﳎﻤﻮﻋﺎﺕ ﻣﻦ ﺍﻷﺳﺌﻠﺔ ﻭﺇﺟﺎﺑﺎ‪‬ﺎ ﺍﻟﻨﻤﻮﺫﺟﻴﺔ ﻳﺮﺟﻊ ﺇﻟﻴﻬﺎ‬

‫‪ ١١‬ﺍﻟﻄﻼﺏ ﻟﺘﻘﻮﱘ ﺃﺩﺍﺋﻬﻢ ﰲ ﺍﻟﺘﻜﻠﻴﻔﺎﺕ ﻭﺍﻷﻧﺸﻄﺔ ﻛﺸﻜﻞ ﻣﻦ‬
‫ﺃﺷﻜﺎﻝ ﺍﻟﺘﻘﻮﱘ ﺍﻟﺬﺍﰐ‬

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 ‫)‪ (٤‬ﺍﻟﺒﺤﺚ ‪Search‬‬
‫ﻫﻮ ﻣﻦ ﺍﳋﺪﻣﺎﺕ ﺍﳌﻨﺘﺸﺮﺓ ﻋﻠﻰ ﺷﺒﻜﺔ ﺍﻹﻧﺘﺮﻧﺖ ‪ ،‬ﻭﻳﺘـﻴﺢ ﻟﻠﻤـﺴﺘﺨﺪﻡ‬
‫ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﻣﺎ ﻳﺮﻳﺪ ﻣﻦ ﻣﻌﻠﻮﻣﺎﺕ ﺃﻭ ﺧﺪﻣﺎﺕ ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺃﺩﻟﺔ ﻟﻠﻤﻮﺿﻮﻋﺎﺕ‬
‫ﺗﻜﻮﻥ ﻣﺘﺎﺣﺔ ﻋﻠﻰ ﻣﻮﺍﻗﻊ ﺍﳋﺪﻣﺎﺕ ‪ ،‬ﺃﻭ ﻣﻦ ﺧﻼﻝ ﳏﺮﻛﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﱵ ﺗﺒﺤﺚ‬
‫ﰲ ﺷﺒﻜﺔ ﺍﻹﻧﺘﺮﻧﺖ ﻋﻦ ﻣﻮﺿﻮﻋﺎﺕ ﻣﻌﻴﻨﺔ ﺑﺪﻻﻟﺔ ﻛﻠﻤﺎﺕ ﻣﻔﺘﺎﺣﻴﻪ ﻟﻠﺒﺤﺚ ‪.‬‬
‫ﳎﺎﻝ ﺍﻟﺘﻮﻇﻴﻒ‬

‫ﺗﺪﺭﻳﺲ‬ ‫ﺇﺷﺮﺍﻑ‬
‫ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻮﻇﻴﻒ‬ ‫ﻡ‬
‫ﺗﺮﺑﻮﻱ‬
‫ﺍﻟﺒﺤﺚ ﰲ ﺍﳌﻜﺘﺒﺎﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻋﻦ ﺍﻟﻜﺘﺐ ﻭﺍﳌﺮﺍﺟﻊ ﺍﳌﻔﻴﺪﺓ‬
‫‪١‬‬
‫ﰲ ﻣﻮﺿﻮﻋﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ‬

‫ﺍﺳﺘﺨﺪﺍﻡ ﳏﺮﻛﺎﺕ ﺍﻟﺒﺤﺚ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻼﺯﻣﺔ‬

‫‪٢‬‬
‫ﻟﻠﺪﺭﺍﺳﺔ ﻭﺇﺟﺎﺑﺔ ﺍﻟﻔﺮﻭﺽ ﻭﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﳌﱰﻟﻴﺔ‬

‫‪ ٣‬ﺍﻟﺒﺤﺚ ﻋﻦ ﻣﻌﻠﻮﻣﺔ ﳏﺪﺩﺓ ﺩﺍﺧﻞ ﳏﺘﻮﻯ ﺍﳌﻘﺮﺭ ﺍﻟﺪﺭﺍﺳﻲ‬

‫‪ ٤‬ﺇﺛﺮﺍﺀ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺎﺭﻑ ﰲ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﻟﺪﺭﺍﺳﻴﺔ‬

‫‪ ٥‬ﺍﻟﺒﺤﺚ ﻋﻦ ﺃﺣﺪﺙ ﻣﺎ ﰎ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻪ ﰲ ﺷﱴ ﳎﺎﻻﺕ ﺍﳌﻌﺮﻓﺔ‬

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 ‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻮﺳﻮﻋﺎﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﳌﻨﺘﺸﺮﺓ ﻋﻠﻰ ﺷﺒﻜﺔ‬
‫‪٦‬‬
‫ﺍﻹﻧﺘﺮﻧﺖ ﰲ ﺍﻟﺒﺤﺚ ﻭﺍﻻﻃﻼﻉ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺘﺎﺣﺔ ﻋﻠﻴﻬﺎ‬

‫‪ ٧‬ﺍﺧﺘﻴﺎﺭ ﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﻔﺘﺎﺣﻴﺔ ﺍﳌﻨﺎﺳﺒﺔ ﻭﺍﻟﱵ ﺗﻌﻄﻰ ﺃﺩﻕ ﻧﺘﺎﺋﺞ‬

‫‪ ٨‬ﺗﻨﻈﻴﻢ ﻭﺗﺮﺗﻴﺐ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﺃﻓﻀﻞ ﻧﺘﻴﺠﺔ ﳑﻜﻨﺔ‬

‫ﺍﺳﺘﺒﻌﺎﺩ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ ﺍﻟﱵ ﻗﺪ ﺗﻜﻮﻥ ﻏﲑ ﻣﻼﺋﻤﺔ ﳌﻮﺿﻮﻉ‬

‫‪٩‬‬
‫ﺍﻟﺒﺤﺚ‬

‫ﺍﺳﺘﺨﺪﺍﻡ ﺧﻴﺎﺭﺍﺕ ﺍﻟﺒﺤﺚ ﺍﳌﺘﻘﺪﻣﺔ ﻟﻠﺒﺤﺚ ﻋﻦ ﳏﺘﻮﻯ ﺑﻠﻐﺔ‬

‫‪ ١٠‬ﻣﻌﻴﻨﺔ ﺃﻭ ﻣﻨﺸﻮﺭﺓ ﺑﺘﺎﺭﻳﺦ ﳏﺪﺩ ﺃﻭ ﺍﻟﺒﺤﺚ ﻋﻦ ﻣﻠﻔﺎﺕ ﺃﺧﺮﻯ‬
‫ﻣﻦ ﻧﻮﻉ ﻣﻌﲔ ﻣﺜﻞ ﺍﻟﺼﻮﺭ ﺃﻭ ﻣﻘﺎﻃﻊ ﺍﻟﻔﻴﺪﻳﻮ‬

‫ﺍﺳﺘﺨﺪﺍﻡ ﺃﻛﺜﺮ ﻣﻦ ﳏﺮﻙ ﲝﺚ ﻟﺘﻌﺪﺩ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ ﻭﺿﻤﺎﻥ‬

‫‪١١‬‬
‫ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﻟﻨﺘﻴﺠﺔ ﺍﳌﺮﺟﻮﺓ‬

‫‪ ١٢‬ﺗﻮﺛﻴﻖ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ ﻭﺫﻛﺮ ﻣﺼﺎﺩﺭ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ‬

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 ‫)‪ (٥‬ﳎﻤﻮﻋﺎﺕ ﺍﻷﺧﺒﺎﺭ ‪Newsgroups‬‬
‫ﻫﻲ ﺷﺒﻜﺔ ﻋﻤﻼﻗﺔ ﺗﻀﻢ ﻋﺪﺩ ﻛﺒﲑ ﻣﻦ ﺍ‪‬ﻤﻮﻋﺎﺕ ‪ ،‬ﻛﻞ ﳎﻤﻮﻋﺔ ‪‬ﺘﻢ‬
‫ﲟﻮﺿﻮﻉ ﻣﻌﲔ ‪ ،‬ﻭﺗﺘﻴﺢ ﳌﺴﺘﺨﺪﻣﻲ ﺍﻹﻧﺘﺮﻧﺖ ﺍﻻﺷﺘﺮﺍﻙ ﰲ ﺃﻱ ﻣـﻦ ﻫـﺬﻩ‬
‫ﺍ‪‬ﻤﻮﻋﺎﺕ ﻭﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺧﺪﻣﺎ‪‬ﺎ ﺍﳌﺨﺘﻠﻔﺔ ‪ ،‬ﻭﻗﺮﺍﺀﺓ ﻭﺇﺭﺳـﺎﻝ ﺍﻷﺧﺒـﺎﺭ‬
‫ﻭﺍﳌﻘﺎﻻﺕ‪.‬‬
‫ﳎﺎﻝ ﺍﻟﺘﻮﻇﻴﻒ‬

‫ﺗﺪﺭﻳﺲ‬ ‫ﺇﺷﺮﺍﻑ‬
‫ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻮﻇﻴﻒ‬ ‫ﻡ‬
‫ﺗﺮﺑﻮﻱ‬
‫ﺍﻹﻋﻼﻥ ﻋﻦ ﺃﻫﻢ ﺍﻷﺣﺪﺍﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻭ ﺍﳌﺆﲤﺮﺍﺕ ﰲ ﳐﺘﻠﻒ‬
‫‪١‬‬
‫ﺍﻟﺘﺨﺼﺼﺎﺕ‬

‫‪ ٢‬ﺇﻋﻼﻥ ﺃﺣﺪﺙ ﺍﻷﺧﺒﺎﺭ ﰲ ﺍ‪‬ﺎﻻﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ‬

‫ﺍﺷﺘﺮﺍﻙ ﻛﻞ ﻣﻦ ﺍﳌﻌﻠﻤﲔ ﻭﺍﻟﻄﻼﺏ ﰲ ﳎﻤﻮﻋﺎﺕ ﺍﻷﺧﺒﺎﺭ‬

‫‪٣‬‬
‫ﺍﻟﻌﺎﳌﻴﺔ ﰲ ﳎﺎﻻﺕ ﺍﺧﺘﺼﺎﺻﻬﻢ ﻭﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﳋﱪﺍﺕ ﺍﻟﻌﺎﳌﻴﺔ‬

‫ﺗﺒﺎﺩﻝ ﻭﺟﻬﺎﺕ ﺍﻟﻨﻈﺮ ﻭﺍﻵﺭﺍﺀ ﺑﲔ ﺃﻋﻀﺎﺀ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻹﺧﺒﺎﺭﻳﺔ‬

‫‪٤‬‬
‫ﺍﻟﻮﺍﺣﺪﺓ‬

‫‪٣٢‬‬

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 ‫ﺍﻻﺗﺼﺎﻝ ﺍﳌﺒﺎﺷﺮ ﻭﺇﺟﺮﺍﺀ ﺣﻮﺍﺭ ﻣﻊ ﺃﻋﻀﺎﺀ ﳎﻤﻮﻋﺎﺕ ﺇﺧﺒﺎﺭﻳﺔ‬
‫‪ ٥‬ﻣﺘﺨﺼﺼﺔ ﰲ ﲣﺼﺼﺎﺕ ﳐﺘﻠﻔﺔ ﻟﻼﺳﺘﻔﺎﺩﺓ ﻭﺗﺒﺎﺩﻝ ﺍﳋﱪﺍﺕ‬
‫ﻓﻴﻤﺎ ﺑﻴﻨﻬﻢ ﺳﻮﺍﺀ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﺍﶈﻠﻰ ﺃﻭ ﺍﻟﻌﺎﳌﻲ‬

‫‪ ٦‬ﺍﺳﺘﻘﺎﺀ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳋﱪﺍﺕ ﰲ ﳎﺎﻻﺕ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳌﺨﺘﻠﻔﺔ‬

‫)‪ (٦‬ﺍﻟﻘﻮﺍﺋﻢ ﺍﻟﱪﻳﺪﻳﺔ ‪Mailing Lists‬‬

‫ﻫﻰ ﻋﺒﺎﺭﺓ ﻋﻦ ﻗﻮﺍﺋﻢ ﺗﻀﻢ ﺃﲰﺎﺀ ﲨﻴﻊ ﺍﳌﺸﺘﺮﻛﲔ ﻓﻴﻬﺎ ﻭﻋﻨﺎﻭﻳﻦ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ‬
‫ﻟﻜﻞ ﻣﻨﻬﻢ ‪ ،‬ﻭﺗﺴﺘﺨﺪﻡ ﻟﺘﻮﺯﻳﻊ ﺍﻟﺮﺳﺎﺋﻞ ﻋﻠﻰ ﲨﻴﻊ ﺃﻋﻀﺎﺀ ﺍ‪‬ﻤﻮﻋﺔ ‪.‬‬
‫ﳎﺎﻝ ﺍﻟﺘﻮﻇﻴﻒ‬

‫ﺗﺪﺭﻳﺲ‬ ‫ﺇﺷﺮﺍﻑ‬
‫ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻮﻇﻴﻒ‬ ‫ﻡ‬
‫ﺗﺮﺑﻮﻱ‬
‫ﺍﻻﺣﺘﻔﺎﻅ ﺑﺎﻟﻌﻨﺎﻭﻳﻦ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻟﻠﻄﻼﺏ ﻣﻦ ﺟﻬﺔ ﻭﻷﻋﻀﺎﺀ‬
‫‪١‬‬
‫ﻫﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ ﻭﺍﳌﺸﺮﻓﲔ ﺍﻟﺘﺮﺑﻮﻳﲔ ﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻱ‬

‫‪ ٢‬ﺇﺭﺳﺎﻝ ﺍﻟﺘﻌﺎﻣﻴﻢ ﻭﺍﻟﻨﺸﺮﺍﺕ ﺍﻟﻌﺎﻣﺔ ﺍﱃ ﲨﻴﻊ ﺍﻟﻄﻼﺏ ﺍﳌﺸﺎﺭﻛﲔ‬

‫‪٣٣‬‬

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 ‫ﰲ ﺑﺮﻧﺎﻣﺞ ﺩﺭﺍﺳﻰ ﻣﻌﲔ‬

‫ﺳﻬﻮﻟﺔ ﺍﻟﺘﻮﺍﺻﻞ ﺑﲔ ﲨﻴﻊ ﺍﻟﻄﻼﺏ ﺍﳌﺴﺠﻠﲔ ﰲ ﺃﻯ ﺑﺮﻧﺎﻣﺞ‬

‫‪٣‬‬
‫ﺩﺭﺍﺳﻲ ﻟﺘﺒﺎﺩﻝ ﺍﻵﺭﺍﺀ ﻭﻭﺟﻬﺎﺕ ﺍﻟﻨﻈﺮ‬

‫‪ ٤‬ﲢﻘﻴﻖ ﺍﻟﺘﻮﺍﺻﻞ ﺑﲔ ﺍﻹﺩﺍﺭﺓ ﻭﺃﻭﻟﻴﺎﺀ ﺃﻣﻮﺭ ﺍﻟﻄﻼﺏ‬

‫‪ ٥‬ﲢﻘﻴﻖ ﺍﻟﺘﻮﺍﺻﻞ ﺑﲔ ﻋﻀﻮ ﻫﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ ﻭﺍﳌﺸﺮﻑ ﺍﻟﺘﺮﺑﻮﻱ‬

‫‪ ٦‬ﺇﺭﺳﺎﻝ ﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﳌﱰﻟﻴﺔ ﺇﱃ ﺍﻟﻄﻼﺏ‬

‫ﺍﺷﺘﺮﺍﻙ ﺍﳌﻌﻠﻤﲔ ﰲ ﻗﻮﺍﺋﻢ ﺑﺮﻳﺪﻳﺔ ﻋﺎﳌﻴﺔ ﰲ ﺍﻟﺘﺨﺼﺼﺎﺕ ﳏﻞ‬

‫‪٧‬‬
‫ﺍﻫﺘﻤﺎﻣﻬﻢ ﻭﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺧﱪﺍﺕ ﺍﳌﺘﺨﺼﺼﲔ ﻓﻴﻬﺎ‬

‫ﺍﻻﺗﺼﺎﻝ ﺑﻄﻼﺏ ﰲ ﻧﻔﺲ ﺍﻟﺘﺨﺼﺺ ﻣﻦ ﺟﺎﻣﻌﺎﺕ ﺃﺧﺮﻯ ﻋﻦ‬

‫‪٨‬‬
‫ﻃﺮﻳﻖ ﻗﻮﺍﺋﻤﻬﻢ ﺍﻟﱪﻳﺪﻳﺔ ﻭﺗﺒﺎﺩﻝ ﺍﳋﱪﺍﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻴﻤﺎ ﺑﻴﻨﻬﻢ‬

‫ﺍﻻﺗﺼﺎﻝ ﺑﲔ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ ﰲ ﺍﻟﺘﺨﺼﺺ ﺍﻟﻮﺍﺣﺪ ﰲ‬

‫‪٩‬‬
‫ﺍﳉﺎﻣﻌﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻣﻦ ﺧﻼﻝ ﺍﻟﻘﻮﺍﺋﻢ ﺍﻟﱪﻳﺪﻳﺔ ﺍﳋﺎﺻﺔ ‪‬ﻢ‬

‫‪٣٤‬‬

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 ‫)‪ (٧‬ﺍﻟﺴﺒﻮﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ‪Electronic Whiteboard‬‬

‫ﻫﻲ ﺃﺩﺍﺓ ﺗﻄﺒﻴﻘﻴﺔ ﺗﻈﻬﺮ ﻟﻠﻤﺴﺘﺨﺪﻡ ﻣﺴﺎﺣﺔ ﺑﻴﻀﺎﺀ ﺗﻈﻬﺮ ﻋﻠﻰ ﺷﺎﺷﺔ ﺍﻟﻜﻤﺒﻴﻮﺗﺮ ‪،‬‬
‫ﻭﺍﻟﱵ ﳝﻜﻨﻪ ﺍﻟﻜﺘﺎﺑﺔ ﻭﺍﻟﺮﺳﻢ ﻋﻠﻴﻬﺎ ﺑﺎﳌﺸﺎﺭﻛﺔ ﻣﻊ ﻣﺴﺘﺨﺪﻣﲔ ﺁﺧﺮﻳﻦ ﻣﺘﻮﺍﺟـﺪﻳﻦ‬
‫ﰲ ﻧﻔﺲ ﺍﻟﻮﻗﺖ ﻋﱪ ﺍﻟﺸﺒﻜﺔ ‪.‬‬
‫ﳎﺎﻝ ﺍﻟﺘﻮﻇﻴﻒ‬

‫ﺗﺪﺭﻳﺲ‬ ‫ﺇﺷﺮﺍﻑ‬
‫ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻮﻇﻴﻒ‬ ‫ﻡ‬
‫ﺗﺮﺑﻮﻱ‬
‫‪ ١‬ﻋﺮﺽ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺸﻜﻞ ﻓﻮﺭﻱ ﻟﻠﻤﺘﻌﻠﻤﲔ‬

‫‪ ٢‬ﺭﺳﻢ ﺍﻷﺷﻜﺎﻝ ﺍﻟﺘﻮﺿﻴﺤﻴﺔ ﻭﺍﻟﺮﺳﻮﻡ ﺍﻟﺘﺨﻄﻴﻄﻴﺔ‬

‫‪ ٣‬ﻛﺘﺎﺑﺔ ﻣﺎ ﻳﺘﻄﻠﺒﻪ ﺷﺮﺡ ﺍﻟﺪﺭﺱ ﻣﻦ ﻧﻘﺎﻁ ﺃﻭ ﺃﺭﻗﺎﻡ ﺃﻭ ﻣﻌﺎﺩﻻﺕ‬

‫ﻣﺘﺎﺑﻌﺔ ﺍﳌﻌﻠﻢ ﻟﻌﻤﻞ ﺍﻟﻄﻼﺏ ﺃﺛﻨﺎﺀ ﺣﻞ ﺃﺣﺪ ﺍﳌﺴﺎﺋﻞ ﺃﻭ ﺷﺮﺡ‬

‫‪٤‬‬
‫ﺃﺣﺪ ﺍﳌﻔﺎﻫﻴﻢ‬

‫‪ ٥‬ﻋﺮﺽ ﻣﺸﺎﺭﻛﺎﺕ ﺍﻟﻄﻼﺏ ﻣﻦ ﺭﺳﻮﻡ ﻭﻛﺘﺎﺑﺎﺕ ﺃﺛﻨﺎﺀ ﺍﻟﺪﺭﺱ‬

‫‪٣٥‬‬

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 ‫)‪ (٨‬ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ ‪Video Conferencing‬‬
‫ﻧﺸﺎﻁ ﺗﺘﻴﺢ ﺇﻣﻜﺎﻧﻴﺔ ﺍﻻﺗﺼﺎﻝ ﺑﺎﻟﺼﻮﺕ ﻭﺍﻟﺼﻮﺭﺓ ﺑﲔ ﺍﳌﻌﻠﻢ ﻣﻦ ﺟﻬﺔ ﻭﳎﻤﻮﻋﺔ‬
‫ﻣﻦ ﺍﳌﺘﻌﻠﻤﲔ ﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻯ ﻋﻦ ﻃﺮﻳﻖ ﺷﺒﻜﺔ ﺍﻹﻧﺘﺮﻧﺖ ‪.‬‬

‫ﳎﺎﻝ ﺍﻟﺘﻮﻇﻴﻒ‬

‫ﺗﺪﺭﻳﺲ‬ ‫ﺇﺷﺮﺍﻑ‬
‫ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻮﻇﻴﻒ‬ ‫ﻡ‬
‫ﺗﺮﺑﻮﻱ‬
‫ﲢﻘﻴﻖ ﺍﺗﺼﺎﻝ ﺛﻨﺎﺋﻲ ﺍﻻﲡﺎﻩ ﺑﺎﻟﺼﻮﺕ ﻭﺍﻟﺼﻮﺭﺓ ﺑﲔ ﺍﻟﻄﻼﺏ ﻭ‬
‫‪١‬‬
‫ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ‬

‫‪ ٢‬ﺍﻟﺘﻔﺎﻋﻞ ﺑﲔ ﺃﻃﺮﺍﻑ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻣﻦ ﺧﻼﻝ ﺍﻻﺗﺼﺎﻝ ﺍﳌﺮﺋﻲ‬

‫‪ ٣‬ﺍﻻﺗﺼﺎﻝ ﺑﲔ ﺍﻟﻄﻼﺏ ﻭﺗﺒﺎﺩﻝ ﺍﳋﱪﺍﺕ ﻓﻴﻤﺎ ﺑﻴﺘﻬﻢ‬

‫ﻳﺴﺘﻄﻴﻊ ﺃﻯ ﻃﺎﻟﺐ ﻃﻠﺐ ﺍﻹﺫﻥ ﰲ ﺍﻟﺘﺤﺪﺙ ﻭﻃﺮﺡ ﺍﺳﺘﻔﺴﺎﺭﻩ‬

‫‪٤‬‬
‫ﺃﻭ ﻭﺟﻬﺔ ﻧﻈﺮﻩ ﰲ ﻣﻮﺿﻮﻉ ﺍﻟﻨﻘﺎﺵ‬

‫ﻋﻘﺪ ﺍﺟﺘﻤﺎﻋﺎﺕ ﺑﲔ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ ﳌﻨﺎﻗﺸﺔ ﺍﳌﺴﺎﺋﻞ‬

‫‪٥‬‬
‫ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ‬
‫‪ ٦‬ﻋﻘﺪ ﺍﺟﺘﻤﺎﻋﺎﺕ ﺑﲔ ﺍﻟﻄﻼﺏ ﳌﻨﺎﻗﺸﺔ ﻣﻮﺿﻮﻋﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻭ‬

‫‪٣٦‬‬

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 ‫ﺃﻯ ﺃﻓﻜﺎﺭ ﺃﻭ ﻣﺴﺎﺋﻞ ﻋﻠﻤﻴﺔ ﺃﻭ ﺩﺭﺍﺳﻴﺔ‬

‫ﻋﺮﺽ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻷﲝﺎﺙ ﺍﻟﻌﻤﻠﻴﺔ ﻭﺍﺳﺘﻄﻼﻉ ﺍﻵﺭﺍﺀ‬

‫‪٧‬‬
‫ﻭﺍﻻﺳﺘﻔﺴﺎﺭﺍﺕ ﺑﺸﺄ‪‬ﺎ‬

‫‪ ٨‬ﻋﻘﺪ ﺍﻟﻨﺪﻭﺍﺕ ﺍﻟﻌﻠﻤﻴﺔ ﰲ ﺍﻟﺘﺨﺼﺼﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ‬

‫ﺍﺳﺘﻀﺎﻓﺔ ﺍﻷﺳﺎﺗﺬﺓ ﻭﺍﻟﻌﻠﻤﺎﺀ ﻹﻟﻘﺎﺀ ﳏﺎﺿﺮﺍﺕ ﻭﻋﻘﺪ ﻧﺪﻭﺍﺕ‬

‫‪ ٩‬ﻋﱪ ﺍﻟﺸﺒﻜﺔ ﻣﻦ ﺃﻣﺎﻛﻦ ﺗﻮﺍﺟﺪﻫﻢ ﻭﺍﺳﺘﻔﺎﺩﺓ ﺃﻛﱪ ﻋﺪﺩ ﳑﻜﻦ‬
‫ﻣﻦ ﺍﻟﻄﻼﺏ ﻣﻦ ﻫﺬﻩ ﺍﻟﻠﻘﺎﺀﺍﺕ‬

‫)‪ (٩‬ﻣﺸﺎﺭﻛﺔ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ‪Application Sharing‬‬

‫ﻧﺸﺎﻁ ﻳﺴﺘﺨﺪﻡ ﰲ ﺍﻻﺟﺘﻤﺎﻋﺎﺕ ﻋﻦ ﺑﻌﺪ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺸﺒﻜﺔ ﺗﺘﻴﺢ ﻻﺛﻨﲔ ﺃﻭ ﺃﻛﺜﺮ‬
‫ﻣﻦ ﺍﳌﺴﺘﺨﺪﻣﲔ ﺍﻟﻌﻤﻞ ﻭﺍﻟﺘﻔﺎﻋﻞ ﻣﻊ ﺍﻟﺘﻄﺒﻴﻖ )ﺍﻟﱪﻧﺎﻣﺞ( ﰲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ‪.‬‬
‫ﳎﺎﻝ ﺍﻟﺘﻮﻇﻴﻒ‬

‫ﺗﺪﺭﻳﺲ‬ ‫ﺇﺷﺮﺍﻑ‬
‫ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻮﻇﻴﻒ‬ ‫ﻡ‬
‫ﺗﺮﺑﻮﻱ‬
‫‪ ١‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﻠﻢ ﻷﺣﺪ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﻟﻠﺸﺮﺡ ﻣﻊ ﲤﻜﻦ ﲨﻴﻊ‬

‫‪٣٧‬‬

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 ‫ﺍﻟﻄﻼﺏ ﻣﻦ ﻣﺸﺎﻫﺪﺓ ﻭﺍﺳﺘﺨﺪﺍﻡ ﻧﻔﺲ ﺍﻟﺘﻄﺒﻴﻖ ﰲ ﻧﻔﺲ ﺍﻟﻮﻗﺖ‬

‫ﺗﺒﺎﺩﻝ ﺍﳋﱪﺍﺕ ﺑﲔ ﺍﻟﻄﻼﺏ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ‬

‫‪٢‬‬
‫ﻋﻦ ﻃﺮﻳﻖ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ‬

‫‪ ٣‬ﻗﻴﺎﻡ ﺍﳌﻌﻠﻢ ﺑﺎﻟﺸﺮﺡ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺒﻴﺎﻥ ﺍﻟﻌﻤﻠﻲ‬

‫ﻗﻴﺎﺱ ﻗﺪﺭﺓ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻋﻦ‬

‫‪ ٤‬ﻃﺮﻳﻖ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﻌﻤﻠﻲ ﳍﺬﻩ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﻭﻣﻼﺣﻈﺔ ﺍﳌﻌﻠﻢ‬
‫ﳌﺴﺘﻮﻯ ﺃﺩﺍﺋﻬﻢ‬

‫ﻗﻴﺎﻡ ﺍﳌﻌﻠﻢ ﺑﺈﺷﺮﺍﻙ ﺍﻟﻄﻼﺏ ﻣﻌﻪ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﺃﺣﺪ ﺍﻟﱪﺍﻣﺞ ﺃﻭ‬

‫‪٥‬‬
‫ﻣﻮﺍﻗﻊ ﺍﻹﻧﺘﺮﻧﺖ ﻭﺭﺅﻳﺔ ﻣﺎ ﻳﻘﻮﻡ ﺑﻪ ﻣﻦ ﺧﻄﻮﺍﺕ ﻭﺇﺟﺮﺍﺀﺍﺕ‬

‫)‪ (١٠‬ﺍﻟﻔﺼﻮﻝ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ ‪Virtual Classrooms‬‬

‫ﻫﻮ ﻧﻈﺎﻡ ﻳﺴﻤﺢ ﺑﺎﻟﺒﺚ ﺍﳊﻲ ﻟﻠﺤﺼﺺ ﻋﱪ ﺷﺒﻜﺔ ﺍﻹﻧﺘﺮﻧﺖ ﺑـﺸﻜﻞ ﳛـﺎﻛﻰ‬
‫ﺃﺳﻠﻮﺏ ﺍﻟﻔﺼﻞ ﺍﻟﺘﻘﻠﻴﺪﻱ ‪ ،‬ﻭﻟﻜﻦ ﻣﻊ ﲤﻴﺰﻩ ﺑﺎﳌﺮﻭﻧﺔ ﰲ ﲢﺪﻳﺪ ﻣﻮﺍﻋﻴﺪ ﺍﳊﺼﺺ ‪،‬‬
‫ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺍﺳﺘﺨﺪﺍﻡ ﺃﺩﻭﺍﺕ ﺍﻟﺘﻔﺎﻋﻞ ﺍﳌﺘﻌﺪﺩﺓ ﺍﳌﺘﺎﺣﺔ ﰲ ﻧﻈﺎﻡ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻹﻟﻜﺘﺮﻭﱐ‬

‫‪٣٨‬‬

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 ‫ﳎﺎﻝ ﺍﻟﺘﻮﻇﻴﻒ‬

‫ﺗﺪﺭﻳﺲ‬ ‫ﺇﺷﺮﺍﻑ‬
‫ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻮﻇﻴﻒ‬ ‫ﻡ‬
‫ﺗﺮﺑﻮﻱ‬
‫‪ ١‬ﲢﺪﻳﺪ ﻣﻮﺍﻋﻴﺪ ﺍﳊﺼﺺ ﰲ ﺃﻭﻗﺎﺕ ﻣﻨﺎﺳﺒﺔ ﻟﻠﻄﻼﺏ‬

‫‪ ٢‬ﲢﺪﻳﺪ ﺍﻟﻄﻼﺏ ﺍﳌﺴﻤﻮﺡ ﳍﻢ ﺑﺎﳌﺸﺎﺭﻛﺔ ﰲ ﺍﳊﺼﺺ‬

‫ﺑﺚ ﺣﺼﺺ ﺣﻴﺔ ﺑﺎﻟﺼﻮﺕ ﻭﺍﻟﺼﻮﺭﺓ ﻣﻦ ﺃﻱ ﻣﻜﺎﻥ ﻳﺘﻮﺍﺟﺪ ﻓﻴﻪ‬

‫‪٣‬‬
‫ﺍﳌﻌﻠﻢ ﻭﻳﺴﺘﻄﻴﻊ ﺍﻟﻄﻼﺏ ﻣﺘﺎﺑﻌﺘﻬﺎ ﻣﻦ ﺃﻱ ﻣﻜﺎﻥ ﺃﻳﻀﺎﹰ‬

‫ﺍﺳﺘﺨﺪﺍﻡ ﻭﺳﺎﺋﻞ ﺗﻌﻠﻴﻤﻴﺔ ﻣﺴﺎﻋﺪﺓ ﻣﺜﻞ ﺍﻟﻌﺮﻭﺽ ﺍﻟﺘﻘﺪﳝﻴﺔ‬

‫‪٤‬‬
‫ﻭﺑﺮﺍﻣﺞ ﺍﻟﻮﺳﺎﺋﻂ ﺍﳌﺘﻌﺪﺩﺓ ﻭﺍﻟﺼﻮﺭ ﺍﻟﺘﻮﺿﻴﺤﻴﺔ‬

‫ﺇﻗﺎﻣﺔ ﺣﻮﺍﺭ ﺑﺸﻜﻞ ﲨﺎﻋﻲ ﺑﲔ ﺍﳌﻌﻠﻢ ﻭﺍﻟﻄﻼﺏ ﺃﻭ ﺑﺸﻜﻞ‬

‫‪٥‬‬
‫ﻓﺮﺩﻯ ﺑﻴﻨﻪ ﻭﺑﲔ ﻃﺎﻟﺐ ﻭﺍﺣﺪ‬

‫ﻣﺸﺎﺭﻛﺔ ﺍﻟﻄﻼ ﺏ ﰲ ﺍﳊﺼﺔ ﻭﺍﻟﺘﻔﺎﻋﻞ ﻣﻊ ﺍﳌﻌﻠﻢ ﻭﻣﺎﺩﺓ ﺍﻟﺘﻌﻠﻢ‬

‫‪٦‬‬
‫ﻣﻦ ﺧﻼﻝ ﺍﳌﺪﺍﺧﻠﺔ ﺍﻟﺼﻮﺗﻴﺔ ﺑﻮﺍﺳﻄﺔ ﺍﳌﻴﻜﺮﻭﻓﻮﻥ ﺃﻭ ﻛﺘﺎﺑﻴﺎﹰ‬

‫ﺍﺳﺘﺨﺪﺍﻡ ﻣﺼﺎﺩﺭ ﺃﺧﺮﻯ ﻟﻠﺘﻌﻠﻢ ﺃﺛﻨﺎﺀ ﺍﳊﺼﺔ ﻣﺜﻞ ﺗﺼﻔﺢ ﺷﺒﻜﺔ‬

‫‪٧‬‬
‫ﺍﻹﻧﺘﺮﻧﺖ ﲝﺜﺎﹰ ﻋﻦ ﻣﻮﺍﺿﻴﻊ ﺫﺍﺕ ﺻﻠﺔ ﲟﻮﺿﻮﻉ ﺍﳊﺼﺔ‬

‫‪ ٨‬ﺗﺴﺠﻴﻞ ﺍﳊﺼﺔ ﻟﻴﺘﻤﻜﻦ ﺍﻟﻄﻼﺏ ﻭﺍﳌﻌﻠﻢ ﻣﻦ ﺍﻟﺮﺟﻮﻉ ﺇﻟﻴﻬﺎ ﰲ‬

‫‪٣٩‬‬

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 ‫ﺃﻱ ﻭﻗﺖ‬

‫ﲣﺰﻳﻦ ﲨﻴﻊ ﺍﳊﺼﺺ ﻟﻴﺘﺴﲎ ﻟﻠﻄﻼﺏ ﺍﻟﺬﻳﻦ ﱂ ﲤﻜﻨﻬﻢ‬

‫‪ ٩‬ﻇﺮﻭﻓﻬﻢ ﻣﻦ ﺣﻀﻮﺭ ﺃﻳﺔ ﺣﺼﺔ ﻭﻗﺖ ﺑﺜﻬﺎ ﺍﻻﻃﻼﻉ ﻋﻠﻴﻬﺎ‬
‫ﻭﲢﻤﻴﻠﻬﺎ ﺇﱃ ﺃﺟﻬﺰ‪‬ﻢ‬

‫‪ ١٠‬ﺗﻮﺟﻴﻪ ﺍﻟﻄﻼﺏ ﺃﺳﺌﻠﺘﻬﻢ ﻭﺍﺳﺘﻔﺴﺎﺭﺍ‪‬ﻢ ﺇﱃ ﺍﳌﻌﻠﻢ ﻣﺒﺎﺷﺮﺓ‬

‫‪ ١١‬ﺗﻮﺟﻴﻪ ﺍﻷﺳﺌﻠﺔ ﻭﺍﻟﻔﺮﻭﺽ ﻭﺍﻟﻮﺍﺟﺒﺎﺕ ﻣﻦ ﺍﳌﻌﻠﻢ ﺇﱃ ﺍﻟﻄﻼﺏ‬

‫‪ ١٢‬ﻣﻼﺣﻈﺔ ﺍﳌﻌﻠﻢ ﻷﺩﺍﺀ ﺍﻟﻄﻼﺏ ﻭﻣﺪﻯ ﺗﻔﺎﻋﻠﻬﻢ ﻣﻌﻪ ﺃﺛﻨﺎﺀ ﺍﳊﺼﺔ‬

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 ‫ﻧﺸﺎﻁ )‪(5‬‬
‫ﻣﻮﺿﻮﻉ ﺍﻟﻨﺸﺎﻁ‪ :‬ﻣﻬﺎﺭﺓ ﺇﻧﺸﺎﺀ ﺍﻟﱪﻳﺪ ﺍﻻﻟﻜﺘﺮﻭﱐ ﻭﺍﺳﺘﺨﺪﺍﻣﺎﺗﻪ‪.‬‬
‫ﻃﺒﻴﻌﺔ ﺍﻟﻨﺸﺎﻁ‪ :‬ﺗﺪﺭﻳﺐ ﻋﻤﻠﻲ‬
‫ﺍﻟﺰﻣﻦ ﺍﳌﺨﺼﺺ ﻟﻠﻨﺸﺎﻁ‪ ٢٠ :‬ﺩﻗﺎﺋﻖ‬

‫‪ .‬ﺃﺧﻲ ﺍﳌﺘﺪﺭﺏ ﻗﻢ ﺑﺈﻧﺸﺎﺀ ﺑﺮﻳﺪ ﺍﻟﻜﺘﺮﻭﱐ ﳎﺎﱐ ﻭ ﺗﺒﺎﺩﻝ ﺍﻟﺮﺳﺎﺋﻞ ﺑﻴﻨﻚ ﻭﺑﲔ‬
‫ﺑﻌﺾ ﺍﻟﺰﻣﻼﺀ ﻛﺬﻟﻚ ﻗﻢ ﺑﺘﺨﺰﻳﻦ ﺍﻟﺮﺳﺎﺋﻞ ﻭ ﺇﻋﺎﺩﺓ ﺍﻟﺮﺩ ﻋﻠﻴﻬﺎ ﻣﺴﺘﺨﺪﻣﺎﹰ ﰲ ﺫﻟﻚ‬
‫ﺍﺣﺪ ﺍﳌﻮﺍﻗﻊ ﺍ‪‬ﺎﻧﻴﺔ ﻣﺜﻞ )‪(Hotmail.com - yahoo.com‬‬
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 ‫ﻧﺸﺎﻁ )‪(6‬‬
‫ﻣﻮﺿﻮﻉ ﺍﻟﻨﺸﺎﻁ‪ :‬ﻣﻬﺎﺭﺓ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺑﺮﺍﻣﺞ ﺍﶈﺎﺩﺛﺔ ﻭﺍﻟﺘﻔﺎﻋﻞ ﺍﳌﺒﺎﺷﺮ‪.‬‬
‫ﻃﺒﻴﻌﺔ ﺍﻟﻨﺸﺎﻁ‪ :‬ﺗﺪﺭﻳﺐ ﻋﻤﻠﻲ‬
‫ﺍﻟﺰﻣﻦ ﺍﳌﺨﺼﺺ ﻟﻠﻨﺸﺎﻁ‪ ٢٠ :‬ﺩﻗﺎﺋﻖ‬

‫‪ .‬ﻳﻘﻮﻡ ﺍﳌﺘﺪﺭﺑﲔ ﺑﺈﺟﺮﺍﺀ ﳏﺎﺩﺛﺎﺕ ﺣﻴﺔ ‪ Chat‬ﻓﻴﻤﺎ ﺑﻴﻨﻬﻢ ﻋﻦ ﻃﺮﻳﻖ‬

‫)‪ .(yahoo messenger - Hotmail messenger‬ﻭﻓﻖ ﺍﻟﺘﺎﱄ‪:‬‬

‫• ﺍﻻﺗﺼﺎﻝ ﺑﺎﻹﻧﺘﺮﻧﺖ‪.‬‬
‫• ﺷﺮﺡ ﺻﻴﻐﺔ ﻋﻨﻮﺍﻥ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ )ﻣﺜﻞ‪:‬‬
‫‪ (mms@hotmail.com‬ﻭﺍﻟﻔﺮﻕ ﺑﻴﻨﺔ ﻭ ﺑﲔ ﻋﻨﻮﺍﻥ ﺍﻹﻧﺘﺮﻧﺖ‬
‫)ﻣﺜﻞ‪.(http://www.moe.gov.sa :‬‬
‫• ﺍﻟﺪﺧﻮﻝ ﳌﻮﻗﻊ ‪ http://www.yahoo.com‬ﻭ ﻃﻠﺐ ﺍﺷﺘﺮﺍﻙ‬
‫‪ E-mail‬ﺟﺪﻳﺪ ‪.‬‬
‫• ﺗﻌﺒﺌﺔ ﻃﻠﺐ ﺍﻻﺷﺘﺮﺍﻙ ﻭ ﺇﻧﺸﺎﺀ ﺑﺮﻳﺪ ﺟﺪﻳﺪ ﻭ ﺍﺧﺘﻴﺎﺭ ﺍﺳﻢ ﺍﳌﺴﺘﺨﺪﻡ‬
‫‪ use name‬ﻭ ﻛﻠﻤﺔ ﺍﳌﺮﻭﺭ ‪.password‬‬

‫‪٤٢‬‬

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 ‫• ﳝﻜﻨﻚ ﺍﻵﻥ ﺍﻟﺪﺧﻮﻝ ﻟﱪﻳﺪﻙ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺍ‪‬ﺎﱐ ﺑﺎﺳﺘﺨﺪﺍﻡ ‪user‬‬
‫‪ name , password‬ﺍﳋﺎﺹ ﺑﻚ‪.‬‬
‫• ﺍﺳﺘﻌﺮﺽ ﺍﻟﺮﺳﺎﺋﻞ ﺍﻟﻮﺍﺭﺩﺓ ﻣﻦ ﺯﻣﻼﺋﻚ ﻭ ﻗﻢ ﺑﺘﺨﺰﻳﻨﻬﺎ ﻭ ﺍﻟﺮﺩ ﻋﻠﻴﻬﺎ‬
‫ﺑﺮﺳﺎﻟﺔ ﻧﺼﻴﺔ ﲢﺘﻮﻱ ﻋﻠﻰ ﺑﻌﺾ ﺍﳌﺮﻓﻘﺎﺕ ‪) attachments‬ﺻﻮﺗﻴﺔ‬
‫– ﻣﺼﻮﺭﺓ ‪ -‬ﻧﺼﻴﺔ(‪.‬‬
‫• ﻗﻢ ﲝﺬﻑ ﺑﻌﺾ ﺍﻟﺮﺳﺎﺋﻞ ﺍﻟﺰﺍﺋﺪﺓ ﻋﻦ ﺍﳊﺎﺟﺔ‪.‬‬
‫• ﻗﻢ ﺑﺘﺸﻐﻴﻞ ﺑﺮﻧﺎﻣﺞ ‪ yahoo messenger‬ﻭ ﺃﺿﻒ ﻋﻨﺎﻭﻳﻦ‬
‫ﻣﻦ ﺗﺮﻏﺐ ﰲ ﺇﺟﺮﺍﺀ ﳏﺎﺩﺛﺔ ‪ Chat‬ﻣﻌﻬﻢ ﻣﺴﺘﺨﺪﻣﺎﹰ ﰲ ﺫﻟﻚ‬
‫‪ microphone‬ﻭ ‪.Camera‬‬

‫ﺃﺧﻲ ﺍﳌﺘﺪﺭﺏ ﺗﺘﺒﻊ ﻫﺬﻩ ﺍﻹﺟﺮﺍﺀﺍﺕ ﻭﻧﻔﺬ ﺑﻨﻔﺴﻚ ‪:‬‬

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 ‫ﻣﺮﺍﺟﻊ ﲤﺖ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ ﰲ ﺇﻋﺪﺍﺩ ﻭﺭﺷﺔ ﺍﻟﻌﻤﻞ‬

‫ﳏﻤﺪ ﳏﻤﻮﺩ ﺯﻳﻦ ﺍﻟﺪﻳﻦ‪ :‬ﻛﻔﺎﻳﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻹﻟﻜﺘﺮﻭﱐ‪ ،‬ﺩﺍﺭ ﺧﻮﺍﺭﺯﻡ‬ ‫‪-١‬‬
‫ﺍﻟﻌﻠﻤﻴﺔ ﻟﻠﺘﻮﺯﻳﻊ ﻭﺍﻟﻨﺸﺮ‪ ،‬ﺟﺪﺓ ‪.٢٠٠٧ ،‬‬
‫ﳏﻤﺪ ﻋﺒﺪ ﺍﳊﻤﻴﺪ ‪ ،‬ﻭﺁﺧﺮﻭﻥ‪ :‬ﻣﻨﻈﻮﻣﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻋﱪ ﺍﻟﺸﺒﻜﺎﺕ‪،‬ﻋﺎﱂ‬ ‫‪-٢‬‬
‫ﺍﻟﻜﺘﺐ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ ‪.٢٠٠٥،‬‬
‫ﺍﻟﺘﻌﻠﻴﻢ ﻋﻦ ﻋﺒﺪ ﺑﲔ ﺍﻟﻨﻈﺮﻳﺔ ﻭﺍﻟﺘﻄﺒﻴﻖ ‪ ،‬ﳉﻨﺔ ﻣﺴﺌﻮﱄ ﺍﻟﺘﻌﻠﻴﻢ ﻋﻦ ﺑﻌﺪ‬ ‫‪-٣‬‬
‫ﲜﺎﻣﻌﺎﺕ ﻭﻣﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ ﺑﺪﻭﻝ ﳎﻠﺲ ﺍﻟﺘﻌﺎﻭﻥ ﻟﺪﻭﻝ ﺍﳋﻠﻴﺞ‬
‫ﺍﻟﻌﺮﺑﻴﺔ‪.٢٠٠٥ ،‬‬
‫ﻣﺼﻄﻔﻰ ﻛﻤﺎﻝ ﺭﻣﻀﺎﻥ ‪:‬ﺑﺮﺍﻣﺞ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﻔﺘﻮﺡ ‪ ،‬ﺃﻃﺮﻭﺣﺔ ﺭﺳﺎﻟﺔ‬ ‫‪-٤‬‬
‫ﻣﺎﺟﺴﺘﲑ‪ ،‬ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻨﻮﻋﻴﺔ ‪ ،‬ﺟﺎﻣﻌﺔ ﻋﲔ ﴰﺲ ‪.٢٠٠٨ ،‬‬

‫ﻣﻊ ﺧﺎﻟﺺ ﺍﺣﺘﺮﺍﻣﻲ ﺗﻘﺪﻳﺮﻱ ‪،،‬‬

‫ﺩ‪ /‬ﳏﻤﺪ ﺯﻳﻦ‬

‫‪dr_mzeen@yahoo.com‬‬

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