‫ﺠﺎﻤﻌﺔ ﺍﻝﻨﺠﺎﺡ ﺍﻝﻭﻁﻨﻴﺔ‬

‫ﻜﻠﻴﺔ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻌﻠﻴﺎ‬

‫ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴ‪‬ﺔ ﻤﻥ‬

‫ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ‬

‫ﺇﻋﺩﺍﺩ‬
‫ﺭﺸﺎ ﺭﺍﺘﺏ ﺍﻝﻘﺎﺴﻡ‬

‫ﺇﺸﺭﺍﻑ‬
‫ﺩ‪ .‬ﺴﺎﺌﺩﺓ ﻋﻔﻭﻨﺔ‬

‫ﻗﺩﻤﺕ ﻫﺫﻩ ﺍﻷﻁﺭﻭﺤﺔ ﺍﺴﺘﻜﻤﺎ ﹸﻻ ﻝﻤﺘﻁﻠﺒﺎﺕ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺩﺭﺠﺔ ﺍﻝﻤﺎﺠﺴﺘﻴﺭ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻝﺘﺭﺒﻭﻴﺔ‬
‫ﺒﻜﻠﻴﺔ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻌﻠﻴﺎ ﻓﻲ ﺠﺎﻤﻌﺔ ﺍﻝﻨﺠﺎﺡ ﺍﻝﻭﻁﻨﻴﺔ ﻓﻲ ﻨﺎﺒﻠﺱ‪ ،‬ﻓﻠﺴﻁﻴﻥ‪.‬‬
‫‪2013‬‬
 ‫ﺍﻹﻫﺩﺍﺀ‬

‫ﺇﻝﻰ ﺭﻤﺯ ﺍﻝﺤﻨﺎﻥ ﻭﺍﻝﻌﻁﺎﺀ ﺇﻝﻰ ﻤﻥ ﻜﺎﻥ ﺩﻋﺎﺅﻫﺎ ﺴﺭ ﻨﺠﺎﺤﻲ ﻓﻘﺩ ﺴﻬﺭﺕ ﻭﺘﻌﺒﺕ ﻭﺃﻋﻁﺕ ﺒﻼ ﺤﺩﻭﺩ‬
‫ﺇﻝﻰ ﻏﺎﻝﻴﺘﻲ ﺃﻤﻲ ‪ ...‬ﺇﻝﻰ ﻤﻥ ﺃﻓﺘﻘﺩﻩ ﺒﺠﺎﻨﺒﻲ ﺩﻭﻤﺎ ﻭﻝﻡ ﻴﺘﺴﻨﻰ ﻝﻲ ﺍﻻﺭﺘﻭﺍﺀ ﻤﻥ ﺤﻨﺎﻨﻪ ﻭﻴﺭﺘﻌﺵ‬

‫ﻗﻠﺒﻲ ﻝﺫﻜﺭﺍﻩ ﺃﺒﻲ‬

‫ﻥ ﻋﻥ ﺩﻋﻤﻲ‬
‫ﺇﻝﻰ ﺯﻭﺠﻲ ﻭﺭﻓﻴﻕ ﺩﺭﺒﻲ ﺯﺍﻫﻲ ﺍﻝﻐﺎﻝﻲ ﺍﻝﺫﻱ ﻋﺎﻨﻰ ﺍﻝﺼﻌﺎﺏ ﻷﺠﻠﻲ ﻭﻝﻡ ﻴﺘﻭﺍ ‪‬‬
‫ﻭﻤﺴﺎﻨﺩﺘﻲ ﻝﻪ ﺤﺒﻲ ﻭﺘﻘﺩﻴﺭﻱ‬

‫ﺇﻝﻰ ﺃﺤﺒﺎﺌﻲ ﻭﻨﻭﺭ ﺤﻴﺎﺘﻲ ﺃﺒﻨﺎﺌﻲ ﺍﻷﻋﺯﺍﺀ‬

‫ﺩﺍﻨﺎ ﻭﺩﻴﻤﺎ ﻭﻝﻴﻨﺎ ﻭﻜﺭﻴﻡ ﻭﻜﻨﺩﺓ‬

‫ﺇﻝﻰ ﻤﻥ ﻜﺎﻨﺕ ﻴﻭﻤﹰﺎ ﺭﻓﻴﻘﺔ ﺩﺭﺒﻲ ﻭﺘﻭﺃﻡ ﺭﻭﺤﻲ ﻭﺍﻝﺴﻜﻴﻨﺔ ﺍﻝﺘﻲ ﻭﻫﺒﺘﻨﻲ ﺍﻷﻤﺎﻥ ﻭﺍﻝﺘﻲ ﺃﺜﺭﺕ ﺠﺩﹰﺍ ﻓﻲ‬

‫ﻨﻔﺴﻲ ﻭﺫﻫﺒﺕ ﻭﺃﺨﺫﺕ ﻤﻌﻬﺎ ﺠﺯﺌﹰﺎ ﻤﻥ ﻗﻠﺒﻲ ﻭﺘﺭﻜﺕ ﻝﻲ ﻓﻲ ﻫﺫﻩ ﺍﻝﺤﻴﺎﺓ ﻓﺭﺍﻏﹰﺎ ﻜﺒﻴﺭﹰﺍ ﻻ ﻴﺴﺘﻁﻴﻊ‬
‫ﺃﺤﺩ‪ ‬ﺃﻴﹰﺎ ﻜﺎﻥ ﺃﻥ ﻴﻤﻸﻩ ﺇﻝﻰ ﺭﻭﺡ ﺃﺨﺘﻲ ﺍﻝﻐﺎﻝﻴﺔ ﺍﻝﺤﺒﻴﺒﺔ ﺭﻴﻡ‬

‫ﺍﻝﺘﻲ ﺍﻨﺘﻬﻰ ﺒﻬﺎ ﻜﺭﻡ ﺍﻝﻘﺩﺭ ﺍﻝﺒﺨﻴل ﻷﻥ ﻴﺄﺨﺫﻫﺎ ﻤﻨﻲ ﻭﻫﻲ ﻓﻲ ﺭﻴﻌﺎﻥ ﺸﺒﺎﺒﻬﺎ‬

‫ﻼ ﺃﻝﻡ ﻓﺭﺍﻗﻬﺎ‬
‫ﺃﻫﺩﻴﻬﺎ ﻜل ﻫﺫﺍ ﺍﻝﺠﻬﺩ ﻋﻠﹼﻲ ﺍﺨﻔﻑ ﻋﻥ ﻨﻔﺴﻲ ﻗﻠﻴ ﹰ‬

‫ﻭﺍﻝﺩﻋﺎﺀ ﻝﻬﺎ ﻓﻲ ﺃﻥ ﻴﻁﻴﺏ ﺍﷲ ﺜﺭﺍﻫﺎ ﻭﻴﺴﻌﺩﻫﺎ ﺒﺭﻀﺎﻩ ﻭﻴﺠﻌل ﺍﻝﺠﻨﺔ ﻤﺜﻭﺍﻫﺎ‪.‬‬

‫ﺇﻝﻰ ﺃﺤﺒﺎﺌﻲ ﺇﺨﻭﺘﻲ ﻭﺃﺨﻭﺍﺘﻲ ﺍﻷﻋﺯﺍﺀ ﻋﻠﻰ ﻗﻠﺒﻲ ﺭﺒﺎ ﻭﻗﺎﺴﻡ ﻭﺃﺤﻤﺩ ﻭﻋﺒﺩﺍﷲ ﻭﻋﺎﺌﺸﺔ‬

‫ﺇﻝﻴﻬﻡ ﺠﻤﻴﻌﺎ ﺃﻫﺩﻱ ﻫﺫﺍ ﺍﻝﺠﻬﺩ ﺍﻝﻤﺘﻭﺍﻀﻊ‬

‫ج‬
 ‫ﺍﻝﺸﻜﺭ ﻭﺍﻝﺘﻘﺩﻴﺭ‬

‫ﺍﻝﺤﻤﺩ ﻭﺍﻝﺸﻜﺭ ﷲ ﺃﻭ ﹰﻻ ﻭﺃﺨﻴﺭﹰﺍ ﺍﻝﺫﻱ ﺃﻋﺎﻨﻨﻲ ﻭﻴﺴﺭ ﺃﻤﺭﻱ ﻭﻭﻓﻘﻨﻲ ﻋﻠﻰ ﺍﻨﺠﺎﺯ ﻫﺫﻩ‬
‫ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻜﻤﺎ ﺃﺘﻘﺩﻡ ﺒﺄﺴﻤﻰ ﺁﻴﺎﺕ ﺍﻝﺸﻜﺭ ﻭﺍﻻﻤﺘﻨﺎﻥ ﻭﺍﻝﺘﻘﺩﻴﺭ ﻭﺍﻝﻤﺤﺒﺔ ﺇﻝﻰ ﺍﻝﺫﻴﻥ ﺤﻤﻠﻭﺍ ﺃﻗﺩﺱ‬

‫ﺭﺴﺎﻝﺔ ﻓﻲ ﺍﻝﺤﻴﺎﺓ‪...‬‬

‫ﺇﻝﻰ ﺍﻝﺫﻴﻥ ﻤﻬﺩﻭﺍ ﻝﻨﺎ ﻁﺭﻴﻕ ﺍﻝﻌﻠﻡ ﻭﺍﻝﻤﻌﺭﻓﺔ‬

‫ﺇﻝﻰ ﺠﻤﻴﻊ ﺃﺴﺎﺘﺫﺘﻨﺎ ﺍﻷﻓﺎﻀل ﻓﻜﻤﺎ ﻗﻴل " ﻜﻥ ﻋﺎﻝﻤﺎ ‪ ..‬ﻓﺈﻥ ﻝﻡ ﺘﺴﺘﻁﻊ ﻓﻜﻥ ﻤﺘﻌﻠﻤﺎ ‪ ،‬ﻓﺈﻥ ﻝﻡ‬

‫ﺘﺴﺘﻁﻊ ﻓﺄﺤﺏ ﺍﻝﻌﻠﻤﺎﺀ‪ ،‬ﻓﺈﻥ ﻝﻡ ﺘﺴﺘﻁﻊ ﻓﻼ ﺘﺒﻐﻀﻬﻡ"‬

‫ﻭﺃﺨﺹ ﺒﺎﻝﺘﻘﺩﻴﺭ ﻭﺍﻝﺸﻜﺭ ﺼﺎﺤﺒﺔ ﺍﻝﻘﻠﺏ ﺍﻝﻜﺒﻴﺭ ﻭﺍﻝﻌﻘل ﺍﻝﻤﻨﻴﺭ ﺍﻝﺩﻜﺘﻭﺭﺓ ﺍﻝﻔﺎﻀﻠﺔ ﺴﺎﺌﺩﺓ‬
‫ﻋﻔﻭﻨﻪ ﺍﻝﺘﻲ ﻗﺎﻤﺕ ﺒﺎﻹﺸﺭﺍﻑ ﻋﻠﻰ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ ﻜﻤﺎ ﺃﺩﻴﻥ ﻝﻬﺎ ﺒﺎﻝﻌﺭﻓﺎﻥ ﻝﺴﻌﺔ ﺼﺩﺭﻫﺎ ﻭﺩﻗﺔ‬

‫ﺁﺭﺍﺌﻬﺎ ﺍﻝﻌﻠﻤﻴﺔ ﻭﻏﺯﺍﺭﺘﻬﺎ ﻭﺍﻝﻤﺸﻬﻭﺩ ﻝﻬﺎ ﺒﻬﺎ‪ ،‬ﻓﻘﺩ ﻜﺎﻨﺕ ﻤﺸﺭﻓﺔ ﻭﺼﺩﻴﻘﺔ ﻭﻤﻭﺠﻬﺔ ﺭﺍﺌﻌﺔ‪ ،‬ﻭﻜﺎﻥ‬
‫ﻝﺘﻭﺠﻴﻬﺎﺘﻬﺎ ﺍﻝﻘﻴﻤﺔ ﻭﻤﻼﺤﻅﺎﺘﻬﺎ ﺍﻝﺒﻨﺎﺀﺓ ﺍﻷﺜﺭ ﺍﻝﻜﺒﻴﺭ ﻓﻲ ﺇﺨﺭﺍﺝ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﺤﻴﺯ ﺍﻝﻭﺠﻭﺩ‪.‬‬

‫ﻜﻤﺎ ﺃﺘﻘﺩﻡ ﺒﺎﻝﺸﻜﺭ ﺍﻝﺠﺯﻴل ﺇﻝﻰ ﺍﻷﺴﺎﺘﺫﺓ ﺍﻷﻓﺎﻀل ﺭﺅﺴﺎﺀ ﺃﻗﺴﺎﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ‬

‫ﻤﺩﻴﺭﻴﺎﺕ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﺠﻤﻴﻌﺎ‪ ،‬ﻝﺘﻘﺩﻴﺭﻫﻡ ﻝﻠﻌﻠﻡ ﻭﻁﻠﺒﺔ ﺍﻝﻌﻠﻡ ﻭﺘﻌﺎﻭﻨﻬﻡ‬
‫ﻭﺍﻫﺘﻤﺎﻤﻬﻡ ﺒﻜل ﻤﺎ ﻴﺨﺹ ﺍﻝﻁﻠﺒﺔ‪ ،‬ﻭﺍﻝﺫﻴﻥ ﻗﺩﻤﻭﺍ ﺍﻝﺩﻋﻡ ﻭﺍﻝﻤﺴﺎﻋﺩﺓ ﻭﺯﻭﺩﻭﻨﺎ ﺒﺎﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﻼﺯﻤﺔ‬
‫ﻹﺘﻤﺎﻡ ﻫﺫﺍ ﺍﻝﻌﻤل‪ ،‬ﻭﻜﺎﻨﻭﺍ ﺃﻜﺜﺭ ﻋﻁﺎ ‪‬ﺀ ﻭﺴﻌﺔ ﺼﺩﺭ‪ ،‬ﻜﻤﺎ ﺃﺸﻜﺭ ﺃﻋﻀﺎﺀ ﺍﻝﻠﺠﻨﺔ ﺍﻝﻤﻤﺘﺤﻨﺔ ﺍﻝﺩﻜﺘﻭﺭ‬

‫ﺍﻝﻔﺎﻀل ﻏﺴﺎﻥ ﺍﻝﺤﻠﻭ ﻭﺍﻝﺩﻜﺘﻭﺭ ﻋﺒﺩ ﺍﻝﻜﺭﻴﻡ ﺃﻴﻭﺏ ﻭﺍﻝﺩﻜﺘﻭﺭ ﺃﺤﻤﺩ ﻓﺘﻴﺤﺔ ﻝﻤﻼﺤﻅﺎﺘﻬﻡ ﺍﻝﻘﻴﻤﺔ ﺍﻝﺘﻲ‬
‫ﺃﺜﺭﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻭﺃﻏﻨﺘﻬﺎ‪ ،‬ﻜﻤﺎ ﺃﺘﻘﺩﻡ ﺒﺎﻝﺸﻜﺭ ﻝﻜل ﻤﻥ ﻭﻗﻑ ﺇﻝﻰ ﺠﺎﻨﺒﻲ ﻭﺘﺤﻤل ﺃﻋﺒﺎﺀ ﺍﻝﻌﻤل ﻭﺍﻝﺠﻬﺩ‬
‫ﺃﺸﻜﺭ ﺯﻭﺠﻲ ﺍﻝﻐﺎﻝﻲ ﻝﺘﻘﺩﻴﻤﻪ ﺍﻝﺩﻋﻡ ﺍﻝﻤﻌﻨﻭﻱ ﻭﺍﻝﻤﺎﺩﻱ ﻻﻨﺠﺎﺯ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻜﻤﺎ ﺃﺸﻜﺭ ﺼﺩﻴﻘﺎﺘﻲ‬

‫ﻭﺭﻓﻴﻘﺎﺕ ﺩﺭﺒﻲ ﻝﺩﻋﻤﻬﻡ ﻝﻲ ﻭﻤﺅﺍﺯﺭﺘﻬﻡ ﻝﻲ ﻋﻠﻰ ﺍﻝﺩﻭﺍﻡ ﻭﺍﻝﻠﻭﺍﺘﻲ ﻝﻡ ﻴﺘﻭﺍﻨﻴﻥ ﻋﻥ ﺘﻘﺩﻴﻡ ﺍﻝﻤﺴﺎﻋﺩﺓ‬
‫ﻜﻤﺎ ﺃﺸﻜﺭ ﺃﺨﻲ ﺍﻝﻐﺎﻝﻲ ﺃﺤﻤﺩ ﻋﻠﻰ ﻤﺴﺎﻋﺩﺘﻪ ﻭﺘﻘﺩﻴﻡ ﺍﻝﻌﻭﻥ ﻝﻲ ﻜﻤﺎ ﻴﺴﺭﻨﻲ ﺃﻥ ﺃﺸﻜﺭ ﻜﻼ ﻤﻥ‬
‫ﻤﺼﻌﺏ ﻤﻴﻌﺎﺭﻱ ﻭﺭﻫﺎﻡ ﻭﻤﻲ ﻭﻤﺤﻤﺩ ﺸﺤﺎﺩﺓ ﻓﻠﻬﻡ ﻤﻨﻲ ﻜل ﺍﻝﺸﻜﺭ ﻭﺍﻝﺘﻘﺩﻴﺭ ‪.‬‬

‫د‬
 ‫ﺍﻹﻗﺭﺍﺭ‬

‫ﺃﻨﺎ ﺍﻝﻤﻭﻗﻌﺔ ﺃﺩﻨﺎﻩ‪ ،‬ﻤﻘﺩﻤﺔ ﺍﻝﺭﺴﺎﻝﺔ ﺍﻝﺘﻲ ﺘﺤﻤل ﻋﻨﻭﺍﻥ‪:‬‬

‫ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴ‪‬ﺔ ﻤﻥ‬

‫ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ‬

‫‪The Reality of Using Electronic Supervision‬‬

‫’‪in Government Schools from Supervisors‬‬
‫‪Perspectives in the Northern West Bank‬‬
‫ﺃﻗﺭ ﺒﺄﻥ ﻤﺎ ﺍﺸﺘﻤﻠﺕ ﻋﻠﻴﻪ ﻫﺫﻩ ﺍﻝﺭﺴﺎﻝﺔ ﻫﻲ ﻨﺘﺎﺝ ﺠﻬﺩﻱ ﺍﻝﺨﺎﺹ‪ ،‬ﺒﺎﺴﺘﺜﻨﺎﺀ ﻤﺎ ﺘﻤﺕ ﺍﻹﺸﺎﺭﺓ‬
‫ﺇﻝﻴﻪ ﺤﻴﺜﻤﺎ ﻭﺭﺩ‪ ،‬ﻭﺇﻥ ﻫﺫﻩ ﺍﻝﺭﺴﺎﻝﺔ ﻜﻜل‪ ،‬ﺃﻭ ﺃﻱ ﺠﺯﺀ ﻤﻨﻬﺎ ﻝﻡ ﻴﻘﺩﻡ ﻤﻥ ﻗﺒل ﻝﻨﻴل ﺃﻴﺔ ﺩﺭﺠﺔ ﺃﻭ ﻝﻘﺏ‬

‫ﻋﻠﻤﻲ ﺃﻭ ﺒﺤﺜﻲ ﻝﺩﻯ ﺃﻴﺔ ﻤﺅﺴﺴﺔ ﺘﻌﻠﻴﻤﻴﺔ ﺃﻭ ﺒﺤﺜﻴﺔ ﺃﺨﺭﻯ‪.‬‬

‫‪Declaration‬‬

‫‪The work provided in this thesis, unless otherwise referenced, is the‬‬

‫‪research's own work, and has not been submitted elsewhere for any other‬‬
‫‪degree or qualification.‬‬

‫‪Student’s Name:‬‬ ‫…………………………………………‬ ‫ﺍﺴﻡ ﺍﻝﻁﺎﻝﺏ‪:‬‬

‫‪Signature:‬‬ ‫…………………………………………‬ ‫ﺍﻝﺘﻭﻗﻴﻊ‪:‬‬

‫‪Date:‬‬ ‫…………………………………………‬ ‫ﺍﻝﺘﺎﺭﻴﺦ‪:‬‬

‫‬
 ‫ﻗﺎﺌﻤﺔ ﺍﻝﻤﺤﺘﻭﻴﺎﺕ‬

‫ﺍﻝﺼﻔﺤﺔ‬ ‫ﺍﻝﻤﻭﻀﻭﻉ‬
‫ﺏ‬ ‫ﻗﺭﺍﺭ ﻝﺠﻨﺔ ﺍﻝﻤﻨﺎﻗﺸﺔ‬

‫ﺝ‬ ‫ﺍﻹﻫﺩﺍﺀ‬
‫ﺩ‬ ‫ﺍﻝﺸﻜﺭ ﻭﺍﻝﺘﻘﺩﻴﺭ‬
‫ﻫـ‬ ‫ﺍﻹﻗﺭﺍﺭ‬
‫ﻭ‬ ‫ﻗﺎﺌﻤﺔ ﺍﻝﻤﺤﺘﻭﻴﺎﺕ‬
‫ﺡ‬ ‫ﻗﺎﺌﻤﺔ ﺍﻝﺠﺩﺍﻭل‬
‫ﻱ‬ ‫ﻗﺎﺌﻤﺔ ﺍﻷﺸﻜﺎل‬
‫ﻙ‬ ‫ﻗﺎﺌﻤﺔ ﺍﻝﻤﻼﺤﻕ‬
‫ل‬ ‫ﺍﻝﻤﻠﺨﺹ‬
‫‪1‬‬ ‫ﺍﻝﻔﺼل ﺍﻷﻭل‪ :‬ﻤﻘﺩﻤﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻭﺨﻠﻔﻴﺘﻬﺎ ﺍﻝﻨﻅﺭﻴﺔ‬
‫‪2‬‬ ‫ﻤﻘﺩﻤﺔ‬
‫‪5‬‬ ‫ﻤﺸﻜﻠﺔ ﺍﻝﺩﺭﺍﺴﺔ‬
‫‪6‬‬ ‫ﺃﺴﺌﻠﺔ ﺍﻝﺩﺭﺍﺴﺔ‬
‫‪6‬‬ ‫ﻓﺭﻀﻴﺎﺕ ﺍﻝﺩﺭﺍﺴﺔ‬
‫‪8‬‬ ‫ﺃﻫﺩﺍﻑ ﺍﻝﺩﺭﺍﺴﺔ‬
‫‪8‬‬ ‫ﺃﻫﻤﻴﺔ ﺍﻝﺩﺭﺍﺴﺔ‬
‫‪10‬‬ ‫ﺤﺩﻭﺩ ﺍﻝﺩﺭﺍﺴﺔ‬
‫‪10‬‬ ‫ﺍﻝﺘﻌﺭﻴﻔﺎﺕ ﺍﻹﺼﻁﻼﺤﻴﺔ ﻭﺍﻹﺠﺭﺍﺌﻴﺔ‬
‫‪12‬‬ ‫ﺍﻝﻔﺼل ﺍﻝﺜﺎﻨﻲ‪ :‬ﺍﻷﺩﺏ ﺍﻝﻨﻅﺭﻱ ﻭﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‬
‫‪13‬‬ ‫ﺍﻷﺩﺏ ﺍﻝﻨﻅﺭﻱ‬
‫‪32‬‬ ‫ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻌﺭﺒﻴﺔ‬
‫‪37‬‬ ‫ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻷﺠﻨﺒﻴﺔ‬
‫‪41‬‬ ‫ﺍﻝﺘﻌﻘﻴﺏ ﻋﻠﻰ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‬
‫‪44‬‬ ‫ﺍﻝﻔﺼل ﺍﻝﺜﺎﻝﺙ‪ :‬ﺍﻝﻁﺭﻴﻘﺔ ﻭﺍﻹﺠﺭﺍﺀﺍﺕ‬
‫‪45‬‬ ‫ﻤﻨﻬﺞ ﺍﻝﺩﺭﺍﺴﺔ‬
‫و‬
‫ﺍﻝﺼﻔﺤﺔ‬ ‫ﺍﻝﻤﻭﻀﻭﻉ‬
‫‪45‬‬ ‫ﺃﺩﻭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ‬
‫‪48‬‬ ‫ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ‬
‫‪49‬‬ ‫ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ‬
‫‪50‬‬ ‫ﺇﺠﺭﺍﺀﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ‬
‫‪54‬‬ ‫ﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ‬
‫‪55‬‬ ‫ﺍﻝﻤﻌﺎﻝﺠﺔ ﺍﻹﺤﺼﺎﺌﻴﺔ‬
‫‪57‬‬ ‫ﺍﻝﻔﺼل ﺍﻝﺭﺍﺒﻊ‪ :‬ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ‬
‫‪58‬‬ ‫ﻨﺘﺎﺌﺞ ﺍﻝﻤﻘﺎﺒﻠﺔ‬
‫‪86‬‬ ‫ﻨﺘﺎﺌﺞ ﺍﻻﺴﺘﺒﺎﻨﺔ‬
‫‪100‬‬ ‫ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻌﺎﻤﺔ‬
‫‪103‬‬ ‫ﺍﻝﻔﺼل ﺍﻝﺨﺎﻤﺱ‪ :‬ﻤﻨﺎﻗﺸﺔ ﺍﻝﻨﺘﺎﺌﺞ ﻭﺍﻝﺘﻭﺼﻴﺎﺕ‬
‫‪104‬‬ ‫ﻤﻨﺎﻗﺸﺔ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺴﺅﺍل ﺍﻝﺩﺭﺍﺴﺔ‬
‫‪113‬‬ ‫ﻤﻨﺎﻗﺸﺔ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺎﻝﻔﺭﻀﻴﺎﺕ‬
‫‪118‬‬ ‫ﺍﻝﺘﻭﺼﻴﺎﺕ‬
‫‪119‬‬ ‫ﺍﻝﻤﺭﺍﺠﻊ‬
‫‪128‬‬ ‫ﺍﻝﻤﻼﺤﻕ‬
‫‪b‬‬ ‫‪Abstract‬‬

‫ز‬
 ‫ﻗﺎﺌﻤﺔ ﺍﻝﺠﺩﺍﻭل‬

‫ﺍﻝﺼﻔﺤﺔ‬ ‫ﺍﻝﻤﺤﺘﻭﻯ‬ ‫ﺭﻗﻡ ﺍﻝﺠﺩﻭل‬

‫‪46‬‬ ‫ﻤﺠﺎﻻﺕ ﺍﻝﺩﺭﺍﺴﺔ‬ ‫ﺠﺩﻭل )‪(1‬‬
‫‪48‬‬ ‫ﺘﻭﺯﻴﻊ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﺤﺴﺏ ﻤﺩﻴﺭﻴﺎﺕ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﻓﻲ ﺸﻤﺎل‬ ‫ﺠﺩﻭل )‪(2‬‬
‫ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ‬
‫‪49‬‬ ‫ﺘﻭﺯﻴﻊ ﺭﺅﺴﺎﺀ ﺃﻗﺴﺎﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺤﺴﺏ ﻤﺩﻴﺭﻴﺎﺕ ﺍﻝﺘﺭﺒﻴﺔ‬ ‫ﺠﺩﻭل )‪(3‬‬
‫ﻭﺍﻝﺘﻌﻠﻴﻡ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ‬
‫‪50‬‬ ‫ﺘﻭﺯﻴﻊ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﺤﺴﺏ ﻤﺘﻐﻴﺭﺍﺘﻬﺎ‬ ‫ﺠﺩﻭل )‪(4‬‬
‫‪52‬‬ ‫ﻤﻌﺎﻤﻼﺕ ﺍﻝﺜﺒﺎﺕ ﻷﺩﺍﺓ ﺍﻝﺩﺭﺍﺴﺔ ﻭﻤﺠﺎﻻﺘﻬﺎ‬ ‫ﺠﺩﻭل )‪(5‬‬
‫‪61‬‬ ‫ﻴﻭﻀﺢ ﺇﺠﺎﺒﺎﺕ ﺭﺅﺴﺎﺀ ﺃﻗﺴﺎﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺤﻭل ﺃﻫﻤﻴﺔ ﺘﻭﻅﻴﻑ‬ ‫ﺠﺩﻭل )‪(6‬‬
‫ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﻤﻊ ﺍﻝﺘﻜﺭﺍﺭ‬
‫‪64‬‬ ‫ﻴﻭﻀﺢ ﺘﻭﺯﻴﻊ ﺇﺠﺎﺒﺎﺕ ﺭﺅﺴﺎﺀ ﺃﻗﺴﺎﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺤﻭل ﻤﺎ ﺇﺫﺍ‬ ‫ﺠﺩﻭل )‪(7‬‬
‫ﻜﺎﻥ ﺘﻭﻅﻴﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﻤﻁﻠﺏ ﻤﻥ ﻤﻁﺎﻝﺏ‬
‫ﺍﻝﻭﺯﺍﺭﺓ ﻤﻊ ﺍﻝﺘﻜﺭﺍﺭ‬
‫‪69‬‬ ‫ﻴﻭﻀﺢ ﺘﻭﺯﻴﻊ ﺇﺠﺎﺒﺎﺕ ﺭﺅﺴﺎﺀ ﺃﻗﺴﺎﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺤﻭل ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺠﺩﻭل )‪(8‬‬
‫ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ‬
‫‪80‬‬ ‫ﻴﻭﻀﺢ ﺇﺠﺎﺒﺎﺕ ﺭﺅﺴﺎﺀ ﺃﻗﺴﺎﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺤﻭل ﻤﻌﻴﻘﺎﺕ‬ ‫ﺠﺩﻭل )‪(9‬‬
‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬
‫‪81‬‬ ‫ﺠﺩﻭل )‪ (10‬ﻴﻭﻀﺢ ﺍﺴﺘﺠﺎﺒﺎﺕ ﺭﺅﺴﺎﺀ ﺃﻗﺴﺎﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺤﻭل ﺍﻝﺴﺒل ﻝﺘﻼﻓﻲ‬
‫ﻤﻌﻭﻗﺎﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬
‫‪87‬‬ ‫ﺠﺩﻭل )‪ (11‬ﺍﻝﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻝﻤﻌﻴﺎﺭﻴﺔ ﻭﺍﻝﻨﺴﺏ ﺍﻝﻤﺌﻭﻴﺔ ﻝﺩﺭﺠﺔ‬
‫ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ‬
‫ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﻝﻤﺠﺎﻻﺕ ﺍﻝﺩﺭﺍﺴﺔ‬
‫ﻭﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ‬
‫‪89‬‬ ‫ﺠﺩﻭل )‪ (12‬ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ)ﺕ( ﻝﻤﺠﻤﻭﻋﺘﻴﻥ ﻤﺴﺘﻘﻠﺘﻴﻥ ﻝﻔﺤﺹ ﺩﻻﻝﺔ ﺍﻝﻔﺭﻭﻕ ﺒﻴﻥ‬
‫ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻨﺤﻭ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ‬
‫ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل‬
‫ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺍﻝﺠﻨﺱ‬

‫ح‬
‫ﺍﻝﺼﻔﺤﺔ‬ ‫ﺍﻝﻤﺤﺘﻭﻯ‬ ‫ﺭﻗﻡ ﺍﻝﺠﺩﻭل‬
‫‪91‬‬ ‫ﺠﺩﻭل )‪ (13‬ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ)ﺕ( ﻝﻤﺠﻤﻭﻋﺘﻴﻥ ﻤﺴﺘﻘﻠﺘﻴﻥ ﻝﻔﺤﺹ ﺩﻻﻝﺔ ﺍﻝﻔﺭﻭﻕ ﺒﻴﻥ‬
‫ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻨﺤﻭ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ‬
‫ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ‬
‫ﺍﻝﺘﺨﺼﺹ‬
‫‪93‬‬ ‫ﺠﺩﻭل )‪ (14‬ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ)ﺕ( ﻝﻤﺠﻤﻭﻋﺘﻴﻥ ﻤﺴﺘﻘﻠﺘﻴﻥ ﻝﻔﺤﺹ ﺩﻻﻝﺔ ﺍﻝﻔﺭﻭﻕ ﺒﻴﻥ‬
‫ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻨﺤﻭ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ‬
‫ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل‬
‫ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ‬
‫‪96‬‬ ‫ﺠﺩﻭل )‪ (15‬ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ ﺍﻝﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ ﻝﺩﻻﻝﺔ ﺍﻝﻔﺭﻭﻕ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ‬
‫ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻨﺤﻭ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ‬
‫ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ‬
‫ﺍﻝﻐﺭﺒﻴﺔ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺴﻨﻭﺍﺕ ﺍﻝﺨﺒﺭﺓ ﺍﻹﺸﺭﺍﻗﻴﺔ‬
‫‪98‬‬ ‫ﺠﺩﻭل )‪ (16‬ﺍﻝﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﺤﺴﺎﺒﻴﺔ ﻻﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻨﺤﻭ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ‬
‫ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺩﻴﺭﻴﺔ ﻝﻤﺠﺎل‬
‫ﻤﻌﻭﻗﺎﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬
‫‪99‬‬ ‫ﺠﺩﻭل )‪ (17‬ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ ﺍﻝﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ ﻝﺩﻻﻝﺔ ﺍﻝﻔﺭﻭﻕ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ‬
‫ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻨﺤﻭ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ‬
‫ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ‬
‫ﺍﻝﻐﺭﺒﻴﺔ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺩﻴﺭﻴﺔ‬

‫ط‬
 ‫ﻗﺎﺌﻤﺔ ﺍﻷﺸﻜﺎل‬

‫ﺍﻝﺼﻔﺤﺔ‬ ‫ﺍﻝﻤﺤﺘﻭﻯ‬ ‫ﺭﻗﻡ ﺍﻝﺸﻜل‬

‫‪58‬‬ ‫ﺘﻭﺯﻴﻊ ﺃﻋﺩﺍﺩ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﺍﻝﺫﻴﻥ ﻴﻌﺘﺒﺭﻭﻥ ﺘﻭﻅﻴﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ‬ ‫ﺍﻝﺸﻜل )‪(1‬‬
‫ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﺃﻤﺭًﺃ ﻀﺭﻭﺭﻴﹰﺎ ﺤﺴﺏ ﺍﻷﻫﻤﻴﺔ‬
‫‪62‬‬ ‫ﺘﻭﺯﻴﻊ ﺃﻋﺩﺍﺩ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﺤﺴﺏ ﻤﻥ ﻴﻌﺘﺒﺭﻭﻥ ﺘﻭﻅﻴﻑ‬ ‫ﺍﻝﺸﻜل )‪(2‬‬
‫ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﻤﻁﻠﺏ ﻤﻥ ﻤﻁﺎﻝﺏ ﺍﻝﻭﺯﺍﺭﺓ ﺃﻡ ﻻ؟‬
‫‪65‬‬ ‫ﺘﻭﺯﻴﻊ ﺃﻋﺩﺍﺩ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﺤﺴﺏ ﻭﺠﻭﺩ ﺨﻁﺔ ﻤﺴﺘﻘﺒﻠﻴﺔ ﺘﻭﻅﻴﻑ‬ ‫ﺍﻝﺸﻜل )‪(3‬‬
‫ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﺃﻡ ﻻ؟‬

‫ي‬
 ‫ﻗﺎﺌﻤﺔ ﺍﻝﻤﻼﺤﻕ‬

‫ﺍﻝﺼﻔﺤﺔ‬ ‫ﺍﻝﻤﺤﺘﻭﻯ‬ ‫ﺭﻗﻡ ﺍﻝﻤﻠﺤﻕ‬

‫‪126‬‬ ‫ﺃﺴﻤﺎﺀ ﺍﻝﻤﺤﻜﻤﻴﻥ‬ ‫‪1‬‬

‫‪127‬‬ ‫ﺍﻻﺴﺘﺒﺎﻨﺔ ﺒﺼﻭﺭﺘﻬﺎ ﺍﻝﻨﻬﺎﺌﻴﺔ‬ ‫‪2‬‬

‫‪133‬‬ ‫ﺃﺴﺌﻠﺔ ﺍﻝﻤﻘﺎﺒﻠﺔ‬ ‫‪3‬‬

‫‪134‬‬ ‫ﺍﻝﻤﻘﺎﺒﻼﺕ‬ ‫‪4‬‬

‫‪163‬‬ ‫ﻜﺘﺎﺏ ﻜﻠﻴﺔ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻌﻠﻴﺎ ﺇﻝﻰ ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ‬ ‫‪5‬‬

‫‪164‬‬ ‫ﻜﺘﺎﺏ ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺇﻝﻰ ﻜﻠﻴﺔ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻌﻠﻴﺎ‬ ‫‪6‬‬

‫‪165‬‬ ‫ﺠﺩﺍﻭل ﺇﺤﺼﺎﺌﻴﺔ ﻝﻔﻘﺭﺍﺕ ﻤﺠﺎﻻﺕ ﺍﻝﺩﺭﺍﺴﺔ‬ ‫‪7‬‬

‫‪172‬‬ ‫ﺘﺩﻗﻴﻕ ﺍﻝﺩﺭﺍﺴﺔ ﺒﺎﻝﻠﻐﺘﻴﻥ ﺍﻝﻌﺭﺒﻴﺔ ﻭﺍﻹﻨﺠﻠﻴﺯﻴﺔ‬ ‫‪8‬‬

‫ك‬
 ‫ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴ‪‬ﺔ ﻤﻥ ﻭﺠﻬﺔ‬
‫ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ‬
‫ﺇﻋﺩﺍﺩ‬
‫ﺭﺸﺎ ﺭﺍﺘﺏ ﺍﻝﻘﺎﺴﻡ‬
‫ﺇﺸﺭﺍﻑ‬
‫ﺩ‪ .‬ﺴﺎﺌﺩﺓ ﻋﻔﻭﻨﻪ‬

‫ﺍﻝﻤﻠﺨﺹ‬

‫ﻫﺩﻓﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ‬
‫ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ‪ ،‬ﻭﺒﻴﺎﻥ ﺃﺜﺭ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻭﻫﻲ‬

‫ﺍﻝﺠﻨﺱ‪ ،‬ﻭﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻭﺍﻝﺨﺒﺭﺓ ﺍﻹﺸﺭﺍﻓﻴﺔ‪ ،‬ﻭﺍﻝﺘﺨﺼﺹ‪ ،‬ﻭﺍﻝﻤﺩﻴﺭﻴﺔ ﻋﻠﻰ ﺫﻝﻙ‪ ،‬ﻭﻝﺘﺤﻘﻴﻕ ﻫﺩﻑ‬
‫ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﺍﺴﺘﺨﺩﻤﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻭﺼﻔﻲ ﺍﻝﺘﺤﻠﻴﻠﻲ ﻤﻥ ﺨﻼل ﺃﺩﻭﺍﺕ ﻨﻭﻋﻴﺔ ﻭﻜﻤﻴﺔ ﻭﻫﻲ ﺍﻝﻤﻘﺎﺒﻠﺔ‬
‫ﻭﺍﻻﺴﺘﺒﺎﻨﺔ‪ ،‬ﺘﻡ ﻤﻘﺎﺒﻠﺔ ﺜﻤﺎﻨﻴﺔ ﻤﻥ ﺭﺅﺴﺎﺀ ﺃﻗﺴﺎﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﻤﺩﻴﺭﻴﺎﺕ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ‬

‫ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ‪ ،‬ﻭﺘﺴﺠﻴل ﺍﻝﻤﻘﺎﺒﻼﺕ ﻭﺘﻔﺭﻴﻎ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺘﺤﻠﻴﻠﻬﺎ ﻻﺴﺘﺨﺭﺍﺝ ﺍﻝﻨﺘﺎﺌﺞ‪ ،‬ﻜﻤﺎ ﺃﻋﺩﺕ‬
‫ﺍﺴﺘﺒﺎﻨﺔ ﺨﺎﺼﺔ‪ .‬ﺘﻜﻭﻥ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ )‪ (244‬ﻤﺸﺭﻓﹰﺎ ﻭﻤﺸﺭﻓﺔ ﻤﻭﺯﻋﻴﻥ ﻋﻠﻰ ﻤﺩﻴﺭﻴﺎﺕ ﺍﻝﺘﺭﺒﻴﺔ‬
‫ﻭﺍﻝﺘﻌﻠﻴﻡ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ‪ ،‬ﻭﺘﻡ ﺘﻭﺯﻴﻊ ﺍﻻﺴﺘﺒﺎﻨﺔ ﻋﻠﻴﻬﻡ ﺠﻤﻴﻌﺎ ﻭﻗﺩ ﺒﻠﻐﺕ ﻨﺴﺒﺔ ﺍﻻﺴﺘﺭﺠﺎﻉ‬

‫)‪ ،(%81‬ﻭﺒﻌﺩﻫﺎ ﺘﻡ ﺘﺭﻤﻴﺯﻫﺎ ﻭﺇﺩﺨﺎﻝﻬﺎ ﺇﻝﻰ ﺍﻝﺤﺎﺴﻭﺏ ﻭﻤﻌﺎﻝﺠﺘﻬﺎ ﺇﺤﺼﺎﺌﻴﹰﺎ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺒﺭﻨﺎﻤﺞ‬
‫ﺍﻝﺭﺯﻤﺔ ﺍﻹﺤﺼﺎﺌﻴﺔ ﻝﻠﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ )‪.(SPSS‬‬

‫ﻭﻗﺩ ﺘﺒﻴﻥ ﻤﻥ ﻨﺘﺎﺌﺞ ﺘﺤﻠﻴل ﺍﻝﺒﻴﺎﻨﺎﺕ ﺃﻥ ﻫﻨﺎﻝﻙ ﺘﻭﺍﻓﻘﹰﺎ ﻜﺒﻴﺭﹰﺍ ﻓﻲ ﺍﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﺤﻭل‬

‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﻋﻤﻠﻬﻡ ﺍﻝﻴﻭﻤﻲ ﺤﻴﺙ ﺒﻠﻐﺕ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ )‪(%79.40‬‬
‫ﻻﺴﺘﺠﺎﺒﺎﺘﻬﻡ‪ ،‬ﻭﻗﺩ ﺘﻭﺍﻓﻘﺕ ﻫﺫﻩ ﺍﻝﻨﺘﻴﺠﻪ ﻤﻊ ﻨﺘﺎﺌﺞ ﺍﻝﻤﻘﺎﺒﻼﺕ ﻤﻊ ﺭﺅﺴﺎﺀ ﺃﻗﺴﺎﻡ ﺍﻹﺸﺭﺍﻑ ﻓﻲ ﻤﺩﻴﺭﻴﺎﺕ‬
‫ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﻓﻲ ﺃﻥ ﺘﻭﻅﻴﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﺘﻌﻠﻴﻡ ﻭﺍﻹﺸﺭﺍﻑ ﺃﻤﺭ ﻀﺭﻭﺭﻱ ﺠﺩﹰﺍ ﻜﻭﻨﻪ‬

‫ﻤﻁﻠﺒﹰﺎ ﻤﻥ ﻤﻁﺎﻝﺏ ﺍﻝﻭﺯﺍﺭﺓ ﻭﺴﻌﻴﻬﺎ ﺍﻝﺤﺜﻴﺙ ﺇﻝﻰ ﺇﺩﺨﺎل ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﻭﺍﻝﺘﻌﻠﻴﻤﻲ‪،‬‬
‫ﻤﻨﻭﻫﻴﻥ ﺒﻭﺠﻭﺩ ﺨﻁﺔ ﻤﺴﺘﻘﺒﻠﻴﺔ ﻝﺘﻭﻅﻴﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ‪ .‬ﺃﻤﺎ ﺍﻝﻤﻌﻴﻘﺎﺕ ﺍﻝﺘﻲ‬
‫ﺘﻌﺘﺭﺽ ﻋﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻬﻲ ﺍﻝﺒﻨﻴﺔ ﺍﻝﺘﺤﺘﻴﺔ ﻜﺎﻝﻨﻘﺹ ﻓﻲ ﺃﺠﻬﺯﺓ ﺍﻝﺤﺎﺴﻭﺏ‪ ،‬ﻭﻀﻌﻑ‬
‫ل‬
‫ﻼ ﻋﻠﻰ ﻗﻠﺔ ﺍﻝﺩﻋﻡ ﺍﻝﻤﺎﺩﻱ ﻝﻤﺸﺭﻭﻉ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬
‫ﺸﺒﻜﺔ ﺍﻹﻨﺘﺭﻨﺕ ﺃﻭ ﻋﺩﻡ ﺘﻭﺍﻓﺭﻫﺎ‪ ،‬ﻓﻀ ﹰ‬
‫ﻭﻭﺠﻭﺩ ﻤﻌﻴﻘﺎﺕ ﺒﺸﺭﻴﺔ ﺘﺘﻀﻤﻥ ﺒﺭﻓﺽ ﺍﻝﺠﻴل ﺍﻝﻘﺩﻴﻡ ﻤﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺸﺭﻓﻴﻥ ﻝﻔﻜﺭﺓ ﺍﻹﺸﺭﺍﻑ‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪.‬‬

‫ﻜﻤﺎ ﺃﻅﻬﺭﺕ ﺍﻝﻨﺘﺎﺌﺞ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ) ‪α‬‬
‫‪ (=0.05‬ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻨﺤﻭ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ‬
‫ﻓﻲ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ‪ ،‬ﺃﻤﺎ ﻤﺘﻐﻴﺭ ﺍﻝﺠﻨﺱ‬ ‫ﺍﻝﺤﻜﻭﻤﻴﺔ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺨﺼﺹ ﻭﺴﻨﻭﺍﺕ ﺍﻝﺨﺒﺭﺓ‬

‫ﻭﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ ﻓﻠﻡ ﻴﻜﻥ ﻫﻨﺎﻙ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻓﻲ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻭﻓﻲ ﻤﺠﺎﻻﺕ‬
‫ﺍﻝﺩﺭﺍﺴﺔ ﻤﺎﻋﺩﺍ ﺍﻝﻤﺠﺎل ﺍﻝﺜﺎﻨﻲ ﺍﻝﻤﻌﺭﻓﺔ ﺒﺄﻫﻤﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻴﻭﺠﺩ ﻓﺭﻭﻕ ﻭﻝﺼﺎﻝﺢ ﺍﻝﺫﻜﻭﺭ‬
‫ﻭﻤﺅﻫل ﻤﺎﺠﺴﺘﻴﺭ ﻓﺄﻋﻠﻰ‪.‬‬

‫ﻭﻤﻥ ﺃﻫﻡ ﺘﻭﺼﻴﺎﺕ ﺍﻝﺒﺎﺤﺜﺔ ﻀﺭﻭﺭﺓ ﺩﺭﺍﺴﺔ ﺨﻁﺔ ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﻭﺴﻴﺎﺴﺘﻬﺎ ﻓﻲ‬
‫ﻤﺠﺎل ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ‪ ،‬ﻭﺩﺭﺍﺴﺔ ﺇﻤﻜﺎﻨﻴﺔ ﺘﻭﻅﻴﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﻋﻤﻠﻴﺎﺕ ﺍﻹﺸﺭﺍﻑ ﺍﻝﻔﻨﻴﺔ ﻭﺍﻹﺭﺸﺎﺩﻴﺔ‬
‫ﻭﻝﻴﺱ ﻓﻘﻁ ﺍﻻﺘﺼﺎل ﻭﺍﻝﺘﻭﺍﺼل‪ ،‬ﻭﺍﻝﻌﻤل ﻋﻠﻰ ﺒﻨﺎﺀ ﺒﻨﻴﺔ ﺘﺤﺘﻴﺔ ﺇﻝﻜﺘﺭﻭﻨﻴﺔ ﺘﻜﻭﻥ ﻗﺎﻋﺩﺓ ﻝﻠﻌﻤل‬

‫ﺍﻹﺸﺭﺍﻓﻲ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻤﻥ ﺨﻼل ﺭﺒﻁ ﺍﻝﻤﺩﺍﺭﺱ ﻭﺍﻝﻤﺩﻴﺭﻴﺎﺕ ﻭﺍﻝﻭﺯﺍﺭﺓ ﺒﺸﺒﻜﺔ ﺍﻹﻨﺘﺭﻨﺕ ﻭﺘﻭﻓﻴﺭ‬
‫ﺃﺠﻬﺯﺓ ﺤﻭﺍﺴﻴﺏ ﻝﻜﺎﻓﺔ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺘﻔﻌﻴل ﻤﺨﺘﺒﺭﺍﺕ ﺍﻝﺤﺎﺴﻭﺏ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ‪.‬‬

‫م‬
 ‫ﺍﻝﻔﺼل ﺍﻷﻭل‬

‫ﻤﻘﺩﻤﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻭﺨﻠﻔﻴﺘﻬﺎ ﺍﻝﻨﻅﺭﻴﺔ‬

‫ﻤﻘﺩﻤﺔ‬ ‫•‬

‫ﻤﺸﻜﻠﺔ ﺍﻝﺩﺭﺍﺴﺔ‬ ‫•‬

‫ﺃﺴﺌﻠﺔ ﺍﻝﺩﺭﺍﺴﺔ‬ ‫•‬

‫ﻓﺭﻀﻴﺎﺕ ﺍﻝﺩﺭﺍﺴﺔ‬ ‫•‬

‫ﺃﻫﺩﺍﻑ ﺍﻝﺩﺭﺍﺴﺔ‬ ‫•‬

‫ﺃﻫﻤﻴﺔ ﺍﻝﺩﺭﺍﺴﺔ‬ ‫•‬

‫ﺤﺩﻭﺩ ﺍﻝﺩﺭﺍﺴﺔ‬ ‫•‬

‫• ﺍﻝﺘﻌﺭﻴﻔﺎﺕ ﺍﻹﺼﻁﻼﺤﻴﺔ ﻭﺍﻹﺠﺭﺍﺌﻴﺔ‬

 ‫ﺍﻝﻔﺼل ﺍﻷﻭل‬

‫ﻤﻘﺩﻤﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻭﺨﻠﻔﻴﺘﻬﺎ ﺍﻝﻨﻅﺭﻴﺔ‬

‫ﻤﻘﺩﻤﺔ‪:‬‬

‫ﺸﻬﺩﺕ ﻨﻬﺎﻴﺔ ﺍﻝﻘﺭﻥ ﺍﻝﻌﺸﺭﻴﻥ ﻭﺒﺩﺍﻴﺔ ﺍﻝﻘﺭﻥ ﺍﻝﺤﺎﺩﻱ ﻭﺍﻝﻌﺸﺭﻴﻥ ﺜﻭﺭ ﹰﺓ ﻋﻠﻤﻴﺔ ﻤﻌﺭﻓﻴﺔ‬
‫ﺘﻜﻨﻭﻝﻭﺠﻴﺔ ﻫﺎﺌﻠﺔ‪ ،‬ﺃﻀﺎﻓﺕ ﻜﻤﹰﺎ ﻫﺎﺌﻼ ﻤﻥ ﺍﻝﻤﻌﺎﺭﻑ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻝﺘﻘﻨﻴﺎﺕ ﺍﻝﻤﺘﻁﻭﺭﺓ ﺍﻝﻤﺘﻤﺜﻠﺔ‬
‫ﺒﺎﻝﺤﺎﺴﺏ ﺍﻵﻝﻲ ﻭﺘﻘﻨﻴﺔ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻹﺘﺼﺎﻻﺕ‪ ،‬ﺍﻝﺘﻲ ﺴﻬﻠﺕ ﻋﻤﻠﻴﺔ ﺍﻹﺘﺼﺎل ﻭﺍﻝﺘﻭﺍﺼل ﺒﻴﺴﺭ‬

‫ﻭﺴﻬﻭﻝﺔ ﻤﺘﺨﻁﻴﺔ ﺒﺫﻝﻙ ﺍﻝﺤﺩﻭﺩ ﺍﻝﺯﻤﺎﻨﻴﺔ ﻭﺍﻝﻤﻜﺎﻨﻴﺔ ﺤﻴﺙ ﺃﺼﺒﺤﺕ ﺴﻤﺔ ﺒﺎﺭﺯﺓ ﻤﻥ ﺴﻤﺎﺕ ﻋﺼﺭﻨﺎ‬
‫ﺍﻝﺤﺎﻝﻲ‪ ،‬ﻝﺫﺍ ﺃﺼﺒﺢ ﻤﻥ ﺍﻝﻀﺭﻭﺭﻱ ﻤﻭﺍﻜﺒﺔ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻝﻬﺫﻩ ﺍﻝﺘﻐﻴﺭﺍﺕ ﻝﻤﻭﺍﺠﻬﺔ ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺘﻲ‬
‫ﻗﺩ ﺘﻨﺠﻡ ﻋﻨﻬﺎ ﻤﺜل ﻜﺜﺭﺓ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ‪ ،‬ﻭﺯﻴﺎﺩﺓ ﻋﺩﺩ ﺍﻝﻁﻠﺒﺔ‪ ،‬ﻭﻨﻘﺹ ﺍﻝﻤﻌﻠﻤﻴﻥ‪ ،‬ﻭﺒ‪‬ﻌﺩ ﺍﻝﻤﺴﺎﻓﺎﺕ ﻭﺘﺭﺍﺠﻊ‬

‫ﻨﻭﻋﻴﺔ ﺍﻝﺘﻌﻠﻴﻡ‪.‬‬

‫ﻭﻗﺩ ﺃﺩﺕ ﻫﺫﻩ ﺍﻝﺘﻐﻴﺭﺍﺕ ﺇﻝﻰ ﻅﻬﻭﺭ ﺍﻝﺘﻌﻠﻡ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺍﻝﺫﻱ ﺃﺼﺒﺢ ﻤﻁﻠﺒﹰﺎ ﺃﺴﺎﺴﻴﹰﺎ ﻓﻲ‬
‫ﻋﺼﺭﻨﺎ ﻫﺫﺍ ﻭﺒﺩﺃﺕ ﺒﺘﺒﻨﻴﻪ ﻤﺅﺴﺴﺎﺕ ﺍﻝﺘﻌﻠﻴﻡ ﻓﻲ ﺍﻝﻌﺎﻝﻡ ﻝﻤﺎ ﻝﻪ ﻤﻥ ﺃﻫﻤﻴﺔ ﻜﺒﻴﺭﺓ‪ ،‬ﺤﻴﺙ ﺃﻨﻪ ﻴﻌﺘﻤﺩ ﻋﻠﻰ‬

‫ﺘﻭﻅﻴﻑ ﺍﻝﺘﻘﻨﻴﺎﺕ ﺍﻝﺤﺩﻴﺜﺔ ﺍﻝﻤﺘﻤﺜﻠﻪ ﺒﻭﺴﺎﺌل ﺍﻹﺘﺼﺎل ﺍﻝﻌﺩﻴﺩﺓ ﻭﺍﻝﻤﺘﻨﻭﻋﺔ ﻓﻲ ﻋﻤﻠﻴﺘﻲ ﺍﻝﺘﻌﻠﻴﻡ ﻭﺍﻝﺘﻌﻠﻡ‬
‫ﺍﻝﺘﻲ ﺘﺤﺘﺎﺝ ﻝﻬﺎ ﺃﻨﻅﻤﺔ ﺍﻝﺘﻌﻠﻴﻡ ﻭﺘﺭﻜﺯ ﻋﻠﻴﻬﺎ ﻤﺘﻭﻝﻲ )‪ (2004‬ﻭﺴﺘﺎﺴﻲ )‪ .(Stacy, 2010‬ﻭﺫﻝﻙ ﻷﻥ‬
‫ﺍﻝﺘﻌﻠﻡ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﺍﻴﺼﺎل ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻝﻠﻤﺘﻌﻠﻡ ﺒﺄﻗﺼﺭ ﺍﻝﻁﺭﻕ ﻭﺃﻗﻠﻬﺎ ﻭﻗﺘﹰﺎ ﻭﺠﻬﺩﹰﺍ‬

‫ﻭﺃﻜﺒﺭﻫﺎ ﻓﺎﺌﺩﺓ‪ ،‬ﻭﻨﻅﺭﹰﺍ ﻝﻬﺫﻩ ﺍﻷﻫﻤﻴﺔ ﻓﻘﺩ ﺒﺩﺃ ﺍﻝﺘﻌﻠﻡ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺒﺎﻻﻨﺘﺸﺎﺭ ﺍﻝﻭﺍﺴﻊ ﻤﻨﺫ ﺍﺴﺘﺨﺩﺍﻡ ﻭﺴﺎﺌل‬
‫ﺍﻝﻌﺭﺽ ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ ﻓﻲ ﺍﻝﺘﺩﺭﻴﺱ ﺍﻝﺘﻘﻠﻴﺩﻱ ﻭﺍﻝﻭﺴﺎﺌﻁ ﺍﻝﻤﺘﻌﺩﺩﺓ ﻓﻲ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻔﺼﻠﻲ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﺫﺍﺘﻲ‪،‬‬
‫ﻼ ﻨﺸﻁﹰﺎ ﻤﻊ ﻤﺎ ﻴﻘﺎﻡ ﻓﻲ ﺩﻭل‬
‫ﻻ ﻝﺒﻨﺎﺀ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺫﻜﻴﺔ ﻭﺍﻝﻔﺼﻭل ﺍﻻﻓﺘﺭﺍﻀﻴﺔ ﺍﻝﺘﻲ ﺃﺤﺩﺜﺕ ﺘﻔﺎﻋ ﹰ‬
‫ﻭﺼﻭ ﹰ‬

‫ﺃﺨﺭﻯ ﻤﻥ ﻤﺤﺎﻀﺭﺍﺕ ﻭﻨﺩﻭﺍﺕ ﻤﻥ ﺨﻼل ﺍﻻﻨﺘﺭﻨﺕ ﻭﺍﻝﺘﻠﻔﺯﻴﻭﻥ ﺍﻝﺘﻔﺎﻋﻠﻲ ﺴﻌﺎﺩﺓ ﻭﺍﻝﺴﺭﻁﺎﻭﻱ‬

‫)‪ ،(2003‬ﻜﻤﺎ ﺃﻥ ﺍﺴﻬﺎﻡ ﺘﻠﻙ ﺍﻝﺘﻘﻨﻴﺎﺕ ﻓﻲ ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﺘﻌﻠﹼﻡ ﻋﺼﺭﻱ ﻓﻌ‪‬ﺎل ﻴﺘﺎﺒﻊ ﺍﻝﻤﺴﺘﺠﺩﺍﺕ ﻋﻠﻰ‬
‫ﻤﺴﺘﻭﻯ ﺍﻝﺘﻘﻨﻴﺎﺕ ﻭﺍﻻﺘﺼﺎﻻﺕ ﻭﺫﻝﻙ ﻝﺘﻁﻭﻴﺭ ﻋﻤﻠﻴﺘﻲ ﺍﻝﺘﻌﻠﻴﻡ ﻭﺍﻝﺘﻌﻠﻡ‪ ،‬ﺍﻷﻤﺭ ﺍﻝﺫﻱ ﺠﻌل ﻤﻥ ﺃﻫﺩﺍﻑ‬

‫ﺍﻝﺘﻌﻠﻡ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺘﻁﻭﻴﺭ ﻤﻬﺎﺭﺍﺕ ﺍﻝﻤﻌﻠﻡ ﻭﺍﻝﻤﺘﻌﻠﻡ ﻻﺴﺘﺨﺩﺍﻡ ﺘﻠﻙ ﺍﻝﺘﻘﻨﻴﺎﺕ‪ ،‬ﻭﺘﺤﻀﻴﺭﻫﻡ ﻝﻠﺘﻌﺎﻤل‬

‫‪2‬‬
‫ﻭﺍﻝﺘﻔﺎﻋل ﺍﻹﻴﺠﺎﺒﻲ ﻤﻊ ﻜل ﻤﺎ ﻴﻁﺭﺡ ﻋﻠﻰ ﺍﻝﺴﺎﺤﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻝﺘﺭﺒﻭﻴﺔ‪ ،‬ﻭﺫﻝﻙ ﻝﻐﺭﺱ ﺍﻹﺘﺠﺎﻫﺎﺕ‬
‫ﺍﻹﻴﺠﺎﺒﻴﺔ ﻝﺩﻴﻬﻡ ﻤﻤﺎ ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﺘﺤﻭﻴل ﺒﻴﺌﺔ ﺍﻝﺼﻑ ﺍﻝﺘﻘﻠﻴﺩﻴﺔ ﺇﻝﻰ ﺒﻴﺌﺔ ﻤﻔﺘﻭﺤﺔ ﻭﻓﻌﺎﻝﺔ ﺍﻝﺨﻁﻴﺏ‬
‫)‪ ،(2005‬ﻝﻴﺱ ﻫﺫﺍ ﻭﺤﺴﺏ ﺒل ﻝﻠﺘﻌﻠﻡ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻤﺯﺍﻴﺎ ﻭﻓﻭﺍﺌﺩ ﻋﺩﻴﺩﺓ ﻤﻨﻬﺎ ﺘﻁﻭﻴﺭ ﻤﺘﻁﻠﺒﺎﺕ ﺍﻝﻌﻤل‬

‫ﻷﻜﺒﺭ ﻋﺩﺩ ﻤﻥ ﺍﻝﻤﺘﺩﺭﺒﻴﻥ‪ ،‬ﻭﺘﺤﺩﻴﺙ ﺍﻝﻤﺤﺘﻭﻯ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺒﺸﻜل ﻤﺴﺘﻤﺭ ﻤﻊ ﺇﻤﻜﺎﻨﻴﺔ ﺍﻝﻭﺼﻭل ﺇﻝﻴﻪ‬
‫ﻼ ﻋﻥ ﺍﺴﺘﻼﻡ ﺍﻝﻤﺤﺘﻭﻯ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺒﺎﻝﺘﺴﺎﻭﻱ ﻭﻓﻲ ﻨﻔﺱ ﺍﻝﻔﺘﺭﺓ ﻤﻤﺎ‬
‫ﻓﻲ ﺃﻱ ﻭﻗﺕ ﻭﻤﻜﺎﻥ‪ ،‬ﻓﻀ ﹰ‬
‫ﻴﻌﻁﻲ ﺍﻝﻤﺘﻌﻠﻤﻴﻥ ﺍﻹﺤﺴﺎﺱ ﺒﺎﻝﻤﺴﺎﻭﺍﻩ ﻭﺍﻝﻌﺩﺍﻝﺔ‪.‬‬

‫ﻜﻤﺎ ﻴﻭﻓﺭ ﺍﻝﺘﻌﻠﻡ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻁﺭﻴﻘﺘﻴﻥ ﻝﻠﺘﻌﻠﻡ ﺘﺘﺼﻑ ﻜﻼﻫﻤﺎ ﺒﺎﻝﻤﺭﻭﻨﺔ ﻭﺇﻤﻜﺎﻨﻴﺔ ﺍﺨﺘﻴﺎﺭ‬
‫ﺍﻝﻤﺘﻌﻠﻡ ﻝﻤﺎ ﻴﻨﺎﺴﺒﻪ ﻭﻓﻘﹰﺎ ﻻﺤﺘﻴﺎﺠﺎﺘﻪ ﻭﻭﻗﺘﻪ‪ ،‬ﻫﻤﺎ ﺍﻝﺘﻌﻠﻡ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺍﻝﺘﺯﺍﻤﻨﻲ ﻭﻫﻭ ﺘﻌﻠﹼﻡ ﻤﺒﺎﺸﺭ‬
‫)‪ (Online‬ﻤﻥ ﺨﻼل ﺩﺨﻭل ﺍﻝﻁﻠﺒﺔ ﻋﻠﻰ ﻤﻭﻗﻊ ﺍﻝﻤﻘﺭﺭ ﻋﻠﻰ ﺍﻻﻨﺘﺭﻨﺕ ﻓﻲ ﺍﻝﻭﻗﺕ ﻨﻔﺴﻪ ﻹﺠﺭﺍﺀ‬

‫ﻤﻨﺎﻗﺸﺔ ﺃﻭ ﻤﺤﺎﺩﺜﺔ ﻓﻴﻤﺎ ﺒﻴﻨﻬﻡ ﺃﻭ ﺒﻴﻨﻬﻡ ﻭﺒﻴﻥ ﺍﻝﻤﻌﻠﻡ‪ ،‬ﺃﻤﺎ ﺍﻝﺜﺎﻨﻲ ﻓﻬﻭ ﺍﻝﺘﻌﻠﹼﻡ ﺍﻝﻼﺘﺯﺍﻤﻨﻲ ﻭﻫﻭ ﺘﻌﻠﻡ ﻏﻴﺭ‬
‫ﻤﺒﺎﺸﺭ ﻴﺘﻡ ﺒﻭﺍﺴﻁﺔ ﺘﻘﻨﻴﺎﺕ ﺍﻝﺘﻌﻠﻡ ﻜﺎﻝﺒﺭﻴﺩ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺤﻴﺙ ﻴﺩﺨل ﺍﻝﻁﻠﺒﺔ ﺇﻝﻰ ﻤﻭﻗﻊ ﺍﻝﻤﻘﺭﺭ ﻋﻠﻰ‬
‫ﺍﻻﻨﺘﺭﻨﺕ ﻓﻲ ﺃﻱ ﻭﻗﺕ ﻴﺸﺎﺅﻭﻥ ﻭﻴﻘﻭﻤﻭﻥ ﺒﺘﺒﺎﺩل ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻓﻴﻤﺎ ﺒﻴﻨﻬﻡ ﺃﻭ ﺒﻴﻨﻬﻡ ﻭﺒﻴﻥ ﺍﻝﻤﻌﻠﻡ ﻓﻲ‬

‫ﺃﻭﻗﺎﺕ ﻤﺘﺒﺎﻴﻨﺔ ﻭﻝﻴﺱ ﻓﻲ ﻨﻔﺱ ﺍﻝﻠﺤﻅﺔ ﺍﻝﺠﺭﻑ )‪ (2001‬ﻭﺴﺎﻝﻡ )‪ ،(2004‬ﻓﻴﻤﺎ ﻴﻘﻭل ﺍﻝﻤﻭﺴﻰ‬
‫ﻭﺍﻝﻤﺒﺎﺭﻙ )‪ (2005‬ﻓﻲ ﺍﻴﺠﺎﺒﻴﺎﺕ ﻜل ﻤﻥ ﺍﻝﻨﻭﻋﻴﻥ ﺍﻝﺴﺎﺒﻘﻴﻥ ﺃﻥ ﺍﻝﺘﻌﻠﻡ ﺍﻝﺘﺯﺍﻤﻨﻲ ﻴﺴﺎﻋﺩ ﺍﻝﻁﺎﻝﺏ ﻋﻠﻰ‬
‫ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺍﻝﺘﻐﺫﻴﺔ ﺍﻝﺭﺍﺠﻌﺔ ﻭﺍﻝﻔﻭﺭﻴﺔ ﻤﻥ ﺍﻝﻤﻌﻠﻡ‪ ،‬ﻓﻲ ﺤﻴﻥ ﺍﻝﺘﻌﻠﻡ ﺍﻝﻼﺘﺯﺍﻤﻨﻲ ﻴﺴﺎﻋﺩ ﺍﻝﻤﺘﻌﻠﻡ ﻋﻠﻰ‬

‫ﺍﻝﺘﻌﻠﹼﻡ ﻓﻲ ﺍﻝﻭﻗﺕ ﺍﻝﺫﻱ ﻴﻨﺎﺴﺒﻪ ﻜﻤﺎ ﻴﺴﺘﻁﻴﻊ ﺍﻝﺭﺠﻭﻉ ﻝﻠﻤﺎﺩﺓ ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ ﻜﻠﻤﺎ ﺍﺤﺘﺎﺝ ﺇﻝﻰ ﺫﻝﻙ‪.‬‬

‫ﻭﻨﻅﺭﹰﺍ ﻷﻫﻤﻴﺔ ﺍﻝﺘﻌﻠﻡ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻗﺎﻤﺕ ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻌﺎﻝﻲ ﺍﻝﻔﻠﺴﻁﻴﻨﻴﺔ ﻭﺒﺎﻝﺘﻌﺎﻭﻥ‬
‫ﻤﻊ ﺍﻝﺤﻜﻭﻤﺔ ﺍﻝﺒﻠﺠﻴﻜﻴﺔ ﻋﻠﻰ ﺩﻋﻡ ﻭﺘﻁﻭﻴﺭ ﺍﻝﺘﻌﻠﹼﻡ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺭﺍﺱ ﺍﻷﺴﺎﺴﻴﺔ ﻭﺍﻝﺜﺎﻨﻭﻴﺔ ﺍﻷﻤﺭ‬

‫ﺍﻝﺫﻱ ﻴﺴﺎﻋﺩ ﺍﻝﻭﺯﺍﺭﺓ ﻋﻠﻰ ﺘﺤﻘﻴﻕ ﺭﺅﻴﺘﻬﺎ ﺍﻝﻬﺎﺩﻓﺔ ﺇﻝﻰ ﺠﻭﺩﺓ ﺍﻝﺘﻌﻠﻴﻡ‪ ،‬ﻫﺫﺍ ﻭﻴﻬﺩﻑ ﺍﻝﻤﺸﺭﻭﻉ ﺇﻝﻰ ﺨﻠﻕ‬
‫ﺠﻭ ﺘﻔﺎﻋﻠﻲ ﺒﻴﻥ ﺍﻝﻁﻼﺏ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺠﺘﻤﻊ ﺩﺍﺨل ﻭﺨﺎﺭﺝ ﺍﻝﻐﺭﻑ ﺍﻝﺼﻔﻴﺔ‪ ،‬ﻭﻴﺘﻀﻤﻥ ﺍﻝﻤﺸﺭﻭﻉ‬
‫ﺴﺘﺔ ﺃﺴﺎﺴﻴﺎﺕ ﻴﺭﻜﺯ ﻋﻠﻴﻬﺎ ﻭﻫﻲ ﺍﻝﻤﺒﺎﺩﺭﺍﺕ ﺍﻝﻤﺩﺭﺴﻴﺔ‪ ،‬ﻭﺍﻝﺒﻭﺍﺒﺔ ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ‪ ،‬ﻭﺘﻁﻭﻴﺭ ﺍﻝﻘﺩﺭﺍﺕ‬

‫ﺍﻝﺘﺩﺭﻴﺒﻴﺔ ﻝﺘﻭﻅﻴﻑ ﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻻﺘﺼﺎﻻﺕ‪ ،‬ﻭﺘﻭﺯﻴﻊ ﺃﺠﻬﺯﺓ ﻝﻭﺤﻴﺔ ﻋﻠﻰ ﺍﻝﻤﺩﺍﺭﺱ‪،‬‬
‫ﻭﺘﻁﻭﻴﺭ ﺍﻝﻘﺩﺭﺍﺕ ﺍﻝﺘﺩﺭﻴﺒﻴﺔ ﻋﻠﻰ ﺒﺭﻤﺠﺔ ﺍﻷﺠﻬﺯﺓ ﺍﻝﻠﻭﺤﻴﺔ ﺍﻝﺫﻜﻴﺔ‪ ،‬ﻭﺘﻁﻭﻴﺭ ﺃﻝﻌﺎﺏ ﺍﻝﻜﺘﺭﻭﻨﻴﺔ‪ ،‬ﺤﻴﺙ‬

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‫ﺴﻴﺘﻡ ﺍﻝﻤﺸﺭﻭﻉ ﺒﺘﻜﻠﻔﺔ ﻤﻘﺩﺍﺭﻫﺎ ‪ 4‬ﻤﻼﻴﻥ ﻴﻭﺭﻭ ﺘﺸﻤل ﻨﻔﻘﺎﺕ ﺍﻝﻤﺒﺎﺩﺭﺍﺕ ﻭﺍﻝﺒﻭﺍﺒﺔ ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ‬
‫ﻭﺍﻷﺠﻬﺯﺓ ﺍﻝﻠﻭﺤﻴﺔ ﻭﺍﻝﺩﻭﺭﺍﺕ ﺍﻝﺘﺩﺭﻴﺒﺔ ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻌﺎﻝﻲ ﺍﻝﻔﻠﺴﻁﻴﻨﻴﺔ )‪ ،(2013‬ﺇﻥ‬
‫ﺍﻝﺘﻁﻭﺭ ﺍﻝﺫﻱ ﻝﺤﻕ ﺒﺎﻝﺘﻌﻠﻴﻡ ﻓﻲ ﺍﻵﻭﻨﺔ ﺍﻷﺨﻴﺭﺓ ﺍﻨﻌﻜﺱ ﺍﻴﺠﺎﺒﻴﹰﺎ ﻋﻠﻰ ﺒﻘﻴﺔ ﺍﻝﻤﻴﺎﺩﻴﻥ ﺫﻝﻙ ﻷﻥ ﻨﻅﻤﻴﺔ‬

‫ﺍﻝﺘﺭﺒﻴﺔ ﺘﺠﻌل ﻤﻥ ﻤﻴﺎﺩﻴﻨﻬﺎ ﺍﻝﻤﺨﺘﻠﻔﺔ ﺠﺴﻤﹰﺎ ﻭﺍﺤﺩﹰﺍ ﻴﻤﺜل ﺸﺒﻜﺔ ﻤﻥ ﺍﻝﻌﻼﻗﺎﺕ ﺍﻝﺘﻲ ﺘﺅﺜﺭ ﻭﺘﺘﺄﺜﺭ‬
‫ﺒﺒﻌﻀﻬﺎ ﺍﻝﻤﻌﺎﻴﻁﺔ )‪ (2012‬ﻫﺫﺍ ﺒﺩﻭﺭﻩ ﻤﻬﺩ ﻝﻅﻬﻭﺭ ﻨﻤﻁ ﺠﺩﻴﺩ ﻤﻥ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻫﻭ ﺍﻹﺸﺭﺍﻑ‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪.‬‬

‫ﻝﺫﺍ ﻓﺈﻥ ﺤﺎﺠﺔ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻭﺍﻝﻤﻌﻠﹼﻡ ﻝﻤﻌﻠﻭﻤﺎﺕ ﻏﻨﻴﺔ ﻤﺘﻌﺩﺩﺓ ﺍﻝﻤﺼﺎﺩﺭ ﻝﻠﺒﺤﺙ‬
‫ﻭﺍﻝﺘﻁﻭﻴﺭ ﺍﻝﺫﺍﺘﻲ‪ ،‬ﻓﻲ ﻅل ﺍﻝﺘﻁﻭﺭ ﻭﺍﻝﺘﻘﺩﻡ ﺍﻝﺘﻘﻨﻲ ﺍﻝﺫﻱ ﻨﻌﻴﺸﻪ ﺃﺼﺒﺤﺕ ﻀﺭﻭﺭﺓ ﻤﻠﺤﺔ ﻻﺴﺘﺨﺩﺍﻡ‬
‫ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺍﻝﺫﻱ ﻴﻌﺘﻤﺩ ﻋﻠﻰ ﺘﻭﻅﻴﻑ ﺍﻝﻭﺴﺎﺌل ﺍﻝﺤﺩﻴﺜﺔ ﻜﺎﻝﺤﺎﺴﺏ ﺍﻵﻝﻲ ﻭﺍﻝﺸﺒﻜﺔ‬

‫ﺍﻝﻌﻨﻜﺒﻭﺘﻴﺔ ﻭﻭﺴﺎﺌﻁﻬﺎ ﺍﻝﻤﺘﻌﺩﺩﺓ ﻭﺍﻝﺘﻲ ﻴﻤﻜﻥ ﺍﻋﺘﺒﺎﺭﻫﺎ ﻤﻥ ﺃﻨﺠﺢ ﺍﻝﻭﺴﺎﺌل ﻝﺘﻭﻓﻴﺭ ﺒﻴﺌﺔ ﺘﻌﻠﻴﻤﻴﺔ ﺜﺭﻴﺔ‪،‬‬
‫ﻭﺘﺤﻘﻕ ﺘﻌﻠﻤﹰﺎ ﺃﻓﻀل ﻭﺫﻝﻙ ﻝﻤﻭﺍﺠﻬﺔ ﺍﻝﺘﻐﻴﺭﺍﺕ ﺍﻝﺘﻲ ﺘﺠﺘﺎﺡ ﺍﻝﻤﺠﺘﻤﻊ ﻭﺘﺤﻘﻕ ﻁﻤﻭﺤﺎﺘﻪ‪ ،‬ﻭﺘﻌﻤﻕ‬
‫ﺍﻝﺘﻭﺍﺼل ﺍﻝﺩﺍﺌﻡ ﻤﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﻤﺘﺎﺒﻌﺘﻬﻡ ﻤﻥ ﺃﺠل ﺘﺤﺴﻴﻥ ﺃﻭﻀﺎﻉ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﺍﻷﻨﻅﻤﺔ ﺍﻝﺘﻲ‬

‫ﻴﺸﻭﺒﻬﺎ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺃﻭﺠﻪ ﺍﻝﻘﺼﻭﺭ ﻓﻲ ﻜﺎﻓﺔ ﻤﺤﺎﻭﺭ ﻭﻋﻨﺎﺼﺭ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻝﺴﻠﻁﺎﻥ ﻭﺍﻝﻔﻨﺘﻭﺥ‬
‫)‪ (1420‬ﻭﺍﻝﻤﻨﺼﻭﺭﻱ ﻭﺁﺨﺭﻭﻥ )‪.(2003‬‬

‫ﻭﻷﻫﻤﻴﺔ ﻫﺫﺍ ﺍﻝﻤﻭﻀﻭﻉ ﺃﺠﺭﻴﺕ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻝﺘﻲ ﺘﻨﺎﻭﻝﺕ ﺍﻹﺸﺭﺍﻑ‬

‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻜﺄﺴﻠﻭﺏ ﺤﺩﻴﺙ ﻤﻥ ﺃﺴﺎﻝﻴﺏ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﻤﻌﺎﺼﺭ‪ ،‬ﻤﻨﻬﺎ ﺩﺭﺍﺴﺔ ﻓﺎﻥ ﻫﻭﺭﻥ‬
‫ﻭﻤﺎﻴﺭﻙ ﻭﺴﺘﺎﺴﻲ ﻭﺭﻭﺒﺭﺕ )‪(Van Horn & Stacy& Myrick & Robert, 2002‬‬
‫ﻭﺍﻝﻐﺎﻤﺩﻱ )‪ (2011‬ﻭﺫﻝﻙ ﻝﻤﻌﺭﻓﺔ ﺃﻫﻤﻴﺘﻪ ﻓﻲ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻓﻴﺔ ﻭﺘﺴﻠﻴﻁ ﺍﻝﻀﻭﺀ ﻋﻠﻰ ﻜﺎﻓﺔ ﺠﻭﺍﻨﺒﻪ‪،‬‬

‫ﺤﻴﺙ ﺍﺘﻔﻘﺕ ﻨﺘﺎﺌﺞ ﺘﻠﻙ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻋﻠﻰ ﺃﻫﻤﻴﺔ ﺘﻭﻅﻴﻑ ﺍﻝﺤﺎﺴﺏ ﺍﻵﻝﻲ ﻭﺍﻝﺸﺒﻜﺔ ﺍﻝﻌﻨﻜﺒﻭﺘﻴﺔ ﻓﻲ ﺍﻝﻌﻤل‬
‫ﺍﻹﺸﺭﺍﻓﻲ‪ ،‬ﻭﺫﻝﻙ ﺒﺘﺴﻬﻴل ﺍﻝﻌﻤل ﻭﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻝﻤﻁﻠﻭﺒﺔ ﻤﻨﻪ‪ ،‬ﻭﺍﻹﺴﺘﻔﺎﺩﺓ ﻤﻥ ﻜﺎﻓﺔ ﻤﻤﻴﺯﺍﺘﻪ‬
‫ﻭﻤﻨﻬﺎ ﺍﺨﺘﺼﺎﺭ ﺍﻝﻭﻗﺕ ﻭﺍﻝﺠﻬﺩ ﻭﺘﺴﻬﻴل ﺍﻝﺘﻭﺍﺼل‪.‬‬

‫ﻭﺒﻤﺎ ﺃﻥ ﺃﻨﻅﻤﺔ ﺍﻝﺘﻌﻠﻴﻡ ﻝﻡ ﺘﻌﺩ ﺘﺘﺤﻤل ﺍﻷﺴﻠﻭﺏ ﺍﻝﻘﺩﻴﻡ ﻭﺍﻝﺤﺎﻝﻲ ﺍﻝﻤﺘﺒﻊ ﺍﻝﺫﻱ ﺘﺴﻴﺭ ﻋﻠﻴﻪ‬
‫ﻤﺅﺴﺴﺎﺘﻨﺎ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻭﻝﻡ ﻴﺘﺭﻙ ﻤﺠﺎل ﻝﻠﺘﺭﺒﻴﺔ ﻷﻥ ﺘﻜﻭﻥ ﻤﻨﻌﺯﻝﺔ ﻭﺒﻌﻴﺩﺓ ﻋﻥ ﺼﻔﺎﺕ ﻋﺼﺭﻨﺎ ﺍﻝﺤﺎﻝﻲ‪،‬‬
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‫ﺍﻝﻐﺎﻤﺩﻱ )‪ ،(2011‬ﻭﺍﻨﻁﻼﻗﹰﺎ ﻤﻥ ﺍﻝﻤﺴﺅﻭﻝﻴﺔ ﺍﻝﺘﻲ ﺘﻘﻊ ﻋﻠﻰ ﻜﺎﻫل ﺍﻝﻤﺴﺅﻭﻝﻴﻥ ﻓﻲ ﺍﻝﻤﺅﺴﺴﺎﺕ‬
‫ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻝﺘﺭﺒﻭﻴﺔ ﺍﻝﻤﺘﻤﺜﻠﺔ ﻓﻲ ﺇﻋﺩﺍﺩ ﺍﻝﻁﻠﺒﺔ ﺇﻋﺩﺍﺩﹰﺍ ﺠﻴﺩﹰﺍ ﻴﺤﻘﻕ ﺍﻝﺘﻨﻤﻴﺔ ﻝﻤﺠﺘﻤﻌﻨﺎ ﺍﻝﻔﻠﺴﻁﻴﻨﻲ‪،‬‬
‫ﻭﺴﻌﻲ ﺍﻝﻭﺯﺍﺭﺓ ﻨﺤﻭ ﺍﻝﺘﻌﻠﻡ ﺍﻻﻝﻜﺘﺭﻭﻨﻲ ﻤﻥ ﺨﻼل ﻤﻭﺍﻜﺒﺔ ﺍﻝﻤﺴﺘﺠﺩﺍﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻘﻨﻴﺎﺕ‬

‫ﺍﻝﺤﺩﻴﺜﺔ ﻭﺘﻭﻅﻴﻔﻬﺎ ﻓﻲ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻝﺘﻌﻠﻤﻴﺔ‪ ،‬ﻤﻥ ﺃﺠل ﺍﻝﻨﻬﻭﺽ ﺒﺎﻝﺘﻌﻠﻴﻡ ﻭﺘﻁﻭﻴﺭ ﺍﻷﺩﺍﺀ ﺍﻝﻨﻭﻋﻲ‬
‫ﻭﺘﻌﺯﻴﺯ ﺍﻻﺘﺼﺎل ﻭﺍﻝﺘﻭﺍﺼل ﺒﻴﻥ ﺃﻁﺭﺍﻑ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻹﺸﺭﺍﻓﻴﺔ ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ‬
‫ﺍﻝﻌﺎﻝﻲ ﺍﻝﻔﻠﺴﻁﻴﻨﻴﺔ )‪ ،(2011‬ﻭﺒﻤﺎ ﺃﻥ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻹﺸﺭﺍﻓﻴﺔ ﺘﺴﻴﺭﺍﻥ ﺠﻨﺒﹰﺎ ﺇﻝﻰ ﺠﻨﺏ ﻓﻤﺎ‬

‫ﻴﺤﺩﺙ ﻝﻠﺘﻌﻠﻴﻡ ﻤﻥ ﺘﺤﺩﻴﺙ ﻭﺘﻁﻭﻴﺭ ﻴﺠﺏ ﺃﻥ ﻴﻭﺍﻜﺒﻪ ﺘﻁﻭﻴﺭ ﻭﺘﺤﺩﻴﺙ ﻓﻲ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ‪،‬‬
‫ﻓﻅﻬﻭﺭ ﺍﻝﺘﻌﻠﻡ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﺭﺽ ﻋﻠﻰ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﺃﻥ ﻴﻁﻭﺭﻭﺍ ﻤﻤﺎﺭﺴﺎﺘﻬﻡ ﻭﺃﺴﺎﻝﻴﺒﻬﻡ ﻓﻲ‬
‫ﺘﻘﺩﻴﻡ ﺍﻝﺨﺩﻤﺔ ﺍﻹﺸﺭﺍﻓﻴﺔ ﻝﻠﻤﻌﻠﻤﻴﻥ‪ ،‬ﻝﺫﻝﻙ ﻓﺈﻥ ﺘﻭﻅﻴﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﺃﺼﺒﺤﺕ‬

‫ﻀﺭﻭﺭﺓ ﻤﻠﺤﺔ ﻝﺘﻠﺒﻴﺔ ﺍﺤﺘﻴﺎﺠﺎﺕ ﺍﻝﻤﺠﺘﻤﻊ ﻓﻲ ﻀﻭﺀ ﻤﺘﻁﻠﺒﺎﺕ ﺍﻝﻌﺼﺭ‪ ،‬ﻭﻤﺎ ﻴﻭﺍﺠﻬﻪ ﻤﻥ ﺘﺤﺩﻴﺎﺕ‬
‫ﻭﺒﻤﻘﺩﺍﺭ ﻤﺎ ﺘﻘﺩﻤﻪ ﻤﻥ ﻤﻴﺯﺍﺕ ﺘﺠﻌل ﺍﻝﻌﻤل ﺃﻜﺜﺭ ﻴﺴﺭﹰﺍ ﻭﺴﻬﻭﻝﺔ‪ ،‬ﻭ ﺘﻤﻜﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻤﻥ ﺍﻝﺘﻐﻠﺏ ﻋﻠﻰ‬
‫ﺍﻝﺼﻌﻭﺒﺎﺕ ﺍﻝﺘﻲ ﺘﻭﺍﺠﻬﻬﻡ ﻓﻲ ﻋﻤﻠﻬﻡ ﻜﺎﻝﺯﻴﺎﺩﺓ ﻓﻲ ﻋﺩﺩ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻤﻘﺎﺒل ﻗﻠﹼﺔ ﻋﺩﺩ ﺍﻝﻤﺸﺭﻓﻴﻥ‬

‫ﺍﻝﺘﺭﺒﻭﻴﻴﻥ‪ ،‬ﻭﻋﺩﻡ ﻗﺩﺭﺓ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻋﻠﻰ ﻤﺘﺎﺒﻌﺔ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻨﻅﺭﹰﺍ ﻝﻘﻠﹼﺔ ﻨﺼﻴﺏ ﺍﻝﻤﻌﻠﹼﻡ ﻤﻥ ﺍﻹﺸﺭﺍﻑ‬
‫ﻭﺍﻝﻤﺘﺎﺒﻌﺔ‪ ،‬ﻨﺘﻴﺠﺔ ﻝﺒﻌﺩ ﺍﻝﻤﺴﺎﻓﺎﺕ ﻭﻗﻠﹼﺔ ﺍﻝﺯﻴﺎﺭﺍﺕ ﺍﻝﺼﻔﻴ‪‬ﺔ‪ ،‬ﻤﻤﺎ ﻴﺤﺘﹼﻡ ﻋﻠﻰ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ‬
‫ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻥ ﻫﺫﻩ ﺍﻝﻭﺴﺎﺌل ﺍﻝﺤﺩﻴﺜﺔ ﻓﻲ ﺍﻻﺘﺼﺎل ﻋﺒﻴﺩﺍﺕ ﻭﺃﺒﻭ ﺍﻝﺴﻤﻴﺩ )‪.(2007‬‬

‫ﻤﻥ ﻫﻨﺎ ﺃﺘﺕ ﻓﻜﺭﺓ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ ﻝﺘﺭﻓﺩ ﻭﺘﻌﺭﻑ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ‬
‫ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ‪ ،‬ﻭﻤﺘﺨﺫﻱ ﺍﻝﻘﺭﺍﺭ ﻓﻲ ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ‪ ،‬ﺒﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ‪ ،‬ﻝﻤﺎ ﻝﻪ ﻤﻥ ﻤﺯﺍﻴﺎ ﻋﺩﻴﺩﺓ ﺘﺴﻬ‪‬ل ﺍﻝﻌﻤل ﻓﻲ ﻀﻭﺀ ﺍﻝﻌﺼﺭ ﺍﻝﻤﺘﺴﻡ‬

‫ﺒﺎﻝﺘﻁﻭﺭ ﺍﻝﻤﺘﺴﺎﺭﻉ‪ ،‬ﻭﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻤﻌﻭﻗﺎﺕ ﺘﻁﺒﻴﻘﺔ ﺤﺘﻰ ﺘﺘﻤﻜﻥ ﺍﻝﻭﺯﺍﺭﺓ ﻤﻥ ﺘﺠﺎﻭﺯﻫﺎ ﻭﺘﺄﺩﻴﺔ‬
‫ﺭﺴﺎﻝﺘﻬﺎ ﺍﻝﻤﻘﺩﺴﺔ‪ ،‬ﻭﺘﺘﻤﺜل ﻤﺸﻜﻠﺔ ﺍﻝﺩﺭﺍﺴﺔ ﺒﻤﺎ ﻴﻠﻲ‪:‬‬

‫ﻤﺸﻜﻠﺔ ﺍﻝﺩﺭﺍﺴﺔ‪:‬‬

‫ﻴﺴﻌﻰ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺇﻝﻰ ﺘﺤﺴﻴﻥ ﻭﺘﻁﻭﻴﺭ ﺍﻝﻌﻤل ﺍﻝﺘﺭﺒﻭﻱ ﻭﺍﻝﺘﻌﻠﻴﻤﻲ ﻭﺍﻹﺭﺘﻘﺎﺀ‬
‫ﺒﻤﺴﺘﻭﻯ ﺍﻷﺩﺍﺀ ﺤﺘﻰ ﻴﺤﻘﻕ ﺃﻫﺩﺍﻑ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﻭﺍﻝﻨﻬﻭﺽ ﺒﻬﺎ‪ ،‬ﻭﻫﺫﺍ ﺍﻝﻌﻤل ﻴﻌﺘﻤﺩ ﻋﻠﻰ ﻤﺒﺩﺃ‬
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‫ﺍﻻﺘﺼﺎل ﻭﺍﻝﺘﻭﺍﺼل ﺍﻝﺩﺍﺌﻡ ﺒﻴﻥ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻭﻤﻴﺩﺍﻥ ﺍﻝﺘﻌﻠﻴﻡ ﻭﻋﻠﻰ ﺭﺃﺴﻪ ﺍﻝﻤﻌﻠﻡ‪ ،‬ﻝﺫﻝﻙ ﻋﻠﻰ‬
‫ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻭﺍﻝﻤﺸﺭﻓﺎﺕ ﺃﻥ ﻴﻜﻭﻨﻭﺍ ﻗﺎﺩﺭﻴﻥ ﻋﻠﻰ ﺍﻻﺘﺼﺎل ﺍﻝﻔﻌﺎل ﻤﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ‪،‬‬
‫ﺒﺤﻴﺙ ﻴﺘﻤﻜﻨﻭﺍ ﻤﻥ ﺇﺜﺎﺭﺘﻬﻡ ﻭﺘﺤﻔﻴﺯﻫﻡ ﻭﺘﻘﺩﻴﻡ ﺍﻝﻤﺴﺎﻋﺩﺓ ﺍﻝﻤﻁﻠﻭﺒﺔ ﻝﻬﻡ ﻭﻗﻴﺎﺩﺘﻬﻡ ﺒﺎﺘﺠﺎﻩ ﺘﺤﻘﻴﻕ‬

‫ﺍﻷﻫﺩﺍﻑ ﻨﻠﺴﻭﻥ )‪ ،(Nelson, 2001‬ﻭﺒﻤﺎ ﺃﻥ ﺍﻝﻌﺼﺭ ﺍﻝﺤﺎﻝﻲ ﻴﻭﻓﺭ ﻝﻨﺎ ﻭﺴﺎﺌل ﺘﻘﻨﻴﺔ ﺤﺩﻴﺜﺔ‬
‫ﻭﻤﺘﻁﻭﺭﺓ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻻﺘﺼﺎل ﻤﺘﻤﺜﻠﺔ ﺒﺎﻝﺸﺒﻜﺔ ﺍﻝﻌﻨﻜﺒﻭﺘﻴﺔ ﻭﺍﻝﺤﺎﺴﺏ ﺍﻵﻝﻲ ﻭﻏﻴﺭﻫﺎ‪ ،‬ﻫﺫﻩ ﺍﻝﺘﻘﻨﻴﺔ‬
‫ﺴﻬﻠﺕ ﻭﺤﻘﻘﺕ ﺍﻝﺘﻭﺍﺼل ﺒﻜﻔﺎﺀﺓ ﻭﻓﻌﺎﻝﻴﺔ ﻋﺎﻝﻴﻪ ﻝﻴﺼﺒﺢ ﺍﻝﺤﺎﺴﺏ ﺍﻵﻝﻲ ﻭﺘﻁﺒﻴﻘﺎﺘﻪ ﻭﺍﺴﺘﺨﺩﺍﻡ‬

‫ﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺠﺯﺀ ﻻ ﻴﺘﺠﺯﺃ ﻤﻥ ﺤﻴﺎﺓ ﺍﻝﻤﺠﺘﻤﻌﺎﺕ ﺍﻝﻌﺼﺭﻴﺔ‪ ،‬ﻓﺎﺴﺘﻁﺎﻋﺕ ﻫﺫﻩ ﺍﻝﺘﻘﻨﻴﺔ ﺃﻥ‬
‫ﺘﻐﺯﻭ ﻜل ﻤﺭﻓﻕ ﻤﻥ ﻤﺭﺍﻓﻕ ﺍﻝﺤﻴﺎﺓ ﻜﻤﺎ ﻏﻴﺭﺕ ﺃﻭﺠﻬﻬﺎ ﺍﻝﻤﺨﺘﻠﻔﺔ ﻓﻲ ﺯﻤﻥ ﻗﻴﺎﺴﻲ ﺍﻝﺯﻋﺒﻲ )‪،(2005‬‬
‫ﻭﻅﻬﺭﺕ ﻋﻠﻰ ﺃﺜﺭﻫﺎ ﺸﺒﻜﺔ ﺍﻹﻨﺘﺭﻨﺕ ﻓﺄﺤﺩﺜﺕ ﻁﻭﻓﺎﻨﹰﺎ ﻤﻌﻠﻭﻤﺎﺘﻴﹰﺎ ﺃﺼﺒﺤﺕ ﻤﻥ ﺨﻼﻝﻬﺎ ﺘﻘﻨﻴﺔ‬

‫ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻻﺘﺼﺎﻻﺕ ﺍﻝﺭﻗﻤﻴﺔ ﺴﻬﻠﺔ ﺍﻝﻤﻨﺎل‪ ،‬ﻤﻤﺎ ﺠﻌل ﺍﺴﺘﺨﺩﺍﻤﻬﺎ ﻴﻨﺘﺸﺭ ﺒﺴﺭﻋﺔ ﻤﺘﻨﺎﻫﻴﺔ‪ ،‬ﻓﻤﻥ‬
‫ﻴﻨﻅﺭ ﻝﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺤﺎﺴﺏ ﺍﻵﻝﻲ ﻓﻲ ﻤﺠﺎل ﺍﻝﺘﻌﻠﻴﻡ ﻓﻲ ﺍﻝﻌﺎﻝﻡ ﻴﺠﺩ ﺃﻥ ﻨﺴﺒﺔ ﺍﻻﺴﺘﺨﺩﺍﻡ ﻓﻲ ﺘﺯﺍﻴﺩ‬
‫ﻴﻭﻤﺎ ﺒﻌﺩ ﻴﻭﻡ ﻤﺘﺨﻁﻴﺔ ﺒﺫﻝﻙ ﺍﻝﻌﻭﺍﺌﻕ ﻭﺍﻝﻤﺸﺎﻜل ﻭﺍﻝﺼﻌﻭﺒﺎﺕ ﻤﺎ ﺍﺴﺘﻁﺎﻋﺕ ﺇﻝﻴﻪ ﺴﺒﻴﻼ‪ ،‬ﻝﺫﻝﻙ ﻓﺈﻥ‬

‫ﺍﻝﺯﻴﺎﺩﺓ ﺍﻝﻬﺎﺌﻠﺔ ﻓﻲ ﺤﺠﻡ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﻤﺘﺩﺍﻭﻝﺔ ﻭﺍﻝﺘﻁﻭﺭ ﺍﻝﻌﻠﻤﻲ ﻭﺍﻝﺘﻘﻨﻲ ﺍﻝﺴﺭﻴﻊ ﻤﻥ ﺃﻫﻡ ﺍﻝﻌﻭﺍﻤل‬
‫ﺍﻝﺘﻲ ﻭﻀﻌﺕ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﺘﺤﺩﻴﺎﺕ ﺃﻤﺎﻡ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻹﻋﺩﺍﺩ ﺃﻓﺭﺍﺩ ﺍﻝﻤﺠﺘﻤﻊ ﻻﺴﺘﻴﻌﺎﺏ ﻤﺘﻁﻠﺒﺎﺕ ﻫﺫﺍ‬
‫ﺍﻝﺘﻁﻭﺭ ﺍﻝﻤﻭﺴﻰ )‪ (1428‬ﻭﺍﻝﺭﺍﻀﻲ )‪.(2010‬‬

‫ﻭﻫﺫﺍ ﻤﺎ ﺩﹼﻝﺕ ﻋﻠﻴﻪ ﻨﺘﺎﺌﺞ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻭﻤﻨﻬﺎ ﺩﺭﺍﺴﺔ ﻓﺎﻥ ﻫﻭﺭﻥ ﻭﺁﺨﺭﻭﻥ ) ‪Van‬‬
‫‪ ( Horn & Others, 2001‬ﻭﺍﻝﻐﺎﻤﺩﻱ )‪ ،(2011‬ﻭﻨﻅﺭﹰﺍ ﻷﻫﻤﻴﺘﻪ ﺍﻝﺒﺎﻝﻐﺔ ﻝﻠﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ‬
‫ﻭﺍﻨﻁﻼﻗﺎ ﻤﻥ ﺤﺭﺹ ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻌﺎﻝﻲ ﺍﻝﻔﻠﺴﻁﻴﻨﻴﺔ ﻋﻠﻰ ﻤﻭﺍﻜﺒﺔ ﺍﻝﻤﺴﺘﺠﺩﺍﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ‬

‫ﻭﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻥ ﺘﻠﻙ ﺍﻝﺘﻘﻨﻴﺎﺕ ﻭﺘﺴﺨﻴﺭﻫﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻝﺘﺭﺒﻭﻱ ﻭﺍﻝﺘﻌﻠﻴﻤﻲ ﻜﻤﺎ ﻭﺭﺩ ﻓﻲ ﺨﻁﺘﻬﺎ‬
‫ﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺔ‪ ،‬ﻜﺎﻥ ﻤﻥ ﺍﻝﻀﺭﻭﺭﻱ ﺇﺠﺭﺍﺀ ﺩﺭﺍﺴﺔ ﺘﺘﻠﺨﺹ ﻤﺸﻜﻠﺘﻬﺎ ﻓﻲ‪:‬‬

‫ﻤﻌﺭﻓﺔ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ‬

‫ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ‪.‬‬

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 ‫ﺃﺴﺌﻠﺔ ﺍﻝﺩﺭﺍﺴﺔ‪:‬‬

‫ﺴﻌﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻷﺴﺌﻠﺔ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬

‫ﺍﻝﺴﺅﺍل ﺍﻷﻭل‪ :‬ﻤﺎ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ‬

‫ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ؟‬

‫ﺍﻝﺴﺅﺍل ﺍﻝﺜﺎﻨﻲ ‪ :‬ﻫل ﻴﺨﺘﻠﻑ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ‬
‫ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﺒﺎﺨﺘﻼﻑ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺘﺎﻝﻴﺔ )ﺍﻝﺠﻨﺱ‪ ،‬ﺍﻝﻤﺅﻫل‬

‫ﺍﻝﻌﻠﻤﻲ‪ ،‬ﺍﻝﺨﺒﺭﺓ ﺍﻹﺸﺭﺍﻓﻴﺔ‪ ،‬ﺍﻝﺘﺨﺼﺹ‪ ،‬ﺍﻝﻤﺩﻴﺭﻴﺔ(؟‬

‫ﻓﺭﻀﻴﺎﺕ ﺍﻝﺩﺭﺍﺴﺔ‪:‬‬

‫ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )‪ (α =0.05‬ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ‬ ‫‪.1‬‬

‫ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﺤﻭل ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ‬

‫ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﺘﺒﻌﺎ ﻝﻤﺘﻐﻴﺭ ﺍﻝﺠﻨﺱ‪.‬‬

‫ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )‪ (α =0.05‬ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ‬ ‫‪.2‬‬
‫ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﺤﻭل ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ‬
‫ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﺘﺒﻌﺎ ﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ‪.‬‬

‫ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )‪ (α =0.05‬ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ‬ ‫‪.3‬‬

‫ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﺤﻭل ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ‬

‫ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﺘﺒﻌﺎ ﻝﻤﺘﻐﻴﺭ ﺍﻝﺨﺒﺭﺓ ﺍﻹﺸﺭﺍﻓﻴﺔ‪.‬‬

‫ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )‪ (α =0.05‬ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ‬ ‫‪.4‬‬

‫ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﺤﻭل ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ‬

‫ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﺘﺒﻌﺎ ﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺨﺼﺹ‪.‬‬

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‫ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )‪ (α =0.05‬ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ‬ ‫‪.5‬‬
‫ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﺤﻭل ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ‬
‫ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﺘﺒﻌﺎ ﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺩﻴﺭﻴﺔ‪.‬‬

‫ﺃﻫﺩﺍﻑ ﺍﻝﺩﺭﺍﺴﺔ‪:‬‬

‫ﺴﻌﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ‪:‬‬

‫ﺍﻝﺘﻌﺭﻑ ﺇﻝﻰ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ‬ ‫•‬

‫ﺍﻝﻐﺭﺒﻴﺔ‪.‬‬

‫ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻔﺭﻭﻕ ﻓﻲ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺘﺒﻌﺎ ﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ‪.‬‬ ‫•‬

‫ﺩﺭﺠﺔ ﻤﻤﺎﺭﺴﺔ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻝﻺﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﻋﻤﻠﻬﻡ ﺍﻝﻴﻭﻤﻲ‪.‬‬ ‫•‬

‫ﺍﻝﺘﻌﺭﻑ ﺇﻝﻰ ﻤﺘﻁﻠﺒﺎﺕ ﺘﻁﺒﻴﻘﻪ ﻭﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻝﻶﺯﻤﺔ ﻭﺍﻷﻜﺜﺭ ﻤﻼﺌﻤـﺔ ﻝﻌﻤـل ﺍﻝﻤﺸـﺭﻑ‬ ‫•‬
‫ﺍﻝﺘﺭﺒﻭﻱ ﻝﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻭﻤﻨﺎﻗﺸﺔ ﺍﻝﺼﻌﻭﺒﺎﺕ ﺍﻝﺘﻲ ﺘﻌﺘﺭﺽ ﺘﻁﺒﻴﻘﻪ ﻤﻥ‬
‫ﻭﺠﻬﺔ ﻨﻅﺭﻫﻡ‪.‬‬

‫ﺃﻫﻤﻴﺔ ﺍﻝﺩﺭﺍﺴﺔ‪:‬‬

‫ﺍﺴﺘﻤﺩﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺃﻫﻤﻴﺘﻬﺎ ﻤﻥ‪:‬‬

‫ﺃﻫﻤﻴﺔ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﻭﺩﻭﺭﻩ ﺍﻝﻤﻬﻡ ﻓﻲ ﺘﻁﻭﻴﺭ ﻭﺘﺤﺴﻴﻥ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻝﺘﻌﻠﻤﻴﺔ‪ ،‬ﻝﻠﺘﻐﻠﺏ‬ ‫•‬

‫ﻋﻠﻰ ﺍﻝﺼﻌﻭﺒﺎﺕ ﻭﺍﻝﺘﺤﺩﻴﺎﺕ ﺍﻝﺘﻲ ﺘﻭﺍﺠﻬﻬﻡ‪.‬‬

‫ﺤﺭﺹ ﺍﻝﻭﺯﺍﺭﺓ ﻋﻠﻰ ﻤﻭﺍﻜﺒﺔ ﺍﻝﻤﺴﺘﺠﺩﺍﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻓﻲ ﻅل ﺍﻹﻨﻔﺠﺎﺭ ﺍﻝﻤﻌﺭﻓﻲ ﻭﺍﻝﺘﻘﺩﻡ‬ ‫•‬
‫ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻲ‪ ،‬ﻭﺠﻬﻭﺩﻫﺎ ﺍﻝﺤﺜﻴﺜﺔ ﻨﺤﻭ ﺍﻝﺘﻌﻠﻡ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﺍﻫﺘﻤﺎﻤﻬﺎ ﺒﺎﻝﺘﻌﻠﻴﻡ ﻭﺍﻝﻨﻬﻭﺽ ﺒﻪ‬

‫ﻝﻴﻜﻭﻥ ﻗﺎﺩﺭﹰﺍ ﻋﻠﻰ ﺍﻝﻤﻨﺎﻓﺴﺔ ﻓﻲ ﻋﺼﺭ ﺍﻝﻤﻌﺭﻓﺔ ﻭﺍﻝﺘﻘﺩﻡ ﺍﻝﻌﻠﻤﻲ‪.‬‬

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‫ﺘﻌﺘﺒﺭ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ ﺃﻭﻝﻰ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻲ ﺘﻨﺎﻭﻝﺕ ﻤﻭﻀﻭﻉ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ‬ ‫•‬
‫ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ – ﻋﻠﻰ‬
‫ﺤﺩ ﻋﻠﻡ ﺍﻝﺒﺎﺤﺜﺔ‪ -‬ﻭﻨﻅﺭﹰﺍ ﻝﻘﻠﺔ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﻭﺍﻝﻤﺭﺍﺠﻊ ﻴﺘﻭﻗﻊ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺔ ﺃﻥ ﺘﺴﺎﻫﻡ‬

‫ﻤﺴﺎﻫﻤﺔ ﻤﺘﻭﺍﻀﻌﺔ ﻓﻲ ﺘﻭﻓﻴﺭ ﻤﺎﺩﺓ ﻨﻅﺭﻴﺔ ﻭﺍﻏﻨﺎﺀ ﺍﻝﻤﻜﺘﺒﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ﺍﻝﻔﻠﺴﻁﻴﻨﻴﺔ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ‬
‫ﺒﻬﺫﺍ ﺍﻝﻤﻭﻀﻭﻉ‪.‬‬

‫ﺘﺴﺎﻫﻡ ﻓﻲ ﺘﺴﻠﻴﻁ ﺍﻝﻀﻭﺀ ﻋﻠﻰ ﻫﺫﺍ ﺍﻷﺴﻠﻭﺏ ﺍﻝﺤﺩﻴﺙ ﻤﻥ ﺃﺴﺎﻝﻴﺏ ﺍﻹﺸﺭﺍﻑ ﻭﺘﺴﺎﻋﺩ‬ ‫•‬

‫ﺒﺎﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺃﻫﻤﻴﺔ ﺍﺴﺘﺨﺩﺍﻤﻪ ﻭﺘﺄﺜﻴﺭﻩ ﻋﻠﻰ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻹﺸﺭﺍﻓﻴﺔ‪.‬‬

‫ﺘﻭﺠﻪ ﺃﻨﻅﺎﺭ ﺍﻝﻤﺴﺅﻭﻝﻴﻥ ﻭﻤﺘﺨﺫﻱ ﺍﻝﻘﺭﺍﺭ ﻷﻫﻤﻴﺔ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ‬ ‫•‬
‫ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﻭﺍﻹﺴﺘﻔﺎﺩﺓ ﻤﻥ ﻨﺘﺎﺌﺞ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ ﻓﻲ ﻭﻀﻊ‬

‫ﺨﻁﻁ ﺍﻝﺘﺩﺭﻴﺏ ﻭﺍﻝﺘﻁﻭﻴﺭ ﺒﻤﺎ ﻴﺨﺩﻡ ﻋﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻭﺘﻔﻌﻴﻠﻪ ﻝﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻝﺘﻲ‬
‫ﻭ‪‬ﻀﻊ ﻷﺠﻠﻬﺎ‪.‬‬

‫ﻴﺘﻭﻗﻊ ﺃﻥ ﺘﺴﻬﻡ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ﻓﻲ ﻝﻔﺕ ﺃﻨﻅﺎﺭ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻹﺠﺭﺍﺀ ﺩﺭﺍﺴﺎﺕ ﺘﺘﻨﺎﻭل ﺠﻭﺍﻨﺏ‬ ‫•‬

‫ﺃُﺨﺭﻯ ﺠﺩﻴﺩﺓ ﻤﻥ ﺠﻭﺍﻨﺏ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺃﻤﺎﻜﻥ ﻤﺨﺘﻠﻔﺔ ﻤﻥ ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﻭﻤﻥ‬
‫ﻭﺠﻬﺎﺕ ﻨﻅﺭ ﺃﺨﺭﻯ‪.‬‬

‫ﻴﺘﻭﻗﻊ ﻤﻥ ﺨﻼل ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺘﺄﺜﻴﺭﺍﺕ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ )ﺍﻝﺠﻨﺱ‪ ،‬ﺍﻝﻤﺅﻫل‬ ‫•‬

‫ﺍﻝﻌﻠﻤﻲ‪ ،‬ﺍﻝﺨﺒﺭﺓ ﺍﻹﺸﺭﺍﻓﻴﺔ‪ ،‬ﺍﻝﺘﺨﺼﺹ‪ ،‬ﺍﻝﻤﺩﻴﺭﻴﺔ( ﻓﻲ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪.‬‬

‫ﻴﺘﻭﻗﻊ ﺃﻥ ﺘﺴﺎﻋﺩ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻤﺴﺅﻭﻝﻴﻥ ﻓﻲ ﺍﻝﺘﻐﻠﺏ ﻋﻠﻰ ﻤﻌﻭﻗﺎﺕ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪.‬‬ ‫•‬

‫ﻴﺘﻭﻗﻊ ﻤﻥ ﺨﻼل ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻌﺭﻓﺔ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ‬ ‫•‬

‫ﺍﻝﺤﻜﻭﻤﻴﺔ‪.‬‬

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 ‫ﺤﺩﻭﺩ ﺍﻝﺩﺭﺍﺴﺔ‪:‬‬

‫ﺍﻝﺤﺩﻭﺩ ﺍﻝﺒﺸﺭﻴﺔ‪ :‬ﺍﻝﻤﺸﺭﻓﻭﻥ ﺍﻝﺘﺭﺒﻭﻴﻭﻥ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ‪.‬‬

‫ﺍﻝﺤﺩﻭﺩ ﺍﻝﻤﻜﺎﻨﻴﺔ‪ :‬ﻤﺩﻴﺭﻴﺎﺕ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﻭﻫﻲ‪ :‬ﻨﺎﺒﻠﺱ‪ ،‬ﻭﺠﻨﻭﺏ‬

‫ﻨﺎﺒﻠﺱ‪ ،‬ﻭﺴﻠﻔﻴﺕ‪ ،‬ﻭﻁﻭﻝﻜﺭﻡ‪ ،‬ﻭﻗﺒﺎﻁﻴﺔ‪ ،‬ﻭﻁﻭﺒﺎﺱ‪ ،‬ﻭﺠﻨﻴﻥ‪ ،‬ﻭﻗﻠﻘﻴﻠﻴﺔ‪.‬‬

‫ﺍﻝﺤﺩﻭﺩ ﺍﻝﺯﻤﺎﻨﻴﺔ‪ :‬ﺘﻡ ﺇﺠﺭﺍﺀ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ ﺨﻼل ﺍﻝﻔﺼﻠﻴﻥ ﺍﻷﻭل ﻭﺍﻝﺜﺎﻨﻲ ﻝﻠﻌﺎﻡ ﺍﻝﺩﺭﺍﺴﻲ ) ‪– 2012‬‬

‫‪.(2013‬‬

‫ﺍﻝﺤﺩﻭﺩ ﺍﻹﺤﺼﺎﺌﻴﺔ ﻭﺍﻹﺠﺭﺍﺌﻴﺔ‪ :‬ﺘﺘﺤﺩﺩ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ﺒﺄﺩﻭﺍﺘﻬﺎ ﺍﻝﻤﺴﺘﺨﺩﻤﺔ ﻓﻲ ﺠﻤﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ‪،‬‬

‫ﻭﻁﺒﻴﻌﺔ ﺍﻝﺘﺤﻠﻴل ﺍﻹﺤﺼﺎﺌﻲ ﺍﻝﻤﺴﺘﺨﺩﻡ ﻓﻲ ﻤﻌﺎﻝﺠﺔ ﺍﻝﺒﻴﺎﻨﺎﺕ‪.‬‬

‫ﺍﻝﺘﻌﺭﻴﻔﺎﺕ ﺍﻹﺼﻁﻼﺤﻴﺔ ﻭﺍﻹﺠﺭﺍﺌﻴﺔ‪:‬‬

‫ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ‪" :‬ﻋﻤﻠﻴﺔ ﻓﻨﻴﺔ ﻗﻴﺎﺩﻴﺔ ﺇﻨﺴﺎﻨﻴﺔ ﺸﺎﻤﻠﺔ ﻏﺎﻴﺘﻬﺎ ﺘﻁﻭﻴﺭ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻝﺘﺭﺒﻭﻴﺔ‬

‫ﺒﻤﺤﺎﻭﺭﻫﺎ ﻜﺎﻓﺔ )ﻤﺸﺭﻑ‪ ،‬ﻤﻌﻠﻡ‪ ،‬ﻤﺘﻌﻠﻡ‪ ،‬ﺒﻴﺌﺔ ﺘﻌﻠﻴﻤﻴﺔ( ﻤﻥ ﺃﺠل ﺘﺤﺴﻴﻥ ﺍﻝﻅﺭﻭﻑ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻭﺯﻴﺎﺩﺓ‬
‫ﻓﺎﻋﻠﻴﺘﻪ ﻭﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻓﻪ ﻤﻥ ﺤﻴﺙ ﺘﻨﻤﻴﺔ ﻗﺩﺭﺍﺕ ﺍﻝﻁﻠﺒﺔ ﻓﻲ ﻤﺠﺎﻻﺕ ﻤﺨﺘﻠﻔﺔ ")ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ‬
‫ﺍﻝﻌﺎﻝﻲ ﺍﻝﻔﻠﺴﻁﻴﻨﻴﺔ‪ 2011 ،‬ﺹ‪.(McCabe et.al, 2009, P.14 ;10‬‬

‫ﻭﺘﻌﺭ‪‬ﻓﻪ ﺍﻝﺒﺎﺤﺜﺔ ﺇﺠﺭﺍﺌﻴﹰﺎ‪ :‬ﻫﻭ ﺍﻝﻌﻤل ﺍﻝﺫﻱ ﻴﻘﻭﻡ ﺒﻪ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻝﺘﻘﺩﻴﻡ ﺍﻝﻌﻭﻥ‬
‫ﻻ ﻝﺘﺤﺴﻴﻥ ﺍﻝﻌﻤﻠﻴﺔ‬
‫ﻭﺍﻝﻤﺴﺎﻋﺩﺓ ﻝﻠﻤﻌﻠﻤﻴﻥ ﻭﻤﺘﺎﺒﻌﺘﻬﻡ ﺒﺸﻜل ﻤﺴﺘﻤﺭ ﻤﻥ ﺃﺠل ﺘﺤﺴﻴﻥ ﺃﺩﺍﺌﻬﻡ ﻭﺼﻭ ﹰ‬

‫ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻝﺘﻌﻠﻤﻴﺔ ﺒﻜﺎﻓﺔ ﻤﺤﺎﻭﺭﻫﺎ ﻭﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻓﻬﺎ‪.‬‬

‫ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ‪" :‬ﻫﻭ ﻗﺎﺌﺩ ﺘﺭﺒﻭﻱ ﻴﺴﻌﻰ ﺇﻝﻰ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﻨﻤﻭﻫﻡ ﺍﻝﻤﻬﻨﻲ ﻭﻴﺘﻭﻝﻰ‬

‫ﺘﻁﻭﻴﺭ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻝﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻓﻬﺎ ﺒﺎﻝﺘﻌﺎﻭﻥ ﻤﻊ ﺠﻤﻴﻊ ﻤﻥ ﻝﻬﻡ ﻋﻼﻗﺔ ﺒﺎﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ"‬

‫)ﺍﻝﺘﻤﻴﻤﻲ‪ ،2005 ،‬ﺹ‪.(14‬‬

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‫ﻭﺘﻌﺭﻓﻪ ﺍﻝﺒﺎﺤﺜﺔ ﺇﺠﺭﺍﺌﻴﺎ‪ :‬ﻫﻭ ﺸﺨﺹ ﻤﺘﺨﺼﺹ ﻤﺅﻫل ﻭﻤﺩﺭﺏ ﻭﻫﻭ ﺍﻝﻤﺴﺅﻭل ﻋﻥ ﺘﻁﻭﻴﺭ‬
‫ﻭﺘﺤﺴﻴﻥ ﺍﻝﻌﻤل ﺍﻝﺘﺭﺒﻭﻱ ﻭﺍﻝﺘﻌﻠﻴﻤﻲ ﻜﻜل‪ ،‬ﻤﻥ ﺨﻼل ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻡ ﻭﺤل ﻤﺸﻜﻼﺘﻪ ﻭﺍﻝﺼﻌﻭﺒﺎﺕ‬
‫ﺍﻝﺘﻲ ﻴﻤﻜﻥ ﺃﻥ ﺘﻭﺍﺠﻬﻪ‪ ،‬ﻭﺘﻌﺭﻴﻔﻪ ﻭﺘﺩﺭﻴﺒﻪ ﻋﻠﻰ ﺸﺘﻰ ﺍﻝﻭﺴﺎﺌل ﻭﺍﻝﻁﺭﻕ ﺍﻝﻔﻌﺎﻝﺔ ﻓﻲ ﺍﻝﺘﺩﺭﻴﺱ ﻝﺭﻓﻊ‬

‫ﻤﺴﺘﻭﻯ ﺃﺩﺍﺌﻪ ﻭﺘﺤﻘﻴﻕ ﻨﻤﻭﻩ ﺍﻝﻤﻬﻨﻲ‪ ،‬ﻭﻫﻡ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻭﺍﻝﻤﺸﺭﻓﺎﺕ ﺍﻝﺫﻴﻥ ﺘﻡ ﺘﻌﻴﻨﻬﻡ ﻤﻥ ﻗﺒل‬
‫ﺍﻝﻭﺯﺍﺭﺓ ﻝﻺﺸﺭﺍﻑ ﻋﻠﻰ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﺎﺕ ﺍﻝﺫﻴﻥ ﻴ‪‬ﺩﺭﺴﻭﻥ ﺍﻝﻁﻠﺒﺔ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻓﻲ‬
‫ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ‪.‬‬

‫ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪" :‬ﻨﻤﻁ ﺍﺸﺭﺍﻓﻲ ﻴﻘﺩﻡ ﺃﻋﻤﺎل ﻭﻤﻬﺎﻡ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻋﺒﺭ ﺍﻝﻭﺴﺎﺌﻁ ﺍﻝﻤﺘﻌﺩﺩﺓ‬

‫ﻋﻠﻰ ﺍﻝﺤﺎﺴﺏ ﺍﻵﻝﻲ ﻭﺸﺒﻜﺎﺘﻪ ﺇﻝﻰ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﺍﺭﺱ ﺒﺸﻜل ﻴﺘﻴﺢ ﻝﻬﻡ ﺇﻤﻜﺎﻨﻴﺔ ﺍﻝﺘﻔﺎﻋل ﺍﻝﻨﺸﻁ ﻤﻊ‬
‫ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﺃﻭ ﻤﻊ ﺃﻗﺭﺍﻨﻬﻡ‪ ،‬ﺴﻭﺍﺀ ﺃﻜﺎﻥ ﺫﻝﻙ ﺒﺼﻭﺭﺓ ﻤﺘﺯﺍﻤﻨﻪ ﺃﻭ ﻏﻴﺭ ﻤﺘﺯﺍﻤﻨﺔ‪ ،‬ﻤﻊ ﺇﻤﻜﺎﻨﻴﺔ‬

‫ﻼ‬
‫ﺇﺘﻤﺎﻡ ﻫﺫﻩ ﺍﻝﻌﻤﻠﻴﺎﺕ ﻓﻲ ﺍﻝﻭﻗﺕ ﻭﺍﻝﻤﻜﺎﻥ ﻭﺒﺎﻝﺴﺭﻋﺔ ﺍﻝﺘﻲ ﺘﻨﺎﺴﺏ ﻅﺭﻭﻑ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ‪ ،‬ﻓﻀ ﹰ‬
‫ﻋﻥ ﺇﻤﻜﺎﻨﻴﺔ ﺇﺩﺍﺭﺓ ﻫﺫﻩ ﺍﻝﻌﻤﻠﻴﺎﺕ ﻤﻥ ﺨﻼل ﺘﻠﻙ ﺍﻝﻭﺴﺎﺌﻁ " )ﺍﻝﺸﻤﺭﺍﻨﻲ‪ ،1429 ،‬ﺹ‪.(11‬‬

‫ﻭﺘﻌﺭﻓﻪ ﺍﻝﺒﺎﺤﺜﻪ ﺇﺠﺭﺍﺌﻴﺎ‪ :‬ﻫﻭ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻘﻨﻴﺎﺕ ﺍﻝﺤﺩﻴﺜﺔ ﻝﺸﺒﻜﺔ ﺍﻹﻨﺘﺭﻨﺕ ﻭﺍﻝﺤﺎﺴﺏ ﺍﻵﻝﻲ‬

‫ﻭﺘﻭﻅﻴﻔﻬﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﻤﻤﺎ ﻴﺴﻬل ﺍﻝﻌﻤل ﺒﺄﻗل ﻭﻗﺕ ﻭﺠﻬﺩ ﻭﺘﻜﻠﻔﺔ ﻭﺒﺄﻋﻠﻰ ﻜﻔﺎﺀﺓ ﻭﻴﺤﻘﻕ‬
‫ﺍﻝﺘﻭﺍﺼل ﺍﻝﻤﺴﺘﻤﺭ ﺒﻴﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ﻤﻤﺎ ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﺭﻓﻊ ﻤﺴﺘﻭﻯ ﺃﺩﺍﺌﻬﻡ‪.‬‬

‫ﺍﺴﺘﻌﺭﻀﺕ ﺍﻝﺒﺎﺤﺜﺔ ﻓﻲ ﻫﺫﺍ ﺍﻝﻔﺼل ﻤﺸﻜﻠﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻭﺨﻠﻔﻴﺘﻬﺎ ﻭﺃﺴﺌﻠﺘﻬﺎ ﻭﻓﺭﻀﻴﺎﺘﻬﺎ‪ ،‬ﻜﻤﺎ‬

‫ﺃﺸﺎﺭﺕ ﺇﻝﻰ ﺃﻫﺩﺍﻑ ﻭﺃﻫﻤﻴﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻭﻀﺤﺔ ﺤﺩﻭﺩﻫﺎ ﻭﺍﻝﺘﻌﺭﻴﻔﺎﺕ ﺍﻹﺠﺭﺍﺌﻴﺔ‪ ،‬ﻭﺴﻴﺘﻡ ﻋﺭﺽ ﺍﻷﺩﺏ‬
‫ﺍﻝﻨﻅﺭﻱ ﻭﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻓﻴﻤﺎ ﻴﺨﺹ ﻤﻭﻀﻭﻉ ﺍﻝﺩﺭﺍﺴﺔ ﻓﻲ ﺍﻝﻔﺼل ﺍﻝﺜﺎﻨﻲ‪.‬‬

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 ‫ﺍﻝﻔﺼل ﺍﻝﺜﺎﻨﻲ‬

‫ﺍﻷﺩﺏ ﺍﻝﻨﻅﺭﻱ ﻭﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‬

‫ﺍﻷﺩﺏ ﺍﻝﻨﻅﺭﻱ‪.‬‬ ‫•‬

‫ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‪.‬‬ ‫•‬

‫‪ o‬ﺍﻝﺘﻌﻘﻴﺏ ﻋﻠﻰ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‪.‬‬

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 ‫ﺍﻝﻔﺼل ﺍﻝﺜﺎﻨﻲ‬

‫ﺍﻷﺩﺏ ﺍﻝﻨﻅﺭﻱ ﻭﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‬

‫ﺃﻭ ﹰﻻ‪ :‬ﺍﻷﺩﺏ ﺍﻝﻨﻅﺭﻱ‪:‬‬

‫ﻴﺘﻀﻤﻥ ﻫﺫﺍ ﺍﻝﻔﺼل ﻤﻨﺎﻗﺸﺔ ﺘﻁﻭﺭ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﻓﻠﺴﻁﻴﻥ‪ ،‬ﻭﻤﻔﻬﻭﻡ ﺍﻹﺸﺭﺍﻑ‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ ،‬ﻭﺍﻝﺤﺎﺠﺔ ﺇﻝﻴﻪ‪ ،‬ﻭﺃﻫﺩﺍﻓﻪ‪ ،‬ﻭﺃﻫﻤﻴﺘﻪ‪ ،‬ﻭﻤﺠﺎﻻﺘﻪ‪ ،‬ﻭﺃﺴﺎﻝﻴﺒﻪ‪ ،‬ﻭﺃﻨﻭﺍﻋﻪ‪ ،‬ﻭﺃﺩﻭﺍﺘﻪ‪ ،‬ﻭﺘﻁﺒﻴﻘﺎﺘﻪ‪،‬‬
‫ﻭﻤﺘﻁﻠﺒﺎﺕ ﺘﻁﺒﻴﻘﻪ‪ ،‬ﻭﻤﻤﻴﺯﺍﺘﻪ‪ ،‬ﻭﻤﻌﻭﻗﺎﺘﻪ‪ ،‬ﻭﺨﻁﻭﺍﺕ ﺍﻹﻨﺘﻘﺎل ﻤﻥ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﻘﻠﻴﺩﻱ ﺇﻝﻰ ﺍﻹﺸﺭﺍﻑ‬

‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ ،‬ﻜﻤﺎ ﻴﺘﻨﺎﻭل ﺃﻭﺠﻪ ﺍﻻﺨﺘﻼﻑ ﺒﻴﻥ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﻘﻠﻴﺩﻱ ﻭﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪.‬‬

‫ﻤﻘﺩﻤﺔ‪:‬‬

‫ﻝﻘﺩ ﺘﻁﻭﺭﺕ ﺍﻝﺘﺭﺒﻴﺔ ﺘﺒﻌﹰﺎ ﻝﺘﻁﻭﺭ ﺍﻝﻔﻜﺭ ﺍﻝﺘﺭﺒﻭﻱ ﻭﻨﻅﺭﻴﺎﺕ ﺍﻝﺘﻌﻠﻡ ﻭﺍﻝﻌﻼﻗﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ‪ ،‬ﺘﺒﻌﻪ‬

‫ﺘﻁﻭﺭ ﻭﺍﻀﺢ ﻝﻤﻔﻬﻭﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺤﻴﺙ ﻜﺎﻥ ﺘﻔﺘﻴﺸﻴﹰﺎ ﻴﺴﻌﻰ ﺇﻝﻰ ﺘﺼﻴﺩ ﺃﺨﻁﺎﺀ ﺍﻝﻤﻌﻠﻡ‪ ،‬ﺜﻡ‬
‫ﺃﺼﺒﺢ ﺘﻭﺠﻴﻬﻴﺎ ﺤﺘﻰ ﺍﻨﺘﻘل ﺇﻝﻰ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﺫﻱ ﻴﻨﻅﺭ ﻝﻌﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻑ ﻋﻠﻰ ﺃﻨﻬﺎ ﻋﻤﻠﻴﺔ‬
‫ﺩﻴﻤﻘﺭﺍﻁﻴﺔ ﺇﻨﺴﺎﻨﻴﺔ ﺘﻌﺎﻭﻨﻴﺔ‪ ،‬ﻭﺍﺴﺘﻤﺭ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻋﻠﻰ ﻫﺫﺍ ﺍﻝﻨﺤﻭ ﺤﺘﻰ ﻅﻬﺭ ﻤﻔﻬﻭﻡ‬

‫ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﻤﻌﺎﺼﺭ ﺒﺄﻨﻭﺍﻋﻪ ﺍﻝﻤﺘﻌﺩﺩﺓ ﻤﻨﻬﺎ ﻋﻠﻰ ﺴﺒﻴل ﺍﻝﺫﻜﺭ ﻻ ﺍﻝﺤﺼﺭ‪ ،‬ﺍﻹﺸﺭﺍﻑ‬
‫ﺒﺎﻷﻗﺭﺍﻥ‪ ،‬ﻭﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ ،‬ﻭﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺸﺎﺭﻜﻲ‪ ،‬ﻭﻏﻴﺭﻫﺎ ﻋﺎﻴﺵ )‪.(2010‬‬

‫ﻭﻝﻜﻲ ﻴﺅﺩﻱ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺩﻭﺭﻩ ﻓﻲ ﺘﻁﻭﻴﺭ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﻝﺭﻗﻲ ﺒﻬﺎ‪ ،‬ﻓﻼ ﺒﺩ ﻝﻪ‬

‫ﻤﻥ ﺃﻥ ﻴﻁﻭﺭ ﻤﻔﺎﻫﻴﻤﻪ‪ ،‬ﻭﺃﺴﺎﻝﻴﺒﻪ‪ ،‬ﻭﺃﻨﻤﺎﻁﻪ‪ ،‬ﺒﻤﺎ ﻴﺘﻔﻕ ﻭﺍﻹﺘﺠﺎﻫﺎﺕ ﺍﻝﻌﺎﻝﻤﻴﺔ ﺍﻝﻤﻌﺎﺼﺭﺓ‪ ،‬ﺍﻝﺘﻲ ﺘﻤﻜﻨﻪ‬
‫ﻤﻥ ﺃﺩﺍﺀ ﻋﻤﻠﻪ ﺒﻜﻔﺎﺀﺓ ﻋﺎﻝﻴﺔ ﺍﻝﺒﺎﺒﻁﻴﻥ )‪ ،(1425‬ﻓﺎﻝﻁﻔﺭﺓ ﻏﻴﺭ ﺍﻝﻤﺴﺒﻭﻗﺔ ﻓﻲ ﺍﻝﻤﻨﺠﺯﺍﺕ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺔ‬
‫ﺍﻝﺘﻲ ﺃﺜﺭﺕ ﻓﻲ ﻜﺎﻓﺔ ﺠﻭﺍﻨﺏ ﺍﻝﺤﻴﺎﺓ ﺍﻝﻌﻤﻠﻴﺔ ﻭﺍﻹﻗﺘﺼﺎﺩﻴﺔ ﻭﺍﻹﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻜﺎﻥ ﻝﻬﺎ ﺘﺄﺜﻴﺭ ﺒﺎﻝﻎﹲ ﻋﻠﻰ‬

‫ﺍﻝﺘﻌﻠﻴﻡ‪ ،‬ﺃﺩﻯ ﻝﻅﻬﻭﺭ ﺍﻝﺘﻌﻠﻡ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺍﻝﺫﻱ ﺃﺜﹼﺭ ﻓﻲ ﺍﻝﺤﻴﺎﻩ ﻭﺍﻝﻌﻤل ﺒﺤﻴﺙ ﺠﻌل ﺍﻝﺘﻌﺎﻤل ﻻﻴﻜﻭﻥ ﻤﻊ‬
‫ﺍﻝﻤﻘﺭﻭﺀ ﻓﻘﻁ ﻭﺇﻨﻤﺎ ﻭﻓﹼﺭ ﺍﻝﺼﻭﺕ ﻭﺍﻝﺼﻭﺭﺓ ﻭﺍﻝﺨﺭﺍﺌﻁ ﻭﺍﻝﻔﻴﺩﻴﻭ ﻭﺍﻝﻤﻭﺴﻴﻘﻰ ﻭﻏﻴﺭﻫﺎ‪ ،‬ﻜل ﻫﺫﻩ‬
‫ﺍﻝﻤﺅﺜﺭﺍﺕ ﺘﻌﺭﺽ ﻝﻠﻁﻠﺒﺔ ﻭﺘﺯﻴﺩ ﻤﻥ ﻗﺩﺭﺘﻬﻡ ﻝﻴﺱ ﻓﻘﻁ ﻋﻠﻰ ﺍﻝﻔﻬﻡ ﻭﺍﻻﺴﺘﻴﻌﺎﺏ ﻭﺇﻨﻤﺎ ﺍﻝﺘﺸﻭﻴﻕ ﻝﻠﺒﺤﺙ‬

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‫ﻭﺍﻻﻜﺘﺸﺎﻑ ﺍﻝﺭﺍﻀﻲ )‪ .(2010‬ﻓﺎﻝﺘﻌﻠﻡ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺠﻌل ﺍﻝﻌﺎﻝﻡ ﺃﺸﺒﻪ ﺒﺸﺎﺸﺎﺕ ﺍﻝﻜﺘﺭﻭﻨﻴﺔ ﺼﻐﻴﺭﺓ‬
‫ﺠﻌﻠﺕ ﺍﻻﺘﺼﺎل ﻤﻥ ﺨﻼﻝﻪ ﺍﻝﻜﺘﺭﻭﻨﻴﺎ‪ ،‬ﻭﺘﺒﺎﺩل ﺍﻝﺨﺒﺭﺍﺕ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺒﻴﻥ ﺸﺒﻜﺎﺕ ﺍﻝﺤﺎﺴﺏ ﺍﻵﻝﻲ‬
‫ﺤﻘﻴﻘﺔ ﻤﻠﻤﻭﺴﺔ ﻤﻤﺎ ﺃﺘﺎﺡ ﺴﺭﻋﺔ ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﻤﺭﺍﻜﺯ ﺍﻝﻌﻠﻡ ﻭﺍﻝﻤﻌﺭﻓﺔ ﻭﺍﻻﻁﻼﻉ ﻋﻠﻰ ﻜل ﻤﺎ ﻫﻭ‬

‫ﺠﺩﻴﺩ ﻝﺤﻅﺔ ﺒﻠﺤﻅﺔ ﻨﺩﺍﻑ) ‪ ،(2002‬ﻓﺩﻭﺭ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﺘﻌﻠﻴﻡ ﻴﻌﺘﺒﺭ ﺃﺴﻠﻭﺒ ﹰﺎ ﻤﻨﻬﺠﻴ ﹰﺎ ﻭﻁﺭﻴﻘﺔ ﻓﻲ‬
‫ﺍﻝﺘﻔﻜﻴﺭ‪ ،‬ﺘﻬﺩﻑ ﺇﻝﻰ ﺘﻭﻅﻴﻑ ﻜﺎﻓﺔ ﺍﻝﻤﺼﺎﺩﺭ ﺍﻝﺒﺸﺭﻴﺔ ﻭﺍﻹﺒﺩﺍﻉ ﺍﻹﻨﺴﺎﻨﻲ‪ ،‬ﻭﺍﻝﻤﺼﺎﺩﺭ ﺍﻝﻤﺎﺩﻴﺔ ﻤﻤﺜﻠﺔ‬
‫ﺒﺎﻷﺠﻬﺯﺓ ﻭﺍﻝﺒﺭﻤﺠﻴﺎﺕ ﻝﺤل ﻤﺸﻜﻼﺕ ﺍﻝﻨﻅﻡ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺇﺜﺭﺍﺀ ﺍﻝﻤﻭﺍﻗﻑ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻝﻤﻌﺒﺩﻱ) ‪( 1432‬‬

‫ﻭﺍﻝﻨﻌﻴﻤﻲ ﻭﺒﺎﺤﺎﺫﻕ)‪.(1421‬‬

‫ﻭﻫﺫﺍ ﻤﺎ ﺃﻜﺩﻩ ﻜﻼ ﻤﻥ ﻨﻠﺴﻭﻥ )‪ ،(Nelson, 2001‬ﻭﺒﻴﺭﺴﻭﻥ )‪ ،(Pearson, 2001‬ﻭﺃﺒﻭ‬

‫ﻏﺭﺒﻴﺔ )‪ (2009‬ﺒﺄﻥ ﺍﻹﺸﺭﺍﻑ ﺤﺘﻰ ﻴﻠﻌﺏ ﺩﻭﺭﹰﺍ ﻤﻬﻤﹰﺎ ﻓﻲ ﺍﻝﺘﻁﺒﻴﻕ‪ ،‬ﻋﻠﻴﻪ ﺃﻥ ﻴﺘﻡ ﺒﺸﻜل ﻤﺒﺎﺸﺭ‬

‫ﻭﻏﻴﺭ ﻤﺒﺎﺸﺭ ﺒﻴﻥ ﺍﻝﻤﺸﺭﻑ ﻭﺍﻝﻤﻌﻠﻡ ﻤﻥ ﺨﻼل ﻭﺴﺎﺌل ﺘﻘﻠﻴﺩﻴﺔ ﻭﺤﺩﻴﺜﺔ ﻤﻌﹰﺎ‪ ،‬ﺤﺘﻰ ﻴﻌﻤﻠﻭﺍ ﺒﺼﻭﺭﺓ‬
‫ﻓﻌﺎﻝﺔ ﻭﻴﺒﻘﻭﻥ ﻋﻠﻰ ﺍﺘﺼﺎل ﺩﺍﺌﻡ ﻤﻥ ﺃﺠل ﺘﺤﻘﻴﻕ ﺍﻝﻤﺸﺎﺭﻜﺔ ﺍﻹﻴﺠﺎﺒﻴﺔ‪ ،‬ﻭﻋﺭﺽ ﺍﻝﺘﺠﺎﺭﺏ ﻝﻺﺴﺘﻔﺎﺩﺓ‬
‫ﻤﻨﻬﺎ ﻋﻠﻰ ﺍﻝﺭﻏﻡ ﻤﻥ ﺍﻝﺤﻭﺍﺠﺯ ﺍﻝﻜﺒﻴﺭﺓ ﺍﻝﺘﻲ ﻴﻤﻜﻥ ﺃﻥ ﺘﻨﺸﺄ‪ ،‬ﻭﻝﻜﻥ ﻝﻜﻲ ﻴﺘﻡ ﺫﻝﻙ ﺒﻁﺭﻴﻘﺔ ﻓﻌﺎﻝﺔ ﻓﻌﻠﻰ‬

‫ﺍﻝﻤﺸﺭﻑ ﺒﻨﺎﺀ ﻋﻼﻗﺔ ﺸﺨﺼﻴﺔ ﻤﻊ ﺍﻝﻤﻌﻠﻡ ﻭﺍﻝﺘﻲ ﺘﻌﺘﺒﺭ ﻤﻥ ﺍﻷﺴﺎﺴﻴﺎﺕ ﺍﻝﻀﺭﻭﺭﻴﺔ ﻝﻤﻤﺎﺭﺴﺔ ﺘﺠﺎﺭﺒﻬﻡ‬
‫ﺍﻝﻌﻤﻠﻴﺔ‪.‬‬

‫ﻋﻠﻴﻨﺎ ﺃﻥ ﻨﻌﺘﺭﻑ ﻭﻨﺤﻥ ﻨﻌﻴﺵ ﺍﻝﻴﻭﻡ ﻋﺼﺭ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺃﻥ ﺜﻭﺭﺓ ﺍﻝﻌﻠﻡ ﺒﺠﻤﻴﻊ ﻤﺠﺎﻻﺘﻬﺎ‪،‬‬

‫ﺍﺴﺘﻁﺎﻋﺕ ﺃﻥ ﺘﺤﻁﻡ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﻤﻌﺘﻘﺩﺍﺘﻨﺎ ﻭﻤﻤﺎﺭﺴﺎﺘﻨﺎ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﻝﻜﻥ ﺒﺎﻝﺭﻏﻡ ﻤﻥ ﺍﻝﺘﻁﻭﺭ ﺍﻝﺸﺎﻤل‬
‫ﻓﻲ ﻤﻔﻬﻭﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻨﺠﺩ ﺃﻥ ﻤﺎ ﻴﻤﺎﺭﺴﻪ ﺍﻝﻤﺸﺭﻓﻭﻥ ﺍﻝﺘﺭﺒﻭﻴﻭﻥ ﻓﻲ ﺍﻝﻤﻴﺩﺍﻥ ﻻﻴﺘﻤﺎﺸﻰ‬
‫ﻭﻤﻔﻬﻭﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﺤﺩﻴﺙ ﺍﻝﺫﻱ ﻴﺴﺨﺭ ﺍﻝﺘﻘﻨﻴﺎﺕ ﺍﻝﺤﺩﻴﺜﺔ ﻜﺎﻝﺤﺎﺴﺏ ﺍﻵﻝﻲ ﻭﺸﺒﻜﺔ ﺍﻹﻨﺘﺭﻨﺕ‬

‫ﻭﻏﻴﺭﻫﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ‪ ،‬ﺇﺫ ﻤﺎﺯﺍﻝﻭﺍ ﻴﺭﻜﺯﻭﻥ ﻋﻠﻰ ﺍﻷﺴﺎﻝﻴﺏ ﺍﻝﺘﻘﻠﻴﺩﻴﺔ ﺍﻝﺘﻲ ﻻ ﺘﺘﻁﻠﺏ ﺴﻭﻯ‬
‫ﺍﻝﻤﺘﺎﺒﻌﺔ ﺍﻝﺭﻭﺘﻴﻨﻴﺔ ﺃﻜﺜﺭ ﻤﻨﻬﺎ ﺍﻝﻔﻨﻴﺔ ﺍﻝﺭﺸﺎﻴﺩﺓ )‪.(2010‬‬

‫ﺇﻥ ﺍﻝﺨﺩﻤﺔ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺔ ﺴﺭﻴﻌﺔ ﺍﻝﺘﻔﺎﻋل‪ ،‬ﻭﺘﺴﺎﻋﺩ ﻋﻠﻰ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻡ ﻭﺍﻝﺘﺩﺭﻴﺏ ﺒﺘﻜﻠﻔﺔ‬

‫ﻭﺠﻬﺩ ﺃﻗل ﻤﻥ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻘﻠﻴﺩﻴﺔ‪ ،‬ﻭﺘﺘﻁﻠﺏ ﻓﻘﻁ ﺇﻋﺩﺍﺩﹰﺍ ﻤﺴﺒﻘ ﹰﺎ ﻭﻗﻔﺯﺓ ﻨﻭﻋﻴﺔ ﻓﻲ ﺍﻝﺘﺠﻬﻴﺯ ﻤﻥ ﻭﺴﺎﺌل‬
‫ﺍﻻﺴﺘﻘﺒﺎل ﻭﺍﻹﺭﺴﺎل ﻭﺍﻻﺘﺼﺎﻻﺕ ﺍﻝﺤﺩﻴﺜﺔ‪ ،‬ﻤﻘﺎﺒل ﺃﻨﻬﺎ ﺘﺤﻘﻕ ﻤﺯﺍﻴﺎ ﻭﻓﻭﺍﺌﺩ ﻤﺘﻌﺩﺩﺓ ﻝﻺﺸﺭﺍﻑ‬
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‫ﺍﻝﺘﺭﺒﻭﻱ‪ ،‬ﻜﺴﺭﻋﺔ ﺍﻨﻌﻘﺎﺩ ﺍﻻﺠﺘﻤﺎﻋﺎﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ ﺒﻴﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ‪ ،‬ﻭﺘﻭﻓﻴﺭ ﺍﻝﻭﻗﺕ‬
‫ﺍﻝﻼﺯﻡ ﻝﻨﻘل ﺍﻝﻤﻌﻠﻭﻤﺎﺕ‪ ،‬ﻭﺍﻹﺴﺘﻔﺎﺩﺓ ﻤﻥ ﺨﺒﺭﺍﺕ ﺍﻝﻤﺘﺨﺼﺼﻴﻥ ﻝﺘﻘﺩﻡ ﺃﺴﺎﻝﻴﺏ ﺘﺩﺭﻴﺴﻴﺔ ﺤﺩﻴﺜﺔ‪ ،‬ﻤﻤﺎ‬
‫ﻴﺜﻴﺭ ﺍﻝﺩﺍﻓﻌﻴﺔ ﻝﻠﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺸﺭﻓﻴﻥ ﻋﻠﻰ ﺍﻝﺘﺩﺭﻴﺏ ﻭﺍﻝﺘﻌﻠﻡ‪ ،‬ﻭﻫﺫﺍ ﻤﺎ ﻴﻘﻭﻡ ﻋﻠﻴﻪ ﺃﺴﻠﻭﺏ ﺍﻹﺸﺭﺍﻑ‬

‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻜﺄﺤﺩ ﺃﺴﺎﻝﻴﺏ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﻤﻌﺎﺼﺭ ﺍﻝﻤﻌﺒﺩﻱ )‪ (1432‬ﻭﻨﻭﺍﻭﻱ )‪.(2001‬‬

‫ﺘﻁﻭﺭ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﻓﻠﺴﻁﻴﻥ‪:‬‬

‫ﺍﻨﻌﻜﺱ ﺘﻁﻭﺭ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻋﺎﻝﻤﻴﹰﺎ ﻭﻋﺭﺒﻴﹰﺎ ﻋﻠﻰ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﻓﻠﺴﻁﻴﻥ‪،‬‬

‫ﻭﺍﺭﺘﺒﻁ ﻫﺫﺍ ﺍﻝﺘﻁﻭﺭ ﺒﺘﻁﻭﺭ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﻜل ﻤﻥ ﻤﺼﺭ ﻭﺍﻷﺭﺩﻥ ﺒﺼﻔﺘﻬﻤﺎ ﻜﺎﻨﺘﺎ‬
‫ﻤﺴﺌﻭﻝﺘﻴﻥ ﻋﻥ ﺍﻝﺘﻌﻠﻴﻡ ﻓﻲ ﺍﻷﺭﺍﻀﻲ ﺍﻝﻔﻠﺴﻁﻴﻨﻴﺔ ﺤﺘﻰ ‪ ،1994‬ﺤﻴﺙ ﻋ‪‬ﺭﻑ ﺍﻹﺸﺭﺍﻑ ﺒﺘﻠﻙ ﺍﻝﻤﺭﺤﻠﺔ‬
‫ﺒﺎﻝﺘﻔﺘﻴﺵ‪ ،‬ﺜﻡ ﻤﺎ ﻝﺒﺜﺕ ﻫﺫﻩ ﺍﻝﺘﺴﻤﻴﺔ ﺃﻥ ﺒ‪‬ﺩﻝﺕ ﺒﻠﻔﻅ ﺍﻝﻤﻭﺠﻪ ﺜﻡ ﺍﻝﻤﺸﺭﻑ‪ ،‬ﺒﻌﺩ ﺃﻥ ﺘﺴﻠﻤﺕ ﺍﻝﺴﻠﻁﺔ‬

‫ﺍﻝﻭﻁﻨﻴﺔ ﺍﻝﻔﻠﺴﻁﻴﻨﻴﺔ ﻤﻬﺎﻡ ﺍﻝﺘﻌﻠﻴﻡ ﻋﺎﻡ ‪1994‬ﻡ‪ ،‬ﻭﺘﺸﻜﻴل ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻌﺎﻝﻲ ﻭﺘﻭﻝﻴﻬﺎ‬
‫ﺍﻹﺸﺭﺍﻑ ﻋﻠﻰ ﺍﻝﺘﻌﻠﻴﻡ ﻓﻲ ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﻭﻗﻁﺎﻉ ﻏﺯﺓ‪ ،‬ﻭﻫﺫﻩ ﻨﻘﻁﺔ ﺘﺤﻭل ﺭﺌﻴﺴﺔ ﻓﻲ ﺍﻹﺸﺭﺍﻑ ﻤﻥ‬
‫ﺨﻼل ﺍﻝﺘﺤﻭل ﻤﻥ ﺍﻷﺩﻭﺍﺭ ﺍﻝﺴﺎﺒﻘﺔ ﺇﻝﻰ ﺃﺩﻭﺍﺭ ﺠﺩﻴﺩﺓ ﺍﺘﺴﻤﺕ ﺒﺎﻝﺩﻋﻡ ﻭﺍﻝﻤﺴﺎﻨﺩﺓ ﻭﺘﻘﺩﻴﻡ ﺨﺩﻤﺎﺕ ﻓﻨﻴﺔ‬

‫ﻻ ﻤﻥ ﺃﻥ ﻴﻜﻭﻥ ﻫﺩﻑ‬
‫ﺘﻨﻡ ﻋﻥ ﺨﺒﺭﺓ ﻓﻲ ﻤﺠﺎﻻﺕ ﺍﻝﻤﻌﻠﻡ ﻭﺍﻝﻤﺘﻌﻠﻡ ﻭﺍﻝﻤﻨﻬﺎﺝ ﻭﺍﻝﺒﻴﺌﺔ ﺍﻝﻤﺩﺭﺴﻴﺔ‪ ،‬ﻭﺒﺩ ﹰ‬
‫ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺇﺤﺩﺍﺙ ﺍﻝﺘﻐﻴﻴﺭ ﻓﻲ ﺴﻠﻭﻙ ﺍﻝﻤﻌﻠﻡ ﺍﻝﺘﻌﻠﻴﻤﻲ‪ ،‬ﺃﺼﺒﺢ ﻴﻬﺩﻑ ﺇﻝﻰ ﻤﺤﺎﻭﻝﺔ ﺇﺤﺩﺍﺙ‬
‫ﺍﻝﺘﻐﻴﻴﺭ ﻓﻲ ﺍﻝﻤﻭﻗﻑ ﺍﻝﺘﻌﻠﻴﻤﻲ ﺒﺄﻜﻤﻠﻪ ﺍﻝﺨﻁﻴﺏ ﻭﺍﻝﺨﻁﻴﺏ )‪ ،(2003‬ﺤﻴﺙ ﺸﻬﺩ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ‬

‫ﺘﻭﺴﻌﹰﺎ ﻭﺍﻀﺤﹰﺎ‪ ،‬ﻭﺯﻴﺎﺩﺓ ﻓﻲ ﻋﺩﺩ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻭﺘﻨﻭﻉ ﺍﻝﻤﻬﺎﻡ ﻝﻠﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻭﺍﻋﻁﺎﺌﻪ ﺍﻝﺩﻭﺭ ﺍﻝﻘﻴﺎﺩﻱ‬
‫ﻓﻲ ﺘﻁﻭﻴﺭ ﺍﻝﺘﻌﻠﻴﻡ‪ ،‬ﻜﻤﺎ ﺘﻡ ﺼﻴﺎﻏﺔ ﻓﻠﺴﻔﺔ ﺍﺸﺭﺍﻓﻴﺔ ﺘﻨﺒﻊ ﻤﻥ ﺍﺤﺘﻴﺎﺠﺎﺕ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﻔﻠﺴﻁﻴﻨﻴﺔ‪.‬‬

‫ﻝﻘﺩ ﺘﻁﻭﺭﺕ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻓﻴﺔ ﻓﻲ ﻅل ﺍﻝﺴﻠﻁﺔ ﺍﻝﻭﻁﻨﻴﺔ ﺍﻝﻔﻠﺴﻁﻴﻨﻴﺔ‪ ،‬ﻭﻜﺎﻥ ﺃﻤﺭﹰﺍ ﻁﺒﻴﻌﻴﹰﺎ‬

‫ﻭﻨﺘﻴﺠﺔ ﺤﺘﻤﻴﺔ‪ ،‬ﻝﺯﻴﺎﺩﺓ ﻋﺩﺩ ﺍﻝﻤﺩﺍﺭﺱ ﻭﺍﻻﻗﺒﺎل ﺍﻝﻤﺘﺯﺍﻴﺩ ﻋﻠﻰ ﺍﻝﺘﻌﻠﻴﻡ‪ ،‬ﻭﺃﺼﺒﺤﺕ ﻤﺴﺘﻭﻴﺎﺕ ﺍﻹﺸﺭﺍﻑ‬
‫ﻤﺘﻌﺩﺩﺓ ﻤﻨﻬﺎ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻻﺨﺘﺼﺎﺹ‪ ،‬ﻭﻤﺴﺘﻭﻯ ﺍﻹﺸﺭﺍﻑ ﺍﻝﻌﺎﻡ‪ ،‬ﻭﺍﻝﻤﺘﺎﺒﻌﺔ ﺍﻝﺸﺎﻤﻠﺔ‪ ،‬ﻭﻤﺩﻴﺭ‬
‫ﺍﻝﻤﺩﺭﺴﺔ ﻜﻤﺸﺭﻑ ﻤﻘﻴﻡ ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻌﺎﻝﻲ )‪ ،(2007‬ﺤﻴﺙ ﺍﺭﺘﻘﺕ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﻓﻲ‬

‫ﺍﻹﺸﺭﺍﻑ ﺇﻝﻰ ﻜﻭﻨﻪ ﻋﻤﻠﻴﺔ ﺩﻴﻤﻘﺭﺍﻁﻴﺔ ﺘﻌﺎﻭﻨﻴﺔ ﻤﻨﻅﻤﺔ‪ ،‬ﻭﻝﻡ ﻴﺘﻭﻗﻑ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﻝﻬﺫﺍ ﺍﻝﺤﺩ ﺇﻨﻤﺎ‬
‫ﺘﺠﺎﻭﺯ ﺘﻠﻙ ﺍﻷﺩﻭﺍﺭ ﻝﻴﺼل ﺒﺎﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻤﺭﺤﻠﺔ ﻤﻌﺎﺼﺭﺓ ﺃﺨﺭﻯ ﻓﻲ ﺍﻝﺘﺤﺩﻴﺙ ﻭﺍﻝﺘﻁﻭﻴﺭ‬
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‫ﻭﻤﻭﺍﻜﺒﺔ ﺍﻝﻤﺴﺘﺠﺩﺍﺕ ﺍﻝﻌﻠﻤﻴﺔ ﻭﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺔ ﻭﺍﻝﺘﺭﺒﻭﻴﺔ ﺍﻝﻌﺎﻝﻤﻴﺔ ﺴﻴﺴﺎﻝﻡ ﻭﺁﺨﺭﻭﻥ )‪ ،(2007‬ﻭﻅﻬﻭﺭ‬
‫ﻻ ﺇﻝﻰ‬
‫ﻋﺩﺓ ﺘﻭﺠﻬﺎﺕ ﻤﻥ ﺘﻔﻌﻴل ﺍﻹﺸﺭﺍﻑ ﺒﺎﻷﻗﺭﺍﻥ ﻭﺍﻝﺯﻴﺎﺭﺍﺕ ﺍﻝﺘﺒﺎﺩﻝﻴﺔ ﻭﻏﻴﺭﻫﺎ ﻤﻥ ﺍﻷﻤﻭﺭ‪ ،‬ﻭﺼﻭ ﹰ‬
‫ﺘﻭﻅﻴﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﻭﺇﺩﺨﺎﻝﺔ ﺒﺸﻜل ﻤﺘﺩﺭﺝ ﻓﻲ ﺃﻋﻤﺎل ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﻴﻭﻤﻴﺔ‪ ،‬ﺇﻥ‬

‫ﻻ ﻭﺍﺴﻌﺎ ﻋﻠﻰ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻓﻴﺔ‪ ،‬ﻭﻨﻅﺭﹰﺍ ﻷﻫﻤﻴﺘﻪ ﺍﻝﺒﺎﻝﻐﺔ ﻓﻲ‬

‫ﺍﺴﺘﺨﺩﺍﻡ ﺘﻠﻙ ﺍﻝﺘﻘﻨﻴﺎﺕ ﺃﻀﺎﻓﺕ ﻤﺩﻝﻭ ﹰ‬
‫ﺘﺴﻬﻴل ﺍﻝﻌﻤل ﺴﻴﺘﻡ ﺘﺴﻠﻴﻁ ﺍﻝﻀﻭﺀ ﻋﻠﻰ ﻫﺫﺍ ﺍﻝﺘﻭﻅﻴﻑ ﻭﻋﺭﺽ ﺠﻭﺍﻨﺒﻪ ﺍﻝﻤﺨﺘﻠﻔﺔ‪.‬‬

‫ﻤﻔﻬﻭﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪:‬‬

‫ﻤﻥ ﺨﻼل ﺍﻻﻁﻼﻉ ﻋﻠﻰ ﺍﻷﺩﺒﻴﺎﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ ﺍﻝﺘﻲ ﺍﻫﺘﻤﺕ ﺒﺎﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻜﺄﺴﻠﻭﺏ‬
‫ﻻ ﻋﻠﻰ ﺍﻝﻘﻠﻴل ﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻌﺭﺒﻴﺔ‬
‫ﺤﺩﻴﺙ ﻤﻥ ﺃﺴﺎﻝﻴﺏ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻝﻡ ﻴﺘﻡ ﺍﻝﺤﺼﻭل ﺇ ﹼ‬
‫ﻭﺍﻷﺠﻨﺒﻴﺔ ﻨﺘﻴﺠﺔ ﻝﺤﺩﺍﺜﺔ ﻫﺫﺍ ﺍﻷﺴﻠﻭﺏ‪ ،‬ﻭﻴﺅﻜﺩ ﺍﻝﺸﻤﺭﺍﻨﻲ )‪ (1429‬ﺫﻝﻙ ﺒﺎﻋﺘﺒﺎﺭﻩ ﻤﻥ ﺍﻝﻤﺴﺘﺤﺩﺜﺎﺕ‬

‫ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺔ ﻭﻗﺩ ﻤﻬﺩ ﻝﻅﻬﻭﺭﻩ ﺍﻝﺘﻌﻠﻴﻡ ﻋﻥ ﺒﻌﺩ ﻭﺍﻝﺘﻌﻠﻡ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ ،‬ﻝﺫﻝﻙ ﻻ ﻴﻭﺠﺩ ﺘﻌﺭﻴﻑ ﻭﺍﺤﺩ‬
‫ﻤﺘﻔﻕ ﻋﻠﻴﻪ ﻝﻤﺼﻁﻠﺢ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻝﺤﺩﺍﺜﺔ ﻁﺭﺤﻪ ﻓﻲ ﺍﻝﺒﻴﺌﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ‪ ،‬ﻭﻝﻜﻭﻨﻪ ﻓﻲ ﻁﻭﺭ‬
‫ﺍﻝﺘﻜﻭﻴﻥ ﻭﻫﻭ ﻓﻲ ﺤﺎﻝﺔ ﺘﻌﺩﻴل ﻤﺴﺘﻤﺭ‪ ،‬ﻨﻅﺭﹰﺍ ﻻﺭﺘﺒﺎﻁﻪ ﺒﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﺘﻲ ﺘﻨﻤﻭ ﻭﺘﺘﻁﻭﺭ‬

‫ﺒﺴﺭﻋﺔ ﻴﻭﻤﹰﺎ ﺒﻌﺩ ﻴﻭﻡ‪.‬‬

‫ﻓﺒﻌﻀﻬﻡ ﻴﺭﻯ ﺃﻥ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻫﻭ "ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﻴﺘﻡ ﻓﻴﻬﺎ ﺘﺴﺨﻴﺭ ﺸﺒﻜﺔ ﺍﻹﻨﺘﺭﻨﺕ‬
‫ﺒﺠﻤﻴﻊ ﻤﺎ ﺘﻘﺩﻤﻪ ﻤﻥ ﺨﺩﻤﺎﺕ‪ ،‬ﻝﺘﻔﻌﻴل ﺍﻷﺴﺎﻝﻴﺏ ﺍﻹﺸﺭﺍﻓﻴﺔ ﺍﻝﻤﺴﺘﺨﺩﻤﺔ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻑ‪ ،‬ﻝﻺﺭﺘﻘﺎﺀ‬

‫ﺒﺄﺩﺍﺀ ﺍﻝﻤﻌﻠﻡ ﻭﻤﺴﺎﻋﺩﺓ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻝﺘﺨﻁﻲ ﺍﻝﺤﻭﺍﺠﺯ ﺍﻝﺯﻤﺎﻨﻴﺔ ﻭﺍﻝﻤﻜﺎﻨﻴﺔ " )ﺍﻝﺼﺎﺌﻎ‪،2009 ،‬‬
‫ﺹ‪ ،(76‬ﻜﻤﺎ ﻴﻌﺘﺒﺭﻩ ﺁﺨﺭ ﺒﺄﻨﻪ " ﺍﺴﺘﺨﺩﺍﻡ ﺃﺴﺎﻝﻴﺏ ﺇﺸﺭﺍﻓﻴﺔ ﺘﻌﺘﻤﺩ ﻋﻠﻰ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻝﺤﺩﻴﺜﺔ ﻭﺘﻘﻨﻴﺔ‬
‫ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻓﻲ ﺍﻹﺘﺼﺎل ﺒﺎﻝﻤﻌﻠﻤﻴﻥ ﻭﺘﻨﻤﻴﺘﻬﻡ ﻤﻬﻨﻴﹰﺎ ﻭﺘﻁﻭﻴﺭ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺒﺎﺴﺘﺨﺩﺍﻡ‬

‫ﻤﺨﺘﻠﻑ ﺍﻷﺴﺎﻝﻴﺏ ﺍﻹﺸﺭﺍﻓﻴﺔ‪ ،‬ﻤﺜل‪ :‬ﺍﻝﻘﺭﺍﺀﺍﺕ ﺍﻝﻤﻭﺠﻬﺔ‪ ،‬ﻭﺍﻝﻨﺸﺭﺍﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ‪ ،‬ﻭﺍﻹﺠﺘﻤﺎﻋﺎﺕ‪،‬‬

‫ﻭﺍﻝﺩﺭﻭﺱ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ‪ ،‬ﻭﺍﻝﻠﻘﺎﺀﺍﺕ‪ ،‬ﻭﺍﻝﺩﻭﺭﺍﺕ ﺍﻝﺘﺩﺭﻴﺒﻴﺔ " )ﺍﻝﻤﻌﺒﺩﻱ‪ ،1432 ،‬ﺹ‪.(10‬‬

‫ﻭﺒﻌﺩ ﺍﻹﻁﻼﻉ ﻋﻠﻰ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻝﺘﻌﺭﻴﻔﺎﺕ ﻝﻺﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺍﻋﺘﺒﺭﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺘﻌﺭﻴﻑ‬

‫ﺍﻝﺸﻤﺭﺍﻨﻲ ﺃﻜﺜﺭ ﺸﻤﻭﻝﻴﺔ ﻤﻤﺎ ﺴﺒﻕ ﺤﻴﺙ ﺃﻨﻪ ﻴﻌﺘﺒﺭ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ " ﻨﻤﻁ ﺇﺸﺭﺍﻓﻲ ﻴﻘﺩﻡ ﺃﻋﻤﺎل‬

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‫ﻭﻤﻬﺎﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻋﺒﺭ ﺍﻝﻭﺴﺎﺌﻁ ﺍﻝﻤﺘﻌﺩﺩﺓ ﻋﻠﻰ ﺍﻝﺤﺎﺴﺏ ﺍﻵﻝﻲ ﻭﺸﺒﻜﺎﺘﻪ ﺇﻝﻰ ﺍﻝﻤﻌﻠﻤﻴﻥ‬
‫ﻭﺍﻝﻤﺩﺍﺭﺱ ﺒﺸﻜل ﻴﺘﻴﺢ ﻝﻬﻡ ﺇﻤﻜﺎﻨﻴﺔ ﺍﻝﺘﻔﺎﻋل ﺍﻝﻨﺸﻁ ﻤﻊ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﺃﻭ ﻤﻊ ﺃﻗﺭﺍﻨﻬﻡ‪ ،‬ﺴﻭﺍ ‪‬ﺀ‬
‫ﺃﻜﺎﻥ ﺫﻝﻙ ﺒﺼﻭﺭﺓ ﻤﺘﺯﺍﻤﻨﺔ ﺃﻭ ﻏﻴﺭ ﻤﺘﺯﺍﻤﻨﺔ ﻤﻊ ﺇﻤﻜﺎﻨﻴﺔ ﺇﺘﻤﺎﻡ ﻫﺫﻩ ﺍﻝﻌﻤﻠﻴﺎﺕ ﻓﻲ ﺍﻝﻭﻗﺕ ﻭﺍﻝﻤﻜﺎﻥ‬

‫ﻼ ﻋﻥ ﺇﻤﻜﺎﻨﻴﺔ ﺇﺩﺍﺭﺓ ﻫﺫﻩ ﺍﻝﻌﻤﻠﻴﺎﺕ ﻤﻥ‬

‫ﻭﺒﺎﻝﺴﺭﻋﺔ ﺍﻝﺘﻲ ﺘﻨﺎﺴﺏ ﻅﺭﻭﻑ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ‪ ،‬ﻓﻀ ﹰ‬
‫ﺨﻼل ﺘﻠﻙ ﺍﻝﻭﺴﺎﺌﻁ ")ﺍﻝﺸﻤﺭﺍﻨﻲ‪ ،1429 ،‬ﺹ‪.(11‬‬

‫ﻜﻤﺎ ﺃﻀﺎﻑ ﺍﻝﺸﻤﺭﺍﻨﻲ )‪ (1429‬ﻤﻥ ﺨﻼل ﺘﻌﺭﻴﻔﻪ ﺃﻥ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻴﻘﻭﻡ ﻋﻠﻰ‬

‫ﺘﻘﺩﻴﻡ ﺍﻝﻤﻬﺎﻡ ﻭﺍﻷﻋﻤﺎل ﺍﻹﺸﺭﺍﻓﻴﺔ ﺒﺄﺴﻠﻭﺏ ﺭﻗﻤﻲ ﻤﺘﻌﺩﺩ ﺍﻝﻭﺴﺎﺌﻁ ﻜﻨﺼﻭﺹ ﻤﻜﺘﻭﺒﺔ ﺃﻭ ﻤﻨﻁﻭﻗﺔ‪،‬‬
‫ﻭﻤﺅﺜﺭﺍﺕ ﺼﻭﺘﻴﺔ‪ ،‬ﻭﺭﺴﻭﻡ ﺨﻁﻴﺔ‪ ،‬ﻭﺼﻭﺭ ﻤﺘﺤﺭﻜﺔ ﺃﻭ ﺜﺎﺒﺘﺔ‪ ،‬ﺃﻭ ﻝﻘﻁﺎﺕ ﻓﻴﺩﻴﻭ‪ ،‬ﻜﻤﺎ ﻭﻴﻘﺩﻡ‬
‫ﺍﻝﺒﺭﻤﺠﻴﺎﺕ ﻤﻥ ﺨﻼل ﺘﻠﻙ ﺍﻝﻭﺴﺎﺌﻁ ﻋﻠﻰ ﺍﻝﺤﺎﺴﺏ ﺍﻵﻝﻲ ﺍﻝﺸﺨﺼﻲ‪ ،‬ﻭﺍﻝﺸﺒﻜﺎﺕ ﺍﻝﻤﺤﻠﻴﺔ ﻋﻠﻰ ﻤﺴﺘﻭﻯ‬

‫ﻼ ﻋﻠﻰ ﺃﻨﻪ ﻴﺘﻴﺢ ﻝﻠﻤﻌﻠﻡ‬

‫ﺍﻝﻤﺭﻜﺯ ﺃﻭ ﻤﺴﺘﻭﻯ ﺇﺩﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺃﻭ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻝﻭﺯﺍﺭﺓ‪ ،‬ﻓﻀ ﹰ‬
‫ﺍﻝﺘﻔﺎﻋل ﺍﻝﻨﺸﻁ ﻤﻊ ﺍﻝﺒﺭﻤﺠﻴﺎﺕ ﺒﻤﻤﺎﺭﺴﺔ ﻋﺩﺩ ﻤﻥ ﺍﻷﻨﺸﻁﺔ ﻭﺘﻠﻘﻲ ﺘﻐﺫﻴﺔ ﺭﺍﺠﻌﺔ ﺍﻝﻜﺘﺭﻭﻨﻴﺔ ﻓﻭﺭﻴﺔ‪،‬‬
‫ﻭﻴﺘﻴﺢ ﻝﻠﻤﻌﻠﻤﻴﻥ ﺍﻝﺘﻔﺎﻋل ﺍﻝﺸﺨﺼﻲ ﻭﺍﻹﺠﺘﻤﺎﻋﻲ ﻤﻊ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻭﺍﻷﻗﺭﺍﻥ‪ ،‬ﻜﻤﺎ ﻭﻴﻤﻜﻥ ﻝﻬﺫﺍ‬

‫ﻲ ﺃﻱ ﻓﻲ ﺍﻝﻭﻗﺕ ﺫﺍﺘﻪ ﺤﻴﺙ ﻴﺘﻭﺍﺼل ﺍﻝﻤﻌﻠﻡ‬

‫ﺍﻝﺘﻔﺎﻋل ﺃﻥ ﻴﺘﻡ ﺒﺸﻜل ﻤﺘﺯﺍﻤﻥ ﻭﻤﻥ ﺨﻼل ﺍﻝﺘﻔﺎﻋل ﺍﻝﺤ ‪‬‬
‫ﻤﻊ ﺍﻝﻤﺸﺭﻑ ﺃﻭ ﻤﻊ ﺃﻗﺭﺍﻨﻪ ﻤﻥ ﺨﻼل ﻏﺭﻑ ﺍﻝﻤﺤﺎﺩﺜﺔ‪ ،‬ﺃﻭ ﻤﺅﺘﻤﺭﺍﺕ ﺍﻝﻔﻴﺩﻴﻭ ﻭﻏﻴﺭﻫﺎ‪ ،‬ﺃﻭ ﺃﻥ ﻴﺘﻡ‬
‫ﺒﺸﻜل ﻏﻴﺭ ﻤﺘﺯﺍﻤﻥ ﺃﻱ ﻝﻴﺱ ﺒﺎﻝﻠﺤﻅﺔ ﺫﺍﺘﻬﺎ ﻤﻥ ﺨﻼل ﺍﻝﺒﺭﻴﺩ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺃﻭ ﺍﻝﻤﻨﺘﺩﻴﺎﺕ‪ ،‬ﻭﺒﺫﻝﻙ‬

‫ﻴﻌﺘﺒﺭ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻨﻤﻁﹰﺎ ﻤﺭﻨﹰﺎ ﻴﺘﻴﺢ ﻝﻠﻤﻌﻠﻤﻴﻥ ﺍﻝﺘﻭﺍﺼل ﻓﻲ ﺍﻷﻭﻗﺎﺕ ﺍﻝﺘﻲ ﻴﺭﻏﺒﻭﻥ ﺒﻬﺎ‪.‬‬

‫ﻭﻫﺫﺍ ﻤﺎ ﺃﻜﺩﻩ ﻋﺒﻴﺩﺍﺕ ﻭﺃﺒﻭ ﺍﻝﺴﻤﻴﺩ )‪ (2007‬ﻤﻀﻴﻔﹰﺎ ﻋﻠﻴﻪ ﺃﻥ ﻝﻺﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬

‫ﻤﺼﻁﻠﺤﺎﺕ ﺘﺴﺘﺨﺩﻡ ﺃﺤﻴﺎﻨﹰﺎ ﻜﻤﺭﺍﺩﻓﺔ ﻭﻫﻲ‪ :‬ﺍﻹﺸﺭﺍﻑ ﺍﻝﺫﺍﺘﻲ )‪ ،(Self Supervision‬ﻭﺍﻹﺸﺭﺍﻑ‬

‫ﺒﺎﻝﺒﺭﻴﺩ )‪ ،(Supervision by Post‬ﻭﺍﻹﺸﺭﺍﻑ ﻋﻥ ﺒ‪‬ﻌﺩ )‪،(Distance Supervision‬‬

‫ﻭﺍﻹﺸﺭﺍﻑ ﻋﺒﺭ ﺍﻹﻨﺘﺭﻨﺕ)‪ ،(Internet Based Supervision‬ﻭﺍﻹﺸﺭﺍﻑ ﺍﻝﻤﻔﺘﻭﺡ ) ‪Open‬‬
‫‪ ،(Supervision‬ﻭﺍﻹﺸﺭﺍﻑ ﺒﺎﻝﻤﺭﺍﺴﻠﺔ )‪.(Correspondence Supervision‬‬

‫ﻭﻷﻏﺭﺍﺽ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ ﺴﻴﺘﻡ ﺍﻋﺘﻤﺎﺩ ﺍﻝﺘﻌﺭﻴﻑ ﻝﻺﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ :‬ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻘﻨﻴﺎﺕ‬
‫ﺍﻝﺤﺩﻴﺜﺔ ﻝﺸﺒﻜﺔ ﺍﻹﻨﺘﺭﻨﺕ ﻭﺍﻝﺤﺎﺴﺏ ﺍﻵﻝﻲ ﻭﺘﻭﻅﻴﻔﻬﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﻤﻤﺎ ﻴﺴﻬل ﺍﻝﻌﻤل ﺒﺄﻗل‬
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‫ﻭﻗﺕ ﻭﺠﻬﺩ ﻭﺘﻜﻠﻔﺔ ﻭﺒﺄﻋﻠﻰ ﻜﻔﺎﺀﺓ ﻭﻴﺤﻘﻕ ﺍﻝﺘﻭﺍﺼل ﺍﻝﻤﺴﺘﻤﺭ ﺒﻴﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ﻤﻤﺎ ﻴﺴﺎﻋﺩ‬
‫ﻋﻠﻰ ﺭﻓﻊ ﻤﺴﺘﻭﻯ ﺃﺩﺍﺌﻬﻡ‪.‬‬

‫ﺍﻝﺤﺎﺠﺔ ﻝﻺﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪:‬‬

‫ﺘﺘﻤﺜل ﺍﻝﺤﺎﺠﺔ ﻝﻺﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺒﻤﻘﺩﺍﺭ ﻤﺎ ﻴﻘﺩﻤﻪ ﻤﻥ ﻤﻴﺯﺍﺕ ﻭﺤﻠﻭل ﻝﻠﻌﺩﻴﺩ ﻤﻥ‬
‫ﺍﻝﻤﺸﻜﻼﺕ ﻭﺘﺨﻁﻴﻬﺎ‪ ،‬ﻭﺒﻤﻘﺩﺍﺭ ﻤﺎ ﻴﻘﺩﻤﻪ ﻤﻥ ﻓﺎﺌﺩﺓ ﻝﺠﻤﻴﻊ ﺃﻁﺭﺍﻑ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻝﺘﺭﺒﻭﻴﺔ‪ ،‬ﻭﺫﻝﻙ‬
‫ﺒﺴﺒﺏ ﻤﺎ ﻴﻭﺍﺠﻬﻪ ﺍﻝﻤﺸﺭﻓﻭﻥ ﺤﺎﻝﻴﹰﺎ ﻤﻥ ﻤﺸﻜﻼﺕ ﻋﺩﻴﺩﺓ ﻓﻲ ﻤﻤﺎﺭﺴﺔ ﺃﻋﻤﺎﻝﻬﻡ‪ ،‬ﻭﻴﺤﺩﺩﻫﺎ ﻋﺒﻴﺩﺍﺕ‬

‫ﻭﺃﺒﻭ ﺍﻝﺴﻤﻴﺩ )‪ (2007‬ﺒﺄﻨﻬﺎ ﺼﻌﻭﺒﺎﺕ ﺘﺘﻤﺜل ﻓﻲ ﺍﻝﻤﻭﺍﺼﻼﺕ ﻭﺍﻹﻨﺘﻘﺎل ﺇﻝﻰ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ ﻤﺩﺍﺭﺴﻬﻡ‪،‬‬
‫ﻭﺯﻴﺎﺩﺓ ﺃﻋﺩﺍﺩ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺴﻭﺍﺀ ﺍﻝﺠﺩﺩ ﻤﻨﻬﻡ ﺃﻭ ﺍﻝﻘﺩﺍﻤﻰ ﺃﻭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻏﻴﺭ ﺍﻝﻤﺅﻫﻠﻴﻥ‪ ،‬ﻤﻤﺎ ﻴﺠﻌل‬
‫ﺍﻝﻤﺸﺭﻓﻴﻥ ﻤﺸﺘﺘﻴﻥ ﻓﻲ ﺃﻋﻤﺎل ﻓﺭﺩﻴﺔ ﻻﺘﺤﻘﻕ ﻝﻬﻡ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﺭﺠﻭﺓ‪ ،‬ﻤﻥ ﻫﻨﺎ ﻴﻤﻜﻥ ﺍﻋﺘﺒﺎﺭ ﺍﻹﺸﺭﺍﻑ‬

‫ﻼ ﻝﻠﻌﺩﻴﺩ ﻤﻥ ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﻠﻭﺠﺴﺘﻴﺔ ﻜﺎﻝﻨﻘل ﻭﺍﻹﺘﺼﺎل ﺍﻝﻤﺒﺎﺸﺭ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ‬

‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺤ ﹰ‬
‫ﺍﻝﻤﺸﻜﻼﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ ﻜﺎﻝﺘﺩﺨل ﻓﻲ ﺸﺅﻭﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﻗﺭﺍﺭﺍﺘﻬﻡ‪ ،‬ﻭﻤﻤﺎﺭﺴﺔ ﺍﻝﺴﻠﻁﺔ‪ ،‬ﻭﺇﺜﺎﺭﺓ ﻤﺨﺎﻭﻑ‬
‫ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﻏﻴﺭﻫﺎ ﻤﻥ ﻤﺸﻜﻼﺕ‪ ،‬ﻜﻤﺎ ﺤل ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﻔﻨﻴﺔ ﺍﻝﻤﺘﻤﺜﻠﺔ ﻓﻲ ﺘﻨﻅﻴﻡ‬

‫ﺍﻹﺘﺼﺎﻻﺕ‪ ،‬ﻭﺍﻝﺘﺯﻭﻴﺩ ﺒﺎﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻝﻨﺸﺭﺍﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ‪ ،‬ﻭﺘﺤﻠﻴل ﺍﻝﻤﻭﺍﻗﻑ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻭﻏﻴﺭﻫﺎ‪ ،‬ﻭﻫﺫﻩ‬
‫ﺍﻝﻤﺒﺭﺭﺍﺕ ﺘﺩﻓﻌﻨﺎ ﺇﻝﻰ ﻁﺭﺡ ﺃﻓﻜﺎﺭ ﺘﺘﻌﻠﻕ ﺒﺎﻹﻋﺘﻤﺎﺩ ﺍﻝﻜﻠﻲ ﺃﻭ ﺍﻝﺠﺯﺌﻲ ﻋﻠﻰ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻤﻥ ﺍﻹﺸﺭﺍﻑ‪.‬‬

‫ﻭﻤﻥ ﻤﺒﺭﺭﺍﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻫﻭ ﻀﻌﻑ ﻗﺩﺭﺓ ﻨﻅﺎﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺤﺎﻝﻲ ﻋﻠﻰ‬

‫ﻤﻼﺤﻘﺔ ﺍﻝﻨﻤﻭ ﺍﻝﻤﺘﺴﺎﺭﻉ ﻓﻲ ﺤﺠﻡ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﻨﻭﻋﻬﺎ‪ ،‬ﻭﻋﺩﻡ ﻗﺩﺭﺘﻪ ﻋﻠﻰ ﺘﻠﺒﻴﺔ ﺍﻝﻁﻠﺏ ﺍﻝﻤﺘﺯﺍﻴﺩ ﻋﻠﻰ‬
‫ﻼ ﻋﻠﻰ ﻋﺩﻡ ﻗﺩﺭﺓ ﻤﺅﺴﺴﺎﺕ‬
‫ﻤﺘﺎﺒﻌﺔ ﺍﻝﻤﺩﺍﺭﺱ ﻭﺘﻁﻭﻴﺭ ﺃﺩﺍﺀ ﺍﻝﻌﺎﻤﻠﻴﻥ ﻓﻴﻬﺎ ﺒﺎﻝﺸﻜل ﺍﻝﻤﺄﻤﻭل‪ ،‬ﻓﻀ ﹰ‬
‫ﺍﻝﺘﺩﺭﻴﺏ ﺍﻝﺤﺎﻝﻴﺔ ﻋﻠﻰ ﺘﻠﺒﻴﺔ ﺍﻝﺤﺎﺠﺔ ﺍﻝﻤﺴﺘﻤﺭﺓ ﻝﻠﺘﺩﺭﻴﺏ ﺍﻝﻨﻭﻋﻲ ﻝﻠﻤﺸﺭﻓﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ‪،‬‬

‫ﻨﻅﺭﹰﺍ ﻝﻠﻨﻤﻭ ﺍﻝﻤﺘﺯﺍﻴﺩ ﻷﻋﺩﺍﺩ ﺍﻝﻤﺩﺍﺭﺱ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ﻤﻘﺎﺒل ﺍﻝﻨﻤﻭ ﺍﻝﺒﻁﻲﺀ ﻷﻋﺩﺍﺩ ﺍﻝﻤﺸﺭﻓﻴﻥ‪ ،‬ﻭﻋﺠﺯ‬
‫ﻤﺅﺴﺴﺎﺕ ﺍﻹﻋﺩﺍﺩ ﻋﻥ ﺘﺨﺭﻴﺞ ﺃﻭ ﺇﻋﺎﺩﺓ ﺘﺄﻫﻴل ﺍﻝﻤﺸﺭﻓﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ﺍﻷﻜﻔﺎﺀ ﺍﻝﺸﻤﺭﺍﻨﻲ )‪.(1429‬‬

‫ﻭﻫﺫﺍ ﻤﺎ ﺃﻜﺩﻩ ﻓﻴﺴﺒﺎ )‪ (Vespia, 2002‬ﺒﺄﻥ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻗﺩ ﺘﻡ ﺘﺒﻨﻴﺔ ﺒﺼﻭﺭﺓ‬

‫ﻤﺘﺯﺍﻴﺩﺓ ﻓﻲ ﻫﺫﺍ ﺍﻝﻌﺼﺭ ﻷﺴﺒﺎﺏ ﻋﺩﻩ ﻤﻨﻬﺎ ﺍﻝﺯﻴﺎﺩﺓ ﺍﻝﻜﺒﻴﺭﺓ ﻓﻲ ﺃﻋﺩﺍﺩ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺒﻌﺩ ﺍﻝﻤﺴﺎﻓﺎﺕ‪،‬‬

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‫ﻭﺘﻭﻓﺭ ﺍﻝﺘﻘﻨﻴﺔ ﺍﻝﺤﺩﻴﺜﺔ‪ ،‬ﻭﺃﻴﻀﺎ ﻤﻥ ﺨﻼل ﻗﻴﺎﻡ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﺘﻌﻠﻴﻤﻲ ﺒﺘﻘﺩﻴﺭ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ‪ ،‬ﻜﻤﺎ ﺃﻀﺎﻑ‬
‫ﺃﻴﻀﺎ ﺤﺘﻰ ﻴﺘﻡ ﺘﺒﻨﻴﻪ ﺒﺼﻭﺭﺓ ﻓﻌﺎﻝﺔ ﻴﺠﺏ ﺃﻥ ﻴﻜﻭﻥ ﺍﻹﻝﺘﺯﺍﻡ ﺒﺸﻜل ﻜﺎﻤل ﻤﻥ ﺠﻤﻴﻊ ﺍﻷﻁﺭﺍﻑ‬
‫ﺍﻝﻤﻬﺘﻤﺔ ﻓﻲ ﻫﺫﺍ ﺍﻝﻤﺠﺎل ﻭﺫﻝﻙ ﻤﻥ ﺨﻼل ﺍﻝﻭﻋﻲ ﻝﻠﺤﺎﺠﺎﺕ ﺍﻝﻀﺭﻭﺭﻴﺔ ﺍﻝﺘﻲ ﻴﻤﻜﻥ ﺘﻁﺒﻴﻘﻬﺎ ﻭﺍﻝﻤﻴﺯﺍﺕ‬

‫ﺍﻝﺘﻲ ﺘﻘﺩﻤﻪ ﻝﻌﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺤﺘﻰ ﻴﺤﻘﻕ ﺃﻫﺩﺍﻓﻪ‪.‬‬

‫ﻓﻴﻤﺎ ﻝﺨﺹ ﺍﻝﺸﻤﺭﺍﻨﻲ )‪ (1429‬ﺴﺒﺏ ﺍﻝﻤﻁﺎﻝﺒﺔ ﺒﻬﺫﺍ ﺍﻝﻨﻭﻉ ﻤﻥ ﺍﻹﺸﺭﺍﻑ ﻨﺘﻴﺠﺔ ﻝﻭﺠﻭﺩ ﻋﺩ‪‬ﺓ‬
‫ﻤﻁﺎﻝﺏ ﻤﻨﻬﺎ‪ :‬ﺍﻝﻤﻁﻠﺏ ﺍﻝﻭﻁﻨﻲ ﻭﺫﻝﻙ ﻤﻥ ﺨﻼل ﺴﻌﻲ ﺍﻝﺤﻜﻭﻤﺔ ﺇﻝﻰ ﺘﻁﺒﻴﻕ ﺍﻝﺤﻜﻭﻤﺔ ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ‪،‬‬

‫ﻭﺇﺩﺨﺎل ﺍﻝﺘﻘﻨﻴﺔ ﻓﻲ ﺠﻤﻴﻊ ﺍﻝﻌﻤﻠﻴﺎﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻭﺍﻝﻔﻨﻴﺔ ﻓﻲ ﺍﻝﻭﺯﺍﺭﺍﺕ ﻭﺍﻷﺠﻬﺯﺓ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻜﺎﻓﺔ‪ ،‬ﺃﻤﺎ‬
‫ﺍﻝﻤﻁﻠﺏ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﺫﻱ ﻴﺭﻯ ﺃﻥ ﺍﻝﺘﺠﺩﻴﺩ ﻭﺍﻝﺘﻁﻭﻴﺭ ﻓﻲ ﻤﺠﺎﻻﺕ ﺍﻝﺘﺭﺒﻴﺔ ﺃﻤﺭﹰﺍ ﺤﺘﻤﻴﹰﺎ ﻭﻝﻴﺱ ﺨﻴﺎﺭﹰﺍ‬
‫ﻻﺴﺘﺸﺭﺍﻑ ﺍﻝﻤﺴﺘﻘﺒل ﻤﻥ ﺨﻼل ﺘﻐﻴﻴﺭ ﻁﺭﻴﻘﺔ ﺍﻝﺘﻔﻜﻴﺭ‪ ،‬ﻭﺍﺘﺒﺎﻉ ﺃﺴﺎﻝﻴﺏ ﺠﺩﻴﺩﺓ ﺘﻔﺘﺢ ﺃﻓﺎﻗﹰﺎ ﻭﺍﺴﻌﺔ ﻝﻠﺘﻌﻠﻡ‬

‫ﺍﻝﺫﺍﺘﻲ‪ ،‬ﻓﻲ ﺤﻴﻥ ﺃﻥ ﺍﻝﻤﻁﻠﺏ ﺍﻝﺘﻘﻨﻲ ﺭﻜﺯ ﻋﻠﻰ ﻤﺎﻴﻤﺘﺎﺯ ﺒﻪ ﻭﻗﺘﻨﺎ ﺍﻝﻤﻌﺎﺼﺭ ﺒﺄﻨﻪ ﻋﺼﺭ ﺍﻝﺘﻘﻨﻴﺔ‪،‬‬
‫ﻭﺍﻝﻔﻀﺎﺌﻴﺎﺕ‪ ،‬ﻭﺍﻝﺘﻌﻠﹼﻡ ﻋﻥ ﺒ‪‬ﻌﺩ‪ ،‬ﻭﺍﻝﺤﺎﺴﻭﺏ‪ ،‬ﺤﻴﺙ ﺘﻨﺎﻤﺕ ﻭﺴﺎﺌل ﺍﻹﺘﺼﺎل ﻓﻲ ﻫﺫﺍ ﺍﻝﻌﺼﺭ ﺘﻨﺎﻤﻴﹰﺎ‬
‫ﻋﺠﻴﺒﹰﺎ ﻓﺄﺼﺒﺢ ﺍﻝﻌﺎﻝﻡ ﻜﺄﻨﻪ ﻗﺭﻴﺔ ﺼﻐﻴﺭﺓ‪ ،‬ﻝﺫﻝﻙ ﻓﺈﻥ ﻁﺒﻴﻌﺔ ﻫﺫﺍ ﺍﻝﻌﺼﺭ ﺘﺘﻁﻠﺏ ﺍﻝﻌﻤل ﻭﻓﻘﹰﺎ ﻝﺘﻘﺩﻤﻪ‬

‫ﻭﺍﻹﺴﺘﻔﺎﺩﺓ ﻤﻥ ﺘﻘﻨﻴﺎﺘﻪ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ‪ ،‬ﺇﻻ ﺃﻥ ﺍﻝﻤﻁﻠﺏ ﺍﻹﺩﺍﺭﻱ ﻝﻪ ﻨﻅﺭﺓ ﻤﺨﺘﻠﻔﺔ ﻤﻌﺘﺒﺭﺍ ﺃﻥ‬
‫ﺘﻁﺒﻴﻕ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻴﻌﺎﻝﺞ ﻜﺜﻴﺭﹰﺍ ﻤﻥ ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺘﻲ ﺘﻭﺍﺠﻪ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ‪ ،‬ﻤﻨﻬﺎ‪:‬‬
‫ﻨﻘﺹ ﺃﻋﺩﺍﺩ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻤﻘﺎﺒل ﺯﻴﺎﺩﺓ ﺃﻋﺩﺍﺩ ﺍﻝﻤﻌﻠﻤﻴﻥ‪ ،‬ﻭﺒ‪‬ﻌﺩ ﺒﻌﺽ ﺍﻝﻤﺩﺍﺭﺱ ﻋﻥ ﺇﺩﺍﺭﺍﺕ‬

‫ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﻭﻤﺭﺍﻜﺯ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ‪ ،‬ﻭﻫﺫﺍ ﻤﺎ ﻴﺘﻔﻕ ﻤﻊ ﻤﺎ ﻗﺩﻤﻪ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻝﻤﻔﻜﺭﻴﻥ ﻓﻲ‬
‫ﺍﻝﺤﺎﺠﺔ ﻹﺴﺘﺨﺩﺍﻡ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻤﻥ ﺍﻹﺸﺭﺍﻑ‪ ،‬ﻓﻴﻤﺎ ﺃﻀﺎﻑ ﺩﺍﻭﻨﻲ )‪ (2003‬ﺇﺫﺍ ﻜﺎﻥ ﻝﻠﻤﺸﺭﻓﻴﻥ‬
‫ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﺃﻥ ﻴﻠﻌﺒﻭﺍ ﺩﻭﺭﹰﺍ ﺠﻭﻫﺭﻴﹰﺎ ﻓﻲ ﺘﺭﺒﻴﺔ ﺍﻝﻤﺴﺘﻘﺒل ﻓﻌﻠﻴﻬﻡ ﺃﻥ ﻴﺘﺠﺎﻭﺯﻭﺍ ﺍﻷﺩﻭﺍﺭ ﺍﻝﺘﻘﻠﻴﺩﻴﺔ‬

‫ﻭﻴﻤﺎﺭﺴﻭﺍ ﺩﻭﺭﹰﺍ ﺭﺍﺌﺩﹰﺍ ﻓﻲ ﺘﺤﻭﻴل ﺍﻝﻤﻨﺎﺥ ﺍﻝﻤﺩﺭﺴﻲ ﺍﻝﻤﺄﻝﻭﻑ ﺇﻝﻰ ﻤﻨﺎﺥ ﺃﻜﺜﺭ ﻤﻼﺌﻤﺔ ﻝﺘﺤﺩﻴﺎﺕ ﺍﻝﻘﺭﻥ‬
‫ﺍﻝﺤﺎﺩﻱ ﻭﺍﻝﻌﺸﺭﻴﻥ‪.‬‬

‫ﻤﻥ ﻫﻨﺎ ﻓﻘﺩ ﺃﺼﺒﺢ ﻤﻥ ﺍﻝﻀﺭﻭﺭﻱ ﺇﻋﺎﺩﺓ ﺍﻝﻨﻅﺭ ﻓﻲ ﻤﻤﺎﺭﺴﺔ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﺍﻝﺘﻘﻠﻴﺩﻴﺔ‬

‫ﻭﺍﻝﺘﻭﺠﻪ ﻨﺤﻭ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺘﻤﻬﻴﺩﹰﺍ ﻝﻠﺤﻜﻭﻤﺔ ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ ﺍﻝﺘﻲ ﺘﺴﻌﻰ ﻝﺘﻁﺒﻴﻘﻬﺎ ﺍﻝﺤﻜﻭﻤﺔ‬
‫ﺍﻝﻔﻠﺴﻁﻴﻨﻴﺔ‪ ،‬ﻓﻲ ﻤﺤﺎﻭﻝﺔ ﻤﻨﻬﺎ ﻝﻺﺭﺘﻘﺎﺀ ﺒﺄﺩﺍﺌﻬﺎ ﻜﻤﹰﺎ ﻭﻨﻭﻋﹰﺎ ﻭﺘﺴﻬﻴل ﺍﻹﺠﺭﺍﺀﺍﺕ ﻭﺍﻝﺘﻌﺎﻤﻼﺕ ﺒﻴﻥ‬

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‫ﺍﻝﻤﺅﺴﺴﺎﺕ ﺍﻝﻤﺨﺘﻠﻔﺔ ﺒﻴﺎﺘﻨﻪ )‪ ،(2012‬ﻜﻭﻨﻪ ﺃﺼﺒﺢ ﻤﺘﻁﻠﺒﹰﺎ ﺃﺴﺎﺴﻴﺎ ﻝﻌﺼﺭ ﺍﻝﻤﻌﺭﻓﺔ ﻭﺍﻝﺜﻭﺭﺓ‬
‫ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺔ‪ ،‬ﻜﻤﺎ ﻭﻴﻘﺎﺱ ﺘﻘﺩﻡ ﺍﻷﻤﻡ ﺒﻤﻘﺩﺍﺭ ﺘﻁﻭﺭ ﺃﺩﻭﺍﺘﻬﺎ ﻭﺘﻘﻨﻴﺎﺘﻬﺎ ﻭﺘﺴﺨﻴﺭﻫﺎ ﻝﺭﻓﻊ ﻤﺴﺘﻭﻯ ﺃﺩﺍﺌﻬﺎ‬
‫ﻭﺘﺤﺴﻴﻥ ﺴﺒل ﻤﻌﻴﺸﺘﻬﺎ‪ ،‬ﻭﺃﺤﻭﺝ ﻤﺎ ﻴﻜﻭﻥ ﻝﺫﻝﻙ ﺍﻝﻌﻤل ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﺫﻱ ﻋﻠﻴﻪ ﺃﻥ ﻴﻌﺩ ﺃﺠﻴﺎل ﺍﻝﻐﺩ ﺒﺸﻜل‬

‫ﻴﻠﺒﻲ ﺍﺤﺘﻴﺎﺠﺎﺕ ﻤﺠﺘﻤﻌﻬﻡ‪ ،‬ﻭﻗﺩﺭﺘﻬﻡ ﻋﻠﻰ ﺍﻝﻤﻨﺎﻓﺴﺔ ﻝﻴﺱ ﻋﻠﻰ ﺍﻝﺼﻌﻴﺩ ﺍﻝﻤﺤﻠﻲ ﻭﺇﻨﻤﺎ ﻋﻠﻰ ﺍﻝﺼﻌﻴﺩ‬
‫ﺍﻝﻌﺎﻝﻤﻲ ﺃﻴﻀﺎﹰ‪.‬‬

‫ﺃﻫﺩﺍﻑ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪:‬‬

‫ﻝﻜل ﺃﺴﻠﻭﺏ ﺃﻭ ﺍﺘﺠﺎﻩ ﻓﻲ ﺍﻹﺸﺭﺍﻑ ﺃﻫﺩﺍﻑ ﻤﺤﺩﺩﺓ ﻴﺴﻌﻰ ﺇﻝﻰ ﺘﺤﻘﻴﻘﻬﺎ ﻤﻥ ﺃﺠل ﺘﺤﺴﻴﻥ‬
‫ﻻ ﺇﻝﻰ ﺘﺤﺴﻴﻥ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻝﺘﻌﻠﻤﻴﺔ‪ ،‬ﻭﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻜﻐﻴﺭﻩ ﻤﻥ‬
‫ﺍﻝﻌﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻓﻴﺔ ﻭﺼﻭ ﹰ‬
‫ﺍﻷﺴﺎﻝﻴﺏ ﻴﺴﻌﻰ ﺇﻝﻰ ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ ﻋﺩﻴﺩﺓ ﻜﻤﺎ ﻴﻭﻀﺤﻬﺎ ﻋﺒﻴﺩﺍﺕ ﻭﺍﺒﻭﺍﻝﺴﻤﻴﺩ )‪ ،(2007‬ﺃﻨﻪ ﻴﻌﻤل‬

‫ﻋﻠﻰ ﺍﻹﻨﺘﻘﺎل ﻤﻥ ﺍﻹﺸﺭﺍﻑ ﺍﻝﻤﺒﺎﺸﺭ ﻝﻺﺸﺭﺍﻑ ﻏﻴﺭ ﺍﻝﻤﺒﺎﺸﺭ ﺍﻝﻤﻜﺸﻭﻑ ﻭﺍﻝﻤﻌﻠﻥ ﻋﺒﺭ ﺼﻔﺤﺎﺕ‬
‫ﺍﻹﻨﺘﺭﻨﺕ ﻭﺍﻝﻤﻭﺍﻗﻊ ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ‪ ،‬ﻤﻤﺎ ﻴﺠﻌل ﺍﻝﻌﻤل ﻤﻭﺜﻘﹰﺎ ﻭﺘﻜﻭﻥ ﺩﺭﺠﺔ ﺍﻝﻤﺴﺅﻭﻝﻴﺔ ﻭﺍﻝﺸﻔﺎﻓﻴﺔ ﻤﺭﺘﻔﻌﺔ‬
‫ﻤﻥ ﻗﺒل ﺍﻝﻤﺸﺭﻑ ﻭﺍﻝﻤﻌﻠﻡ‪ ،‬ﻜﻤﺎ ﻭﺃﻨﻪ ﻻ ﻴﺒﺤﺙ ﻋﻥ ﺃﺨﻁﺎﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺒل ﻴﺠﻌﻠﻬﻡ ﻴﺨﺘﺎﺭﻭﻥ ﻭﻴﺠﺭﺒﻭﻥ‬

‫ﻤﻤﺎﺭﺴﺎﺕ ﺠﺩﻴﺩﺓ‪ ،‬ﻓﻬﻭ ﺇﺸﺭﺍﻑ ﻻ ﻴﻔﺎﺠﺊ ﺍﻝﻤﻌﻠﻡ ﺒﻭﻗﺕ ﻤﻌﻴﻥ ﺒل ﻫﻭ ﺇﺸﺭﺍﻑ ﻤﺘﻭﺍﺼل ﻻﻭﻗﺕ ﻤﺤﺩﺩ‬
‫ﻝﻪ‪ ،‬ﻭﻴﻤﻜﻥ ﺃﻥ ﻴﺘﻡ ﺨﺎﺭﺝ ﺍﻝﻴﻭﻡ ﺍﻝﻤﺩﺭﺴﻲ ﺃﻭ ﺩﺍﺨﻠﻪ ﻓﻬﻭ ﻴﻘﻭﻡ ﻋﻠﻰ ﺘﺒﺎﺩل ﺍﻝﺭﺴﺎﺌل ﻭﺍﻝﻤﻭﺍﻗﻑ‬
‫ﻭﺍﻹﺴﺘﻔﺴﺎﺭﺍﺕ ﻓﻲ ﺃﻱ ﻭﻗﺕ ﺩﻭﻥ ﻭﺠﻭﺩ ﻀﻐﻭﻁ ﺇﺩﺍﺭﻴﺔ ﺃﻭ ﺇﻨﺴﺎﻨﻴﺔ‪ ،‬ﻓﻬﻭ ﺨﺩﻤﺔ ﺘﻘﺩﻡ ﺒﺎﻝﻭﻗﺕ‬

‫ﻭﺍﻷﺴﻠﻭﺏ ﺍﻝﻤﻨﺎﺴﺏ ﻓﻲ ﺍﻻﺘﺠﺎﻫﻴﻥ ﺒﺸﻜل ﻤﺘﻭﺍ ﹴﺯ‪.‬‬

‫ﻭﻴﺫﻜﺭ ﺍﻝﺸﻤﺭﺍﻨﻲ )‪ (1429‬ﺃﻥ ﻤﻥ ﺃﻫﺩﺍﻓﻪ ﺍﻷﺨﺭﻯ ﺘﻭﻅﻴﻑ ﺃﺴﺎﻝﻴﺏ ﻭﺃﻨﻤﺎﻁ ﻤﺨﺘﻠﻔﺔ ﻝﺘﻌﺭﻴﻑ‬
‫ﺍﻝﻤﻌﻠﻤﻴﻥ ﺒﺎﻝﻁﺭﻕ ﺍﻝﺘﺭﺒﻭﻴﺔ ﺍﻝﺠﺩﻴﺩﺓ ﻭﺍﻹﺘﺠﺎﻫﺎﺕ ﺍﻝﺤﺩﻴﺜﺔ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﻭﺍﻝﻤﻨﺎﻫﺞ ﺍﻝﺩﺭﺍﺴﻴﺔ ﻭﺍﻝﻭﺴﺎﺌل‬

‫ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻭﺃﺴﺎﻝﻴﺏ ﺍﻝﺘﻘﻭﻴﻡ‪ ،‬ﻤﻥ ﺨﻼل ﺒﺭﺍﻤﺞ ﺍﻝﺤﺎﺴﺏ ﺍﻵﻝﻲ ﻭﻤﺴﺎﻋﺩﺘﻬﻡ ﻋﻠﻰ ﺍﻹﺴﺘﻔﺎﺩﺓ ﻤﻥ ﺠﻤﻴﻊ‬
‫ﺍﻝﻤﺅﺴﺴﺎﺕ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻭﺘﺤﻘﻴﻕ ﺍﻹﺘﺼﺎل ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺍﻝﻤﺘﺒﺎﺩل ﺒﻴﻥ ﺍﻝﺴﻠﻁﺎﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﻝﻤﺩﺭﺴﺔ‬
‫ﻭﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﻤﺤﻠﻲ‪ ،‬ﻤﻤﺎ ﻴﺤﺴﻥ ﻭﻴﻘﻭﻱ ﺍﻝﻌﻼﻗﺔ ﻭﺍﻝﺘﻌﺎﻭﻥ ﻓﻴﻤﺎ ﺒﻴﻨﻬﻡ ﻤﻥ ﺠﻬﺔ ﻭﻓﻴﻤﺎ ﺒﻴﻨﻬﻡ ﻭﺒﻴﻥ‬

‫ﺃﻗﺭﺍﻨﻬﻡ ﻤﻥ ﺠﻬﺔ ﺃﺨﺭﻯ‪ ،‬ﻭﻝﺘﺤﻘﻴﻕ ﺫﻝﻙ ﻋﻠﻰ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﺍﺤﺘﺭﺍﻡ ﻤﺸﺎﻋﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ‬
‫ﻭﻤﺴﺎﻋﺩﺘﻬﻡ ﻝﻴﺼﺒﺤﻭﺍ ﻗﺎﺩﺭﻴﻥ ﻋﻠﻰ ﺘﻭﺠﻴﻪ ﺃﻨﻔﺴﻬﻡ ﻭﺘﺤﺩﻴﺩ ﻤﺸﻜﻼﺘﻬﻡ ﻭﺘﺤﻠﻴﻠﻬﺎ‪ ،‬ﻤﻤﺎ ﻴﺭﻓﻊ ﻜﻔﺎﺌﺘﻬﻡ‬
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‫ﺍﻝﻤﻬﻨﻴﺔ ﻭﻴﺴﺎﻋﺩﻫﻡ ﻋﻠﻰ ﺍﻝﻨﻤﻭ ﺍﻝﺫﺍﺘﻲ ﻭﻫﺫﺍ ﺃﻴﻀﺎ ﻤﺎ ﺃﻜﺩﻩ ﻨﻠﺴﻭﻥ )‪ (Nelson, 2001‬ﻭﺃﻀﺎﻑ ﻋﻠﻴﻪ‬
‫ﺃﻥ ﺍﻝﻌﻼﻗﺔ ﻭﺍﻝﺜﻘﺔ ﺍﻝﻤﺘﺒﺎﺩﻝﺔ ﺍﻝﺘﻲ ﺘﻨﺸﺄ ﺒﻴﻥ ﻁﺭﻓﻲ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻓﻴﺔ ﺘﺸﻜل ﺘﺤﺎﻝﻑ ﺘﻌﻠﻴﻤﻲ ﺘﻌﻠﻤﻲ‬
‫ﺘﺠﻌﻠﻬﻡ ﻴﻘﻭﻤﻭﻥ ﺒﺄﺩﻭﺍﺭﻫﻡ ﻋﻠﻰ ﺃﻜﻤل ﻭﺠﻪ‪.‬‬

‫ﻓﻴﻤﺎ ﺃﻀﺎﻓﺕ ﺴﻔﺭ )‪ (2008‬ﺃﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ﻝﻺﻨﺘﺭﻨﺕ ﻴﺴﺎﻋﺩﻫﻡ‬
‫ﻋﻠﻰ ﻤﻌﺭﻓﺔ ﺍﻝﺘﻁﻭﺭﺍﺕ ﻭﺍﻹﻜﺘﺸﺎﻓﺎﺕ ﺍﻝﺤﺩﻴﺜﺔ ﻓﻲ ﺍﻝﺘﺨﺼﺹ‪ ،‬ﻤﻤﺎ ﻴﻨﻭﻉ ﻝﺩﻴﻬﻡ ﻤﺼﺎﺩﺭ ﺍﻝﻤﻌﺭﻓﺔ‬
‫ﻭﺍﻝﺨﺒﺭﺓ‪ ،‬ﻜﻤﺎ ﻭﻴﺴﺎﻋﺩﻫﻡ ﻋﻠﻰ ﺒﻨﺎﺀ ﺜﻘﺎﻓﺔ ﺘﻘﻨﻴﺔ ﺘﻐﻴﺭ ﻨﻤﻁ ﺍﻝﺘﻔﻜﻴﺭ ﺍﻝﺘﻘﻠﻴﺩﻱ ﻝﺩﻴﻬﻡ ﺇﻝﻰ ﺍﻝﺘﻔﻜﻴﺭ‬

‫ﺍﻹﺒﺩﺍﻋﻲ‪ ،‬ﻭﻴﻐﺭﺱ ﻓﻴﻬﻡ ﺍﻝﺘﻌﻠﹼﻡ ﺍﻝﺫﺍﺘﻲ ﺍﻝﻤﺴﺘﻤﺭ ﻭﺍﻝﺘﺩﺭﻴﺏ ﻋﻠﻰ ﻜل ﻤﺎﻫﻭ ﺠﺩﻴﺩ ﺩﻭﻥ ﺃﻥ ﻴﺅﺜﺭ ﺫﻝﻙ‬
‫ﻋﻠﻰ ﺃﻋﻤﺎﻝﻬﻡ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﻭﺘﻔﺭﻏﻬﻡ ﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﺩﺭﻴﺏ‪ ،‬ﻭﺃﻀﺎﻓﺕ ﺃﻥ ﺃﻫﺩﺍﻑ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬
‫ﻼ ﻤﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻭﺍﻝﻤﺸﺭﻓﺎﺕ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ﻤﻥ ﺍﻝﻌﻭﺍﺌﻕ ﺍﻝﺠﻐﺭﺍﻓﻴﺔ ﻭﺍﻝﺯﻤﻨﻴﺔ ﺍﻝﺘﻲ‬
‫ﺘﺤﺭﺭ ﻜ ﹰ‬

‫ﺘﻔﺼل ﺒﻴﻥ ﺍﻝﻤﺸﺭﻑ ﻭﺍﻝﻤﻌﻠﻡ ﻤﻥ ﺠﻬﺔ ﻭﺒﻴﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺃﻗﺭﺍﻨﻬﻡ ﻤﻥ ﺠﻬﺔ ﺃﺨﺭﻯ‪.‬‬

‫ﻤﻤﺎ ﺴﺒﻕ ﻴﺘﻀﺢ ﺃﻥ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻴﻬﺩﻑ ﺇﻝﻰ ﺘﺴﻬﻴل ﻋﻤل ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ‬
‫ﻼ ﻤﻥ ﺍﻝﻤﻌﻠﻡ ﻭﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺍﻷﺴﻠﻭﺏ‬
‫ﻭﺘﺤﻘﻴﻕ ﺍﻝﻤﺘﺎﺒﻌﺔ ﺍﻝﻤﺴﺘﻤﺭﺓ ﺍﻝﺘﻲ ﻋﺎﻨﻰ ﻤﻨﻬﺎ ﻜ ﹰ‬

‫ﺍﻝﺘﻘﻠﻴﺩﻱ ﺍﻷﻜﺜﺭ ﺸﻴﻭﻋﹰﺎ ﺍﻝﺯﻴﺎﺭﺓ ﺍﻝﺼﻔﻴﺔ ﺍﻝﺘﻲ ﻴﻜﻭﻥ ﻀﻤﻨﻬﺎ ﻨﺼﺎﺏ ﺍﻝﻤﻌﻠﻡ ﺯﻴﺎﺭﺘﻴﻥ ﻓﻲ ﺍﻝﻔﺼل‬
‫ﺍﻝﺩﺭﺍﺴﻲ ﺍﻝﻭﺍﺤﺩ‪ ،‬ﻤﻤﺎ ﻴﻌﻴﻕ ﻋﻤﻠﻴﺔ ﺍﻝﻤﺘﺎﺒﻌﺔ ﻭﺍﻝﺘﺤﺴﻴﻥ ﻭﺍﻝﺘﻁﻭﻴﺭ ﺍﻝﺫﻱ ﻴﺴﻌﻰ ﺇﻝﻴﻪ ﺍﻹﺸﺭﺍﻑ‬
‫ﺍﻝﺘﺭﺒﻭﻱ‪ ،‬ﻜﻤﺎ ﻴﺤل ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻝﻤﺸﻜﻼﺕ ﻭﺍﻝﺼﻌﻭﺒﺎﺕ ﺍﻝﺘﻲ ﻴﻌﺎﻨﻲ ﻤﻨﻬﺎ ﻜل ﺃﻁﺭﺍﻑ ﺍﻝﻌﻤﻠﻴﺔ‬

‫ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻝﺘﺭﺒﻭﻴﺔ ﻤﻥ ﺘﺤﻁﻴﻡ ﺍﻝﺤﺩﻭﺩ ﺍﻝﺠﻐﺭﺍﻓﻴﺔ ﻭﺍﻝﺯﻤﺎﻨﻴﺔ ﻭﺘﺤﻘﻴﻕ ﺍﻝﺘﻭﺍﺼل ﺍﻝﺩﺍﺌﻡ ﻭﺍﻝﺘﻨﻤﻴﺔ‬
‫ﺍﻝﻤﺴﺘﻤﺭﺓ‪.‬‬

‫ﻤﺠﺎﻻﺕ ﻭﺃﺴﺎﻝﻴﺏ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪:‬‬

‫ﻝﻘﺩ ﺤﺩﺩ ﺍﻝﺤﻤﻴﺩ ﻭﺁل ﻤﺴﻔﺭ )‪ (1429‬ﻤﺠﺎﻻﺕ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺒﻤﺠﺎﻝﻴﻥ ﻫﻤﺎ ﺍﻝﻤﺠﺎل‬
‫ﺍﻹﺩﺍﺭﻱ ﻭﻴﺘﻤﺜل ﻓﻲ ﺍﻝﻤﻌﺎﻤﻼﺕ ﻭﺍﻝﺸﺅﻭﻥ ﺍﻹﺩﺍﺭﻴﺔ‪ ،‬ﻭﺤﺭﻜﺔ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﺎﺕ‪ ،‬ﻭﺍﺤﺼﺎﺌﻴﺎﺕ‬
‫ﻭﺒﻨﺎﻴﺎﺕ ﺍﻝﻤﺩﺍﺭﺱ‪ ،‬ﻭﺍﻝﻤﺠﺎل ﺍﻝﻤﻴﺩﺍﻨﻲ ﻭﻴﺘﻤﺜل ﻓﻲ ﺘﻘﻴﻴﻡ ﺍﻷﺩﺍﺀ ﺍﻝﻭﻅﻴﻔﻲ‪ ،‬ﻭﺍﻝﺘﻌﻤﻴﻤﺎﺕ ﻭﺍﻝﺘﻭﺠﻴﻬﺎﺕ‪،‬‬

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‫ﻭﺴﺠل ﺍﻝﺯﻴﺎﺭﺍﺕ‪ ،‬ﺘﻭﺯﻴﻊ ﺍﻝﻤﻨﻬﺞ ﻭﺍﻋﺩﺍﺩ ﺍﻝﻤﺩﺍﺭﺱ‪ ،‬ﻭﺨﻁﻁ ﺍﻝﻬﻴﺌﺔ ﺍﻹﺩﺍﺭﻴﺔ ﻭﺍﻝﺘﺩﺭﻴﺴﻴﺔ ﻝﻠﻤﻌﻠﻤﻴﻥ‬
‫ﻭﺍﻝﻤﻌﻠﻤﺎﺕ‪.‬‬

‫ﺃﻤﺎ ﺃﺴﺎﻝﻴﺒﻪ ﻓﻬﻲ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺃﻭﺠﻪ ﺍﻝﻨﺸﺎﻁ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺒﻬﺎ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻭﺍﻝﻤﻌﻠﻡ‬

‫ﻭﺍﻝﻁﻠﺒﺔ ﻭﻤﺩﻴﺭﻭ ﺍﻝﻤﺩﺍﺭﺱ ﻤﻥ ﺃﺠل ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ‪ ،‬ﻜﻨﺸﺎﻁ ﻤﻨﺴﻕ ﻭﻤﻨﻅﻡ‬
‫ﻭﻤﺭﺘﺒﻁ ﺒﻁﺒﻴﻌﺔ ﺍﻝﻤﻭﻗﻑ ﺍﻝﺘﻌﻠﻴﻤﻲ ﺍﻝﻤﺘﻐﻴﺭ ﺒﺘﻐﻴﺭ ﺃﻫﺩﺍﻑ ﺍﻝﺘﺭﺒﻴﺔ ﺍﻝﻤﻨﺸﻭﺩﺓ ﺍﻝﻁﻌﺎﻨﻲ )‪ ،(2005‬ﻝﻘﺩ‬
‫ﺍﻫﺘﻡ ﺍﻝﺘﺭﺒﻭﻴﻭﻥ ﺒﺄﺴﺎﻝﻴﺏ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻫﺘﻤﺎﻤﹰﺎ ﻜﺒﻴﺭﹰﺍ ﺃﺴﻭﺓ ﺒﻤﻔﻬﻭﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﺤﺩﻴﺙ‬

‫ﺍﻝﺫﻱ ﻴﻬﺘﻡ ﺒﺠﻤﻴﻊ ﺃﻁﺭﺍﻑ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺘﺤﺴﻴﻨﻬﺎ‪ ،‬ﻭﻴﻘﺩﻡ ﻜﺎﻓﺔ ﺍﻝﺨﺒﺭﺍﺕ ﻭﺍﻹﻤﻜﺎﻨﺎﺕ ﻤﻥ ﺃﺠل‬
‫ﺯﻴﺎﺩﺓ ﺍﻝﻨﻤﻭ ﺍﻝﻤﻬﻨﻲ ﻭﺭﻓﻊ ﻤﺴﺘﻭﻯ ﺍﻝﻤﻬﺎﺭﺓ ﻝﻠﻤﻌﻠﻤﻴﻥ ﺍﻝﻤﻌﺒﺩﻱ )‪.(1432‬‬

‫ﻭﻤﻥ ﻫﺫﻩ ﺍﻷﺴﺎﻝﻴﺏ ﺍﻝﺘﻲ ﻴﻤﻜﻥ ﺘﻁﺒﻴﻘﻬﺎ ﻤﻥ ﺨﻼل ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ :‬ﺍﺭﺴﺎل ﺍﻝﻘﺭﺍﺀﺍﺕ‬

‫ﺍﻝﻤﻭﺠﻬﺔ ﻭﺍﻝﻨﺸﺭﺍﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﻝﻌﻠﻤﻴﺔ ﻝﻠﻤﻌﻠﻤﻴﻥ‪ ،‬ﻭﺇﻗﺎﻤﺔ ﺍﻝﻭﺭﺵ ﺍﻝﺘﺭﺒﻭﻴﺔ‪ ،‬ﻭﻋﻘﺩ ﺍﻝﺩﻭﺭﺍﺕ ﺍﻝﺘﺩﺭﻴﺒﻴﺔ‬
‫ﻋﻥ ﺒﻌﺩ ﺃُﺴﻭ ﹰﺓ ﺒﺎﻝﺘﻌﻠﻴﻡ ﻋﻥ ﺒ‪‬ﻌﺩ ﻭﺍﻝﺘﻌﻠﻡ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ ،‬ﻭﺍﻹﺠﺘﻤﺎﻋﺎﺕ ﻭﺍﻝﻠﻘﺎﺀﺍﺕ ﺍﻝﺤﻤﻴﺩ ﻭﺁل ﻤﺴﻔﺭ‬
‫)‪ (1429‬ﻭﻨﻭﺍﻭﻱ )‪ ،(2001‬ﻜﻤﺎ ﻴﻤﻜﻥ ﻝﻠﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺃﻥ ﻴﻀﻊ ﻋﻠﻰ ﺍﻝﻤﻭﻗﻊ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬

‫ﺍﻝﺨﺎﺹ ﺒﻪ ﺸﺭﺤﹰﺎ ﻷﺤﺩ ﺍﻝﺩﺭﻭﺱ ﺍﻝﺘﻲ ﻗﺎﻡ ﺒﺘﺩﺭﻴﺴﻬﺎ ﺃﻭ ﺤﻀﺭﻫﺎ ﻋﻨﺩ ﺃﺤﺩ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺍﻝﻤﺘﻤﻴﺯﻴﻥ‪ ،‬ﺃﻭ‬
‫ﺃﻥ ﻴﺩﻴﺭ ﺤﻠﻘﺔ ﻨﻘﺎﺵ ﻤﻊ ﻤﻌﻠﻤﻲ ﺍﻝﺘﺨﺼﺹ ﺤﻭل ﺃﺤﺩ ﻤﻭﺍﻀﻴﻊ ﺍﻝﻤﻘﺭﺭ ﺍﻝﺩﺭﺍﺴﻲ ﺍﻝﻤﻌﺒﺩﻱ )‪،(1432‬‬
‫ﻤﻥ ﻫﻨﺎ ﻋﻠﻰ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺃﻥ ﻴﻨﻭﻉ ﻤﻥ ﺃﺴﺎﻝﻴﺒﻪ ﻭﻴﺴﺘﻔﻴﺩ ﻤﻥ ﺍﻝﺘﻘﻨﻴﺎﺕ ﺍﻝﺤﺩﻴﺜﺔ ﻝﻴﻘﺩﻡ ﻝﻠﻤﻌﻠﻡ ﻜل‬

‫ﻤﺎ ﻴﻁﺭﺡ ﻋﻠﻰ ﺍﻝﺴﺎﺤﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻁﻼﻋﻪ ﻋﻠﻰ ﻜل ﺍﻝﻤﺴﺘﺠﺩﺍﺕ ﻤﻥ ﺃﺒﺤﺎﺙ ﻭﺩﺭﺍﺴﺎﺕ‬
‫ﻭﻨﻅﺭﻴﺎﺕ ﺘﺭﺒﻭﻴﺔ ﻝﺘﻠﺒﻴﺔ ﺍﺤﺘﻴﺎﺠﺎﺕ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺍﻝﺘﺩﺭﻴﺒﻴﺔ ﻭﺘﻭﻓﻴﺭﻫﺎ ﻝﻬﻡ‪.‬‬

‫ﺃﻨﻭﺍﻉ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪:‬‬

‫ﻴﻤﻜﻥ ﺘﺼﻨﻴﻑ ﺃﻨﻭﺍﻉ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻜﻤﺎ ﺤﺩﺩﻫﺎ ﺍﻝﺸﻤﺭﺍﻨﻲ )‪ (1429‬ﻭﺃﻜﺩﻩ ﺍﻝﺴﻠﻴﻡ‬
‫ﻭﺍﻝﻌﻭﺩﻩ )‪ (1429‬ﺇﻝﻰ ﺃﺭﺒﻌﺔ ﺃﻨﻭﺍﻉ ﻫﻲ‪ :‬ﺍﻹﺸﺭﺍﻑ ﺍﻝﻤﻌﺘﻤﺩ ﻋﻠﻰ ﺍﻝﺤﺎﺴﺏ ﺍﻵﻝﻲ ﺤﻴﺙ ﻴﺘﻡ ﻤﻥ ﺨﻼﻝﻪ‬
‫ﺘﻘﺩﻴﻡ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﻝﻠﻤﻌﻠﻤﻴﻥ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻝﺤﺎﺴﺏ ﺍﻵﻝﻲ ﻭﺒﺭﻤﺠﻴﺎﺘﻪ ﻤﻥ ﺨﻼل ﻭﺴﺎﺌﻁ ﺍﻝﺘﺨﺯﻴﻥ‬

‫ﺍﻷﻗﺭﺍﺹ ﺍﻝﻤﺩﻤﺠﺔ‪ ،‬ﺃﺴﻁﻭﺍﻨﺎﺕ ﺍﻝﻔﻴﺩﻴﻭ‪ ،‬ﺍﻷﻗﺭﺍﺹ ﺍﻝﺼﻠﺒﺔ‪ ،‬ﻭﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻴﺤﻘﻕ ﻝﻠﻤﻌﻠﻡ ﺍﻝﺘﻔﺎﻋل ﻤﻊ ﻤﺎ‬

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‫ﻴﻘﺩﻡ ﻝﻪ ﺩﻭﻥ ﺍﻝﺘﻔﺎﻋل ﻤﻊ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺃﻭ ﻤﻊ ﺍﻷﻗﺭﺍﻥ‪ ،‬ﻓﻲ ﺤﻴﻥ ﺍﻹﺸﺭﺍﻑ ﺍﻝﻤﻌﺘﻤﺩ ﻋﻠﻰ‬
‫ﺍﻝﺸﺒﻜﺎﺕ ﻴﺘﻴﺢ ﻓﺭﺼﺔ ﺍﻝﺘﻔﺎﻋل ﺍﻝﻨﺸﻁ ﺒﻴﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻤﻥ ﺠﻬﺔ‪ ،‬ﻭﺒﻴﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ‬
‫ﻭﺍﻷﻗﺭﺍﻥ ﻤﻥ ﺠﻬﺔ ﺃﺨﺭﻯ ﻜﻭﻨﻪ ﻴﺘﻡ ﻤﻥ ﺨﻼل ﺇﺤﺩﻯ ﺸﺒﻜﺎﺕ ﺍﻻﺘﺼﺎل ﺍﻝﻤﺤﻠﻴﺔ ﺃﻭ ﺍﻹﻨﺘﺭﻨﺕ‪ ،‬ﺃﻤﺎ‬

‫ﺍﻹﺸﺭﺍﻑ ﺍﻝﺭﻗﻤﻲ ﻓﻬﻭ ﺇﺸﺭﺍﻑ ﻴﺘﻡ ﻤﻥ ﺨﻼل ﻭﺴﺎﺌﻁ ﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻻﺘﺼﺎﻻﺕ ﺍﻝﺭﻗﻤﻴﺔ‬
‫ﻻ ﺃﻥ ﺍﻹﺸﺭﺍﻑ‬
‫ﻜﺎﻝﺤﺎﺴﺏ ﺍﻵﻝﻲ ﻭﺸﺒﻜﺎﺘﻪ‪ ،‬ﻭ ﺸﺒﻜﺔ ﺍﻝﻜﺎﺒﻼﺕ ﺍﻝﺘﻠﻔﺯﻴﻭﻨﻴﺔ‪ ،‬ﻭﺃﻗﻤﺎﺭ ﺍﻝﺒﺙ ﺍﻝﻔﻀﺎﺌﻲ‪ ،‬ﺇ ﹼ‬
‫ﺍﻝﺫﻱ ﻴﺘﻡ ﻤﻥ ﺨﻼل ﻭﺴﺎﺌﻁ ﻤﺘﻌﺩﺩﺓ ﻤﻨﻬﺎ ﺍﻝﺘﻘﻠﻴﺩﻴﺔ ﺃﻭ ﺍﻝﺤﺩﻴﺜﺔ ﺒﺤﻴﺙ ﻴﻜﻭﻥ ﻓﻴﻪ ﺍﻝﻤﻌﻠﻤﻭﻥ ﺒﻌﻴﺩﻴﻥ‬

‫ﻤﻜﺎﻨﻴﹰﺎ ﺃﻭ ﺯﻤﺎﻨﻴﹰﺎ ﺃﻭ ﺍﻹﺜﻨﻴﻥ ﻤﻌﹰﺎ ﻋﻥ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻴﺴﻤﻰ ﺍﻹﺸﺭﺍﻑ ﻋﻥ ﺒﻌﺩ ﺤﻴﺙ ﺘﻌﺘﺒﺭ ﺃﺩﻭﺍﺘﻪ‬
‫ﺍﻝﺘﻘﻠﻴﺩﻴﺔ ﻤﻨﻬﺎ ﺍﻝﻤﻭﺍﺩ ﺍﻝﻤﻁﺒﻭﻋﺔ‪ ،‬ﺃﺸﺭﻁﺔ ﺍﻝﺘﺴﺠﻴل‪ ،‬ﺍﻝﺭﺍﺩﻴﻭ‪ ،‬ﺍﻝﺘﻠﻔﺯﻴﻭﻥ ﻭﻏﻴﺭﻫﺎ‪ ،‬ﺃﻤﺎ ﺍﻝﺤﺩﻴﺜﺔ‬
‫ﻜﺎﻝﺤﺎﺴﺏ ﺍﻵﻝﻲ ﻭﺒﺭﻤﺠﻴﺎﺘﻪ ﻭﺸﺒﻜﺎﺘﻪ‪ ،‬ﻭﺍﻝﻘﻨﻭﺍﺕ ﺍﻝﻔﻀﺎﺌﻴﺔ‪ ،‬ﻭﺍﻝﻬﺎﺘﻑ ﺍﻝﻤﺤﻤﻭل‪.‬‬

‫ﺃﺩﻭﺍﺕ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪:‬‬

‫ﻤﻥ ﺃﺩﻭﺍﺕ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺸﺒﻜﺔ ﺍﻹﻨﺘﺭﻨﺕ ﺍﻝﺘﻲ ﺘﻌﺘﺒﺭ ﺠﺯﺀﹰﺍ ﻤﻥ ﺜﻭﺭﺓ ﺍﻻﺘﺼﺎﻻﺕ‪،‬‬
‫ﻭﻫﻲ ﻤﻥ ﺍﻝﻭﺴﺎﺌل ﺍﻝﺤﺩﻴﺜﺔ ﺍﻝﺘﻲ ﻴﻨﺒﻐﻲ ﺍﻝﻌﻤل ﻋﻠﻰ ﺍﺴﺘﺜﻤﺎﺭﻫﺎ ﻭﺘﻭﻅﻴﻔﻬﺎ ﺒﺸﻜل ﻓﺎﻋل ﻓﻲ ﺍﻝﻌﻤل‬

‫ﺍﻹﺸﺭﺍﻓﻲ‪ ،‬ﻝﻤﺎ ﺘﻤﺘﺎﺯ ﺒﻪ ﻤﻥ ﺇﻴﺠﺎﺒﻴﺎﺕ ﻜﺜﻴﺭﺓ ﻜﻭﻨﻬﺎ ﺘﻭﻓﺭ ﻜﻤﻴﺔ ﻜﺒﻴﺭﺓ ﻤﻥ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻷﺨﺒﺎﺭ‬
‫ﻭﺍﻝﻨﺼﺎﺌﺢ ﻭﺍﻹﺭﺸﺎﺩﺍﺕ ﻓﻲ ﺸﺘﻰ ﺍﻝﻌﻠﻭﻡ ﻭﺍﻝﻤﻌﺎﺭﻑ‪ ،‬ﻭﺤﺩﺍﺜﺔ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﻤﺘﻭﻓﺭﺓ ﻋﻠﻰ ﺍﻹﻨﺘﺭﻨﺕ‬
‫ﻤﻘﺎﺭﻨﺔ ﺒﺎﻝﻜﺘﺏ ﺍﻝﻤﻁﺒﻭﻋﺔ ﺍﻝﺘﻲ ﻤﻀﻰ ﻋﻠﻰ ﺇﺼﺩﺍﺭﻫﺎ ﺴﻨﻭﺍﺕ ﻋﺩﻴﺩﺓ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﺇﻤﻜﺎﻨﻴﺔ ﺘﺤﺩﻴﺙ‬

‫ﻫﺫﻩ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺒﻴﺴﺭ ﻭﺴﻬﻭﻝﺔ‪ ،‬ﻜﻤﺎ ﺃﻨﻬﺎ ﻤﻜﹼﻨﺕ ﻤﻥ ﺍﻝﺩﺨﻭل ﺇﻝﻰ ﺃﻱ ﺤﺎﺴﺏ ﻤﺘﺎﺡ ﻋﺒﺭ ﺍﻝﺸﺒﻜﺔ‬
‫ﺒﻐﺽ ﺍﻝﻨﻅﺭ ﻋﻥ ﺍﻝﻤﻭﻗﻊ ﺍﻝﺠﻐﺭﺍﻓﻲ‪ ،‬ﻤﻤﺎ ﺴﺎﻋﺩ ﻋﻠﻰ ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻥ ﺍﻝﺤﺎﺴﺒﺎﺕ ﺍﻝﺴﺭﻴﻌﺔ ﻭﺍﻝﻜﺒﻴﺭﺓ‪،‬‬
‫ﺒﺎﻹﻀﺎﻓﺔ ﺃﻨﻬﺎ ﺘﺭﺘﺒﻁ ﺒﺸﺒﻜﺔ ﺍﻹﻨﺘﺭﻨﺕ ﻤﻌﻅﻡ ﻤﺭﺍﻜﺯ ﺍﻷﺒﺤﺎﺙ ﻭﺍﻝﺠﺎﻤﻌﺎﺕ ﺍﻝﻌﺎﻝﻤﻴﺔ‪ ،‬ﻜﻤﺎ ﻭﺘﻌﺘﺒﺭ‬

‫ﻭﺴﻴﻠﺔ ﻫﺎﻤﺔ ﻝﺘﺒﺎﺩل ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺒﻴﻥ ﺍﻝﻤﺴﺘﺨﺩﻤﻴﻥ ﻭﺍﻝﻤﺘﻌﻠﻤﻴﻥ ﻭﺍﻻﺘﺼﺎل ﺒﺎﻝﻌﻠﻤﺎﺀ ﺍﻝﺭﺍﻀﻲ )‪(2010‬‬
‫ﻭﺍﻝﻬﺩﻝﻕ )‪.(1422‬‬

‫ﻭﻝﺸﺒﻜﺔ ﺍﻹﻨﺘﺭﻨﺕ ﺨﺩﻤﺎﺕ ﻤﻨﻬﺎ‪ :‬ﺍﻝﺒﺭﻴﺩ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﻗﻭﺍﺌﻡ ﺍﻝﻌﻨﺎﻭﻴﻥ ﺍﻝﺒﺭﻴﺩﻴﺔ ﻭﺨﺩﻤﺔ‬

‫ﺍﻝﻤﺠﻤﻭﻋﺎﺕ ﺍﻹﺨﺒﺎﺭﻴﺔ ﻭﺍﻻﺴﺘﻌﻼﻡ ﺍﻝﺸﺨﺼﻲ ﻭﺍﻝﻤﺤﺎﺩﺜﺎﺕ ﺍﻝﺸﺨﺼﻴﺔ ﻭﺍﻝﺩﺭﺩﺸﺔ ﺍﻝﺠﻤﺎﻋﻴﺔ ﻭﻏﺭﻑ‬

‫ﺍﻝﻤﺤﺎﺩﺜﺔ ﻤﺼﻁﻔﻰ )‪ ،(2012‬ﻜﻤﺎ ﻭﺘﻌﺘﺒﺭ ﻗﻭﺍﻋﺩ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻤﻥ ﺃﺩﻭﺍﺕ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻷﻨﻬﺎ‬
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‫ﻋﺒﺎﺭﺓ ﻋﻥ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﻤﺭﺘﺒﺔ ﻭﺍﻝﻤﺭﺘﺒﻁﺔ ﻤﻊ ﺒﻌﻀﻬﺎ ﺒﻌﻀﹰﺎ‪ ،‬ﻝﺘﺴﻬﻴل ﻋﻤﻠﻴﺔ ﺍﻝﻭﺼﻭل‬
‫ﺇﻝﻴﻬﺎ ﻋﻥ ﻁﺭﻴﻕ ﺍﻝﺒﺤﺙ ﺃﻭ ﺍﻻﺴﺘﻌﻼﻡ‪ ،‬ﻭﺫﻝﻙ ﻤﻥ ﺨﻼل ﻭﻀﻊ ﻫﺫﻩ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻤﺭﺘﺒﺔ ﺩﺍﺨل ﺤﻘﻭل‬
‫ﻭﺠﺩﺍﻭل ﺘﺤﺘﻭﻱ ﻋﻠﻰ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﺴﺠﻼﺕ ﻭﻜل ﺴﺠل ﺒﻪ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﺤﻘﻭل ﺘﻤﻴﺯﻩ ﻋﻥ‬

‫ﻏﻴﺭﻩ‪ ،‬ﻭﺘﻌﺘﺒﺭ ﻤﻥ ﺃﻫﻡ ﺘﻁﺒﻴﻘﺎﺕ ﺍﻝﺤﺎﺴﺏ ﺍﻵﻝﻲ ﺍﻝﺘﻲ ﺘﺴﺎﻋﺩ ﺍﻝﻤﺴﺅﻭل ﻓﻲ ﺃﺩﺍﺀ ﻋﻤﻠﻪ ﺒﻴﺴﺭ ﻭﺴﻬﻭﻝﺔ‪،‬‬
‫ﺤﻴﺙ ﺘﺴﺎﻫﻡ ﻓﻲ ﺘﻨﻅﻴﻡ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻤﻤﺎ ﻴﺴﻬل ﻋﻤﻠﻴﺔ ﺍﻝﺒﺤﺙ ﻭﺴﺭﻋﺔ ﺇﻴﺠﺎﺩ ﺍﻝﻤﻌﻠﻭﻤﺔ ﺍﻝﻭﻜﻴل‬
‫ﻭﺁﺨﺭﻭﻥ )‪.(1422‬‬

‫ﺃﻤﺎ ﺍﻝﻤﻭﺍﻗﻊ ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ ﻓﻬﻲ ﺜﺎﻝﺙ ﺃﺩﻭﺍﺕ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻥ ﺼﻔﺤﺎﺕ‬
‫ﺍﻝﻜﺘﺭﻭﻨﻴﺔ ﻴﺠﺩ ﻓﻴﻬﺎ ﺍﻝﻤﺘﺼﻔﺢ ﻤﺎ ﻴﺒﺤﺙ ﻋﻨﻪ ﺒﻐﺭﺽ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ ﺍﻝﻰ‬
‫ﺍﻝﺤﻘﺎﺌﺏ ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ ﺍﻝﺘﻲ ﺘﻌﺘﺒﺭ ﻤﻥ ﺃﺩﻭﺍﺕ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻴﺘﻡ ﺇﻋﺩﺍﺩﻫﺎ ﻋﻥ ﻁﺭﻴﻕ ﺃﺤﺩ‬

‫ﺍﻝﺒﺭﺍﻤﺞ ﺍﻝﺤﺎﺴﻭﺒﻴﺔ ﺤﻴﺙ ﺘﺠﻤﻊ ﻓﻴﻬﺎ ﻤﻌﻠﻭﻤﺎﺕ ﻤﻌﻴﻨﺔ ﻋﻥ ﻤﻭﻀﻭﻉ ﻤﻌﻴﻥ ﺃﻭ ﻤﺎﺩﺓ ﻤﻌﻴﻨﺔ ﻭﻴﻤﻜﻥ‬
‫ﻭﻀﻌﻬﺎ ﺩﺍﺨل ﺍﻝﺸﺒﻜﺔ ﺍﻝﺤﺎﺴﻭﺒﻴﺔ ﻻﺴﺘﻔﺎﺩﺓ ﺍﻝﺠﻤﻴﻊ ﻤﻨﻬﺎ ﻭﺇﻤﻜﺎﻨﻴﺔ ﺍﻝﻭﺼﻭل ﺇﻝﻴﻬﺎ ﻭﺘﺤﺩﻴﺜﻬﺎ ﺒﻴﺴﺭ‬
‫ﻭﺴﻬﻭﻝﺔ ﺍﻝﺭﺍﻀﻲ )‪.(2010‬‬

‫ﺘﻁﺒﻴﻘﺎﺕ ﺍﻹﺸﺭﺍﻑ ﺍﻻﻝﻜﺘﺭﻭﻨﻲ‪:‬‬

‫ﺘﻌﺘﺒﺭ ﺘﻁﺒﻴﻘﺎﺕ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻤﻬﻤﺔ ﺤﻴﺙ ﺘﻭﻀﺢ ﺴﺒل ﺍﻹﺴﺘﻔﺎﺩﺓ ﻤﻥ ﺍﻝﺘﻘﻨﻴﺎﺕ‬
‫ﺍﻝﺤﺩﻴﺜﺔ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﻭﻫﻲ ﻋﺩﻴﺩﺓ ﻭﻤﺘﻨﻭﻋﺔ ﻤﻨﻬﺎ‪:‬‬

‫ﺍﻝﺤﻘﺎﺌﺏ ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ‪ :‬ﻜﺘﺼﻤﻴﻡ ﺍﻝﺤﻘﺎﺌﺏ ﺍﻝﺘﺩﺭﻴﺒﻴﺔ ﺍﻝﺨﺎﺼﺔ ﺒﻤﻌﻠﻤﻲ ﺍﻝﻤﻭﺍﺩ‪ ،‬ﻤﺜل‪ :‬ﺍﻝﺤﻘﻴﺒﺔ‬

‫ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ ﻝﻤﻌﻠﻤﻲ ﺍﻝﻠﻐﺔ ﺍﻝﻌﺭﺒﻴﺔ‪ ،‬ﺃﻭ ﻤﻌﻠﻤﻲ ﺍﻝﺭﻴﺎﻀﻴﺎﺕ ﺃﻭ ﻤﻌﻠﻤﻲ ﺍﻝﺘﺭﺒﻴﺔ ﺍﻝﻔﻨﻴﺔ‪ ،‬ﺃﻭ ﺘﺼﻤﻴﻡ‬
‫ﺤﻘﺎﺌﺏ ﺇﻝﻜﺘﺭﻭﻨﻴﺔ ﻝﻠﻭﺍﺌﺢ ﻭﺍﻷﻨﻅﻤﺔ ﻭﺍﻝﻘﺭﺍﺀﺍﺕ ﻭﺍﻝﻨﺸﺭﺍﺕ ﺍﻹﺜﺭﺍﺌﻴﺔ ﻭﺍﻝﻨﻤﺎﺫﺝ ﺍﻹﺸﺭﺍﻓﻴﺔ‪ ،‬ﻭﺘﺼﻤﻴﻡ‬

‫ﺤﻘﺎﺌﺏ ﺇﻝﻜﺘﺭﻭﻨﻴﺔ ﻝﻠﻤﻌﻠﹼﻡ ﺍﻝﺠﺩﻴﺩ ﺍﻻﻨﺘﺭﻨﺕ ﺍﻝﻤﺭﺠﻊ ﺍﻝﻜﺎﻤل )‪.(1999‬‬

‫ﺍﻝﻘﻭﺍﺌﻡ ﺍﻹﺨﺒﺎﺭﻴﺔ‪ :‬ﻜﺈﻨﺸﺎﺀ ﻗﺎﺌﻤﺔ ﻝﻠﻤﻌﻠﻤﻴﻥ ﺍﻝﺫﻴﻥ ﻴﺸﺭﻑ ﻋﻠﻴﻬﻡ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻭﺇﻨﺸﺎﺀ ﻗﺎﺌﻤﺔ‬

‫ﺨﺎﺼﺔ ﻝﻤﻥ ﻫﻡ ﺒﺤﺎﺠﺔ ﺇﻝﻰ ﻤﺘﺎﺒﻌﺔ ﻤﺴﺘﻤﺭﺓ‪ ،‬ﻜﻤﺎ ﻴﻤﻜﻥ ﺍﻨﺸﺎﺀ ﻗﺎﺌﻤﺔ ﻝﻠﻤﺩﺍﺭﺱ ﺍﻝﻤﺴﻨﺩﺓ ﻝﻠﻤﺸﺭﻑ‬

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‫ﻝﻺﺸﺭﺍﻑ ﻋﻠﻴﻬﺎ ﻭﻤﺘﺎﺒﻌﺘﻬﺎ ﻭﺍﻝﺘﻭﺍﺼل ﻤﻊ ﻤﺩﻴﺭﻱ ﺘﻠﻙ ﺍﻝﻤﺩﺍﺭﺱ‪ ،‬ﻭﺍﻨﺸﺎﺀ ﻗﺎﺌﻤﺔ ﻤﺸﺭﻓﻲ ﺍﻝﺘﺨﺼﺹ‬
‫ﻝﺘﺒﺎﺩل ﺍﻝﺨﺒﺭﺍﺕ ﺍﻝﻭﻜﻴل ﻭﺁﺨﺭﻭﻥ )‪.(1422‬‬

‫ﻗﻭﺍﻋﺩ ﺍﻝﺒﻴﺎﻨﺎﺕ‪ :‬ﻭﻫﻲ ﻋﺩﻴﺩﺓ ﻭﻤﺘﻨﻭﻋﺔ ﻜﻭﺠﻭﺩ ﻗﺎﻋﺩﺓ ﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻭﺘﺤﺘﻭﻯ ﻋﻠﻰ ﺴﺠﻼﺕ ﻝﻜل‬

‫ﻤﺸﺭﻑ ﺒﺸﻜل ﺨﺎﺹ ﺘﺤﺘﻭﻱ ﻋﻠﻰ ﺒﻴﺎﻨﺎﺘﻪ ﺍﻝﺸﺨﺼﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﺍﻝﺩﻭﺭﺍﺕ ﺍﻝﺘﺩﺭﻴﺒﻴﺔ ﻭﺨﻁﺎﺒﺎﺕ‬
‫ﺍﻝﺸﻜﺭ ﻭﺍﻝﻠﺠﺎﻥ ﺍﻝﺘﻲ ﺸﺎﺭﻙ ﻓﻴﻬﺎ ﻭﻏﻴﺭﻫﺎ ﻤﻥ ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺎﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ‪ ،‬ﺃﻴﻀﺎ ﻴﻤﻜﻥ‬
‫ﺘﺼﻤﻴﻡ ﻗﻭﺍﻋﺩ ﺒﻴﺎﻨﺎﺕ ﻝﻠﻤﺩﺍﺭﺱ ﻴﺘﻡ ﻤﻥ ﺨﻼﻝﻬﺎ ﻭﻀﻊ ﺴﺠﻼﺕ ﺘﺤﺘﻭﻱ ﻋﻠﻰ ﻤﻌﻠﻭﻤﺎﺕ ﻤﻔﺼﻠﹼﺔ ﻝﻜل‬

‫ﻤﺩﺭﺴﺔ ﻜﺒﻴﺎﻨﺎﺕ ﺍﻝﻌﺎﻤﻠﻴﻥ ﻭﺍﻝﻁﻼﺏ ﻭﺍﻝﻔﺼﻭل ﻭﻤﻭﻗﻊ ﺍﻝﻤﺩﺭﺴﺔ ﻭﻏﻴﺭﻫﺎ ﻤﻥ ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﻤﺘﻌﻠﻘﺔ‬
‫ﺒﺎﻝﻤﺩﺍﺭﺱ ﻤﺼﻁﻔﻰ )‪.(2012‬‬

‫ﺍﻝﻤﻜﺘﺒﺔ ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ‪ :‬ﻴﻤﻜﻥ ﺇﻨﺸﺎﺀ ﻤﻜﺘﺒﺔ ﺇﻝﻜﺘﺭﻭﻨﻴﺔ ﻓﻲ ﺇﺩﺍﺭﺍﺕ ﻭﻤﺭﺍﻜﺯ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺘﻀﻡ‬

‫ﻋﺩﺩﹰﺍ ﻤﻥ ﺍﻝﻤﻭﺍﺩ ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ ﺍﻝﺘﻲ ﺘﻔﻴﺩ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﻤﺜل‪ :‬ﺤﻘﺎﺌﺏ ﺘﺩﺭﻴﺒﻴﺔ‪ ،‬ﻜﺘﺏ ﺇﻝﻜﺘﺭﻭﻨﻴﺔ‪،‬‬
‫ﻝﻭﺍﺌﺢ ﻭﺃﺩﻝﺔ‪ ،‬ﺘﻌﺎﻤﻴﻡ ﻤﻬﻤﺔ‪ ،‬ﻗﺭﺍﺀﺍﺕ ﻭﻨﺸﺭﺍﺕ‪ ،‬ﺒﺤﻭﺙ ﻓﻲ ﺍﻝﺘﺭﺒﻴﺔ‪ ،‬ﺘﺠﺎﺭﺏ ﻤﺘﻤﻴﺯﺓ‪ ،‬ﺩﺭﻭﺱ‬
‫ﺘﻁﺒﻴﻘﻴﺔ‪ ،‬ﻨﻤﺎﺫﺝ ﻤﻨﻅﻤﺔ ﺍﻝﺤﺭﺒﻲ )‪.(1428‬‬

‫ﻏﺭﻑ ﺍﻝﻤﺤﺎﺩﺜﺔ‪ :‬ﻝﺘﻨﻔﻴﺫ ﺍﻹﺠﺘﻤﺎﻋﺎﺕ ﺃﻭ ﺍﻝﻠﻘﺎﺀﺍﺕ ﺃﻭ ﺍﻝﺒﺭﺍﻤﺞ ﺍﻝﺘﺩﺭﻴﺒﻴﺔ ﻝﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ‪ ،‬ﻜﻤﺎ‬

‫ﻴﻤﻜﻥ ﺃﻥ ﺘﺴﺘﺨﺩﻡ ﻝﻨﻘل ﺍﻝﻤﺤﺎﻀﺭﺍﺕ ﻭﺍﻝﻨﺩﻭﺍﺕ ﻭﺍﻝﻤﺅﺘﻤﺭﺍﺕ ﻓﻲ ﻤﺠﺎل ﺍﻝﺘﺭﺒﻴﺔ ﻝﻠﻤﺸﺭﻓﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ‪،‬‬
‫ﺃﻭ ﻻﺴﺘﻀﺎﻓﺔ ﺃﺤﺩ ﺍﻝﻤﺘﺨﺼﺼﻴﻥ ﻓﻲ ﺍﻝﺘﺭﺒﻴﺔ ﻤﻥ ﺃﻱ ﻤﻜﺎﻥ ﻓﻲ ﺍﻝﻌﺎﻝﻡ ﻹﻝﻘﺎﺀ ﻤﺤﺎﻀﺭﺓ ﺍﻻﻨﺘﺭﻨﺕ‬

‫ﺍﻝﻤﺭﺠﻊ ﺍﻝﻜﺎﻤل )‪.(1999‬‬

‫ﺍﻝﺒﺭﻴﺩ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ :‬ﻓﻴﺴﺘﺨﺩﻡ ﻹﺭﺴﺎل ﺍﻝﻠﻭﺍﺌﺢ ﻭﺍﻝﺘﻌﺎﻤﻴﻡ ﺍﻝﻤﻬﻤﺔ‪ ،‬ﻭﺍﻹﺒﻼﻍ ﻋﻥ ﻤﻭﺍﻗﻊ ﻤﻔﻴﺩﺓ ﻭﻋﻥ‬

‫ﺃﺨﻁﺎﺀ ﻓﻲ ﺍﻝﻤﻘﺭﺭﺍﺕ ﺍﻝﺩﺭﺍﺴﻴﺔ‪ ،‬ﺃﻭ ﻝﻺﺒﻼﻍ ﻋﻥ ﺘﺠﺭﺒﺔ ﻤﺘﻤﻴﺯﺓ ﻓﻲ ﺠﺎﻨﺏ ﻤﺤﺩﺩ ﻤﻥ ﺠﻭﺍﻨﺏ ﺍﻝﻌﻤﻠﻴﺔ‬

‫ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻝﺘﺭﺒﻭﻴﺔ‪ ،‬ﻜﻤﺎ ﻴﻤﻜﻥ ﺍﺴﺘﺨﺩﺍﻤﻪ ﻝﺘﺯﻭﻴﺩ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺒﺎﻝﻘﺭﺍﺀﺍﺕ ﻭﺍﻝﻨﺸﺭﺍﺕ ﻭﺩﺭﺠﺎﺕ ﺃﺩﺍﺌﻬﻡ‬
‫ﺍﻝﻭﻅﻴﻔﻲ‪ ،‬ﺃﻭ ﻝﺘﺯﻭﻴﺩ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺒﺂﻝﻴﺎﺕ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﺨﺎﺼﺔ ﺒﻬﻡ ﻝﻠﺤﻀﻭﺭ ﻭﺍﻝﻤﺸﺎﺭﻜﺔ ﺍﻝﻔﺎﻋﻠﺔ‬
‫ﻭﺍﺴﺘﻘﺒﺎل ﺍﻝﻤﻘﺘﺭﺤﺎﺕ ﻭﺍﻝﺸﻜﺎﻭﻯ ﻭﺫﻝﻙ ﻝﺘﻔﻌﻴل ﺍﻝﺘﻭﺍﺼل ﺍﻝﻌﻠﻤﻲ ﺒﻴﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻭﺍﻝﻤﺘﺨﺼﺼﻴﻥ ﻓﻲ‬

‫ﺍﻝﻤﺭﺍﻜﺯ ﺍﻝﺒﺤﺜﻴﺔ ﻭﺍﻝﺘﺩﺭﻴﺒﻴﺔ ﺍﻝﺤﺭﺒﻲ )‪.(1428‬‬

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‫ﻨﻼﺤﻅ ﻤﻤﺎ ﺴﺒﻕ ﺃﻥ ﺍﻝﺘﻘﻨﻴﺎﺕ ﺍﻝﻤﺫﻜﻭﺭﺓ ﺴﺎﺒﻘﹰﺎ ﻤﻥ ﺍﻝﻤﺘﻭﻗﻊ ﺃﻥ ﺘﺴﻬﻡ ﻓﻲ ﺘﺴﻬﻴل ﻋﻤﻠﻴﺔ‬
‫ﺍﻝﻤﺘﺎﺒﻌﺔ ﺍﻝﻤﺴﺘﻤﺭﺓ‪ ،‬ﻭﺍﻝﻌﻤل ﺒﺸﻜل ﺘﻌﺎﻭﻨﻲ ﻤﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ‪ ،‬ﻭﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻤﻥ ﺨﻼل‬
‫ﺘﻁﻭﻴﺭﻫﻡ ﻭﺘﺤﺴﻴﻥ ﺃﺩﺍﺌﻬﻡ‪ ،‬ﻜﻤﺎ ﺃﻥ ﺍﻝﻤﺸﺭﻑ ﺃﻴﻀﹰﺎ ﻴﺘﻌﻠﹼﻡ ﻤﻤﺎ ﻴﺴﻤﻌﻪ ﻭﻴﺭﺍﻩ ﻭﻴﻁﻭ‪‬ﺭ ﻤﻥ ﺇﺩﺭﺍﻜﺎﺘﻪ‬

‫ﻭﺘﺯﻴﺩ ﻤﻌﺭﻓﺘﻪ ﻤﻥ ﺨﻼل ﺍﻹﻁﻼﻉ ﻋﻠﻰ ﻜل ﻤﺎﻫﻭ ﺠﺩﻴﺩ ﻭﺍﻹﺴﺘﻔﺎﺩﻩ ﻤﻨﻪ‪.‬‬

‫ﻤﺘﻁﻠﺒﺎﺕ ﺘﻁﺒﻴﻕ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪:‬‬

‫ﺒﻤﺎ ﺃﻥ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻴﻌﺘﺒﺭ ﻤﻥ ﺍﻷﺴﺎﻝﻴﺏ ﺍﻝﺤﺩﻴﺜﺔ ﻭﺍﻝﻤﻌﺎﺼﺭﺓ ﻓﺈﻨﻪ ﻴﺘﻁﻠﺏ‬

‫ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﺨﻁﻭﺍﺕ ﻭﺍﻹﺤﺘﻴﺎﺠﺎﺕ ﻭﺍﻹﺠﺭﺍﺀﺍﺕ ﻝﺘﻁﺒﻴﻘﻪ ﻋﻠﻰ ﺃﺭﺽ ﺍﻝﻭﺍﻗﻊ‪ ،‬ﺫﻜﺭﺕ ﺴﻔﺭ‬
‫)‪ (2008‬ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻹﺠﺭﺍﺀﺍﺕ ﻭﻫﻲ ﺒﺩﺀﹰﺍ ﺒﺘﻭﻓﻴﺭ ﺸﺒﻜﺔ ﺍﺘﺼﺎﻻﺕ ﻋﺎﻝﻴﺔ ﺍﻝﻘﺩﺭﺓ ﺘﻤﻜﻨﻬﺎ ﻤﻥ‬
‫ﺍﻹﺘﺼﺎل ﺒﻴﻥ ﺠﻤﻴﻊ ﺍﻝﻤﺩﺍﺭﺱ‪ ،‬ﻭﻜﺫﻝﻙ ﺍﻝﻤﺩﺍﺭﺱ ﻭﺍﻹﺩﺍﺭﺓ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻭﺇﺩﺍﺭﺓ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ‬

‫ﻝﻀﻤﺎﻥ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻹﺘﺼﺎل ﺒﺴﺭﻋﺔ ﻭﺘﺒﺎﺩل ﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ‪ ،‬ﻤﻥ ﺨﻼل ﺘﻭﻓﻴﺭ ﺒﺭﺍﻤﺞ ﻤﺩﻋﻤﺔ‬
‫ﺘﻭﻓﺭ ﺘﻁﺒﻴﻘﺎﺕ ﻹﺩﺍﺭﺓ ﺍﻝﺘﻌﻠﻴﻡ ﻭﺇﺩﺍﺭﺓ ﺍﻝﻤﺤﺘﻭﻯ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺍﻝﺫﻱ ﻴﺘﻌﺎﻤل ﻤﻌﻪ ﺍﻝﻨﻅﺎﻡ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ‬
‫ﻫﻴﻜﻠﺔ ﺘﻌﺘﻤﺩ ﻋﻠﻰ ﺍﻝﺤﻭﺍﺴﻴﺏ ﻭﺨﺩﻤﺔ ﺍﻹﻨﺘﺭﻨﺕ ﻭﺫﻝﻙ ﺒﺈﻨﺸﺎﺀ ﺒﻨﻴﺔ ﺘﺤﺘﻴﺔ ﻝﻺﻨﺘﺭﻨﺕ‪ ،‬ﻜﻤﺎ ﺘﺘﻁﻠﺏ ﺍﻝﺒﻨﻴﺔ‬

‫ﺍﻝﺘﺤﺘﻴﺔ ﺘﻭﻓﻴﺭ ﺃﺠﻬﺯﺓ ﻭﺴﺎﺌﻁ ﻤﺘﻌﺩﺩﺓ ﻤﺘﺼﻠﺔ ﺒﺎﻝﺤﻭﺍﺴﻴﺏ ﻭﺘﻭﻓﻴﺭ ﺒﺭﻤﺠﻴﺎﺕ ﻜﺒﺭﺍﻤﺞ ﺘﺼﻔﺢ ﺍﻹﻨﺘﺭﻨﺕ‬
‫ﻭﺒﺭﺍﻤﺞ ﺍﻝﺒﺭﻴﺩ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﺒﺭﻨﺎﻤﺞ ﺍﻝﻤﺤﺎﺩﺜﺔ‪ ،‬ﻭﺘﻭﻓﻴﺭ ﺨﻁﻭﻁ ﻫﻭﺍﺘﻑ ﺍﺘﺼﺎل ﺴﻭﺍ ‪‬ﺀ ﺍﻝﺨﻁﻭﻁ‬
‫ﺍﻝﻌﺎﺩﻴﺔ ﺃﻭ ﺍﻝﺨﻁ ﺍﻝﻤﺸﺘﺭﻙ ﺍﻝﺭﻗﻤﻲ )‪ (Adsl‬ﺃﻭ ﺍﻝﺨﻁﻭﻁ ﺍﻝﺤﺩﻴﺜﺔ ﻜﺎﻝﺠﻭﺍل ﻨﺕ‪ ،‬ﺜﻡ ﺘﻭﻓﻴﺭ ﺍﻝﻤﻭﺍﺭﺩ‬

‫ﺍﻝﺒﺸﺭﻴﺔ ﺤﻴﺙ ﻻﺒﺩ ﻤﻥ ﻭﺠﻭﺩ ﻜﻭﺍﺩﺭ ﺒﺸﺭﻴﺔ ﺘﺘﻌﺎﻤل ﻤﻊ ﺍﻝﻨﻅﺎﻡ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺍﻝﺠﺩﻴﺩ‪ ،‬ﺒﺤﻴﺙ ﺘﻜﻭﻥ‬
‫ﻤﺅﻫﻠﺔ ﻭﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺍﻝﻌﻤل ﻓﻲ ﻫﺫﺍ ﺍﻝﻨﻅﺎﻡ ﺍﻝﺒﺎﺒﻁﻴﻥ )‪ ،(1425‬ﺃﻤﺎ ﺍﻷﻫﻡ ﻓﻬﻭ ﺘﻭﻓﻴﺭ ﺍﻝﺒﻴﺌﺔ ﺍﻝﺩﺍﻋﻤﺔ‬
‫ﻭﻴﻘﺼﺩ ﺒﻬﺎ ﺍﻝﺒﻴﺌﺔ ﺍﻝﺘﻲ ﺘﺩﻋﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻋﻠﻰ ﻜﺎﻓﺔ ﺍﻝﻤﺴﺘﻭﻴﺎﺕ ﺒﺩ ‪‬ﺀ ﻤﻥ ﺍﻹﺩﺍﺭﺓ ﺍﻝﻌﻠﻴﺎ‬

‫ﻤﻤﺜﻠﺔ ﺒﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻌﺎﻝﻲ ﻤﺭﻭﺭﹰﺍ ﺒﺎﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻭﺍﻝﻤﺸﺭﻓﺎﺕ ﻭﺍﻨﺘﻬﺎ ‪‬ﺀ ﺒﺎﻝﻤﻌﻠﻤﻴﻥ‬
‫ﻭﺍﻝﻤﻌﻠﻤﺎﺕ ﻭﺠﻤﻴﻊ ﺍﻝﻜﻭﺍﺩﺭ ﺍﻝﺒﺸﺭﻴﺔ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﻋﺒﻴﺩﺍﺕ ﻭﺃﺒﻭ ﺍﻝﺴﻤﻴﺩ )‪ ،(2007‬ﻭﺫﻝﻙ ﻷﻥ ﺘﻭﺍﺠﺩ‬
‫ﺍﻝﺒﻴﺌﺔ ﺍﻝﺩﺍﻋﻤﺔ ﻻﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻴﻌﺘﺒﺭ ﺃﻤﺭﹰﺍ ﻤﻬﻤﺎﹰ‪ ،‬ﻜﻭﻨﻪ ﻴﺘﻁﻠﺏ ﻭﻋﻴﹰﺎ ﺒﻀﺭﻭﺭﺓ‬

‫ﻭﺃﻫﻤﻴﺔ ﺍﺴﺘﺨﺩﺍﻤﻪ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ‪ ،‬ﻭﻴﺘﻡ ﺫﻝﻙ ﺒﺎﻝﻨﺸﺭ ﺍﻹﻋﻼﻤﻲ ﺍﻝﻤﺴﺒﻕ ﻤﻥ ﺨﻼل ﺃﺴﺎﻝﻴﺏ‬

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‫ﻤﺘﻨﻭﻋﺔ ﻜﺎﻝﻨﺸﺭﺍﺕ ﻭﺍﻝﻘﺭﺍﺀﺍﺕ ﺍﻝﻤﻭﺠﻬﺔ‪ ،‬ﻭﻋﻤل ﺍﻝﻨﺩﻭﺍﺕ ﻭﺍﻝﻤﺅﺘﻤﺭﺍﺕ ﻝﻨﺸﺭ ﺍﻝﺘﻭﻋﻴﺔ ﻻﺴﺘﺨﺩﺍﻤﻪ‬
‫ﻭﺘﺩﻋﻴﻤﻪ ﻓﻲ ﺍﻝﻭﺍﻗﻊ ﺍﻝﺘﻌﻠﻴﻤﻲ ﺍﻝﺒﺎﺒﻁﻴﻥ )‪.(1425‬‬

‫ﻨﻼﺤﻅ ﻤﻤﺎ ﺴﺒﻕ ﻋﻨﺩﻤﺎ ﻨﺴﺘﺨﺩﻡ ﻨﻅﺎﻤﹰﺎ ﺠﺩﻴﺩﹰﺍ ﻴﺠﺏ ﺍﻝﺘﺤﻀﻴﺭ ﻭﺍﻹﻋﺩﺍﺩ ﺍﻝﻤﺴﺒﻕ ﻝﻪ ﻭﺤﺼﺭ‬

‫ﺍﺤﺘﻴﺎﺠﺎﺘﻪ ﻭﻤﺘﻁﻠﺒﺎﺕ ﻨﺠﺎﺤﻪ ﻤﺎﺩﻴﹰﺎ ﻭﻤﻌﻨﻭﻴﺎﹰ‪ ،‬ﻭﺍﻹﻋﻼﻡ ﺍﻝﻤﺴﺒﻕ ﻝﻠﺒﺩﺀ ﺒﺘﻁﺒﻴﻘﻪ‪ ،‬ﻭﺍﻝﺤﺼﻭل ﻋﻠﻰ‬
‫ﺍﻝﺘﻤﻭﻴل ﺍﻝﺫﻱ ﻴﻐﻁﻲ ﺘﻜﺎﻝﻴﻔﻪ ﻭﺘﺤﻀﻴﺭ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﻤﻌﻨﻲ ﻝﻬﺫﺍ ﺍﻝﻨﻅﺎﻡ‪ ،‬ﺒﺸﺭﺤﻪ ﻝﻠﻔﺌﺔ ﺍﻝﻤﺴﺘﻬﺩﻓﺔ‬
‫ﻭﺘﺩﺭﻴﺒﻬﻡ ﺍﻝﻤﺴﺒﻕ ﻻﺴﺘﺨﺩﺍﻤﻪ ﻝﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻝﻤﺭﺠﻭ‪‬ﺓ ﻤﻨﻪ‪.‬‬

‫ﺃﻫﻤﻴﺔ ﻭﻤﻤﻴﺯﺍﺕ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪:‬‬

‫ﺘﻨﺒﻊ ﺃﻫﻤﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻤﻥ ﺍﻝﻤﺯﺍﻴﺎ ﺍﻹﻴﺠﺎﺒﻴﺔ ﺍﻝﺘﻲ ﻴﻘﺩﻤﻬﺎ ﻝﻠﻌﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻓﻴﺔ‪،‬‬
‫ﺒﺤﻴﺙ ﺘﺯﻴل ﺃﻭ ﺘﻘﻠل ﻤﻥ ﺍﻹﺘﺠﺎﻫﺎﺕ ﺍﻝﺴﻠﺒﻴﺔ ﻨﺤﻭ ﺍﻹﺸﺭﺍﻑ ﻭﻫﺫﺍ ﻤﺎ ﻨﻭ‪‬ﻩ ﻝﻪ ﻋﺒﻴﺩﺍﺕ ﻭﺃﺒﻭ ﺍﻝﺴﻤﻴﺩ‬

‫)‪ (2007‬ﻭﻤﻥ ﺃﺒﺭﺯ ﺍﻝﻤﺯﺍﻴﺎ ﻫﻲ‪:‬‬

‫ﺃﻥ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻴﻌﻤل ﻋﻠﻰ ﺭﻓﻊ ﺍﻝﺘﻭﺘﺭﺍﺕ ﻭﺍﻝﺘﻬﺩﻴﺩﺍﺕ ﺍﻝﺘﻲ ﻴﻌﺎﻨﻲ ﻤﻨﻬﺎ ﺒﻌﺽ‬
‫ﺍﻝﻤﻌﻠﻤﻴﻥ ﺍﻝﺠﺩﺩ ﻭﺍﻝﻘﺩﺍﻤﻰ‪ ،‬ﻷﻨﻪ ﻴﻭﻓﺭ ﺩﺭﺠﺔ ﻤﻥ ﺍﻝﺜﻘﺔ ﺒﺎﻝﻤﻌﻠﻤﻴﻥ ﻭﺇﻋﻁﺎﺅﻫﻡ ﺍﻝﻔﺭﺼﺔ ﻝﻤﻤﺎﺭﺴﺔ‬

‫ﺃﻋﻤﺎﻝﻬﻡ ﻭﺍﺘﺨﺎﺫ ﻗﺭﺍﺭﺍﺘﻬﻡ ﺩﻭﻥ ﻓﺭﺽ ﺭﻗﺎﺒﺔ ﺃﻭ ﺃﻭﺍﻤﺭ ﻋﻠﻴﻬﻡ‪ ،‬ﻜﻤﺎ ﻭﻴﺘﻴﺢ ﻓﺭﺹ ﺍﻝﻌﻤل ﺍﻝﻤﺒﺎﺸﺭ ﺒﻴﻥ‬
‫ﻼ ﻝﻺﺸﺭﺍﻑ ﻓﻤﺎ ﻴﺩﻭﺭ ﺒﻴﻥ ﺍﻝﻤﻌﻠﻡ‬
‫ﺍﻝﻤﻌﻠﻡ ﻭﺍﻝﻤﺸﺭﻑ ﺩﻭﻥ ﻭﺴﺎﺌﻁ ﻤﻤﺎ ﻴﺠﻌل ﺍﻝﻤﻌﻠﻤﻴﻥ ﺃﻜﺜﺭ ﺘﻘﺒ ﹰ‬
‫ﻭﺍﻝﻤﺸﺭﻑ ﻫﻭ ﻋﻤل ﻤﻬﻨﻲ ﻝﻪ ﺨﺼﻭﺼﻴﺘﻪ ﺒﻌﻴﺩﹰﺍ ﻋﻥ ﺍﻝﺘﺸﻬﻴﺭ ﻭﺍﻓﺸﺎﺀ ﺍﻷﺴﺭﺍﺭ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ ﺃﻨﻪ ﻴﺯﻴﺩ‬

‫ﻓﺭﺹ ﺍﻝﺘﺄﻤل ﺍﻝﺫﺍﺘﻲ ﻨﺘﻴﺠﺔ ﻝﻘﻴﺎﻡ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺒﺘﺤﻠﻴل ﺃﻨﺸﻁﺘﻬﻡ ﻭﺘﻘﻭﻴﻡ ﺃﺩﺍﺌﻬﻡ ﻭﺘﻌﺩﻴل ﺴﻠﻭﻜﻬﻡ‪ ،‬ﻜﻤﺎ‬
‫ﻭﻴﺘﻴﺢ ﻝﻠﻤﺸﺭﻑ ﻭﺍﻝﻤﻌﻠﻡ ﻤﻌﹰﺎ ﺍﺴﺘﺨﺩﺍﻡ ﻭﺴﺎﺌل ﻭﺃﺩﻭﺍﺕ ﺇﺸﺭﺍﻓﻴﺔ ﻤﺘﻨﻭﻋﺔ ﻭﻤﺘﺎﺤﺔ ﺃﻤﺎﻡ ﺍﻝﺠﻤﻴﻊ ﻤﻤﺎ‬
‫ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﺍﺨﺘﺼﺎﺭ ﺍﻝﻭﻗﺕ ﻭﺍﻝﺠﻬﺩ‪ ،‬ﺍﻝﺫﻱ ﻴﺘﺒﺩﺩ ﻓﻲ ﺯﻴﺎﺭﺍﺕ ﻓﺭﺩﻴﺔ ﻻ ﺘﻌﻁﻲ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺃﻭ‬

‫ﺍﻝﻤﺸﺭﻓﻴﻥ ﻭﻗﺘﹰﺎ ﻜﺎﻓﻴﹰﺎ ﻝﻠﻌﻤل‪ ،‬ﻭﻫﺫﺍ ﻤﺎ ﺃﻜﺩﻩ ﺍﻝﺸﻤﺭﺍﻨﻲ )‪ (1429‬ﺃﻥ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻫﻭ ﺍﻤﺘﺩﺍﺩ‬
‫ﻝﻠﻌﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻓﻴﺔ ﻋﻠﻰ ﻤﺩﻯ ﺍﻝﻴﻭﻡ ﺩﻭﻥ ﺍﻝﺘﻘﻴﺩ ﺒﻤﻭﺍﻋﻴﺩ ﺤﺼﺹ ﺍﻝﻤﻌﻠﻤﻴﻥ‪ ،‬ﻭﺭﺒﻤﺎ ﺍﻝﻌﻜﺱ ﻴﻤﻜﹼﻥ‬
‫ﺍﻝﻤﻌﻠﻡ ﻤﻥ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺍﻝﺨﺩﻤﺔ ﺍﻹﺸﺭﺍﻓﻴﺔ ﻓﻲ ﺍﻝﻭﻗﺕ ﺍﻝﺫﻱ ﻴﺨﺘﺎﺭﻩ ﺒﻌﻴﺩﹰﺍ ﻋﻥ ﻀﻐﻁ ﺠﺩﻭﻝﻪ‬

‫ﺍﻝﺩﺭﺍﺴﻲ ﻭﺒﻌﻴﺩﹰﺍ ﻋﻥ ﻭﻗﻭﻓﻪ ﺘﺤﺕ ﺍﻝﺭﻗﺎﺒﺔ ﺃﻤﺎﻡ ﻁﻼﺒﻪ ﺍﻝﺫﻴﻥ ﻴﺸﻌﺭﻭﻥ ﺒﺄﻥ ﻤﻌﻠﻤﻬﻡ ﻓﻲ ﻭﻀﻊ ﺤﺭﺝ‬

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‫ﺃﻤﺎﻡ ﺍﻝﻤﺸﺭﻑ‪ ،‬ﻋﻠﻤﺎ ﺒﺄﻨﻪ ﻴﻭﻓﺭ ﻝﻠﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺃﻥ ﻴﻌﻤل ﻤﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻜﺄﻓﺭﺍﺩ ﺃﻭﺠﻤﺎﻋﺎﺕ‪،‬‬
‫ﻓﺎﻝﻤﻭﺍﻗﻊ ﺍﻹﺸﺭﺍﻓﻴﺔ ﻭﺨﺩﻤﺎﺕ ﺍﻹﻨﺘﺭﻨﺕ ﺘﺘﻭﺍﻓﺭ ﺩﻭﻥ ﻀﻐﻭﻁ‪ ،‬ﻭﺩﻭﻥ ﺍﻀﻁﺭﺍﺭ ﺍﻝﻤﺸﺭﻑ ﻝﻠﻘﻴﺎﻡ‬
‫ﺒﺯﻴﺎﺭﺓ ﺍﻝﻤﻌﻠﹼﻡ ﻓﻲ ﻓﺼﻠﻪ‪ ،‬ﻜﻤﺎ ﺃﻨﻪ ﻴﻘﻠل ﻤﻥ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺫﺍﺕ ﺍﻝﻁﺎﺒﻊ ﺍﻝﺘﻔﺘﻴﺸﻲ ﺃﻭ ﺍﻝﺘﻘﻭﻴﻤﻲ‪ ،‬ﻤﻤﺎ ﻴﺯﻴﺩ‬

‫ﻤﻥ ﺜﻘﺔ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺒﺎﻹﺸﺭﺍﻑ ﻭﺘﺤﺴﻴﻥ ﺼﻭﺭﺓ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻜﻭﺴﻴﻁ ﻭﺸﺭﻴﻙ ﻓﻲ ﺇﺤﺩﺍﺙ ﺍﻝﺘﻐﻴﻴﺭ‬
‫ﺍﻝﻤﻁﻠﻭﺏ ﻝﺘﺤﺴﻴﻥ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻓﻴﺔ‪ ،‬ﻭﻴﻀﻊ ﺍﻹﺸﺭﺍﻑ ﻭﺍﻝﺨﺩﻤﺎﺕ ﺍﻹﺸﺭﺍﻓﻴﺔ ﻓﻲ ﻤﺘﻨﺎﻭل ﺍﻝﻤﻌﻠﻤﻴﻥ‪،‬‬
‫ﻭﺍﺨﺘﻴﺎﺭ ﻤﺎ ﻴﻨﺎﺴﺒﻬﻡ ﻤﻥ ﺃﻓﻜﺎﺭ ﻭﻨﻤﺎﺫﺝ ﻭﺘﻁﺒﻴﻘﺎﺕ ﻓﺎﻹﺸﺭﺍﻑ ﻋﻥ ﺒﻌﺩ ﻴﻨﻘل ﺍﻝﻤﻌﻠﻡ ﺇﻝﻰ ﺤﻴﺙ ﻴﺭﻴﺩ‬

‫ﻫﻭ ﻻﺤﻴﺙ ﻴﺭﻴﺩ ﺍﻝﻤﺸﺭﻑ‪.‬‬

‫ﻤﻤﺎ ﺴﺒﻕ ﻴﺘﻀﺢ ﺃﻥ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻝﺩﻴﻪ ﻤﺯﺍﻴﺎ ﻋﺩﻴﺩﺓ ﺘﺘﻤﻴﺯ ﺒﺴﻬﻭﻝﺔ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ‬
‫ﻭﺘﻤﻜﻴﻥ ﻜل ﺃﻁﺭﺍﻑ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻤﻥ ﺍﻝﺘﻭﺍﺼل ﺍﻝﺩﺍﺌﻡ ﻓﻲ ﺃﻱ ﻭﻗﺕ ﻴﺸﺎﺅﻭﻥ ﻤﻤﺎ‬

‫ﻴﻀﻤﻥ ﺍﻝﺘﺤﺴﻴﻥ ﻭﺍﻝﺘﻁﻭﻴﺭ ﺍﻝﻤﺴﺘﻤﺭ ﻝﺫﻝﻙ ﻓﺈﻥ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻝﻤﺴﺘﺨﺩﻤﺔ ﻓﻲ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﺍﻹﺸﺭﺍﻓﻲ‬
‫ﺘﺨﻁﺕ ﺼﻌﻭﺒﺎﺕ ﺍﻝﻌﻤل ﻓﻲ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﻘﻠﻴﺩﻱ ﻤﻤﺎ ﺃﻜﺴﺒﻪ ﺃﻫﻤﻴﺔ ﺒﺎﻝﻐﺔ ﺘﺘﻠﺨﺹ ﺒﻜﻭﻨﻪ ﻴﺤﻘﻕ ﺴﺭﻋﺔ‬
‫ﺍﻝﺘﻭﺍﺼل ﺒﻴﻥ ﺍﻹﺩﺍﺭﺍﺕ ﺍﻹﺸﺭﺍﻓﻴﺔ‪ ،‬ﻜﻤﺎ ﺃﻨﻪ ﻴﻘﻠل ﺍﻝﺠﻬﺩ ﻭﻴﺨﺘﺼﺭ ﺍﻝﻭﻗﺕ‪ ،‬ﻭﻴﺴﻌﻰ ﻝﺩﻗﺔ ﻭﺘﻨﻅﻴﻡ‬

‫ﻼ ﻋﻥ ﺃﻨﻪ ﻴﻘﻠل ﻤﻥ ﺍﻝﺘﻜﻠﻔﺔ ﺍﻝﻤﺎﺩﻴﺔ ﻭﺍﻝﺒﺸﺭﻴﺔ‪ ،‬ﻭﻴﺴﻬ‪‬ل ﻤﺘﺎﺒﻌﺔ ﺍﻷﻋﻤﺎل ﻓﻲ‬

‫ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ‪ ،‬ﻓﻀ ﹰ‬
‫ﺍﻝﺒﻴﺌﺔ ﺍﻹﺸﺭﺍﻓﻴﺔ‪ ،‬ﻭﺍﻹﻨﺩﻤﺎﺝ ﻤﻊ ﺍﻝﺤﻜﻭﻤﺔ ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ ﻓﻲ ﺍﻝﻤﺴﺘﻘﺒل ﺒﺴﺒﺏ ﺴﺭﻋﺔ ﺍﻝﺤﺼﻭل ﻋﻠﻰ‬
‫ﺍﻝﻤﻌﻠﻭﻤﺔ ﻭﺴﺭﻋﺔ ﺍﺘﺨﺎﺫ ﺍﻝﻘﺭﺍﺭﺍﺕ ﻭﺘﻨﻔﻴﺫﻫﺎ ﺍﻝﺤﻤﻴﺩ ﻭﺁل ﻤﺴﻔﺭ )‪.(1429‬‬

‫ﻭﻫﺫﺍ ﻤﺎ ﺃﻜﺩﻩ ﺍﻝﻤﻌﺒﺩﻱ )‪ (1432‬ﻤﻀﻴﻔﹰﺎ ﻋﻠﻰ ﺫﻝﻙ ﺃﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﻨﺘﺭﻨﺕ ﻭﺃﺩﻭﺍﺘﻪ ﻓﻲ ﺍﻝﻌﻤل‬
‫ﺍﻹﺸﺭﺍﻓﻲ ﻴﺴﺎﻋﺩ ﺒﺎﻝﺘﻌﺭﻴﻑ ﺒﺎﻝﻤﻌﻠﻤﻴﻥ ﺍﻝﻤﺘﻤﻴﺯﻴﻥ‪ ،‬ﻭﺇﺒﺭﺍﺯ ﺘﺠﺎﺭﺒﻬﻡ ﻭﺍﻹﺴﺘﻔﺎﺩﺓ ﻤﻨﻬﺎ ﻋﻠﻰ ﻤﺴﺘﻭﻯ‬
‫ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ‪ ،‬ﻜﻭﻨﻬﺎ ﺘﻭﻓﺭ ﺍﻝﻘﺭﺍﺀﺍﺕ ﻭﺍﻝﻤﻭﻀﻭﻋﺎﺕ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻋﻠﻰ ﻫﻴﺌﺔ ﻤﺤﺘﻭﻴﺎﺕ‬

‫ﻤﻘﺭﻭﺀﺓ ﻭﻤﺠﺩﻭﻝﺔ ﺇﻝﻜﺘﺭﻭﻨﻴﹰﺎ ﻝﺠﻤﻴﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺃﻱ ﻭﻗﺕ ﻴﺤﺘﺎﺠﻭﻥ ﺇﻝﻴﻬﺎ ﻭﺫﻝﻙ ﺒﻨﺸﺭﻫﺎ ﻓﻲ ﻤﻭﻗﻊ‬
‫ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻋﻠﻰ ﺍﻝﺸﺒﻜﺔ ﺍﻝﻌﻨﻜﺒﻭﺘﻴﺔ‪ ،‬ﻭﻫﻜﺫﺍ ﻓﺈﻥ ﺘﻨﻭﻉ ﻤﺼﺎﺩﺭ ﺍﻝﻤﺤﺘﻭﻯ ﺍﻝﺘﻌﻠﻴﻤﻲ ﺃﻭ‬
‫ﺍﻝﺘﺩﺭﻴﺒﻲ ﺍﻝﺫﻱ ﻴﻤﻜﻥ ﺃﻥ ﻴﺤﺘﻭﻱ ﻋﻠﻴﻪ ﺍﻝﻤﻭﻗﻊ ﺍﻝﺨﺎﺹ ﺒﺎﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ ،‬ﻴﺴﺎﻋﺩ ﺍﻝﻤﻌﻠﻡ ﻓﻲ‬

‫ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﻤﻜﺘﺒﺔ ﺘﺜﺭﻱ ﺜﻘﺎﻓﺘﻪ ﻭﺘﺭﻓﻊ ﻤﻥ ﻨﻤﻭﻩ ﺍﻝﻤﻌﺭﻓﻲ‪.‬‬

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 ‫ﻤﻌﻭﻗﺎﺕ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪:‬‬

‫ﻝﻜل ﺃﺴﻠﻭﺏ ﻤﻥ ﺃﺴﺎﻝﻴﺏ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺒﻌﺽ ﺍﻝﻤﺯﺍﻴﺎ ﺍﻝﺘﻲ ﻴﺘﺼﻑ ﺒﻬﺎ ﻭﺒﻌﺽ‬
‫ﺍﻝﻤﻌﻭﻗﺎﺕ ﻭﺍﻝﺼﻌﻭﺒﺎﺕ ﺍﻝﺘﻲ ﻴﻌﺎﻨﻲ ﻤﻨﻬﺎ‪ ،‬ﻭﺃﺴﻠﻭﺏ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻜﻐﻴﺭﺓ ﻤﻥ ﺍﻷﺴﺎﻝﻴﺏ ﻴﻌﺎﻨﻲ‬

‫ﻤﻥ ﺒﻌﺽ ﺍﻝﻤﻌﻭﻗﺎﺕ ﺍﻝﺘﻲ ﺘﺤ ‪‬ﺩ ﻤﻥ ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻓﻪ ﺍﻝﺘﻲ ﻴﺴﻌﻰ ﺇﻝﻴﻬﺎ‪ ،‬ﻤﻥ ﺠﻬﺔ ﺃﺨﺭﻯ ﻓﺈﻥ ﺒﻌﺽ ﺘﻠﻙ‬
‫ﺍﻝﻌﻴﻭﺏ ﻴﻤﻜﻥ ﺤﻠﻬﺎ ﻭﺍﻝﺴﻴﻁﺭﺓ ﻋﻠﻴﻬﺎ‪ ،‬ﻝﺫﻝﻙ ﻤﻥ ﺍﻝﻁﺒﻴﻌﻲ ﻭﺠﻭﺩﻫﺎ ﻋﻨﺩ ﻋﻤﻠﻴﺔ ﺘﻁﺒﻴﻘﻪ‪ ،‬ﻭﺘﺘﻤﺜل ﺃﻫﻡ‬
‫ﻤﻌﻭﻗﺎﺕ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻜﻤﺎ ﻴﺭﺍﻫﺎ ﺍﻝﺸﻤﺭﺍﻨﻲ )‪ (1429‬ﻭﺍﻝﻤﻌﺒﺩﻱ )‪ (1432‬ﻓﻲ‪:‬‬

‫ﻀﻌﻑ ﺍﻝﺒﻨﻴﺔ ﺍﻝﺘﺤﺘﻴﺔ ﻝﻬﺫﺍ ﺍﻝﻨﻤﻁ ﺍﻹﺸﺭﺍﻓﻲ ﻤﻥ ﺤﻴﺙ ﺘﺄﻤﻴﻥ ﺍﻷﺠﻬﺯﺓ ﻭﺍﻝﺸﺒﻜﺎﺕ ﻭﺃﺴﺎﻝﻴﺏ‬
‫ﻼ ﻴﻌﻤل ﻋﻠﻰ ﺇﻨﺠﺎﺡ ﻫﺫﺍ‬
‫ﺍﻹﺘﺼﺎﻻﺕ ﺍﻝﺤﺩﻴﺜﺔ ﻭﻏﻴﺭﻫﺎ‪ ،‬ﻭﻋﺩﻡ ﻜﻔﺎﻴﺔ ﺍﻝﻜﻭﺍﺩﺭ ﺍﻝﺒﺸﺭﻴﺔ ﺍﻝﻤﺅﻫﻠﺔ ﺘﺄﻫﻴ ﹰ‬
‫ﺍﻝﻨﻤﻁ ﺴﻭﺍﺀ ﺍﻝﻜﻭﺍﺩﺭ ﺍﻝﻔﻨﻴﺔ ﻤﺜل ﻤﺼﻤﻤﻲ ﺍﻝﺒﺭﺍﻤﺞ ﻭﺍﻹﺩﺍﺭﻴﻴﻥ ﺃﻭ ﺍﻝﻜﻭﺍﺩﺭ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻜﺎﻝﻤﺸﺭﻓﻴﻥ‬

‫ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ‪ ،‬ﻤﻀﻴﻔﹰﺎ ﺃﻥ ﻤﻥ ﺃﻫﻡ ﺍﻝﻤﻌﻭﻗﺎﺕ ﺍﺭﺘﻔﺎﻉ ﺍﻝﻜﻠﻔﺔ ﺍﻝﻤﺎﺩﻴﺔ ﻝﺘﻁﺒﻴﻕ ﻫﺫﺍ‬
‫ﺍﻝﻨﻤﻁ ﺴﻭﺍﺀ ﻤﻥ ﺤﻴﺙ ﺸﺭﺍﺀ ﺍﻷﺠﻬﺯﺓ ﻭﺍﻝﺒﺭﻤﺠﻴﺎﺕ ﺃﻭ ﺍﻹﺘﺼﺎل ﺒﺸﺒﻜﺔ ﺍﻹﻨﺘﺭﻨﺕ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ‬
‫ﺍﻝﻤﻘﺎﻭﻤﺔ ﺍﻝﻤﺤﺘﻤﻠﺔ ﻤﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ﻝﻺﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ ،‬ﻭﺼﻌﻭﺒﺔ‬

‫ﺍﻝﺘﺨﻠﻲ ﺍﻝﺴﺭﻴﻊ ﻋﻥ ﺍﻝﻨﻅﺭﺓ ﺍﻝﺘﻘﻠﻴﺩﻴﺔ ﻝﻺﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺤﻴﺙ ﻴﺭﺍﻩ ﺍﻝﺒﻌﺽ ﻤﺤﺼﻭﺭﹰﺍ ﻓﻲ ﺍﻝﺯﻴﺎﺭﺍﺕ‬
‫ﻭﺍﻤﻼﺀ ﺍﻝﺘﻭﺠﻴﻬﺎﺕ ﻭﺘﻘﻭﻴﻡ ﺍﻷﺩﺍﺀ ﺍﻝﻭﻅﻴﻔﻲ‪.‬‬

‫ﺨﻁﻭﺍﺕ ﺍﻹﻨﺘﻘﺎل ﻤﻥ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﺘﻘﻠﻴﺩﻱ ﺇﻝﻰ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪:‬‬

‫ﺘﹸﻌﺩ ﻗﻀﻴﺔ ﺍﻝﺘﻐﻴﻴﺭ ﻤﻥ ﺃﻫﻡ ﺍﻝﻘﻀﺎﻴﺎ ﻓﻲ ﻋﺎﻝﻡ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺴﺭﻴﻌﺔ ﺍﻝﺘﻲ ﻻ ﺘﻬﺩﺃ ﺤﺭﻜﺘﻪ ﻭﻻ‬
‫ﺘﺘﻭﻗﻑ ﻤﺴﻴﺭﺘﻪ‪ ،‬ﻜﻭﻨﻬﺎ ﺃﺤﺩ ﺃﻫﻡ ﺍﻝﻤﻬﺎﻡ ﺍﻝﺘﻲ ﺘﺭﻜﺯ ﻋﻠﻴﻬﺎ ﺍﻝﻤﻨﻅﻤﺎﺕ ﻓﻲ ﺍﻝﻭﻗﺕ ﺍﻝﺤﺎﻝﻲ ﻝﺘﻭﺍﻜﺏ‬
‫ﺍﻝﻤﺴﺘﺠﺩﺍﺕ ﺍﻝﻤﻁﺭﻭﺤﺔ ﻭﺘﻭﺍﺠﻪ ﺍﻝﻤﻨﺎﻓﺴﺔ ﻓﻲ ﻤﺠﺎل ﻋﻤﻠﻬﺎ‪ ،‬ﻫﺫﻩ ﺍﻝﻤﻬﻤﺔ ﺘﻌﺘﻤﺩ ﺒﺸﻜل ﺃﺴﺎﺴﻲ ﻋﻠﻰ‬

‫ﺍﻝﺘﺨﻁﻴﻁ ﻭﺍﻹﻋﺩﺍﺩ ﺍﻝﻤﺴﺒﻕ ﻝﻴﺘﻡ ﺒﻜﻔﺎﺀﺓ ﻋﺎﻝﻴﺔ‪ ،‬ﺤﺘﻰ ﻴﺘﺤﻘﻕ ﺫﻝﻙ ﻴﺠﺏ ﺘﻭﻓﺭ ﺨﻁﺔ ﻋﻤل ﺩﻗﻴﻘﺔ ﺘﺭﻜﺯ‬
‫ﻋﻠﻰ ﺍﻝﻭﻀﻊ ﺍﻝﺤﺎﻝﻲ ﻝﻠﻤﻨﻅﻤﺔ ﻭﻜﻴﻔﻴﺔ ﺍﻹﻨﺘﻘﺎل ﻤﻨﻪ ﺇﻝﻰ ﻭﻀﻊ ﺃﻓﻀل ﻓﻲ ﺍﻝﻤﺴﺘﻘﺒل‪ ،‬ﻭﻫﺫﺍ ﻴﺘﻁﻠﺏ ﻤﻥ‬
‫ﺍﻝﻤﻨﻅﻤﺔ ﺃﻥ ﺘﺨﻁﻭ ﺨﺎﺭﺝ ﺍﻝﻨﻁﺎﻕ ﺍﻝﻤﺄﻝﻭﻑ ﻓﻲ ﺍﻝﻌﻤل ﻭﺍﻝﺘﻔﻜﻴﺭ ﻭﺍﻝﺘﺤﻠﻴل ﻝﻜﺎﻓﺔ ﺍﻝﻌﻨﺎﺼﺭ ﺍﻝﺘﻲ ﺘﺨﻠﻕ‬

‫ﺍﻝﺘﻐﻴﻴﺭ ﺍﻝﻤﻁﻠﻭﺏ ﺭﻭﺒﻨﺱ )‪ ،(Robbins, 2000‬ﻜل ﺫﻝﻙ ﻴﻌﺘﻤﺩ ﻋﻠﻰ ﻤﺩﻯ ﻓﻌﺎﻝﻴﺔ ﻭﻜﻔﺎﺀﺓ ﺍﻝﻌﻨﺼﺭ‬

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‫ﺍﻝﺒﺸﺭﻱ ﻓﻲ ﺍﻝﻤﻨﻅﻤﺔ ﺴﻭﺍﺀ ﺃﻜﺎﻨﻭﺍ ﻤﻥ ﺍﻹﺩﺍﺭﺓ ﺍﻝﻌﻠﻴﺎ ﺃﻭ ﺍﻝﻭﺴﻁﻰ ﺃﻭ ﺍﻝﺘﻨﻔﻴﺫﻴﺔ ﻭﻤﺩﻯ ﻗﺩﺭﺘﻬﻡ ﻋﻠﻰ‬
‫ﺇﻨﺠﺎﺡ ﺍﻝﺘﻐﻴﻴﺭ ﻤﻥ ﺨﻼل ﺍﻝﺘﺭﻜﻴﺯ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻝﺠﻤﺎﻋﺎﺕ ﻭﺍﻷﻓﺭﺍﺩ‪ ،‬ﻭﻤﺩﻯ ﺍﺴﺘﻌﺩﺍﺩﻫﻡ ﻝﻠﺘﻐﻴﻴﺭ ﻭﺘﻘﺒﻠﻬﻡ‬
‫ﻝﻪ ﻭﺇﻋﺩﺍﺩﻫﻡ ﻝﻠﻌﻤل ﻭﻓﻕ ﺍﻝﺘﻐﻴﺭﺍﺕ ﺍﻝﺠﺩﻴﺩﺓ‪ ،‬ﻭﻫﺫﺍ ﻻﻴﺘﻡ ﺇﻻ ﺒﻭﻀﻭﺡ ﺍﻝﻔﻜﺭﺓ ﻓﻲ ﺃﺫﻫﺎﻨﻬﻡ ﻭﺍﻹﺠﺎﺒﺔ‬

‫ﻋﻠﻰ ﺍﺴﺘﻔﺴﺎﺭﺍﺘﻬﻡ ﻭﺘﻭﻀﻴﺢ ﺃﻫﻤﻴﺔ ﺍﻝﺘﻐﻴﻴﺭ ﻝﻠﻌﻤل ﻭﺍﻝﻤﻨﻅﻤﺔ ﻭﺍﻝﻌﺎﻤﻠﻴﻥ ﺃﻴﻀﺎ ﺭﻭﻥ ﻭﺒﺭﻨﺎﺭﺩ‬
‫)‪.(Ron & Bernard, 2004‬‬

‫ﻝﺫﻝﻙ ﻋﻨﺩﻤﺎ ﻨﻭﺩ ﺘﻁﺒﻴﻕ ﺃﺴﻠﻭﺏ ﺍﺸﺭﺍﻓﻲ ﺠﺩﻴﺩ ﻴﺠﺏ ﺍﻝﺘﻤﻬﻴﺩ ﻝﻪ ﻭﺘﻬﻴﺄﺓ ﺍﻷﻓﺭﺍﺩ ﺍﻝﻤﻌﻨﻴﻴﻥ‬

‫ﻻﺴﺘﺨﺩﺍﻤﻪ ﻭﺍﻹﻨﺘﻘﺎل ﺘﺩﺭﻴﺠﻴﹰﺎ ﻤﻥ ﺍﻹﺸﺭﺍﻑ ﺍﻝﻘﺩﻴﻡ ﺍﻝﻤﺘﺒﻊ ﺇﻝﻰ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺠﺩﻴﺩ ﺍﻝﻤﻨﻭﻱ ﺘﻁﺒﻴﻘﻪ ﻝﺫﻝﻙ‬
‫ﻓﺈﻥ ﻫﺫﻩ ﺍﻝﻌﻤﻠﻴﺔ ﺘﺘﻁﻠﺏ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﺨﻁﻭﺍﺕ ﺍﻝﻤﻭﺠﺯﺓ ﻜﻤﺎ ﺤﺩﺩﺘﻬﺎ ﺴﻔﺭ )‪ (2008‬ﻭﻫﻲ ﺘﺸﻜﻴل‬
‫ﻝﺠﻨﺔ ﻝﺘﻁﻭﻴﺭ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻹﺩﺍﺭﺓ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻝﺩﺭﺍﺴﺔ ﺍﻝﻭﺍﻗﻊ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ‪،‬‬

‫ﻭﺤﺼﺭ ﺍﻷﺠﻬﺯﺓ ﺍﻝﺤﺎﺴﻭﺒﻴﺔ ﺍﻝﻤﺘﻭﻓﺭﺓ ﻭﺍﻝﺼﺎﻝﺤﺔ ﻝﻠﻌﻤل‪ ،‬ﻤﻊ ﻋﻤل ﺍﺤﺼﺎﺌﻴﺔ ﺒﻌﺩﺩ ﺍﻹﺩﺍﺭﻴﻴﻥ‬
‫ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ﺍﻝﺫﻴﻥ ﻝﺩﻴﻬﻡ ﻤﻬﺎﺭﺓ ﺍﻝﻌﻤل ﺒﺎﻝﺤﺎﺴﺏ ﺍﻵﻝﻲ ﻭﺍﺴﺘﺨﺩﺍﻤﺎﺘﻪ ﻝﻺﺴﺘﻔﺎﺩﺓ ﻤﻨﻬﻡ ﻓﻲ ﻓﺭﻴﻕ ﺍﻝﻌﻤل‪،‬‬
‫ﻭﺘﻬﻴﺌﺔ ﺍﻝﻤﺩﺍﺭﺱ ﻭﺇﺩﺍﺭﺓ ﺍﻹﺸﺭﺍﻑ ﻭﺘﻁﻭﻴﺭ ﺍﻝﺒﻨﻴﺔ ﺍﻷﺴﺎﺴﻴﺔ ﻓﻴﻬﺎ ﻭﺫﻝﻙ ﺒﺘﺯﻭﻴﺩﻫﺎ ﺒﺤﻭﺍﺴﻴﺏ ﻭﺨﻁﻭﻁ‬

‫ﺍﻨﺘﺭﻨﺕ‪ ،‬ﺜﻡ ﻭﻀﻊ ﺨﻁﺔ ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﻝﻠﺘﺩﺭﻴﺏ ﺍﻝﻤﺴﺘﻤﺭ ﻝﻠﻤﺸﺭﻓﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ﻤﻤﻥ ﻝﻴﺱ ﻝﺩﻴﻬﻡ ﺍﻝﺨﺒﺭﺓ‬
‫ﺃﻭ ﺍﻹﻝﻤﺎﻡ ﺒﻤﻬﺎﺭﺍﺕ ﺍﻝﺤﺎﺴﺏ ﺍﻵﻝﻲ ﻭﺍﺴﺘﺨﺩﺍﻤﺎﺘﻪ‪ ،‬ﻭﺍﻨﺸﺎﺀ ﻗﺴﻡ ﺨﺎﺹ ﺒﺎﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ‬
‫ﺇﺩﺍﺭﺍﺕ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻭﺘﺯﻭﻴﺩﻩ ﺒﺤﻭﺍﺴﻴﺏ ﻭﺍﻨﺘﺭﻨﺕ‪ ،‬ﻜﻤﺎ ﻴﺠﺏ ﺘﺯﻭﻴﺩﻩ ﺒﺎﻝﻤﺨﺘﺼﻴﻥ ﻭﺘﻭﻓﻴﺭ‬

‫ﻓﺭﻴﻕ ﻝﻠﺩﻋﻡ ﺍﻝﻔﻨﻲ ﻝﻠﻘﻴﺎﻡ ﺒﺎﻝﺼﻴﺎﻨﺔ ﻭﺇﺩﺍﺭﺓ ﺍﻝﺸﺒﻜﺎﺕ ﻭﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﺴﺘﻔﺴﺎﺭﺍﺕ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﺒﻴﺩﺍﺕ‬
‫ﻭﺃﺒﻭ ﺍﻝﺴﻤﻴﺩ )‪ (2007‬ﻭﺒﻴﺭﺴﻭﻥ ﻭﺒﺭﻭ )‪.(Pearson & Brew, 2002‬‬

‫ﻭﻓﻴﻤﺎ ﻴﻠﻲ ﺘﻠﺨﻴﺹ ﻷﻫﻡ ﺍﻹﺨﺘﻼﻓﺎﺕ ﺒﻴﻥ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ‬

‫ﺍﻝﺘﻘﻠﻴﺩﻱ ﻭﻤﻥ ﺃﺒﺭﺯ ﻫﺫﻩ ﺍﻹﺨﺘﻼﻓﺎﺕ ﺍﻝﺸﻤﺭﺍﻨﻲ )‪:(1429‬‬

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 ‫ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬ ‫ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﺘﻘﻠﻴﺩﻱ‬
‫‪ 1‬ﻴﻨﻔﺫ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺃﻭ ﻤﺭﺍﻜﺯ ﺍﻹﺸﺭﺍﻑ ﻴﺘﻡ ﻋﻥ ﻁﺭﻴﻕ ﺍﻝﺤﺎﺴﺏ ﺍﻵﻝﻲ ﻭﺸﺒﻜﺎﺘﻪ ﻭﻤﻨﻬﺎ‬
‫ﺍﻹﻨﺘﺭﻨﺕ ﻓﻲ ﺃﻱ ﻤﻜﺎﻥ ﻭﻓﻲ ﺃﻱ ﻭﻗﺕ‪.‬‬ ‫ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺃﻭﻗﺎﺕ ﺍﻝﻌﻤل ﺍﻝﺭﺴﻤﻲ‪.‬‬
‫‪ 2‬ﺘﺘﻡ ﺒﺸﻜل ﻤﺒﺎﺸﺭ ﺨﻼل ﺍﻝﻠﻘﺎﺀﺍﺕ ﺍﻝﻔﺭﺩﻴﺔ ﺘﺘﻡ ﺒﺸﻜل ﻏﻴﺭ ﻤﺒﺎﺸﺭ ﺍﻝﻠﻘﺎﺀﺍﺕ ﻋﺒﺭ ﺍﻝﺸﺒﻜﺔ‬
‫ﻭﺍﻝﺠﻤﺎﻋﻴﺔ ﻓﺘﻅﻬﺭ ﺍﻝﻤﺸﺎﻋﺭ ﻭﺍﻹﻨﻔﻌﺎﻻﺕ ﻤﻥ ﺨﻼل ﺍﻝﻤﺤﺎﺩﺜﺔ ﻭﻤﺅﺘﻤﺭﺍﺕ ﺍﻝﻔﻴﺩﻴﻭ ﻭﺍﻝﺒﺭﻴﺩ‬
‫ﻭﺍﻝﺤﺭﻜﺎﺕ ﺍﻝﺘﻲ ﺘﺠﻌل ﻤﻨﻪ ﻋﻤﻠﻴﺔ ﺍﻨﺴﺎﻨﻴﺔ‪ .‬ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪.‬‬
‫‪ 3‬ﻴ‪‬ﻌﺩ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﻤﺼﺩﺭ ﺍﻝﺭﺌﻴﺱ ﺘﺘﻨﻭﻉ ﻤﺼﺎﺩﺭ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻤﻥ ﺨﻼل ﺍﻝﺘﻭﺍﺼل‬
‫ﻤﻊ ﺍﻝﻤﺸﺭﻑ ﻭﺍﻷﻗﺭﺍﻥ ﻭﺍﻝﻤﻭﺍﻗﻊ ﺍﻝﻤﺘﺨﺼﺼﺔ‪.‬‬ ‫ﻝﻠﻤﻌﻠﻭﻤﺔ ﻭﺍﻝﻤﺭﺠﻊ ﺍﻷﻏﻨﻰ ﻝﻠﻤﻌﻠﻤﻴﻥ‪.‬‬
‫‪ 4‬ﺘﺘﻡ ﻤﺘﺎﺒﻌﺔ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻤﻥ ﺨﻼل ﺍﻝﺯﻴﺎﺭﺍﺕ ﺘﺘﻡ ﻤﺘﺎﺒﻌﺔ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺃﺴﺎﻝﻴﺏ ﺘﻘﻨﻴﺔ‬
‫ﺍﻝﺼﻔﻴﺔ ﻭﺍﻝﻠﻘﺎﺀﺍﺕ ﺩﺍﺨل ﺍﻝﻤﺩﺭﺴﺔ ﻤﻤﺎ ﻤﺘﻘﺩﻤﺔ ﻤﺜل ﺍﻝﺒﺙ ﺍﻝﻤﺒﺎﺸﺭ ﻤﻥ ﺩﺍﺨل ﺍﻝﻔﺼﻭل‬
‫ﻴﺸﻜل ﻋﺒﺌﹰﺎ ﻋﻠﻰ ﺍﻝﻤﺸﺭﻑ‪ ،‬ﻭﻗﺩ ﻻﻴﺴﺘﻁﻴﻊ ﺍﻝﺩﺭﺍﺴﻴﺔ ﺃﻭ ﻤﻥ ﻗﺎﻋﺔ ﺍﻹﺠﺘﻤﺎﻋﺎﺕ‪ ،‬ﺃﻭ ﻤﻥ‬
‫ﺨﻼل ﺍﻝﻌﺭﻭﺽ ﺍﻝﻤﺴﺠﻠﺔ‪.‬‬ ‫ﺍﻝﻭﻓﺎﺀ ﺒﺫﻝﻙ ﻤﻊ ﺠﻤﻴﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ‪.‬‬
‫‪ 5‬ﻴﺴﺘﻐﺭﻕ ﺍﻨﺠﺎﺯ ﺍﻝﺒﺭﻨﺎﻤﺞ ﻭﺍﻷﺴﺎﻝﻴﺏ ﺍﻝﺘﻲ ﻴﻤﻜﻥ ﺍﻨﺠﺎﺯ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﺒﺭﺍﻤﺞ ﻭﺍﻷﺴﺎﻝﻴﺏ ﻓﻲ‬
‫ﻭﻗﺕ ﻗﺼﻴﺭ ﻭﺒﺠﻭﺩﺓ ﺃﻓﻀل ﻭﺘﺄﺜﻴﺭ ﺃﻗﻭﻯ‪.‬‬ ‫ﻴﻌﺩﻫﺎ ﺍﻝﻤﺸﺭﻑ ﻭﻗﺘﹰﺎ ﻁﻭﻴﻼﹰ‪.‬‬
‫‪ 6‬ﻴﺘﻤﺭﻜﺯ ﺘﻘﻭﻴﻡ ﺍﻷﺩﺍﺀ ﺍﻝﻭﻅﻴﻔﻲ ﺤﻭل ﺭﺅﻴﺔ ﻴﻌﺘﻤﺩ ﺘﻘﻭﻴﻡ ﺍﻷﺩﺍﺀ ﺍﻝﻭﻅﻴﻔﻲ ﻋﻠﻰ ﺍﻝﺘﻘﻭﻴﻡ ﺍﻝﺫﺍﺘﻲ‬
‫ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻭﻤﺩﻴﺭ ﺍﻝﻤﺩﺭﺴﺔ ﻷﺩﺍﺀ ﺍﻝﺤﺎﺴﻭﺒﻲ‪ ،‬ﻭﻤﻥ ﺨﻼل ﺍﻝﺘﻔﺎﻋل ﺍﻝﻤﺴﺘﻤﺭ ﻤﻊ‬
‫ﺍﻝﺼﻔﻴﺔ ﻤﺘﻁﻠﺒﺎﺕ ﻋﻤل ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪.‬‬ ‫ﺍﻝﺯﻴﺎﺭﺍﺕ‬ ‫ﺨﻼل‬ ‫ﺍﻝﻤﻌﻠﻤﻴﻥ‬
‫ﻭﺍﻝﻌﻨﺎﺼﺭ ﺍﻝﻤﺭﺘﺒﻁﺔ ﺒﻬﺎ‪.‬‬

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 ‫ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‪:‬‬

‫ﺴﻴﺘﻡ ﻓﻲ ﻫﺫﺍ ﺍﻝﻔﺼل ﺍﺴﺘﻌﺭﺍﺽ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻌﺭﺒﻴﺔ ﻭﺍﻷﺠﻨﺒﻴﺔ ﺍﻝﺘﻲ ﺘﻨﺎﻭﻝﺕ ﻤﻭﻀﻭﻉ‬
‫ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ ،‬ﻭﻗﺩ ﻭﺍﺠﻬﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺃﺜﻨﺎﺀ ﻗﻴﺎﻤﻬﺎ ﺒﻌﻤﻠﻴﺔ ﺍﻝﺒﺤﺙ ﻋﻥ ﺘﻠﻙ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻤﺘﻌﻠﻘﺔ‬

‫ﺒﻤﻭﻀﻭﻉ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﻴﺔ‪ ،‬ﻤﺸﻜﻠﺔ ﻗﻠﹼﺔ ﺍﻝﺒﺤﻭﺙ ﻭﺍﻝﺩﺭﺍﺴﺎﺕ‪ ،‬ﻝﺫﻝﻙ ﻝﺠﺄﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺇﻝﻰ ﺩﺭﺍﺴﺎﺕ ﺫﺍﺕ‬
‫ﻋﻼﻗﺔ ﺒﻤﻭﻀﻭﻉ ﺍﻝﺩﺭﺍﺴﺔ ﺴﻭﺍﺀ ﻜﺎﻨﺕ ﻋﻼﻗﺔ ﻤﺒﺎﺸﺭﺓ ﺃﻭ ﻏﻴﺭ ﻤﺒﺎﺸﺭﺓ ﺒﺎﻝﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﻴﺔ‪ ،‬ﻨﻅﺭﹰﺍ‬
‫ﻝﺤﺩﺍﺜﺔ ﻫﺫﺍ ﺍﻷﺴﻠﻭﺏ ﺍﻝﺠﺩﻴﺩ ﻤﻥ ﺃﺴﺎﻝﻴﺏ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﻤﻌﺎﺼﺭ‪.‬‬

‫ﺃﻭ ﹰﻻ‪ :‬ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻌﺭﺒﻴﺔ‪:‬‬

‫ﺩﺭﺍﺴﺔ ﺍﻝﺒﻠﻭﻱ )‪ (2012‬ﻋﻨﻭﺍﻨﻬﺎ " ﺃﻫﻤﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﻤﻌﻭﻗﺎﺕ ﺍﺴﺘﺨﺩﺍﻤﻪ ﻓﻲ‬
‫ﺍﻷﺴﺎﻝﻴﺏ ﺍﻹﺸﺭﺍﻓﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﺎﺕ ﺍﻝﺘﺭﺒﻭﻴﺎﺕ ﻭﻤﻌﻠﻤﺎﺕ ﺍﻝﺭﻴﺎﻀﻴﺎﺕ ﺒﻤﻨﻁﻘﺔ ﺘﺒﻭﻙ‬

‫ﺍﻝﺘﻌﻠﻴﻤﻴﺔ"‪ :‬ﺤﻴﺙ ﻫﺩﻓﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﺍﻝﻜﺸﻑ ﻋﻥ ﺩﺭﺠﺔ ﺃﻫﻤﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬

‫ﻭﺩﺭﺠﺔ ﻤﻌﻭﻗﺎﺕ ﺍﺴﺘﺨﺩﺍﻤﻪ ﻓﻲ ﺍﻷﺴﺎﻝﻴﺏ ﺍﻹﺸﺭﺍﻓﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﺎﺕ ﺍﻝﺘﺭﺒﻭﻴﺎﺕ ﻭﻤﻌﻠﻤﺎﺕ‬
‫ﺍﻝﺭﻴﺎﻀﻴﺎﺕ ﺒﻤﻨﻁﻘﺔ ﺘﺒﻭﻙ‪ ،‬ﻭﺘﺤﻘﻴﻘﺎ ﻷﻫﺩﺍﻑ ﺍﻝﺩﺭﺍﺴﺔ ﺍﺴﺘﺨﺩﻤﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻭﺼﻔﻲ ﺍﻝﻤﺴﺤﻲ‪،‬‬

‫ﻭﻗﺩ ﻤﺜﻠﺕ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻷﺼﻠﻲ ﻝﻠﺩﺍﺭﺴﺔ ﻭﺒﻠﻐﺕ ﺍﻝﻌﻴﻨﺔ )‪ (271‬ﻤﺸﺭﻓﺔ ﺘﺭﺒﻭﻴﺔ ﻭﻤﻌﻠﻤﺔ‬
‫ﺭﻴﺎﻀﻴﺎﺕ ﺒﻭﺍﻗﻊ )‪ (141‬ﻤﺸﺭﻓﺔ ﺘﺭﻭﺒﻴﺔ ﻭ)‪ (130‬ﻤﻌﻠﻤﺔ ﺭﻴﺎﻀﻴﺎﺕ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺜﺎﻨﻭﻴﺔ ﺍﻝﺤﻜﻭﻤﻴﺔ‬
‫ﻝﻠﺒﻨﺎﺕ ﺒﻤﻨﻁﻘﺔ ﺘﺒﻭﻙ ﻝﻠﻌﺎﻡ ﺍﻝﺩﺭﺍﺴﻲ )‪ (1432/1431‬ﻭﻝﻺﺠﺎﺒﺔ ﻋﻥ ﺃﺴﺌﻠﺔ ﺍﻝﺩﺭﺍﺴﺔ ﺘﻡ ﺒﻨﺎﺀ ﺍﺴﺘﺒﺎﻨﺔ‬

‫ﻓﻲ ﻀﻭﺀ ﻤﻘﻴﺎﺱ ﻝﻴﻜﺭﺕ ﺍﻝﺜﻼﺜﻲ ﺸﻤﻠﺕ )‪ (52‬ﻓﻘﺭﺓ ﻤﻭﺯﻋﺔ ﻋﻠﻰ ﻤﺠﺎﻝﻴﻥ ﺭﺌﻴﺴﻴﻥ ﺩﺭﺠﺔ ﺃﻫﻤﻴﺔ‬
‫ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﺍﻝﻤﺠﺎل ﺍﻝﺜﺎﻨﻲ ﺩﺭﺠﺔ ﻤﻌﻭﻗﺎﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ ،‬ﻭﺘﻭﺼﻠﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻨﺘﺎﺌﺞ ﺃﺒﺭﺯﻫﺎ ﺃﻥ ﺩﺭﺠﺔ ﺃﻫﻤﻴﺔ ﺍﻹﺸﺭﺍﻑ‬

‫ﺍﻝﺘﺭﺒﻭﻱ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻜﺎﻨﺕ ﺒﺩﺭﺠﺔ ﻋﺎﻝﻴﺔ‪ ،‬ﻜﻤﺎ ﺃﻥ ﺩﺭﺠﺔ ﻤﻌﻭﻗﺎﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ‬
‫ﺍﻷﺴﺎﻝﻴﺏ ﺍﻹﺸﺭﺍﻓﻴﺔ ﻜﺎﻨﺕ ﺒﺩﺭﺠﺔ ﻋﺎﻝﻴﺔ ﺃﻴﻀﺎ‪.‬‬

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‫ﺩﺭﺍﺴﺔ ﺒﺩﺡ ﻭﺍﻝﺨﺯﺍﻋﻲ )‪ (2012‬ﻋﻨﻭﺍﻨﻬﺎ " ﺩﺭﺠﺔ ﺇﻤﻜﺎﻨﻴﺔ ﺘﻁﺒﻴﻕ ﺃﻨﻅﻤﺔ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ‬
‫ﺍﻝﻤﺩﺍﺭﺱ ﺍﻷﺭﺩﻨﻴﺔ ﺍﻝﺨﺎﺼﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﻤﺩﻴﺭﻴﻬﺎ"‪ :‬ﺤﻴﺙ ﻫﺩﻓﺕ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺘﻌﺭﻑ ﺇﻝﻰ‬

‫ﺩﺭﺠﺔ ﺇﻤﻜﺎﻨﻴﺔ ﺘﻁﺒﻴﻕ ﺃﻨﻅﻤﺔ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻷﺭﺩﻨﻴﺔ ﺍﻝﺨﺎﺼﺔ‪ ،‬ﻭﺘﺤﻘﻴﻘﺎ ﻷﻫﺩﺍﻑ‬

‫ﺍﻝﺩﺭﺍﺴﺔ ﺍﺴﺘﺨﺩﻡ ﺍﻝﺒﺎﺤﺜﺎﻥ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻭﺼﻔﻲ ﺍﻝﺘﺤﻠﻴﻠﻲ‪ ،‬ﻜﻤﺎ ﺃﻋ ‪‬ﺩ ﺍﻝﺒﺎﺤﺜﺎﻥ ﺍﺴﺘﺒﺎﻨﺔ ﺘﻀﻡ ﺴﺒﻌﺔ ﻤﺠﺎﻻﺕ‬
‫ﻫﻲ‪ :‬ﺍﻝﺘﺠﻬﻴﺯﺍﺕ ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ ﻝﻠﺒﻴﺌﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺍﻝﻤﺩﺭﺴﻴﺔ‪ ،‬ﺍﻝﻤﻌﻠﻤﻭﻥ‪ ،‬ﺸﺅﻭﻥ ﺍﻝﻁﻠﺒﺔ‪ ،‬ﺤﻭﺴﺒﺔ‬
‫ﺍﻝﻤﻨﺎﻫﺞ‪ ،‬ﺍﻝﺘﺩﺭﻴﺏ‪ ،‬ﺍﻝﻤﺨﺘﺒﺭﺍﺕ ﺍﻹﻓﺘﺭﺍﻀﻴﺔ‪ ،‬ﻜﻤﺎ ﺘﻜﻭﻥ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ ﺠﻤﻴﻊ ﻤﺩﻴﺭﻱ ﻭﻤﺩﻴﺭﺍﺕ‬

‫ﺍﻝﻤﺩﺍﺭﺱ ﺍﻷﺭﺩﻨﻴﺔ ﺍﻝﺨﺎﺼﺔ ﻭﺍﻝﺒﺎﻝﻎ ﻋﺩﺩﻫﻡ )‪ (1120‬ﻤﺩﻴﺭﹰﺍ ﻭﻤﺩﻴﺭﺓ‪ ،‬ﻭﺃﻅﻬﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ‬
‫ﺇﻤﻜﺎﻨﻴﺔ ﺘﻁﺒﻴﻕ ﺃﻨﻅﻤﺔ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻷﺭﺩﻨﻴﺔ ﺍﻝﺨﺎﺼﺔ ﺒﺩﺭﺠﺔ ﻤﺘﻭﺴﻁﺔ‪ ،‬ﻓﻲ‬
‫ﻀﻭﺀ ﺍﻝﻨﺘﺎﺌﺞ ﺃﻭﺼﻰ ﺍﻝﺒﺎﺤﺜﺎﻥ ﺒﺘﻭﻓﻴﺭ ﺍﻝﺒﻨﻴﺔ ﺍﻝﺘﺤﺘﻴﺔ ﺍﻝﺘﻘﻨﻴﺔ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺘﻴﺔ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺨﺎﺼﺔ‬

‫ﻝﻠﺘﺤﻭل ﺇﻝﻰ ﺒﻴﺌﺔ ﺘﻌﻠﻴﻤﻴﺔ ﺇﻝﻜﺘﺭﻭﻨﻴﺔ ﺩﺍﺨل ﻭﺨﺎﺭﺝ ﺍﻝﻐﺭﻑ ﺍﻝﺼﻔﻴﺔ ﻭﺘﺄﻫﻴل ﻭﺘﺩﺭﻴﺏ ﺍﻹﺩﺍﺭﻴﻴﻥ‬
‫ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻁﻠﺒﺔ ﻋﻠﻰ ﻤﻬﺎﺭﺍﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺃﻨﻅﻤﺔ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪.‬‬

‫ﺩﺭﺍﺴﺔ ﺍﻝﻤﻌﺒﺩﻱ )‪ (2011‬ﻋﻨﻭﺍﻨﻬﺎ " ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻌﺎﻡ )ﺍﻝﻭﺍﻗﻊ ﻭﺍﻝﻤﺄﻤﻭل( ﻓﻲ‬

‫ﻤﻜﺔ ﺍﻝﻤﻜﺭﻤﺔ"‪ :‬ﺤﻴﺙ ﻫﺩﻓﺕ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺘﻌﺭﻑ ﺇﻝﻰ ﺩﺭﺠﺔ ﻤﻌﺭﻓﺔ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻥ ﺒﻤﻜﺔ‬

‫ﺍﻝﻤﻜﺭﻤﺔ ﺒﻤﻔﻬﻭﻡ ﻭﺃﻫﻤﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ ،‬ﻭﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺘﻁﻠﺒﺎﺕ ﺘﻁﺒﻴﻘﻪ ﻓﻲ ﺍﻷﻋﻤﺎل‬
‫ﺍﻹﺸﺭﺍﻓﻴﺔ‪ ،‬ﻭﻤﺎﻫﻲ ﻤﻌﻭﻗﺎﺕ ﺍﺴﺘﺨﺩﺍﻤﻪ‪ ،‬ﻭﺍﺴﺘﺨﺩﻡ ﺍﻝﺒﺎﺤﺙ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻭﺼﻔﻲ ﻝﻤﻼﺌﻤﺘﻪ ﻷﻏﺭﺍﺽ‬

‫ﺍﻝﺩﺭﺍﺴﺔ ﻜﻤﺎ ﻭﺍﺴﺘﺨﺩﻡ ﺍﻹﺴﺘﺒﺎﻨﺔ ﻜﺄﺩﺍﺓ ﻝﺠﻤﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ‪ ،‬ﺤﻴﺙ ﺘﻜﻭﻥ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻨﻬﺎﺌﻲ ﻤﻥ‬
‫)‪ (183‬ﻤﺸﺭﻓﺎ ﺘﺭﺒﻭﻴﹰﺎ ﻓﻲ ﺇﺩﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺒﻤﻜﺔ ﺍﻝﻤﻜﺭﻤﺔ‪ ،‬ﻭﻜﺎﻨﺕ ﺃﻫﻡ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﺘﻭﺼﻠﺕ‬
‫ﺇﻝﻴﻬﺎ ﺍﻝﺩﺭﺍﺴﺔ‪ :‬ﺃﻥ ﺩﺭﺠﺔ ﻤﻌﺭﻓﺔ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﺒﻤﻜﺔ ﺍﻝﻤﻜﺭﻤﺔ ﻝﻤﻔﻬﻭﻡ ﻭﺃﻫﻤﻴﺔ ﺍﻹﺸﺭﺍﻑ‬

‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻜﺎﻨﺕ ﺒﺩﺭﺠﺔ ﻜﺒﻴﺭﺓ‪ ،‬ﻭﺃﻥ ﻤﺴﺘﻭﻯ ﻤﺘﻁﻠﺒﺎﺕ ﺘﻁﺒﻴﻘﻪ ﻓﻲ ﺍﻷﻋﻤﺎل ﺍﻹﺸﺭﺍﻓﻴﺔ ﻭﺩﺭﺠﺔ‬
‫ﺍﻝﻤﻌﻭﻗﺎﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻭﺍﻝﺘﻘﻨﻴﺔ ﻭﺍﻝﻔﻨﻴﺔ ﻭﺍﻝﺒﺸﺭﻴﺔ ﻜﻼﻫﻤﺎ ﻜﺎﻨﺕ ﺒﺩﺭﺠﺔ ﻜﺒﻴﺭﺓ‪ ،‬ﻓﻲ ﻀﻭﺀ ﺍﻝﻨﺘﺎﺌﺞ ﻗﺩﻡ‬
‫ﺍﻝﺒﺎﺤﺙ ﺠﻤﻠﺔ ﻤﻥ ﺍﻝﺘﻭﺼﻴﺎﺕ ﻤﻨﻬﺎ ﻀﺭﻭﺭﺓ ﺍﻝﻌﻤل ﻋﻠﻰ ﺘﺄﻫﻴل ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻻﺴﺘﺨﺩﺍﻡ‬

‫ﺍﻝﺤﺎﺴﻭﺏ ﻭﺍﻻﻨﺘﺭﻨﺕ ﻤﻥ ﺃﺠل ﺍﻤﺘﻼﻙ ﺍﻝﻤﻬﺎﺭﺕ ﻝﺘﻁﺒﻴﻕ ﺍﻻﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪.‬‬

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‫ﺩﺭﺍﺴﺔ ﺍﻝﺼﺎﺌﻎ )‪ (2009‬ﻋﻨﻭﺍﻨﻬﺎ " ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺭﻴﺎﺽ ﺍﻷﻁﻔﺎل ﻤﻥ‬
‫ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﺎﺕ ﺍﻝﺘﺭﺒﻭﻴﺎﺕ ﻭﺍﻝﻤﻌﻠﻤﺎﺕ ﺒﻤﺩﻴﻨﺘﻲ ﻤﻜﺔ ﺍﻝﻤﻜﺭﻤﺔ ﻭﺠﺩﺓ "‪:‬ﻫﺩﻓﺕ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ‬

‫ﺍﻝﺘﻌﺭﻑ ﺇﻝﻰ ﻭﺍﻗﻊ ﻭﺃﻫﻤﻴﺔ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺘﺴﻬﻴل ﺒﻌﺽ ﻤﻬﺎﻡ ﺍﻝﻤﺸﺭﻓﺎﺕ‬

‫ﺍﻝﺘﺭﺒﻭﻴﺎﺕ ﻓﻲ ﺭﻴﺎﺽ ﺍﻷﻁﻔﺎل‪ ،‬ﻭﺍﻝﻜﺸﻑ ﻋﻥ ﻤﻤﺎﺭﺴﺎﺘﻬﻡ ﺍﻹﺸﺭﺍﻓﻴﺔ ﻓﻲ ﺘﻔﻌﻴل ﺍﻷﺴﺎﻝﻴﺏ ﺍﻹﺸﺭﺍﻓﻴﺔ‬

‫ﺒﺭﻴﺎﺽ ﺍﻷﻁﻔﺎل‪ ،‬ﻭﺘﺤﺩﻴﺩ ﺍﻝﻤﻌﻭﻗﺎﺕ ﺍﻝﺘﻲ ﺘﻭﺍﺠﻬﻬﻡ‪ ،‬ﻭﺍﺘﺒﻌﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻭﺼﻔﻲ ﺒﺎﻋﺘﺒﺎﺭﻩ‬
‫ﺍﻝﻤﻨﻬﺞ ﺍﻝﻤﻨﺎﺴﺏ ﻝﺩﺭﺍﺴﺘﻬﺎ‪ ،‬ﻭﻗﺩ ﺘﻜﻭﻥ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ )‪ (495‬ﻤﻔﺭﺩﺓ ﺒﻭﺍﻗﻊ )‪ (45‬ﻤﺸﺭﻓﺔ‬

‫ﺘﺭﺒﻭﻴﺔ ﻓﻲ ﻤﺠﺎل ﺭﻴﺎﺽ ﺍﻷﻁﻔﺎل ﻤﻨﻬﻥ )‪ (12‬ﻤﺸﺭﻓﺔ ﺘﺭﺒﻭﻴﺔ ﺒﻤﺩﻴﻨﺔ ﻤﻜﺔ ﺍﻝﻤﻜﺭﻤﺔ‪ ،‬ﻭ)‪ (23‬ﻤﺸﺭﻓﺔ‬
‫ﺘﺭﺒﻭﻴﺔ ﺒﻤﺩﻴﻨﺔ ﺠﺩﺓ‪ ،‬ﻓﻲ ﺤﻴﻥ ﻜﺎﻥ ﻋﺩﺩ ﺍﻝﻤﻌﻠﻤﺎﺕ )‪ (450‬ﻤﻌﻠﻤﺔ ﻓﻲ ﺭﻴﺎﺽ ﺍﻷﻁﻔﺎل‪ ،‬ﻤﻨﻬﻥ)‪(168‬‬
‫ﻤﻌﻠﻤﺔ ﺒﻤﺩﻴﻨﺔ ﻤﻜﺔ ﺍﻝﻤﻜﺭﻤﺔ ﻭ )‪ (282‬ﻤﻌﻠﻤﺔ ﺒﻤﺩﻴﻨﺔ ﺠﺩﺓ‪ ،‬ﻭﺍﺴﺘﺨﺩﻤﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺍﻹﺴﺘﺒﺎﻨﺔ ﻜﺄﺩﺍﺓ ﻝﺠﻤﻊ‬

‫ﺍﻝﻤﻌﻠﻭﻤﺎﺕ‪ ،‬ﻭﻜﺎﻨﺕ ﺃﻫﻡ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻝﻴﻬﺎ ﺍﻝﺩﺭﺍﺴﺔ‪ :‬ﺍﺘﻔﺎﻕ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻋﻠﻰ ﺃﻫﻤﻴﺔ‬
‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺭﻴﺎﺽ ﺍﻷﻁﻔﺎل ﺒﺩﺭﺠﺔ ﻋﺎﻝﻴﺔ‪ ،‬ﻜﻤﺎ ﺍﺘﻔﻘﺕ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻋﻠﻰ‬
‫ﺘﺤﺩﻴﺩ ﺜﻤﺎﻨﻴﺔ ﻋﺸﺭ ﻤﻌﻭﻗﹰﺎ ﻻﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺒﺩﺭﺠﺔ ﻋﺎﻝﻴﺔ‪ ،‬ﻭﻓﻲ ﻀﻭﺀ ﺘﻠﻙ ﺍﻝﻨﺘﺎﺌﺞ‬

‫ﻜﺎﻨﺕ ﺃﺒﺭﺯ ﺘﻭﺼﻴﺎﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺘﺸﺠﻴﻊ ﺍﻝﻤﺸﺭﻓﺎﺕ ﺍﻝﺘﺭﺒﻭﻴﺎﺕ ﻋﻠﻰ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ‬
‫ﺭﻴﺎﺽ ﺍﻷﻁﻔﺎل ﻝﺘﻔﻌﻴل ﺍﻷﺴﺎﻝﻴﺏ ﺍﻹﺸﺭﺍﻓﻴﺔ‪ ،‬ﻭﺍﻝﻌﻤل ﻋﻠﻰ ﺘﺫﻝﻴل ﺍﻝﻌﻘﺒﺎﺕ ﻭﻤﻌﻭﻗﺎﺕ ﺍﺴﺘﺨﺩﺍﻤﻪ‪.‬‬

‫ﺩﺭﺍﺴﺔ ﺍﻝﻤﻐﺫﻭﻱ )‪ (2009‬ﻋﻨﻭﺍﻨﻬﺎ "ﻓﺎﻋﻠﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺃﺩﺍﺀ ﻤﻌﻠﻤﻲ‬

‫ﺍﻝﺭﻴﺎﻀﻴﺎﺕ"‪ :‬ﻭﻫﺩﻓﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻓﺎﻋﻠﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻋﻠﻰ ﺃﺩﺍﺀ‬

‫ﻤﻌﻠﻤﻲ ﺍﻝﺭﻴﺎﻀﻴﺎﺕ‪ ،‬ﻭﺍﺴﺘﺨﺩﻡ ﺍﻝﺒﺎﺤﺙ ﺍﻝﻤﻨﻬﺞ ﺸﺒﻪ ﺍﻝﺘﺠﺭﻴﺒﻲ ﻓﻲ ﺩﺭﺍﺴﺘﻪ‪ ،‬ﻭﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ‬
‫ﻤﻥ )‪ (64‬ﻤﻌﻠﻤﹰﺎ ﻤﻥ ﻤﻌﻠﻤﻲ ﻤﺎﺩﺓ ﺍﻝﺭﻴﺎﻀﻴﺎﺕ ﻝﺠﻤﻴﻊ ﺍﻝﻤﺭﺍﺤل ﺍﻝﺩﺭﺍﺴﻴﺔ ﻭﺘﻡ ﺍﺨﺘﻴﺎﺭﻫﻡ ﺒﻁﺭﻴﻘﺔ‬

‫ﺍﻝﻌﻴﻨﺔ ﺍﻝﻁﺒﻘﻴﺔ ﺍﻝﻌﺸﻭﺍﺌﻴﺔ‪ ،‬ﻭﺘﻡ ﺘﻘﺴﻴﻡ ﺍﻝﻌﻴﻨﺔ ﻋﺸﻭﺍﺌﻴﹰﺎ ﺇﻝﻰ ﻤﺠﻤﻭﻋﺘﻴﻥ‪ :‬ﺃﺤﺩﻫﻤﺎ ﺘﺠﺭﻴﺒﻴﺔ ﺠﻌﻠﻬﺎ‬
‫ﺘﺘﻭﺍﺼل ﻤﻊ ﺍﻝﺒﺎﺤﺙ ﻋﻥ ﻁﺭﻴﻕ ﻤﻭﻗﻊ ﺇﻝﻜﺘﺭﻭﻨﻲ ﻋﻠﻰ ﺍﻝﺸﺒﻜﺔ ﺍﻝﻌﻨﻜﺒﻭﺘﻴﺔ ﺍﻝﻌﺎﻝﻤﻴﺔ "ﺍﻹﻨﺘﺭﻨﺕ"‪،‬‬
‫ﻭﺍﻷﺨﺭﻯ ﻀﺎﺒﻁﺔ ﺘﺘﻭﺍﺼل ﺒﺎﻝﻁﺭﻕ ﺍﻝﺘﻘﻠﻴﺩﻴﺔ‪ ،‬ﻭﻜﺎﻨﺕ ﻨﺘﺎﺌﺞ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ‬

‫ﺍﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )‪ (α=0.05‬ﺒﻴﻥ ﻤﺘﻭﺴﻁ ﺃﺩﺍﺀ ﺍﻝﻤﺠﻤﻭﻋﺘﻴﻥ ﻓﻲ ﺍﻹﺨﺘﺒﺎﺭ ﺍﻝﺒﻌﺩﻱ ﻋﻨﺩ‬
‫ﻜل ﻤﻥ ﻤﺴﺘﻭﻯ ﺍﻝﺘﺫﻜﺭ – ﺍﻝﻔﻬﻡ ‪ -‬ﺍﻝﺘﺫﻜﺭ ﻭﺍﻝﻔﻬﻡ ﻤﻌﺎﹰ‪ ،‬ﻝﺼﺎﻝﺢ ﺍﻝﻤﺠﻤﻭﻋﺔ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﻭﺫﻝﻙ ﺒﻌﺩ‬
‫ﺍﻝﻀﺒﻁ ﺍﻝﻘﺒﻠﻲ ﻭﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺍﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )‪ (α=0.05‬ﺒﻴﻥ ﻤﺘﻭﺴﻁ ﺃﺩﺍﺀ‬
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‫ﺍﻝﻤﺠﻤﻭﻋﺘﻴﻥ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﻓﻲ ﺒﻁﺎﻗﺔ ﻤﻼﺤﻅﺔ ﻤﻬﺎﺭﺍﺕ ﺍﻝﺘﺩﺭﻴﺱ ﺍﻝﺒﻌﺩﻴﺔ ﻋﻨﺩ ﻜل ﻤﻬﺎﺭﺓ ﺍﻝﺘﺨﻁﻴﻁ –‬
‫ﺍﻝﺘﻨﻔﻴﺫ ‪ -‬ﺍﻝﺘﻘﻭﻴﻡ ‪ -‬ﺍﻝﺘﺨﻁﻴﻁ ﻭﺍﻝﺘﻨﻔﻴﺫ ﻭﺍﻝﺘﻘﻭﻴﻡ ﻤﻌﹰﺎ ﻝﺼﺎﻝﺢ ﺍﻝﻤﺠﻤﻭﻋﺔ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﻭﺫﻝﻙ ﺒﻌﺩ ﺍﻝﻀﺒﻁ‬
‫ﺍﻝﻘﺒﻠﻲ‪ ،‬ﻜﻤﺎ ﺃﻭﺼﻰ ﺍﻝﺒﺎﺤﺙ ﺒﻀﺭﻭﺭﺓ ﺇﻗﺎﻤﺔ ﺩﻭﺭﺍﺕ ﺘﺩﺭﻴﺒﻴﺔ ﻤﻥ ﻗﺒل ﺇﺩﺍﺭﺓ ﺍﻹﺒﺘﻌﺎﺙ ﻭﺍﻝﺘﺩﺭﻴﺏ‬

‫ﻝﻠﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﻜﻴﻔﻴﺔ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺸﺒﻜﺔ ﺍﻝﻌﻨﻜﺒﻭﺘﻴﺔ ﺍﻝﻌﺎﻝﻤﻴﺔ ﺍﻻﻨﺘﺭﻨﺕ ﻭﺘﻭﻅﻴﻔﻬﺎ‬
‫ﻓﻲ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ‪.‬‬

‫ﺩﺭﺍﺴﺔ ﺍﻝﻐﺎﻤﺩﻱ )‪ (2008‬ﻋﻨﻭﺍﻨﻬﺎ " ﺩﻭﺭ ﺍﻹﻨﺘﺭﻨﺕ ﻓﻲ ﺘﻭﻅﻴﻑ ﺍﻷﺴﺎﻝﻴﺏ ﺍﻹﺸﺭﺍﻓﻴﺔ ﻓﻲ ﺍﻝﻌﻤﻠﻴﺔ‬

‫ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﻤﻨﻁﻘﺔ ﺍﻝﺒﺎﺤﺔ "‪ :‬ﻭﻫﺩﻓﺕ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺘﻌﺭﻑ‬

‫ﻋﻠﻰ ﻤﻤﺎﺭﺴﺔ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻝﻺﻨﺘﺭﻨﺕ ﻓﻲ ﻤﻬﺎﻤﻬﻡ ﺍﻹﺸﺭﺍﻓﻴﺔ‪ ،‬ﻭﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻤﻌﻭﻗﺎﺕ ﺍﻝﺘﻲ‬
‫ﺘﻭﺍﺠﻪ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻋﻨﺩ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﻨﺘﺭﻨﺕ ﻓﻲ ﺍﻷﺴﺎﻝﻴﺏ ﺍﻹﺸﺭﺍﻓﻴﺔ‪ ،‬ﻭﻗﺩ ﺍﺴﺘﺨﺩﻡ ﺍﻝﺒﺎﺤﺙ‬

‫ﺍﻝﻤﻨﻬﺞ ﺍﻝﻭﺼﻔﻲ ﺍﻝﺘﺤﻠﻴﻠﻲ‪ ،‬ﻭﺍﺴﺘﺨﺩﻡ ﺍﻹﺴﺘﺒﺎﻨﺔ ﻜﺄﺩﺍﺓ ﻝﺠﻤﻊ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ‪ ،‬ﻭﺘﻜﻭﻥ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ‬
‫)‪ (153‬ﻤﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﻤﻨﻁﻘﺔ ﺍﻝﺒﺎﺤﺔ‪ ،‬ﻭﻜﺎﻥ ﻤﻥ ﺃﺒﺭﺯ ﻨﺘﺎﺌﺠﻬﺎ‪ :‬ﺃﻥ ﻤﻤﺎﺭﺴﺔ ﺍﻝﻤﺸﺭﻓﻴﻥ‬
‫ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻝﻺﻨﺘﺭﻨﺕ ﻓﻲ ﻤﻤﺎﺭﺴﺎﺘﻬﻡ ﺍﻹﺸﺭﺍﻓﻴﺔ ﻜﺎﻨﺕ ﻤﺘﻭﺴﻁﺔ‪ ،‬ﻓﻲ ﺤﻴﻥ ﺘﻭﺠﺩ ﻤﻌﻭﻗﺎﺕ ﺘﻭﺍﺠﻪ‬

‫ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻋﻨﺩ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﻨﺘﺭﻨﺕ ﻓﻲ ﻤﻤﺎﺭﺴﺎﺘﻬﻡ ﺍﻹﺸﺭﺍﻓﻴﺔ‪ ،‬ﻜﻤﺎ ﺃﻭﺼﻰ ﺍﻝﺒﺎﺤﺙ‬
‫ﺒﻀﺭﻭﺭﺓ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻻﻨﺘﺭﻨﺕ ﻝﺘﻁﻭﻴﺭ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ‪.‬‬

‫ﺩﺭﺍﺴﺔ ﺴﻔﺭ )‪ (2008‬ﻋﻨﻭﺍﻨﻬﺎ " ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻋﻥ ﺒ‪‬ﻌﺩ ﺒﻴﻥ ﺍﻷﻫﻤﻴﺔ ﻭﺍﻝﻤﻤﺎﺭﺴﺔ ﻭﻤﻌﻭﻗﺎﺕ‬

‫ﺍﺴﺘﺨﺩﺍﻤﻪ" ﺤﻴﺙ ﻫﺩﻓﺕ ﺩﺭﺍﺴﺘﻬﺎ ﺇﻝﻰ ﻤﻌﺭﻓﺔ ﺁﺭﺍﺀ ﺍﻝﻤﺸﺭﻓﺎﺕ ﺍﻝﺘﺭﺒﻭﻴﺎﺕ ﺤﻭل ﻤﻔﻬﻭﻡ ﺍﻹﺸﺭﺍﻑ ﻋﻥ‬

‫ﺒ‪‬ﻌﺩ ﻭﻤﻌﺭﻓﺔ ﺃﻫﻤﻴﺘﻪ ﻭﺘﻁﺒﻴﻕ ﺃﺩﻭﺍﺘﻪ ﻭﺍﻝﻜﺸﻑ ﻋﻥ ﺍﻝﻤﻌﻴﻘﺎﺕ ﺍﻝﻤﺎﺩﻴﺔ ﻭﺍﻝﺒﺸﺭﻴﺔ ﺍﻝﺘﻲ ﺘﻌﺘﺭﺽ ﺘﻨﻔﻴﺫﻩ‬
‫ﻓﻲ ﺍﻝﻭﺍﻗﻊ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﻤﺩﻴﻨﺔ ﻤﻜﺔ ﺍﻝﻤﻜﺭﻤﺔ ﻭﺠﺩ‪‬ﺓ ﻭﺍﻝﻁﺎﺌﻑ‪ ،‬ﻭﻜﺎﻨﺕ ﺃﺒﺭﺯ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﺘﻭﺼﻠﺕ‬

‫ﺇﻝﻴﻬﺎ ﺍﻝﺩﺭﺍﺴﺔ ﺃﻥ ﻤﻔﻬﻭﻡ ﺍﻹﺸﺭﺍﻑ ﻋﻥ ﺒ‪‬ﻌﺩ ﻭﺍﻀﺢ ﺒﺩﺭﺠﺔ ﻜﺒﻴﺭﺓ ﻝﺩﻯ ﺍﻝﻤﺸﺭﻓﺎﺕ ﺍﻝﺘﺭﺒﻭﻴﺎﺕ‪،‬‬
‫ﻭﺃﺠﻤﻌﺕ ﺍﻝﻤﺸﺭﻓﺎﺕ ﺒﺄﻫﻤﻴﺔ ﻭﻀﺭﻭﺭﺓ ﺘﻁﺒﻴﻘﻪ ﺒﺩﺭﺠﺔ ﻜﺒﻴﺭﺓ ﻝﺘﻨﺎﺴﺏ ﻤﺘﻁﻠﺒﺎﺕ ﺍﻝﻌﺼﺭ ﺍﻝﺤﺩﻴﺙ‪ ،‬ﺃﻤﺎ‬
‫ﺃﺒﺭﺯ ﺍﻝﻤﻌﻴﻘﺎﺕ ﺍﻝﻤﺎﺩﻴﺔ ﻫﻲ ﺴﻭﺀ ﺍﻝﺒﻨﻴﺔ ﺍﻝﺘﺤﺘﻴﺔ ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ ﻹﺩﺍﺭﺍﺕ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻭﺍﻝﻤﺩﺍﺭﺱ‪،‬‬

‫ﺃﻤﺎ ﺍﻝﻤﻌﻴﻘﺎﺕ ﺍﻝﺒﺸﺭﻴﺔ ﻓﻜﺎﻨﺕ ﻀﻌﻑ ﺍﻝﺜﻘﺎﻓﺔ ﺍﻝﺤﺎﺴﻭﺒﻴﺔ ﻭﺍﻹﻨﺘﺭﻨﺕ ﻭﻋﺩﻡ ﺍﻝﺘﺩﺭﻴﺏ ﺍﻝﻜﺎﻓﻲ ﻻﺴﺘﺨﺩﺍﻤﻪ‬
‫ﻭﻜﺜﺭﺓ ﺍﻷﻋﺒﺎﺀ ﺍﻹﺩﺍﺭﻴﺔ ﻭﺍﻝﻔﻨﻴﺔ ﻋﻠﻰ ﺍﻝﻤﺸﺭﻓﺎﺕ ﺍﻝﺘﺭﺒﻭﻴﺎﺕ‪ ،‬ﻜﻤﺎ ﺃﻭﺼﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺒﻀﺭﻭﺭﺓ ﺘﻁﺒﻴﻕ‬

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‫ﻨﻤﻭﺫﺝ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻋﻥ ﺒﻌﺩ ﻓﻲ ﺍﻝﻤﻴﺩﺍﻥ ﺍﻹﺸﺭﺍﻓﻲ ﻝﻤﺎ ﻝﻪ ﻤﻥ ﺃﻫﻤﻴﺔ ﻭﻴﺘﻨﺎﺴﺏ ﻤﻊ ﺘﻁﻭﺭﺍﺕ‬
‫ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻓﻲ ﺍﻝﻤﻤﻠﻜﺔ ﺍﻝﻌﺭﺒﻴﺔ ﺍﻝﺴﻌﻭﺩﻴﺔ‪.‬‬

‫ﺩﺭﺍﺴﺔ ﺍﻝﺸﺎﻓﻌﻲ )‪ (2007‬ﻋﻨﻭﺍﻨﻬﺎ " ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻝﻠﺸﺒﻜﺔ ﺍﻝﻌﻨﻜﺒﻭﺘﻴﺔ ﻓﻲ‬

‫ﺘﻔﻌﻴل ﺃﺴﻠﻭﺒﻲ ﺍﻝﻘﺭﺍﺀﺍﺕ ﺍﻝﻤﻭﺠﻬﺔ ﻭﺍﻝﻨﺸﺭﺍﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻓﻲ ﻤﺠﺎل ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺒﺘﻌﻠﻴﻡ ﺠﺩﺓ "‪:‬‬

‫ﺤﻴﺙ ﻫﺩﻓﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﻤﻌﺭﻓﺔ ﺃﻫﻤﻴﺔ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺸﺒﻜﺔ ﺍﻝﻌﻨﻜﺒﻭﺘﻴﺔ ﻓﻲ ﺘﻔﻌﻴل ﺃﺴﻠﻭﺒﻲ ﺍﻝﻘﺭﺍﺀﺍﺕ‬
‫ﺍﻝﻤﻭﺠﻬﺔ ﻭﺍﻝﻨﺸﺭﺍﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻭﺘﺤﺩﻴﺩ ﺍﻝﺼﻌﻭﺒﺎﺕ ﻭﻤﻌﻴﻘﺎﺕ‬

‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺸﺒﻜﺔ ﺍﻝﻌﻨﻜﺒﻭﺘﻴﺔ ﺍﻝﺘﻲ ﺘﻭﺍﺠﻪ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻓﻲ ﺍﻷﺴﻠﻭﺒﻴﻥ ﺍﻝﺴﺎﺒﻕ ﺫﻜﺭﻫﻤﺎ‪ ،‬ﻭﻗﺩ ﺍﺴﺘﺨﺩﻡ‬
‫ﺍﻝﺒﺎﺤﺙ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻭﺼﻔﻲ ﺍﻝﺘﺤﻠﻴﻠﻲ‪ ،‬ﻭﺍﺴﺘﺨﺩﻡ ﺍﻹﺴﺘﺒﻴﺎﻥ ﻜﺄﺩﺍﺓ ﻝﺠﻤﻊ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ‪ ،‬ﺤﻴﺙ ﺘﻜﻭﻥ ﻤﺠﺘﻤﻊ‬
‫ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ ﺠﻤﻴﻊ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﺒﺈﺩﺍﺭﺓ ﺘﻌﻠﻴﻡ ﺠﺩﺓ‪ ،‬ﻭﻤﺭﺍﻜﺯ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺎﺒﻌﺔ ﻝﻬﺎ ﻭﺍﻝﺒﺎﻝﻎ‬

‫ﻋﺩﺩﻫﻡ )‪ (180‬ﻤﺸﺭﻓﹰﺎ ﺘﺭﺒﻭﻴﹰﺎ‪ ،‬ﻭﻜﺎﻨﺕ ﺃﺒﺭﺯ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻝﻴﻬﺎ ﺍﻝﺩﺭﺍﺴﺔ‪ :‬ﺃﻥ ﺍﺴﺘﺨﺩﺍﻡ‬
‫ﺍﻝﺸﺒﻜﺔ ﺍﻝﻌﻨﻜﺒﻭﺘﻴﺔ ﻓﻲ ﺘﻔﻌﻴل ﺃﺴﻠﻭﺒﻲ ﺍﻝﻘﺭﺍﺀﺍﺕ ﺍﻝﻤﻭﺠﻬﺔ ﻭﺍﻝﻨﺸﺭﺍﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻤﻥ ﻗﺒل ﺍﻝﻤﺸﺭﻓﻴﻥ‬
‫ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻜﺎﻨﺕ ﻀﻌﻴﻔﺔ ﺠﺩﺍﹰ‪ ،‬ﻜﻤﺎ ﺃﻜﺩﺕ ﺍﻝﻌﻴﻨﺔ ﺇﺭﺴﺎل ﺍﻝﻘﺭﺍﺀﺍﺕ ﺍﻝﻤﻭﺠﻬﺔ ﻭﺍﻝﻨﺸﺭﺍﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ‬

‫ﻝﻠﻤﻌﻠﻤﻴﻥ ﻋﺒﺭ ﺍﻝﺸﺒﻜﺔ ﺍﻝﻌﻨﻜﺒﻭﺘﻴﺔ ﻭﻋﺩﻡ ﺍﻹﺘﺼﺎل ﺒﺎﻹﻨﺘﺭﻨﺕ ﻓﻲ ﻤﻭﺍﻗﻊ ﻋﻤل ﺍﻝﻤﺸﺭﻓﻴﻥ‪ ،‬ﻭﻫﺫﺍ ﺴﺒﺏ‬
‫ﻋﺩﻡ ﺍﺴﺘﺨﺩﺍﻤﻬﻡ ﻝﻠﺸﺒﻜﺔ ﺍﻝﻌﻨﻜﺒﻭﺘﻴﺔ‪ ،‬ﻓﻲ ﺤﻴﻥ ﺃﻅﻬﺭﺕ ﻨﺘﻴﺠﺔ ﺃﺨﺭﻯ ﺃﻥ ﻨﺴﺒﺔ ﻋﺎﻝﻴﺔ ﻤﻥ ﺃﻓﺭﺍﺩ ﺍﻝﻌﻴﻨﺔ‬
‫ﻴﺭﻭﻥ ﺃﻥ ﺍﻹﻨﺘﺭﻨﺕ ﺘﻘﻨﻴﺔ ﻤﺘﻁﻭﺭﺓ ﻴﺠﺏ ﺍﻹﺴﺘﻔﺎﺩﺓ ﻤﻨﻬﺎ ﻭﺃﻥ ﻋﺩﺩﹰﺍ ﻜﺒﻴﺭﹰﺍ ﻤﻨﻬﻡ ﻴﺒﺤﺜﻭﻥ ﻋﻥ ﺍﻝﻘﺭﺍﺀﺍﺕ‬

‫ﺍﻝﻤﻭﺠﻬﺔ ﻭﺍﻝﻨﺸﺭﺍﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻓﻲ ﺍﻝﻤﻭﺍﻗﻊ ﺍﻝﻤﺘﺨﺼﺼﺔ‪.‬‬

‫ﺩﺭﺍﺴﺔ ﺍﻝﻌﻤﺭﻱ )‪ (2006‬ﻋﻨﻭﺍﻨﻬﺎ" ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﻤﺴﺘﻠﺯﻤﺎﺕ ﺍﻝﺘﻌﻠﻡ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﻤﺩﺍﺭﺱ‬

‫ﻤﺤﺎﻓﻅﺔ ﺇﺭﺒﺩ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﺘﺠﺎﻫﺎﺕ ﺍﻝﻁﻠﺒﺔ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ﻨﺤﻭﻫﺎ"‪ :‬ﻫﺩﻓﺕ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ‬

‫ﺇﻝﻰ ﺍﻝﻜﺸﻑ ﻋﻥ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﻤﺴﺘﻠﺯﻤﺎﺕ ﺍﻝﺘﻌﻠﻡ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﻤﺩﺍﺭﺱ ﻤﺤﺎﻓﻅﺔ ﺇﺭﺒﺩ ﻤﻥ ﻭﺠﻬﺔ‬
‫ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﺘﺠﺎﻫﺎﺕ ﺍﻝﻁﻠﺒﺔ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ﻨﺤﻭﻫﺎ‪ ،‬ﻭﻝﺘﺤﻘﻴﻕ ﻫﺩﻑ ﺍﻝﺩﺭﺍﺴﺔ ﺍﺴﺘﺨﺩﻤﺕ ﺍﻝﺒﺎﺤﺜﺔ‬
‫ﺍﻝﻤﻨﻬﺞ ﺍﻝﻭﺼﻔﻲ ﺍﻝﺘﺤﻠﻴﻠﻲ‪ ،‬ﻭﻗﺎﻤﺕ ﺒﺒﻨﺎﺀ ﺍﺴﺘﺒﺎﻨﺘﻴﻥ ﺍﻷﻭﻝﻰ ﺘﻘﻴﺱ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻝﻁﻠﺒﺔ ﻨﺤﻭ ﺍﻝﺘﻌﻠﻡ‬

‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﺘﻜﻭﻨﺕ ﻤﻥ )‪ (18‬ﻓﻘﺭﺓ‪ ،‬ﺃﻤﺎ ﺍﻻﺴﺘﺒﺎﻨﺔ ﺍﻝﺜﺎﻨﻴﺔ ﻤﻭﺠﻬﺔ ﻝﻠﻤﻌﻠﻤﻴﻥ ﻝﺘﻘﻴﺱ ﻤﺩﻯ ﺘﻭﺍﻓﺭ‬
‫ﺍﻝﺘﺴﻬﻴﻼﺕ ﺍﻝﻤﺎﺩﻴﺔ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺘﻴﺔ‪ ،‬ﻭﻤﺩﻯ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻝﻠﺘﻌﻠﻴﻡ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ ،‬ﻭﻗﺩ ﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ‬

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‫ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ )‪ (181‬ﻤﻌﻠﻤﹰﺎ ﻭﻤﻌﻠﻤﺔ‪ ،‬ﻭ)‪ (400‬ﻁﺎﻝﺒﹰﺎ ﻭﻁﺎﻝﺒﺔ ﻤﻤﻥ ﻴﺴﺘﺨﺩﻤﻭﻥ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻤﻥ‬
‫ﻤﺩﺍﺭﺱ ﻤﺤﺎﻓﻅﺔ ﺇﺭﺒﺩ ﻝﻠﻌﺎﻡ ﺍﻝﺩﺭﺍﺴﻲ )‪ (2006/2005‬ﻤﻭﺯﻋﻴﻥ ﻋﻠﻰ )‪ (8‬ﻤﺩﺍﺭﺱ‪ ،‬ﻭﺃﺸﺎﺭﺕ‬
‫ﺍﻝﻨﺘﺎﺌﺞ ﺇﻝﻰ ﻋﺩﻡ ﺘﻭﺍﻓﺭ ﺍﻝﺘﺴﻬﻴﻼﺕ ﺍﻝﻤﺎﺩﻴﺔ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺘﻴﺔ ﻝﻠﺘﻌﻠﻴﻡ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻤﺜل ﻨﺎﺴﺦ ﺍﻷﻗﺭﺍﺹ‬

‫ﺍﻝﻤﺩﻤﺠﺔ ﻭﺒﺭﺍﻤﺞ ﺘﺼﻤﻴﻡ ﻭﺍﻷﺸﻜﺎل‪ ،‬ﻭﻤﺨﺘﺒﺭ ﻝﻠﺤﺎﺴﻭﺏ ﻤﺘﻨﻘل‪ ،‬ﻭﺸﺎﺸﺎﺕ ﻋﺭﺽ‪ ،‬ﻜﻤﺎ ﻜﺎﻨﺕ ﺩﺭﺠﺔ‬
‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻌﺎﻤﻠﻴﻥ ﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﺘﻌﻠﻡ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻤﺘﻭﺴﻁﺔ‪ ،‬ﻭﺩﺭﺠﺔ ﺼﻌﻭﺒﺔ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻝﻠﺘﻌﻠﻴﻡ‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻋﺎﻝﻴﺔ‪ ،‬ﻭﺍﺘﺠﺎﻫﺎﺕ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻨﺤﻭ ﺍﻝﺘﻌﻠﻡ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻀﻌﻴﻔﺔ‪.‬‬

‫ﺩﺭﺍﺴﺔ ﺍﻝﻔﻀﻴل )‪ (2006‬ﻋﻨﻭﺍﻨﻬﺎ " ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻭﺍﻝﻤﺸﺭﻓﺎﺕ ﻝﻠﺤﺎﺴﺏ ﺍﻵﻝﻲ ﻓﻲ ﺃﺩﺍﺀ‬
‫ﻤﻬﺎﻤﻬﻡ ﻓﻲ ﻤﻜﺔ ﺍﻝﻤﻜﺭﻤﺔ"‪ :‬ﺤﻴﺙ ﻫﺩﻓﺕ ﺩﺭﺍﺴﺘﻪ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺩﻯ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ‬

‫ﻭﺍﻝﻤﺸﺭﻓﺎﺕ ﻝﻠﺤﺎﺴﺏ ﺍﻝﻶﻝﻲ ﻓﻲ ﺍﻝﻘﻴﺎﻡ ﺒﺄﻋﻤﺎﻝﻬﻡ ﺍﻝﻔﻨﻴﺔ ﻭﺍﻹﺩﺍﺭﻴﺔ‪ ،‬ﻭﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﻤﻬﺎﺭﺓ‬

‫ﺍﻝﻤﺸﺭﻓﻴﻥ ﻓﻲ ﺍﺴﺘﺨﺩﺍﻤﻪ‪ ،‬ﻭﻗﺩ ﺍﺴﺘﺨﺩﻡ ﺍﻝﺒﺎﺤﺙ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻭﺼﻔﻲ ﺍﻝﺘﺤﻠﻴﻠﻲ ﻭﺍﺴﺘﺨﺩﻡ ﺍﻹﺴﺘﺒﻴﺎﻥ ﻜﺄﺩﺍﺓ‬
‫ﻝﺠﻤﻊ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ‪ ،‬ﺤﻴﺙ ﺘﻜﻭﻥ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ )‪ (100‬ﻤﺸﺭﻓﹰﺎ ﺘﺭﺒﻭﻴﹰﺎ ﻭ)‪ (200‬ﻤﺸﺭﻓﺔ ﺘﺭﺒﻭﻴﺔ‬
‫ﻭﻜﺎﻨﺕ ﺃﻫﻡ ﻨﺘﺎﺌﺠﻬﺎ‪ :‬ﺃﻥ ﺃﻋﺩﺍﺩ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﺍﻝﺫﻴﻥ ﻴﻤﺘﻠﻜﻭﻥ ﺃﺠﻬﺯﺓ ﺤﺎﺴﺒﺎﺕ ﺁﻝﻴﺔ ﻭﻤﻬﺎﺭﺘﻬﻡ‬

‫ﻻ ﺃﻥ ﺍﺴﺘﺨﺩﺍﻤﻬﻡ ﻝﻬﺫﻩ ﺍﻝﺘﻘﻨﻴﺔ ﻓﻲ ﺃﺩﺍﺀ ﻤﻬﺎﻤﻬﻡ‬

‫ﻓﻲ ﺍﺴﺘﺨﺩﺍﻤﻬﺎ ﻤﻥ ﻋﻴﻨﺔ ﺩﺭﺍﺴﺘﻪ ﻜﺎﻨﺕ ﻤﺭﺘﻔﻌﺔ ﺠﺩﺍﹰ‪ ،‬ﺇ ﹼ‬
‫ﺍﻝﻔﻨﻴﺔ ﻭﺍﻹﺩﺍﺭﻴﺔ ﺍﻝﻤﻭﻜﻠﺔ ﺇﻝﻴﻬﻡ ﻜﺎﻨﺕ ﻤﺘﻭﺴﻁﺔ‪ ،‬ﻓﻲ ﺤﻴﻥ ﻜﺎﻨﺕ ﺍﻝﻌﻘﺒﺎﺕ ﺍﻝﺘﻲ ﺘﺤﻭل ﺩﻭﻥ ﺍﺴﺘﺨﺩﺍﻤﻪ‬
‫ﻤﺭﺘﻔﻌﺔ ﻨﺴﺒﻴﺎﹰ‪ ،‬ﻜﻤﺎ ﺃﻭﺼﻰ ﺍﻝﺒﺎﺤﺙ ﺃﻥ ﻴﺸﺘﺭﻙ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻭﺍﻝﻤﺸﺭﻓﺎﺕ ﻓﻲ ﺩﻭﺭﺍﺕ ﻝﻠﺤﺎﺴﺏ ﺍﻵﻝﻲ‪.‬‬

‫ﺜﺎﻨﻴﹰﺎ‪ :‬ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻷﺠﻨﺒﻴﺔ‪:‬‬

‫ﺩﺭﺍﺴﺔ ﺠﻠﺒﻬﺎﺭ ﻭﺠﻭﻓﻴﻥ )‪ (Gulbahar & Guvan, 2008‬ﻫﺩﻓﺕ ﺇﻝﻰ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ‬

‫ﺍﺴﺘﺨﺩﺍﻤﺎﺕ ﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻻﺘﺼﺎﻻﺕ ﻤﻥ ﻗﺒل ﻤﻌﻠﻤﻲ ﺍﻝﻤﺩﺍﺭﺱ ﻓﻲ ﺘﺭﻜﻴﺎ‪ ،‬ﺇﻀﺎﻓﺔ ﺇﻝﻰ‬

‫ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻌﻭﺍﻤل ﺍﻝﺘﻲ ﺘﺩﻋﻡ ﻫﺫﻩ ﺍﻻﺴﺘﺨﺩﺍﻤﺎﺕ ﻭﻋﻠﻰ ﻭﻋﻴﻬﻡ ﻭﻤﺴﺘﻭﻯ ﺨﺒﺭﺘﻬﻡ ﻓﻲ ﻓﻌﺎﻝﻴﺔ‬
‫ﺍﻻﺴﺘﺨﺩﺍﻡ‪ ،‬ﻭﻋﻠﻰ ﺍﻝﻌﻘﺒﺎﺕ ﺍﻝﺘﻲ ﺘﺤﻭل ﺩﻭﻥ ﻓﻌﺎﻝﻴﺔ ﺍﻻﺴﺘﺨﺩﺍﻡ‪ ،‬ﺤﻴﺙ ﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ‬
‫)‪ (326‬ﻤﺸﺎﺭﻜﺎﹰ‪ ،‬ﻭﻗﺩ ﺍﺴﺘﺨﺩﻡ ﺍﻝﺒﺎﺤﺜﺎﻥ ﺍﺴﺘﺒﺎﻨﺔ ﺘﻜﻭﻨﺕ ﻤﻥ )‪ (42‬ﻓﻘﺭﺓ ﺘﻌﻭﺩ ﻝﻼﺴﺘﺨﺩﺍﻤﺎﺕ‪ ،‬ﻭ)‪(8‬‬

‫ﻓﻘﺭﺍﺕ ﺘﻌﻭﺩ ﻝﻠﻌﻭﺍﻤل ﺍﻝﺘﻲ ﺘﺸﺠﻊ ﻋﻠﻰ ﺍﻻﺴﺘﺨﺩﺍﻡ‪ ،‬ﻭ)‪ (18‬ﻓﻘﺭﺓ ﺘﺸﻴﺭ ﺇﻝﻰ ﻭﻋﻲ ﺍﻝﻤﺸﺎﺭﻜﻴﻥ ﻝﻔﻌﺎﻝﻴﺔ‬
‫ﺍﻻﺴﺘﺨﺩﺍﻡ‪ ،‬ﻭ)‪ (19‬ﻓﻘﺭﺓ ﺘﺸﻴﺭ ﺇﻝﻰ ﺍﻝﻌﻘﺒﺎﺕ ﺍﻝﺘﻲ ﻭﺍﺠﻬﺘﻬﻡ ﺃﺜﻨﺎﺀ ﺍﻻﺴﺘﺨﺩﺍﻡ‪ ،‬ﻭﻗﺩ ﺃﺸﺎﺭﺕ ﺍﻝﻨﺘﺎﺌﺞ ﺃﻥ‬
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‫‪ (%98.2)52‬ﺍﺴﺘﺨﺩﻤﻭﺍ ﺍﻝﺤﺎﺴﻭﺏ ﻷﻏﺭﺍﺽ ﺍﻝﻌﻤل‪ ،‬ﻭ)‪ (%88.7‬ﺍﺴﺘﺨﺩﻤﻭﺍ ﺍﻻﻨﺘﺭﻨﺕ‪ ،‬ﺃﻤﺎ‬
‫ﺍﻻﺴﺘﺨﺩﺍﻡ ﺍﻷﻜﺜﺭ ﻜﺎﻥ ﻝﺒﺭﻨﺎﻤﺞ ﻤﻌﺎﻝﺞ ﺍﻝﻨﺼﻭﺹ ﻭﺍﻝﻜﻠﻤﺎﺕ ﻭﺒﺭﻨﺎﻤﺞ ﺍﻝﻌﺭﺽ ﺍﻝﺘﻘﺩﻴﻤﻲ ﻭﻤﺤﺭﻜﺎﺕ‬
‫ﺍﻝﺒﺤﺙ ﻭﺍﻝﺒﺭﻴﺩ ﺍﻻﻝﻜﺘﺭﻭﻨﻲ ﻭﻤﻨﺘﺩﻴﺎﺕ ﺍﻝﺤﻭﺍﺭ ﻭﺍﻝﻤﻭﺴﻭﻋﺎﺕ ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ‪ ،‬ﺃﻤﺎ ﺍﻝﻌﻘﺒﺎﺕ ﺍﻝﺘﻲ ﻭﺍﺠﻬﺘﻬﻡ‬

‫ﻓﻜﺎﻨﺕ ﻨﻘﺹ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺘﻘﻨﻴﺔ ﻭﻨﻘﺹ ﺍﻝﻤﻌﺩﺍﺕ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺔ‪ ،‬ﻭﺍﻝﺨﻭﻑ ﻤﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ‬
‫ﻭﻨﻘﺹ ﺍﻝﺨﺒﺭﺓ ﺍﻝﺘﻲ ﺘﺸﻴﺭ ﺇﻝﻰ ﻀﻌﻑ ﺍﻝﺘﺩﺭﻴﺏ ﺃﺜﻨﺎﺀ ﺍﻝﺨﺩﻤﺔ‪.‬‬

‫ﺩﺭﺍﺴﺔ ﺒﺒﻨﺎﺴﺘﺎﺴﻴﻭﺱ ﻭﺁﻨﺠﻠﻲ )‪ (Papanstasious & Angeli, 2008‬ﺤﻴﺙ ﻫﺩﻓﺕ ﺍﻝﺩﺭﺍﺴﺔ‬

‫ﻝﺘﻘﻴﻴﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻻﺘﺼﺎﻻﺕ ﻓﻲ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﺫﻝﻙ ﻤﻥ ﺨﻼل ﺇﺠﺭﺍﺀ‬
‫ﻤﺴﺢ ﻝﻠﺨﺼﺎﺌﺹ ﺍﻝﻨﻔﺴﻴﺔ ﻭﺍﻝﻌﻭﺍﻤل ﺍﻝﺘﻲ ﺘﺅﺜﺭ ﻋﻠﻰ ﺍﺴﺘﺨﺩﺍﻤﻬﺎ‪ ،‬ﻭﺸﻤﻠﺕ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻋﻠﻰ )‪(587‬‬
‫ﻤﻌﻠﻤ ﹰﺎ ﻭﻤﺩﻴﺭﹰﺍ ﻤﻤﻥ ﻴﻌﻤﻠﻭﻥ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻓﻲ ﻗﺒﺭﺹ‪ ،‬ﻭﻗﺩ ﺍﺴﺘﺨﺩﻡ ﺍﻝﺒﺎﺤﺜﺎﻥ ﺍﺴﺘﺒﺎﻨﺔ‬

‫ﺘﻜﻭﻨﺕ ﻤﻥ ﻋﺩﺩ ﻤﻥ ﺍﻝﻤﺠﺎﻻﺕ ﻫﻲ‪ :‬ﻤﻬﺎﺭﺍﺕ ﺍﻤﺘﻼﻙ‪ ،‬ﻭﻤﻬﺎﺭﺍﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ‬
‫ﻭﺍﻻﺘﺼﺎﻻﺕ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ ﻝﻠﺘﻌﺭﻑ ﺍﺘﺠﺎﻫﺎﺘﻬﻡ ﻨﺤﻭ ﺘﻠﻙ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ‪ ،‬ﻭﻗﺩ ﺃﺸﺎﺭﺕ ﺍﻝﻨﺘﺎﺌﺞ ﺇﻝﻰ ﻭﺠﻭﺩ‬
‫ﺍﺭﺘﺒﺎﻁ ﺍﻴﺠﺎﺒﻲ ﺒﻴﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻻﺘﺼﺎﻻﺕ ﻭﺍﻻﺘﺠﺎﻫﺎﺕ ﻨﺤﻭﻫﺎ ﻝﺩﻯ ﺃﻓﺭﺍﺩ‬

‫ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ‪.‬‬

‫ﺩﺭﺍﺴﺔ ﻭﻴﻨﺞ )‪ (Wing, 2007‬ﺤﻴﺙ ﻫﺩﻓﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻝﻤﻌﺭﻓﺔ ﺍﺘﺠﺎﻫﺎﺕ ﻤﻌﻠﻤﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ‬

‫ﺤﻭل ﺘﻁﻭﻴﺭ ﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻻﺘﺼﺎﻻﺕ ﻝﻠﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻓﻲ ﻤﺩﺍﺭﺱ ﻫﻭﻨﺞ ﻜﻭﻨﺞ‪ ،‬ﺇﻀﺎﻓﺔ‬

‫ﻝﻠﻜﺸﻑ ﻋﻥ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﻓﻌﺎﻝﻴﺔ ﻋﻤﻠﻴﺔ ﺍﻝﺘﺩﺭﻴﺱ‪ ،‬ﻜﻤﺎ ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ‬
‫ﺍﺴﺘﺒﺎﻨﺔ ﻭﺯﻋﺕ ﻋﻠﻰ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻭﺍﻝﺒﺎﻝﻐﺔ )‪ (823‬ﻤﻌﻠﻤﹰﺎ ﻭﻤﺩﻴﺭﹰﺍ ﻓﻲ )‪ (25‬ﻤﺩﺭﺴﺔ ﺍﺒﺘﺩﺍﺌﻴﺔ ﻝﻘﻴﺎﺱ‬
‫ﺃﺜﺭ ﺍﺴﺘﺨﺩﺍﻡ ﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻻﺘﺼﺎﻻﺕ ﻓﻲ ﺠﻤﻴﻊ ﺠﻭﺍﻨﺏ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﺘﺠﺎﻫﺎﺘﻬﻡ‬

‫ﻨﺤﻭﻫﺎ‪ ،‬ﻭﻜﺸﻔﺕ ﺍﻝﻨﺘﺎﺌﺞ ﻋﻥ ﺃﻜﺜﺭ ﺍﻝﻌﻭﺍﻤل ﺍﻝﺨﺎﺭﺠﻴﺔ ﺍﻝﺘﻲ ﺘﺅﺜﺭ ﻓﻲ ﺍﺨﺘﻼﻑ ﺍﻻﺴﺘﺨﺩﺍﻡ ﻭﺘﻁﻭﻴﺭ‬
‫ﺍﻝﻤﺩﺍﺭﺱ ﻝﻠﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻫﻲ ﺴﻴﺎﺴﺔ ﺍﻝﻤﺩﺭﺴﺔ ﺃﻱ ﺍﻝﻘﻭﺍﻨﻴﻥ ﺍﻹﺩﺍﺭﻴﺔ‪ ،‬ﻭﺍﻝﻤﻭﺍﺭﺩ ﺍﻝﻤﺎﺩﻴﺔ ﺤﻴﺙ ﺩﻝﹼﺕ‬
‫ﺍﻝﻨﺘﺎﺌﺞ ﻋﻠﻰ ﻭﺠﻭﺩ ﺭﺍﺒﻁ ﺍﻴﺠﺎﺒﻲ ﻝﺘﻁﻭﻴﺭ ﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﻓﻌﺎﻝﻴﺔ ﺠﻭﺍﻨﺏ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ‪،‬‬

‫ﻜﻤﺎ ﻜﺸﻔﺕ ﻋﻥ ﻭﺠﻭﺩ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻴﺠﺎﺒﻴﺔ ﺒﺩﺭﺠﺔ ﻤﺘﻭﺴﻁﺔ ﻨﺤﻭ ﺘﻁﻭﻴﺭ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻋﻥ ﻁﺭﻴﻕ‬
‫ﺍﺴﺘﺨﺩﺍﻡ ﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻻﺘﺼﺎﻻﺕ‪.‬‬

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‫ﺩﺭﺍﺴﺔ ﺠﻴﻥ )‪ (Jean, 2007‬ﺤﻴﺙ ﻫﺩﻓﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﻭﺼﻑ ﻅﺎﻫﺭﺓ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻻﻨﺘﺭﻨﺕ ﻓﻲ‬

‫ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻓﻲ ﻤﻨﻁﻘﺘﻴﻥ ﻓﻲ ﻤﺩﺍﺭﺱ ﺠﻤﺎﻴﻜﺎ‪ ،‬ﺤﻴﺙ ﻜﺎﻥ ﺍﻝﻬﺩﻑ ﺍﻝﺭﺌﻴﺱ ﻝﻠﺩﺭﺍﺴﺔ ﻤﻌﺭﻓﺔ‬
‫ﻭﺘﺤﺩﻴﺩ ﺍﺴﺘﺨﺩﺍﻤﺎﺕ ﺍﻻﻨﺘﺭﻨﺕ ﻓﻲ ﺘﻁﻭﻴﺭ ﺠﻭﺍﻨﺏ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﺫﻝﻙ ﻝﻤﺯﻴﺩ ﻤﻥ ﺍﻝﻔﻬﻡ ﻷﻫﻤﻴﺔ‬

‫ﺘﻠﻙ ﺍﻻﺴﺘﺨﺩﺍﻤﺎﺕ‪ ،‬ﻭﻗﺩ ﺘﻡ ﺠﻤﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻤﻥ ﺨﻼل ﺍﻝﻤﻘﺎﺒﻼﺕ ﻭﺍﻝﻤﻼﺤﻅﺎﺕ ﻭﺍﻝﺼﻭﺭ‬
‫ﻭﺍﻝﻔﻴﺩﻴﻭ‪ ،‬ﺤﻴﺙ ﻜﺸﻔﺕ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ﺃﺴﺒﺎﺏ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻻﻨﺘﺭﻨﺕ ﺩﺍﺨل ﺍﻝﻐﺭﻑ ﺍﻝﺼﻔﻴﺔ ﻴﻌﺯﻯ ﺇﻝﻰ‬
‫ﺩﻋﻡ ﺍﻝﻘﻴﺎﺩﻴﻴﻥ ﻭﺍﻹﺩﺍﺭﻴﻴﻥ ﻭﺇﻝﻰ ﻗﺩﺭﺓ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺍﻝﺘﻁﻭﻴﺭ‪ ،‬ﻜﻤﺎ ﺃﻥ ﺍﻝﺘﺩﺭﻴﺒﺎﺕ ﺍﻝﻤﺘﻁﻭﺭﺓ ﻋﻠﻰ‬

‫ﺍﻻﻨﺘﺭﻨﺕ ﻋﺯﺯﺕ ﻤﻥ ﺘﻁﻭﻴﺭ ﺠﻭﺍﻨﺏ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ‪.‬‬

‫ﺩﺭﺍﺴﺔ ﺸﺎﻨﻠﻴﻥ )‪ (Chanlin, 2007‬ﻫﺩﻓﺕ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻓﻬﻡ ﺍﻝﻌﻭﺍﻤل ﺍﻝﺘﻲ‬

‫ﺘﺅﺜﺭ ﻓﻲ ﺘﻜﺎﻤل ﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻝﺤﺎﺴﻭﺏ ﺩﺍﺨل ﺍﻝﻐﺭﻑ ﺍﻝﺼﻔﻴﺔ‪ ،‬ﻭﻗﺩ ﺸﻤﻠﺕ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ )‪(407‬‬

‫ﻤﻌﻠﻤﹰﺎ ﻭﻤﻌﻠﻤﺔ ﻤﻥ ﻤﻌﻠﻤﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻹﺒﺘﺩﺍﺌﻴﺔ ﻭﺍﻝﺜﺎﻨﻭﻴﺔ ﺍﻝﺫﻴﻥ ﻴﺩﺭﺴﻭﻥ ﺍﻝﺼﻔﻭﻑ ﻤﻥ ﺍﻷﻭل ﺇﻝﻰ‬
‫ﺍﻝﺘﺎﺴﻊ ﻓﻲ ﺘﺎﻴﻭﻥ‪ ،‬ﻭﻗﺩ ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﺴﺘﺒﺎﻨﺔ ﺍﺤﺘﻭﺕ ﻋﻠﻰ )‪ (28‬ﻓﻘﺭﺓ ﺭﻜﺯﺕ ﻋﻠﻰ ﺍﻝﻌﻭﺍﻤل ﺍﻝﺒﻴﺌﻴﺔ‪،‬‬
‫ﻭﺍﻝﻌﻭﺍﻤل ﺍﻝﺸﺨﺼﻴﺔ‪ ،‬ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﺍﻝﻤﻨﺎﻫﺞ ﺍﻝﺘﻲ ﻤﻥ ﺍﻝﻤﻤﻜﻥ ﺃﻥ ﺘﺅﺜﺭ ﻋﻠﻰ ﺍﺴﺘﺨﺩﺍﻡ ﺘﻜﻨﻭﻝﻭﺠﻴﺎ‬

‫ﺍﻝﺤﺎﺴﻭﺏ ﺩﺍﺨل ﺍﻝﻐﺭﻑ ﺍﻝﺼﻔﻴﺔ‪ ،‬ﻭﻗﺩ ﺃﺸﺎﺭﺕ ﺍﻝﻨﺘﺎﺌﺞ ﺇﻝﻰ ﺃﻥ ﺃﻜﺜﺭ ﺍﻝﻌﻭﺍﻤل ﺃﻫﻤﻴﺔ ﻭﺍﻝﺘﻲ ﺘﺅﺜﺭ ﻓﻲ‬
‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺩﺍﺨل ﺍﻝﻐﺭﻑ ﺍﻝﺼﻔﻴﺔ ﻭﺍﻝﺘﻲ ﺘﺘﻌﻠﻕ ﺒﺎﻝﻤﻨﻬﺎﺝ ﺍﻝﻤﺩﺭﺴﻲ ﻜﺎﻥ ﺍﻝﻌﺏﺀ ﺍﻝﺘﺩﺭﻴﺴﻲ‪،‬‬
‫ﻭﻁﺒﻴﻌﺔ ﺍﻝﻤﺎﺩﺓ ﺍﻝﺘﻲ ﻴﺩﺭﺴﻭﻨﻬﺎ‪ ،‬ﻭﺍﻝﺨﺒﺭﺓ ﻓﻲ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻭﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﺴﺘﺨﺩﺍﻤﻬﺎ‪ ،‬ﺃﻤﺎ‬

‫ﺍﻝﻌﻭﺍﻤل ﺍﻝﺒﻴﺌﻴﺔ ﻓﻜﺎﻨﺕ ﻤﺩﻯ ﺘﻭﺍﻓﺭ ﺍﻝﺘﺴﻬﻴﻼﺕ ﺍﻝﻤﺎﺩﻴﺔ ﻭﺍﻝﺒﺭﻤﺠﻴﺎﺕ ﺍﻝﻤﻨﺎﺴﺒﺔ‪ ،‬ﻭﻤﺩﻯ ﺘﻭﺍﻓﺭ ﺍﻝﻭﻗﺕ‬
‫ﺍﻝﻤﺘﺎﺡ ﻻﺴﺘﺨﺩﺍﻡ ﻤﺨﺘﺒﺭﺍﺕ ﺍﻝﺤﺎﺴﻭﺏ‪ ،‬ﺃﻤﺎ ﺍﻝﻌﻭﺍﻤل ﺍﻝﺸﺨﺼﻴﺔ ﻓﻜﺎﻥ ﺃﻫﻡ ﻋﺎﻤل ﻫﻭ ﺍﻻﺴﺘﻤﺘﺎﻉ‬
‫ﺒﺘﺩﺭﻴﺱ ﺍﻝﻤﺒﺤﺙ ﻭﺍﻝﺘﺩﺭﻴﺏ ﻭﺍﻝﺨﺒﺭﺓ ﺍﻝﺘﻲ ﺘﺴﻬﻡ ﻓﻲ ﺘﺸﺠﻴﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺇﻴﺠﺎﺩ ﺘﻁﺒﻴﻘﺎﺕ ﺫﺍﺕ‬

‫ﻤﻌﻨﻰ ﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻝﺤﺎﺴﻭﺏ ﻭﺍﻝﺘﻲ ﺘﺯﻭﺩ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺒﻔﺭﺹ ﻝﺘﻁﻭﻴﺭ ﻤﻬﺎﺭﺍﺘﻬﻡ ﻓﻲ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺤﺎﺴﻭﺏ‪.‬‬

‫ﺩﺭﺍﺴﺔ ﺃﻝﺘﻭﻥ )‪ (Altun, 2004‬ﻋﻨﻭﺍﻨﻬﺎ " ﺩﻭﺭ ﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺩﺍﺨل ﺍﻝﻔﺼﻭل ﺍﻝﺩﺭﺍﺴﻴﺔ‬
‫ﻭﺩﻭﺭ ﻤﺩﻴﺭﻱ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ ﺍﻝﺘﺠﺭﺒﺔ ﺍﻝﺘﺭﻜﻴﺔ " ﺤﻴﺙ ﻫﺩﻓﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﺍﻝﻜﺸﻑ ﻋﻥ ﺃﺩﻭﺍﺭ‬

‫ﻤﺩﻴﺭﻱ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ ﻨﺤﻭ ﺘﻘﻨﻴﺔ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻝﺩﻭﺭ ﺍﻝﻤﺘﻭﻗﻊ ﻤﻨﻬﻡ‪ ،‬ﻭﻗﺩ ﺘﻜﻭﻨﺕ ﺍﻝﻌﻴﻨﺔ ﻤﻥ‬
‫)‪ (17‬ﻤﺩﻴﺭ ﻤﺩﺭﺴﺔ ﺍﺒﺘﺩﺍﺌﻴﺔ ﻭ)‪ (15‬ﻤﻨﺴﻕ ﺤﺎﺴﻭﺏ ﻤﻥ ﻤﻜﺘﺏ ﺍﻝﺘﻨﺴﻴﻕ ﺍﻝﻤﺭﻜﺯﻱ‪ ،‬ﻭﺃﺸﺎﺭﺕ ﻨﺘﺎﺌﺞ‬

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‫ﺍﻝﺩﺭﺍﺴﺔ ﺃﻥ ﺍﻝﺘﺄﺜﻴﺭ ﺍﻝﻤﺘﻜﺎﻤل ﻝﻠﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﺘﻌﻠﻴﻡ ﻴﺴﺘﻨﺩ ﺃﺴﺎﺴﹰﺎ ﻋﻠﻰ ﻓﺎﻋﻠﻴﺔ ﺍﻝﻤﺩﻴﺭﻴﻥ ﻭﻨﺸﺎﻁﻬﻡ‬
‫ﻋﻠﻰ ﺍﻋﺘﺒﺎﺭ ﺃﻨﻬﻡ ﻗﺎﺩﺓ‪ ،‬ﻜﻤﺎ ﻴﺠﺏ ﺘﺩﺭﻴﺒﻬﻡ ﺃﺜﻨﺎﺀ ﺍﻝﺨﺩﻤﺔ‪ ،‬ﻭﺃﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺤﺎﺴﻭﺏ ﻓﻲ ﺍﻝﻌﻤﻠﻴﺔ‬
‫ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻴﻌﻤل ﻋﻠﻰ ﺇﺜﺭﺍﺀ ﺨﺒﺭﺍﺕ ﺍﻝﻤﺘﻌﻠﻤﻴﻥ ﻭﻴﺴﻬﻡ ﻓﻲ ﺤل ﺍﻝﻤﺸﻜﻼﺕ ﻤﻥ ﺨﻼل ﺇﺩﺨﺎل ﺘﻜﻨﻭﻝﻭﺠﻴﺎ‬

‫ﻻ ﺘﻜﻭﻥ ﺍﻝﺨﻁﺔ ﺍﻝﺭﺌﻴﺴﺔ ﻝﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ‬

‫ﺍﻝﺘﻌﻠﻴﻡ ﻓﻲ ﺍﻝﺒﻴﺌﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻝﺘﺴﻬﻴل ﻋﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻡ‪ ،‬ﻭﻴﺠﺏ ﺃ ﹼ‬
‫ﻭﺍﻝﺘﻌﻠﻴﻡ ﺘﻭﻓﻴﺭ ﺍﻷﺠﻬﺯﺓ ﻭﺘﺯﻭﻴﺩ ﺍﻝﻤﺩﺍﺭﺱ ﺒﻬﺎ ﺒل ﻴﺠﺏ ﺃﻥ ﺘﺘﻀﻤﻥ ﺍﻝﻤﻨﺎﻫﺞ ﺃﻴﻀﺎ‪.‬‬

‫ﺩﺭﺍﺴﺔ ﺒﺎﻝﺘﻴﻤﻭﺭ )‪ (Baltimore, 2003‬ﻋﻨﻭﺍﻨﻬﺎ " ﺍﻝﻭﺴﺎﺌﻁ ﺍﻝﻤﺘﻌﺩﺩﺓ ﻓﻲ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ‪:‬‬

‫ﺍﻝﺘﺤﻭل ﺇﻝﻰ ﺍﻝﺘﻌﻠﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻲ ﺒﻭﺴﺎﻁﺔ ﺍﻝﻔﻴﺩﻴﻭ"‪ :‬ﻭﻫﺩﻓﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺘﻌﺭﻑ ﺇﻝﻰ ﻤﺩﻯ ﺇﻤﻜﺎﻨﻴﺔ‬

‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻭﺴﺎﺌﻁ ﺍﻝﻤﺘﻌﺩﺩﺓ ﻝﺒﻨﺎﺀ ﻤﻬﺎﺭﺍﺕ ﺍﻹﺸﺭﺍﻑ ﺍﻷﺴﺎﺴﻴﺔ‪ ،‬ﺤﻴﺙ ﻭﻀﺤﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻜﻴﻔﻴﺔ‬
‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﺩﺭﻴﺏ ﺍﻝﺘﻔﺎﻋﻠﻲ ﺍﻝﻤﻭﺠﻪ ﻝﻠﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ‪ ،‬ﻭﻗﺩ ﺘﻤﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻓﻲ ﺍﻨﺠﻠﺘﺭﺍ ﻋﻠﻰ ﻋﻴﻨﺔ‬

‫ﻤﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ‪ ،‬ﻭﺘﻡ ﺘﻁﺒﻴﻕ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺒﺭﻨﺎﻤﺞ ﺫﻱ ﺤﺯﻤﺔ ﺘﺩﺭﻴﺒﻴﺔ ﺘﻤﺕ‬
‫ﺼﻴﺎﻏﺘﻬﺎ ﻻﺴﺘﺨﺩﺍﻡ ﺘﻘﻨﻴﺎﺕ " ﺍﻝﻜﻤﺒﻴﻭﺘﺭ ﻭﺍﻹﻨﺘﺭﻨﺕ" ﺤﻴﺙ ﺘﻡ ﺍﺩﺨﺎل ﺍﻝﺒﺭﻨﺎﻤﺞ ﻓﻲ ﺍﻝﺫﺍﻜﺭﺓ ﺍﻷﺴﺎﺴﻴﺔ‬
‫) ‪ (CD.ROM‬ﻭﻜﺎﻥ ﻋﺒﺎﺭﺓ ﻋﻥ ﻤﻬﺎﺭﺍﺕ ﺍﻹﺸﺭﺍﻑ ﺍﻷﺴﺎﺴﻴﺔ‪ ،‬ﻭﻜﻴﻔﻴﺔ ﺍﻝﺘﺩﺭﻴﺏ ﻋﻠﻴﻬﺎ ﺒﺎﺴﺘﺨﺩﺍﻡ‬

‫ﺍﻝﻭﺴﺎﺌﻁ ﺍﻝﻤﺘﻌﺩﺩﺓ‪ ،‬ﻭﻗﺩ ﺃﺜﺒﺘﺕ ﻨﺘﺎﺌﺞ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ ﻤﺩﻯ ﻓﻌﺎﻝﻴﺔ ﺍﻝﺒﺭﻨﺎﻤﺞ ﻓﻲ ﺘﻨﻤﻴﺔ ﺍﻝﻜﻔﺎﺀﺍﺕ ﺍﻝﻤﻬﻨﻴﺔ‬
‫ﻝﻠﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻓﻴﺔ ﻤﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ‪.‬‬

‫ﺩﺭﺍﺴﺔ ﺸﻴﻥ ﻭﺒﺎﺒﻴﻭﻥ )‪ (Shean & Babione, 2001‬ﻋﻨﻭﺍﻨﻬﺎ " ﺍﻝﺘﺤﺴﻴﻨﺎﺕ ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ ﻓﻲ‬

‫ﻤﺠﺎل ﺍﻹﺸﺭﺍﻑ"‪ :‬ﺤﻴﺙ ﺃﺠﺭﻯ ﻓﺭﻴﻕ ﺍﻝﻌﻤل ﺩﺭﺍﺴﺔ ﻤﺴﺤﻴﺔ ﻫﺩﻓﺕ ﺇﻝﻰ ﻤﻌﺭﻓﺔ ﻜﻴﻔﻴﺔ ﺴﺩ ﺍﻝﻌﺠﺯ ﻓﻲ‬
‫ﻤﺸﺭﻓﻲ ﻭﻤﻌﻠﻤﻲ ﺍﻝﺘﺭﺒﻴﺔ ﺍﻝﺨﺎﺼﺔ ﻓﻲ ﺍﻝﻤﻨﺎﻁﻕ ﺍﻝﺭﻴﻔﻴﺔ‪ ،‬ﻭﺼﻤﻤﻭﺍ ﻤﺸﺭﻭﻉ ﺘﻌﺯﻴﺯ ﺍﻹﺸﺭﺍﻑ‬
‫( ﻭﺩﻤﺞ ﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻝﺤﺎﺴﺏ ﺒﺎﻝﺘﺩﺭﻴﺏ ﺍﻹﺸﺭﺍﻓﻲ ﻝﻤﻌﻠﻤﻲ ﺍﻝﺘﺭﺒﻴﺔ ﺍﻝﺨﺎﺼﺔ‪ ،‬ﻭﻗﺩ‬ ‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ )‬
‫ﺃﺠﺭﻴﺕ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ ﻓﻲ ﺠﻨﻭﺏ ﻏﺭﺏ ﺍﻝﻬﻨﺩ‪ ،‬ﺤﻴﺙ ﺭﻜﺯﺕ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ ﻋﻠﻰ ﺍﻹﺴﺘﻔﺎﺩﺓ ﻤﻥ ﻫﺫﺍ‬
‫ﺍﻝﺒﺭﻨﺎﻤﺞ ﻭﺃﻫﻤﻴﺔ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺍﻷﻭﺍﺌل ﻝﻬﺫﺍ ﺍﻝﻤﺸﺭﻭﻉ‪ ،‬ﻭﻜﺎﻨﺕ ﻨﺘﺎﺌﺠﻬﺎ‪ :‬ﺃﻨﻪ ﺘﻡ ﺍﻹﺴﺘﻔﺎﺩﺓ‬
‫ﻭﺒﺩﺭﺠﺔ ﻜﺒﻴﺭﺓ ﻤﻥ ﻫﺫﺍ ﺍﻝﻤﺸﺭﻭﻉ‪ ،‬ﺭﻏﻡ ﺍﻝﺘﺤﺩﻴﺎﺕ ﻭﺍﻝﺼﻌﻭﺒﺎﺕ ﺍﻝﺘﻲ ﺍﻋﺘﺭﻀﺘﻬﻡ‪ ،‬ﻭﺍﺴﺘﻔﺎﺩﺓ‬

‫ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﺒﺘﻭﻓﻴﺭ ﺠﻬﻭﺩﻫﻡ ﺒﻌﺩﻡ ﺍﻹﺸﺭﺍﻑ ﻋﻠﻰ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺍﻝﻤﺘﻌﺎﻭﻨﻴﻥ ﺒﻁﺭﻴﻘﺔ ﻤﺒﺎﺸﺭﺓ‪ ،‬ﺒل‬
‫ﺘﺘﻡ ﻤﺘﺎﺒﻌﺘﻬﻡ ﻤﻥ ﺨﻼل ﺍﻝﺤﺎﻻﺕ ﺍﻷﺭﺒﻌﺔ ﺍﻝﺘﻲ ﻭﻀﺤﺘﻬﺎ ﺩﺭﺍﺴﺘﻬﻡ ﻓﻲ ﺒﺭﻨﺎﻤﺞ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪.‬‬

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‫ﺩﺭﺍﺴﺔ ﻓﺎﻥ ﻫﻭﺭﻥ ﻭﺁﺨﺭﻭﻥ )‪ (Van Horn & Others, 2001‬ﻋﻨﻭﺍﻨﻬﺎ "ﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻝﺤﺎﺴﻭﺏ‬
‫ﻭﻤﺸﺭﻑ ﺍﻝﻘﺭﻥ ﺍﻝﻭﺍﺤﺩ ﻭﺍﻝﻌﺸﺭﻴﻥ"‪ :‬ﻗﺎﻡ ﺍﻝﺒﺎﺤﺜﻭﻥ ﺒﺈﺠﺭﺍﺀ ﺩﺭﺍﺴﺔ ﻫﺩﻓﺕ ﺇﻝﻰ ﻤﻌﺭﻓﺔ ﻤﺩﻯ ﺘﺄﺜﻴﺭ‬

‫ﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻝﺤﺎﺴﺏ ﻋﻠﻰ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﻓﻲ ﺍﻝﻤﻨﺎﻁﻕ ﺍﻝﻨﺎﺌﻴﺔ ﻓﻲ ﺍﻨﺠﻠﺘﺭﺍ‪ ،‬ﻭﺫﻝﻙ ﻤﻥ ﺨﻼل ﻨﺸﺭ‬

‫ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﺴﺘﺭﺠﺎﻋﻬﺎ ﻭﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻝﺘﺩﺭﻴﺏ ﻭﻜﻴﻔﻴﺔ ﺍﻴﺼﺎل ﺇﺩﺍﺭﺍﺕ ﺍﻹﺸﺭﺍﻑ‬
‫ﺍﻝﺘﺭﺒﻭﻱ ﻝﻠﺘﻌﺎﻤﻴﻡ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻝﻬﺫﻩ ﺍﻝﻤﻨﺎﻁﻕ‪ ،‬ﻭﻗﺩ ﺍﺴﺘﺨﺩﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻭﺼﻔﻲ ﻝﻬﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻜﻤﺎ‬
‫ﺃﺜﺒﺘﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻤﺩﻯ ﻗﺩﺭﺓ ﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻝﺤﺎﺴﺏ ﻭﺘﻭﻅﻴﻔﻬﺎ ﻓﻲ ﺨﺩﻤﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ‪ ،‬ﻭﺫﻝﻙ‬

‫ﺒﺈﻴﺼﺎل ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻝﻠﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺍﻝﻤﻨﺎﻁﻕ ﺍﻝﻨﺎﺌﻴﺔ‪ ،‬ﻭﺇﻤﻜﺎﻨﻴﺔ ﺘﺩﺭﻴﺒﻬﻡ ﺒﺎﺴﺘﺨﺩﺍﻡ ﻫﺫﻩ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ‪،‬‬
‫ﻭﻜﺎﻨﺕ ﺘﻭﺼﻴﺎﺕ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺒﻀﺭﻭﺭﺓ ﺘﻔﻌﻴل ﻭﺘﻁﻭﻴﺭ ﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻝﺘﻌﻠﻴﻡ ﻓﻲ ﺨﺩﻤﺔ ﺍﻹﺸﺭﺍﻑ ﻭﻤﺴﺎﻋﺩﺓ‬
‫ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻁﻼﺏ ﻋﻠﻰ ﺍﻝﺘﻌﻠﻡ ﻜﻤﺎ ﺃﻜﺩﻭﺍ ﻋﻠﻰ ﺃﻫﻤﻴﺔ ﺍﺴﺘﺨﺩﺍﻡ ﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻝﺤﺎﺴﺏ ﻓﻲ ﺍﻝﺘﺩﺭﻴﺏ‬

‫ﻭﺍﻝﺘﻌﻠﻴﻡ ﻋﻥ ﺒﻌﺩ ﻤﺴﺘﺨﺩﻤﹰﺎ ﺒﻌﺽ ﺍﻝﺘﻁﺒﻴﻘﺎﺕ ﺍﻝﻤﺘﻭﻓﺭﺓ ﻤﺜل ﺍﻝﺒﺭﻴﺩ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﻤﺅﺘﻤﺭﺍﺕ ﺍﻝﻔﻴﺩﻴﻭ‬
‫ﻭﺼﻔﺤﺎﺕ ﺍﻝﻭﻴﺏ ﺍﻝﺘﻔﺎﻋﻠﻴﺔ‪.‬‬

‫ﺍﻝﺘﻌﻘﻴﺏ ﻋﻠﻰ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‪:‬‬

‫ﻤﻥ ﺨﻼل ﺍﺴﺘﻌﺭﺍﺽ ﺍﻝﺒﺎﺤﺜﺔ ﻝﻠﺩﺭﺍﺴﺎﺕ ﺍﻝﻌﺭﺒﻴﺔ ﻭﺍﻷﺠﻨﺒﻴﺔ ﻭﺠﺩﺕ ﺃﻨﻬﺎ‪:‬‬

‫ﺘﺘﺸﺎﺒﻪ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﻴﺔ ﻤﻊ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻓﻲ ﻤﻭﻀﻭﻉ ﺍﻝﺩﺭﺍﺴﺔ ﻭﺃﻫﺩﺍﻓﻬﺎ ﻭﻫﻭ‬ ‫•‬
‫ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﺫﻝﻙ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻝﺤﺎﺴﺏ ﺍﻵﻝﻲ ﻭﺍﻝﺸﺒﻜﺔ ﺍﻝﻌﻨﻜﺒﻭﺘﻴﺔ ﻭﺃﻫﻤﻴﺔ‬

‫ﺍﺴﺘﺨﺩﺍﻡ ﺘﻠﻙ ﺍﻝﺘﻘﻨﻴﺎﺕ ﻓﻲ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻓﻴﺔ‪ ،‬ﻜﻤﺎ ﺍﺘﻔﻘﺕ ﺠﻤﻴﻌﹰﺎ ﺒﻀﺭﻭﺭﺓ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ‬
‫ﻤﻔﻬﻭﻤﻪ ﻭﺃﻫﻤﻴﺘﻪ ﻭﻤﺯﺍﻴﺎ ﺍﺴﺘﺨﺩﺍﻤﻪ ﻓﻲ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻹﺸﺭﺍﻓﻴﺔ ﻜﻤﺎ ﻓﻲ ﺩﺭﺍﺴﺔ ﺍﻝﻐﺎﻤﺩﻱ‬
‫)‪ ،(2008‬ﻭﺴﻔﺭ )‪ ،(2008‬ﻭﺍﻝﻤﻌﺒﺩﻱ )‪ ،(2011‬ﻭﺍﻝﻤﻐﺫﻭﻱ )‪ ،(2009‬ﻭﺍﻝﺼﺎﺌﻎ )‪،(2009‬‬

‫ﻭﺍﻝﻔﻀﻴل)‪ ،(2006‬ﻭﺴﻔﺭ)‪ ،(2008‬ﻭﺍﻝﺸﺎﻓﻌﻲ )‪ ،(2007‬ﻭﺍﻝﺒﻠﻭﻱ)‪Baltimore ،(2012‬‬

‫)‪.Shean And Others (2001) ،Van Horn And others (2001) ،(2003‬‬

‫ﺘﺘﻔﻕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﻴﺔ ﻤﻊ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻲ ﺘﺘﻌﻠﻕ ﺒﺎﻝﺘﻌﻠﻡ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺒﺎﻋﺘﺒﺎﺭ ﺍﻝﻌﻼﻗﺔ ﺍﻝﻘﺭﻴﺒﺔ‬ ‫•‬

‫ﻭﺍﻝﻤﺸﺎﺒﻬﺔ ﻝﻺﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺘﻭﻅﻴﻑ ﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻝﺤﺎﺴﺏ ﺍﻵﻝﻲ‬

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‫ﻭﺍﻻﻨﺘﺭﻨﺕ‪ ،‬ﻭﺇﻤﻜﺎﻨﻴﺔ ﺘﻁﺒﻴﻕ ﺃﻨﻅﻤﺔ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﻭﺍﻝﻜﺸﻑ ﻋﻥ ﻭﺍﻗﻊ‬
‫ﺍﺴﺘﺨﺩﺍﻡ ﻤﺴﺘﻠﺯﻤﺎﺕ ﺍﻝﺘﻌﻠﻡ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻴﻬﺎ‪ ،‬ﻜﻤﺎ ﻫﺩﻓﺕ ﺇﻝﻰ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺃﻫﻤﻴﺔ ﺘﻜﻨﻭﻝﻭﺠﻴﺎ‬
‫ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻻﺘﺼﺎﻻﺕ ﻤﻥ ﻗﺒل ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻹﺩﺍﺭﻴﻴﻥ ﻭﺍﻝﻁﻠﺒﺔ ﺒﻬﺩﻑ ﺘﻁﻭﻴﺭ ﺍﻝﻌﻤﻠﻴﺔ‬

‫ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻭﺘﺤﺴﻴﻨﻬﺎ ﻭﻫﺫﺍ ﻤﺎﻴﻬﺩﻑ ﺇﻝﻴﻪ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺃﻴﻀﺎ‪ ،‬ﻭﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ‬
‫ﺍﺘﺠﺎﻫﺎﺘﻬﻡ ﻨﺤﻭ ﺃﻫﻤﻴﺔ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻤﻨﻬﺎ ﺩﺭﺍﺴﺔ ﺒﺩﺡ ﻭﺍﻝﺨﺯﺍﻋﻲ )‪ ،(2012‬ﺍﻝﻌﻤﺭﻱ‬
‫)‪Jean ،Wing (2007) ،Papanstasious (2008) ،Gulbahar (2008) ،(2006‬‬

‫)‪.Altun (2004) ،(2007‬‬

‫ﺘﺘﻔﻕ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻌﺭﺒﻴﺔ ﻭﺍﻷﺠﻨﺒﻴﺔ ﻋﻠﻰ ﺃﻫﻤﻴﺔ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺍﻝﻤﺘﻤﺜل‬ ‫•‬
‫ﺒﺎﻝﺤﺎﺴﺏ ﺍﻵﻝﻲ ﻭﺍﻹﻨﺘﺭﻨﺕ ﻭﺍﻝﺒﺭﻴﺩ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﻝﻤﺯﺍﻴﺎﻩ ﺍﻝﻌﺩﻴﺩﻩ ﺍﻝﻤﺘﻤﺜﻠﺔ‬

‫ﺒﺴﻬﻭﻝﺔ ﻭﻴﺴﺭ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﻤﺘﺠﺎﻭﺯﺍ ﺒﺫﻝﻙ ﺍﻝﺤﺩﻭﺩ ﺍﻝﺯﻤﺎﻨﻴﺔ ﻭﺍﻝﻤﻜﺎﻨﻴﺔ ﻭﺘﻌﻤﻴﻕ ﺍﻝﺘﻭﺍﺼل‬
‫ﺒﻴﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺸﺭﻓﻴﻥ ﻝﻀﻤﺎﻥ ﺃﻥ ﺘﻜﻭﻥ ﻋﻤﻠﻴﻪ ﺍﻝﺘﺤﺴﻴﻥ ﻭﺍﻝﺘﻁﻭﻴﺭ ﻤﺴﺘﻤﺭﺓ ﺒﺎﻝﺭﻏﻡ ﻤﻥ‬
‫ﻻ ﺃﻥ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻜﺎﻨﺕ ﺍﻴﺠﺎﺒﻴﺔ ﻤﻨﻬﺎ‬
‫ﺍﻝﺼﻌﻭﺒﺎﺕ ﺍﻝﺘﻲ ﺘﻌﺭﻗل ﺴﺒل ﺍﺴﺘﺨﺩﺍﻤﻪ ﺇ ﹼ‬

‫ﺩﺭﺍﺴﺔ ﺍﻝﺒﻠﻭﻱ )‪ ،(2012‬ﺍﻝﻤﻌﺒﺩﻱ )‪ ،(2011‬ﺍﻝﺼﺎﺌﻎ )‪ ،(2009‬ﺍﻝﻤﻐﺫﻭﻱ )‪،(2009‬‬

‫ﺍﻝﻐﺎﻤﺩﻱ )‪ ،(2008‬ﺍﻝﻔﻀﻴل )‪Shean and Others, ،Baltimore, (2003) ،(2006‬‬
‫)‪.Van Horn & others (2001) ،(2001‬‬

‫ﻤﻌﻅﻡ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺎﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﻀﺤﺕ ﻤﻌﻭﻗﺎﺕ ﺍﺴﺘﺨﺩﺍﻡ‬ ‫•‬
‫ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﺤﻴﺙ ﺤﺩﺩﺕ ﺍﻝﺼﻌﻭﺒﺎﺕ ﻓﻲ ﻋﺩﻡ ﺘﻭﻓﺭ ﺨﺩﻤﺔ‬
‫ﺍﻹﻨﺘﺭﻨﺕ ﻓﻲ ﻤﻭﺍﻗﻊ ﻋﻤل ﺍﻝﻤﺸﺭﻓﻴﻥ‪ ،‬ﻭﺴﻭﺀ ﺍﻝﺒﻨﻴﺔ ﺍﻝﺘﺤﺘﻴﺔ ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ ﻹﺩﺍﺭﺍﺕ ﺍﻹﺸﺭﺍﻑ‬

‫ﺍﻝﺘﺭﺒﻭﻱ ﻭﺍﻝﻤﺩﺍﺭﺱ‪ ،‬ﻭﻀﻌﻑ ﺍﻝﺜﻘﺎﻓﺔ ﺍﻝﺤﺎﺴﻭﺒﻴﺔ ﻭﺍﻹﻨﺘﺭﻨﺕ‪ ،‬ﻭﻋﺩﻡ ﺍﻝﺘﺩﺭﻴﺏ ﺍﻝﻜﺎﻓﻲ‬

‫ﻻﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ ،‬ﻭﻜﺜﺭﺓ ﺍﻷﻋﺒﺎﺀ ﺍﻹﺩﺍﺭﻴﺔ ﻭﺍﻝﻔﻨﻴﺔ ﻋﻠﻰ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻭﻫﺫﺍ‬
‫ﻤﺎﻅﻬﺭ ﺠﻠﻴﹰﺎ ﻓﻲ ﺩﺭﺍﺴﺔ ﺴﻔﺭ)‪ (2008‬ﺤﻴﺙ ﺤﺩﺩﺕ ﺜﻤﺎﻨﻴﺔ ﻋﺸﺭ ﻤﻌﻭﻗﹰﺎ ﻻﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ‬

‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ ،‬ﻜﻤﺎ ﺘﻀﻤﻨﺕ ﺩﺭﺍﺴﺔ ﺍﻝﻤﻌﻭﻗﺎﺕ ﺩﺭﺍﺴﺔ ﻜﻼ ﻤﻥ ﺍﻝﻤﻐﺫﻭﻱ )‪ ،(2009‬ﻭﺍﻝﺒﻠﻭﻱ‬

‫)‪ ،(2012‬ﻭﻫﺫﺍ ﻤﺎﻅﻬﺭ ﻓﻲ ﻏﺎﻝﺒﻴﺔ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺒﺸﻜل ﻤﺘﺒﺎﻴﻥ ﻨﺴﻴﺒﹰﺎ ﻭﻫﺫﺍ ﻤﺎﻴﺘﻔﻕ ﻤﻊ ﻨﺘﺎﺌﺞ‬

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‫ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﻴﺔ‪ ،‬ﻤﺎﻋﺩﺍ ﺩﺭﺍﺴﺎﺕ ﺃﺨﺭﻯ ﻝﻡ ﺘﺘﻁﺭﻕ ﺇﻝﻰ ﻤﻌﻭﻗﺎﺕ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻤﻨﻬﺎ‬
‫ﺩﺭﺍﺴﺔ ﺍﻝﻤﻐﺫﻭﻱ )‪.Baltimore, (2003) ،Van Horn & others (2001) ،(2009‬‬

‫ﺘﺘﻔﻕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﻴﺔ ﻤﻊ ﻤﻌﻅﻡ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻓﻲ ﺍﺴﺘﺨﺩﺍﻤﻬﺎ ﻝﻠﻤﻨﻬﺞ ﺍﻝﻭﺼﻔﻲ ﻭﺃﺩﺍﺓ‬ ‫•‬

‫ﺍﻝﺩﺭﺍﺴﺔ )ﺍﻹﺴﺘﺒﺎﻨﺔ ﻜﺄﺩﺍﺓ ﻝﺠﻤﻊ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ( ﻓﻴﻤﺎ ﺍﺨﺘﻠﻔﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﻴﺔ ﻋﻥ ﻤﻌﻅﻡ‬
‫ﺍﻝﺩﺭﺍﺴﺎﺕ ﻓﻲ ﺃﺩﺍﺓ ﺍﻝﺩﺭﺍﺴﺔ ﻜﻭﻨﻬﺎ ﺘﺴﺘﺨﺩﻡ ﺍﻝﻰ ﺠﺎﻨﺏ ﺍﻻﺴﺘﺒﺎﻨﻪ ﺍﻝﻤﻘﺎﺒﻠﺔ ﻤﺎﻋﺩﺍ ﺩﺭﺍﺴﺔ ‪Jean‬‬
‫)‪ (2007‬ﺘﺸﺎﺒﻬﺕ ﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﻴﺔ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻘﺎﺒﻼﺕ ﻭﺍﺨﺘﻠﻔﺕ ﻤﻌﻬﺎ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺃﺩﻭﺍﺕ‬

‫ﺃﺨﺭﻯ ﺇﻝﻰ ﺠﺎﻨﺒﻬﺎ ﻤﺜل ﺍﻝﻤﻼﺤﻅﺔ ﻭﺍﻝﺼﻭﺭ ﻭﺍﻝﻔﻴﺩﻴﻭ‪ ،‬ﺒﻴﻨﻤﺎ ﺍﺨﺘﻠﻔﺕ ﺒﻌﺽ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻓﻲ‬
‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻨﻬﺞ ﻜﺩﺭﺍﺴﺔ ﺍﻝﻤﻐﺫﻭﻱ )‪ (2009‬ﺍﻝﺘﻲ ﺍﺴﺘﺨﺩﻤﺕ ﺍﻝﻤﻨﻬﺞ ﺸﺒﻪ ﺍﻝﺘﺠﺭﻴﺒﻲ‪،‬‬
‫ﻭﺩﺭﺍﺴﺔ )‪ Baltimore, (2003‬ﺍﻝﺘﻲ ﺍﺴﺘﺨﺩﻤﺕ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ‪.‬‬

‫ﺘﺨﺘﻠﻑ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﻴﺔ ﻋﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻓﻲ ﻤﻜﺎﻥ ﺇﺠﺭﺍﺌﻬﺎ‪ ،‬ﻓﻘﺩ ﺃُﺠﺭﻴﺕ ﺍﻝﺩﺭﺍﺴﺔ‬ ‫•‬
‫ﻓﻲ ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ )ﻓﻠﺴﻁﻴﻥ( ﺤﻴﺙ ﺘﺨﺘﻠﻑ ﺍﻝﺒﻴﺌﺎﺕ ﺠﻐﺭﺍﻓﻴﹰﺎ ﻭﺩﻴﻤﻭﻏﺭﺍﻓﻴﹰﺎ‬ ‫ﺍﻝﺤﺎﻝﻴﺔ‬
‫ﻭﻁﺭﺤﻬﺎ ﺠﺎﺀ ﺤﺩﻴﺜﹰﺎ ﻋﻠﻰ ﻤﺠﺘﻤﻌﻨﺎ ﺍﻝﻔﻠﺴﻁﻴﻨﻲ‪ ،‬ﻤﻤﺎ ﻴﻜﺴﺏ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ ﺃﻫﻤﻴﺔ ﺨﺎﺼﺔ ﻓﻲ‬

‫ﻤﻜﺎﻨﻬﺎ ﻜﺄﻭﻝﻰ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻲ ﺘﻨﺎﻭﻝﺕ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ )ﻓﻲ ﺤﺩﻭﺩ‬
‫ﻋﻠﻡ ﺍﻝﺒﺎﺤﺜﺔ(‪ ،‬ﻜﻤﺎ ﺃﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻌﺭﺒﻴﺔ ﺃُﺠﺭﻴﺕ ﻓﻲ ﺍﻝﻤﻤﻠﻜﺔ ﺍﻝﻌﺭﺒﻴﺔ ﺍﻝﺴﻌﻭﺩﻴﺔ ﻭﺍﻷﺭﺩﻥ‪،‬‬
‫ﻋﻠﻰ ﺨﻼﻑ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻷﺠﻨﺒﻴﺔ ﺍﻝﺘﻲ ﺘﻤﺕ ﻓﻲ ﺃﻤﺎﻜﻥ ﻤﺨﺘﻠﻔﺔ‪.‬‬

‫ﻤﻤﺎ ﺴﺒﻕ ﻴﺘﻀﺢ ﺃﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﺭﻜﺯﺕ ﻋﻠﻰ ﻀﺭﻭﺭﺓ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ‬
‫ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺍﻝﻤﺘﻤﺜل ﺒﺄﺩﻭﺍﺘﺔ ﻭﻭﺴﺎﺌﻠﻪ ﺍﻝﻤﺘﻨﻭﻋﺔ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﻝﻤﺯﺍﻴﺎﻩ ﺍﻝﻌﺩﻴﺩﺓ‬
‫ﻭﺍﻝﻤﻨﺎﺴﺒﺔ ﻝﻤﺘﻁﻠﺒﺎﺕ ﻋﺼﺭﻨﺎ ﺍﻝﺤﺎﻝﻲ‪.‬‬

‫ﻓﻲ ﻫﺫﺍ ﺍﻝﻔﺼل ﺍﺴﺘﻌﺭﻀﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺍﻷﺩﺏ ﺍﻝﻨﻅﺭﻱ ﺍﻝﺫﻱ ﻴﻤﺜل ﺍﻝﺨﻠﻔﻴﺔ ﺍﻝﻌﻠﻤﻴﺔ ﻝﻬﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ‬
‫ﻜﻤﺎ ﻋﺭﻀﺕ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﺍﻝﻌﺭﺒﻴﺔ ﻭﺍﻷﺠﻨﺒﻴﺔ ﻭﺍﻝﺘﻌﻘﻴﺏ ﻋﻠﻴﻬﺎ ﻭﻓﻴﻤﺎ ﻴﻠﻲ ﻋﺭﺽ ﻝﻤﻨﻬﺞ ﺍﻝﺒﺤﺙ‬
‫ﻭﺃﺩﻭﺍﺘﻪ ﻭﺍﻹﺠﺭﺍﺀﺍﺕ ﺍﻝﻤﺘﺒﻌﺔ ﻝﺠﻤﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺘﺤﻠﻴﻠﻬﺎ‪.‬‬

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 ‫ﺍﻝﻔﺼل ﺍﻝﺜﺎﻝﺙ‬

‫ﺍﻝﻁﺭﻴﻘﺔ ﻭﺍﻹﺠﺭﺍﺀﺍﺕ‬

‫ﻤﻨﻬﺞ ﺍﻝﺩﺭﺍﺴﺔ‬ ‫•‬

‫ﺃﺩﻭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ‬ ‫•‬

‫ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ‬ ‫•‬

‫ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ‬ ‫•‬

‫ﺇﺠﺭﺍﺀﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ‬ ‫•‬

‫ﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ‬ ‫•‬

‫ﺍﻝﻤﻌﺎﻝﺠﺎﺕ ﺍﻹﺤﺼﺎﺌﻴﺔ‬ ‫•‬

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 ‫ﺍﻝﻔﺼل ﺍﻝﺜﺎﻝﺙ‬

‫ﺍﻝﻁﺭﻴﻘﺔ ﻭﺍﻹﺠﺭﺍﺀﺍﺕ‬

‫ﻴﺘﻀﻤﻥ ﻫﺫﺍ ﺍﻝﻔﺼل ﻋﺭﻀﹰﺎ ﻝﻤﻨﻬﺠﻴﺔ ﺍﻝﺒﺤﺙ ﻭﺃﺩﻭﺍﺘﻪ ﻭﻁﺭﻕ ﺠﻤﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﺘﻲ ﺍﺘﺒﻌﺘﻬﺎ‬

‫ﺍﻝﺒﺎﺤﺜﺔ ﻓﻲ ﺘﺤﺩﻴﺩ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﻭﻋﻴﻨﺘﻬﺎ ﻭﺒﻨﺎﺀ ﺃﺩﻭﺍﺘﻬﺎ ﻭﺍﻝﺘﺤﻘﻕ ﻤﻥ ﺼﺩﻕ ﺍﻷﺩﺍﺓ ﻭﺜﺒﺎﺘﻬﺎ‪ ،‬ﺇﻀﺎﻓﺔ‬
‫ﺇﻝﻰ ﻭﺼﻑ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻭﺘﺼﻤﻴﻤﻬﺎ ﻭﺍﻝﻤﻌﺎﻝﺠﺎﺕ ﺍﻹﺤﺼﺎﺌﻴﺔ ﺍﻝﻤﺘﺒﻌﺔ ﻓﻲ ﺘﺤﻠﻴل ﺍﻝﺒﻴﺎﻨﺎﺕ‪.‬‬

‫ﻤﻨﻬﺞ ﺍﻝﺩﺭﺍﺴﺔ‪:‬‬

‫ﻤﻥ ﺃﺠل ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ‬
‫ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ‪ ،‬ﺍﺴﺘﺨﺩﻤﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻭﺼﻔﻲ‬
‫ﺍﻝﺘﺤﻠﻴﻠﻲ ﻝﺠﻤﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺫﻝﻙ ﻝﻤﻼﺌﻤﺘﺔ ﻝﻁﺒﻴﻌﺔ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻷﻥ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻭﺼﻔﻲ ﺍﻝﺘﺤﻠﻴﻠﻲ ﻫﻭ ﺍﻝﻤﻨﻬﺞ‬

‫ﺍﻝﻤﻨﺎﺴﺏ ﻝﺩﺭﺍﺴﺔ ﺍﻝﻭﺍﻗﻊ ﺃﻭ ﺍﻝﻅﺎﻫﺭﺓ ﻤﻥ ﺠﻤﻴﻊ ﺠﻭﺍﻨﺒﻬﺎ‪ ،‬ﻜﻤﺎ ﺘﻭﺠﺩ ﻓﻲ ﺍﻝﻭﺍﻗﻊ ﻭﻴﻬﺘﻡ ﺒﻭﺼﻔﻬﺎ ﺒﺸﻜل‬
‫ﺩﻗﻴﻕ ﻭﻴﻌﺒﺭ ﻋﻨﻬﺎ ﺘﻌﺒﻴﺭﹰﺍ ﻜﻤﻴﹰﺎ )‪ (Quantitative‬ﺃﻭ ﻨﻭﻋﻴﹰﺎ )‪ ،(Qualitative‬ﻓﺎﻝﻜﻴﻔﻲ ﻴﺼﻑ ﻝﻨﺎ‬
‫ﺍﻝﻅﺎﻫﺭﺓ ﻭﻴﻭﻀﺢ ﺨﺼﺎﺌﺼﻬﺎ‪ ،‬ﺃﻤﺎ ﺍﻝﻜﻤﻲ ﻓﻴﻌﻁﻴﻨﺎ ﻭﺼﻔﹰﺎ ﺭﻗﻤﻴﹰﺎ ﻴﻭﻀﺢ ﻤﻘﺩﺍﺭ ﻫﺫﻩ ﺍﻝﻅﺎﻫﺭﺓ ﺃﻭ‬

‫ﺤﺠﻤﻬﺎ ﻭﺩﺭﺠﺔ ﺍﺭﺘﺒﺎﻁﻬﺎ ﻤﻊ ﺍﻝﻅﻭﺍﻫﺭ ﺍﻝﻤﺨﺘﻠﻔﺔ ﺍﻷﺨﺭﻯ ﺇﺒﺭﺍﻫﻴﻡ )‪.(2002‬‬

‫ﺃﺩﻭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ‪:‬‬

‫ﺍﺴﺘﺨﺩﻤﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺃﺩﺍﺘﻴﻥ ﻝﺠﻤﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺎﻝﺩﺭﺍﺴﺔ ﻭﻫﻲ‪:‬‬

‫ﺃﻭ ﹰﻻ‪ :‬ﺍﻻﺴﺘﺒﺎﻨﺔ‪ :‬ﻭﻫﻲ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻷﺴﺌﻠﺔ ﺍﻝﻤﻜﺘﻭﺒﺔ ﻤﺯﻭﺩﺓ ﺒﺈﺠﺎﺒﺎﺘﻬﺎ ﻭﻴﻁﻠﺏ ﻤـﻥ ﺍﻝﻤﺴـﺘﺠﻴﺏ‬

‫ﺍﻹﺸﺎﺭﺓ ﺇﻝﻰ ﻤﺎ ﻴﻨﻁﺒﻕ ﻋﻠﻴﻪ ﻤﻨﻬﺎ ﺃﻭ ﻤﺎ ﻴﻌﺘﻘﺩ ﺃﻨﻪ ﺍﻹﺠﺎﺒﺔ ﺍﻝﺼﺤﻴﺤﺔ‪ ،‬ﻜﻤﺎ ﺘﻌﺩ ﺒﻘﺼﺩ ﺍﻝﺤﺼﻭل ﻋﻠﻰ‬
‫ﻤﻌﻠﻭﻤﺎﺕ ﺤﻭل ﻗﻀﻴﺔ ﺃﻭ ﻤﺸﻜﻠﺔ ﻤﺤﺩﺩﺓ ﺍﻝﺨﺭﺍﺒﺸﺔ )‪ ،(2012‬ﻭﺍﺴﺘﺨﺩﻤﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺍﻻﺴﺘﺒﺎﻨﺔ ﻜـﺄﺩﺍﺓ‬

‫ﻝﺠﻤﻊ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻓﻲ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ ﻗﺎﻤﺕ ﺒﺘﺼﻤﻴﻤﻬﺎ ﻭﺘﻁﻭﻴﺭﻫﺎ ﻭﻓﻘﹰﺎ ﻝﺨﻁﻭﺍﺕ ﺴﻴﺘﻡ ﺫﻜﺭﻫﺎ ﻻﺤﻘـﺎ‬
‫ﻓﻲ ﺇﺠﺭﺍﺀﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﻗﺩ ﺍﺸﺘﻤﻠﺕ ﺍﻻﺴﺘﺒﺎﻨﺔ ﻓﻲ ﺼﻭﺭﺘﻬﺎ ﺍﻝﻨﻬﺎﺌﻴﺔ ﻋﻠﻰ ﺠﺯﺃﻴﻥ‪) :‬ﻤﻠﺤﻕ ﺭﻗﻡ ‪(2‬‬

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‫ﺍﻝﺠﺯﺀ ﺍﻷﻭل‪ :‬ﻭﻴﺸﻤل ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻷﻭﻝﻴﺔ ﻋﻥ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﺫﻱ ﻗﺎﻡ ﺒﺘﻌﺒﺌﺔ ﺍﻻﺴﺘﺒﺎﻨﺔ‪ ،‬ﻭﻫﻲ‬

‫ﻤﻌﻠﻭﻤﺎﺕ ﺩﻴﻤﻭﻏﺭﺍﻓﻴﺔ ﻋﺎﻤﺔ ﻭﻫﻲ‪ :‬ﺍﻝﺠﻨﺱ‪ ،‬ﻭﺍﻝﺘﺨﺼﺹ‪ ،‬ﻭﺴﻨﻭﺍﺕ ﺍﻝﺨﺒﺭﺓ ﺍﻹﺸﺭﺍﻓﻴﺔ‪ ،‬ﻭﺍﻝﻤﺅﻫل‬
‫ﺍﻝﻌﻠﻤﻲ ﻝﻠﻤﺒﺤﻭﺜﻴﻥ‪ ،‬ﻭﺍﻝﻤﺩﻴﺭﻴﺔ ﺍﻝﺘﻲ ﻴﻌﻤل ﺒﻬﺎ‪ ،‬ﻭﻨﻭﻉ ﻭﻅﻴﻔﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ‪.‬‬

‫ﺍﻝﺠﺯﺀ ﺍﻝﺜﺎﻨﻲ‪ :‬ﺘﻜﻭﻥ ﻤﻥ )‪ (81‬ﻓﻘﺭﺓ‪ ،‬ﻤﻭﺯﻋﺔ ﻋﻠﻰ )‪ (4‬ﻤﺠﺎﻻﺕ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ‬

‫ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ‬
‫ﺍﻝﻐﺭﺒﻴﺔ‪ ،‬ﻭﻫﺫﻩ ﺍﻝﻤﺠﺎﻻﺕ ﻤﻭﻀﺤﺔ ﻓﻲ ﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ‪:‬‬

‫ﺍﻝﺠﺩﻭل )‪ :(1‬ﻤﺠﺎﻻﺕ ﺍﻝﺩﺭﺍﺴﺔ‪:‬‬

‫ﺍﻷﺴﺌﻠﺔ‬ ‫ﺍﻝﻤﺠﺎل‬ ‫ﺍﻝﺭﻗﻡ‬

‫‪4-1‬‬ ‫ﺍﻝﻤﻌﺭﻓﺔ ﺒﻤﻔﻬﻭﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻻﻝﻜﺘﺭﻭﻨﻲ‬ ‫‪1‬‬
‫‪34-5‬‬ ‫ﺍﻝﻤﻌﺭﻓﺔ ﺒﺄﻫﻤﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻻﻝﻜﺘﺭﻭﻨﻲ‬ ‫‪2‬‬
‫‪61-35‬‬ ‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻻﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ‬ ‫‪3‬‬
‫‪81-62‬‬ ‫ﻤﻌﻭﻗﺎﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻻﻝﻜﺘﺭﻭﻨﻲ‬ ‫‪.4‬‬
‫‪81‬‬ ‫ﻤﺠﻤﻭﻉ ﺍﻷﺴﺌﻠﺔ‬

‫ﺘﻡ ﺍﻻﺴﺘﺠﺎﺒﺔ ﻋﻥ ﻫﺫﻩ ﺍﻝﻔﻘﺭﺍﺕ ﻤﻥ ﺨﻼل ﻤﻘﻴﺎﺱ ﻝﻴﻜﺭﺕ ﺍﻝﺨﻤﺎﺴﻲ ﻴﺒﺩﺃ ﺒﺩﺭﺠﺔ ﺃﻭﺍﻓﻕ ﺒﺸﺩﺓ‬

‫ﻭﺘﹸﻌﻁﻰ )‪ (5‬ﺩﺭﺠﺎﺕ‪ ،‬ﺜﻡ ﺃﻭﺍﻓﻕ ﻭﺘﹸﻌﻁﻰ )‪ (4‬ﺩﺭﺠﺎﺕ‪ ،‬ﺜﻡ ﻤﺤﺎﻴﺩ ﻭﺘﹸﻌﻁﻰ )‪ (3‬ﺩﺭﺠﺎﺕ‪ ،‬ﺜﻡ ﺃﻋﺎﺭﺽ‬
‫ﻭﺘﹸﻌﻁﻰ ﺩﺭﺠﺘﻴﻥ‪ ،‬ﻭﺘﻨﺘﻬﻲ ﺒﺄﻋﺎﺭﺽ ﺒﺸﺩﺓ ﻭﺘﻌﻁﻰ ﺩﺭﺠﺔ ﻭﺍﺤﺩﺓ ﻓﻘﻁ‪.‬‬

‫ﻜﻤﺎ ﺘﻡ ﺘﺤﻭﻴل ﺍﻝﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﺤﺴﺎﺒﻴﺔ ﺇﻝﻰ ﻨﺴﺏ ﻤﺌﻭﻴﺔ ﺍﻋﺘﻤﺩﺕ ﺍﻝﺒﺎﺤﺜﺔ ﻓﻲ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ‬

‫ﻝﺘﻔﺴﻴﺭ ﺍﻝﻨﺘﺎﺌﺞ ﻋﻠﻰ ﻫﺫﺍ ﺍﻷﺴﺎﺱ ﻭﻓﻕ ﺍﻝﻤﻌﻴﺎﺭ ﺍﻝﺘﺎﻝﻲ ﻝﻠﻤﻭﺍﻓﻘﺔ ﺤﺴﺏ ﻤﺎ ﻭﺭﺩ ﻓﻲ ﺩﺭﺍﺴﺎﺕ ﻭﺃﺒﺤﺎﺙ‬
‫ﺃﺨﺭﻯ ﻜﺩﺭﺍﺴﺔ )ﻋﻘﺩﺓ‪:(2011 ،‬‬

‫)‪ %80‬ﻓﺄﻋﻠﻰ( ﻜﺒﻴﺭﺓ ﺠﺩﺍ‪.‬‬ ‫‪-‬‬

‫)‪ (% 79.9 -70‬ﻜﺒﻴﺭﺓ‪.‬‬ ‫‪-‬‬

‫)‪ (%69.9-%.60‬ﻤﺘﻭﺴﻁﺔ‪.‬‬ ‫‪-‬‬

‫‪46‬‬
 ‫)‪ (%59.9 -50‬ﻗﻠﻴﻠﺔ‬ ‫‪-‬‬

‫)ﺃﻗل ﻤﻥ ‪ (%50‬ﻗﻠﻴﻠﺔ ﺠﺩﹰﺍ‪.‬‬ ‫‪-‬‬

‫ﺜﺎﻨﻴﺎﹰ‪ :‬ﺍﻝﻤﻘﺎﺒﻠﺔ‪ :‬ﻭﻫﻲ ﺍﻝﺘﻲ ﺘﺘﻡ ﺒﺸﻜل ﺸﺨﺼﻲ ﻭﻭﺠﻬﹰﺎ ﻝﻭﺠﻪ ﺒﻴﻥ ﺸﺨﺼﻴﻥ ﺃﻭ ﺃﻜﺜﺭ ﺃﺤﺩﻫﻡ ﺍﻝﺒﺎﺤﺙ‬

‫ﻭﺘﻬﺩﻑ ﺍﻝﺘﻌﺭﻑ ﺇﻝﻰ ﺭﺃﻱ ﺍﻝﺸﺨﺹ ﺍﻝﺫﻱ ﺘﺘﻡ ﻤﻘﺎﺒﻠﺘﻪ ﻤﻥ ﺨﻼل ﺇﺠﺎﺒﺘﻪ ﻋﻥ ﺃﺴﺌﻠﺔ ﺍﻝﺒﺎﺤﺙ‪ ،‬ﺒﻐﺭﺽ‬
‫ﺠﻤﻊ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﻼﺯﻤﺔ ﻝﻠﺒﺤﺙ‪ ،‬ﻜﻤﺎ ﺘﻌﺘﺒﺭ ﻤﻥ ﺃﻫﻡ ﻁﺭﻕ ﺠﻤﻊ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺃﻜﺜﺭﻫﺎ‬
‫ﺼﺩﻗﺎﹰ‪ ،‬ﺤﻴﺙ ﻴﺴﺘﻁﻴﻊ ﺍﻝﺒﺎﺤﺙ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺸﺎﻋﺭ ﻭﺍﻨﻔﻌﺎﻻﺕ ﺍﻝﻤﻘﺎﺒل‪ ،‬ﻭﻜﺫﻝﻙ ﺍﺘﺠﺎﻫﺎﺘﻪ ﻭﻤﻴﻭﻝﻪ‪،‬‬

‫ﻭﻫﺫﺍ ﻤﺎﻻ ﻴﺴﺘﻁﺎﻉ ﺍﻝﻭﺼﻭل ﺇﻝﻴﻪ ﺇﻻ ﻤﻥ ﺨﻼل ﺍﻝﻤﻘﺎﺒﻠﺔ‪ ،‬ﻜﻤﺎ ﺘﺘﻴﺢ ﺍﻝﻔﺭﺼﺔ ﻝﻠﻤﺴﺘﺠﻴﺏ ﻝﻠﺘﻌﺒﻴﺭ ﺍﻝﺤﺭ‬
‫ﻼ ﻋﻥ ﺃﻨﻬﺎ ﻤﺼﺩﺭﹰﺍ ﻤﻬﻤ ﹰﺎ ﻝﻠﺒﻴﺎﻨﺎﺕ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻜﻭﻨﻬﺎ ﺃﺩﺍﺓ‬
‫ﻋﻥ ﺍﻵﺭﺍﺀ ﻭﺍﻷﻓﻜﺎﺭ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ‪ ،‬ﻓﻀ ﹰ‬
‫ﻻ ﺃﻥ ﺍﻝﻨﻭﻉ‬
‫ﻝﻠﺘﻌﺒﻴﺭ ﻭﺍﻝﺘﻭﻋﻴﺔ ﻭﺍﻝﺘﻔﺎﻋل ﺍﻝﺩﻴﻨﺎﻤﻴﻜﻲ ﺍﻝﺨﺭﺍﺒﺸﺔ )‪ ،(2012‬ﻭﻝﻠﻤﻘﺎﺒﻠﺔ ﺃﻨﻭﺍﻉ ﻤﺘﻌﺩﺩﺓ ﺇ ﹼ‬

‫ﺍﻝﺫﻱ ﺍﻋﺘﻤﺩﺘﻪ ﺍﻝﺒﺎﺤﺜﺔ ﻫﻭ ﺍﻝﻤﻘﺎﺒﻠﺔ ﺸﺒﻪ ﺍﻝﻤﻨﺘﻅﻤﺔ‪ ،‬ﺤﻴﺙ ﻜﺎﻨﺕ ﻤﻥ ﺍﻷﺴﺌﻠﺔ ﺍﻝﻤﻔﺘﻭﺤﺔ ﻝﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ‬
‫ﺍﻝﺩﺭﺍﺴﺔ ﻭﺠﻤﻊ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺒﺎﻹﻀﺎﻓﺔ ﻜﻭﻨﻬﺎ ﺘﺩﻋﻡ ﻤﺎﻭﺭﺩ ﻓﻲ ﺍﻻﺴﺘﺒﺎﻨﻪ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ‬
‫ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻭﺒﻠﻐﺘﻬﻡ ﺍﻝﺨﺎﺼﺔ ﻭﺘﺒﻌﹰﺎ ﻝﺘﻔﺴﻴﺭﺍﺘﻬﻡ ﻭﺘﺠﺎﺭﺒﻬﻡ ﺍﻝﺸﺨﺼﻴﺔ ﻓﻲ ﺃﻤﺎﻜﻥ ﻋﻤﻠﻬﻡ‪ ،‬ﻜﻤﺎ ﺘﻜﻭﻨﺕ‬

‫ﺃﺴﺌﻠﺔ ﺍﻝﻤﻘﺎﺒﻠﺔ ﻤﻥ ﺴﺘﺔ ﺃﺴﺌﻠﺔ ﺘﻡ ﺘﻁﻭﻴﺭﻫﺎ ﺒﻌﺩ ﺍﻝﻤﻘﺎﺒﻠﺔ ﺍﻷﻭﻝﻰ ﻭﺇﺠﺭﺍﺀ ﺍﻝﺘﻌﺩﻴل ﺍﻝﻤﻨﺎﺴﺏ ﻋﻠﻴﻬﺎ‬
‫ﻝﺘﺤﻘﻴﻕ ﺃﻏﺭﺍﺽ ﺍﻝﺒﺤﺙ ﻭﺃﻫﺩﺍﻓﻪ )ﺍﻝﻨﺴﺨﺔ ﺍﻝﻨﻬﺎﺌﻴﺔ ﻝﻠﻤﻘﺎﺒﻠﺔ ﻤﻠﺤﻕ ‪ ،(3‬ﻭﺒﻌﺩ ﺘﻌﺭﻴﻑ ﺍﻹﺸﺭﺍﻑ‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻤﻥ ﻗﺒل ﺍﻝﺒﺎﺤﺜﺔ ﻝﻠﻤﺴﺘﺠﻴﺏ ﻁﺭﺤﺕ ﺍﻷﺴﺌﻠﺔ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬

‫ﻫل ﺘﻌﺘﺒﺭ ﺘﻭﻅﻴﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﺃﻤﺭﹰﺍ ﻀﺭﻭﺭﻴ ﹰﺎ‪ ،‬ﻭﻝﻤﺎﺫﺍ؟‬ ‫‪.1‬‬

‫ﻫل ﻫﺫﺍ ﻤﻁﻠﺏ ﻤﻥ ﺍﻝﻭﺯﺍﺭﺓ ؟‬ ‫‪.2‬‬

‫ﻫل ﺘﻭﺠﺩ ﺨﻁﺔ ﻤﺴﺘﻘﺒﻠﻴﺔ ﻝﺘﻁﺒﻴﻘﻪ؟‬ ‫‪.3‬‬

‫ﻜﻴﻑ ﻴﺘﻡ ﺘﻭﻅﻴﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ؟ ﻭﻤﺎﻫﻲ ﺍﻝﻤﺠﺎﻻﺕ ﺍﻝﺘﻲ ﻴﻤﻜﻥ ﺘﻭﻅﻴﻔﻪ‬ ‫‪.4‬‬
‫ﻓﻴﻬﺎ؟‬

‫ﻫل ﺘﻭﺠﺩ ﻤﻌﻭﻗﺎﺕ ﻻﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ‪ ،‬ﻭﻤﺎﻫﻲ ﺘﻠﻙ ﺍﻝﻤﻌﻭﻗﺎﺕ؟‬ ‫‪.5‬‬

‫ﻤﺎ ﺍﻝﺴﺒل ﻝﺘﻼﻓﻲ ﺘﻠﻙ ﺍﻝﻤﻌﻭﻗﺎﺕ؟‬ ‫‪.6‬‬

‫‪47‬‬
 ‫ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ‪:‬‬

‫ﻴﻌﺭﻑ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﺒﺄﻨﻪ‪ :‬ﺠﻤﻴﻊ ﺍﻷﻓﺭﺍﺩ ﺃﻭ ﺍﻝﻌﻨﺎﺼﺭ ﺍﻝﺘﻲ ﺘﻌﺎﻨﻲ ﻤﻥ ﻤﺸﻜﻠﺔ ﺍﻝﺩﺭﺍﺴﺔ ﺃﻭ‬
‫ﺫﺍﺕ ﻋﻼﻗﺔ ﺒﻬﺎ ﻭﻴﺴﻌﻰ ﺍﻝﺒﺎﺤﺙ ﺇﻝﻰ ﺘﻌﻤﻴﻡ ﻨﺘﺎﺌﺠﻪ ﻋﻠﻴﻪ ﺍﻝﺨﺭﺍﺒﺸﺔ ) ‪ ،(2012‬ﻭﺒﺫﻝﻙ ﻓﺈﻥ ﺍﻝﻤﺠﺘﻤﻊ‬

‫ﻓﻲ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ ﻫﻡ ﺠﻤﻴﻊ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﺍﻝﻌﺎﻤﻠﻴﻥ ﻓﻲ ﻤﺩﻴﺭﻴﺎﺕ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﻓﻲ ﺸﻤﺎل‬
‫ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﻭﺍﻝﺒﺎﻝﻎ ﻋﺩﺩﻫﻡ )‪ (244‬ﻤﺸﺭﻑ ﻭﻤﺸﺭﻓﺔ ﻤﻭﺯﻋﻴﻥ ﺤﺴﺏ ﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ‪:‬‬

‫ﺍﻝﺠﺩﻭل )‪ :(2‬ﺘﻭﺯﻴﻊ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﺤﺴﺏ ﻤﺩﻴﺭﻴﺎﺕ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ‪:‬‬

‫ﺍﻝﻤﺠﻤﻭﻉ‬ ‫ﺍﻝﻨﺴﺒﺔ ﺍﻝﻤﺌﻭﻴﺔ‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺍﻝﺠﻨﺱ‬ ‫ﺍﻝﻤﺤﺎﻓﻅﺔ‬

‫‪57‬‬ ‫‪24‬‬ ‫ﺫﻜﺭ‬
‫‪42‬‬ ‫ﻨﺎﺒﺱ‬
‫‪43‬‬ ‫‪18‬‬ ‫ﺃﻨﺜﻰ‬
‫‪60‬‬ ‫‪15‬‬ ‫ﺫﻜﺭ‬
‫‪25‬‬ ‫ﺠﻨﻭﺏ ﻨﺎﺒﻠﺱ‬
‫‪40‬‬ ‫‪10‬‬ ‫ﺃﻨﺜﻰ‬
‫‪77‬‬ ‫‪27‬‬ ‫ﺫﻜﺭ‬
‫‪35‬‬ ‫ﻁﻭﻝﻜﺭﻡ‬
‫‪23‬‬ ‫‪8‬‬ ‫ﺃﻨﺜﻰ‬
‫‪61‬‬ ‫‪22‬‬ ‫ﺫﻜﺭ‬
‫‪36‬‬ ‫ﺠﻨﻴﻥ‬
‫‪39‬‬ ‫‪14‬‬ ‫ﺃﻨﺜﻰ‬
‫‪52‬‬ ‫‪13‬‬ ‫ﺫﻜﺭ‬
‫‪25‬‬ ‫ﺴﻠﻔﻴﺕ‬
‫‪48‬‬ ‫‪12‬‬ ‫ﺃﻨﺜﻰ‬
‫‪53‬‬ ‫‪16‬‬ ‫ﺫﻜﺭ‬
‫‪30‬‬ ‫ﻗﻠﻘﻴﻠﻴﺔ‬
‫‪47‬‬ ‫‪14‬‬ ‫ﺃﻨﺜﻰ‬
‫‪57‬‬ ‫‪17‬‬ ‫ﺫﻜﺭ‬
‫‪30‬‬ ‫ﻗﺒﺎﻁﻴﺔ‬
‫‪43‬‬ ‫‪13‬‬ ‫ﺃﻨﺜﻰ‬
‫‪67‬‬ ‫‪14‬‬ ‫ﺫﻜﺭ‬
‫‪21‬‬ ‫ﻁﻭﺒﺎﺱ‬
‫‪33‬‬ ‫‪7‬‬ ‫ﺃﻨﺜﻰ‬
‫‪61‬‬ ‫‪148‬‬ ‫ﺫﻜﻭﺭ‬
‫‪244‬‬ ‫ﺍﻝﻤﺠﻤﻭﻉ ﺍﻝﻜﻠﻲ‬
‫‪39‬‬ ‫‪96‬‬ ‫ﺍﻨﺎﺙ‬

‫‪48‬‬
 ‫ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ‪:‬‬

‫ﻗﺎﻤﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺒﺈﺠﺭﺍﺀ ﻤﻘﺎﺒﻼﺕ ﻤﻊ ﺭﺅﺴﺎﺀ ﺃﻗﺴﺎﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﻤﺩﻴﺭﻴﺎﺕ ﺍﻝﺘﺭﺒﻴﺔ‬
‫ﻭﺍﻝﺘﻌﻠﻴﻡ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ‪ ،‬ﻭﻋﺩﺩﻫﻡ )‪ (8‬ﻜﻤﺎ ﺘﻡ ﺍﻻﺴﺘﺌﺫﺍﻥ ﻤﻨﻬﻡ ﺒﺫﻜﺭ ﺃﺴﻤﺎﺌﻬﻡ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺔ‬

‫ﻭﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ ﻴﻭﻀﺢ ﺃﺴﻤﺎﺌﻬﻡ ﻭﻤﻭﺍﻗﻊ ﻋﻤﻠﻬﻡ‪.‬‬

‫ﺍﻝﺠﺩﻭل )‪ :(3‬ﺘﻭﺯﻴﻊ ﺭﺅﺴﺎﺀ ﺃﻗﺴﺎﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺤﺴﺏ ﻤﺩﻴﺭﻴﺎﺕ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺸﻤﺎل‬
‫ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ‪:‬‬

‫ﻤﻭﻗﻊ ﺍﻝﻤﺩﻴﺭﻴﺔ‬ ‫ﺍﺴﻡ ﺍﻝﻤﺸﺭﻑ‬ ‫ﺍﻝﺭﻗﻡ‬

‫ﻨﺎﺒﻠﺱ‬ ‫ﺃﻤل ﺼﻭﻓﺎﻥ‬ ‫‪1‬‬

‫ﺠﻨﻭﺏ ﻨﺎﺒﻠﺱ‬ ‫ﻓﺎﺯﻉ ﺩﺭﺍﻭﺸﻪ‬ ‫‪2‬‬

‫ﻁﻭﻝﻜﺭﻡ‬ ‫ﺃﺤﻤﺩ ﻋﻤﺎﺭ‬ ‫‪3‬‬

‫ﺠﻨﻴﻥ‬ ‫ﺨﺘﺎﻡ ﺤﻤﺎﺭﺸﺔ‬ ‫‪4‬‬

‫ﺴﻠﻔﻴﺕ‬ ‫ﻋﺒﺩ ﺍﻝﺠﻠﻴل ﺤﺴﻥ‬ ‫‪5‬‬

‫ﻗﻠﻘﻴﻠﻴﺔ‬ ‫ﺨﻀﺭ ﻋﻭﺩﺓ‬ ‫‪6‬‬

‫ﻗﺒﺎﻁﻴﺔ‬ ‫ﻤﺭﻭﺍﻥ ﺤﻨﺘﻭﻝﻲ‬ ‫‪7‬‬

‫ﻁﻭﺒﺎﺱ‬ ‫ﺃﺤﻤﺩ ﺃﺒﻭ ﻋﺭ‪‬ﺓ‬ ‫‪8‬‬

‫ﻜﻤﺎ ﻗﺎﻤﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺒﺘﻭﺯﻴﻊ )‪ (244‬ﺇﺴﺘﺒﺎﻨﺔ ﻝﺠﻤﻴﻊ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﻤﺩﻴﺭﻴﺎﺕ ﺍﻝﺘﺭﺒﻴﺔ‬
‫ﻭﺍﻝﺘﻌﻠﻴﻡ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﻨﻅﺭﹰﺍ ﻝﻘﻠﺔ ﻋﺩﺩﻫﻡ‪ ،‬ﻭﻗﺩ ﺘﻡ ﺍﺴﺘﺭﺠﺎﻉ )‪ (198‬ﺇﺴﺘﺒﺎﻨﺔ ﺒﻨﺴﺒﺔ ﺍﺴﺘﺭﺩﺍﺩ‬
‫ﺒﻠﻐﺕ )‪ ،(%81‬ﻭﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ ﻴﺒﻴﻥ ﺘﻭﺯﻴﻊ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﺤﺴﺏ ﻤﺘﻐﻴﺭﺍﺘﻬﺎ‪:‬‬

‫‪49‬‬
 ‫ﺍﻝﺠﺩﻭل )‪ :(4‬ﺘﻭﺯﻴﻊ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﺤﺴﺏ ﻤﺘﻐﻴﺭﺍﺘﻬﺎ‪:‬‬

‫ﺍﻝﻨﺴﺒﺔ ﺍﻝﻤﺌﻭﻴﺔ ‪%‬‬ ‫ﺍﻝﺘﻜﺭﺍﺭ‬ ‫ﺍﻝﺘﺼﻨﻴﻑ‬ ‫ﺍﻝﻤﺘﻐﻴﺭ‬

‫‪61‬‬ ‫‪116‬‬ ‫ﺫﻜﺭ‬ ‫ﺍﻝﺠﻨﺱ‬
‫‪39‬‬ ‫‪82‬‬ ‫ﺃﻨﺜﻰ‬
‫‪62.1‬‬ ‫‪123‬‬ ‫ﻋﻠﻭﻡ ﺇﻨﺴﺎﻨﻴﺔ‬ ‫ﺍﻝﺘﺨﺼﺹ‬
‫‪37.9‬‬ ‫‪75‬‬ ‫ﻋﻠﻭﻡ ﻁﺒﻴﻌﻴﺔ‬
‫‪34.3‬‬ ‫‪68‬‬ ‫ﺃﻗل ﻤﻥ ‪ 5‬ﺴﻨﻭﺍﺕ‬ ‫ﺴﻨﻭﺍﺕ ﺍﻝﺨﺒﺭﺓ‬
‫‪22.7‬‬ ‫‪45‬‬ ‫ﻤﻥ ‪10 – 5‬‬
‫‪42.9‬‬ ‫‪85‬‬ ‫ﺃﻜﺜﺭ ﻤﻥ ‪ 10‬ﺴﻨﻭﺍﺕ‬
‫‪54.0‬‬ ‫‪107‬‬ ‫ﺒﻜﺎﻝﻭﺭﻴﻭﺱ‬ ‫ﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ‬
‫‪46.0‬‬ ‫‪91‬‬ ‫ﻤﺎﺠﺴﺘﻴﺭ ﻓﺄﻋﻠﻰ‬
‫‪18.2‬‬ ‫‪36‬‬ ‫ﻨﺎﺒﻠﺱ‬ ‫ﻤﻭﻗﻊ ﺍﻝﻤﺩﻴﺭﻴﺔ‬
‫‪13.6‬‬ ‫‪27‬‬ ‫ﺠﻨﻭﺏ ﻨﺎﺒﻠﺱ‬
‫‪12.6‬‬ ‫‪25‬‬ ‫ﻁﻭﻝﻜﺭﻡ‬
‫‪12.6‬‬ ‫‪25‬‬ ‫ﺠﻨﻴﻥ‬
‫‪8.1‬‬ ‫‪16‬‬ ‫ﺴﻠﻔﻴﺕ‬
‫‪12.1‬‬ ‫‪24‬‬ ‫ﻗﻠﻘﻴﻠﻴﺔ‬
‫‪15.2‬‬ ‫‪30‬‬ ‫ﻗﺒﺎﻁﻴﺔ‬
‫‪7.6‬‬ ‫‪15‬‬ ‫ﻁﻭﺒﺎﺱ‬
‫‪78.3‬‬ ‫‪155‬‬ ‫ﻤﻭﻀﻭﻉ‬ ‫ﻨﻭﻉ ﻭﻅﻴﻔﺔ ﺍﻝﻤﺸﺭﻑ‬
‫‪21.7‬‬ ‫‪43‬‬ ‫ﻤﺭﺤﻠﺔ‬

‫ﺇﺠﺭﺍﺀﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ‪:‬‬

‫ﺒﻌﺩ ﺍﻻﻁﻼﻉ ﻋﻠﻰ ﺍﻷﺩﺏ ﺍﻝﻨﻅﺭﻱ ﻭﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻭﺘﺤﺩﻴﺩ ﻋﻨﻭﺍﻥ ﺍﻝﺩﺭﺍﺴﺔ ﺤﻭل ﻭﺍﻗﻊ‬
‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ‬
‫ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﻭﺍﻝﻤﻭﺍﻓﻘﺔ ﻋﻠﻴﻪ ﻤﻥ ﻗﺒل ﻋﻤﺎﺩﺓ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻌﻠﻴﺎ ﻓﻲ ﺠﺎﻤﻌﺔ ﺍﻝﻨﺠﺎﺡ ﺍﻝﻭﻁﻨﻴﺔ‪،‬‬

‫ﺘﻡ ﺇﺠﺭﺍﺀ ﺍﻝﺩﺭﺍﺴﺔ ﻭﻓﻕ ﺍﻝﺨﻁﻭﺍﺕ ﺍﻵﺘﻴﺔ‪:‬‬

‫‪50‬‬
 ‫ﺃﻭﻻ‪ :‬ﺍﻋﺩﺍﺩ ﺍﻻﺴﺘﺒﺎﻨﺔ ﻭﻗﺩ ﺘﻤﺕ ﻭﻓﻕ ﺍﻝﺨﻁﻭﺍﺕ ﺍﻵﺘﻴﺔ‪:‬‬

‫ﻤﺭﺍﺠﻌﺔ ﺍﻷﺩﺏ ﺍﻝﻨﻅﺭﻱ ﺍﻝﻤﺘﻌﻠﻕ ﺒﺎﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ ،‬ﻭﺍﻹﻁﻼﻉ ﻋﻠﻰ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‬ ‫•‬
‫ﻜﺩﺭﺍﺴﺔ ﺍﻝﻤﻌﺒﺩﻱ )‪ ،(1432‬ﻭﺍﻝﺼﺎﺌﻎ )‪ ،(2009‬ﻭﺍﻝﻐﺎﻤﺩﻱ )‪ (2011‬ﻝﻼﺴﺘﻔﺎﺩﺓ ﻤﻥ ﺃﺩﻭﺍﺘﻬﻡ‪.‬‬

‫ﺇﻋﺩﺍﺩ ﺍﻻﺴﺘﺒﺎﻨﺔ ﺒﺼﻭﺭﺘﻬﺎ ﺍﻷﻭﻝﻴﺔ‪ ،‬ﻤﻥ ﺨﻼل ﻜﺘﺎﺒﺔ ﻓﻘﺭﺍﺕ ﻜل ﻤﺠﺎل ﻤﻥ ﻤﺠﺎﻻﺕ ﺍﻝﺩﺭﺍﺴﺔ‬ ‫•‬
‫ﺍﻷﺭﺒﻌﺔ‪.‬‬

‫ﺍﻷﺨﺫ ﺒﺂﺭﺍﺀ ﺍﻝﻤﺤﻜﻤﻴﻥ ﺍﻝﺫﻴﻥ ﻗﺎﻤﻭﺍ ﺒﺘﺤﻜﻴﻡ ﺍﻻﺴﺘﺒﺎﻨﺔ ﻭﺒﻠﻎ ﻋﺩﺩﻫﻡ )‪ (8‬ﻤﺤﻜﻤﻴﻥ ﻜﻤﺎ ﻫﻭ‬ ‫•‬

‫ﻤﺒﻴﻥ ﻓﻲ )ﺍﻝﻤﻠﺤﻕ‪ ،(1‬ﻭﺇﺠﺭﺍﺀ ﺍﻝﺘﻌﺩﻴل ﺍﻝﻤﻁﻠﻭﺏ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﺫﻝﻙ ﺒﻌﺭﺽ ﺍﻻﺴﺘﺒﺎﻨﺔ ﻋﻠﻰ‬
‫ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻤﺤﻜﻤﻴﻥ ﺍﻝﻤﺨﺘﺼﻴﻥ ﻓﻲ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻹﺩﺍﺭﺓ‪ ،‬ﻭﻗﺩ ﻁﹸﻠﺏ ﻤﻨﻬﻡ ﺇﺒﺩﺍﺀ ﺍﻝﺭﺃﻱ ﻓﻲ‬
‫ﻓﻘﺭﺍﺕ ﺃﺩﺍﺓ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻤﻥ ﺤﻴﺙ ﺼﻴﺎﻏﺔ ﺍﻝﻔﻘﺭﺍﺕ ﻭﻤﺩﻯ ﻤﻨﺎﺴﺒﺘﻬﺎ ﻝﻠﻤﺠﺎل ﺍﻝﺫﻱ ﻭ‪‬ﻀﻌﺕ‬

‫ﻓﻴﻪ‪ ،‬ﺇﻤﺎ ﺒﺎﻝﻤﻭﺍﻓﻘﺔ ﻋﻠﻴﻬﺎ ﺃﻭ ﺘﻌﺩﻴل ﺼﻴﺎﻏﺘﻬﺎ ﺃﻭ ﺤﺫﻓﻬﺎ ﻝﻌﺩﻡ ﺃﻫﻤﻴﺘﻬﺎ‪ ،‬ﻭﻗﺩ ﺭﺃﻯ ﺍﻝﻤﺤﻜﻤﻭﻥ‬
‫ﺒﻀﺭﻭﺭﺓ ﺘﻌﺩﻴل ﺒﻌﺽ ﺍﻝﻔﻘﺭﺍﺕ ﻭﺘﺼﺤﻴﺢ ﺒﻌﻀﻬﺎ ﻝﻐﻭﻴﺎﹰ‪ ،‬ﻜﻤﺎ ﺍﻗﺘﺭﺡ ﺍﻝﺒﻌﺽ ﻤﻨﻬﻡ ﻨﻘل‬
‫ﺒﻌﺽ ﺍﻝﻔﻘﺭﺍﺕ ﻤﻥ ﺍﻝﻤﺠﺎل ﺍﻷﻭل ﻝﻠﻤﺠﺎل ﺍﻝﺜﺎﻨﻲ ﺒﻭﺍﻗﻊ )‪ (6‬ﻓﻘﺭﺍﺕ ﻝﻌﺩﻡ ﺠﺩﻭﺍﻫﺎ ﻓﻲ ﺍﻝﻤﺠﺎل‬

‫ﺍﻷﻭل ﻭﻤﻨﺎﺴﺒﺘﻬﺎ ﻝﻠﻤﺠﺎل ﺍﻝﺜﺎﻨﻲ‪ ،‬ﻭﻓﺼل ﺒﻌﺽ ﺍﻝﻔﻘﺭﺍﺕ ﺇﻝﻰ ﻓﻘﺭﺘﻴﻥ ﺒﻭﺍﻗﻊ )‪ (5‬ﻓﻘﺭﺍﺕ‪ ،‬ﻜﻤﺎ‬
‫ﺘﻡ ﺘﺼﺤﻴﺢ ﺒﻌﺽ ﺍﻝﻌﺒﺎﺭﺍﺕ ﻤﻥ ﻋﺩﻡ ﺇﻝﻰ ﻀﻌﻑ ﻨﺘﻴﺠﺔ ﻷﻥ ﻋﺩﻡ ﺘﻌﻨﻲ ﺍﻝﻨﻔﻲ ﺍﻝﻘﻁﻌﻲ ﻭﻫﺫﺍ‬
‫ﻓﻲ ﺍﻝﻭﺍﻗﻊ ﻻ ﻴﻭﺠﺩ ﻋﻠﻰ ﻫﺫﺍ ﺍﻝﻨﺤﻭ ﺒل ﻴﺘﻭﻓﺭ ﻭﻝﻜﻥ ﺒﻨﺴﺒﻪ ﻀﻌﻴﻔﺔ‪ ،‬ﺃﻴﻀﺎ ﺘﻡ ﺤﺫﻑ ﺒﻌﺽ‬

‫ﺍﻝﻔﻘﺭﺍﺕ ﻭﺭﺩﺕ ﻤﻀﺎﻤﻴﻨﻬﺎ ﻓﻲ ﻓﻘﺭﺍﺕ ﺃﺨﺭﻯ‪ ،‬ﻭﺤﺫﻑ ﻓﻘﺭﺘﻴﻥ ﻓﻲ ﻤﺠﺎل ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻫﻤﺎ ﻤﻬﺎﺭﺓ ﺍﺩﺍﺭﺓ ﺍﻝﺼﻑ ﻭﺍﺩﺍﺭﺓ ﺍﻝﻭﻗﺕ ﺍﻝﻜﺘﺭﻭﻨﻴﺎﹰ‪ ،‬ﻭﺇﻀﺎﻓﺔ ﺒﻌﺽ ﺍﻝﻔﻘﺭﺍﺕ ﻭﻗﺩ‬
‫ﺘﻜﻭﻨﺕ ﺃﺩﺍﺓ ﺍﻝﺩﺭﺍﺴﺔ ﻓﻲ ﺼﻭﺭﺘﻬﺎ ﺍﻷﻭﻝﻴﺔ ﻤﻥ )‪ (85‬ﻓﻘﺭﺓ ﻭﺍﻨﺘﻬﺕ ﺒﻌﺩ ﺍﻝﺘﺤﻜﻴﻡ ﺍﻝﻰ )‪(80‬‬

‫ﻓﻘﺭﺓ‪ ،‬ﻭﺒﺫﻝﻙ ﻴﻜﻭﻥ ﻗﺩ ﺘﺤﻘﻕ ﺍﻝﺼﺩﻕ ﺍﻝﻅﺎﻫﺭﻱ ﻝﻺﺴﺘﺒﺎﻨﺔ‪ ،‬ﻝﺘﻜﻭﻥ ﺍﻻﺴﺘﺒﺎﻨﺔ ﺒﺼﻭﺭﺘﻬﺎ‬
‫ﺍﻝﻨﻬﺎﺌﻴﺔ‪ ،‬ﻜﻤﺎ ﻫﻭ ﻤﺒﻴﻥ ﻓﻲ ﺍﻝﻤﻠﺤﻕ ‪.2‬‬

‫ﺘﻡ ﺍﺨﺘﻴﺎﺭ ﺨﻤﺱ ﻤﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﺒﻁﺭﻴﻘﺔ ﻋﺸﻭﺍﺌﻴﺔ ﻤﻥ ﻜل ﻤﺩﻴﺭﻴﺔ ﻓﻲ ﺸﻤﺎل‬ ‫•‬

‫ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﻝﺘﻌﺒﺌﺔ ﺍﻻﺴﺘﺒﺎﻨﻪ ﻭﻋﺩﺩﻫﻡ )‪ (40‬ﻭﻗﺩ ﺘﻡ ﺍﺴﺘﺜﻨﺎﺌﻬﻡ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﺫﻝﻙ‬

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‫ﻻﺴﺘﺨﺭﺍﺝ ﻤﻌﺎﻤل ﺍﻝﺜﺒﺎﺕ‪ ،‬ﻭﻗﺩ ﺘﻡ ﺍﺴﺘﺨﺭﺍﺝ ﻤﻌﺎﻤل ﺜﺒﺎﺕ ﺍﻷﺩﺍﺓ ﺒﺎﺴﺘﺨﺩﺍﻡ ﻤﻌﺎﺩﻝﺔ ﻜﺭﻭﻨﺒﺎﺥ‬
‫ﺍﻝﻔﺎ)‪ ،(Cronbach Alpha‬ﻭﺍﻝﺠﺩﻭل )‪ (5‬ﻴﺒﻴﻥ ﻤﻌﺎﻤﻼﺕ ﺍﻝﺜﺒﺎﺕ ﻷﺩﺍﺓ ﺍﻝﺩﺭﺍﺴﺔ ﻭﻤﺠﺎﻻﺘﻬﺎ‪.‬‬

‫ﺍﻝﺠﺩﻭل )‪ :(5‬ﻤﻌﺎﻤﻼﺕ ﺍﻝﺜﺒﺎﺕ ﻷﺩﺍﺓ ﺍﻝﺩﺭﺍﺴﺔ ﻭﻤﺠﺎﻻﺘﻬﺎ‪:‬‬

‫ﻤﻌﺎﻤل ﺍﻝﺜﺒﺎﺕ‬ ‫ﺍﻝﻤﺠﺎل‬ ‫ﺍﻝﺭﻗﻡ‬

‫‪90.8‬‬ ‫ﺍﻝﻤﻌﺭﻓﺔ ﺒﻤﻔﻬﻭﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻻﻝﻜﺘﺭﻭﻨﻲ‬ ‫‪1‬‬
‫‪95.5‬‬ ‫ﺍﻝﻤﻌﺭﻓﺔ ﺒﺄﻫﻤﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻻﻝﻜﺘﺭﻭﻨﻲ‬ ‫‪2‬‬
‫‪96.7‬‬ ‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻻﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ‬ ‫‪3‬‬
‫‪93.2‬‬ ‫ﻤﻌﻭﻗﺎﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻻﻝﻜﺘﺭﻭﻨﻲ‬ ‫‪4‬‬
‫‪97.2‬‬ ‫ﺍﻝﺜﺒﺎﺕ ﺍﻝﻜﻠﻲ‬ ‫‪5‬‬

‫ﻴﺘﻀﺢ ﻤﻥ ﺍﻝﺠﺩﻭل ﺭﻗﻡ )‪ (5‬ﺃﻥ ﻤﻌﺎﻤﻼﺕ ﺍﻝﺜﺒﺎﺕ ﻝﻤﺠﺎﻻﺕ ﺍﻻﺴﺘﺒﺎﻨﺔ ﺘﺭﺍﻭﺤﺕ ﺒﻴﻥ )‪90.8‬‬
‫ل ﻭﻴﻔﻲ ﺒﺄﻏﺭﺍﺽ ﺍﻝﺒﺤﺙ‬
‫–‪ (96.7‬ﻓﻲ ﺤﻴﻥ ﺒﻠﻎ ﺍﻝﺜﺒﺎﺕ ﺍﻝﻜﻠﻲ )‪ (97.2‬ﻭﻫﻭ ﻤﻌﺎﻤل ﺜﺒﺎﺕ ﻋﺎ ٍ‬

‫ﺍﻝﻌﻠﻤﻲ‪.‬‬

‫ﺘﺤﺩﻴﺩ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﻭﻫﻡ )‪ (244‬ﻤﺸﺭﻓ ﹰﺎ ﻭﻤﺸﺭﻓ ﹰﺔ ﻤﻭﺯﻋﻴﻥ ﻋﻠﻰ ﻤﺩﻴﺭﻴﺎﺕ ﺍﻝﺘﺭﺒﻴﺔ‬ ‫•‬
‫ﻭﺍﻝﺘﻌﻠﻴﻡ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ‪ ،‬ﻭﺘﻡ ﺃﺨﺫ ﻜل ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﻨﻅﺭﹰﺍ ﻝﻘﻠﺔ ﻋﺩﺩﻫﻡ‪.‬‬

‫ﺘﻡ ﺘﻭﺠﻴﻪ ﻜﺘﺎﺏ ﻤﻥ ﻋﻤﻴﺩ ﻜﻠﻴﺔ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻌﻠﻴﺎ ﺒﺠﺎﻤﻌﺔ ﺍﻝﻨﺠﺎﺡ ﺍﻝﻭﻁﻨﻴﺔ ﺇﻝﻰ ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ‬ ‫•‬
‫ﻭﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻌﺎﻝﻲ ﻓﻲ ﺭﺍﻡ ﺍﷲ ﺒﻬﺩﻑ ﺘﺴﻬﻴل ﺍﻝﻤﻬﻤﺔ ﻭﺘﻡ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺍﻝﻤﻭﺍﻓﻘﺔ ﺒﺘﻭﺯﻴﻊ‬
‫ﺍﻻﺴﺘﺒﺎﻨﺔ ﻭﺇﺠﺭﺍﺀ ﺍﻝﻤﻘﺎﺒﻼﺕ‪.‬‬

‫ﻗﺎﻤﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺒﺘﻭﺯﻴﻊ )‪ (244‬ﺍﺴﺘﺒﺎﻨﺔ ﻋﻠﻰ ﺠﻤﻴﻊ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻭﺍﻝﻤﺸﺭﻓﺎﺕ ﺨﻼل‬ ‫•‬
‫ﺍﻝﻔﺘﺭﺓ ﺍﻝﺯﻤﻨﻴﺔ ﻤﺎ ﺒﻴﻥ ‪ 2013/4/22 – 2013/4/11‬ﺒﻌﺩ ﺍﺴﺘﺜﻨﺎﺀ )‪ (40‬ﻤﺸﺭﻓﺎ ﻭﻤﺸﺭﻓﺔ‬
‫ﻭﺫﻝﻙ ﻹﻨﻬﻡ ﻗﺎﻤﻭﺍ ﺒﺘﻌﺒﺌﺔ ﺍﻻﺴﺘﺒﺎﻨﺔ ﻷﻏﺭﺍﺽ ﺍﺤﺘﺴﺎﺏ ﻤﻌﺎﻤل ﺍﻝﺜﺒﺎﺕ‪ ،‬ﻭﺫﻝﻙ ﻓﻲ ﻨﻔﺱ ﻴﻭﻡ‬

‫ﺇﺠﺭﺍﺀ ﺍﻝﻤﻘﺎﺒﻼﺕ ﻭﺘﻡ ﺘﻭﺯﻴﻊ ﺍﻻﺴﺘﺒﺎﻨﺔ ﻭﺍﺴﺘﺭﺠﺎﻋﻬﺎ ﻓﻴﻤﺎ ﺒﻌﺩ‪ ،‬ﻜﻤﺎ ﺘﻡ ﺘﻭﺯﻴﻊ ﺍﺴﺘﺒﺎﻨﺎﺕ‬
‫ﺇﻀﺎﻓﻴﺔ ﺨﻭﻓﹰﺎ ﻤﻥ ﺍﻝﺘﻠﻑ ﺃﻭ ﺍﻝﻨﻘﺹ ﺒﻭﺍﻗﻊ )‪ (50‬ﺍﺴﺘﺒﺎﻨﺔ ﺇﻀﺎﻓﻴﺔ‪ ،‬ﻭﻗﺩ ﺘﻡ ﺍﺴﺘﺭﺠﺎﻉ )‪(180‬‬

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‫ﺍﺴﺘﺒﺎﻨﺔ ﻓﻲ ﺒﺎﺩﺉ ﺍﻷﻤﺭ‪ ،‬ﻭﻨﻅﺭﹰﺍ ﻝﻠﻌﺩﺩ ﺍﻝﻘﻠﻴل ﺘﻡ ﺍﻝﺭﺠﻭﻉ ﻝﻜل ﺍﻝﻤﺩﻴﺭﻴﺎﺕ ﻭﺇﻋﺎﺩﺓ ﺍﻝﺘﻭﺯﻴﻊ‬
‫ﻤﺭﺓ ﺃُﺨﺭﻯ ﻝﻴﺘﻡ ﺍﺴﺘﺭﺠﺎﻉ )‪ (18‬ﺍﺴﺘﺒﺎﻨﺔ ﻝﻴﺼل ﺍﻝﻌﺩﺩ ﺍﻝﻨﻬﺎﺌﻲ )‪ (198‬ﺒﻨﺴﺒﺔ ﺍﺴﺘﺭﺩﺍﺩ ﺒﻠﻐﺕ‬
‫)‪.(%81‬‬

‫ﺘﺭﻤﻴﺯ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺇﺩﺨﺎﻝﻬﺎ ﺇﻝﻰ ﺍﻝﺤﺎﺴﺏ ﻭﻤﻌﺎﻝﺠﺘﻬﺎ ﺇﺤﺼﺎﺌﻴﺎ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺒﺭﻨﺎﻤﺞ ﺍﻝﺭﺯﻤﺔ‬ ‫•‬
‫ﺍﻹﺤﺼﺎﺌﻴﺔ ﻝﻠﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ )‪.(SPSS‬‬

‫ﺍﺴﺘﺨﺭﺍﺝ ﺍﻝﻨﺘﺎﺌﺞ ﻭﺘﺤﻠﻴﻠﻬﺎ ﻭﻤﻨﺎﻗﺸﺘﻬﺎ‪ ،‬ﻭﺩﻤﺠﻬﺎ ﻤﻊ ﻨﺘﺎﺌﺞ ﺍﻝﻤﻘﺎﺒﻠﺔ ﻭﻤﻘﺎﺭﻨﺘﻬﺎ ﻤﻊ ﻨﺘﺎﺌﺞ‬ ‫•‬

‫ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‪ ،‬ﻭﺍﻗﺘﺭﺍﺡ ﺍﻝﺘﻭﺼﻴﺎﺕ ﺍﻝﻤﻨﺎﺴﺒﺔ‪.‬‬

‫ﺜﺎﻨﻴﹰﺎ‪ :‬ﺇﻋﺩﺍﺩ ﺍﻝﻤﻘﺎﺒﻠﺔ ﻭﻗﺩ ﺘﻤﺕ ﻭﻓﻕ ﺍﻝﺨﻁﻭﺍﺕ ﺍﻵﺘﻴﺔ‪:‬‬

‫ﺒﻌﺩ ﺃﻥ ﺘﻡ ﺇﻋﺩﺍﺩ ﺍﻻﺴﺘﺒﺎﻨﺔ ﻭﻓﻕ ﺍﻝﺨﻁﻭﺍﺕ ﺍﻝﻤﺫﻜﻭﺭﺓ ﺃﻋﻼﻩ‪ ،‬ﻤﻥ ﺍﻁﻼﻉ ﻋﻠﻰ ﺍﻷﺩﺏ‬ ‫•‬

‫ﺍﻝﻨﻅﺭﻱ ﻭﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﻪ ﻝﺘﺸﻜﻴل ﻓﻜﺭﺓ ﻤﻭﺴﻌﺔ ﻋﻤﺎ ﺴﻴﺘﻡ ﻁﺭﺤﻪ ﻋﻠﻰ ﺭﺅﺴﺎﺀ ﺃﻗﺴﺎﻡ‬
‫ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻝﻠﺤﺼﻭل ﻋﻠﻰ ﺇﺠﺎﺒﺎﺕ ﺃﻜﺜﺭ ﺘﻭﻀﻴﺤﹰﺎ‪ ،‬ﻭﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻭﺠﻬﺎﺕ ﻨﻅﺭ‬
‫ﺃﺼﺤﺎﺒﻬﺎ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺘﻡ ﺇﻋﺩﺍﺩ ﺃﺴﺌﻠﺔ ﺍﻝﻤﻘﺎﺒﻠﺔ ﺒﻨﺎﺀ ﻋﻠﻰ ﺍﻻﺴﺘﺒﺎﻨﺔ‬

‫ﺍﻝﻤﻌﺩﺓ ﻭﺍﻝﻔﻜﺭﺓ ﺍﻝﺘﻲ ﺘﺒﻠﻭﺭﺕ ﻤﻥ ﺍﻷﺩﺏ ﺍﻝﻨﻅﺭﻱ ﻭﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ )ﺍﻝﻤﻠﺤﻕ ‪.(3‬‬

‫ﺘﻡ ﺘﻭﺠﻴﻪ ﻜﺘﺎﺏ ﺭﺴﻤﻲ ﻤﻥ ﻋﻤﻴﺩ ﻜﻠﻴﺔ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻌﻠﻴﺎ ﺒﺠﺎﻤﻌﺔ ﺍﻝﻨﺠﺎﺡ ﺍﻝﻭﻁﻨﻴﺔ ﺇﻝﻰ ﻭﺯﺍﺭﺓ‬ ‫•‬
‫ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻌﺎﻝﻲ ﻓﻲ ﺭﺍﻡ ﺍﷲ ﺒﻬﺩﻑ ﺘﺴﻬﻴل ﺍﻝﻤﻬﻤﺔ) ﺍﻝﻤﻠﺤﻕ ‪ ، (5‬ﻭﺒﻌﺩ ﻤﻭﺍﻓﻘﺔ ﻭﺯﺍﺭﺓ‬

‫ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻌﺎﻝﻲ ﻋﻠﻰ ﺘﺴﻬﻴل ﺍﻝﻤﻬﻤﺔ )ﺍﻝﻤﻠﺤﻕ ‪ ،(6‬ﺘﻡ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺃﺭﻗﺎﻡ ﻫﻭﺍﺘﻑ‬
‫ﺭﺅﺴﺎﺀ ﺃﻗﺴﺎﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻭﺃﻤﺎﻜﻥ ﻋﻤﻠﻬﻡ‪ ،‬ﻭﻋﺩﺩﻫﻡ )‪ (8‬ﻤﻭﺯﻋﻴﻥ ﻋﻠﻰ ﻤﺩﻴﺭﻴﺎﺕ‬
‫ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ‪ ،‬ﻭﺫﻝﻙ ﻝﻠﺘﻨﺴﻴﻕ ﻤﻌﻬﻡ ﻝﺘﺤﺩﻴﺩ ﻤﻭﺍﻋﻴﺩ ﺇﺠﺭﺍﺀ‬

‫ﺍﻝﻤﻘﺎﺒﻼﺕ‪ ،‬ﻭﺒﻌﺩ ﺍﻝﻤﻘﺎﺒﻠﺔ ﺍﻷﻭﻝﻰ ﻤﻊ ﺃﺤﺩ ﺭﺅﺴﺎﺀ ﺃﻗﺴﺎﻡ ﺍﻻﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺘﻡ ﺘﻌﺩﻴل ﺍﻷﺴﺌﻠﺔ‬
‫ﻭﺫﻝﻙ ﻝﺘﺤﻘﻴﻕ ﺍﻝﻬﺩﻑ ﻤﻥ ﺇﺠﺭﺍﺀ ﺘﻠﻙ ﺍﻝﻤﻘﺎﺒﻼﺕ‪.‬‬

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‫ﻗﺎﻤﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺒﺈﺠﺭﺍﺀ ﺍﻝﻤﻘﺎﺒﻼﺕ ﻤﻊ ﺭﺅﺴﺎﺀ ﺃﻗﺴﺎﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﻤﺩﻴﺭﻴﺎﺕ ﺍﻝﺘﺭﺒﻴﺔ‬ ‫•‬
‫ﻭﺍﻝﺘﻌﻠﻴﻡ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﺨﻼل ﺍﻝﻔﺘﺭﺓ ﺍﻝﺯﻤﻨﻴﺔ ﻤﺎﺒﻴﻥ ‪2013/4/22 – 2013/4/11‬‬
‫ﺒﻭﺍﻗﻊ ﻤﺩﻴﺭﻴﺘﻴﻥ ﻓﻲ ﺍﻝﻴﻭﻡ ﺍﻝﻭﺍﺤﺩ‪ ،‬ﺤﻴﺙ ﺘﻤﺕ ﻤﻘﺎﺒﻠﺔ ﺭﺌﻴﺱ ﻗﺴﻡ ﺇﺸﺭﺍﻑ ﻤﺩﻴﺭﻴﺔ ﻁﻭﻝﻜﺭﻡ‬

‫ﻭﻗﻠﻘﻴﻠﻴﺔ ﻴﻭﻡ ﺍﻝﺨﻤﻴﺱ ﺒﺘﺎﺭﻴﺦ ‪ ،2013/4/11‬ﻭﻤﻘﺎﺒﻠﺔ ﺭﺌﻴﺱ ﻗﺴﻡ ﺇﺸﺭﺍﻑ ﻤﺩﻴﺭﻴﺔ ﺴﻠﻔﻴﺕ‬
‫ﻭﻁﻭﺒﺎﺱ ﻴﻭﻡ ﺍﻷﺤﺩ ﺒﺘﺎﺭﻴﺦ ‪ ،2013/4/14‬ﻭﻤﻘﺎﺒﻠﺔ ﺭﺌﻴﺱ ﻗﺴﻡ ﺇﺸﺭﺍﻑ ﻤﺩﻴﺭﻴﺔ ﺠﻨﻴﻥ‬
‫ﻭﻗﺒﺎﻁﻴﺔ ﻴﻭﻡ ﺍﻝﺜﻼﺜﺎﺀ ﺒﺘﺎﺭﻴﺦ ‪ ،2013/4/16‬ﻭﺇﺠﺭﺍﺀ ﻤﻜﺎﻝﻤﺔ ﻫﺎﺘﻔﻴﺔ ﻤﻊ ﺭﺌﻴﺱ ﻗﺴﻡ ﺇﺸﺭﺍﻑ‬

‫ﻤﺩﻴﺭﻴﺔ ﻨﺎﺒﻠﺱ ﻴﻭﻡ ﺍﻝﺜﻼﺜﺎﺀ ﺒﺘﺎﺭﻴﺦ ‪ ،2013/4/16‬ﻭﻤﻘﺎﺒﻠﺔ ﺭﺌﻴﺱ ﻗﺴﻡ ﺇﺸﺭﺍﻑ ﻤﺩﻴﺭﻴﺔ‬
‫ﺠﻨﻭﺏ ﻨﺎﺒﻠﺱ ﻴﻭﻡ ﺍﻷﺭﺒﻌﺎﺀ ﺒﺘﺎﺭﻴﺦ ‪.2013/4/22‬‬

‫ﺘﻡ ﺘﺴﺠﻴل ﺍﻝﻤﻘﺎﺒﻼﺕ ﻋﻠﻰ ﺠﻬﺎﺯ ﺘﺴﺠﻴل ﻭﺫﻝﻙ ﻝﺠﻤﻊ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﻤﻥ ﺜﻡ ﺍﻻﺴﺘﻤﺎﻉ ﺇﻝﻴﻬﺎ‬ ‫•‬

‫ﻋﺩﺓ ﻤﺭﺍﺕ‪ ،‬ﻭﺘﻔﺭﻴﻎ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺘﺤﻠﻴﻠﻬﺎ ﻤﻥ ﺨﻼل ﺘﺒﻭﻴﺒﻬﺎ ﺇﻝﻰ ﻤﺤﺎﻭﺭ ﻭﺘﺠﻤﻴﻌﻬﺎ ﻻﺴﺘﺨﺭﺍﺝ‬
‫ﺍﻝﻨﺘﺎﺌﺞ ﻭﺘﺤﻠﻴﻠﻬﺎ ﻭﻤﻨﺎﻗﺸﺘﻬﺎ ﻭﺩﻤﺠﻬﺎ ﻤﻊ ﻨﺘﺎﺌﺞ ﺍﻻﺴﺘﺒﺎﻨﺔ ﻝﻨﺤﺼل ﻋﻠﻰ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﻨﻭﻋﻴﺔ‬
‫ﺍﻝﻤﻁﻠﻭﺒﺔ ﺍﻝﺘﻲ ﻻ ﺘﻭﻓﺭﻫﺎ ﺍﻻﺴﺘﺒﺎﻨﻪ ﻝﻭﺤﺩﻫﺎ‪ ،‬ﻭﻤﻘﺎﺭﻨﺔ ﺍﻝﻨﺘﺎﺌﺞ ﻤﻊ ﻨﺘﺎﺌﺞ ﺍﻹﺴﺘﺒﺎﻨﻪ‬

‫ﻭﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻭﺍﻗﺘﺭﺍﺡ ﺍﻝﺘﻭﺼﻴﺎﺕ ﺍﻝﻤﻨﺎﺴﺒﺔ‪.‬‬

‫ﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ‪:‬‬

‫ﺘﻀﻤﻨﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻵﺘﻴﺔ‪:‬‬

‫‪ -1‬ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻤﺴﺘﻘﻠﺔ‬

‫ﺍﻝﺠﻨﺱ ﻭﻫﻭ ﻓﺌﺘﺎﻥ‪ :‬ﺫﻜﺭ ﻭﺃﻨﺜﻰ‪.‬‬ ‫‪-‬‬

‫ﺍﻝﺘﺨﺼﺹ ﻭﻝﻪ ﻤﺴﺘﻭﻴﺎﻥ‪ :‬ﻋﻠﻭﻡ ﺇﻨﺴﺎﻨﻴﺔ ﻭﻋﻠﻭﻡ ﻁﺒﻴﻌﻴﺔ‪.‬‬ ‫‪-‬‬

‫ﺴﻨﻭﺍﺕ ﺍﻝﺨﺒﺭﺓ ﻓﻲ ﺍﻝﻌﻤل ﻭﻝﻪ ﺜﻼﺜﺔ ﻤﺴﺘﻭﻴﺎﺕ‪ :‬ﺃﻗل ﻤﻥ ‪ 5‬ﺴﻨﻭﺍﺕ‪ ،‬ﻤﻥ ‪ 10-5‬ﺴﻨﻭﺍﺕ‪،‬‬ ‫‪-‬‬
‫ﻭﺃﻜﺜﺭ ﻤﻥ ‪ 10‬ﺴﻨﻭﺍﺕ‪.‬‬

‫ﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ ﻭﻝﻪ ﻤﺴﺘﻭﻴﺎﻥ‪ :‬ﺒﻜﺎﻝﻭﺭﻴﻭﺱ ﻭﻤﺎﺠﺴﺘﻴﺭ ﻓﺄﻋﻠﻰ‪.‬‬ ‫‪-‬‬

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‫ﻤﻭﻗﻊ ﺍﻝﻤﺩﻴﺭﻴﺔ ﻭﻝﻪ ﺜﻤﺎﻨﻴﺔ ﻤﺴﺘﻭﻴﺎﺕ‪ :‬ﻨﺎﺒﻠﺱ‪ ،‬ﺠﻨﻭﺏ ﻨﺎﺒﻠﺱ‪ ،‬ﻁﻭﻝﻜﺭﻡ‪ ،‬ﻭﺠﻨﻴﻥ‪ ،‬ﻭﺴﻠﻔﻴﺕ‪،‬‬ ‫‪-‬‬
‫ﻭﻗﻠﻘﻴﻠﻴﺔ‪ ،‬ﻭﻗﺒﺎﻁﻴﺔ‪ ،‬ﻭﻁﻭﺒﺎﺱ‪.‬‬

‫‪ -2‬ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺘﺎﺒﻌﺔ‪ :‬ﻭﺘﺘﻤﺜل ﻓﻲ ﺍﺴﺘﺠﺎﺒﺔ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﻤﺠﺎﻻﺕ ﻤﻘﻴﺎﺱ ﺃﺩﻭﺍﺕ‬

‫ﺍﻝﺩﺭﺍﺴﺔ ﺤﻭل ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ‪.‬‬

‫ﺍﻝﻤﻌﺎﻝﺠﺎﺕ ﺍﻹﺤﺼﺎﺌﻴﺔ‪:‬‬

‫ﺃﻭﻻ‪ :‬ﺍﻻﺴﺘﺒﺎﻨﺔ‪ :‬ﺒﻌﺩ ﺘﻔﺭﻴﻎ ﺇﺠﺎﺒﺎﺕ ﺃﻓﺭﺍﺩ ﺍﻝﻌﻴﻨﺔ ﺠﺭﻯ ﺘﺭﻤﻴﺯﻫﺎ ﻭﺇﺩﺨﺎل ﺍﻝﺒﻴﺎﻨﺎﺕ ﺒﺎﺴﺘﺨﺩﺍﻡ‬

‫ﺍﻝﺤﺎﺴﻭﺏ‪ ،‬ﺜﻡ ﺘﻤﺕ ﻤﻌﺎﻝﺠﺔ ﺍﻝﺒﻴﺎﻨﺎﺕ ﺇﺤﺼﺎﺌﻴﹰﺎ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺒﺭﻨﺎﻤﺞ ﺍﻝﺭﺯﻤﺔ ﺍﻹﺤﺼﺎﺌﻴﺔ ﻝﻠﻌﻠﻭﻡ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ )‪ (SPSS‬ﻭﻤﻥ ﺍﻝﻤﻌﺎﻝﺠﺎﺕ ﺍﻻﺤﺼﺎﺌﻴﺔ ﺍﻝﻤﺴﺘﺨﺩﻤﺔ‪:‬‬

‫ﺍﻝﺘﻜﺭﺍﺭﺍﺕ ﻭﺍﻝﻨﺴﺏ ﺍﻝﻤﺌﻭﻴﺔ‪ ،‬ﻭﺍﻝﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﺤﺴﺎﺒﻴﺔ‪ ،‬ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻝﻤﻌﻴﺎﺭﻴﺔ‪ ،‬ﻝﺘﻘﺩﻴﺭ‬ ‫‪-1‬‬

‫ﺍﻝﻭﺯﻥ ﺍﻝﻨﺴﺒﻲ ﻝﻔﻘﺭﺍﺕ ﺍﻻﺴﺘﺒﺎﻨﺔ‪.‬‬

‫ﺍﺨﺘﺒﺎﺭ )ﺕ( ﻝﻌﻴﻨﺘﻴﻥ ﻤﺴﺘﻘﻠﺘﻴﻥ )‪ (Independent T- test‬ﻝﻔﺤﺹ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻤﺘﻌﻠﻘﺔ‬ ‫‪-2‬‬

‫ﺒﺎﻝﺠﻨﺱ‪ ،‬ﻭﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻭﺍﻝﺘﺨﺼﺹ‪.‬‬

‫ﺍﺨﺘﺒﺎﺭ ﺘﺤﻠﻴل ﺍﻝﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ )‪ (One Way ANOVA‬ﻝﻔﺤﺹ ﺍﻝﻔﺭﻀﻴﺔ ﺍﻝﻤﺘﻌﻠﻘﺔ‬ ‫‪-3‬‬
‫ﺒﻤﺘﻐﻴﺭ ﺴﻨﻭﺍﺕ ﺍﻝﺨﺒﺭﺓ ﺍﻹﺸﺭﺍﻓﻴﺔ‪.‬‬

‫ﻤﻌﺎﺩﻝﺔ ﻜﺭﻭﻨﺒﺎﺥ ﺍﻝﻔﺎ )‪ ،(Alpha Cronbach‬ﻭﺫﻝﻙ ﻝﺤﺴﺎﺏ ﺍﻻﺘﺴﺎﻕ ﺍﻝﺩﺍﺨﻠﻲ ﻝﻔﻘﺭﺍﺕ ﺃﺩﺍﺓ‬ ‫‪-4‬‬

‫ﺍﻝﺩﺭﺍﺴﺔ‪.‬‬

‫ﺜﺎﻨﻴﺎ‪ :‬ﺍﻝﻤﻘﺎﺒﻠﺔ‪ :‬ﺒﻌﺩ ﺘﻔﺭﻴﻎ ﺇﺠﺎﺒﺎﺕ ﺃﻓﺭﺍﺩ ﺍﻝﻌﻴﻨﺔ ﺒﻌﺩ ﺴﻤﺎﻋﻬﺎ ﺘﻡ ﻭﻀﻌﻬﺎ ﻋﻠﻰ ﺸﻜل ﺒﻴﺎﻨﺎﺕ ﻤﺭﺘﺒﺔ‬

‫ﻭﻤﺤﺩﺩﺓ ﺍﻹﺠﺎﺒﺔ ﻝﻜل ﺸﺨﺹ ﻋﻠﻰ ﺤﺩﻩ‪ ،‬ﺜﻡ ﺘﻡ ﺩﻤﺞ ﺇﺠﺎﺒﺔ ﻜل ﺴﺅﺍل ﻝﻜل ﻤﻥ ﺘﻤﺕ ﻤﻘﺎﺒﻠﺘﻪ ﻭﺘﺤﺩﻴﺩ‬

‫ﻨﻘﺎﻁ ﺍﻹﺘﻔﺎﻕ ﻭﺍﻹﺨﺘﻼﻑ ﺤﻭل ﻜل ﺴﺅﺍل ﺒﺎﺴﺘﺨﺩﺍﻡ ﺃﺴﻠﻭﺏ ﺘﺤﻠﻴل ﺍﻝﻤﺤﺘﻭﻯ ﺍﻝﻨﻭﻋﻲ ﻝﻤﻌﺭﻓﺔ ﺃﺴﺒﺎﺏ‬
‫ﺍﻹﺨﺘﻼﻑ ﻭﺍﻹﺘﻔﺎﻕ ﻝﺘﻭﻀﻴﺤﻬﺎ ﻓﻴﻤﺎ ﺒﻌﺩ ﻓﻲ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ﻭﻤﻨﺎﻗﺸﺘﻬﺎ ﻭﻤﻘﺎﺭﻨﺘﻬﺎ ﻤﻊ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺎﺕ‬
‫ﺍﻝﺴﺎﺒﻘﺔ‪ ،‬ﻭﻝﺘﻜﻭﻥ ﻤﺤﺩﺩﺓ ﺒﻨﻘﺎﻁ ﻤﻬﻤﺔ ﻋﻨﺩ ﺩﻤﺞ ﺁﺭﺍﺀ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﻓﻲ ﺍﻝﻤﻘﺎﺒﻠﺔ ﻤﻊ ﺁﺭﺍﺀ ﺍﻝﻤﺸﺭﻓﻴﻥ‬
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‫ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻭﺍﻝﻤﺸﺭﻓﺎﺕ ﺍﻝﺫﻴﻥ ﻗﺩﻤﻭﺍ ﺇﺠﺎﺒﺎﺕ ﻋﻠﻰ ﻓﻘﺭﺍﺕ ﺍﻻﺴﺘﺒﺎﻨﺔ ﻝﺘﻜﻭﻥ ﻨﺘﺎﺌﺞ ﺍﻝﻤﻘﺎﺒﻠﺔ ﺘﺒﺭﻴﺭﹰﺍ‬
‫ﻝﻤﻭﻗﻔﻬﻡ ﺘﺠﺎﻩ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺒﻠﻐﺘﻬﻡ ﺍﻝﺨﺎﺼﺔ ﻭﺘﺒﻌﹰﺎ ﻝﺘﺠﺭﺒﺘﻬﻡ ﺍﻝﺸﺨﺼﻴﺔ ﻭﻤﻌﺘﻘﺩﺍﺘﻬﻡ ﻭﺁﺭﺍﺌﻬﻡ‬
‫ﺤﻭل ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪.‬‬

‫ﻓﻲ ﻫﺫﺍ ﺍﻝﻔﺼل ﺘﻡ ﺸﺭﺡ ﺇﺠﺭﺍﺀﺍﺕ ﻭﻤﻨﻬﺠﻴﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻭﺇﻋﺩﺍﺩ ﺃﺩﺍﺘﻲ ﺠﻤﻊ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ‬
‫ﻭﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻻﺴﺘﺒﺎﻨﺔ ﻭﺍﻝﻤﻘﺎﺒﻠﺔ‪ ،‬ﻭﺍﻝﻤﻌﺎﻝﺠﺎﺕ ﺍﻹﺤﺼﺎﺌﻴﺔ ﺍﻝﻤﺘﺒﻌﺔ ﻭﺫﻝﻙ ﻝﻠﺤﺼﻭل ﻋﻠﻰ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ‬
‫ﺴﻴﺘﻡ ﻋﺭﻀﻬﺎ ﻓﻲ ﺍﻝﻔﺼل ﺍﻝﺘﺎﻝﻲ‪.‬‬

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‫ﺍﻝﻔﺼل ﺍﻝﺭﺍﺒﻊ‬

‫ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ‬

‫ﺃﻭﻻ‪ :‬ﻨﺘﺎﺌﺞ ﺍﻝﻤﻘﺎﺒﻠﺔ‬

‫ﺜﺎﻨﻴﺎﹰ‪ :‬ﻨﺘﺎﺌﺞ ﺍﻻﺴﺘﺒﺎﻨﺔ‬

‫ﺜﺎﻝﺜﺎﹰ‪ :‬ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻌﺎﻤﺔ‬

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 ‫ﺍﻝﻔﺼل ﺍﻝﺭﺍﺒﻊ‬

‫ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ‬

‫ﺘﻨﺎﻭل ﻫﺫﺍ ﺍﻝﻔﺼل ﻋﺭﻀﹰﺎ ﻝﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ﻭﻓﻘﹰﺎ ﻝﺘﺭﺘﻴﺏ ﺃﺴﺌﻠﺘﻬﺎ‪ ،‬ﺃﺴﺌﻠﺔ ﺍﻝﻤﻘﺎﺒﻠﺔ ﻭﺍﻻﺴﺘﺒﺎﻨﺔ‬

‫ﻭﻓﺭﻀﻴﺎﺘﻬﺎ ﺜﻡ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻌﺎﻤﺔ‪.‬‬

‫ﺃﻭ ﹰﻻ‪ :‬ﻨﺘﺎﺌﺞ ﺍﻝﻤﻘﺎﺒﻠﺔ‬

‫ﻝﻘﺩ ﺘﻡ ﻤﻘﺎﺒﻠﺔ ﺭﺅﺴﺎﺀ ﺃﻗﺴﺎﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺒﻤﺩﻴﺭﻴﺎﺕ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﻤﻤﻥ ﻝﻬـﻡ‬

‫ﻋﻼﻗﺔ ﺒﻤﻭﻀﻭﻉ ﺍﻝﺩﺭﺍﺴﺔ ﻭﻋﺩﺩﻫﻡ )‪ ،(8‬ﻤﻥ ﺃﺠل ﺍﺴﺘﻁﻼﻉ ﺁﺭﺍﺀﻫﻡ ﺤﻭل ﺫﻝﻙ‪ ،‬ﻭﻓﻴﻤﺎ ﻴﻠﻲ ﺃﺴـﺌﻠﺔ‬
‫ﺍﻝﺩﺭﺍﺴﺔ ﺤﺴﺏ ﺘﺴﻠﺴﻠﻬﺎ ﻓﻲ ﺍﻝﻤﻘﺎﺒﻠﺔ‪:‬‬

‫ﺍﻝﺴﺅﺍل ﺍﻷﻭل‪ :‬ﻫل ﺘﻌﺘﺒﺭ ﺘﻭﻅﻴﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﺃﻤﺭﹰﺍ ﻀﺭﻭﺭﻴ ﹰﺎ ﻭﻝﻤﺎﺫﺍ؟‬

‫ﺘﺸﻴﺭ ﺍﻝﻨﺘﺎﺌﺞ ﺇﻝﻰ ﺃﻥ ﺠﻤﻴﻊ ﺭﺅﺴﺎﺀ ﺃﻗﺴﺎﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﻤﺩﻴﺭﻴﺎﺕ ﺸﻤﺎل ﺍﻝﻀـﻔﺔ‬
‫ﺍﻝﻐﺭﺒﻴﺔ ﺍﻋﺘﺒﺭﻭﺍ ﺘﻭﻅﻴﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﺃﻤﺭﹰﺍ ﻀﺭﻭﺭﻴ ﹰﺎ ﻓﻀﺭﻭﺭﻱ ﺠﺩﹰﺍ‪.‬‬

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‫‪1‬‬
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‫‪0‬‬

‫ﻏﻴﺭ ﻀﺭﻭﺭﻱ‬ ‫ﻀﺭﻭﺭﻱ‬ ‫ﻀﺭﻭﺭﻱ‬ ‫ﻀﺭﻭﺭﻱ ﺠﺩﹰﺍ‬

‫ﻴﻌﺘﺒﺭﻭﻥﺠﺩﺍ‬
‫ﺘﻭﻅﻴﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﺃﻤﺭًﺃ‬ ‫ﻭﻀﺭﻭﺭﻱ‬ ‫ﺸﻜل ﺭﻗﻡ )‪ :(1‬ﺘﻭﺯﻴﻊ ﺃﻋﺩﺍﺩ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﺍﻝﺫﻴﻥ‬
‫ﻀﺭﻭﺭﻴﹰﺎ ﺤﺴﺏ ﺍﻷﻫﻤﻴﺔ‬

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‫ﻤﻥ ﺍﻝﺸﻜل )‪ (1‬ﺃﻋﻼﻩ ﻴﺘﻀﺢ ﺃﻥ ﺍﻹﺠﺎﺒﺎﺕ ﻜﺎﻨﺕ ﺘﺘﺭﺍﻭﺡ ﺒﻴﻥ ﻀﺭﻭﺭﻱ ﻭﻀﺭﻭﺭﻱ ﺠـﺩﹰﺍ‪،‬‬
‫ﻭﺒﻴﻥ ﻀﺭﻭﺭﻱ ﺠﺩﹰﺍ‪ ،‬ﻭﻀﺭﻭﺭﻱ ﻤﻭﻀﺤﻴﻥ ﻭﺠﻬﺔ ﻨﻅﺭﻫﻡ ﺤﺴﺏ ﻤﺎﻭﺭﺩ ﻓﻲ ﺍﻝﻤﻘﺎﺒﻠﺔ‪:‬‬

‫ﻭﻗﺩ ﺃﺸﺎﺭ ﻝﻪ ﻤﺸﺭﻑ )‪:(1‬‬

‫" ﺍﻹﺠﺎﺒﺔ ﺍﻝﻤﺒﺎﺸﺭﺓ ﻫﻭ ﻀﺭﻭﺭﻱ ﻭﻀﺭﻭﺭﻱ ﺠﺩﹰﺍ ﻷﻥ ﺘﻭﺠﻬﺎﺕ ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﻓﻲ‬
‫ﺨﻁﺘﻬﺎ ﺍﻝﺨﻤﺴﻴﺔ ﻭﺍﺴﺘﺭﺍﺘﻴﺠﻴﺘﻬﺎ ﻨﺤﻭ )‪ (ICT‬ﻓﻲ ﺍﻝﺘﻌﻠﻴﻡ‪ ،‬ﻴﺸﻤل ﺍﻝﻤﻌﻠﻡ ﻭﻜل ﻤﻥ ﻫﻭ ﻤﺴﺅﻭل ﻋـﻥ‬
‫ﺍﻝﻤﻌﻠﻡ‪ ،‬ﻭﺍﻝﻤﺸﺭﻑ ﻤﺴﺅﻭل ﻋﻥ ﻤﺩﻯ ﺘﻭﻅﻴﻑ ﺍﻝﻤﻌﻠﻡ ﻝﻠﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻷﻨﻪ ﻓﻲ ﺒﻨـﺩ‬
‫ﻤﻥ ﺍﻝﺒﻨﻭﺩ ﻓﻲ ﺘﻘﻴﻴﻡ ﺍﻝﻤﻌﻠﻡ ﻓﻲ ﺘﻘﺭﻴﺭﻩ ﺍﻝﺴﻨﻭﻱ ﻜﻡ ﻭﻅﻑ ﺍﻝﻤﻌﻠﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﺘﻌﻠﻴﻡ ﺒﻭﺍﻗﻊ ﺃﻜﺜﺭ‬
‫ﻼ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﺍﻝﻭﺴﺎﺌل ﺍﻝﺘﻲ ﺍﺴﺘﺨﺩﻤﻬﺎ‪ ،‬ﻭﻷﻥ ﺍﻝﻤﻌﻠﻡ ﻤﻁﺎﻝﺏ ﺒﺘﻭﻅﻴﻑ‬
‫ﻤﻥ )‪ (3‬ﻓﻘﺭﺍﺕ ﻭﻜﻡ ﻜﺎﻥ ﻓﺎﻋ ﹰ‬
‫ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﺘﻌﻠﻴﻡ ﻴﺠﺏ ﺃﻥ ﻴﻜﻭﻥ ﺍﻝﻤﺸﺭﻑ ﻴﻌﺭﻑ ﺒﻪ ﻭﻴﻭﻅﻔﻪ ﻓﻲ ﺍﻝﻌﻤل ﻓﺈﺫﺍ ﻜﺎﻥ ﺍﻝﻤﺸـﺭﻑ‬
‫ﻏﻴﺭ ﻤﺅﻫل ﻭﻏﻴﺭ ﻤﺩﺭﻙ ﻝﻬﺫﺍ ﺍﻝﻤﻔﻬﻭﻡ ﻓﻜﻴﻑ ﻴﺴﺘﻁﻴﻊ ﺃﻥ ﻴﺅﻫل ﺍﻝﻤﻌﻠﻡ ﺍﻝﺫﻱ ﻴﺸﺭﻑ ﻋﻠﻴﻪ‪ ،‬ﻓﺈﺫﻥ ﻤﻥ‬
‫ﻻ ﻝﻜﻲ ﻴﻘﻭﻡ ﺒﺘﺄﻫﻴل ﺍﻝﻤﻌﻠﻡ ﺜﺎﻨﻴﹰﺎ‪ ،‬ﻭﻫﺫﺍ ﻤﺎ ﻴﻨﻁﺒﻕ ﻋﻠﻰ ﻋﻠﻰ‬
‫ﺒﺎﺏ ﺃﻭﻝﻰ ﺃﻥ ﻴﻜﻭﻥ ﺍﻝﻤﺸﺭﻑ ﻤﺅﻫل ﺃﻭ ﹰ‬
‫ﻤﻔﻬﻭﻡ )‪ (ICT‬ﻓﻲ ﺍﻝﺘﻌﻠﻴﻡ ﻋﻠﻰ ﻤﻭﻀﻭﻉ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﺘﻌﻠﻴﻡ ﻝﺫﻝﻙ ﻜﺎﻥ ﻋﻠﻰ ﺍﻝﻤﺸﺭﻑ ﺃﻥ ﻴﻜﻭﻥ‬
‫ﻝﻪ ﺍﻝﻜﻔﺎﻴﺔ ﻭﺍﻝﻘﺩﺭﺓ ﺍﻝﻜﺎﻓﻴﺔ ﻓﻲ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻜﻲ ﻴﻨﻘﻠﻬﺎ ﻝﻠﻤﻌﻠﻡ"‪.‬‬

‫ﻓﻲ ﺤﻴﻥ ﺃﻓﺎﺩ )‪ (4‬ﻤﺸﺭﻓﻴﻥ ﺒﺄﻥ ﺘﻭﻅﻴﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤـل ﺍﻹﺸـﺭﺍﻓﻲ ﻀـﺭﻭﺭﻱ‪،‬‬
‫ﻭﻜﺎﻨﺕ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻋﻠﻰ ﺍﻝﻨﺤﻭ ﺍﻝﺘﺎﻝﻲ‪:‬‬

‫ﺍﻝﻤﺸﺭﻑ )‪ " (2‬ﺃﻜﻴﺩ ﻫﻭ ﻀﺭﻭﺭﻱ ﻷﻥ ﺍﻝﺘﻌﺎﻤل ﻤﻊ ﺍﻝﻭﺯﺍﺭﺓ ﻭﺍﻝﻤﺩﺍﺭﺱ ﺃﺼﺒﺢ ﺍﻝﻜﺘﺭﻭﻨﻴـﺎ‬ ‫‪.1‬‬
‫ﻤﻥ ﺨﻼل ﺍﻝﺒﺭﻴﺩ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ )‪ (E-Mail‬ﻭﻏﻴﺭﻩ ﻭﻤﻊ ﺍﻝﻭﻗﺕ ﺃﺼـﺒﺢ ﻀـﺭﻭﺭﻱ‪ ،‬ﻜﻤـﺎ‬
‫ﺃﺼﺒﺤﻨﺎ ﻨﻨﻔﺫ ﺍﻝﻌﻤل ﻗﺒل ﻭﺼﻭﻝﻪ ﺭﺴﻤﻴﹰﺎ ﻤﻥ ﺨﻼل ﺍﻻﻴﻤﻴل‪ ،‬ﻜﻤﺎ ﺃﻥ ﺍﻝﺒﺭﺍﻤﺞ ﺍﻝﺘﻲ ﻨﻌﻤل ﺒﻬﺎ‬
‫ﻤﺤﻭﺴﺒﺔ ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﺼﻔﺎﺕ ﺍﻝﻌﺼﺭ ﺍﻝﺫﻱ ﻨﻌﻴﺸﻪ ﻴﺤﺘﻡ ﻋﻠﻴﻨﺎ ﺃﻥ ﻨﺘﻜﻴﻑ ﻤﻌﻪ" ‪.‬‬

‫ﺍﻝﻤﺸﺭﻑ )‪ " (4‬ﺃﻜﻴﺩ ﻫﻭ ﺃﻤﺭ ﻀﺭﻭﺭﻱ ﻻﺸﻙ ﻓﻴﻪ ﻨﺤﻥ ﻨﻘﻭل ﺍﻝﻌﺼﺭ ﺃﺼﺒﺢ ﻋﺼﺭ‬ ‫‪.2‬‬
‫ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻭﺍﻝﻴﻭﻡ ﺍﻝﻠﻐﺔ ﻝﻐﺔ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻝﻜﻥ ﻝﻴﺱ ﻫﻭ ﺍﻝﻭﺴﻴﻠﺔ ﺍﻝﻭﺤﻴﺩﺓ ﺇﻨﻤﺎ ﻫﻭ ﺃﺤﺩ‬
‫ﺍﻝﻭﺴﺎﺌل ﺍﻝﻤﺴﺎﻋﺩﺓ "‪.‬‬
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‫ﺍﻝﻤﺸﺭﻑ )‪ " (5‬ﻤﻭﺍﻜﺒﺔ ﻝﻠﺘﻁﻭﺭﺍﺕ ﺍﻝﺘﻲ ﺘﺤﺩﺙ ﻓﻲ ﺍﻝﻌﺎﻝﻡ ﻭﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺒﻬﺫﻩ ﺍﻵﻝﻴﺔ‬ ‫‪.3‬‬
‫ﻭﺒﻬﺫﻩ ﺍﻝﻜﻔﺎﺀﺓ ﻭﺍﻝﺠﻭﺩﺓ‪ ،‬ﻜﺎﻥ ﻤﻥ ﺍﻝﻀﺭﻭﺭﻱ ﺃﻥ ﻴﺘﻡ ﺍﺴﺘﺨﺩﺍﻤﻬﺎ ﻓﻲ ﻜل ﻤﻨﺎﺤﻲ ﺍﻝﺤﻴﺎﺓ‬
‫ﻭﺒﺎﻷﺨﺹ ﺍﻹﺸﺭﺍﻑ ﻝﺘﺴﻬﻴل ﺍﻝﺘﻭﺍﺼل ﺒﻴﻥ ﺍﻝﻤﺸﺭﻑ ﻭﺍﻝﻤﻌﻠﻡ ﻭﺘﺴﻬﻴل ﺍﻴﺼﺎل ﺍﻝﺘﻐﺫﻴﺔ‬
‫ﺍﻝﺭﺍﺠﻌﺔ ﻤﻥ ﺍﻝﻤﺸﺭﻑ ﻝﻠﻤﻌﻠﻡ ﻭﺒﺎﻝﻌﻜﺱ‪ ،‬ﻭﺃﻥ ﻀﺭﻭﺭﺘﻪ ﺘﻜﻤﻥ ﺒﻀﺭﻭﺭﺓ ﻤﻭﺍﻜﺒﺔ ﺍﻝﺘﻁﻭﺭﺍﺕ‬
‫ﺍﻝﺘﻲ ﺘﺠﺭﻱ ﺒﺎﻝﻌﺎﻝﻡ"‪.‬‬

‫ﺍﻝﻤﺸﺭﻑ )‪ (6‬ﺃﻓﺎﺩ " ﺃﻨﻪ ﻀﺭﻭﺭﻱ ﻷﻨﻨﺎ ﻨﺴﻌﻰ ﺍﻵﻥ ﻝﺤﻭﺴﺒﺔ ﻜل ﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ‬ ‫‪.4‬‬
‫ﻭﻝﻘﺎﺌﻲ ﻤﻊ ﻤﺩﻴﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻜﺎﻥ ﺒﺨﺼﻭﺹ ﻫﺫﺍ ﺍﻝﻤﻭﻀﻭﻉ ﺒﻀﺭﻭﺭﺓ ﻫﺫﺍ ﺍﻝﺘﻭﻅﻴﻑ ﻭﺃﺭﺠـﻊ‬
‫ﺍﻝﺴﺒﺏ ﻓﻲ ﺫﻝﻙ ﺇﻝﻰ ﺍﻝﻌﺼﺭ ﻭﺍﻝﻠﻐﺔ ﺍﻝﺘﻲ ﺃﺼﺒﺤﺕ ﻋﺼﺭﹰﺍ ﺘﻜﻨﻭﻝﻭﺠﻴﹰﺎ ﻭﻝﻐﺔ ﺘﻜﻨﻭﻝﻭﺠﻴﺔ"‪.‬‬

‫ﻜﻤﺎ ﺃﻓﺎﺩ )‪ (3‬ﻤﺸﺭﻓﻴﻥ ﺒﺄﻥ ﺘﻭﻅﻴﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﻀﺭﻭﺭﻱ ﺠﺩﺍﹰ‪ ،‬ﻭﻗـﺩ‬
‫ﺠﺎﺀﺕ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬

‫ﺍﻝﻤﺸﺭﻑ )‪ (3‬ﺫﻜﺭ‪ " :‬ﺃﻥ ﺍﻝﻌﺎﻝﻡ ﺒﺼﻔﺔ ﻋﺎﻤﺔ ﻴﺴﻴﺭ ﻨﺤﻭ ﺍﻝﺘﻁﻭﺭ ﻭﺍﻝﺘﻘـﺩﻡ ﻝـﺫﻝﻙ ﻓﻌﻤﻠﻴـﺔ‬ ‫‪.1‬‬
‫ﺘﻭﻅﻴﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺃﻱ ﻤﺠﺎل ﻫﻭ ﻀﺭﻭﺭﻱ ﺠﺩﹰﺍ ﻝﻨﺠﺎﺡ ﺃﻱ ﻤﻥ ﻫﺫﻩ ﺍﻝﻌﻤﻠﻴﺎﺕ‪ ،‬ﻭﺃﺨﺹ‬
‫ﺒﺎﻝﺫﻜﺭ ﻤﺠﺎل ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﻭﻓﻲ ﻤﺠﺎل ﺍﻹﺸﺭﺍﻑ ﺒﺎﻝﺫﺍﺕ ﻷﻨﻪ ﻻﻴﻤﻜﻥ ﺃﻥ ﻴﻜﻭﻥ ﻫﻨـﺎﻙ‬
‫ﺘﻐﻴﻴﺭ ﺒﺩﻭﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ‪ ....‬ﻤﻥ ﺍﻷﺤﺭﻯ ﻭﺍﻷﺠﺩﻯ ﺃﻥ ﻴﻜﻭﻥ ﺍﻝﻤﺸﺭﻑ ﻤﺘﻁـﻭﺭ‬
‫ﻭﻤﺘﺴﻠﺢ ﺒﺎﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺤﺘﻰ ﻴﻭﺍﺠﻪ ﺍﻝﺘﺤﺩﻴﺎﺕ ﺍﻝﻤﺘﻨﻭﻋﺔ‪ ،‬ﻭﻝﻴﺱ ﺍﻝﻤﺸﺭﻑ ﻓﻘﻁ ﺒـل ﺍﻝﻤـﺩﻴﺭ‬
‫ﻭﺍﻝﻤﻌﻠﻡ ﺃﻴﻀﺎ"‪.‬‬

‫ﺍﻝﻤﺸﺭﻑ )‪ (7‬ﺃﻓﺎﺩ‪ " :‬ﻁﺒﻌﹰﺎ ﻫﻭ ﺃﻤﺭ ﻀﺭﻭﺭﻱ ﺠﺩﹰﺍ ﺨﻼل ﻫﺫﻩ ﺍﻝﻔﺘﺭﺓ ﺒﺴﺒﺏ ﺘﻭﻓﺭ ﺍﻝﻨﺕ ﻓﻲ‬ ‫‪.2‬‬
‫ﻼ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺍﻵﻥ ﻭﺍﻝﻤﺸﺭﻓﻴﻥ ﻴﺴﺘﺨﺩﻤﻭﻥ ﺍﻝﻨﺕ ﺒﺸﻜل‬
‫ﻜل ﺒﻴﺕ ﻭﻤﺘﻭﺍﺠﺩ ﻓﻲ ﻜل ﻤﻜﺎﻥ‪ ،‬ﻭﻓﻌ ﹰ‬
‫ﻜﺒﻴﺭ‪ ،‬ﻭﺃﻋﺘﻘﺩ ﺃﻨﻪ ﺃﻤﺭ ﻤﻬﻡ ﻭﻤﻬﻡ ﺠﺩﹰﺍ ﺨﻼل ﻫﺫﻩ ﺍﻝﻔﺘﺭﺓ ﻭﺍﻝﺘﻭﺠﻬﺎﺕ ﻨﺤﻭﻩ ﻓـﻲ ﺍﻝﻤﺭﺤﻠـﺔ‬
‫ﺍﻝﻘﺎﺩﻤﺔ"‪.‬‬

‫ﻤﺸﺭﻑ )‪ (8‬ﺫﻜﺭ‪ " :‬ﺃﻨﻨﺎ ﻨﻭﺍﻜﺏ ﺍﻝﺘﻁﻭﺭ ﻓﻲ ﻜل ﻤﻨﺎﺤﻲ ﺤﻴﺎﺘﻨﺎ ﻝﺫﻝﻙ ﻓﺈﻥ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ‬ ‫‪.3‬‬
‫ﻤﻥ ﺃﻭﻝﻰ ﻫﺫﻩ ﺍﻝﻤﻨﺎﺤﻲ ﺃﻥ ﻴﻌﺘﻤﺩ ﻋﻠﻰ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﺍﻝﺠﻭﺍﺏ ﺒﺎﻹﻴﺠـﺎﺏ‬
‫ﻀﺭﻭﺭﻱ ﺠﺩﹰﺍ ﺍﻋﺘﻤﺎﺩ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﺍﻝﻨﻭﺍﺤﻲ ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻹﺸـﺭﺍﻑ‬
‫ﺍﻝﺘﺭﺒﻭﻱ"‪.‬‬
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‫ﺍﻝﺠﺩﻭل )‪ :(6‬ﻴﻭﻀﺢ ﺇﺠﺎﺒﺎﺕ ﺭﺅﺴﺎﺀ ﺃﻗﺴﺎﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺤﻭل ﺃﻫﻤﻴﺔ ﺘﻭﻅﻴﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴـﺎ‬
‫ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﻤﻊ ﺍﻝﺘﻜﺭﺍﺭ‪ ،‬ﺤﻴﺙ ﺘﻭﺯﻋﺕ ﺇﺠﺎﺒﺎﺘﻬﻡ ﻋﻠﻰ )‪ (20‬ﺇﺠﺎﺒﺔ ﻭﻜﺎﻥ ﺍﻝﺘﻭﺯﻴﻊ ﻋﻠـﻰ‬
‫ﺍﻝﻨﺤﻭ ﺍﻝﺘﺎﻝﻲ‪:‬‬

‫ﺍﻝﺘﻜﺭﺍﺭ‬ ‫ﺍﻝﻨﺹ‬ ‫ﺍﻝﺭﻗﻡ‬

‫‪7‬‬ ‫‪ 1‬ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﻴﻭﻓﺭ ﺍﻝﻭﻗﺕ ﻭﺍﻝﺠﻬﺩ ﻭﺍﻝﺘﻜﻠﻔﺔ‪.‬‬
‫‪7‬‬ ‫‪ 2‬ﺴﺭﻋﺔ ﺇﻨﺠﺎﺯ ﺍﻝﻌﻤل‪.‬‬
‫‪6‬‬ ‫ﻤﺘﻁﻠﺒﺎﺕ ﻋﺼﺭﻨﺎ ﺘﺤﺘﻡ ﻋﻠﻴﻨﺎ ﺃﻥ ﻨﺘﻜﻴﻑ ﻤﻊ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻝﺤﺩﻴﺜﺔ‪.‬‬ ‫‪3‬‬
‫‪6‬‬ ‫ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻴﺴﻬ‪‬ل ﺍﻝﻌﻤل ﻭﻴﺨﻔﻑ ﺃﻋﺒﺎﺀ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ‪.‬‬ ‫‪4‬‬
‫‪5‬‬ ‫ﻼ ﺒﺎﻝﻘﺩﺭ ﺍﻝﻜﺎﻓﻲ ﻝﻬﺫﻩ ﺍﻝﺼﺭﺨﺔ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺔ‪.‬‬
‫ﺍﻝﻤﺸﺭﻑ ﻭﺍﻝﻤﻌﻠﻡ ﻋﻠﻴﻪ ﺃﻥ ﻴﻜﻭﻥ ﻤﺅﻫ ﹰ‬ ‫‪5‬‬
‫‪5‬‬ ‫ﻷﻫﻤﻴﺔ ﺘﻭﻅﻴﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﺘﻭﺠﺩ ﺩﻭﺭﺍﺕ ﻝﺘﺄﻫﻴل ﺍﻝﻤﻌﻠﻤﻴﻥ‬ ‫‪6‬‬
‫ﻭﺍﻝﻤﺸﺭﻓﻴﻥ ﻤﻨﻬﺎ )‪.(Intel, Weler‬‬
‫‪5‬‬ ‫ﻴﺴﺎﻋﺩ ﺒﺎﻝﺘﻌﺭﻴﻑ ﺒﺎﻝﻤﻌﻠﻤﻴﻥ ﺍﻝﻤﺘﻤﻴﺯﻴﻥ ﻭﺇﺒﺭﺍﺯ ﺘﺠﺎﺭﺒﻬﻡ ﻭﺍﻹﺴﺘﻔﺎﺩﺓ ﻤﻨﻬﺎ‪.‬‬ ‫‪7‬‬
‫‪4‬‬ ‫ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻴﺴﺎﻋﺩ ﻓﻲ ﺴﻬﻭﻝﻪ ﺍﻝﻭﺼﻭل ﻝﻠﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻝﺭﺠﻭﻉ ﺇﻝﻴﻬﺎ ﻓﻲ‬ ‫‪8‬‬
‫ﺃﻱ ﻭﻗﺕ ﻭﻤﻜﺎﻥ‪.‬‬
‫‪4‬‬ ‫ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﺘﻌﻤﻴﻡ ﺍﻝﻔﺎﺌﺩﺓ ﻋﻠﻰ ﺃﻜﺒﺭ ﻗﻁﺎﻉ ﻤﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ‪.‬‬ ‫‪9‬‬
‫‪4‬‬ ‫ﻋﻠﻰ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺃﻥ ﻴﻌﻤل ﺠﻨﺒ ﹰﺎ ﺇﻝﻰ ﺠﻨﺏ ﻤﻊ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﻘﻠﻴﺩﻱ‪.‬‬ ‫‪10‬‬
‫‪3‬‬ ‫ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﺘﺒﺎﺩل ﺍﻝﺨﺒﺭﺍﺕ‪.‬‬ ‫‪11‬‬
‫‪3‬‬ ‫ﻴﺤﻘﻕ ﺴﺭﻋﺔ ﺍﻝﺘﻭﺍﺼل ﺒﻴﻥ ﺍﻹﺩﺍﺭﺍﺕ ﺍﻹﺸﺭﺍﻓﻴﺔ‪.‬‬ ‫‪12‬‬
‫‪2‬‬ ‫ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﺇﻴﺼﺎل ﺍﻝﺘﻐﺫﻴﺔ ﺍﻝﺭﺍﺠﻌﺔ ﺒﻁﺭﻴﻘﺔ ﺴﻠﺴﺔ ﻭﺴﺭﻴﻌﺔ‪.‬‬ ‫‪13‬‬
‫‪2‬‬ ‫ﻴﺴﺎﻋﺩ ﺍﻝﻤﻌﻠﻡ ﻓﻲ ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﻤﻜﺘﺒﺔ ﺘﺜﺭﻱ ﺜﻘﺎﻓﺘﻪ ﻭﺘﺭﻓﻊ ﻤﻥ ﻨﻤﻭﻩ ﺍﻝﻤﻬﻨﻲ‪.‬‬ ‫‪14‬‬
‫‪2‬‬ ‫ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻴﺤﻘﻕ ﺃﻜﺜﺭ ﻤﻥ ﻨﻭﻉ ﻤﻥ ﺍﻹﺸﺭﺍﻑ ﻜﺎﻹﺸﺭﺍﻑ ﺒﺎﻷﻗﺭﺍﻥ‬ ‫‪15‬‬
‫ﻭﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﻌﺎﻭﻨﻲ‪.‬‬
‫‪2‬‬ ‫ﺘﻭﻅﻴﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺠﺎﺀ ﺒﺴﺒﺏ ﺤﻭﺴﺒﺔ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ‪.‬‬ ‫‪16‬‬
‫‪2‬‬ ‫ﻻ ﻴ‪‬ﻌﻘل ﺃﻥ ﻨﻁﺎﻝﺏ ﺍﻝﻤﻌﻠﻡ ﺒﺘﻭﻅﻴﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﻋﻤﻠﺔ ﻭﺍﻝﻤﺸﺭﻑ ﻻﻴﻘﻭﻡ ﺒﻬﺫﺍ‬ ‫‪17‬‬
‫ﺍﻝﺘﻭﻅﻴﻑ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ‪.‬‬
‫‪1‬‬ ‫ﺍﻝﺘﻭﺍﺼل ﺒﻴﻥ ﺍﻝﻤﺸﺭﻑ ﻭﺍﻝﻤﻌﻠﻡ ﻋﺒﺭ ﻤﻭﻗﻊ ﺍﻝﺘﻭﺍﺼل ﺍﻻﺠﺘﻤﺎﻋﻲ )ﺍﻝﻔﻴﺱ ﺒﻭﻙ(‬ ‫‪18‬‬
‫ﻭﺍﻝﻤﻨﺘﺩﻴﺎﺕ ﻴﺴﺎﻋﺩ ﻜﺜﻴﺭﹰﺍ‪.‬‬
‫‪1‬‬ ‫ﻴﺤﻘﻕ ﺍﻝﺘﻔﺎﻋل ﺍﻝﻨﺸﻁ ﻭﻴﻔﺘﺢ ﺁﻓﺎﻗﺎ ﻜﺒﻴﺭﺓ‪ ،‬ﻜﻤﺎ ﻭﻴﻘﻠل ﻤﻥ ﺍﻝﺤﺩﻴ‪‬ﺔ ﻭﺍﻝﺴﻠﻁﻭﻴﺔ ﻭﺍﻝﻔﻭﻗﻴﺔ‬ ‫‪19‬‬
‫ﻭﻴﺴﻌﻰ ﺇﻝﻰ ﺇﻝﻐﺎﺀ ﺍﻷﺩﻭﺍﺭ‪.‬‬
‫‪1‬‬ ‫ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻴﻘﻠل ﻤﻥ ﺍﻝﺒﻴﺭﻭﻗﺭﺍﻁﻴﺔ‪.‬‬ ‫‪20‬‬

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 ‫ﺍﻝﺴﺅﺍل ﺍﻝﺜﺎﻨﻲ‪ :‬ﻫل ﻫﺫﺍ ﻤﻁﻠﺏ ﻤﻥ ﺍﻝﻭﺯﺍﺭﺓ؟‬

‫ﺘﺸﻴﺭ ﺍﻝﻨﺘﺎﺌﺞ ﺇﻝﻰ ﺃﻥ ﺴﺒﻌﺔ ﻤﺸﺭﻓﻴﻥ ﻤﻥ ﺃﺼل ﺜﻤﺎﻨﻴﺔ ﺃﻓﺎﺩﻭﺍ ﺒﺄﻥ ﺘﻭﻅﻴﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓـﻲ‬
‫ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﻤﻁﻠﺏ ﻤﻥ ﻤﻁﺎﻝﺏ ﺍﻝﻭﺯﺍﺭﺓ‪ ،‬ﻓﻲ ﺤﻴﻥ ﺃﻓﺎﺩ ﻤﺸﺭﻑ ﻭﺍﺤـﺩ ﻓﻘـﻁ ﺒـﺄﻥ ﺘﻭﻅﻴـﻑ‬

‫ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﻝﻴﺱ ﻤﻁﻠﺏ ﻤﻥ ﻤﻁﺎﻝﺏ ﺍﻝﻭﺯﺍﺭﺓ‪ ،‬ﺃﻨﻅﺭ ﺍﻝﺸﻜل ﺭﻗﻡ )‪.(2‬‬

‫‪8‬‬
‫‪7‬‬
‫‪7‬‬
‫ﺍ‬
‫‪6‬‬
‫‪5‬‬
‫‪4‬‬
‫‪3‬‬
‫‪2‬‬
‫‪1‬‬
‫‪1‬‬
‫‪0‬‬

‫ﻤﻁﻠﺏ ﻤﻥ ﻤﻁﺎﻝﺏ ﺍﻝﻭﺯﺍﺭﺓ‬ ‫ﻝﻴﺱ ﻤﻁﻠﺏ ﻤﻥ ﻤﻁﺎﻝﺏ ﺍﻝﻭﺯﺍﺭﺓ‬

‫ﺸﻜل ﺭﻗﻡ)‪ :(2‬ﺘﻭﺯﻴﻊ ﺃﻋﺩﺍﺩ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﺤﺴﺏ ﻤﻥ ﻴﻌﺘﺒﺭﻭﻥ ﺘﻭﻅﻴﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤـل ﺍﻹﺸـﺭﺍﻓﻲ‬
‫ﻤﻁﻠﺏ ﻤﻥ ﻤﻁﺎﻝﺏ ﺍﻝﻭﺯﺍﺭﺓ ﺃﻡ ﻻ؟‬

‫ﻭﻗﺩ ﺠﺎﺀﺕ ﺍﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻋﻠﻰ ﺍﻝﻨﺤﻭ ﺍﻝﺘﺎﻝﻲ‪:‬‬

‫ﺃﺠﺎﺏ ﺜﻼﺜﺔ ﻤﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺒﺈﺠﺎﺒﺔ ﻭﺍﻀﺤﺔ ﺏ) ﻨﻌﻡ‪ ،‬ﻫﻭ ﻤﻁﻠﺏ ﻤﻥ ﻤﻁﺎﻝﺏ ﺍﻝﻭﺯﺍﺭﺓ( ﻭﻫﻡ‪:‬‬

‫ﻤﺸﺭﻑ )‪ (1‬ﺤﻴﺙ ﻗﺎل ﺃﻥ ﺘﻭﺠﻬﺎﺕ ﺍﻝﻭﺯﺍﺭﺓ ﻓﻲ ﺨﻁﺘﻬﺎ ﺍﻝﺨﻤﺴـﻴﺔ ﻭﺇﺴـﺘﺭﺍﺘﻴﺠﻴﺘﻬﺎ ﻫـﻲ‬ ‫‪.1‬‬
‫ﺘﻭﻅﻴﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﺘﻌﻠﻴﻡ ﻓﻲ ﺠﺎﻨﺏ ﻴﺘﻌﻠﻕ ﺒﺎﻝﻤﻌﻠﻡ ﻭﺍﻝﻤﺸﺭﻑ ﻤﻌﹰﺎ ﻭﻜﺎﻨﺕ ﺍﺴﺘﺠﺎﺒﺘﻪ‪:‬‬

‫" ﻨﻌﻡ ﻫﺫﺍ ﻤﻁﻠﺏ ﻤﻥ ﺍﻝﻭﺯﺍﺭﺓ ‪ ...‬ﺃﻥ ﺘﻭﺠﻬﺎﺕ ﺍﻝﻭﺯﺍﺭﺓ ﻓﻲ ﺨﻁﺘﻬﺎ ﺍﻝﺨﻤﺴﻴﺔ ﻭﺍﺴﺘﺭﺍﺘﻴﺠﻴﺘﻬﺎ‬
‫ﻫﻲ ﺘﻭﻅﻴﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﺘﻌﻠﻴﻡ ﻓﻲ ﺠﺎﻨﺏ ﻴﺘﻌﻠﻕ ﺒﺎﻝﻤﻌﻠﻡ ﻭﺍﻝﻤﺸﺭﻑ ﻤﻌﺎﹰ"‪.‬‬

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‫ﻤﺸﺭﻑ )‪ (3‬ﺍﻝﺫﻱ ﺃﺭﺠﻊ ﺫﻝﻙ ﺇﻝﻰ ﺴﻌﻲ ﺍﻝﻭﺯﺍﺭﺓ ﺒﻜل ﺠﺩ ﺇﻝﻰ ﺘﻘﺩﻴﻡ ﻫﺫﻩ ﺍﻝﺜﻘﺎﻓﺔ ﻤﻥ ﺨـﻼل‬ ‫‪.2‬‬
‫ﺍﻝﺩﻭﺭﺍﺕ ﺍﻝﺘﺩﺭﻴﺒﻴﺔ ﺇﻝﻰ ﻜﺎﺩﺭﻫﺎ ﺍﻝﺒﺸﺭﻱ ﻭﻜﺎﻨﺕ ﺍﺴﺘﺠﺎﺒﺘﻪ‪:‬‬

‫" ﻨﻌﻡ ﻫﻭ ﻤﻁﻠﺏ ﻷﻥ ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺘﺴﻌﻰ ﺒﻜل ﺠﺩ ﺇﻝﻰ ﺍﻋﻁﺎﺀ ﺍﻝﻜﺎﺩﺭ ﺍﻝﺒﺸـﺭﻱ‬
‫ﻓﻲ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﻓﻲ ﻤﺩﻴﺭﻴﺎﺘﻬﺎ ﺍﻝﻤﺘﻨﻭﻋﺔ ﺇﻋﻁﺎﺌﻬﻡ ﻫﺫﻩ ﺍﻝﺜﻘﺎﻓﺔ ﻭﻫﺫﻩ ﺍﻝﺩﻭﺭﺍﺕ"‪.‬‬

‫ﻤﺸﺭﻑ )‪ (6‬ﺍﻝﺫﻱ ﺫﻜﺭ ﺃﻨﻪ ﻤﻁﻠﺏ ﻤﻥ ﻤﻁﺎﻝﺏ ﻗﺴﻡ ﺍﻹﺸﺭﺍﻑ ﻨﻔﺴﻪ ﺤﻴﺙ ﻜﺎﻨﺕ ﺍﺴﺘﺠﺎﺒﺘﻪ‪:‬‬ ‫‪.3‬‬

‫" ﻨﻌﻡ ﻫﺫﺍ ﻤﻁﻠﺏ ﻤﻥ ﺍﻝﻭﺯﺭﺍﺓ ﻤﻁﻠﺏ ﻤﻥ ﻗﺴﻡ ﺍﻹﺸﺭﺍﻑ ﻨﻔﺴﻪ ﻷﻨﻪ ﻴﺴﻬل ﺍﻝﻌﻤـل ﻋﻠﻴﻨـﺎ‬
‫ﺤﺎﻝﻴﺎ ً‪ ،‬ﺘﻘﺎﺭﻴﺭﻨﺎ ﻜﻠﻬﺎ ﻤﺤﻭﺴﺒﺔ ﻭﺩﻭﺭﺍﺘﻨﺎ ﻤﺤﻭﺴﺒﺔ ﻤﺎ ﻓﻴﻬﺎ ﺸﻐل ﻴﺩﻭﻱ ﻭﺇﻥ ﻭﺠﺩ ﻓﻘﻁ ﻜـﻲ‬
‫ﻨﺤﺘﻔﻅ ﺒﻪ ﻤﺵ ﺃﻜﺘﺭ ﻭﻻ ﺃﻗل"‪.‬‬

‫ﺃﺠﺎﺏ ﺃﺭﺒﻌﺔ ﻤﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻀﻤﻨﻴﹰﺎ ﺇﻝﻰ ﺃﻥ ﺫﻝﻙ ﻤﻁﻠﺏ ﻤﻥ ﻤﻁﺎﻝﺏ ﺍﻝﻭﺯﺍﺭﺓ ﻭﻫﻡ‪:‬‬

‫ﻤﺸﺭﻑ ﺭﻗﻡ )‪ (4‬ﺍﻝﺫﻱ ﺃﻜﺩ ﺒﻭﺠﻭﺩ ﺘﺼﻭﺭ ﻝﺩﻯ ﺍﻝﻭﺯﺍﺭﺓ ﻤﺸﻴﺭﹰﺍ ﺇﻝﻰ ﺫﻝﻙ ﺒﻘﻭﻝﻪ‪:‬‬ ‫‪.1‬‬

‫" ﻨﻌﻡ ﻜﺎﻥ ﻓﻲ ﺘﺼﻭﺭ ﻤﻥ ﺍﻝﻭﺯﺍﺭﺓ ﺃﻥ ﻴﻜﻭﻥ ﻓﻲ ﻤﻨﺘﺩﻯ ﻤﺭﻜﺯﻱ ﻝﻜل ﻤﻌﻠﻤﻲ ﺍﻝﻤﺒﺤﺙ ﻓـﻲ‬
‫ﻓﻠﺴﻁﻴﻥ ﻭﺃﻴﻀﹰﺎ ﻝﻜل ﻤﻌﻠﻤﻲ ﺍﻝﻤﺒﺤﺙ ﻓﻲ ﻜل ﻤﺩﻴﺭﻴﺔ ﺇﻻ ﺃﻥ ﺍﻝﻔﻜﺭﺓ ﺤﺘﻰ ﺍﻵﻥ ﻝـﻡ ﺘـﺭﻯ‬
‫ﺍﻝﻨﻭﺭ"‪.‬‬

‫ﻤﺸﺭﻑ )‪ (5‬ﺍﻝﺫﻱ ﺫﻜﺭ ﺃﻥ ﺍﻝﺘﻌﻠﻴﻤﺎﺕ ﺍﻝﺘﻲ ﺘﺼل ﻤﻥ ﺍﻝﻭﺯﺍﺭﺓ ﺘﻨﺘﻘل ﺘﺩﺭﻴﺠﻴﹰﺎ ﻤﻥ ﺍﻹﺸﺭﺍﻑ‬ ‫‪.2‬‬
‫ﺍﻝﺘﻘﻠﻴﺩﻱ ﻨﺤﻭ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﻜﺎﻨﺕ ﺍﺴﺘﺠﺎﺒﺘﻪ‪:‬‬

‫" ﺍﻝﺘﻌﻠﻴﻤﺎﺕ ﺍﻝﺘﻲ ﺘﺼﻠﻨﺎ ﻤﻥ ﺍﻝﻭﺯﺍﺭﺓ ﺘﺘﺠﻪ ﺇﻝﻰ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﻜل ﺍﻝﻤﻨﺎﺤﻲ ﻤـﻥ‬
‫ﻀﻤﻨﻬﺎ ﻤﻭﻀﻭﻉ ﺍﻹﺸﺭﺍﻑ ﻫﻭ ﻴﻨﺘﻘل ﻤﻥ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﻘﻠﻴﺩﻱ ﺇﻝﻰ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ"‪.‬‬

‫ﻤﺸﺭﻑ )‪ (7‬ﺍﻝﺫﻱ ﺫﻜﺭ ﺃﻥ ﻫﺫﺍ ﺍﻝﺘﻭﺠﻪ ﻤﻭﺠﻭﺩ ﻋﻨﺩ ﺍﻝﻭﺯﺍﺭﺓ ﺤﻴﺙ ﻜﺎﻨﺕ ﺍﺴﺘﺠﺎﺒﺘﻪ‪:‬‬ ‫‪.3‬‬

‫"ﻴﻌﻨﻲ ﺍﻝﻭﺯﺍﺭﺓ ﺒﺘﺴﻌﻰ ﻓﻲ ﻫﺫﺍ ﺍﻝﻤﻭﻀﻭﻉ ﻓﻲ ﻋﻨﺩﻫﻡ ﻓﻲ ﺍﻝﺨﻁﺔ ﺍﻝﻘﺎﺩﻤـﺔ ﺒﺸـﺘﻐﻠﻭﺍ ﻋﻠـﻰ‬
‫ﺍﻝﺘﻌﻠﻴﻡ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﺍﻝﺒﻭﺍﺒﺔ ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ ﻓﻬﺫﺍ ﺍﻝﺘﻭﺠﻪ ﻤﻭﺠﻭﺩ ﺃﻜﻴﺩ ﻋﻨﺩ ﺍﻝﻭﺯﺍﺭﺓ "‪.‬‬
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 ‫ﻤﺸﺭﻑ )‪ (8‬ﺍﻝﺫﻱ ﺃﺸﺎﺭ ﺇﻝﻰ ﺃﻥ ﻫﻨﺎﻙ ﺤﺙ ﻋﻠﻰ ﻫﺫﺍ ﺍﻝﻌﻤل ﺒﻘﻭﻝﻪ‪:‬‬ ‫‪.4‬‬

‫"ﻻ ﺃﺴﺘﻁﻴﻊ ﺍﻝﻘﻭل ﺃﻨﻪ ﻤﻁﻠﺏ ﻭﺇﻨﻤﺎ ﻫﻭ ﺃﻤﺭ ﻴﺤﺙ ﻋﻠﻴﻪ ﺩﺍﺌﻤﺎ‪ ،‬ﻷﻨﻪ ﺇﺫﺍ ﻗﻠﻨـﺎ ﺃﻨـﻪ ﻤﻁﻠـﺏ‬
‫ﻓﻤﻌﻨﻰ ﺫﻝﻙ ﺃﻥ ﻤﻥ ﻻ ﻴﻘﻭﻡ ﺒﻪ ﺴﻭﻑ ﻴﺤﺎﺴﺏ‪ ،‬ﻭﻋﻠﻴﻪ ﻫﻭ ﻝﻴﺱ ﻤﻁﻠﺏ ﻭﺇﻨﻤﺎ ﺃﻤـﺭ ﺃﺸـﺒﻪ‬
‫ﺒﺎﻝﻤﻁﻠﺏ ﻓﺎﻝﻭﺯﺍﺭﺓ ﺘﺴﻌﻰ ﺇﻝﻴﺔ ﺒﺨﻁﻭﺍﺕ ﺤﺜﻴﺜﺔ ﻓﻬﻲ ﺘﻘﻭﻡ ﺒﺎﻝﺩﻭﺭﺍﺕ ﻭﺘﺄﻫﻴل ﺍﻝﻨﺎﺱ‪ ،‬ﻭﺤـﺙ‬
‫ﺍﻝﻤﺸﺭﻓﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﻨﺘﺴﺒﻴﻥ ﻝﻠﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﻜﺎﻓﺔ ﺃﻥ ﻴﻁﻭﺭﻭﺍ ﺃﻨﻔﺴﻬﻡ"‪.‬‬

‫ﺃﻤﺎ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻼﺴﺘﺠﺎﺒﺔ ﺍﻝﺴﻠﺒﻴﺔ‪ ،‬ﻓﻘﺩ ﺃﺠﺎﺏ ﻤﺸﺭﻑ )‪ (2‬ﺒﺎﻝﻨﻔﻲ ﻤﺒﺭﺭﹰﺍ ﺫﻝﻙ ﺒﻘﻭﻝﻪ‪:‬‬ ‫‪.5‬‬

‫"ﻻ ﻝﻐﺎﻴﺔ ﺍﻵﻥ ﻫﻭ ﻝﻴﺱ ﻤﻁﻠﺏ ﺒﺸﻜل ﺭﺴﻤﻲ ﻭﻝﻜﻥ ﺼﺎﺭ ﺒﺸﻜل ﺘﺩﺭﻴﺠﻲ ﺇﺤﻨﺎ ﺍﻨﺩﻤﺠﻨﺎ ﻓﻲ‬
‫ﺍﻝﻌﻤل ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺒﺩﻭﻥ ﻤﺎ ﻨﺸﻌﺭ ﺒﺩﻭﻥ ﻤﺎ ﻨﺤﺱ‪ ،‬ﻜﻤﺎ ﻭﺍﻜﺒﻨﺎ ﺍﻝﻌﻤل ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻲ ﺒﺠﻬـﻭﺩ‬
‫ﺨﺎﺼﻪ ‪ ...‬ﻗﺒل ﻋﺸﺭ ﺴﻨﻴﻥ ﻝﻡ ﻴﻜﻥ ﺍﻴﻤﻴﻼﺕ ﻴﻤﻜﻥ ﻜﺎﻥ ﺒﺱ ﻤﺎﻜﻨﺎ ﻨﺘﻌﺎﻤل ﻓﻴﻪ‪ ،‬ﻤﻊ ﺍﻝﻭﻗـﺕ‬
‫ﻋﻤﻠﻨﺎ ﺍﻴﻤﻴل‪ ،‬ﻓﻲ ﺍﻝﻭﺯﺍﺭﺓ ﺼﺎﺭ ﻓﻲ ﺍﻴﻤﻴﻼﺕ ﺼﺭﻨﺎ ﻨﺘﺭﺍﺴل ﺒﺸﻜل ﻓﺭﺩﻱ‪ ،‬ﻤﺎ ﻭﻋﻴﻨﺎ ﻋﻠـﻰ‬
‫ﻻ ﺇﺤﻨﺎ ﻤﻨﺩﻤﺠﻴﻥ ﺇﻝﻰ ﺤﺩ ﻤﺎ ﻓﻲ ﺍﻝﺒﺭﺍﻤﺞ ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ ﻝﻜﻥ ﻁﺒﻌﹰﺎ ﻫﺎﻱ ﺍﻷﻤﻭﺭ ﺒـﺩﻨﺎ‬
‫ﺤﺎﻝﻨﺎ ﺇ ﹼ‬
‫ﺘﺩﺭﻴﺏ ﺃﻜﺜﺭ ﻭﺃﻜﺜﺭ ﺇﺫﺍ ﺒﺩﻨﺎ ﻨﻭﺼل ﻝﻺﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ"‪.‬‬

‫ﺍﻝﺠﺩﻭل )‪ :(7‬ﻴﻭﻀﺢ ﺘﻭﺯﻴﻊ ﺇﺠﺎﺒﺎﺕ ﺭﺅﺴﺎﺀ ﺃﻗﺴﺎﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺤﻭل ﻤﺎ ﺇﺫﺍ ﻜﺎﻥ ﺘﻭﻅﻴـﻑ‬
‫ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﻤﻁﻠﺏ ﻤﻥ ﻤﻁﺎﻝﺏ ﺍﻝﻭﺯﺍﺭﺓ ﻤﻊ ﺍﻝﺘﻜﺭﺍﺭ ﻋﻠﻰ ﺍﻝﻨﺤﻭ ﺍﻝﺘﺎﻝﻲ‪:‬‬

‫ﺍﻝﺘﻜﺭﺍﺭ‬ ‫ﺍﻝﻨﺹ‬ ‫ﺍﻝﺭﻗﻡ‬

‫‪2‬‬ ‫‪ 1‬ﻭﺠﻭﺏ ﺃﻥ ﻴﻜﻭﻥ ﻫﻨﺎﻙ ﻤﻨﺘﺩﻯ ﻤﺭﻜﺯﻱ ﻝﻜل ﻤﻌﻠﻤﻲ ﺍﻝﻤﺒﺤﺙ ﻓﻲ ﻓﻠﺴﻁﻴﻥ‪.‬‬
‫‪2‬‬ ‫‪ 2‬ﻫﺫﺍ ﺍﻝﻤﻁﻠﺏ ﺭﺴﻤﻲ ﻭﻝﻜﻨﻪ ﺼﺩﺭ ﺒﺸﻜل ﺘﺩﺭﻴﺠﻲ‪.‬‬
‫‪1‬‬ ‫ﺘﻡ ﺇﺩﺭﺍﺝ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺩﻭﻥ ﺃﻥ ﻴﺸﻌﺭﻭﺍ ﺒﺫﻝﻙ‪.‬‬ ‫‪3‬‬
‫‪1‬‬ ‫ﻗﺒل ﺴﻨﻭﺍﺕ ﻋﺩﻩ ﻝﻡ ﻴﻜﻥ ﻝﺩﻴﻨﺎ ﺍﺴﻠﻭﺏ ﺍﻝﺘﻌﺎﻤل ﺒﺎﻹﻴﻤﻴﻼﺕ )ﺍﻝﺒﺭﻴﺩ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ(‪ ،‬ﻭﻝﻜﻥ‬ ‫‪4‬‬
‫ﻓﻲ ﺍﻝﻭﻗﺕ ﺍﻝﺤﺎﻀﺭ ﻴﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺒﺭﻴﺩ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻝﻠﺘﻭﺍﺼل ﻤﺎ ﺒﻴﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ‬
‫ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻭﺯﺍﺭﺓ‪.‬‬
‫‪1‬‬ ‫ﻴﺠﺏ ﺍﻝﺘﺩﺭﻴﺏ ﻋﻠﻴﻪ ﺃﻜﺜﺭ ﻝﻠﻭﺼﻭل ﺇﻝﻰ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻲ‪.‬‬ ‫‪5‬‬
‫‪1‬‬ ‫ﺃﻥ ﺍﻝﻔﻜﺭﺓ ﻤﻭﺠﻭﺩﺓ ﻭﻝﻜﻥ ﻝﻡ ﺘﺭﻯ ﺍﻝﻨﻭﺭ ﺒﻌﺩ‪.‬‬ ‫‪6‬‬
‫‪1‬‬ ‫ﻻﻨﺴﺘﻁﻴﻊ ﺃﻥ ﻨﻘﻭل ﻤﻁﻠﺏ ﻷﻥ ﺍﻝﻤﻁﻠﺏ ﻴﺤﺎﺴﺏ ﻋﻠﻴﻪ ﻗﺎﻨﻭﻨﻴﺎ ﻫﻭ ﺃﻤﺭ ﻴ‪‬ﺤﺙ ﻋﻠﻴﻪ‪.‬‬ ‫‪7‬‬

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 ‫ﺍﻝﺴﺅﺍل ﺍﻝﺜﺎﻝﺙ‪ :‬ﻫل ﺘﻭﺠﺩ ﺨﻁﺔ ﻤﺴﺘﻘﺒﻠﻴﺔ ﻝﺘﻁﺒﻴﻘﻪ؟‬

‫ﺘﺸﻴﺭ ﺍﻝﻨﺘﺎﺌﺞ ﺇﻝﻰ ﺃﻥ )‪ (4‬ﻤﺸﺭﻓﻴﻥ ﺃﻓﺎﺩﻭﺍ ﺒﻭﺠﻭﺩ ﺨﻁﺔ ﻤﺴﺘﻘﺒﻠﻴﺔ ﻝﺘﻁﺒﻴﻕ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓـﻲ‬
‫ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ‪ ،‬ﻓﻲ ﺤﻴﻥ ﺃﻓﺎﺩ )‪ (2‬ﻤﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺒﻌﺩﻡ ﻭﺠﻭﺩ ﺨﻁﺔ ﻤﺴﺘﻘﺒﻠﻴﺔ ﻝﺘﻁﺒﻕ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴـﺎ‬

‫ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﺒﺎﻝﻤﻌﻨﻰ ﺍﻝﺤﺭﻓﻲ ﻤﻨﻭﻫﻴﻥ ﺒﻭﺠﻭﺩ ﺨﻁﺔ ﻗﺎﺩﻤﺔ ﻝﻡ ﺘﻌﻤﻡ ﺒﻌﺩ ﻭﻴﻤﻜﻥ ﺃﻥ ﺘﺘﻀﻤﻥ‬
‫ﺘﻭﻅﻴﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ‪ ،‬ﻜﻤﺎ ﻝﻡ ﻴﺘﺤﺩﺙ ﺍﺜﻨﺎﻥ ﻤﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻋﻥ ﺍﻝﺨﻁﺔ ﻨﻬﺎﺌﻴﺎﹰ‪.‬‬

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‫‪5‬‬
‫‪4‬‬
‫‪4‬‬

‫‪3‬‬
‫‪2‬‬ ‫‪2‬‬
‫‪2‬‬

‫‪1‬‬

‫‪0‬‬

‫ﻴﻭﺠﺩ ﺨﻁﺔ‬ ‫ﻻ ﻴﻭﺠﺩ ﺒﺎﻝﻤﻌﻨﻰ ﺍﻝﺤﺭﻓﻲ‬ ‫ﻝﻡ ﻴﺘﺤﺩﺙ ﻋﻥ ﺍﻝﺨﻁﺔ‬

‫ﺸﻜل )‪ :(3‬ﺘﻭﺯﻴﻊ ﺃﻋﺩﺍﺩ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﺤﺴﺏ ﻭﺠﻭﺩ ﺨﻁﺔ ﻤﺴﺘﻘﺒﻠﻴﺔ ﺘﻭﻅﻴﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤل‬
‫ﺍﻹﺸﺭﺍﻓﻲ ﺃﻡ ﻻ؟‬

‫ﻭﻗﺩ ﺠﺎﺀﺕ ﺍﺴﺘﺠﺎﺒﺎﺕ ﺠﻤﻴﻊ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬

‫)‪ (4‬ﻤﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺃﻓﺎﺩﻭﺍ ﺒﻭﺠﻭﺩ ﺨﻁﺔ ﻤﻨﻬﻡ‪:‬‬

‫ﻤﺸﺭﻑ )‪ (1‬ﺫﻜﺭ‪:‬‬ ‫‪.1‬‬

‫" ﻨﻌﻡ‪ ،‬ﻷﻨﻪ ﻤﻥ ﻀﻤﻥ ﺨﻁﺔ ﺍﻝﻭﺯﺍﺭﺓ ﺃﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﺘﻌﻠﻴﻡ ﺃﺼﺒﺢ ﺤﺎﺠﺔ ﺤﺘﻰ‬
‫ﻝﻭ ﻜﺎﻨﺕ ﺍﻝﻭﺯﺍﺭﺓ ﻏﺎﻓﻠﺔ ﻭﻫﻲ ﻝﻴﺴﺕ ﺒﻐﺎﻓﻠﺔ‪ ....‬ﻷﻨﻨﺎ ﺒﺒﺴﺎﻁﺔ ﻻﻴﻤﻜﻥ ﺃﻥ ﻨﻌـﺯل ﺍﻝﻁﺎﻝـﺏ‬
‫ﺍﻝﺫﻱ ﻴﻘﻀﻲ ﻤﻌﻅﻡ ﻭﻗﺘﻪ ﺃﻤﺎﻡ ﺍﻝﻔﻀﺎﺌﻴﺎﺕ ﻭﺍﻝﺫﻱ ﻴﺴﺘﺨﺩﻡ ﺍﻷﺠﻬﺯﺓ ﺍﻝﺤﺩﻴﺜﺔ ﺍﻝﻨﻘﺎﻝﺔ ﻜـﺎﻝﺒﻼﻙ‬
‫ﺒﻴﺭﻱ ﻭﺍﻵﻱ ﻓﻭﻥ ﺃﺼﺒﺤﺕ ﺃﻤﻭﺭ ﺤﻴﺎﺘﻪ ﺇﻝﻜﺘﺭﻭﻨﻴﺔ ﻻﻨﺴﺘﻁﻴﻊ ﺃﻥ ﻨﻌﺯل ﻫﺫﺍ ﺍﻹﺩﻤﺎﻥ ﻭﻫـﺫﺍ‬
‫ﺍﻝﺘﻌﻭﻴﺩ ﻭﺍﻝﺭﻭﺘﻴﻥ ﻋﻥ ﺍﻝﺴﻴﺎﻕ ﺍﻝﺘﻌﻠﻴﻤﻲ‪ ،‬ﻓﻠﺫﻝﻙ ﻴﺠﺏ ﺃﻥ ﻨﺩﺨل ﻝﻠﻁﺎﻝﺏ ﻤﻥ ﻤـﺩﺍﺨل ﻫـﻭ‬

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‫ﻴﻌﺭﻓﻬﺎ ﻭﻴﺤﺒﻬﺎ ﻜﻤﺎ ﺃﻥ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺃﻜﺜﺭ ﻤﻥ ﺃﻨﻬﺎ ﺘﺨﻁﻴﻁ ﻭﻫﻲ ﺘﺨﻁﻴﻁ ﻷﻥ ﻫﻨﺎﻙ ﺭﺅﻴـﺔ‬
‫ﻭﺍﻝﺭﺅﻴﺔ ﻭﺍﻀﺤﺔ ﻤﻥ ﻗﺒل ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ‪ ،‬ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻫﻲ ﻝﻐﺔ ﺍﻝﻌﺼﺭ"‪.‬‬

‫ﻤﺸﺭﻑ )‪ (3‬ﺫﻜﺭ‪:‬‬ ‫‪.2‬‬

‫"ﻨﻌﻡ ﺼﺎﺭ ﺠﺯﺀ ﻤﻥ ﺍﻝﺨﻁﺔ ﺍﻝﺨﻤﺴﻴﺔ ﻓﻲ ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠـﻴﻡ ﺒﺎﻝﻨﺴـﺒﺔ ﻝﻠﻤﻌﻠﻤـﻴﻥ‬
‫ﻭﺃﺼﺒﺢ ﻜل ﻫﻤﻨﺎ ﻜﻭﺯﺍﺭﺓ ﺘﺭﺒﻴﺔ ﻭﺘﻌﻠﻴﻡ ﺃﻭ ﻜﻤﺩﻴﺭﻴﺔ ﺘﺭﺒﻴﺔ ﻭﺘﻌﻠﻴﻡ ﺃﻥ ﻴﻜﻭﻥ ﻝـﺩﻯ ﺍﻝﻁـﺎﻗﻡ‬
‫ﺍﻝﻤﻭﺠﻭﺩ ﻋﻨﺎ ﺜﻘﺎﻓﺔ ﻤﺘﻨﻭﺭﺓ ﺜﻘﺎﻓﺔ ﻝﻬﺎ ﺃﺒﻌﺎﺩﻫﺎ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﻝﻴﺴﺕ ﺃﺒﻌﺎﺩﻫﺎ ﺍﻝﻘﺩﻴﻤﺔ"‪.‬‬

‫ﻤﺸﺭﻑ )‪ (7‬ﺃﻓﺎﺩ‪ :‬ﺒﺄﻨﻪ ﺴﻴﻜﻭﻥ ﻫﻨﺎﻙ ﺨﻁﺔ ﻭﺇﺠﺭﺍﺀﺍﺕ ﻤﺴﺘﻘﺒﻠﻴﺔ ﻓﻲ ﻫﺫﺍ ﺍﻝﺼﺩﺩ ﺤﻴـﺙ ﺃﻥ‬ ‫‪.3‬‬
‫ﺫﻝﻙ ﻤﺴﺘﺨﺩﻡ ﺤﺎﻝﻴﹰﺎ ﻤﻥ ﺨﻼل ﻤﻭﺍﻗﻊ ﺍﻝﺘﻭﺍﺼـل ﺍﻹﺠﺘﻤـﺎﻋﻲ‪ ،‬ﻜـﺎﻝﻔﻴﺱ ﺒـﻭﻙ ﻭﺍﻝﺒﺭﻴـﺩ‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ ،‬ﻤﺅﻜﺩﹰﺍ ﻋﻠﻰ ﻭﺠﻭﺩ ﺘﻭﺠﻪ ﻤﻥ ﺍﻝﻭﺯﺍﺭﺓ ﻭﻫﺫﺍ ﻤﺎ ﺃﺸﺎﺭ ﺇﻝﻴﻪ‪:‬‬

‫" ﺃﻨﺎ ﺃﺘﻭﻗﻊ ﻓﻲ ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﻘﺎﺩﻤﺔ ﺃﻜﻴﺩ ﺭﺍﺡ ﻴﻜﻭﻥ ﻓﻲ ﻫﻨﺎﻙ ﺨﻁﺔ ﻭﺇﺠﺭﺍﺀﺍﺕ ﻨﺤﻭﻩ‪ ،‬ﻫﻭ ﻓﻌﻠﻴﹰﺎ‬
‫ﻤﺴﺘﺨﺩﻡ ﺤﺎﻝﻴﹰﺎ ﺨﻼل ﻋﻤﻠﻨﺎ ﺍﻝﻴﻭﻤﻲ‪ ،‬ﻫﻨﺎﻙ ﺘﻭﺍﺼل ﻜﺒﻴﺭ ﺒﻴﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻵﻥ ﺃﻨﺎ ﻋـﺎﻝﻔﻴﺱ‬
‫ﺒﻭﻙ ﻤﻌﺎﻱ ﻋﺎﻝﺸﺎﺕ ‪ 3‬ﺃﻭ ‪ 4‬ﻤﻌﻠﻤﻴﻥ‪ ،‬ﻓﻲ ﺘﻭﺍﺼل ﺒﻴﻨﺎ ﺴﻭﺍﺀ ﻜﺎﻥ ﺒﻴﻨﺎ ﻭﺒﻴﻥ ﻤﻌﻠﻤﻴﻨﺎ ﺃﻭ ﺒﻴﻨﺎ‬
‫ﻭﺒﻴﻥ ﻤﺩﻴﺭﻱ ﺍﻝﻤﺩﺍﺭﺱ ﺃﻭ ﺒﻴﻨﺎ ﻭﺒﻴﻥ ﻤﺸﺭﻓﻴﻨﺎ ﻓﻌﻠﻴﹰﺎ ﺤﺘﻰ ﺒﻴﻨﺎ ﻭﺒﻴﻥ ﺍﻝﻭﺯﺍﺭﺓ‪ ،‬ﻓﻜـل ﺍﻝﻌﻤـل‬
‫ﺍﻝﻠﻲ ﺒﻴﻨﺎ ﻭﺒﻴﻥ ﺍﻝﻭﺯﺍﺭﺓ ﻫﻭ ﻋﺒﺎﺭﺓ ﻋﻥ ﺇﻝﻜﺘﺭﻭﻨﻲ‪ ،‬ﻓﻲ ﺘﻭﺍﺼل ﺇﻝﻜﺘﺭﻭﻨﻲ ﻭﺍﻝﺒﺭﻴﺩ ﺍﻝﻌـﺎﺩﻱ‬
‫ﺃﺼﺒﺢ ﺠﺯﺀ ﻤﻥ ﺍﻝﻌﻤل ‪ ....‬ﻓﻬﻨﺎﻙ ﺘﻭﺠﻪ ﻤﻥ ﻗﺒل ﺍﻝﻭﺯﺭﺍﺓ ﻨﺤﻭﻩ ﺍﻝﺤﻴﺎﺓ ﺭﺡ ﺘﻔﺭﺽ ﻨﻔﺴﻬﺎ‬
‫ﻓﻲ ﻫﺫﺍ ﺍﻝﻤﻭﻀﻭﻉ" ‪.‬‬

‫ﻤﺸﺭﻑ )‪ (8‬ﺃﺠﺎﺏ‪:‬‬ ‫‪.4‬‬

‫" ﻓﻲ ﺤﺩﻭﺩ ﻤﻌﺭﻓﺘﻲ ﻫﻨﺎﻙ ﺍﻝﺨﻁﺔ ﺍﻹﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﻝﻠﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺘﺘﻁﺭﻕ ﻝﺘﻔﻌﻴـل )‪(ICT‬‬
‫ﻭﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﻓﻲ ﺍﻝﻤﻘﺩﻤﺔ ﻤﻨﻬﺎ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ"‪.‬‬

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‫ﻓﻲ ﺤﻴﻥ ﺍﺜﻨﺎﻥ ﻤﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻭﻫﻡ ﻤﺸﺭﻑ )‪ (2‬ﻭﻤﺸﺭﻑ )‪ (5‬ﺃﻓﺎﺩﻭﺍ ﺒﻌﺩﻡ ﻭﺠـﻭﺩ ﺨﻁـﺔ‬
‫ﺒﺎﻝﻤﻌﻨﻰ ﺍﻝﺤﺭﻓﻲ ﻭﻝﻜﻥ ﺃﻜﺩﻭﺍ ﺒﻭﺠﻭﺩ ﺨﻁﺔ ﺠﺩﻴﺩﺓ ﻝﺩﻯ ﺍﻝﻭﺯﺍﺭﺓ ﻭﻝﻜﻥ ﻝﻡ ﺘﻌﻤﻡ ﺒﻌﺩ ﻭﻴﻤﻜﻥ ﺃﻥ ﻴﻜﻭﻥ‬
‫ﻤﻥ ﻀﻤﻨﻬﺎ ﺘﻭﻅﻴﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ‪:‬‬

‫ﻤﺸﺭﻑ )‪ (2‬ﺃﺠﺎﺏ‪:‬‬ ‫‪.1‬‬

‫" ﻻ ﻴﻭﺠﺩ ﻝﺩﻱ ﻋﻠﻡ ﺒﻭﺠﻭﺩ ﺨﻁﺔ ﻓﻲ ﺍﻝﻭﺯﺍﺭﺓ ﻝﻠﻌﻤل ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻹﺸﺭﺍﻑ ﺍﻵﻥ ﻓـﻲ‬
‫ﺨﻁﺔ ﺨﻤﺴﻴﺔ ﺠﺩﻴﺩﺓ ﻫﺫﻩ ﺍﻝﺨﻁﺔ ﺍﻝﺨﻤﺴﻴﺔ ﺍﻝﺠﺩﻴﺩﺓ ﻝﻐﺎﻴﺔ ﺍﻵﻥ ﻤﺎ ﺘﻌﻤﻤﺕ ﻤﺎﺼـﺩﺭﺕ ﻝﺴـﺔ‬
‫ﺭﺍﻴﺤﻴﻥ ﻨﺸﺘﻐل ﻓﻴﻬﺎ ﺍﺒﺘﺩﺍﺀ ﻤﻥ ‪ 9/1‬ﺍﻝﻌﺎﻡ ﺍﻝﻘﺎﺩﻡ‪ ،‬ﻋﻤﻠﻨﺎ ﺍﺠﺘﻤﺎﻉ ﻭﺍﺤﺩ ﻤﻥ ﺃﺠل ﻴﻜﻭﻥ ﻓـﻲ‬
‫ﻋﻨﺎ ﺨﻁﻭﻁ ﻋﺭﻴﻀﺔ ﺃﻭ ﻭﺠﻬﺎﺕ ﻨﻅﺭ ﺃﻭ ﻤﺎ ﺇﻝﻰ ﺁﺨﺭﻩ‪ ،‬ﻝﻜﻥ ﻝﻡ ﻨﻁﻠﻊ ﻋﻠﻰ ﺘﻔﺎﺼﻴﻠﻬﺎ"‪.‬‬

‫ﻤﺸﺭﻑ )‪ (5‬ﻜﺎﻨﺕ ﺍﺴﺘﺠﺎﺒﺘﻪ‪:‬‬ ‫‪.2‬‬

‫" ﻻ ﻫﻭ ﻓﻲ ﺍﺘﺠﺎﻩ ﺃﻥ ﻴﻜﻭﻥ ﻝﺩﻴﻨﺎ ﺇﺸﺭﺍﻑ ﺇﻝﻜﺘﺭﻭﻨﻲ ﺒﺎﻝﻤﻌﻨﻰ ﺍﻝﺤﺭﻓﻲ ﻷ‪ ،‬ﻴﻌﻨـﻲ ﻤـﺎ ﻓـﻲ‬
‫ﻋﻨﻭﺍﻥ ﻭﻫﻭ ﻋﺒﺎﺭﺓ ﻋﻥ ﺍﺩﺨﺎل ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺃﻭ ﺍﻝﻨﺎﺤﻴﺔ ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ‪ ...‬ﺒﻁﺭﻴﻘـﺔ ﻤﺘﺩﺭﺠـﺔ‬
‫ﺒﺤﻴﺙ ﺃﻨﻭ ﻓﻲ ﺍﻵﺨﺭ ﻨﺼل ﺇﻝﻰ ﻤﺎﻴﺴﻤﻰ ﺒﺎﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ‪ ...‬ﻓﻲ ﺨﻁﺔ ﺨﻤﺴﻴﺔ ﺠﺩﻴﺩﺓ‬
‫ﺤﺎﻝﻴﺎ ﺒﺸﺘﻐﻠﻭﺍ ﻋﻠﻴﻬﺎ ﺍﻝﺴﻨﺔ ﻤﻤﻜﻥ ﻴﻜﻭﻥ ﻤﺩﺭﺠﺔ ﻝﻜﻥ ﻝﺤﺘﻰ ﺍﻵﻥ ﻝﻡ ﻴﺘﻡ ﺍﻹﻋﻼﻥ ﻋﻨﻬﺎ ﺒـﺱ‬
‫ﺏ ‪ 9/1‬ﻷﻨﻬﻡ ﻗﺎﻋﺩﻴﻥ ﻓﻲ ﻓﺤﺹ ﻭﺘﺸﺨﻴﺹ ﺍﻝﻭﺍﻗﻊ ﻤﻥ ﻀﻤﻨﻬﺎ ﻤﻤﻜﻥ ﻴﺘﻡ ﺍﻝﺭﺼـﺩ ﻤـﻥ‬
‫ﺨﻼل ﺍﻝﻤﺩﻴﺭﻴﺔ ﻭﺍﻝﻤﺩﺭﺍﺱ ﺇﻨﻭ ﺇﺤﻨﺎ ﺒﺤﺎﺠﺔ ﺇﻨﻭ ﻴﻜـﻭﻥ ﻓـﻲ ﺘﻐﺫﻴـﺔ ﺍﻝﻤـﺩﺍﺭﺱ ﺒﺎﻝﺸـﺒﻜﺔ‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ ﻭﺒﺎﻝﺘﺎﻝﻲ ﺒﺎﻹﻤﻜﺎﻥ ﺇﻨﻭ ﻨﻁﺒﻕ ﻫﺫﺍ ﺍﻝﻌﺎﻡ ﻭﺃﻜﻴﺩ ﻤﻭﺍﻜﺒﺔ ﺍﻝﻌﺎﻝﻡ ﻜﻠﻪ ﻝﻬﺫﻩ ﺍﻝﺘﻘﻨﻴﺔ ﺃﻜﻴﺩ‬
‫ﺭﺍﺡ ﻴﻜﻭﻥ ﻓﻲ ﺘﻭﺠﻪ "‪.‬‬

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‫ﺍﻝﻤﺸﺭﻑ ﺭﻗﻡ )‪ (4‬ﻭﺍﻝﻤﺸﺭﻑ ﺭﻗﻡ )‪ (6‬ﻝﻡ ﻴﺘﺤﺩﺜﺎ ﻋﻥ ﺍﻝﺨﻁﺔ ﻨﻬﺎﺌﻴﹰﺎ ﺒل ﺘﺤﺩﺜﺎ ﻋـﻥ ﺃﻤـﻭﺭ‬
‫ﺃﺨﺭﻯ‪:‬‬

‫ﻤﺸﺭﻑ )‪ (4‬ﺘﺤﺩﺙ ﻋﻥ‪:‬‬ ‫‪.1‬‬

‫" ﺃﻥ ﺒﻌﺽ ﺍﻝﻤﺒﺎﺤﺙ ﻋﻤﻠﻭﻝﻬﻡ ﻤﻨﺘﺩﻯ ﻤﺜل ﺍﻝﺘﺭﺒﻴﺔ ﺍﻹﺴﻼﻤﻴﺔ ﻭﺍﻝﺤﺎﺴﻭﺏ ﻭﺍﻝﻠﻐﻪ ﺍﻝﻌﺭﺒﻴﺔ ﻫﺫﻩ‬
‫ﺍﻝﻤﻨﺘﺩﻴﺎﺕ ﻴﺘﻭﺍﺼﻠﻭ ﻤﻥ ﺨﻼﻝﻬﺎ ﻝﻜﻥ ﻫﺫﺍ ﺩﺍﺨﻠﻲ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻝﻤﺩﻴﺭﻴﺔ‪ ،‬ﻭﻝﻜﻥ ﻝﻴﺱ ﺭﺴﻤﻲ‬
‫ﺒﻤﻌﻨﻰ ﺭﺴﻤﻲ ﻷ"‪.‬‬

‫ﻤﺸﺭﻑ )‪ (6‬ﻝﻡ ﻴﺘﺤﺩﺙ ﻋﻥ ﺨﻁﻪ ﻭﺍﻜﺘﻔﻰ ﺒﺎﻝﺘﺄﻜﻴﺩ ﻋﻠﻰ ﻭﺠﻭﺩ ﻤﺭﺍﺴﻼﺕ ﺍﻝﻜﺘﺭﻭﻨﻴـﺔ ﻤـﻊ‬ ‫‪.2‬‬
‫ﺍﻝﻭﺯﺍﺭﺓ ﻭﻜﺎﻨﺕ ﺍﺴﺘﺠﺎﺒﺘﻪ‪:‬‬

‫" ﺇﺤﻨﺎ ﻤﺭﺍﺴﻼﺘﻨﺎ ﻤﻊ ﺍﻝﻭﺯﺍﺭﺓ ﻜﻠﻬﺎ ﺇﻝﻜﺘﺭﻭﻨﻴﺔ ﺒﻴﻌﻤﻠﻭﺍ ﺍﻝﺘﻌﻤﻴﻡ ﺍﻝﻭﺭﻗﻲ ﻭﺒﺒﻌﺘﻭﻝﻲ ﺇﻴﺎﻩ ﺒـﺱ‬
‫ﻗﺒل ﻤﺎ ﻴﻭﺼﻠﻨﺎ ﺍﻝﻨﺴﺨﺔ ﺍﻝﻭﺭﻗﻴﺔ ﺃﻨﺎ ﺒﻜﻭﻥ ﻜل ﺍﻝﻤﺭﺍﺴﻼﺕ ﺍﻝﻠﻲ ﺒﻴﻨﻲ ﻭﺒﻴﻨﻬﻡ ﺇﻝﻜﺘﺭﻭﻨﻴﺔ ﻭﺃﺭﺩ‬
‫ﻋﻠﻴﻬﺎ ﺇﻝﻜﺘﺭﻭﻨﻲ ﻭﻜل ﻫﺎﺩ ﺍﻝﺸﻐل ﺒﻴﻜﻭﻥ ﺇﻝﻜﺘﺭﻭﻨﻲ"‪.‬‬

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‫ﺍﻝﺴﺅﺍل ﺍﻝﺭﺍﺒﻊ‪ :‬ﻜﻴﻑ ﻴﺘﻡ ﺘﻭﻅﻴﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ؟ ﻭﻤﺎ ﻫﻲ ﺍﻝﻤﺠﺎﻻﺕ ﺍﻝﺘﻲ ﻴﻤﻜﻥ‬
‫ﺘﻭﻅﻴﻔﻪ ﻓﻴﻬﺎ؟‬

‫ﺍﻝﺠﺩﻭل )‪ :(8‬ﻴﻭﻀﺢ ﺘﻭﺯﻴﻊ ﺇﺠﺎﺒﺎﺕ ﺭﺅﺴﺎﺀ ﺃﻗﺴﺎﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺤﻭل ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ‬

‫ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﻋﻠﻰ ﺍﻝﻨﺤﻭ ﺍﻝﺘﺎﻝﻲ‪:‬‬

‫ﺍﻝﺘﻜﺭﺍﺭ‬ ‫ﺍﻝﻨﺹ‬ ‫ﺍﻝﺭﻗﻡ‬

‫‪7‬‬ ‫‪ 1‬ﻤﻥ ﺨﻼل ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺒﺭﻴﺩ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ )ﺍﻻﻴﻤﻴل(‪.‬‬
‫‪6‬‬ ‫‪ 2‬ﺒﺎﺴﺘﺨﺩﺍﻡ ﻤﻭﺍﻗﻊ ﺍﻝﺘﻭﺍﺼل ﺍﻹﺠﺘﻤﺎﻋﻲ )ﺍﻝﻔﻴﺱ ﺒﻭﻙ( ﻭﺍﻝﻤﻨﺘﺩﻴﺎﺕ ﻭﺒﻌﺽ‬
‫ﺍﻝﻤﻭﺍﻗﻊ ﻴﺘﻡ ﻤﻥ ﺨﻼﻝﻬﺎ ﻁﺭﺡ ﻗﻀﺎﻴﺎ ﺘﺭﺒﻭﻴﺔ ﻭﻁﺭﺡ ﻜل ﻤﺎﻫﻭ ﺠﺩﻴﺩ ﻭﻤﻨﺎﻗﺸﺔ‬
‫ﺍﻷﻓﻜﺎﺭ ﻭﺘﺒﺎﺩل ﺍﻝﺨﺒﺭﺍﺕ ﺒﻴﻥ ﺍﻝﺯﻤﻼﺀ‪.‬‬
‫‪6‬‬ ‫ﺘﻘﺭﻴﺭ ﺍﻝﻤﺸﺭﻑ ﻋﻨﺩ ﻜﺘﺎﺒﺘﻪ ﻴﻭﺠﺩ ﻨﻤﻭﺫﺝ ﻴﻘﻭﻡ ﺒﺘﻌﺒﺌﺘﻪ ﻭﺘﻔﺭﻴﻎ ﺇﻨﺠﺎﺯﺍﺘﻪ ﻋﻠـﻰ‬ ‫‪3‬‬
‫ﻤﺩﺍﺭ ﺍﻝﺸﻬﺭ ﺃﻭ ﺍﻝﻔﺼل ﺃﻭ ﺍﻝﻌﺎﻡ ﺍﻝﺩﺭﺍﺴﻲ ﻭﺘﺨﺯﻴﻨﻬﺎ‪.‬‬
‫‪3‬‬ ‫ﺘﻭﻓﺭ ﻗﺎﻋﺩﺓ ﺒﻴﺎﻨﺎﺕ ﻋﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻭﺯﻴﺎﺭﺍﺘﻬﻡ ﻭﻋـﻥ ﺍﻝﻤﻌﻠﻤـﻴﻥ ﻭﺃﺴـﻤﺎﺌﻬﻡ‬ ‫‪4‬‬
‫ﻭﺘﺨﺼﺼﺎﺘﻬﻡ‪.‬‬
‫‪3‬‬ ‫ﻤﻥ ﺨﻼل ﺘﺤﺩﻴﺩ ﺍﻝﺯﻴﺎﺭﺍﺕ ﺍﻝﺼﻔﻴﺔ ﻭﻤﻭﺍﻋﻴﺩﻫﺎ ﻭﺍﻹﻋﻼﻡ ﻋﻨﻬﺎ ﻭﻋﻥ ﻤﻭﺍﻋﻴﺩ‬ ‫‪5‬‬
‫ﺍﻝﺯﻴﺎﺭﺍﺕ ﺍﻝﺘﺒﺎﺩﻝﻴﺔ ﺍﻝﻜﺘﺭﻭﻨﻴﺎ‪.‬‬
‫‪3‬‬ ‫ﻤﻥ ﺨﻼل ﺍﻝﺩﻋﻭﺓ ﻝﻺﺠﺘﻤﺎﻋﺎﺕ ﻭﻝﻌﻘﺩ ﻭﺭﺸﺎﺕ ﻋﻤل‪.‬‬ ‫‪6‬‬
‫‪3‬‬ ‫ﻭﺠﻭﺩ ﺒﻭﺍﺒﺎﺕ ﺍﻝﻜﺘﺭﻭﻨﻴﺔ ﻝﺒﻌﺽ ﺍﻝﻤﺩﺍﺭﺱ ﻴﺘﻡ ﺍﻝﺘﻭﺍﺼل ﻓﻴﻬﺎ ﻤﻊ ﺍﻝﻁﻠﺒﺔ ﻭﺃﻭﻝﻴﺎﺀ‬ ‫‪7‬‬
‫ﺍﻷﻤﻭﺭ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺸﺭﻓﻴﻥ‪.‬‬
‫‪3‬‬ ‫ﺃﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻴﻭﻓﺭ ﺍﻝﻭﻗﺕ ﻭﺍﻝﺠﻬﺩ ﻭﺍﻝﺘﻜﻠﻔﺔ‪.‬‬ ‫‪8‬‬
‫‪3‬‬ ‫ﺃﻥ ﺍﻝﺘﻭﺍﺼل ﻤﻥ ﺨﻼل ﻤﻭﺍﻗﻊ ﺍﻝﺘﻭﺍﺼل ﺍﻹﺠﺘﻤﺎﻋﻲ ﺍﻝﻔﻴﺱ ﺒﻭﻙ ﻭﺍﻝﻤﻭﺍﻗﻊ‬ ‫‪9‬‬
‫ﺍﻷﺨﺭﻯ ﻴﻌﻤل ﻋﻠﻰ ﺘﻔﻌﻴل ﻋﻤﻠﻴﺔ ﺍﻝﺘﻌﺯﻴﺯ ﻭﺯﻴﺎﺩﺓ ﺍﻝﺘﻭﺍﺼل ﻭﺍﻝﺜﻘﺔ ﺒﻴﻥ ﺍﻝﺯﻤﻼﺀ‬
‫ﻭﻗﺩ ﺨﻔﻑ ﺫﻝﻙ ﻤﻥ ﺃﻋﺒﺎﺀ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻜﻤﺎ ﻭﻓﺭ ﺍﻝﺠﻬﺩ ﻭﻤﺸﻘﺔ ﻋﻤل ﺍﻻﺠﺘﻤﺎﻋﺎﺕ‪.‬‬
‫‪3‬‬ ‫ﺃﻥ ﻫﺫﻩ ﺍﻝﻁﺭﻴﻘﺔ ﺴﺎﻫﻤﺕ ﻓﻲ ﺘﻘﺩﻴﻡ ﺍﻝﻤﻌﻠﻭﻤﺔ ﺒﻁﺭﻴﻘﺔ ﻋﻠﻤﻴﺔ ﻤﺠﺭﺩﺓ ﺘﻌﺯﺯ ﺍﻝﺜﻘﺔ‬ ‫‪10‬‬
‫ﺒﻴﻥ ﺍﻝﻤﺸﺭﻑ ﻭﺍﻝﻤﻌﻠﻡ ﻭﺘﻌﻤل ﻋﻠﻰ ﺘﺤﺴﻴﻥ ﺍﻝﻌﻼﻗﺎﺕ‪.‬‬
‫‪2‬‬ ‫ﻀﺭﻭﺭﺓ ﺘﺄﻫﻴل ﺍﻝﻤﻌﻠﻤﻴﻥ ﻤﻥ ﺨﻼل ﺩﻭﺭﺍﺕ ﺘﺩﺭﻴﺒﻴﺔ ﻤﺘﺨﺼﺼﺔ ﻓﻲ ﺍﺴـﺘﺨﺩﺍﻡ‬ ‫‪11‬‬
‫ﺍﻝﺤﺎﺴﺏ ﺍﻵﻝﻲ ﻭﺍﻻﻨﺘﺭﻨﺕ‪.‬‬
‫‪2‬‬ ‫ﺇﻤﻜﺎﻨﻴﺔ ﺘﺯﻭﻴﺩ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺒﺎﻝﻨﺸﺭﺍﺕ ﺍﻝﻜﺘﺭﻭﻨﻴﺎ‪.‬‬ ‫‪12‬‬

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 ‫ﺍﻝﺘﻜﺭﺍﺭ‬ ‫ﺍﻝﻨﺹ‬ ‫ﺍﻝﺭﻗﻡ‬
‫‪1‬‬ ‫‪ 13‬ﻋﻠﻰ ﻜل ﻤﺸﺭﻑ ﺃﻥ ﻴﻌﺭﺽ ﺇﻨﺠﺎﺯﻩ ﺍﻝﺸﻬﺭﻱ ﺒﻭﺍﺴﻁﻪ ﺸﺎﺸﻪ ‪.LCD‬‬
‫‪1‬‬ ‫‪ 14‬ﻀﺭﻭﺭﺓ ﺍﻝﺘﺨﻠﻲ ﻋﻥ ﺍﻝﺘﻭﺜﻴﻕ ﺍﻝﻭﺭﻗﻲ ﻭﺍﻻﺴﺘﻐﻨﺎﺀ ﻋﻨﻪ ﻗﺩﺭ ﺍﻹﻤﻜـﺎﻥ ﻭﺠﻌﻠـﻪ‬
‫ﺜﺎﻨﻭﻴﹰﺎ‪.‬‬
‫‪1‬‬ ‫ﻼ ﻨﺸﻁ ﹰﺎ ﻓﻲ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻝﺘﻌﻠﻤﻴـﺔ‬
‫ﺃﻥ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺃﺤﺩﺙ ﺘﻔﺎﻋ ﹰ‬ ‫‪15‬‬
‫ﺒﻁﺭﻴﻘﺔ ﺘﺘﺒﺩل ﻤﻥ ﺨﻼﻝﻬﺎ ﺍﻷﺩﻭﺍﺭ ﻭﺇﻝﻐﺎﺀ ﺍﻝﺤﺴﺎﺴﻴﺔ ﻭﺍﻝﻔﻭﻗﻴﺔ ﻭﺍﻝﺴﻠﻁﻭﻴﺔ‪.‬‬
‫‪1‬‬ ‫ﺇﻤﻜﺎﻨﻴﺔ ﺤﻭﺴﺒﺔ ﺒﻌﺽ ﺍﻝﻤﻨﺎﻫﺞ ﻭﺍﻝﺨﻁﺔ ﺍﻝﺩﺭﺍﺴﻴﺔ ﻭﺘﺤﻠﻴل ﺍﻝﺩﺭﺱ ﺍﻝﺘﻌﻠﻴﻤﻲ‪.‬‬ ‫‪16‬‬
‫‪1‬‬ ‫ﻤﻥ ﺨﻼل ﺘﺼﻤﻴﻡ ﻤﻭﺍﻗﻊ ﻤﻐﻠﻘﺔ ﻝﻤﻌﻠﻤﻲ ﺍﻝﻤﻭﺍﺩ ﺒﻬﺩﻑ ﺘﺨﺯﻴﻥ ﺘﺤﻠﻴل ﺍﻝﻤﺤﺘﻭﻯ‬ ‫‪17‬‬
‫ﺍﻝﻌﻠﻤﻲ ﻭﻁﺭﺡ ﻗﻀﺎﻴﺎ ﺘﺨﺼﻬﻡ ﺒﺤﻴﺙ ﻴﻤﻜﻥ ﺍﻝﺭﺠﻭﻉ ﺇﻝﻴﻬﺎ ﻭﺍﻹﻀﺎﻓﺔ ﻋﻠﻴﻬﺎ ﻜﻤﺎ‬
‫ﻴﻤﻜﻥ ﻝﻠﻁﺎﻝﺏ ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻨﻬﺎ ﻭﻫﺫﻩ ﺍﻝﻤﻭﺍﻗﻊ ﺘﺴﺎﻋﺩ ﻋﻠـﻰ ﺇﻴﺼـﺎل ﺍﻝﻤﻌﻠﻭﻤـﺔ‬
‫ﺒﺴﺭﻋﺔ ﺃﻜﺒﺭ ﻭﻴﺘﻡ ﻤﻥ ﺨﻼﻝﻬﺎ ﻋﺭﺽ ﻜل ﻤﺎﻫﻭ ﺠﺩﻴﺩ ﻭﻤﻨﺎﻗﺸﺔ ﺍﻷﻓﻜﺎﺭ ﻭﺘﺒﺎﺩل‬
‫ﺍﻝﺨﺒﺭﺍﺕ‪.‬‬
‫‪1‬‬ ‫ﻗﻴﺎﻡ ﺒﻌﺽ ﺍﻝﻤﻌﻠﻤﺎﺕ ﻓﻲ ﻓﺘﺭﺓ ﺍﻻﻀﺭﺍﺒﺎﺕ ﺒﺤﻭﺴﺒﻪ ﺍﻝﺨﻁﺔ ﻭﺍﻝﻤﻨﻬﺎﺝ ﻭﺘﺨﺯﻴﻨﻬﺎ‬ ‫‪18‬‬
‫ﻋﻠﻰ ﻗﺭﺹ ﻤﻀﻐﻭﻁ ﻭﻗﺩﻤﺘﻪ ﻝﻸﻫﺎﻝﻲ ﻤﻌﺘﺒﺭﹰﺍ ﺫﻝﻙ ﺃﻤﺭﹰﺍ ﺠﻴﺩﹰﺍ ﺒﺎﻝﺭﻏﻡ ﺃﻨﻬـﺎ ﻻ‬
‫ﺘﹸﻐﻨﻲ ﻭﻝﻜﻥ ﺘﺴﺎﻋﺩ ﻓﻲ ﺤﺎﻻﺕ ﺍﻝﻁﻭﺍﺭﻯﺀ ﺃﻭ ﻹﺜﺭﺍﺀ ﺍﻝﺘﻌﻠﻴﻡ‪.‬‬
‫‪1‬‬ ‫ﺃﻥ ﺘﻭﻓﻴﺭ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺘﺨﺯﻴﻨﻬﺎ ﺒﻁﺭﻴﻘـﺔ ﻤﻨﻅﻤـﺔ ﻴﺴـﺎﻋﺩ ﻋﻠـﻰ‬ ‫‪19‬‬
‫ﺍﻝﺤﺼﻭل ﻋﻠﻴﻬﺎ ﺒﻜل ﺴﺭﻋﺔ ﻭﺴﻬﻭﻝﻪ ﻤﻌﺘﺒﺭﹰﺍ ﻫﺫﻩ ﺍﻝﺘﻘﻨﻴـﺔ ﻗـﺩ ﻭﻓﹼـﺭﺕ ﻗـﻭ‪‬ﺓ‬
‫ﻝﻠﻤﺸﺭﻑ ﻭﺠﻌﻠﺕ ﻗﺭﺍﺭﺍﺘﻪ ﺴﺭﻴﻌﻪ ﻭﺩﻗﻴﻘﺔ ﻭﻗﻭﻴ‪‬ﺔ ﻷﻨﻬﺎ ﻤﺒﻨﻴﺔ ﻋﻠﻰ ﻤﻌﻠﻭﻤﺔ‪.‬‬
‫‪1‬‬ ‫ﺇﻤﻜﺎﻨﻴﺔ ﺇﺭﺴﺎل ﻜﺘﺏ ﺍﻝﺘﻜﻠﻴﻑ ﺒﺴﺭﻋﺔ ﻜﺒﻴﺭﺓ‪.‬‬ ‫‪20‬‬
‫‪1‬‬ ‫ﺇﻤﻜﺎﻨﻴﺔ ﺇﺭﺴﺎل ﺍﻝﻤﻭﺍﺩ ﺍﻝﺘﺩﺭﻴﺒﻴﺔ ﻤﻥ ﺨﻼل ﺍﻝﺒﺭﻴﺩ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪.‬‬ ‫‪21‬‬
‫‪1‬‬ ‫ﻭﺠﻭﺩ ﻤﻭﻗﻊ ﺨﺎﺹ ﺒﺎﻝﻤﺩﻴﺭﻴﺔ ﻴﺘﻡ ﺘﺴﺠﻴل ﺍﻝﺩﻋﻭﺍﺕ ﻭﺘﺤﻤﻴﻠﻬﺎ ﺍﻝﻜﺘﺭﻭﻨﻴﺎ ﻝﻜـﻥ‬ ‫‪22‬‬
‫ﺍﻝﺘﻠﻘﻲ ﻻ ﻴﺯﺍل ﺒﻁﻴﺌﹰﺎ ﻤﻤﺎ ﻴﺴﺘﻭﺠﺏ ﺇﺭﺴﺎﻝﻬﺎ ﺒﺎﻝﻁﺭﻴﻘﺘﻴﻥ ﺍﻝﺘﻘﻠﻴﺩﻴﺔ ﻭﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ‪.‬‬

‫ﻋﻨﺩ ﻁﺭﺡ ﻫﺫﺍ ﺍﻝﺴﺅﺍل ﻋﻠﻰ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻜﺎﻨﺕ ﺍﻹﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﺘﻲ ﺤﺎﺯﺕ ﻋﻠﻰ ﺃﻋﻠﻰ‬

‫ﺘﻜﺭﺍﺭ ﻫﻲ‪:‬‬

‫ﺃﺠﻤﻊ )‪ (7‬ﻤﺸﺭﻓﻴﻥ ﺃﻥ ﺘﻭﻅﻴﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﻤﻥ ﺨﻼل ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺒﺭﻴﺩ‬

‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ )ﺍﻻﻴﻤﻴل( ﻭﻜﺎﻨﺕ ﺍﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﺒﻌﺽ ﻤﻨﻬﻡ ﻋﻠﻰ ﺍﻝﻨﺤﻭ ﺍﻝﺘﺎﻝﻲ‪:‬‬

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 ‫ﻤﺸﺭﻑ )‪ (1‬ﺃﺠﺎﺏ‪:‬‬

‫" ﻜل ﺍﻝﻌﻤل ﻗﺎﺌﻡ ﻋﻠﻰ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻤﻌﻅﻡ ﺍﻝﻤﺭﺍﺴﻼﺕ ﺒﻴﻨﻲ ﻭﺒﻴﻥ ﺍﻝﻭﺯﺍﺭﺓ ﻋﻥ ﻁﺭﻴﻕ‬
‫ﺍﻹﻴﻤﻴل ﺤﺘﻰ ﺍﻝﺘﻭﺍﺼل ﻤﻊ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻋﻨﺩﻱ ﻓﻲ ﺍﻝﻤﺩﻴﺭﻴﺔ ﺒﺘﻭﺍﺼل ﻤﻌﻬﻡ ﻋﻥ ﻁﺭﻴﻕ‬
‫ﺍﻹﻴﻤﻴل"‪.‬‬

‫ﻤﺸﺭﻑ )‪ (2‬ﺃﻓﺎﺩ ﺒﺄﻥ ﺍﻝﺘﻌﺎﻤل ﻤﻊ ﺍﻝﻭﺯﺍﺭﺓ ﻭﺍﻝﻤﺩﺍﺭﺱ ﻤﻥ ﺨﻼل ﺍﻻﻴﻤﻴﻼﺕ ﻭﻜﺎﻨﺕ ﺍﺴﺘﺠﺎﺒﺘﻪ‪:‬‬

‫"ﺍﻝﺘﻌﺎﻤل ﻤﻊ ﺍﻝﻭﺯﺍﺭﺓ ﻭﺍﻝﻤﺩﺍﺭﺱ ﺃﺼﺒﺢ ﺇﻝﻜﺘﺭﻭﻨﻴﺎ ﻤﻥ ﺨﻼل ﺍﻻﻴﻤﻴﻼﺕ ﻭﻏﻴﺭﻫﺎ"‪.‬‬

‫ﺃﻤﺎ ﻤﺸﺭﻑ )‪ (5‬ﺘﺤﺩﺙ ﻋﻥ ﺁﻝﻴﺔ ﺍﻝﺘﻌﺎﻤﻼﺕ ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ ﻭﻜﺎﻨﺕ ﺍﺴﺘﺠﺎﺒﺘﻪ‪:‬‬

‫"ﺼﺎﺭ ﺍﻝﺘﻭﺍﺼل ﺒﻴﻨﺎ ﻭﺒﻴﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻥ ﻁﺭﻴﻕ ﺍﻻﻴﻤﻴﻼﺕ‪ ،‬ﻴﻌﻨﻲ ﻤﻥ ﻨﺎﺤﻴﺔ ﺘﻜﻠﻴﻔﻬﻡ ﺒﺄﻋﻤﺎل‬
‫ﺼﺭﻨﺎ ﻨﻭﺩﻱ ﻜﺘﺏ ﺍﻝﺘﻜﻠﻴﻑ ﻝﻠﻤﺩﺭﺴﺔ ﻋﻠﻰ ﺍﻴﻤﻴل ﺍﻝﻤﺩﺭﺴﺔ ﻭﺒﺎﻝﺘﺎﻝﻲ ﺼﺎﺭ ﻴﺼل ﻜﺘﺎﺏ‬
‫ﺍﻝﺘﻜﻠﻴﻑ ﻝﻠﻤﻌﻠﻡ ﻓﻲ ﻨﻔﺱ ﺍﻝﻭﻗﺕ"‪.‬‬

‫ﺃﺠﻤﻊ )‪ (6‬ﻤﺸﺭﻓﻴﻥ ﺒﺎﺴﺘﺨﺩﺍﻡ ﻤﻭﺍﻗﻊ ﺍﻝﺘﻭﺍﺼل ﺍﻹﺠﺘﻤﺎﻋﻲ )ﺍﻝﻔﻴﺱ ﺒﻭﻙ( ﻭﺍﻝﻤﻨﺘﺩﻴﺎﺕ ﻭﺒﻌﺽ‬
‫ﺍﻝﻤﻭﺍﻗﻊ ﻴﺘﻡ ﻤﻥ ﺨﻼﻝﻬﺎ ﻁﺭﺡ ﻗﻀﺎﻴﺎ ﺘﺭﺒﻭﻴﺔ ﻭﻁﺭﺡ ﻜل ﻤﺎ ﻫﻭ ﺠﺩﻴﺩ ﻭﻤﻨﺎﻗﺸﺔ ﺍﻷﻓﻜﺎﺭ ﻭﺘﺒﺎﺩل‬
‫ﺍﻝﺨﺒﺭﺍﺕ ﺒﻴﻥ ﺍﻝﺯﻤﻼﺀ ﻭﻜﺎﻨﺕ ﺇﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﺒﻌﺽ ﻤﻨﻬﻡ ﻋﻠﻰ ﺍﻝﻨﺤﻭ ﺍﻝﺘﺎﻝﻲ‪:‬‬

‫ﻤﺸﺭﻑ )‪ (4‬ﺘﺤﺩﺙ ﻋﻥ ﻫﺫﻩ ﺍﻝﻤﻭﺍﻗﻊ ﻭﻤﺩﻯ ﺍﻻﺴﺘﻔﺎﺩﻩ ﻤﻨﻬﺎ ﻭﻜﺎﻨﺕ ﺍﺴﺘﺠﺎﺒﺘﻪ‪:‬‬

‫ﻼ ﻝﻤﻌﻠﻤﻲ ﺍﻝﻜﻴﻤﻴﺎﺀ ﻤﻌﻠﻤﻲ ﺍﻝﻠﻐﺔ ﺍﻹﻨﺠﻠﻴﺯﻴﺔ ﺘﻘﺭﻴﺒﹰﺎ ﻤﻌﻅﻡ ﺍﻝﺘﺨﺼﺼﺎﺕ‬

‫" ﺼﻤﻤﻨﺎ ﻤﻭﺍﻗﻊ ﻤﻐﻠﻘﺔ ﻤﺜ ﹰ‬
‫ﻻ ﺇﻨﻬﻡ ﺃﻀﺎﻓﻭﻨﻲ ﻓﻴﻬﺎ ﻜﻠﻬﻡ‪ ،‬ﻭﺫﻝﻙ ﺒﻁﹼﻠﻊ ﻋﻠﻰ ﻨﺸﺎﻁﺎﺘﻬﻡ ﺒﺸﻭﻑ ﺒﻌﺽ ﺍﻝﻘﻀﺎﻴﺎ‬
‫ﺭﻏﻡ ﺃﻨﻬﺎ ﻤﻐﻠﻘﺔ ﺇ ﹼ‬
‫ﺍﻝﻤﻬﻤﺔ ﻓﻲ ﺍﻝﺘﺨﺼﺹ ﺍﻝﺒﻌﺽ ﻤﻤﻜﻥ ﻴﻨﺯل ﺃﺴﺎﻝﻴﺏ ﺃﻭ ﺘﺠﺭﺒﺔ ﻋﻠﻤﻴﺔ ﺃﻭ ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﻤﻌﻴﻨﺔ‪ ،‬ﻫﺫﻩ‬
‫ﺍﻝﻤﻨﺘﺩﻴﺎﺕ ﻤﻐﻠﻘﺔ ﺒﻨﺯﻝﻭ ﻋﻠﻴﻬﺎ ﺘﺤﻠﻴل ﺍﻝﻤﺤﺘﻭﻯ ﻗﻀﺎﻴﺎ ﺘﻬﻡ ﺍﻝﺘﺨﺼﺹ ﻭﺍﻝﻤﺒﺤﺙ ﻜﻠﻪ‪ ،‬ﻭﻫﻲ ﺃﺸﻴﺎﺀ‬
‫ﻤﺨﺯﻨﺔ ﺃﺴﺘﻁﻴﻊ ﺍﻝﺭﺠﻭﻉ ﺇﻝﻴﻬﺎ ﻭﺃﻀﻴﻑ‪ ،‬ﻤﻤﻜﻥ ﺍﻝﻁﺎﻝﺏ ﻴﻀﻊ ﺃﺴﺌﻠﺘﻪ ﺍﻝﺭﺠﻭﻉ ﺇﻝﻴﻬﺎ‪ ،‬ﺍﻝﻤﺠﺎل‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﺍﺴﻊ ﺠﺩﹰﺍ ﻓﻲ ﺩﺍﺨل ﻗﺴﻡ ﺍﻹﺸﺭﺍﻑ ﻨﻔﺴﺔ ﻜﺜﻴﺭ ﻤﻥ ﺍﻷﺸﻴﺎﺀ ﻤﺜل ﺒﻭﺼل ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﺘﻲ‬
‫ﺃﺭﻴﺩﻫﺎ ﺒﺄﻗﺼﻰ ﺴﺭﻋﺔ ﻭﻜل ﻤﺎﻴﺴﺘﺠﺩ ﺃﻤﺭ‪ ،‬ﻤﻤﻜﻥ ﺃﻁﺭﺡ ﻓﻜﺭﺓ ﻋﻠﻰ ﺃﺤﺩ ﺍﻝﺯﻤﻼﺀ ﻭﻫﻭ ﻴﺠﻴﺒﻨﻲ‬
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‫ﻋﻠﻴﻬﺎ‪ ،‬ﺘﺒﺎﺩل ﺍﻝﺨﺒﺭﺍﺕ‪ ،‬ﺍﻝﺘﻭﺍﺼل ﻤﻥ ﺨﻼل ﺍﻝﻔﻴﺱ ﺒﻭﻙ ﻤﺎﻓﻲ ﻤﺸﻜﻠﺔ ﺍﻷﺴﻠﻭﺏ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺒﻭﺼل‬
‫ﺍﻝﻤﻌﻠﻭﻤﺔ ﺒﺴﻬﻭﻝﺔ ﻭﺫﻝﻙ ﺒﺒﻌﺙ ﺃﻨﺎ ﺒﻴﺠﻴﺒﻨﻲ ﺍﻝﺠﻭﺍﺏ ﺒﺴﺭﻋﺔ ﺒﺩﻭﻥ ﺨﻠل"‪.‬‬

‫ﻤﺸﺭﻑ )‪ (5‬ﺃﻓﺎﺩ ﺒﻭﺠﺩﻭﺩ ﺼﻔﺤﺔ ﻝﻠﻤﺩﻴﺭﻴﺔ ﻤﻥ ﺨﻼﻝﻬﺎ ﻴﺘﻡ ﻁﺭﺡ ﻗﻀﺎﻴﺎ ﺘﺭﺒﻭﻴﺔ ﻤﺸﻴﺭﹰﺍ ﻝﻠﻔﺎﺌﺩﺓ ﺍﻝﺘﻲ‬

‫ﻴﻤﻜﻥ ﺍﻝﺤﺼﻭل ﻋﻠﻴﻬﺎ ﻤﻥ ﺨﻼل ﻫﺫﻩ ﺍﻝﻤﻭﺍﻗﻊ ﻭﻜﺎﻨﺕ ﺍﺴﺘﺠﺎﺒﺘﻪ‪:‬‬

‫" ﻓﻲ ﻋﻨﺩﻱ ﻓﻴﺱ ﺒﻭﻙ ﻭﻓﻲ ﻋﻨﺩﻱ ﺼﻔﺤﺔ ﻝﻠﻤﺩﻴﺭﻴﺔ ﺒﺈﻤﻜﺎﻨﻲ ﺃﻀﻊ ﺃﻱ ﻤﺎﺩﺓ ﺃﺭﻴﺩﻫﺎ ﻋﻠﻰ‬
‫ﻫﺫﻩ ﺍﻝﺼﻔﺤﺔ ﻭﺒﺎﻝﺘﺎﻝﻲ ﺍﻝﻤﻌﻠﻡ ﻴﺴﺘﻁﻴﻊ ﺍﻝﻭﺼﻭل ﺇﻝﻴﻬﺎ‪ ،‬ﺃﻨﺎ ﺒﺈﻤﻜﺎﻨﻲ ﺃﻁﺭﺡ ﻗﻀﻴﺔ ﺘﺭﺒﻭﻴﺔ‬
‫ﻤﻌﻴﻨﺔ ﻭﺒﺎﻝﺘﺎﻝﻲ ﻴﺼﻴﺭ ﻓﻲ ﺘﺒﺎﺩل ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻜﺎﻝﻔﻴﺱ ﺒﻭﻙ ﺍﻝﻠﻲ ﻫﻴﻲ ﻗﻀﻴﺔ ﻨﻭﻉ ﻤﻥ ﺍﻝﻨﻘﺎﺵ‬
‫ﻭﺍﻝﺸﺎﺕ ﻭﺍﻷﺤﺎﺩﻴﺙ ﺍﻝﻠﻲ ﺼﺎﺭﺕ ﺘﺠﻴﺏ ﻨﻭﻉ ﻤﻥ ﺘﺤﺴﻴﻥ ﺍﻝﻌﻼﻗﺎﺕ ﻭﺃﻥ ﺍﻹﺸﺭﺍﻑ‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺤﻘﻕ ﺃﻨﻭﺍﻉ ﺃﺨﺭﻯ ﻤﻥ ﺍﻹﺸﺭﺍﻑ ﻜﺎﻹﺸﺭﺍﻑ ﺒﺎﻷﻗﺭﺍﻥ ﺃﺸﺒﻪ ﻤﺎ ﻴﻜﻭﻥ ﺤﺩﻴﺙ‬
‫ﺍﻝﻤﺸﺭﻑ ﻤﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺃﻭ ﺒﺎﻝﻤﻘﺎﺒل ﺤﺩﻴﺙ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻤﻊ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺒﻤﻭﻀﻭﻉ ﺍﻝﺘﻭﺍﺼل ﻤﻥ‬
‫ﻼ ﺍﻝﻔﻴﺱ ﺒﻭﻙ ﺃﻭ ﺍﻝﻤﻭﺍﻗﻊ ﺃﺼﺒﺢ ﻜﺄﻨﻪ ﻋﺒﺎﺭﺓ ﻋﻥ ﺍﻝﺼﻔﻭﻑ ﺍﻹﻓﺘﺭﺍﻀﻴﺔ ﺍﻝﺘﻲ ﺘﻘﻭﻡ‬
‫ﺨﻼل ﻤﺜ ﹰ‬
‫ﺒﻬﺎ ﺍﻝﺠﺎﻤﻌﺔ ﺼﺎﺭ ﻓﻲ ﻋﻨﺎ ﺘﻭﺍﺼل ﺃﻓﻀل ﻤﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ‪ ...‬ﻜﺴﺭﺕ ﺤﺎﺠﺯ ﺍﻝﻘﻠﻕ ﻭﺍﻝﺨﻭﻑ‬
‫ﻭﺍﻝﺒﻌﺩ ﺒﻴﻥ ﺍﻝﻤﻌﻠﻡ ﻭﺍﻝﻤﺸﺭﻑ ﺃﺼﺒﺢ ﻓﻲ ﻗﺭﺏ ﻭﺤﺴﻨﺕ ﺍﻝﻌﻼﻗﺔ ﻭﺃﺼﺒﺢ ﺍﻝﻤﺤﻙ ﻝﺩﻴﻨﺎ ﻫﻭ‬
‫ﺍﻝﻌﻠﻡ ﻭﺍﻝﻨﻅﺭﻴﺎﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﻝﻴﺱ ﺍﻵﺭﺍﺀ ﺍﻝﺸﺨﺼﻴﺔ ﻷﻨﻭ ﺼﺎﺭ ﺇﺫﺍ ﺤﺩﺍ ﺒﺩﻭ ﻴﺩﺨل ﻭﻴﻌﻠﻕ‬
‫ﺒﺩﻭ ﻴﺴﺘﻨﺩ ﻝﻤﺭﺠﻊ ﺘﺭﺒﻭﻱ ﺤﺘﻰ ﻴﺤﻁ ﺘﻌﻠﻴﻘﻭﺍ ﻷﻥ ﻫﺫﺍ ﺜﺎﺒﺕ ﻭﻝﻴﺱ ﻤﺠﺭﺩ ﺤﺩﻴﺙ ﺸﻔﻭﻱ‬
‫ﻭ‪‬ﻴﻨﺴﻰ ﻭﺒﺎﻝﺘﺎﻝﻲ ﺃﺼﺒﺢ ﻓﻲ ﻨﻭﻉ ﻤﻥ ﺍﻝﺩﻗﺔ ﻓﻲ ﺘﻘﺩﻴﻡ ﺍﻝﺘﻐﺫﻴﺔ ﺍﻝﺭﺍﺠﻌﺔ ﻭﻫﺫﺍ ﻤﻥ ﺍﻝﺠﻭﺩﺓ "‪.‬‬

‫ﻭﻫﺫﺍ ﻤﺎ ﺃﻜﺩﻩ ﻤﺸﺭﻑ )‪ (7‬ﻤﻀﻴﻔﺎﹰ ﺃﻥ ﺍﻝﺘﻌﺎﻤل ﻤﻥ ﺨﻼل ﻫﺫﻩ ﺍﻝﻤﻭﺍﻗﻊ ﺴﺭ‪‬ﻉ ﺍﻝﻌﻤل ﻗﺒل ﻭﺼﻭل‬
‫ﺍﻝﻜﺘﺎﺏ ﺍﻝﺭﺴﻤﻲ ﻭﻜﺎﻨﺕ ﺇﺠﺎﺒﺘﻪ‪:‬‬

‫" ﺃﻨﺎ ﺒﺼﺭﺍﺤﺔ ﻤﻥ ﺨﻼل ﺼﻔﺤﺘﻲ ﻋﺎﻝﻔﻴﺱ ﺒﻭﻙ ﻓﻲ ﺘﻭﺍﺼل ﺒﻴﻨﻲ ﻭﺒﻴﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻜﺜﻴﺭﺍﹰ‪ ،‬ﻓﻲ‬
‫ﺘﻌﻠﻴﻤﺎﺕ ﺒﻌﻁﻴﻬﺎ ﺼﺢ ﺒﻨﺯﻝﻬﺎ ﺒﻜﺘﺎﺏ ﺭﺴﻤﻲ ﻝﻜﻥ ﺒﻜﻭﻥ ﻨﺎﺸﺭﺘﻬﺎ ﻋﻠﻰ ﺼﻔﺤﺘﻲ‪ ،‬ﻜﺜﻴﺭ ﻤﻥ‬
‫ﻤﺩﺭﺍﺀ ﺍﻝﻤﺩﺍﺭﺱ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ﺒﺩﺨﻠﻭﺍ ﻋﻠﻰ ﺍﻝﺼﻔﺤﺔ ﻋﻨﺩﻱ ﻴﻭﻤﻴﹰﺎ ﻭﺒﻁﻠﻌﻭﺍ ﻋﻠﻰ ﻜﻡ ﻜﺒﻴﺭ ﻤﻥ‬
‫ﺍﻝﺘﻌﻠﻴﻤﺎﺕ ﺍﻝﻠﻲ ﺒﺘﺼﻠﻬﻡ ﺒﺸﻜل ﺴﺭﻴﻊ ﺃﺴﺭﻉ ﻤﻥ ﺍﻝﻜﺘﺎﺏ ﻭﻓﻲ ﺍﺴﺘﻔﺎﺩﺓ ﻜﺒﻴﺭﺓ "‪.‬‬

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‫ﻓﻴﻤﺎ ﺃﻜﺩ ﻤﺸﺭﻑ )‪ (8‬ﺃﻥ ﺍﻝﻌﻤل ﻤﻥ ﺨﻼل ﺘﻠﻙ ﺍﻝﻤﻭﺍﻗﻊ ﻗﺩ ﺨﻔﻔﺕ ﺃﻋﺒﺎﺀ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻭﺠﻌﻠﺕ‬
‫ﺍﻝﺘﻭﺍﺼل ﻝﻘﻁﺎﻉ ﺃﻜﺒﺭ ﻤﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﻜﺎﻨﺕ ﺇﺠﺎﺒﺘﻪ‪:‬‬

‫ﻻ ﻤﻥ ﺃﻥ ﻴﻘﻀﻲ ﺍﻝﻤﺸﺭﻑ ﻴﻭﻤﹰﺎ‬

‫"ﻤﻤﻜﻥ ﻤﻥ ﺨﻼل ﺍﻝﻤﻨﺘﺩﻴﺎﺕ ﻋﻤل ﻋﺭﻭﺽ ﻝﻠﻤﻌﻠﻤﻴﻥ ﻓﺒﺩ ﹰ‬
‫ﻜﺎﻤﻼ ﻓﻲ ﻤﺩﺭﺴﺔ ﻤﺎ ﻤﻥ ﺃﺠل ﻤﻌﻠﻡ ﻭﺍﺤﺩ ﺃﻭﻤﻌﻠﻤﻴﻥ ﺃﻭ ﺜﻼﺜﺔ ﻋﻠﻰ ﺍﻷﻜﺜﺭ ﺒﺎﺴﺘﻁﺎﻋﺘﻪ‬
‫ﺍﻝﺘﻭﺍﺼل ﻓﻲ ﻅل ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺎﺕ ﺍﻝﺘﻭﺍﺼل ﻤﻊ ﻗﻁﺎﻉ ﻭﺍﺴﻊ ﻤﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ"‪.‬‬

‫ﺃﺠﻤﻊ )‪ (6‬ﻤﺸﺭﻓﻴﻥ ﻋﻠﻰ ﻭﺠﻭﺩ ﻨﻤﻭﺫﺝ ﻴﻘﻭﻡ ﺒﺘﻌﺒﺌﺘﻪ ﻭﺘﻔﺭﻴﻎ ﺇﻨﺠﺎﺯﺍﺘﻪ ﻭﺘﺨﺯﻴﻨﻬﺎ ﻋﻨﺩ ﻜﺘﺎﺒﺔ‬

‫ﺘﻘﺭﻴﺭﻩ ﺍﻹﺸﺭﺍﻓﻲ ﻋﻠﻰ ﻤﺩﺍﺭ ﺍﻝﺸﻬﺭ ﺃﻭ ﺍﻝﻔﺼل ﺃﻭ ﺍﻝﻌﺎﻡ ﺍﻝﺩﺭﺍﺴﻲ ﻭﻜﺎﻨﺕ ﺇﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﺒﻌﺽ ﻤﻨﻬﻡ‬
‫ﻋﻠﻰ ﺍﻝﻨﺤﻭ ﺍﻝﺘﺎﻝﻲ‪:‬‬

‫ﻤﺸﺭﻑ )‪ (1‬ﺃﺠﺎﺏ‪:‬‬

‫"ﺍﻷﻫﻡ ﻤﻥ ﺫﻝﻙ ﺍﻝﺘﻘﺭﻴﺭ ﺍﻝﺸﻬﺭﻱ ﺍﻝﺫﻱ ﻴﻘﻭﻡ ﺒﻪ ﺍﻝﻤﺸﺭﻑ ﺃﻭ ﺍﻨﺠﺎﺯﺍﺘﻪ ﻋﻠﻰ ﻤﺩﺍﺭ ﺍﻝﺸﻬﺭ‪،‬‬
‫ﺍﻝﻔﺼل‪ ،‬ﺍﻝﻌﺎﻡ ﻻ ﺃﺴﺘﻁﻴﻊ ﻗﺭﺍﺀﺘﻪ ﻭﺭﻗﺔ ﻭﺭﻗﺔ ﺤﺘﻰ ﺍﻝﻭﺯﺍﺭﺓ ﻻﺘﺴﺘﻁﻴﻊ ﻗﺭﺍﺀﺘﻪ ﻭﺭﻗﺔ ﻭﺭﻗﺔ‬
‫ﻓﻲ ﺇﺸﻜﺎل ﻝﺠﻴﺵ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻓﻲ ﺍﻝﻭﻁﻥ ﻴﺨﻠﻕ ﻤﺸﻜﻠﺔ ﻜﺒﻴﺭﺓ ﻫﻨﺎﻙ ﺒﺭﺍﻤﺞ ﺼﻤﻤﺘﻬﺎ ﺍﻝﻭﺯﺍﺭﺓ‬
‫)ﺍﻹﺩﺍﺭﺓ ﺍﻝﻌﺎﻤﺔ ﻝﻺﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ( ﺃﻨﺎ ﺩﻭﺭﻱ ﺍﻝﻤﺸﺭﻑ ﺒﺠﻴﺏ ﺍﻨﺠﺎﺯﻩ ﺒﺩﺨﻠﻪ ﻋﻠﻰ ﺍﻝﺴﻴﺴﺘﻡ‬
‫ﺒﺼﻴﺭ ﺍﻝﻜﺘﺭﻭﻨﻲ ﺃﺴﻬل ﻝﻠﺘﻌﺎﻤل ﻝﻠﺘﺨﺯﻴﻥ ﻴﻭﻓﺭ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﻶﺯﻤﺔ ﻝﻌﻤل ﺃﻱ‬
‫ﺩﺭﺍﺴﺔ ﺃﻭ ﺒﺤﺙ‪ ،‬ﺃﻴﻀﺎ ﺘﻭﻓﺭ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺴﺭﻋﺔ ﻭﺴﻬﻭﻝﺔ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ"‪.‬‬

‫ﻭﻫﺫﺍ ﻤﺎ ﺃﻜﺩﻩ ﻤﺸﺭﻑ )‪:(6‬‬

‫" ﻨﺴﻌﻰ ﺍﻵﻥ ﻝﺤﻭﺴﺒﺔ ﻜل ﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ‪ ...‬ﺤﺎﻝﻴﹰﺎ ﺘﻘﺎﺭﻴﺭﻨﺎ ﻜﻠﻬﺎ ﻤﺤﻭﺴﺒﺔ‬
‫ﻭﺩﻭﺭﺍﺘﻨﺎ ﻤﺤﻭﺴﺒﺔ ﻤﺎ ﻓﻴﻬﺎ ﺸﻐل ﻴﺩﻭﻱ ﻭﺇﻥ ﻭﺠﺩ ﻓﻘﻁ ﻜﻲ ﻨﺤﺘﻔﻅ ﺒﻪ ﻤﺵ ﺃﻜﺘﺭ ﻭﻻ ﺃﻗل"‪.‬‬

‫ﻤﺸﺭﻑ )‪ (8‬ﺃﺠﺎﺏ‪:‬‬

‫"ﻫﻨﺎﻝﻙ ﺤﻭﺴﺒﺔ ﺍﻝﻨﻤﺎﺫﺝ ﻭﺍﻝﺘﻘﺎﺭﻴﺭ ﻭﻗﺒل ﺃﻜﺜﺭ ﻤﻥ ‪ 4-3‬ﺴﻨﻭﺍﺕ ﺠﻤﻴﻊ ﺍﻝﺘﻘﺎﺭﻴﺭ ﻤﺤﻭﺴﺒﺔ ﻴﺘﻡ‬
‫ﻜﺘﺎﺒﺘﻬﺎ ﺒﺎﻝﺤﺎﺴﺏ ﺃﻭ ﺒﺎﻝﻜﻤﺒﻴﻭﺘﺭ‪ ...‬ﻓﻼ ﻴﻌﻘل ﺃﻥ ﻨﻁﻠﺏ ﻤﻥ ﺍﻝﻤﻌﻠﻡ ﺃﻥ ﻴﻭﻅﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ‬
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‫ﻭﻴﻜﻭﻥ ﺍﻹﺸﺭﺍﻑ ﺒﺎﻝﻁﺭﻴﻘﺔ ﺍﻝﺘﻘﻠﻴﺩﻴﺔ ﻓﻬﻭ ﻴﺴﺘﻭﺠﺏ ﺒﺎﻝﻀﺭﻭﺭﺓ ﺃﻥ ﻴﻁﻭﺭ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ‬
‫ﻝﻴﺼﺒﺢ ﺇﻝﻜﺘﺭﻭﻨﻴﺎ ﻜﻲ ﻴﻭﺍﻜﺏ ﺍﻝﻤﻌﻠﻤﻴﻥ"‪.‬‬

‫ﺃﺠﺎﺏ )‪ (3‬ﻤﺸﺭﻓﻴﻥ ﺒﺘﻭﻓﺭ ﻗﺎﻋﺩﺓ ﺒﻴﺎﻨﺎﺕ ﻋﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻭﺯﻴﺎﺭﺍﺘﻬﻡ ﻭﻋﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺃﺴﻤﺎﺌﻬﻡ‬

‫ﻭﺘﺨﺼﺼﺎﺘﻬﻡ ﻭﻜﺎﻨﺕ ﺇﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻋﻠﻰ ﺍﻝﻨﺤﻭ ﺍﻝﺘﺎﻝﻲ‪:‬‬

‫ﻤﺸﺭﻑ )‪ (1‬ﺃﺸﺎﺭ ﺇﻝﻰ ﺃﻫﻤﻴﺔ ﺘﻭﻅﻴﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﻜﻭﻨﻪ ﻴﻭﻓﺭ ﺴﺭﻋﺔ ﻭﺴﻬﻭﻝﺔ‬
‫ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻤﻥ ﺨﻼل ﺘﻭﻓﺭ ﻗﺎﻋﺩﺓ ﻝﻠﺒﻴﺎﻨﺎﺕ ﻤﻤﺎ ﺠﻌل ﻗﺭﺍﺭﻩ ﺴﺭﻴﻌﹰﺎ ﻤﺘﻘﻨﹰﺎ ﻭﻗﻭﻴﹰﺎ ﻷﻨﻪ‬

‫ﻤﺒﻨﻲ ﻋﻠﻰ ﻤﻌﻠﻭﻤﺔ ﻭﻜﺎﻨﺕ ﺇﺠﺎﺒﺘﻪ‪:‬‬

‫" ﺃﻴﻀﺎ ﺘﻭﻓﺭ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺴﺭﻋﺔ ﻭﺴﻬﻭﻝﺔ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻓﻤﺜﻼ ﻝﻭ ﺃﺭﺩﻨﺎ ﻤﻌﺭﻓﺔ‬
‫ﻜﻡ ﺘﻡ ﺯﻴﺎﺭﺓ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺍﻝﺠﺩﺩ ﻓﺒﻜﺒﺴﺔ ﺯﺭ ﻭﺍﺤﺩﺓ ﺃﺤﺼل ﻋﻠﻰ ﺍﻝﻤﻌﻠﻭﻤﺔ ﻤﺜﺎل ﺁﺨﺭ ﻜﻡ ﻋﺩﺩ‬
‫ﺍﻝﻤﻌﻠﻤﺎﺕ ﺍﻝﺠﺩﺩ ﻓﺒﻜﺒﺴﺔ ﺯﺭ ﻨﻌﺭﻑ ﺍﻝﻤﻌﻠﻭﻤﺔ ﻓﻭﺭﹰﺍ ﻫﺫﺍ ﺍﻝﺘﻌﺎﻤل ﻋﻠﻰ ﻫﺫﺍ ﺍﻝﺒﺭﻨﺎﻤﺞ ﻝﻡ ﻴﺴﻬل‬
‫ﻭﻴﻭﻓﺭ ﺍﻝﻭﻗﺕ ﻓﺤﺴﺏ ﺒل ﺃﻋﻁﺎﻨﻲ ﻗﻭﺓ ﻭﺨﻠﻰ ﻗﺭﺍﺭﻱ ﺴﺭﻴﻊ ﻤﺘﻘﻥ ﺩﻗﻴﻕ ﻭﻗﻭﻱ ﻷﻨﻪ ﻤﺒﻨﻲ‬
‫ﻋﻠﻰ ﻤﻌﻠﻭﻤﺔ"‪.‬‬

‫ﻭﻫﺫﺍ ﻤﺎ ﺃﻜﺩﻩ ﻤﺸﺭﻑ )‪ (2‬ﺤﻴﺙ ﻜﺎﻨﺕ ﺇﺠﺎﺒﺘﻪ‪:‬‬

‫" ﻜل ﻤﺸﺭﻑ ﻝﺩﻴﻪ ﻗﺎﻋﺩﺓ ﺒﻴﺎﻨﺎﺕ ﻝﻠﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺘﻲ ﻴﺸﺭﻑ ﻋﻠﻴﻬﺎ‪ ،‬ﻴﻌﻨﻲ ﻝﻤﺎ ﺁﺠﻲ‬
‫ﺃﺴﺄﻝﻪ ﻭﺃﻁﻠﺏ ﻤﻨﻭ ﺃﻋﻁﻴﻨﻲ ﺘﻘﺭﻴﺭ ﻤﻥ ﺸﻬﺭ ‪ 2012/ 11‬ﻋﺎﻝﻜﻤﺒﻴﻭﺘﺭ ﺒﻁﻠﻌﻠﻲ ﺍﻴﺎﻩ"‪.‬‬

‫ﻤﺸﺭﻑ )‪ (8‬ﺍﺘﻔﻕ ﻤﻊ ﺴﺎﺒﻘﻴﻪ ﺒﺘﻭﻓﺭ ﻗﺎﻋﺩﻩ ﻝﻠﺒﻴﺎﻨﺎﺕ ﻻ ﻴﺘﻡ ﺍﻝﺘﻌﺎﻤل ﺇﻻ ﺒﻬﺎ ﻤﺠﻴﺒﺎﹰ‪:‬‬

‫ﻻ ﺒﻬﺎ ﻤﻭﺠﻭﺩﺓ ﻋﻠﻰ ﺍﻝﺤﺎﺴﻭﺏ ﺒﻴﺎﻨﺎﺕ ﻋﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ‬

‫"ﻴﻭﺠﺩ ﻗﺎﻋﺩﺓ ﺒﻴﺎﻨﺎﺕ ﻝﺩﻴﻨﺎ ﻻ ﻨﺘﻌﺎﻤل ﺇ ﹼ‬
‫ﻭﻋﻥ ﺯﻴﺎﺭﺍﺘﻬﻡ‪ ،‬ﺒﻴﺎﻨﺎﺕ ﻋﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻜﻤﺎ ﻝﺩﻴﻨﺎ ﺴﺠل ﺍﻝﺯﻴﺎﺭﺍﺕ ﺍﻹﺸﺭﺍﻓﻴﺔ ﻴﺩﻭﻥ ﻓﻴﻪ ﺃﺴﻤﺎﺀ‬
‫ﺠﻤﻴﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺘﺨﺼﺼﺎﺘﻬﻡ ﻭﺇﻝﻰ ﺁﺨﺭﻩ"‪.‬‬

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‫ﺍﻝﺴﺅﺍل ﺍﻝﺨﺎﻤﺱ‪ :‬ﻫل ﺘﻭﺠﺩ ﻤﻌﻭﻗﺎﺕ ﻻﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ؟ ﻭﻤﺎﻫﻲ ﺘﻠﻙ‬
‫ﺍﻝﻤﻌﻭﻗﺎﺕ؟‬

‫ﺒﻌﺩ ﻁﺭﺡ ﺍﻝﺴﺅﺍل ﻋﻠﻰ ﺍﻝﻤﺴﺘﺠﻴﺒﻴﻥ ﻜﺎﻨﺕ ﺇﺠﺎﺒﺎﺘﻬﻡ ﻋﻠﻰ ﺍﻝﻨﺤﻭ ﺍﻝﺘﺎﻝﻲ‪:‬‬

‫ﺃﻜﺩ ﺠﻤﻴﻊ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻭﻋﺩﺩﻫﻡ )‪ (8‬ﺒﻭﺠﻭﺩ ﻤﻌﻴﻘﺎﺕ ﻤﺎﺩﻴﺔ‪ ،‬ﻭﺃﻥ ﻫﺫﻩ ﺍﻝﻤﻌﻴﻘﺎﺕ ﺒﺤﺴﺏ ﺭﺃﻱ‬
‫ﺍﻝﺒﻌﺽ ﻤﻨﻬﻡ ﻜﺎﻨﺕ ﻋﻠﻰ ﺍﻝﻨﺤﻭ ﺍﻝﺘﺎﻝﻲ‪:‬‬

‫ﻤﺸﺭﻑ )‪ (1‬ﺃﺸﺎﺭ ﺇﻝﻰ ﻫﺫﻩ ﺍﻝﻤﻌﻭﻗﺎﺕ ﻜﻤﺎ ﻭﺭﺩ ﻓﻲ ﺍﻝﻤﻘﺎﺒﻼﺕ‪:‬‬ ‫‪-‬‬

‫"ﺍﻝﺸﺨﺹ ﻏﻴﺭ ﺍﻝﻤﺅﻫل ﻤﻌﻴﻕ‪ ،‬ﺍﻝﻤﻜﺘﺏ ﻏﻴﺭ ﺍﻝﻤﺅﻫل ﺘﻘﻨﻴﹰﺎ ﻋﺎﺌﻕ ﻤﺜل ﻋﺩﻡ ﺘﻭﻓﺭ ﺍﻝﺤﺎﺴﺏ‬
‫ﺍﻵﻝﻲ ﺸﺒﻜﺔ ﺍﻹﻨﺘﺭﻨﺕ‪ ،‬ﺠﻭﺩﺓ ﺍﻹﻨﺘﺭﻨﺕ ﻭﺴﻌﺘﻪ‪ ،‬ﺴﺭﻋﺔ ﺍﻻﻨﺘﺭﻨﺕ‪ ،‬ﺜﺎﻝﺜﺎﹰ‪ :‬ﻤﺩﻯ ﺘﻭﻓﺭ ﺍﻷﺠﻬﺯﺓ‬
‫ﻭﻓﻌﺎﻝﻴﺘﻬﺎ ﻭﺼﻴﺎﻨﺘﻬﺎ ﻭﺼﻼﺤﻴﺘﻬﺎ ﻭﻤﺘﺎﺒﻌﺘﻬﺎ ﺇﻤﺎ ﻤﺴﻬ‪‬ل ﺃﻭ ﻋﺎﺌﻕ ﻓﻼ ﻴﻌﻘل ﻓﻲ ﻗﺴﻡ ﻤﻭﺠﻭﺩ‬
‫ﻓﻴﻪ ‪ 35‬ﻤﺸﺭﻑ ﺃﻭﻓﺭﻝﻭ ﺠﻬﺎﺯﻴﻥ ﻜﻤﺒﻴﻭﺘﺭ ﻓﻘﻁ‪ ،‬ﻻ ﺃﻗﻭل ﺠﻬﺎﺯ ﻝﻜل ﻤﺸﺭﻑ ﻋﻠﻰ ﺍﻷﻗل‬
‫ﺠﻬﺎﺯ ﻝﻜل ﺸﺨﺼﻴﻥ‪ ،‬ﺭﺍﺒﻌﺎﹰ‪ :‬ﻴ‪‬ﻔﺘﺭﺽ ﺃﻥ ﺘﻜﻭﻥ ﻤﻁﺎﻝﺒﻨﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺘﺘﻨﺎﺴﺏ ﻤﻊ‬
‫ﻗﺩﺭﺍﺘﻨﺎ"‪.‬‬

‫ﻤﺸﺭﻑ )‪ (3‬ﺃﻓﺎﺩ ﺃﻥ ﻤﻌﻴﻘﺎﺕ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻓﻲ ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺘﺘﻤﺜل ﻓﻲ ﺍﻝﺠﺎﻨﺏ‬ ‫‪-‬‬
‫ﺍﻝﻤﺎﺩﻱ ﻓﻘﻁ ﻭﺃﻥ ﺍﻝﻭﻀﻊ ﺍﻝﻌﺎﻡ ﻴﺤﺠﺏ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺒﺸﻜل ﻤﻜﺜﻑ ﻭﻫﺫﺍ ﻤﺎ ﻨﻭﻩ ﺍﻝﻴﻪ‪:‬‬

‫"ﻤﻌﻴﻘﺎﺘﻨﺎ ﻓﻲ ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﺠﺎﻨﺏ ﺍﻝﻤﺎﺩﻱ ﻓﻘﻁ ﻴﻌﻨﻲ ﻤﺜﻼ ﺃﻨﺎ ﺒﺘﻤﻨﻰ ﺇﻨﻭ ﻴﻜﻭﻥ‬
‫ﻻ ﺃﻨﻪ ﻫﺫﻩ ﺍﻹﻤﻜﺎﻨﻴﺎﺕ ﺍﻝﻤﺎﺩﻴﺔ ﺍﻝﺘﻲ‬
‫ﻝﻜل ﻁﺎﻝﺏ ﻻﺒﺘﻭﺏ ﻴﻜﻭﻥ ﻝﻜل ﻤﻌﻠﻡ ﻭﻤﺸﺭﻑ ﻻﺒﺘﻭﺏ ﺇ ﹼ‬
‫ﺘﻌﻴﺸﻬﺎ ﻓﻠﺴﻁﻴﻥ ﻓﻲ ﺍﻝﻭﻗﺕ ﺍﻝﺤﺎﻀﺭ ﻭﺍﻝﻀﻐﻭﻁﺎﺕ ﺍﻝﻤﻭﺠﻭﺩﺓ ﺘﺤﺠﺏ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ‬
‫ﺒﺸﻜل ﻤﻜﺜﻑ"‪.‬‬

‫ﻭﻤﺸﺭﻑ )‪ (6‬ﺃﺸﺎﺭ ﺇﻝﻰ ﻗﻠﺔ ﺍﻷﺠﻬﺯﺓ ﺍﻝﻤﺘﻭﻓﺭﺓ ﻭﻋﺩﻡ ﻜﻔﺎﻴﺔ ﻤﻭﻅﻔﻲ ﺍﻝﺼﻴﺎﻨﺔ ﻓﻲ ﻗﺴﻡ‬ ‫‪-‬‬
‫ﺍﻝﺘﻘﻨﻴﺎﺕ ﻓﻲ ﺍﻝﻤﺩﻴﺭﻴﺔ‪ ،‬ﻭﻀﻌﻑ ﺍﻝﺸﺒﻜﺔ‪ ،‬ﻭﺍﻝﻨﻘﺹ ﻓﻲ ﻤﻴﺯﺍﻨﻴﺎﺕ ﺍﻝﻤﺩﺍﺭﺱ ﺤﻴﺙ ﻜﺎﻨﺕ‬
‫ﺍﺴﺘﺠﺎﺒﺘﻪ‪:‬‬

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‫"ﻋﻨﺎ ﺇﺸﻜﺎﻝﻴﺔ ﺃﺠﻬﺯﺓ ﺍﻝﻜﻤﺒﻴﻭﺘﺭ ﻻﺘﺘﻭﻓﺭ ﻝﻜﺎﻓﺔ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﻤﻭﺠﻭﺩﻴﻥ ﻓﻲ ﻫﺫﻩ ﺍﻝﻤﺩﻴﺭﻴﺔ ﺘﺠﺩﻱ‬
‫ﻓﻲ ﺍﻝﻐﺭﻓﺔ ﺠﻬﺎﺯﻴﻥ‪ ،‬ﻝﻜﻥ ﻓﻲ ‪ 6‬ﻤﺸﺭﻓﻴﻥ ﻗﺎﻋﺩﻴﻥ ﻓﻲ ﺍﻝﻐﺭﻓﺔ‪ ...‬ﻋﺩﺩ ﺍﻷﺠﻬﺯﺓ ﻻ ﻴﻜﻔﻲ ﻓﻌﺩﺩ‬
‫ﺍﻷﺠﻬﺯﺓ ﻋﺎﻤﻠﻨﺎ ﺇﺸﻜﺎﻝﻴﺔ ﻭﻴﻌﺘﺒﺭ ﺃﻜﺒﺭ ﻤﻌﻴﻕ ﻓﻜﻴﻑ ﺘﻐﻠﺒﻨﺎ ﻋﻠﻴﻬﺎ ﺒﺎﻝﻤﺨﺎﺠﻠﺔ‪ ...‬ﺒﻨﺤﻜﻴﻬﺎ ﻓﻼﻥ‬
‫ﻤﻌﻙ ﺍﻝﻼﺒﺘﻭﺏ ﺍﻝﺸﺨﺼﻲ ﺍﷲ ﺒﻌﻴﻨﻙ ﺠﻴﺒﻭﺍ ﻤﻌﻙ ﻤﺎﻓﻲ ﺇﻤﻜﺎﻨﻴﺔ ﻏﻴﺭ ﻫﻴﻙ ﺇﻨﻭ ﻴﺘﻭﻓﺭ ﺃﺠﻬﺯﺓ‬
‫ﻻﺒﺘﻭﺒﺎﺕ‪ ...‬ﻋﻨﺎ ﻗﺴﻡ ﺍﻝﺘﻘﻨﻴﺎﺕ ﻓﻲ ﺍﻝﻤﺩﻴﺭﻴﺔ ﺍﺴﻤﻭﺍ ﻗﺴﻡ ﺍﻝﺘﻘﻨﻴﺎﺕ ﻓﻲ ﻤﻬﻨﺩﺴﺔ ﺤﺎﺴﻭﺏ ﻭﻓﻲ‬
‫ﻤﻭﻅﻔﻴﻥ ﻝﻠﺼﻴﺎﻨﻪ ﻤﻭﺠﻭﺩﻴﻥ‪ ،‬ﺍﻝﻌﺩﺩ ﻗﺩ ﻴﻜﻭﻥ ﻏﻴﺭ ﻜﺎﻓﻲ ﻝﻜﻥ ﻤﻭﺠﻭﺩ‪ ...‬ﻀﻌﻑ ﺍﻝﺸﺒﻜﺔ ﺃﻜﺒﺭ‬
‫ﻤﻌﻴﻕ ﺤﺘﻰ ﺍﻝﺩﺍﻭﻨﻠﻭﻭﺩ ﺍﻝﺴﺭﻋﺔ ﺍﻝﻠﻲ ﻤﻌﻁﻴﻨﺎ ﺍﻴﺎﻫﺎ ﺒﻁﻴﺌﺔ ﺠﺩﹰﺍ ﻝﺩﺭﺠﺔ ﺒﻨﻘﻌﺩ ﻓﺘﺭﺓ ﻤﻤﻨﻭﻉ ﺇﻨﻭ‬
‫ﻻ ﺒﻌﺩ ﺍﻝﺴﺎﻋﺔ ‪ 12‬ﻤﺜﻼ ﻝﻴﻭﻓﺭﻭﺍ ﺍﻝﻨﺕ ﻋﻨﺩﻱ ﻭﺃﻨﺎ ﺭﺌﻴﺱ ﻗﺴﻡ ﻓﺒﺘﺼﻔﻲ ﺍﻝﻭﺯﺍﺭﺓ‬
‫ﻨﺴﺘﺨﺩﻤﻪ ﺇ ﹼ‬
‫ﺒﺘﺘﺼل ﻋﻠﻰ ﺒﻴﻘﻭﻝﻭﻝﻲ ﺍﺒﻌﺘﻴﻠﻨﺎ ﺒﻘﻭﻝﻬﻡ ﺍﺴﺘﻨﻭﺍ ﺒﻌﺩ ﺍﻝﺴﺎﻋﻪ ‪ 12‬ﺒﺒﻌﺘﻠﻜﻡ ﺇﻴﺎﻫﺎ ﻫﺎﺩ ﺍﻝﻤﻭﺠﻭﺩ‬
‫ﻋﻨﺩﻱ‪ ...‬ﻋﺸﺎﻥ ﺃﻭﻓﺭ ﻨﺕ ﻓﻲ ﺍﻝﻤﺩﺭﺴﺔ ﻋﻠﻰ ﺤﺴﺎﺏ ﺍﻝﻤﺩﺭﺴﺔ ﻭﻻﻴﻤﻜﻥ ﻤﻴﺯﺍﻨﻴﺔ ﺍﻝﻤﺩﺭﺴﺔ‬
‫ﻻﺘﺘﺤﻤل ﻭﻤﺎﻓﻲ ﻗﺎﻨﻭﻥ ﻴﻌﻁﻴﻨﺎ ﺍﻝﺤﻕ ﻭﺇﺫﺍ ﺼﺎﺭ ﺒﺩﻫﺎ ﺘﺩﻭﺭ ﻋﻠﻰ ﻤﻤﻭل ﺍﻝﺘﻤﻭﻴل ﺇﻤﺎ ﺒﻜﻭﻥ‬
‫ﻤﻥ ﺍﻝﺩﻭل ﺍﻝﺩﺍﻋﻤﺔ ﺃﻭ ﻤﺅﺴﺴﺎﺕ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﻤﺤﻠﻲ ﻭﻫﺎﻱ ﻤﺎ ﻨﺩﺭ ﺘﺎ ﺤﺩﺍ ﻴﺠﻲ ﻴﺩﻓﻊ ﻭﻴﻠﺘﺯﻡ‬
‫ﺒﻔﺎﺘﻭﺭﺓ ﺸﻬﺭﻴﺔ ﻴﺩﻓﻌﻬﺎ ﻨﺕ ﻝﻠﻤﺩﺭﺴﺔ"‪.‬‬

‫ﻤﺸﺭﻑ )‪ (7‬ﺫﻜﺭ ﺃﻥ ﺃﺤﺩ ﺃﻫﻡ ﺍﻝﻤﻌﻴﻘﺎﺕ ﻴﺘﻤﺜل ﻓﻲ ﻋﺩﻡ ﺘﻭﻓﺭ ﺸﺒﻜﺔ ﺍﻹﻨﺘﺭﻨﺕ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ‬ ‫‪-‬‬
‫ﻭﺘﻜﻠﻔﺘﻬﺎ ﺍﻝﻤﺎﺩﻴﺔ ﻭﻋﺩﻡ ﻜﻔﺎﻴﺔ ﺘﻭﻅﻴﻑ ﺍﻷﺠﻬﺯﺓ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﻭﺍﻝﺤﺎﺠﺔ ﻝﺘﺩﺭﻴﺏ ﺍﻝﻤﻌﻠﻤﻴﻥ‬

‫ﺒﺸﻜل ﺃﻜﺒﺭ ﻋﻠﻰ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺤﺎﺴﻭﺏ ﻭﻜﺎﻨﺕ ﺍﺴﺘﺠﺎﺒﺘﻪ‪:‬‬

‫"ﻫﻭ ﻋﺩﻡ ﺘﻭﻓﺭ ﺍﻝﻨﺕ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﻤﺵ ﻜل ﻤﺩﺍﺭﺴﻨﺎ ﻋﻨﺩﻫﺎ ﻨﺕ ‪ ....‬ﻫﻭﻱ ﻤﺘﻭﺍﺠﺩ ﺃﺠﻬﺯﺓ‬
‫ﻝﻜﻥ ﺒﺠﻭﺯ ﻝﺴﻪ ﻤﻌﻅﻡ ﺍﻝﻤﺩﺍﺭﺱ ﻨﺴﺒﺔ ﻜﺒﻴﺭﺓ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﻓﻴﻬﺎ ﺃﺠﻬﺯﺓ ﺤﺎﺴﻭﺏ ﻝﻜﻥ ﻴﻤﻜﻥ‬
‫ﻻﺯﻡ ﻴﻜﻭﻥ ﻓﻲ ﺘﻭﻅﻴﻑ ﺃﻜﺜﺭ ﺃﻭ ﺘﻭﺍﻓﺭ ﺃﺠﻬﺯﺓ ﺃﻜﺜﺭ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ‪ ....‬ﻤﻌﻠﻤﻴﻨﺎ ﺒﻨﺩﺭﺒﻬﻡ ﻋﻠﻰ‬
‫ﻗﻀﻴﺔ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻨﺕ ﻭﻓﻲ ﻋﻨﺎ ﺩﻭﺭﺍﺕ ‪ Intel‬ﺘﻘﺭﻴﺒﺎ ﻏﻁﺕ ﺒﺤﺩﻭﺩ ‪ 3000‬ﻤﻌﻠﻡ ﻻﺴﺘﺨﺩﺍﻡ‬
‫ﺍﻝﺤﺎﺴﻭﺏ ﻝﻜﻥ ﻻﺯﻝﻨﺎ ﻤﺤﺘﺎﺠﻴﻥ ﻝﺠﻬﻭﺩ ﺃﻜﺜﺭ ﺤﺘﻰ ﻨﺩﺭﺏ ﻤﻌﻠﻤﻴﻨﺎ ﺃﻜﺜﺭ ﻋﻠﻰ ﺍﺴﺘﺨﺩﺍﻡ‬
‫ﺍﻝﻜﻤﺒﻴﻭﺘﺭ"‪.‬‬

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‫ﺃﻤﺎ ﻤﺸﺭﻑ )‪ (8‬ﺫﻜﺭ ﺃﻥ ﺃﻫﻡ ﺍﻝﻤﻌﻭﻗﺎﺕ ﺍﻝﻤﺎﺩﻴﺔ ﺘﺘﻤﺜل ﻓﻲ ﻋﺩﻡ ﺘﻭﻓﺭ ﺍﻹﻨﺘﺭﻨﺕ ﺒﺸﻜل ﺩﺍﺌﻡ‬ ‫‪-‬‬
‫ﻭﻋﺩﻡ ﻭﺠﻭﺩ ﺸﺒﻜﺔ ﺘﺭﺒﻁ ﺍﻝﻭﺯﺍﺭﺓ ﺒﺎﻝﻤﺩﻴﺭﻴﺔ ﺒﺎﻝﻤﺩﺍﺭﺱ ﻭﺃﻥ ﻫﻨﺎﻙ ﻤﻌﻴﻕ ﻴﺘﻤﺜل ﻓﻲ ﺍﻝﺘﻜﻠﻔﺔ‬
‫ﺍﻝﻤﺎﺩﻴﺔ ﺤﻴﺙ ﻜﺎﻨﺕ ﺍﺴﺘﺠﺎﺒﺘﻪ‪:‬‬

‫"ﻭﺍﻝﻤﻌﻭﻗﺎﺕ ﺍﻷﺴﺎﺴﻴﺔ ﻋﺩﻡ ﺘﻭﻓﺭ ﺍﻝﻨﺕ ﺒﺸﻜل ﺩﺍﺌﻡ ﻓﻲ ﺍﻝﻘﺴﻡ ‪ ...‬ﻻﻴﻭﺠﺩ ﺸﺒﻜﺔ ﺒﻤﻌﻨﻰ‬
‫ﺍﻝﺸﺒﻜﺔ ﻭﺇﻨﻤﺎ ﺍﻝﺘﻭﺍﺼل ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻤﻤﻜﻥ ﺃﻗﺼﺩ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻝﻌﺎﻤﺔ ﺃﻤﺎ ﻓﻲ ﻗﺴﻡ ﺍﻹﺸﺭﺍﻑ‬
‫ﻨﺘﻭﺍﺼل ﻤﻊ ﺒﻌﻀﻨﺎ ﻤﻥ ﺨﻼل ﺍﻹﻴﻤﻴﻼﺕ ﻭﻤﻥ ﺨﻼل ﺍﻝﻔﻴﺱ ﺒﻭﻙ ﻝﻜﻥ ﺸﺒﻜﺔ ﻤﺘﻭﺍﺼﻠﺔ ﻴﻌﻨﻲ‬
‫ﻱ ﺍﻝﺒﺭﺩ ﻭﺭﺍﺀ ﻜ ّل ﻋﻠﹼﺔ‪....‬‬
‫ﻁﻭل ﺍﻝﻭﻗﺕ ﻝﻸﺴﻑ ﻝﺤﺩ ﺍﻝﻠﺤﻅﺔ ﻷ‪ .....‬ﺍﻝﻨﺎﺤﻴﺔ ﺍﻝﻤﺎﺩﻴﺔ ﺩﺍﺌﻤﺎ ﺯ ‪‬‬
‫ﻝﻜﻥ ﺍﻝﻤﻁﻠﻭﺏ ﻫﻭ ﺍﻝﺘﻐﻠﺏ ﻋﻠﻰ ﻫﺫﻩ ﺍﻝﻤﺸﻜﻠﺔ‪ ،‬ﻫﻨﺎﻝﻙ ﻻﺒ ‪‬ﺩ ﺍﻝﻨﻭﺍﺤﻲ ﺍﻝﻤﺎﺩﻴﺔ ﺩﺍﺌﻤﺎ ﻤﺸﻜﻠﺔ ﻝﻜﻥ‬
‫ﻝﻴﺴﺕ ﻫﻲ ﺍﻝﻤﺸﻜﻠﺔ ﺍﻝﻤﻌﻘﺩﺓ ﻤﻤﻜﻥ ﺘﺠﺎﻭﺯﻫﺎ ﻭﺇﺤﻨﺎ ﻤﺎ ﺒﻨﺘﺤﺩﺙ ﻋﻥ ﺍﻝﻭﺯﺍﺭﺓ ﺇﻨﻬﺎ ﺘﻤﻭﻝﻨﺎ‪ ،‬ﺇﻨﻬﺎ‬
‫ﺘﻌﻁﻲ ﺇﺫﻥ ﺇﺫﺍ ﻜﺎﻥ ﻤﻥ ﺠﻬﺔ ﻤﻌﻴﻨﺔ ﻤﺩﺭﺴﺔ ﻤﻌﻴﻨﺔ ﺩﺒ‪‬ﺭﺕ ﺃﻤﻭﺭﻫﺎ ﺒﻁﺭﻴﻘﺔ ﻤﺎ‪ ،‬ﺒﻨﻴﺴ‪‬ﺭ ﻫﺫﺍ‬
‫ﺍﻷﻤﺭ ﻤﻥ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﻤﺤﻠﻲ ﻤﻥ ﺠﻬﺔ ﺩﺍﻋﻤﺔ ﺇﻝﻰ ﺁﺨﺭﻩ"‪.‬‬

‫ﺍﻹ ﺃﻥ ﻤﺸﺭﻑ )‪ (4‬ﺃﻓﺎﺩ ﺒﻌﺩﻡ ﻭﺠﻭﺩ ﻤﻌﻭﻗﺎﺕ ﻤﺎﺩﻴﺔ ﻻﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤل‬ ‫‪-‬‬

‫ﺍﻹﺸﺭﺍﻓﻲ ﻤﺒﺭﺭﹰﺍ ﺫﻝﻙ ﺒﺄﻨﻪ ﻤﻬﻤﺎ ﺍﺭﺘﻔﻌﺕ ﺃﺴﻌﺎﺭ ﺍﻝﺴﻠﻊ ﺍﻹﺴﺘﻬﻼﻜﻴﺔ ﻝﻥ ﻴﺘﻭﻗﻑ ﺍﻝﻤﺴﺘﻬﻠﻙ‬
‫ﻋﻥ ﺸﺭﺍﺌﻬﺎ ﻓﻤﻥ ﻴﻘﻭل ﺒﺄﻥ ﺍﻝﺘﻜﻠﻔﺔ ﺍﻝﻤﺎﺩﻴﺔ ﺘﺸﻜل ﻤﻌﻴﻘﹰﺎ ﻫﻭ ﻤﻥ ﻴﻌﻴﻕ ﻭﻝﻴﺱ ﺍﻝﺘﻜﻠﻔﺔ ﺍﻝﻤﺎﺩﻴﺔ‬
‫ﻤﻥ ﺘﻌﻴﻕ‪.‬‬

‫ﺃﻜﺩ )‪ (5‬ﻤﺸﺭﻓﻴﻥ ﺒﻭﺠﻭﺩ ﻤﻌﻭﻗﺎﺕ ﺒﺸﺭﻴﺔ ﻭﻫﻡ‪ :‬ﻤﺸـﺭﻑ )‪ (1‬ﻭ)‪ (4‬ﻭ )‪ (5‬ﻭ) ‪ (6‬ﻭ )‪(8‬‬
‫ﻭﻜﺎﻨﺕ ﺍﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﺒﻌﺽ ﻤﻨﻬﻡ ﻜﻤﺎ ﻴﻠﻲ‪:‬‬

‫ﻤﺸﺭﻑ )‪ (4‬ﻋﺯﻯ ﺍﻝﻤﻌﻴﻕ ﺍﻝﺒﺸﺭﻱ ﺇﻝﻰ ﻋﺩﻡ ﺘﻭﻓﺭ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻴﺠﺎﺒﻴﺔ ﻝﺩﻯ ﺍﻝـﺒﻌﺽ ﻭﺫﻝـﻙ‬ ‫‪-‬‬

‫ﺒﺩﺍﻓﻊ ﺍﻝﺘﻤﺴﻙ ﺒﺎﻝﺘﻘﻠﻴﺩ ﺍﻝﻘﺩﻴﻡ ﺤﻴﺙ ﻜﺎﻨﺕ ﺍﺴﺘﺠﺎﺒﺘﻪ‪:‬‬

‫" ﻝﺩﻴﻨﺎ ﻋﺩﺩ ﻤﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻻﻴﻭﺠﺩ ﻝﺩﻴﻬﻡ ﺍﺘﺠﺎﻫﺎﺕ ﺇﻴﺠﺎﺒﻴﺔ ﻷﻱ ﺸﻲﺀ ﺇﻝﻜﺘﺭﻭﻨﻲ ﺇﻁﻼﻗﺎ ﻭﻝﻴﺱ‬
‫ﻝﺩﻴﻪ ﺍﺴﺘﻌﺩﺍﺩ ﺃﻥ ﻴﺘﻌﻠﻡ ﻜﻴﻑ ﻴﻔﺘﺢ ﺍﻝﻜﻤﺒﻴﻭﺘﺭ"‪.‬‬

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‫ﻤﺸﺭﻑ )‪ (5‬ﺫﻜﺭ ﺃﻥ ﺍﻝﻤﻌﻴﻕ ﺍﻝﺒﺸﺭﻱ ﻴﺘﻤﺜل ﻓﻲ ﻋﺩﻡ ﺘﻘﺒل ﺍﻝﻤﺸﺭﻑ ﻝﻌﻤﻠﻴﺎﺕ ﺍﻝﺘﻐﻴﻴﺭ ﻭﻋﺩﻡ‬ ‫‪-‬‬
‫ﺍﻤﺘﻼﻙ ﺍﻝﺒﻌﺽ ﻝﻬﺫﺍ ﺍﻝﻨﻭﻉ ﻤﻥ ﺍﻝﺨﺒﺭﺓ ﺍﻝﺘﻲ ﺘﺤﺘﺎﺝ ﺇﻝﻰ ﺘﺩﺭﻴﺏ ﻭﻜﺎﻨﺕ ﺇﺠﺎﺒﺘﻪ‪:‬‬

‫"ﺍﻝﻤﻌﻴﻕ ﺍﻝﺜﺎﻨﻲ‪ :‬ﻻﺯﻡ ﻴﻜﻭﻥ ﻓﻲ ﺘﻘﺒل ﻋﻨﺩ ﺍﻝﻤﺸﺭﻑ ﻝﻠﺘﻐﻴﻴﺭ ﻭﺇﻨﻲ ﻜﻤﺸﺭﻑ ﺃﺘﻘﺒل ﺃﻨﻭ ﺩﻭﺭﻱ‬
‫ﻴﺘﻐﻴﺭ ﻴﻌﻨﻲ ﺃﻨﺎ ﻤﻥ ﺍﻵﺨﺭ ﻴﻤﻜﻥ ﺃﺼل ﻝﺩﺭﺠﺔ ﺇﻨﻲ ﺃﻜﻭﻥ ﻋﺒﺎﺭﺓ ﻋﻥ ﻤﺴﺘﺸﺎﺭ"‪.‬‬

‫ﺃﻤﺎ ﻤﺸﺭﻑ )‪ (6‬ﻓﻘﺩ ﺃﺸﺎﺭ ﺇﻝﻰ ﻗﻀﻴﺔ ﺍﻝﺯﻤﻼﺀ ﺍﻝﻘﺩﻴﻤﻴﻥ ﻓﻲ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺫﻴﻥ ﺘﺤﻔﻅﻭﺍ ﻋﻠـﻰ‬ ‫‪-‬‬
‫ﻓﻜﺭﺓ ﺍﻝﻁﻠﺏ ﻤﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻤﻤﺎﺭﺴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﻫـﻡ ﻻ ﻴﻤﺎﺭﺴـﻭﻨﻪ‪ ،‬ﺇﻻ ﺃﻨـﻪ‬

‫ﺃﻀﺎﻑ ﺃﻥ ﻫﺫﺍ ﺍﻝﻤﻌﻴﻕ ﺘﻡ ﺍﻝﺴﻴﻁﺭﺓ ﻋﻠﻴﻪ ﻭﻫﺫﺍ ﻤﺎﻨﻭﻩ ﺇﻝﻴﻪ‪:‬‬

‫"ﻫﻨﺎﻙ ﺒﻌﺽ ﺍﻝﺯﻤﻼﺀ ﻗﺩﻴﻤﻴﻥ ﻓﻲ ﺍﻹﺸﺭﺍﻑ ﻓﻜﺎﻨﻭﺍ ﻴﻌﺘﺭﻀﻭﻥ ﻋﻠﻰ ﺘﻐﻴﺭ ﺍﻝﻨﻅﺎﻡ ﺍﻹﺸﺭﺍﻓﻲ‬
‫ﻜﻤﺎ ﺃﺼﺒﺢ ﻤﻥ ﻏﻴﺭ ﺍﻝﻤﻨﻁﻕ ﺃﻥ ﺘﺤﻜﻲ ﻝﻠﻤﻌﻠﻡ ﺸﻐﻠﻙ ﻝﻴﻪ ﻤﺵ ﺍﻝﻜﺘﺭﻭﻨﻲ ﻭﺇﻨﺘـﺎ ﻜﻤﺸـﺭﻑ‬
‫ﻤﺎﺒﺘﺸﺘﻐل‪ ....‬ﻝﻜﻥ ﻫﺫﺍ ﺨﻼل ﻓﺘﺭﺓ ﺒﺴﻴﻁﺔ ﻴﻌﻨﻲ ﺨﻼل ﺃﻗل ﻤﻥ ﺸﻬﺭﻴﻥ ﻜﻨﺎ ﻤﺴﻴﻁﺭﻴﻥ ﻋﻠﻰ‬
‫ﺍﻝﻭﻀﻊ ﻭﻜل ﺍﻝﻤﺸﺭﻓﻴﻥ ﺒﺎﻝﻜﺎﻤل ﻫﻼ ﺒﻁﺒﻌﻭﺍ "‪.‬‬

‫ﻤﺸﺭﻑ )‪ (8‬ﺃﻓﺎﺩ ﺃﻥ ﻋﺩﻡ ﺘﺴﺎﻭﻱ ﺍﻝﺠﻤﻴﻊ ﺒﻨﻔﺱ ﺍﻝﺨﺒﺭﺓ ﻓﻲ ﺍﻝﺘﻌﺎﻤل ﻤﻊ ﻫﺫﻩ ﺍﻷﻤﻭﺭ ﺤﻴـﺙ‬ ‫‪-‬‬

‫ﺃﻥ ﺫﻭﻱ ﺍﻝﺘﻌﻴﻴﻥ ﺍﻝﺤﺩﻴﺙ ﻝﺩﻴﻬﻡ ﻤﻬﺎﺭﺓ ﺃﻜﺜﺭ ﻤﻥ ﺍﻝﻘﺩﻴﻤﻴﻥ ﻭﻜﺎﻨﺕ ﺍﺴﺘﺠﺎﺒﺘﻪ‪:‬‬

‫" ﺃﻴﻀﺎ ﻝﻴﺱ ﺍﻝﺠﻤﻴﻊ ﻋﻠﻰ ﻨﻔﺱ ﺍﻝﺨﺒﺭﺓ ﻓﻲ ﺍﻝﺘﻌﺎﻤل ﻤﻊ ﻫﺫﻩ ﺍﻷﻤﻭﺭ‪ ،‬ﺍﻝﺫﻱ ﻴ‪‬ﺜﻠﺞ ﺍﻝﺼﺩﺭ ﺇﻥ‬
‫ﺍﻝﺫﻴﻥ ﻴﺘﻌﻴﻨﻭﻥ ﺤﺩﻴﺜﹰﺎ ﻤﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻤﻌﻅﻤﻬﻡ ﺃﻓﻀل ﻤﻥ ﺍﻝﺠﻴـل ﺍﻝﺴـﺎﺒﻕ ﻭﻫـﺫﻩ ﻁﺒﻴﻌـﺔ‬
‫ﺍﻷﻤﻭﺭ‪ ....‬ﺒﺭﺃﻴﻲ ﻹﻨﻬﻡ ﻨﺸﺄﻭﻭﺍ ﻓﻲ ﻅل ﺍﻝﻜﻤﺒﻴﻭﺘﺭ‪ ،‬ﻴﻌﻨﻲ ﺍﻝﻠﻲ ﻤ‪‬ﺘﻘﺩﻡ ﻓﻲ ﺍﻝﺴ ‪‬ﻥ ﺤﺘﻤﺎ ﺴﻴﺄﺨﺫ‬
‫ﺸﻲ ﺤﺎﻝﻪ ﺒﺎﻻﻴﻤﻴل ﺒﺎﻷﻤﻭﺭ ﺍﻝﺒﺴﻴﻁﺔ‪ ،‬ﺍﻝﻤﺸﻜﻠﺔ ﻫﻲ ﺃﻤﻴ‪‬ﺔ ﻋﻘﻠﻴـﺔ‬
‫ﺍﻷﺸﻴﺎﺀ ﺍﻝﺒﺴﻴﻁﺔ ﻴﺎﺩﻭﺏ ﻴﻤ ﹼ‬
‫ﺍﻝﺤﺎﺴﻭﺏ ﻜﻤﺎ ﻴ‪‬ﻭﺠﺩ ﻓﻲ ﺍﻝﻌﻠﻡ ﺫﻜﺎﺀﺍﺕ ﻤﺘﻌﺩﺩﺓ ﻫﻨﺎﻝﻙ ﺃﻤ‪‬ﻴﺎﺕ ﻤﺘﻌﺩﺩﺓ ﻤﻨﻬﺎ ﺃﻤﻴﺔ ﺍﻝﺤﺎﺴـﻭﺏ‪،‬‬
‫ﺍﻝﻤﻬﻡ ﺃﻥ ﺘﻜﻭﻥ ﻋﻘﻠﻴﺘﻙ ﻋﻘﻠﻴﺔ ﺤﺎﺴﻭﺒﻴﺔ"‪.‬‬

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‫)‪ (3‬ﻤﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺃﻜﺩﻭ ﻭﺠﻭﺩ ﻤﻌﻭﻗﺎﺕ ﺇﺩﺍﺭﻴﻪ ﻫﻡ‪ :‬ﺍﻝﻤﺸـﺭﻑ ﺭﻗـﻡ )‪ (5‬ﻭ ) ‪ ( 6‬ﻭ)‪(1‬‬
‫ﻭﻜﺎﻨﺕ ﺍﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﺒﻌﺽ ﻤﻨﻬﻡ‪:‬‬

‫ﺃﻓﺎﺩ ﻤﺸﺭﻑ )‪ (5‬ﺃﻥ ﺍﻝﻤﻌﻴﻘﺎﺕ ﺍﻹﺩﺍﺭﻴﺔ ﺘﺘﻤﺜل ﻓﻲ ﺍﻝﻘﻭﺍﻨﻴﻥ ﻭﺍﻝﺘﻌﻠﻴﻤﺎﺕ ﺍﻝﺘﻲ ﻴﺠﺏ ﺃﻥ ﺘﺘﻐﻴﺭ‬ ‫‪-‬‬

‫ﺇﺫﺍ ﻤﺎ ﺃﺭﺩﻨﺎ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻴﻤﺎ ﺍﻋﺘﺒﺭ ﺘﻘﺒل ﺍﻝﻤﺸﺭﻑ ﻝﻠﺘﻐﻴﺭ ﺃﻤـﺭﹰﺍ ﻤﻬﻤـﹰﺎ‬
‫ﻭﻤﺭﻫﻭﻨﹰﺎ ﺒﺎﻝﻘﻭﺍﻨﻴﻥ ﻭﺍﻝﺘﻌﻠﻴﻤﺎﺕ ﻭﻫﺫﺍ ﻤﺎ ﺃﺸﺎﺭ ﺍﻝﻴﻪ‪:‬‬

‫" ﻴ‪‬ﻔﺘﺭﺽ ﻤﻭﺍﻜﺒﺔ ﻝﻺﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻴﻜﻭﻥ ﻓﻲ ﺘﻐﻴﻴﺭ ﻓﻲ ﺍﻝﻘـﻭﺍﻨﻴﻥ ﻭﺍﻝﺘﻌﻠﻴﻤـﺎﺕ ﻤـﻥ‬
‫ﺍﻝﻭﺯﺍﺭﺓ ﺍﻝﺠﻬﺔ ﺍﻝﻤﺸﺭ‪‬ﻋﻪ‪ ....‬ﻻﺯﻡ ﻴﻜﻭﻥ ﻓﻲ ﺘﻘﺒل ﻋﻨﺩ ﺍﻝﻤﺸﺭﻑ ﻝﻠﺘﻐﻴﻴﺭ ﻭﺇﻨـﻲ ﻜﻤﺸـﺭﻑ‬
‫ﺃﺘﻘﺒل ﺃﻥ ﺩﻭﺭﻱ ﻴﺘﻐﻴﺭ‪ ،‬ﻴﻌﻨﻲ ﺃﻨﺎ ﻤﻥ ﺍﻵﺨﺭ ﻴﻤﻜﻥ ﺃﺼل ﻝﺩﺭﺠﺔ ﺇﻨﻲ ﺃﻜـﻭﻥ ﻋﺒـﺎﺭﺓ ﻋـﻥ‬
‫ﻤﺴﺘﺸﺎﺭ ﺃﻨﻭ ﺤﺩﺍ ﻴﺘﺼل ﻋﻠﻲ ﻭﻴﻘﻠﻲ ﺃﻨﺎ ﺒﺩﻱ ﺨﺩﻤﺔ ﺒﻘﺩﻤﻠﻙ ﺇﻴﺎﻫﺎ ﺒﺩﻭﻥ ﺃﻱ ﺘﺒﻌـﺎﺕ ﻻ ﺃﻨـﺎ‬
‫ﺒﺩﻱ ﺃﺼﺩﺭ ﻋﻠﻴﻙ ﻭﻻ ﺍﻨﺘﻲ ﺘﺼﺩﺭ ﻋﻠﻲ ﺃﺤﻜﺎﻡ ﻤﺠﺭﺩ ﺯﻱ ﻤﻌﻠﻭﻤﺔ ﻤﻭﺠﻭﺩﺓ ﻓﻲ ﺍﻝﻨﺕ ﻓـﻲ‬
‫ﻜﺘﺎﺏ ﺒﻘﺩﻤﻠﻙ ﺇﻴﺎﻫﺎ‪" ....‬ﺍﻝﺘﺸﺭﻴﻌﺎﺕ ﺍﻝﻘﻭﺍﻨﻴﻥ ﻓﻲ ﺍﻵﺨﺭ ﺤﺘﻰ ﺘﻁﺒﻕ ﺍﻝﺸﻲﺀ ﺒﻜـل ﺤﻴﺜﻴﺎﺘـﻪ‬
‫ﻴﺠﺏ ﺃﻥ ﻴﻭﺍﻜﺒﻪ ﺘﻐﻴﻴﺭ ﺍﻝﻘﺎﻨﻭﻥ ﻴﻌﻨﻲ ﺃﻨﺎ ﻓﻲ ﺍﻵﺨﺭ ﺒﻀل ﺃﺤﻜﻲ ﺃﻨﻭ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﻴ‪‬ﻔﺘﺭﺽ‬
‫ﻴﻜﻭﻥ ﺩﺍﻋﻡ ﻭﻴﻘﺩﻡ ﺍﻝﺘﻐﺫﻴﺔ ﺍﻝﺭﺍﺠﻌﺔ ﻭﻜل ﺍﻝﺤﻭﺍﺠﺯ ﺍﻝﻠﻲ ﺒﻴﻨﺎ ﻭﺒﻴﻥ ﺍﻝﻤﻌﻠﻡ ﻨﺸﻴﻠﻬﺎ ﻭﻴﻜﻭﻥ ﻓﻲ‬
‫ﻋﻼﻗﺎﺕ ﻤﻤﺘﺎﺯﺓ ﻝﻜﻥ ﺒﻀل ﻓﻲ ﺍﻵﺨﺭ ﺁﺨﺭ ﺍﻝﺴﻨﺔ ﺒﺩﻱ ﺃﻗﻭل ﻝﻠﻤﺸﺭﻑ ﻗﻴ‪‬ﻡ ﺍﻝﻤﻌﻠﻡ ﻁﻴﺏ ﻻﺯﻡ‬
‫ﺃﻏﻴﺭ ﻫﺫﺍ ﺍﻝﻘﺎﻨﻭﻥ ﻜﻤﺜﺎل ﺃﻨﺎ ﺒﻌﻁﻴﻜﻲ ﺍﻴﺎﻩ ﻓﺒﺎﻝﺘﺎﻝﻲ ﺍﻝﻘﺎﻨﻭﻥ ﻴ‪‬ﻔﺘﺭﺽ ﻴﻜﻭﻥ ﻓﻴﻪ ﺘﻐﻴﻴﺭ ﺇﺫﺍ ﻤـﺎ‬
‫ﺘﻐﻴﻴﺭ ﺍﻝﻘﺎﻨﻭﻥ ﺒﻀل ﻫﻭ ﻋﻘﺒﺔ ﺒﻀل ﺍﻷﻤﺭ ﺃﻗﺭﺏ ﻤﺎ ﻴﻜﻭﻥ ﺇﻝﻰ ﺍﻝﻤﺜﺎﻝﻴﺎﺕ "‪.‬‬

‫ﺃﻤﺎ ﻤﺸﺭﻑ )‪ (1‬ﺃﻜ ‪‬ﺩ ﻋﻠﻰ ﺃﻫﻤﻴﻪ ﻗﻨﺎﻋﺎﺕ ﺍﻝﻘﺎﺌﻡ ﻋﻠﻰ ﻫﺫﻩ ﺍﻝﻤﺅﺴﺴﻪ ﻤﻨﻭﻫﹰﺎ ﻝﺫﻝﻙ ﺒﻘﻭﻝﻪ‪:‬‬ ‫‪-‬‬

‫"ﺘﺤﺩﺜﻨﺎ ﺴﺎﺒﻘﹰﺎ ﻋﻥ ﻤﻌﻭﻗﺎﺕ ﻓﻲ ﺍﻷﺩﺍﺓ ﻨﻔﺴﻬﺎ ﻜﺄﺩﺍﺓ ﺇﻝﻜﺘﺭﻭﻨﻴﺔ ﻓﻲ ﺍﻝﺘﻌﻠﻴﻡ ﻭﺍﻹﺸﺭﺍﻑ ﻭﻝﻜـﻥ‬
‫ﻫﻨﺎﻙ ﻤﻥ ﻴﺩﻴﺭ ﺘﻠﻙ ﺍﻝﺘﻘﺎﻨﺔ ﻭﻫﻡ ﺍﻝﺒﺸﺭ‪ ،‬ﺍﻝﺒﺸﺭ ﻗﺩ ﻴﺨﻁﻁ ﻭﻗﺩ ﻴﻜﻭﻥ ﻤﺩﻴﺭ ﻫﺫﺍ ﻴﻌﺘﻤﺩ ﻋﻠـﻰ‬
‫ﺸﻴﺌﻴﻥ ﻴﻌﺘﻤﺩ ﻋﻠﻰ ﻭﻀﻭﺡ ﺍﻝﺨﻁﻪ ﻝﻠﻤﺅﺴﺴﺔ ﻭﻴﻌﺘﻤﺩ ﻋﻠﻰ ﺍﻝﻘﺎﺌﻡ ﻋﻠﻰ ﻫﺫﻩ ﺍﻝﻤﺅﺴﺴﺔ ﻭﻤﺩﻯ‬
‫ﻗﻨﺎﻋﺘﻪ‪ ....‬ﻓﺈﺫﺍ ﻜﺎﻥ ﺍﻝﻘﺎﺌﺩ ﻤﻥ ﺠﻴل ﺍﻝﻤﺅﻤﻨﻴﻥ ﺒﻀﺭﻭﺭﺓ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﺘﻌﻠﻴﻡ ﻭﻓﻲ ﺍﻝﺤﻴﺎﺓ‬
‫ﺴﻴﺩﺍﻓﻊ ﻋﻥ ﺍﻝﻔﻜﺭﺓ ﻭﻴﻨﺠﺤﻬﺎ ﺒل ﻭﻴﻘﻭﻡ ﺒﺘﺴﻬﻴل ﺍﻷﻤﻭﺭ ﺒﺘﺴﺎﺭﻉ ‪ ،‬ﺇﺫﺍ ﻜﺎﻥ ﻤﻥ ﺠﻴل ﻴـﺅﻤﻥ‬
‫ﺒﺎﻝﺘﻭﺭﻴﻕ ﻓﻲ ﺍﻝﺘﻭﺜﻴﻕ ﻭﺒﻨﺎﺀ ﻋﻠﻰ ﺘﺠﺭﺒﺘﻲ ﺍﻝﺸﺨﺼﻴﺔ ﻓﻲ ﻫﺫﻩ ﺍﻝﻤﺩﻴﺭﻴﺔ ﻓﻘﺩ ﻋﺎﺼﺭﺕ ﺃﻜﺜـﺭ‬

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‫ﻤﻥ ﻤﺩﻴﺭ ﻜﺎﻨﺕ ﻗﻨﺎﻋﺎﺘﻬﻡ ﻤﺘﻔﺎﻭﺘﻪ ﺒﺎﻷﻤﺭ ﺍﻝﺫﻱ ﻨﺘﺤﺩﺙ ﻋﻨﻪ ﻷﻨﻬﻡ ﻤﻥ ﺃﺠﻴﺎل ﻤﺘﻔﺎﻭﺘﻪ ﺒﻜـل‬
‫ﺍﻝﻅﺭﻭﻑ ﻜﺎﻨﻭﺍ ﻴﺴﻬﻠﻭﻥ ﻴﻌﻨﻲ ﻤﺜﻼ ﻫﻨﺎﻙ ﺼﻨﻔﻴﻥ ﺼﻨﻑ ﺭﻭﺘﻴﻨﻲ ﻭﺼﻨﻑ ﺁﺨـﺭ ﻴﺴـﺭ‪‬ﻉ‬
‫ﻭﻴﺴﻬل ﻨﺄﺘﻲ ﻝﻸﺴﻭﺃ ﻭﻫﻭ ﺍﻝﺭﻭﺘﻴﻨﻲ ﻭﻻ ﻤﺭﺓ ﻤﻥ ﺍﻝﻤﺭﺍﺕ ﻴﺎ ﺭﺌﻴﺱ ﻗﺴﻡ ﺍﻹﺸﺭﺍﻑ ﺘـﻭﺩﻴﺵ‬
‫ﻻ ﻭﺭﻕ ﻴﺎﺴﻼﻡ ﻁﺏ ﻤﻬﻭ ﻤﻭﺩﻴﻠﻲ ﺒﺭﻨﺎﻤﺞ ﺃﻋﺒﻴﻪ ﻭﺃﺒﻌﺘﻪ ﺨﻼل ﺃﺴﺒﻭﻉ ﻜﺎﻥ ﻴﻘﻭﻝﻲ‬
‫ﻝﻠﻭﺯﺍﺭﺓ ﺇ ﹼ‬
‫ﻋﺒﻲ ﻤﺜل ﻤﺎﺒﺩﻫﺎ ﺍﻝﻭﺯﺍﺭﺓ ﻋﺒﻲ ﻜل ﺍﻝﻨﻤﺎﺫﺝ ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ ﻭﻭﺩﻴﻬﺎ ﺒﺱ ﺒﺩﻱ ﻜل ﺸﻲ ﻭﺭﻗـﻲ‬
‫ﻷﻨﻪ ﺍﻋﺘﻤﺩ ﻋﻠﻰ ﻀﺒﻁ ﺍﻷﻤﻭﺭ ﻭﺍﺩﺍﺭﺘﻬﺎ ﻋﻥ ﻁﺭﻴﻕ ﻤﺘﺎﺒﻌﺔ ﺍﻝﻭﺭﻕ ﻫﺫﺍ ﺴﻤﺘﻪ ﺍﻹﺩﺍﺭﻴﺔ ﻋﻠﻰ‬
‫ﻤﺩﺍﺭ ﻋﺸﺭ ﺴﻨﻭﺍﺕ "‪.‬‬

‫ﺍﻝﺠﺩﻭل )‪ :(9‬ﻴﻭﻀﺢ ﺇﺠﺎﺒﺎﺕ ﺭﺅﺴﺎﺀ ﺃﻗﺴﺎﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺤﻭل ﻤﻌﻴﻘﺎﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸـﺭﻑ‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﺍﻝﺘﻲ ﺘﻭﺯﻋﺕ ﻋﻠﻰ )‪ (17‬ﺇﺠﺎﺒﺔ ﺒﻨﺎﺀ ﻋﻠﻰ ﺘﻜﺭﺍﺭﺍﺘﻬﺎ ﻋﻠﻰ ﺍﻝﻨﺤﻭ ﺍﻝﺘﺎﻝﻲ‪:‬‬

‫ﺍﻝﺘﻜﺭﺍﺭ‬ ‫ﺍﻝﻨﺹ‬ ‫ﺍﻝﺭﻗﻡ‬

‫‪8‬‬ ‫‪ 1‬ﻭﺠﻭﺩ ﻨﻘﺹ ﻓﻲ ﺃﺠﻬﺯﺓ ﺍﻝﺤﺎﺴﻭﺏ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﻭﺍﻝﻤﻜﺎﺘﺏ‪.‬‬
‫‪8‬‬ ‫‪ 2‬ﻗﻠﺔ ﻭﺠﻭﺩ ﺍﻝﺭﺒﻁ ﻋﻠﻰ ﺸﺒﻜﺔ ﺍﻻﻨﺘﺭﻨﺕ ﻓﻲ ﺍﻝﻤﺩﺭﺴﺔ ﺤﻴﺙ ﺫﻜﺭ ﻤﻥ ﺘﻤﺕ‬
‫ﻤﻘﺎﺒﻠﺘﻬﻡ ﺃﻥ ﻤﺩﺍﺭﺱ ﻗﻠﻴﻠﺔ ﺘﻤﺘﻠﻙ ﻤﺜل ﻫﺫﻩ ﺍﻝﺸﺒﻜﺎﺕ ﻭﺫﻝﻙ ﻻﺭﺘﻔﺎﻉ ﺘﻜﺎﻝﻴﻑ‬
‫ﺍﻝﺭﺒﻁ ﺒﺎﻻﻨﺘﺭﻨﺕ‪.‬‬
‫‪7‬‬ ‫ﺍﻝﺠﻴل ﺍﻝﻘﺩﻴﻡ ﻻ ﻴﺅﻤﻥ ﺒﺎﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻭﺍﻝﺘﻁﻭﺭ ﻓﻲ ﺍﺴﺘﺨﺩﺍﻤﻬﺎ‪.‬‬ ‫‪3‬‬
‫‪5‬‬ ‫ﻗﻠﺔ ﺍﻝﺘﻤﻭﻴل ﺍﻝﻜﺎﻓﻲ ﻝﻌﻤﻠﻴﺎﺕ ﺍﻝﺤﻭﺴﺒﺔ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ‪.‬‬ ‫‪4‬‬
‫‪5‬‬ ‫ﺍﻝﺒﻨﻴﺔ ﺍﻝﺘﺤﺘﻴﺔ ﻏﻴﺭ ﻤﺅﻫﻠﺔ ﻝﺫﻝﻙ‪.‬‬ ‫‪5‬‬
‫‪3‬‬ ‫ﻭﺠﻭﺩ ﺒﻁﺀ ﻓﻲ ﺴﺭﻋﺔ ﺍﻻﻨﺘﺭﻨﺕ ﺍﻝﻤﻭﺠﻭﺩﺓ‪.‬‬ ‫‪6‬‬
‫‪3‬‬ ‫ﻭﺠﻭﺩ ﻤﻌﻭﻗﺎﺕ ﺇﺩﺍﺭﻴﺔ ﻭﺘﻘﻨﻴﺔ‪.‬‬ ‫‪7‬‬
‫‪2‬‬ ‫ﺤﺎﺠﺔ ﺃﺠﻬﺯﺓ ﺍﻝﻜﻤﺒﻴﻭﺘﺭ ﺇﻝﻰ ﺼﻴﺎﻨﺔ ﻭﻗﻠﺔ ﻓﻨﻴﻲ ﺍﻝﺼﻴﺎﻨﺔ‪.‬‬ ‫‪8‬‬
‫‪2‬‬ ‫ﻭﺠﻭﺩ ﺭﺒﻁ ﻋﻠﻰ ﺸﺒﻜﺔ ﺍﻻﻨﺘﺭﻨﺕ ﻭﻝﻜﻨﻬﺎ ﻏﻴﺭ ﻓﺎﻋﻠﺔ‪.‬‬ ‫‪9‬‬
‫‪2‬‬ ‫ﻭﺠﻭﺩ ﺘﻭﺍﺼل ﺒﻴﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻋﻥ ﻁﺭﻴﻕ ﺍﻝﺒﺭﻴﺩ ﺍﻻﻝﻜﺘﺭﻭﻨﻲ )ﺍﻻﻴﻤﻴﻼﺕ( ﻭﻝﻴﺱ‬ ‫‪10‬‬
‫ﻋﻥ ﻁﺭﻴﻕ ﻤﻭﻗﻊ ﺨﺎﺹ ﺒﻬﻡ‪.‬‬
‫‪2‬‬ ‫ﻀﺭﻭﺭﺓ ﺘﻐﻴﻴﺭ ﻓﻲ ﺍﻝﻘﻭﺍﻨﻴﻥ ﻭﺍﻝﺘﻌﻠﻤﻴﺎﺕ ﻝﻠﺠﻬﺔ ﺍﻝﻤﺸﺭﻋﺔ‪.‬‬ ‫‪11‬‬
‫‪1‬‬ ‫ﺍﻹﻓﺘﻘﺎﺭ ﺇﻝﻰ ﺍﻝﺩﺍﻓﻊ ﺍﻝﺸﺨﺼﻲ ﻝﺩﻯ ﺍﻝﻤﺸﺭﻑ ﻭﺍﻗﺘﺼﺎﺭ ﺘﺤﻔﻴﺯﻩ ﻤﺭﻫﻭﻨﺎ ﻋﻠﻰ‬ ‫‪12‬‬
‫ﺍﻝﻘﺭﺍﺭ ﺍﻝﺭﺴﻤﻲ‪.‬‬
‫‪1‬‬ ‫ﻭﺠﻭﺩ ﻤﻌﻭﻗﺎﺕ ﺘﺩﺭﻴﺒﻴﺔ‪.‬‬ ‫‪13‬‬

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 ‫ﺍﻝﺘﻜﺭﺍﺭ‬ ‫ﺍﻝﻨﺹ‬ ‫ﺍﻝﺭﻗﻡ‬
‫‪1‬‬ ‫‪ 14‬ﻭﺠﻭﺩ ﻓﺠﻭﺍﺕ ﺤﻀﺎﺭﻴﻪ ﺒﻴﻨﻨﺎ ﻭﺒﻴﻥ ﺍﻝﺩﻭل ﺍﻝﻤﺘﻘﺩﻤﻪ ﻭﺍﻝﺩﻭل ﺍﻷﻗل ﺤﻅﹰﺎ‪.‬‬
‫‪1‬‬ ‫‪ 15‬ﻴﺠﺏ ﺃﻥ ﺘﺘﻭﻓﺭ ﺨﻁﺔ ﻭﺍﻀﺤﺔ ﻝﻠﻤﺅﺴﺴﻪ ﻭﻫﺫﺍ ﻻﻴﻌﻨﻲ ﻋﺩﻡ ﺘﻭﻓﺭﻫﺎ ﺒل ﺍﻝﻭﻀﻭﺡ‬
‫ﻓﻲ ﺍﻷﻫﺩﺍﻑ ﺍﻝﺭﺌﻴﺴﻴﺔ ﻭﺍﻝﻔﺭﻋﻴﺔ ﻜﻤﺎ ﻴﻌﺘﻤﺩ ﻋﻠﻰ ﺍﻝﻘﺎﺌﻡ ﻋﻠﻰ ﻫﺫﻩ ﺍﻝﻤﺅﺴﺴﻪ‬
‫ﻭﻤﺩﻯ ﻗﻨﺎﻋﺎﺘﻪ‪.‬‬
‫‪1‬‬ ‫ﺘﺤﻜﻡ ﺇﺴﺭﺍﺌﻴل ﻓﻲ ﻜﻴﺒل ﺍﻻﻨﺘﺭﻨﺕ ﻭﺴﺭﻋﺘﻪ ﻭﻀﺭﻭﺭﺓ ﺇﻴﺠﺎﺩ ﺒﺩﺍﺌل‪.‬‬ ‫‪16‬‬
‫‪1‬‬ ‫ﻋﺩﻡ ﻭﺠﻭﺩ ﻤﻌﻭﻗﺎﺕ ﻤﺎﺩﻴﺔ ﻻﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﻤﺒﺭﺭﺍ ﺫﻝﻙ‬ ‫‪17‬‬
‫ﺒﺄﻨﻪ ﻤﻬﻤﺎ ﺍﺭﺘﻔﻌﺕ ﺃﺴﻌﺎﺭ ﺍﻝﺴﻠﻊ ﺍﻹﺴﺘﻬﻼﻜﻴﺔ ﻝﻥ ﻴﺘﻭﻗﻑ ﺍﻝﻤﺴﺘﻬﻠﻙ ﻋﻥ ﺸﺭﺍﺌﻬﺎ‬
‫ﻓﻤﻥ ﻴﻘﻭل ﺒﺄﻥ ﺍﻝﺘﻜﻠﻔﺔ ﺍﻝﻤﺎﺩﻴﺔ ﺘﺸﻜل ﻤﻌﻴﻘﺎ ﻫﻭ ﻤﻥ ﻴﻌﻴﻕ ﻭﻝﻴﺱ ﺍﻝﺘﻜﻠﻔﺔ ﺍﻝﻤﺎﺩﻴﺔ ﻤﻥ‬
‫ﺘﻌﻴﻕ‪.‬‬

‫ﺍﻝﺴﺅﺍل ﺍﻝﺴﺎﺩﺱ‪ :‬ﻤﺎ ﺍﻝﺴﺒل ﻝﺘﻼﻓﻲ ﺘﻠﻙ ﺍﻝﻤﻌﻭﻗﺎﺕ؟‬

‫ﺒﻌﺩ ﻁﺭﺡ ﺍﻝﺴﺅﺍل ﻋﻠﻰ ﺍﻝﻤﺴﺘﺠﻴﺒﻴﻥ ﺘﻭﺯﻋﺕ ﺇﺠﺎﺒﺎﺘﻬﻡ ﻋﻠﻰ )‪ (17‬ﺇﺠﺎﺒﺔ ﻜﻤﺎ ﻫﻭ ﻤﻭﻀﺢ‬
‫ﺒﺎﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ‪:‬‬

‫ﺍﻝﺠﺩﻭل )‪ :(10‬ﻴﻭﻀﺢ ﺍﺴﺘﺠﺎﺒﺎﺕ ﺭﺅﺴﺎﺀ ﺃﻗﺴﺎﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺤﻭل ﺍﻝﺴﺒل ﻝﺘﻼﻓﻲ ﻤﻌﻭﻗﺎﺕ‬
‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪:‬‬

‫ﺍﻝﺘﻜﺭﺍﺭ‬ ‫ﺍﻝﻨﺹ‬ ‫ﺍﻝﺭﻗﻡ‬

‫‪8‬‬ ‫‪ 1‬ﺘﻭﻓﺭ ﺍﻹﻤﻜﺎﻨﻴﺎﺕ ﻭﺍﻝﺩﻋﻡ ﺍﻝﻤﺎﺩﻱ‪.‬‬
‫‪6‬‬ ‫‪ 2‬ﺘﻭﻓﻴﺭ ﺃﺠﻬﺯﺓ ﺍﻝﺤﺎﺴﺏ ﺍﻵﻝﻲ‪.‬‬
‫‪6‬‬ ‫‪ 3‬ﺘﻭﻓﻴﺭ ﺸﺒﻜﺔ ﺇﻨﺘﺭﻨﺕ ﻭﺒﺴﺭﻋﺔ ﻤﻨﺎﺴﺒﺔ‪.‬‬
‫‪4‬‬ ‫ﺍﻝﺘﺩﺭﻴﺏ ﻋﻠﻰ ﺍﻝﺨﻁﺔ‪ ،‬ﻭﺫﻝﻙ ﻝﺯﻴﺎﺩﻩ ﺘﻤﻜﻴﻥ ﻭﺘﺄﻫﻴل ﺍﻝﻤﺸﺭﻓﻴﻥ‪.‬‬ ‫‪4‬‬
‫‪3‬‬ ‫ﺃﻥ ﺘﺘﺒﻨﻰ ﺍﻝﻔﻜﺭﺓ ﺠﻬﺔ ﺭﺴﻤﻴﺔ‪.‬‬ ‫‪5‬‬
‫‪3‬‬ ‫ﺘﻭﺠﻴﻪ ﺍﻝﻤﺒﺎﻝﻎ ﺍﻝﻜﺒﻴﺭﺓ ﺍﻝﺘﻰ ﺘﺼﺭﻓﻬﺎ ﺍﻝﻭﺯﺍﺭﺓ ﻋﻠﻰ ﻤﺸﺎﺭﻴﻊ ﺤﻭﺴﺒﺔ ﺍﻝﻌﻤـل‬ ‫‪6‬‬
‫ﺍﻹﺸﺭﺍﻓﻲ ﻭﺃﻥ ﺘﺩﻋﻡ ﺍﻝﻭﺯﺍﺭﺓ ﻭﺘﺸﺠﻊ ﺍﻝﺘﻭﺍﺼل ﻋﺒﺭ ﺍﻻﻨﺘﺭﻨﺕ ﻭﻋﺩﻡ ﺍﺴﺘﺨﺩﺍﻡ‬
‫ﺍﻝﻭﺭﻕ ﻭﺃﻥ ﺘﻭﻓﺭ ﺍﻝﺩﻋﻡ ﺍﻝﻜﺎﻓﻲ ﻤﻥ ﺨﻼل ﻤﻭﺍﺯﻨﺔ ﻤﺎﻝﻴـﻪ ﻭﺍﻝﺘﻨﺴـﻴﻕ ﺒـﻴﻥ‬
‫ﺍﻝﺩﻭﺍﺌﺭ‪.‬‬
‫‪3‬‬ ‫ﺘﺴﻭﻴﻕ ﺍﻝﻔﻜﺭﺓ ﻋﻥ ﻁﺭﻴﻕ ﺍﻹﻋﻼﻡ ﻭﺍﻝﺘﺸﺠﻴﻊ ﻭﺍﻹﻗﻨﺎﻉ‪.‬‬ ‫‪7‬‬
‫‪3‬‬ ‫ﻀﺭﻭﺭﺓ ﺇﻋﻁﺎﺀ ﺼﻼﺤﻴﺎﺕ ﻝﻠﻤﺩﺍﺭﺱ ﺃﻜﺜﺭ‪.‬‬ ‫‪8‬‬

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 ‫ﺍﻝﺘﻜﺭﺍﺭ‬ ‫ﺍﻝﻨﺹ‬ ‫ﺍﻝﺭﻗﻡ‬
‫‪2‬‬ ‫‪ 9‬ﺃﻥ ﻴﺘﻡ ﺘﺨﻔﻴﺽ ﺃﺴﻌﺎﺭ ﺍﻻﻨﺘﺭﻨﺕ‪.‬‬
‫‪2‬‬ ‫‪ 10‬ﺃﻥ ﺘﺘﻌﺎﻭﻥ ﻤﺅﺴﺴﺎﺕ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﻤﺤﻠﻲ ﻝﺩﻋﻡ ﺍﻝﻤﺩﺍﺭﺱ ﻭﺫﻝﻙ ﺒﺘﻭﻓﻴﺭ ﺃﺠﻬـﺯﺓ‬
‫ﺤﺎﺴﻭﺏ ﻭﺍﻻﻨﺘﺭﻨﺕ ﻭﺃﻥ ﺘﻜﻭﻥ ﻫﻨﺎﻙ ﺸﺭﺍﻜﺔ ﺤﻘﻴﻘﻴﺔ ﻤﻊ ﺘﻠﻙ ﺍﻝﻤﺅﺴﺴﺎﺕ‪.‬‬
‫‪1‬‬ ‫ﻤﻌﺭﻓﻪ ﺍﻝﻤﺸﺭﻑ ﻝﻸﻤﻭﺭ ﺍﻝﺘﻲ ﻴﺠﺏ ﺃﻥ ﻴﻘﻭﻡ ﺒﻬﺎ ﺍﻝﻜﺘﺭﻭﻨﻴﹰﺎ‪.‬‬ ‫‪11‬‬
‫‪1‬‬ ‫ﻀﺭﻭﺭﺓ ﻭﺠﻭﺩ ﺒﺩﺍﺌل ﻝﻼﻨﺘﺭﻨﺕ ﺍﻹﺴﺭﺍﺌﻴﻠﻲ ﺒﺂﺨﺭ‪.‬‬ ‫‪12‬‬
‫‪1‬‬ ‫ﻀﺭﻭﺭﺓ ﺍﻝﺘﻨﺴﻴﻕ ﻤﺎ ﺒﻴﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻭﺯﺍﺭﺓ‪.‬‬ ‫‪13‬‬
‫‪1‬‬ ‫ﺃﻥ ﺘﺘﻭﻓﺭ ﺍﻝﻘﻭﺍﻨﻴﻥ ﻭﺍﻝﺘﺸﺭﻴﻌﺎﺕ ﺍﻝﻤﻨﻅﻤﺔ ﻝﻠﻌﻤل ﻓﻲ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪.‬‬ ‫‪14‬‬
‫‪1‬‬ ‫ﻻ ﺜـﻡ ﻨﻘـﻴﻡ ﺤﺎﺠـﺎﺕ‬
‫ﻋﻨﺩﻤﺎ ﺃﻨﻔﺫ ﻓﻜﺭﺓ ﻴﺠﺏ ﺃﻥ ﺃﻴﺴﺭ ﻭﺃﻥ ﺃﺴﻬل ﻝﻬـﺎ ﺃﻭ ﹰ‬ ‫‪15‬‬
‫ﺍﻝﻤﺸﺭﻓﻴﻥ ﺜﻡ ﻨﻘﻴﻡ ﺤﺎﺠﺔ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﺍﻝﻜﺘﺭﻭﻨﻴﺎ ﺜﻡ ﺃﻁﻭﺭ ﺍﻝﻜﺎﺩﺭ ﻭﻓﻘﹰﺎ ﻝﻬﺫﻩ‬
‫ﺍﻝﺤﺎﺠﺔ‪.‬‬
‫‪1‬‬ ‫ﻻ ﻴﺠﺩ ﺍﻝﺘﺩﺭﻴﺏ ﻤﻬﻤﹰﺎ ﻤﻌﺘﺒﺭﺍ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺸﺭﻓﻴﻥ ﺠﺎﻫﺯﻴﻥ ﻝﻠﻌﻤل ﻓﻲ ﻅـل‬ ‫‪16‬‬
‫ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻨﺘﻴﺠﺔ ﻝﻭﺠﻭﺩ ﺩﻭﺭﺍﺕ ﻋﺩﻴﺩﺓ ﻤﻨﻬﺎ ﻤﺸـﺭﻭﻉ )‪(intel-wellerl‬‬
‫ﻤﺅﻜﺩﺍ ﺘﻁﺒﻴﻘﻨﺎ ﻝﻠﺠﻴل ﺍﻷﻭل ﻭﺸﺎﺭﻓﻨﺎ ﻋﻠﻰ ﺍﻹﻨﺘﻬﺎﺀ ﻤﻥ ﺍﻝﺠﻴل ﺍﻝﺜﺎﻨﻲ ﻭﻤﻘﺒﻠﻴﻥ‬
‫ﻋﻠﻰ ﺍﻝﺠﻴل ﺍﻝﺜﺎﻝﺙ ﻷﻥ ﺍﻝﻤﺸﺭﻭﻉ ﻴﻌﺘﻤﺩ ﻋﻠﻰ ﻋﺩﺓ ﻤﺭﺍﺤل‪.‬‬
‫‪1‬‬ ‫ﻴﻨﺼﺢ ﺒﺎﻝﺘﺩﺭﻴﺏ ﺇﺫﺍ ﺘﻭﻓﺭﺕ ﺨﻁﺔ ﻝﻜﻥ ﺃﻥ ﻴﻜﻭﻥ ﺘﺩﺭﻴﺏ ﻭﻻﻴﻭﺠـﺩ ﺘﻨﻔﻴـﺫ‬ ‫‪17‬‬
‫ﻴﻌﺘﺒﺭ ﻤﻀﻴﻌﺔ ﻝﻠﻭﻗﺕ ﻤﺒﺭﺭﹰﺍ ﺫﻝﻙ ﺒﺄﻥ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺘﻘﺩﻡ ﻤﺴﺘﻤﺭ ﻭﺇﺫﺍ ﺘـﻡ‬
‫ﺍﻝﺘﺩﺭﻴﺏ ﺩﻭﻥ ﺍﻝﺘﻁﺒﻴﻕ ﻓﺴﻴﺅﻭل ﺫﻝﻙ ﺇﻝﻰ ﻨﺴﻴﺎﻥ ﻤﺎﺘﻡ ﺘﺩﺭﻴﺒﻪ‪.‬‬

‫ﻭﻋﻨﺩ ﺴﺅﺍل ﺍﻝﻤﺸﺭﻓﻴﻥ ﻤﺎ ﺴﺒل ﺘﻼﻓﻲ ﺘﻠﻙ ﺍﻝﻤﻌﻭﻗﺎﺕ ﻜﺎﻨﺕ ﺍﻻﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﺘﻲ ﺤﺎﺯﺕ ﻋﻠـﻰ‬

‫ﺃﻋﻠﻰ ﺘﻜﺭﺍﺭ ﻫﻲ‪:‬‬

‫ﺃﺠﻤﻊ ﺍﻝﻤﺸﺭﻓﻭﻥ ﺍﻝﺜﻤﺎﻨﻴﺔ ﻋﻠﻰ ﻀﺭﻭﺭﺓ ﺘﻭﻓﺭ ﺍﻹﻤﻜﺎﻨﻴﺎﺕ ﻭﺍﻝﺩﻋﻡ ﺍﻝﻤﺎﺩﻱ ﻭﻜﺎﻨﺕ ﺍﺴـﺘﺠﺎﺒﺔ‬
‫ﺍﻝﺒﻌﺽ ﻤﻨﻬﻡ ﻜﻤﺎ ﻴﻠﻲ‪:‬‬

‫ﻤﺸﺭﻑ )‪ (2‬ﺃﺸﺎﺭ ﺇﻝﻰ ﻀﺭﻭﺭﺓ ﺩﻋﻡ ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﻭﺘﻭﺠﻴﻬﻪ ﻝﺤﻭﺴـﺒﺔ ﺍﻝﻌﻤـل‬ ‫‪-‬‬
‫ﺍﻹﺸﺭﺍﻓﻲ‪.‬‬

‫" ﺃﻨﺎ ﺒﻌﺘﻘﺩ ﺇﻨﻭ ﻓﻲ ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﻓﻲ ﻤﺸﺎﺭﻴﻊ ﻜﺜﻴﺭﺓ ﻭﺒﻨﺼﺭﻑ ﻋﻠﻴﻬﺎ ﻤﺒﺎﻝﻎ ﻜﺒﻴﺭﺓ‬
‫ﻝﻴﻪ ﻤﺎ ﺘﺘﻭﺠﻪ ﻫﺫﻩ ﺍﻝﻤﺒﺎﻝﻎ ﻓﻲ ﻫﺫﺍ ﺍﻹﺘﺠﺎﻩ ﺒﺤﻴﺙ ﺇﻨﻭ ﻨﺤﻭﺴﺏ ﻜل ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ‪ ،‬ﻜﻭﻨـﺎ‬
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‫ﺍﻵﻥ ﻓﻲ ﻋﺼﺭ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻭﻝﻐﺔ ﺍﻝﻌﺼﺭ ﻭﻋﺼﺭ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺍﻝﻤﻌﻠﻭﻤﺔ ﺒﺄﻗـل ﺠﻬـﺩ‬
‫ﻭﺒﺄﺴﺭﻉ ﻭﻗﺕ ﻭﺒﺄﻗل ﺘﻜﻠﻔﺔ‪ ،‬ﻴﻌﻨﻲ ﺒﺎﻵﺨﺭ ﺃﻨﺎ ﺒﺘﻭﻗﻊ ﺇﻨﻭ ﺇﺫﺍ ﺃﺭﺩﻨﺎ ﺃﻥ ﻨﺼﺭﻑ ﻤﺒﺎﻝﻎ ﻋﻠـﻰ‬
‫ﻫﺫﺍ ﺍﻝﻤﻭﻀﻭﻉ ﻫﻭ ﻤﺎﺒﻜﻭﻥ ﻤﻀﻴﻌﺔ ﻭﺨﺴﺎﺭﺓ ﺒﺎﻝﻌﻜﺱ ﻫﻭ ﺒﻜﻭﻥ ﺍﺴﺘﺜﻤﺎﺭ"‪.‬‬

‫ﻤﺸﺭﻑ )‪ (4‬ﺃﻜﺩ ﻋﻠﻰ ﻀﺭﻭﺭﺓ ﺃﻥ ﺘﺘﺒﻨﻰ ﺍﻝﻭﺯﺍﺭﺓ ﻤﺸﺭﻭﻉ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﺫﻝـﻙ‬ ‫‪-‬‬
‫ﺒﺎﻝﻌﻤل ﻋﻠﻰ ﺘﻭﻓﻴﺭ ﻤﺨﺘﺒﺭﺍﺕ ﺤﺎﺴﻭﺏ ﻓﻲ ﻜل ﺍﻝﻤﺩﺍﺭﺱ‪.‬‬

‫" ﺃﻱ ﻗﻀﻴﺔ ﻋﺎﻤﺔ ﻤﻬﻤﺎ ﻜﺎﻥ ﻨﻭﻉ ﻫﺫﻩ ﺍﻝﻘﻀﻴﺔ ﻴﺠﺏ ﺃﻥ ﺘﺘﺒﻨﺎﻫﺎ ﺃﺤﺩ ﺍﻝﺠﻬﺎﺕ ﺍﻝﺭﺴﻤﻴﺔ ﻴﻌﻨﻲ‬
‫ﺃﻥ ﺘﺴﺎﻫﻡ ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﻓﻲ ﺍﻝﺘﻁﻭﻴﺭ ﻓﻲ ﻫﺫﺍ ﺍﻝﺠﺎﻨﺏ ﺒﺘﻭﻓﻴﺭﻫﺎ ﺘﻘﺭﻴﺒﹰﺎ ﻤﺨﺘﺒـﺭﺍﺕ‬
‫ﺤﺎﺴﻭﺏ ﻓﻲ ﻜل ﺍﻝﻤﺩﺍﺭﺱ"‪.‬‬

‫ﻤﺸﺭﻑ )‪ (7‬ﺭﻜﺯ ﻋﻠﻰ ﻀﺭﻭﺭﺓ ﺇﻋﻁﺎﺀ ﺼﻼﺤﻴﺎﺕ ﺃﻜﺒﺭ ﻝﻠﻤﺩﺍﺭﺱ ﻝﻠﺤﺼﻭل ﻋﻠﻰ ﻤﺼﺎﺩﺭ‬ ‫‪-‬‬

‫ﺩﻋﻡ ﻭﺘﻤﻭﻴل ﻤﻥ ﻤﺅﺴﺴﺎﺕ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﻤﺤﻠﻲ‪.‬‬

‫ﻻ ﻻﺯﻡ ﻨﻌﻁﻲ ﺼﻼﺤﻴﺎﺕ ﺃﻜﺘﺭ ﻝﻠﻤﺩﺍﺭﺱ ﺤﺘﻰ ﺘﻘـﺩﺭ ﺇﻨﻬـﺎ‬

‫"ﻴﻌﻨﻲ ﺃﻨﺎ ﺒﺭﺃﻴﻲ ﺒﻘﻭل ﺇﻨﻭ ﺃﻭ ﹰ‬
‫ﺘﺤﺼل ﻴﻌﻨﻲ ﻓﻲ ﺒﻌﺽ ﺍﻝﻤﺩﺍﺭﺱ ﻴﻤﻜﻥ ﺃﻥ ﺘﺘﻭﺍﺼل ﻤﻊ ﻤﺅﺴﺴﺎﺕ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﻤﺤﻠﻲ ﺒﺤﻴﺙ‬
‫ﺇﻨﻬﺎ ﺘﻌﻁﻴﻬﺎ ﺨﻁﻭﻁ ﻨﺕ"‪.‬‬

‫ﻜﻤﺎ ﺃﺠﻤﻊ )‪ (6‬ﻤﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺒﻀﺭﻭﺭﺓ ﺘﻭﻓﻴﺭ ﺃﺠﻬﺯﺓ ﺤﺎﺴﺏ ﺍﻵﻝﻲ ﻭﻜﺎﻨﺕ ﺍﺴﺘﺠﺎﺒﺔ ﺃﺤﺩﻫﻡ‬
‫ﻋﻠﻰ ﺍﻝﻨﺤﻭ ﺍﻝﺘﺎﻝﻲ‪:‬‬

‫ﻤﺸﺭﻑ )‪ (2‬ﺃﻜﺩ ﻋﻠﻰ ﻀﺭﻭﺭﺓ ﻭﺠﻭﺩ ﺨﻁﺔ ﺭﺴﻤﻴﺔ ﻤﻥ ﻗﺒل ﺍﻝﻭﺯﺍﺭﺓ ﻻﻋﺘﻤﺎﺩ ﺍﻹﺸﺭﺍﻑ‬ ‫‪-‬‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺜﻡ ﺍﻝﺒﺩﺀ ﺒﺘﻭﻓﻴﺭ ﺍﻷﺠﻬﺯﺓ ﻭﺍﻝﺘﺩﺭﻴﺏ ﻋﻠﻰ ﺃﺴﺎﺴﻬﺎ ﻤﺸﻴﺭﹰﺍ ﺇﻝﻰ ﻋﺒﺜﻴﺔ ﺍﻝﺘﺩﺭﻴﺏ‬
‫ﺒﺩﻭﻥ ﺘﻭﻓﺭ ﺘﻠﻙ ﺍﻝﺨﻁﺔ‪.‬‬

‫"ﺍﻵﻥ ﻁﻭﺭﺕ ﻤﻌﻠﻡ ﻭﻝﻡ ﺃﻭﻓﺭ ﻝﻪ ﺠﻬﺎﺯ ﻭﺃﺼﺒﺢ ﻴﻌﺭﻑ ﺍﻷﺴﺎﺴﻴﺎﺕ ﻭﻷﻨﻪ ﻝﻴﺱ ﻝﺩﻴﻪ ﺠﻬﺎﺯ‬
‫ﺤﺎﺴﻭﺏ ﺃﻭ ﻷﻨﻲ ﻝﻡ ﺃﺘﻌﺎﻤل ﻤﻌﻪ ﻓﻲ ﻫﺫﺍ ﺍﻝﻤﻭﻀﻭﻉ ﺇﺫﻥ ﺃﻨﺎ ﺃﺭﻴﺩ ﺃﻥ ﺘﺘﻭﻓﺭ ﺨﻁﺔ ﺭﺴﻤﻴﺔ‬

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‫ﻭﺒﻌﺩﻫﺎ ﻨﺩﺭﺏ ﻴﻌﻨﻲ ﺒﺸﻜل ﻤﺘﻭﺍﺯﻱ ﻨﺩﺭﺏ ﻭﻨﺠﻬﺯ ﻤﻊ ﺒﻌﺽ ﻭﻝﻜﻥ ﺃﻥ ﻨﻘﻭل ﺇﻨﻨﹼﺎ ﺴﻨﺩﺭﺏ‬
‫ﻋﻠﻰ ﺃﻤل ﺃﻥ ﻨﻭﻓﺭ ﺸﺒﻜﺔ ﻭﻨﻭﻓﺭ ﺃﺠﻬﺯﺓ ﺃﻨﺎ ﻝﺴﺕ ﻤﻊ ﻫﺫﺍ ﺍﻝﺘﻭﺠﻪ ﻝﻥ ﻴﺠﺩﻱ ﻨﻔﻌﺎﹰ"‪.‬‬

‫ﻜﻤﺎ ﺃﺠﻤﻊ )‪ (6‬ﻤﺸﺭﻓﻴﻥ ﻋﻠﻰ ﻀﺭﻭﺭﺓ ﺘﻭﻓﻴﺭ ﺸﺒﻜﺔ ﺇﻨﺘﺭﻨﺕ ﻭ ﺒﺄﺴﻌﺎﺭ ﻭﺒﺴﺭﻋﺔ ﻤﻨﺎﺴﺒﺔ‬

‫ﻭﻜﺎﻨﺕ ﺍﺴﺘﺠﺎﺒﺔ ﺍﻝﺒﻌﺽ ﻤﻨﻬﻡ ﻋﻠﻰ ﺍﻝﻨﺤﻭ ﺍﻝﺘﺎﻝﻲ‪:‬‬

‫ﻤﺸﺭﻑ )‪ (3‬ﺃﺸﺎﺭ ﺇﻝﻰ ﻀﺭﻭﺭﺓ ﺍﻝﺘﻭﺍﺼل ﻤﻥ ﺨﻼل ﺍﻻﻨﺘﺭﻨﺕ ﻤﺘﻤﻨﻴﹰﺎ ﺘﺠـﺎﻭﺯ ﺍﻻﺴـﺘﺨﺩﺍﻡ‬ ‫‪-‬‬
‫ﺍﻝﻭﺭﻗﻲ ﻭﻫﺫﺍ ﻻ ﻴﺘﻡ ﺇﻻ ﺒﺘﻭﻓﻴﺭ ﺃﺠﻬﺯﺓ ﺤﺎﺴﻭﺏ ﻝﻜل ﻤﺸﺭﻑ ﻭﺩﻋﻡ ﻭﺘﺸﺠﻴﻊ ﺍﻝﻭﺯﺍﺭﺓ ﻝﻬـﺫﺍ‬

‫ﺍﻝﺘﻭﺍﺼل ﻭﻜﺎﻨﺕ ﺇﺠﺎﺒﺘﻪ‪:‬‬

‫"ﻴﻜﻭﻥ ﻫﻨﺎﻙ ﺘﻭﺍﺼل ﺒﺎﻝﻨﺕ ﻝﺠﻤﻴﻊ ﺍﻝﺩﻭﺍﺌﺭ ﻤﺜل ﺍﻝﺩﻭل ﺍﻷﺠﻨﺒﻴﺔ‪ ،‬ﺒﺘﻤﻨﻰ ﻤﻥ ﻭﺯﺍﺭﺘﻨـﺎ ﺇﻥ ﻻ‬
‫ﻻ ﺇﺫﺍ ﻭﻓﺭﻨﺎ ﺤﺎﺴﻭﺏ ﻝﻜل‬
‫ﻨﺴﺘﺨﺩﻡ ﺍﻝﻭﺭﻕ ﻭﺃﻥ ﻴﺴﺘﺨﺩﻡ ﻜل ﺸﻴﺊ ﺍﻝﻜﺘﺭﻭﻨﻴﺎ ﻭﻫﺫﺍ ﻝﻥ ﻴﻜﻭﻥ ﺇ ﹼ‬
‫ﻤﺸﺭﻑ ﻭﻫﻨﺎﻙ ﺩﻋﻡ ﻭﺘﺸﺠﻴﻊ ﻤﻥ ﻗﺒل ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺒﺎﻝﺘﻭﺍﺼل ﻋﺒﺭ ﺍﻝﻨﺕ ﺒﺸـﻜل‬
‫ﻤﺒﺎﺸﺭ"‪.‬‬

‫ﻤﺸﺭﻑ )‪ (4‬ﺩﻋﻰ ﺍﻝﺴﻠﻁﺎﺕ ﺍﻝﺭﺴﻤﻴﺔ ﻭﺍﻝﻤﺅﺴﺴﺎﺕ ﺍﻝﻤﻌﻨﻴﻪ ﺇﻝﻰ ﺘﺨﻔﻴﺽ ﺃﺴﻌﺎﺭ ﺍﻻﻨﺘﺭﻨـﺕ‬ ‫‪-‬‬

‫ﻤﺒﺭﺭﺍﹰ ﺫﻝﻙ ﺒﺄﻥ ﻫﺫﺍ ﺍﻝﺘﺨﻔﻴﺽ ﻝﻥ ﻴﻀ ‪‬ﺭ ﺒﻤﺼﺎﻝﺤﻬﺎ ﻭﻜﺎﻨﺕ ﺇﺠﺎﺒﺘﻪ‪:‬‬

‫"ﺃﺩﻋﻭﺍ ﺍﻝﺴﻠﻁﺔ ﺍﻝﺭﺴﻤﻴﺔ ﺃﻴﻀﺎ ﺍﻝﻤﺅﺴﺴﺎﺕ ﺍﻷﺨﺭﻯ ﺃﻥ ﺘﻬﺘﻡ ﺃﻥ ﺘﺩﻋﻡ ﻭﺯﺍﺭﺓ ﺍﻝﻤﻭﺍﺼـﻼﺕ‬
‫ﺒﺄﻥ ﻴﺨﻔﻀﻭﺍ ﺃﺴﻌﺎﺭ ﺍﻹﻨﺘﺭﻨﺕ ﻓﻲ ﻓﻠﺴﻁﻴﻥ ﻓﻲ ﺤ ‪‬ﺩ ﺃﻗﺼﻰ ﺃﻨﺎ ﻀﻤﻨﺎﻥ ﺇﺫﺍ ﺃﺨﺫﻭﺍ ‪ 30‬ﺸﻴﻜل‬
‫ﻋﻠﻰ ‪ 8‬ﻤﻴﻐﺎ ﺴﻴﻜﻭﻥ ﻤﺠﺩﻴﺎ ﻝﻬﻡ ﻜﺜﻴﺭﺍ "‪.‬‬

‫ﻤﺸﺭﻑ )‪ (6‬ﺃﺸﺎﺭ ﺇﻝﻰ ﻀﺭﻭﺭﺓ ﺇﻴﺠﺎﺩ ﺸﺒﻜﺔ ﺘﺭﺒﻁ ﺍﻝﻭﺯﺍﺭﺓ ﻤﻊ ﺍﻝﻤﺩﻴﺭﻴﺎﺕ ﻭﺍﻝﻤﺩﺍﺭﺱ ﻤـﻥ‬ ‫‪-‬‬
‫ﺨﻼل ﺘﻭﻓﻴﺭ ﺍﻝﺩﻋﻡ ﻤﻥ ﺍﻝﺤﻜﻭﻤﺔ ﻭﻜﺎﻨﺕ ﺇﺠﺎﺒﺘﻪ‪:‬‬

‫" ﺘﻭﻓﻴﺭ ﻤﻥ ﺍﻝﺤﻜﻭﻤﺔ ﻤﻭﺍﺯﻨﺔ ﻤﺎﻝﻴﺔ ﺘﻐﻁﻲ ﺸﺒﻜﺔ ﺍﻝﻨﺕ ﻜﺎﻓﺔ ﻝﻠﻤﺩﺍﺭﺱ ﺍﻝﻤﻭﺠﻭﺩﺓ ﻭﺒـﺎﻝﺠﻭﺩﺓ‬
‫ﺍﻝﻤﻁﻠﻭﺒﺔ‪ ،‬ﺍﻴﺠﺎﺩ ﺸﺒﻜﺔ ﺭﺒﻁ ﺒﻴﻥ ﺍﻝﻤﺩﻴﺭﻴﺔ‪ ،‬ﺍﻝﺘﺭﺒﻴﺔ‪ ،‬ﻤﻊ ﺍﻝﻤﺩﺍﺭﺱ"‪.‬‬

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‫ﺃﺠﻤﻊ )‪ (4‬ﻤﺸﺭﻓﻴﻥ ﻋﻠﻰ ﻀﺭﻭﺭﺓ ﺍﻝﺘﺩﺭﻴﺏ ﻤﻊ ﻭﺠﻭﺩ ﺨﻁﺔ‪ ،‬ﻭﺫﻝﻙ ﻝﺯﻴﺎﺩﻩ ﺘﻤﻜﻴﻥ ﻭﺘﺄﻫﻴـل‬
‫ﺍﻝﻤﺸﺭﻓﻴﻥ ﻭﻜﺎﻨﺕ ﺍﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﺒﻌﺽ ﻤﻨﻬﻡ ﻋﻠﻰ ﺍﻝﻨﺤﻭ ﺍﻝﺘﺎﻝﻲ‪:‬‬

‫ﻤﺸﺭﻑ )‪ (1‬ﺃﻜﺩ ﻋﻠﻰ ﻀﺭﻭﺭﺓ ﺍﻝﺘﺩﺭﻴﺏ ﻭﻝﻜﻥ ﻤﻊ ﺘﻭﻓﺭ ﺨﻁﺔ ﻭﺍﻀﺤﺔ ﺍﻝﻤﻌﺎﻝﻡ ﻓﻲ ﺃﻫﺩﺍﻓﻬﺎ‬ ‫‪-‬‬

‫ﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﺃﻭ ﺍﻝﻌﺎﻤﺔ ﺃﻭ ﺍﻝﻔﺭﻋﻴﺔ ﻝﻴﺘﺴﻨﻰ ﻝﻠﻤﺸﺭﻑ ﻤﻌﺭﻓﺔ ﺍﻝﻤﺠﺎﻻﺕ ﺍﻝﺘﻲ ﻴﺠﺏ ﺘﻭﻅﻴﻑ‬
‫ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻴﻬﺎ ﻭﺫﻝﻙ‪:‬‬

‫"ﺒﺯﻴﺎﺩﺓ ﻤﻥ ﺍﻝﺘﻤﻜﻴﻥ ﻭﺍﻝﺘﺄﻫﻴل ﻝﻠﻤﺸﺭﻓﻴﻥ ﻭﺘﺩﺭﻴﺒﻬﻡ ﺃﻜﺜﺭ ﻭﺃﻜﺜﺭ‪ ...‬ﻤﻥ ﺨﻼل ﺍﻹﺠﺭﺍﺀﺍﺕ ﺃﻥ‬
‫ﻴﻜﻭﻥ ﻓﻲ ﺨﻁﺔ ‪ ....‬ﺴﻭﺍﺀ ﻓﻲ ﺍﻷﻫﺩﺍﻑ ﺍﻹﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﺃﻭ ﻓﻲ ﺍﻷﻫﺩﺍﻑ ﺍﻝﻌﺎﻤﺔ ﺃﻭ ﺒﺎﻷﻫﺩﺍﻑ‬
‫ﺍﻝﻔﺭﻋﻴﺔ ﻜﻠﻭﺍ ﺤﻜﻰ ﻋﻥ ‪ IT‬ﻭﻜﻠﻭﺍ ﺤﻜﻰ ﻋﻥ ‪ ICT‬ﻝﻜﻥ ﺒﺎﻝﺘﺎﻝﻲ ﻴﻜﻭﻥ ﻭﺍﻀﺢ ﺍﻝﻭﺍﺤﺩ ﺇﻝـﻭ‬
‫ﻤﻥ ﺍﻝﺒﺩﺍﻴﺔ ﻤﻥ ﺍﻷﻝﻑ ﺇﻝﻰ ﺍﻝﻴﺎﺀ ﻤﺎﻫﻲ ﺍﻷﺸﻴﺎﺀ ﺍﻝﺘﻲ ﻴﺠﺏ ﺃﻥ ﻴﻘﻭﻡ ﺒﻬﺎ ﺍﻝﻜﺘﺭﻭﻨﻴﺎ"‪.‬‬

‫ﻤﺸﺭﻑ )‪ (2‬ﻨﺼﺢ ﺒﺎﻝﺘﺩﺭﻴﺏ ﻋﻨﺩ ﺘﻭﻓﺭ ﺍﻝﺨﻁﺔ ﻷﻥ ﺍﻝﺘﺩﺭﻴﺏ ﺒﺭﺃﻴﻪ ﻝﻥ ﻴﺠﺩﻱ ﻨﻔﻌﹰﺎ ﻤـﺎ ﻝـﻡ‬ ‫‪-‬‬
‫ﻴﻜﻥ ﺭﺴﻤﻴﹰﺎ ﻤﺒﺭﺭﹰﺍ ﺫﻝﻙ ﺒﺄﻥ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺴﺭﻴﻌﺔ ﺍﻝﺘﻁﻭﺭ ﻭﻜﺎﻨﺕ ﺍﺴﺘﺠﺎﺒﺘﻪ‪:‬‬

‫"ﺒﻨﺼﺢ ﺒﺎﻝﺘﺩﺭﻴﺏ ﺇﺫﺍ ﻓﻲ ﺨﻁﺔ ﻝﻜﻥ ﻫﻨﺎﻙ ﺘﺩﺭﻴﺏ ﻭﻻ ﻴﻭﺠﺩ ﺘﻨﻔﻴﺫ‪ ،‬ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻜﺜﻴﺭ ﺒﺴﺭﻋﺔ‬
‫ﺒﺘﺘﻁﻭﺭ ﻭﺒﺘﻨﺴﻰ ﺒﺴﺭﻋﺔ"‪.‬‬

‫ﻓﻲ ﺤﻴﻥ ﺃﻓﺎﺩ ﻤﺸﺭﻑ )‪ (6‬ﺃﻥ ﺍﻝﺘﺩﺭﻴﺏ ﻝﻴﺱ ﺒﺎﻷﻤﺭ ﺍﻝﻀﺭﻭﺭﻱ ﻤﺒﺭﺭﹰﺍ ﺫﻝﻙ ﺒﻘﻭﻝﻪ‪:‬‬ ‫‪-‬‬

‫"ﻤﺎﺒﺘﺨﻴل ﻷﻨﻭ ﻓﻲ ﻨﺴﺒﺔ ﻜﺒﻴﺭﺓ ﻤﻥ ﻤﻌﻠﻤﻴﻨﺎ ﻭﻤﺸﺭﻓﻴﻨﺎ ﺠـﺎﻫﺯﻴﻥ ﺒﺴـﺒﺏ ﻭﺠـﻭﺩ ﺩﻭﺭﺍﺕ‬
‫)‪ (Intel, Weller‬ﺼﺭﻨﺎ ﻤﻁﺒﻘﻴﻥ ﺍﻝﺠﻴل ﺍﻷﻭل ﻭﺍﻝﺠﻴل ﺍﻝﺘﺎﻨﻲ ﺘﻘﺭﻴﺒﹰﺎ ﺍﻨﻬﻴﻨـﺎﻩ ﻭﺩﺍﺨﻠـﻴﻥ‬
‫ﻋﺎﻝﺠﻴل ﺍﻝﺘﺎﻝﺕ"‪.‬‬

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 ‫ﺜﺎﻨﻴﺎﹰ‪ :‬ﻨﺘﺎﺌﺞ ﺍﻻﺴﺘﺒﺎﻨﺔ‪:‬‬

‫ﻤﻥ ﺃﺠل ﺘﺤﻠﻴل ﺃﺴﺌﻠﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻗﺎﻤﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺒﺎﺴﺘﺨﺭﺍﺝ ﺍﻝﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﺤﺴﺎﺒﻴﺔ ﻭﺍﻝﻨﺴﺏ‬
‫ﺍﻝﻤﺌﻭﻴﺔ ﻝﻔﻘﺭﺍﺕ ﻭﻤﺠﺎﻻﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻭﻤﻥ ﺜﻡ ﺘﺭﺘﻴﺒﻬﺎ ﺘﻨﺎﺯﻝﻴﺎ ﻭﻓﻕ ﺍﻝﻨﺴﺒﺔ ﺍﻝﻤﺌﻭﻴﺔ‪ ،‬ﻭﺫﻝﻙ ﻝﻺﺠﺎﺒﺔ ﻋﻠﻰ‬
‫ﺍﻝﺴﺅﺍل ﺍﻝﺭﺌﻴﺱ ﺍﻝﻤﺘﻤﺜل ﻓﻲ‪ :‬ﻤﺎ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻻﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ‬
‫ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ؟‬

‫ﻭﻗﺩ ﺍﻋﺘﻤﺩﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺍﻝﻤﺴﺘﻭﻴﺎﺕ ﺍﻵﺘﻴﺔ ﻝﻠﻤﻭﺍﻓﻘﺔ ﺤﺴﺏ ﻤﺎ ﻭﺭﺩ ﻓﻲ ﺩﺭﺍﺴﺎﺕ ﻭﺃﺒﺤﺎﺙ ﺃﺨﺭﻯ‬

‫ﻜﺩﺭﺍﺴﺔ )ﻋﻘﺩﺓ‪:(2011 ،‬‬

‫)‪ %80‬ﻓﺄﻋﻠﻰ( ﻜﺒﻴﺭﺓ ﺠﺩﺍ‪.‬‬ ‫‪-‬‬

‫)‪ (% 79.9 -70‬ﻜﺒﻴﺭﺓ‪.‬‬ ‫‪-‬‬

‫)‪ (%69.9-%.60‬ﻤﺘﻭﺴﻁﺔ‪.‬‬ ‫‪-‬‬

‫)‪ (%59.9 -50‬ﻗﻠﻴﻠﺔ‬ ‫‪-‬‬

‫)ﺃﻗل ﻤﻥ ‪ (%50‬ﻗﻠﻴﻠﺔ ﺠﺩﹰﺍ‬ ‫‪-‬‬

‫ﻭﻨﻅﺭﹰﺍ ﻝﻭﺠﻭﺩ ﺃﺭﺒﻌﺔ ﻤﺠﺎﻻﺕ ﺘﺘﻨﺎﻭﻝﻬﺎ ﺍﻝﺩﺭﺍﺴﺔ ﺘﻨﺩﺭﺝ ﺘﺤﺕ ﺍﻝﺴـﺅﺍل ﺍﻝﺭﺌﻴﺴـﻲ ﻭﻫـﻲ‪:‬‬
‫ﺍﻝﻤﻌﺭﻓﺔ ﺒﻤﻔﻬﻭﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻻﻝﻜﺘﺭﻭﻨﻲ‪ ،‬ﻭﺍﻝﻤﻌﺭﻓﺔ ﺒﺄﻫﻤﻴـﺔ ﺍﻹﺸـﺭﺍﻑ ﺍﻻﻝﻜﺘﺭﻭﻨـﻲ‪ ،‬ﻭﺍﺴـﺘﺨﺩﺍﻡ‬
‫ﺍﻹﺸﺭﺍﻑ ﺍﻻﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ‪ ،‬ﻭﻤﻌﻭﻗﺎﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸـﺭﺍﻑ ﺍﻻﻝﻜﺘﺭﻭﻨـﻲ‪ ،‬ﻗﺎﻤـﺕ‬

‫ﻼ ﻋﻠﻰ ﺤﺩﻩ ﻝﻺﺠﺎﺒﺔ ﻋﻠﻰ ﺴﺅﺍل ﺍﻝﺩﺭﺍﺴﺔ ﺤﻴـﺙ ﺤﺼـﻠﺕ ﻤﺠـﺎﻻﺕ‬

‫ﺍﻝﺒﺎﺤﺜﺔ ﺒﺘﺤﻠﻴل ﻫﺫﻩ ﺍﻝﻨﺘﺎﺌﺞ ﻜ ﹰ‬
‫ﺍﻝﺩﺭﺍﺴﺔ ﻭﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻋﻠﻰ ﻤﺎﻴﻠﻲ‪:‬‬

‫‪86‬‬
‫ﺍﻝﺠﺩﻭل )‪ :(11‬ﺍﻝﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﺤﺴﺎﺒﻴﺔ ﻭﺍﻹﻨﺤﺭﺍﻓﺎﺕ ﺍﻝﻤﻌﻴﺎﺭﻴﺔ ﻭﺍﻝﻨﺴﺏ ﺍﻝﻤﺌﻭﻴـﺔ ﻝﺩﺭﺠـﺔ ﻭﺍﻗـﻊ‬
‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓـﻲ‬
‫ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﻝﻤﺠﺎﻻﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻭﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ‬

‫ﺍﻝﺩﺭﺠﺔ‬ ‫ﺍﻝﻨﺴﺒﺔ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻝﻤﺘﻭﺴﻁ‬ ‫ﺍﻝﻤﺠﺎل‬ ‫ﺘﺭﺘﻴﺒﻪ‬ ‫ﺍﻝﺭﻗﻡ‬

‫ﺍﻝﻤﺌﻭﻴﺔ‬ ‫ﺍﻝﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻝﺤﺴﺎﺒﻲ‬
‫ﻜﺒﻴﺭﺓ‬ ‫‪81.01‬‬ ‫‪0.57934‬‬ ‫ﺍﻹﺸﺭﺍﻑ ‪4.0505‬‬ ‫ﺒﻤﻔﻬﻭﻡ‬ ‫ﺍﻝﻤﻌﺭﻓﺔ‬ ‫‪1‬‬ ‫‪.1‬‬
‫ﺠﺩﹰﺍ‬ ‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬
‫ﻜﺒﻴﺭﺓ‬ ‫‪80.51‬‬ ‫‪0.54240‬‬ ‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ‪4.0254‬‬ ‫‪3‬‬ ‫‪.2‬‬
‫ﺠﺩﹰﺍ‬ ‫ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ‬
‫ﻜﺒﻴﺭﺓ‬ ‫‪79.67‬‬ ‫‪0.58128‬‬ ‫ﻤﻌﻭﻗﺎﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ‪3.9836‬‬ ‫‪4‬‬ ‫‪.3‬‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬
‫ﻜﺒﻴﺭﺓ‬ ‫‪76.41‬‬ ‫‪0.51197‬‬ ‫ﺍﻹﺸﺭﺍﻑ ‪3.8205‬‬ ‫ﺒﺄﻫﻤﻴﺔ‬ ‫ﺍﻝﻤﻌﺭﻓﺔ‬ ‫‪2‬‬ ‫‪.4‬‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬
‫ﻜﺒﻴﺭﺓ‬ ‫‪79.40‬‬ ‫‪0.41463‬‬ ‫‪3.9700‬‬ ‫ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ‬

‫ﻴﺘﻀﺢ ﻤﻥ ﺨﻼل ﺍﻝﺒﻴﺎﻨﺎﺕ ﻓﻲ ﺍﻝﺠﺩﻭل ﺭﻗﻡ )‪ (11‬ﻤﺎ ﻴﻠﻲ‪:‬‬

‫ﺇﻥ ﺩﺭﺠﺔ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬـﺔ ﻨﻅـﺭ‬ ‫‪-‬‬
‫ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﻝﻤﺠﺎﻻﺕ ﺍﻝﺩﺭﺍﺴـﺔ ﻜﺎﻨـﺕ ﺒـﻴﻥ ﺍﻝﻜﺒﻴـﺭﺓ‬
‫ﻭﺍﻝﻜﺒﻴﺭﺓ ﺠﺩﹰﺍ‪ ،‬ﻓﻘﺩ ﺘﺭﺍﻭﺤﺕ ﺍﻝﻨﺴﺏ ﺍﻝﻤﺌﻭﻴﺔ ﻋﻠﻴﻬﺎ ﻤﺎ ﺒﻴﻥ )‪ (76.41‬ﻝﻠﻤﺠﺎل ﺍﻝﺜﺎﻨﻲ ﺍﻝﻤﻌﺭﻓﺔ‬

‫ﺒﺄﻫﻤﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺇﻝﻰ )‪ (81.01‬ﻝﻠﻤﺠﺎل ﺍﻷﻭل ﺍﻝﻤﻌﺭﻓـﺔ ﺒﻤﻔﻬـﻭﻡ ﺍﻹﺸـﺭﺍﻑ‬

‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪.‬‬

‫ﻭﺘﺸﻴﺭ ﻫﺫﻩ ﺍﻝﻨﺘﻴﺠﺔ ﺇﻝﻰ ﺃﻥ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ‬ ‫‪-‬‬

‫ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﻜﺎﻨﺕ ﻜﺒﻴﺭﺓ‪ ،‬ﻭﺫﻝﻙ ﺒﺩﻻﻝﺔ ﺍﻝﻨﺴﺒﺔ‬
‫ﺍﻝﻤﺌﻭﻴﺔ ﺍﻝﺘﻲ ﺒﻠﻐﺘﻬﺎ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ )‪ (79.40‬ﻭﻝﻠﻤﺯﻴﺩ ﻤﻥ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺤﻭل ﻓﻘـﺭﺍﺕ ﻜـل‬
‫ﻤﺠﺎل ﺒﺸﻜل ﻤﻔﺼل ﺍﻹﻁﻼﻉ ﻋﻠﻰ )ﻤﻠﺤﻕ‪.(7 ،‬‬

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 ‫ﺍﺨﺘﺒﺎﺭ ﻓﺭﻀﻴﺎﺕ ﺍﻝﺩﺭﺍﺴﺔ‪:‬‬

‫ﻝﻺﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻝﺜﺎﻨﻲ ﻤﻥ ﺃﺴﺌﻠﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻗﺎﻤﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺒﺎﺨﺘﺒﺎﺭ ﺍﻝﻔﺭﻀﻴﺎﺕ ﺍﻝﺨﻤﺴﺔ‬
‫ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺎﻝﻤﺘﻐﻴﺭﺍﺕ )ﺍﻝﺠﻨﺱ‪ ،‬ﻭﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻭﺍﻝﺨﺒﺭﺓ ﺍﻹﺸﺭﺍﻓﻴﺔ‪ ،‬ﻭﺍﻝﺘﺨﺼﺹ‪ ،‬ﻭﺍﻝﻤﺩﻴﺭﻴﺔ( ﻜﻤﺎ‬

‫ﻴﻠﻲ‪:‬‬

‫ﺍﺨﺘﺒﺎﺭ ﺍﻝﻔﺭﻀﻴﺔ ﺍﻷﻭﻝﻰ‪:‬‬

‫ﻤﻥ ﺃﺠل ﺩﺭﺍﺴﺔ ﺼﺤﺔ ﺍﻝﻔﺭﻀﻴﺔ ﺍﻝﺘﻲ ﺘﻨﺹ ﻋﻠﻰ "ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ‬

‫ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )‪ (α =0.05‬ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻨﺤﻭ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬
‫ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﺘﻌﺯﻯ‬
‫ﻝﻤﺘﻐﻴﺭ ﺍﻝﺠﻨﺱ‪ ،‬ﻭﻝﻔﺤﺹ ﺍﻝﻔﺭﻀﻴﺔ ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﺨﺘﺒﺎﺭ )ﺕ( ﻝﻤﺠﻤﻭﻋﺘﻴﻥ ﻤﺴﺘﻘﻠﺘﻴﻥ‬

‫)‪ (Independent T- test‬ﻭﻨﺘﺎﺌﺞ ﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ ﺘﻭﻀﺢ ﺫﻝﻙ‪:‬‬

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‫ﺍﻝﺠﺩﻭل )‪ :(12‬ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ)ﺕ( ﻝﻤﺠﻤﻭﻋﺘﻴﻥ ﻤﺴﺘﻘﻠﺘﻴﻥ ﻝﻔﺤﺹ ﺩﻻﻝﺔ ﺍﻝﻔﺭﻭﻕ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ‬
‫ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻨﺤﻭ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ‬
‫ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺍﻝﺠﻨﺱ‬

‫ﺍﻝﻤﺘﻭﺴﻁ ﺍﻻﻨﺤﺭﺍﻑ ﻗﻴﻤﺔ)ﺕ( ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ*‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺍﻝﺠﻨﺱ‬ ‫ﺍﻝﻤﻌﺭﻓﺔ ﺒﻤﻔﻬﻭﻡ‬

‫‪0.098‬‬ ‫‪1.661 0.55190 4.1078‬‬ ‫‪116‬‬ ‫ﺫﻜﺭ‬ ‫ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬
‫‪0.61034 3.9695‬‬ ‫‪82‬‬ ‫ﺃﻨﺜﻰ‬
‫ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ*‬ ‫ﺍﻝﻤﺘﻭﺴﻁ ﺍﻻﻨﺤﺭﺍﻑ ﻗﻴﻤﺔ)ﺕ(‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺍﻝﺠﻨﺱ‬ ‫ﺍﻝﻤﻌﺭﻓﺔ ﺒﺄﻫﻤﻴﺔ‬
‫‪*0.040‬‬ ‫‪2.070 0.47505 3.8833‬‬ ‫‪116‬‬ ‫ﺫﻜﺭ‬ ‫ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬
‫‪0.55087 3.7317‬‬ ‫‪82‬‬ ‫ﺃﻨﺜﻰ‬
‫ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ*‬ ‫ﺍﻝﻤﺘﻭﺴﻁ ﺍﻻﻨﺤﺭﺍﻑ ﻗﻴﻤﺔ)ﺕ(‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺍﻝﺠﻨﺱ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ‬
‫‪0.526‬‬ ‫‪0.636 0.54636 4.0461‬‬ ‫‪116‬‬ ‫ﺫﻜﺭ‬ ‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻌﻤل‬
‫‪0.53872 3.9962‬‬ ‫‪82‬‬ ‫ﺃﻨﺜﻰ‬ ‫ﺍﻹﺸﺭﺍﻓﻲ‬
‫ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ*‬ ‫ﺍﻝﻤﺘﻭﺴﻁ ﺍﻻﻨﺤﺭﺍﻑ ﻗﻴﻤﺔ)ﺕ(‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺍﻝﺠﻨﺱ‬ ‫ﻤﻌﻭﻗﺎﺕ ﺍﺴﺘﺨﺩﺍﻡ‬
‫‪0.341‬‬ ‫‪-0.954 0.57239 3.9504‬‬ ‫‪116‬‬ ‫ﺫﻜﺭ‬ ‫ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬
‫‪0.59399 4.0305‬‬ ‫‪82‬‬ ‫ﺃﻨﺜﻰ‬
‫ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ*‬ ‫ﺍﻝﻤﺘﻭﺴﻁ ﺍﻻﻨﺤﺭﺍﻑ ﻗﻴﻤﺔ)ﺕ(‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺍﻝﺠﻨﺱ‬ ‫ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ‬
‫‪0.279‬‬ ‫‪1.086 0.40027 3.9969‬‬ ‫‪116‬‬ ‫ﺫﻜﺭ‬
‫‪0.43376 3.9320‬‬ ‫‪82‬‬ ‫ﺃﻨﺜﻰ‬

‫*ﺩﺍل ﺇﺤﺼﺎﺌﻴﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )‪(α=0.05‬‬

‫ﻴﺘﺒﻴﻥ ﻤﻥ ﺍﻝﺠﺩﻭل ﺭﻗﻡ )‪ (12‬ﺃﻥ ﻗﻴﻤﺔ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ ﻝﻠﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ‬

‫ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ‬
‫ﺍﻝﻐﺭﺒﻴﺔ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺍﻝﺠﻨﺱ ﻴﺴﺎﻭﻱ )‪ (0.279‬ﻭﻫﺫﻩ ﺍﻝﻘﻴﻤﺔ ﺃﻜﺒﺭ ﻤﻥ ﺍﻝﻘﻴﻤﺔ ﺍﻝﻤﺤﺩﺩﺓ ﻓﻲ ﺍﻝﻔﺭﻀﻴﺔ‬
‫ﻭﻫﻲ )‪ (0.05‬ﻝﺫﻝﻙ ﻓﺈﻨﻨﺎ ﻻ ﻨﺭﻓﺽ ﺍﻝﻔﺭﻀﻴﺔ " ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ‬

‫ﺍﻝﺩﻻﻝﺔ )‪ (α =0.05‬ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻨﺤﻭ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ‬

‫‪89‬‬
‫ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ‬
‫ﺍﻝﺠﻨﺱ‪.‬‬

‫ﺃﻤﺎ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻤﺠﺎﻻﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻷﺭﺒﻌﺔ‪ ،‬ﻓﻴﻼﺤﻅ ﻤﻥ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺴﺎﺒﻘﺔ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ‬

‫ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )‪ (α =0.05‬ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻓﻲ ﺍﻝﻤﺠﺎل ﺍﻷﻭل‬
‫ﺍﻝﻤﻌﺭﻓﺔ ﺒﻤﻔﻬﻭﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ ،‬ﻭﺍﻝﺜﺎﻝﺙ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻌﻤل‬
‫ﺍﻹﺸﺭﺍﻓﻲ‪ ،‬ﻭﺍﻝﺭﺍﺒﻊ ﻤﻌﻭﻗﺎﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ ،‬ﻓﻘﺩ ﺒﻠﻐﺕ ﻗﻴﻤﺔ ﺍﻝﺩﻻﻝﺔ ﻝﻬﺫﻩ ﺍﻝﻤﺠﺎﻻﺕ‬

‫ﻋﻠﻰ ﺍﻝﺘﻭﺍﻝﻲ )‪ (0.341 ،0.526 ،0.098‬ﻭﻫﺫﻩ ﺍﻝﻘﻴﻡ ﺃﻜﺒﺭ ﻤﻥ ﺍﻝﻘﻴﻤﺔ ﺍﻝﻤﺤﺩﺩﺓ ﻓﻲ ﺍﻝﻔﺭﻀﻴﺔ ﻭﻫﻲ‬
‫)‪ (0.05‬ﻝﺫﻝﻙ ﻓﺈﻨﻨﺎ ﻻ ﻨﺭﻓﺽ ﺍﻝﻔﺭﻀﻴﺔ ﻭﻨﻘﻭل ﺒﺄﻨﻪ " ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ‬
‫ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )‪ (α =0.05‬ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻨﺤﻭ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬

‫ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺒﺔ ﺘﻌﺯﻯ‬
‫ﻝﻤﺘﻐﻴﺭ ﺍﻝﺠﻨﺱ ﻝﻠﻤﺠﺎﻻﺕ ﺍﻷﻭل ﻭﺍﻝﺜﺎﻝﺙ ﻭﺍﻝﺭﺍﺒﻊ‪ ،‬ﻭﻓﻲ ﺍﻝﻤﺠﺎل ﺍﻝﻤﻘﺎﺒل ﺘﺒﻴﻥ ﻤﻥ ﻨﺘﺎﺌﺞ ﺍﻝﺠﺩﻭل‬
‫ﺍﻝﺴﺎﺒﻕ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )‪ (α =0.05‬ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ‬

‫ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻨﺤﻭ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ‬
‫ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺍﻝﺠﻨﺱ ﻓﻲ ﺍﻝﻤﺠﺎل ﺍﻝﺜﺎﻨﻲ ﻭﻫﻭ ﺍﻝﻤﻌﺭﻓﺔ ﺒﺄﻫﻤﻴﺔ ﺍﻹﺸﺭﺍﻑ‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺤﻴﺙ ﺒﻠﻐﺕ ﻗﻴﻤﺔ ﺍﻝﺩﻻﻝﺔ )‪ (0.040‬ﻭﻫﺫﻩ ﺍﻝﻘﻴﻤﺔ ﺃﻗل ﻤﻥ )‪ (0.05‬ﻭﺃﻥ ﻫﺫﻩ ﺍﻝﻔﺭﻭﻕ ﺘﻌﻭﺩ‬

‫ﻝﺼﺎﻝﺢ ﺍﻝﺫﻜﻭﺭ ﺤﻴﺙ ﺒﻠﻎ ﻤﺘﻭﺴﻁﻬﻡ ﺍﻝﺤﺴﺎﺒﻲ )‪ (3.88‬ﺒﻴﻨﻤﺎ ﺒﻠﻎ ﻤﺘﻭﺴﻁ ﺍﻹﻨﺎﺙ ﺍﻝﺤﺴﺎﺒﻲ )‪.(3.73‬‬

‫ﺍﺨﺘﺒﺎﺭ ﺍﻝﻔﺭﻀﻴﺔ ﺍﻝﺜﺎﻨﻴﺔ‪:‬‬

‫ﻤﻥ ﺃﺠل ﺩﺭﺍﺴﺔ ﺼﺤﺔ ﺍﻝﻔﺭﻀﻴﺔ ﺍﻝﺘﻲ ﺘﻨﺹ ﻋﻠﻰ "ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ‬

‫ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )‪ (α =0.05‬ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻨﺤﻭ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬
‫ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﺘﻌﺯﻯ‬
‫ﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺨﺼﺹ‪ ،‬ﻭﻝﻔﺤﺹ ﺍﻝﻔﺭﻀﻴﺔ ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﺨﺘﺒﺎﺭ )ﺕ( ﻝﻤﺠﻤﻭﻋﺘﻴﻥ ﻤﺴﺘﻘﻠﺘﻴﻥ‬

‫)‪ (Independent T- test‬ﻭﻨﺘﺎﺌﺞ ﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ ﺘﻭﻀﺢ ﺫﻝﻙ‪:‬‬

‫‪90‬‬
‫ﺍﻝﺠﺩﻭل )‪ :(13‬ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ)ﺕ( ﻝﻤﺠﻤﻭﻋﺘﻴﻥ ﻤﺴﺘﻘﻠﺘﻴﻥ ﻝﻔﺤﺹ ﺩﻻﻝﺔ ﺍﻝﻔﺭﻭﻕ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ‬
‫ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻨﺤﻭ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ‬
‫ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺨﺼﺹ‬

‫ﻤﺴﺘﻭﻯ‬ ‫ﻗﻴﻤﺔ)ﺕ(‬ ‫ﺍﻝﻤﺘﻭﺴﻁ ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺍﻝﻤﻌﺭﻓﺔ ﺒﻤﻔﻬﻭﻡ ﺍﻝﺘﺨﺼﺹ‬

‫ﺍﻝﺩﻻﻝﺔ*‬ ‫ﺍﻹﺸﺭﺍﻑ‬
‫‪0.349‬‬ ‫‪-0.938 0.57758 4.0203‬‬ ‫‪123‬‬ ‫ﻋﻠﻭﻡ ﺇﻨﺴﺎﻨﻴﺔ‬ ‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬
‫‪0.58269 4.1000‬‬ ‫‪75‬‬ ‫ﻋﻠﻭﻡ ﻁﺒﻴﻌﻴﺔ‬
‫ﻤﺴﺘﻭﻯ‬ ‫ﺍﻝﻤﺘﻭﺴﻁ ﺍﻻﻨﺤﺭﺍﻑ ﻗﻴﻤﺔ)ﺕ(‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺒﺄﻫﻤﻴﺔ ﺍﻝﺘﺨﺼﺹ‬ ‫ﺍﻝﻤﻌﺭﻓﺔ‬
‫ﺍﻝﺩﻻﻝﺔ*‬ ‫ﺍﻹﺸﺭﺍﻑ‬
‫‪0.858‬‬ ‫‪-0.179 0.53075 3.8154‬‬ ‫‪123‬‬ ‫ﻋﻠﻭﻡ ﺇﻨﺴﺎﻨﻴﺔ‬ ‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬
‫‪0.48296 3.8289‬‬ ‫‪75‬‬ ‫ﻋﻠﻭﻡ ﻁﺒﻴﻌﻴﺔ‬
‫ﻤﺴﺘﻭﻯ‬ ‫ﺍﻝﻤﺘﻭﺴﻁ ﺍﻻﻨﺤﺭﺍﻑ ﻗﻴﻤﺔ)ﺕ(‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺍﻝﺘﺨﺼﺹ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬
‫ﺍﻝﺩﻻﻝﺔ*‬ ‫ﺍﻹﺸﺭﺍﻑ‬
‫‪0.566‬‬ ‫‪-0.574 0.54286 4.0081‬‬ ‫‪123‬‬ ‫ﻓﻲ ﻋﻠﻭﻡ ﺇﻨﺴﺎﻨﻴﺔ‬ ‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬
‫‪0.54408 4.0538‬‬ ‫‪75‬‬ ‫ﻋﻠﻭﻡ ﻁﺒﻴﻌﻴﺔ‬ ‫ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ‬
‫ﻤﺴﺘﻭﻯ‬ ‫ﺍﻝﻤﺘﻭﺴﻁ ﺍﻻﻨﺤﺭﺍﻑ ﻗﻴﻤﺔ)ﺕ(‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﻤﻌﻭﻗﺎﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﺨﺼﺹ‬
‫ﺍﻝﺩﻻﻝﺔ*‬ ‫ﺍﻹﺸﺭﺍﻑ‬
‫‪0.511‬‬ ‫‪0.659‬‬ ‫‪0.58539 4.0049‬‬ ‫‪123‬‬ ‫ﻋﻠﻭﻡ ﺇﻨﺴﺎﻨﻴﺔ‬ ‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬
‫‪0.57669 3.9487‬‬ ‫‪75‬‬ ‫ﻋﻠﻭﻡ ﻁﺒﻴﻌﻴﺔ‬
‫ﻤﺴﺘﻭﻯ‬ ‫ﺍﻝﻤﺘﻭﺴﻁ ﺍﻻﻨﺤﺭﺍﻑ ﻗﻴﻤﺔ)ﺕ(‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺍﻝﺘﺨﺼﺹ‬ ‫ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ‬
‫ﺍﻝﺩﻻﻝﺔ*‬
‫‪0.735‬‬ ‫‪-0.339 0.41703 3.9622‬‬ ‫‪123‬‬ ‫ﻋﻠﻭﻡ ﺇﻨﺴﺎﻨﻴﺔ‬
‫‪0.41313 3.9829‬‬ ‫‪75‬‬ ‫ﻋﻠﻭﻡ ﻁﺒﻴﻌﻴﺔ‬

‫*ﺩﺍل ﺇﺤﺼﺎﺌﻴﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )‪(α=0.05‬‬

‫ﻴﺘﺒﻴﻥ ﻤﻥ ﺍﻝﺠﺩﻭل ﺭﻗﻡ )‪ (13‬ﺇﻥ ﻗﻴﻤﺔ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ ﻝﻠﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ‬
‫ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ‬

‫‪91‬‬
‫ﺍﻝﻐﺭﺒﻴﺔ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺨﺼﺹ ﻴﺴﺎﻭﻱ )‪ ،(0.735‬ﻭﻫﺫﻩ ﺍﻝﻘﻴﻤﺔ ﺃﻜﺒﺭ ﻤﻥ ﺍﻝﻘﻴﻤﺔ ﺍﻝﻤﺤﺩﺩﺓ ﻓﻲ‬
‫ﺍﻝﻔﺭﻀﻴﺔ ﻭﻫﻲ )‪ ،(0.05‬ﻝﺫﻝﻙ ﻓﺈﻨﻨﺎ ﻻ ﻨﺭﻓﺽ ﺍﻝﻔﺭﻀﻴﺔ " ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ‬
‫ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )‪ (α =0.05‬ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻨﺤﻭ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬

‫ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﺘﻌﺯﻯ‬
‫ﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺨﺼﺹ‪.‬‬

‫ﺃﻤﺎ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻤﺠﺎﻻﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻷﺭﺒﻌﺔ‪ ،‬ﻓﻴﻼﺤﻅ ﻤﻥ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺴﺎﺒﻘﺔ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ‬

‫ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻝﺔ )‪ (α =0.05‬ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻓﻲ ﺍﻝﻤﺠﺎل ﺍﻷﻭل‬
‫ﺍﻝﻤﻌﺭﻓﺔ ﺒﻤﻔﻬﻭﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﺍﻝﺜﺎﻨﻲ ﺍﻝﻤﻌﺭﻓﺔ ﺒﺄﻫﻤﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﺍﻝﺜﺎﻝﺙ‬
‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﻭﺍﻝﺭﺍﺒﻊ ﻤﻌﻭﻗﺎﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ‬

‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ ،‬ﻓﻘﺩ ﺒﻠﻐﺕ ﻗﻴﻤﺔ ﺍﻝﺩﻻﻝﺔ ﻝﻬﺫﻩ ﺍﻝﻤﺠﺎﻻﺕ ﻋﻠﻰ ﺍﻝﺘﻭﺍﻝﻲ )‪،0.566 ،0.858 ،0.349‬‬
‫‪ ،(0.511‬ﻭﻫﺫﻩ ﺍﻝﻘﻴﻡ ﺃﻜﺒﺭ ﻤﻥ ﺍﻝﻘﻴﻤﺔ ﺍﻝﻤﺤﺩﺩﺓ ﻓﻲ ﺍﻝﻔﺭﻀﻴﺔ ﻭﻫﻲ ) ‪ ،(0.05‬ﻝﺫﻝﻙ ﻓﺈﻨﻨﺎ ﻻ ﻨﺭﻓﺽ‬
‫ﺍﻝﻔﺭﻀﻴﺔ ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ" ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )‪ (α =0.05‬ﺒﻴﻥ‬

‫ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻨﺤﻭ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ‬
‫ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺨﺼﺹ ﻝﻠﻤﺠﺎل ﺍﻷﻭل ﻭﺍﻝﺜﺎﻨﻲ‬
‫ﻭﺍﻝﺜﺎﻝﺙ ﻭﺍﻝﺭﺍﺒﻊ‪.‬‬

‫ﺍﺨﺘﺒﺎﺭ ﺍﻝﻔﺭﻀﻴﺔ ﺍﻝﺜﺎﻝﺜﺔ‪:‬‬

‫ﻤﻥ ﺃﺠل ﺩﺭﺍﺴﺔ ﺼﺤﺔ ﺍﻝﻔﺭﻀﻴﺔ ﺍﻝﺘﻲ ﺘﻨﺹ "ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ‬
‫ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )‪ (α =0.05‬ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻨﺤﻭ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬

‫ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﺘﻌﺯﻯ‬
‫ﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻭﻝﻔﺤﺹ ﺍﻝﻔﺭﻀﻴﺔ ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﺨﺘﺒﺎﺭ)ﺕ( ﻝﻤﺠﻤﻭﻋﺘﻴﻥ ﻤﺴﺘﻘﻠﺘﻴﻥ‬
‫)‪ (Independent T- test‬ﻭﻨﺘﺎﺌﺞ ﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ ﺘﻭﻀﺢ ﺫﻝﻙ‪:‬‬

‫‪92‬‬
‫ﺍﻝﺠﺩﻭل )‪ :(14‬ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ)ﺕ( ﻝﻤﺠﻤﻭﻋﺘﻴﻥ ﻤﺴﺘﻘﻠﺘﻴﻥ ﻝﻔﺤﺹ ﺩﻻﻝﺔ ﺍﻝﻔﺭﻭﻕ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ‬
‫ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻨﺤﻭ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ‬
‫ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ‬

‫ﻤﺴﺘﻭﻯ‬ ‫ﻗﻴﻤﺔ)ﺕ(‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﻤﺘﻭﺴﻁ ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ‬ ‫ﺍﻝﻤﻌﺭﻓﺔ‬

‫ﺍﻝﺩﻻﻝﺔ*‬ ‫ﺒﻤﻔﻬﻭﻡ‬
‫‪0.089‬‬ ‫‪-1.708 0.63304 3.9860 107‬‬ ‫ﺒﻜﺎﻝﻭﺭﻴﻭﺱ‬ ‫ﺍﻹﺸﺭﺍﻑ‬
‫‪0.50190 4.1264‬‬ ‫‪91‬‬ ‫ﻤﺎﺠﺴﺘﻴﺭ ﻓﺄﻋﻠﻰ‬ ‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬
‫ﻤﺴﺘﻭﻯ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﻤﺘﻭﺴﻁ ﺍﻻﻨﺤﺭﺍﻑ ﻗﻴﻤﺔ)ﺕ(‬ ‫ﺍﻝﻤﻌﺭﻓﺔ ﺒﺄﻫﻤﻴﺔ ﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ‬
‫ﺍﻝﺩﻻﻝﺔ*‬ ‫ﺍﻹﺸﺭﺍﻑ‬
‫‪*0.014‬‬ ‫‪-2.473 0.53223 3.7386 107‬‬ ‫ﺒﻜﺎﻝﻭﺭﻴﻭﺱ‬ ‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬
‫‪0.47196 3.9168‬‬ ‫‪91‬‬ ‫ﻤﺎﺠﺴﺘﻴﺭ ﻓﺄﻋﻠﻰ‬
‫ﻤﺴﺘﻭﻯ‬ ‫ﺍﻝﻤﺘﻭﺴﻁ ﺍﻻﻨﺤﺭﺍﻑ ﻗﻴﻤﺔ)ﺕ(‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬
‫ﺍﻝﺩﻻﻝﺔ*‬ ‫ﺍﻹﺸﺭﺍﻑ‬
‫‪0.567‬‬ ‫‪-.573‬‬ ‫‪0.49416 4.0050 107‬‬ ‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺒﻜﺎﻝﻭﺭﻴﻭﺱ‬
‫‪0.59604 4.0495‬‬ ‫‪91‬‬ ‫ﻤﺎﺠﺴﺘﻴﺭ ﻓﺄﻋﻠﻰ‬ ‫ﺍﻝﻌﻤل‬
‫ﺍﻹﺸﺭﺍﻓﻲ‬
‫ﻤﺴﺘﻭﻯ‬ ‫ﺍﻝﻤﺘﻭﺴﻁ ﺍﻻﻨﺤﺭﺍﻑ ﻗﻴﻤﺔ)ﺕ(‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ‬ ‫ﻤﻌﻭﻗﺎﺕ‬
‫ﺍﻝﺩﻻﻝﺔ*‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬
‫‪0.759‬‬ ‫‪.307‬‬ ‫‪0.54033 3.9953 107‬‬ ‫ﺒﻜﺎﻝﻭﺭﻴﻭﺱ‬ ‫ﺍﻹﺸﺭﺍﻑ‬
‫‪0.62879 3.9698‬‬ ‫‪91‬‬ ‫ﻤﺎﺠﺴﺘﻴﺭ ﻓﺄﻋﻠﻰ‬ ‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬
‫ﻤﺴﺘﻭﻯ‬ ‫ﺍﻝﻤﺘﻭﺴﻁ ﺍﻻﻨﺤﺭﺍﻑ ﻗﻴﻤﺔ)ﺕ(‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ‬ ‫ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ‬
‫ﺍﻝﺩﻻﻝﺔ*‬
‫‪0.154‬‬ ‫‪-1.431 0.41140 3.9312 107‬‬ ‫ﺒﻜﺎﻝﻭﺭﻴﻭﺱ‬
‫‪0.41603 4.0156‬‬ ‫‪91‬‬ ‫ﻤﺎﺠﺴﺘﻴﺭ ﻓﺄﻋﻠﻰ‬

‫*ﺩﺍل ﺇﺤﺼﺎﺌﻴﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )‪(α=0.05‬‬

‫‪93‬‬
‫ﻴﺘﺒﻴﻥ ﻤﻥ ﺍﻝﺠﺩﻭل ﺭﻗﻡ )‪ (14‬ﺃﻥ ﻗﻴﻤﺔ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ ﻝﻠﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ‬
‫ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ‬
‫ﺍﻝﻐﺭﺒﻴﺔ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ ﻴﺴﺎﻭﻱ )‪ (0.154‬ﻭﻫﺫﻩ ﺍﻝﻘﻴﻤﺔ ﺃﻜﺒﺭ ﻤﻥ ﺍﻝﻘﻴﻤﺔ ﺍﻝﻤﺤﺩﺩﺓ ﻓﻲ‬

‫ﺍﻝﻔﺭﻀﻴﺔ ﻭﻫﻲ )‪ ،(0.05‬ﻝﺫﻝﻙ ﻓﺈﻨﻨﺎ ﻻ ﻨﺭﻓﺽ ﺍﻝﻔﺭﻀﻴﺔ " ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ‬
‫ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )‪ (α =0.05‬ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻨﺤﻭ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬
‫ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﺘﻌﺯﻯ‬

‫ﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ‪.‬‬

‫ﺃﻤﺎ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻤﺠﺎﻻﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻷﺭﺒﻌﺔ‪ ،‬ﻓﻴﻼﺤﻅ ﻤﻥ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺴﺎﺒﻘﺔ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ‬
‫ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )‪ (α =0.05‬ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻓﻲ ﺍﻝﻤﺠﺎل ﺍﻷﻭل‬

‫ﺍﻝﻤﻌﺭﻓﺔ ﺒﻤﻔﻬﻭﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﺍﻝﺜﺎﻝﺙ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ‬
‫ﻭﺍﻝﺭﺍﺒﻊ ﻤﻌﻭﻗﺎﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ ،‬ﻓﻘﺩ ﺒﻠﻐﺕ ﻗﻴﻤﺔ ﺍﻝﺩﻻﻝﺔ ﻝﻬﺫﻩ ﺍﻝﻤﺠﺎﻻﺕ ﻋﻠﻰ ﺍﻝﺘﻭﺍﻝﻲ‬
‫)‪ ،(0.154 ،0.759 ،0.567 ،0.089‬ﻭﻫﺫﻩ ﺍﻝﻘﻴﻡ ﺃﻜﺒﺭ ﻤﻥ ﺍﻝﻘﻴﻤﺔ ﺍﻝﻤﺤﺩﺩﺓ ﻓﻲ ﺍﻝﻔﺭﻀﻴﺔ ﻭﻫﻲ‬

‫)‪ (0.05‬ﻝﺫﻝﻙ ﻓﺈﻨﻨﺎ ﻻ ﻨﺭﻓﺽ ﺍﻝﻔﺭﻀﻴﺔ " ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ‬
‫)‪ (α =0.05‬ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻨﺤﻭ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ‬
‫ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺅﻫل‬

‫ﺍﻝﻌﻠﻤﻲ ﻝﻠﻤﺠﺎﻻﺕ ﺍﻝﻤﻌﺭﻓﺔ ﺒﻤﻔﻬﻭﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻌﻤل‬
‫ﺍﻹﺸﺭﺍﻓﻲ ﻭﻤﻌﻭﻗﺎﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ ،‬ﻓﻲ ﺤﻴﻥ ﺃﻥ ﻫﻨﺎﻙ ﻓﺭﻭﻗ ﹰﺎ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ‬
‫ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )‪ (α =0.05‬ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻋﻨﺩ ﻨﻔﺱ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ ﻓﻲ ﺍﻝﻤﺠﺎل‬

‫ﺍﻝﺜﺎﻨﻲ ﺍﻝﻤﻌﺭﻓﺔ ﺒﺄﻫﻤﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ ،‬ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻓﻘﺩ ﺒﻠﻐﺕ ﻗﻴﻤﺔ ﺍﻝﺩﻻﻝﺔ‬
‫)‪ (0.014‬ﻭﻫﺫﻩ ﺍﻝﻘﻴﻤﺔ ﺃﻗل ﻤﻥ )‪ (0.05‬ﻭﺃﻥ ﻫﺫﻩ ﺍﻝﻔﺭﻭﻕ ﺘﻌﻭﺩ ﻝﺼﺎﻝﺢ ﻤﺴﺘﻭﻯ ﻤﺎﺠﺴﺘﻴﺭ ﻓﺄﻋﻠﻰ‬
‫ﻭﺫﻝﻙ ﺒﺩﻻﻝﺔ ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﺤﺴﺎﺒﻲ ﺍﻝﺫﻱ ﺒﻠﻎ ﻝﻬﺫﺍ ﺍﻝﻤﺴﺘﻭﻯ )‪ (3.91‬ﺒﻴﻨﻤﺎ ﺒﻠﻎ ﻤﺘﻭﺴﻁ ﻤﺴﺘﻭﻯ‬

‫)ﺒﻜﺎﻝﻭﺭﻴﻭﺱ( )‪.(3.73‬‬

‫‪94‬‬
 ‫ﺍﺨﺘﺒﺎﺭ ﺍﻝﻔﺭﻀﻴﺔ ﺍﻝﺭﺍﺒﻌﺔ‪:‬‬

‫ﻤﻥ ﺃﺠل ﺩﺭﺍﺴﺔ ﺼﺤﺔ ﺍﻝﻔﺭﻀﻴﺔ ﺍﻝﺘﻲ ﺘﻨﺹ "ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ‬
‫ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )‪ (α =0.05‬ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻨﺤﻭ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬

‫ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﺘﻌﺯﻯ‬
‫ﻝﻤﺘﻐﻴﺭ ﺴﻨﻭﺍﺕ ﺍﻝﺨﺒﺭﺓ ﺍﻹﺸﺭﺍﻓﻴﺔ‪ ،‬ﻭﻝﻔﺤﺹ ﺍﻝﻔﺭﻀﻴﺔ ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﺨﺘﺒﺎﺭ ﺍﻝﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ‬
‫)‪ (One Way ANOVA‬ﻝﺩﻻﻝﺔ ﺍﻝﻔﺭﻭﻕ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ‪ ،‬ﻭﻨﺘﺎﺌﺞ ﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ‬

‫ﺘﻭﻀﺢ ﺫﻝﻙ‪:‬‬

‫‪95‬‬
‫ﺍﻝﺠﺩﻭل )‪ :(15‬ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ ﺍﻝﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ ﻝﺩﻻﻝﺔ ﺍﻝﻔﺭﻭﻕ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻨﺤﻭ‬
‫ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ‬
‫ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺴﻨﻭﺍﺕ ﺍﻝﺨﺒﺭﺓ ﺍﻹﺸﺭﺍﻓﻴﺔ‬

‫ﻤﺴﺘﻭﻯ‬ ‫ﻗﻴﻤﺔ)ﻑ(‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻤﺠﻤﻭﻉ‬ ‫ﺍﻝﻤﻌﺭﻓﺔ‬

‫ﻤﺼﺩﺭ ﺍﻝﺘﺒﺎﻴﻥ‬
‫ﺍﻝﺩﻻﻝﺔ‬ ‫ﺍﻝﻤﺤﺴﻭﺒﺔ‬ ‫ﺍﻝﻤﺭﺒﻌﺎﺕ‬ ‫ﺍﻝﺤﺭﻴﺔ‬ ‫ﺍﻝﻤﺭﺒﻌﺎﺕ‬ ‫ﺒﻤﻔﻬﻭﻡ‬
‫‪1.949‬‬ ‫‪0.648‬‬ ‫‪2‬‬ ‫‪1.296‬‬ ‫ﺍﻝﻤﺭﺒﻌﺎﺕ ﺒﻴﻥ ﺍﻝﻔﺌﺎﺕ‬ ‫ﺍﻹﺸﺭﺍﻑ‬
‫‪0.145‬‬ ‫‪0.332‬‬ ‫‪195‬‬ ‫‪64.824‬‬ ‫ﺍﻝﻤﺭﺒﻌﺎﺕ ﺍﻝﺩﺍﺨﻠﻴﺔ‬ ‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬
‫‪197‬‬ ‫‪66.120‬‬ ‫ﺍﻝﻤﺠﻤﻭﻉ ﺍﻝﻜﻠﻲ‬
‫ﻤﺴﺘﻭﻯ‬ ‫ﻗﻴﻤﺔ)ﻑ(‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻤﺠﻤﻭﻉ‬ ‫ﺍﻝﻤﻌﺭﻓﺔ‬
‫ﻤﺼﺩﺭ ﺍﻝﺘﺒﺎﻴﻥ‬
‫ﺍﻝﺩﻻﻝﺔ‬ ‫ﺍﻝﻤﺤﺴﻭﺒﺔ‬ ‫ﺍﻝﻤﺭﺒﻌﺎﺕ‬ ‫ﺍﻝﺤﺭﻴﺔ‬ ‫ﺍﻝﻤﺭﺒﻌﺎﺕ‬ ‫ﺒﺄﻫﻤﻴﺔ‬
‫‪0.009‬‬ ‫‪2‬‬ ‫‪0.018‬‬ ‫ﺍﻝﻤﺭﺒﻌﺎﺕ ﺒﻴﻥ ﺍﻝﻔﺌﺎﺕ‬ ‫ﺍﻹﺸﺭﺍﻑ‬
‫‪0.966‬‬ ‫‪0.035‬‬ ‫‪0.265‬‬ ‫‪195‬‬ ‫‪51.618‬‬ ‫ﺍﻝﻤﺭﺒﻌﺎﺕ ﺍﻝﺩﺍﺨﻠﻴﺔ‬ ‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬
‫‪197‬‬ ‫‪51.636‬‬ ‫ﺍﻝﻤﺠﻤﻭﻉ ﺍﻝﻜﻠﻲ‬
‫ﻤﺴﺘﻭﻯ‬ ‫ﻗﻴﻤﺔ)ﻑ(‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻤﺠﻤﻭﻉ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬
‫ﻤﺼﺩﺭ ﺍﻝﺘﺒﺎﻴﻥ‬
‫ﺍﻝﺩﻻﻝﺔ‬ ‫ﺍﻝﻤﺤﺴﻭﺒﺔ‬ ‫ﺍﻝﻤﺭﺒﻌﺎﺕ‬ ‫ﺍﻝﺤﺭﻴﺔ‬ ‫ﺍﻝﻤﺭﺒﻌﺎﺕ‬ ‫ﺍﻹﺸﺭﺍﻑ‬
‫‪0.465‬‬ ‫‪2‬‬ ‫‪0.931‬‬ ‫ﺍﻝﻤﺭﺒﻌﺎﺕ ﺒﻴﻥ ﺍﻝﻔﺌﺎﺕ‬ ‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬
‫‪0.206‬‬ ‫‪1.591‬‬ ‫‪0.292‬‬ ‫‪195‬‬ ‫‪57.026‬‬ ‫ﺍﻝﻤﺭﺒﻌﺎﺕ ﺍﻝﺩﺍﺨﻠﻴﺔ‬ ‫ﻓﻲ ﺍﻝﻌﻤل‬
‫‪197‬‬ ‫‪57.956‬‬ ‫ﺍﻝﻤﺠﻤﻭﻉ ﺍﻝﻜﻠﻲ‬ ‫ﺍﻹﺸﺭﺍﻓﻲ‬
‫ﻤﺴﺘﻭﻯ‬ ‫ﻗﻴﻤﺔ)ﻑ(‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻤﺠﻤﻭﻉ‬ ‫ﻤﻌﻭﻗﺎﺕ‬
‫ﻤﺼﺩﺭ ﺍﻝﺘﺒﺎﻴﻥ‬
‫ﺍﻝﺩﻻﻝﺔ‬ ‫ﺍﻝﻤﺤﺴﻭﺒﺔ‬ ‫ﺍﻝﻤﺭﺒﻌﺎﺕ‬ ‫ﺍﻝﺤﺭﻴﺔ‬ ‫ﺍﻝﻤﺭﺒﻌﺎﺕ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬
‫‪0.327‬‬ ‫‪2‬‬ ‫‪0.653‬‬ ‫ﺍﻝﻤﺭﺒﻌﺎﺕ ﺒﻴﻥ ﺍﻝﻔﺌﺎﺕ‬ ‫ﺍﻹﺸﺭﺍﻑ‬
‫‪0.382‬‬ ‫‪0.966‬‬ ‫‪0.338‬‬ ‫‪195‬‬ ‫‪65.911‬‬ ‫ﺍﻝﻤﺭﺒﻌﺎﺕ ﺍﻝﺩﺍﺨﻠﻴﺔ‬ ‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬
‫‪197‬‬ ‫‪66.564‬‬ ‫ﺍﻝﻤﺠﻤﻭﻉ ﺍﻝﻜﻠﻲ‬
‫ﻤﺴﺘﻭﻯ‬ ‫ﻗﻴﻤﺔ)ﻑ(‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻤﺠﻤﻭﻉ‬ ‫ﺍﻝﺩﺭﺠﺔ‬
‫ﻤﺼﺩﺭ ﺍﻝﺘﺒﺎﻴﻥ‬
‫ﺍﻝﺩﻻﻝﺔ‬ ‫ﺍﻝﻤﺤﺴﻭﺒﺔ‬ ‫ﺍﻝﻤﺭﺒﻌﺎﺕ‬ ‫ﺍﻝﺤﺭﻴﺔ‬ ‫ﺍﻝﻤﺭﺒﻌﺎﺕ‬ ‫ﺍﻝﻜﻠﻴﺔ‬
‫‪0.245‬‬ ‫‪2‬‬ ‫‪0.490‬‬ ‫ﺍﻝﻤﺭﺒﻌﺎﺕ ﺒﻴﻥ ﺍﻝﻔﺌﺎﺕ‬
‫‪0.241‬‬ ‫‪1.431‬‬ ‫‪0.171‬‬ ‫‪195‬‬ ‫‪33.378‬‬ ‫ﺍﻝﻤﺭﺒﻌﺎﺕ ﺍﻝﺩﺍﺨﻠﻴﺔ‬
‫‪197‬‬ ‫‪33.868‬‬ ‫ﺍﻝﻤﺠﻤﻭﻉ ﺍﻝﻜﻠﻲ‬

‫*ﺩﺍل ﺇﺤﺼﺎﺌﻴﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )‪(α=0.05‬‬

‫‪96‬‬
‫ﻴﺘﺒﻴﻥ ﻤﻥ ﺍﻝﺠﺩﻭل ﺭﻗﻡ )‪ (15‬ﺇﻥ ﻗﻴﻤﺔ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ ﻝﻠﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ‬
‫ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ‬
‫ﺍﻝﻐﺭﺒﻴﺔ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺴﻨﻭﺍﺕ ﺍﻝﺨﺒﺭﺓ ﺍﻹﺸﺭﺍﻓﻴﺔ ﻴﺴﺎﻭﻱ )‪ (0.241‬ﻭﻫﺫﻩ ﺍﻝﻘﻴﻤﺔ ﺃﻜﺒﺭ ﻤﻥ ﺍﻝﻘﻴﻤﺔ‬

‫ﺍﻝﻤﺤﺩﺩﺓ ﻓﻲ ﺍﻝﻔﺭﻀﻴﺔ ﻭﻫﻲ )‪ ،(0.05‬ﻝﺫﻝﻙ ﻓﺈﻨﻨﺎ ﻻ ﻨﺭﻓﺽ ﺍﻝﻔﺭﻀﻴﺔ " ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ‬
‫ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )‪ (α =0.05‬ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻨﺤﻭ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ‬

‫ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺴﻨﻭﺍﺕ ﺍﻝﺨﺒﺭﺓ ﺍﻹﺸﺭﺍﻓﻴﺔ‪.‬‬

‫ﺃﻤﺎ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻤﺠﺎﻻﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻷﺭﺒﻌﺔ‪ ،‬ﻓﻴﻼﺤﻅ ﻤﻥ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺴﺎﺒﻘﺔ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ‬
‫ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )‪ (α =0.05‬ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻓﻲ ﺍﻝﻤﺠﺎل ﺍﻷﻭل‬

‫ﺍﻝﻤﻌﺭﻓﺔ ﺒﻤﻔﻬﻭﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ ،‬ﻭﺍﻝﺜﺎﻨﻲ ﺍﻝﻤﻌﺭﻓﺔ ﺒﺄﻫﻤﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ ،‬ﻭﺍﻝﺜﺎﻝﺙ‬
‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ‪ ،‬ﻭﺍﻝﺭﺍﺒﻊ ﻤﻌﻭﻗﺎﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ ،‬ﻓﻘﺩ ﺒﻠﻐﺕ ﻗﻴﻤﺔ ﺍﻝﺩﻻﻝﺔ ﻝﻬﺫﻩ ﺍﻝﻤﺠﺎﻻﺕ ﻋﻠﻰ ﺍﻝﺘﻭﺍﻝﻲ )‪،0.206 ،0.966 ،0.145‬‬

‫‪ (0.382‬ﻭﻫﺫﻩ ﺍﻝﻘﻴﻡ ﺃﻜﺒﺭ ﻤﻥ ﺍﻝﻘﻴﻤﺔ ﺍﻝﻤﺤﺩﺩﺓ ﻓﻲ ﺍﻝﻔﺭﻀﻴﺔ ﻭﻫﻲ )‪ (0.05‬ﻝﺫﻝﻙ ﻓﺈﻨﻨﺎ ﻻ ﻨﺭﻓﺽ‬
‫ﺍﻝﻔﺭﻀﻴﺔ " ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )‪ (α =0.05‬ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ‬
‫ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻨﺤﻭ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ‬

‫ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺴﻨﻭﺍﺕ ﺍﻝﺨﺒﺭﺓ ﺍﻹﺸﺭﺍﻓﻴﺔ ﻝﻠﻤﺠﺎل‬
‫ﺍﻷﻭل ﻭﺍﻝﺜﺎﻨﻲ ﻭﺍﻝﺜﺎﻝﺙ ﻭﺍﻝﺭﺍﺒﻊ‪.‬‬

‫‪ .4‬ﺍﺨﺘﺒﺎﺭ ﺍﻝﻔﺭﻀﻴﺔ ﺍﻝﺨﺎﻤﺴﺔ‪:‬‬

‫ﻤﻥ ﺃﺠل ﺩﺭﺍﺴﺔ ﺼﺤﺔ ﺍﻝﻔﺭﻀﻴﺔ ﺍﻝﺘﻲ ﺘﻨﺹ "ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ‬
‫ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )‪ (α =0.05‬ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻨﺤﻭ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬
‫ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﺘﻌﺯﻯ‬

‫ﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺩﻴﺭﻴﺔ ﻭﻝﻔﺤﺹ ﺍﻝﻔﺭﻀﻴﺔ ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﺨﺘﺒﺎﺭ ﺍﻝﺘﺒﺎﻴﻥ ﺍﻻﺤﺎﺩﻱ )‪(One Way ANOVA‬‬
‫ﻝﺩﻻﻝﺔ ﺍﻝﻔﺭﻭﻕ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ‪ ،‬ﻭﻨﺘﺎﺌﺞ ﺍﻝﺠﺩﺍﻭل ﺍﻝﺘﺎﻝﻴﺔ ﺘﻭﻀﺢ ﺫﻝﻙ‪:‬‬
‫‪97‬‬
‫ﺍﻝﺠﺩﻭل )‪ :(16‬ﺍﻝﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﺤﺴﺎﺒﻴﺔ ﻻﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻨﺤﻭ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ‬
‫ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ‬
‫ﺍﻝﻤﺩﻴﺭﻴﺔ ﻝﻤﺠﺎل ﻤﻌﻭﻗﺎﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬

‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻝﻤﺘﻭﺴﻁ‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺍﻝﻤﺴﺘﻭﻯ‬ ‫ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ‬

‫ﺍﻝﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻝﺤﺴﺎﺒﻲ‬
‫‪0.61669‬‬ ‫‪3.8319‬‬ ‫‪36‬‬ ‫ﻨﺎﺒﻠﺱ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻭﺍﻗﻊ‬
‫‪0.43087‬‬ ‫‪4.0759‬‬ ‫‪27‬‬ ‫ﺠﻨﻭﺏ ﻨﺎﺒﻠﺱ‬ ‫ﺍﻝﻤﺩﺍﺭﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬
‫ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ‬
‫‪0.46570‬‬ ‫‪3.8800‬‬ ‫‪25‬‬ ‫ﻁﻭﻝﻜﺭﻡ‬
‫ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل‬
‫‪0.48121‬‬ ‫‪4.1640‬‬ ‫‪25‬‬ ‫ﺠﻨﻴﻥ‬
‫ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ‬
‫‪0.80025‬‬ ‫‪4.0406‬‬ ‫‪16‬‬ ‫ﺴﻠﻔﻴﺕ‬
‫‪0.41871‬‬ ‫‪4.0021‬‬ ‫‪24‬‬ ‫ﻗﻠﻘﻴﻠﻴﺔ‬
‫‪0.67434‬‬ ‫‪3.8683‬‬ ‫‪30‬‬ ‫ﻗﺒﺎﻁﻴﺔ‬
‫‪0.73579‬‬ ‫‪4.1933‬‬ ‫‪15‬‬ ‫ﻁﻭﺒﺎﺱ‬
‫‪0.41463‬‬ ‫‪3.9700‬‬ ‫‪198‬‬ ‫ﺍﻝﻤﺠﻤﻭﻉ‬

‫ﻴﺘﻀﺢ ﻤﻥ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻓﻲ ﺍﻝﺠﺩﻭل )‪ (16‬ﺍﻝﺴﺎﺒﻕ ﺃﻥ ﺃﻋﻠﻰ ﻨﺴﺒﺔ ﻝﻠﻤﻌﻭﻗﺎﺕ ﻓﻲ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ‬

‫ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ‬
‫ﺍﻝﻐﺭﺒﻴﺔ ﻜﺎﻨﺕ ﻝﻤﺩﻴﺭﻴﺔ ﻁﻭﺒﺎﺱ ﺤﻴﺙ ﺒﻠﻐﺕ ﺍﻝﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﺤﺴﺎﺒﻴﺔ ﻻﺴﺘﺠﺎﺒﺎﺘﻬﻡ ‪ 4.1933‬ﺘﻠﻴﻬﺎ‬
‫ﻤﻨﻁﻘﺔ ﺠﻨﻴﻥ ﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ‪ 4.1640‬ﺜﻡ ﺠﻨﻭﺏ ﻨﺎﺒﻠﺱ ﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ﻤﻘﺩﺍﺭﻩ ‪ 4.0759‬ﺜﻡ‬

‫ﺴﻠﻔﻴﺕ ﺒﻤﺘﻭﺴﻁ ‪ 4.0406‬ﺜﻡ ﻗﻠﻘﻴﻠﻴﺔ ‪ 4.0021‬ﻭﻁﻭﻝﻜﺭﻡ ‪ 3.8800‬ﻴﻠﻴﻬﺎ ﻗﺒﺎﻁﻴﺔ ‪ 3.8683‬ﻭﺃﺨﻴﺭﹰﺍ‬

‫ﺘﺄﺘﻲ ﻤﻨﻁﻘﺔ ﻨﺎﺒﻠﺱ ﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ﻤﻘﺩﺍﺭﻩ ‪.3.8319‬‬

‫‪98‬‬
‫ﺍﻝﺠﺩﻭل )‪ :(17‬ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ ﺍﻝﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ ﻝﺩﻻﻝﺔ ﺍﻝﻔﺭﻭﻕ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻨﺤﻭ‬
‫ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ‬
‫ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺩﻴﺭﻴﺔ‬
‫ﻤﺴﺘﻭﻯ‬ ‫ﻗﻴﻤﺔ)ﻑ(‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻤﺠﻤﻭﻉ‬
‫ﻤﺘﻭﺴﻁ ﺍﻝﻤﺭﺒﻌﺎﺕ‬ ‫ﻤﺼﺩﺭ ﺍﻝﺘﺒﺎﻴﻥ‬ ‫ﺍﻝﻤﻌﺭﻓﺔ‬
‫ﺍﻝﺩﻻﻝﺔ‬ ‫ﺍﻝﻤﺤﺴﻭﺒﺔ‬ ‫ﺍﻝﺤﺭﻴﺔ‬ ‫ﺍﻝﻤﺭﺒﻌﺎﺕ‬
‫ﺒﻤﻔﻬﻭﻡ‬
‫‪0.568‬‬ ‫‪0.824‬‬ ‫‪0.278‬‬ ‫‪7‬‬ ‫‪1.949‬‬ ‫ﺍﻝﻤﺭﺒﻌﺎﺕ ﺒﻴﻥ ﺍﻝﻔﺌﺎﺕ‬
‫ﺍﻹﺸﺭﺍﻑ‬
‫‪0.338‬‬ ‫‪190‬‬ ‫‪64.171‬‬ ‫ﺍﻝﻤﺭﺒﻌﺎﺕ ﺍﻝﺩﺍﺨﻠﻴﺔ‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬
‫‪197‬‬ ‫‪66.120‬‬ ‫ﺍﻝﻤﺠﻤﻭﻉ ﺍﻝﻜﻠﻲ‬
‫ﻗﻴﻤﺔ)ﻑ(‬
‫ﻤﺴﺘﻭﻯ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻤﺠﻤﻭﻉ‬
‫ﺍﻝﻤﺤﺴﻭﺒﺔ‬ ‫ﻤﺘﻭﺴﻁ ﺍﻝﻤﺭﺒﻌﺎﺕ‬ ‫ﻤﺼﺩﺭ ﺍﻝﺘﺒﺎﻴﻥ‬ ‫ﺍﻝﻤﻌﺭﻓﺔ‬
‫ﺍﻝﺩﻻﻝﺔ‬ ‫ﺍﻝﺤﺭﻴﺔ‬ ‫ﺍﻝﻤﺭﺒﻌﺎﺕ‬
‫ﺒﺄﻫﻤﻴﺔ‬
‫‪0.181‬‬ ‫‪7‬‬ ‫‪1.267‬‬ ‫ﺍﻝﻤﺭﺒﻌﺎﺕ ﺒﻴﻥ ﺍﻝﻔﺌﺎﺕ‬ ‫ﺍﻹﺸﺭﺍﻑ‬
‫‪0.687‬‬ ‫‪0.683‬‬ ‫‪0.265‬‬ ‫‪190‬‬ ‫‪50.370‬‬ ‫ﺍﻝﻤﺭﺒﻌﺎﺕ ﺍﻝﺩﺍﺨﻠﻴﺔ‬ ‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬
‫‪197‬‬ ‫‪51.636‬‬ ‫ﺍﻝﻤﺠﻤﻭﻉ ﺍﻝﻜﻠﻲ‬
‫ﻗﻴﻤﺔ)ﻑ(‬
‫ﻤﺴﺘﻭﻯ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻤﺠﻤﻭﻉ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬
‫ﺍﻝﻤﺤﺴﻭﺒﺔ‬ ‫ﻤﺘﻭﺴﻁ ﺍﻝﻤﺭﺒﻌﺎﺕ‬ ‫ﻤﺼﺩﺭ ﺍﻝﺘﺒﺎﻴﻥ‬
‫ﺍﻝﺩﻻﻝﺔ‬ ‫ﺍﻝﺤﺭﻴﺔ‬ ‫ﺍﻝﻤﺭﺒﻌﺎﺕ‬ ‫ﺍﻹﺸﺭﺍﻑ‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬
‫‪0.245‬‬ ‫‪7‬‬ ‫‪1.714‬‬ ‫ﺍﻝﻤﺭﺒﻌﺎﺕ ﺒﻴﻥ ﺍﻝﻔﺌﺎﺕ‬
‫ﻓﻲ ﺍﻝﻌﻤل‬
‫‪0.566‬‬ ‫‪0.827‬‬ ‫‪0.296‬‬ ‫‪190‬‬ ‫‪56.242‬‬ ‫ﺍﻝﻤﺭﺒﻌﺎﺕ ﺍﻝﺩﺍﺨﻠﻴﺔ‬
‫ﺍﻹﺸﺭﺍﻓﻲ‬
‫‪197‬‬ ‫‪57.956‬‬ ‫ﺍﻝﻤﺠﻤﻭﻉ ﺍﻝﻜﻠﻲ‬
‫ﻗﻴﻤﺔ)ﻑ(‬
‫ﻤﺴﺘﻭﻯ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻤﺠﻤﻭﻉ‬
‫ﺍﻝﻤﺤﺴﻭﺒﺔ‬ ‫ﻤﺘﻭﺴﻁ ﺍﻝﻤﺭﺒﻌﺎﺕ‬ ‫ﻤﺼﺩﺭ ﺍﻝﺘﺒﺎﻴﻥ‬ ‫ﻤﻌﻭﻗﺎﺕ‬
‫ﺍﻝﺩﻻﻝﺔ‬ ‫ﺍﻝﺤﺭﻴﺔ‬ ‫ﺍﻝﻤﺭﺒﻌﺎﺕ‬
‫ﺍﺴﺘﺨﺩﺍﻡ‬
‫‪0.466‬‬ ‫‪7‬‬ ‫‪3.259‬‬ ‫ﺍﻝﻤﺭﺒﻌﺎﺕ ﺒﻴﻥ ﺍﻝﻔﺌﺎﺕ‬ ‫ﺍﻹﺸﺭﺍﻑ‬
‫‪0.209‬‬ ‫‪1.397‬‬ ‫‪0.333‬‬ ‫‪190‬‬ ‫‪63.305‬‬ ‫ﺍﻝﻤﺭﺒﻌﺎﺕ ﺍﻝﺩﺍﺨﻠﻴﺔ‬ ‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬
‫‪197‬‬ ‫‪66.564‬‬ ‫ﺍﻝﻤﺠﻤﻭﻉ ﺍﻝﻜﻠﻲ‬
‫ﻗﻴﻤﺔ)ﻑ(‬
‫ﻤﺴﺘﻭﻯ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻤﺠﻤﻭﻉ‬
‫ﺍﻝﻤﺤﺴﻭﺒﺔ‬ ‫ﻤﺘﻭﺴﻁ ﺍﻝﻤﺭﺒﻌﺎﺕ‬ ‫ﻤﺼﺩﺭ ﺍﻝﺘﺒﺎﻴﻥ‬
‫ﺍﻝﺩﻻﻝﺔ‬ ‫ﺍﻝﺤﺭﻴﺔ‬ ‫ﺍﻝﻤﺭﺒﻌﺎﺕ‬
‫ﺍﻝﺩﺭﺠﺔ‬
‫‪0.165‬‬ ‫‪7‬‬ ‫‪1.157‬‬ ‫ﺍﻝﻤﺭﺒﻌﺎﺕ ﺒﻴﻥ ﺍﻝﻔﺌﺎﺕ‬ ‫ﺍﻝﻜﻠﻴﺔ‬
‫‪0.462‬‬ ‫‪0.960‬‬ ‫‪0.172‬‬ ‫‪190‬‬ ‫‪32.710‬‬ ‫ﺍﻝﻤﺭﺒﻌﺎﺕ ﺍﻝﺩﺍﺨﻠﻴﺔ‬
‫‪197‬‬ ‫‪33.868‬‬ ‫ﺍﻝﻤﺠﻤﻭﻉ ﺍﻝﻜﻠﻲ‬

‫*ﺩﺍل ﺇﺤﺼﺎﺌﻴﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )‪(α=0.05‬‬

‫‪99‬‬
‫ﻴﺘﺒﻴﻥ ﻤﻥ ﺍﻝﺠﺩﻭل ﺭﻗﻡ )‪ (17‬ﺃﻥ ﻗﻴﻤﺔ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ ﻝﻠﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ‬
‫ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ‬
‫ﺍﻝﻐﺭﺒﻴﺔ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺩﻴﺭﻴﺔ ﻴﺴﺎﻭﻱ )‪ ،(0.462‬ﻭﻫﺫﻩ ﺍﻝﻘﻴﻤﺔ ﺃﻜﺒﺭ ﻤﻥ ﺍﻝﻘﻴﻤﺔ ﺍﻝﻤﺤﺩﺩﺓ ﻓﻲ‬

‫ﺍﻝﻔﺭﻀﻴﺔ ﻭﻫﻲ )‪ ،(0.05‬ﻝﺫﻝﻙ ﻓﺈﻨﻨﺎ ﻻ ﻨﺭﻓﺽ ﺍﻝﻔﺭﻀﻴﺔ " ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ‬
‫ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )‪ (α =0.05‬ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻨﺤﻭ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬
‫ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﺘﻌﺯﻯ‬

‫ﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺩﻴﺭﻴﺔ‪.‬‬

‫ﺃﻤﺎ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻤﺠﺎﻻﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻷﺭﺒﻌﺔ‪ ،‬ﻓﻴﻼﺤﻅ ﻤﻥ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺴﺎﺒﻘﺔ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ‬
‫ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )‪ (α =0.05‬ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻓﻲ ﺍﻝﻤﺠﺎل ﺍﻷﻭل‬

‫ﺍﻝﻤﻌﺭﻓﺔ ﺒﻤﻔﻬﻭﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﺍﻝﺜﺎﻨﻲ ﺍﻝﻤﻌﺭﻓﺔ ﺒﺄﻫﻤﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﺍﻝﺜﺎﻝﺙ‬
‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﻭﺍﻝﺭﺍﺒﻊ ﻤﻌﻭﻗﺎﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ ،‬ﻓﻘﺩ ﺒﻠﻐﺕ ﻗﻴﻤﺔ ﺍﻝﺩﻻﻝﺔ ﻝﻬﺫﻩ ﺍﻝﻤﺠﺎﻻﺕ ﻋﻠﻰ ﺍﻝﺘﻭﺍﻝﻲ )‪،0.566 ،0.687 ،0.586‬‬

‫‪ ،(0.209‬ﻭﻫﺫﻩ ﺍﻝﻘﻴﻡ ﺃﻜﺒﺭ ﻤﻥ ﺍﻝﻘﻴﻤﺔ ﺍﻝﻤﺤﺩﺩﺓ ﻓﻲ ﺍﻝﻔﺭﻀﻴﺔ ﻭﻫﻲ ) ‪ ،(0.05‬ﻝﺫﻝﻙ ﻓﺈﻨﻨﺎ ﻻ ﻨﺭﻓﺽ‬
‫ﺍﻝﻔﺭﻀﻴﺔ " ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )‪ (α =0.05‬ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ‬
‫ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻨﺤﻭ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ‬

‫ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺩﻴﺭﻴﺔ"‪.‬‬

‫ﺜﺎﻝﺜﺎﹰ‪ :‬ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻌﺎﻤﺔ‪:‬‬

‫ﺘﺒﻴﻥ ﻤﻥ ﻨﺘﺎﺌﺞ ﺘﺤﻠﻴل ﺃﺩﺍﺘﻲ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻤﻘﺎﺒﻠﺔ ﻭﺍﻻﺴﺘﺒﺎﻨﺔ ﺘﻭﺍﻓﻕ ﻜﺒﻴﺭ ﻓﻲ ﺍﺴﺘﺠﺎﺒﺎﺕ‬

‫ﺍﻝﻤﺒﺤﺜﻭﻴﻥ ﺤﻭل ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﻋﻤﻠﻬﻡ ﺍﻝﻴﻭﻤﻲ ﻭﻫﺫﺍ ﻤﺎ ﺤﺼﻠﺕ ﻋﻠﻴﻪ ﺍﻝﺩﺭﺠﺔ‬
‫ﺍﻝﻜﻠﻴﺔ ﻭﻫﻲ ﺩﺭﺠﺔ ﻤﻭﺍﻓﻘﺔ ﻜﺒﻴﺭﺓ ﻻﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻋﻠﻰ ﺴﺅﺍل ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺭﺌﻴﺴﻲ ﻭﺍﻝﺫﻱ ﻨﺼﻪ ﻤﺎ ﻭﺍﻗﻊ‬
‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ‬

‫ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ‪ ،‬ﺤﻴﺙ ﺒﻠﻐﺕ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ )‪ (%79.40‬ﻭﺫﻝﻙ ﺒﺩﻻﻝﺔ ﺍﻝﻨﺴﺏ ﺍﻝﺘﻲ ﺒﻠﻐﺘﻬﺎ‬
‫ﻤﺠﺎﻻﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻷﺭﺒﻌﺔ ﺤﻴﺙ ﺒﻠﻐﺕ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ )‪ (%81.01‬ﻝﻭﺍﻗﻊ ﺍﻝﻤﻌﺭﻓﺔ ﺒﻤﻔﻬﻭﻡ ﺍﻹﺸﺭﺍﻑ‬
‫‪100‬‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﻫﻲ ﺩﺭﺠﺔ ﻜﺒﻴﺭﺓ ﺠﺩﹰﺍ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻥ‪ ،‬ﻭﻫﺫﺍ ﻤﺎ ﺘﺒﻴﻥ ﻝﻠﺒﺎﺤﺜﺔ ﻤﻥ‬
‫ﺨﻼل ﺍﻝﻤﻘﺎﺒﻼﺕ ﺃﻥ ﺭﺅﺴﺎﺀ ﺃﻗﺴﺎﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻝﺩﻴﻬﻡ ﺍﻝﻤﻌﺭﻓﺔ ﺒﻤﻔﻬﻭﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬
‫ﺒﺸﻜل ﻜﺒﻴﺭ‪ ،‬ﻜﻤﺎ ﺘﻭﺠﺩ ﺃﻫﻤﻴﺔ ﻜﺒﻴﺭﺓ ﻝﻺﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭﻫﻡ ﺤﻴﺙ ﺒﻠﻐﺕ ﺍﻝﺩﺭﺠﺔ‬

‫ﺍﻝﻜﻠﻴﺔ )‪ (%76.41‬ﻭﻫﻲ ﺩﺭﺠﺔ ﻜﺒﻴﺭﺓ‪ ،‬ﻋﺯﻯ ﺭﺅﺴﺎﺀ ﺃﻗﺴﺎﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﻤﺩﻴﺭﻴﺎﺕ ﺸﻤﺎل‬
‫ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﺍﻝﺫﻴﻥ ﺘﻤﺕ ﻤﻘﺎﺒﻠﺘﻬﻡ ﺇﻝﻰ ﺃﻥ ﺘﻭﻅﻴﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﺘﻌﻠﻴﻡ ﻭﺍﻹﺸﺭﺍﻑ ﺃﻤﺭ‬
‫ﻀﺭﻭﺭﻱ ﺠﺩﹰﺍ ﻜﻭﻨﻪ ﻤﻁﻠﺒ ﹰﺎ ﻤﻥ ﻤﻁﺎﻝﺏ ﺍﻝﻭﺯﺍﺭﺓ ﻭﺴﻌﻴﻬﺎ ﺍﻝﺤﺜﻴﺙ ﺇﻝﻰ ﺇﺩﺨﺎل ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤل‬

‫ﺍﻹﺸﺭﺍﻓﻲ ﻭﺍﻝﺘﻌﻠﻴﻤﻲ‪ ،‬ﻭﻫﺫﻩ ﺍﻝﻌﻤﻠﻴﺔ ﻗﺎﺌﻤﺔ ﻋﻠﻰ ﻗﺩﻡ ﻭﺴﺎﻕ ﻤﻥ ﻗﺒﻠﻬﻡ ﻜﻤﺘﻁﻠﺏ ﻤﻥ ﻤﺘﻁﻠﺒﺎﺕ ﺍﻝﻌﺼﺭ‬
‫ﺍﻝﺤﺎﻝﻲ‪ ،‬ﻤﻨﻭﻫﻴﻥ ﺒﻭﺠﻭﺩ ﺨﻁﺔ ﻤﺴﺘﻘﺒﻠﻴﺔ ﻝﺘﻭﻅﻴﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ‪ ،‬ﻜﻤﺎ ﺃﻥ ﺫﻝﻙ‬
‫ﺍﻝﺘﻭﻅﻴﻑ ﻴﺴﻴﺭ ﺒﺨﻁﻰ ﻤﺘﺩﺭﺠﺔ ﻝﻺﻨﺘﻘﺎل ﻨﺤﻭ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻀﻤﻥ ﺍﻤﻜﺎﻨﻴﺎﺕ ﻤﺘﻭﺍﻀﻌﺔ‬

‫ﻝﺩﻴﻬﻡ‪ ،‬ﺃﻤﺎ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﻤﺩﻴﺭﻴﺎﺕ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﻓﻘﺩ ﺒﻠﻎ ﺩﺭﺠﺔ‬
‫ﻜﺒﻴﺭﺓ ﺠﺩﹰﺍ‪ ،‬ﺤﻴﺙ ﺒﻠﻐﺕ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ )‪ (%80.51‬ﻭﻫﺫﺍ ﻴﺘﻔﻕ ﻤﻊ ﻤﺎ ﺼﺭ‪‬ﺡ ﺒﻪ ﺭﺅﺴﺎﺀ ﺃﻗﺴﺎﻡ‬
‫ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻤﻭﻀﺤﻴﻥ ﺃﻥ ﺘﻭﻅﻴﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻓﻴﺔ ﻤﻥ ﺨﻼل ﺍﺴﺘﺨﺩﺍﻡ‬

‫ﺍﻝﺒﺭﻴﺩ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ )ﺍﻹﻴﻤﻴل(‪ ،‬ﻭﻤﻭﺍﻗﻊ ﺍﻝﺘﻭﺍﺼل ﺍﻻﺠﺘﻤﺎﻋﻲ ﻜﺎﻝﻔﻴﺱ ﺒﻭﻙ ﻭﺍﻝﻤﻨﺘﺩﻴﺎﺕ ﺍﻝﺘﻲ ﻴﺘﻡ ﻤﻥ‬
‫ﺨﻼﻝﻬﺎ ﻁﺭﺡ ﻗﻀﺎﻴﺎ ﺘﺭﺒﻭﻴﺔ ﻭﻤﻨﺎﻗﺸﺔ ﺍﻷﻓﻜﺎﺭ ﻭﺘﺒﺎﺩل ﺍﻝﺨﺒﺭﺍﺕ‪ ،‬ﺃﻴﻀﺎ ﺃﻜﺩﻭﺍ ﺃﻥ ﺘﻘﺎﺭﻴﺭﻫﻡ ﺍﻹﺸﺭﺍﻓﻴﺔ‬
‫ﺘﻔﺭﻍ ﻓﻲ ﻨﻤﺎﺫﺝ ﺨﺎﺼﺔ ﻋﻠﻰ ﺍﻝﺤﺎﺴﻭﺏ ﻭﻴﺘﻡ ﺘﺨﺯﻴﻨﻬﺎ ﻭﺘﻘﺩﻴﻤﻬﺎ ﻝﻠﻤﺴﺅﻭﻝﻴﻥ ﺍﻝﻜﺘﺭﻭﻨﻴﺎ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ‬

‫ﺘﻭﻓﺭ ﻗﺎﻋﺩﺓ ﺒﻴﺎﻨﺎﺕ ﻋﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻭﺯﻴﺎﺭﺍﺘﻬﻡ‪ ،‬ﻭﻋﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺘﺨﺼﺼﺎﺘﻬﻡ ﻭﻝﻠﻤﺩﺍﺭﺱ‪ ،‬ﻤﺒﻭﺒﺔ‬
‫ﻭﻤﺨﺯﻨﺔ ﺍﻝﻜﺘﺭﻭﻨﻴﺎ ﻴﺴﻬل ﺍﻝﺭﺠﻭﻉ ﺇﻝﻴﻬﺎ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﺘﺤﺩﻴﺩ ﺍﻝﺯﻴﺎﺭﺍﺕ ﺍﻝﺼﻔﻴﺔ ﻭﺍﻝﺘﺒﺎﺩﻝﻴﺔ‬
‫ﻭﻤﻭﺍﻋﻴﺩﻫﺎ ﻭﺍﻹﻋﻼﻡ ﻋﻨﻬﺎ ﺍﻝﻜﺘﺭﻭﻨﻴﺎ‪ ،‬ﻜﻤﺎ ﺃﻥ ﺍﻝﺩﻋﻭﺓ ﻝﻺﺠﺘﻤﺎﻋﺎﺕ ﻭﻭﺭﺸﺎﺕ ﺍﻝﻌﻤل ﻭﺍﻝﻨﺸﺭﺍﺕ‬

‫ﺍﻝﺘﺭﺒﻭﻴﺔ ﺘﺘﻡ ﺍﻝﻜﺘﺭﻭﻨﻴﺎ‪ ،‬ﻭﺘﺼﻤﻴﻡ ﻤﻭﺍﻗﻊ ﻤﻐﻠﻘﺔ ﻝﻤﻌﻠﻤﻲ ﺍﻝﻤﺒﺤﺙ ﺒﻬﺩﻑ ﺘﺨﺯﻴﻥ ﻭﺘﺤﻠﻴل ﺍﻝﻤﺤﺘﻭﻯ‬
‫ﺍﻝﻌﻠﻤﻲ ﻭﻁﺭﺡ ﻗﻀﺎﻴﺎ ﺘﺨﺼﻬﻡ ﻴﻤﻜﻥ ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻨﻬﺎ ﻤﻥ ﻗﺒل ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻁﻠﺒﺔ ﻭﻝﻜﻥ ﻜﻤﺎ ﺫﻜﺭﺕ‬
‫ﺴﺎﺒﻘﺎ ﻫﺫﺍ ﺍﻝﺘﻭﻅﻴﻑ ﺘﻡ ﻀﻤﻥ ﺠﻬﻭﺩ ﻓﺭﺩﻴﺔ ﻏﻴﺭ ﺭﺴﻤﻴﺔ ﻭﻀﻤﻥ ﺍﻤﻜﺎﻨﻴﺎﺕ ﻤﺘﻭﺍﻀﻌﺔ‪ ،‬ﻜﻤﺎ ﺃﻅﻬﺭﺕ‬

‫ﻨﺘﺎﺌﺞ ﺘﺤﻠﻴل ﺍﻝﻤﻘﺎﺒﻠﺔ ﺘﻭﺍﻓﻘﹰﺎ ﻜﺒﻴﺭﹰﺍ ﻤﻊ ﻨﺘﺎﺌﺞ ﺘﺤﻠﻴل ﺍﻻﺴﺘﺒﺎﻨﺔ ﻓﻲ ﻤﻭﻀﻭﻉ ﺍﻝﻤﻌﻴﻘﺎﺕ ﺍﻝﺘﻲ ﺘﻌﺘﺭﺽ‬
‫ﻋﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﺍﻝﺘﻲ ﺘﺘﻀﻤﻥ ﻤﻌﻴﻘﺎﺕ ﺍﻝﺒﻨﻴﺔ ﺍﻝﺘﺤﺘﻴﺔ ﻜﺎﻝﻨﻘﺹ ﻓﻲ ﺃﺠﻬﺯﺓ ﺍﻝﺤﺎﺴﻭﺏ‪،‬‬
‫ﻭﻀﻌﻑ ﺸﺒﻜﺔ ﺍﻹﻨﺘﺭﻨﺕ ﺃﻭ ﻋﺩﻡ ﺘﻭﺍﻓﺭﻫﺎ‪ ،‬ﻭﻋﺩﻡ ﺁﻫﻠﻴﺔ ﺍﻝﺒﻨﻴﺔ ﺍﻝﺘﺤﺘﻴﺔ ﻝﻤﺜل ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻤﻥ ﺍﻹﺸﺭﺍﻑ‪،‬‬

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‫ﻼ ﻋﻠﻰ ﻗﻠﺔ ﺍﻝﺩﻋﻡ ﺍﻝﻤﺎﺩﻱ ﻝﻤﺸﺭﻭﻉ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﻭﺠﻭﺩ ﻤﻌﻴﻘﺎﺕ ﺒﺸﺭﻴﺔ ﺘﺘﻀﻤﻥ‬
‫ﻓﻀ ﹰ‬
‫ﺭﻓﺽ ﺍﻝﺠﻴل ﺍﻝﻘﺩﻴﻡ ﻤﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺸﺭﻓﻴﻥ ﻝﻔﻜﺭﺓ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ ،‬ﻭﻀﺭﻭﺭﺓ ﺘﻜﺜﻴﻑ‬
‫ﺍﻝﺘﺩﺭﻴﺏ ﻭﺍﻝﺩﻭﺭﺍﺕ ﺍﻝﻼﺯﻤﺔ ﻝﺫﻝﻙ‪ ،‬ﻭﻭﺠﻭﺩ ﺒﻌﺽ ﺍﻝﻤﻌﻴﻘﺎﺕ ﺍﻹﺩﺍﺭﻴﺔ‪ ،‬ﻫﺫﺍ ﻭﻗﺩ‪‬ﻡ ﺭﺅﺴﺎﺀ ﺃﻗﺴﺎﻡ‬

‫ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺒﻌﺽ ﺍﻻﻗﺘﺭﺍﺤﺎﺕ ﻝﺘﻼﻓﻲ ﺘﻠﻙ ﺍﻝﻤﻌﻭﻗﺎﺕ ﺘﺘﻀﻤﻥ ﺘﺤﺴﻴﻥ ﺍﻝﺒﻨﻴﺔ ﺍﻝﺘﺤﺘﻴﺔ ﻭﺘﻭﻓﻴﺭ‬
‫ﺍﻝﺩﻋﻡ ﺍﻝﻤﺎﺩﻱ ﻝﻌﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ ،‬ﻭﺘﺴﻭﻴﻕ ﺍﻝﻔﻜﺭﺓ ﻭﺩﻋﻤﻬﺎ ﻤﺎﺩﻴﹰﺎ‪ ،‬ﻭﺍﻝﺘﻨﺴﻴﻕ ﻤﻊ ﻤﺅﺴﺴﺎﺕ‬
‫ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﻤﺤﻠﻲ‪ ،‬ﻭﺘﻐﻴﻴﺭ ﺍﻝﻘﻭﺍﻨﻴﻥ ﻭﺴﻥ ﺘﺸﺭﻴﻌﺎﺕ ﺘﺩﻋﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪.‬‬

‫ﻜﻤﺎ ﺃﻅﻬﺭﺕ ﺍﻝﻨﺘﺎﺌﺞ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ) =‬
‫ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻨﺤﻭ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ‬ ‫‪(α0.05‬‬
‫ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺍﻝﺠﻨﺱ‬

‫ﻭﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻭﻓﻲ ﻤﺠﺎﻻﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻷﻭل ﻭﺍﻝﺜﺎﻝﺙ ﻭﺍﻝﺭﺍﺒﻊ‪ ،‬ﻓﻲ ﺤﻴﻥ ﻜﺎﻥ‬
‫ﺍﻝﻤﻌﺭﻓﺔ ﺒﺄﻫﻤﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﻝﺼﺎﻝﺢ ﺍﻝﺫﻜﻭﺭ‬ ‫ﻫﻨﺎﻙ ﻓﺭﻭﻗ ﹰﺎ ﻓﻲ ﺍﻝﻤﺠﺎل ﺍﻝﺜﺎﻨﻲ ﻭﻫﻭ‬
‫ﻭﻤﺅﻫل ﻤﺎﺠﺴﺘﻴﺭ ﻓﺄﻋﻠﻰ‪ ،‬ﻜﺫﻝﻙ ﺃﺸﺎﺭﺕ ﺍﻝﻨﺘﺎﺌﺞ ﺃﻴﻀﹰﺎ ﺇﻝﻰ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ‬

‫ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )‪ (α= 0.05‬ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻨﺤﻭ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ‬
‫ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭﻱ ﺍﻝﺘﺨﺼﺹ ﻭﺴﻨﻭﺍﺕ ﺍﻝﺨﺒﺭﺓ ﻓﻲ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻭﻓﻲ ﻤﺠﺎﻻﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻷﻭل ﻭﺍﻝﺜﺎﻨﻲ‬

‫ﻭﺍﻝﺜﺎﻝﺙ ﻭﺍﻝﺭﺍﺒﻊ‪.‬‬

‫ﺍﺴﺘﻌﺭﻀﺕ ﺍﻝﺒﺎﺤﺜﺔ ﻓﻲ ﻫﺫﺍ ﺍﻝﻔﺼل ﻨﺘﺎﺌﺞ ﺘﺤﻠﻴل ﺃﺩﺍﺘﻲ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻤﻘﺎﺒﻠﺔ ﻭﺍﻻﺴﺘﺒﺎﻨﺔ ﻭﺴﻴﺘﻡ‬
‫ﻋﺭﺽ ﻤﻨﺎﻗﺸﺔ ﻭﺘﻔﺴﻴﺭ ﺘﻠﻙ ﺍﻝﻨﺘﺎﺌﺞ ﻭﺭﺒﻁﻬﺎ ﻤﻊ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻭﺍﻝﺘﻭﺼل ﺇﻝﻰ ﺍﻝﺘﻭﺼﻴﺎﺕ ﻓﻲ‬

‫ﺍﻝﻔﺼل ﺍﻝﺘﺎﻝﻲ‪.‬‬

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 ‫ﺍﻝﻔﺼل ﺍﻝﺨﺎﻤﺱ‬

‫ﻤﻨﺎﻗﺸﺔ ﺍﻝﻨﺘﺎﺌﺞ ﻭﺍﻝﺘﻭﺼﻴﺎﺕ‬

‫ﻤﻨﺎﻗﺸﺔ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺴﺅﺍل ﺍﻝﺩﺭﺍﺴﺔ‬ ‫‪-‬‬

‫ﻤﻨﺎﻗﺸﺔ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺎﻝﻔﺭﻀﻴﺎﺕ‬ ‫‪-‬‬

‫ﺍﻝﺘﻭﺼﻴﺎﺕ‬ ‫‪-‬‬

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 ‫ﺍﻝﻔﺼل ﺍﻝﺨﺎﻤﺱ‬

‫ﻤﻨﺎﻗﺸﺔ ﺍﻝﻨﺘﺎﺌﺞ ﻭﺍﻝﺘﻭﺼﻴﺎﺕ‬

‫ﻴﺘﻨﺎﻭل ﻫﺫﺍ ﺍﻝﻔﺼل ﻤﻨﺎﻗﺸﺔ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﺘﻡ ﺍﻝﺘﻭﺼل ﺇﻝﻴﻬﺎ ﻤﻥ ﺨﻼل ﺃﺩﺍﺘﻲ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﻗﺩ‬

‫ﺍﺸﺘﻤﻠﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻋﻠﻰ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻷﺴﺌﻠﺔ ﻭﺍﻝﻔﺭﻀﻴﺎﺕ ﻜﻤﺎ ﻴﻠﻲ‪:‬‬

‫ﻤﻨﺎﻗﺸﺔ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺴﺅﺍل ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺭﺌﻴﺱ ﺍﻝﺫﻱ ﻴﻨﺹ ﻋﻠﻰ‪:‬‬

‫"ﻤﺎ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ‬
‫ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ"‬

‫ﻼ ﻋﻠﻰ ﺤﺩﻩ ﻝﺘﻜﻭﻥ ﻤﺠﻤل‬

‫ﻝﻺﺠﺎﺒﺔ ﻋﻥ ﻫﺫﺍ ﺍﻝﺴﺅﺍل ﻴﺘﻁﻠﺏ ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﻤﺠﺎﻻﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻜ ﹰ‬
‫ﺍﻹﺠﺎﺒﺎﺕ ﻫﻲ ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻝﺭﺌﻴﺱ ﻭﻫﺫﻩ ﺍﻝﻤﺠﺎﻻﺕ ﺍﻝﻤﻌﺭﻓﺔ ﺒﻤﻔﻬﻭﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪،‬‬

‫ﻭﺍﻝﻤﻌﺭﻓﺔ ﺒﺄﻫﻤﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ ،‬ﻭﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ‪،‬‬

‫ﻭﻤﻌﻭﻗﺎﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ ،‬ﻤﻥ ﻫﻨﺎ ﺴﺘﺘﻨﺎﻭل ﺍﻝﺒﺎﺤﺜﺔ ﺍﻹﺠﺎﺒﺔ ﻋﻥ ﻫﺫﺍ ﺍﻝﺴﺅﺍل ﻭﻓﻕ‬
‫ﺍﻝﻤﺠﺎﻻﺕ ﺍﻷﺭﺒﻌﺔ ﻋﻠﻰ ﺍﻝﻨﺤﻭ ﺍﻵﺘﻲ‪:‬‬

‫‪ -1‬ﻤﺎ ﻭﺍﻗﻊ ﺍﻝﻤﻌﺭﻓﺔ ﺒﻤﻔﻬﻭﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ؟‬

‫ﻴﺘﻀﺢ ﻤﻥ ﻨﺘﺎﺌﺞ ﺘﺤﻠﻴل ﺍﻻﺴﺘﺒﺎﻨﺔ ﺃﻥ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻤﺠﺎل ﻭﺍﻗﻊ ﺍﻝﻤﻌﺭﻓﺔ ﺒﻤﻔﻬﻭﻡ ﺍﻹﺸﺭﺍﻑ‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺒﻠﻐﺕ )‪ (%81.01‬ﻭﻫﻲ ﻨﺴﺒﺔ ﻜﺒﻴﺭﺓ ﺠﺩﹰﺍ‪ ،‬ﻤﻥ ﻫﻨﺎ ﻴﻤﻜﻥ ﺍﻝﻘﻭل ﺃﻥ ﻭﺍﻗﻊ ﺍﻝﻤﻌﺭﻓﺔ‬

‫ﺒﻤﻔﻬﻭﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺒﻠﻎ ﺩﺭﺠﺔ ﻜﺒﻴﺭﺓ ﺠﺩﹰﺍ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﻤﻥ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ‬
‫ﻭﻫﺫﺍ ﻴﺘﻭﺍﻓﻕ ﻤﻊ ﻨﺘﺎﺌﺞ ﺍﻝﻤﻘﺎﺒﻠﺔ ﺍﻝﺘﻲ ﻤﻥ ﺨﻼﻝﻬﺎ ﺘﺒﻴﻥ ﻝﺩﻯ ﺍﻝﺒﺎﺤﺜﺔ ﺃﻥ ﺍﻝﻤﺴﺘﺠﻴﺒﻴﻥ ﻜﺎﻓﺔ ﻋﻠﻰ ﻋﻠﻡ‬
‫ﻭﻤﻌﺭﻓﺔ ﺒﻤﻔﻬﻭﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ ،‬ﻭﻗﺩ ﺘﻭﺍﻓﻘﺕ ﺇﺠﺎﺒﺎﺘﻬﻡ ﻤﻊ ﺇﺠﺎﺒﺎﺕ ﻤﻥ ﻗﺎﻤﻭﺍ ﺒﺘﻌﺒﺌﺔ ﺍﻻﺴﺘﺒﺎﻨﺔ‬

‫ﻤﻘﺭ‪‬ﻴﻥ ﺒﺎﻹﺠﻤﺎﻉ ﺒﺄﻥ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺘﺨﻁﻰ ﺍﻝﺤﺩﻭﺩ ﺍﻝﻤﻜﺎﻨﻴﺔ ﻭﺍﻝﺯﻤﺎﻨﻴﺔ‪ ،‬ﻜﻤﺎ ﺃﻜﺩﻭﺍ ﺃﻥ‬
‫ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺴﺎﻋﺩ ﺍﻝﻤﻌﻠﻡ ﻋﻠﻰ ﺍﻝﺘﻔﺎﻋل ﺍﻝﻨﺸﻁ ﻤﻊ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺴﻭﺍﺀ ﺒﺼﻭﺭﺓ‬
‫ﻤﺘﺯﺍﻤﻨﺔ ﺃﻭ ﻏﻴﺭ ﻤﺘﺯﺍﻤﻨﺔ ﻤﻨﻭﻫﻴﻥ ﻝﻬﺫﺍ ﺍﻝﺘﻔﺎﻋل ﻋﺒﺭ ﻤﻭﺍﻗﻊ ﺍﻝﺘﻭﺍﺼل ﺍﻹﺠﺘﻤﺎﻋﻲ )ﺍﻝﻔﻴﺱ ﺒﻭﻙ(‬

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‫ﻭﺍﻝﻤﻨﺘﺩﻴﺎﺕ ﺍﻝﺘﻲ ﻗﺎﻡ ﺍﻝﺒﻌﺽ ﺒﺈﻨﺸﺎﺌﻬﺎ ﺒﺠﻬﺩ ﺸﺨﺼﻲ ﺫﺍﺘﻲ ﻏﻴﺭ ﺭﺴﻤﻲ‪ ،‬ﻭﺒﻌﺽ ﺍﻝﻤﻭﺍﻗﻊ ﺍﻻﻝﻜﺘﺭﻭﻨﻴﺔ‬
‫ﻝﺒﻌﺽ ﺍﻝﻤﺩﺍﺭﺱ ﻭﺍﻝﺘﻲ ﻴﺸﺎﺭﻙ ﺒﻬﺎ ﺃﻭﻝﻴﺎﺀ ﺍﻷﻤﻭﺭ ﻭﺍﻝﻁﻠﺒﺔ ﻭﺍﻝﻤﻌﻠﻤﻭﻥ ﻭﺍﻝﻤﺸﺭﻓﻭﻥ ﺃﻴﻀﹰﺎ‪ ،‬ﻤﺅﻜﺩﻴﻥ‬
‫ﺃﻨﻬﻡ ﻴﻘﺩﻤﻭﻥ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﻤﻥ ﺨﻼﻝﻬﺎ‪ ،‬ﻭﻫﺫﺍ ﻴﻌﺘﻤﺩ ﻋﻠﻰ ﺍﺴﺘﺨﺩﺍﻤﻬﻡ ﻝﻠﺤﺎﺴﺏ ﺍﻵﻝﻲ ﻭﺸﺒﻜﺔ‬

‫ﺍﻻﻨﺘﺭﻨﺕ ﻭﺃﺩﻭﺍﺘﻪ ﺍﻝﻤﺘﻭﻓﺭﺓ ﺤﺴﺏ ﺇﻤﻜﺎﻨﻴﺎﺕ ﻜل ﻤﺩﻴﺭﻴﻪ‪ ،‬ﻜﻤﺎ ﺃﺸﺎﺭﻭﺍ ﺃﻥ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻤﻥ ﺍﻹﺸﺭﺍﻑ‬
‫ﻗﺩ ﻭﻓﹼﺭ ﻝﻬﻡ ﺍﻝﻤﺭﻭﻨﺔ ﻭﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻝﺘﻜﻴﻑ ﻤﻊ ﻅﺭﻭﻑ ﺍﻝﻤﻌﻠﻤﻴﻥ‪ ،‬ﻭﻫﺫﺍ ﻤﺎ ﺃﻜﺩﻩ ﺃﺤﺩ ﺭﺅﺴﺎﺀ ﺃﻗﺴﺎﻡ‬
‫ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻤﻥ ﺃﻥ ﺒﻌﺽ ﺍﻝﻤﺩﺍﺭﺱ ﺘﻘﻊ ﺨﻠﻑ ﺍﻝﺠﺩﺍﺭ ﻭﺃﻨﻬﻡ ﻁﺎﻝﺒﻭﺍ ﺴﻠﻁﺎﺕ ﺍﻹﺤﺘﻼل‬

‫ﺒﺎﻝﺴﻤﺎﺡ ﻝﻬﻡ ﺒﺎﻝﺫﻫﺎﺏ ﻝﺘﻠﻙ ﺍﻝﻤﺩﺍﺭﺱ ﻤﻥ ﺨﻼل ﺘﻘﺩﻴﻤﻬﻡ ﻝﺘﺼﺎﺭﻴﺢ ﺘﻤﻜﻨﻬﻡ ﻤﻥ ﺍﻝﺩﺨﻭل ﻝﺘﻠﻙ‬
‫ﺍﻝﻤﺩﺍﺭﺱ ﻭﺘﻘﺩﻴﻡ ﺍﻝﺨﺩﻤﺎﺕ ﻝﻬﻡ ﻭﺍﻝﺘﻭﺍﺼل ﻤﻌﻬﻡ‪ ،‬ﺇﻻ ﺃﻨﻪ ﺘﻡ ﺭﻓﻀﻬﺎ ﻭﻝﻜﻨﻬﻡ ﻤﻥ ﺨﻼل ﺍﻻﻴﻤﻴل‬
‫ﻭﺍﺴﺘﺨﺩﺍﻡ ﺸﺒﻜﺔ ﺍﻻﻨﺘﺭﻨﺕ ﻭﻓﹼﺭ ﻋﻠﻴﻬﻡ ﻋﻨﺎﺀ ﺍﻝﺫﻫﺎﺏ ﻏﻴﺭ ﺍﻝﻤﻤﻜﻥ ﻭﻤﺘﺎﺒﻌﻪ ﺘﻠﻙ ﺍﻝﻤﺩﺍﺭﺱ‪ ،‬ﻭﻫﺫﺍ ﻤﺎ‬

‫ﺃﻜﺩ ﻨﻘﻁﺔ ﺃﺴﺎﺴﻴﺔ ﺃﻥ ﺍﻻﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺘﺠﺎﻭﺯ ﺍﻝﺒﻌﺩ ﺍﻝﺠﻐﺭﺍﻓﻲ ﻭﺍﻝﺯﻤﺎﻨﻲ ﻭﺘﻜﻴﻑ ﻤﻊ ﻅﺭﻭﻑ‬
‫ﺍﻝﻤﻌﻠﻤﻴﻥ ﻀﻤﻥ ﺍﻤﻜﺎﻨﻴﺎﺘﻬﻡ ﺍﻝﻤﺘﻭﺍﻀﻌﺔ‪.‬‬

‫ﻭﻫﺫﺍ ﻴﺘﻭﺍﻓﻕ ﻤﻊ ﺩﺭﺍﺴﺔ ﺍﻝﺸﺎﻓﻌﻲ )‪ (2007‬ﺍﻝﺘﻲ ﺃﻅﻬﺭﺕ ﺃﻥ ﻨﺴﺒﺔ ﻋﺎﻝﻴﺔ ﻤﻥ ﺃﻓﺭﺍﺩ ﺍﻝﻌﻴﻨﺔ‬

‫ﻴﺭﻭﻥ ﺃﻥ ﺍﻹﻨﺘﺭﻨﺕ ﺘﻘﻨﻴﺔ ﻤﺘﻁﻭﺭﺓ ﻴﺠﺏ ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻨﻬﺎ‪ ،‬ﻭﺩﺭﺍﺴﺔ ﺴﻔﺭ )‪ (2008‬ﺍﻝﺘﻲ ﺃﻅﻬـﺭﺕ ﺃﻥ‬
‫ﻤﻔﻬﻭﻡ ﺍﻹﺸﺭﺍﻑ ﻋﻥ ﺒ‪‬ﻌﺩ ﻭﺍﻀﺢ ﺒﺩﺭﺠﺔ ﻜﺒﻴﺭﺓ ﻝﺩﻯ ﺍﻝﻤﺸﺭﻓﺎﺕ ﺍﻝﺘﺭﺒﻭﻴﺎﺕ‪ ،‬ﻭﺃﺠﻤﻌـﺕ ﺍﻝﻤﺸـﺭﻓﺎﺕ‬
‫ﺒﺄﻫﻤﻴﺔ ﻭﻀﺭﻭﺭﺓ ﺘﻁﺒﻴﻘﻪ ﺒﺩﺭﺠﺔ ﻜﺒﻴﺭﺓ ﻝﺘﺘﻨﺎﺴﺏ ﻤﻊ ﻤﺘﻁﻠﺒﺎﺕ ﺍﻝﻌﺼﺭ ﺍﻝﺤﺩﻴﺙ‪ ،‬ﻭﺩﺭﺍﺴﺔ ﺍﻝﻤﻌﺒـﺩﻱ‬

‫)‪ (2011‬ﺍﻝﺘﻲ ﺃﻅﻬﺭﺕ ﺃﻥ ﺩﺭﺠﺔ ﻤﻌﺭﻓﺔ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﺒﻤﻜﺔ ﺍﻝﻤﻜﺭﻤـﺔ ﻝﻤﻔﻬـﻭﻡ ﻭﺃﻫﻤﻴـﺔ‬
‫ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻜﺎﻨﺕ ﺒﺩﺭﺠﺔ ﻜﺒﻴﺭﺓ‪ ،‬ﻭﺩﺭﺍﺴـﺔ ﻓـﺎﻥ ﻫـﻭﺭﻥ ﻭﺁﺨـﺭﻭﻥ) & ‪Van Horn‬‬
‫‪ (Others, 2001‬ﺍﻝﺘﻲ ﺃﺜﺒﺘﺕ ﻤﺩﻯ ﻗﺩﺭﺓ ﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻝﺤﺎﺴﺏ ﻭﺘﻭﻅﻴﻔﻬﺎ ﻓـﻲ ﺨﺩﻤـﺔ ﺍﻹﺸـﺭﺍﻑ‬

‫ﺍﻝﺘﺭﺒﻭﻱ ﻭﺫﻝﻙ ﺒﺎﻴﺼﺎل ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻝﻠﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺍﻝﻤﻨﺎﻁﻕ ﺍﻝﻨﺎﺌﻴﺔ ﻭﺇﻤﻜﺎﻨﻴﺔ ﺘﺩﺭﻴﺒﻬﻡ ﺒﺎﺴﺘﺨﺩﺍﻡ ﻫـﺫﻩ‬
‫ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ‪ ،‬ﻜﻤﺎ ﺘﺘﻔﻕ ﻤﻊ ﺩﺭﺍﺴﺔ ﺍﻝﺒﻠﻭﻱ )‪ (2012‬ﺍﻝﺘﻲ ﺃﺸﺎﺭﺕ ﺇﻝﻰ ﺃﻥ ﺩﺭﺠﺔ ﺃﻫﻤﻴـﺔ ﺍﻹﺸـﺭﺍﻑ‬
‫ﺍﻝﺘﺭﺒﻭﻱ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻜﺎﻨﺕ ﺒﺩﺭﺠﺔ ﻋﺎﻝﻴﺔ‪.،‬‬

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 ‫‪ -2‬ﻤﺎ ﻭﺍﻗﻊ ﺍﻝﻤﻌﺭﻓﺔ ﺒﺄﻫﻤﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ؟‬

‫ﺘﺒﻴﻥ ﻤﻥ ﻨﺘﺎﺌﺞ ﺍﻝﺘﺤﻠﻴل ﺃﻥ ﻤﺠﺎل ﻭﺍﻗﻊ ﺍﻝﻤﻌﺭﻓﺔ ﺒﺄﻫﻤﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻗﺩ ﺤﺼل ﻋﻠﻰ‬
‫ﻨﺴﺒﺔ ﺍﺴﺘﺠﺎﺒﺔ ﺒﻠﻐﺕ )‪ ،(%76.41‬ﻭﻫﺫﺍ ﻴﺩل ﻋﻠﻰ ﻨﺴﺒﺔ ﻤﻭﺍﻓﻘﺔ ﻜﺒﻴﺭﺓ ﻨﺤﻭ ﺍﻷﺴﺌﻠﺔ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﻬﺫﺍ‬

‫ﺍﻝﻤﺠﺎل‪ ،‬ﻭﻫﺫﻩ ﺍﻝﻨﺘﻴﺠﺔ ﺘﺘﻔﻕ ﻤﻊ ﻨﺘﺎﺌﺞ ﺍﻝﻤﻘﺎﺒﻠﺔ ﺒﺄﻥ ﻜﺎﻓﺔ ﻤﻥ ﺘﻤﺕ ﻤﻘﺎﺒﻠﺘﻬﻡ ﺍﻋﺘﺒﺭﻭﺍ ﺘﻭﻅﻴﻑ‬
‫ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﺃﻤﺭﹰﺍ ﻀﺭﻭﺭﻴ ﹰﺎ ﻭﻀﺭﻭﺭﻴ ﹰﺎ ﺠﺩﹰﺍ‪ ،‬ﻝﻤﺎ ﻝﻪ ﻤﻥ ﺃﻫﻤﻴﺔ ﻜﺒﻴﺭﺓ ﻜﻭﻨﻪ‬
‫ﺃﺼﺒﺢ ﻤﻥ ﻤﺘﻁﻠﺒﺎﺕ ﻋﺼﺭﻨﺎ ﺍﻝﺤﺎﻝﻲ ﺍﻝﺫﻱ ﻴﻌﺘﺒﺭ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻫﻲ ﻝﻐﺔ ﺍﻝﻌﺼﺭ ﻤﻤﺎ ﻴﺤﺘﻡ ﻋﻠﻴﻨﺎ ﺃﻥ‬

‫ﻨﺘﻜﻴﻑ ﻤﻊ ﻋﺼﺭﻨﺎ‪ ،‬ﻭﺃﺤﻭﺝ ﻤﺎ ﻴﻜﻭﻥ ﻝﺫﻝﻙ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﻤﺒﺭﺭﻴﻥ ﺫﻝﻙ ﺒﺄﻥ ﺍﻝﻤﻌﻠﻡ ﻤﻁﺎﻝﺏ‬
‫ﺒﺘﻭﻅﻴﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻝﺘﻌﻠﻤﻴﺔ‪ ،‬ﻭﻫﻨﺎﻙ ﺒﻨﻭﺩ ﻓﻲ ﺘﻘﻴﻴﻡ ﺍﻝﻤﻌﻠﻡ ﺘﺘﻌﻠﻕ ﺒﻬﺫﺍ ﺍﻝﺸﺄﻥ‪،‬‬
‫ﻜﻴﻑ ﺫﻝﻙ ﻭﺍﻝﻤﺸﺭﻑ ﻻ ﻴﺯﺍل ﻴﺘﻌﺎﻤل ﺒﻁﺭﻕ ﺘﻘﻠﻴﺩﻴﺔ ﻝﻥ ﻴﻜﻭﻥ ﺍﻷﻤﺭ ﻤﻘﻨﻌﹰﺎ ﻋﻠﻰ ﺤﺩ ﻗﻭﻝﻬﻡ ﺍﻷﻤﺭ‬

‫ﻻ ﻜﻲ ﻴﺅﻫل ﺍﻝﻤﻌﻠﻡ ﺜﺎﻨﻴﹰﺎ‪ ،‬ﻤﻌﺘﺒﺭﻴﻥ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ‬

‫ﻼ ﺃﻭ ﹰ‬
‫ﺍﻝﺫﻱ ﻴﺘﻁﻠﺏ ﺃﻥ ﻴﻜﻭﻥ ﺍﻝﻤﺸﺭﻑ ﻤﺅﻫ ﹰ‬
‫ﻭﺍﻹﺸﺭﺍﻓﻴﺔ ﺨﻁﺎﻥ ﻤﺘﻭﺍﺯﻴﺎﻥ ﻴﺠﺏ ﺃﻥ ﻴﺴﻴﺭﺍﻥ ﻤﻌﺎ‪ ،‬ﻓﻤﺎ ﻴﺤﺩﺙ ﻤﻥ ﺘﻁﻭﺭ ﻓﻲ ﺍﻝﺠﺎﻨﺏ ﺍﻝﺘﻌﻠﻴﻤﻲ‬
‫ﻴﺠﺏ ﺃﻥ ﻴﻭﺍﻜﺒﺔ ﺍﻝﺠﺎﻨﺏ ﺍﻹﺸﺭﺍﻓﻲ‪ ،‬ﻜﻤﺎ ﺍﻋﺘﺒﺭﻭﻩ ﻤﻬﻤﹰﺎ ﻜﻭﻨﻪ ﻴﻭﻓﺭ ﺍﻝﻭﻗﺕ ﻭﺍﻝﺠﻬﺩ ﻭﺍﻝﺘﻜﻠﻔﺔ‪ ،‬ﻭﻴﺴﺎﻫﻡ‬

‫ﻓﻲ ﺴﺭﻋﺔ ﺍﻝﻌﻤل ﻭﺩﻗﺘﻪ ﻷﻨﻪ ﻴﻘﻭﻡ ﻋﻠﻰ ﺘﺨﺯﻴﻥ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺘﺒﻭﻴﺒﻬﺎ ﺍﻝﻜﺘﺭﻭﻨﻴﺎ ﺒﻁﺭﻴﻘﺔ ﺘﻤﻜﻥ‬
‫ﺍﻝﻤﺸﺭﻓﻴﻥ ﻤﻥ ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻨﻬﺎ ﻓﻲ ﺃﻱ ﻭﻗﺕ ﻴﺸﺎﺅﻭﻥ‪ ،‬ﻤﻤﺎ ﺠﻌل ﺃﺤﻜﺎﻤﻬﻡ ﻭﻗﺭﺍﺭﺍﺘﻬﻡ ﺼﺎﺌﺒﺔ‪ ،‬ﻭﻫﺫﺍ‬
‫ﻴﻘﻭﻴﻬﻡ ﻭﻴﺯﻴﺩ ﻤﻥ ﺜﻘﺘﻬﻡ ﺒﺄﻨﻔﺴﻬﻡ ﻭﺜﻘﺔ ﺍﻵﺨﺭﻴﻥ ﺒﻬﻡ‪ ،‬ﻜﻤﺎ ﺍﻋﺘﺒﺭﻭﻩ ﻤﻥ ﺘﻭﺠﻬﺎﺕ ﺍﻝﻭﺯﺍﺭﺓ ﻭﺴﻌﻴﻬﺎ‬

‫ﻹﺩﺨﺎل ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ‪ ،‬ﺍﺒﺘﺩﺍﺀ ﻤﻥ ﺘﻘﺎﺭﻴﺭﻫﻡ ﺍﻹﺸﺭﺍﻓﻴﺔ ﺍﻝﻤﻁﺒﻭﻋﺔ ﻭﺍﻝﺘﻲ ﻴﺘﻡ‬
‫ﻼ ﻋﻥ ﺍﻝﺩﻭﺭﺍﺕ ﺍﻝﺘﻲ‬
‫ﺘﻔﺭﻴﻐﻬﺎ ﺒﻨﻤﺎﺫﺝ ﻤﺤﺩﺩﺓ‪ ،‬ﻭﺍﻨﺘﻬﺎﺀ ﺒﻤﺭﺍﺴﻼﺘﻬﻡ ﻋﺒﺭ ﺍﻝﺒﺭﻴﺩ ﺍﻻﻝﻜﺘﺭﻭﻨﻲ‪ ،‬ﻓﻀ ﹰ‬
‫ﺸﺎﺭﻙ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺒﻬﺎ ﻝﺘﻁﻭﻴﺭ ﻗﺩﺭﺍﺘﻬﻡ ﻭﻤﻬﺎﺭﺍﺘﻬﻡ ﺍﻝﺤﺎﺴﻭﺒﻴﺔ ﻜﺩﻭﺭﺓ )‪ ،(Intel-weller‬ﺇﻴﻤﺎﻨﹰﺎ ﻤﻨﻬﻡ‬

‫ﺒﺄﻨﻬﺎ ﺘﺴﺎﻫﻡ ﻓﻲ ﺇﺜﺭﺍﺀ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﺔ ﻭﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺘﻔﺘﺢ ﺁﻓﺎﻗﺎ ﻝﻠﺠﻤﻴﻊ‪ ،‬ﻭﺫﻝﻙ ﻤﻥ ﺨﻼل ﺍﻝﺘﻭﺍﺼل‬
‫ﻭﺘﺒﺎﺩل ﺍﻝﺨﺒﺭﺍﺕ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻝﻜﺎﻓﺔ ﺸﺭﺍﺌﺢ ﺍﻝﻘﻁﺎﻉ ﺍﻝﺘﻌﻠﻴﻤﻲ ﻭﺍﻝﺘﺭﺒﻭﻱ ﻋﺒﺭ ﺍﻝﻤﻨﺘﺩﻴﺎﺕ ﻭﻤﻭﺍﻗﻊ‬
‫ﺍﻝﻤﺩﺍﺭﺱ ﻋﻠﻰ ﺍﻝﺸﺒﻜﺔ ﺍﻝﻌﻨﻜﺒﻭﺘﻴﺔ ﻭﺍﻝﺘﻲ ﻗﺎﻤﻭﺍ ﺒﺈﻨﺸﺎﺌﻬﺎ ﺒﺠﻬﻭﺩ ﺸﺨﺼﻴﺔ ﺫﺍﺘﻴﺔ ﻏﻴﺭ ﺭﺴﻤﻴﺔ ﻋﻠﻰ ﺤﺩ‬

‫ﻗﻭﻝﻬﻡ‪ ،‬ﻭﻫﺫﻩ ﺍﻝﻤﻨﺘﺩﻴﺎﺕ ﻭﺍﻝﻤﻭﺍﻗﻊ ﺘﺴﺎﻋﺩ ﻋﻠﻰ ﺍﻹﺒﺩﺍﻉ ﻭﺍﻹﺒﺘﻜﺎﺭ‪ ،‬ﻭﺍﻝﺒﻌﺽ ﻤﻨﻬﻡ ﻨﻭﻩ ﻝﺘﺠﺎﺭﺏ ﻋﺩﻴﺩﻩ‬
‫ﻗﺎﻡ ﺒﻬﺎ ﺍﻝﻤﻌﻠﻤﻭﻥ ﺃﺒﻬﺭﺕ ﺭﺅﺴﺎﺀ ﺃﻗﺴﺎﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻭﻜﺸﻔﺕ ﻋﻥ ﻤﻭﺍﻫﺏ ﻭﻗﺩﺭﺍﺕ ﻤﻌﻠﻤﻴﻥ‬
‫ﻓﺎﻗﺕ ﻗﺩﺭﺍﺕ ﻭﻤﻭﺍﻫﺏ ﻤﺸﺭﻓﻴﻬﻡ ﻭﺃﺒﺭﺯﺕ ﺇﺒﺩﺍﻋﺎﺘﻬﻡ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﺍﻝﺜﻘﺔ ﺍﻝﺘﻲ ﺘﺯﺩﺍﺩ ﺒﻴﻥ ﺍﻝﻤﻌﻠﻡ‬
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‫ﻭﺍﻝﻤﺸﺭﻑ ﻨﺘﻴﺠﺔ ﻝﺘﻘﺩﻴﻡ ﺍﻝﺘﻐﺫﻴﺔ ﺍﻝﺭﺍﺠﻌﺔ ﺒﺄﺴﻠﻭﺏ ﻓﻴﻪ ﺃﺭﻴﺤﻴﺔ ﻜﻤﺎ ﻭﺼﻔﻪ ﺃﺤﺩﻫﻡ ﻋﻠﻰ ﺤﺩ ﻗﻭﻝﻪ‬
‫ﻤﻨﻭﻫﹰﺎ ﺃﻥ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺒﻬﺫﻩ ﺍﻝﻁﺭﻴﻘﺔ ﺴﺎﻋﺩ ﻋﻠﻰ ﺇﻴﺠﺎﺩ ﺒﻴﺌﺔ ﺘﻔﺎﻋﻠﻴﺔ ﻨﺸﻁﻪ ﺘﻠﺒﻲ ﺍﺤﺘﻴﺎﺠﺎﺕ‬
‫ﺍﻝﻤﻌﻠﻤﻴﻥ ﺍﻝﺤﺎﻝﻴﺔ ﻭﺍﻝﻤﺴﺘﻘﺒﻠﻴﺔ‪ ،‬ﻓﻀﻼ ﻋﻥ ﺃﻨﻬﺎ ﺴﺎﻫﻤﺕ ﻓﻲ ﺒﻨﺎﺀ ﻋﻼﻗﺔ ﺇﻨﺴﺎﻨﻴﺔ ﺘﺜﻴﺭ ﺩﺍﻓﻌﻴﺔ ﺍﻝﻤﻌﻠﻡ‬

‫ﻤﻤﺎ ﺨﻔﻑ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻷﻋﺒﺎﺀ ﺍﻝﻤﻠﻘﺎﻩ ﻋﻠﻰ ﻋﺎﺘﻕ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ‪ ،‬ﻝﻴﺱ ﻫﺫﺍ ﻭﺤﺴﺏ ﺒل ﺘﺘﺠﻪ‬
‫ﻼ ﻭﺍﻝﻌﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻓﻴﺔ ﺘﺘﺠﺔ ﻝﺘﻜﻭﻥ‬
‫ﻼ ﺒﺎﻷﻤﺱ ﺃﺼﺒﺢ ﺍﻵﻥ ﻤﺭﺴ ﹰ‬
‫ﻷﻥ ﺘﹸﻠﻐﻲ ﺍﻷﺩﻭﺍﺭ ﻓﻤﻥ ﻜﺎﻥ ﻤﺴﺘﻘﺒ ﹰ‬
‫ﺍﺴﺘﺸﺎﺭﻴﺔ ﻋﻠﻰ ﺤﺩ ﻗﻭﻝﻪ‪ ،‬ﻜﻤﺎ ﺍﻋﺘﺒﺭﻭﻩ ﻤﻬﻤﺎ ﻜﻭﻨﻪ ﺃﺼﺒﺢ ﻤﻁﻠﺒﺎ ﻤﻥ ﻤﻁﺎﻝﺏ ﺍﻝﻭﺯﺍﺭﺓ ﺍﻝﺘﻲ ﺘﺴﻌﻰ‬

‫ﺍﻝﻭﺯﺍﺭﺓ ﻤﻥ ﺨﻼﻝﻬﺎ ﻋﻠﻰ ﺍﻜﺴﺎﺏ ﻁﻭﺍﻗﻤﻬﺎ ﻤﻥ ﺍﺩﺍﺭﻴﻴﻥ ﻭﻤﻌﻠﻤﻴﻥ ﻭﻤﺸﺭﻓﻴﻥ ﻫﺫﻩ ﺍﻝﻤﻬﺎﺭﺓ ﻭﻫﺫﺍ‬
‫ﺍﻝﺘﻭﻅﻴﻑ‪ ،‬ﻭﺘﺴﻌﻰ ﺇﻝﻴﻪ ﺒﺨﻁﻭﺍﺕ ﺤﺜﻴﺜﻪ ﻭﻝﻜﻨﻬﺎ ﺘﺴﻴﺭ ﺒﺨﻁﻰ ﻤﺘﺩﺭﺠﺔ ﻝﻺﻨﺘﻘﺎل ﺇﻝﻰ ﺍﻹﺸﺭﺍﻑ‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺒﺠﻬﻭﺩ ﻭﺍﻤﻜﺎﻨﻴﺎﺕ ﻤﺘﻭﺍﻀﻌﺔ‪ ،‬ﻭﺍﻹﺴﺘﻔﺎﺩﺓ ﻤﻥ ﻜل ﻤﺎﻫﻭ ﻤﺘﺎﺡ ﻝﺩﻴﻬﻡ ﻝﺘﻭﻅﻴﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ‬

‫ﻝﺨﺩﻤﺔ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﺍﻝﺫﻱ ﻴﺠﺏ ﺃﻥ ﻴﻌﻤل ﺠﻨﺒﺎ ﺇﻝﻰ ﺠﻨﺏ ﻤﻊ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﺍﻝﺘﻘﻠﻴﺩﻱ ﻭﻋﺩﻡ‬
‫ﺇﻝﻐﺎﺀ ﺍﻝﺯﻴﺎﺭﺓ ﺍﻝﺼﻔﻴﺔ ﻭﺍﻝﻤﺘﺎﺒﻌﺔ ﺍﻝﻤﺒﺎﺸﺭﺓ ﺒل ﺍﻝﻌﻤل ﺒﺎﻝﻁﺭﻴﻘﺔ ﺍﻝﻤﺒﺎﺸﺭﺓ ﻭﺍﻝﻐﻴﺭ ﻤﺒﺎﺸﺭﺓ ﻝﺘﺠﻭﻴﺩ‬
‫ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻝﺘﻌﻠﻤﻴﺔ ﺒﻜل ﺠﻭﺍﻨﺒﻬﺎ‪.‬‬

‫ﺇﻥ ﻨﺴﺒﺔ ﺍﻝﻤﻭﺍﻓﻘﺔ ﺍﻝﻜﺒﻴﺭﺓ ﺒﻴﻥ ﻨﺘﺎﺌﺞ ﺍﻻﺴﺘﺒﺎﻨﺔ ﻭﻨﺘﺎﺌﺞ ﺍﻝﻤﻘﺎﺒﻼﺕ ﻨﺤﻭ ﺍﻷﺴﺌﻠﺔ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﻬﺫﺍ‬
‫ﺍﻝﻤﺠﺎل ﻴﺸﻴﺭ ﺇﻝﻰ ﺃﻥ ﻫﻨﺎﻙ ﻤﻌﺭﻓﺔ ﺒﺄﻫﻤﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺒﻠﻐﺕ ﺒﺩﺭﺠﺔ ﻜﺒﻴﺭﺓ ﻤﻥ ﻭﺠﻬﺔ‬
‫ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻤﻤﺎ ﻴﺸﻜل ﺃﺭﻀﻴﺔ ﺨﺼﺒﻪ ﻝﺘﻁﺒﻴﻘﻪ ﻋﻠﻰ ﻨﻁﺎﻕ ﻭﺍﺴﻊ ﻭﺘﻁﻭﻴﺭﻩ‪ ،‬ﻭﻫﻭ‬

‫ﻤﺅﺸﺭ ﺇﻴﺠﺎﺒﻲ ﻨﺤﻭ ﻭﻀﻊ ﺨﻁﺔ ﺍﻨﺘﻘﺎﻝﻴﺔ ﻤﻥ ﻗﺒل ﺍﻝﺠﻬﺎﺕ ﺍﻝﻤﺨﺘﺼﺔ ﺘﻨﻘل ﻋﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻑ ﻤﻥ ﺍﻝﻨﻤﻁ‬
‫ﺍﻝﺘﻘﻠﻴﺩﻱ ﺇﻝﻰ ﺍﻝﻨﻤﻁ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺍﻝﻤﺤﻭﺴﺏ ﻭﺍﻝﺤﺩﻴﺙ ﻝﻴﻐﻁﻲ ﺠﻤﻴﻊ ﺃﻨﺤﺎﺀ ﺍﻝﻤﺠﺎل ﺍﻹﺸﺭﺍﻓﻲ ﺍﻝﺘﺭﺒﻭﻱ‬
‫ﻭﻝﻜﻥ ﻤﻊ ﻋﺩﻡ ﺇﻝﻐﺎﺀ ﺩﻭﺭ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﻘﻠﻴﺩﻱ‪.‬‬

‫ﻭﺘﺘﻔﻕ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻊ ﻨﺘﺎﺌﺞ ﺩﺭﺍﺴﺔ ﺍﻝﺸﺎﻓﻌﻲ )‪ ،(2007‬ﻭﺩﺭﺍﺴﺔ ﺍﻝﺒﻠﻭﻱ )‪،(2011‬‬

‫ﻭﺴﻔﺭ )‪ (2008‬ﺍﻝﺘﻲ ﺃﻅﻬﺭﺕ ﻨﺘﺎﺌﺠﻬﺎ ﻭﺠﻭﺩ ﺃﻫﻤﻴﺔ ﻝﻺﻨﺘﺭﻨﺕ ﻭﺍﻝﺤﺎﺴﺏ ﺍﻵﻝﻲ ﻜﺘﻘﻨﻴﺔ ﺤﺩﻴﺜﺔ ﻴﻤﻜﻥ‬
‫ﺘﻭﻅﻴﻔﻬﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﻭﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻨﻬﺎ ﻓﻲ ﺘﻁﻭﻴﺭ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻝﺘﻌﻠﻤﻴﺔ‪ ،‬ﻭﺘﺘﻔﻕ ﻤﻊ‬

‫ﺩﺭﺍﺴﺔ ﺍﻝﺼﺎﺌﻎ )‪ (2009‬ﻭﺍﻝﻤﻌﺒﺩﻱ )‪ (2011‬ﻭﺍﻝﺘﻲ ﺃﺸﺎﺭﺕ ﺇﻝﻰ ﺃﻥ ﺩﺭﺠﺔ ﻤﻌﺭﻓﺔ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻝﻤﻔﻬﻭﻡ‬
‫ﻭﺃﻫﻤﻴﺔ ﺍﻻﺸﺭﺍﻑ ﺍﻻﻝﻜﺘﺭﻭﻨﻲ ﻜﺎﻨﺕ ﺒﺩﺭﺠﺔ ﻜﺒﻴﺭﺓ‪.‬‬

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 ‫‪ -3‬ﻤﺎ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ؟‬

‫ﺃﺸﺎﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻝﺘﺤﻠﻴل ﺃﻥ ﺩﺭﺠﺔ ﻤﺠﺎل ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ‬
‫ﺒﻠﻐﺕ )‪ ،(%80.51‬ﻭﻫﻲ ﻨﺴﺒﺔ ﻤﻭﺍﻓﻘﺔ ﻜﺒﻴﺭﺓ ﺠﺩﹰﺍ‪ ،‬ﻭﺘﺭﻯ ﺍﻝﺒﺎﺤﺜﺔ ﺃﻥ ﻫﺫﻩ ﺍﻝﻨﺘﺎﺌﺞ ﺘﺘﻭﺍﻓﻕ ﻤﻊ ﻨﺘﺎﺌﺞ‬

‫ﺍﻝﻤﻘﺎﺒﻠﺔ ﻤﻊ ﺭﺅﺴﺎﺀ ﺃﻗﺴﺎﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺃﻤﻭﺭ ﻋﺩﻴﺩﺓ‪ ،‬ﻓﻘﺩ ﺃﻜﺩ ﺭﺅﺴﺎﺀ ﺃﻗﺴﺎﻡ ﺍﻹﺸﺭﺍﻑ‬
‫ﺍﻝﺘﺭﺒﻭﻱ ﺒﺄﻥ ﺍﺴﺘﺨﺩﺍﻤﻬﻡ ﻝﻺﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻫﻭ ﻤﻥ ﺨﻼل ﺍﻝﺒﺭﻴﺩ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ )ﺍﻹﻴﻤﻴل( ﺤﻴﺙ‬
‫ﻴﻘﻭﻤﻭﻥ ﺒﺈﺭﺴﺎل ﻜﺘﺏ ﺍﻝﺘﻜﻠﻴﻑ‪ ،‬ﻭﺍﻝﺩﻋﻭﺓ ﻝﻺﺠﺘﻤﺎﻋﺎﺕ‪ ،‬ﻭﻭﺭﺸﺎﺕ ﺍﻝﻌﻤل ﻭﺍﻝﺩﻭﺭﺍﺕ‪ ،‬ﻭﺇﺭﺴﺎل‬

‫ﺍﻝﻨﺸﺭﺍﺕ ﻭﺍﻝﺘﻌﻠﻴﻤﺎﺕ ﻭﺍﻝﻠﻭﺍﺌﺢ ﻭﺍﻷﻨﻅﻤﺔ‪ ،‬ﻭﺘﺤﺩﻴﺩ ﻤﻭﺍﻋﻴﺩ ﺍﻝﺯﻴﺎﺭﺍﺕ ﺍﻝﺼﻔﻴﺔ ﻭﺍﻝﺯﻴﺎﺭﺍﺕ ﺍﻝﺘﺒﺎﺩﻝﻴﺔ‪،‬‬
‫ﻭﺇﺭﺴﺎل ﺍﻝﻤﻭﺍﺩ ﺍﻝﺘﺩﺭﻴﺒﻴﺔ ﺒﺘﻔﺎﻭﺕ ﻓﻴﻤﺎ ﺒﻴﻨﻬﻡ‪ ،‬ﻭﻗﺩ ﺃﺸﺎﺭﻭﺍ ﻝﻭﺠﻭﺩ ﻤﻭﺍﻗﻊ ﻭﻤﻨﺘﺩﻴﺎﺕ ﻭﺼﻔﺤﺎﺕ ﻋﻠﻰ‬
‫ﺍﻝﻔﻴﺱ ﺒﻭﻙ ﻴﺘﻭﺍﺼﻠﻭﻥ ﻤﻥ ﺨﻼﻝﻬﺎ ﻭﻴﺘﺒﺎﺩﻝﻭﻥ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻝﺨﺒﺭﺍﺕ‪ ،‬ﻭﻴﻘﺩﻤﻭﻥ ﻤﻥ ﺨﻼﻝﻬﺎ ﻨﻤﺎﺫﺝ‬

‫ﻝﺤﺼﺹ ﻨﻤﻭﺫﺠﻴﺔ ﻤﺼﻭﺭﺓ ﻝﺘﺼل ﻝﺸﺭﻴﺤﺔ ﻜﺒﻴﺭﺓ ﻤﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺘﻌﻤﻴﻡ ﺍﻝﻔﺎﺌﺩﺓ ﻝﻬﻡ‪ ،‬ﻜﻤﺎ ﺃﺸﺎﺭﻭﺍ ﺇﻝﻰ‬
‫ﺘﻔﺎﻋل ﻨﺸﻁ ﺘﺒﺩﻝﺕ ﻤﻥ ﺨﻼﻝﻪ ﺍﻷﺩﻭﺍﺭ ﻝﻴﺼﺒﺢ ﺍﻝﻤﻌﻠﻡ ﻫﻭ ﻤﻥ ﻴﺘﻭﻕ ﻝﻠﺨﺩﻤﺔ ﺍﻻﺸﺭﺍﻓﻴﺔ ﻭﻴﻁﻠﺒﻬﺎ‬
‫ﻕ ﻝﻬﺎ‪ ،‬ﻜﻤﺎ ﺴﻬ‪‬ل ﻫﺫﺍ ﺍﻷﺴﻠﻭﺏ ﺍﻝﺘﻭﺍﺼل ﻤﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺸﺭﻓﻴﻥ‬
‫ﻭﻴﺒﺤﺙ ﻋﻨﻬﺎ ﻭﺍﻝﻤﺸﺭﻑ ﻤﺘﻠ ‪‬‬

‫ﻭﺍﻝﻁﻠﺒﺔ ﺤﺘﻰ ﺃﻭﻝﻴﺎﺀ ﺍﻷﻤﻭﺭ ﺒﺎﺕ ﺍﻝﺠﻤﻴﻊ ﻴﺴﺘﻘﺒل ﺍﻻﻗﺘﺭﺍﺤﺎﺕ ﻤﻥ ﺃﻱ ﺠﻬﺔ ﺘﺼﺩﺭ ﺴﻭﺍﺀ ﻤﻥ ﻤﻌﻠﻤﻴﻥ‬
‫ﺃﻭ ﻁﻠﺒﺔ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﺘﺯﻭﻴﺩﻫﻡ ﺒﻜل ﻤﺎﻫﻭ ﺠﺩﻴﺩ ﻋﻠﻰ ﺍﻝﺴﺎﺤﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻝﺘﺭﺒﻭﻴﺔ ﻴﺴﺘﻨﺩ ﻋﻠﻰ‬
‫ﺃﺴﺱ ﻭﻨﻅﺭﻴﺎﺕ ﻋﻠﻤﻴﺔ ﻭﻝﻴﺱ ﻋﻠﻰ ﺁﺭﺍﺀ ﺸﺨﺼﻴﺔ‪ ،‬ﻜﻤﺎ ﻭﻴﺘﻡ ﻤﻥ ﺨﻼل ﺍﻻﻴﻤﻴﻼﺕ ﻭﺘﻠﻙ ﺍﻝﻤﻭﺍﻗﻊ‬

‫ﺘﺯﻭﻴﺩ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺒﺘﺤﻠﻴل ﺍﻝﻤﺤﺘﻭﻯ ﻭﻋﺭﺽ ﺘﺠﺎﺭﺏ ﻝﺤﻭﺴﺒﺔ ﺍﻝﻤﻨﻬﺎﺝ ﻭﺍﻝﺨﻁﻁ ﺍﻝﺩﺭﺍﺴﻴﺔ ﻭﺘﺯﻭﻴﺩﻫﻡ‬
‫ﺒﻤﻭﺍﻗﻊ ﺘﻌﺭﺽ ﻤﻨﺎﻫﺞ ﻤﺤﻭﺴﺒﺔ‪ ،‬ﻜﻤﺎ ﻴﺘﻭﻓﺭ ﻓﻲ ﻜﺎﻓﺔ ﺍﻝﻤﺩﻴﺭﻴﺎﺕ ﻗﺎﻋﺩﺓ ﺒﻴﺎﻨﺎﺕ ﻝﻠﻤﺩﺍﺭﺱ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ‬
‫ﻭﺍﻝﻤﺸﺭﻓﻴﻥ‪ ،‬ﺘﹸﺤﻔﻅ ﻭﺘﺨﺯﻥ ﺘﻠﻙ ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﻜﺘﺭﻭﻨﻴﺎ ﻴﺴﻬل ﺍﻝﺭﺠﻭﻉ ﺇﻝﻴﻬﺎ ﻭﺍﻹﺴﺘﻔﺎﺩﺓ ﻤﻨﻬﺎ ﻋﻨﺩ‬

‫ﺍﻝﺤﺎﺠﺔ‪ ،‬ﻜﻤﺎ ﺃﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻝﺩﻴﻬﻡ ﻨﻤﺎﺫﺝ ﺇﺸﺭﺍﻓﻴﺔ ﻤﺤﻭﺴﺒﺔ ﻴﺘﻡ ﺘﻔﺭﻴﻎ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻋﻠﻴﻬﺎ ﻭﻋﺭﺽ‬
‫ﺇﻨﺠﺎﺯﺍﺘﻬﻡ‪ ،‬ﻤﺅﻜﺩﻴﻥ ﺒﺄﻥ ﺘﻘﺎﺭﻴﺭﻫﻡ ﺍﻹﺸﺭﺍﻓﻴﺔ ﺍﻵﻥ ﻤﺤﻭﺴﺒﺔ ﻭﻴﺘﻡ ﺍﺭﺴﺎﻝﻬﺎ ﻝﻠﻭﺯﺍﺭﺓ ﺍﻝﻜﺘﺭﻭﻨﻴﺎ ﻭﻫﺫﺍ‬
‫ﻻ ﺃﻨﻬﻡ ﻭﻀﺤﻭﺍ ﺃﻥ ﻫﺫﺍ ﺍﻹﺴﺘﺨﺩﺍﻡ ﻫﻭ ﻨﺘﻴﺠﺔ ﺠﻬﻭﺩ ﻓﺭﺩﻴﺔ‬
‫ﻴﺘﻔﻕ ﻤﻊ ﻏﺎﻝﺒﻴﺔ ﻓﻘﺭﺍﺕ ﺍﻝﻤﺠﺎل ﺍﻝﺜﺎﻝﺙ ﺇ ﹼ‬

‫ﺸﺨﺼﻴﺔ ﻏﻴﺭ ﺭﺴﻤﻴﺔ ﻭﻏﻴﺭ ﺇﻝﺯﺍﻤﻴﺔ ﻝﻠﺠﻤﻴﻊ ﻤﺅﻜﺩﻴﻥ ﺃﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ‬
‫ﻀﻤﻥ ﺍﻤﻜﺎﻨﻴﺎﺕ ﺒﺴﻴﻁﺔ ﻭﻤﺘﻭﺍﻀﻌﺔ ﻭﻫﺫﺍ ﻴﺘﻔﻕ ﻤﻊ ﻨﺘﺎﺌﺞ ﺍﻝﻤﺠﺎل ﺍﻝﺭﺍﺒﻊ ﻭﺇﺠﺎﺒﺎﺕ ﺭﺅﺴﺎﺀ ﺃﻗﺴﺎﻡ‬
‫ﻻ‬
‫ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺤﻭل ﺍﻝﻤﻌﻭﻗﺎﺕ ﺍﻝﻤﺭﺘﻔﻌﺔ ﻭﻝﻜﻥ ﺒﺎﻝﺭﻏﻡ ﻤﻥ ﺘﻠﻙ ﺍﻹﻤﻜﺎﻨﻴﺎﺕ ﺍﻝﻤﺘﻭﺍﻀﻌﺔ ﻝﺩﻴﻬﻡ ﺍ ﹼ‬
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‫ﺃﻨﻬﻡ ﺒﺩﺃﻭ ﺒﺠﻬﻭﺩ ﻓﺭﺩﻴﺔ ﻏﻴﺭ ﺭﺴﻤﻴﺔ ﻭﻏﻴﺭ ﻤﺨﻁﻁﺔ ﺃﻭ ﻤﻤﻨﻬﺠﺔ ﻤﺅﻜﺩﻴﻥ ﻋﻠﻰ ﺍﻝﺘﻭﺍﺼل ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬
‫ﺍﻝﺫﻱ ﻴﺴﻴﺭ ﺒﺨﻁﻰ ﺤﺜﻴﺜﺔ ﻤﺘﺠﻬﻴﻥ ﺇﻝﻰ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪.‬‬

‫ﻭﺘﺘﻔﻕ ﻫﺫﻩ ﺍﻝﻨﺘﻴﺠﺔ ﻤﻊ ﺩﺭﺍﺴﺔ ﻓﺎﻥ ﻫﻭﺭﻥ ﻭﺁﺨﺭﻭﻥ )‪(Van Horn & Others, 2001‬‬

‫ﺍﻝﺘﻲ ﺃﺜﺒﺘﺕ ﻤﺩﻯ ﻗﺩﺭﺓ ﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻝﺤﺎﺴﺏ ﻭﺘﻭﻅﻴﻔﻬﺎ ﻓﻲ ﺨﺩﻤﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻭﺫﻝﻙ ﺒﺈﻴﺼﺎل‬
‫ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻝﻠﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺍﻝﻤﻨﺎﻁﻕ ﺍﻝﻨﺎﺌﻴﺔ‪ ،‬ﻭﻫﺫﺍ ﻴﺸﻴﺭ ﺇﻝﻰ ﺍﻝﺘﺭﻜﻴﺯ ﻋﻠﻰ ﻤﻬﻨﻴﺔ ﺍﻹﺘﺼﺎل ﻭﺍﻝﺘﻭﺍﺼل‬
‫ﺒﻴﻥ ﺍﻝﺸﺭﻜﺎﺀ ﻓﻲ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻜﻤﺎ ﺘﺘﻔﻕ ﻤﻊ ﺩﺭﺍﺴﺔ ﺒﺩﺡ ﻭﺍﻝﺨﺯﺍﻋﻲ)‪ (2012‬ﺍﻝﺘﻲ ﺃﺸﺎﺭﺕ‬

‫ﻨﺘﺎﺌﺠﻬﺎ ﺇﻝﻰ ﺇﻤﻜﺎﻨﻴﺔ ﺘﻁﺒﻴﻕ ﺃﻨﻅﻤﺔ ﺍﻝﺘﻌﻠﻡ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﻜﺎﻨﺕ ﺒﺩﺭﺠﺔ ﻜﺒﻴﺭﺓ ﺍﺴﺘﻨﺎﺩﺍ ﻋﻠﻰ‬
‫ﺍﻝﺘﺸﺎﺒﻪ ﺍﻝﻜﺒﻴﺭ ﺒﻴﻥ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﺍﻝﺘﻌﻠﻡ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻷﺩﻭﺍﺕ ﻭﺍﻝﺘﻁﻭﻴﺭ ﻭﺍﻝﺴﻌﻲ‬
‫ﻝﺘﺤﺴﻴﻥ ﻭﺘﺠﻭﻴﺩ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻝﺘﻌﻠﻤﻴﺔ‪ ،‬ﻭﺘﺘﻔﻕ ﻤﻊ ﻨﺘﺎﺌﺞ ﺩﺭﺍﺴﺔ ﺠﻠﺒﻬﺎﺭ ﻭﺠﻭﻓﻴﻥ ) ‪Gulbahar‬‬

‫‪ (& Guvan, 2008‬ﺍﻝﺘﻲ ﺃﻅﻬﺭﺕ ﺍﻝﻨﺴﺒﺔ ﺍﻝﻤﺭﺘﻔﻌﺔ ﻝﻠﻤﻌﻠﻤﻴﻥ ﺍﻝﺫﻴﻥ ﺍﺴﺘﺨﺩﻤﻭﺍ ﺍﻝﺤﺎﺴﻭﺏ ﻷﻏﺭﺍﺽ‬
‫ﺍﻝﻌﻤل ﺒﻨﺴﺒﺔ )‪ ،(%98.2‬ﺃﻤﺎ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺍﻝﺫﻴﻥ ﺍﺴﺘﺨﺩﻤﻭﺍ ﺍﻻﻨﺘﺭﻨﺕ ﺒﻨﺴﺒﺔ )‪ (%88.7‬ﻭﻜﺎﻥ ﺍﺴﺘﺨﺩﺍﻤﻬﻡ‬
‫ﻝﻠﺒﺭﻴﺩ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﻤﻨﺘﺩﻴﺎﺕ ﺍﻝﺤﻭﺍﺭ ﻭﺍﻝﻤﻭﺴﻭﻋﺎﺕ ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ ﻭﺒﺭﻨﺎﻤﺞ ﻤﻌﺎﻝﺞ ﺍﻝﻨﺼﻭﺹ‪ ،‬ﻜﻤﺎ‬

‫ﺘﺘﻔﻕ ﻤﻊ ﺩﺭﺍﺴﺔ ﺍﻝﻔﻀﻴل )‪ (2006‬ﺍﻝﺘﻲ ﺃﻅﻬﺭﺕ ﺃﻥ ﺃﻋﺩﺍﺩ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﺍﻝﺫﻴﻥ ﻴﻤﺘﻠﻜﻭﻥ‬
‫ﺃﺠﻬﺯﺓ ﺤﺎﺴﺒﺎﺕ ﺁﻝﻴﺔ ﻭﻤﻬﺎﺭﺍﺘﻬﻡ ﻓﻲ ﺍﺴﺘﺨﺩﺍﻤﻬﺎ ﻜﺎﻨﺕ ﻤﺭﺘﻔﻌﺔ ﺠﺩﹰﺍ‪.‬‬

‫‪ -4‬ﻤﺎ ﻤﻌﻭﻗﺎﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ؟‬

‫ﺃﺸﺎﺭﺕ ﻨﺘﺎﺌﺞ ﺘﺤﻠﻴل ﺍﻻﺴﺘﺒﺎﻨﺔ ﺃﻥ ﺩﺭﺠﺔ ﻤﻌﻭﻗﺎﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻗﺩ ﺒﻠﻐﺕ‬
‫)‪ ،(%79.67‬ﻭﻫﺫﺍ ﻴﺩل ﻋﻠﻰ ﻨﺴﺒﺔ ﻤﻭﺍﻓﻘﺔ ﻜﺒﻴﺭﺓ ﻨﺤﻭ ﺍﻝﻔﻘﺭﺍﺕ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﻬﺫﺍ ﺍﻝﻤﺠﺎل‪.‬‬

‫ﻭﺘﺘﻔﻕ ﻫﺫﻩ ﺍﻝﻨﺘﺎﺌﺞ ﻤﻊ ﺍﺴﺘﺠﺎﺒﺎﺕ ﻤﻥ ﺘﻤﺕ ﻤﻘﺎﺒﻠﺘﻬﻡ ﻭﺍﻝﺫﻴﻥ ﺃﺸﺎﺭﻭﺍ ﺇﻝﻰ ﻭﺠﻭﺩ ﻤﻌﻭﻗﺎﺕ‬

‫ﺘﻌﺘﺭﺽ ﺴﺒل ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺘﺘﻤﺜل ﻓﻲ ﺜﻼﺜﺔ ﺠﻭﺍﻨﺏ ﻫﻲ ‪ :‬ﺍﻝﺠﺎﻨﺏ ﺍﻝﻤﺎﺩﻱ ﺍﻝﺫﻱ‬
‫ﺘﻤﺜل ﻓﻲ ﺍﻝﻨﻘﺹ ﺍﻝﺤﺎﺼل ﻓﻲ ﺍﻷﺠﻬﺯﺓ ﻭﺍﻝﻤﻌﺩﺍﺕ ﻭﻀﻌﻑ ﺸﺒﻜﺔ ﺍﻹﻨﺘﺭﻨﺕ ﻭﺍﺭﺘﻔﺎﻉ ﺘﻜﺎﻝﻴﻔﻬﺎ ﻭﻋﺩﻡ‬
‫ﻭﺠﻭﺩ ﺒﻨﻴﺔ ﺘﺤﺘﻴﺔ ﻝﻬﺎ ﺃﻭ ﻀﻌﻔﻬﺎ‪ ،‬ﻭﺍﻝﺠﺎﻨﺏ ﺍﻝﻤﺎﻝﻲ ﺍﻝﺫﻱ ﺘﻤﺜل ﻓﻲ ﻀﻌﻑ ﺍﻝﻤﻭﺍﺭﺩ ﻭﺍﻹﻤﻜﺎﻨﻴﺎﺕ‬

‫ﺍﻝﻤﺎﻝﻴﺔ ﺍﻝﻼﺯﻤﺔ ﻝﺘﻁﺒﻴﻕ ﻤﺜل ﻫﺫﺍ ﺍﻷﺴﻠﻭﺏ ﺍﻝﻤﺘﻁﻭﺭ ﻓﻲ ﻤﺩﻴﺭﻴﺎﺕ ﺍﻝﺘﺭﺒﻴﺔ‪ ،‬ﻭﺍﻝﺠﺎﻨﺏ ﺍﻝﺒﺸﺭﻱ ﻤﻥ‬

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‫ﺤﻴﺙ ﻭﺠﻭﺩ ﺍﻝﻜﻭﺍﺩﺭ ﺍﻝﺒﺸﺭﻴﺔ ﻏﻴﺭ ﺍﻝﻤﺅﻫﻠﺔ ﻭﺍﻻﺘﺠﺎﻫﺎﺕ ﺍﻝﺴﻠﺒﻴﺔ ﻝﺩﻯ ﺒﻌﺽ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻨﺤﻭ‬
‫ﺍﻻﺴﺘﺨﺩﺍﻡ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻝﻺﺸﺭﺍﻑ‪ ،‬ﻭﻗﻠﺔ ﺍﻝﺩﺍﻓﻌﻴﺔ ﻝﺩﻴﻬﻡ ﻝﻠﺘﻁﻭﺭ ﻨﺤﻭ ﺍﻷﻓﻀل ﻭﺫﻝﻙ ﺒﺴﺒﺏ ﺍﻝﻨﻤﻁﻴﺔ ﺃﻭ‬
‫ﻤﺸﺎﺭﻓﺘﻬﻡ ﻋﻠﻰ ﻋﻤﻠﻴﺔ ﺇﻨﻬﺎﺀ ﺍﻝﺨﺩﻤﺔ ﺒﺴﺒﺏ ﺍﻝﺘﻘﺩﻡ ﻓﻲ ﺍﻝﻌﻤﺭ‪ ،‬ﺒﺎﻹﻀﺎﻓﻪ ﻝﻘﻠﺔ ﺃﻋﺩﺍﺩ ﻤﻬﻨﺩﺴﻲ‬

‫ﻭﻤﻭﻅﻔﻲ ﺍﻝﺼﻴﺎﻨﺔ‪.‬‬

‫ﻻ ﺃﻥ ﺭﺅﺴﺎﺀ ﺃﻗﺴﺎﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻭﺠﺩﻭﺍ ﺃﻥ ﺘﻠﻙ ﺍﻝﻤﻌﻭﻗﺎﺕ ﻴﻤﻜﻥ ﺍﻝﻘﻀﺎﺀ ﻋﻠﻴﻬﺎ‬
‫ﺇﹼ‬
‫ﻼ ﻝﺘﻼﻓﻲ ﺘﻠﻙ ﺍﻝﻤﻌﻭﻗﺎﺕ ﻭﻫﻲ‪:‬‬
‫ﻭﻗﺩﻤﻭﺍ ﺴﺒ ﹰ‬

‫ﻥ ﺍﻝﻘﻭﺍﻨﻴﻥ‬
‫ﺤﺘﻰ ﻴﻨﺠﺢ ﺃﻱ ﻤﺸﺭﻭﻉ ﻴﺠﺏ ﺃﻥ ﺘﺘﺒﻨﺎﻩ ﺍﻝﺠﻬﺔ ﺍﻝﺭﺴﻤﻴﺔ ﺍﻝﻤﺴﺅﻭﻝﺔ‪ ،‬ﻭﺃﻥ ﺘﺴ ‪‬‬
‫ﻻ‪ ،‬ﺜﻡ ﺘﻘﻴﻴﻡ ﺤﺎﺠﺎﺕ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺜﻡ‬
‫ﻭﺍﻝﺘﺸﺭﻴﻌﺎﺕ ﺍﻝﺘﻲ ﻤﻥ ﺸﺄﻨﻬﺎ ﺃﻥ ﺘﻴﺴﺭ ﻭﺘﺴﻬل ﺍﻝﻌﻤل ﻝﺘﺤﻘﻴﻘﻬﺎ ﺃﻭ ﹰ‬
‫ﺘﻘﻴﻡ ﺤﺎﺠﺔ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﺍﻝﻜﺘﺭﻭﻨﻴﺎ‪ ،‬ﻴﺘﻡ ﺒﻌﺩﻫﺎ ﺘﻁﻭﻴﺭ ﺍﻝﻜﺎﺩﺭ ﻭﻓﻘﹰﺎ ﻝﻬﺫﻩ ﺍﻝﺤﺎﺠﺔ‪ ،‬ﻭﺒﻌﺩ ﺘﺤﺩﻴﺩ‬

‫ﺍﺤﺘﻴﺎﺠﺎﺘﻨﺎ ﻭﺤﺼﺭ ﺍﻹﻤﻜﺎﻨﻴﺎﺕ ﺍﻝﻤﺘﻭﻓﺭﺓ ﺘﺒﺩﺃ ﻤﺭﺤﻠﺔ ﺍﻝﺘﻔﻜﻴﺭ ﺒﺎﻝﺘﻤﻭﻴل‪ ،‬ﺍﻗﺘﺭﺡ ﺍﺜﻨﺎﻥ ﻤﻨﻬﻡ ﺘﻔﻌﻴل ﺩﻭﺭ‬
‫ﻤﺅﺴﺴﺎﺕ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﻤﺤﻠﻲ ﻝﺩﻋﻡ ﺍﻝﻤﺩﺍﺭﺱ ﻭﺫﻝﻙ ﺒﺘﻭﻓﻴﺭ ﺃﺠﻬﺯﺓ ﺤﺎﺴﻭﺏ ﻭﺸﺒﻜﺔ ﺍﻨﺘﺭﻨﺕ ﺒﺠﻭﺩﺓ‬
‫ﻭﺴﺭﻋﺔ ﻋﺎﻝﻴﺔ‪ ،‬ﻭﺃﻥ ﺘﻜﻭﻥ ﻫﻨﺎﻙ ﺸﺭﺍﻜﺔ ﺤﻘﻴﻘﻴﺔ ﻤﻊ ﺘﻠﻙ ﺍﻝﻤﺅﺴﺴﺎﺕ ﻭﺇﻋﻁﺎﺀ ﺼﻼﺤﻴﺎﺕ ﺃﻜﺜﺭ‬

‫ﻝﻠﻤﺩﺍﺭﺱ ﺒﺎﻝﺤﺼﻭل ﻋﻠﻰ ﺘﻤﻭﻴل ﻤﻥ ﺃﻱ ﺠﻬﺔ ﺘﺴﺘﻁﻴﻊ ﺃﻥ ﺘﻘﺩﻡ ﺍﻝﺩﻋﻡ ﺍﻝﻤﺎﺩﻱ ﻭﺍﻝﻤﺎﻝﻲ ﻝﻬﺎ‪ ،‬ﻜﻤﺎ ﺃﻥ‬
‫ﺍﻝﻭﺯﺍﺭﺓ ﻋﻨﺩﻤﺎ ﺘﻘﺭ‪‬ﻩ ﻭﺘﺘﺒﻨﺎﻩ‪ ،‬ﺴﺘﻘﺩﻡ ﺍﻝﺩﻋﻡ ﺍﻝﻤﺎﺩﻱ ﻭﺘﻭﺠﻪ ﺠﺯﺀﹰﺍ ﻤﻥ ﺍﻝﻤﺒﺎﻝﻎ ﺍﻝﺘﻲ ﺘﺘﻠﻘﺎﻫﺎ ﻝﻘﺎﺀ‬
‫ﺍﻝﻤﺸﺎﺭﻴﻊ ﺍﻷﺨﺭﻯ ﻝﺩﻋﻡ ﻭﺘﻤﻭﻴل ﺍﺩﺨﺎل ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻝﻠﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ‪ ،‬ﻭﺘﻭﻓﺭ ﺍﻷﺠﻬﺯﺓ ﻭﺘﺠﻬﺯ ﺍﻝﺒﻨﻴﺔ‬

‫ﺍﻝﺘﺤﺘﻴﺔ ﻭﺘﻘﻭﻡ ﺒﺎﻝﺘﺴﻭﻴﻕ ﻝﻠﻔﻜﺭﺓ ﻋﻥ ﻁﺭﻴﻕ ﺍﻹﻋﻼﻡ ﻭﻋﻘﺩ ﺍﻝﻤﺅﺘﻤﺭﺍﺕ ﻭﺍﻝﻠﻘﺎﺀﺍﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ‪ ،‬ﻭﺘﺴﻠﻴﻁ‬
‫ﺍﻝﻀﻭﺀ ﻋﻠﻴﻪ ﻭﻤﻨﺎﻗﺸﺔ ﺠﻭﺍﻨﺒﻪ ﻤﻊ ﺍﻝﻤﺨﺘﺼﻴﻥ ﻭﺫﻭﻱ ﺍﻝﺸﺄﻥ ﻭﺍﻝﺴﻤﺎﺡ ﻝﻠﺠﻤﻴﻊ ﺒﺎﻹﺴﺘﻔﺴﺎﺭ‪ ،‬ﻭﻁﺭﺡ‬
‫ﺍﻷﺴﺌﻠﻪ ﻭﺘﻘﺩﻴﻡ ﺍﻝﺘﻭﻀﻴﺢ ﻝﻬﻡ ﻭﺘﺸﺠﻴﻌﻬﻡ ﻭﺇﻗﻨﺎﻋﻬﻡ ﺒﻀﺭﻭﺭﺘﻪ‪ ،‬ﻭﻋﻘﺩ ﺩﻭﺭﺍﺕ ﺘﺩﺭﻴﺒﻴﻪ ﻝﻬﻡ ﻝﺘﺄﻫﻴﻠﻬﻡ‬

‫ﻭﺇﻜﺴﺎﺒﻬﻡ ﺍﻝﻘﺩﺭﺓ ﻭﺍﻝﻤﻬﺎﺭﺓ ﺍﻝﻼﺯﻤﺔ ﻻﺴﺘﺨﺩﺍﻤﻪ‪ ،‬ﻜﻤﺎ ﺍﻗﺘﺭﺡ ﺍﻝﺒﻌﺽ ﺃﻥ ﺘﺨﻔﻴﺽ ﺃﺴﻌﺎﺭ ﺍﻻﻨﺘﺭﻨﺕ ﻤﻥ‬
‫ﺸﺄﻨﻪ ﺃﻥ ﻴﺤﻔﺯ ﻭﻴﺩﻋﻡ ﺘﻁﺒﻴﻕ ﻭﺇﻨﺠﺎﺡ ﻤﺸﺭﻭﻉ ﺍﺴﺘﺨﺩﺍﻤﻪ‪.‬‬

‫ﻭﻫﺫﺍ ﻴﺘﻔﻕ ﻤﻊ ﺩﺭﺍﺴﺔ ﺍﻝﻔﻀﻴل )‪ (2006‬ﺍﻝﺘﻲ ﺃﺸﺎﺭﺕ ﺇﻝﻰ ﺃﻥ ﺍﻝﻌﻘﺒﺎﺕ ﺍﻝﺘﻲ ﺘﺤﻭل ﺩﻭﻥ‬

‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺤﺎﺴﺏ ﺍﻵﻝﻲ ﻓﻲ ﻋﻤﻠﻴﺎﺕ ﺍﻹﺸﺭﺍﻑ ﻤﺭﺘﻔﻌﺔ ﻨﺴﺒﻴﹰﺎ‪ ،‬ﻭﻤﻊ ﺩﺭﺍﺴﺔ ﺴﻔﺭ )‪ (2008‬ﺍﻝﺘﻲ‬
‫ﺃﻅﻬﺭﺕ ﺃﻥ ﺃﺒﺭﺯ ﺍﻝﻤﻌﻴﻘﺎﺕ ﺍﻝﻤﺎﺩﻴﺔ ﻫﻲ ﺴﻭﺀ ﺍﻝﺒﻨﻴﺔ ﺍﻝﺘﺤﺘﻴﺔ ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ ﻹﺩﺍﺭﺍﺕ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ‬
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‫ﻭﺍﻝﻤﺩﺍﺭﺱ‪ ،‬ﺃﻤﺎ ﺍﻝﻤﻌﻴﻘﺎﺕ ﺍﻝﺒﺸﺭﻴﺔ ﻓﺘﻤﺜﻠﺕ ﺒﻀﻌﻑ ﺍﻝﺜﻘﺎﻓﺔ ﺍﻝﺤﺎﺴﻭﺒﻴﺔ ﻭﺍﻹﻨﺘﺭﻨﺕ ﻭﻋﺩﻡ ﺍﻝﺘﺩﺭﻴﺏ‬
‫ﺍﻝﻜﺎﻓﻲ ﻻﺴﺘﺨﺩﺍﻤﻪ ﻭﻜﺜﺭﺓ ﺍﻷﻋﺒﺎﺀ ﺍﻹﺩﺍﺭﻴﺔ ﻭﺍﻝﻔﻨﻴﺔ ﻋﻠﻰ ﺍﻝﻤﺸﺭﻓﺎﺕ ﺍﻝﺘﺭﺒﻭﻴﺎﺕ‪ ،‬ﻜﻤﺎ ﻭﺘﺘﻔﻕ ﻤﻊ‬
‫ﺩﺭﺍﺴﺔ ﺍﻝﻐﺎﻤﺩﻱ )‪ (2008‬ﺍﻝﺘﻲ ﺃﻅﻬﺭﺕ ﺃﻨﻪ ﺘﻭﺠﺩ ﻤﻌﻭﻗﺎﺕ ﺘﻭﺍﺠﻪ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻋﻨﺩ ﺍﺴﺘﺨﺩﺍﻡ‬

‫ﺍﻹﻨﺘﺭﻨﺕ ﻓﻲ ﻤﻤﺎﺭﺴﺎﺘﻬﻡ ﺍﻹﺸﺭﺍﻓﻴﺔ‪ ،‬ﻭﻤﻊ ﺩﺭﺍﺴﺔ ﺍﻝﻤﻌﺒﺩﻱ )‪ (2011‬ﺍﻝﺘﻲ ﺃﻅﻬﺭﺕ ﺃﻥ ﺩﺭﺠﺔ‬

‫ﺍﻝﻤﻌﻭﻗﺎﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻭﺍﻝﺘﻘﻨﻴﺔ ﻭﺍﻝﻔﻨﻴﺔ ﻭﺍﻝﺒﺸﺭﻴﺔ ﻜﺎﻨﺕ ﺒﺩﺭﺠﺔ ﻜﺒﻴﺭﺓ‪ ،‬ﻜﺫﻝﻙ ﻤﻊ ﺩﺭﺍﺴﺔ ﺍﻝﺒﻠﻭﻱ )‪(2012‬‬
‫ﺍﻝﺘﻲ ﺃﻅﻬﺭﺕ ﻭﺠﻭﺩ ﻤﻌﻭﻗﺎﺕ ﻻﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻷﺴﺎﻝﻴﺏ ﺍﻹﺸﺭﺍﻓﻴﺔ‪ ،‬ﻭﺍﻝﺘﻲ ﻜﺎﻨﺕ‬

‫ﺒﺩﺭﺠﺔ ﻋﺎﻝﻴﺔ‪ ،‬ﻭﻤﻊ ﺩﺭﺍﺴﺔ ﺍﻝﺼﺎﺌﻎ )‪ (2009‬ﻭﺍﻝﺘﻲ ﺃﻅﻬﺭﺕ ﻭﺠﻭﺩ ﻤﻌﻭﻗﺎﺕ ﺒﺩﺭﺠﺔ ﻋﺎﻝﻴﺔ ﻓﻲ‬
‫ﻋﻤﻠﻴﺔ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪.‬‬

‫ﺃﻤﺎ ﺒﺎﻝﻨﺴﺒﺔ ﻝﺴﺅﺍل ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺭﺌﻴﺱ ﻭﺍﻝﺫﻱ ﻴﻨﺹ ﻋﻠﻰ‪:‬‬

‫ﻤﺎ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ‬
‫ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ؟‬

‫ﻓﻘﺩ ﺘﺒﻴﻥ ﺃﻥ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅـﺭ‬

‫ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﻜﺎﻨﺕ ﻜﺒﻴﺭﺓ‪ ،‬ﻭﺫﻝﻙ ﺒﺩﻻﻝﺔ ﺍﻝﻨﺴﺒﺔ ﺍﻝﻤﺌﻭﻴﺔ ﺍﻝﺘﻲ ﺒﻠﻐﺕ‬
‫ﻝﻠﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻤﺤﺎﻭﺭ ﺍﻝﺩﺭﺍﺴﺔ )‪.(79.40‬‬

‫ﻭﺘﺘﻌﺎﺭﺽ ﻫﺫﻩ ﺍﻝﻨﺘﻴﺠﺔ ﻤﻊ ﺩﺭﺍﺴﺔ ﺍﻝﻔﻀﻴل )‪ (2006‬ﻭﺍﻝﺘﻲ ﺃﺸﺎﺭﺕ ﺇﻝﻰ ﺃﻥ ﻨﺴﺒﺔ ﺍﺴـﺘﺨﺩﺍﻡ‬

‫ﺍﻝﻤﻌﻠﻤﻴﻥ ﻝﻠﺘﻘﻨﻴﺔ ﺍﻝﺤﺩﻴﺜﺔ ﻓﻲ ﺃﺩﺍﺀ ﻤﻬﺎﻤﻬﻡ ﺍﻝﻔﻨﻴﺔ ﻭﺍﻹﺩﺍﺭﻴﺔ ﺍﻝﻤﻭﻜﻠﺔ ﺇﻝﻴﻬﻡ ﻜﺎﻨـﺕ ﻤﺘﻭﺴـﻁﺔ‪ ،‬ﻓﻴﻤـﺎ‬
‫ﺘﺘﻌﺎﺭﺽ ﻤﻊ ﺩﺭﺍﺴﺔ ﺍﻝﺸﺎﻓﻌﻲ )‪ (2006‬ﺍﻝﺘﻲ ﺃﺸﺎﺭﺕ ﺇﻝﻰ ﺃﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺸﺒﻜﺔ ﺍﻝﻌﻨﻜﺒﻭﺘﻴﺔ ﻓﻲ ﺘﻔﻌﻴـل‬
‫ﺃﺴﻠﻭﺒﻲ ﺍﻝﻘﺭﺍﺀﺍﺕ ﺍﻝﻤﻭﺠﻬﺔ ﻭﺍﻝﻨﺸﺭﺍﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻤﻥ ﻗﺒل ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻜﺎﻨﺕ ﻀﻌﻴﻔﺔ ﺠﺩﹰﺍ‪.‬‬

‫ﺇﻥ ﻤﻥ ﻴﻨﻅﺭ ﻋﻥ ﻜﺜﺏ ﺇﻝﻰ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﻝﻴﺠﺩﻩ ﻴﺘﺠﻪ ﺒﻤﻨﺤﻰ ﻤﺘﻁﻭﺭ ﻻ ﻴﻌﺘﻤﺩ ﻓﻘﻁ ﻋﻠﻰ‬
‫ﺍﻝﻁﺭﻕ ﺍﻝﺘﻘﻠﻴﺩﻴﺔ ﻓﻲ ﺍﻝﻌﻤل ﻭﺇﻨﻤﺎ ﻴﻌﻤل ﺠﺎﻫﺩﹰﺍ ﻨﺤﻭ ﻜل ﻤﺎ ﻴﺴﻬل ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﻭﻴﺨﻔﻑ ﺍﻝﻌﺏﺀ‬
‫ﻋﻥ ﻜﺎﻫﻠﻪ‪ ،‬ﻤﺴﺘﻔﻴﺩﹰﺍ ﻝﻴﺱ ﻓﻘﻁ ﻤﺎ ﻴﻁﺭﺡ ﻋﻠﻰ ﺍﻝﺴﺎﺤﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺒل ﻭﺍﻝﻌﺎﻝﻤﻴﺔ ﺃﻴﻀﺎﹰ‪ ،‬ﻭﻝﻜﻥ‬

‫ﺒﺸﻜل ﻤﺘﺩﺭﺝ ﻴﺘﻨﺎﺴﺏ ﻤﻊ ﻤﻌﻁﻴﺎﺕ ﺍﻝﻌﻤل ﺍﻻﺸﺭﺍﻓﻲ ﻓﻲ ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﺭﺍﻫﻨﺔ‪ ،‬ﻭﻝﻴﺱ ﻤﻌﺘﻤﺩﹰﺍ ﻓﻘﻁ ﻋﻠﻰ‬
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‫ﺍﻷﺩﻭﺍﺭ ﺍﻝﻘﺩﻴﻤﺔ‪ ،‬ﺇﻨﻤﺎ ﻴﻤﺎﺭﺱ ﺇﻝﻰ ﺠﺎﻨﺒﻬﺎ ﺃﺩﻭﺍﺭﹰﺍ ﺃﻜﺜﺭ ﺘﻘﺩﻤﹰﺎ ﻤﺘﻤﺎﺸﻴﹰﺎ ﻤﻊ ﻤﺘﻁﻠﺒﺎﺕ ﻋﺼﺭﻨﺎ ﺍﻝﺤﺎﻝﻲ‬
‫ﻭﻤﻨﻬﺎ ﺜﻭﺭﺓ ﺍﻝﺘﻜﻨﻭﻝﺠﻴﺎ ﺍﻝﺘﻲ ﺘﻌﺘﺒﺭ ﺒﺎﺒﹰﺎ ﻤﻬﻤﹰﺎ ﻤﻥ ﺃﺒﻭﺍﺏ ﻋﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ ،‬ﻓﺒﻴﻨﻤﺎ ﺃﺠﻤﻊ‬
‫ﺍﻝﻌﺩﻴﺩ ﻤﻤﻥ ﺘﻤﺕ ﻤﻘﺎﺒﻠﺘﻬﻡ ﻋﻠﻰ ﺃﻥ ﺘﻭﻅﻴﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﻤﻁﻠﺏ ﻀﺭﻭﺭﻱ ﻭﻤﻠﺢ‬

‫ﻓﻲ ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﺤﺎﻝﻴﺔ‪ ،‬ﻤﺅﻜﺩﻴﻥ ﺃﻥ ﻫﻨﺎﻙ ﺘﻭﺠﻬ ﹰﺎ ﻤﻥ ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﻨﺤﻭ ﺃﻋﺘﺎﺏ ﻫﺫﻩ ﺍﻝﻤﺭﺤﻠﺔ‬
‫ﺍﻝﺘﻲ ﺒﺩﺃﺕ ﺒﺎﻝﻔﻌل‪ ،‬ﻓﻌﻠﻰ ﺍﻝﺭﻏﻡ ﻤﻥ ﺍﻝﺼﻌﻭﺒﺎﺕ ﺍﻝﺘﻲ ﺘﻭﺍﺠﻬﻬﻡ ﺇﻻ ﺃﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ‬
‫ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ﻗﺎﻤﻭﺍ ﺒﻤﺒﺎﺩﺭﺍﺕ ﻓﺭﺩﻴﺔ ﻜﺜﻴﺭﺓ ﻓﻲ ﻫﺫﺍ ﺍﻻﺘﺠﺎﻩ ﺇﺒﺘﺩﺍﺀﹰﺍ ﻤﻥ ﺇﻨﺸﺎﺀ ﺍﻝﻤﻨﺘﺩﻴﺎﺕ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺇﻝﻰ‬

‫ﺍﻝﺒﺩﺀ ﺒﺤﻭﺴﺒﺔ ﺍﻝﺩﺭﻭﺱ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻭﻤﺤﺘﻭﻴﺎﺘﻬﺎ‪ ،‬ﻭﺤﻭﺴﺒﺔ ﺒﻌﺽ ﺍﻝﻤﻭﺍﺩ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻝﺘﻲ ﺘﻌﺘﺒﺭ ﺠﺎﻤﺩﺓ‬
‫ﻨﻭﻋﹰﺎ ﻤﺎ ﻋﻠﻰ ﺤﺩ ﻗﻭﻝﻬﻡ ﻤﺜل ﻤﻨﺎﻫﺞ ﺍﻝﺘﺭﺒﻴﺔ ﺍﻹﺴﻼﻤﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺎﺕ‪ ،‬ﻭﻋﻠﻰ ﺍﻝﺭﻏﻡ ﻤﻥ ﺍﻝﻤﻌﻭﻗﺎﺕ‬
‫ﺍﻝﻤﺎﺩﻴﺔ ﺍﻝﺘﻲ ﺘﺘﻤﺜل ﻓﻲ ﻨﻘﺹ ﺍﻷﺠﻬﺯﺓ ﻭﺍﻝﻤﻌﺩﺍﺕ ﻭﻀﻌﻑ ﺍﻝﺒﻨﻴﺔ ﺍﻝﺘﺤﺘﻴﺔ ﺍﻝﺨﺎﺼﺔ ﺒﺸﺒﻜﺔ ﺍﻹﻨﺘﺭﻨﺕ‬

‫ﻻ ﺃﻥ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ﻗﺩ ﻗﺎﻤﻭﺍ ﺒﺎﻝﺒﺩﺀ ﺒﺘﻁﺒﻴﻕ ﻋﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬

‫ﺇﹼ‬
‫ﺍﻝﺘﺭﺒﻭﻱ ﻭﻋﻤﻠﻴﺎﺕ ﺍﻝﺘﻭﺍﺼل ﻤﻥ ﺨﻼل ﺍﻝﺭﺴﺎﺌل ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ ﻭﺍﻝﺒﺭﻴﺩ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺒﻤﺒﺎﺩﺭﺍﺕ ﻓﺭﺩﻴﺔ‬
‫ﻏﻴﺭ ﺭﺴﻤﻴﺔ ﻭﺒﺎﺴﺘﺨﺩﺍﻡ ﺃﺠﻬﺯﺓ ﺸﺨﺼﻴﺔ ﺘﻡ ﺍﻤﺘﻼﻜﻬﺎ ﻤﻥ ﻗﺒﻠﻬﻡ ﻭﺍﺴﺘﺨﺩﺍﻤﻬﺎ ﻓﻲ ﻨﻘل ﻭﺘﺒﺎﺩل ﺍﻝﺭﺴﺎﺌل‬

‫ﺒﻴﻥ ﺒﻌﻀﻬﻡ ﺍﻝﺒﻌﺽ ﻭﺍﻝﺘﻲ ﺘﺘﻀﻤﻥ ﺇﻋﻁﺎﺀ ﺒﻌﺽ ﺍﻝﺘﻭﺠﻴﻬﺎﺕ ﻭﺍﻝﺩﻋﻭﺓ ﻝﻌﻘﺩ ﺍﻻﺠﺘﻤﺎﻋﺎﺕ ﻭﺘﺤﺩﻴﺩ‬
‫ﻤﻭﺍﻋﻴﺩﻫﺎ ﺍﻝﺯﻤﺎﻨﻴﺔ ﻭﺍﻝﻤﻜﺎﻨﻴﺔ‪ ،‬ﻜﺫﻝﻙ ﺇﺭﺴﺎل ﺍﻝﺘﻘﺎﺭﻴﺭ ﺍﻝﺸﻬﺭﻴﺔ ﻝﻠﻤﺸﺭﻓﻴﻥ ﻭﺘﻀﻤﻴﻥ ﺍﻝﻌﻤﻠﻴﺔ‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ ﻓﻲ ﺍﻷﻋﻤﺎل ﺍﻝﻠﻭﺠﺴﺘﻴﺔ ﺍﻹﺩﺍﺭﻴﺔ ﻤﺜل ﺤﻭﺴﺒﺔ ﺍﻝﻨﻤﺎﺫﺝ ﻭﺍﻝﺘﻘﺎﺭﻴﺭ ﻭﻭﺭﺸﺎﺕ ﺍﻝﻌﻤل‬

‫ﻭﺍﻝﻤﻨﺘﺩﻴﺎﺕ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻝﻠﻤﻌﻠﻡ ﻭﺍﻝﻁﺎﻝﺏ‪ ،‬ﻤﻤﺎ ﻴﻌﻨﻲ ﺃﻥ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻻﻴﺠﺭﻱ ﻀﻤﻥ ﺨﻁﻁ‬
‫ﻭﺨﻁﻭﺍﺕ ﻤﺅﺴﺴﺔ ﻭﻤﻤﻨﻬﺠﺔ ﻭﺇﻨﻤﺎ ﻤﺤﺎﻭﻻﺕ ﻭﺍﺠﺘﻬﺎﺩﺍﺕ ﻓﺭﺩﻴﺔ ﻤﻥ ﻫﻨﺎ ﻭﻫﻨﺎﻙ‪.‬‬

‫ﻝﻘﺩ ﺃﻜﺩﺕ ﺍﻝﻐﺎﻝﺒﻴﺔ ﺍﻝﻌﻅﻤﻰ ﻤﻥ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﺃﻥ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﻤﻥ ﺨﻼل ﻋﻤﻠﻴﺔ‬

‫ﺍﻝﺘﻭﺍﺼل ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻗﺩ ﺨﻔﻑ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻷﻋﺒﺎﺀ ﺍﻝﻤﻠﻘﺎﺓ ﻋﻠﻰ ﻋﺎﺘﻕ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻭﺍﻝﻤﻌﻠﻡ‬
‫ﻭﺍﻝﺘﻲ ﺃﺼﺒﺤﺕ ﺒﻔﻀﻠﻪ ﻗﺭﺍﺭﺍﺘﻬﻡ ﺴﺭﻴﻌﺔ ﻭﺩﻗﻴﻘﺔ ﻭﺼﺤﻴﺤﺔ ﻓﻲ ﺍﻝﻭﻗﺕ ﺫﺍﺘﻪ‪ ،‬ﻜﺫﻝﻙ ﻓﺈﻥ ﺍﻝﺘﻭﺠﻪ ﻨﺤﻭ‬
‫ﺤﻭﺴﺒﺔ ﺍﻝﻤﺤﺘﻭﻯ ﺍﻝﺘﻌﻠﻴﻤﻲ ﻴﻤﻜﻥ ﺃﻥ ﻴﻜﻭﻥ ﻝﻪ ﺒﺎﻝﻎ ﺍﻷﺜﺭ ﻓﻲ ﺠﻌل ﺍﻝﺘﻌﻠﻴﻡ ﺃﻜﺜﺭ ﺴﻬﻭﻝﺔ ﻭﻤﺘﻌﺔ ﻤﻤﺎ‬

‫ﻴﻨﻌﻜﺱ ﺒﺎﻹﻴﺠﺎﺏ ﻋﻠﻰ ﺍﻝﺘﺤﺼﻴل ﺍﻝﻌﻠﻤﻲ ﻝﻠﻁﻠﺒﺔ‪.‬‬

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‫ﻭﻤﻥ ﺨﻼل ﻤﺎ ﺘﻡ ﻋﺭﻀﻪ ﺴﺎﺒﻘﹰﺎ ﻝﻭﺤﻅ ﺃﻨﻨﺎ ﺃﺼﺒﺤﻨﺎ ﺃﻤﺎﻡ ﺨﻴﺎﺭﺍﺕ ﻤﺘﻨﻭﻋﺔ ﻭﺍﺘﺠﺎﻫﺎﺕ‬
‫ﻤﻌﺎﺼﺭﺓ ﺘﻨﺤﻭ ﺒﺎﻻﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻨﺤﻭ ﺭﺅﻴﺔ ﺘﺸﺎﺭﻜﻴﺔ ﺘﻔﺎﻋﻠﻴﺔ ﺘﻔﺘﺢ ﺁﻓﺎﻗﹰﺎ ﺭﺤﺒﺔ ﻫﻲ ﺃﻜﺜﺭ ﺘﻤﻴﺯﹰﺍ‬
‫ﻭﺘﺠﺩﺩﹰﺍ ﻝﺘﻔﻌﻴل ﺍﻷﺩﻭﺍﺭ ﺍﻹﺸﺭﺍﻓﻴﺔ ﻝﻜل ﻤﻥ ﺍﻝﻤﺩﻴﺭ ﻭﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻭﺍﻝﻤﻌﻠﻡ ﺍﻷﻭل ﻤﻥ ﺃﺠل ﻫﺩﻑ‬

‫ﻭﺍﺤﺩ ﻫﻭ ﺘﺠﻭﻴﺩ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻝﺘﻌﻠﻤﻴﺔ ﻭﺘﻁﻭﻴﺭ ﻤﺴﺘﻭﻯ ﺃﺩﺍﺀ ﺍﻝﻘﺎﺌﻤﻴﻥ ﻋﻠﻴﻬﺎ‪ ،‬ﺨﺼﻭﺼﹰﺎ ﻭﺃﻥ‬
‫ﺍﻻﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻤﻬﺎﺭﺓ ﻻ ﺘﺘﺤﺼل ﺇﻻ ﺒﻌﺩ ﺍﻝﺭﺅﻴﺔ ﻭﺍﻝﺨﺒﺭﺓ‪ ،‬ﻭﺘﻔﻌﻴل ﺍﻝﺘﺠﺭﺒﺔ ﺘﻠﻭ ﺍﻝﺘﺠﺭﺒﺔ‪،‬‬
‫ﻭﺍﻹﺤﻜﺎﻡ ﺍﻝﻤﺘﻘﻥ ﻝﻠﻤﻨﻬﺞ ﻭﺍﻝﺘﻭﺍﺼل ﺍﻝﻔﺎﻋل ﻤﻊ ﻤﺨﺘﻠﻑ ﺍﻝﻤﺴﺘﺠﺩﺍﺕ ﻭﺍﻻﺘﺠﺎﻫﺎﺕ ﺍﻝﻤﻌﺎﺼﺭﺓ ﻓﻲ‬

‫ﻤﻴﺩﺍﻥ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ‪.‬‬

‫ﻭﻨﺤﻥ ﻜﺸﻌﺏ ﻓﻠﺴﻁﻴﻨﻲ ﺠﺯﺀ ﻤﻥ ﻫﺫﺍ ﺍﻝﻌﺎﻝﻡ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺘﻁﻭﺭ ﻝﻥ ﻴﻜﻭﻥ ﺒﻭﺴﻌﻨﺎ ﺍﻝﻌﻴﺵ‬
‫ﺒﻤﻌﺯل ﻋﻥ ﺘﻠﻙ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﻤﺎ ﻝﻡ ﻨﺄﺨﺫ ﺒﺘﻠﻙ ﺍﻻﺘﺠﺎﻫﺎﺕ ﺍﻝﻤﻌﺎﺼﺭﺓ ﻓﻲ ﺸﺘﻰ ﺍﻝﻤﺠﺎﻻﺕ‪ ،‬ﺨﺎﺼﺔ ﻓﻲ‬

‫ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻭﺩﻭﺭﻩ ﺍﻝﻤﻬﻡ ﻭﺍﻝﺭﺌﻴﺱ ﻓﻲ ﺍﻝﺘﻁﻭﻴﺭ ﻭﺍﻝﺘﺤﺴﻴﻥ‪.‬‬

‫ﻤﻨﺎﻗﺸﺔ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﻔﺭﻀﻴﺎﺕ ﺍﻝﺩﺭﺍﺴﺔ‪:‬‬

‫ﻭﺤﻴﺙ ﺃﻥ ﻫﻨﺎﻙ ﺃﺭﺒﻊ ﻤﺠﺎﻻﺕ ﻝﻠﺩﺭﺍﺴﺔ ﻭﻓﻲ ﻅل ﻭﺠﻭﺩ ﺩﺭﺠﺔ ﻜﻠﻴﺔ ﻴﺘﻡ ﺍﻻﺴﺘﻨﺎﺩ ﻋﻠﻴﻬﺎ ﻓﻲ‬

‫ﺘﻔﺴﻴﺭ ﺍﻝﻔﺭﻀﻴﺎﺕ ﻭﻨﻅﺭﹰﺍ ﻝﻭﺠﻭﺩ ﻤﻘﻴﺎﺱ ﻤﻭﺤﺩ ﺍﺴﺘﺨﺩﻤﺘﻪ ﺍﻝﺒﺎﺤﺜﺔ ﻓﻲ ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﻤﺠﺎﻻﺕ‬
‫ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻓﻘﺩ ﻝﺠﺄﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺇﻝﻰ ﺘﻔﺴﻴﺭ ﻓﺭﻀﻴﺎﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺘﺒﻌﹰﺎ ﻝﻤﺠﺎﻻﺘﻬﺎ ﻭﻝﻠﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻋﻠﻰ ﺍﻝﻨﺤﻭ‬
‫ﺍﻝﺘﺎﻝﻲ‪:‬‬

‫ﺃ‪ -‬ﻤﻨﺎﻗﺸﺔ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺎﻝﻔﺭﻀﻴﺔ ﺍﻷﻭﻝﻰ‪:‬‬

‫ﺍﻝﺘﻲ ﺘﻨﺹ ﻋﻠﻰ ﺃﻨﻪ "ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )‪،(α = 0.05‬‬
‫ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻨﺤﻭ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ‬

‫ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺍﻝﺠﻨﺱ"‪.‬‬

‫ﺃﻅﻬﺭﺕ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻭﺍﺭﺩﺓ ﻓﻲ ﺍﻝﺠﺩﻭل )‪ (12‬ﺇﻝﻰ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺍﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ‬
‫ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )‪ (α =0.05‬ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻓﻲ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ‪ ،‬ﺃﻤﺎ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﻤﺠﺎﻻﺕ‬

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‫ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺍﺤﺼﺎﺌﻴﺔ ﻓﻲ ﺍﻝﻤﺠﺎل ﺍﻷﻭل ﺍﻝﻤﻌﺭﻓﺔ ﺒﻤﻔﻬﻭﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬
‫ﻭﺍﻝﺜﺎﻝﺙ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﻭﺍﻝﺭﺍﺒﻊ ﻤﻌﻭﻗﺎﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ ،‬ﺒﻴﻨﻤﺎ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )‪ ،(α =0.05‬ﺒﻴﻥ‬

‫ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺍﻝﺠﻨﺱ ﻓﻲ ﺍﻝﻤﺠﺎل ﺍﻝﺜﺎﻨﻲ ﻭﻫﻭ ﺍﻝﻤﻌﺭﻓﺔ ﺒﺄﻫﻤﻴﺔ ﺍﻹﺸﺭﺍﻑ‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﻝﺼﺎﻝﺢ ﺍﻝﺫﻜﻭﺭ ﺤﻴﺙ ﺒﻠﻎ ﻤﺘﻭﺴﻁﻬﻡ ﺍﻝﺤﺴﺎﺒﻲ )‪ ،(3.88‬ﺒﻴﻨﻤﺎ ﺒﻠﻎ ﻤﺘﻭﺴﻁ ﺍﻹﻨﺎﺙ‬
‫ﺍﻝﺤﺴﺎﺒﻲ )‪ ،(3.73‬ﻭﺘﻌﺯﻭ ﺍﻝﺒﺎﺤﺜﺔ ﺫﻝﻙ ﺇﻝﻰ ﺃﻨﻪ ﻝﺭﺒﻤﺎ ﻴﻜﻭﻥ ﺍﻝﺫﻜﻭﺭ ﻝﺩﻴﻬﻡ ﺩﺍﻓﻌﻴﺔ ﻭﻁﻤﻭﺡ ﺃﻜﺒﺭ‬

‫ﻝﻠﻤﻌﺭﻓﺔ ﻭﻝﺩﻴﻬﻡ ﺠﺭﺃﺓ ﻭﺇﻤﻜﺎﻨﻴﺎﺕ ﻭﺇﻁﻼﻉ ﺃﻜﺒﺭ ﻤﻥ ﺍﻹﻨﺎﺙ ﻓﻲ ﺘﻌﻠﻡ ﻭﺍﺴﺘﺨﺩﺍﻡ ﻜل ﻤﺎ ﻫﻭ ﺠﺩﻴﺩ‬
‫ﻭﻤﺘﻁﻭﺭ ﻓﻲ ﻋﻤﻠﻬﻡ‪.‬‬

‫ﺏ‪ -‬ﻤﻨﺎﻗﺸﺔ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺎﻝﻔﺭﻀﻴﺔ ﺍﻝﺜﺎﻨﻴﺔ‪:‬‬

‫ﺍﻝﺘﻲ ﺘﻨﺹ ﻋﻠﻰ " ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )‪،(α =0.05‬‬
‫ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻨﺤﻭ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ‬
‫ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺨﺼﺹ"‪.‬‬

‫ﺃﻅﻬﺭﺕ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻭﺍﺭﺩﺓ ﻓﻲ ﺍﻝﺠﺩﻭل )‪ (13‬ﺇﻝﻰ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ‬
‫ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )‪ (α =0.05‬ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻓﻲ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ‬
‫ﺍﻝﺘﺨﺼﺹ‪ ،‬ﺃﻤﺎ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﻤﺠﺎﻻﺕ ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺍﺤﺼﺎﺌﻴﺔ ﻓﻲ ﺍﻝﻤﺠﺎل ﺍﻷﻭل ﺍﻝﻤﻌﺭﻓﺔ‬

‫ﺒﻤﻔﻬﻭﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﺍﻝﺜﺎﻨﻲ ﺍﻝﻤﻌﺭﻓﺔ ﺒﺄﻫﻤﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﺍﻝﺜﺎﻝﺙ ﺍﺴﺘﺨﺩﺍﻡ‬
‫ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﻭﺍﻝﺭﺍﺒﻊ ﻤﻌﻭﻗﺎﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ ،‬ﻝﺫﻝﻙ‬
‫ﻓﺈﻨﻨﺎ ﻻ ﻨﺭﻓﺽ ﺍﻝﻔﺭﻀﻴﺔ " ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )‪(α =0.05‬‬

‫ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻨﺤﻭ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ‬
‫ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺨﺼﺹ ﻝﻠﻤﺠﺎﻻﺕ‬
‫ﺍﻷﻭل ﻭﺍﻝﺜﺎﻨﻲ ﻭﺍﻝﺜﺎﻝﺙ ﻭﺍﻝﺭﺍﺒﻊ‪ ،‬ﻭﺘﻔﺴﺭ ﺍﻝﺒﺎﺤﺜﺔ ﺫﻝﻙ ﺃﻥ ﺍﻷﻤﺭ ﻗﺩ ﻴﻌﻭﺩ ﺇﻝﻰ ﺃﻥ ﺍﻝﺩﻭﺭﺍﺕ ﺍﻝﺘﺩﺭﻴﺒﻴﺔ‬

‫ﻭﺍﺭﺸﺎﺩﺍﺕ ﺍﻝﻭﺯﺍﺭﺓ ﻻ ﺘﻔﺭﻕ ﺒﻴﻥ ﺍﻝﺒﻜﺎﻝﻭﺭﻴﻭﺱ ﻭﺍﻝﻤﺎﺠﺴﺘﻴﺭ ﻭﺇﻥ ﻭﺠﺩﺕ ﺩﻭﺭﺓ ﻴﺨﻀﻊ ﻝﻬﺎ ﺍﻝﺠﻤﻴﻊ‬
‫ﺒﻐﺽ ﺍﻝﻨﻅﺭ ﻋﻥ ﻤﺅﻫﻠﻪ ﺍﻝﻌﻠﻤﻲ‪.‬‬
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 ‫ﺝ‪ -‬ﻤﻨﺎﻗﺸﺔ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺎﻝﻔﺭﻀﻴﺔ ﺍﻝﺜﺎﻝﺜﺔ‪:‬‬

‫ﺍﻝﺘﻲ ﺘﻨﺹ "ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )‪ (α =0.05‬ﺒﻴﻥ‬
‫ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻨﺤﻭ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ‬

‫ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ"‪.‬‬

‫ﺃﻅﻬﺭﺕ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻭﺍﺭﺩﺓ ﻓﻲ ﺍﻝﺠﺩﻭل )‪ (14‬ﺇﻝﻰ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ‬
‫ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )‪ (α =0.05‬ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻓﻲ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻠﻤﺠﺎﻻﺕ‪ ،‬ﺃﻤﺎ ﺒﺎﻝﻨﺴﺒﺔ‬

‫ﻝﻠﻤﺠﺎﻻﺕ ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻓﻲ ﺍﻝﻤﺠﺎل ﺍﻷﻭل ﺍﻝﻤﻌﺭﻓﺔ ﺒﻤﻔﻬﻭﻡ ﺍﻹﺸﺭﺍﻑ‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ ،‬ﻭﺍﻝﺜﺎﻝﺙ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ‪ ،‬ﻭﺍﻝﺭﺍﺒﻊ ﻤﻌﻭﻗﺎﺕ‬
‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ ،‬ﺒﻴﻨﻤﺎ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ‬

‫)‪ ،(α =0.05‬ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺘﻬﻡ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﺍﻝﻤﺠﺎل ﺍﻝﺜﺎﻨﻲ ﻭﻫﻭ‬
‫ﺍﻝﻤﻌﺭﻓﺔ ﺒﺄﻫﻤﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﻝﺼﺎﻝﺢ ﻤﺎﺠﺴﺘﻴﺭ ﻓﺄﻋﻠﻰ‪ ،‬ﺤﻴﺙ ﺒﻠﻎ ﻤﺘﻭﺴﻁ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ‬
‫)‪ ،(3.91‬ﺒﻴﻨﻤﺎ ﺒﻠﻎ ﻤﺘﻭﺴﻁ ﺍﻝﺒﻜﺎﻝﻭﺭﻴﻭﺱ )‪ ،(3.73‬ﻭﺘﻌﺯﻭ ﺍﻝﺒﺎﺤﺜﺔ ﻫﺫﻩ ﺍﻝﻨﺘﻴﺠﺔ ﺃﻨﻪ ﻝﺭﺒﻤﺎ ﻴﻜﻭﻥ‬

‫ﺫﻭﻱ ﺍﻝﻤﺅﻫﻼﺕ ﺍﻝﻌﻠﻴﺎ ﻝﺩﻴﻬﻡ ﻤﻌﺭﻓﺔ ﺃﻜﺒﺭ ﻓﻲ ﺍﻝﺘﻘﻨﻴﺎﺕ ﻭﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺤﺎﺴﻭﺏ ﻜﻭﻨﻬﻡ ﺍﻜﺘﺴﺒﻭﺍ ﺘﻠﻙ‬
‫ﺍﻝﻤﻬﺎﺭﺓ ﻓﻲ ﻤﺭﺤﻠﺔ ﺇﻋﺩﺍﺩﻫﻡ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻌﻠﻴﺎ‪ ،‬ﻓﻬﻲ ﺘﻌﺘﺒﺭ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻬﻡ ﺃﺤﺩ ﺍﻝﻔﻭﺍﺭﻕ ﺍﻝﺘﻲ ﺘﻤﻴﺯﻫﻡ‬
‫ﻋﻥ ﺍﻝﻤﺅﻫﻼﺕ ﺍﻷﺨﺭﻯ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻫﻡ ﺃﻜﺜﺭ ﻤﻌﺭﻓﺔ ﺒﻬﺎ ﻭﺒﺎﺴﺘﺨﺩﺍﻤﻬﺎ ﻝﺫﻝﻙ ﻫﻡ ﺃﻗﺩﺭ ﻋﻠﻰ ﺍﻝﻌﻤل ﺒﻬﺎ‬

‫ﻭﺘﻘﺩﻴﺭ ﺃﻫﻤﻴﺘﻬﺎ ﻝﻠﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﺍﻤﺘﻼﻜﻬﻡ ﻝﺤﻭﺍﺴﻴﺏ ﺸﺨﺼﻴﺔ ﻭﺸﺒﻜﺔ ﺇﻨﺘﺭﻨﺕ ﻤﻨﺯﻝﻴﺔ‬
‫ﺨﻼل ﻓﺘﺭﺓ ﺩﺭﺍﺴﺎﺘﻬﻡ ﺍﻝﻌﻠﻴﺎ ﻭﺍﺴﺘﻤﺭﻭﺍ ﺒﺫﻝﻙ ﺃﺜﻨﺎﺀ ﻋﻤﻠﻬﻡ ﺍﻝﺭﺴﻤﻲ ﻓﻲ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﺎﻜﺘﺴﺒﻭﺍ‬
‫ﺘﻠﻙ ﺍﻝﻤﻬﺎﺭﺓ‪.‬‬

‫ﺩ‪ -‬ﻤﻨﺎﻗﺸﺔ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺎﻝﻔﺭﻀﻴﺔ ﺍﻝﺭﺍﺒﻌﺔ‪:‬‬

‫ﺍﻝﺘﻲ ﺘﻨﺹ ﻋﻠﻰ " ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )‪،(α =0.05‬‬
‫ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻨﺤﻭ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ‬

‫ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺴﻨﻭﺍﺕ ﺍﻝﺨﺒﺭﺓ"‪.‬‬

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‫ﺃﻅﻬﺭﺕ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻭﺍﺭﺩﺓ ﻓﻲ ﺍﻝﺠﺩﻭل )‪ (15‬ﺇﻝﻰ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ‬
‫ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )‪ (α =0.05‬ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ‬
‫ﻝﻠﻤﺠﺎﻻﺕ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺴﻨﻭﺍﺕ ﺍﻝﺨﺒﺭﺓ‪ ،‬ﺃﻤﺎ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﻤﺠﺎﻻﺕ ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ‬

‫ﻓﻲ ﺍﻝﻤﺠﺎل ﺍﻷﻭل ﻭﻫﻭ ﺍﻝﻤﻌﺭﻓﺔ ﺒﻤﻔﻬﻭﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﺍﻝﺜﺎﻨﻲ ﺍﻝﻤﻌﺭﻓﺔ ﺒﺄﻫﻤﻴﺔ ﺍﻹﺸﺭﺍﻑ‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﺍﻝﺜﺎﻝﺙ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﻭﺍﻝﺭﺍﺒﻊ ﻤﻌﻭﻗﺎﺕ ﺍﺴﺘﺨﺩﺍﻡ‬
‫ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ ،‬ﻝﺫﻝﻙ ﻓﺈﻨﻨﺎ ﻻ ﻨﺭﻓﺽ ﺍﻝﻔﺭﻀﻴﺔ " ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ‬

‫ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )‪ (α =0.05‬ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻨﺤﻭ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬
‫ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﺘﻌﺯﻯ‬
‫ﻝﻤﺘﻐﻴﺭ ﺴﻨﻭﺍﺕ ﺍﻝﺨﺒﺭﺓ ﻝﻠﻤﺠﺎﻻﺕ ﺍﻷﻭل ﻭﺍﻝﺜﺎﻨﻲ ﻭﺍﻝﺜﺎﻝﺙ ﻭﺍﻝﺭﺍﺒﻊ‪ ،‬ﻭﺘﻔﺴﺭ ﺍﻝﺒﺎﺤﺜﺔ ﺫﻝﻙ ﺒﺄﻨﻪ ﻝﺭﺒﻤﺎ‬

‫ﻋﻨﺩﻤﺎ ﺘﺘﻭﺍﺠﺩ ﺩﻭﺭﺓ ﺘﺩﺭﻴﺒﻴﺔ ﻴﺨﻀﻊ ﻝﻬﺎ ﺍﻝﺠﻤﻴﻊ ﻭﺘﻜﻭﻥ ﺸﺎﻤﻠﺔ ﺒﻐﺽ ﺍﻝﻨﻅﺭ ﻋﻥ ﺨﺒﺭﺍﺘﻬﻡ‬
‫ﺍﻹﺸﺭﺍﻓﻴﺔ‪.‬‬

‫ﻤﻨﺎﻗﺸﺔ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺎﻝﻔﺭﻀﻴﺔ ﺍﻝﺨﺎﻤﺴﺔ‪:‬‬

‫ﺍﻝﺘﻲ ﺘﻨﺹ ﻋﻠﻰ "ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )‪ (α =0.05‬ﺒﻴﻥ‬
‫ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻨﺤﻭ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ‬
‫ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺩﻴﺭﻴﺔ "‪.‬‬

‫ﺃﻅﻬﺭﺕ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻭﺍﺭﺩﺓ ﻓﻲ ﺍﻝﺠﺩﺍﻭل )‪ (17‬ﺇﻝﻰ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ‬
‫ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )‪ (α =0.05‬ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ‬
‫ﻝﻠﻤﺠﺎﻻﺕ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺩﻴﺭﻴﺔ‪ ،‬ﺃﻤﺎ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﻤﺠﺎﻻﺕ ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻓﻲ‬

‫ﺍﻝﻤﺠﺎل ﺍﻷﻭل ﺍﻝﻤﻌﺭﻓﺔ ﺒﻤﻔﻬﻭﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﺍﻝﺜﺎﻨﻲ ﺍﻝﻤﻌﺭﻓﺔ ﺒﺄﻫﻤﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬
‫ﻭﺍﻝﺜﺎﻝﺙ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﻭﺍﻝﺭﺍﺒﻊ ﻤﻌﻭﻗﺎﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ ،‬ﻝﺫﻝﻙ ﻓﺈﻨﻨﺎ ﻻ ﻨﺭﻓﺽ ﺍﻝﻔﺭﻀﻴﺔ " ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ‬

‫ﺍﻝﺩﻻﻝﺔ )‪ (α =0.05‬ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻨﺤﻭ ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ‬
‫ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ‬
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‫ﺍﻝﻤﺩﻴﺭﻴﺔ ﻝﻠﻤﺠﺎﻻﺕ ﺍﻷﻭل ﻭﺍﻝﺜﺎﻨﻲ ﻭﺍﻝﺜﺎﻝﺙ ﻭﺍﻝﺭﺍﺒﻊ‪ ،‬ﻭﺘﻔﺴﺭ ﺍﻝﺒﺎﺤﺜﺔ ﺫﻝﻙ ﺒﺄﻨﻪ ﻝﺭﺒﻤﺎ ﺘﻭﺠﻴﻬﺎﺕ‬
‫ﺍﻝﻭﺯﺍﺭﺓ ﺩﺍﺌﻤﺎ ﺘﻜﻭﻥ ﻤﻭﺤﺩﺓ ﻝﻜل ﺍﻝﻤﺩﻴﺭﻴﺎﺕ ﻜﻤﺎ ﺃﻨﻪ ﻋﻨﺩﻤﺎ ﻴﻜﻭﻥ ﻤﻁﻠﺏ ﻤﻥ ﺍﻝﻭﺯﺍﺭﺓ ﻓﺈﻨﻪ ﻴﻜﻭﻥ‬
‫ﻋﺎﻤﹰﺎ ﻭﺸﺎﻤﻼ ﻝﻜل ﺍﻝﻤﺩﻴﺭﻴﺎﺕ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﺃﻥ ﺍﻝﻤﺩﻴﺭﻴﺎﺕ ﺘﺘﺒﻊ ﻹﺩﺍﺭﺓ ﻤﺭﻜﺯﻴﺔ‪.‬‬

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 ‫ﺍﻝﺘﻭﺼﻴﺎﺕ‪:‬‬

‫ﻓﻲ ﻀ‪‬ﻭﺀ ﻤﺎ ﺘﻘﺩﻡ ﻤﻥ ﻨﺘﺎﺌﺞ ﺨﺭﺠﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺒﻌﺩﺓ ﺘﻭﺼﻴﺎﺕ ﻫﻲ‪:‬‬

‫ﺃﻥ ﺘﻘﻭﻡ ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺒﻭﻀﻊ ﺨﻁﺔ ﺯﻤﻨﻴﺔ ﻭﺍﻀﺤﺔ ﺍﻝﻤﻌﺎﻝﻡ ﺘﻬﺩﻑ ﻝﻨﻘل ﻋﻤﻠﻴﺔ‬ ‫‪.1‬‬

‫ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻤﻥ ﺍﻝﻨﻤﻁ ﺍﻝﺘﻘﻠﻴﺩﻱ ﺇﻝﻰ ﺍﻝﻨﻤﻁ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺍﻝﺤﺩﻴﺙ‪.‬‬

‫ﺍﻝﻌﻤل ﻋﻠﻰ ﺒﻨﺎﺀ ﺒﻨﻴﺔ ﺘﺤﺘﻴﺔ ﺍﻝﻜﺘﺭﻭﻨﻴﺔ ﺘﻜﻭﻥ ﻗﺎﻋﺩﺓ ﻝﻠﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻤﻥ ﺨﻼل‬ ‫‪.2‬‬
‫ﺭﺒﻁ ﺍﻝﻤﺩﺍﺭﺱ ﻭﺍﻝﻤﺩﻴﺭﻴﺎﺕ ﻭﺍﻝﻭﺯﺍﺭﺓ ﺒﺸﺒﻜﺔ ﺍﻹﻨﺘﺭﻨﺕ ﻭﺘﻭﻓﻴﺭ ﺃﺠﻬﺯﺓ ﺤﻭﺍﺴﻴﺏ ﻝﻜﺎﻓﺔ‬

‫ﺍﻝﻤﺸﺭﻓﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺘﻔﻌﻴل ﻤﺨﺘﺒﺭﺍﺕ ﺍﻝﺤﺎﺴﻭﺏ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ‪.‬‬

‫ﺃﻥ ﺘﺸﺘﻤل ﺨﻁﺔ ﺍﻝﻭﺯﺍﺭﺓ ﻋﻠﻰ ﺘﺩﺭﻴﺏ ﺍﻝﻜﻭﺍﺩﺭ ﻤﻥ ﻤﻌﻠﻤﻴﻥ ﻭﻤﺸﺭﻓﻴﻥ ﺘﺭﺒﻭﻴﻴﻥ ﻋﻠﻰ ﻋﻤﻠﻴﺔ‬ ‫‪.3‬‬
‫ﺍﻝﺘﻭﺍﺼل ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻴﻤﺎ ﺒﻴﻨﻬﻡ ﻭﺘﺩﺭﻴﺏ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺃﻜﺜﺭ ﻋﻠﻰ ﺘﻭﻅﻴﻑ ﺍﻝﺘﻘﻨﻴﺎﺕ ﻓﻲ ﺍﻝﻌﻤل‬

‫ﺍﻻﺸﺭﺍﻓﻲ‪.‬‬

‫ﺃﻥ ﺘﻌﻤل ﺍﻝﻭﺯﺍﺭﺓ ﻋﻠﻰ ﺘﻭﻓﻴﺭ ﻤﺼﺎﺩﺭ ﺍﻝﺩﻋﻡ ﺍﻝﻤﺎﺩﻱ ﻝﺘﻁﻭﻴﺭ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﺇﻋﻁﺎﺀ‬ ‫‪.4‬‬
‫ﺼﻼﺤﻴﺎﺕ ﺃﻜﺒﺭ ﻝﻠﻤﺩﺍﺭﺱ ﺒﺎﻝﺤﺼﻭل ﻋﻠﻰ ﻤﺼﺎﺩﺭ ﺘﻤﻭﻴل ﻤﻥ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﻤﺤﻠﻲ‪.‬‬

‫ﻋﻠﻰ ﺍﻝﻭﺯﺍﺭﺓ ﺃﻥ ﺘﻘﻭﻡ ﺒﺎﻹﻋﻼﻡ ﻭﺍﻝﺘﻭﻋﻴﺔ ﻤﻥ ﺨﻼل ﺍﻝﻤﺅﺘﻤﺭﺍﺕ ﻭﺍﻝﻨﺩﻭﺍﺕ ﻭﻁﺭﺡ ﺍﻹﺸﺭﺍﻑ‬ ‫‪.5‬‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﺸﺭﺡ ﻓﻭﺍﺌﺩﻩ ﻝﻜﺎﻓﺔ ﺍﻝﻤﻌﻨﻴﻴﻥ ﻤﻥ ﻤﻌﻠﻤﻴﻥ ﻭﻤﺸﺭﻓﻴﻥ ﻭﻤﺩﺭﺍﺀ ﺍﻝﻤﺩﺍﺭﺱ ﻭﺍﻹﺠﺎﺒﺔ‬
‫ﻋﻠﻰ ﺃﺴﺌﻠﺘﻬﻡ ﻭﺍﺴﺘﻔﺴﺎﺭﺍﺘﻬﻡ ﻭﺘﺫﻝﻴل ﺍﻝﻌﻘﺒﺎﺕ ﻭﺍﻝﺼﻌﻭﺒﺎﺕ ﺍﻝﺘﻲ ﺘﺤﻭل ﺩﻭﻥ ﺘﻁﺒﻴﻘﻪ‪.‬‬

‫ﺘﺸﺠﻴﻊ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻋﻠﻰ ﺍﻝﻘﻴﺎﻡ ﺒﺩﺭﺍﺴﺎﺕ ﺘﺘﻨﺎﻭل ﺠﻭﺍﻨﺏ ﺃﺨﺭﻯ ﻤﻥ ﺠﻭﺍﻨﺏ ﺍﻹﺸﺭﺍﻑ‬ ‫‪.6‬‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪:‬‬

‫‪ -‬ﺩﺭﺍﺴﺔ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ ﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ‪.‬‬

‫‪ -‬ﺩﺭﺍﺴﺔ ﺨﻁﺔ ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﻭﺴﻴﺎﺴﺘﻬﺎ ﻓﻲ ﻤﺠﺎل ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ‪.‬‬

‫‪ -‬ﺩﺭﺍﺴﺔ ﺇﻤﻜﺎﻨﻴﺔ ﺘﻭﻅﻴﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﻋﻤﻠﻴﺎﺕ ﺍﻹﺸﺭﺍﻑ ﺍﻝﻔﻨﻴﺔ ﻭﺍﻹﺭﺸﺎﺩﻴﺔ ﻭﻝﻴﺱ‬
‫ﻓﻘﻁ ﺍﻻﺘﺼﺎل ﻭﺍﻝﺘﻭﺍﺼل‪.‬‬
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 ‫ﻗﺎﺌﻤﺔ ﺍﻝﻤﺼﺎﺩﺭ ﻭﺍﻝﻤﺭﺍﺠﻊ‬

‫ﺍﻝﻤﺭﺍﺠﻊ ﺍﻝﻌﺭﺒﻴﺔ‪:‬‬

‫ﺍﻻﻨﺘﺭﻨﺕ ﺍﻝﻤﺭﺠﻊ ﺍﻝﻜﺎﻤل )‪ .(1999‬ﻜﺘﺎﺏ ﻤﺘﺭﺠﻡ‪ ،‬ﻁ‪ ،1‬ﻤﻜﺘﺒﺔ ﺠﺭﻴﺭ‬

‫ﺇﺒﺭﺍﻫﻴﻡ‪ ،‬ﻤﺭﻭﺍﻥ )‪ .(2002‬ﺍﻹﺤﺼﺎﺀ ﺍﻝﻭﺼﻔﻲ ﻭﺍﻹﺴﺘﺩﻻﻝﻲ‪ .‬ﺩﺍﺭ ﺍﻝﻔﻜﺭ ﻝﻠﻁﺒﺎﻋﺔ ﻭﺍﻝﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪،‬‬

‫ﻁ‪ ،1‬ﺹ‪ ،9‬ﻋﻤﺎﻥ ﺍﻷﺭﺩﻥ‪.‬‬

‫ﺍﻝﺒﺎﺒﻁﻴﻥ‪ ،‬ﻋﺒﺩ ﺍﻝﻌﺯﻴﺯ )‪ .(1425‬ﺍﺘﺠﺎﻫﺎﺕ ﺤﺩﻴﺜﺔ ﻓﻲ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ‪.‬ﺍﻝﺭﻴﺎﺽ‪ ،‬ﺍﻝﻤﻤﻠﻜﺔ ﺍﻝﻌﺭﺒﻴﺔ‬

‫ﺍﻝﺴﻌﻭﺩﻴﺔ‪.‬‬

‫ﺒﺩﺡ‪ ،‬ﺃﺤﻤﺩ ﻭﺍﻝﺨﺯﺍﻋﻲ‪ ،‬ﺤﺴﻴﻥ )‪ .(2012‬ﺩﺭﺠﺔ ﺇﻤﻜﺎﻨﻴﺔ ﺘﻁﺒﻴﻕ ﺃﻨﻅﻤﺔ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ‬
‫ﺍﻝﻤﺩﺍﺭﺱ ﺍﻷﺭﺩﻨﻴﺔ ﺍﻝﺨﺎﺼﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﻤﺩﻴﺭﻴﻬﺎ‪ .‬ﻗﺴﻡ ﺍﻝﻌﻠﻭﻡ ﺍﻝﺘﺭﺒﻭﻴﺔ‪ ،‬ﻜﻠﻴﺔ ﺍﻷﻤﻴﺭﺓ‬
‫ﻋﺎﻝﻴﺔ ; ﻜﻠﻴﺔ ﺍﻝﻌﻠﻭﻡ ﺍﻹﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻝﺒﻠﻘﺎﺀ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ‪ ،‬ﻤﺠﻠﺔ ﺍﻝﻨﺠﺎﺡ ﻝﻸﺒﺤﺎﺙ ﻭﺍﻝﻌﻠﻭﻡ‬
‫ﺍﻹﻨﺴﺎﻨﻴﺔ‪ ،‬ﻤﺠﻠﺩ ‪ ،(2) 26‬ﺍﻷﺭﺩﻥ‪.‬‬

‫ﺍﻝﺒﻠﻭﻱ‪ ،‬ﻫﺩﻯ )‪ :(2012‬ﺃﻫﻤﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﻤﻌﻭﻗﺎﺕ ﺍﺴﺘﺨﺩﺍﻤﺔ ﻓﻲ ﺍﻷﺴﺎﻝﻴﺏ‬

‫ﺍﻹﺸﺭﺍﻓﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﺎﺕ ﺍﻝﺘﺭﺒﻭﻴﺎﺕ ﻭﻤﻌﻠﻤﺎﺕ ﺍﻝﺭﻴﺎﻀﻴﺎﺕ ﺒﻤﻨﻁﻘﺔ ﺘﺒﻭﻙ‬

‫ﺍﻝﺘﻌﻠﻴﻤﻴﺔ‪ .‬ﺭﺴﺎﻝﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ‪ ،‬ﺠﺎﻤﻌﺔ ﺃﻡ ﺍﻝﻘﺭﻯ‪ ،‬ﻤﻜﺔ ﺍﻝﻤﻜﺭﻤﺔ‪ ،‬ﺍﻝﻤﻤﻠﻜﺔ ﺍﻝﻌﺭﺒﻴﺔ‬

‫ﺍﻝﺴﻌﻭﺩﻴﺔ‪.‬‬

‫ﺒﻴﺎﺘﻨﻪ‪ ،‬ﻫﺎﻨﻲ )‪ :(2012‬ﺍﻝﺤﻴﺎﺓ ﺍﻝﺠﺩﻴﺩﺓ‪ .‬ﺍﻝﺨﻤﻴﺱ ‪ 28‬ﺤﺯﻴﺭﺍﻥ ﺍﻝﻌﺩﺩ ‪.5983‬‬

‫ﺍﻝﺘﻤﻴﻤﻲ‪ ،‬ﻤﻴﺴﻭﻥ )‪ .(2005‬ﺘﻁﻭﻴﺭ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻝﻠﻤﺭﺤﻠﺔ ﺍﻷﺴﺎﺴﻴﺔ ﺍﻝﺩﻨﻴﺎ ﻓﻲ ﻓﻠﺴﻁﻴﻥ‪.‬‬

‫ﺭﺴﺎﻝﺔ ﺩﻜﺘﻭﺭﺍﺓ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ‪ ،‬ﺒﺭﻨﺎﻤﺞ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻌﻠﻴﺎ ﺍﻝﻤﺸﺘﺭﻙ ﺒﻴﻥ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ‪ ،‬ﺠﺎﻤﻌﺔ‬

‫ﻋﻴﻥ ﺸﻤﺱ ﻤﻊ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻝﻘﺩﺱ‪ ،‬ﺹ‪.14‬‬

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‫ﺍﻝﺠﺭﻑ‪ ،‬ﺭﻴﻤﺎ )‪ .(2001‬ﺍﻝﻤﻘﺭﺭ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ .‬ﻭﺭﻗﺔ ﻋﻤل ﻤﻘﺩﻤﺔ ﻓﻲ ﺍﻝﻤﺅﺘﻤﺭ ﺍﻝﻌﻠﻤﻲ ﺍﻝﺜﺎﻝﺙ ﻋﺸﺭ‬

‫ﻝﻠﺠﻤﻌﻴﺔ ﺍﻝﻤﺼﺭﻴﺔ ﻝﻠﻤﻨﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻝﺘﺩﺭﻴﺱ‪ :‬ﻤﻨﺎﻫﺞ ﺍﻝﺘﻌﻠﻴﻡ ﻭﺍﻝﺜﻭﺭﺓ ﺍﻝﻤﻌﺭﻓﻴﺔ ﻭﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺔ‬
‫ﺍﻝﻤﻌﺎﺼﺭﺓ‪ 25-24 ،(1) ،‬ﻴﻭﻝﻴﻭ‪ ،‬ﺠﺎﻤﻌﺔ ﻋﻴﻥ ﺸﻤﺱ‪ ،‬ﻤﺼﺭ ‪.209-195‬‬

‫ﺍﻝﺤﺭﺒﻲ‪ ،‬ﺴﻬﻴل )‪ :(1428‬ﻓﺎﻋﻠﻴﺔ ﺃﻨﻤﻭﺫﺝ ﻝﻠﺘﺩﺭﻴﺏ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻹﻜﺴﺎﺏ ﻤﻌﻠﻤﻲ ﻭﻤﻌﻠﻤﺎﺕ ﺍﻝﺘﺭﺒﻴﺔ‬
‫ﺍﻝﻔﻨﻴﺔ ﺍﻝﻜﻔﺎﻴﺎﺕ ﺍﻝﻶﺯﻤﺔ ﻓﻲ ﻀﻭﺀ ﺍﻹﺘﺠﺎﻩ ﺍﻝﺘﻨﻅﻴﻤﻲ ‪ .D.B.A.E‬ﺭﺴﺎﻝﺔ ﺩﻜﺘﻭﺭﺍﺓ ﻏﻴﺭ‬

‫ﻤﻨﺸﻭﺭﺓ‪ .‬ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ‪ ،‬ﺠﺎﻤﻌﺔ ﺃﻡ ﺍﻝﻘﺭﻯ‪.‬‬

‫ﺍﻝﺤﻤﻴﺩ‪ ،‬ﻤﻭﺴﻰ ﻭﺁل ﻤﺴﻔﺭ‪ ،‬ﺨﺎﻝﺩ )‪ :(1429‬ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ .‬ﻭﺭﻗﺔ ﻋﻤل ﻤﻘﺩﻤﺔ ﻤﻥ ﺍﺩﺍﺭﺓ‬
‫ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻹﺩﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺒﻌﻨﻭﺍﻥ ﺍﺸﺭﺍﻑ ﻤﺘﺠﺩﺩ ﻝﺘﺭﺒﻴﺔ ﻋﻅﻴﻤﺔ‪.‬‬

‫ﺍﻝﺭﻴﺎﺽ‪ ،‬ﺍﻝﻤﻤﻠﻜﺔ ﺍﻝﻌﺭﺒﻴﺔ ﺍﻝﺴﻌﻭﺩﻴﺔ‪.‬‬

‫ﺍﻝﺨﺭﺍﺒﺸﺔ‪ ،‬ﻋﻤﺭ )‪ .(2012‬ﺃﺴﺎﻝﻴﺏ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ .‬ﺩﺍﺭ ﻭﺍﺌل ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪.‬‬

‫ﺍﻝﺨﻁﻴﺏ‪ ،‬ﺍﺒﺭﺍﻫﻴﻡ ﻭﺍﻝﺨﻁﻴﺏ‪ ،‬ﺃﻤل )‪ .(2003‬ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻠﺴﻔﺘﻪ‪ ،‬ﺃﺴﺎﻝﻴﺒﻪ‪ ،‬ﺘﻁﺒﻴﻘﺎﺘﻪ ‪ .‬ﺩﺍﺭ‬

‫ﻗﻨﺩﻴل ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪ ،‬ﻋﻤﺎﻥ‪.‬‬

‫ﺍﻝﺨﻁﻴﺏ‪ ،‬ﻗﺎﺴﻡ )‪ .(2005‬ﺤﻭﺴﺒﺔ ﺍﻝﻤﻨﺎﻫﺞ‪ .‬ﺭﺴﺎﻝﺔ ﺍﻝﻤﻌﻠﻡ‪ .‬ﺍﻝﻌﺩﺩ)‪ .(4-3‬ﺍﻝﻤﺠﻠﺩ )‪ .(3‬ﻭﺯﺍﺭﺓ‬

‫ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪.‬‬

‫ﺩﺍﻭﻨﻲ‪ ،‬ﻜﻤﺎل )‪2003‬ﻡ(‪ :‬ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻤﻔﺎﻫﻴﻡ ﻭﺁﻓﺎﻕ‪ .‬ﺩﺍﺌﺭﺓ ﺍﻝﻤﻜﺘﺒﺔ ﺍﻝﻭﻁﻨﻴﺔ‪ ،‬ﺍﻝﺠﺎﻤﻌﺔ‬

‫ﺍﻷﺭﺩﻨﻴﺔ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪.‬‬

‫ﺍﻝﺭﺍﻀﻲ‪ ،‬ﺃﺤﻤﺩ )‪ .(2010‬ﺍﻝﺘﻌﻠﻴﻡ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ .‬ﺩﺍﺭ ﺃﺴﺎﻤﺔ ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪ ،‬ﻁ‪ ،1‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪.‬‬

‫ﺍﻝﺭﺸﺎﻴﺩﺓ‪ ،‬ﻤﺤﻤﺩ )‪2010‬ﻡ(‪ :‬ﻤﻬﺎﺭﺍﺕ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﻭ ﺍﻝﻘﻴﺎﺩﺓ ﻭﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ‪ .‬ﺩﺍﺭ ﻭﺍﺌل ﻝﻠﻨﺸﺭ‬

‫ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪ .‬ﻁ‪ ،1‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪.‬‬

‫ﺍﻝﺯﻋﺒﻲ‪ ،‬ﻤﺤﻤﺩ )‪ .(2005‬ﻤﻬﺎﺭﺍﺕ ﺍﻝﺤﺎﺴﻭﺏ ﺍﻝﻤﺘﻘﺩﻤﺔ‪ .‬ﺩﺍﺭ ﻭﺍﺌل ﻝﻠﻨﺸﺭ‪ ،‬ﻋﻤﺎﻥ ﺍﻷﺭﺩﻥ‪.‬‬

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‫ﺴﺎﻝﻡ‪ ،‬ﺃﺤﻤﺩ )‪ .(2004‬ﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻝﺘﻌﻠﻴﻡ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ .‬ﻤﻜﺘﺒﺔ ﺍﻝﺭﺸﺩ‪ ،‬ﻁ‪ ،1‬ﺍﻝﺭﻴﺎﺽ‪،‬‬

‫ﺍﻝﻤﻤﻠﻜﺔ ﺍﻝﻌﺭﺒﻴﺔ ﺍﻝﺴﻌﻭﺩﻴﺔ‪.‬‬

‫ﺴﻌﺎﺩﺓ‪ ،‬ﺠﻭﺩﺕ ﻭﺍﻝﺴﺭﻁﺎﻭﻱ‪ ،‬ﻋﺎﺩل )‪ .(2003‬ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺤﺎﺴﻭﺏ ﻭﺍﻻﻨﺘﺭﻨﺕ ﻓﻲ ﻤﻴﺎﺩﻴﻥ ﺍﻝﺘﺭﺒﻴﺔ‬

‫ﻭﺍﻝﺘﻌﻠﻴﻡ‪ .‬ﺩﺍﺭ ﺍﻝﺸﺭﻭﻕ ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪.‬‬

‫ﺴﻔﺭ‪ ،‬ﺼﺎﻝﺤﺔ )‪ :(2008‬ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻋﻥ ﺒ‪‬ﻌﺩ ﺒﻴﻥ ﺍﻷﻫﻤﻴﺔ ﻭﺍﻝﻤﻤﺎﺭﺴﺔ ﻭﻤﻌﻭﻗﺎﺕ‬

‫ﺍﺴﺘﺨﺩﺍﻤﻪ‪ .‬ﺭﺴﺎﻝﺔ ﺩﻜﺘﻭﺭﺍﺓ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ‪ .‬ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ‪ ،‬ﺠﺎﻤﻌﺔ ﺃﻡ ﺍﻝﻘﺭﻯ‪ ،‬ﻤﻜﺔ ﺍﻝﻤﻜﺭﻤﺔ‪.‬‬

‫ﺍﻝﺴﻠﻁﺎﻥ‪ ،‬ﻋﺒﺩ ﺍﻝﻌﺯﻴﺯ ﻭﺍﻝﻔﻨﺘﻭﺥ‪ ،‬ﻋﺒﺩ ﺍﻝﻘﺎﺩﺭ)‪ :(1420‬ﺍﻹﻨﺘﺭﻨﺕ ﻓﻲ ﺍﻝﺘﻌﻠﻴﻡ‪ .‬ﻤﺸﺭﻭﻉ ﺍﻝﻤﺩﺭﺴﺔ‬

‫ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ‪ ،‬ﺭﺴﺎﻝﺔ ﺍﻝﺨﻠﻴﺞ ﺍﻝﻌﺭﺒﻲ‪ ،‬ﻤﻜﺘﺏ ﺍﻝﺘﺭﺒﻴﺔ ﺍﻝﻌﺭﺒﻲ ﻝﺩﻭل ﺍﻝﺨﻠﻴﺞ‪ ،‬ﺍﻝﺭﻴﺎﺽ‪ ،‬ﺍﻝﻤﻤﻠﻜﺔ‬
‫ﺍﻝﻌﺭﺒﻴﺔ ﺍﻝﺴﻌﻭﺩﻴﺔ‪.‬‬

‫ﺍﻝﺴﻠﻴﻡ‪ ،‬ﺴﻠﻴﻡ ﻭﺍﻝﻌﻭﺩﺓ‪ ،‬ﻋﺒﺩﺍﻝﻌﺯﻴﺯ )‪ :(1429‬ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﺁﻝﻴﺎﺕ ﺘﻔﻌﻴﻠﻪ‪ .‬ﻭﺭﻗﺔ ﻋﻤل‬

‫ﻤﻘﺩﻤﺔ ﻓﻲ ﻝﻘﺎﺀ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﺜﺎﻝﺙ ﻋﺸﺭ ﻝﻤﺩﻴﺭﻱ ﺍﺩﺍﺭﺍﺕ ﻭﻤﺭﺍﻜﺯ ﺍﻹﺸﺭﺍﻑ‬
‫ﺍﻝﺘﺭﺒﻭﻱ‪ ،‬ﺤﺎﺌل‪ ،‬ﺍﻝﻤﻤﻠﻜﺔ ﺍﻝﻌﺭﺒﻴﺔ ﺍﻝﺴﻌﻭﺩﻴﺔ‪.‬‬

‫ﺴﻴﺴﺎﻝﻡ‪ ،‬ﺭﻭﻀﺔ ﻭﻋﻠﻴﺎﻥ‪ ،‬ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ‪ ،‬ﻭﺍﻝﺒﻨﺎ‪ ،‬ﻤﺤﻤﺩ )‪ .(2007‬ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﻓﻠﺴﻁﻴﻥ‪.‬‬

‫ﻤﻜﺘﺒﺔ ﺁﻓﺎﻕ ﻝﻠﻨﺸﺭ‪ ،‬ﻏﺯﺓ‪ ،‬ﻓﻠﺴﻁﻴﻥ‪.‬‬

‫ﺍﻝﺸﺎﻓﻌﻲ‪ ،‬ﺨﺎﻝﺩ )‪ :(2007‬ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻝﻠﺸﺒﻜﺔ ﺍﻝﻌﻨﻜﺒﻭﺘﻴﺔ ﻓﻲ ﺘﻔﻌﻴل‬

‫ﺃﺴﻠﻭﺒﻲ ﺍﻝﻘﺭﺍﺀﺍﺕ ﺍﻝﻤﻭﺠﻬﺔ ﻭﺍﻝﻨﺸﺭﺍﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻓﻲ ﻤﺠﺎل ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺒﺘﻌﻠﻴﻡ ﺠﺩﺓ‪.‬‬

‫ﺭﺴﺎﻝﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ‪ .‬ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ‪ ،‬ﺠﺎﻤﻌﺔ ﺃﻡ ﺍﻝﻘﺭﻯ‪ ،‬ﻤﻜﺔ ﺍﻝﻤﻜﺭﻤﺔ‪ ،‬ﺍﻝﻤﻤﻠﻜﺔ‬
‫ﺍﻝﻌﺭﺒﻴﺔ ﺍﻝﺴﻌﻭﺩﻴﺔ‪.‬‬

‫ﺍﻝﺸﻤﺭﺍﻨﻲ‪ ،‬ﻤﺤﻤﺩ )‪ :(1429‬ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻤﻔﻬﻭﻤﻪ‪ ،‬ﺃﻫﺩﺍﻓﻪ‪ ،‬ﺍﺠﺭﺍﺀﺍﺘﻪ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ‪ .‬ﻭﺭﻗﺔ‬

‫ﻋﻤل ﻤﻘﺩﻤﺔ ﻓﻲ ﻝﻘﺎﺀ ﻤﺩﻴﺭﻱ ﺍﺩﺍﺭﺍﺕ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﻤﻨﻌﻘﺩ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﺍﻷﺤﺴﺎﺀ‪.‬‬
‫ﺍﻝﻤﻤﻠﻜﺔ ﺍﻝﻌﺭﺒﻴﺔ ﺍﻝﺴﻌﻭﺩﻴﺔ‪ ،‬ﻝﻠﻔﺘﺭﺓ ﻤﻥ ‪.1429 /3/2 – 2/30‬‬

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‫ﺍﻝﺼﺎﺌﻎ‪ ،‬ﻋﻬﻭﺩ )‪ :(2009‬ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺭﻴﺎﺽ ﺍﻷﻁﻔﺎل ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ‬
‫ﺍﻝﻤﺸﺭﻓﺎﺕ ﺍﻝﺘﺭﺒﻭﻴﺎﺕ ﻭﺍﻝﻤﻌﻠﻤﺎﺕ ﺒﻤﺩﻴﻨﺘﻲ ﻤﻜﺔ ﺍﻝﻤﻜﺭﻤﺔ ﻭﺠﺩ‪‬ﺓ‪ .‬ﺭﺴﺎﻝﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ‬

‫ﻤﻨﺸﻭﺭﺓ‪ .‬ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ‪ ،‬ﺠﺎﻤﻌﺔ ﺃﻡ ﺍﻝﻘﺭﻯ‪ ،‬ﻤﻜﺔ ﺍﻝﻤﻜﺭﻤﺔ‪ ،‬ﺍﻝﻤﻤﻠﻜﺔ ﺍﻝﻌﺭﺒﻴﺔ ﺍﻝﺴﻌﻭﺩﻴﺔ‪.‬‬

‫ﺍﻝﻁﻌﺎﻨﻲ‪ ،‬ﺤﺴﻥ)‪ :(2005‬ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ‪،‬ﻤﻔﺎﻫﻴﻤﻪ‪ ،‬ﺃﻫﺩﺍﻓﻪ‪ ،‬ﺃﺴﺴﻪ‪ ،‬ﺃﺴﺎﻝﻴﺒﻪ‪ .‬ﻁ‪ ،1‬ﺩﺍﺭ‬

‫ﺍﻝﺸﺭﻭﻕ ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪ .‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪.‬‬

‫ﻋﺎﻴﺵ‪ ،‬ﺃﺤﻤﺩ )‪2010‬ﻡ(‪ :‬ﺘﻁﺒﻴﻘﺎﺕ ﻓﻲ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ‪ .‬ﻁ‪ ،2‬ﺩﺍﺭ ﺍﻝﻤﺴﻴﺭﺓ ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪.‬‬

‫ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪.‬‬

‫ﻋﺒﻴﺩﺍﺕ‪ ،‬ﺫﻭﻗﺎﻥ‪ ،‬ﻭﺃﺒﻭ ﺍﻝﺴﻤﻴﺩ‪ ،‬ﺴﻬﻴﻠﺔ )‪2007‬ﻡ(‪ :‬ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺤﺩﻴﺜﺔ ﻓﻲ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ‪.‬‬

‫ﻁ‪ ،1‬ﺩﺍﺭ ﺍﻝﻔﻜﺭ ﻨﺎﺸﺭﻭﻥ‪ .‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪.‬‬

‫ﻋﻘﺩﺓ‪ ،‬ﻤﺤﻤﺩ )‪ :(2011‬ﺍﻝﺘﻤﻜﻴﻥ ﺍﻝﻭﻅﻴﻔﻲ ﻭﻋﻼﻗﺘﻪ ﺒﺎﻷﺩﺍﺀ ﻝﺩﻯ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺍﻷﺭﺩﻥ‪،‬‬

‫ﺃﻁﺭﻭﺤﺔ ﺩﻜﺘﻭﺭﺍﺓ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ‪ ،‬ﻜﻠﻴﺔ ﺍﻝﻌﻠﻭﻡ ﺍﻝﺘﺭﺒﻭﻴﺔ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻝﻴﺭﻤﻭﻙ‪ ،‬ﺍﺭﺒﺩ‪ ،‬ﺍﻷﺭﺩﻥ‪.‬‬

‫ﺍﻝﻌﻤﺭﻱ‪ ،‬ﺁﻤﻨﺔ )‪ :(2006‬ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﻤﺴﺘﻠﺯﻤﺎﺕ ﺍﻝﺘﻌﻠﻡ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﻤﺩﺍﺭﺱ ﻤﺤﺎﻓﻅﺔ ﺇﺭﺒﺩ‬

‫ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﺘﺠﺎﻫﺎﺕ ﺍﻝﻁﻠﺒﺔ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ﻨﺤﻭﻫﺎ‪ .‬ﺭﺴﺎﻝﺔ ﻤﺎﺠﺴﺘﻴﺭ‪ ،‬ﺠﺎﻤﻌﺔ‬

‫ﺍﻝﻴﺭﻤﻭﻙ‪ ،‬ﺇﺭﺒﺩ‪ ،‬ﺍﻷﺭﺩﻥ‪.‬‬

‫ﺍﻝﻐﺎﻤﺩﻱ‪ ،‬ﺍﺴﻤﺎﻋﻴل )‪ :(2008‬ﺩﻭﺭ ﺍﻹﻨﺘﺭﻨﺕ ﻓﻲ ﺘﻭﻅﻴﻑ ﺍﻷﺴﺎﻝﻴﺏ ﺍﻹﺸﺭﺍﻓﻴﺔ ﻓﻲ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ‬

‫ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﺒﻤﻨﻁﻘﺔ ﺍﻝﺒﺎﺤﺔ‪ .‬ﺭﺴﺎﻝﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ‪ ،‬ﻜﻠﻴﺔ‬

‫ﺍﻝﺘﺭﺒﻴﺔ‪ ،‬ﺠﺎﻤﻌﺔ ﺃﻡ ﺍﻝﻘﺭﻯ‪ ،‬ﻤﻜﺔ ﺍﻝﻤﻜﺭﻤﺔ‪ ،‬ﺍﻝﻤﻤﻠﻜﺔ ﺍﻝﻌﺭﺒﻴﺔ ﺍﻝﺴﻌﻭﺩﻴﺔ‪.‬‬

‫ﺍﻝﻐﺎﻤﺩﻱ‪ ،‬ﺘﺭﻜﻲ )‪ :(2011‬ﻓﺎﻋﻠﻴﺔ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻁﺒﻴﻘﺎﺕ ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ ﻓﻲ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ‪ .‬ﺭﺴﺎﻝﺔ‬

‫ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ‪ .‬ﺠﺎﻤﻌﺔ ﺃﻡ ﺩﺭﻤﺎﻥ ﺍﻹﺴﻼﻤﻴﺔ‪.‬‬

‫ﺃﺒﻭ ﻏﺭﺒﻴﺔ‪ ،‬ﺍﻴﻤﺎﻥ )‪ .(2009‬ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻤﻔﺎﻫﻴﻡ ﻭﻭﺍﻗﻊ ﻭﺁﻓﺎﻕ‪ .‬ﺩﺍﺭ ﺍﻝﺒﺩﺍﻴﺔ‪ ،‬ﻋﻤﺎﻥ‪،‬‬

‫ﺍﻷﺭﺩﻥ‪.‬‬
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‫ﺍﻝﻔﻀﻴل‪ ،‬ﻤﺤﻤﺩ )‪ :(2006‬ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻭﺍﻝﻤﺸﺭﻓﺎﺕ ﻝﻠﺤﺎﺴﺏ ﺍﻵﻝﻲ ﻓﻲ ﺃﺩﺍﺀ ﻤﻬﺎﻤﻬﻡ‬
‫ﻓﻲ ﻤﻜﺔ ﺍﻝﻤﻜﺭﻤﺔ‪ .‬ﺭﺴﺎﻝﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ‪ ،‬ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ‪ ،‬ﺠﺎﻤﻌﺔ ﺃﻡ ﺍﻝﻘﺭﻯ‪ ،‬ﻤﻜﺔ‬

‫ﺍﻝﻤﻜﺭﻤﺔ‪ ،‬ﺍﻝﻤﻤﻠﻜﺔ ﺍﻝﻌﺭﺒﻴﺔ ﺍﻝﺴﻌﻭﺩﻴﺔ‪.‬‬

‫ﻤﺘﻭﻝﻲ‪ ،‬ﻨﺒﻴل )‪ .(2004‬ﺘﺠﺩﻴﺩ ﻤﻨﻅﻭﻤﺔ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﺜﺎﻨﻭﻱ ﻓﻲ ﻀﻭﺀ ﻤﻔﻬﻭﻡ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ"‬
‫ﺘﺼﻭﺭ ﻤﻘﺘﺭﺡ"‪ .‬ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻝﺯﻗﺎﺯﻴﻕ‪ ،‬ﻤﺼﺭ‪.‬‬

‫ﻤﺼﻁﻔﻰ‪ ،‬ﺴﻤﻴﺢ )‪.(2012‬ﺍﻝﺘﻌﻠﻴﻡ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ .‬ﺩﺍﺭ ﺍﻝﺒﺩﺍﻴﺔ ﻨﺎﺸﺭﻭﻥ ﻭﻤﻭﺯﻋﻭﻥ‪ ،‬ﻁ‪ ،1‬ﻋﻤﺎﻥ‪،‬‬

‫ﺍﻷﺭﺩﻥ‪.‬‬

‫ﺍﻝﻤﻌﺎﻴﻁﺔ‪ ،‬ﻋﺒﺩ ﺍﻝﻌﺯﻴﺯ )‪ .(2012‬ﺍﺘﺠﺎﻫﺎﺕ ﺤﺩﻴﺜﺔ ﻓﻲ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ‪ .‬ﺩﺍﺭ ﻭﺍﺌل ﻝﻠﻨﺸﺭ‬

‫ﻭﺍﻝﺘﻭﺯﻴﻊ‪ ،‬ﻁ‪ ،1‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪.‬‬

‫ﺍﻝﻤﻌﺒﺩﻱ‪ ،‬ﺤﻨﺱ )‪1432‬ﻫـ‪ :(2011/‬ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻌﺎﻡ )ﺍﻝﻭﺍﻗﻊ ﻭﺍﻝﻤﺄﻤﻭل(‪.‬‬

‫ﺭﺴﺎﻝﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ‪ .‬ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ‪ ،‬ﺠﺎﻤﻌﺔ ﺃﻡ ﺍﻝﻘﺭﻯ‪ ،‬ﺍﻝﻤﻤﻠﻜﺔ ﺍﻝﻌﺭﺒﻴﺔ ﺍﻝﺴﻌﻭﺩﻴﺔ‪.‬‬

‫ﺍﻝﻤﻐﺫﻭﻱ‪ ،‬ﺤﺎﻤﺩ )‪ :(2009‬ﻓﺎﻋﻠﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺃﺩﺍﺀ ﻤﻌﻠﻤﻲ ﺍﻝﺭﻴﺎﻀﻴﺎﺕ‪.‬‬

‫ﺭﺴﺎﻝﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ‪ .‬ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ‪ ،‬ﺠﺎﻤﻌﺔ ﺃﻡ ﺍﻝﻘﺭﻯ‪ ،‬ﻤﻜﺔ ﺍﻝﻤﻜﺭﻤﺔ‪ ،‬ﺍﻝﻤﻤﻠﻜﺔ‬
‫ﺍﻝﻌﺭﺒﻴﺔ ﺍﻝﺴﻌﻭﺩﻴﺔ‪.‬‬

‫ﺍﻝﻤﻨﺼﻭﺭﻱ‪ ،‬ﻭﺁﺨﺭﻭﻥ )‪ :(2003‬ﺍﻝﺘﻭﺠﻴﻪ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﻭﺍﻗﻊ ﻭﺍﻝﻁﻤﻭﺡ‪ .‬ﺍﻭﺭﺍﻕ ﻋﻤل ﻤﻘﺩﻤﺔ ﻝﻠﻤﻨﺘﺩﻯ‬

‫ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﺭﺍﺒﻊ‪ .‬ﺍﻻﻤﺎﺭﺍﺕ ﺍﻝﻌﺭﺒﻴﺔ ﺍﻝﻤﺘﺤﺩﺓ‪.‬‬

‫ﺍﻝﻤﻭﺴﻰ‪ ،‬ﻋﺒﺩﺍﷲ )‪ .(1428‬ﻤﻘﺩﻤﺔ ﻓﻲ ﺍﻝﺤﺎﺴﺏ ﻭﺍﻻﻨﺘﺭﻨﺕ‪ .‬ﻁ‪ ،5‬ﺍﻝﺭﻴﺎﺽ‪ ،‬ﺍﻝﻤﻤﻠﻜﺔ ﺍﻝﻌﺭﺒﻴﺔ‬

‫ﺍﻝﺴﻌﻭﺩﻴﺔ‪.‬‬

‫ﺍﻝﻤﻭﺴﻰ‪ ،‬ﻋﺒﺩﺍﷲ ﻭﺍﻝﻤﺒﺎﺭﻙ‪ ،‬ﺃﺤﻤﺩ )‪ .(2005‬ﺍﻝﺘﻌﻠﻴﻡ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ :‬ﺍﻷﺴﺱ ﻭﺍﻝﺘﻁﺒﻴﻘﺎﺕ‪ .‬ﻁ‪ ،1‬ﻤﻜﺘﺒﺔ‬

‫ﺍﻝﺭﺸﺩ‪ ،‬ﺍﻝﺭﻴﺎﺽ‪ ،‬ﺍﻝﻤﻤﻠﻜﺔ ﺍﻝﻌﺭﺒﻴﺔ ﺍﻝﺴﻌﻭﺩﻴﺔ‪.‬‬

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‫ﻨﺩﺍﻑ‪ ،‬ﺸﺎﺩﻱ )‪ .(2002‬ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺤﺎﺴﻭﺏ ﺍﻝﺘﻌﻠﻴﻤﻲ ﻭﺍﻻﻨﺘﺭﻨﺕ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺜﺎﻨﻭﻴﺔ‬
‫ﺍﻝﺨﺎﺼﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ‪ .‬ﺭﺴﺎﻝﺔ ﻤﺎﺠﺴﺘﻴﺭ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻝﻴﺭﻤﻭﻙ‪ ،‬ﺇﺭﺒﺩ‪ ،‬ﺍﻷﺭﺩﻥ‪.‬‬

‫ﺍﻝﻨﻌﻴﻤﻲ‪ ،‬ﺨﺎﻝﺩ ﻭﺒﺎﺤﺎﺫﻕ‪ ،‬ﺃﺤﻤﺩ )‪ :(1421‬ﺍﻝﺘﻭﺍﺼل ﺒﻴﻥ ﺍﻝﻭﺯﺍﺭﺓ ﻭﺍﻝﻤﻴﺩﺍﻥ ﻤﻥ ﺨﻼل ﺍﻻﻨﺘﺭﻨﺕ‪.‬‬

‫ﺒﺤﺙ ﺍﻝﻠﻘﺎﺀ ﺍﻝﺴﺎﺒﻊ ﻝﻤﺩﻴﺭﻱ ﺍﺩﺍﺭﺍﺕ ﺍﻝﺘﻌﻠﻴﻡ ﻭﻤﺭﺍﻜﺯ ﺍﻻﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ‪ .‬ﻤﻜﺔ ﺍﻝﻤﻜﺭﻤﺔ‪،‬‬
‫ﺍﻝﻤﻤﻠﻜﺔ ﺍﻝﻌﺭﺒﻴﺔ ﺍﻝﺴﻌﻭﺩﻴﺔ‪.‬‬

‫ﻨﻭﺍﻭﻱ‪ ،‬ﺍﻝﻬﺎﻡ )‪ :(2001‬ﺘﺼﻭﺭ ﻤﻘﺘﺭﺡ ﻻﺴﺘﺨﺩﺍﻡ ﺍﻹﻨﺘﺭﻨﺕ ﻓﻲ ﺘﻔﻌﻴل ﺍﻷﺴﺎﻝﻴﺏ ﺍﻹﺸﺭﺍﻓﻴﺔ‪ .‬ﻭﺭﻗﺔ‬

‫ﻋﻤل ﻤﻘﺩﻤﺔ ﻝﻠﻘﺎﺀ ﺍﻝﺴﺎﺒﻊ ﻝﻤﺩﻴﺭﻱ ﺍﺩﺍﺭﺍﺕ ﻭﻤﺭﺍﻜﺯ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ‪ .‬ﻤﻜﺔ‪ ،‬ﺍﻝﻤﻤﻠﻜﺔ‬
‫ﺍﻝﻌﺭﺒﻴﺔ ﺍﻝﺴﻌﻭﺩﻴﺔ‪.‬‬

‫ﺍﻝﻬﺩﻝﻕ‪ ،‬ﻋﺒﺩﺍﷲ )‪ :(1422‬ﺍﺴﺘﺸﺭﺍﻑ ﻤﺴﺘﻘﺒل ﺘﻘﻨﻴﺔ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻓﻲ ﻤﺠﺎل ﺍﻝﺘﻌﻠﻴﻡ‪ .‬ﺭﺴﺎﻝﺔ ﺍﻝﺘﺭﺒﻴﺔ‬

‫ﻭﻋﻠﻡ ﺍﻝﻨﻔﺱ‪ ،‬ﻉ‪ ،15‬ﺍﻝﻤﻤﻠﻜﺔ ﺍﻝﻌﺭﺒﻴﺔ ﺍﻝﺴﻌﻭﺩﻴﺔ‪.‬‬

‫ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻌﺎﻝﻲ ﺍﻝﻔﻠﺴﻁﻴﻨﻴﺔ )‪ .(2013‬ﺍﻝﺒﻭﺍﺒﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻝﻔﻠﺴﻁﻴﻨﻴﺔ‪ :‬ﻨﺤﻭ ﺘﻌﻠﻴﻡ‬

‫ﺍﻝﻜﺘﺭﻭﻨﻲ ﺘﻔﺎﻋﻠﻲ ﻤﺒﺩﻉ‪ .‬ﻤﺸﺭﻭﻉ ﺘﻌﺯﻴﺯ ﺍﻝﺘﻌﻠﻡ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﻔﻠﺴﻁﻴﻨﻴﺔ‬

‫ﺍﻝﺩﺨﻭل‪.2013/10/23‬‬ ‫ﺘﺎﺭﻴﺦ‬ ‫)‪،(2014-2010‬‬

‫‪http://www.elearn.edu.ps/?q=node/15‬‬

‫ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻌﺎﻝﻲ ﺍﻝﻔﻠﺴﻁﻴﻨﻴﺔ )‪ .(2007‬ﺩﻝﻴل ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ‪ .‬ﺍﻹﺩﺍﺭﺓ ﺍﻝﻌﺎﻤﺔ‬

‫ﻝﻺﺸﺭﺍﻑ ﻭﺍﻝﺘﺄﻫﻴل ﺍﻝﺘﺭﺒﻭﻱ‪ ،‬ﺭﺍﻡ ﺍﷲ‪ ،‬ﻓﻠﺴﻁﻴﻥ‪.‬‬

‫ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻌﺎﻝﻲ ﺍﻝﻔﻠﺴﻁﻴﻨﻴﺔ )‪ " :(2011‬ﺍﻝﺩﻝﻴل ﺍﻝﻤﺭﺠﻌﻲ ﻓﻲ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ " ﺭﺍﻡ‬

‫ﺍﷲ‪ ،‬ﻓﻠﺴﻁﻴﻥ‪.‬‬

‫ﺍﻝﻭﻜﻴل‪ ،‬ﺴﺎﻤﻲ ﻭﺁﺨﺭﻭﻥ )‪ :(1422‬ﺍﻝﺒﺭﻤﺠﺔ ﻭﻤﺼﺎﺩﺭ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ‪ .‬ﻁ‪ ،1‬ﻭﺯﺍﺭﺓ ﺍﻝﻤﻌﺎﺭﻑ‪ ،‬ﺍﻝﺘﻁﻭﻴﺭ‬

‫ﺍﻝﺘﺭﺒﻭﻱ‪.‬‬

‫‪124‬‬
 :‫ﺍﻝﻤﺭﺍﺠﻊ ﺍﻷﺠﻨﺒﻴﺔ‬

Altun, S A. (2004). “Information Technology Classrooms and

Elementary School Principals Roles: Turkish Experience”

Education & Information Technology. 9.(3). 255-270.

Baltimore, Michael L. (2003). Multimedia in the Counselor Education

Classroom: Transforming Learning with Video Technology:

"Cybercounseling and Cyberlearning: An Encore"; see CG 032 660.

Chanlin, L.(2007). “Perceived Importance And Manage Ability Of

Teachers Towards The Factors Of Integrating Computer

Technology Into Classrooms” .Innovations in Education and Tea.
ching International Journal. 44(1).45-55.

Gulbahar, Y. & Guvan, I.(2008). Asurvey On ICT Usage And Perception

Of Social Studies Teachers In Turkey. Educational Technology &

Society, 11(3), 37-41.

Jean, B. (2007). Investigation Internet Use In Jamaican Primary

Classrooms, Dissertations Central Connecticut State University.

DAI- A68/05.

McCabe, L et. al. (2009). School Climate: Research, Policy, Practice,

and Teacher Education. Teachers College Record. Columbia

University.

125
Nelson, M.L., Friedlander, M.L., Gray, L.A., Ladany, N., & Walker, J.A.
2001. Towards relationship-centered supervision: Journal of
Counseling Psychology, 48,407- 409.

Papanstasious, E.& Angeli, C.(2008). Evaluating the Use Of ICT In

Education: Psychometric Properties Of The Survey The Of Factors
Affecting Teachers Teaching With Technology (SFA-T3).

Educational Technology & Society, 11(1),69-86.

Pearson, M. and Brew, A. (2002). Research Training and Supervision

Developing Developments. Studies in Higher Education, 27(1),135-

150.

Pearson, Q. (2001). A case in clinical supervision: A framework for putting

theory intopractice. Journal of Mental Health Counselling, 23, 1-7.

Robbins, stophen. (2000). Change management guide tappi, Journal, voI.

5, p20.

Ron Coram & Bernard, Burns.(2004). Managing organizational change

in public sector, lessons from the privatization of the property

service agency. The International change of public sector
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Shean, Catherine & Babione, Carolyn. (2001). The Electronic

Enhancement of Supervision Project: In: Growing Partnerships for

126
 Rural Special Education. Conference Proceedings (San Diego, CA,
March 29-31, 2001); see RC 022 965.

Stacy, E. and Fountin, W.(2010). “Student and Supervisor Perspectives

In AComputer-Mediated Research Relationship”, Paperpresented

To Deakin University, Australia.

Van Horn, Stacy M.; Myrick, Robert D. (2001). Computer technology

and the 21st Century school counselor: American School

Counselor Association, 2009.

Vespia, K. M., Heckman-Stone, C. & Delworth, U. (2002). Describing

and facilitating effective supervision behavior in counseling

trainees. Psychotherapy: Theory, Research, Practice, Training, 39,
56-65.

Wing, L.(2007). Astudy Of Primary School Teachers Perceptions Of

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3302427.

?http://forums.ksu.edu.sa/showthread.php

http://al3loom.com/?p=1374

http://www.dr- saud-a .com/vp/showthread.ph

127
 ‫ﻤﻠﺤﻕ ﺭﻗﻡ )‪(1‬‬

‫ﺃﺴﻤﺎﺀ ﺍﻝﻤﺤﻜﻤﻴﻥ‬

‫ﺍﻝﺠﺎﻤﻌﺔ‬ ‫ﺍﺴﻡ ﺍﻝﻤﺤﻜﻡ‬ ‫ﺍﻝﺭﻗﻡ‬

‫ﺠﺎﻤﻌﺔ ﺍﻝﻨﺠﺎﺡ ﺍﻝﻭﻁﻨﻴﺔ‬ ‫ﺩ‪ .‬ﻋﺒﺩ ﻋﺴﺎﻑ‬ ‫‪1‬‬

‫ﺠﺎﻤﻌﺔ ﺍﻝﻨﺠﺎﺡ ﺍﻝﻭﻁﻨﻴﺔ‬ ‫ﺩ‪ .‬ﻋﻠﻲ ﺍﻝﺸﻜﻌﻪ‬ ‫‪2‬‬

‫ﺠﺎﻤﻌﺔ ﺍﻝﻨﺠﺎﺡ ﺍﻝﻭﻁﻨﻴﺔ‬ ‫ﺩ‪ .‬ﺃﺸﺭﻑ ﺍﻝﺼﺎﺌﻎ‬ ‫‪3‬‬

‫ﺠﺎﻤﻌﺔ ﺍﻝﻨﺠﺎﺡ ﺍﻝﻭﻁﻨﻴﺔ‬ ‫ﺩ‪ .‬ﺴﻬﻴل ﺼﺎﻝﺤﺔ‬ ‫‪4‬‬

‫ﺠﺎﻤﻌﺔ ﺍﻝﻨﺠﺎﺡ ﺍﻝﻭﻁﻨﻴﺔ‬ ‫ﺩ‪ .‬ﻏﺴﺎﻥ ﺍﻝﺤﻠﻭ‬ ‫‪5‬‬

‫ﺠﺎﻤﻌﺔ ﺍﻝﻨﺠﺎﺡ ﺍﻝﻭﻁﻨﻴﺔ‬ ‫ﺩ‪ .‬ﻋﻠﻴﺎﺀ ﺍﻝﻌﺴﺎﻝﻲ‬ ‫‪6‬‬

‫ﺠﺎﻤﻌﺔ ﺍﻝﻨﺠﺎﺡ ﺍﻝﻭﻁﻨﻴﺔ‬ ‫ﺩ‪ .‬ﻋﻠﻲ ﺯﻫﺩﻱ‬ ‫‪7‬‬

‫ﺭﺌﻴﺱ ﻗﺴﻡ ﺍﻹﺸﺭﺍﻑ ﻓﻲ ﻤﺩﻴﺭﻴﺔ ﻨﺎﺒﻠﺱ‬ ‫ﺃ‪ .‬ﺃﻤل ﺼﻭﻓﺎﻥ‬ ‫‪8‬‬

‫ﻤﺩﻗﻕ ﺍﻝﻠﻐﺔ ﺍﻹﻨﺠﻠﻴﺯﻴﺔ ﻤﻥ ﺠﺎﻤﻌﺔ ﺍﻝﻨﺠﺎﺡ ﺍﻝﻭﻁﻨﻴﺔ‬ ‫ﺩ‪ .‬ﺴﻤﻴﺭ ﻤﺤﻤﻭﺩ‬ ‫‪9‬‬

‫ﻤﺩﻗﻕ ﺍﻝﻠﻐﺔ ﺍﻝﻌﺭﺒﻴﺔ ﻤﺩﺭﺴﺔ ﺭﻗﻡ ﻭﺍﺤﺩ‬ ‫ﺃ‪ .‬ﻤﺤﻤﺩ ﺃﺒﻭ ﺍﻝﻌﺯ‬ ‫‪10‬‬

‫‪128‬‬
 ‫ﻤﻠﺤﻕ ﺭﻗﻡ )‪(2‬‬
‫ﺍﻻﺴﺘﺒﺎﻨﺔ ﺒﺼﻭﺭﺘﻬﺎ ﺍﻝﻨﻬﺎﺌﻴﺔ‬

‫ﺒﺴﻡ ﺍﷲ ﺍﻝﺭﺤﻤﻥ ﺍﻝﺭﺤﻴﻡ‬

‫ﺠﺎﻤﻌﺔ ﺍﻝﻨﺠﺎﺡ ﺍﻝﻭﻁﻨﻴﺔ‬
‫ﻜﻠﻴﺔ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻌﻠﻴﺎ‬
‫ﻗﺴﻡ ﺍﻹﺩﺍﺭﺓ ﺍﻝﺘﺭﺒﻭﻴﺔ‬
‫ﺍﺴﺘﺒﺎﻨﺔ ﺤﻭل ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬
‫ﺤﻀﺭﺓ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ‪/‬ﺍﻝﻤﺸﺭﻓﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ﺍﻝﻤﺤﺘﺭﻤﻴﻥ ﺍﻝﺴﻼﻡ ﻋﻠﻴﻜﻡ ﻭﺭﺤﻤﺔ ﺍﷲ ﻭﺒﺭﻜﺎﺘﻪ ﻭﺒﻌﺩ‪،‬‬
‫ﻓﺘﻘﻭﻡ ﺍﻝﺒﺎﺤﺜﺔ ﺒﺈﺠﺭﺍﺀ ﺩﺭﺍﺴﺔ ﻋﻨﻭﺍﻨﻬﺎ ‪ ":‬ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸـﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨـﻲ ﻓـﻲ ﺍﻝﻤـﺩﺍﺭﺱ‬
‫ﻻ‬
‫ﺍﻝﺤﻜﻭﻤﻴﺔ ِﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴـﺔ ‪ ".‬ﻭﺫﻝـﻙ ﺍﺴـﺘﻜﻤﺎ ﹰ‬
‫ﻝﻤﺘﻁﻠﺒﺎﺕ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺩﺭﺠﺔ ﺍﻝﻤﺎﺠﺴﺘﻴﺭ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻝﺘﺭﺒﻭﻴﺔ ‪ ،‬ﻝﺫﺍ ﻴﺭﺠﻰ ﺍﻝﺘﻜﺭﻡ ﺒﺘﻌﺒﺌـﺔ ﻫـﺫﻩ‬
‫ﺍﻻﺴﺘﺒﺎﻨﺔ‪ ،‬ﻋﻠﻤﹰﺎ ﺒﺄﻥ ﺍﻝﺒﻴﺎﻨﺎﺕ ﺴﺘﺴﺘﺨﺩﻡ ﻷﻏﺭﺍﺽ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻘﻁ‪.‬‬
‫ﺍﻝﻁﺎﻝﺒﺔ‪ :‬ﺭﺸﺎ ﺭﺍﺘﺏ ﺍﻝﻘﺎﺴﻡ‬
‫ﺃﻭﻻﹰ‪ :‬ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﺸﺨﺼﻴﺔ ‪:‬‬
‫ﻤﻼﺤﻅﺔ ‪ :‬ﻴﺭﺠﻰ ﻭﻀﻊ ﺇﺸﺎﺭﺓ ) ( ﻓﻲ ﺍﻝﻤﺭﺒﻊ ﺍﻝﺫﻱ ﻴﻨﻁﺒﻕ ﻋﻠﻰ ﺤﺎﻝﺘﻙ‪.‬‬
‫ﺍﻨﺜﻰ ‪Ì‬‬ ‫‪ .1‬ﺍﻝﺠﻨﺱ‪ :‬ﺫﻜﺭ ‪Ì‬‬
‫ﻋﻠﻭﻡ ﻁﺒﻴﻌﻴﺔ ‪Ì‬‬ ‫‪ .2‬ﺍﻝﺘﺨﺼﺹ‪ :‬ﻋﻠﻭﻡ ﺍﻨﺴﺎﻨﻴﺔ ‪Ì‬‬
‫ﻤﻥ ‪ 10-5‬ﺴﻨﻭﺍﺕ ‪Ì‬‬ ‫‪ .3‬ﺍﻝﺨﺒﺭﺓ ﺍﻹﺸﺭﺍﻓﻴﺔ‪ :‬ﺃﻗل ﻤﻥ ‪ 5‬ﺴﻨﻭﺍﺕ ‪Ì‬‬
‫ﺃﻜﺜﺭ ﻤﻥ ﺴﻨﻭﺍﺕ ‪Ì 10‬‬
‫ﻤﺎﺠﺴﺘﻴﺭ ﻓﺄﻋﻠﻰ ‪Ì‬‬ ‫‪ .4‬ﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ‪ :‬ﺒﻜﺎﻝﻭﺭﻴﻭﺱ ‪Ì‬‬
‫ﻁﻭﻝﻜﺭﻡ ‪Ì‬‬ ‫ﺠﻨﻭﺏ ﻨﺎﺒﻠﺱ ‪Ì‬‬ ‫‪ .5‬ﻤﻭﻗﻊ ﺍﻝﻤﺩﻴﺭﻴﺔ‪ :‬ﻨﺎﺒﻠﺱ ‪Ì‬‬
‫ﻗﺒﺎﻁﻴﺔ ‪ Ì‬ﻁﻭﺒﺎﺱ ‪Ì‬‬ ‫ﻗﻠﻘﻴﻠﻴﺔ ‪Ì‬‬ ‫ﺴﻠﻔﻴﺕ ‪Ì‬‬ ‫ﺠﻨﻴﻥ ‪Ì‬‬
‫ﻤﺭﺤﻠﺔ ‪Ì‬‬ ‫‪ .6‬ﻤﺸﺭﻑ‪ :‬ﻤﻭﻀﻭﻉ ‪Ì‬‬
‫ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ :‬ﻫﻭ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻘﻨﻴﺎﺕ ﺍﻝﺤﺩﻴﺜﺔ ﻝﺸﺒﻜﺔ ﺍﻹﻨﺘﺭﻨﺕ ﻭﺍﻝﺤﺎﺴﺏ ﺍﻵﻝﻲ ﻓﻲ ﺍﻝﻌﻤل‬
‫ﺍﻹﺸﺭﺍﻓﻲ ﻤﻤﺎ ﻴﺴﻬل ﺍﻝﻌﻤل ﺒﺄﻗل ﻭﻗﺕ ﻭﺠﻬﺩ ﻭﺘﻜﻠﻔﺔ ﻭﺒﺄﻋﻠﻰ ﻜﻔﺎﺀﺓ ﻭﻴﺤﻘﻕ ﺍﻝﺘﻭﺍﺼل ﺍﻝﻤﺴﺘﻤﺭ ﺒﻴﻥ‬
‫ﺍﻝﻤﺸﺭﻓﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ﺴﻭﺍﺀ ﺃﻜﺎﻥ ﺫﻝﻙ ﺒﺼﻭﺭﺓ ﻤﺘﺯﺍﻤﻨﺔ ﺃﻭ ﻏﻴﺭ ﻤﺘﺯﺍﻤﻨﺔ ﻤﻤﺎ ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﺭﻓﻊ‬
‫ﻤﺴﺘﻭﻯ ﺃﺩﺍﺌﻬﻡ‪.‬‬
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 ‫ﺜﺎﻨﻴﺎﹰ‪ :‬ﺍﻝﺭﺠﺎﺀ ﻭﻀﻊ ﺇﺸﺎﺭﺓ ) ( ﻓﻲ ﺍﻝﻤﻜﺎﻥ ﺍﻝﺫﻱ ﺘﺭﺍﻩ ﻤﻨﺎﺴﺒﹰﺎ ‪:‬‬
‫ﺩﺭﺠﺔ ﺍﻝﻤﻭﺍﻓﻘﺔ‬
‫ﻤﻌﺎﺭﺽ‬ ‫ﻤﻌﺎﺭﺽ‬ ‫ﻤﺤﺎﻴﺩ‬ ‫ﺍﻭﺍﻓﻕ‬ ‫ﺍﻭﺍﻓﻕ‬ ‫ﺍﻝﻔﻘﺭﺓ‬ ‫ﺍﻝﺭﻗﻡ‬
‫ﺒﺸﺩﺓ‬ ‫ﺒﺸﺩﺓ‬
‫ﺍﻝﻤﺠﺎل ﺍﻷﻭل‪ :‬ﺍﻝﻤﻌﺭﻓﺔ ﺒﻤﻔﻬﻭﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬
‫‪ 1‬ﻴﺘﻴﺢ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻝﻠﻤﻌﻠـﻡ ﺍﻤﻜﺎﻨﻴـﺔ‬
‫ﺍﻝﺘﻔﺎﻋل ﺍﻝﻨﺸﻁ ﻤﻊ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺴـﻭﺍﺀ‬
‫ﺒﺼﻭﺭﺓ ﻤﺘﺯﺍﻤﻨﺔ ﺃﻭ ﻏﻴﺭ ﻤﺘﺯﺍﻤﻨﺔ‬
‫ﻴﻘﺩﻡ ﻤﻬﺎﻡ ﻭﺃﻋﻤﺎل ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻋﺒـﺭ‬ ‫‪2‬‬
‫ﺍﻝﻭﺴﺎﺌﻁ ﺍﻝﻤﺘﻌﺩﺩﺓ ﻋﻠﻰ ﺍﻝﺤﺎﺴﺏ ﺍﻵﻝﻲ ﻭﺸﺒﻜﺔ‬
‫ﺍﻹﻨﺘﺭﻨﺕ ﻭﺃﺩﻭﺍﺘﻬﺎ‬
‫ﻴﻭﻓﺭﺍﻝﻤﺭﻭﻨﺔ ﻭﺍﻝﻘـﺩﺭﺓ ﻋﻠـﻰ ﺍﻝﺘﻜﻴـﻑ ﻤـﻊ‬ ‫‪3‬‬
‫ﻅﺭﻭﻑ ﺍﻝﻤﻌﻠﻤﻴﻥ‪.‬‬
‫ﻴﺘﻡ ﻤﻥ ﺨﻼل ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺘﺨﻁـﻲ‬ ‫‪4‬‬
‫ﺍﻝﺤﺩﻭﺩ ﺍﻝﻤﻜﺎﻨﻴﺔ ﻭﺍﻝﺯﻤﺎﻨﻴﺔ‪.‬‬
‫ﺍﻝﻤﺠﺎل ﺍﻝﺜﺎﻨﻲ‪ :‬ﺍﻝﻤﻌﺭﻓﺔ ﺒﺄﻫﻤﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬
‫‪ 1‬ﻴﺴﻬﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺘﻁﻭﻴﺭ ﺍﻝﻨﻤﻭ‬
‫ﺍﻝﻤﻬﻨﻲ ﻝﻠﻤﻌﻠﻤﻴﻥ‪.‬‬
‫ﻴﺘﻴﺢ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨـﻲ ﺍﻝﺘﻭﺍﺼـل ﻤـﻊ‬ ‫‪2‬‬
‫ﺍﻝﻤﻌﻠﻤﻴﻥ ﺒﻴﺴﺭ ﻭﺴﻬﻭﻝﺔ‪.‬‬
‫ﻴﺴﺎﻫﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺘﻨﻭﻉ ﻤﺼﺎﺩﺭ‬ ‫‪3‬‬
‫ﺍﻝﻤﻌﺭﻓﺔ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ‪.‬‬
‫ﻴﻭﻓﺭ ﺍﻝﺘﻐﺫﻴﺔ ﺍﻝﺭﺍﺠﻌﺔ ﺍﻝﻤﺴﺘﻤﺭﺓ ﻝﺩﻯ ﺍﻝﻤﻌﻠﻤﻴﻥ‬ ‫‪4‬‬
‫ﻤﻥ ﺨﻼل ﺘﺤﺩﻴﺩ ﻨﻘﺎﻁ ﺍﻝﻘﻭﺓ ﻭﺍﻝﻀـﻌﻑ ﻓـﻲ‬
‫ﺃﺩﺍﺌﻬﻡ‪.‬‬
‫ﻴﺴﻬﻡ ﻓﻲ ﺤل ﻤﺸﻜﻼﺕ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﻤﺘـﺎﺒﻌﺘﻬﻡ‬ ‫‪5‬‬
‫ﺒﺼﻭﺭﺓ ﻤﺴـﺘﻤﺭﺓ ﻭﺨـﺎﺭﺝ ﻨﻁـﺎﻕ ﺍﻝـﺩﻭﺍﻡ‬
‫ﺍﻝﻤﺩﺭﺴﻲ‪.‬‬
‫ﻴﺤﺭﺹ ﻋﻠﻰ ﺘﻘـﻭﻴﻡ ﺍﻷﺴـﺎﻝﻴﺏ ﺍﻹﺸـﺭﺍﻓﻴﺔ‬ ‫‪6‬‬
‫ﺒﺎﺴﺘﻤﺭﺍﺭ‪.‬‬
‫ﻴﺜﻴﺭ ﺩﺍﻓﻌﻴﺔ ﺍﻝﻤﻌﻠﻡ‪.‬‬ ‫‪7‬‬

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 ‫ﻴﻭﻓﺭ ﺍﻝﻭﻗﺕ ﻭﺍﻝﺠﻬﺩ ﻭﺍﻝﻤﺎل‪.‬‬ ‫‪8‬‬
‫ﻴﺭﺍﻋﻲ ﺍﻝﻔﺭﻭﻕ ﺍﻝﻔﺭﺩﻴﺔ ﺒﻴﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ‪.‬‬ ‫‪9‬‬
‫ﻴﺴﺘﺨﺩﻡ ﻤﻥ ﺨﻼﻝﻪ ﻁﺭﻕ ﺘـﺩﺭﻴﺏ ﻤﺘﻨﻭﻋـﺔ‬ ‫‪10‬‬
‫ﻭﻋﺼﺭﻴﺔ‪.‬‬
‫ﻴﻬﺩﻑ ﺇﻝﻰ ﺘﺠﻨﺏ ﺍﻷﺨﻁﺎﺀ ﻗﺒل ﻭﻗﻭﻋﻬﺎ‪.‬‬ ‫‪11‬‬
‫ﻴﺭﺍﻋﻲ ﺤﺎﺠﺎﺕ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺍﻝﻨﻔﺴﻴﺔ‪.‬‬ ‫‪12‬‬
‫ﻴﺭﺍﻋﻲ ﺤﺎﺠﺎﺕ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺍﻹﺠﺘﻤﺎﻋﻴﺔ‪.‬‬ ‫‪13‬‬
‫ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﺍﻴﺠﺎﺩ ﺒﻴﺌﺔ ﺍﺸﺭﺍﻓﻴﺔ ﺘﻔﺎﻋﻠﻴﺔ ‪.‬‬ ‫‪14‬‬
‫ﻴﺴﻬل ﻋﻤﻠﻴﺔ ﺍﻝﻭﺼﻭل ﻝﻠﻤﻌﻠﻭﻤﺎﺕ‪.‬‬ ‫‪15‬‬
‫ﻴﻨﻤﻲ ﺍﺘﺠﺎﻫـﺎﺕ ﺍﻴﺠﺎﺒﻴـﺔ ﻨﺤـﻭ ﺍﻹﺸـﺭﺍﻑ‬ ‫‪16‬‬
‫ﺍﻝﺘﺭﺒﻭﻱ ﻝﺩﻯ ﺍﻝﻤﻌﻠﻤﻴﻥ‪.‬‬
‫ﻴﺜﺭﻱ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺒﺎﻝﻨﺸـﺎﻁ ﻭﺍﻝﺤﻴﻭﻴـﺔ‬ ‫‪17‬‬
‫ﻭﺍﻝﺘﺸﻭﻴﻕ‪.‬‬
‫ﻴﺜﺭﻱ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻓﻴﺔ ﺒﺎﻝﻨﺸـﺎﻁ ﻭﺍﻝﺤﻴﻭﻴـﺔ‬ ‫‪18‬‬
‫ﻭﺍﻝﺘﺸﻭﻴﻕ‪.‬‬
‫ﻴﺨﻔﻑ ﺍﻷﻋﺒﺎﺀ ﺍﻹﺩﺍﺭﻴﺔ ﺍﻝﻤﻠﻘﺎﺓ ﻋﻠـﻰ ﻋـﺎﺘﻕ‬ ‫‪19‬‬
‫ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ‪.‬‬
‫ﻴﺴﻬﻡ ﻓﻲ ﺒﻨﺎﺀ ﻋﻼﻗﺎﺕ ﺍﻨﺴﺎﻨﻴﺔ ﺒﻴﻥ ﺍﻝﻤﻌﻠﻤـﻴﻥ‬ ‫‪20‬‬
‫ﻭﺍﻝﻤﺸﺭﻓﻴﻥ‪.‬‬
‫ﻴﺘﻤﺎﺸﻰ ﻤﻊ ﺍﻝﺴﻴﺎﺴﺔ ﺍﻝﺘﻲ ﺘﻁﻤﺢ ﻝﻬـﺎ ﻭﺯﺍﺭﺓ‬ ‫‪21‬‬
‫ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ‪.‬‬
‫ﻴﺘﻡ ﻤﻥ ﺨﻼﻝﻪ ﻤﺘﺎﺒﻌﺔ ﺍﻝﺘﻁﻭﺭﺍﺕ ﺍﻝﺤﺩﻴﺜﺔ ﻓـﻲ‬ ‫‪22‬‬
‫ﻤﺠﺎل ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﻭﺍﻹﻝﻤﺎﻡ ﺒﺎﻝﻤﺴـﺘﺠﺩﺍﺕ‬
‫ﺍﻝﺘﺭﺒﻭﻴﺔ ﺇﻝﻜﺘﺭﻭﻨﻴﺎ‪.‬‬
‫ﻴﺴﺎﻋﺩ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺍﻹﺒﺩﺍﻉ ﻭﺍﻹﺒﺘﻜﺎﺭ ﻓـﻲ‬ ‫‪23‬‬
‫ﻁﺭﻕ ﺍﻝﺘﺩﺭﻴﺱ‪.‬‬
‫ﻴﺴﺎﻋﺩ ﻓﻲ ﺍﻝﻘﻀﺎﺀ ﻋﻠﻰ ﺍﻝﻤﻌﻭﻗﺎﺕ ﺍﻝﺘﻲ ﺘﻭﺍﺠﻪ‬ ‫‪24‬‬
‫ﺍﻝﻌﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻓﻴﺔ‪.‬‬
‫ﻴﺴﺎﻋﺩ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒـﻭﻴﻴﻥ ﻋﻠـﻰ ﺘﺤﻘﻴـﻕ‬ ‫‪25‬‬
‫ﺃﻫﺩﺍﻑ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ‪.‬‬
‫ﻴﻨﻤﻲ ﻤﻬﺎﺭﺓ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻘﻨﻴﺔ ﺍﻝﺤﺩﻴﺜﺔ ﻝﻠﻤﺸﺭﻓﻴﻥ‬ ‫‪26‬‬

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 ‫ﻭﺍﻝﻤﻌﻠﻤﻴﻥ‪.‬‬
‫ﻴﺸــﺠﻊ ﺍﻝﻤﻌﻠﻤــﻴﻥ ﻋﻠــﻰ ﺇﺒــﺩﺍﺀ ﺁﺭﺍﺌﻬــﻡ‬ ‫‪27‬‬
‫ﻭﻤﻘﺘﺭﺤﺎﺘﻬﻡ ﺍﻝﺘﻁﻭﻴﺭﻴﺔ‪.‬‬
‫ﻴﺤﻘﻕ ﺍﻹﻨﺠﺎﺯ ﺍﻝﺠﻤﺎﻋﻲ ﺃﻜﺜﺭ ﻤـﻥ ﺍﻹﻨﺠـﺎﺯ‬ ‫‪28‬‬
‫ﺍﻝﻔﺭﺩﻱ ‪.‬‬
‫ﻴﺤﺩﺩ ﺤﺎﺠﺎﺕ ﺍﻝﻤﻌﻠﻡ ﺍﻝﺤﺎﻝﻴﺔ ﻓﻲ ﺘﻁﻭﻴﺭ ﺃﺩﺍﺌـﻪ‬ ‫‪29‬‬
‫ﺍﻝﻭﻅﻴﻔﻲ‪.‬‬
‫ﻴﺤﺩﺩ ﺤﺎﺠﺎﺕ ﺍﻝﻤﻌﻠﻡ ﺍﻝﻤﺴﺘﻘﺒﻠﻴﺔ ﻓـﻲ ﺘﻁـﻭﻴﺭ‬ ‫‪30‬‬
‫ﺃﺩﺍﺌﻪ ﺍﻝﻭﻅﻴﻔﻲ‪.‬‬
‫ﺍﻝﻤﺠﺎل ﺍﻝﺜﺎﻝﺙ ‪ :‬ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ‪.‬‬
‫‪ 1‬ﺍﻨﺸﺎﺀ ﻤﻭﻗﻊ ﻋﻠﻰ ﺍﻝﺸﺒﻜﺔ ﺨﺎﺹ ﺒﺎﻹﺸـﺭﺍﻑ‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪.‬‬
‫ﻴﺯﻭﺩ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺒﺎﻝﺩﺭﻭﺱ ﺍﻝﻤﺼﻤﻤﺔ ﺇﻝﻜﺘﺭﻭﻨﻴﺎﹰ‪.‬‬ ‫‪2‬‬
‫ﻴﻌﺭﺽ ﺍﻝﺩﺭﻭﺱ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ ﺇﻝﻜﺘﺭﻭﻨﻴﺎﹰ‪.‬‬ ‫‪3‬‬
‫ﻴﺒﻠﻎ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺒﺎﻹﺠﺘﻤﺎﻋﺎﺕ ﺍﻝﺩﻭﺭﻴﺔ‪.‬‬ ‫‪4‬‬
‫ﻴﺯﻭﺩ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺒﺎﻝﺩﺭﻭﺱ ﺍﻝﻨﻤﻭﺫﺠﻴﺔ‪.‬‬ ‫‪5‬‬
‫ﻴﺒﻠﻎ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺒﺎﻝﺯﻴﺎﺭﺍﺕ ﺍﻝﺼﻔﻴﺔ ‪.‬‬ ‫‪6‬‬
‫ﻴﺘﻡ ﻤﻥ ﺨﻼﻝﻪ ﺇﺭﺴـﺎل ﺍﻝﻨﺸـﺭﺍﺕ ﺍﻝﺘﺭﺒﻭﻴـﺔ‬ ‫‪7‬‬
‫ﻭﺍﻝﻘﺭﺍﺀﺍﺕ ﺍﻝﻤﻭﺠﻬﺔ‪.‬‬
‫ﻴﺴﺘﺨﺩﻡ ﺍﻝﺘﺨﻁﻴﻁ ﻝﻠﺩﺭﻭﺱ ﺇﻝﻜﺘﺭﻭﻨﻴ ﹰﺎ ‪.‬‬ ‫‪8‬‬
‫ﻴﺼﻴﻎ ﺍﻷﻫﺩﺍﻑ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺇﻝﻜﺘﺭﻭﻨﻴ ﹰﺎ‬ ‫‪9‬‬
‫ﻴﺤﻠل ﺍﻝﻤﺤﺘﻭﻯ ﺇﻝﻜﺘﺭﻭﻨﻴ ﹰﺎ ‪.‬‬ ‫‪10‬‬
‫ﻴﺴﻬﻡ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﺃﺴﺎﻝﻴﺏ ﺍﻝﺘﻘﻭﻴﻡ ﺇﻝﻜﺘﺭﻭﻨﻴﺎﹰ‪.‬‬ ‫‪11‬‬
‫ﻴﺴﻬﻡ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﺃﺴﺎﻝﻴﺏ ﺍﻹﺸﺭﺍﻑ ﺇﻝﻜﺘﺭﻭﻨﻴﺎﹰ‪.‬‬ ‫‪12‬‬
‫ﻴﺯﻭﺩ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺒﺎﻝﺘﻌﺎﻤﻴﻡ ﻭﺍﻝﺘﻭﺠﻴﻬﺎﺕ ﺍﻝﺨﺎﺼﺔ‬ ‫‪13‬‬
‫ﺒﺎﻝﻤﺎﺩﺓ ﺍﻝﻌﻠﻤﻴﺔ‪.‬‬
‫ﻴﻨﺘﻘﻲ ﺍﻷﻨﺸـﻁﺔ ﺍﻝﺼـﻔﻴﺔ ﻭﻏﻴـﺭ ﺍﻝﺼـﻔﻴﺔ‬ ‫‪14‬‬
‫ﺇﻝﻜﺘﺭﻭﻨﻴ ﹰﺎ ﻋﻥ ﻁﺭﻴﻕ ﺍﻝﻤﻭﺍﻗﻊ ﺍﻝﺘﺭﺒﻭﻴﺔ ‪.‬‬
‫ﻴﺤﺩﺩ ﺇﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﺍﻝﺘﺩﺭﻴﺱ ﺇﻝﻜﺘﺭﻭﻨﻴ ﹰﺎ‪.‬‬ ‫‪15‬‬
‫ﻴﻨﻤﻲ ﻤﻬﺎﺭﺓ ﺘﺒﺎﺩل ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻝﺒﻴﺎﻨﺎﺕ ﺒـﻴﻥ‬ ‫‪16‬‬
‫ﺍﻝﻤﺸﺭﻓﻴﻥ ﻭﺍﻹﺩﺍﺭﺓ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ‪.‬‬
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 ‫ﻴﺤﻔﻅ ﺍﻝﺒﻴﺎﻨـﺎﺕ ﺍﻷﺴﺎﺴـﻴﺔ ﻋـﻥ ﺍﻝﻤﺩﺭﺴـﺔ‬ ‫‪17‬‬
‫ﻭﺍﻝﻤﻌﻠﻤﻴﻥ‪.‬‬
‫ﻴﺘﻴﺢ ﻝﻠﻤﻌﻠﻤﻴﻥ ﺍﻹﻁﻼﻉ ﻋﻠﻰ ﻤﻭﺍﻋﻴﺩ ﺍﻝﺩﻭﺭﺍﺕ‬ ‫‪18‬‬
‫ﺍﻝﺘﺩﺭﻴﺒﻴﺔ ﺍﻝﺘﻲ ﺴﺘﻨﻔﺫ‬
‫ﻴﻭﺯﻉ ﺍﻝﻤﻬﺎﻡ ﻋﻠﻰ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺃﺜﻨﺎﺀ ﺍﻹﺠﺘﻤﺎﻋﺎﺕ‬ ‫‪19‬‬
‫ﺍﻝﺩﻭﺭﻴﺔ‪.‬‬
‫ﻴﺭﺴل ﻨﺘﺎﺌﺞ ﻭﺘﻭﺼـﻴﺎﺕ ﺍﻝﻠﻘـﺎﺀﺍﺕ ﺍﻝﺴـﺎﺒﻘﺔ‬ ‫‪20‬‬
‫ﻝﻠﻤﻌﻠﻤﻴﻥ‪.‬‬
‫ﻴﺴﺘﻘﺒل ﺍﻝﻤﻘﺘﺭﺤﺎﺕ ﻭﺍﻝﺘﻭﺼـﻴﺎﺕ ﻤـﻥ ﻗﺒـل‬ ‫‪21‬‬
‫ﺍﻝﻤﺩﻴﺭﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ‪.‬‬
‫ﻴﺴﻬل ﻋﻤﻠﻴﺔ ﺍﻹﺘﺼﺎل ﻤﻊ ﺍﻝﻤﺴﺅﻭﻝﻴﻥ ﺒـﺈﺩﺍﺭﺓ‬ ‫‪22‬‬
‫ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺃﻭ ﺍﻝﻭﺯﺍﺭﺓ ‪.‬‬
‫ﻴﺴﺘﻘﺒل ﺍﺴﺘﻔﺴﺎﺭﺍﺕ ﺍﻝﻤﻌﻠﻤـﻴﻥ ﻭﻤﻼﺤﻅـﺎﺘﻬﻡ‬ ‫‪23‬‬
‫ﺤﻭل ﺍﻝﻤﻘﺭﺭ ﺍﻝﺩﺭﺍﺴﻲ‪.‬‬
‫ﻴﺯﻭﺩ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺒﻘﻭﺍﺌﻡ ﺍﻝﻤﺼـﺎﺩﺭ ﻭﺍﻝﻤﺭﺍﺠـﻊ‬ ‫‪24‬‬
‫ﺍﻝﺤﺩﻴﺜﺔ ﻝﻠﻤﺎﺩﺓ‪.‬‬
‫ﻴﺭﺴل ﺍﻝﺘﻭﺠﻴﻬﺎﺕ ﻭﺍﻝﻠﻭﺍﺌﺢ ﻭﺍﻷﻨﻅﻤـﺔ ﻋﻠـﻰ‬ ‫‪25‬‬
‫ﺍﻝﻤﻭﻗﻊ ﺃﻭ ﺍﻝﺒﺭﻴﺩ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪.‬‬
‫ﻴﺤﻤل ﺍﻝﺒـﺭﺍﻤﺞ ﺍﻝﺘﺭﺒﻭﻴـﺔ ﻋﻠـﻰ ﺍﻝﺤﺎﺴـﺏ‬ ‫‪26‬‬
‫ﻻﺴﺘﺨﺩﺍﻤﻬﺎ ﻓﻲ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻓﻴﺔ‪.‬‬
‫ﻴﻨﻘل ﺍﻝﻤﺅﺘﻤﺭﺍﺕ ﻭﺍﻝﻨﺩﻭﺍﺕ ﺍﻝﻌﻠﻤﻴﺔ ﻝﻠﻤﻌﻠﻤﻴﻥ‪.‬‬ ‫‪27‬‬

‫ﺍﻝﻤﺠﺎل ﺍﻝﺭﺍﺒﻊ ‪ :‬ﻤﻌﻭﻗﺎﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬

‫ﻀﻌﻑ ﺍﻝﺒﻨﻴﺔ ﺍﻝﺘﺤﺘﻴﺔ ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ ﻓﻲ ﻤﺩﻴﺭﻴﺎﺕ‬ ‫‪1‬‬
‫ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﻭﺍﻝﻤﺩﺍﺭﺱ‪.‬‬
‫ﻗﻠﺔ ﻋﺩﺩ ﺃﺠﻬـﺯﺓ ﺍﻝﺤﺎﺴـﺏ ﺍﻵﻝـﻲ ﻭﺠﻬـﺎﺯ‬ ‫‪2‬‬
‫ﺍﻝﻌﺭﺽ )ﺍﻝﺩﺍﺘﺎ ﺸﻭ( ﻓﻲ ﺍﻝﺼﻔﻭﻑ ﺍﻝﺩﺭﺍﺴﻴﺔ‪.‬‬
‫ﻗﻠﺔ ﻋﺩﺩ ﺃﺠﻬﺯﺓ ﺍﻝﺤﺎﺴـﺏ ﺍﻵﻝـﻲ ﺍﻝﺨﺎﺼـﺔ‬ ‫‪3‬‬
‫ﺒﺎﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ‪.‬‬
‫ﻗﻠﺔ ﻋﺩﺩ ﺃﺠﻬﺯﺓ ﺍﻝﺤﺎﺴـﺏ ﺍﻵﻝـﻲ ﺍﻝﺨﺎﺼـﺔ‬ ‫‪4‬‬
‫ﺒﺎﻝﻤﻌﻠﻤﻴﻥ‪.‬‬
‫ﻗﻠﺔ ﻭﻋﻲ ﺒﻌﺽ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﺒﺄﻫﻤﻴـﺔ‬ ‫‪5‬‬

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‫ـل‬
‫ـﻲ ﺍﻝﻌﻤـ‬
‫ـﺔ ﻓـ‬
‫ـﺎﺕ ﺍﻝﺤﺩﻴﺜـ‬
‫ـﺘﺨﺩﺍﻡ ﺍﻝﺘﻘﻨﻴـ‬
‫ﺍﺴـ‬
‫ﺍﻹﺸﺭﺍﻓﻲ‪.‬‬
‫ﻀﻌﻑ ﺘﻭﻓﺭ ﺨﺩﻤﺔ ﺍﻹﻨﺘﺭﻨﺕ ﻓـﻲ ﺍﻝﻤـﺩﺍﺭﺱ‬ ‫‪6‬‬
‫ﺍﻝﺤﻜﻭﻤﻴﺔ‪.‬‬
‫ﻗﻠﺔ ﺍﻝﻤﻭﺍﺭﺩ ﺍﻝﻤﺎﻝﻴﺔ ﻓـﻲ ﺘﻁﺒﻴـﻕ ﺍﻷﺴـﺎﻝﻴﺏ‬ ‫‪7‬‬
‫ﺍﻹﺸﺭﺍﻓﻴﺔ ﻤﻥ ﺨﻼل ﺸﺒﻜﺔ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ‪.‬‬
‫ﻀﻌﻑ ﻭﺠﻭﺩ ﻤﺘﺨﺼﺼﻴﻥ ﻓـﻲ ﺍﻹﺸـﺭﺍﻑ‬ ‫‪8‬‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺒﺈﺩﺍﺭﺓ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ‪.‬‬
‫ﻀﻌﻑ ﺍﻫﺘﻤـﺎﻡ ﺇﺩﺍﺭﺓ ﺍﻹﺸـﺭﺍﻑ ﺍﻝﺘﺭﺒـﻭﻱ‬ ‫‪9‬‬
‫ﺒﺎﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪.‬‬
‫ﻗﻠﺔ ﺍﻝﺩﻭﺭﺍﺕ ﺍﻝﺘﺩﺭﻴﺒﻴﺔ ﻓﻲ ﺍﻝﺤﺎﺴـﺏ ﺍﻵﻝـﻲ‬ ‫‪10‬‬
‫ﻝﻠﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ‪.‬‬
‫ﺯﻴﺎﺩﺓ ﺍﻷﻋﺒﺎﺀ ﺍﻹﺩﺍﺭﻴﺔ ﻝﻠﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ‪.‬‬ ‫‪11‬‬
‫ﻀﻌﻑ ﺩﺍﻓﻌﻴﺔ ﺒﻌﺽ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ‬ ‫‪12‬‬
‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻘﻨﻴﺎﺕ ﺍﻝﺤﺩﻴﺜﺔ‪.‬‬
‫ﻀﻌﻑ ﺩﺍﻓﻌﻴﺔ ﺒﻌﺽ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺍﺴـﺘﺨﺩﺍﻡ‬ ‫‪13‬‬
‫ﺍﻝﺘﻘﻨﻴﺎﺕ ﺍﻝﺤﺩﻴﺜﺔ‪.‬‬
‫ﻀﻌﻑ ﻤﻬﺎﺭﺓ ﺍﻝﻤﺸـﺭﻓﻴﻥ ﺍﻝﺘﺭﺒـﻭﻴﻴﻥ ﻓـﻲ‬ ‫‪14‬‬
‫ﺍﻝﺘﻌﺎﻤل ﻤﻊ ﺍﻝﺘﻘﻨﻴﺎﺕ ﺍﻝﺤﺩﻴﺜﺔ ‪.‬‬
‫ﻀﻌﻑ ﻤﻬﺎﺭﺓ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓـﻲ ﺍﻝﺘﻌﺎﻤـل ﻤـﻊ‬ ‫‪15‬‬
‫ﺍﻝﺘﻘﻨﻴﺎﺕ ﺍﻝﺤﺩﻴﺜﺔ ‪.‬‬
‫ﻗﻠﺔ ﻭﺠﻭﺩ ﺍﻝﺒﺭﻤﺠﻴـﺎﺕ ﺍﻝﻶﺯﻤـﺔ ﻝﻺﺸـﺭﺍﻑ‬ ‫‪16‬‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪.‬‬
‫ﺼﻌﻭﺒﺔ ﺘﻁﺒﻴﻕ ﺃﺩﻭﺍﺕ ﺍﻝﺘﻘﻭﻴﻡ ﻓﻲ ﺍﻹﺸـﺭﺍﻑ‬ ‫‪17‬‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪.‬‬
‫ﻨﺩﺭﺓ ﻭﺠﻭﺩ ﻜﺘﺏ ﻭﻤﺭﺍﺠﻊ ﻭﺤﻘﺎﺌﺏ ﺘﺩﺭﻴﺒﻴـﺔ‬ ‫‪18‬‬
‫ﻤﺘﺨﺼﺼﺔ ﻓﻲ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪.‬‬
‫ﻗﻠﺔ ﺍﻝﺩﻋﻡ ﺍﻝﻤﺎﺩﻱ ﻭﺍﻝﻔﻨﻲ ﻻﺴـﺘﺨﺩﺍﻡ ﺸـﺒﻜﺔ‬ ‫‪19‬‬
‫ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻤﻥ ﻗﺒل ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ‪.‬‬
‫ﺘﺩﻨﻲ ﻭﻋـﻲ ﺍﻝﻤﺠﺘﻤـﻊ ﺍﻝﺘﻌﻠﻴﻤـﻲ ﻷﻫﻤﻴـﺔ‬ ‫‪20‬‬
‫ﺍﻹﻨﺘﺭﻨﺕ ﻓﻲ ﻤﺠﺎل ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ‬

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 ‫ﻤﻠﺤﻕ ﺭﻗﻡ )‪(3‬‬

‫ﺃﺴﺌﻠﺔ ﺍﻝﻤﻘﺎﺒﻠﺔ‬

‫ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ :‬ﻫﻭ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻘﻨﻴﺎﺕ ﺍﻝﺤﺩﻴﺜﺔ ﻝﺸﺒﻜﺔ ﺍﻹﻨﺘﺭﻨﺕ ﻭﺍﻝﺤﺎﺴﺏ ﺍﻵﻝﻲ ﻓﻲ ﺍﻝﻌﻤل‬

‫ﺍﻹﺸﺭﺍﻓﻲ ﻤﻤﺎ ﻴﺴﻬل ﺍﻝﻌﻤل ﺒﺄﻗل ﻭﻗﺕ ﻭﺠﻬﺩ ﻭﺘﻜﻠﻔﺔ ﻭﺒﺄﻋﻠﻰ ﻜﻔﺎﺀﺓ ﻭﻴﺤﻘﻕ ﺍﻝﺘﻭﺍﺼل ﺍﻝﻤﺴﺘﻤﺭ ﺒﻴﻥ‬
‫ﺍﻝﻤﺸﺭﻓﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ﺴﻭﺍﺀ ﺃﻜﺎﻥ ﺫﻝﻙ ﺒﺼﻭﺭﺓ ﻤﺘﺯﺍﻤﻨﺔ ﺃﻭ ﻏﻴﺭ ﻤﺘﺯﺍﻤﻨﺔ ﻤﻤﺎ ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﺭﻓﻊ‬
‫ﻤﺴﺘﻭﻯ ﺃﺩﺍﺌﻬﻡ‪ ،‬ﻜﻤﺎ ﻴﻭﻓﺭ ﺍﻝﻤﺭﻭﻨﺔ ﻭﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻝﺘﻜﻴﻑ ﻤﻊ ﻅﺭﻭﻑ ﺍﻝﻤﻌﻠﻤﻴﻥ‪.‬‬

‫ﻫل ﺘﻌﺘﺒﺭ ﺘﻭﻅﻴﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﺃﻤﺭﹰﺍ ﻀﺭﻭﺭﻴ ﹰﺎ‪ ،‬ﻭﻝﻤﺎﺫﺍ؟‬ ‫‪.1‬‬

‫ﻫل ﻫﺫﺍ ﻤﻁﻠﺏ ﻤﻥ ﺍﻝﻭﺯﺍﺭﺓ؟‬ ‫‪.2‬‬

‫ﻫل ﺘﻭﺠﺩ ﺨﻁﺔ ﻤﺴﺘﻘﺒﻠﻴﺔ ﻝﺘﻁﺒﻴﻘﻪ؟‬ ‫‪.3‬‬

‫ﻜﻴﻑ ﻴﺘﻡ ﺘﻭﻅﻴﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ؟ ﻭﻤﺎﻫﻲ ﺍﻝﻤﺠﺎﻻﺕ ﺍﻝﺘﻲ ﻴﻤﻜﻥ ﺘﻭﻅﻴﻔﻪ‬ ‫‪.4‬‬
‫ﻓﻴﻬﺎ؟‬

‫ﻫل ﺘﻭﺠﺩ ﻤﻌﻭﻗﺎﺕ ﻻﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ‪ ،‬ﻭ ﻤﺎﻫﻲ ﺘﻠﻙ ﺍﻝﻤﻌﻭﻗﺎﺕ؟‬ ‫‪.5‬‬

‫ﻤﺎ ﺍﻝﺴﺒل ﻝﺘﻼﻓﻲ ﺘﻠﻙ ﺍﻝﻤﻌﻭﻗﺎﺕ؟‬ ‫‪.6‬‬

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 ‫ﻤﻠﺤﻕ ﺭﻗﻡ )‪(4‬‬

‫ﺍﻝﻤﻘﺎﺒﻼﺕ‬
‫ﺃﺴﺌﻠﺔ ﺍﻝﻤﻘﺎﺒﻠﺔ‬
‫ﻫل ﺘﻌﺘﺒﺭ ﺘﻭﻅﻴﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﺃﻤﺭﹰﺍ ﻀﺭﻭﺭﻴ ﹰﺎ‪ ،‬ﻭ ﻝﻤﺎﺫﺍ؟‬ ‫‪.1‬‬
‫ﻫل ﻫﺫﺍ ﻤﻁﻠﺏ ﻤﻥ ﺍﻝﻭﺯﺍﺭﺓ ؟‬ ‫‪.2‬‬
‫ﻫل ﺘﻭﺠﺩ ﺨﻁﺔ ﻤﺴﺘﻘﺒﻠﻴﺔ ﻝﺘﻁﺒﻴﻘﻪ؟‬ ‫‪.3‬‬
‫ﻜﻴﻑ ﻴﺘﻡ ﺘﻭﻅﻴﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ؟ ﻭﻤﺎﻫﻲ ﺍﻝﻤﺠﺎﻻﺕ ﺍﻝﺘﻲ ﻴﻤﻜﻥ ﺘﻭﻅﻴﻔﻪ‬ ‫‪.4‬‬
‫ﻓﻴﻬﺎ؟‬
‫ﻫل ﺘﻭﺠﺩ ﻤﻌﻭﻗﺎﺕ ﻻﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ‪ ،‬ﻭ ﻤﺎﻫﻲ ﺘﻠﻙ ﺍﻝﻤﻌﻭﻗﺎﺕ؟‬ ‫‪.5‬‬
‫ﻤﺎ ﺍﻝﺴﺒل ﻝﺘﻼﻓﻲ ﺘﻠﻙ ﺍﻝﻤﻌﻭﻗﺎﺕ ؟‬ ‫‪.6‬‬
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‫ﻤﺸﺭﻑ )‪ :(1‬ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻷﻭل ‪ :‬ﺍﻹﺠﺎﺒﺔ ﺍﻝﻤﺒﺎﺸﺭﺓ ﻫﻭ ﻀﺭﻭﺭﻱ ﻭﻀﺭﻭﺭﻱ ﺠﺩﹰﺍ ﻷﻥ‬
‫ﺘﻭﺠﻬﺎﺕ ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﻓﻲ ﺨﻁﺘﻬﺎ ﺍﻝﺨﻤﺴﻴﺔ ﻭﺍﺴﺘﺭﺍﺘﻴﺠﻴﺘﻬﺎ ﻨﺤﻭ)‪ (ICT‬ﻓﻲ ﺍﻝﺘﻌﻠﻴﻡ‪ ،‬ﻴﺸﻤل‬
‫ﺍﻝﻤﻌﻠﻡ ﻭﻜل ﻤﻥ ﻫﻭ ﻤﺴﺅﻭل ﻋﻥ ﺍﻝﻤﻌﻠﻡ‪ ،‬ﻭﺍﻝﻤﺸﺭﻑ ﻤﺴﺅﻭل ﻋﻥ ﻤﺩﻯ ﺘﻭﻅﻴﻑ ﺍﻝﻤﻌﻠﻡ ﻝﻠﺘﻜﻨﻭﻝﻭﺠﻴﺎ‬
‫ﻓﻲ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻷﻨﻪ ﻓﻲ ﺒﻨﺩ ﻤﻥ ﺍﻝﺒﻨﻭﺩ ﻓﻲ ﺘﻘﻴﻴﻡ ﺍﻝﻤﻌﻠﻡ ﻓﻲ ﺘﻘﺭﻴﺭﻩ ﺍﻝﺴﻨﻭﻱ ﻜﻡ ﻭﻅﻑ ﺍﻝﻤﻌﻠﻡ‬
‫ﻼ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﺍﻝﻭﺴﺎﺌل ﺍﻝﺘﻲ‬
‫ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﺘﻌﻠﻴﻡ ﺒﻭﺍﻗﻊ ﺃﻜﺜﺭ ﻤﻥ)‪ (3‬ﻓﻘﺭﺍﺕ ﻭﻜﻡ ﻜﺎﻥ ﻓﺎﻋ ﹰ‬
‫ﺍﺴﺘﺨﺩﻤﻬﺎ ‪ ،‬ﻭﻷﻥ ﺍﻝﻤﻌﻠﻡ ﻤﻁﺎﻝﺏ ﺒﺘﻭﻅﻴﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﺘﻌﻠﻴﻡ ﻴﺠﺏ ﺃﻥ ﻴﻜﻭﻥ ﺍﻝﻤﺸﺭﻑ ﻴﻌﺭﻑ‬
‫ﺒﻪ ﻭﻴﻭﻅﻔﻪ ﻓﻲ ﺍﻝﻌﻤل ﻭﻀﺭﺏ ﻤﺜﺎﻻ‪ :‬ﻋﻨﺩﻤﺎ ﻴﻁﻠﺏ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻤﻥ ﺍﻝﻤﻌﻠﻡ ﻋﻨﺩ ﺯﻴﺎﺭﺘﻪ ﻤﻥ‬
‫ﺍﻝﺼﻑ ﺍﻷﻭل ﻭﺍﻝﺜﺎﻨﻲ ﺒﻁﻠﺏ ﻤﻨﻪ ﺘﻭﻅﻴﻑ ﺍﻝﺩﺭﺍﻤﺎ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺨﻠﻲ ﺍﻝﻁﺎﻝﺏ ﻴﺘﻌﻠﻡ ﺒﺎﻝﻠﻌﺏ ﻓﺈﺫﺍ ﺍﻝﻤﺸﺭﻑ‬
‫ﻏﻴﺭ ﻤﺅﻫل ﻭﻏﻴﺭ ﻤﺩﺭﻙ ﻝﻬﺫﺍ ﺍﻝﻤﻔﻬﻭﻡ ﻜﻴﻑ ﻴﺴﺘﻁﻴﻊ ﺃﻥ ﻴﺅﻫل ﺍﻝﻤﻌﻠﻡ ﺍﻝﺫﻱ ﻴﺸﺭﻑ ﻋﻠﻴﻪ ﻓﺈﺫﻥ ﻤﻥ‬
‫ﻻ ﻝﻜﻲ ﻴﻘﻭﻡ ﺒﺘﺄﻫﻴل ﺍﻝﻤﻌﻠﻡ ﺜﺎﻨﻴﹰﺎ ﻭﻫﺫﺍ ﻤﺎ ﻴﻨﻁﺒﻕ ﻋﻠﻰ ﻋﻠﻰ‬
‫ﺒﺎﺏ ﺃﻭﻝﻰ ﻴﺠﺏ ﺘﺄﻫﻴل ﺍﻝﻤﺸﺭﻑ ﺃﻭ ﹰ‬
‫ﻤﻔﻬﻭﻡ )‪ (ICT‬ﻓﻲ ﺍﻝﺘﻌﻠﻴﻡ ﻋﻠﻰ ﻤﻭﻀﻭﻉ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﺘﻌﻠﻴﻡ ﻝﺫﻝﻙ ﻋﻠﻰ ﺍﻝﻤﺸﺭﻑ ﺃﻥ ﻴﻜﻭﻥ ﻝﻪ‬
‫ﺍﻝﻜﻔﺎﻴﻪ ﻭﺍﻝﻘﺩﺭﺓ ﺍﻝﻜﺎﻓﻴﺔ ﻓﻲ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻜﻲ ﻴﻨﻘﻠﻬﺎ ﻝﻠﻤﻌﻠﻡ‪.‬‬
‫ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻝﺜﺎﻨﻲ ‪ :‬ﻨﻌﻡ ﻫﺫﺍ ﻤﻁﻠﺏ ﻤﻥ ﺍﻝﻭﺯﺍﺭﺓ " ﻤﻭﻀﺤﺎ ﺫﻝﻙ ﺒﻘﻭﻝﻪ" ﺃﻥ ﺘﻭﺠﻬﺎﺕ‬
‫ﺍﻝﻭﺯﺍﺭﺓ ﻓﻲ ﺨﻁﺘﻬﺎ ﺍﻝﺨﻤﺴﻴﺔ ﻭﺍﺴﺘﺭﺍﺘﻴﺠﻴﺘﻬﺎ ﻫﻲ ﺘﻭﻅﻴﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﺘﻌﻠﻴﻡ ﻓﻲ ﺠﺎﻨﺏ ﻴﺘﻌﻠﻕ‬
‫ﺒﺎﻝﻤﻌﻠﻡ ﻭﺍﻝﻤﺸﺭﻑ ﻤﻌﺎﹰ‪.‬‬
‫ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻝﺜﺎﻝﺙ ‪ :‬ﻨﻌﻡ ﻷﻨﻪ ﻤﻥ ﻀﻤﻥ ﺨﻁﺔ ﺍﻝﻭﺯﺍﺭﺓ ﺃﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﺘﻌﻠﻴﻡ‬
‫ﺃﺼﺒﺢ ﺤﺎﺠﺔ ﺤﺘﻰ ﻝﻭ ﻜﺎﻨﺕ ﺍﻝﻭﺯﺍﺭﺓ ﻏﺎﻓﻠﺔ ﻭﻫﻲ ﻝﻴﺴﺕ ﺒﻐﺎﻓﻠﺔ ﻤﻀﻴﻔﹰﺎ ﻝﻸﻨﻨﺎ ﺒﺒﺴﺎﻁﺔ ﻻﻴﻤﻜـﻥ ﺃﻥ‬

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‫ﻨﻌﺯل ﺍﻝﻁﺎﻝﺏ ﺍﻝﺫﻱ ﻴﻘﻀﻲ ﻤﻌﻅﻡ ﻭﻗﺘﻪ ﺃﻤﺎﻡ ﺍﻝﻔﻀﺎﺌﻴﺎﺕ ﻭﺍﻝﺫﻱ ﻴﺴﺘﺨﺩﻡ ﺍﻷﺠﻬﺯﺓ ﺍﻝﺤﺩﻴﺜـﺔ ﺍﻝﻨﻘﺎﻝـﺔ‬
‫ﻜﺎﻝﺒﻼﻙ ﺒﻴﺭﻱ ﻭﺍﻵﻱ ﻓﻭﻥ ﺍﺼﺒﺤﺕ ﺃﻤﻭﺭ ﺤﻴﺎﺘﻪ ﺇﻝﻜﺘﺭﻭﻨﻴﺔ ﻻﻨﺴﺘﻁﻴﻊ ﺃﻥ ﻨﻌﺯل ﻫﺫﺍ ﺍﻹﺩﻤﺎﻥ ﻭﻫـﺫﺍ‬
‫ﺍﻝﺘﻌﻭﻴﺩ ﻭﺍﻝﺭﻭﺘﻴﻥ ﻋﻥ ﺍﻝﺴﻴﺎﻕ ﺍﻝﺘﻌﻠﻴﻤﻲ ﻓﻠﺫﻝﻙ ﻴﺠﺏ ﺃﻥ ﻨﺩﺨل ﻝﻠﻁﺎﻝﺏ ﻤﻥ ﻤﺩﺍﺨل ﻫﻭ ﻴﻌﺭﻓﻬﺎ ﻭﻴﺤﺒﻬﺎ‬
‫ﻜﻤﺎ ﺃﻥ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺃﻜﺜﺭ ﻤﻥ ﺃﻨﻬﺎ ﺘﺨﻁﻴﻁ ﻭﻫﻲ ﺘﺨﻁﻴﻁ ﻷﻥ ﻫﻨﺎﻙ ﺭﺅﻴﺔ ﻭﺍﻝﺭﺅﻴﺔ ﻭﺍﻀﺤﺔ ﻤﻥ ﻗﺒل‬
‫ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻫﻲ ﻝﻐﺔ ﺍﻝﻌﺼﺭ‪.‬‬
‫ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻝﺭﺍﺒﻊ ‪ :‬ﺍﻵﻥ ﺍﻝﺠﻤﻴل ﻓﻲ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﺘﺩﺭﻴﺱ ﺍﻝﺘﻘﻠﻴﺩﻱ ﻓﻲ ﻋﻠﻡ ﺍﻝﻨﻔﺱ‬
‫ﺍﻝﻤﺩﺨﻼﺕ ﺍﻝﺤﺴﻴﺔ ﻝﻠﺩﻤﺎﻍ )ﺍﻝﺴﻤﻊ ﻭﺍﻝﺒﺼﺭ( ﻭﺍﻝﻁﺎﻝﺏ ﺒﻌﺩ ﺍﻝﺤﺼﺔ ﺍﻝﺭﺍﺒﻌﺔ ﻭﺍﻝﺨﺎﻤﺴﺔ ﻭﺍﻝﺴﺎﺩﺴﺔ‬
‫ﺍﻝﺒﺼﺭ ﻴﺎﺩﻭﺏ ﻤﻔﺘﺢ ﻭﺍﻝﺴﻤﻊ ﺃﺒﺼﺭ ﻭﻴﻥ ﺴﺎﺭﺡ ﻓﻤﻘﺩﺍﺭ ﺍﻝﻤﺩﺨﻼﺕ ﻝﻠﺩﻤﺎﻍ ﺘﺅﻭل ﺇﻝﻰ ﺯﻴﺭﻭ ﺍﻝﺩﻤﺎﻍ‬
‫ﻤﺎﺫﺍ ﺴﻴﺤﻠل ﻭﻤﺎﺫﺍ ﺴﻴﺨﺯﻥ ﻓﻬﺫﺍ ﺍﻝﻁﺎﻝﺏ ﺇﺫﺍ ﺭﻭﺡ ﻋﺎﻝﺩﺍﺭ ﻋﻥ ﻁﺭﻴﻕ ﻴﻭﺘﻴﻭﺏ ﺃﻭ ﺍﻝﺠﺯﻴﺭﺓ ﺍﻝﻭﺜﺎﺌﻘﻴﺔ‬
‫ﺃﻭ ﻨﺸﻴﻭﻨﺎل ﺠﻴﻭﻏﺭﺍﻓﻲ ﺤﻀﺭ ﻨﻔﺱ ﻤﻭﻀﻭﻉ ﺍﻝﺤﺼﺔ ﺴﻴﺴﺘﻭﻋﺒﻬﺎ ﺃﻜﺜﺭ ﺒﺴﺒﺏ ﺃﻥ ﺍﻝﻤﺩﺨﻼﺕ‬
‫ﺍﻝﺤﺴﻴﺔ ﻤﺘﻌﺩﺩﺓ ﻭﺃﻜﺜﺭ ﺸﻐل ﺍﻝﺴﻤﻊ ﻭﺍﻝﺤﺱ ﻭﺍﻝﺘﻔﺎﻋل ﻭﺤﺘﻰ ﺨﻼﻴﺎ ﺠﺴﻤﻪ ﺍﻵﻜﺸﻥ ﺍﻝﻤﻭﺠﻭﺩ ﻓﻲ‬
‫ﺍﻝﻤﻴﺩﻴﺎ ﻜل ﻫﺫﺍ ﻋﻤل ﻤﺩﺨﻼﺕ ﺤﺴﻴﺔ ﺩﺨل ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺒﺄﻜﺜﺭ ﻤﻥ ﻤﺴﺎﺭ ﺇﻝﻰ ﺩﻤﺎﻏﻪ ﻓﺈﺫﺍ ﺴﺅل ﻋﻥ‬
‫ﺍﻝﻌﻠﻡ ﺍﻝﺫﻱ ﺤﻀﺭﻩ ﺴﻴﺠﺎﻭﺒﻪ ﺒﻨﺴﺒﺔ ‪ ، %90‬ﻴﺠﺏ ﺃﻥ ﻴﻬﻲﺀ ﺍﻝﻁﺎﻝﺏ ﻝﻺﻨﺘﻘﺎل ﻝﻠﺘﻌﻠﻴﻡ ﺍﻝﻌﺎﻝﻲ ﻓﻲ‬
‫ﺍﻝﺘﻌﻠﻴﻡ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﺍﻝﻤﺸﺭﻑ ﻤﺴﺅﻭل ﻋﻥ ﺘﺤﺴﻴﻥ ﺠﻭﺩﺓ ﺍﻝﺘﻌﻠﻴﻡ ﻷﻨﻨﺎ ﻨﻔﺘﺭﺽ ﺃﻥ ﻤﻌﻅﻡ ﺍﻝﻤﺸﺎﺭﻴﻊ‬
‫ﺩﺨﻠﺕ ﺇﻝﻰ ﺍﻝﻤﻌﻠﻡ ﺍﻨﺘﺼﺭ ﺍﻝﻁﺎﻝﺏ ﻓﻴﻔﺘﺭﺽ ﺃﻥ ﻴﻜﻭﻥ ﺍﻝﻤﺸﺭﻑ ﻤﺅﻫل ﺒﺎﻝﻘﺩﺭ ﺍﻝﻜﺎﻓﻲ ﻝﻬﺫﻩ ﺍﻝﺼﺭﺨﺔ‬
‫ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺔ ﻝﻜﻲ ﻴﺘﺎﺒﻊ ﻭﻴﺤﺴ‪‬ﻥ ﻭﻫﻲ ﻤﺘﻔﺎﻭﺘﻪ ﻤﺎ ﺒﻴﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺍﻝﺠﺩﺩ ﻭﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﻘﺩﺍﻤﻰ ﻭﺨﺩﻡ ﻤﻥ‬
‫‪ 30-20‬ﺴﻨﺔ ﻭﻋﻠﻰ ﺃﺒﻭﺍﺏ ﺍﻝﺘﻘﺎﻋﺩ ﻨﺠﺩﻩ ﻻﻴﻘﺘﻨﻊ ﺒﻔﻜﺭﺓ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺃﻭ ﻜﻤﺎ ﺴﻤﺎﻩ ﺍﻝﺠﻴل ﺍﻝﻘﺩﻴﻡ ﺃﻭ‬
‫ﺤﺘﻰ ﻨﻜﻭﻥ ﺃﻜﺜﺭ ﺩﻗﺔ ﺒﻌﺽ ﺍﻝﺠﻴل ﺍﻝﻘﺩﻴﻡ ﻭﻝﻴﺱ ﻜﻠﻪ ﻭﻤﺸﺭﻓﻲ ﺍﻝﺠﻴل ﺍﻝﺤﺩﻴﺙ ﺨﺎﺼﺔ ﺘﺤﺩﻴﺩﺍ‬
‫ﻤﺸﺭﻓﻴﻥ ﺘﺨﺼﺼﻬﻡ )‪ (IT‬ﻤﺸﺭﻓﻲ ﺍﻝﺤﺎﺴﻭﺏ ﻤﺸﺭﻓﻲ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻭﻤﺸﺭﻓﻲ ﺍﻝﻌﻠﻭﻡ ﻷﻨﻪ ﺫﺍﺕ ﺤﺎﺠﺔ‬
‫ﻤﺒﺎﺸﺭﺓ ﻻﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﺨﺘﺒﺭﺍﺕ ﻭﺍﻝﺭﺴﻭﻡ ﻭﺍﻷﺸﻜﺎل ﻭﺍﻹﻨﻴﻤﺸﻥ ‪ ،‬ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺃﻜﺜﺭ ﻤﻥ ﺃﻨﻬﺎ ﺘﺨﻁﻴﻁ‬
‫ﻭﻫﻲ ﺘﺨﻁﻴﻁ ﻷﻥ ﻫﻨﺎﻙ ﺭﺅﻴﺔ ﻭﺍﻝﺭﺅﻴﺔ ﻭﺍﻀﺤﺔ ﻤﻥ ﻗﺒل ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻫﻲ‬
‫ﻝﻐﺔ ﺍﻝﻌﺼﺭ ﻝﺫﻝﻙ ﻓﺎﻝﻤﺸﺭﻑ ﺍﻝﺠﺩﻴﺩ ﻭﺍﻝﻤﻌﻠﻡ ﺍﻝﺠﺩﻴﺩ ﻤﺎﺒﻨﺘﻐﻠﺏ ﻓﻴﻪ ﻷﻨﻪ ﺨﻀﻊ ﻝﻬﺫﻩ ﺍﻝﻤﻤﺭﺍﺕ‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ ﻜﺭﻫﺎ ﺃﻭ ﻁﻭﻋﺎ ﻓﻲ ﺍﻝﺠﺎﻤﻌﺔ ﻓﻁﺎﻝﺏ ﺍﻝﻘﺩﺱ ﺍﻝﻤﻔﺘﻭﺤﺔ ﻫﻨﺎﻙ ﻤﻘﺭﺭﺍﺕ ﺍﺴﻤﻬﺎ ﻤﻘﺭﺭﺍﺕ‬
‫ﺍﻝﻜﺘﺭﻭﻨﻴﺔ ﻭﻫﻨﺎﻙ ﻝﻘﺎﺀﺍﺕ ﻭﺠﺎﻫﻴﺔ ﻜﻤﺎ ﻨﺤﻥ ﺍﻵﻥ ﻓﻲ ﻗﺎﻋﺔ ﻤﻊ ﺍﻝﻁﺎﻝﺏ ﻭﻫﻨﺎﻙ ﻝﻘﺎﺀﺍﺕ ﻋﻥ ﻁﺭﻴﻕ‬
‫ﺍﻝﺼﻔﻭﻑ ﺍﻹﻓﺘﺭﺍﻀﻴﺔ ﻨﻌﺭﺽ ﻤﻥ ﺨﻼﻝﻬﺎ ﻓﻲ ﺍﻝﺒﻴﺕ ﺴﺎﻋﺔ ﻤﻌﻴﻨﺔ ﺘﻜﻭﻥ ﻤﺤﺩﺩﺓ ﻝﻠﻁﻼﺏ ﻨﻌﺭﺽ ﻤﻥ‬
‫ﺨﻼﻝﻬﺎ ﺒﻭﺭﺒﻭﻴﻨﺕ ﻓﻴﺩﻴﻭ ﺍﺴﺘﺭﻴﻤﻨﻎ ﺍﻻﻥ ﻫﺫﺍ ﺍﻝﻁﺎﻝﺏ ﻤﺨﺭﺝ ﻤﻥ ﺍﻝﺠﺎﻤﻌﻪ ﻤﺩﺨل ﺇﻝﻨﺎ ﺒﻜﺭﻩ ﺒﺼﻴﺭ‬
‫ﻤﻌﻠﻡ ﻋﻨﺎ ﺇﺫﻥ ﻫﺫﻩ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺴﻴﻨﻘﻠﻬﺎ ﺇﻝﻰ ﺍﻝﻤﺩﺭﺴﺔ ﺇﻝﻰ ﺤﻴﺎﺘﻪ ﺇﻝﻰ ﻋﻤﻠﻪ ﺍﻝﻴﻭﻤﻲ ﻝﺫﻝﻙ ﻻﻨﺠﺩ ﻤﻌﻪ‬
‫ﺼﻌﻭﺒﺔ ﻓﻠﻥ ﻨﻘﻭل ﻝﻪ ﻴﺎﺭﻴﺕ ﻝﻭ ﻋﺭﻀﺘﻪ ﻓﻴﺩﻴﻭ ﺃﻭ ﻋﻤﻠﺕ ﻝﺩﺭﺱ ﻋﺭﻀﺘﻪ ﻋﻥ ﻁﺭﻴﻕ )‪ (LCD‬ﺃﻭ‬
‫ﻴﻭﺘﻴﻭﺏ ﻫﺎﻱ ﺍﻝﻠﻐﻪ ﻴﻔﻬﻤﺎ ‪ %100‬ﺒﻴﻨﻤﺎ ﺍﻝﺠﻴل ﺍﻝﻘﺩﻴﻡ ﺍﻝﺫﻱ ﺘﻌﻭﺩ ﺘﺭﺒﻰ ﻋﻠﻰ ﺃﻥ ﺍﻝﻘﻠﻡ ﻫﻭ ﺃﺴﺎﺱ‬

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‫ﺍﻷﺸﻴﺎﺀ ﻜﻠﻬﺎ ﻓﻴﺠﺩ ﺼﻌﻭﺒﻪ ﺒﺎﻝﻐﺔ ﻤﻌﻪ ‪ ،‬ﺇﺤﻨﺎ ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺘﺤﺩﻴﺩﺍ ﺍﻹﺩﺍﺭﺓ ﺍﻝﻌﺎﻤﺔ‬
‫ﻝﻺﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺃﻫﻠﺕ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﺍﻝﻠﻲ ﻋﺩﺩﻫﻡ ‪ 580‬ﻓﻲ ﺩﻭﺭﺍﺕ ﻋﺩﻴﺩﺓ ﻓﻲ ﻤﺠﺎﻻﺕ‬
‫ﻤﺘﻨﻭﻋﺔ ﺒﺨﺼﻭﺹ ﺍﻝﺼﺭﺨﺔ ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ ﻤﻨﻬﺎ )ﺩﻭﺭﺓ ‪ ICT‬ﻓﻲ ﺍﻝﺘﻌﻠﻴﻡ‪ ،‬ﺩﻭﺭﺓ ‪ e learning‬ﻭﻫﺫﻩ‬
‫ﺍﻝﺩﻭﺭﺓ ﻓﻲ ‪ 2002‬ﺨﻀﻌﺘﻠﻬﺎ (‬
‫ﻫﻨﺎ ﺍﺠﺎﺒﺔ ﺍﻝﺴﺅﺍل ﺍﻝﺭﺍﺒﻊ ﻜل ﺍﻝﻌﻤل ﻗﺎﺌﻡ ﻋﻠﻰ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻤﻌﻅﻡ ﺍﻝﻤﺭﺍﺴﻼﺕ ﺒﻴﻨﻲ ﻭﺒﻴﻥ ﺍﻝﻭﺯﺍﺭﺓ‬
‫ﻋﻥ ﻁﺭﻴﻕ ﺍﻹﻴﻤﻴل ﺤﺘﻰ ﺍﻝﺘﻭﺍﺼل ﻤﻊ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻋﻨﺩﻱ ﻓﻲ ﺍﻝﻤﺩﻴﺭﻴﺔ ﺒﺘﻭﺍﺼل ﻤﻌﻬﻡ ﻋﻥ ﻁﺭﻴﻕ‬
‫ﺍﻹﻴﻤﻴل ﻭﻋﺩﺩﻫﻡ ‪ 35‬ﻤﺸﺭﻑ ﻷﻨﻪ ﻴﻭﺠﺩ ﻝﺩﻴﻨﺎ ﺍﺸﺭﺍﻑ ﻤﻘﻴﻡ ﻴﺫﻫﺏ ﻤﻥ ﺒﻴﺘﻪ ﺇﻝﻰ ﻝﻠﻤﺩﺭﺴﺔ ﻭﻝﻤﺎ ﻴﻨﺘﻬﻲ‬
‫ﻻ ﺒﻴﻭﻡ ﻤﺤﺩﺩ ﻭﻫﻭ ﻴﻭﻡ ﺍﻝﺘﻔﺭﻴﻎ‬
‫ﺩﻭﺍﻤﻪ ﻓﻲ ﺍﻝﻤﺩﺭﺴﺔ ﻴﻌﻭﺩ ﻝﺒﻴﺘﻪ ﻓﻬﻭ ﺒﻐﻴﺏ ﻋﻨﻲ ﺍﺴﺒﻭﻉ ﻻ ﻴﺄﺘﻲ ﺍ ﹼ‬
‫ﺒﺒﻌﺘﻠﻪ ﺍﻝﻌﻤل ﻭﺍﻝﻤﺎﺩﺓ ﺍﻝﻤﻁﻠﻭﺒﻪ ﻋﻥ ﻁﺭﻴﻕ ﺍﻻﻴﻤﻴل ﻭﻫﻭ ﺒﺩﻭﺭﻩ ﺒﺒﻌﺘﻠﻲ ﺍﻝﻌﻤل ﻋﻥ ﻁﺭﻴﻕ ﺍﻻﻴﻤﻴل‬
‫ﻫﺫﺍ ﻭﻓ ‪‬ﺭ ﻭﺴﻬل ﺍﻝﻜﺜﻴﺭ ﻤﺘﺨﻴﻠﻲ ﺤﺠﻡ ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﻫﻭ ﺃﻜﺒﺭ ﻗﻁﺎﻉ ﺨﺩﻤﺎﺘﻲ ﻓﻲ ﺍﻝﻭﻁﻥ‬
‫ﻭﻓﻲ ﺍﻝﻌﺎﻝﻡ ﻝﻭ ﺍﻝﻜﻼﻡ ﺴﻨﻭﺭﻗﻪ ﺴﻨﺤﺘﺎﺝ ﺘﺭﻴﻼﺕ ﺃﻭﺭﺍﻕ ﺃﻨﺎ ﻤﻊ ﺃﻥ ﻴﻜﻭﻥ ﻫﻨﺎﻙ ﺼﺭﺨﺔ ﺍﻝﻜﺘﺭﻭﻨﻴﺔ‬
‫ﻷﻨﻪ ﻴﻘﻠل ﺍﻝﺒﻴﺭﻭﻗﺭﺍﻁﻴﺔ ﻓﻲ ﺍﻝﺘﻌﺎﻤل ﺴﻴﺼﺒﺢ ﺍﻝﻌﻤل ﺃﺴﻬل ﻭﺴﻨﺴﺎﻋﺩﻩ ﻝﻠﻌﻤل ﻓﻲ ﺃﻜﺜﺭ ﻤﻥ ﻤﺠﺎل ﺃﻥ‬
‫ﻴﻨﺠﺯ ‪ ،‬ﻭﻤﻤﻜﻥ ﺍﺫﺍ ﺍﺤﺘﺠﺕ ﺍﻝﺯﻤﻼﺀ ﺍﺴﺘﺨﺩﻡ ‪ SMS‬ﻤﺭﺓ ﻭﺤﺩﺓ ﻝل ‪ 35‬ﻗﺩ ﻴﻜﻭﻥ ﻝﺯﻴﺎﺭﺓ ﻝﺩﻭﺭﺍﺕ‬
‫ﻝﻭﺭﺸﺎﺕ ﻋﻤل ﻝﻤﻨﺎﺴﺒﺎﺕ ﺍﺠﺘﻤﺎﻋﻴﺔ ‪ ،‬ﺃﻴﻀﺎ ﺍﻹﺠﺘﻤﺎﻋﺎﺕ ﻜل ﻤﺸﺭﻑ ﻝﺩﻴﻪ ﺤﺎﺴﺏ ﺁﻝﻲ ﺸﺨﺼﻲ ﻓﻲ‬
‫ﻤﻌﻅﻡ ﺍﻻﺠﺘﻤﺎﻋﺎﺕ ﺸﺎﺸﺎﺕ ﻋﺭﺽ ‪ LCD‬ﻻﺒﺘﻭﺏ ﺭﺌﻴﺱ ﻗﺴﻡ ﺍﻹﺸﺭﺍﻑ ﻴﻌﺭﺽ ﻤﺎﻴﺭﻴﺩ ﻋﺭﻀﻪ‬
‫ﺍﻷﻫﻡ ﻤﻥ ﺫﻝﻙ ﺍﻝﺘﻘﺭﻴﺭ ﺍﻝﺸﻬﺭﻱ ﺍﻝﺫﻱ ﻴﻘﻭﻡ ﺒﻪ ﺍﻝﻤﺸﺭﻑ ﺃﻭ ﺍﻨﺠﺎﺯﺍﺘﻪ ﻋﻠﻰ ﻤﺩﺍﺭ ﺍﻝﺸﻬﺭ‪ ،‬ﺍﻝﻔﺼل‪،‬ﺍﻝﻌﺎﻡ‬
‫ﻻﺃﺴﺘﻁﻴﻊ ﻗﺭﺍﺀﺘﻪ ﻭﺭﻗﺔ ﻭﺭﻗﺔ ﺤﺘﻰ ﺍﻝﻭﺯﺍﺭﺓ ﻻﺘﺴﺘﻁﻴﻊ ﻗﺭﺍﺀﺘﻪ ﻭﺭﻗﺔ ﻭﺭﻗﺔ ﻓﻲ ﺇﺸﻜﺎل ﻝﺠﻴﺵ‬
‫ﺍﻝﻤﺸﺭﻓﻴﻥ ﻓﻲ ﺍﻝﻭﻁﻥ ﻴﺨﻠﻕ ﻤﺸﻜﻠﺔ ﻜﺒﻴﺭﺓ ﻫﻨﺎﻙ ﺒﺭﺍﻤﺞ ﺼﻤﻤﺘﻬﺎ ﺍﻝﻭﺯﺍﺭﺓ )ﺍﻹﺩﺍﺭﺓ ﺍﻝﻌﺎﻤﺔ ﻝﻺﺸﺭﺍﻑ‬
‫ﺍﻝﺘﺭﺒﻭﻱ ( ﺃﻨﺎ ﺩﻭﺭﻱ ﺍﻝﻤﺸﺭﻑ ﺒﺠﻴﺏ ﺍﻨﺠﺎﺯﻩ ﺒﺩﺨﻠﻪ ﻋﻠﻰ ﺍﻝﺴﻴﺴﺘﻡ ﺒﺼﻴﺭ ﺍﻝﻜﺘﺭﻭﻨﻲ ﺃﺴﻬل ﻝﻠﺘﻌﺎﻤل‬
‫ﻝﻠﺘﺨﺯﻴﻥ ﻴﻭﻓﺭ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﻶﺯﻤﺔ ﻝﻌﻤل ﺃﻱ ﺩﺭﺍﺴﺔ ﺍﻭ ﺒﺤﺙ ‪ ،‬ﺃﻴﻀﺎ ﺘﻭﻓﺭ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ‬
‫ﺴﺭﻋﺔ ﻭﺴﻬﻭﻝﺔ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻓﻤﺜﻼ ﻝﻭ ﺃﺭﺩﻨﺎ ﻤﻌﺭﻓﺔ ﻜﻡ ﺘﻡ ﺯﻴﺎﺭﺓ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺍﻝﺠﺩﺩ‬
‫ﻓﺒﻜﺒﺴﺔ ﺯﺭ ﻭﺍﺤﺩﺓ ﺃﺤﺼل ﻋﻠﻰ ﺍﻝﻤﻌﻠﻭﻤﺔ ﻤﺜﺎل ﺁﺨﺭ ﻜﻡ ﻋﺩﺩ ﺍﻝﻤﻌﻠﻤﺎﺕ ﺍﻝﺠﺩﺩ ﻓﺒﻜﺒﺴﺔ ﺯﺭ ﻨﻌﺭﻑ‬
‫ﺍﻝﻤﻌﻠﻭﻤﺔ ﻓﻭﺭﺍ ﻫﺫﺍ ﺍﻝﺘﻌﺎﻤل ﻋﻠﻰ ﻫﺫﺍ ﺍﻝﺒﺭﻨﺎﻤﺞ ﻝﻡ ﻴﺴﻬل ﻭﻴﻭﻓﺭ ﺍﻝﻭﻗﺕ ﻓﺤﺴﺏ ﺒل ﺃﻋﻁﺎﻨﻲ ﻗﻭﺓ‬
‫ﻭﺨﻠﻰ ﻗﺭﺍﺭﻱ ﺴﺭﻴﻊ ﻤﺘﻘﻥ ﺩﻗﻴﻕ ﻭﻗﻭﻱ ﻷﻨﻪ ﻤﺒﻨﻲ ﻋﻠﻰ ﻤﻌﻠﻭﻤﺔ‪ ،‬ﺍﻵﻥ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺒﺘﻭﺠﻴﻪ‬
‫ﻤﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺒﻁﻠﹼﻭﺍ ﻴﻌﻁﻭﺍ ﺍﻝﺩﺭﺱ ﻤﻥ ﺨﻼل ﺍﻝﻜﺘﺎﺏ ﺍﻨﻅﺭ ﺍﻝﺼﻔﺤﺔ ﻜﺫﺍ ﺒل ﺃﺼﺒﺢ ﺍﻨﻅﺭ ﻝﻠﺸﻔﺎﻓﻴﺔ‬
‫ﺍﻨﻅﺭ ﻝﻠﺴﻼﻴﺩ ﻜﻴﻑ ﺘﻤﺕ ﻤﻌﺭﻜﺔ ﺒﺩﺭ ﻫﺫﻩ ﺍﻝﺤﺼﺹ ﺍﻝﻤﺤﻭﺴﺒﺔ ﺘﺠﺫﺏ ﺍﻝﻁﺎﻝﺏ ﺍﻜﺜﺭ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺃﺴﺭﻉ‪.‬‬
‫ﻻ ﻨﻘﻴﻡ ﺤﺎﺠﺎﺕ ﺍﻝﻤﺸﺭﻓﻴﻥ‬
‫ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻝﺨﺎﻤﺱ ‪ :‬ﻋﻨﺩﻤﺎ ﺃُﻨﻔﺫ ﻓﻜﺭﺓ ﻴﺠﺏ ﺃﻥ ﺃﻴﺴﺭ ﻝﻬﺎ ﺃﻭ ﹰ‬
‫ﺍﻝﻜﺘﺭﻭﻨﻴﺎ ﺜﺎﻨﻴﺎ ‪ :‬ﺤﺎﺠﺔ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﺍﻝﻜﺘﺭﻭﻨﻴﺎ ﺜﻡ ﺃﻁﻭﺭ ﺍﻝﻜﺎﺩﺭ ﻭﻓﻘﺎ ﻝﻬﺫﻩ ﺍﻝﺤﺎﺠﺔ ‪ ،‬ﻓﺎﻝﻤﻌﻴﻘﺎﺕ‬
‫ﻫﻲ ‪ :‬ﺍﻝﺸﺨﺹ ﻏﻴﺭ ﺍﻝﻤﺅﻫل ﻤﻌﻴﻕ‪ ،‬ﺍﻝﻤﻜﺘﺏ ﻏﻴﺭ ﺍﻝﻤﺅﻫل ﺘﻘﻨﻴﺎ ﻋﺎﺌﻕ ﻤﺜل ﻋﺩﻡ ﺘﻭﻓﺭ ﺍﻝﺤﺎﺴﺒﺎﺕ‬

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‫ﺍﻵﻝﻲ‪ ،‬ﺸﺒﻜﺔ ﺍﻻﻨﺘﺭﻨﺕ‪ ،‬ﺠﻭﺩﺓ ﺍﻻﻨﺘﺭﻨﺕ ﻭﺴﻌﺘﻪ‪ ،‬ﺴﺭﻋﺔ ﺍﻻﻨﺘﺭﻨﺕ ﻤﺩﻯ ﺘﻭﻓﺭ ﺍﻷﺠﻬﺯﺓ ﻭﻓﻌﺎﻝﻴﺘﻬﺎ‬
‫ﻭﺼﻴﺎﻨﺘﻬﺎ ﻭﺼﻼﺤﻴﺘﻬﺎ ﻭﻤﺘﺎﺒﻌﺘﻬﺎ ﺇﻤﺎ ﻤﺴﻬ‪‬ل ﺃﻭ ﻋﺎﺌﻕ ﻓﻼ ﻴﻌﻘل ﻓﻲ ﻗﺴﻡ ﻤﻭﺠﻭﺩ ﻓﻴﻪ ‪ 35‬ﻤﺸﺭﻑ‬
‫ﺃﻭﻓﺭﻝﻭ ﺠﻬﺎﺯﻴﻥ ﻜﻤﺒﻴﻭﺘﺭ ﻓﻘﻁ ﻻ ﺃﻗﻭل ﺠﻬﺎﺯ ﻝﻜل ﻤﺸﺭﻑ ﻋﻠﻰ ﺍﻷﻗل ﺠﻬﺎﺯ ﻝﻜل ﺸﺨﺼﻴﻥ‪ ،‬ﻴ‪‬ﻔﺘﺭﺽ‬
‫ﺃﻥ ﺘﻜﻭﻥ ﻤﻁﺎﻝﺒﻨﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺘﺘﻨﺎﺴﺏ ﻤﻊ ﻗﺩﺭﺍﺘﻨﺎ‪ ،‬ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺎﺕ ﻭﺍﻝﺘﻌﺎﻤل ﻤﻌﻬﺎ ﺒﺤﺭ‬
‫ﻻﺤﺩﻭﺩ ﻝﻪ ﻓﻼ ﻴ‪‬ﻌﻘل ﺃﻥ ﻨﻁﺒﻕ ﻜل ﺸﻲﺀ ﻨﺠﺩﻩ ﻴﺠﺏ ﺃﻥ ﻨﻁﺒﻕ ﻤﺎﻨﺤﻥ ﺒﺤﺎﺠﻪ ﻝﻪ ﻓﻤﺜﻼ ﺍﻝﺘﻘﺎﺭﻴﺭ‬
‫ﺍﻹﺸﺭﺍﻓﻴﺔ ﻋﻨﺩ ﺯﻴﺎﺭﺓ ﺍﻝﻤﻌﻠﻡ ﻗﺩﻴﻤﺎ ﻜﻨﺎ ﻨﻜﺘﺒﻬﺎ ﺒﺨﻁ ﺍﻝﻴﺩ ﻭﻋﻨﺩﻤﺎ ﻴﺘﻡ ﺘﺼﻭﻴﺭﻫﺎ ﻷﻜﺜﺭ ﻤﻥ ﻨﺴﺨﺔ‬
‫ﻻﺘﻜﻭﻥ ﺍﻝﻨﺴﺨﺔ ﺠﻴﺩﺓ ﺒل ﺴﻴﺌﺔ ﺍﻝﺠﻭﺩﺓ ﺇﻝﻰ ﺃﻥ ﺠﺎﺀ ﻗﺭﺍﺭ ﻤﻥ ﺒﺩﺍﻴﺔ ﺍﻝﺴﻨﺔ ﻴﺠﺏ ﺃﻥ ﺘﻜﻭﻥ ﺍﻝﺘﻘﺎﺭﻴﺭ‬
‫ﺍﻹﺸﺭﺍﻓﻴﺔ ﻤﻁﺒﻭﻋﺔ ﻭﻝﻜﻥ ﻤﻥ ﺍﻝﻤﺅﻜﺩ ﺃﻥ ﻜل ﺍﻝﻤﺸﺭﻓﻴﻥ ﻻﻴﻘﻭﻤﻭﻥ ﺒﺎﻝﻁﺒﺎﻋﺔ ﺒﺴﺒﺏ ﻭﺠﻭﺩ ﺍﻝﺠﻴل‬
‫ﺍﻝﻘﺩﻴﻡ ﻷﻨﻪ ﺃﻝﻑ ﺍﻷﺴﻠﻭﺏ ﺍﻝﻘﺩﻴﻡ ﻭﻏﻴﺭ ﻤﻘﺘﻨﻊ ﺒﻬﺫﺍ ﺍﻷﺴﻠﻭﺏ ﻭﻝﻜﻥ ﺍﻷﻏﻠﺏ ﻴﻘﻭﻤﻭﻥ ﺒﺎﻝﻁﺒﺎﻋﺔ ﻭﻝﻜﻥ‬
‫ﻋﻨﺩﻤﺎ ﻴ‪‬ﻁﻠﺏ ﻤﻨﻬﻡ ﺍﻝﻁﺒﺎﻋﺔ ﻴﺠﺏ ﺘﻭﻓﻴﺭ ﻜل ﺍﻷﺩﻭﺍﺕ ﻭﺍﻝﻤﺴﺘﻠﺯﻤﺎﺕ ﻝﻠﻁﺒﺎﻋﺔ ﻤﺜل ﻁﺎﺒﻌﺔ ﻭﻜﻤﺒﻴﻭﺘﺭ‬
‫ﻭﺃﻋﻁﻴﺔ ﻨﻤﻭﺫﺝ ﺠﺎﻫﺯ ﻴﻘﻭﻡ ﺒﺘﻌﺒﺌﺘﻪ ﻓﻘﻁ ﻋﻨﺩﻤﺎ ﺘﻌﻭﺩ ﺍﻝﻤﺸﺭﻑ ﻋﻠﻰ ﻁﺒﺎﻋﺔ ﺍﻝﺘﻘﺎﺭﻴﺭ ﺍﻝﻜﺘﺭﻭﻨﻴﺎ ﻭﺠﺩ‬
‫ﺃﻨﻬﺎ ﺃﺴﻬل ﻤﻥ ﻜﺘﺎﺒﺘﻬﺎ ﻴﺩﻭﻴﺎ‪ ،‬ﻁﺭﻴﻘﺔ ﺘﺨﺯﻴﻥ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺘﻭﺜﻴﻘﻬﺎ ﻭﺍﻝﺘﻌﺎﻤل ﻤﻌﻬﺎ ﻭﺘﺼﻨﻴﻔﻬﺎ ﻭﻁﺭﻴﻘﺔ‬
‫ﺍﻝﺭﺠﻭﻉ ﺇﻝﻴﻬﺎ ﻭﺍﻹﺴﺘﻔﺎﺩﺓ ﻤﻨﻬﺎ ﺒﺎﺕ ﺃﺴﻬل ﻭﺃﻓﻀل‪ ،‬ﻝﺫﻝﻙ ﻜل ﻤﺸﺭﻑ ﺃﻋﻁﻴﺘﻪ ﻓﻼﺸﺔ ﺴﻌﺘﻬﺎ ﻋﺎﻝﻴﺔ‬
‫ﻷﻏﺭﺍﺽ ﺍﻹﺸﺭﺍﻑ‪ ،‬ﻭﻫﺫﺍ ﺍﻝﻔﻭﻝﺩﺭ ﻝﻠﻤﻠﻔﺎﺕ‪ ،‬ﻭﻫﺫﺍ ﺍﻝﻔﻭﻝﺩﺭ ﻷﺴﻤﺎﺀ ﺍﻝﻤﻌﻠﻤﻴﻨﻥ ﻝﻬﺫﺍ ﺍﻝﻌﺎﻡ ﺃﺴﻤﺎﺀ ﺍﻝﺠﺩﺩ‬
‫ﺃﺴﻤﺎﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺍﻝﻘﺩﺍﻤﻰ‪ ،‬ﻭﻓﻭﻝﺩﺭ ﻝﻠﻤﺩﺍﺭﺱ ﻭﺒﻨﺎﻴﺎﺘﻬﺎ‪ ،‬ﺩﺍﺌﻤﺎ ﻓﻲ ﻤﻭﻀﻭﻉ ﺍﻝﺘﻜﻨﻭﻝﻭﻝﺠﻴﺎ ﻫﻨﺎﻙ ﻓﺠﻭﺍﺕ‬
‫ﺤﻀﺎﺭﻴﺔ ﻤﻌﺘﻤﺩﺓ ﻋﻠﻰ ﻤﻘﺩﺍﺭ ﺤﻀﺎﺭﺓ ﻭﺘﻘﺩﻡ ﻜل ﺒﻠﺩ ﺒﺠﻭﺯ ﻝﻭ ﺍﺤﻨﺎ ﻤﻭﺠﻭﺩﻴﻥ ﻓﻲ ﺍﻝﻴﺎﺒﺎﻥ ﻜﺎﻥ ﻜل‬
‫ﺍﻝﻠﻲ ﺤﻜﻴﻨﺎﻩ ‪ Which was‬ﻜﺎﻥ ﺯﻤﺎﻥ ﻝﺴﻪ ﻓﺎﻜﺭ ﻫﻡ ﻴﻨﻅﺭﻭﻥ ﻝﻜل ﺸﻲﺀ ﻤﺘﻘﺩﻡ ‪ Advance‬ﺃﻜﺜﺭ‬
‫ﻝﻜﻥ ﺍﺤﻨﺎ ﻨﻨﻁﻠﻕ ﻤﻥ ﻭﺍﻗﻌﻨﺎ ﻭﺒﺠﻭﺯ ﻭﺍﻗﻌﻨﺎ ﻝﻭ ﻨﺭﻭﺡ ﻋﻠﻰ ﺩﻭﻝﺔ ﻋﺭﺒﻴﺔ ﺸﻘﻴﻘﺔ ﻤﺜل ﻤﻭﺭﻴﺘﺎﻨﻴﺎ ﺃﻭ‬
‫ﺍﻝﺴﻭﺩﺍﻥ ﺴﻴﻘﻭﻝﻭﻥ ﻭﺍﺍﺍﺍﻭ ﻜﻡ ﺴﻨﺔ ﺒﺩﻨﺎ ﻋﺸﺎﻥ ﻨﺼﻠﻪ‪ ،‬ﻓﻬﺫﺍ ﺍﻝﺘﻔﺎﻭﺕ ﻴﻌﺘﻤﺩ ﻋﻠﻰ ﻤﺩﻯ ﺘﻔﺎﻭﺕ‬
‫ﻭﺤﻀﺎﺭﺓ ﺍﻝﺒﻠﺩ ﻭﻤﺩﻯ ﺤﺎﺠﺔ ﺍﻝﻨﺎﺱ ﻝﻬﺫﻩ ﺍﻝﺘﻘﺎﻨﻪ‪ ،‬ﺘﺤﺩﺜﻨﺎ ﺴﺎﺒﻘﺎ ﻋﻥ ﻤﻌﻭﻗﺎﺕ ﻓﻲ ﺍﻷﺩﺍﺓ ﻨﻔﺴﻬﺎ ﻜﺄﺩﺍﺓ‬
‫ﺍﻝﻜﺘﺭﻭﻨﻴﺔ ﻓﻲ ﺍﻝﺘﻌﻠﻴﻡ ﻭﺍﻹﺸﺭﺍﻑ ﻭﻝﻜﻥ ﻫﻨﺎﻙ ﻤﻥ ﻴﺩﻴﺭ ﺘﻠﻙ ﺍﻝﺘﻘﺎﻨﺔ ﻭﻫﻡ ﺍﻝﺒﺸﺭ‪ ،‬ﺍﻝﺒﺸﺭ ﻗﺩ ﻴﺨﻁﻁ ﻭﻗﺩ‬
‫ﻴﻜﻭﻥ ﻤﺩﻴﺭ ﻫﺫﺍ ﻴﻌﺘﻤﺩ ﻋﻠﻰ ﺸﻴﺌﻴﻥ ﻴﻌﺘﻤﺩ ﻋﻠﻰ ﻭﻀﻭﺡ ﺍﻝﺨﻁﻪ ﻝﻠﻤﺅﺴﺴﺔ ﻭﻴﻌﺘﻤﺩ ﻋﻠﻰ ﺍﻝﻘﺎﺌﺩ ﻝﻬﺫﻩ‬
‫ﺍﻝﻤﺅﺴﺴﺔ ﻭﻤﺩﻯ ﻗﻨﺎﻋﺘﻪ ﻓﺈﺫﺍ ﻜﺎﻥ ﺍﻝﻘﺎﺌﺩ ﻤﻥ ﺠﻴل ﺍﻝﻤﺅﻤﻨﻴﻥ ﺒﻀﺭﻭﺭﺓ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﺘﻌﻠﻴﻡ ﻭﻓﻲ‬
‫ﺍﻝﺤﻴﺎﺓ ﺴﻴﺩﺍﻓﻊ ﻋﻥ ﺍﻝﻔﻜﺭﺓ ﻭﻴﻨﺠﺤﻬﺎ ﺒل ﻭﻴﻘﻭﻡ ﺒﺘﺴﻬﻴل ﺍﻷﻤﻭﺭ ﺒﺘﺴﺎﺭﻉ‪ ،‬ﺇﺫﺍ ﻜﺎﻥ ﻤﻥ ﺠﻴل ﻴﺅﻤﻥ‬
‫ﺒﺎﻝﺘﻭﺭﻴﻕ ﻓﻲ ﺍﻝﺘﻭﺜﻴﻕ ﻭﺒﻨﺎﺀﺍ ﻋﻠﻰ ﺘﺠﺭﺒﺘﻲ ﺍﻝﺸﺨﺼﻴﺔ ﻓﻲ ﻫﺫﻩ ﺍﻝﻤﺩﻴﺭﻴﺔ ﻓﻘﺩ ﻋﺎﺼﺭﺕ ﺃﻜﺜﺭ ﻤﻥ ﻤﺩﻴﺭ‬
‫ﻜﺎﻨﺕ ﻗﻨﺎﻋﺎﺘﻬﻡ ﻤﺘﻔﺎﻭﺘﻪ ﺒﺎﻷﻤﺭ ﺍﻝﺫﻱ ﺘﺘﺤﺩﺙ ﻋﻨﻪ ﻷﻨﻬﻡ ﻤﻥ ﺃﺠﻴﺎل ﻤﺘﻔﺎﻭﺘﻪ ﺒﻜل ﺍﻝﻅﺭﻭﻑ ﻜﺎﻨﻭﺍ‬
‫ﻴﺴﻬﻠﻭﻥ ﻴﻌﻨﻲ ﻤﺜﻼ ﻫﻨﺎﻙ ﺼﻨﻔﻴﻥ ﺼﻨﻑ ﺭﻭﺘﻴﻨﻲ ﻭﺼﻨﻑ ﺁﺨﺭ ﻴﺴﺭ‪‬ﻉ ﻭﻴﺴﻬل ﻨﺄﺘﻲ ﻝﻸﺴﻭﺃ ﻭﻫﻭ‬
‫ﻻ ﻭﺭﻕ ﻴﺎﺴﻼﻡ ﻤﻬﻭ‬
‫ﺍﻝﺭﻭﺘﻴﻨﻲ ﻭﻻ ﻤﺭﺓ ﻤﻥ ﺍﻝﻤﺭﺍﺕ ﻴﺎ ﺭﺌﻴﺱ ﻗﺴﻡ ﺍﻹﺸﺭﺍﻑ ﺘﻭﺩﻴﺵ ﻝﻠﻭﺯﺍﺭﺓ ﺍ ﹼ‬
‫ﻤﻭﺩﻴﻠﻲ ﺒﺭﻨﺎﻤﺞ ﺃﻋﺒﻴﻪ ﻭﺃﺒﻌﺘﻪ ﺨﻼل ﺃﺴﺒﻭﻉ ﻜﺎﻥ ﻴﻘﻭﻝﻲ ﻋﺒﻲ ﻤﺜل ﻤﺎﺒﺩﻫﺎ ﺍﻝﻭﺯﺍﺭﺓ ﻋﺒﻲ ﻜل ﺍﻝﻨﻤﺎﺫﺝ‬

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‫ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ ﻭﻭﺩﻴﻬﺎ ﺒﺱ ﺒﺩﻱ ﻜل ﺸﻲ ﻭﺭﻗﻲ ﻷﻨﻪ ﺍﻋﺘﻤﺩ ﻋﻠﻰ ﻀﺒﻁ ﺍﻷﻤﻭﺭ ﻭﺍﺩﺍﺭﺘﻬﺎ ﻋﻥ ﻁﺭﻴﻕ‬
‫ﻤﺘﺎﺒﻌﺔ ﺍﻝﻭﺭﻕ ﻫﺫﺍ ﺴﻤﺘﻪ ﺍﻹﺩﺍﺭﻴﺔ ﻋﻠﻰ ﻤﺩﺍﺭ ﻋﺸﺭ ﺴﻨﻭﺍﺕ ﻤﺭﺓ ﻭﺤﺩﺓ ﺘﻨﻘﻠﻴﺔ ﺇﻝﻰ ﺍﻝﻔﻀﺎﺀ ﺍﻝﻭﺍﺴﻊ‬
‫ﺘﻘﻭﻝﻴﻠﻪ ﻴﻼ ‪ Control them electronical‬ﺒﻘﻭﻝﻙ ﺼﻌﺏ ﻋﻠﻲ ﻤﺎﺯﺍل ﺍﻝﻌﻤل ﻓﻲ ﺍﻝﻭﺜﺎﺌﻕ ﻫﻭ‬
‫ﻭﺭﻗﻲ ﻋﻨﹼﺎ ﻨﺴﺘﺨﺩﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺇﻝﻰ ﺠﺎﻨﺒﻪ ﺍﻝﻴﻭﻡ ﺇﺤﻨﺎ ﺒﻨﻌﺘﺒﺭ ﺍﻹﻴﻤﻴل ﻭﺍﻝﺭﺴﺎﻝﺔ ﻤﻥ ﺍﻹﻴﻤﻴل ﺭﺴﺎﻝﺔ‬
‫ﺭﺴﻤﻴﺔ ﺘﻴﺠﻴﻨﻲ ﺭﺴﺎﻝﺔ ﻤﻥ ﻤﺩﻴﺭ ﺍﻝﻌﺎﻡ ﺘﺒﻌﻲ ﺍﻴﻤﻴل ﻋﻠﻰ ﻁﻭل ﺍﻨﺎ ﺒﻨﻔﺫ ﺇﺠﻰ ﺍﻝﻜﺘﺎﺏ ﺍﻝﺭﺴﻤﻲ ﻓﻴﻤﺎ ﺒﻌﺩ‬
‫ﻤﺎ ﺇﺠﺎﺵ ﺍﻝﻜﺘﺎﺏ ﺍﻝﺭﺴﻤﻲ ﻓﻴﻤﺎ ﺒﻌﺩ ‪ ،‬ﺒﺱ ﺒﻤﻌﻅﻡ ﺍﻷﺤﻴﺎﻥ ﺒﻴﺠﻲ ﺍﻹﻴﻤﻴل ﺒﺘﺒﻌﻭﺍ ﺍﻝﻜﺘﺎﺏ ﺍﻝﺭﺴﻤﻲ ﺒﺱ‬
‫ﻤﻥ ﺒﺎﺏ ﺍﻝﺘﺴﻬﻴل ﻭﺍﻝﺘﺴﺭﻴﻊ ﺁﻩ ﻭﻜﺄﻨﻭﺍ ﺍﺼﺒﺤﺕ ﺍﻝﻭﺭﻗﺔ ﻫﻲ ﻝﻠﺘﻐﻁﻴﺔ ﺍﻝﺭﺴﻤﻴﺔ ﻝﻜﻥ ﺠﻭﻫﺭ ﺍﻝﻌﻤل ﺒﻴﺘﻡ‬
‫ﺒﻴﻨﻲ ﻭﺒﻴﻨﻪ ﺒﻁﺭﻴﻕ ﺍﻹﻴﻤﻴل ﻭﺍﻹﻝﻜﺘﺭﻭﻨﻴﺎﺕ‪.‬‬
‫ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻝﺴﺎﺩﺱ‪ :‬ﺒﺯﻴﺎﺩﺓ ﻤﻥ ﺍﻝﺘﻤﻜﻴﻥ ﻭﺍﻝﺘﺄﻫﻴل ﻝﻠﻤﺸﺭﻓﻴﻥ ﻭﺘﺩﺭﻴﺒﻬﻡ ﺃﻜﺜﺭ ﻭﺃﻜﺜﺭ‪،‬‬
‫ﺍﻝﺘﺴﻬﻴل‪ ،‬ﺘﻭﻓﻴﺭ ﺍﻹﻤﻜﺎﻨﺎﺕ‪ ،‬ﺘﻭﻓﻴﺭ ﺍﻷﺠﻬﺯﺓ ﻋﻠﻰ ﺃﺴﺎﺱ ﻤﺎ ﺃﺨﻠﻴﺵ ﻤﻌﻭﻗﺎﺕ ﻝﺘﻨﻔﻴﺫ ﺍﻝﻔﻜﺭﺓ ﻤﻥ ﺨﻼل‬
‫ﺍﻹﺠﺭﺍﺀﺍﺕ ﺃﻥ ﻴﻜﻭﻥ ﻓﻲ ﺨﻁﺔ ﻭﺍﻀﺤﺔ ﻭﺘﻘﻭﻝﻴﻠﻴﺵ ﻫﺴﺎ ﻝﻴﺵ ﻫﻭﻱ ﻓﺵ ﺨﻁﺔ ﻷ ﻓﻲ ﺨﻁﺔ ﺴﻭﺍﺀ‬
‫ﻓﻲ ﺍﻷﻫﺩﺍﻑ ﺍﻹﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﺃﻭ ﻓﻲ ﺍﻷﻫﺩﺍﻑ ﺍﻝﻌﺎﻤﺔ ﺃﻭ ﺒﺎﻷﻫﺩﺍﻑ ﺍﻝﻔﺭﻋﻴﺔ ﻜﻠﻭﺍ ﺤﻜﻰ ﻋﻥ ‪ IT‬ﻭﻜﻠﻭﺍ‬
‫ﺤﻜﻰ ﻋﻥ ‪ ICT‬ﻝﻜﻥ ﺒﺎﻝﺘﺎﻝﻲ ﻴﻜﻭﻥ ﻭﺍﻀﺢ ﺍﻝﻭﺍﺤﺩ ﺇﻝﻭ ﻤﻥ ﺍﻝﺒﺩﺍﻴﺔ ﻤﻥ ﺍﻷﻝﻑ ﺇﻝﻰ ﺍﻝﻴﺎﺀ ﻤﺎﻫﻲ ﺍﻷﺸﻴﺎﺀ‬
‫ﺍﻝﺘﻲ ﻴﺠﺏ ﺃﻥ ﻴﻘﻭﻡ ﺒﻬﺎ ﺍﻝﻜﺘﺭﻭﻨﻴﺎ‪ ،‬ﺍﻝﺘﺨﺯﻴﻥ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﺤﺩﻩ ﻝﺤﺎل ﻝﻴﺴﺕ ﺒﻪ ﺃﻤﺎﻥ ﻫﺫﺍ ﺃﻨﺎ ﺒﺤﻜﻴﻠﻙ‬
‫ﺭﺃﻴﻲ ﺍﻝﺸﺨﺼﻲ ﻹﻨﻭ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺒﻼﺩﻨﺎ ﺒﻨﺤﺯﺭﺵ ﻋﻠﻴﻬﺎ ﻴﻌﻨﻲ ﺘﺯﻋل ﻤﻨﹼﺎ ﺇﺴﺭﺍﺌﻴل ﻫﺴﺎ ﺒﺘﻭﻗﻑ‬
‫ﺍﻝﻜﻴﺒل ﺘﺒﻊ ﺍﻹﻨﺘﺭﻨﺕ ﺍﻭ ﺒﺘﺨﻔﺽ ﺴﺭﻋﺘﻭ ﺒﺘﺸﹼل ﺍﻝﻌﻤل ﻜﻠﻴﺎﺘﻭ ﻓﻴ‪‬ﻔﺘﺭﺽ ﺇﻨﻭ ﻴﻜﻭﻥ ﻓﻲ ﻫﻨﺎﻙ‬
‫‪ Alternatives‬ﺒﺩﺍﺌل ﺒﺤﻴﺙ ﺇﺫﺍ ﺘﻌﻁل ﻓﻬﻨﺎﻙ ﻤﺎﻴﻘﻭﻡ ﺒﺎﻝﺩﻭﺭ‪.‬‬
‫ﻤﺸﺭﻑ )‪ :(2‬ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻷﻭل‪ :‬ﻷﻥ ﺍﻝﺘﻌﺎﻤل ﻤﻊ ﺍﻝﻭﺯﺍﺭﺓ ﻭﺍﻝﻤﺩﺍﺭﺱ ﺃﺼﺒﺢ ﺍﻝﻜﺘﺭﻭﻨﻴﺎ ﻤﻥ‬
‫ﺨﻼل ﺍﻻﻴﻤﻴﻼﺕ ﻭﻏﻴﺭﻫﺎ ﻭﻤﻊ ﺍﻝﻭﻗﺕ ﺃﺼﺒﺢ ﻀﺭﻭﺭﻱ‪ ،‬ﻜﻤﺎ ﺃﺼﺒﺤﻨﺎ ﻨﻨﻔﺫ ﺍﻝﻌﻤل ﻗﺒل ﻭﺼﻭﻝﻪ‬
‫ﺭﺴﻤﻴﺎ ﻤﻥ ﺨﻼل ﺍﻻﻴﻤﻴل‪ ،‬ﻜﻤﺎ ﺃﻥ ﺍﻝﺒﺭﺍﻤﺞ ﺍﻝﺘﻲ ﻨﻌﻤل ﺒﻬﺎ ﻤﺤﻭﺴﺒﺔ ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﺼﻔﺎﺕ ﺍﻝﻌﺼﺭ‬
‫ﺍﻝﺫﻱ ﻨﻌﻴﺸﻪ ﻴﺤﺘﻡ ﻋﻠﻴﻨﺎ ﺃﻥ ﻨﺘﻜﻴﻑ ﻤﻌﻪ ‪.‬‬
‫ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻝﺜﺎﻨﻲ‪ :‬ﻷ ﻝﻐﺎﻴﺔ ﺍﻵﻥ ﻫﻭﻱ ﻤﺵ ﻤﻁﻠﺏ ﺒﺸﻜل ﺭﺴﻤﻲ ﻭﻝﻜﻥ ﺼﺎﺭ ﺒﺸﻜل‬
‫ﺘﺩﺭﻴﺠﻲ ﺍﺤﻨﺎ ﺍﻨﺩﻤﺠﻨﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺒﺩﻭﻥ ﻤﺎ ﺍﺤﻨﺎ ﻨﺸﻌﺭ ﺒﺩﻭﻥ ﻤﺎ ﻨﺤﺱ ﺍﺤﻨﺎ ﻭﺍﻜﺒﻨﺎ ﺍﻝﻌﻤل‬
‫ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻲ ﺒﺠﻬﻭﺩ ﺨﺎﺼﺔ" ﻭﺒﺭﺭ ﺫﻝﻙ ﺒﻘﻭﻝﻪ " ﻗﺒل ﻋﺸﺭ ﺴﻨﻴﻥ ﻤﺎﻜﺎﻥ ﻓﻲ ﺸﻲ ﺍﺴﻤﻪ ﺍﻴﻤﻴﻼﺕ ﻴﻤﻜﻥ‬
‫ﻜﺎﻥ ﺒﺱ ﻤﺎﻜﻨﺎ ﻨﺘﻌﺎﻤل ﻓﻴﻪ‪ ،‬ﻤﻊ ﺍﻝﻭﻗﺕ ﺍﻝﻭﺍﺤﺩ ﻋﻤل ﺍﻴﻤﻴل‪ ،‬ﻓﻲ ﺍﻝﻭﺯﺍﺭﺓ ﺼﺎﺭ ﻓﻲ ﺍﻴﻤﻴﻼﺕ ﺼﺭﻨﺎ‬
‫ﻻ ﺍﺤﻨﺎ ﻤﻨﺩﻤﺠﻴﻥ ﺇﻝﻰ ﺤﺩ ﻤﺎ ﻓﻲ ﺍﻝﺒﺭﺍﻤﺞ ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ‬
‫ﻨﺘﺭﺍﺴل ﺒﺸﻜل ﻓﺭﺩﻱ‪ ،‬ﻤﺎ ﻭﻋﻴﻨﺎ ﻋﻠﻰ ﺤﺎﻝﻨﺎ ﺍ ﹼ‬
‫ﻝﻜﻥ ﻁﺒﻌﺎ ﻫﺎﻱ ﺍﻷﻤﻭﺭ ﺒﺩﻨﺎ ﺘﺩﺭﻴﺏ ﺃﻜﺜﺭ ﻭﺃﻜﺜﺭ ﺇﺫﺍ ﺒﺩﻨﺎ ﻨﻭﺼل ﻝﻺﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ"‪.‬‬
‫ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻝﺜﺎﻝﺙ‪ :‬ﻤﺎﻋﻨﺩﻴﺵ ﻋﻠﻡ ﺃﻨﻭ ﻓﻲ ﺨﻁﺔ ﻓﻲ ﺍﻝﻭﺯﺍﺭﺓ ﻝﻠﻌﻤل ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ‬
‫ﺍﻹﺸﺭﺍﻑ ﺍﻵﻥ ﻓﻲ ﺨﻁﺔ ﺨﻤﺴﻴﺔ ﺠﺩﻴﺩﺓ ﻫﺫﻩ ﺍﻝﺨﻁﺔ ﺍﻝﺨﻤﺴﻴﺔ ﺍﻝﺠﺩﻴﺩﺓ ﻝﻐﺎﻴﺔ ﺍﻵﻥ ﻤﺎ ﺘﻌﻤﻤﺕ‬
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‫ﻤﺎﺼﺩﺭﺕ ﻝﺴﺔ ﺭﺍﻴﺤﻴﻥ ﻨﺸﺘﻐل ﻓﻴﻬﺎ ﺍﺒﺘﺩﺍﺀ ﻤﻥ ‪ 9/1‬ﺍﻝﻌﺎﻡ ﺍﻝﻘﺎﺩﻡ ﻋﻤﻠﻨﺎ ﺍﺠﺘﻤﺎﻉ ﻭﺍﺤﺩ ﻤﻥ ﺃﺠل ﻴﻜﻭﻥ‬
‫ﻓﻲ ﻋﻨﺎ ﺨﻁﻭﻁ ﻋﺭﻴﻀﺔ ﺃﻭ ﻭﺠﻬﺎﺕ ﻨﻅﺭ ﺃﻭ ﻤﺎ ﺇﻝﻰ ﺁﺨﺭﻩ ﻝﻜﻥ ﺒﻌﺩﻨﺎ ﻤﺎ ﺍﻁﻠﻌﻨﺎ ﻋﻠﻰ ﺘﻔﺎﺼﻴﻠﻬﺎ ‪.‬‬
‫ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻝﺭﺍﺒﻊ‪ :‬ﻝﻤﺎ ﺒﻨﺤﻜﻲ ﻋﻥ ﻗﺴﻡ ﺍﻹﺸﺭﺍﻑ ﻤﺎﺒﻨﺤﻜﻲ ﺒﺱ ﻓﻘﻁ ﻋﻥ ﺍﻹﺸﺭﺍﻑ‬
‫ﺒﻨﺤﻜﻲ ﻋﻥ ﺩﻭﺭﺍﺕ ﻭﺘﺩﺭﻴﺏ ﻭﻤﺸﺎﺭﻴﻊ ﻭﺍﺸﺭﺍﻑ ﻤﻘﻴﻡ ﻭﺒﻨﺤﻜﻲ ﻋﻥ ﻤﺘﺎﺒﻌﺔ ﺸﺎﻤﻠﺔ ﻝﻜﻥ ﺯﻱ‬
‫ﻤﺎﺤﻜﻴﺘﻠﻙ ﺍﺤﻨﺎ ﺘﻘﺭﻴﺒﺎ ﺍﻝﻰ ﺤﺩ ﻤﺎ ﺍﻨﺩﻤﺠﻨﺎ ﺍﻝﻜﺘﺭﻭﻨﻴﺎ ﺒﺩﻭﻥ ﻤﺎﻴﻜﻭﻥ ﻓﻲ ﺨﻁﺔ ﺃﻭ ﻗﺭﺍﺭ ﺃﻭ ﺇﺸﻲ ﺯﻱ‬
‫ﻫﻴﻙ ﻴﻌﻨﻲ ﻋﻠﻰ ﺴﺒﻴل ﺍﻝﻤﺜﺎل ﺘﻭﺯﻴﻊ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻋﻠﻰ ﺍﻝﻤﺩﺍﺭﺱ ﻫﻼ ﻓﻲ ﻋﻨﺎ ﺇﺸﻲ ﺇﺴﻤﻭ ﺘﻘﺭﻴﺭ ﻨﺼﻑ‬
‫ﺸﻬﺭﻱ ﻫﻼ ﻫﺫﺍ ﺍﻝﺘﻘﺭﻴﺭ ﺍﻝﻨﺼﻑ ﺸﻬﺭﻱ ﺍﻝﻠﻲ ﺒﻨﻌﻤﻠﻭ ﺍﻝﻜﺘﺭﻭﻨﻴﺎ ﺒﻴﺠﻲ ﺍﻝﻤﺸﺭﻑ ﺒﻌﻁﻴﻨﺎ ﻝﻤﺩﺓ‬
‫ﺍﺴﺒﻭﻋﻴﻥ ﻝﻘﺩﺍﻡ ﻋﺸﺎﻥ ﻫﻴﻙ ﺍﺴﻤﻭ ﺘﻘﺭﻴﺭ ﻨﺼﻑ ﺸﻬﺭﻱ ﻭﻴﻥ ﺒﺩﻭ ﻴﻜﻭﻥ ﺨﻼل ﺍﻷﺴﺒﻭﻋﻴﻥ ﺍﻝﻘﺎﺩﻤﺎﺕ‬
‫ﺍﻵﻥ ﺍﺤﻨﺎ ﺒﻨﻔﺭﻍ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻋﻠﻰ ﻨﻤﻭﺫﺝ ﻭﺒﻨﺒﻌﺘﻪ ﺍﻴﻤﻴل ﻋﺎﻝﻭﺯﺍﺭﺓ ﻫﻼ ﻫﺎﻅ ﺍﻹﺸﻲ ﺍﺤﻨﺎ ﻋﺎﻤﻠﻴﻥ ﻓﻴﻪ‬
‫ﻝﻜﻥ ﻤﻤﻜﻥ ﻴﻜﻭﻥ ﺒﺩﻭ ﺘﻁﻭﻴﺭ ﺍﻝﺯﻴﺎﺭﺍﺕ ﺍﻹﺸﺭﺍﻓﻴﺔ ﻝﻠﻤﺸﺭﻓﻴﻥ ﺒﺘﻜﻭﻥ ﻤﺤﻭﺴﺒﻪ ﻴﻌﻨﻲ ﻜل ﻤﺸﺭﻑ‬
‫ﻋﻨﺩﻭ ﻗﺎﻋﺩﺓ ﺒﻴﺎﻨﺎﺕ ﻝﻠﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﻠﻲ ﺒﺸﺭﻑ ﻋﻠﻴﻬﺎ ﻴﻌﻨﻲ ﻝﻤﺎ ﺁﺠﻲ ﺃﺴﺄﻝﻪ ﻭﺃﻁﻠﺏ ﻤﻨﻭ‬
‫ﺃﻋﻁﻴﻨﻲ ﺘﻘﺭﻴﺭ ﻤﻥ ﺸﻬﺭ ‪ 2012/ 11‬ﻋﺎﻝﻜﻤﺒﻴﻭﺘﺭ ﺒﻁﻠﻌﻠﻲ ﺍﻴﺎﻩ ﻭﻝﺘﻭﻅﻴﻔﺔ )ﺃﻜﻴﺩ ﻓﻲ ﺇﻝﻭ ﻤﺘﻁﻠﺒﺎﺕ‬
‫ﺃﻭل ﺸﻐﻠﺔ ﺘﻭﻓﻴﺭ ﺃﺠﻬﺯﺓ ﺤﺎﺴﻭﺏ ﻝﺠﻤﻴﻊ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺯﺍﺌﺩ ﺘﻭﻓﻴﺭ ﺍﻨﺘﺭﻨﺕ ﺒﺘﻜﻭﻥ ﻤﻭﺠﻭﺩﺓ ﻓﻲ ﺍﻝﻤﺩﻴﺭﻴﺔ‬
‫ﻭﻁﺒﻌﺎ ﻫﺎﻅﺎ ﺍﻝﺤﻜﻲ ﻻﻴﻜﻔﻲ ﻜﻤﺎﻥ ﺘﻭﻓﻴﺭ ﺃﺠﻬﺯﺓ ﺤﺎﺴﻭﺏ ﻜﺎﻓﻴﺔ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﻭﺘﻭﻓﻴﺭ ﺸﺒﻜﺎﺕ ﻨﺕ‬
‫ﻝﻠﻤﻌﻠﻤﻴﻥ ﻤﻥ ﺃﺠل ﺘﺴﻬﻴل ﻋﻤﻠﻴﺔ ﺍﻝﺘﻭﺍﺼل ﺒﻴﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺸﺭﻓﻴﻥ( ‪ ،‬ﺍﻵﻥ ﻓﻲ ﻋﻨﹼﺎ ﺘﺠﺎﺭﺏ ﻋﺩﻴﺩﺓ‬
‫ﻓﻲ ﻫﺫﺍ ﺍﻝﻤﺠﺎل ﻓﻲ ﻋﻨﺎ ﺒﻌﺽ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺤﻭﺴﺒﻭﺍ ﺍﻝﻤﻨﺎﻫﺞ ﻜﺎﻤل ﺤﺘﻰ ﺍﻝﺨﻁﺔ ﻤﺤﻭﺴﺒﺔ ﺍﻝﺩﺭﻭﺱ‬
‫ﻤﻌﺭﻭﻀﺔ ﻋﻠﻰ ﺸﻜل ﺒﻭﺭﺒﻭﻴﻨﺕ ﻓﻲ ﺠﻤﻴﻊ ﺍﻝﻤﺒﺎﺤﺙ ﻋﻨﺩ ﺒﻌﺽ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﻓﻲ ﻤﺩﻴﺭﻴﺘﻨﺎ ﺃﻜﺜﺭ ﻤﺒﺎﺩﺭﺓ‬
‫ﺴﺘﺘﻘﺩﻡ ﻝﻬﺎ ﻫﺫﺍ ﺍﻝﻌﺎﻡ ﻓﻲ ﺇﻝﻬﺎﻡ ﻓﻠﺴﻁﻴﻥ ﺍﻝﻠﻲ ﺒﺘﺤﻜﻲ ﻋﻥ ﺘﺤﻠﻴل ﺍﻝﻤﺤﺘﻭﻯ ﺯﺍﺌﺩ ﺘﺤﻠﻴل ﺍﻝﺩﺭﻭﺱ ﺒﺸﻜل‬
‫ﺍﻝﻜﺘﺭﻭﻨﻲ ﻋﻨﺩﻤﺎ ﺴﺅل ﻋﻥ ﻤﻬﺎﺭﺓ ﺍﺩﺍﺭﺓ ﺍﻝﺼﻑ ﺍﻝﻜﺘﺭﻭﻨﻴﺎ ﻫل ﻴﺼﻠﺢ ﺃﺠﺎﺏ ) ﻴﻌﻨﻲ ﻤﻤﻜﻥ ﻴﻜﻭﻥ ﻤﻥ‬
‫ﺒﺎﺏ ﺍﻹﺜﺭﺍﺀ ﺇﻨﻭ ﺒﻌﺽ ﺍﻝﻤﻭﺍﻀﻴﻊ ﺇﻨﻭ ﻴﺯﻭﺩ ﻓﻴﻬﺎ ﺍﻝﻤﺸﺭﻑ ﺍﻝﻤﻌﻠﻡ ﺍﻝﻜﺘﺭﻭﻨﻴﺎ ﻝﻜﻥ ﻫﺫﺍ ﻻﻴﻨﻁﺒﻕ ﻋﻠﻰ‬
‫ﺠﻤﻴﻊ ﺍﻝﻤﻭﺍﻀﻴﻊ ﻫﻨﺎﻙ ﻤﻭﺍﻀﻴﻊ ﻴﺠﺏ ﺃﻥ ﺘﻨﺎﻗﺵ ﺃﻤﺎﻡ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻤﻥ ﺃﺠل ﺘﺒﺎﺩل ﺍﻝﺨﺒﺭﺍﺕ ﺒﻴﻨﻬﻡ ﻭﺒﻴﻥ‬
‫ﺍﻝﻤﺸﺭﻑ ﺃﻴﻀﺎ ﺇﺫﺍ ﻫﺫﺍ ﺍﻝﻤﻭﻀﻭﻉ ﻤﻤﻜﻥ ﺃﻥ ﻴﺼﻠﺢ ﻓﻲ ﺒﻌﺽ ﺍﻝﻤﻭﺍﻀﻴﻊ ﺍﻹﺜﺭﺍﺌﻴﺔ ( ﺒﻌﺽ‬
‫ﺍﻝﻨﺸﺭﺍﺕ ﻨﺯﻭﺩﻫﺎ ﻝﻠﻤﻌﻠﻡ ﺍﻝﻜﺘﺭﻭﻨﻴﺎ ﻤﻭﺍﻋﻴﺩ ﺍﻻﺠﺘﻤﺎﻋﺎﺕ ﺃﻭ ﺇﻝﻰ ﺁﺨﺭﻩ ﻤﻤﻜﻥ ﺘﻌﻠﻴﻤﺎﺕ ﻤﻥ ﺍﻝﻭﺯﺍﺭﺓ‬
‫ﻭﻫﺎﻱ ﺃﻫﻡ ﻗﻀﻴﺔ ﻓﻲ ﺍﻝﻤﻭﻀﻭﻉ ﻤﻤﻜﻥ ﻜﻤﺸﺭﻑ ﺃﻨﺎ ﺒﺘﻴﺠﻴﻠﻲ ﺘﻌﻠﻴﻤﺎﺕ ﻤﻥ ﺃﺠل ﺍﻝﺴﺭﻋﺔ ﻋﻠﻰ ﺴﺒﻴل‬
‫ﺍﻝﻤﺜﺎل ﺒﺩﻱ ﺃﻨﻔﺫ ﻝﻤﺸﺭﻭﻉ ﻤﻌﻴﻥ ﻭﻓﻲ ﻋﻨﺩﻱ ﻤﺠﺎل ﻴﻭﻤﻴﻥ ﺃﻨﺎ ﻤﻤﻜﻥ ﺍﻝﻜﺘﺭﻭﻨﻴﺎ ﺃﻨﺸﺭ ﻫﺫﻩ ﺍﻝﻤﻌﻠﻭﻤﺔ‬
‫ﻭﺃﺯﻭﺩ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻴﻬﺎ ﺒﺄﺴﺭﻉ ﻭﻗﺕ ﻤﻤﻜﻥ ﻭﺍﻗل ﺠﻬﺩ‪ ،‬ﻓﻲ ﻗﻀﻴﺔ ﺜﺎﻨﻴﺔ ﻤﺜﻼ ﻋﻨﺎ ﻤﺸﺭﻭﻉ ﺍﺴﺘﺨﺩﻤﻨﺎﻩ‬
‫ﻓﻲ ﺍﻹﻀﺭﺍﺒﺎﺕ ﺍﻝﻠﻲ ﻤﻀﺕ ﻓﻲ ﻋﻨﺎ ﻤﻌﻠﻤﺔ ﺤﻭﺴﺒﺕ ﺍﻝﺨﻁﺔ ﺯﺍﺌﺩ ﺍﻝﻤﻨﻬﺎﺝ ﻨﻔﺴﻪ ﺸﻭ ﻋﻤﻠﺕ ﺍﺫﺍ‬
‫ﺒﺘﺤﻁﻲ ﻫﺩﻑ ﻓﻲ ﺍﻝﺨﻁﺔ ﺒﻌﻁﻴﻜﻲ ﺍﻝﺩﺭﺱ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺭﺍﺤﺕ ﺍﻝﻤﻌﻠﻤﺔ ﺯﻭﺩﺕ ﺍﻷﻫﺎﻝﻲ ﻓﻲ ‪CD‬‬
‫ﺍﻵﻥ ﺍﻷﻫﺎﻝﻲ ﺨﻼل ﺍﻹﻀﺭﺍﺏ ﺒﻔﺘﺤﻭﺍ ﺍل ‪ CD‬ﺍﻵﻥ ﺒﺘﺩﺨل ﻋﺎﻝﺨﻁﺔ ﺍﻝﻬﺩﻑ ﺍﻝﻠﻲ ﺒﺩﻫﺎ ﺍﻴﺎﻩ ﺒﺘﻴﺠﻲ‬

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‫ﻋﺭﺽ ﺒﻭﺭﺒﻭﻴﻨﺕ ﺘﻭﻀﻴﺢ ﻝﻬﺫﺍ ﺍﻝﻬﺩﻑ ﻭﺒﻬﺫﻩ ﺍﻝﺤﺎﻝﺔ ﻤﻤﻜﻥ ﻨﺴﺎﻋﺩ ﺍﻝﻁﻼﺏ ﺍﻝﻜﺘﺭﻭﻨﻴﺎ ﺒﺎﻝﻤﻌﻠﻭﻤﺎﺕ‬
‫ﻤﻥ ﻏﻴﺭ ﻤﺎﻴﻜﻭﻨﻭﺍ ﺤﺎﻀﺭﻴﻥ ﻤﺎ ﺒﺘﻐﻨﻲ ﻭﻝﻜﻥ ﺘﺴﺎﻋﺩ ﻫﻭ ﻭﺴﻴﻠﺔ ﻤﺴﺎﻋﺩﺓ ﺘﺴﺘﺨﺩﻡ ﻓﻲ ﺤﺎﻻﺕ ﻁﺎﺭﺌﺔ‬
‫ﺃﻭ ﺍﺜﺭﺍﺌﻴﺔ ﻭﺃﺠﺩﻫﺎ ﻤﻨﺎﺴﺒﺔ ﻓﻲ ﻫﺫﺍ ﺍﻝﻤﺠﺎل‪.‬‬
‫ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻝﺨﺎﻤﺱ‪ :‬ﻓﻲ ﻓﻠﺴﻁﻴﻥ ﺃﻫﻡ ﻗﻀﻴﺔ ﻤﻤﻜﻥ ﺘﻭﺍﺠﻬﻨﺎ ﻓﻲ ﺤﻭﺴﺒﺔ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ‬
‫ﺤﻘﻴﻘﺔ ﻫﻲ ﺍﻝﺘﻜﻠﻔﺔ ﺍﻝﻤﺎﺩﻴﺔ ﻫﺎﻱ ﺃﻭﻻ ﻤﻥ ﺘﻭﻓﺭ ﺍﻝﺤﺎﺴﻭﺏ ﻻﻨﻪ ﺍﺫﺍ ﺒﺩﻨﺎ ﻨﻔﺫ ﻫﺫﺍ ﺍﻝﻤﺸﺭﻭﻉ ﻤﺵ ﺒﺱ‬
‫ﺒﺩﻭ ﻴﻜﻭﻥ ﺍﻝﺤﺎﺴﻭﺏ ﻤﻭﺠﻭﺩ ﻓﻲ ﺍﻝﻤﺩﺭﺴﻪ ﻭﻓﻲ ﺍﻝﻤﻜﺘﺏ ﺒﺩﻭ ﻴﻜﻭﻥ ﻤﺘﻭﻓﺭ ﻝﻠﻤﻌﻠﻡ ﻓﻲ ﺍﻝﺒﻴﺕ ‪،‬ﺍﻝﺘﻜﻠﻔﻪ‬
‫ﻫﻲ ﺍﻜﺒﺭ ﻤﻌﻴﻕ ﻓﻲ ﻫﺫﺍ ﺍﻝﻤﺠﺎل ﺍﻝﻌﺎﺌﻕ ﺍﻝﺜﺎﻨﻲ ﻤﻤﻜﻥ ﺘﺫﻝﻴﻠﻪ ﻤﻥ ﺨﻼل ﺘﺩﺭﻴﺏ ﻭﺍﻋﺩﺍﺩ ﺍﻝﻜﻭﺍﺩﺭ‬
‫ﺍﻝﺒﺸﺭﻴﻪ ﻭﻋﻨﺎ ﺒﺭﺍﻤﺞ ﻤﻤﻜﻥ ﺍﺴﺘﻐﻼﻝﻬﺎ ﻓﻲ ﻋﻨﺎ ﻤﺸﺭﻭﻉ ﺍﺴﻤﻭ ‪ Intel‬ﻫﺫﺍ ﺍﻝﻤﺸﺭﻭﻉ ﻓﻲ ﻜل‬
‫ﺍﻝﻤﺩﻴﺭﻴﺎﺕ ﻭﻴﺴﺘﻬﺩﻑ ﻜل ﺍﻝﻤﻌﻠﻤﻴﻥ ﻜﻴﻑ ﻴﺴﺘﺨﺩﻤﻭﺍ ﺍﻝﻜﻤﺒﻴﻭﺘﺭ ﻤﻥ ﺤﻴﺙ ﺍﻷﻨﺘﺭﻨﺕ ﻭﺍﻝﺒﺭﺍﻤﺞ‬
‫ﻭﺍﻝﺒﺭﻤﺠﻴﺎﺕ‪ ،‬ﻓﻲ ﻋﺎﺌﻕ ﻭﻫﻭ ﺍﻷﻫﻡ ﺘﻭﻓﺭ ﺍﻝﺸﺒﻜﻪ ﻭﺘﻭﻓﻴﺭ ﺍﻷﺠﻬﺯﻩ )ﺍﺠﻬﺯﺓ ﺍﻝﺤﺎﺴﻭﺏ(‪ ،‬ﺍﺤﻨﺎ ﺤﺎﻝﻴﺎ‬
‫ﻓﻲ ﻜل ﻤﺩﻴﺭﻴﻪ ﻓﻲ ﻗﺴﻡ ﺘﻘﻨﻴﺎﺕ ﻭﻓﻲ ﻫﺫﺍ ﺍﻝﻘﺴﻡ ﻓﻲ ﻤﻬﻨﺩﺱ ﺤﺎﺴﻭﺏ ﻝﺤﺩ ﺍﻻﻥ ﻫﺫﺍ ﺍﻝﻤﻬﻨﺩﺱ ﻜﺎﻓﻲ‬
‫ﻻﻥ ﺍﻝﺤﻭﺴﺒﻪ ﺒﺸﻜل ﻤﺤﺩﻭﺩ ﻭﻓﻲ ﺒﺩﺍﻴﺘﻬﺎ ﻝﻜﻥ ﺍﺫﺍ ﺒﺩﻭ ﻴﺘﻌﻤﻡ ﻭﺒﺩﻭ ﻴﺼﻴﺭ ﺍﻻﻋﺘﻤﺎﺩ ﻜﻠﻭ ﻋﻠﻰ‬
‫ﺍﻝﺤﻭﺴﺒﻪ ﺒﺩﻭ ﻴﻜﻭﻥ ﻓﻲ ﺘﻌﻴﻴﻥ ﻝﻤﻬﻨﺩﺴﻴﻥ ﺤﺎﺴﻭﺏ ﻤﻥ ﺍﺠل ﻤﺘﺎﺒﻌﺔ ﺠﻤﻴﻊ ﺍﻝﻤﺩﺍﺭﺱ‪ ،‬ﺒﺨﺼﻭﺹ‬
‫ﻤﺸﺭﻭﻉ ‪ intel‬ﻫﻭ ﻋﺒﺎﺭﻩ ﻋﻥ ﻤﺭﺍﺤل ﻓﻲ ﻋﻨﺎ ﻤﺭﺤﻠﻪ ﺍﻭﻝﻲ ﻭﻓﻲ ﻤﺭﺤﻠﻪ ﺜﺎﻨﻴﻪ ﻭﻓﻲ ﻤﺭﺤﻠﻪ ﺜﺎﻝﺜﻪ‬
‫ﺍﺤﻨﺎ ﺒﻨﺴﺘﻬﺩﻑ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺍﺴﺘﻬﺩﻓﻨﺎ ﻤﻌﻅﻡ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﻓﻲ ﺍﻝﻤﺭﺤﻠﻪ ﺍﻻﻭﻝﻰ ﻭﺍﻻﻥ ﺩﺨﻠﻨﺎ ﻓﻲ ﺍﻝﻤﺭﺤﻠﻪ‬
‫ﺍﻝﺜﺎﻨﻴﻪ ﻭﺒﺎﻝﻨﺴﺒﻪ ﻝﺘﺠﺎﻭﺏ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻫﻨﺎﻙ ﺘﺠﺎﻭﺏ ﻜﺒﻴﺭ ﺠﺩﺍ ﺨﺼﻭﺼﺎ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺍﻝﺠﺩﺩ)ﺼﻐﺎﺭ ﺍﻝﺴﻥ(‬
‫ﻓﻲ ﺨﺎﺼﻴﺔ ﺍﻝﻤﻌﻠﻡ ﺍﻝﺠﺩﻴﺩ ﻭﺍﻝﻘﺩﻴﻡ ﺍﺠﺎﺏ )ﺍﻻﻥ ﻗﻁﻌﺎ ﺍﻫﻭ ﺍﺸﻲ ﻤﺘﻭﻗﻊ ﺍﻨﻭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺍﻝﺠﺩﺩ ﻫﻤﻲ‬
‫ﻋﻨﺩﻫﻡ ﺘﻭﺠﻪ ﺒﺎﺘﺠﺎﻩ ﺍﻝﺤﻭﺴﺒﺔ ﺍﻜﺜﺭ ﺒﺎﻋﺘﺒﺎﺭﻫﻡ ﻋﺎﺼﺭﻭﺍ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻤﻥ ﺃﻭﻝﻬﺎ ﺒﻴﻨﻤﺎ ﺍﻝﻤﻌﻠﻤﻴﻥ‬
‫ﻭﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﻘﺩﺍﻤﻰ ﺤﻘﻴﻘﺔ ﺍﻝﻤﺸﻜﻠﺔ ﺍﻝﻠﻲ ﺒﻨﻭﺍﺠﻬﻬﺎ ﻫﻲ ﻓﻲ ﺘﻐﻴﻴﺭ ﻓﻲ ﺍﻝﺘﻭﺠﻬﺎﺕ ﺍﻝﻲ ﺍﻝﻬﻡ ﻫﻤﻲ‬
‫ﺒﻜﻭﻨﻭﺍ ﻤﻘﺘﻨﻌﻴﻥ ﺒﺘﻭﺠﻬﺎﺕ ﻭﻗﻨﺎﻋﺎﺕ ﻗﺩﻴﻤﺔ ﺍﻝﻐﻭﺍ ﺍﻝﻌﻤل ﺍﻝﺘﻘﻠﻴﺩﻱ ﺍﺤﻨﺎ ﺠﺒﻨﺎ ﻓﻲ ﻨﺎﺱ ﻜﺒﺎﺭ ﻋﻠﻰ‬
‫ﻤﺸﺭﻭﻉ ﺍﻨﺘل ﺒﺱ ﺤﻘﻴﻘﻪ ﻭﺍﺠﻬﻨﺎ ﺼﻌﻭﺒﻪ ﻜﺒﻴﺭﻩ ﺍﻨﻭ ﺍﻨﻤﺴﻜﻬﻡ ﺍﻝﻤﺎﻭﺱ ﺒﺼﻌﻭﺒﻪ ﺒﺎﻻﺨﺭ ﻤﺴﻜﻭﺍ‬
‫ﺍﻝﻤﺎﻭﺱ ﻭﺒﻠﺸﻭﺍ ﻴﺩﺨﻠﻭﺍ ﻋﻠﻰ ﺃﺸﻴﺎﺀ ﺒﺴﻴﻁﻪ ﻭﻤﺎ ﻭﺼﻠﻭﺍ ﺍﻝﻤﺭﺤﻠﻪ ﺍﻝﻤﺘﻭﻗﻊ ﻴﻭﺼﻠﻭﻫﺎ ﺯﻱ ﺒﺎﻗﻲ‬
‫ﺍﻝﻤﻌﻠﻤﻴﻥ ﺍﻝﺠﺩﺩ ﻋﺸﺎﻥ ﻫﻴﻙ ﻤﺎ ﺩﺨﻠﻨﺎﻫﻡ ﺍﻝﻤﺭﺤﻠﻪ ﺍﻝﺜﺎﻨﻴﻪ ﺍﺤﻨﺎ ﻋﻨﺎ ‪ intel‬ﺜﻼﺙ ﻤﺭﺍﺤل ﻓﻲ ﻤﺭﺤﻠﺔ‬
‫ﺍﺴﻴﺒﺸل ﻓﻴﻬﺎ ﻋﻤﻠﻴﺔ ﺘﻭﻅﻴﻑ ﺍﻝﻤﻨﻬﺎﺝ ﻓﻲ ﺍﻝﺤﺎﺴﻭﺏ ﺍﺫﺍ ﻤﺎ ﺍﺘﻘﻥ ﻫﺫﻩ ﺍﻝﻤﺭﺤﻠﻪ ﻜﻴﻑ ﺍﻨﻘﻠﻪ ﻝﻠﻤﺭﺤﻠﻪ‬
‫ﺍﻝﻘﺎﺩﻤﻪ ﺍﻝﻘﺩﺍﻤﻲ ﺼﻌﺏ ﻤﺎ ﺩﻤﺠﻨﺎﻫﻡ ﻓﻲ ﺍﻝﻤﺭﺤﻠﻪ ﺍﻝﺜﺎﻨﻴﻪ ﻻﻨﻭ ﺼﻌﺏ ﻴﻭﻅﻑ ﻓﺒﺎﻝﺘﺎﻝﻲ ﺍﻝﺠﺩﺩ ﺒﻴﺠﻭﺍ‬
‫ﻋﺎﺭﻓﻴﻥ ﻓﻲ ﻜل ﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻭﻤﻌﺘﺎﺩﻴﻥ ﻋﻠﻴﻬﺎ ﻭﺤﺘﻰ ﻓﻲ ﺍﻝﺠﺎﻤﻌﻪ ﺘﻡ ﺍﻋﺩﺍﺩﻫﻡ ﻋﻠﻰ ﺫﻝﻙ ‪.‬‬
‫ﻫل ﻴﻭﺠﺩ ﻤﻌﻴﻘﺎﺕ ﺍﺩﺍﺭﻴﻪ ﻓﺄﺠﺎﺏ )ﻴﻌﻨﻲ ﺍﻨﺎ ﻻ ﺍﻋﺘﻘﺩ ﺍﻨﻭ ﺭﺡ ﻴﻜﻭﻥ ﻤﻌﻴﻘﺎﺕ ﺍﺩﺍﺭﻴﻪ ﻤﺴﺘﻘﺒﻼ ﺍﺫﺍ ﺍﺤﻨﺎ‬
‫ﻭﻀﻌﻨﺎ ﺨﻁﻪ ﻝﻬﺫﺍ ﺍﻝﺒﺭﻨﺎﻤﺞ ﻴﻜﻭﻥ ﺸﺎﻤل ﺒﺎﻝﻌﻜﺱ ﺒﺴﺘﺒﻌﺩ ﻴﻜﻭﻥ ﻓﻲ ﻤﻌﻭﻗﺎﺕ ﺍﺩﺍﺭﻴﻪ (ﻫل ﻴﻭﺠﺩ‬
‫ﻤﻌﻴﻘﺎﺕ ﺘﻘﻨﻴﻪ ﻓﺄﺠﺎﺏ ﻫﺎﻱ ﻤﺸﻜﻠﻪ ﺤﻘﻴﻘﻴﻪ ﺒﺘﻭﺍﺠﻬﻨﺎ ﻓﻲ ﻓﻠﺴﻁﻴﻥ ﺍﻭﻻ ﺍﻝﻨﺕ ﺒﺸﻜل ﻋﺎﻡ ﻤﺵ ﻫﺎﻝﻨﺕ‬

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‫ﺍﻝﻠﻲ ﺒﻨﺴﺘﺨﺩﻤﻪ ﺒﺸﻜل ﻓﻌﺎل ﻴﻭﻡ ﺒﻜﻭﻥ ﺒﻁﺊ ﻴﻭﻡ ﺒﻜﻭﻥ ﺴﺭﻴﻊ ﻴﻭﻡ ﻤﺎ ﺒﻜﻭﻥ ﻤﻭﺠﻭﺩ ﺍﺼﻼ‪ ،‬ﺍﻝﺸﺒﻜﺎﺕ‬
‫ﻋﻨﺎ ﻭﺍﻝﺒﻨﻴﻪ ﺍﻝﺘﺤﺘﻴﻪ ﻤﺵ ﺠﺎﻫﺯﻩ ﺍﺒﺩﺍ‪ ،‬ﺤﻭﺍﺴﻴﺏ ﻜﺎﻓﻴﻪ ﻏﻴﺭ ﻤﺘﻭﻓﺭﻩ ﻝﻠﺠﻤﻴﻊ ﺍﻨﺎ ﺒﺘﻬﻴﺄﻝﻲ ﻫﺫﻩ ﻫﻲ ﺃﻫﻡ‬
‫ﺍﻝﻤﻌﻴﻘﺎﺕ ﺍﻝﻠﻲ ﻋﻤﻠﻴﻪ ﺒﺘﻭﺍﺠﻬﻨﺎ ﻤﺎ ﺘﺒﻘﻰ ﻤﻤﻜﻥ ﻨﺘﺠﺎﻭﺯﻫﺎ ‪.‬‬
‫ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻝﺴﺎﺩﺱ‪ :‬ﺃﻨﺎ ﺒﻌﺘﻘﺩ ﺇﻨﻭ ﻓﻲ ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﻓﻲ ﻤﺸﺎﺭﻴﻊ ﻜﺜﻴﺭﺓ‬
‫ﻭﺒﻨﺼﺭﻑ ﻋﻠﻴﻬﺎ ﻤﺒﺎﻝﻎ ﻜﺒﻴﺭﺓ ﻝﻴﻪ ﻤﺎ ﺘﺘﻭﺠﻪ ﻫﺫﻩ ﺍﻝﻤﺒﺎﻝﻎ ﻓﻲ ﻫﺫﺍ ﺍﻹﺘﺠﺎﻩ ﺒﺤﻴﺙ ﺇﻨﻭ ﻨﺤﻭﺴﺏ ﻜل‬
‫ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﻜﻭﻨﺎ ﺍﻵﻥ ﻓﻲ ﻋﺼﺭ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻭﻝﻐﺔ ﺍﻝﻌﺼﺭ ﻭﻋﺼﺭ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺍﻝﻤﻌﻠﻭﻤﺔ‬
‫ﺒﺄﻗل ﺠﻬﺩ ﻭﺒﺄﺴﺭﻉ ﻭﻗﺕ ﻭﺒﺄﻗل ﺘﻜﻠﻔﺔ ﻴﻌﻨﻲ ﺒﺎﻵﺨﺭ ﺃﻨﺎ ﺒﺘﻭﻗﻊ ﺇﻨﻭ ﺇﺫﺍ ﺒﺩﻨﺎ ﻨﺼﺭﻑ ﻤﺒﺎﻝﻎ ﻋﻠﻰ ﻫﺫﺍ‬
‫ﺍﻝﻤﻭﻀﻭﻉ ﻫﻭ ﻤﺎﺒﻜﻭﻥ ﻤﻀﻴﻌﺔ ﻭﺨﺴﺎﺭﺓ ﺒﺎﻝﻌﻜﺱ ﻫﻭ ﺒﻜﻭﻥ ﺍﺴﺘﺜﻤﺎﺭ‪ ،‬ﺒﻨﺼﺢ ﺒﺎﻝﺘﺩﺭﻴﺏ ﺇﺫﺍ ﻓﻲ ﺨﻁﺔ‬
‫ﻝﻜﻥ ﺇﺫﺍ ﺒﺩﻭ ﻴﻜﻭﻥ ﻓﻲ ﺘﺩﺭﻴﺏ ﻭﻓﺵ ﺘﻨﻔﻴﺫ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻜﺜﻴﺭ ﺒﺴﺭﻋﺔ ﺒﺘﺘﻁﻭﺭ ﻭﺒﺘﻨﺴﻰ ﺒﺴﺭﻋﺔ ﻴﻌﻨﻲ‬
‫ﺍﻝﻠﻲ ﺒﺩﻱ ﺃﺩﺭﺒﻪ ﻴﻭﺍﻜﺏ ﻭﻴﺴﺘﻤﺭ ﻴﻌﻨﻲ ﺃﻨﺎ ﺒﺩﺭﺒﻪ ﻋﻠﻰ ﺍﻷﺴﺎﺴﻴﺎﺕ ﺒﺱ ﻫﻭﻱ ﺒﺩﻭ ﻴﻁﻭﺭ ﻨﻔﺴﻪ ﺨﺎﺼﺔ‬
‫ﻓﻲ ﺍﻝﺤﺎﺴﻭﺏ ﻴﻌﻨﻲ ﺃﻨﺎ ﻤﺎ ﺃﺨﺫﺘﺵ ﺩﻭﺭﺍﺕ ﻤﺜﻼ ﻴﻌﻨﻲ ﺒﺩﻴﺕ ﺒﺩﺍﻴﺎﺕ ﺒﺴﻴﻁﺔ ﺒﺱ ﻁﻭﺭﺕ ﻨﻔﺴﻲ ﺍﻵﻥ‬
‫ﺠﻴﺕ ﻁﻭﺭﺕ ﻤﻌﻠﻡ ﻭﻤﻭﻓﺭﺘﻠﻭﺵ ﺠﻬﺎﺯ ﻭﺼﺎﺭ ﺒﻌﺭﻑ ﺍﻷﺴﺎﺴﻴﺎﺕ ﻷﻨﻭ ﻤﺎﻋﻨﺩﻭﺵ ﺠﻬﺎﺯ ﺤﺎﺴﻭﺏ ﺃﻭ‬
‫ﻷﻨﻲ ﻤﺎ ﺘﻌﺎﻤﻠﺘﺵ ﻤﻌﺎﻩ ﻓﻲ ﻫﺫﺍ ﺍﻝﻤﻭﻀﻭﻉ ﺇﺫﻥ ﺃﻨﺎ ﺒﺩﻱ ﺃﻥ ﺘﺘﻭﻓﺭ ﺨﻁﺔ ﺭﺴﻤﻴﺔ ﻭﺒﻌﺩﻴﻥ ﻨﺩﺭﺏ ﻴﻌﻨﻲ‬
‫ﺒﺸﻜل ﻤﺘﻭﺍﺯﻱ ﻨﺩﺭﺏ ﻭﻨﺠﻬﺯ ﻤﻊ ﺒﻌﺽ ﺒﺱ ﺃﻤﺎ ﻨﻘﻭل ﺇﻨﹼﺎ ﺒﺩﻨﺎ ﻨﺩﺭﺏ ﻋﻠﻰ ﺃﻤل ﻨﻭﻓﺭ ﺸﺒﻜﺔ ﻭﻨﻭﻓﺭ‬
‫ﺃﺠﻬﺯﺓ ﺃﻨﺎ ﻤﺵ ﻤﻊ ﻫﺎﻅﺎ ﺍﻝﺘﻭﺠﻪ ﻝﻥ ﻴﺠﺩﻱ ﻨﻔﻌﺎﹰ‪.‬‬
‫ﻤﺸﺭﻑ)‪ :(3‬ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻷﻭل‪ :‬ﺃﻥ ﺍﻝﻌﺎﻝﻡ ﺒﺼﻔﺔ ﻋﺎﻤﺔ ﻴﺴﻴﺭ ﻨﺤﻭ ﺍﻝﺘﻁﻭﺭ ﻭﺍﻝﺘﻘﺩﻡ ﻝﺫﻝﻙ‬
‫ﻓﻌﻤﻠﻴﺔ ﺘﻭﻅﻴﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺃﻱ ﻤﺠﺎل ﻫﻭ ﻀﺭﻭﺭﻱ ﺠﺩﺍ ﻝﻨﺠﺎﺡ ﺃﻱ ﻤﻥ ﻫﺫﻩ ﺍﻝﻌﻤﻠﻴﺎﺕ ﻭﺃﺨﺹ‬
‫ﺒﺎﻝﺫﻜﺭ ﻤﺠﺎل ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﻭﻓﻲ ﻤﺠﺎل ﺍﻹﺸﺭﺍﻑ ﺒﺎﻝﺫﺍﺕ ﻷﻨﻪ ﻻﻴﻤﻜﻥ ﺃﻥ ﻴﻜﻭﻥ ﻫﻨﺎﻙ ﺘﻐﻴﻴﺭ ﺒﺩﻭﻥ‬
‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻤﻀﻴﻔﺎ ﺃﻨﻪ ﻤﻥ ﺍﻷﺤﺭﻯ ﻭﺍﻷﺠﺩﻯ ﺃﻥ ﻴﻜﻭﻥ ﺍﻝﻤﺸﺭﻑ ﻤﺘﻁﻭﺭ ﻭﻤﺘﺴﻠﺢ‬
‫ﺒﺎﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺤﺘﻰ ﻴﻭﺍﺠﻪ ﺍﻝﺘﺤﺩﻴﺎﺕ ﺍﻝﻤﺘﻨﻭﻋﺔ ﻭﻝﻴﺱ ﺍﻝﻤﺸﺭﻑ ﻓﻘﻁ ﺒل ﺍﻝﻤﺩﻴﺭ ﻭﺍﻝﻤﻌﻠﻡ ﺃﻴﻀﺎ‪.‬‬
‫ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻝﺜﺎﻨﻲ‪ :‬ﻨﻌﻡ ﻫﻭ ﻤﻁﻠﺏ ﻷﻥ ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺘﺴﻌﻰ ﺒﻜل ﺠﺩ ﺇﻝﻰ ﺍﻋﻁﺎﺀ‬
‫ﺍﻝﻜﺎﺩﺭ ﺍﻝﺒﺸﺭﻱ ﻓﻲ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﻓﻲ ﻤﺩﻴﺭﻴﺎﺘﻬﺎ ﺍﻝﻤﺘﻨﻭﻋﺔ ﺍﻋﻁﺎﺌﻬﻡ ﻫﺫﻩ ﺍﻝﺜﻘﺎﻓﺔ ﻭﻫﺫﻩ ﺍﻝﺩﻭﺭﺍﺕ‪.‬‬
‫ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻝﺜﺎﻝﺙ‪ :‬ﻨﻌﻡ ﺼﺎﺭ ﺠﺯﺀ ﻤﻥ ﺍﻝﺨﻁﺔ ﺍﻝﺨﻤﺴﻴﺔ ﻓﻲ ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ‬
‫ﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﻤﻌﻠﻤﻴﻥ ﻭﺃﺼﺒﺢ ﻜل ﻫﻤﻨﺎ ﻜﻭﺯﺍﺭﺓ ﺘﺭﺒﻴﺔ ﻭﺘﻌﻠﻴﻡ ﺃﻭ ﻜﻤﺩﻴﺭﻴﺔ ﺘﺭﺒﻴﺔ ﻭﺘﻌﻠﻴﻡ ﺃﻥ ﻴﻜﻭﻥ ﻝﺩﻯ‬
‫ﺍﻝﻁﺎﻗﻡ ﺍﻝﻤﻭﺠﻭﺩ ﻋﻨﺎ ﺜﻘﺎﻓﺔ ﻤﺘﻨﻭﺭﺓ ﺜﻘﺎﻓﺔ ﻝﻬﺎ ﺃﺒﻌﺎﺩﻫﺎ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﻝﻴﺴﺕ ﺃﺒﻌﺎﺩﻫﺎ ﺍﻝﻘﺩﻴﻤﺔ ﻭﺃﺼﺒﺢ ﺍﻝﺯﺍﻡ‬
‫ﻝﻜل ﺍﻨﺴﺎﻥ ﺒﺩﻭ ﻴﺘﻭﻅﻑ ﻓﻲ ﺃﻱ ﻭﻅﻴﻔﺔ ﻤﻥ ﺸﺭﻭﻁ ﺍﻝﻭﻅﻴﻔﺔ ﺍﺘﻘﺎﻥ ﺍﻝﺤﺎﺴﻭﺏ ﻴﻌﻨﻲ ﻻﻴﻤﻜﻥ ﺃﻥ‬
‫ﻴﺘﻭﻅﻑ ﺃﻱ ﻤﻭﻅﻑ ﻓﻲ ﻤﻜﺘﺏ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺃﻭ ﺤﺘﻰ ﻤﻌﻠﻡ ﻓﻲ ﺒﻌﺽ ﺍﻝﺘﺨﺼﺼﺎﺕ ﺃﻥ ﻴﺘﻘﻥ‬
‫ﺍﻝﺤﺎﺴﻭﺏ ‪.‬‬

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‫ﻻ ﻓﻲ ﺒﺭﺍﻤﺞ‬
‫ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻝﺭﺍﺒﻊ‪ :‬ﺇﺤﻨﺎ ﻜﺈﺸﺭﺍﻑ ﺒﻨﻁﺒﻕ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﻋﺩﺓ ﺃﻤﻭﺭ ﺃﻭ ﹰ‬
‫ﺯﻴﺎﺭﺍﺕ ﺍﻝﺘﺒﺎﺩﻝﻴﺔ ﺒﻴﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺘﻡ ﺘﺴﺠﻴﻠﻬﺎ ﺒﻭﺍﺴﻁﺔ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻭﺒﻨﻨﻘل ﻫﺫﻩ ﺍﻹﺒﺩﺍﻋﺎﺕ ﻝﻤﺩﺍﺭﺱ‬
‫ﺃﺨﺭﻯ‪ ،‬ﻴﻘﻭﻡ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺒﺈﻋﺩﺍﺩ ﻨﻤﺎﺫﺝ ﺤﺼﺹ ﻝﻭﺤﺩﺓ ﻭﺒﻌﻘﺩ ﻭﺭﺸﺎﺕ ﻋﻤل ﻝﻠﻤﻌﻠﻤﻴﻥ ﻤﻥ‬
‫ﺃﺠل ﺘﻁﺒﻴﻕ ﻤﻔﺎﻫﻴﻡ ﻤﻌﻴﻨﺔ ﺃﻭ ﺍﻜﺴﺎﺒﻬﻡ ﻭﺴﺎﺌل ﻭﺃﺴﺎﻝﻴﺏ ﺠﺩﻴﺩﺓ‪ ،‬ﻓﻲ ﻜﺜﻴﺭ ﻤﻥ ﺍﻷﻤﻭﺭ ﺃﻥ ﺘﻜﻭﻥ‬
‫ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﺒﺸﻜل ﻤﺒﺎﺸﺭ ﻋﻨﺎ ﻤﺩﺭﺴﺘﻴﻥ ﻓﻴﻬﺎ ﻨﺕ ﻤﺒﺎﺸﺭ ﻫﻨﺎﻙ ﺍﺨﺘﺒﺎﺭﺍﺕ ﺘﺒﺎﺩﻝﻴﺔ ﺒﻴﻥ ﺍﻝﺠﻤﻴﻊ‪ ،‬ﻋﻘﺩ‬
‫ﻭﺭﺸﺎﺕ ﺃﺴﺎﺴﻴﺔ ﻓﻲ ﺍﻝﺘﺤﻠﻴل ﺍﻹﺤﺼﺎﺌﻲ ﺒﺭﻨﺎﻤﺞ ‪ SPSS‬ﻭﺒﻭﺭﺒﻭﻴﻨﺕ ﻋﺭﺽ ﺸﺭﺍﺌﺢ ﻝﻜل ﻗﻁﺎﻋﺎﺕ‬
‫ﺍﻝﻤﺸﺭﻓﻴﻥ ﻨﺤﺎﻭل ﻗﺩﺭ ﺍﻹﻤﻜﺎﻥ ﻓﻲ ﺍﻝﺩﻭﺭﺍﺕ ﺃﻨﻭ ﻤﺎﻴﻜﻭﻥ ﻭﺭﻗﻲ ﻭﺃﺼﺒﺢ ﺍﻝﻭﺭﻕ ﺸﻲﺀ ﺜﺎﻨﻭﻱ ﻭﻝﻴﺱ‬
‫ﺃﺴﺎﺴﻲ ﺒﻌﺠﺒﻨﻲ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺫﻱ ﻴﺴﺘﻁﻴﻊ ﺃﻥ ﻴﻭﻅﻑ ﻜل ﺨﺒﺭﺍﺘﻪ ﻜل ﻤﻌﺎﺭﻓﻪ ﻭﻜل ﺍﺘﺠﺎﻫﺎﺘﻪ ﻓﻲ ﻤﺠﺎل‬
‫ﺍﻋﻁﺎﺀ ﺍﻝﻜﻡ ﺍﻷﻜﺒﺭ ﻝﻠﻤﻌﻠﻤﻴﻥ ﻋﻥ ﻁﺭﻴﻕ ﻋﺭﺽ ﺸﺭﺍﺌﺢ ﻤﻌﻴﻨﺔ ‪.‬‬
‫ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻝﺨﺎﻤﺱ‪ :‬ﻤﻌﻴﻘﺎﺘﻨﺎ ﻓﻲ ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﺠﺎﻨﺏ ﺍﻝﻤﺎﺩﻱ ﻓﻘﻁ ﻴﻌﻨﻲ ﻤﺜﻼ‬
‫ﻻ ﺃﻨﻪ ﻫﺫﻩ ﺍﻻﻤﻜﺎﻨﻴﺎﺕ‬
‫ﺍﻨﺎ ﺒﺘﻤﻨﻰ ﺍﻨﻭ ﻴﻜﻭﻥ ﻝﻜل ﻁﺎﻝﺏ ﻻﺒﺘﻭﺏ ﻴﻜﻭﻥ ﻝﻜل ﻤﻌﻠﻡ ﻭﻤﺸﺭﻑ ﻻﺒﺘﻭﺏ ﺍ ﹼ‬
‫ﺍﻝﻤﺎﺩﻴﺔ ﺍﻝﺘﻲ ﺘﻌﻴﺸﻬﺎ ﻓﻠﺴﻁﻴﻥ ﻓﻲ ﺍﻝﻭﻗﺕ ﺍﻝﺤﺎﻀﺭ ﻭﺍﻝﻀﻐﻭﻁﺎﺕ ﺍﻝﻤﻭﺠﻭﺩﺓ ﺘﺤﺠﺏ ﺍﺴﺘﺨﺩﺍﻡ‬
‫ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺒﺸﻜل ﻤﻜﺜﻑ ﻴﻌﻨﻲ ﺍﻨﺎ ﻓﻲ ﻤﺩﻴﺭﻴﺘﻨﺎ ﻓﻘﻁ ﺠﻤﻴﻊ ﺍﻝﻤﺩﺍﺭﺱ ﻋﻨﺩﻫﺎ ﻤﺭﺍﻜﺯ ﺤﺎﺴﻭﺏ ﻭﻝﻜﻥ‬
‫ﺍﻝﻌﺩﺩ ﻻﻴﻜﻔﻲ ﻝﺠﻤﻴﻊ ﺍﻝﻁﻠﺒﺔ ﺒﺘﻤﻨﻰ ﻝﻭ ﻴﻜﻭﻥ ﻓﻲ ﻤﺩﻴﺭﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﻤﺭﻜﺯ ﻝﻠﺤﺎﺴﻭﺏ ﻤﺸﺎﻥ‬
‫ﻴﺴﺘﺨﺩﻤﻭﻩ ﺍﻝﺠﻤﻴﻊ ﻴﻌﻨﻲ ﺍﻨﺘﻲ ﺘﺸﻭﻓﻲ ﻋﺩﺩ ﺍﻝﻤﺸﺭﻓﻴﻥ ‪ 40‬ﻭﺍﺤﺩ ﻓﻲ ﻤﺩﻴﺭﻴﺘﻨﺎ ﻨﻠﻘﻰ ﺒﺱ ﺍﻝﻠﻲ ﻤﻭﺠﻭﺩ‬
‫ﻋﻨﺩﻫﻡ ‪ 6‬ﺍﺠﻬﺯﺓ ﻓﻲ ﻗﺴﻡ ﺍﻹﺸﺭﺍﻑ ﻫﺫﺍ ﺒﻌﻴﻕ ﻋﻤﻠﻴﺔ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺒﺎﻝﻁﺭﻴﻘﺔ ﺍﻝﺼﺤﻴﺤﺔ ﻓﻲ‬
‫ﺒﻌﺽ ﺍﻷﻤﻭﺭ ﺒﻜﻭﻥ ﻓﻴﻪ ﺠﻬﺩ ﺫﺍﺘﻲ ﻤﻥ ﺍﻝﻤﺸﺭﻑ ﺍﻨﻭ ﻴﺸﺘﺭﻱ ﻻﺒﺘﻭﺏ ﻝﺤﺎﻝﻭ ﺒﻌﺩ ﺴﺅﺍﻝﻲ ﻋﻥ ﺘﻭﻓﺭ‬
‫ﺸﺒﻜﺔ ﻨﺕ ﻤﻭﺤﺩﺓ ﺒﻴﻥ ﺍﻝﻭﺯﺍﺭﺓ ﻭﻤﺩﻴﺭﻴﺎﺘﻬﺎ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ﺃﺠﺎﺏ " ﻤﻭﺠﻭﺩﻩ ﻭﻝﻜﻥ ﻏﻴﺭ ﻤﻔﻌﻠﺔ ﻤﻭﺠﻭﺩ ﻓﻲ‬
‫ﻻ ﻋﻥ ﻁﺭﻴﻕ ﺍﻻﻴﻤﻴل ﻭﻝﻴﺱ‬
‫ﺍﻝﺸﺅﻭﻥ ﺍﻹﺩﺍﺭﻴﺔ ﻨﻘل ﻤﻌﻠﻭﻤﺎﺕ‪ ،‬ﻓﻲ ﺍﻹﺸﺭﺍﻑ ﻻﻴﻭﺠﺩ ﺸﺒﻜﺔ ﺘﻭﺍﺼل ﺍ ﹼ‬
‫ﻋﻥ ﻁﺭﻴﻕ ﺍﻝﻤﻭﺍﻗﻊ‪ ،‬ﻓﻲ ﺒﻌﺽ ﺍﻝﻤﻭﺍﻗﻊ ﻜﻠﺠﺎﻥ ﻤﺒﺎﺤﺙ ﻤﺤﺩﻭﺩﺓ ﻭﻝﻴﺴﺕ ﺒﺈﻁﺎﺭ ﻋﺎﻡ‪ ،‬ﻴﻌﻨﻲ ﺍﻝﻤﻭﺍﻗﻊ‬
‫ﺍﻝﻠﻲ ﺘﺭﺒﻁﻨﺎ ﻤﻊ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺒﺸﻜل ﻤﺘﻭﺍﺼل ﻏﻴﺭ ﻤﻭﺠﻭﺩﺓ ﺒﻴﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻴﻤﻴﻼﺕ ﻋﻥ ﻁﺭﻴﻕ‬
‫ﺍﻝﺒﺭﻴﺩ ﺍﻻﻝﻜﺘﺭﻭﻨﻲ ﻭﻝﻴﺱ ﺒﺸﻜل ﻤﺒﺭﻤﺞ‪.‬‬
‫ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻝﺴﺎﺩﺱ‪ :‬ﺃﻭل ﺸﻲﺀ ﻴﺠﺏ ﺃﻥ ﻴﻜﻭﻥ ﻓﻲ ﺘﻨﺴﻴﻕ ﺒﻴﻥ ﺠﻤﻴﻊ ﺍﻝﺩﻭﺍﺌﺭ‪ ،‬ﺍﻷﺸﻲ‬
‫ﺍﻝﺜﺎﻨﻲ ﻭﺍﻷﻫﻡ ﺃﻥ ﻴﻜﻭﻥ ﻫﻨﺎﻙ ﺩﻋﻡ ﻤﺎﺩﻱ ﻝﻤﻜﺎﺘﺏ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﻭﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ‬
‫ﻭﺍﻝﻤﺩﺍﺭﺱ ﺒﺘﻭﻓﻴﺭ ﺃﺠﻬﺯﺓ ﺤﺎﺴﻭﺏ ﺤﺩﻴﺜﺔ ﻋﺩﺍ ﻋﻥ ﺫﻝﻙ ﻴﻜﻭﻥ ﻴﻜﻭﻥ ﻫﻨﺎﻙ ﺘﻭﺍﺼل ﺒﺎﻝﻨﺕ ﻝﺠﻤﻴﻊ‬
‫ﺍﻝﺩﻭﺍﺌﺭ ﻤﺜل ﺍﻝﺩﻭل ﺍﻷﺠﻨﺒﻴﺔ‪ ،‬ﺒﺘﻤﻨﻰ ﻤﻥ ﻭﺯﺍﺭﺘﻨﺎ ﺍﻨﻭ ﻻﻨﺴﺘﺨﺩﻡ ﺍﻝﻭﺭﻕ ﻭﺃﻥ ﻴﺴﺘﺨﺩﻡ ﻜل ﺸﻴﺊ‬
‫ﻻ ﺇﺫﺍ ﻭﻓﺭﻨﺎ ﺤﺎﺴﻭﺏ ﻝﻜل ﻤﺸﺭﻑ ﻭﻫﻨﺎﻙ ﺩﻋﻡ ﻭﺘﺸﺠﻴﻊ ﻤﻥ ﻗﺒل ﻭﺯﺍﺭﺓ‬
‫ﺍﻝﻜﺘﺭﻭﻨﻴﺎ ﻭﻫﺫﺍ ﻝﻥ ﻴﻜﻭﻥ ﺍ ﹼ‬
‫ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺒﺎﻝﺘﻭﺍﺼل ﻋﺒﺭ ﺍﻝﻨﺕ ﺒﺸﻜل ﻤﺒﺎﺸﺭ ﻭﺍﻝﺘﺩﺭﻴﺏ ﻤﻬﻡ ﺤﺘﻰ ﺇﻨﻭ ﻫﺎﺫﺍ ﻴﻔﻴﺩﻨﺎ ﻓﻲ ﺍﻝﻤﺴﺘﻘﺒل‬
‫ﺒﺼﻴﺭﺵ ﺍﻝﺒﻌﺩ ﺍﻝﺠﻐﺭﺍﻓﻲ ﻓﻲ ﺍﻝﺩﻭﺍﻡ ﺒﺘﺠﺎﻭﺯ ﺍﻝﺤﺩﻭﺩ ﺍﻝﺯﻤﺎﻨﻴﺔ ﻭﺍﻝﻤﻜﺎﻨﻴﺔ ﻭﺒﺘﺼﻴﺭ ﺍﻝﻠﻐﺔ ﺴﻬﻠﺔ ﻴﻌﻨﻲ‬

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‫ﺍﻨﺎ ﺒﺩﻱ ﺍﺤﻀﺭ ﺩﺭﺱ ﺒﻘﺩﺭ ﺃﻋﻤﻤﻭﺍ ﻋﻠﻰ ﺍﻝﻤﺩﺍﺭﺱ ﻝﻤﺎ ﻴﻜﻭﻥ ﻓﻲ ﺸﺒﻜﺔ ﻤﻭﺠﻭﺩﺓ ﺒﻴﻥ ﺍﻝﻤﺩﺍﺭﺱ‬
‫ﻭﻤﺩﻴﺭﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﻭﺍﻝﻭﺯﺍﺭﺓ ﺒﺩل ﻤﺎ ﺃﺴﻭﻱ ﻭﺭﻗﻴﺎ ﻭﺃﺘﻐﻠﺏ ﻭﺩﺴﻜﺎﺕ ﻭﻫﺎﺫﺍ ﺃﻨﺎ ﺃﺴﺎﻭﻴﻲ ﻋﻥ‬
‫ﻁﺭﻴﻕ ﺍﻝﻨﺕ ﻭﺃﻋﻤﻤﻭﺍ ﻝﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻠﻌﻴﻡ ﻭﻝﻜل ﺍﻝﻤﺩﻴﺭﻴﺎﺕ ﻭﺃﻨﺎ ﺃﺘﻤﻨﻰ ﻫﺎﺫﺍ ﻴﻜﻭﻥ ﺘﻭﺠﻪ ﺤﻘﻴﻘﻲ‬
‫ﻝﻠﺘﻐﻴﻴﺭ ﻭﺍﻝﺘﻁﻭﻴﺭ ﻷﻨﻭ ﺒﺩﻭﻥ ﻤﺎ ﺍﻨﻭ ﻨﺼل ﻴﻜﻭﻥ ﻋﻨﹼﺎ ﺠﺭﺃﺓ ﺤﻘﻴﻘﻴﺔ ﻓﻲ ﺍﻝﺘﻐﻴﻴﺭ ﻭﺃﻥ ﺘﺼﺒﺢ ﺃﻤﻭﺭﻨﺎ‬
‫ﺃﻜﺜﺭ ﺸﻔﺎﻓﻴﺔ ﻭﻴﻜﻭﻥ ﻜل ﺇﺸﻲ ﻤﻜﺸﻭﻑ ﺤﺘﻰ ﻓﻲ ﺍﻝﺒﺭﺍﻤﺞ ﻭﺍﻝﺩﺭﺍﺴﺎﺕ ﻭﻴﺴﺘﻔﻴﺩﻭ ﻤﻨﻭ ﺠﻤﻴﻊ‬
‫ﺍﻝﻤﺩﻴﺭﻴﺎﺕ ﻭﺠﻤﻴﻊ ﺍﻝﻘﻁﺎﻋﺎﺕ ﻝﻜﻥ ﻴﻜﻭﻥ ﻫﻨﺎﻙ ﺘﻁﻭﻴﺭ ﺤﻘﻴﻘﻲ ‪.‬‬
‫ﻤﺸﺭﻑ)‪ :(4‬ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻷﻭل‪ :‬ﺃﻜﻴﺩ ﻫﻭ ﺃﻤﺭ ﻀﺭﻭﺭﻱ ﻻﺸﻙ ﻓﻴﻪ ﻨﺤﻥ ﻨﻘﻭل ﺍﻝﻌﺼﺭ‬
‫ﺃﺼﺒﺢ ﻋﺼﺭ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻭﺍﻝﻴﻭﻡ ﺍﻝﻠﻐﺔ ﻝﻐﺔ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻝﻜﻥ ﻝﻴﺱ ﻫﻭ ﺍﻝﻭﺴﻴﻠﺔ ﺍﻝﻭﺤﻴﺩﺓ ﺍﻨﻤﺎ ﻫﻭ ﺃﺤﺩ‬
‫ﺍﻝﻭﺴﺎﺌل ﺍﻝﻤﺴﺎﻋﺩﻩ‪ ،‬ﺃﻥ ﻤﻭﺍﻗﻊ ﺍﻝﺘﻭﺍﺼل ﺍﻻﺠﺘﻤﺎﻋﻲ ﻜﺎﻝﻔﻴﺱ ﺒﻭﻙ ﺃﺼﺒﺤﺕ ﺘﺴﺎﻋﺩ ﻜﺜﻴﺭﺍ ﻓﻲ ﻫﺫﺍ‬
‫ﺍﻝﻤﻭﻀﻭﻉ‪.‬‬
‫ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻝﺜﺎﻨﻲ‪ :‬ﻨﻌﻡ ﻜﺎﻥ ﻓﻲ ﺘﺼﻭﺭ ﻤﻥ ﺍﻝﻭﺯﺍﺭﺓ ﺃﻥ ﻴﻜﻭﻥ ﻓﻲ ﻤﻨﺘﺩﻯ ﻤﺭﻜﺯﻱ ﻝﻜل‬
‫ﻤﻌﻠﻤﻲ ﺍﻝﻤﺒﺤﺙ ﻓﻲ ﻓﻠﺴﻁﻴﻥ ﻭﺃﻴﻀﹰﺎ ﻝﻜل ﻤﻌﻠﻤﻲ ﺍﻝﻤﺒﺤﺙ ﻓﻲ ﻜل ﻤﺩﻴﺭﻴﺔ ﺇﻻ ﺃﻥ ﺍﻝﻔﻜﺭﺓ ﺤﺘﻰ ﺍﻵﻥ ﻝﻡ‬
‫ﺘﺭﻯ ﺍﻝﻨﻭﺭ‪.‬‬
‫ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻝﺜﺎﻝﺙ‪ :‬ﻝﻡ ﻴﺘﺤﺩﺙ ﻋﻥ ﺍﻝﺨﻁﺔ ﺍﻝﻤﺴﺘﻘﺒﻠﻴﺔ ﺒل ﺃﻜﺩ ﺃﻥ ﺒﻌﺽ ﺍﻝﻤﺒﺎﺤﺙ ﻋﻤﻠﻭﻝﻬﻡ‬
‫ﻤﻨﺘﺩﻯ ﻤﺜل ﺍﻝﺘﺭﺒﻴﺔ ﺍﻹﺴﻼﻤﻴﺔ ﺯﻱ ﺍﻝﺤﺎﺴﻭﺏ ﻭﺍﻝﻠﻐﻪ ﺍﻝﻌﺭﺒﻴﺔ ﻫﺫﻭﻻ ﻋﻤﻠﻭ ﻤﻨﺘﺩﻴﺎﺕ ﻴﺘﻭﺍﺼﻠﻭ ﻓﻴﻪ ﻝﻜﻥ‬
‫ﻫﺫﺍ ﺩﺍﺨﻠﻲ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻝﻤﺩﻴﺭﻴﺔ ﻭﻝﻜﻥ ﻝﻴﺱ ﺭﺴﻤﻲ ﺒﻤﻌﻨﻰ ﺭﺴﻤﻲ ﻷ ‪.‬‬
‫ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻝﺭﺍﺒﻊ‪ :‬ﺼﻤﻤﻨﺎ ﻤﻭﺍﻗﻊ ﻤﻐﻠﻘﺔ ﻤﺜﻼ ﻝﻤﻌﻠﻤﻲ ﺍﻝﻜﻴﻤﻴﺎﺀ ﻤﻌﻠﻤﻲ ﺍﻝﻠﻐﺔ ﺍﻹﻨﺠﻠﻴﺯﻴﺔ‬
‫ﺘﻘﺭﻴﺒﺎ ﻤﻌﻅﻡ ﺍﻝﺘﺨﺼﺼﺎﺕ ﻤﻭﻀﺤﺎ ﻤﻌﻨﻰ ﻤﻐﻠﻘﺔ )ﻴﻌﻨﻲ ﻓﻘﻁ ﻝﻤﻌﻠﻤﻲ ﺍﻝﻤﺒﺤﺙ ﻻﻴﺴﺘﻁﻴﻊ ﺃﻥ ﻴﺩﺨل‬
‫ﺍﻝﻰ ﻫﺫﻩ ﺍﻝﻤﻭﺍﻗﻊ ﻏﻴﺭ ﻤﻌﻠﻤﻲ ﺍﻝﻤﺒﺤﺙ ﻭﺍﻝﻤﺸﺭﻑ ﻭﻫﺫﺍ ﻨﻭﻉ ﻤﻥ ﺍﻝﻨﺸﺎﻁ ﺍﻝﺘﻁﻭﻋﻲ ﺍﻝﺫﺍﺘﻲ ﻤﻥ ﻗﺒل‬
‫ﻻ ﺃﻨﻬﻡ ﺃﻀﺎﻓﻭﻨﻲ ﻓﻴﻬﺎ ﻜﻠﻬﻡ ﻭﺫﻝﻙ ﺒﻁﹼﻠﻊ ﻋﻠﻰ ﻨﺸﺎﻁﺎﺘﻬﻡ ﺒﺸﻭﻑ ﺒﻌﺽ‬
‫ﺍﻝﻤﺸﺭﻓﻴﻥ ( ﺭﻏﻡ ﺃﻨﻬﺎ ﻤﻐﻠﻘﺔ ﺍ ﹼ‬
‫ﺍﻝﻘﻀﺎﻴﺎ ﺍﻝﻤﻬﻤﺔ ﻓﻲ ﺍﻝﺘﺨﺼﺹ ﺍﻝﺒﻌﺽ ﻤﻤﻜﻥ ﻴﻨﺯل ﺃﺴﺎﻝﻴﺏ ﺃﻭ ﺘﺠﺭﺒﺔ ﻋﻠﻤﻴﺔ ﺤﻠﻭﺓ ﺃﻭ ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬
‫ﻤﻌﻴﻨﺔ ﻫﺫﻩ ﺍﻝﻤﻨﺘﺩﻴﺎﺕ ﻤﻐﻠﻘﺔ ﺒﻨﺯﻝﻭ ﻋﻠﻴﻬﺎ ﺘﺤﻠﻴل ﺍﻝﻤﺤﺘﻭﻯ ﻗﻀﺎﻴﺎ ﺒﺘﻬﻡ ﺍﻝﺘﺨﺼﺹ ﻭﺍﻝﻤﺒﺤﺙ ﻜﻠﻪ‬
‫ﻭﻫﻲ ﺃﺸﻴﺎﺀ ﻤﺨﺯﻨﺔ ﺃﺴﺘﻁﻴﻊ ﺍﻝﺭﺠﻭﻉ ﺇﻝﻴﻬﺎ ﻭﺃﻀﻴﻑ ﻤﻤﻜﻥ ﺍﻝﻁﺎﻝﺏ ﻴﻀﻊ ﺃﺴﺌﻠﺘﻪ‪ ،‬ﺍﻝﻤﺠﺎل ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬
‫ﻭﺍﺴﻊ ﺠﺩﺍ ﻓﻲ ﺩﺍﺨل ﻗﺴﻡ ﺍﻹﺸﺭﺍﻑ ﻨﻔﺴﺔ ﺃﻜﺜﻴﺭ ﻤﻥ ﺍﻷﺸﻴﺎﺀ ﺒﻭﺼل ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﻠﻲ ﺒﺩﻱ ﺍﻴﺎﻫﺎ‬
‫ﺒﺄﻗﺼﻰ ﺴﺭﻋﺔ ﻭﻜل ﻤﺎﻴﺴﺘﺠﺩ ﺃﻡ‪ ،‬ﻤﻤﻜﻥ ﺃﻁﺭﺡ ﻓﻜﺭﺓ ﻋﻠﻰ ﺃﺤﺩ ﺍﻝﺯﻤﻼﺀ ﻭﻫﻭ ﻴﺠﻴﺒﻨﻲ ﻋﻠﻴﻬﺎ‪ ،‬ﺘﺒﺎﺩل‬
‫ﺍﻝﺨﺒﺭﺍﺕ‪ ،‬ﺍﻝﺘﻭﺍﺼل ﻤﻥ ﺨﻼل ﺍﻝﻔﻴﺱ ﺒﻭﻙ ﻤﺎﻓﻲ ﻤﺸﻜﻠﺔ ﺍﻷﺴﻠﻭﺏ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺒﻭﺼل ﺍﻝﻤﻌﻠﻭﻤﺔ‬
‫ﺒﺴﻬﻭﻝﺔ ﻭﺫﻝﻙ ﺒﺒﻌﺙ ﺃﻨﺎ ﺒﻴﺠﻴﺒﻨﻲ ﺍﻝﺠﻭﺍﺏ ﺒﺴﺭﻋﺔ ﺒﺩﻭﻥ ﺨﻠل‪.‬‬
‫ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻝﺨﺎﻤﺱ‪ :‬ﻋﺩﻡ ﻭﺠﻭﺩ ﺍﻻﻨﺘﺭﻨﺕ ﻋﻨﺩ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﻨﺎﺱ ﻭﺍﻷﺠﻬﺯﺓ ﺍﻴﻀﺎ ﻫﺫﺍ‬
‫ﻤﻌﻴﻕ‪ ،‬ﻓﻲ ﻋﻨﺎ ﻋﺩﺩ ﻤﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻻﻴﻭﺠﺩ ﻝﺩﻴﻬﻡ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻴﺠﺎﺒﻴﺔ ﺃﻱ ﺸﻲﺀ ﺍﻝﻜﺘﺭﻭﻨﻲ ﺍﻁﻼﻗﺎ ﻭﻝﻴﺱ‬
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‫ﻝﺩﻴﻪ ﺍﺴﺘﻌﺩﺍﺩ ﺍﻨﻪ ﻴﺘﻌﻠﻡ ﻜﻴﻑ ﻴﻔﺘﺢ ﺍﻝﻜﻤﺒﻴﻭﺘﺭ ﻭﻋﻨﺩﻤﺎ ﺴﺅل ﻝﻤﺎﺫﺍ ﺍﺠﺎﺏ ) ﺍﻝﻘﺩﻴﻡ ﺍﻨﺎ ﻭﺠﺩﻨﺎ ﺁﺒﺎﺌﻨﺎ ﻋﻠﻰ‬
‫ﺃﻤﻪ ﻭﺍﻨﺎ ﻋﻠﻰ ﺁﺜﺎﺭﻫﻡ ‪ (...‬ﻭﻝﺫﻝﻙ ﺃﺼﺒﺢ ﻫﺫﺍ ﺍﻝﻤﺸﺭﻑ ﺍﻵﻥ ﺩﺭﺠﺔ ﺍﻝﻔﺎﻋﻠﻴﺔ ﻋﻨﺩﻩ ﻝﻴﺴﺕ ﻋﺎﻝﻴﺔ ﻭﻫﻭ‬
‫ﺯﻋﻼﻥ ﺒﺒﻘﻰ ﻝﻤﺎ ﺍﺤﻨﺎ ﻨﻘﻴﻤﻪ ﻤﺭﺍﺕ ﻤﺵ ﻋﺎﻝﻲ ﻭﻫﻭ ﺯﻤﺎﻥ ﻋﺎﻝﻲ ﺒﻨﻘﻠﻭﺍ ﻓﻲ ﺠﻭﺍﻨﺏ ﺍﻨﺘﺎ ﻤﺎﺒﺘﺘﻘﻨﻬﺎ ﺃﻨﺕ‬
‫ﻜﻨﺕ ﻤﺒﺩﻉ ﻓﻲ ﻭﻗﺕ ﻤﺎ ﺍﻵﻥ ﺍﻨﺘﺎ ﻤﺵ ﻤﺒﺩﻉ ﺒﺴﺒﺏ ﻭﺍﺤﺩ ﺍﺘﻨﻴﻥ ﺘﻼﺘﻪ ﻝﻤﺴﺘﺠﺩﺍﺕ ﺠﺩﻴﺩﺓ ﺸﻭ ﺩﻭﺭﻨﺎ‬
‫ﻓﻲ ﺍﻝﺘﻁﻭﻴﺭ ﺠﺯﺀ ﻤﻨﻪ ﺍﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺃﺠﺯﺍﺀ ﺃﺨﺭﻯ ﻏﻴﺭ ﺍﻝﻜﺘﺭﻭﻨﻴﺔ ﺍﻨﺘﺎ ﺸﻭ ﺒﻁﻭﺭ ﺨﻠﺹ ﺍﺤﻨﺎ ﻋﻨﺎ‬
‫ﻲ ﺍﻹﺸﺭﺍﻑ ﻁﻴﺏ ﻓﻲ ﺃﻤﻭﺭ ﺃﺨﺭﻯ ﻜﺜﻴﺭﺓ‬
‫ﺯﻴﺎﺭﺓ ﺍﺸﺭﺍﻓﻴﺔ ﻨﺎﺠﺤﺔ ﻭﻤﻤﺘﺎﺯﺓ ﻭﺃﻗﺩﻡ ﻓﻴﻬﺎ ﻜل ﺸﻲﺀ ﻭﻫ ‪‬‬
‫ﻤﺵ ﻗﺎﺩﺭ ﻴﺴﺘﻭﻋﺒﻬﺎ ﻭﺒﺫﻝﻙ ﺘﺄﺨﺭ ﻋﻥ ﺍﻝﺭﻜﺏ ( ﻋﻨﺩﻤﺎ ﺴﺅل ﻋﻥ ﻭﺠﻭﺩ ﻤﻌﻴﻘﺎﺕ ﺍﺩﺍﺭﻴﺔ ﺃﺠﺎﺏ )‬
‫ﻴﻌﻨﻲ ﺍﻨﺎ ﺒﺩﻱ ﺃﻗﻭل ﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﻭﺯﺍﺭﺓ ﻭﻓﺭﺕ ﻤﺎﻴﻤﻜﻥ ﺘﻭﻓﻴﺭﻩ ﻤﻥ ﺃﺠﻬﺯﺓ ﻤﺎﻓﻲ ﺍﻝﻤﺴﺘﻁﺎﻉ‪ ،‬ﺍﻝﻤﺩﺭﺍﺀ‬
‫ﻭﻓﺭﻭﺍ ﻤﻥ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﻤﺤﻠﻲ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﺠﻬﺯﺓ ﻭﺸﺒﻜﻭﺍ ﺍﻨﺘﺭﻨﺕ ﻤﻥ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﻤﺤﻠﻲ ﻓﻲ ﻤﺩﺍﺭﺱ‬
‫ﻋﻨﺎ ﻓﻲ ﻋﻨﺩﻫﺎ ﻨﺕ ﺍﻹﺸﻜﺎﻝﻴﺎﺕ ﺍﻜﺜﺭ ﺇﺸﻲ ﻓﻲ ﺍﻻﺘﺠﺎﻫﺎﺕ ﻷﻨﻲ ﺃﻨﺎ ﺍﺫﺍ ﺍﺘﺠﺎﻫﺎﺘﻲ ﻜﻭﻴﺴﺔ ﺒﻌﺘﺒﺭ ﺠﻬﺎﺯ‬
‫ﺍﻝﺤﺎﺴﻭﺏ ﻭﺍﻻﻨﺘﺭﻨﺕ ﺃﻫﻤﻴﺔ ﻓﻲ ﺍﻝﺒﻴﺕ ﺯﻱ ﺍﻝﺜﻼﺠﺔ ﻭﺍﻝﻜﻬﺭﺒﺎﺀ ﻫﺴﺎ ﻝﻭ ﺘﺨﺭﺏ ﺍﻝﺜﻼﺠﺔ ﺍﻨﺎ ﻓﻲ ﻨﻔﺱ‬
‫ﺍﻝﻴﻭﻡ ﻻﺯﻡ ﺃﺩﺒﺭ ﺍﻝﻤﻭﻀﻭﻉ ﻴﺎﺒﺼﻠﺤ‪‬ﻬﺎ ﻴﺎ ﺒﺠﻴﺏ ﺜﻼﺠﺔ ﺠﺩﻴﺩﺓ ﻭﺍﻻﻨﺘﺭﻨﺕ ﻭﺍﻝﻜﻤﺒﻴﻭﺘﺭ ﻫﻴﻙ ﺸﺌﻨﺎ ﺃﻡ‬
‫ﺃﺒﻴﻨﺎ ﺃﺼﺒﺢ ﻀﺭﻭﺭﺓ‪ ،‬ﺒﻌﺽ ﺍﻻﺘﺠﺎﻫﺎﺕ ﺴﻠﺒﻴﺔ ﻓﻲ ﻨﺎﺱ ﻻﺒﺘﺤﺏ ﺃﻥ ﺘﺘﻌﻠﻡ ﺍﻁﻼﻗﺎ ﻴﻌﻨﻲ ﺍﺤﻨﺎ ﻝﻤﺎ‬
‫ﻋﻤﻠﻨﺎ ﺍﻝﺘﻘﺎﺭﻴﺭ ﺍﻹﺸﺭﺍﻓﻴﺔ ﻜﻠﻬﺎ ﻤﻁﺒﻭﻋﺔ ﻁﺒﺎﻋﺔ ﻜﺎﻥ ﻋﻨﺎ ﻤﺎﻨﺴﺒﺘﻪ ‪ %50-40‬ﻤﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺒﻁﺒﻌﻭﺍ‬
‫ﻁﺒﺎﻋﺔ ﻭﺍﻝﺒﺎﻗﻲ ﻜﺘﺎﺒﺔ ﻴﺩ‪ ،‬ﻋﻨﺎ ﻜﻤﺒﻴﻭﺘﺭﺍﺕ ﻴﻌﻨﻲ ﻋﻴﺏ ﺼﺎﺭﺕ ﺤﺘﻰ ﺍﻀﻁﺭﻴﻨﺎ ﺃﻥ ﻨﺼﺩﺭ ﻗﺭﺍﺭ‬
‫ﻻ ﺃﻥ ﻴﻜﻭﻥ ﻤﻁﺒﻭﻉ ﻭﺒﻌﺩ ﺍﺴﺒﻭﻋﻴﻥ ﺼﺎﺭ ﺍﻝﻜل ﺒﻁﺒﻊ ﻴﻌﻨﻲ ﺍﻝﻭﺍﺤﺩ ﻻﺯﻡ ﻴﻠﺯﻤﻪ‪،‬‬
‫ﻻﻴﻘﺒل ﺃﻱ ﺘﻘﺭﻴﺭ ﺍ ﹼ‬
‫ﻻ ﺃﻨﻭ ﺍﻻﺘﺠﺎﻫﺎﺕ ﺍﻝﺴﺎﺌﺩﺓ ﺒﺤﺎﺠﺔ ﺇﻝﻰ ﻗﺭﺍﺭ ﻓﻴﻠﺘﺯﻡ ﺍﻝﻨﺎﺱ ﻴﻌﻨﻲ ﻻﺘﺘﻭﻓﺭ ﻝﺩﻴﻬﻡ ﺍﻝﺩﺍﻓﻊ‬
‫ﻭﻀﺭﺏ ﻤﺜﺎ ﹰ‬
‫ﻭﻓﻲ ﺘﺤﻠﻴل ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﺍﻝﻨﻭﻋﻴﺔ ﻜﺎﻥ ﻴﺤﻠﻠﻨﺎ ‪ 4-3‬ﻤﺸﺭﻓﻴﻥ ﻁﺏ ﺨﻠﻴﻨﺎ ﻨﺘﻌﻠﻡ ﻜﻴﻑ ﺤﺘﻰ ﺼﺩﺭ ﻗﺭﺍﺭ‬
‫ﺭﺴﻤﻲ ﻴﺠﺏ‪ ..‬ﺍﺘﻔﺎﺠﺎﻨﺎ ﺍﻨﻭ ﻓﻲ ﻨﺎﺱ ﺨﻼل ﻓﺘﺭﺓ ﺯﻤﻨﻴﺔ ﻗﺼﻴﺭﺓ ﺍﺴﺘﻁﺎﻋﺕ ﺃﻥ ﺘﺤﻠل ﻭﺍﺴﺘﻁﺎﻋﺕ ﺍﻥ‬
‫ﺘﺩﺨل ﺒﻴﺎﻨﺎﺕ ﻭﺘﻁﻠﻊ ﺒﺄﻓﻜﺎﺭ ﻤﻌﻴﻨﺔ ﻻﺯﻡ ﻤﺎﻴﻜﻭﻥ ﺍﻝﻌﻤل ﺒﺴﺒﺏ ﺍﻝﻘﺭﺍﺭ ﺍﻨﺎ ﺒﺩﻱ ﻴﻜﻭﻥ ﻓﻲ ﺩﺍﻓﻊ ﺍﻝﻤﻬﻡ‬
‫ﺍﻝﺩﺍﻓﻌﻴﺔ ﻝﻠﺘﻁﻭﻴﺭ ﺍﻝﺭﻏﺒﺔ ﻤﻬﻤﺔ ﻭﺍﻝﻘﺩﺭﺓ ﺒﺘﻴﺠﻲ ﺒﻌﺩﻴﻥ ﺍﻝﻘﺩﺭﺓ ﻤﺵ ﻜﺜﻴﺭ ﻤﻬﻤﺔ ﻓﻲ ﺘﻘﺩﻴﺭﻱ ﺃﻨﺎ ﺍﻝﻤﻬﻡ‬
‫ﻻ ﺒﺎﻝﻨﻬﺎﻴﺔ ﺒﺎﻝﻘﺎﻨﻭﻥ‬
‫ﻜﻴﻑ ﻨﺨﻠﻕ ﻋﻨﺩ ﺍﻝﻨﺎﺱ ﺍﻝﺭﻏﺒﺔ ﺍﺫﺍ ﻭﺠﺩﺕ ﺍﻝﺭﻏﺒﺔ ﺒﺘﻨﺤل ﺍﻝﻤﺸﻜﻠﺔ ﺒﺸﻜل ﻜﺒﻴﺭ ﺍ ﹼ‬
‫ﻴﺤل ﺍﻝﻤﺸﻜﻠﺔ ﻜﻡ ﻤﻥ ﺍﻝﻨﺎﺱ ﻤﺎﻜﺎﻨﻭﺍ ﻴﻔﺘﺤﻭﺍ ﺍﻝﻜﻤﺒﻴﻭﺘﺭ ﺍﻵﻥ ﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺍﻝﻜﻤﺒﻴﻭﺘﺭ ﻝﻸﺴﻑ ﺍﻝﻘﺭﺍﺭ‬
‫ﻫﻭﻥ ﻤﻥ ﻴﺤﺭﻙ ﺫﻭﻱ ﺍﻝﺩﺍﻓﻌﻴﺔ ﺍﻝﻤﻨﺨﻔﻀﺔ ﻭﺍﻻﺘﺠﺎﻫﺎﺕ ﺍﻝﺴﻠﺒﻴﺔ‪ ،‬ﻭﻋﻨﺩﻤﺎ ﺴﺅل ﻫل ﺍﻝﺘﻜﻠﻔﺔ ﺍﻝﻤﺎﺩﻴﺔ‬
‫ﻫل ﺘﻌﺘﺒﺭﻫﺎ ﻤﻌﻴﻕ ﺃﺠﺎﺏ ﻻ ﺃﻋﺘﻘﺩ ﺫﻝﻙ ﻝﻴﺵ؟ ﻴﻌﻨﻲ ﻤﺜﻼ ﺍﻨﺎ ﻋﻨﺩﻱ ﺍﻨﺘﺭﻨﺕ ﺒﺠﻭﺯ ﻋﻨﺩﻱ ‪ 7‬ﺃﻭ ‪8‬‬
‫ﻤﻴﻐﺎ ﺃﻋﻠﻰ ﺴﺭﻋﺔ ﻴﻤﻜﻥ ﺍﻨﺎ ﺒﺘﻭﻗﻊ ﺍﻻﻨﺘﺭﻨﺕ ﻤﻊ ﺍﻻﺘﺼﺎﻻﺕ ﺒﻜﻠﻔﻨﻲ ‪ 100‬ﺸﻴﻜل ﻭﺒﺼﺭﺍﺤﺔ ﺒﺩﻱ‬
‫ﺍﺤﻜﻲ ﺒﺄﺭﻴﺤﻴﺔ ﻤﻊ ﻋﺩﻡ ﺍﻝﻤﺅﺍﺨﺫﻩ ﺍﻵﻥ ﺍل)‪ (3‬ﺠﺎﺠﺎﺕ ﺏ ‪ 100‬ﺸﻴﻜل ﺤﻘﻬﻥ ﺍﻝﻜﻴﻠﻭﺍ ﺏ ‪15.5‬‬
‫ﺸﻴﻜل ﺏ ‪ 16‬ﺸﻴﻜل ﻝﺴﻪ ﺍﻝﺠﺎﺝ ﻤﻔﻴﺩ ﺤﻕ ‪ 5‬ﺒﻜﻴﺘﺎﺕ ﺩﺨﺎﻥ ﺃﻨﺎ ﺒﺩﺨﻨﻬﺎ‪ ،‬ﻴﻌﻨﻲ ﺍﻝﺩﺨﺎﻥ ﻋﻨﺩﻭ ﻓﺵ‬
‫ﻤﺸﻜﻠﺔ ﺒﺱ ﻋﻨﺩﻭ ﻤﺸﻜﻠﺔ ﻓﻲ ﺍﻻﻨﺘﺭﻨﺕ ﻴﻌﻨﻲ ﺭﺠﻌﻨﺎ ﻝﻺﺘﺠﺎﻫﺎﺕ ﻭﺍﻝﻘﻨﺎﻋﺎﺕ ﻭﺍﻝﺘﻁﻭﻴﺭ ﻴﻌﻨﻲ ﺃﻨﺎ ﺍﻵﻥ‬

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‫ﻻ ﺃﺴﺘﻁﻴﻊ ﺍﻥ ﺃﻁﻭﺭ ﺒﻌﺽ ﺍﻝﺠﻭﺍﻨﺏ ﻋﻨﺩﻱ ﺒﻌﻴﺩﺍ ﻋﻥ ﺍﻻﻨﺘﺭﻨﺕ ﻤﺵ ﺒﺱ ﺍﻻﺘﺠﺎﻫﺎﺕ ﻴﻤﻜﻥ ﻁﺒﻴﻌﺔ‬
‫ﺍﻝﻌﻤل ﻴﻌﻨﻲ ﺃﻜﻭﻥ ﺍﻨﺎ ﺼﺎﺩﻕ ﻝﻭ ﻤﺎ ﻜﻨﺕ ﺭﺌﻴﺱ ﻗﺴﻡ ﺇﺸﺭﺍﻑ ﻝﻭ ﻜﻨﺕ ﻤﺸﺭﻑ ﺃﻭ ﻤﻌﻠﻡ ﺃﻭ ﻤﺩﻴﺭ‬
‫ﻤﺩﺭﺴﺔ ﺴﻴﻜﻭﻥ ﺍﻫﺘﻤﺎﻤﻲ ﻓﻲ ﺍﻻﻨﺘﺭﻨﺕ ﺃﻗل ﺩﺭﺠﺔ ﻤﻥ ﺍﻻﻫﺘﻤﺎﻡ ﺍﻝﻠﻲ ﺃﻨﺎ ﻓﻴﻪ ﺍﻵﻥ‪ ،‬ﻁﺒﻴﻌﺔ ﺍﻝﻭﻅﻴﻔﺔ‬
‫ﺘﻔﺭﺽ ﻋﻠﻲ ﺃﺸﻴﺎﺀ ﻴﻌﻨﻲ ﻝﻭ ﺤﻁﻴﻨﺎ ﺸﺨﺹ ﻴﻌﻤل ﻓﻲ ﻭﺯﺍﺭﺓ ﺍﻝﺘﺨﻁﻴﻁ ﻭﻫﻭ ﻏﻴﺭ ﻤﻘﺘﻨﻊ ﻓﻲ ﻫﺫﺍ‬
‫ﺍﻝﺤﻜﻲ ﻭﻨﻘﻠﹼﻭﻩ ﺒﺩﻭ ﻴﻁﻭﺭ ﻓﻲ ﺍﻝﻨﻬﺎﻴﺔ ﻷﻨﻭ ﺍﻝﻌﻤل ﻜﻠﻭ ﺍﻝﻜﺘﺭﻭﻨﻴﺎ ﺒﺩﻭ ﻴﻁ ‪‬ﺭ ﻴﺘﻌﻠﻡ‪ ،‬ﺍﻻﺘﺠﺎﻫﺎﺕ ﺒﺸﻜل‬
‫ﻋﺎﻡ ﺇﻝﻰ ﺍﻝﺘﻌﻠﻴﻡ ﻤﻨﺨﻔﻀﺔ ﺴﻭﺍﺀ ﻋﻨﺩ ﺍﻝﻤﻌﻠﻡ ﺃﻭ ﻋﻨﺩ ﺍﻝﻁﺎﻝﺏ ﻭﺤﺘﻰ ﻴﻤﻜﻥ ﻋﻨﺩ ﻜﺜﻴﺭ ﻤﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ‪.‬‬
‫ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻝﺴﺎﺩﺱ‪ :‬ﺃﻱ ﻗﻀﻴﺔ ﻋﺎﻤﺔ ﻤﻬﻤﺎ ﻜﺎﻥ ﻨﻭﻉ ﻫﺫﻩ ﺍﻝﻘﻀﻴﺔ ﻴﺠﺏ ﺃﻥ ﺘﺘﺒﻨﺎﻫﺎ ﺃﺤﺩ‬
‫ﺍﻝﺠﻬﺎﺕ ﺍﻝﺭﺴﻤﻴﺔ ﻴﻌﻨﻲ ﺃﻥ ﺘﺴﺎﻫﻡ ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﻓﻲ ﺍﻝﺘﻁﻭﻴﺭ ﻓﻲ ﻫﺫﺍ ﺍﻝﺠﺎﻨﺏ ﺒﺘﻭﻓﻴﺭﻫﺎ‬
‫ﺘﻘﺭﻴﺒﺎ ﻤﺨﺘﺒﺭﺍﺕ ﺤﺎﺴﻭﺏ ﻓﻲ ﻜل ﺍﻝﻤﺩﺍﺭﺱ ﻝﺘﻐﻴﻴﺭ ﺍﻻﺘﺠﺎﻫﺎﺕ ﺍﻝﺒﻌﺽ ﺘﻜﻔﻴﻪ ﺍﻹﺸﺎﺭﺓ ﻭﺒﻌﺽ ﺍﻝﻨﺎﺱ‬
‫ﻴﺤﺘﺎﺝ ﺇﻝﻰ ﺘﻭﻀﻴﺢ ﺍﻷﻤﻭﺭ ﻗﺩ ﻴﻜﻭﻥ ﺒﺩﻭ ﻭﻝﻜﻥ ﻤﺎﻋﻨﺩﻭﺍ ﺼﻭﺭﺓ ﻭﺒﻌﺽ ﺍﻝﻨﺎﺱ ﻻﺒﺩ ﻤﻥ ﻭﺠﻭﺩ‬
‫ﺍﻝﻘﺎﻨﻭﻥ ﺍﻝﺫﻱ ﻴﻠﺯﻡ ﺍﻝﺸﺨﺹ ﻷﻨﻭ ﻓﻲ ﻁﺒﻴﻌﺘﻨﺎ ﺍﺤﻨﺎ ﺒﻨﺤﺏ ﺍﻝﺭﻭﺘﻴﻥ ﻭﻤﺵ ﻜﺜﻴﺭ ﺒﻨﺤﺏ ﺍﻝﺘﻐﻴﻴﺭ ﺨﻠﺹ‬
‫ﺒﺎﻝﻨﺴﺒﺔ ﺇﻝﻨﺎ ﻤﺭﻴﺢ ﻭﻤﺎﺒﺩﻭ ﺸﻐل‪ ،‬ﺇﺫﺍ ﻫﺩﺩ ﻓﻲ ﻭﻅﻴﻔﺘﻭﺍ ﺴﻴﻔﻌل ﻭﻫﺫﻩ ﻁﺭﻕ ﻻﻨﺤﺒﺫ ﺍﺴﺘﺨﺩﺍﻤﻬﺎ ﻓﻲ‬
‫ﺍﻝﻌﺎﺩﺓ‪ ،‬ﺍﻝﺘﻌﺯﻴﺯ ﻋﻤﻠﻴﺔ ﻤﻬﻤﺔ ﻭﻝﻜﻥ ﺒﺘﻭﻀﻴﺢ ﺍﻝﻨﻘﺎﻁ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻭﺍﻝﺴﻠﺒﻴﺔ‪ ،‬ﺃﺩﻋﻭﺍ ﺍﻝﺴﻠﻁﺔ ﺍﻝﺭﺴﻤﻴﺔ ﺃﻴﻀﺎ‬
‫ﺍﻝﻤﺅﺴﺴﺎﺕ ﺍﻷﺨﺭﻯ ﺃﻥ ﺘﻬﺘﻡ ﺃﻥ ﺘﺩﻋﻡ ﻭﺯﺍﺭﺓ ﺍﻝﻤﻭﺍﺼﻼﺕ ﺒﺩﻫﻡ ﻴﻨﺯﻝﻭﺍ ﺃﺴﻌﺎﺭ ﺍﻹﻨﺘﺭﻨﺕ ﻓﻲ ﻓﻠﺴﻁﻴﻥ‬
‫ﻓﻲ ﺤ ‪‬ﺩ ﺃﻗﺼﻰ ﺃﻨﺎ ﻀﻤﻨﺎﻥ ﺇﺫﺍ ﺒﻭﺨﺫﻭﺍ ‪ 30‬ﺸﻴﻜل ﻋﻠﻰ ‪ 8‬ﻤﻴﻐﺎ ﺘﺒﻌﺎﺘﻲ ﻤﻭﻓﻴﻪ ﻤﻌﻬﻡ ﻭﻜﺜﻴﺭ‪ ،‬ﻭﻝﻭ ﺃﻨﻭ‬
‫ﺍﻝﺘﻜﻠﻔﺔ ﻻﺘﻌﺘﺒﺭ ﻤﻌﻴﻕ ﻓﻲ ﺭﺃﻴﻲ ﺍﻝﺸﺨﺼﻲ ﻝﻠﻲ ﺒﺩﻭ ﻴﺸﺘﻐل ﻭﻝﻜﻥ ﺭﺒﻤﺎ ﻝﻭ ﻨﺯﻝﻨﺎ ﺍﻷﺴﻌﺎﺭ ﺒﻨﺤﻔﺯ‬
‫ﺍﻝﻨﺎﺱ ﻜﻤﺎ ﺃﻀﺎﻑ ﻋﻠﻰ ﺍﻝﺴﻠﻁﺔ ﺍﻝﻭﻁﻨﻴﺔ ﺍﻝﻔﻠﺴﻁﻴﻨﻴﺔ ﻭﻋﻠﻰ ﺍﻝﻤﺅﺴﺴﺎﺕ ﺍﻝﺭﺴﻤﻴﺔ ﻭﻏﻴﺭ ﺍﻝﺭﺴﻤﻴﺔ ﺍﻨﻬﺎ‬
‫ﺘﺸﺠﻊ ﻋﻥ ﻁﺭﻴﻕ ﺍﻹﻋﻼﻡ ﻭﻋﻥ ﻁﺭﻴﻕ ﺍﻝﻤﺅﺘﻤﺭﺍﺕ ﻭﻋﻥ ﻁﺭﻴﻕ ﻋﻤل ﺸﺒﻜﺔ ﺭﺴﻤﻴﺔ ﻝﻜل ﻭﺯﺍﺭﺓ‬
‫ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ‪ ،‬ﻓﻲ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ‪ ،‬ﻜﻤﺎ ﺃﻀﺎﻑ )ﻋﻨﺩﻱ ﻓﻼﺸﺔ ﻝﻜل ﺴﻨﻪ ‪ ،‬ﻜل ﺴﻨﻪ ﺒﻔﺘﺢ‬
‫ﻻ ﺇﺫﺍ ﻀﺭﺏ ‪،‬‬
‫ﻓﻼﺸﺔ ﺠﺩﻴﺩﺓ ﻤﺤﻔﻭﻅﺔ ﻋﻠﻰ ‪ C‬ﻭﻋﻠﻰ ﺍل ‪ D‬ﻭﻋﻠﻰ ﺍﻹﻴﻤﻴل ﻭﺍﻹﻴﻤﻴل ﺃﻜﺜﺭ ﺃﻤﻨﺎ ﺍ ﹼ‬
‫ﻤﺤﻔﻭﻅﺔ ﻓﻲ ﺃﻜﺜﺭ ﻤﻥ ﻤﺤل ﻜل ﺸﻲﺀ ﻤﺒﻭﺏ ﺯﻴﺎﺭﺍﺘﻲ ﻝﻠﻤﺸﺭﻓﻴﻥ ﻓﻲ ‪، 2010، 2009‬‬
‫‪ ، 2013، 2011،2012‬ﻓﻲ ﺍﻝﺯﻴﺎﺭﺍﺕ ﺍﻝﺸﺎﻤﻠﺔ ﻨﻔﺱ ﺍﻝﺤﻜﻲ ﺍﺠﺘﻤﺎﻋﺎﺘﻲ ﻓﻲ ﺍﻝﻘﺴﻡ ﻤﻭﺠﻭﺩﺓ ﻓﻲ‬
‫ﻤﻠﻑ ﻝﺤﺎﻝﻬﺎ ﻭﻜل ﺴﻨﺔ ﻝﺤﺎﻝﻬﺎ ﻭﻝﻤﺎ ﺒﺩﻱ ﺍﻴﺎﻫﺎ ﺒﺤﺼل ﻋﻠﻴﻬﺎ ﺨﻼل ﺩﻗﺎﺌﻕ ﻷﻨﻲ ﻝﻤﺎ ﺒﺩﻱ ﺃﺩﻭﺭ ﻋﻠﻴﻬﺎ‬
‫ﻓﻲ ﺍﺠﺘﻤﺎﻋﺎﺘﻲ ﻓﻲ ﺨﻤﺱ ﺴﻨﻴﻥ ﻴﻌﻨﻲ ﺃﻨﺎ ﺒﺩﻱ ﺃﺘﻐﻠﺏ ﻗﺭﺍﺌﺘﻲ ﻝﺨﻁﻁﻲ ﺍﻝﺸﺨﺼﻴﺔ ﻤﻥ ‪ 2009‬ﻝﻠﻴﻭﻡ‬
‫ﻴﻌﻨﻲ ﻝﻤﺎ ﺒﺩﻱ ﺃﻋﻤل ﺨﻁﺔ ﻝﻠﺴﻨﺔ ﺍﻝﻘﺎﺩﻤﺔ ﺒﻘﺭﺍ ﺍﻝﺨﻁﻁ ﻜﻠﻬﺎ ﺒﻼﺤﻅ ﻭﻴﻥ ﻓﻲ ﺍﻴﺠﺎﺒﻴﺎﺕ ﻭﺴﻠﺒﻴﺎﺕ ﺒﻁﻠﻊ‬
‫ﺸﻭﻓﻲ ﻤﺴﺘﺠﺩﺍﺕ ﺍﻝﺴﻨﺔ ﺒﺩﻱ ﺃﺩﺨﻠﻬﺎ ﻋﺎﻝﺨﻁﺔ ﺇﺫﺍ ﻤﺎﻋﻨﺩﻴﺵ ﻗﺎﻋﺩﺓ ﺒﻴﺎﻨﺎﺕ ﺒﺘﻐﻠﺏ ﻷﻨﻭ ﺇﺫﺍ ﻤﺵ‬
‫ﻤﻭﺠﻭﺩﺍﺕ ﻋﻠﻰ ﺍﻝﻔﻼﺸﺔ ﻜﻴﻑ ﺒﺩﻱ ﺃﺤﻤل ﻜل ﻫﺎﻝﻭﺭﻕ ﺒﺩﻱ ﻤﻠﻑ ﺒﻁﻭﻝﻭﺍ ﺨﻼل ﺩﻗﻴﻘﺘﻴﻥ ﺒﻘﺭﺍﻩ‬
‫ﺒﺸﻭﻑ ﺸﻭ ﻓﻴﻪ ﺒﻁﹼﻠﻊ ﻋﻠﻰ ﺒﻴﺎﻨﺎﺕ ﺍﻝﻤﻌﻠﻡ ﺸﻭ ﻜﺘﺒﺘﻠﻭ ﻤﻥ ‪ 2009‬ﺸﻭﻜﺘﺒﺘﻠﻭﺍ ﻓﻲ ‪،2011 ،2010‬‬
‫‪ ،2012‬ﺸﻭ ﺍﻝﻨﻘﺎﻁ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻭﺍﻝﺴﻠﺒﻴﺔ ﻓﻲ ﻋﻤﻠﻭﺍ ﻝﻤﺎ ﺒﺩﻱ ﺃﺭﻭﺡ ﺃﺯﻭﺭﻩ ﻜل ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻫﺎﻱ ﺍﻝﻠﻲ‬

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‫ﺃﺨﺫﺘﻬﺎ ﻜﻠﻔﺘﻨﻲ ﻭﻗﺕ ‪ 15‬ﺩﻗﻴﻘﺔ ﺒﻭﺜﻕ ﻋﻨﺩﻱ ﻓﻲ ﺍﻝﺩﻓﺘﺭ ﺍﻝﻨﻘﺎﻁ ﺍﻝﻤﻬﻤﺔ ﻋﺸﺎﻥ ﻤﺎ ﺍﻨﺴﺎﺵ ﺒﻌﺩﻴﻥ ﺜﺎﻨﻲ‬
‫ﻴﻭﻡ ﺒﺯﻭﺭﻭ ﺍﻝﻤﺸﺭﻑ ﺒﻘﻭﺓ ﻓﻲ ﻤﻠﻔﺎﺕ ﻤﻥ ‪ 2007‬ﻤﻭﺠﻭﺩﺓ ﻭﻤﺨﺯﻨﺔ ﺘﺨﻴﻠﻲ ﻻﻴﻤﻜﻥ ﺃﻁﻭﺭ ﺃﻨﺎ ﺒﺩﻭﻥ‬
‫ﻻ ﺒﺼﻴﺭ ﺃﻤﺸﻲ ﺯﻱ ﻭﺍﺤﺩ ﺒﺩﻭ ﻴﻤﺸﻲ ﻤﻥ‬
‫ﻤﺎ ﻴﻜﻭﻥ ﻋﻨﺩﻱ ﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﻠﻲ ﻤﻥ ﺨﻼﻝﻬﺎ ﺒﺩﻱ ﺃﻨﻁﻠﻕ ﻭﺇ ﹼ‬
‫ﺃﻭل ﺍﻝﻁﺭﻴﻕ‪ ،‬ﺍﻝﺘﺒﻭﻴﺏ ﻭﺍﻝﺘﻭﺜﻴﻕ ﺍﻝﻜﺘﺭﻭﻨﻴﺎ ﻤﻥ ﺃﻫﻡ ﺍﻷﺴﺒﺎﺏ ﺍﻝﺘﻲ ﺘﺅﺩﻱ ﺇﻝﻰ ﺘﻁﻭﺭ ﺍﻝﺸﺨﺹ‪ ،‬ﺇﺤﻨﺎ‬
‫ﻋﻤﻠﻨﺎ ﻤﻭﻗﻊ ﺍﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﻤﻌﻠﻭﻤﺎﺕ ﻜﻠﻬﺎ ﻋﻥ ﺍﻝﻤﺸﺭﻑ ﺒﺤﻁ ﺍﻴﺠﺎﺒﻴﺎﺘﻭﺍ ﻭﺴﻠﺒﻴﺎﺘﻭ ﻓﻲ ﺍﻝﺨﻁﺔ ﻓﻲ‬
‫ﺘﻘﺭﻴﺭﻭﺍ ﻓﻲ ﻜل ﻋﻤﻠﻭﺍ ﺇﻝﻭ ﺭﻗﻤﻭﺍ ﻭﺒﻔﻭﺕ ﻭﺃﻨﺎ ﺒﻔﻭﺕ ﻤﻊ ﻜل ﺍﻝﻤﺸﺭﻓﻴﻥ ﻭﻜل ﻤﺸﺭﻑ ﺒﻔﻭﺕ ﻋﻠﻰ‬
‫ﻨﻔﺴﻭﺍ ﺒﻔﺘﺢ ﺍﻝﻜﺘﺭﻭﻨﻴﺎ ﻭﺒﺸﻭﻑ ﻗﺎﻝﻭﻝﻲ ﻨﺎﺱ ﻓﻲ ﺍﻝﻭﺯﺍﺭﺓ ﻫﺎﻱ ﺍﻝﺨﻁﻭﺓ ﻤﺵ ﻜﺜﻴﺭ ﺤﺎﺒﻴﻨﻬﺎ ﻝﻴﺵ‬
‫ﺨﺎﻴﻔﻴﻥ ﺍﻝﻨﺎﺱ ﺘﻘﻌﺩ ﺘﻠﻁﻡ ﺃﻭﻝﻬﺎ ﺒﺘﻠﻁﻡ ﻫﺎﻱ ﻤﺵ ﻋﺎﺠﺒﻴﺘﻨﻲ ﻫﺎﻱ ﻤﺵ ﻋﺎﺭﻑ ﻤﺎﻝﻬﺎ ﺒﻌﺩﻴﻥ ﺍﻝﻨﺎﺱ‬
‫ﺒﺘﻤﺸﻲ ﻓﻴﻪ ﻜل ﺸﻲﺀ ﻴﻘﺎﻭﻡ ﺒﺎﻷﻭل(‪.‬‬
‫ﻤﺸﺭﻑ)‪ (5‬ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻷﻭل‪ :‬ﻫﻭ ﻤﻭﺍﻜﺒﺔ ﻝﻠﺘﻁﻭﺭﺍﺕ ﺍﻝﻠﻲ ﺒﺘﺼـﻴﺭ ﺒﺎﻝﻌـﺎﻝﻡ ﻭﺍﺴـﺘﺨﺩﺍﻡ‬
‫ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺒﻬﺫﻩ ﺍﻵﻝﻴﺔ ﻭﺒﻬﺫﻩ ﺍﻝﻜﻔﺎﺀﺓ ﻭﺍﻝﺠﻭﺩﺓ ﻜﺎﻥ ﻤﻥ ﺍﻝﻀﺭﻭﺭﻱ ﺃﻥ ﻴﺘﻡ ﺍﺴـﺘﺨﺩﺍﻤﻬﺎ ﻓـﻲ ﻜـل‬
‫ﻤﻨﺎﺤﻲ ﺍﻝﺤﻴﺎﺓ ﻭﺒﺎﻷﺨﺹ ﺍﻹﺸﺭﺍﻑ ﻝﺘﺴﻬﻴل ﺍﻝﺘﻭﺍﺼل ﺒﻴﻥ ﺍﻝﻤﺸﺭﻑ ﻭﺍﻝﻤﻌﻠﻡ ﻭﺘﺴﻬﻴل ﺍﻴﺼﺎل ﺍﻝﺘﻐﺫﻴﺔ‬
‫ﺍﻝﺭﺍﺠﻌﺔ ﻤﻥ ﺍﻝﻤﺸﺭﻑ ﻝﻠﻤﻌﻠﻡ ﻭﺒﺎﻝﻌﻜﺱ‪ ،‬ﺃﻨﻪ ﻴﻌﻤل ﻋﻠﻰ ﺘﺴﻬﻴل ﺍﻝﺘﻭﺍﺼل ﺒﻴﻥ ﺍﻝﻤﺸـﺭﻑ ﻭﺍﻝﻤﻌﻠـﻡ‪،‬‬
‫ﻭﺘﺴﻬﻴل ﺍﻴﺼﺎل ﺍﻝﺘﻐﺫﻴﺔ ﺍﻝﺭﺍﺠﻌﺔ ﻤﻥ ﺍﻝﻤﺸﺭﻑ ﻝﻠﻤﻌﻠﻡ ﻭﺒﺎﻝﻌﻜﺱ" ﻤﺅﻜﺩﺍﻋﻠﻰ ﺫﻝﻙ " ﻷﻥ ﺍﻹﺸـﺭﺍﻑ‬
‫ﻋﺒﺎﺭﺓ ﻋﻥ ﺨﺩﻤﺔ ﻓﻨﻴﺔ‪ ،‬ﻫﺫﻩ ﺍﻝﺨﺩﻤﺔ ﺍﻝﻔﻨﻴﺔ ﺘﻘﺘﻀﻲ ﺃﻨﻪ ﻴﺠﺏ ﺃﻥ ﺃﻗﺩﻤﻬﺎ ﺒﺄﺠﻭﺩ ﺍﻝﻁﺭﻕ ﻭﺒﺄﻗل ﺯﻤﻥ‪،‬‬
‫ﺒﺄﻗل ﺠﻬﺩ‪ ،‬ﺒﺄﻗل ﺘﻜﻠﻔﺔ‪ ،‬ﺒﺈﻤﻜﺎﻨﻲ ﺃﻥ ﺃﻭﻓﺭ ﻫﺫﻩ ﺍﻝﺨﺩﻤﺔ ﺍﻝﻔﻨﻴﺔ ﻭﺍﻝﺘﻐﺫﻴﺔ ﺍﻝﺭﺍﺠﻌﺔ ﺒﻁﺭﻴﻘـﺔ ﺴـﺭﻴﻌﻪ‪،‬‬
‫ﺴﻠﺴﺔ ﻭﻴﺴﻬل ﺍﻝﻭﺼﻭل ﺇﻝﻴﻬﺎ ﻭﻴﺴﻬل ﺍﻝﺘﻌﺎﻤل ﻤﻌﻬﺎ ﻷﻨﻪ ﻓﻲ ﺒﻌﺽ ﺍﻷﺤﻴﺎﻥ ﻤﻤﻜﻥ ﺃﻥ ﺃﻭﻓﺭ ﺍﻝﺘﻐﺫﻴﺔ‬
‫ﺍﻝﺭﺍﺠﻌﺔ ﺒﻁﺭﻴﻘﺔ ﻏﻴﺭ ﻤﺒﺎﺸﺭﺓ ﺘﻜﻭﻥ ﺃﺠﻭﺩ ﻤﻥ ﻜﻭﻨﻬﺎ ﻤﺒﺎﺸﺭﺓ ﻷﻨﻬﺎ ﺘﺒﺘﻌﺩ ﺸﻭﻱ ﻋـﻥ ﺍﻝﺤﺴﺎﺴـﻴﺔ‪،‬‬
‫ﺒﺘﻘﺒﻠﻬﺎ ﺍﻝﻤﻌﻠﻡ‪ ،‬ﺘﺯﻴﺩ ﺍﻝﺜﻘﺔ ﺒﻴﻨﻬﻤﺎ‪ ،‬ﻭﻴﺴﻬل ﻋﻠﻰ ﺍﻝﻤﻌﻠﻡ ﺘﻨﺎﻭﻝﻬﺎ‪ ،‬ﺒﺩل ﻤﺎ ﺘﻘﺩﻡ ﻝﻪ ﻓﻲ ﻭﻗـﺕ ﻤﺤـﺩﻭﺩ‬
‫ﻴﻌﻨﻲ ﺨﻼل ﻭﻗﺕ ﺘﻘﺩﻴﻡ ﺍﻝﺘﻐﺫﻴﺔ ﺍﻝﺭﺍﺠﻌﺔ ) ﺭﺒﻊ ﺴﺎﻋﺔ ﺃﻭ ﺜﻠﺙ ﺴﺎﻋﺔ( ﻫﻨﺎ ﺘﻘﺩﻡ ﻝﻪ ﺒﻁﺭﻴﻘـﺔ ﻓﻴﻬـﺎ‬
‫ﺍﺭﻴﺤﻴﺔ ﻭﻴﺴﻬل ﺍﻝﻭﺼﻭل ﺇﻝﻴﻬﺎ ﻭﺍﻝﺭﺠﻭﻉ ﺇﻝﻴﻬﺎ ﺒﺎﻝﻭﻗﺕ ﺍﻝﺫﻱ ﻴﺭﺍﻩ ﺍﻝﻤﻌﻠـﻡ ﻤﻨﺎﺴـﺒﺎﹰ‪ ،‬ﻴﻌﻨـﻲ ﺇﺤﻨـﺎ‬
‫ﻤﺎﺒﻨﻔﺭﺽ ﻋﻠﻴﻪ ﺍﻝﻭﻗﺕ ﺴﺎﻋﺘﻬﺎ ﻫﻭﻱ ﺒﻴﺨﺘﺎﺭ ﺍﻝﻭﻗﺕ ﺍﻝﻤﻨﺎﺴﺏ ﺍﻝﻠﻲ ﻴﺘﻨﺎﻭل ﻫﺫﻩ ﺍﻝﺘﻐﺫﻴﺔ ﺍﻝﺭﺍﺠﻌﺔ‪.‬‬
‫ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻝﺜﺎﻨﻲ‪ :‬ﺍﻝﺘﻌﻠﻴﻤﺎﺕ ﺍﻝﻠﻲ ﻗﺎﻋﺩﺓ ﺒﺘﺼﻠﻨﺎ ﻤﻥ ﺍﻝﻭﺯﺍﺭﺓ ﻜل ﻤﺎ ﺒﺎﻝﻬﺎ ﻗﺎﻋﺩﺓ ﺒﺘﺘﺠﻪ‬
‫ﺇﻝﻰ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﻜل ﺍﻝﻤﻨﺎﺤﻲ ﻤﻥ ﻀﻤﻨﻬﺎ ﻤﻭﻀﻭﻉ ﺍﻹﺸﺭﺍﻑ ﻫﻭﻱ ﺸﻭﻱ ﺸﻭﻱ ﺒﻨﺘﻘل‬
‫ﻤﻥ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﻘﻠﻴﺩﻱ ﺇﻝﻰ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪.‬‬
‫ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻝﺜﺎﻝﺙ‪ :‬ﻻ ﻫﻭﻱ ﻓﻲ ﺍﺘﺠﺎﻩ ﺍﻨﻭ ﻴﻜﻭﻥ ﻓﻲ ﻋﻨﺎ ﺍﺸـﺭﺍﻑ ﺍﻝﻜﺘﺭﻭﻨـﻲ ﺒـﺎﻝﻤﻌﻨﻰ‬
‫ﺍﻝﺤﺭﻓﻲ ﻷ‪ ،‬ﻴﻌﻨﻲ ﻤﺎﻓﻲ ﻋﻨﻭﺍﻥ ﻭﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻥ ﺍﺩﺨﺎل ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺃﻭ ﺍﻝﻨﺎﺤﻴﺔ ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ ﺒﻁﺭﻴﻘﺔ‬
‫ﻤﺘﺩﺭﺠﺔ ﺒﺤﻴﺙ ﺃﻨﻭ ﻓﻲ ﺍﻵﺨﺭ ﻨﺼل ﺇﻝﻰ ﻤﺎﻴﺴﻤﻰ ﺒﺎﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪ ،‬ﻓﻲ ﺨﻁﺔ ﺨﻤﺴﻴﺔ ﺠﺩﻴـﺩﺓ‬
‫ﺤﺎﻝﻴﺎ ﺒﺸﺘﻐﻠﻭﺍ ﻋﻠﻴﻬﺎ ﺍﻝﺴﻨﺔ ﻤﻤﻜﻥ ﻴﻜﻭﻥ ﻤﺩﺭﺠﺔ ﻝﻜﻥ ﻝﺤﺘﻰ ﺍﻵﻥ ﻝﻡ ﻴﺘﻡ ﺍﻹﻋﻼﻥ ﻋﻨﻬﺎ ﺒﺱ ﺏ ‪9/1‬‬
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‫ﻷﻨﻬﻡ ﻗﺎﻋﺩﻴﻥ ﻓﻲ ﻓﺤﺹ ﻭﺘﺸﺨﻴﺹ ﺍﻝﻭﺍﻗﻊ ﻤﻥ ﻀﻤﻨﻬﺎ ﻤﻤﻜﻥ ﻴﺘﻡ ﺍﻝﺭﺼﺩ ﻤـﻥ ﺨـﻼل ﺍﻝﻤﺩﻴﺭﻴـﺔ‬
‫ﻭﺍﻝﻤﺩﺭﺍﺱ ﺍﻨﻭ ﺍﺤﻨﺎ ﺒﺤﺎﺠﺔ ﺍﻨﻭ ﻴﻜﻭﻥ ﻓﻲ ﺘﻐﺫﻴﺔ ﺍﻝﻤﺩﺍﺭﺱ ﺒﺎﻝﺸﺒﻜﺔ ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ ﻭﺒﺎﻝﺘﺎﻝﻲ ﺒﺎﻹﻤﻜﺎﻥ ﺍﻨﻭ‬
‫ﻨﻁﺒﻕ ﻫﺫﺍ ﺍﻝﻌﺎﻡ ﻤﻀﻴﻔﺎ ﻭﺃﻜﻴﺩ ﻤﻭﺍﻜﺒﺔ ﺍﻝﻌﺎﻝﻡ ﻜﻠﻪ ﻝﻬﺫﻩ ﺍﻝﺘﻘﻨﻴﺔ ﺃﻜﻴﺩ ﺭﺍﺡ ﻴﻜﻭﻥ ﻓﻲ ﺘﻭﺠﻪ ﻭﺤﺎﻝﻴﹰﺎ ﻓـﻲ‬
‫ﻋﻨﺎ ﻤﺸﺎﺭﻴﻊ ﻭﺩﻭﺭﺍﺕ ﺘﻁﺒﻕ ﺤﺎﻝﻴﹰﺎ ﻝﺘﺩﺭﻴﺏ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺍﺴﺘﺨﺩﺍﻡ ﻫﺫﻩ ﺍﻝﺸﺒﻜﺔ ﻤـﻥ ﻀـﻤﻨﻬﺎ ﺍل‬
‫)‪ (Intel, Weler‬ﻭﺘﺴﺘﻬﺩﻑ ﻜل ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ ﻫﺫﻩ ﺍﻝﺩﻭﺭﺍﺕ ﺤﺘﻰ ﻨﹼﻤﻲ ﻤﻬـﺎﺭﺍﺕ ﺍﻝﻤﻌﻠﻤـﻴﻥ ﻓـﻲ‬
‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻨﺕ‪.‬‬
‫ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻝﺭﺍﺒﻊ‪ :‬ﺍﻹﻨﺴﺎﻥ ﻋﺩﻭ ﻤﺎﻴﺠﻬﻠﻪ ﺤﻜﻰ ﻋﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺍﻝﻘﺩﻴﻤﻴﻥ ﺒﻜﺘﺏ ﺃﺴﺌﻠﺔ ﺒﺨﻁ‬
‫ﺍﻝﻴﺩ ﺒﻁﻠﺏ ﻤﻥ ﻤﺩﺍﺭﺱ ﻨﻤﺎﺫﺝ ﺃﺴﺌﻠﺔ ﻁﻴﺏ ﺒﻼﻗﻲ ﻝﺤﺩ ﺍﻻﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺒﻜﺘﺒﻭﺍ ﺃﺴﺌﻠﺔ ﺒﺨﻁ ﺍﻝﻴﺩ ﺸﻭ ﺒﺩﻭ‬
‫ﺍﻝﺘﻘﻨﻴﺔ ﻫﺫﻩ ﺇﻨﻙ ﻤﺠﺭﺩ ﺘﻁﺒﻊ ﻋﺎﻝﻭﻭﺭﺩ ﻭﻋﻨﺩﻤﺎ ﺴﺅل ﻋﻥ ﺍﻝﺴﺒﺏ ) ﺍﻤﺎ ﻋﻨﺩﻭ ﺠﻬل ﻓﻲ ﺍﺴﺘﺨﺩﺍﻡ‬
‫ﺍﻝﺒﺭﻨﺎﻤﺞ ﺃﻭ ﺒﻁﺀ ﻓﻲ ﺍﻝﻁﺒﺎﻋﺔ ﺃﻭ ﻤﺎﻋﻨﺩﻭﺵ ﻭﻗﺕ ﻭﺒﻘﻭﻝﻙ ﺃﻨﺎ ﻋﻨﺩﻱ ﺃﺸﻐﺎل ﻭﺃﻥ ﺍﻝﺤﺎﺴﻭﺏ ﻤﻥ‬
‫ﺍﻝﻤﻤﻜﻥ ﻝﻡ ﻴﻜﻥ ﻤﺘﻁﻠﺏ ﺇﻝﺯﺍﻤﻲ ﻓﻲ ﻤﺭﺍﺤل ﺍﻋﺩﺍﺩﻩ ﻝﻠﻤﻌﻠﻡ ﺍﻝﻘﺩﻴﻡ ﻭﻓﻲ ﻨﻔﺱ ﺍﻝﻭﻗﺕ ﺍﺤﻨﺎ ﻗﺎﻋﺩﻴﻥ‬
‫ﺒﻨﻭﺩﻱ ﻓﻲ ﻜﺘﺏ ﻝﻠﻤﺩﺍﺭﺱ ﻭﺸﻭﻱ ﺸﻭﻱ ﻗﺎﻋﺩﻴﻥ ﺒﻨﻤﺭﺭﻝﻬﻡ ﺃﻨﻭ ﺍﺤﻨﺎ ﻤﺎﺒﻨﻘﺒل ﺍﻨﻭ ﺍﺨﺘﺒﺎﺭﺍﺘﻜﻡ ﺘﻜﻭﻥ‬
‫ﻤﺵ ﻤﻁﺒﻭﻋﺔ ﻫﺫﺍ ﺍﻷﻤﺭ ﻤﺵ ﻭﺍﺼل ﻤﺭﺤﻠﺔ ﺍﻹﻝﺯﺍﻡ ﺍﻝﻜﺎﻤل ﺒﻤﻌﻨﻰ ﺃﻤﺎ ﺁﻩ ﺃﻭ ﻻﺀ ﺇﺤﻨﺎ ﻓﺎﺘﺤﻴﻥ ﻤﺠﺎل‬
‫ﻝﻠﻤﻌﻠﻡ ﺃﻥ ﻴﺘﺩﺭﺏ ﻋﺸﺎﻥ ﻴﻁﺒﻊ ﻷﻨﻪ ﻴﺭﻓﺽ ﻷﻨﻭ ﺒﺩﻱ ﺃﺘﺩﺭﺏ ﺃﻋﻁﻴﻨﻲ ﻭﻗﺕ ﻭﻓﻲ ﻤﻌﻠﻤﻴﻥ ﻤﻘﺭﺒﻴﻥ‬
‫ﻋﻠﻰ ﺍﻝﺘﻘﺎﻋﺩ ﺃﺭﺠﻊ ﺃﺘﺩﺭﺏ ﻤﻥ ﺃﻭل ﻷﺒﻭ ﺠﺩﻴﺩ ﻓﺒﺭﻓﺽ‪ ،‬ﺃﻤﺎ ﺍﺠﺎﺒﺔ ﺍﻝﺴﺅﺍل ﻫﻨﺎ )ﺍﻹﺸﺭﺍﻑ ﻋﺒﺎﺭﺓ‬
‫ﻋﻥ ﺘﻘﺩﻴﻡ ﺨﺩﻤﺔ ﺼﺎﺭ ﺍﻝﺘﻭﺍﺼل ﺒﻴﻨﺎ ﻭﺒﻴﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻥ ﻁﺭﻴﻕ ﺍﻻﻴﻤﻴﻼﺕ ﻴﻌﻨﻲ ﻤﻥ ﻨﺎﺤﻴﺔ ﺘﻜﻠﻴﻔﻬﻡ‬
‫ﺒﺄﻋﻤﺎل ﺼﺭﻨﺎ ﺼﺭﻨﺎ ﻨﻭﺩﻱ ﻜﺘﺏ ﺍﻝﺘﻜﻠﻴﻑ ﻝﻠﻤﺩﺭﺴﺔ ﻋﻠﻰ ﺍﻴﻤﻴل ﺍﻝﻤﺩﺭﺴﺔ ﻭﺒﺎﻝﺘﺎﻝﻲ ﺼﺎﺭ ﻴﺼل ﻜﺘﺎﺏ‬
‫ﺍﻝﺘﻜﻠﻴﻑ ﻝﻠﻤﻌﻠﻡ ﻓﻲ ﻨﻔﺱ ﺍﻝﻭﻗﺕ ﻭﻫﺫﺍ ﺠﻬﺩ ﺨﺎﺹ ﻤﺵ ﻤﻜﻠﻔﻴﻥ ﻓﻴﻪ‪ ،‬ﺒﻨﻭﺩﻱ ﻤﺎﺩﺓ ﺘﺩﺭﻴﺒﻴﺔ ) ﺯﻱ ﺍﻝﻠﻲ‬
‫ﻁﻠﺒﻬﺎ ﺍﻷﺥ ﺍﻵﻥ ( ﺍﺤﻨﺎ ﺒﻨﺸﺘﻐل ﻋﻠﻰ ﻤﻭﻀﻭﻉ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻤﺴﺎﻨﺩ ﺒﺩل ﻤﺎ ﺃﻁﺒﻌﻭ ﻋﻠﻰ ﺴﻴﺩﻴﻬﺎﺕ ﺃﻭ‬
‫ﺃﻁﺒﻌﻭﺍ ﻭﺭﻕ ﻭﺃﻋﻁﻴﻪ ﺃﻨﺎ ﺍﻝﺒﻜﻴﺞ ﻜﻠﻪ ﻭﺩﻴﺘﻭ ﻋﻠﻰ ﺍﻴﻤﻴل ﺍﻝﻤﺩﺭﺴﺔ ﺇﺫﻥ ﺃﻨﺎ ﻭﺩﻴﺕ ﻤﺸﺭﻭﻉ ﻜﺎﻤل ﻤﺎﺩﺓ‬
‫ﻜﺎﻤﻠﺔ ﺍﻵﻥ ﺃﻨﺎ ﺒﻭﺩﻱ ﺍﻝﺘﻘﺭﻴﺭ ﺍﻹﺸﺭﺍﻓﻲ‪ ،‬ﺍﻝﻨﺸﺭﺍﺕ ﻋﺎﻻﻴﻤﻴل ﻓﻲ ﻋﻨﺩﻱ ﺼﻔﺤﺎﺕ ﻝﻠﻤﺩﻴﺭﻴﺔ ﻓﻲ ﻋﻨﺩﻱ‬
‫ﻓﻴﺱ ﺒﻭﻙ ﻭﻓﻲ ﻋﻨﺩﻱ ﺼﻔﺤﺔ ﻝﻠﻤﺩﻴﺭﻴﺔ ﺒﺈﻤﻜﺎﻨﻲ ﺃﻀﻊ ﺃﻱ ﻤﺎﺩﺓ ﺒﺩﻱ ﺍﻴﺎﻫﺎ ﻋﻠﻰ ﻫﺫﻩ ﺍﻝﺼﻔﺤﺔ‬
‫ﻭﺒﺎﻝﺘﺎﻝﻲ ﺍﻝﻤﻌﻠﻡ ﺒﻘﺩﺭ ﻴﺼﻠﻬﺎ‪ ،‬ﺃﻨﺎ ﺒﺈﻤﻜﺎﻨﻲ ﺃﻁﺭﺡ ﻗﻀﻴﺔ ﺘﺭﺒﻭﻴﺔ ﻤﻌﻴﻨﺔ ﻭﺒﺎﻝﺘﺎﻝﻲ ﻴﺼﻴﺭ ﻓﻲ ﺘﺒﺎﺩل‬
‫ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺒﺎﻝﻤﻘﺎﺒل ﺍﻝﻤﺩﺍﺭﺱ ﻋﺎﻤﻠﺔ ﺼﻔﺤﺔ ﺇﻝﻬﺎ ﺃﻭ ﻤﻭﺍﻗﻊ ﻋﺎﺩﻴﺔ ﺒﺘﻨﺯل ﻤﻭﺍﻀﻴﻊ ﺘﺭﺒﻭﻴﺔ ﻭﺍﻷﻫﺎﻝﻲ‬
‫ﻭﺍﻝﻁﻠﺒﺔ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺸﺭﻓﻴﻥ ﺃﻨﺎ ﻤﺭﺍﺕ ﺒﺩﺨل ﻭﺒﻌﻠﻕ ﻋﻠﻰ ﺸﻐﻼﺕ ﻭﺒﺩﺨل ﺍﻝﻤﺸﺭﻑ ﺃﻭ ﻭﻝﻲ‬
‫ﺍﻷﻤﺭ ﺃﻭ ﺃﻱ ﺤﺩﺍ ﺒﻌﻁﻲ ﻭﺠﻬﺔ ﻨﻅﺭﻭﺍ ﻫﺫﺍ ﺘﻘﺩﻴﻡ ﺨﺩﻤﺔ ﻓﻲ ﺸﻐﻠﺘﻴﻥ ﻤﻬﻤﺘﻴﻥ ﺠﺩﺍ ﺃﻭل ﺤﺎﺠﺔ ﻫﻭ ﻨﻭﻉ‬
‫ﻤﻥ ﺍﻝﺘﻌﺯﻴﺯ ﻭﺤﺘﻰ ﻤﺭﺍﺕ ﻝﻤﺎ ﺒﺩﺨل ﻭﺒﺤﻁﻠﻬﻡ ﺘﻌﻠﻴﻘﺎﺕ ﺯﻱ ﻫﻴﻙ ﺒﻜﺘﺒﻭﺍ ﺸﻜﺭ ﻝﻤﺎ ﺒﺸﻜﺭ ﺸﺨﺹ‬
‫ﻴﻌﻨﻲ ﺃﻨﺎ ﻤﺒﺴﻭﻁ‪ ،‬ﺍﻝﻘﻀﻴﺔ ﺍﻝﺜﺎﻨﻴﺔ ﺍﻝﻨﻘﺎﺵ ﺒﻌﺭﺽ ﺁﻓﺎﻕ ﻝﻤﺎ ﺒﻌﺭﺽ ﻭﺠﻬﺔ ﻨﻅﺭﻱ ﻝﻠﻤﻭﻀﻭﻉ ﻫﺴﺎ‬
‫ﺒﺼﻴﺭ ﻓﻲ ﺍﺘﺠﺎﻩ ﻝﻠﻴﻤﻴﻥ ﺒﻴﺠﻲ ﻭﺍﺤﺩ ﺒﻌﻠﻕ ﺒﻭﺨﺫ ﺍﺘﺠﺎﻩ‪ ،‬ﻫﺎﺫﻱ ﻜﻠﻴﺎﺘﻬﺎ ﺘﺜﺭﻱ ﻭﻓﻲ ﺍﻝﻤﺤﺼﻠﺔ ﺍﺤﻨﺎ‬

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‫ﻗﺩﻤﻨﺎ ﺍﻝﺨﺩﻤﺔ ﺍﻝﻠﻲ ﺒﺩﻨﺎ ﺍﻴﺎﻫﺎ ﻤﻥ ﺨﻼل ﺍﻝﺘﻭﺍﺼل ﻫﺎﺩ ﺭﻴﺤﺘﻨﻲ ﻤﻥ ﺇﻨﻲ ﺁﺠﻲ ﺃﻋﻤل ﺍﺠﺘﻤﺎﻉ ﻤﻊ‬
‫ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺨﻔﻔﺕ ﺃﻋﺒﺎﺀ ﻋﻥ ﺍﻝﻤﺸﺭﻑ ﻭﺘﻘﺩﻴﻡ ﺘﻐﺫﻴﺔ ﺒﻁﺭﻴﻘﺔ ﻏﻴﺭ ﻤﺒﺎﺸﺭﺓ ﺘﻭﺼ‪‬ل ﺍﻝﻤﻌﻠﻡ ﻝﺩﺭﺠﺔ ﻤﻥ‬
‫ﺍﻹﺭﺘﻴﺎﺡ ﻭﻤﺎ ﺒﻭﺼﻠﻬﻡ ﻝﺩﺭﺠﺔ ﺇﻨﻭ ﻓﻲ ﺭﻗﺎﺒﺔ ﻭﺃﻨﺎ ﺒﻘﺩﻤﻠﻭ ﺍﻝﻤﻌﻠﻭﻤﺔ ﻜﻤﺠﺭﺩ ﺼﺩﻴﻕ ﺍﻵﻥ) ﺍﻝﺘﻭﻗﻴﺕ‬
‫ﻭﺍﻵﻝﻴﺔ ﻭﺍﻝﻁﺭﻴﻘﺔ ﺇﻝﻬﺎ ﺩﻭﺭ ﻜﺒﻴﺭ ﻝﺘﻘﺒل ﺍﻝﺘﻐﺫﻴﺔ ﺍﻝﺭﺍﺠﻌﺔ( ﻓﻲ ﻨﻘﻁﺔ ﻤﻬﻤﺔ ﺠﺩﺍ ﺍﻵﻝﻴﺔ ﺍﻝﺘﻲ ﺘﻘﺩﻡ ﻓﻴﻬﺎ‬
‫ﺘﻘﺩﻡ ﺒﻁﺭﻴﻘﺔ ﻋﻠﻤﻴﺔ ﺒﺤﺘﻪ ﻝﻴﺴﺕ ﺨﺎﻀﻌﺔ ﻝﺤﺩ‪‬ﻴﺔ ﻓﻲ ﺍﻝﻨﻘﺎﺵ ﻭﻻ ﺘﺘﺨﺫ ﺍﻝﻁﺎﺒﻊ ﺍﻝﺸﺨﺼﻲ ﻴﻌﻨﻲ ﺍﻨﺎ ﻝﻤﺎ‬
‫ﺒﺩﺨل ﺒﻌﻠﻕ ﻋﻠﻰ ﺸﻐﻠﺔ ﻤﻌﻴﻨﺔ ﺘﻌﻠﻴﻘﻲ ﺭﺡ ﻴﻜﻭﻥ ﻤﺨﺘﻠﻑ ﻋﻥ ﺘﻘﺩﻴﻤﻲ ﻝﻠﺘﻐﺫﻴﺔ ﺍﻝﺭﺍﺠﻌﺔ ﺒﻁﺭﻴﻘﺔ‬
‫ﺸﺨﺼﻴﺔ ﻤﻤﻜﻥ ﻴﻜﻭﻥ ﻓﻲ ﻨﻭﻉ ﻤﻥ ﺍﻷﺨﺫ ﻭﺍﻝﺭﺩ ﻤﻤﻜﻥ ﻴﻜﻭﻥ ﻓﻴﻪ ﺭﺴﻤﻴﺔ ﻤﻤﻜﻥ ﻴﻜﻭﻥ ﻓﻴﻪ ﺤﺩﻴﺔ‬
‫ﻤﻤﻜﻥ ﻴﻜﻭﻥ ﻓﻲ ﻨﻭﻉ ﻤﻥ ﻋﺩﻡ ﺍﻝﻤﻭﻀﻭﻋﻴﺔ ﺨﻠﻴﻨﻲ ﺃﻗﻭل ﻤﻤﻜﻥ ﻴﻔﻬﻤﻬﺎ ﺍﻝﻤﻌﻠﻡ ﻝﻜﻥ ﻝﻤﺎ ﺃﻥ ﺒﺩﺨل‬
‫ﻋﻠﻰ ﺍﻝﻤﻭﻗﻊ ﻭﺃﻗﺩﻡ ﺍﻝﺘﻐﺫﻴﺔ ﺍﻝﺭﺍﺠﻌﺔ ﺒﻘﺩﻤﻬﺎ ﺒﻁﺭﻴﻘﺔ ﻋﻠﻤﻴﺔ ﻤﺠﺭﺩﺓ ﻭﻫﺫﻩ ﺒﺘﺭﻴﺢ ﺍﻝﻤﻌﻠﻡ ﻭﻤﻥ ﺨﻼل‬
‫ﺘﻭﺍﺼﻠﻨﺎ ﻤﻊ ﺍﻝﻤﺩﺍﺭﺱ ﻭﻤﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺼﺎﺭ ﻓﻲ ﻨﻭﻉ ﻤﻥ ﺍﻷﺭﻴﺤﻴﺔ ﻭﺍﻝﺼﺩﺍﻗﺔ ﺼﺭﺕ ﺃﺤﺴﻬﺎ ﺒﻴﻥ‬
‫ﺍﻝﻤﺸﺭﻑ ﻭﺒﻴﻥ ﻁﺎﻗﻡ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻷﻨﻭ ﺼﺎﺭﻭﺍ ﻴﺩﺨﻠﻭﺍ ﻓﻲ ﻗﻀﺎﻴﺎ ﺃﺨﺭﻯ ﺯﻱ ﺍﻝﻔﻴﺱ ﺒﻭﻙ ﺍﻝﻠﻲ ﻫﻴﻲ‬
‫ﻗﻀﻴﺔ ﻨﻭﻉ ﻤﻥ ﺍﻝﻨﻘﺎﺵ ﻭﺍﻝﺸﺎﺕ ﻭﺍﻷﺤﺎﺩﻴﺙ ﺍﻝﻠﻲ ﺼﺎﺭﺕ ﺘﺠﻴﺏ ﻨﻭﻉ ﻤﻥ ﺘﺤﺴﻴﻥ ﺍﻝﻌﻼﻗﺎﺕ ﻭﺃﻥ‬
‫ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺤﻘﻕ ﺃﻨﻭﺍﻉ ﺃﺨﺭﻯ ﻤﻥ ﺍﻹﺸﺭﺍﻑ ﻜﺎﻹﺸﺭﺍﻑ ﺒﺎﻷﻗﺭﺍﻥ ﺃﺸﺒﻪ ﻤﺎ ﻴﻜﻭﻥ ﺤﺩﻴﺙ‬
‫ﺍﻝﻤﺸﺭﻑ ﻤﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺃﻭ ﺒﺎﻝﻤﻘﺎﺒل ﺤﺩﻴﺙ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻤﻊ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺒﻤﻭﻀﻭﻉ ﺍﻝﺘﻭﺍﺼل ﻤﻥ ﺨﻼل‬
‫ﻤﺜﻼ ﺍﻝﻔﻴﺱ ﺒﻭﻙ ﺃﻭ ﺍﻝﻤﻭﺍﻗﻊ ﺼﺎﺭ ﻜﺄﻨﻭ ﻋﺒﺎﺭﺓ ﻋﻥ ﺍﻝﺼﻔﻭﻑ ﺍﻹﻓﺘﺭﺍﻀﻴﺔ ﺍﻝﻠﻲ ﺒﺘﻌﻤﻠﻬﺎ ﺍﻝﺠﺎﻤﻌﺔ‬
‫ﺼﺎﺭ ﻓﻲ ﻋﻨﺎ ﺘﻭﺍﺼل ﺃﻓﻀل ﻤﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻤﻥ ﺨﻼل ﻜﺘﺏ ﺍﻝﺘﻜﻠﻴﻑ ﻤﻥ ﺨﻼل ﺍﺭﺴﺎل ﺍﻝﻨﺸﺭﺍﺕ‪،‬‬
‫ﺍﺭﺴﺎل ﺍﻝﻤﻭﺍﺩ ﺍﻝﺘﺩﺭﻴﺒﻴﺔ‪ ،‬ﺍﺭﺴﺎل ﺍﻝﻨﻤﺎﺫﺝ ﻤﺜﻼ ﻨﻤﺎﺫﺝ ﺤﺼﺹ ﻤﺼﻭﺭﺓ ‪ ،‬ﻨﻤﺎﺫﺝ ﻝﺘﻘﺎﺭﻴﺭ ﺤﻭل‬
‫ﻤﺸﺎﺭﻴﻊ ﻤﻌﻴﻨﺔ ‪ ،‬ﻨﻤﺎﺫﺝ ﻝﺘﺠﺎﺭﺏ ﻋﻤﻠﻭﻫﺎ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺒﺸﻜل ﺠﻴﺩ ﻭﺒﺎﻝﺘﺎﻝﻲ ﻨﻌﻤﻤﻬﺎ‪ ،‬ﺼﺎﺭ ﺍﻝﻌﻤﻠﻴﺔ ﺃﺴﻬل‬
‫ﻤﺠﺭﺩ ﺘﻴﻙ ﻋﺎﻻﻴﻤﻴل ﺒﺘﻭﺩﻱ ﻭﺒﺘﻌﻤﻡ‪ ،‬ﻤﻥ ﺨﻼل ﻤﻭﺍﻗﻊ ﺍﻝﺘﻭﺍﺼل ﺍﻹﺠﺘﻤﺎﻋﻲ ﺯﻱ ﺍﻝﻔﻴﺱ ﺒﻭﻙ ﺃﻭ‬
‫ﻤﻭﺍﻗﻊ ﺍﻝﻤﺩﺍﺭﺱ ﺼﺎﺭ ﻓﻲ ﺘﻭﺍﺼل ﻭﺃﻓﻀل ﻭﺃﺠﻭﺩ ﺒﻴﻥ ﺍﻝﻤﻌﻠﻡ ﻭﺍﻝﻤﺸﺭﻑ ﻜﺴﺭﺕ ﺤﺎﺠﺯ ﺍﻝﻘﻠﻕ‬
‫ﻭﺍﻝﺨﻭﻑ ﻭﺍﻝﺒﻌﺩ ﺒﻴﻥ ﺍﻝﻤﻌﻠﻡ ﻭﺍﻝﻤﺸﺭﻑ ﺼﺎﺭ ﻓﻲ ﻗﺭﺏ ﻭﺤﺴﻨﺕ ﺍﻝﻌﻼﻗﺔ ﺼﺎﺭ ﺍﻝﻤﺤﻙ ﻋﻨﺎ ﻫﻭ ﺍﻝﻌﻠﻡ‬
‫ﻭﺍﻝﻨﻅﺭﻴﺎﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﻝﻴﺱ ﺍﻵﺭﺍﺀ ﺍﻝﺸﺨﺼﻴﺔ ﻷﻨﻭ ﺼﺎﺭ ﺍﺫﺍ ﺤﺩﺍ ﺒﺩﻭ ﻴﺩﺨل ﻭﻴﻌﻠﻕ ﺒﺩﻭ ﻴﺴﺘﻨﺩ‬
‫ﻝﻤﺭﺠﻊ ﺘﺭﺒﻭﻱ ﺤﺘﻰ ﻴﺤﻁ ﺘﻌﻠﻴﻘﻭﺍ ﻷﻨﻭﺍ ﻫﺎﺫﺍ ﺜﺎﺒﺕ ﻤﺵ ﻤﺠﺭﺩ ﺤﺩﻴﺙ ﺸﻔﻭﻱ ﻭﻴﻨﺴﻰ ﻭﺒﺎﻝﺘﺎﻝﻲ ﺼﺎﺭ‬
‫ﻓﻲ ﻨﻭﻉ ﻤﻥ ﺍﻝﺩﻗﺔ ﻓﻲ ﺘﻘﺩﻴﻡ ﺍﻝﺘﻐﺫﻴﺔ ﺍﻝﺭﺍﺠﻌﺔ ﻭﻫﺫﺍ ﻤﻥ ﺍﻝﺠﻭﺩﺓ ﻓﻴﻬﺎ ﻭﺼﺎﺭ ﻓﻲ ﺍﺭﺴﺎل ﻤﻌﻠﻤﻴﻥ‬
‫ﻝﻤﻭﺍﻗﻊ ﺍﻝﻜﺘﺭﻭﻨﻴﺔ ﻤﻤﻜﻥ ﺍﻝﺭﺠﻭﻉ ﺍﻝﻬﺎ ﺼﺎﺭ ﻓﻲ ﺘﺒﺎﺩل ﻭﺍﺭﺴﺎل ﻫﻭ ﺘﺒﺎﺩل ﺃﻜﺜﺭ ﻤﻥ ﺍﺭﺴﺎل ﺒﻴﻥ‬
‫ﺍﻝﻤﻌﻠﻤﻴﻥ ﺍﻨﻔﺴﻬﻡ ﺒﻴﻥ ﺍﻝﻤﺸﺭﻑ ﻭﺍﻝﻤﻌﻠﻡ ﻝﻤﻭﺍﻗﻊ ﺍﻝﻜﺘﺭﻭﻨﻴﺔ ﻤﻌﻴﻨﺔ ﺒﺘﻘﺩﻡ ﺨﺩﻤﺔ ﻓﻲ ﻤﺠﺎل ﻤﻌﻴﻥ ﺼﺎﺭ‬
‫ﻓﻲ ﻨﻭﻉ ﻤﻥ ﺘﺒﺎﺩل ﺍﻝﺨﺒﺭﺓ ﺍﻝﻠﻲ ﻤﻥ ﺨﻼل ﺍﻹﻁﻼﻉ ﻴﻌﻨﻲ ﺃﻨﺎ ﺒﻌﺭﻑ ﻤﻭﻗﻊ ﻤﻌﻴﻥ ﺒﻌﻤﻤﻭﺍ ﻤﺵ‬
‫ﻀﺭﻭﺭﻱ ﺍﻨﻲ ﺍﺤﻜﻲ ﻋﻨﻭﺍ ﻝﻜﻥ ﺒﻌﻤﻤﻭﺍ ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺘﺢ ﺁﻓﺎﻕ ﺤﺘﻰ ﺍﻝﻤﻨﺎﻫﺞ ﻨﻔﺴﻬﺎ ﺼﺎﺭﻭﺍ ﻴﺩﺨﻠﻭﺍ‬
‫ﺍﻝﻤﺸﺭﻓﻴﻥ ﻋﻠﻰ ﻤﻭﺍﻗﻊ ﻤﻭﺠﻭﺩﺓ ﺤﻜﻭﻝﻲ ﻋﻨﻬﺎ ﻓﻲ ﻏﺯﺓ ﻋﺎﻤﻠﻴﻥ ﺤﻭﺴﺒﺔ ﻝﻠﻤﻨﻬﺎﺝ ﻋﻠﻰ ﺴﺒﻴل ﺍﻝﻤﺜﺎل‬

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‫ﺼﺭﻨﺎ ﻨﻭﺩﻱ ﺍﻝﻠﻴﻨﻙ ﻓﺒﺎﻝﺘﺎﻝﻲ ﺼﺎﺭ ﺍﻝﻤﻌﻠﻡ ﻴﺭﺠﻊ ﻝﻬﺫﺍ ﺍﻝﻤﻨﻬﺎﺝ ﺍﻝﻤﺤﻭﺴﺏ ﺒﺴﺘﺨﺩﻤﻭﺍ ﻭﺒﺎﻝﺘﺎﻝﻲ ﺤﻘﻕ‬
‫ﺍﻝﺘﺤﻠﻴل ﻭﺍﻹﺜﺭﺍﺀ ﺒﺩل ﻤﺎﻴﺩﻭﺭ ﺍﻝﻭﺍﺤﺩ ﺒﺸﻜل ﻓﺭﺩﻱ ﺼﺎﺭﻭﺍ ﻤﺠﻤﻭﻋﺔ ﻴﺩﻭﺭﻭﺍ ﺼﺎﺭ ﺘﺒﺎﺩﻝﻬﺎ ﺒﻴﻥ‬
‫ﺍﻝﻤﺠﻤﻭﻉ ﺼﺭﻨﺎ ﻨﺸﻭﻑ ﺃﻨﻭ ﻓﻲ ﺒﻌﺽ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ ﻋﻨﺩﻫﻡ ﻨﺠﺎﺤﺎﺕ ﺘﺴﺘﺤﻕ ﺤﺘﻰ ﺃﻜﺜﺭ ﻤﻥ‬
‫ﺍﻝﻤﺸﺭﻓﻴﻥ ﺒﺄﻨﻭ ﻓﻲ ﻨﺎﺱ ﻋﻨﺩﻫﻡ ﺘﻔﺭﻍ ﻭﺭﻏﺒﺔ ﻴﺠﻴﺒﻭﺍ ﻫﺫﻩ ﺍﻝﻤﻭﺍﻗﻊ ﻭﺼﺎﺭﻭﺍ ﻴﻘﺩﻤﻭﻝﻨﺎ ﻫﺫﻩ ﺍﻝﺨﺩﻤﺔ‬
‫ﺼﺎﺭﻭﺍ ﻓﻲ ﻁﻼﺏ ﻴﻘﺩﻤﻭﻝﻨﺎ ﻫﺫﻩ ﺍﻝﺨﺩﻤﺔ ﻫﺫﺍ ﺃﺸﻲ ﻤﻠﻔﺕ ﻝﻠﻨﻅﺭ ﺍﻨﺘﻲ ﺒﺘﺤﻜﻲ ﻋﻥ ﻨﺎﺱ ﻜﺎﻨﻭﺍ ﻜل‬
‫ﺍﻝﻭﻗﺕ ﺒﺘﻠﻘﻭﺍ ﻫﺫﻩ ﺍﻝﺨﺩﻤﺔ ﻭﻜﺎﻨﻭﺍ ﻋﺒﺎﺭﺓ ﻋﻥ ﻤﺘﻠﻘﻴﻥ ﺍﻵﻥ ﺼﺎﺭ ﻫﻭﻱ ﺒﻘﺩﻡ ﺼﺎﺭ ﺍﻝﻁﺎﻝﺏ ﻨﻔﺴﻪ‬
‫ﺼﺎﺭ ﻴﺸﺘﺭﻙ ﻓﻲ ﺨﺩﻤﺔ ﺍﺸﺭﺍﻓﻴﺔ ﻭﻫﺫﻩ ﺸﻐﻠﺔ ﻏﻴﺭ ﻤﺴﺒﻭﻗﺔ ﺼﺎﺭ ﻓﻲ ﺘﻔﺎﻋل ﻨﺸﻁ ﺼﺎﺭﺕ ﻓﻲ ﺃﻤﻭﺭ‬
‫ﻤﻠﻔﺘﺔ ﻝﻠﻨﻅﺭ ﺃﻨﻭ ﺍﻝﻁﺎﻝﺏ ﻭﺼل ﻝﺩﺭﺠﺔ ﺃﻨﻭ ﺒﻴﻘﺩﻡ ﺨﺩﻤﺔ ﺍﺸﺭﺍﻓﻴﺔ ﻝﻠﻤﺸﺭﻑ ﻭﻫﺫﺍ ﺍﻷﻤﺭ ﻤﺎ ﻜﻨﺵ‬
‫ﺒﺎﻝﺴﺎﺒﻕ ﻴﻌﻨﻲ ﺼﺎﺭ ﺍﻝﻁﺎﻝﺏ ﻴﻘﺩﻤﻠﻨﺎ ﻤﻌﻠﻭﻤﺔ ﺠﺎﻴﺒﻬﺎ ﻤﻥ ﺍﻝﻨﺕ ﺃﻭ ﻤﻥ ﻤﻭﻗﻊ ﻤﻌﻴﻥ ﻗﺩﻡ ﺨﺩﻤﺔ ﻓﻨﻴﺔ‬
‫ﻝﻠﻤﺸﺭﻑ ﺍﺨﺘﻠﻁﺕ ﺍﻷﻤﻭﺭ ﺒﺤﻴﺙ ﺃﻨﻭ ﺼﺎﺭ ﺍﻝﻠﻲ ﺒﻴﻘﺩﻡ ﻫﻭﻱ ﺍﻝﻠﻲ ﻤﺘﻠﻘﻲ ﻭﺍﻝﻠﻲ ﺒﺘﻠﻘﻰ ﻫﻭﻱ ﺍﻝﻠﻲ ﺒﻘﺩﻡ‬
‫ﻫﻭﻱ ﻋﺒﺎﺭﺓ ﻋﻥ ﺘﻔﺎﻋل ﻭﺍﻷﻤﺭ ﺼﺎﺭ ﻤﺵ ﻋﺒﺎﺭﺓ ﻋﻥ ﻤﺭﺴل ﻭﻤﺴﺘﻘﺒل ﻴﻌﻨﻲ ﻫﺫﺍ ﺍﻝﺩﻭﺭ ﻗﺎﻋﺩ ﺸﻭﻱ‬
‫ﺸﻭﻱ ﺒﺯﻭل ﻴﻌﻨﻲ ﻫﻴﻲ ﻤﻌﻠﻭﻤﺔ ﺒﺘﻡ ﻋﺭﻀﻬﺎ ﻭﺘﻨﺎﻭﻝﻬﺎ ﻭﺍﻝﺘﻌﻠﻴﻕ ﻋﻠﻴﻬﺎ ﻭﺍﻝﺘﻔﺎﻋل ﻤﻊ ﻜل ﺤﻴﺜﻴﺎﺘﻬﺎ‬
‫ﻜﺎﻥ ﺍﻝﺩﻭﺭ ﺍﻝﺘﻘﻠﻴﺩﻱ ﺴﻭﺍﺀ ﻝﻠﻤﻌﻠﻡ ﺃﻭ ﻝﻠﻤﺸﺭﻑ ﺍﻝﻠﻲ ﻜﺎﻥ ﻤﻭﺠﻪ ﺒﺎﻝﺴﺎﺒﻕ ﻭﺍﺤﺩ ﺒﻘﺩﻡ ﻭﻭﺍﺤﺩ ﺒﺴﺘﻘﺒل‬
‫ﺁﺨﺭ ﻭﻤﻭﺠﻪ ﻭﺒﺎﺘﺠﺎﻩ ﻭﺍﺤﺩ ﻭﻻﻴﻘﺒل ﺍﻻﻋﺘﺭﺍﺽ ﻭﺍﻻﻨﺘﻘﺎﺩ ﻭﻻﻴﻘﺒل ﻋﺩﻡ ﺍﻝﺘﻨﻔﻴﺫ ﺍﻵﻥ ﺍﺨﺘﻠﻔﺕ ﺍﻷﻤﻭﺭ‬
‫ﻜﻠﻴﺎﺘﻬﺎ ﻭﻫﻭﻨﺎ ﺃﻱ ﺸﺨﺹ ﺒﺘﺴﺎﺌل ﻁﻴﺏ ﺍﻷﻤﻭﺭ ﻭﻴﻥ ﻤﺘﺠﻬﻪ ﻫل ﺃﻥ ﻴﻜﻭﻥ ﺒﺎﻵﺨﺭ ﻓﻲ ﺩﻭﺭ ﻝﺤﺩﺍ‬
‫ﻻ ﺍﻷﻤﺭ ﺒﻜﻭﻥ ﻫﻭ ﻨﻭﻉ ﻤﻥ ﺍﻝﻌﻤﻭﻤﻴﺔ ﻭﺍﻷﻤﺭ ﺍﻝﻤﻁﺭﻭﺡ ﺒﻬﺫﺍ ﺍﻝﺸﻜل‬
‫ﻴﻜﻭﻥ ﻤﺸﺭﻑ ﺒﻬﺫﻩ ﺍﻝﺴﻠﻁﺔ ﻭﺍ ﹼ‬
‫ﻓﻲ ﺍﺭﻴﺤﻴﺔ ﺒﺘﻨﺎﻭﻝﻬﺎ ﺍﻝﻁﺎﻝﺏ ﻭﺍﻝﻤﻌﻠﻡ ﻭﺍﻝﻤﺸﺭﻑ ﻭﺒﺘﻨﺎﻭﻝﻬﺎ ﻤﺩﻴﺭ ﺍﻝﻤﺩﺭﺴﺔ ﺼﺎﺭ ﺍﻷﻤﺭ ﺸﻭﻱ ﺸﻭﻱ‬
‫ﺒﻠﻐﻲ ﺍﻷﺩﻭﺍﺭ ﻫﺫﺍ ﺍﻝﺴﺅﺍل ﺍﻝﻜﺒﻴﺭ ﺍﻝﻠﻲ ﺒﻁﺭﺡ ﻨﻔﺴﻪ ﻭﻴﻥ ﻤﺩﺭﺴﺘﻨﺎ ﻤﺘﺠﻬﻪ ﺍﻵﻥ ﻭﻴﻥ ﺤﺩﻭﺩ ﻤﺩﻴﺭﻴﺔ‬
‫ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﻭﻴﻥ ﺤﺩﻭﺩ ﺍﻝﻭﺯﺍﺭﺓ ﻓﻲ ﻫﺫﺍ ﺍﻝﻌﻤل ﻭﺃﻥ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻗﺩ ﺘﺠﺎﻭﺯ ﺍﻝﺤﺩﻭﺩ‬
‫ﺍﻝﺯﻤﺎﻨﻴﺔ ﻭﺍﻝﻤﻜﺎﻨﻴﺔ ﻓﺄﻝﻐﻰ ﺍﻷﺩﻭﺍﺭ ﻭﺍﻝﺤﺴﺎﺴﻴﺔ ﻭﺍﻝﺤﺩﻴ‪‬ﺔ ﻓﻲ ﺘﻘﺩﻴﻡ ﺍﻝﺘﻐﺫﻴﺔ ﺍﻝﺭﺍﺠﻌﻪ ﻭﺍﻝﺴﻠﻁﻭﻴﺔ‬
‫ﻭﺍﻝﻔﻭﻗﻴﺔ ﻫﻭ ﻓﻲ ﻜل ﺍﻝﺤﺎﻻﺕ ﻴﻭﻓﺭ ﺍﻝﻭﻗﺕ ﻭﺍﻝﺠﻬﺩ ﻭﺍﻝﺘﻜﻠﻔﺔ ﻴﻭﻓﺭ ﺤﺩﻴ‪‬ﺔ ﺍﻝﺘﻌﺎﻤل ﻝﻜﻥ ﻓﻲ ﺒﻌﺽ‬
‫ﺍﻝﻨﺎﺱ ﻤﻤﻜﻥ ﻓﻲ ﻨﻤﻁﻴﺔ ﺸﺨﺼﻴﺘﻬﻡ ﻫﻭ ﻀﺩ ﻫﺫﺍ ﺍﻝﺘﻔﺎﻋل ﻭﺍﻻﻨﻔﺘﺎﺡ ﻓﻲ ﻨﺎﺱ ﺒﺤﺒﻭﺍ ﺍﻝﺴﻠﻁﺔ ﻭﻴﻘﺩﻡ‬
‫ﺸﻲﺀ ﻤﻥ ﻓﻭﻕ ﻭﻝﺤﺩ ﺍﻵﻥ ﻫﻭﻱ ﺭﺍﻓﺽ ﻴﻌﺘﺭﻑ ﺍﻨﻭ ﻓﻲ ﻨﻭﻉ ﻤﻥ ﺍﻝﺘﻔﺎﻋل ﻭﺍﻝﺘﺸﺎﺭﻙ ﺒﻴﻨﻭﺍ ﻭﺒﻴﻥ‬
‫ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻬﻭ ﻤﻘﺩﻡ ﻭﻫﻭ ﺁﻤﺭ ﻭﻫﻭ ﻤﻘﻴ‪‬ﻡ ﻫﺴﺎ ﻓﻲ ﺒﻀل ﻓﻲ ﺒﻌﺽ ﺍﻝﺘﻌﻠﻴﻤﺎﺕ ﺇﻥ ﺼﺢ ﺍﻝﺘﻌﺒﻴﺭ ﺃﻭ‬
‫ﺍﻝﻘﻭﺍﻨﻴﻥ ﺍﻝﻠﻲ ﻤﻤﻜﻥ ﺘﺤﺩ ﺸﻭﻱ ﻤﻥ ﻫﺫﺍ ﺍﻝﺘﻔﺎﻋل ﻭﺍﻝﺘﺸﺎﺭﻙ ﺍﻝﻠﻲ ﻫﻲ ﺃﻨﻭ ﺍﻝﻤﺸﺭﻑ ﻝﺤﺩ ﺍﻵﻥ ﺒﻘﻴ‪‬ﻡ‬
‫ﺍﻝﻤﻌﻠﻡ ﻫﻭﻥ ﺍﻻﺸﻜﺎﻝﻴﺘﻴﻥ ﺍﻨﻭ ﺍﻝﻤﻌﻠﻡ ﻨﻔﺴﻪ ﻗﺎﻋﺩ ﺒﺘﻌﺎﻤل ﺒﻤﺴﺘﻭﻯ ﻤﻨﺨﻔﺽ ﻭﺍﻝﻤﺸﺭﻑ ﺒﺘﻌﺎﻤل ﺒﺎﻝﺴﻠﻁﺔ‬
‫ﻴﻌﻨﻲ ﺍﺫﺍ ﺍﺨﺘﻔﻰ ﻫﺫﺍ ﺍﻝﻤﻭﻀﻭﻉ ﺍﻨﻭ ﻗﺎﻋﺩ ﺒﻘﻴ‪‬ﻡ ﻓﻴﻙ ﺒﺼﺩﺭ ﺃﺤﻜﺎﻡ ﻋﻠﻴﻙ ﻭﺒﺎﻝﺘﺎﻝﻲ ﻤﻤﻜﻥ ﻴﻌﺎﻗﺒﻙ‬
‫ل ﻫﺫﺍ ﺍﻝﻤﻭﻀﻭﻉ ﻝﻜﻥ ﺒﺤﺎﺠﺔ ﻝﺘﻐﻴﻴﺭ ﺍﻝﻘﻭﺍﻨﻴﻥ ﻴﻌﻨﻲ‬
‫ﻭﻤﻤﻜﻥ ﺍﺜﻴﺒﻙ ﻓﺎﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻤﻤﻜﻥ ﻴﺤ ّ‬
‫ﺍﻝﻭﺯﺍﺭﺓ ﻴﻔﺘﺭﺽ ﻴﻜﻭﻥ ﻓﻴﻬﺎ ﺘﻐﻴﻴﺭ ﻴﻌﻨﻲ ﻝﻤﺎ ﺃﻨﺎ ﺒﺩﻱ ﺃﻭﺍﻜﺏ ﻫﺫﺍ ﺍﻝﻤﻭﻀﻭﻉ ﻤﺵ ﻤﻌﻘﻭل ﺃﻀل ﺃﻨﺎ‬

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‫ﺃﺤﻜﻲ ﻋﻥ ﺘﻔﺎﻋل ﺘﺎﻡ ﺒﻴﻥ ﺍﻝﻤﻌﻠﻡ ﻭﺒﻴﻥ ﺍﻝﻤﺸﺭﻑ ﻭﻝﺤﺩ ﺍﻵﻥ ﺍﻝﻤﺸﺭﻑ ﺒﻘﻴﻤﻪ ﻁﺏ ﺒﻘﻴﻤﻪ ﻭﺍﻝﻤﻌﻠﻡ ﻗﺎﻋﺩ‬
‫ﺒﻌﻁﻴﻪ ﻤﻌﻠﻭﻤﺔ ﻜﻴﻑ ﺒﺩﻙ ﺘﻘﻴﻤﻨﻲ ﻭﺃﻨﺎ ﻗﺎﻋﺩ ﺒﻔﺘﺤﻠﻙ ﺁﻓﺎﻕ ﺒﺎﻝﻌﻤل ﻫﺴﺎ ﺍﻵﻥ ﻓﻲ ﺍﻝﻭﺯﺍﺭﺓ ﺁﻝﻴﺎﺕ ﻗﺎﻋﺩﺓ‬
‫ﺸﻭﻱ ﺸﻭﻱ ﺒﺘﻭﺍﻜﺏ ﻫﺫﺍ ﺍﻝﻤﻭﻀﻭﻉ ﺒﺱ ﺯﻱ ﻤﺎ ﻗﻭﻝﺘﻠﻙ ﺍﻝﻘﻭﺍﻨﻴﻥ ﻗﺎﻋﺩﺓ ﺒﺘﺤﺩ ﻓﻴﻬﺎ ﺃﻨﻭ ﻓﻲ ﻋﻨﺎ‬
‫ﺍﺸﺭﺍﻑ ﺩﺍﻋﻡ‪ ،‬ﺍﺸﺭﺍﻑ ﻤﻘﻴﻡ‪ ،‬ﻤﻭﺠﻭﺩ ﺍﻵﻥ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﻭﻴﻘﻴﻡ ﺍﻝﻤﺸﺭﻑ ﻤﻌﻅﻡ ﺍﻝﻭﻗﺕ ﻓﻲ ﺍﻝﻤﺩﺭﺴﺔ‬
‫ﺒﻘﺩﻡ ﺍﻝﺘﻐﺫﻴﺔ ﺍﻝﺭﺍﺠﻌﺔ ﻝﻠﻤﻌﻠﻤﻴﻥ ﻭﻫﻭﻱ ﺃﺒﻌﺩ ﻋﻥ ﻗﻀﻴﺔ ﺍﻝﺘﻘﻴﻴﻡ ﻫﻭﻱ ﻗﺎﻋﺩ ﺒﺘﺸﺎﺭﻙ ﻜﺼﺩﻴﻕ ﻤﻊ‬
‫ﺍﻝﻤﻌﻠﻡ ﺍﻨﺘﺎ ﺍﻓﺼﺤﻠﻲ ﻋﻥ ﺍﺤﺘﻴﺎﺠﻙ ﻤﺸﺎﻥ ﺃﺘﻌﺎﻭﻥ ﺃﻨﺎ ﻭﻴﺎﻙ ﻋﺸﺎﻥ ﺃﻗﺩﻤﻠﻙ ﻫﺫﻩ ﺍﻝﺨﺩﻤﺔ ﻭﺒﻌﻴﺩ ﻋﻥ ﻜل‬
‫ﺍﻝﺤﺴﺎﺴﻴﺎﺕ ﻓﺎﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻗﺭﺏ ﺍﻝﻤﺴﺎﻓﺎﺕ ﺃﻜﺜﺭ ﺒﺨﻠﻲ ﺍﻝﺤﻭﺍﺠﺯ ﺘﹸﻠﻐﻰ ﻭﺒﺎﻝﺘﺎﻝﻲ ﻨﺘﺠﻪ‬
‫ﻝﻺﺘﺠﺎﻩ ﺍﻝﻠﻲ ﺒﺩﻨﺎ ﺍﻴﺎﻩ‪.‬‬
‫ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻝﺨﺎﻤﺱ‪ :‬ﻓﻲ ﻤﻌﻴﻘﻴﻥ ﺍﻷﻭل ‪ :‬ﻴ‪‬ﻔﺘﺭﺽ ﻤﻭﺍﻜﺒﺔ ﻝﻺﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻴﻜﻭﻥ ﻓﻲ‬
‫ﺘﻐﻴﻴﺭ ﻓﻲ ﺍﻝﻘﻭﺍﻨﻴﻥ ﻭﺍﻝﺘﻌﻠﻴﻤﺎﺕ ﻤﻥ ﺍﻝﻭﺯﺍﺭﺓ ﺍﻝﺠﻬﺔ ﺍﻝﻤﺸﺭ‪‬ﻋﻪ‪ ،‬ﺍﻝﻤﻌﻴﻕ ﺍﻝﺜﺎﻨﻲ‪ :‬ﻻﺯﻡ ﻴﻜﻭﻥ ﻓﻲ ﺘﻘﺒل‬
‫ﻋﻨﺩ ﺍﻝﻤﺸﺭﻑ ﻝﻠﺘﻐﻴﻴﺭ ﻭﺍﻨﻲ ﻜﻤﺸﺭﻑ ﺃﺘﻘﺒل ﺃﻨﻭ ﺩﻭﺭﻱ ﻴﺘﻐﻴﺭ ﻴﻌﻨﻲ ﺃﻨﺎ ﻤﻥ ﺍﻵﺨﺭ ﻴﻤﻜﻥ ﺃﺼل ﻝﺩﺭﺠﺔ‬
‫ﺇﻨﻲ ﺃﻜﻭﻥ ﻋﺒﺎﺭﺓ ﻋﻥ ﻤﺴﺘﺸﺎﺭ ﺃﻨﻭ ﺤﺩﺍ ﻴﺘﺼل ﻋﻠﻲ ﻭﻴﻘﻠﻲ ﺃﻨﺎ ﺒﺩﻱ ﺨﺩﻤﺔ ﺒﻘﺩﻤﻠﻙ ﺍﻴﺎﻫﺎ ﺒﺩﻭﻥ ﺃﻱ‬
‫ﺘﺒﻌﺎﺕ ﻻ ﺃﻨﺎ ﺒﺩﻱ ﺃﺼﺩﺭ ﻋﻠﻴﻙ ﻭﻻ ﺍﻨﺘﻲ ﺘﺼﺩﺭ ﻋﻠﻲ ﺃﺤﻜﺎﻡ ﻤﺠﺭﺩ ﺯﻱ ﻤﻌﻠﻭﻤﺔ ﻤﻭﺠﻭﺩﺓ ﻓﻲ ﺍﻝﻨﺕ‬
‫ﻓﻲ ﻜﺘﺎﺏ ﺒﻘﺩﻤﻠﻙ ﺍﻴﺎﻫﺎ‪ ،‬ﺍﻝﻤﻌﻭﻗﺎﺕ ﺍﻹﺩﺍﺭﻴﺔ ﺍﻝﻠﻲ ﻫﻲ ﺍﻝﺘﺸﺭﻴﻌﺎﺕ ﺍﻝﻘﻭﺍﻨﻴﻥ ﻓﻲ ﺍﻵﺨﺭ ﺤﺘﻰ ﺘﻁﺒﻴﻕ‬
‫ﺍﻹﺸﻲ ﺒﻜل ﺤﻴﺜﻴﺎﺘﻪ ﻻﺯﻡ ﺃﻨﻭ ﻴﻭﺍﻜﺒﻪ ﺘﻐﻴﻴﺭ ﺍﻝﻘﺎﻨﻭﻥ ﻴﻌﻨﻲ ﺃﻨﺎ ﻓﻲ ﺍﻵﺨﺭ ﺒﻀل ﺃﺤﻜﻲ ﺃﻨﻭ ﺩﻭﺭ‬
‫ﺍﻝﻤﺸﺭﻑ ﻴ‪‬ﻔﺘﺭﺽ ﻴﻜﻭﻥ ﺩﺍﻋﻡ ﻭﻴﻘﺩﻡ ﺍﻝﺘﻐﺫﻴﺔ ﺍﻝﺭﺍﺠﻌﺔ ﻭﻜل ﺍﻝﺤﻭﺍﺠﺯ ﺍﻝﻠﻲ ﺒﻴﻨﺎ ﻭﺒﻴﻥ ﺍﻝﻤﻌﻠﻡ ﻨﺸﻴﻠﻬﺎ‬
‫ﻭﻴﻜﻭﻥ ﻓﻲ ﻋﻼﻗﺎﺕ ﻤﻤﺘﺎﺯﺓ ﻝﻜﻥ ﺒﻀل ﻓﻲ ﺍﻵﺨﺭ ﺁﺨﺭ ﺍﻝﺴﻨﺔ ﺒﺩﻱ ﺃﻗﻭل ﻝﻠﻤﺸﺭﻑ ﻗﻴ‪‬ﻡ ﺍﻝﻤﻌﻠﻡ ﻁﻴﺏ‬
‫ﻻﺯﻡ ﺃﻏﻴﺭ ﻫﺫﺍ ﺍﻝﻘﺎﻨﻭﻥ ﻜﻤﺜﺎل ﺃﻨﺎ ﺒﻌﻁﻴﻜﻲ ﺍﻴﺎﻩ ﻓﺒﺎﻝﺘﺎﻝﻲ ﺍﻝﻘﺎﻨﻭﻥ ﻴ‪‬ﻔﺘﺭﺽ ﻴﻜﻭﻥ ﻓﻴﻪ ﺘﻐﻴﻴﺭ ﺍﺫﺍ ﻤﺎ‬
‫ﺘﻐﻴﻴﺭ ﺍﻝﻘﺎﻨﻭﻥ ﺒﻀل ﻫﻭ ﻋﻘﺒﺔ ﺒﻀل ﺍﻷﻤﺭ ﺃﻗﺭﺏ ﻤﺎ ﻴﻜﻭﻥ ﺇﻝﻰ ﺍﻝﻤﺜﺎﻝﻴﺎﺕ ﺃﻨﻭ ﻨﻀل ﻨﺤﻜﻲ ﺃﻨﻭ ﺒﺩﻭ‬
‫ﻨﻐﻴ‪‬ﺭ ﻓﻲ ﺍﻵﺨﺭ ﺍﺫﺍ ﺘﻐﻴ‪‬ﺭ ﻋﻨﺩ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻗﻨﺎﻋﺎﺕ ﺒﻀل ﻓﻲ ﻤﺠﻤﻭﻋﺔ ﺃﺨﺭﻯ ﺒﺘﻘﻭﻝﻙ‬
‫ﺒﺩﻨﺎ ﺘﻐﻴﻴﺭ ﺍﻝﻘﺎﻨﻭﻥ‪ ،‬ﻫﻨﺎﻙ ﻤﻌﻴﻕ ﺘﺩﺭﻴﺒﻲ ﻨﻌﻡ ﺍﺤﻨﺎ ﺒﺤﺎﺠﺔ ﺇﻝﻰ ﺘﺩﺭﻴﺏ ﻤﺸﺭﻓﻴﻨﺎ ﻭﻤﻌﻠﻤﻴﻨﺎ ﻝﻤﻭﺍﻜﺒﺔ ﻫﺫﻩ‬
‫ﺍﻝﺘﻘﻨﻴﺔ ﻭﺍﺴﺘﺨﺩﺍﻤﻬﺎ ﺒﺎﻝﻁﺭﻴﻘﺔ ﺍﻝﺼﺤﻴﺤﺔ‪ ،‬ﺒﺠﻭﺯ ﺍﻵﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺃﻭ ﻤﺸﺭﻓﻲ ﺤﺩﻴﺜﻲ ﺍﻝﺘﻌﻴﻴﻥ ﺍﻝﻠﻲ‬
‫ﺃﺨﺫﻭﺍ ﻤﺴﺎﻗﺎﺕ ﻓﻲ ﺍﻝﺠﺎﻤﻌﺎﺕ ﻤﺴﺎﻗﺎﺕ ﻜﻤﺒﻴﻭﺘﺭ ﺒﺠﻭﺯ ﻴﻜﻭﻥ ﺍﻝﺘﻌﺎﻤل ﻤﻌﻬﻡ ﺃﺴﻬل ﻓﻲ ﻻﺯﺍل ﻋﻨﺎ‬
‫ﻤﻌﻠﻤﻴﻥ ﻭﻤﺸﺭﻓﻴﻥ ﻗﺩﻴﻤﻴﻥ ﺒﻤﺘﻠﻜﻭﺵ ﻫﺫﻩ ﺍﻝﺨﺒﺭﺓ ﺤﺘﻰ ﻝﻭ ﻋﻨﺩﻭ ﺭﻏﺒﺔ ﺒﻤﺘﻠﻜﺵ ﻫﺫﻩ ﺍﻝﺨﺒﺭﺓ ﺍﻝﺘﺩﺭﻴﺒﻴﺔ‬
‫ﺍﻝﻤﻭﺠﻭﺩﺓ ﺒﺤﺎﺠﺔ ﺇﻝﻰ ﺘﺩﺭﻴﺏ ﻭﻫﺫﺍ ﺍﻝﺘﺩﺭﻴﺏ ﻤﺭﺍﺕ ﺒﺘﻨﺠﺢ ﺍﻝﻤﺩﻴﺭﻴﺔ ﺍﻨﻭ ﺘﻌﻤﻠﻭﺍ ﻭﻤﻤﻜﻥ ﻻﺘﻨﺠﺢ‬
‫ﻤﻤﻜﻥ ﺒﺤﺎﺠﺔ ﺍﻝﻰ ﻗﺭﺍﺭ ﻤﻥ ﺍﻝﻭﺯﺍﺭﺓ ﻷﻨﻭ ﺩﻴﺭﻱ ﺒﺎﻝﻙ ﺃﻱ ﺘﺩﺭﻴﺏ ﺒﺤﺎﺠﺔ ﺍﻝﻰ ﺘﻤﻭﻴل ﻭﻴﻤﻜﻥ ﺍﻝﺘﻤﻭﻴل‬
‫ﻻ ﺃﻨﻭ ﻫﺫﺍ‬
‫ﻤﺵ ﻤﻭﺠﻭﺩ ﺃﻜﻴﺩ ﺍﻝﺘﻤﻭﻴل ﻫﻭ ﻤﻥ ﺍﻝﻤﻌﻴﻘﺎﺕ ﺍﺤﻨﺎ ﻗﺩﻴﺵ ﺒﻨﻘﻭل ﺒﺩﻨﺎ ﻨﻘﻠﺹ ﻫﺫﺍ ﺍﻝﻤﻌﻴﻕ ﺍ ﹼ‬
‫ﺍﻝﻤﻌﻴﻕ ﻤﻭﺠﻭﺩ ﺍﻨﺘﻲ ﺍﻱ ﺤﺭﻜﺔ ﺒﺩﻙ ﺘﻌﻤﻠﻴﻬﺎ ﺒﺩﻫﺎ ﺘﻤﻭﻴل ﺒﺩﻙ ﺤﺩﺍ ﻴﺩﻋﻤﻙ ﻓﻲ ﺒﻌﺽ ﺍﻷﺤﻴﺎﻥ ﺒﻌﺽ‬
‫ﺍﻝﻤﺅﺴﺴﺎﺕ ﺒﺘﺩﻋﻡ ﻫﺫﺍ ﺍﻝﻤﻭﻀﻭﻉ ﻤﻤﻜﻥ ﻤﻥ ﻤﻴﺯﺍﻨﻴﺔ ﺍﻝﻤﺩﻴﺭﻴﺔ ﻤﻥ ﻤﻴﺯﺍﻨﻴﺔ ﺍﻝﻤﺩﺭﺴﺔ ﻴﻌﻨﻲ ﺍﻹﻤﻜﺎﻨﻴﺔ‬

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‫ﻭﺍﺭﺩﻩ ﻝﻜﻥ ﺒﺘﻀل ﺍﻷﻤﻭﺭ ﻤﺤﺩﻭﺩﺓ ﺍﺫﺍ ﻜﺎﻥ ﻓﻲ ﺩﻋﻡ ﻋﻠﻰ ﻜل ﺍﻝﻤﺴﺘﻭﻴﺎﺕ ﺒﻜﻭﻥ ﺍﻷﻤﺭ ﺃﺠﻭﺩ ﺃﻜﻴﺩ‪،‬‬
‫ﻓﻲ ﺍﻝﺘﺩﺭﻴﺏ ﻤﺎﻓﻲ ﺍﺸﻜﺎﻝﻴﺔ ﻤﻌﻴﻨﺔ ﻝﻜﻥ ﻓﻲ ﺍﻝﺘﻨﻔﻴﺫ ﻭﺍﻝﺘﻁﺒﻴﻕ ﻓﻲ‪ ،‬ﻴﻌﻨﻲ ﻤﺜﻼ ﻤﺎ ﻋﻨﺎ ﺸﺒﻜﺔ ﺍﻨﺘﺭﻨﺕ ﻓﻲ‬
‫ﺍﻝﻤﺩﺍﺭﺱ ﺃﻨﺎ ﺒﺤﻜﻲ ﺒﺸﻜل ﻋﺎﻡ ﻴﻌﻨﻲ ﻋﻨﺎ ﻤﺩﺭﺴﺘﻴﻥ ﻓﻴﻬﻥ ﺸﺒﻜﺔ ﻨﺕ ﻭﻓﻲ ﻋﻨﺎ ﺒﺠﻭﺯ ‪ 3‬ﺃﻭ ‪ 4‬ﻤﺩﺍﺭﺱ‬
‫ﺘﻡ ﺘﻤﺩﻴﺩ ﺸﺒﻜﺔ ﻨﺕ ﻤﺸﺎﻥ ﻤﻭﻀﻭﻉ ﺍﻻﻨﺘﺨﺎﺒﺎﺕ‪ ،‬ﻓﻲ ﺍﻵﻥ ﻤﺤﺎﻭﻻﺕ ﻤﻥ ﺒﻌﺽ ﻤﺠﺎﻝﺱ ﺍﻝﺒﻠﺩﻴﺔ ﺒﺈﻨﻬﺎ‬
‫ﺘﻤ ‪‬ﺩ ﻭﺘﻤﻭل ﻹﻨﻭ ﻓﻲ ﺍﻝﻭﺯﺍﺭﺓ ﻤﺎﻓﻲ ﻗﺎﻨﻭﻥ ﺒﻘﻭل ﺃﻨﻭ ﺍﻝﻤﺩﺭﺴﺔ ﺘﻤﺩ ﺸﺒﻜﺔ ﻨﺕ ﻭﻤﻥ ﻤﻴﺯﺍﻨﻴﺔ ﺍﻝﻤﺩﺭﺴﺔ‬
‫ﺘﺩﻓﻊ ﻫﺫﺍ ﻤﻥ ﺍﻝﻤﻌﻴﻘﺎﺕ ﺍﺫﺍ ﺒﺴﻤﺤﻭﺍ ﻝﻠﻤﺩﺍﺭﺱ ﻫﺫﺍ ﺒﻜﻭﻥ ﺃﻓﻀل‪ ،‬ﺍﻵﻥ ﺍﻝﻤﺩﺍﺭﺱ ﻗﺎﻋﺩﺓ ﺒﺘﺸﺘﻐل ﻋﻠﻰ‬
‫ﻫﺫﺍ ﺍﻝﻤﻭﻀﻭﻉ ﻭﺍﻹﺸﻜﺎﻝﻴﺔ ﻫﺫﻩ ﻤﻭﺠﻭﺩﺓ‪ ،‬ﺒﺭﻀﻭﺍ ﻭﺠﻭﺩ ﻋﺩﺩ ﻤﻥ ﺃﺠﻬﺯﺓ ﺍﻝﺤﺎﺴﻭﺏ ﺍﻝﻜﺎﻓﻴﺔ ﺒﺭﻀﻭﺍ‬
‫ﺒﺴﻬ‪‬ل ﻋﻠﻴﻨﺎ ﺍﻝﻌﻤﻠﻴﺔ‪ ،‬ﻭﺠﻭﺩ ﺍﻤﻜﺎﻨﻴﺔ ﻝﺘﻤﻭﻴل ﺍﻝﺘﺩﺭﻴﺏ ﺒﻜﻭﻥ ﻜﻭﻴﺱ‪ ،‬ﺍﺴﺘﻌﺩﺍﺩ ﺤﺩﺍ ﻤﻤﻜﻥ ﻴﻜﻭﻥ ﺘﻁﻭﻉ‬
‫ﺒﺎﻝﺘﺩﺭﻴﺏ ﻫﺎﻅﺎ ﺍﺸﻲ ﻜﻭﻴﺱ‪ ،‬ﺇﺩﺭﺍﺝ ﺍﻝﻭﺯﺍﺭﺓ ﺇﺫﺍ ﺃﺩﺭﺠﺘﻬﺎ ﻓﻲ ﺨﻁﺘﻬﺎ ﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﺃﻨﻭ ﺘﺩﺭﺏ ﻋﻠﻰ‬
‫ﻫﺫﺍ ﺍﻝﻤﺴﺘﻭﻯ ﻭﺍﻨﻬﺎ ﺘﺴﻤﺢ ﻝﻠﻤﺩﺍﺭﺱ ﺃﻨﻭ ﻴﻜﻭﻥ ﻋﻨﺩﻫﺎ ﺸﺒﻜﺎﺕ ﻭﻫﺫﻩ ﺍﻻﻤﻜﺎﻨﺎﺕ ﻷﻨﻭ ﺤﺘﻰ ﺃﻁﺒﻕ ﻫﺫﺍ‬
‫ﺍﻝﻤﻭﻀﻭﻉ ﺒﺩﻱ ﺒﻨﻴﺔ ﺘﻌﻠﻴﻤﻴﺔ ﺍﻝﻜﺘﺭﻭﻨﻴﺔ ﺠﺎﻫﺯﺓ ‪.‬‬
‫ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻝﺴﺎﺩﺱ‪ :‬ﻴﺒﺩﺃ ﺍﻷﻤﺭ ﺒﺎﻝﻭﺯﺍﺭﺓ ﻤﻥ ﺨﻼل ﺍﻝﺘﺸﺭﻴﻌﺎﺕ ﻷﻨﻲ ﺒﺈﻤﻜﺎﻨﻲ ﺃﻓﺴﺢ‬
‫ﺍﻝﻤﺠﺎل ﻝﻠﻤﺩﺭﺴﺔ ﺨﻠﻲ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﻤﺤﻠﻲ ﻴﻤﺩﺩﻝﻭﺍ ﺸﺒﻜﺔ ﻨﺕ ﻭﺨﻠﻲ ﻓﺎﺘﻭﺭﺓ ﺍﻝﻨﺕ ﺘﺩﻓﻌﻭﺍ ﻤﻥ ﻤﻴﺯﺍﻨﻴﺔ‬
‫ﺍﻝﻤﺩﺭﺴﺔ ﻫﺎﻅﺎ ﺍﻷﻤﺭ ﺒﺭﻫﻘﺵ ﺍﻝﻭﺯﺍﺭﺓ ﻭﺒﺎﻝﺘﺎﻝﻲ ﺒﻨﻭﻓﺭ ﻝﻠﻤﺩﺭﺴﺔ ﺸﺒﻜﺔ ﻨﺕ ﻭﺘﺨﻴﻠﻲ ﺍﻵﻥ ﻜﻴﻑ ﻝﻤﺎ‬
‫ﺇﺤﻨﺎ ﺒﻨﺤﻜﻲ ﻋﻥ ﻤﻜﺘﺒﺔ ﺇﻝﻜﺘﺭﻭﻨﻴﺔ ﺘﻜﻭﻥ ﻤﻭﺠﻭﺩﺓ ﻓﻲ ﺍﻝﻤﺩﺭﺴﺔ ﺃﻨﺎ ﺒﺤﻜﻲ ﻋﻥ ﺘﻔﻌﻴل ﺍﻝﻤﻜﺘﺒﺔ ﺃﻨﺎ ﺍﻵﻥ‬
‫ﺒﺩﻱ ﺍﻝﻤﻜﺘﺒﺔ ﺘﻜﻭﻥ ﺍﻝﻜﺘﺭﻭﻨﻴﺔ ﺇﺫﺍ ﺒﺈﻤﻜﺎﻨﻲ ﻤﺵ ﺒﻜﻭﻥ ﻫﺎﻅﺎ ﺍﻷﻤﺭ ﺃﺠﻭﺩ‪ ،‬ﺍﻝﺒﻨﻴﺔ ﺍﻝﺘﺤﺘﻴﺔ ﺘﻜﻭﻥ ﺠﺎﻫﺯﺓ‬
‫ﺘﺯﻴﺩ ﺘﻤﻭﻴل ﺍﻝﻤﺩﺍﺭﺱ ﻭﺘﺠﻬﻴﺯﻫﺎ ﺒﻤﺨﺘﺒﺭﺍﺕ ﺤﺎﺴﻭﺏ ﺍﻝﺘﺩﺭﻴﺏ ﻤﺯﻴﺩ ﻤﻥ ﺍﻝﻤﺩﺭﺒﻴﻥ ﺤﺘﻰ ﻴﺩﺨﻠﻭﺍ ﻋﻠﻰ‬
‫ﺍﻝﻤﺩﺍﺭﺱ ﻭﻴﺩﺨﻠﻭﺍ ﻋﻠﻰ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﻴﺩﺨﻠﻭﺍ ﻋﻠﻰ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻓﻲ ﺍﻝﺘﺩﺭﻴﺏ‪ ،‬ﻤﺎﻴﻅﻠﺵ ﺍﻝﺘﺩﺭﻴﺏ ﺤﻜﺭ‬
‫ﻋﻠﻰ ﻤﺠﻤﻭﻋﺔ ﺃﺸﺨﺎﺹ ﻤﺎﻴﻘﺩﺭﻭﺵ ﻴﺩﺭﺒﻭﺍ ﻜل ﻫﺎﻅﺎ ﺍﻝﻁﺎﻗﻡ‪ ،‬ﺍﻵﻥ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ‬
‫ﺍﻝﻤﺩﻴﺭﻴﺎﺕ ﻗﺎﻋﺩﻴﻥ ﺘﺘﺠﻪ ﺒﺸﻜل ﺫﺍﺘﻲ ﺃﻜﺜﺭ ﻤﻥ ﺃﻨﻭ ﻤﻤﻨﻬﺞ ﻓﻲ ﺍﻹﺘﺠﺎﻩ ﻝﻺﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺍﺤﻨﺎ‬
‫ﻗﺎﻋﺩﻴﻥ ﺒﻨﺸﺘﻐل ﺒﻤﺒﺎﺩﺭﺍﺕ ﺸﺨﺼﻴﺔ ﺫﺍﺘﻴﺔ ﻀﻤﻥ ﺍﻤﻜﺎﻨﻴﺎﺕ ﻤﺤﺩﻭﺩﺓ ﻝﻺﺘﺠﺎﻩ ﻝﻬﺫﺍ ﺍﻝﻤﻭﻀﻭﻉ ﻴ‪‬ﻔﺘﺭﺽ‬
‫ﻴﻜﻭﻥ ﻓﻲ ﺘﻭﺠﻪ ﺍﺴﺘﺭﺍﺘﻴﺠﻲ ﻋﻨﺩ ﺍﻝﻭﺯﺍﺭﺓ ﺴﺎﻋﺘﻬﺎ ﺒﺘﻜﻭﻥ ﺃﻋﻤﺎﻝﻨﺎ ﻀﻤﻥ ﻫﺫﻩ ﺍﻝﺨﻁﺔ‪ ،‬ﺨﻠﻲ ﻴﻜﻭﻥ ﻓﻲ‬
‫ﻨﻭﻉ ﻤﻥ ﺍﻝﺘﺸﺭﻴﻊ ﻭﺍﻝﻘﺎﻨﻭﻥ ﻭﺍﻝﺘﻌﻠﻴﻤﺎﺕ ﺒﺤﻴﺙ ﻨﻤﺸﻲ ﻀﻤﻥ ﺍﻝﺴﻴﺎﻕ ﺒﻼﺵ ﻴﻜﻭﻥ ﻓﻲ ﺘﻁﺒﻴﻕ ﻓﻲ‬
‫ﻁﻭﺒﺎﺱ ﻤﺨﺘﻠﻑ ﻋﻥ ﻨﺎﺒﻠﺱ ﺒﻼﺵ ﻴﻜﻭﻥ ﻓﻲ ﺘﻁﺒﻴﻕ ﻓﻲ ﻨﺎﺒﻠﺱ ﻤﺨﺘﻠﻑ ﻋﻥ ﺠﻨﻴﻥ ﻝﻴﻪ ﻤﺎﻴﻜﻭﻥ ﺍﻷﻤﺭ‬
‫ﺒﺂﻝﻴﻪ ﻤﻭﺤﺩﺓ ﻭﺒﺎﻝﺘﺎﻝﻲ ﻨﻘﺩﺭ ﻨﺼل ﺇﻝﻰ ﻨﺘﺎﺌﺞ ﻤﺭﺠﻭ‪‬ﺓ ﺠﻴﺩﺓ ﻋﻨﺩ ﺍﻝﺠﻤﻴﻊ‪.‬‬
‫ﻤﺸﺭﻑ)‪ (6‬ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻷﻭل‪ :‬ﺃﻨﻪ ﻀﺭﻭﺭﻱ ﻷﻨﻨﺎ ﻨﺴﻌﻰ ﺍﻵﻥ ﻝﺤﻭﺴﺒﺔ ﻜل ﻤﺎ ﻴﺘﻌﻠﻕ‬
‫ﺒﺎﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﻭﻝﻘﺎﺌﻲ ﻫﻸ ﻤﻊ ﻤﺩﻴﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻜﺎﻥ ﺒﺨﺼﻭﺹ ﺍﻝﻤﻭﻀﻭﻉ ﻫﺎﺩ‪.‬‬

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‫ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻝﺜﺎﻨﻲ‪ :‬ﻨﻌﻡ ﻫﺫﺍ ﻤﻁﻠﺏ ﻤﻥ ﺍﻝﻭﺯﺭﺍﺓ ﻤﻁﻠﺏ ﻤﻥ ﻗﺴﻡ ﺍﻹﺸﺭﺍﻑ ﻨﻔﺴﻪ ﻷﻨﻪ‬
‫ﺒﺴﻬل ﺍﻝﻌﻤل ﻋﻠﻴﻨﺎ ﺤﺎﻝﻴﹰﺎ ﺘﻘﺎﺭﻴﺭﻨﺎ ﻜﻠﻬﺎ ﻤﺤﻭﺴﺒﺔ ﺩﻭﺭﺍﺘﻨﺎ ﻤﺤﻭﺴﺒﺔ ﻤﺎ ﻓﻴﻬﺎ ﺸﻐل ﻴﺩﻭﻱ ﻭﺇﻥ ﻭﺠﺩ ﻓﻘﻁ‬
‫ﻜﻲ ﻨﺤﺘﻔﻅ ﺒﻪ ﻤﺵ ﺃﻜﺘﺭ ﻭﻻ ﺃﻗل‪.‬‬
‫ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻝﺜﺎﻝﺙ‪ :‬ﺍﺤﻨﺎ ﻤﺭﺍﺴﻼﺘﻨﺎ ﻤﻊ ﺍﻝﻭﺯﺍﺭﺓ ﻜﻠﻬﺎ ﺍﻝﻜﺘﺭﻭﻨﻴﺔ ﺒﻴﻌﻤﻠﻭﺍ ﺍﻝﺘﻌﻤﻴﻡ ﺍﻝﻭﺭﻗﻲ‬
‫ﻭﺒﺒﻌﺘﻭﻝﻲ ﺍﻴﺎﻩ ﺒﺱ ﻗﺒل ﻤﺎ ﻴﻭﺼﻠﻨﺎ ﺍﻝﻨﺴﺨﺔ ﺍﻝﻭﺭﻗﻴﺔ ﺍﻨﺎ ﺒﻜﻭﻥ ﻜل ﺍﻝﻤﺭﺍﺴﻼﺕ ﺍﻝﻠﻲ ﺒﻴﻨﻲ ﻭﺒﻴﻨﻬﻡ‬
‫ﺍﻝﻜﺘﺭﻭﻨﻴﺔ ﻭﺃﺭﺩ ﻋﻠﻴﻬﺎ ﺍﻝﻜﺘﺭﻭﻨﻲ ﻭﻜل ﻫﺎﺩ ﺍﻝﺸﻐل ﺒﻴﻜﻭﻥ ﺍﻝﻜﺘﺭﻭﻨﻲ‪.‬‬
‫ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻝﺭﺍﺒﻊ‪ :‬ﻝﻐﺎﻴﺔ ﺍﻵﻥ ﻝﻸﺴﻑ ﺒﻨﺴﺘﺨﺩﻡ ﺃﻜﺜﺭ ﺍﻹﻴﻤﻴل ﻭﻓﻲ ﻤﻨﺘﺩﻴﺎﺕ ﻋﻠﻰ ﻤﺴﺘﻭﻯ‬
‫ﺍﻝﻤﺩﺍﺭﺱ ﻨﺘﻭﺍﺼل ﺍﺤﻨﺎ ﻭﺍﻴﺎﻫﻡ ﻜﻤﻨﺘﺩﻴﺎﺕ ﺍﻝﺭﻴﺎﻀﻴﺎﺕ‪ ،‬ﺍﻝﻠﻐﺔ ﺍﻝﻌﺭﺒﻴﺔ‪ ،‬ﺍﻝﺘﺭﺒﻴﺔ ﺍﻹﺴﻼﻤﻴﺔ ﻓﻲ‬
‫ﺼﻔﺤﺎﺕ ﺍﻝﻔﻴﺱ ﺒﻭﻙ ﻜﻠﻬﺎ ﻓﻌﺎﻝﻪ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻴﺨﺩﻡ ﺃﻤﻭﺭ ﻜﺜﻴﺭﺓ‪ ،‬ﺍﻝﺘﻌﻤﻴﻤﺎﺕ ﺒﺘﻭﺼل ﺒﺸﻜل‬
‫ﺃﺴﺭﻉ ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﻠﻲ ﺒﻨﻁﻠﺒﻬﺎ ﻤﻥ ﺍﻝﻤﺩﺍﺭﺱ ﺒﺘﻭﺼﻠﻨﺎ ﺒﺸﻜل ﺃﺴﺭﻉ ﺃﻫﻡ ﺸﻐﻠﺔ ﺒﺩﻱ ﺃﻭﺯﻉ ﻤﺜﻼ ﻨﺸﺭﺓ‬
‫ﺘﺭﺒﻭﻴﺔ ﺒﺘﻭﺼل ﺒﺸﻜل ﺴﺭﻴﻊ ﻤﻭﺍﻋﻴﺩ ﺍﻝﺯﻴﺎﺭﺍﺕ ﻴﻌﻨﻲ ﻤﺜﻼ ﺍﻝﺨﻁﺔ ﺍﻷﺴﺒﻭﻋﻴﺔ ﺍﻝﻠﻲ ﺒﻌﻤﻠﻬﺎ ﻝﻠﻤﺸﺭﻓﻴﻥ‬
‫ﺃﻨﺎ ﺒﺒﻌﺜﻬﺎ ﻝﻠﻤﺩﺍﺭﺱ ﺍﺤﻨﺎ ﻤﺎ ﻋﻨﺎ ﺍﺸﻜﺎﻝﻴﺔ ﺍﻨﻭ ﺍﻝﻤﺩﺭﺴﺔ ﺍﻝﻔﻼﻨﻴﺔ ﺍﻨﻭ ﺍﻝﻤﺸﺭﻑ )ﺱ( ﻭﺍﺼﻠﻬﺎ ﺒﻬﺫﺍﻙ‬
‫ﺍﻝﻴﻭﻡ ﻭﺨﻠﻴﻬﻡ ﻴﺸﺘﻐﻠﻭ ﻴﻌﻨﻲ ﺍﺤﻨﺎ ﻤﺎ ﻋﻨﺎ ﺍﺸﻜﺎﻝﻴﺔ‪ ،‬ﺤﻀﻭﺭ ﺍﻝﺤﺼﺔ ﺍﻝﺼﻔﻴﺔ ﺒﺎﻝﺫﺍﺕ ﺍﻹﺸﺭﺍﻑ‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻻﻴﺨﺩﻡ ﻻﺒﺩ ﻤﻥ ﺘﻭﺍﺠﺩ ﺍﻝﻤﺸﺭﻑ ﺩﺍﺨل ﺍﻝﻐﺭﻑ ﺍﻝﺼﻔﻴﺔ ﻭﺍﻝﺯﻴﺎﺭﺓ ﺍﻝﺼﻔﻴﺔ ﻻﺒﺩ ﻤﻨﻬﺎ ﻭﻫﻭ‬
‫ﻤﻭﺠﻭﺩ ﻤﻊ ﺍﻝﻤﻌﻠﻡ ﺩﺍﺨل ﺍﻝﻐﺭﻑ ﺍﻝﺼﻔﻴﺔ ﻤﻤﻜﻥ ﺍﻝﻤﻌﻠﻡ ﺃﻥ ﻴﺴﺘﻔﻴﺩ ﻤﻥ ﺍﻷﻤﻭﺭ ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ ﺒﺘﻨﻔﻴﺫ‬
‫ﺍﻝﺤﺼﺔ ﺍﻝﺼﻔﻴﺔ ﻝﻜﻥ ﺍﻹﺸﻲ ﺍﻝﻠﻲ ﻻﻴﻤﻜﻥ ﺘﻁﺒﻴﻘﻪ ﻤﻥ ﺨﻼل ﺍﻝﻨﺕ ﺍﻝﻠﻲ ﻫﻲ ﺍﻝﺘﻁﺒﻴﻕ ﺍﻝﻌﻤﻠﻲ‬
‫ﻭﺍﻝﺘﺩﺭﻴﺏ ﺍﻝﻌﻤﻠﻲ ﻴﻌﻨﻲ ﻤﻤﻜﻥ ﺃﺩﻋﻭﻫﻡ ﻻﺠﺘﻤﺎﻉ ﻤﻥ ﺨﻼل ﺍﻻﻴﻤﻴل ﻤﻤﻜﻥ ﻝﻜﻥ ﺍﻻﺠﺘﻤﺎﻉ ﻻﺯﻡ ‪face‬‬
‫‪ to face‬ﻓﺵ ﻤﺠﺎل‪ ،‬ﻤﺠﺭﺩ ﺍﻋﻼﻡ ﺘﻤﺭﻴﺭ ﻤﻌﻠﻭﻤﺔ‪ ،‬ﻨﺸﺭﺓ ﻤﻁﻭﻴﺔ ﺃﻋﻁﻲ ﺍﻴﺎﻫﺎ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﻻﹾﺀ ﻝﻜﻥ‬
‫ﻓﻲ ﺠﺯﺀ ﺘﺩﺭﻴﺒﻲ ﻻﻴﻤﻜﻥ ﺍﻝﻤﺤﻭﺭ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻴﻐﻁﻴﻪ ﻴﻌﻨﻲ ﺘﻭﺍﺠﺩ ﺍﻝﻤﺩﺭﺏ ﺴﻭﺍﺀ ﻜﺎﻥ ﻤﻌﻠﻡ ﻤﻥ ﻝﺠﻨﺔ‬
‫ﻤﺒﺤﺙ ﺃﻭ ﻤﺸﺭﻑ ﺃﻭ ﻤﺩﺭﺏ ﺍﺤﻨﺎ ﺠﺎﻴﺒﻴﻨﻪ ﻤﻥ ﻤﺅﺴﺴﺎﺕ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﻤﺤﻠﻲ ﻻﻴﻐﻨﻲ ﻋﻨﻪ ﺍﻷﻤﻭﺭ‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ ﺍﺤﻨﺎ ﺤﺎﻝﻴﺎ ﺸﻐﺎﻝﻴﻥ ﻋﻠﻰ ﺍﺸﺭﺍﻑ ﺍﻷﻗﺭﺍﻥ ﻭﺍﻝﺘﻌﺎﻭﻨﻲ ﻭﺍﻝﺘﺸﺎﺭﻜﻲ ﺒﺘﻡ ﺘﻔﻌﻴل ﻜل ﻤﺎﻴﺘﻌﻠﻕ‬
‫ﺒﺎﻹﻝﻜﺘﺭﻭﻨﻴﺎﺕ ﻀﻤﻥ ﻫﺫﺍ ﺍﻹﺸﺭﺍﻑ ﺍﻝﻠﻲ ﻤﻜﺒﻠﻨﺎ ﻭﺍﻝﻠﻲ ﻤﻘﻴﺩﻨﺎ ﻋﺩﻡ ﻭﺠﻭﺩ ﺍﻝﻨﺕ ﺍﻻﺠﺘﻤﺎﻋﺎﺕ ﻤﻤﻜﻥ‬
‫ﺘﻜﻭﻥ ﻋﺎﻝﻔﻴﺱ ﺒﺱ ﺒﺩﻫﺎ ﻀﺒﻁ ﻴﻌﻨﻲ ﺍﺫﺍ ﻤﻭﻗﻊ ﺭﺴﻤﻲ ﻴﺤﻘﻕ ﺍﻝﻀﺒﻁ ﺒﻜﻭﻥ ﺃﻓﻀل ‪.‬‬
‫ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻝﺨﺎﻤﺱ‪ :‬ﺃﻭل ﻤﻌﻴﻕ ﺃﻨﺎ ﺼﺎﺩﻓﻨﻲ ﺒﺱ ﺘﻐﻠﺒﻨﺎ ﻋﻠﻴﻪ ﺨﻼل ﻓﺘﺭﺓ ﺒﺴﻴﻁﺔ ﺠﺩﺍ ﺍﺤﻨﺎ‬
‫ﺍﻝﺴﻨﺔ ﺍﻝﻭﺯﺍﺭﺓ ﻜﺎﻥ ﻁﻠﺒﻬﺎ ﺍﻨﻭ ﺘﻘﺎﺭﻴﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻴﺠﺏ ﺃﻥ ﺘﻜﻭﻥ ﺍﻝﻜﺘﺭﻭﻨﻴﺔ ﻫﻼ ﻴﻌﻨﻲ ﻓﻲ ﺒﻌﺽ‬
‫ﺍﻝﺯﻤﻼﺀ ﻗﺩﻴﻤﻴﻥ ﻓﻲ ﺍﻹﺸﺭﺍﻑ ﻓﻜﺎﻨﻭﺍ ﺍﻨﻭ ﻝﻴﺵ ﺒﺩﻨﺎ ﻨﻐﻴﺭ ﺍﻝﻨﻅﺎﻡ ﺍﻹﺸﺭﺍﻓﻲ ﺼﺎﺭﺕ ﻓﻲ ﻤﻌﺎﺭﻀﺔ‬
‫ﻓﺎﻝﻠﻲ ﺒﺼﻴﺭ ﺍﻨﻭ ﻤﺵ ﻤﻌﻘﻭل ﺍﻨﺘﺎ ﺘﺭﻭﺡ ﺘﺤﻜﻲ ﻝﻠﻤﻌﻠﻡ ﺸﻐﻠﻙ ﻝﻴﻪ ﻤﺵ ﺍﻝﻜﺘﺭﻭﻨﻲ ﻭﺍﻨﺘﺎ ﻜﻤﺸﺭﻑ‬
‫ﻤﺎﺒﺘﺸﺘﻐل ﻓﻴﻲ ﻝﻜﻥ ﻫﺫﺍ ﺨﻼل ﻓﺘﺭﺓ ﺒﺴﻴﻁﺔ ﻴﻌﻨﻲ ﺨﻼل ﺃﻗل ﻤﻥ ﺸﻬﺭﻴﻥ ﻜﻨﺎ ﻤﺴﻴﻁﺭﻴﻥ ﻋﻠﻰ ﺍﻝﻭﻀﻊ‬
‫ﻭﻜل ﺍﻝﻤﺸﺭﻓﻴﻥ ﺒﺎﻝﻜﺎﻤل ﻫﻼ ﺒﻁﺒﻌﻭﺍ ﻤﺎﻋﺩﺍ ﻤﺸﺭﻓﺔ ﺍﷲ ﻴﺸﻔﻴﻬﺎ‪ ،‬ﻭﻋﻨﺩﻤﺎ ﺴﺅﻝﺕ ﻝﻤﺫﺍ ﻴﺭﻓﻀﻭﺍ ﺍﺠﺎﺒﺕ‬

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‫ﻨﻅﺎﻡ ﺸﻐل ﻤﺘﻌﻭﺩﻴﻥ ﻋﻠﻴﺔ ﺍﺘﻘﻨﻭﻩ ﻤﺎﻋﻨﺩﻫﻡ ﺍﺴﺘﻌﺩﺍﺩ ﺍﻨﻭ ﻴﻐﻴﺭﻭﺍ ﺒﺱ ﻤﻊ ﺸﻭﻴﺔ ﺍﻗﻨﺎﻉ ﺒﺎﻹﻗﻨﺎﻉ ﻫﻼ‬
‫ﺍﻝﻜل ﺒﻴﺸﺘﻐل ﺼﺩﻗﺎ ﻫﻼ ﺤﺎﻝﻴﹰﺎ ﺒﻘﻭﻝﻭﻝﻲ ﺍﻨﻭ ﺼﺎﺭ ﻫﻼ ﺃﻓﻀل ﺇﻝﻨﺎ‪ ،‬ﻓﻲ ﺍﻷﻭل ﻨﺴﺒﻪ‪ %80‬ﺫﺍﺘﻲ ﺃﻜﺜﺭ‬
‫ﺍﻝﻤﻌﺎﺭﻀﻴﻥ ﻜﺎﻨﻭﺍ ﻭﻫﻤﻲ ﻨﺴﺒﺘﻬﻡ ﻜﺎﻨﻭﺍ ﻗﻠﻴﻠﺔ ﻗﻴﺎﺴﹰﺎ ﻤﻊ ﺍل‪ 36‬ﻴﻌﻨﻲ ﻝﻤﺎ ﺒﺤﻜﻴﻠﻙ ‪ %80‬ﻤﻥ ﺃﺼل ‪36‬‬
‫ﻤﺸﺭﻑ ﻋﺩﺩﻫﻡ ﻜﺒﻴﺭ ﺠﺩﺍ ﻓﻬﻤﺎ ﺍﻝﻤﻌﺎﺭﻀﻴﻥ ‪ 2‬ﺃﻭ ‪ 3‬ﻤﺵ ﺍﻜﺜﺭ ﻫﻲ ﺍﻝﻠﻲ ﻗﺩﻴﻤﻴﻥ ﻓﻲ ﺍﻹﺸﺭﺍﻑ‬
‫ﻭﻜﺒﺎﺭ ﺒﺎﻝﺴﻥ ﻭﺍﻝﻠﻲ ﻤﺸﺭﻓﻴﻥ ﻋﻠﻰ ﺍﻝﺘﻘﺎﻋﺩ‪ ،‬ﺸﻭﻴﺔ ﺍﻗﻨﺎﻉ ﻭﺍﻷﻤﻭﺭ ﺒﺘﻤﺸﻲ ﻴﻌﻨﻲ ﻓﻲ ﻤﻌﺎﺭﻀﺔ ﻓﻲ‬
‫ﺍﻝﺒﺩﺍﻴﺔ ﻻﺒﺩ ﻤﻨﻬﺎ ﻤﺵ ﺒﺴﻬﻭﻝﺔ ﺒﺘﻘﺒﻠﻭﺍ ﺍﻝﺘﻐﻴﻴﺭ ﻫﻼ ﺍﻝﻤﺘﺤﻤﺴﻴﻥ ﻫﻤﻲ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺠﺩﺩ ﻓﻲ ﻁﺒﻴﻌﺔ ﺸﻐﻠﺔ‬
‫ﺍﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﻋﻨﺩﻱ ﺘﺨﺼﺼﺎﺕ ﺒﻌﺽ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺸﻐﻠﻭﺍ ﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﻋﻨﺎ ﺍﺩﺍﺭﺓ ﺸﻐﻠﻭﺍ‬
‫ﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺸﻐﻠﻭﺍ ﺍﻝﻜﺘﺭﻭﻨﻲ ﻋﺸﺎﻥ ﻫﻴﻙ ﻜﺎﻥ ﻗﺭﺍﺭ ﺍﻝﺯﺍﻤﻲ ﻤﻥ ﺍﻝﻭﺯﺍﺭﺓ ﻜﺎﻨﺕ ﺸﻭﻴﺔ ﻤﻌﺎﺭﻀﺔ ﺒﺱ‬
‫ﺒﺴﻴﻁﺔ ﻝﻜﻥ ﻫﻼ ﺤﺎﻝﻴﺎ ﺘﻐﻠﺒﻨﺎ ﻋﻠﻴﻬﺎ ﺒﺸﻜل ﻜﺎﻤل ﻭﺤﺎﻝﻴﺎ ﻫﻼ ﻜل ﺍﻝﺘﻘﺎﺭﻴﺭ ﺒﺎﻝﻜﺎﻤل ﻫﻴﻲ ﺍﻝﻜﺘﺭﻭﻨﻴﺔ ﻋﻨﺎ‬
‫ﺇﺸﻜﺎﻝﻴﺔ ﺍﺠﻬﺯﺓ ﺍﻝﻜﻤﺒﻴﻭﺘﺭ ﻻﺘﺘﻭﻓﺭ ﻝﻜﺎﻓﺔ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﻤﻭﺠﻭﺩﻴﻥ ﻫﻭﻥ ﺒﺘﻼﻗﻲ ﻓﻲ ﺍﻝﻐﺭﻓﺔ ﻓﻲ ﻋﻨﺩﻙ‬
‫ﺠﻬﺎﺯﻴﻥ‪ ،‬ﻝﻜﻥ ﻓﻲ ‪ 6‬ﻤﺸﺭﻓﻴﻥ ﻗﺎﻋﺩﻴﻥ ﻓﻲ ﺍﻝﻐﺭﻓﺔ‪ ،‬ﺸﻐﻠﻨﺎ ﻤﺵ ﺒﺱ ﺘﻘﺎﺭﻴﺭ ﺍﺸﺭﺍﻓﻴﺔ ﻋﻨﺎ ﺍﺤﻨﺎ ﻋﻨﺎ‬
‫ﺩﻭﺭﺍﺕ ﻓﻲ ﺃﻴﺎﻡ ﺩﺭﺍﺴﻴﺔ ﻓﻲ ﻋﻨﺎ ﻭﺭﺸﺎﺕ ﻋﻤل ﻭﻤﺸﺎﺭﻴﻊ‪ ،‬ﺍﻝﻤﺘﺎﺒﻌﺔ ﺍﻝﺸﺎﻤﻠﺔ ﺍﻝﻜل ﺒﺩﻭ ﻴﺸﺘﻐل‬
‫ﺍﻝﻜﺘﺭﻭﻨﻲ ﻋﺩﺩ ﺍﻷﺠﻬﺯﺓ ﻻﻴﻜﻔﻲ ﻓﻌﺩﺩ ﺍﻷﺠﻬﺯﺓ ﻋﺎﻤﻠﻨﺎ ﺍﺸﻜﺎﻝﻴﺔ ﻭﻴﻌﺘﺒﺭ ﺃﻜﺒﺭ ﻤﻌﻴﻕ ﻓﻜﻴﻑ ﺘﻐﻠﺒﻨﺎ ﻋﻠﻴﻬﺎ‬
‫ﺒﺎﻝﻤﺨﺎﺠﻠﺔ ﺒﺎﻝﻔﻼﺤﻲ ﺒﻨﺤﻜﻴﻬﺎ ﺃﻭ ﻓﻼﻥ ﻤﻌﻙ ﺍﻝﻼﺒﺘﻭﺏ ﺍﻝﺸﺨﺼﻲ ﺍﷲ ﺒﻌﻴﻨﻙ ﺠﻴﺒﻭﺍ ﻤﻌﻙ ﻤﺎﻓﻲ ﺍﻤﻜﺎﻨﻴﺔ‬
‫ﻏﻴﺭ ﻫﻴﻙ ﺍﻨﻭ ﻴﺘﻭﻓﺭ ﺃﺠﻬﺯﺓ ﻻﺒﺘﻭﺒﺎﺕ ﻝﻜل ﺍﻝﻤﺸﺭﻓﻴﻥ ﻜل ﻭﺍﺤﺩ ﺠﻬﺎﺯﻭﺍ ﺍﻝﺸﺨﺼﻲ ﻤﻥ ﻗﺒل ﺍﻝﻭﺯﺍﺭﺓ‬
‫ﻭﻻﻴﻤﻜﻥ ﻨﺘﻤﻨﻰ ﺃﻥ ﻴﺤﻘﻘﻭﻝﻨﺎ ﺇﻴﺎﻫﺎ‪ ،‬ﻋﺩﻡ ﺘﻭﺍﻓﺭ ﺃﺠﻬﺯﺓ ﺤﺎﺴﻭﺏ ﺒﺸﻜل ﻜﺎﻤل ﻴﺘﻨﺎﺴﺏ ﻤﻊ ﻋﺩﺩ‬
‫ﺍﻝﻤﺸﺭﻓﻴﻥ ﻫﺎﻱ ﻋﺎﺌﻕ‪ ،‬ﻓﻲ ﺒﻌﺽ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺭﺍﺡ ﺘﻜﻭﻥ ﻋﻨﺩﻫﻡ ﻤﺸﻜﻠﺔ ﻓﻲ ﻋﻨﺎ ﻤﺩﺍﺭﺱ ﻤﺎﻭﺭﺍﺀ‬
‫ﺍﻝﺠﺩﺍﺭ ﺃﻨﺎ ﻝﻠﻴﻭﻡ ﺼﺭﺕ ﺭﺍﻓﻌﺔ ﻤﺭﺘﻴﻥ ﺼﻭﺭ ﺍﻝﻬﻭﻴﺎﺕ ﻝﻠﻤﺸﺭﻓﻴﻥ ﻤﺸﺎﻥ ﻴﻁﻠﻌﻭﻝﻨﺎ ﺘﺼﺎﺭﻴﺢ ﻨﻁﻠﻊ‬
‫ﻋﻠﻰ ﻫﺎﻱ ﺍﻝﻤﺩﺍﺭﺱ ﺭﻓﻀﻭﻝﻨﺎ ﺍﻴﺎﻩ ﻝﻜﻥ ﺍﻨﺎ ﺒﺘﻭﺍﺼل ﻤﻌﻬﻡ ﺤﺎﻝﻴﺎ ﺃﻭ ﻋﻥ ﻁﺭﻴﻕ ﺍﻝﺘﻠﻔﻭﻥ ﺃﻭ ﺒﺒﻌﺘﻠﻬﻡ‬
‫ﺍﻴﻤﻴل ﻓﺎﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺒﻬﺫﻩ ﺍﻝﺤﺎﻝﺔ ﻫﻭ ﻤﺨﺭﺝ ﻭﻤﻨﻅﻡ ﻭﻤﺭﺘﺏ ﻭﺨﻠﻴﻨﺎ ﻨﺤﻜﻲ ﻝﻭ ﻓﻲ ﻗﺭﺍﺭ‬
‫ﺭﺴﻤﻲ ﻓﻴﻪ ﺒﻜﻭﻥ ﻗﺎﻨﻭﻨﻲ‪ ،‬ﻋﻨﺩﻤﺎ ﺴﺅﻝﺕ ﻋﻥ ﻭﺠﻭﺩ ﻤﺘﺨﺼﺼﻴﻥ ﻝﻠﺼﻴﺎﻨﻪ ﺍﺠﺎﺒﺕ ﻋﻨﺎ ﻗﺴﻡ ﺍﻝﺘﻘﻨﻴﺎﺕ‬
‫ﻓﻲ ﺍﻝﻤﺩﻴﺭﻴﺔ ﺍﺴﻤﻭﺍ ﻗﺴﻡ ﺍﻝﺘﻘﻨﻴﺎﺕ ﻓﻲ ﻤﻬﻨﺩﺴﺔ ﺤﺎﺴﻭﺏ ﻭﻓﻲ ﻤﻭﻅﻔﻴﻥ ﻝﻠﺼﻴﺎﻨﻪ ﻤﻭﺠﻭﺩﻴﻥ‪ ،‬ﺍﻝﻌﺩﺩ ﻗﺩ‬
‫ﻴﻜﻭﻥ ﻏﻴﺭ ﻜﺎﻓﻲ ﻝﻜﻥ ﻤﻭﺠﻭﺩ ﻤﺜﻼ ﺍﺫﺍ ﺼﺎﺭ ﺍﻱ ﺨﻠل ﻓﻲ ﺃﻱ ﺠﻬﺎﺯ ﺒﻨﺘﺼل ﻋﻠﻴﻬﻡ ﻭﺤﺴﺏ ﺍﻝﻭﻗﺕ‬
‫ﺒﻴﺠﻭﺍ ﻭﺒﺸﻭﻓﻭﺍ ﺍﻷﺠﻬﺯﺓ ‪ ،‬ﻀﻌﻑ ﺍﻝﺸﺒﻜﺔ ﺃﻜﺒﺭ ﻤﻌﻴﻕ ﺤﺘﻰ ﺍﻝﺩﺍﻭﻨﻠﻭﻭﺩ ﺍﻝﺴﺭﻋﺔ ﺍﻝﻠﻲ ﻤﻌﻁﻴﻨﺎ ﺍﻴﺎﻫﺎ‬
‫ﻻ ﺒﻌﺩ ﺍﻝﺴﺎﻋﺔ ‪ 12‬ﻤﺜﻼ ﻴﻌﻨﻲ ﺒﻌﺩ ﺍﻝﺴﺎﻋﻪ‬
‫ﺒﻁﻴﺌﺔ ﺠﺩﺍ ﻝﺩﺭﺠﺔ ﺒﻨﻘﻌﺩ ﻓﺘﺭﺓ ﻤﻤﻨﻭﻉ ﺍﻨﻭ ﻨﺴﺘﺨﺩﻤﻪ ﺍ ﹼ‬
‫ﻝﻴﻭﻓﺭﻭﻝﻲ ﺍﻝﻨﺕ ﻋﻨﺩﻱ ﻭﺃﻨﺎ ﺭﺌﻴﺱ ﻗﺴﻡ ﻓﺒﺘﺼﻔﻲ ﺍﻝﻭﺯﺍﺭﺓ ﺒﺘﺘﺼل ﻋﻠﻰ ﺒﻴﻘﻭﻝﻭﻝﻲ ﺍﺒﻌﺘﻴﻠﻨﺎ ﺒﻘﻭﻝﻬﻡ‬
‫ﺍﺴﺘﻨﻭﺍ ﺒﻌﺩ ﺍﻝﺴﺎﻋﻪ ‪ 12‬ﺒﺒﻌﺘﻠﻜﻡ ﺍﻴﺎﻫﺎ ﻫﺎﺩ ﺍﻝﻤﻭﺠﻭﺩ ﻋﻨﺩﻱ ﻭﻀﺤﻜﺕ ﻭﺍﺤﻴﺎﻨﺎ ﻷ ﺒﺘﻜﻭﻥ ﻤﻥ ﺍﻝﺼﺒﺢ‬
‫ﻫﺫﺍ ﻜﻠﻪ ﺒﺴﺒﺏ ﻀﻌﻑ ﺍﻝﺸﺒﻜﺔ ﻵﻨﻭ ﺍﻝﺴﺭﻋﺔ ﺍﻝﻠﻲ ﻨﺎﺯﻝﺔ ﻋﻨﺩﻱ ﻓﻲ ﺍﻝﻤﺩﻴﺭﻴﺔ ﻤﺵ ﻜﺎﻓﻴﺔ ﻭﻤﺵ‬
‫ﺍﻝﺴﺭﻋﺔ ﺍﻝﻤﻁﻠﻭﺒﺔ ﻭﻤﻥ ﺍﻝﻤﺸﺎﻜل ﺍﻝﺜﺎﻨﻴﺔ ﻭﺍﻝﻤﺩﺍﺭﺱ ﻨﻔﺴﻬﺎ ﻋﻨﺎ ‪ 140‬ﻤﺩﺭﺴﺔ ﻋﺩﺩ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﻠﻲ‬

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‫ﺒﺘﺘﻭﻓﺭ ﻓﻴﻬﺎ ﻨﺕ ﺒﺠﻭﺯ ﻻﻴﺘﺠﺎﻭﺯ ﺍل‪ 20‬ﻤﺩﺭﺴﺔ ﻝﻴﻪ ﻷﻨﻭ ﻋﺸﺎﻥ ﺃﻭﻓﺭ ﻨﺕ ﻓﻲ ﺍﻝﻤﺩﺭﺴﺔ ﻋﻠﻰ ﺤﺴﺎﺏ‬
‫ﺍﻝﻤﺩﺭﺴﺔ ﻭﻻﻴﻤﻜﻥ ﻤﻴﺯﺍﻨﻴﺔ ﺍﻝﻤﺩﺭﺴﺔ ﻻﺘﺘﺤﻤل ﻭﻤﺎﻓﻲ ﻗﺎﻨﻭﻥ ﻴﻌﻁﻴﻨﺎ ﺍﻝﺤﻕ ﻭﺇﺫﺍ ﺼﺎﺭ ﺒﺩﻫﺎ ﺘﺩﻭﺭ ﻋﻠﻰ‬
‫ﻤﻤﻭل ﺍﻝﺘﻤﻭﻴل ﺍﻤﺎ ﺒﻜﻭﻥ ﻤﻥ ﺍﻝﺩﻭل ﺍﻝﺩﺍﻋﻤﺔ ﺃﻭ ﻤﺅﺴﺴﺎﺕ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﻤﺤﻠﻲ ﻭﻫﺎﻱ ﻤﺎ ﻨﺩﺭ ﺘﺎ ﺤﺩﺍ‬
‫ﻴﺩﻓﻌﻬﺎ ﻨﺕ ﻝﻠﻤﺩﺭﺴﺔ ﻓﻌﺸﺎﻥ ﻫﻴﻙ ﻤﻥ ‪ 140‬ﻤﺩﺭﺴﺔ ﻋﺩﺩ‬ ‫ﻴﺠﻲ ﻴﺩﻓﻊ ﻭﻴﻠﺘﺯﻡ ﺒﻔﺎﺘﻭﺭﺓ ﺸﻬﺭﻴﺔ‬
‫ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﻠﻲ ﺒﺘﻭﻓﺭ ﻓﻴﻬﺎ ﻨﺕ ﺇﺫﺍ ﺒﺩﻱ ﺃﻜﻭﻥ ﻤﺘﻔﺎﺌﻠﺔ ‪ 25‬ﻤﺩﺭﺴﺔ ﻭﺒﻭﺼﻠﻭﺵ ﻭﺍﺫﺍ ﺒﺩﻱ ﺍﺘﻭﺍﺼل‬
‫ﻻ ﺇﺫﺍ ﺒﺩﻱ ﺍﺘﻌﺎﻤل ﺸﺨﺼﻲ ﻋﻠﻰ ﺍﻝﻔﻴﺱ ﺒﻭﻙ‬
‫ﻤﻌﻬﻡ ﺨﻼل ﺍﻝﻴﻭﻡ ﺍﻝﻤﺩﺭﺴﻲ ﻤﺵ ﻋﻤﻠﻲ ﻨﻬﺎﺌﻲ ﺒﺎﻝﻤﺭﺓ ﺍ ﹼ‬
‫ﺃﻜﻭﻥ ﻀﺎﻴﻔﺘﻭﺍ ﻋﻨﺩﻱ ﺍﻨﺎ ﻭﺃﺒﻌﺘﻠﻪ ﻭﻫﺫﺍ ﺍﻝﺤﻜﻲ ﺤﺘﻤﺎ ﻤﺵ ﻋﻤﻠﻲ ﻭﻤﺵ ﻗﺎﻨﻭﻨﻲ ﺒﻜل ﺒﺴﺎﻁﺔ ﺒﻘﻭﻝﻲ ﺃﻨﺎ‬
‫ﻤﺎﺒﺩﻱ ﺍﺘﻭﺍﺼل ﻤﺎﺒﻘﺩﺭ ﺃﻝﺯﻤﻭﺍ ﻓﻲ ﻫﺫﻩ ﺍﻝﺤﺎﻝﺔ ﻋﺸﺎﻥ ﻫﻴﻙ ﺒﻘﻭﻝﻙ ﻤﺵ ﻗﺎﻨﻭﻨﻲ ‪.‬‬
‫ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻝﺴﺎﺩﺱ‪ :‬ﺘﻭﻓﻴﺭ ﺩﻋﻡ ﻤﻥ ﺍﻝﻭﺯﺍﺭﺓ ﺃﻭ ﻤﻥ ﺍﻝﺤﻜﻭﻤﺔ ﺨﻠﻴﻨﻲ ﺃﺤﻜﻲ ﻷﻨﻭ ﻭﺯﺍﺭﺓ‬
‫ﺍﻝﻤﺎﻝﻴﺔ ﺃﻜﻴﺩ ﺘﺎﺒﻌﺔ ﻝﻠﺤﻜﻭﻤﺔ ﺘﻭﻓﻴﺭ ﻤﻥ ﺍﻝﺤﻜﻭﻤﺔ ﻤﻭﺍﺯﻨﺔ ﻤﺎﻝﻴﺔ ﺘﻐﻁﻲ ﺸﺒﻜﺔ ﺍﻝﻨﺕ ﻜﺎﻓﺔ ﻝﻠﻤﺩﺍﺭﺱ‬
‫ﺍﻝﻤﻭﺠﻭﺩﺓ ﻭﺒﺎﻝﺠﻭﺩﺓ ﺍﻝﻤﻁﻠﻭﺒﺔ ﺍﻴﺠﺎﺩ ﺸﺒﻜﺔ ﺭﺒﻁ ﺒﻴﻥ ﺍﻝﻤﺩﻴﺭﻴﺔ‪ ،‬ﺍﻝﺘﺭﺒﻴﺔ‪ ،‬ﻤﻊ ﺍﻝﻤﺩﺍﺭﺱ ﻓﻲ ﻋﻨﺎ ﺸﺒﻜﺔ‬
‫ﻤﺎﺒﻴﻨﹼﺎ ﻭﺒﻴﻥ ﺍﻝﻭﺯﺍﺭﺓ ﻭﺒﻴﻥ ﺍﻝﻤﺩﺍﺭﺱ ﻭﻋﻨﺩﻤﺎ ﺴﺅﻝﺕ ﻋﻥ ﺘﻭﻓﺭ ﺸﺒﻜﺔ ﺘﺭﺒﻁ ﻤﺎﺒﻴﻥ ﺍﻝﻭﺯﺍﺭﺓ ﻭﺍﻝﻤﺩﺍﺭﺱ‬
‫ﺍﻴﻀﺄ ﺃﺠﺎﺒﺕ ﻭﺍﻝﻭﺯﺍﺭﺓ ﻤﺎﺒﻠﺯﻡ ﻷﻨﻭ ﻓﻲ ﺘﺴﻠﺴل ﺇﺩﺍﺭﻱ ﺍﻝﻭﺯﺍﺭﺓ ﻤﺎﺒﺘﺭﺍﺴل ﺍﻝﻤﺩﺍﺭﺱ ﻤﺒﺎﺸﺭﺓ ﻭﻻ‬
‫ﺍﻝﻤﺩﺍﺭﺱ ﺒﺘﺘﻭﺍﺼل ﻤﻊ ﺍﻝﻭﺯﺍﺭﺓ ﻤﺒﺎﺸﺭﺓ‪ ،‬ﺘﻭﻓﻴﺭ ﺍﻝﺩﻋﻡ ﺍﻝﻤﺎﺩﻱ‪ ،‬ﺘﻭﻓﻴﺭ ﺍﻝﺸﺒﻜﺔ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ‪ ،‬ﺘﻭﻓﻴﺭ‬
‫ﺍﻷﺠﻬﺯﺓ ﺍﻝﻤﻁﻠﻭﺒﺔ ﺘﻭﻓﻴﺭ ﻋﺩﺩ ﺍﻷﺠﻬﺯﺓ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﻴﺘﻨﺎﺴﺏ ﻤﻊ ﺤﺠﻡ ﺍﻝﻤﺩﺭﺴﺔ ﻭﻤﺴﺘﻭﻯ ﺍﻝﻤﺩﺭﺴﺔ‪،‬‬
‫ﻭﻋﻨﺩﻤﺎ ﺴﺄﻝﺘﻬﺎ ﻋﻥ ﺍﻹﻋﺩﺍﺩ ﻭﺍﻝﺘﺩﺭﻴﺏ ﺃﺠﺎﺒﺕ " ﻤﺎﺒﺘﺨﻴل ﻷﻨﻭ ﻓﻲ ﻨﺴﺒﺔ ﻜﺒﻴﺭﺓ ﻤﻥ ﻤﻌﻠﻤﻴﻨﺎ ﻭﻤﺸﺭﻓﻴﻨﺎ‬
‫ﺠﺎﻫﺯﻴﻥ ﺃﺤﻜﻴﻠﻙ ﻝﻴﻪ ﻷﻨﻭ ﻋﻨﺎ ﺩﻭﺭﺍﺕ ﻤﺎﺒﻌﺭﻑ ﺍﻨﺘﻲ ﺴﻤﻌﺘﻲ ﻋﻨﻬﻡ ﺩﻭﺭﺍﺕ )‪(Intel, Weller‬‬
‫ﻫﺩﻭل ﺼﺭﻨﺎ ﻤﻁﺒﻘﻴﻥ ﺍﻝﺠﻴل ﺍﻷﻭل ﻭﺍﻝﺠﻴل ﺍﻝﺘﺎﻨﻲ ﺘﻘﺭﻴﺒﺎ ﺍﻨﻬﻴﻨﺎﻩ ﻭﺩﺍﺨﻠﻴﻥ ﻋﺎﻝﺠﻴل ﺍﻝﺘﺎﻝﺕ‪ ،‬ﻭﻋﻨﺩﻤﺎ‬
‫ﺴﺅﻝﺕ ﻋﻥ ﺴﺒل ﺍﺨﺭﻯ ﻝﺘﻼﻓﻲ ﺍﻝﻤﻌﻭﻗﺎﺕ ﺫﻜﺭﺕ ﺍﻝﻤﺎﺩﻴﺔ ﺒﺎﻝﺫﺍﺕ ﺃﺘﻤﻨﻰ ﺃﻥ ﻴﻭﻓﺭﻭﺍ ﻝﻨﺎ ﻫﺎﻱ‬
‫ﺍﻹﺤﺘﻴﺎﺠﺎﺕ ﻷﻨﻭ ﺃﻨﺎ ﺸﺨﺼﻴﺎ ﺒﻌﺎﻨﻲ ﻤﻥ ﻤﺸﺎﻜل‪ ،‬ﺒﻴﺠﻴﻨﻲ ﻤﻥ ﺍﻝﻭﺯﺍﺭﺓ ﺘﻌﻤﻴﻡ ﻋﻥ ﺍﻝﻤﺎﺩﻩ ﺍﻝﻤﻘﻁﻭﻋﺔ‬
‫ﻤﻥ ﺍﻝﻤﻨﺎﻫﺞ ﻤﻥ ﺃﻭل ﻝﺼﻑ ‪ 12‬ﺒﺭﻗﻡ ﺍﻝﺼﻔﺤﺔ ﻝﻭﻴﻥ ﻭﺼﻠﻭﺍ ﺨﻼل )‪ (3‬ﺃﻴﺎﻡ ﻝﻭ ﻋﻨﺩﻱ ﺸﺒﻜﺔ‬
‫ﺘﻭﺍﺼل ﺒﻴﻨﻲ ﻭﺒﻴﻥ ﺍﻝﻤﺩﺍﺭﺱ ﺒﺎﻷﻗل ﺍﺒﻌﺘﻠﻪ ﺭﺴﺎﻝﻪ ﻝﻜل ﻤﺩﻴﺭ ﻤﺩﺭﺴﺔ ﺨﻼل ‪ 10‬ﺩﻗﺎﺌﻕ ﺒﻜﻭﻥ ﺒﺎﻋﺘﻠﻲ‬
‫ﺍﻴﺎﻫﺎ ﺒﺠﻤﻌﻬﺎ ﻤﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺒﺒﻌﺘﻠﻲ ﺍﻴﺎﻫﺎ ﺃﻨﺎ ﻤﻥ ﺨﻼل ﻤﺩﺨﻠﺔ ﺍﻝﺒﻴﺎﻨﺎﺕ ﺒﺠﻤﻌﻬﺎ ﺨﻼل ﻴﻭﻡ ﺒﻜﻭﻥ ﺃﻨﺎ‬
‫ﺒﺎﻋﺘﻬﺎ ﻝﻠﻭﺯﺍﺭﺓ ﻝﻜﻥ ﺃﻨﺎ ﺍﻀﻁﺭﻴﺕ ﻜﻴﻑ ﺃﻋﻤل‪ ،‬ﺃﻭل ﺸﻲ ﺍﺘﺼﺎل ﺘﻠﻔﻭﻨﻲ ﻋﻠﻰ ﻤﺭﺍﻜﺯ ﺍﻝﻌﻨﺎﻗﻴﺩ‬
‫ﻭﻋﻤﻤﻭﺍ ﻭﺠﻴﺒﻭﻝﻲ ﻨﺴﺦ ﻭﺭﻗﻴﺔ ﻓﻬﺎﻱ ﺃﺨﺫﺕ ﻤﻨﻲ ﺘﻘﺭﻴﺒﺎ ﺤﻭﺍﻝﻲ )‪ (3‬ﺃﺴﺎﺒﻴﻊ ﻷﻝﻡ ﺍﻝﺒﻴﺎﻨﺎﺕ ‪.‬‬
‫ﻤﺸﺭﻑ)‪ (7‬ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻷﻭل‪ :‬ﻁﺒﻌﹰﺎ ﻫﻭ ﺃﻤﺭ ﻀﺭﻭﺭﻱ ﺠﺩﹰﺍ ﺨﻼل ﻫﺎﻱ ﺍﻝﻔﺘﺭﺓ ﺒﺴﺒﺏ‬
‫ﻼ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺍﻵﻥ ﻭﺍﻝﻤﺸﺭﻓﻴﻥ ﻴﺴﺘﺨﺩﻤﻭﻥ ﺍﻝﻨﺕ‬
‫ﺘﻭﻓﺭ ﺍﻝﻨﺕ ﻓﻲ ﻜل ﺒﻴﺕ ﻭﻤﺘﻭﺍﺠﺩ ﻓﻲ ﻜل ﻤﻜﺎﻥ‪ ،‬ﻭﻓﻌ ﹰ‬
‫ﺒﺸﻜل‪ ،‬ﻭﺍﻋﺘﻘﺩ ﺃﻨﻪ ﺃﻤﺭ ﻤﻬﻡ ﻭﻤﻬﻡ ﺠﺩﹰﺍ ﺨﻼل ﻫﺫﻩ ﺍﻝﻔﺘﺭﺓ ﻭﺍﻝﺘﻭﺠﻬﺎﺕ ﻨﺤﻭﻩ ﻓﻲ ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﻘﺎﺩﻤﺔ‪.‬‬

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‫ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻝﺜﺎﻨﻲ‪ :‬ﻴﻌﻨﻲ ﺍﻝﻭﺯﺍﺭﺓ ﺒﺘﺴﻌﻰ ﻓﻲ ﻫﺫﺍ ﺍﻝﻤﻭﻀﻭﻉ ﻓﻲ ﻋﻨﺩﻫﻡ ﻓﻲ ﺍﻝﺨﻁﺔ ﺍﻝﻘﺎﺩﻤﺔ‬
‫ﺒﺸﺘﻐﻠﻭﺍ ﻋﻠﻰ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﺍﻝﺒﻭﺍﺒﺔ ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ ﻓﻬﺫﺍ ﺍﻝﺘﻭﺠﻪ ﻤﻭﺠﻭﺩ ﺃﻜﻴﺩ ﻋﻨﺩ ﺍﻝﻭﺯﺍﺭﺓ‪.‬‬
‫ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻝﺜﺎﻝﺙ‪ :‬ﺃﻨﺎ ﺃﺘﻭﻗﻊ ﻓﻲ ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﻘﺎﺩﻤﺔ ﺃﻜﻴﺩ ﺭﺍﺡ ﻴﻜﻭﻥ ﻓﻲ ﻫﻨﺎﻙ ﺨﻁﺔ‬
‫ﻭﺍﺠﺭﺍﺀﺍﺕ ﻨﺤﻭﻩ ﻫﻭﻱ ﻓﻌﻠﻴﺎ ﻤﺴﺘﺨﺩﻡ ﺤﺎﻝﻴﹰﺎ ﺨﻼل ﻋﻤﻠﻨﺎ ﺍﻝﻴﻭﻤﻲ ﻫﻨﺎﻙ ﺒﺸﻜل ﻓﻲ ﺘﻭﺍﺼل ﻜﺒﻴﺭ ﺒﻴﻥ‬
‫ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﻫﻼ ﺃﻨﺎ ﻗﺎﻋﺩﺓ ﻋﺎﻝﻔﻴﺱ ﺒﻭﻙ ﻤﻌﺎﻱ ﻋﺎﻝﺸﺎﺕ ﻤﻊ ‪ 3‬ﺃﻭ ‪ 4‬ﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺘﻭﺍﺼل ﺒﻴﻨﺎ ﺴﻭﺍﺀ‬
‫ﻜﺎﻥ ﺒﻴﻨﺎ ﻭﺒﻴﻥ ﻤﻌﻠﻤﻴﻨﺎ ﺃﻭ ﺒﻴﻨﺎ ﻭﺒﻴﻥ ﻤﺩﻴﺭﻱ ﺍﻝﻤﺩﺍﺭﺱ ﺃﻭ ﺒﻴﻨﺎ ﻭﺒﻴﻥ ﻤﺸﺭﻓﻴﻨﺎ ﻓﻌﻠﻴﹰﺎ ﺤﺘﻰ ﺒﻴﻨﺎ ﻭﺒﻴﻥ‬
‫ﺍﻝﻭﺯﺍﺭﺓ ﻜل ﺍﻝﻌﻤل ﺍﻝﻠﻲ ﺒﻴﻨﺎ ﻭﺒﻴﻥ ﺍﻝﻭﺯﺍﺭﺓ ﻫﻭﻱ ﻋﺒﺎﺭﺓ ﻋﻥ ﺍﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺘﻭﺍﺼل ﺍﻝﻜﺘﺭﻭﻨﻲ‬
‫ﻭﺍﻝﺒﺭﻴﺩ ﺍﻝﻌﺎﺩﻱ ﺼﺎﺭ ﻫﻭﻱ ﺠﺯﺀ ﻤﻥ ﺍﻝﻌﻤل ﻝﻘﻀﻴﺔ ﺘﺴﺠﻴل ﺤﺼﺔ ﻝﻠﻤﻌﻠﻡ ﻴﺘﻡ ﻤﺜﻼ ﺍﻝﺘﻘﻴﻴﻡ ﻤﻥ ﺨﻼل‬
‫ﺍﻝﻤﺸﺭﻑ ﻫﺫﺍ ﺤﺎﻝﻴﺎ ﻓﻲ ﺨﻁﻭﺍﺕ ﺇﻝﻪ ﻝﻜﻥ ﻝﺤﺩ ﻫﺎﻱ ﺍﻝﻤﺭﺤﻠﺔ ﻝﺴﺔ ﻤﺎﻭﺼﻠﻨﺎﺵ ﻝﻜﻥ ﻜﻌﻤل ﻭﺘﻭﺍﺼل‬
‫ﺍﻝﻜﺘﺭﻭﻨﻲ ﻤﻭﺠﻭﺩ ﺇﻝﻰ ﺤﺩ ﻤﺎ ﺒﻔﺭﻭﻕ ﻓﺭﺩﻴﺔ‪ ،‬ﻫﻨﺎﻙ ﺘﻭﺠﻪ ﻤﻥ ﻗﺒل ﺍﻝﻭﺯﺭﺍﺓ ﻨﺤﻭﻩ ﺍﻝﺤﻴﺎﺓ ﺭﺡ ﺘﻔﺭﺽ‬
‫ﻨﻔﺴﻬﺎ ﻓﻲ ﻫﺫﺍ ﺍﻝﻤﻭﻀﻭﻉ ‪.‬‬
‫ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻝﺭﺍﺒﻊ‪ :‬ﻤﺴﺘﺨﺩﻡ ﺤﺎﻝﻴﺎ ﻭﻤﻥ ﺨﻼل ﻋﻤﻠﻨﺎ ﺍﻝﻴﻭﻤﻲ ﻓﻲ ﻫﻨﺎﻙ ﺘﻭﺍﺼل ﺒﺸﻜل ﻜﺜﻴﺭ‬
‫ﻜﺒﻴﺭ ﺒﻴﻨﺎ ﻭﺒﻴﻥ ﻤﻌﻠﻤﻴﻨﺎ ﺃﻭ ﺒﻴﻨﺎ ﻭﺒﻴﻥ ﻤﺩﻴﺭﻱ ﺍﻝﻤﺩﺍﺭﺱ ﺃﻭ ﺒﻴﻨﺎ ﻭﺒﻴﻥ ﻤﺸﺭﻓﻴﻨﺎ ﻜل ﺍﻝﻌﻤل ﺒﻴﻨﺎ ﻭﺒﻴﻥ‬
‫ﺍﻝﻭﺯﺍﺭﺓ ﺍﻝﻜﺘﺭﻭﻨﻲ ﺒﺱ ﻻﺯﻡ ﺃﻋﻤل ﺒﻨﻴﺔ ﺘﺤﺘﻴﺔ ﻭﺘﻭﻓﻴﺭ ﻨﺕ ﻫﻭﻱ ﺃﺴﺎﺴﻲ ﻋﺸﺎﻥ ﻴﻜﻭﻥ ﻓﻲ ﺍﺸﺭﺍﻑ‬
‫ﺍﻝﻜﺘﺭﻭﻨﻲ‪ ،‬ﺃﻨﺎ ﺒﺭﺃﻴﻲ ﻤﻤﻜﻥ ﺍﻨﻭ ﻴﺴﺘﺨﺩﻡ ﺒﺄﻜﺜﺭ ﻤﻥ ﻁﺭﻴﻘﺔ ﺃﻭ ﺍﺸﻲ ﺍﻝﺘﻭﺍﺼل ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺒﻴﻥ‬
‫ﺍﻝﻤﺸﺭﻓﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ﻫﺫﺍ ﺒﺴﻬ‪‬ل ﻜﺜﻴﺭ ﻋﻠﻰ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺠﻬﺩ ﻜﺒﻴﺭ ﻜﺜﻴﺭ ﺴﻭﺍﺀ ﻤﻥ ﺨﻼل ﺘﻘﺩﻴﻡ ﺘﻐﺫﻴﺔ‬
‫ﺭﺍﺠﻌﺔ ﻝﻠﻤﻌﻠﻤﻴﻥ ﺃﻭﻗﺎﺕ ﺍﺤﻨﺎ ﻤﻥ ﺨﻼل ﻋﻤﻠﻨﺎ ﻤﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺒﺒﻌﺘﻭﻝﻨﺎ ﺩﺭﻭﺱ ﺒﺘﻡ ﺘﻘﻴﻤﻬﺎ ﺒﺒﻌﺘﻭﻝﻨﺎ‬
‫ﺘﺠﺎﺭﺏ ﺒﺘﻡ ﺘﻘﻴﻤﻬﺎ ﻭﺍﻋﺎﺩﺘﻬﺎ ﻝﻠﻤﻌﻠﻡ ﻤﺭﺓ ﺜﺎﻨﻴﺔ‪ ،‬ﻓﻲ ﺘﻌﻠﻴﻤﺎﺕ ﺒﺘﻭﺼل ﻝﺒﻌﺽ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻴﻌﻨﻲ ﺍﻨﺎ‬
‫ﺒﺼﺭﺍﺤﺔ ﻤﻥ ﺨﻼل ﺼﻔﺤﺘﻲ ﻋﺎﻝﻔﻴﺱ ﺒﻭﻙ ﻓﻲ ﺘﻭﺍﺼل ﺒﻴﻨﻲ ﻭﺒﻴﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻜﺜﻴﺭ ﻓﻲ ﺘﻌﻠﻴﻤﺎﺕ‬
‫ﺒﻌﻁﻴﻬﺎ ﺼﺢ ﺒﻨﺯﻝﻬﺎ ﺒﻜﺘﺎﺏ ﺭﺴﻤﻲ ﻝﻜﻥ ﺒﻜﻭﻥ ﻨﺎﺸﺭﺘﻬﺎ ﻋﻠﻰ ﺼﻔﺤﺘﻲ ﻜﺜﻴﺭ ﻤﻥ ﻤﺩﺭﺍﺀ ﺍﻝﻤﺩﺍﺭﺱ‬
‫ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ﺒﺩﺨﻠﻭﺍ ﻋﻠﻰ ﺍﻝﺼﻔﺤﺔ ﻋﻨﺩﻱ ﻴﻭﻤﻴﺎ ﻭﺒﻁﻠﻌﻭﺍ ﻋﻠﻰ ﻜﻡ ﻜﺒﻴﺭ ﻤﻥ ﺍﻝﺘﻌﻠﻴﻤﺎﺕ ﺍﻝﻠﻲ ﺒﺘﺼﻠﻬﻡ‬
‫ﺒﺸﻜل ﺴﺭﻴﻊ ﺍﺴﺭﻉ ﻤﻥ ﺍﻝﻜﺘﺎﺏ ﻭﻓﻲ ﺍﺴﺘﻔﺎﺩﺓ ﻜﺒﻴﺭﺓ ﻓﻤﺜﻼ ﻝﻤﺎ ﺒﺸﻭﻑ ﺘﺠﺭﺒﺔ ﻤﻌﻠﻤﺔ ﺒﻌﺘﺘﻠﻲ ﺍﻝﻤﻌﺭﺽ‬
‫ﺍﻝﻠﻲ ﻋﻤﻠﺘﻪ ﺒﻌﺘﺘﻠﻲ ﺍﻷﻨﺸﻁﺔ ﺍﻝﻠﻲ ﻋﻤﻠﺘﻬﺎ ﺒﻌﺘﺘﻠﻲ ﺤﺼﺔ ﺼﻔﻴﺔ ﻨﻔﺫﺘﻬﺎ ﻭﺍﺘﻔﺭﺠﺕ ﻋﻠﻴﻬﺎ ﻭﻗﻴﻤﺘﻬﺎ‬
‫ﻭﺭﺠﻌﺘﻬﺎ ﺍﻝﻬﺎ ﻭﺠﺒﺘﻬﺎ ﻝﻠﻤﺸﺭﻑ ﺍﻝﻤﺴﺅﻭل ﻋﻨﻬﺎ ﻭﺍﺭﻓﻘﺕ ﻨﺴﺨﺔ ﻝﻠﻭﺯﺍﺭﺓ ﻴﻌﻨﻲ ﻫﺎﺩ ﺍﻝﺤﻜﻲ ﻋﻤﻠﺘﻪ‬
‫ﺨﻼل ﺜﻭﺍﻨﻲ ﻋﻤﻠﻴﺎ ﻝﻭ ﺒﺩﻱ ﺍﺭﻭﺡ ﻋﺎﻝﻤﺩﺭﺴﺔ ﻭﺍﺘﺎﺒﻊ ﻴﻌﻨﻲ ﺃﻜﻴﺩ ﺒﻴﺎﺨﺩ ﻤﻨﻲ ﻭﻗﺕ ﻝﻜﻥ ﺤﺘﻰ ﻝﻭ ﻜﺎﻥ‬
‫ﻓﻲ ﺍﺸﺭﺍﻑ ﺍﻝﻜﺘﺭﻭﻨﻲ ﺃﻨﺎ ﺒﺭﺃﻴﻲ ﺍﻨﻭ ﻤﺎ ﻻﺯﻡ ﻨﺴﺘﻐﻨﻲ ﻋﻥ ﺍﻹﺸﺭﺍﻑ ﺍﻝﻌﺎﺩﻱ ﺍﻝﻠﻲ ﻓﻲ ﺍﻝﺘﻭﺍﺼل ﺒﻴﻥ‬
‫ﺍﻝﻤﺸﺭﻑ ﻭﺍﻝﻤﻌﻠﻡ ﻴﻌﻨﻲ ﻫﻭ ﻤﻬﻡ ﺠﺩﺍ ﻻﻨﻭ ﻓﻲ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺍﻝﺒﻌﺩ ﺍﻻﻨﺴﺎﻨﻲ ﻤﺵ ﻤﻭﺠﻭﺩ ﻓﻲ‬
‫ﺍﻹﺸﺭﺍﻑ ﻗﻀﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻝﻌﺎﺩﻱ ﻻﺯﻡ ﻴﻀل ﻤﻭﺠﻭﺩ ﻭﺸﻐﺎل ﺍﻝﻰ ﺠﺎﻨﺏ ﺍﻻﺸﺭﺍﻑ ﺍﻻﻝﻜﺘﺭﻭﻨﻲ‪،‬‬
‫ﺍﻻﺸﺭﺍﻑ ﺍﻻﻝﻜﺘﺭﻭﻨﻲ ﻭﺴﻴﻠﺔ ﻤﺴﺎﻋﺩﺓ ﻻ ﺍﻥ ﺘﻜﻭﻥ ﺍﻝﻭﺴﻴﻠﺔ ﺍﻝﻭﺤﻴﺩﺓ ﻴﻌﻨﻲ ﻓﻲ ﻋﻨﺎ ﺤﺼﺹ ﺍﻝﻜﺘﺭﻭﻨﻴﺔ‬

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‫ﻤﺤﻭﺴﺒﺔ ﻤﺘﻭﻓﺭﺓ ﻓﻲ ﺍﻝﻘﺴﻡ ﺒﻜﻡ ﻜﺒﻴﺭ ﺒﻨﻌﺭﻀﻬﺎ ﺃﻭﻗﺎﺕ ﻓﻲ ﺠﻠﺴﺎﺕ ﻤﺎ ﺃﻭ ﻓﻲ ﺍﺠﺘﻤﺎﻋﺎﺘﻨﺎ ﻤﻊ‬
‫ﺍﻝﻤﻌﻠﻤﻴﻥ ﺍﻝﺠﺩﺩ ﺒﺎﻝﺫﺍﺕ ﺒﻨﻌﺭﺽ ﺤﺼﺹ ﻤﺤﻭﺴﺒﺔ ﺒﺘﻡ ﻤﻨﺎﻗﺸﺘﻬﺎ ﻋﻨﺎ ﻝﺠﻨﺔ ﻤﺒﺤﺙ ﺍﻝﻠﻐﺔ ﺍﻻﻨﺠﻠﻴﺯﻴﺔ‬
‫ﻓﻲ ﺍﻝﻬﺎ ﻤﻨﺘﺩﻯ ﻓﻲ ﻋﻨﺎ ﻤﻨﺘﺩﻯ ﻝﻠﻌﻠﻭﻡ ﻤﻭﺠﻭﺩ ﻋﻠﻴﻬﺎ ﺤﺼﺹ ﻤﺤﻭﺴﺒﺔ ﺒﺈﻤﻜﺎﻥ ﺍﻝﻤﻌﻠﻡ ﺍﻻﻁﻼﻉ ﻋﻠﻴﻬﺎ‬
‫ﻭﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻨﻬﺎ ﻴﻌﻨﻲ ﺍﺨﺩ ﺃﻜﺜﺭ ﻤﻥ ﻤﻌﻠﻤﻴﻨﻲ ﻤﻥ ﺃﻜﺜﺭ ﻤﻥ ﻤﺩﺭﺴﺔ ﻭﺍﻀﻴﻊ ﻋﻠﻴﻬﻡ ﻭﻗﺕ ﻭﺠﻬﺩ‬
‫ﻭﻴﺘﺭﻜﻭﺍ ﻤﺩﺍﺭﺴﻬﻡ ﻭﺁﺨﺩﻫﻡ ﻋﻨﺩ ﻤﻌﻠﻡ ﻴﺤﻀﺭﻭﺍ ﺤﺼﺔ ﻓﺒﺈﻤﻜﺎﻨﻲ ﺍﻋﺭﺽ ﻫﺎﻱ ﺍﻝﺤﺼﺹ ﻭﺍﻝﻨﻤﺎﺫﺝ‬
‫ﻭﺍﻋﺭﻀﻬﺎ ﻋﻠﻴﻬﻡ ﻭﻴﺸﻭﻓﻭﺍ ﺴﻠﺒﻴﺎﺕ ﻭﺍﻴﺠﺎﺒﻴﺎﺕ ﻫﺎﻱ ﺍﻝﺤﺼﺹ ﻭﻴﺴﺘﻔﻴﺩﻭﺍ ﻤﻨﻬﺎ ﺍﻝﻜﺘﺭﻭﻨﻴﺎ ﻴﻌﻨﻲ ﻫﺎﺩ‬
‫ﻤﻭﺠﻭﺩ ﻋﻨﺎ ﻭﻫﻭ ﻤﻬﻡ ﻤﻭﺠﻭﺩ ﻋﻨﺎ ﺤﻭﺴﺒﺔ ﺍﻝﺩﺭﻭﺱ ﻤﺵ ‪ %100‬ﻭﻝﻜﻥ ﻫﻭﻱ ﻤﺴﺘﺨﺩﻡ ﻭﻓﻲ ﻋﻨﺎ‬
‫ﻋﺩﺓ ﻤﺸﺎﺭﻴﻊ ﺒﺘﺘﻌﺎﻤل ﻓﻲ ﻫﺫﺍ ﺍﻝﻤﻭﻀﻭﻉ ﻤﻨﻬﺎ ﻤﺸﺭﻭﻉ ) ﻭﻴﻠﺭ ﻭﺍﻨﺘل ﻓﻲ ﺍﻝﺘﻌﻠﻴﻡ( ﻭﻓﻲ ﻤﺸﺎﺭﻴﻊ‬
‫ﻤﻭﺠﻭﺩﺓ ﻭﻤﺘﺒﻨﻴﺘﻬﺎ ﺍﻝﻭﺯﺍﺭﺓ ﻭﺍﺤﻨﺎ ﺒﻨﺸﺘﻐل ﻋﻠﻴﻬﺎ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﻠﻲ ﻫﻲ ﻤﻥ ﺨﻼﻝﻬﺎ ﺒﻨﻔﺫﻭﺍ ﺍﻝﻤﻌﻠﻤﻴﻥ‬
‫ﺤﺼﺹ ﻤﺤﻭﺴﺒﺔ ﺒﻨﺯﻝﻭﺍ ﺃﺸﺭﻁﺔ ﻓﻴﺩﻴﻭ ﺒﻘﺩﻤﻭﻫﺎ ﻝﻁﻼﺒﻬﺎ ﻤﻭﺠﻭﺩ ﻫﺎﺩ ﻓﻲ ﻤﺩﺍﺭﺴﻬﻡ ﺒﺩﻴﺵ ﺍﻗﻭﻝﻙ‬
‫‪ %100‬ﻝﻜﻨﻭﺍ ﻤﻭﺠﻭﺩ ﻓﻌﻼ ﻭﺒﻨﺴﻌﻰ ﻝﺫﻝﻙ ﻓﻲ ﺍﻝﻔﺘﺭﺓ ﺍﻝﻘﺎﺩﻤﺔ ﻴﻌﻨﻲ ﺒﺒﺴﺎﻁﺔ ﻤﻥ ﺨﻼل ﺍﻝﻤﺸﺭﻭﻉ‬
‫ﺍﻻﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﻨﺴﺒﺔ ﻤﻥ ﺍﻝﻤﺩﺍﺭﺱ ﺍﺨﺩﺕ ﻜﻡ ﻜﺒﻴﺭ ﻤﻥ ﺍﻻﺠﻬﺯﺓ ﻭﻓﻲ ﺨﻁﻭﻁ ﻨﺕ ﻋﻡ ﺘﺩﺨل ﻋﻠﻰ‬
‫ﺒﻌﺽ ﺍﻝﻤﺩﺍﺭﺱ ﻤﻥ ﺨﻼل ﻫﺎﺩ ﺍﻝﻤﺸﺭﻭﻉ ﻭﻓﻲ ﻨﻤﺎﺫﺝ ﻤﻤﻭل ﻋﻤﺎﻝﻬﻡ ﺒﺸﺘﻐﻠﻭﺍ ﻋﻠﻴﻬﻡ ﺍﻝﻤﻌﻠﻤﺎﺕ‬
‫ﻭﺒﺘﻌﺎﻤﻠﻭﺍ ﻤﻌﻬﺎ ﻭﻓﻲ ﻤﺩﺭﺴﺔ ﻋﻨﺩﻫﻡ ﺒﻭﺍﺒﺔ ﺍﻝﻜﺘﺭﻭﻨﻴﺔ ﻋﻤﺎﻝﻬﻡ ﺒﺘﻭﺍﺼﻠﻭﺍ ﻤﻊ ﺃﻭﻝﻴﺎﺀ ﺍﻷﻤﻭﺭ ﻤﻥ‬
‫ﻼ ﺼﺎﺭ ﺤﺎﺠﺔ ﻭﻀﺭﻭﺭﺓ ﻭﺍﻝﻭﺯﺍﺭﺓ ﻤﺩﺭﻜﺔ ﻝﻬﺎﺩ ﺍﻝﻤﻭﻀﻭﻉ ﺒﺼﺭﺍﺤﺔ‬
‫ﺨﻼﻝﻬﺎ ﺒﺎﻝﻨﺴﺒﺔ ﺇﻝﻨﺎ ﺃﺼ ﹰ‬
‫ﻭﺸﻐﺎﻝﺔ ﻋﻠﻴﻪ ﻓﻲ ﺃﻜﺜﺭ ﻤﻥ ﻤﺸﺭﻭﻉ ﻴﻌﻨﻲ ﺒﺒﺴﺎﻁﺔ ﻫﻭﻱ ﺘﺤﺩﻱ ﻭﺍﻝﻁﻠﺒﺔ ﺠﻠﻭﺴﻬﻡ ﻋﻠﻰ ﺍﻝﻨﺕ ﺒﺴﺎﻋﺎﺕ‬
‫ﻁﻭﻴﻠﺔ ﻭﺼﺎﺭ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻁﻠﺒﺔ ﻝﻠﻜﻤﺒﻴﻭﺘﺭ ﺃﻤﺭ ﻻ ﻤﻔ ‪‬ﺭ ﻤﻨﻪ ﻭﺘﻔﻜﻴﺭﻨﺎ ﺒﺼﺭﺍﺤﺔ ﻜﻴﻑ ﻤﻤﻜﻥ ﻴﺘﻡ‬
‫ﺍﺴﺘﻐﻼل ﻫﺫﺍ ﺍﻷﻤﺭ‪.‬‬
‫ﺍﻻﺠﺎﺒﺔ ﺍﻝﺴﺅﺍل ﺍﻝﺨﺎﻤﺱ‪ :‬ﺃﻭل ﻤﻌﻭﻕ ﻫﻭ ﻋﺩﻡ ﺘﻭﻓﺭ ﺍﻝﻨﺕ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﻤﺵ ﻜل ﻤﺩﺍﺭﺴﻨﺎ ﻋﻨﺩﻫﺎ ﻨﺕ‬
‫ﻭﻝﻭ ﻜل ﺍﻝﻤﺩﺍﺭﺱ ﻋﻨﺩﻫﺎ ﻨﺕ ﺒﺈﻤﻜﺎﻨﻙ ﺘﻌﻤﻠﻲ ﺸﺒﻜﺔ ﻭﻫﺫﺍ ﺍﻝﺤﻜﻲ ﺒﺴﻬ‪‬ل ﻋﻠﻴﻜﻲ ﺍﻝﺘﻭﺍﺼل ﻤﻊ‬
‫ﺍﻝﻤﺩﺍﺭﺱ ﻻﺯﻡ ﻴﻜﻭﻥ ﻓﻲ ﺘﺴﻬﻴﻼﺕ ﻝﻠﻤﺩﺍﺭﺱ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺨﻁﻭﻁ ﺍﻝﻨﺕ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﻨﻌﻁﻲ‬
‫ﺼﻼﺤﻴﺎﺕ ﺍﻜﺜﺭ ﻝﻠﻤﺩﺍﺭﺱ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺨﻁﻭﻁ ﺍﻝﻨﺕ ﺒﺤﻴﺙ ﺇﻨﻭ ﻴﻜﻭﻥ ﻓﻲ ﺘﻭﺍﺼل ﺍﻝﻜﺘﺭﻭﻨﻲ‪ ،‬ﺍﻝﺸﻐﻠﺔ‬
‫ﺍﻝﺘﺎﻨﻴﺔ ﻫﻭﻱ ﻤﺘﻭﺍﺠﺩ ﺃﺠﻬﺯﺓ ﻝﻜﻥ ﺒﺠﻭﺯ ﻝﺴﻪ ﻤﻌﻅﻡ ﺍﻝﻤﺩﺍﺭﺱ ﻨﺴﺒﺔ ﻜﺒﻴﺭﺓ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﻓﻴﻬﺎ ﺃﺠﻬﺯﺓ‬
‫ﺤﺎﺴﻭﺏ ﻝﻜﻥ ﻴﻤﻜﻥ ﻻﺯﻡ ﻴﻜﻭﻥ ﻓﻲ ﺘﻭﻅﻴﻑ ﺃﻜﺜﺭ ﺃﻭ ﺘﻭﺍﻓﺭ ﺃﺠﻬﺯﺓ ﺃﻜﺜﺭ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ‪ ،‬ﻤﻌﻠﻤﻴﻨﺎ‬
‫ﺒﻨﺩﺭﺒﻬﻡ ﻋﻤﺎﻝﻨﺎ ﻋﻠﻰ ﻗﻀﻴﺔ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻨﺕ ﻭﻓﻲ ﻋﻨﺎ ﺩﻭﺭﺍﺕ ‪ Intel‬ﺘﻘﺭﻴﺒﺎ ﻏﻁﺕ ﺒﺤﺩﻭﺩ ‪3000‬‬
‫ﻤﻌﻠﻡ ﻻﺴﺘﺨﺩﺍﻡ ﺍﻝﺤﺎﺴﻭﺏ ﻝﻜﻥ ﻻﺯﻝﻨﺎ ﻤﺤﺘﺎﺠﻴﻥ ﻝﺠﻬﻭﺩ ﺃﻜﺜﺭ ﺤﺘﻰ ﻨﺩﺭﺏ ﻤﻌﻠﻤﻴﻨﺎ ﺃﻜﺜﺭ ﻋﻠﻰ ﺍﺴﺘﺨﺩﺍﻡ‬
‫ﺍﻝﻜﻤﺒﻴﻭﺘﺭ ﻭﺒﺘﻭﻗﻊ ﺍﺤﻨﺎ ﻜﺎﻥ ﻓﻲ ﺤﺩﻴﺙ ﻤﻊ ﺠﺎﻤﻌﺔ ﺍﻝﻨﺠﺎﺡ ﺃﻨﻭ ﺍﻴﻀﺎ ﺍﻝﺨﺭﻴﺠﻴﻥ ﺍﻝﺠﺩﺩ ﻵﺯﻡ ﻴﻤﺘﺎﺯﻭﺍ‬
‫ﺒﺎﻝﻘﺩﺭﺓ ﻭﺍﻝﻤﻬﺎﺭﺓ ﻓﻲ ﺍﺴﺘﺨﺩﺍﻡ ﻭﻫﺫﺍ ﺘﺤﺩﻱ ﺒﻌﺘﺒﺭﻩ ﻜﺜﻴﺭ ﻤﻬﻡ ﻝﻴﺵ ﻷﻨﻭ ﻻﺯﺍل ﺒﻴﺠﻴﻠﻨﺎ ﻋﻤﺎﻝﻭﺍ ﺒﻌﺽ‬
‫ﺍﻝﻤﻌﻠﻤﻴﻥ ﺍﻝﺠﺩﺩ ﺍﻝﻠﻲ ﺒﻴﺘﺨﺭﺠﻭﺍ ﻋﻤﺎﻝﻬﻡ ﻤﻥ ﺍﻝﺠﺎﻤﻌﻪ ﻭﻤﻌﻨﺩﻫﻤﺵ ﺍﻝﻘﺩﺭﺓ ﺍﻝﻜﺎﻓﻴﺔ ﻋﻠﻰ ﺍﺴﺘﺨﺩﺍﻡ‬

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‫ﺍﻝﺤﺎﺴﻭﺏ‪ ،‬ﻓﻲ ﺠﺎﻤﻌﺔ ﺍﻝﻨﺠﺎﺡ ﻓﻲ ﻤﺴﺎﻕ ﻴ‪‬ﻁﺭﺡ ﻝﻜﻥ ﻫﺫﺍ ﺍﻝﻤﺴﺎﻕ ﺍﻝﻁﺎﻝﺏ ﻨﺎﺠﺢ ﺃﻭ ﺭﺍﺴﺏ ﻓﻴﻪ ﻵﺯﻡ‬
‫ﺍﻝﻁﺎﻝﺏ ﺍﻝﻠﻲ ﺒﻴﺘﺨﺭﺝ ﺤﺎﻝﻴﺎ ﻤﻥ ﺍﻝﺠﺎﻤﻌﺔ ﻁﺎﻝﺏ ﻤﺅﻫل ﻭﻴﻤﺘﻠﻙ ﻤﻬﺎﺭﺍﺕ ﻭﻗﺩﺭﺍﺕ ﻓﻲ ﻤﺠﺎل ﺘﻭﻅﻴﻑ‬
‫ﺍﻝﺤﺎﺴﻭﺏ ﻓﻲ ﺍﻝﺘﺩﺭﻴﺱ ﺒﺤﻴﺙ ﻓﻌﻠﻴﺎ ﻴﻘﺩﺭ ﻴﺩﺨل ﺤﺩﺍﺜﺔ ﻭﺨﺒﺭﺍﺘﻪ ﻋﻠﻰ ﺃﺴﺎﻝﻴﺏ ﺍﻝﺘﺩﺭﻴﺱ ﻭﻫﺫﺍ ﻓﻌﻠﻴﺎ‬
‫ﺍﺤﻨﺎ ﻤﺵ ﻋﻡ ﺒﻨﺸﻭﻓﻭﺍ ﺒﺼﺭﺍﺤﺔ ﻻﺯﺍل ﺒﻴﺠﻲ ﻋﻨﺎ ﻤﻌﻠﻤﻴﻥ ﺠﺩﺩ ﻭﻻﺯﻝﻨﺎ ﺒﻨﺩﺭﺒﻬﻡ ﺃﻴﻀﺎ ﻋﻠﻰ ﻜﻴﻔﻴﺔ‬
‫ﺘﻭﻅﻴﻑ ﺍﻝﺤﺎﺴﻭﺏ ﻓﻲ ﺍﻝﺘﺩﺭﻴﺱ ﻭﻋﻠﻰ ﻜﻴﻔﻴﺔ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺤﺎﺴﻭﺏ ﻭﻻﺯﻡ ﻴﻜﻭﻥ ﻓﻲ ﺠﻬﺩ ﻤﻥ‬
‫ﺍﻝﺠﺎﻤﻌﺎﺕ ﺒﺤﻴﺙ ﻴﺘﺨﺭﺝ ﻤﻌﻠﻤﻴﻨﺎ ﺍﻵﻥ ﺤﺎﻝﻴﺎ ﺒﺄﺴﺎﻝﻴﺏ ﻭﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺘﺩﺭﻴﺱ ﺤﺩﻴﺜﺔ ﺘﺤﺩﺙ ﻓﻌﻠﻴﺎ‬
‫ﺘﻐﻴﻴﺭ ﻋﻠﻰ ﺍﻝﻭﺍﻗﻊ‪ ،‬ﻋﻨﺩﻤﺎ ﺴﺅﻝﺕ ﻋﻥ ﺍﻝﺘﻜﻠﻔﺔ ﺍﻝﻤﺎﺩﻴﺔ ﺃﺠﺎﺒﺕ ﻴﻌﻨﻲ ﻁﺒﻌﺎ ﺍﻨﺘﻲ ﻝﻤﺎ ﺒﺘﺘﺤﺩﺜﻲ ﻋﻤﺎﻝﻙ‬
‫ﻋﻥ ﺸﺒﻜﺔ ﺍﻨﺘﺭﻨﺕ ﺒﺩﻫﺎ ﻤﺒﺎﻝﻎ ﺸﻬﺭﻴﺔ ﺘﺩﻓﻊ ﻭﻗﺩ ﺘﻜﻭﻥ ﻫﺎﻱ ﺒﺎﻝﻨﺴﺒﺔ ﻝﺒﻌﺽ ﺍﻝﻤﺩﺍﺭﺱ ﻋﺏﺀ ﻭﺘﻜﻠﻔﺔ‬
‫ﻴﻌﻨﻲ ﺃﻨﺎ ﻝﻤﺎ ﺒﺘﻭﺍﺼل ﺍﻝﻜﺘﺭﻭﻨﻲ ﻤﻊ ﺒﻌﺽ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻋﻨﺩﻱ‪ ،‬ﻋﻨﺩﻫﻡ ﺃﺠﻬﺯﺓ ﻭﺸﺒﻜﺔ ﻨﺕ ﻓﻲ ﺒﻴﻭﺘﻬﻡ‬
‫ﻓﺒﺭﻀﻭﺍ ﻫﺎﺫﺍ ﺍﻝﺤﻜﻲ ﺒﺸﻜل ﻋﺎﺌﻕ ﺒﺎﻝﻨﺴﺒﺔ ﺇﻝﻲ ﺇﻨﻭ ﻝﺴﻪ ﻓﻲ ﻤﺠﺘﻤﻌﻨﺎ ﻓﻲ ﻨﺴﺒﺔ ﻤﻥ ﺍﻝﻨﺎﺱ ﻝﺴﻪ ﻤﺵ‬
‫ﻤﺘﻭﺍﻓﺭ ﻋﻨﺩﻫﺎ ﻨﺕ ﺍﻝﻠﻲ ﻫﻴ‪‬ﺎ ﺒﺘﺴﺘﺨﺩﻤﻪ ﻓﺄﻨﺎ ﺒﺘﻭﻗﻊ ﺇﻨﻭ ﺃﻜﻴﺩ ﺒﺸﻜل ﻋﺎﺌﻕ ﺇﻝﻰ ﺤﺩ ﻤﺎ ﻭﺃﻴﻀﺎ ﺘﻭﺍﻓﺭ‬
‫ﺃﺠﻬﺯﺓ ﺤﺎﺴﻭﺏ ﺒﻜﻡ ﻜﺒﻴﺭ ﻭﺸﺎﻤل ﺒﺤﻴﺙ ﻴﻐﻁﻲ ﻜل ﺃﻋﻀﺎﺀ ﺍﻝﻬﻴﺌﺔ ﺍﻝﺘﺩﺭﻴﺴﻴﺔ ﺒﺭﻀﻭﺍ ﻫﺎﺫﺍ ﺒﺤﺘﺎﺝ‬
‫ﻝﺠﻬﻭﺩ ﺒﺱ ﺃﻨﺎ ﺒﺘﻭﻗﻊ ﻓﻲ ﻫﺫﺍ ﺍﻝﻤﻭﻀﻭﻉ ﺍﺤﻨﺎ ﻋﻡ ﺒﻨﺨﻁﻲ ﺨﻁﻭﺍﺕ ﻜﺜﻴﺭ ﺃﻓﻀل ﻤﻥ ﻜﺜﻴﺭ ﻤﻥ ﺍﻝﺩﻭل‬
‫ﻋﺭﺒﻴﺔ ﻤﻥ ﺍﻝﻠﻲ ﺤﻭﺍﻝﻴﻨﺎ ﻓﻌﻠﻴﺎ ﻴﻌﻨﻲ ﺃﻨﺎ ﺍﺸﺘﻐﻠﺕ ﻓﻲ ﺍﻹﺸﺭﺍﻑ ﺒﺼﺭﺍﺤﺔ ﺒﺠﻭﺯ ﺒﺎل‪ 95‬ﻴﻌﻨﻲ ﻓﻲ‬
‫ﺘﻁﻭﺭ ﻨﻭﻋﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﻤﺵ ﺒﺠﺎﻤل ﻓﻲ ﺘﻁﻭﺭ ﺴﺭﻴﻊ ﺠﺩﺍ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺒﻤﻌﻨﻰ ﺇﻨﻭ ﻤﺩﺍﺭﺴﻨﺎ‬
‫ﺒﺘﺴﻌﻰ ﻤﻥ ﺨﻼل ﻤﺅﺴﺴﺎﺕ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﻤﺤﻠﻲ ﺒﺘﻠﺒﻲ ﺍﺤﺘﻴﺎﺠﺎﺘﻬﺎ ﻴﻌﻨﻲ ﻫﺎﺫﺍ ﺍﻝﺤﻜﻲ ﻤﻭﺠﻭﺩ ﺒﺼﺭﺍﺤﺔ‬
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‫ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻝﺴﺎﺩﺱ‪ :‬ﻴﻌﻨﻲ ﺃﻨﺎ ﺒﺭﺃﻴﻲ ﺒﻘﻭل ﺇﻨﻭ ﺃﻭﻻ ﻻﺯﻡ ﻨﻌﻁﻲ ﺼﻼﺤﻴﺎﺕ ﺃﻜﺘﺭ‬
‫ﻝﻠﻤﺩﺍﺭﺱ ﺤﺘﻰ ﺘﻘﺩﺭ ﺇﻨﻬﺎ ﺘﺤﺼل ﻴﻌﻨﻲ ﻓﻲ ﺒﻌﺽ ﺍﻝﻤﺩﺍﺭﺱ ﻴﻤﻜﻥ ﻴﻜﻭﻥ ﻓﻲ ﻋﻨﺩﻫﺎ ﺘﻘﺩﺭ ﺘﺘﻭﺍﺼل‬
‫ﻤﻊ ﻤﺅﺴﺴﺎﺕ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﻤﺤﻠﻲ ﺒﺤﻴﺙ ﺇﻨﻬﺎ ﺘﻌﻁﻴﻬﺎ ﺨﻁﻭﻁ ﻨﺕ ﺃﻴﻀﺎ ﻻﺯﻡ ﻴﻜﻭﻥ ﻓﻲ ﺘﻭﺍﺼل ﻤﻊ‬
‫ﺍﻝﻤﺅﺴﺴﺎﺕ ﺍﻝﻤﻌﻨﻴﺔ ﺒﺤﻴﺙ ﺇﻨﻭ ﻴﻜﻭﻥ ﻝﻠﻤﺩﺍﺭﺱ ﻤﻭﻗﻊ ﺨﺎﺹ ﻴﻌﻨﻲ ﻤﺨﺘﻠﻑ ﺒﺤﻴﺙ ﻴﻤﻜﻥ ﺘﺯﻭﻴﺩ ﻫﺎﻱ‬
‫ﺍﻝﻤﺅﺴﺴﺎﺕ ﺃﻭ ﺍﻝﻤﺩﺍﺭﺱ ﺒﺨﻁﻭﻁ ﻨﺕ ﺒﺄﺴﻌﺎﺭ ﺃﻗل ﺒﺤﻴﺙ ﺘﻘﺩﺭ ﺍﻝﻤﺩﺭﺴﺔ ﺘﺩﻓﻊ ﻤﺜل ﻫﺎﻱ ﺍﻝﺘﻜﺎﻝﻴﻑ‪،‬‬
‫ﺜﺎﻨﻴﺎﹰ‪ :‬ﻻﺯﻡ ﻴﻜﻭﻥ ﻓﻲ ﺸﺭﺍﻜﺔ ﻤﻊ ﻤﺅﺴﺴﺎﺕ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﻤﺤﻠﻲ ﺇﺤﻨﺎ ﻋﻠﻰ ﻓﻜﺭﺓ ﻓﻌﻠﻴﺎ ﻤﺅﺴﺴﺎﺕ‬
‫ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﻤﺤﻠﻲ ﻤﻌﻅﻤﻬﺎ ﻤﻐﻴﺒﺔ ﻋﻥ ﺍﻝﻭﺍﻗﻊ ﺍﻝﺘﻌﻠﻴﻤﻲ ﺇﻝﻰ ﺤﺩ ﻤﺎ ﺒﻤﻌﻨﻰ ﺇﻨﻭ ﻜﺜﻴﺭ ﻤﺅﺴﺴﺎﺕ ﺒﺘﻬﺎﺠﻡ‬
‫ﺒﺘﺘﺤﺩﺙ ﻋﻥ ﻭﺍﻗﻊ ﺘﻌﻠﻴﻤﻲ ﻭﻻ ﺘﻘﺩﻡ ﺍﻝﺩﻋﻡ ﺍﻝﻜﺎﻓﻲ ﻝﻠﻤﺩﺍﺭﺱ ﺒﺤﻴﺙ ﻴﻜﻭﻥ ﻓﻲ ﺸﺭﺍﻜﺔ ﻤﻊ ﻤﺅﺴﺴﺎﺕ‬
‫ﻫﺫﺍ ﺍﻝﻤﺠﺘﻤﻊ ﻭﺘﺩﻋﻡ ﺍﻝﻤﺩﺍﺭﺱ ﻴﻌﻨﻲ ﺒﺒﺴﺎﻁﺔ ﺒﺤﻜﻲ ﻋﻥ ﻤﻠﺘﻘﻰ ﺘﺭﺒﻭﻱ ﺃﻨﺎ ﻨﻔﺫﺘﻪ ﺍﻝﻴﻭﻡ ﻭﺒﻜﺭﻩ ﻭﻜﺎﻥ‬
‫ﻫﺫﺍ ﺍﻝﻤﻠﺘﻘﻰ ﺒﺒﺴﺎﻁﺔ ﺒﺤﺘﺎﺝ ﺇﻝﻰ ﺩﻋﻡ ﻤﺎﺩﻱ ﻷﻨﻭ ﺃﺒﺤﺎﺙ ﺘﺭﺒﻭﻴﺔ ﺒﺤﺘﺎﺝ ﻴﻜﻭﻥ ﻓﻲ ﻤﺅﺴﺴﺎﺕ ﻤﺠﺘﻤﻊ‬
‫ﻤﺤﻠﻲ ﻗﺎﺩﺭﻩ ﺇﻨﻬﺎ ﺘﺘﺒﻨﻰ ﻤﺜل ﻫﺎﻱ ﺍﻷﺒﺤﺎﺙ ﻭﺒﺘﺸﺠﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ‪ ،‬ﻭﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﻜل ﺩﻭل ﺍﻝﻌﺎﻝﻡ‬
‫ﻓﻲ ﺇﻝﻭ ﻤﺭﺼﻭﺩ ﻤﻴﺯﺍﻨﻴﺎﺕ ﻜﺒﻴﺭﺓ ﻓﻌﻠﻴﹰﺎ ﺒﺘﻼﻗﻲ ﻓﻲ ﻤﺅﺴﺴﺎﺕ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﻤﺤﻠﻲ ﻋﻨﹼﺎ ﻤﺎ ﻋﻨﺩﻫﺎ‬

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‫ﺍﻹﺴﺘﻌﺩﺍﺩ ﺍﻝﻜﺒﻴﺭ ﺇﻨﻬﺎ ﺘﺘﺒﻨﻰ ﻤﺜل ﻫﺫﻩ ﺍﻝﻘﻀﺎﻴﺎ ﻝﻜﻨﻬﺎ ﺘﺘﺒﻨﻰ ﻗﻀﺎﻴﺎ ﺃﺨﺭﻯ ﻜﺜﻴﺭﺓ ﻤﺎﻝﻬﺎﺵ ﻋﻼﻗﺔ‬
‫ﺒﻭﺍﻗﻌﻨﺎ ﺍﻝﺘﺭﺒﻭﻱ‪ ،‬ﺒﺠﻭﺯ ﺤﻜﻴﺕ ﻤﻊ ﺃﻜﺜﺭ ﻤﻥ ﻤﺅﺴﺴﺔ ﻓﻲ ﻗﻀﻴﺔ ﺩﻋﻡ ﺍﻝﻤﻠﺘﻘﻰ ﻭﻤﺤﺴﻴﺘﺵ ﺇﻨﻭ ﻓﻲ‬
‫ﻫﻨﺎﻙ ﺇﻗﺒﺎل ﻜﺒﻴﺭ ﻋﻠﻰ ﻫﺫﺍ ﺍﻝﻤﻭﻀﻭﻉ ﻓﺄﻨﺎ ﻨﻔﺫﺕ ﻤﻠﺘﻘﻰ ﺘﺭﺒﻭﻱ ﻴﻤﻜﻥ ﻝﻤﺩﺓ ﻴﻭﻤﻴﻥ ﺏ ‪ 22‬ﺒﺤﺙ‬
‫ﺒﺘﻜﻠﻔﺔ ﻤﺎﻝﻴﺔ ﺯﻫﻴﺩﺓ ﺠﺩﺍ ﺠﺩﺍ ﻷﻨﻭ ﻤﺎ ﻜﺎﻥ ﻓﻴﻪ ﺩﻋﻡ‪ ،‬ﻫﻼ ﺒﺭﻀﻭﺍ ﻻﺯﻡ ﻴﻜﻭﻥ ﻓﻲ ﺸﺭﺍﻜﺔ ﻤﻊ‬
‫ﻤﺅﺴﺴﺎﺕ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﻤﺤﻠﻲ ﻭﻫﺎﻱ ﺍﻝﻤﺅﺴﺴﺎﺕ ﻻﺯﻡ ﺘﺂﺨﺫ ﺩﻭﺭﻫﺎ ﻓﻲ ﺭﻋﺎﻴﺔ ﺍﻝﻤﺩﺍﺭﺱ ﻭﺩﻋﻤﻬﺎ‪ ،‬ﻓﻲ‬
‫ﻜل ﺩﻭل ﺍﻝﻌﺎﻝﻡ ﻤﺅﺴﺴﺎﺕ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﻤﺤﻠﻲ ﺇﻝﻬﺎ ﺩﻭﺭ ﻜﺒﻴﺭ ﻜﺜﻴﺭ ﻤﻊ ﺍﻝﻤﺩﺍﺭﺱ ‪.‬‬
‫ﻤﺸﺭﻑ)‪ (8‬ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻷﻭل ‪ :‬ﺃﻨﻨﺎ ﻨﻭﺍﻜﺏ ﺍﻝﺘﻁﻭﺭ ﻓﻲ ﻜل ﻤﻨﺎﺤﻲ ﺤﻴﺎﺘﻨﺎ ﻝﺫﻝﻙ ﻓﺈﻥ‬
‫ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻤﻥ ﺃﻭﻝﻰ ﻫﺫﻩ ﺍﻝﻤﻨﺎﺤﻲ ﺃﻥ ﻴﻌﺘﻤﺩ ﻋﻠﻰ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﺒﺎﻝﺘﺎﻝﻲ ﺍﻝﺠﻭﺍﺏ‬
‫ﺒﺎﻹﻴﺠﺎﺏ ﻀﺭﻭﺭﻱ ﺠﺩﺍ ﺍﻋﺘﻤﺎﺩ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻭﺍﻝﻨﻭﺍﺤﻲ ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻑ‬
‫ﺍﻝﺘﺭﺒﻭﻱ‪ ،‬ﻝﻤﺎ ﻝﻪ ﻤﻥ ﻓﻭﺍﺌﺩ ﻤﻨﻬﺎ ﺍﺨﺘﺼﺎﺭ ﺍﻝﻭﻗﺕ‪ ،‬ﺘﻌﻤﻴﻡ ﺍﻝﻔﺎﺌﺩﺓ ﻋﻠﻰ ﺃﻜﺒﺭ ﻗﻁﺎﻉ ﻤﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ‪،‬‬
‫ﺘﻭﻓﻴﺭ ﺍﻝﺠﻬﺩ ﻭﺍﻝﻤﺎل‪.‬‬
‫ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻝﺜﺎﻨﻲ‪ :‬ﻻ ﺃﺴﺘﻁﻴﻊ ﺍﻝﻘﻭل ﺃﻨﻪ ﻤﻁﻠﺏ ﻭﺍﻨﻤﺎ ﻫﻭ ﺃﻤﺭ ﻴﺤﺙ ﻋﻠﻴﻪ ﺩﺍﺌﻤﺎ‪ ،‬ﻷﻨﻪ ﺍﺫﺍ‬
‫ﻗﻠﻨﺎ ﺃﻨﻪ ﻤﻁﻠﺏ ﻓﻤﻌﻨﻰ ﺫﻝﻙ ﺃﻥ ﻤﻥ ﻻ ﻴﻘﻭﻡ ﺒﻪ ﺴﻭﻑ ﻴﺤﺎﺴﺏ‪ ،‬ﻭﻋﻠﻴﻪ ﻫﻭ ﻝﻴﺱ ﻤﻁﻠﺏ ﻭﺍﻨﻤﺎ ﺃﻤﺭ‬
‫ﺃﺸﺒﻪ ﺒﺎﻝﻤﻁﻠﺏ ﻓﺎﻝﻭﺯﺍﺭﺓ ﺘﺴﻌﻰ ﺇﻝﻴﺔ ﺒﺨﻁﻭﺍﺕ ﺤﺜﻴﺜﺔ ﻓﻬﻲ ﺘﻘﻭﻡ ﺒﺎﻝﺩﻭﺭﺍﺕ ﻭﺘﺄﻫﻴل ﺍﻝﻨﺎﺱ‪ ،‬ﻭﺤﺙ‬
‫ﺍﻝﻤﺸﺭﻓﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﻨﺘﺴﺒﻴﻥ ﻝﻠﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﻜﺎﻓﺔ ﺃﻥ ﻴﻁﻭﺭﻭﺍ ﺃﻨﻔﺴﻬﻡ‪.‬‬
‫ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻝﺜﺎﻝﺙ‪ :‬ﻓﻲ ﺤﺩﻭﺩ ﻤﻌﺭﻓﺘﻲ ﻫﻨﺎﻙ ﺍﻝﺨﻁﺔ ﺍﻹﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﻝﻠﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺘﺘﻁﺭﻕ‬
‫ﻝﺘﻔﻌﻴل )‪ (ICT‬ﻭﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ﺃﻭ ﻓﻲ ﺍﻝﻤﻘﺩﻤﺔ ﻤﻨﻬﺎ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ‪.‬‬
‫ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻝﺭﺍﺒﻊ‪ :‬ﻫﻨﺎﻝﻙ ﻤﺠﺎﻻﺕ ﻜﺜﻴﺭﺓ ﻨﺒﺩﺃ ﺒﺎﻷﻋﻤﺎل ﺍﻝﻠﻭﺠﺴﺘﻴﺔ ﺍﻹﺩﺍﺭﻴﺔ ﻫﻨﺎﻝﻙ ﺤﻭﺴﺒﺔ‬
‫ﺍﻝﻨﻤﺎﺫﺝ ﻭﺍﻝﺘﻘﺎﺭﻴﺭ ﻭﻗﺒل ﺃﻜﺜﺭ ﻤﻥ ‪ 4-3‬ﺴﻨﻭﺍﺕ ﺠﻤﻴﻊ ﺍﻝﺘﻘﺎﺭﻴﺭ ﻤﺤﻭﺴﺒﺔ ﻴﺘﻡ ﻜﺘﺎﺒﺘﻬﺎ ﺒﺎﻝﺤﺎﺴﺏ ﺍﻭ‬
‫ﺒﺎﻝﻜﻤﺒﻴﻭﺘﺭ ﺃﻤﺎ ﺍﺫﺍ ﺩﺨﻠﻨﺎ ﺇﻝﻰ ﺼﻤﻴﻡ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﻓﻬﻨﺎﻙ ﺴﻴﻜﻭﻥ ﻭﺭﺸﺎﺕ ﻋﻤل ﻤﻤﻜﻥ ﻤﻥ ﺨﻼل‬
‫ﺍﻝﻤﻨﺘﺩﻴﺎﺕ ﻋﻤل ﻋﺭﻭﺽ ﻝﻠﻤﻌﻠﻤﻴﻥ ﻓﺒﺩﻻ ﻤﻥ ﺍﻥ ﻴﻘﻀﻲ ﺍﻝﻤﺸﺭﻑ ﻴﻭﻤﺎ ﻜﺎﻤﻼ ﻓﻲ ﻤﺩﺭﺴﺔ ﻤﺎ ﻤﻥ‬
‫ﺃﺠل ﻤﻌﻠﻡ ﻭﺍﺤﺩ ﻭﻤﻌﻠﻤﻴﻥ ﺃﻭ ﺜﻼﺜﺔ ﻋﻠﻰ ﺍﻷﻜﺜﺭ ﺒﺎﺴﺘﻁﺎﻋﺘﻪ ﺍﻝﺘﻭﺍﺼل ﻓﻲ ﻅل ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺎﺕ‬
‫ﺍﻝﺘﻭﺍﺼل ﻤﻊ ﻗﻁﺎﻉ ﻭﺍﺴﻊ ﻤﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻫﺫﺍ ﺠﺎﻨﺏ ﺠﺎﻨﺏ ﺜﺎﻨﻲ ﺍﻝﻠﻲ ﻫﻲ ﻋﻤل ﻨﻤﺎﺫﺝ ﺍﺤﻨﺎ ﺒﻨﺴﻤﻴﻬﺎ‬
‫ﺃﺤﻴﺎﻨﺎ ﻓﻼﺸﺎﺕ ﻫﺎﺫﻱ ﺒﺩﻫﺎ ﺠﻬﺩ ﺍﻝﻜﺘﺭﻭﻨﻲ ﻝﺘﻌﻤﻴﻤﻬﺎ ﻤﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻜﻨﻤﺎﺫﺝ ﻤﻥ ﺤﺼﺹ ﺃﻭ ﻤﻭﺍﻗﻑ‬
‫ﺘﻌﻠﻴﻤﻴﺔ ﻨﺎﺠﺤﺔ ﻁﺒﻌﺎ ﻴﺠﺏ ﺍﻝﺤﺩﻴﺙ ﺃﻨﻭ ﻫﻨﺎﻙ ﺒﻌﺽ ﺍﻝﻌﻘﻠﻴﺎﺕ ﻝﻴﺴﺕ ﺭﺍﻓﻀﺔ ﻝﻠﻌﻤل ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻝﻜﻥ‬
‫ﺘﺘﻠﻜﺄ ﺒﺫﻝﻙ ﺨﻭﻓﺎ ﻤﻨﻬﻡ ﻤﻥ ﻜل ﺠﺩﻴﺩ ﻭﻝﻜﻥ ﺍﺫﺍ ﺭﺃﻭ ﺍﻝﻭﺍﻗﻊ ﻓﺈﻨﻬﻡ ﺴﻭﻑ ﻴﻨﺠﺫﺒﻭﻥ ﻝﺫﻝﻙ ﻭﻀﺭﺏ ﻤﺜﺎﻻ‬
‫ﻋﻨﺎ ﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻴﺔ ﺍﻹﺴﻼﻤﻴﺔ ﻭﺍﻝﺘﺭﺒﻴﺔ ﺍﻹﺴﻼﻤﻴﺔ ﻤﻥ ﺍﻝﻤﻭﺍﻀﻴﻊ ﺍﻝﺘﻲ ﺘﺼﻨﻑ ﺒﺄﻨﻬﺎ ﻤﻭﻀﻭﻋﺎ ﺨﺎﻓﹰﺎ‬
‫ﺃﺤﻴﺎﻨﺎ ﻷﻨﻨﺎ ﻜﻠﻤﺎ ﻨﺘﺤﺩﺙ ﻋﻥ ﺍﻝﻨﻭﺍﺤﻲ ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ ﻴﻘﻔﺯ ﻝﻠﺫﻫﻥ ﺍﻝﻌﻠﻭﻡ ﻭﺍﻝﺭﻴﺎﻀﻴﺎﺕ ﻭﺍﻝﻠﻐﺎﺕ ﻭﺍﻝﻰ‬
‫ﺁﺨﺭﻩ ﻭﻴﻨﺄﻭﻥ ﺒﺄﻨﻔﺴﻬﻡ ﻋﻥ ﺍﻹﺠﺘﻤﺎﻋﻴﺎﺕ ﻭﺍﻝﺘﺭﺒﻴﺔ ﺍﻹﺴﻼﻤﻴﺔ ﻝﻜﻥ ﻜﺎﻨﺕ ﻤﺒﺎﺩﺭﺓ ﻤﻥ ﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻴﺔ‬
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‫ﺍﻹﺴﻼﻤﻴﺔ ﺃﻥ ﻋﻤل ﻴﻭﻤﻴﻥ ﺩﺭﺍﺴﻴﻴﻥ ﻝﻤﻌﻠﻤﻲ ﺍﻝﺘﺭﺒﻴﺔ ﺍﻹﺴﻼﻤﻴﺔ ﻜﺎﻓﺔ ﻜﻴﻔﻴﺔ ﺘﻭﻅﻴﻑ ﺍﻝﺒﻭﺭﺒﻭﻴﻨﺕ ﻓﻲ‬
‫ﺘﻘﺩﻴﻡ ﺤﺼﺹ ﻓﻲ ﺍﻝﺘﺭﺒﻴﺔ ﺍﻹﺴﻼﻤﻴﺔ‪ ،‬ﺍﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﻴﺴﺎﻋﺩ ﺠﺩﺍ ﻭﻻ‬
‫ﺃﺭﻯ ﻤﺎﻨﻌﺎ ﻓﻲ ﺫﻝﻙ ﻷﻥ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻹﺸﺭﺍﻓﻴﺔ ﺘﻭﺃﻤﺎﻥ ﻴﺴﻴﺭﺍﻥ ﺠﻨﺒﺎ ﺍﻝﻰ ﺠﻨﺏ ﻓﻼ ﻴﻌﻘل ﺃﻥ‬
‫ﻨﻁﻠﺏ ﻤﻥ ﺍﻝﻤﻌﻠﻡ ﺃﻥ ﻴﻭﻅﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻭﻴﻜﻭﻥ ﺍﻹﺸﺭﺍﻑ ﺒﺎﻝﻁﺭﻴﻘﺔ ﺍﻝﺘﻘﻠﻴﺩﻴﺔ ﻓﻬﻭ ﻴﺴﺘﻭﺠﺏ‬
‫ﺒﺎﻝﻀﺭﻭﺭﺓ ﺃﻥ ﻴﻁﻭﺭ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻝﻴﺼﺒﺢ ﺍﻝﻜﺘﺭﻭﻨﻴﺎ ﻜﻲ ﻴﻭﺍﻜﺏ ﺍﻝﻤﻌﻠﻤﻴﻥ‪ ،‬ﻭﺃﻀﺎﻑ ) ﻴﻭﺠﺩ‬
‫ﻻ ﺒﻬﺎ ﻤﻭﺠﻭﺩﺓ ﻋﻠﻰ ﺍﻝﺤﺎﺴﻭﺏ ﺒﻴﺎﻨﺎﺕ ﻋﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻭﻋﻥ ﺯﻴﺎﺭﺍﺘﻬﻡ‪،‬‬
‫ﻗﺎﻋﺩﺓ ﺒﻴﺎﻨﺎﺕ ﻋﻨﺎ ﻻﻨﺘﻌﺎﻤل ﺍ ﹼ‬
‫ﺒﻴﺎﻨﺎﺕ ﻋﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ ﻋﻨﺎ ﺴﺠل ﺍﻝﺯﻴﺎﺭﺍﺕ ﺍﻹﺸﺭﺍﻓﻴﺔ ﻴﺩﻭﻥ ﻓﻴﻪ ﺃﺴﻤﺎﺀ ﺠﻤﻴﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ‬
‫ﻭﺘﺨﺼﺼﺎﺘﻬﻡ ﻭﺍﻝﻰ ﺁﺨﺭﻩ ﻭﻴﺘﻡ ﻋﻤل ﻨﺴﺨﺘﻴﻥ ﻨﺴﺨﺔ ﻭﺭﻗﻴﺔ ﻷﻨﻭ ﻝﻡ ﻨﺘﺤﺭﺭ ﺒﻌﺩ ﻤﻥ ﺍﻻﺴﺘﻌﻤﺎل‬
‫ﻻ‬
‫ﺍﻝﻭﺭﻗﻲ ﻭﻨﺴﺨﺔ ﺍﻝﻜﺘﺭﻭﻨﻴﺔ ﻝﻤﻥ ﻴﺭﻏﺏ ﻝﻡ ﺘﺼل ﻝﻤﺭﺤﻠﺔ ﺍﻹﻝﺯﺍﻡ ﻝﻜﻥ ﻫﻲ ﻤﻭﻅﻔﺔ ﻭﻴﺴﺘﻔﺎﺩ ﻤﻨﻬﺎ ﻓﺒﺩ ﹰ‬
‫ﻤﻥ ﺃﻥ ﻴﺤﻤل ﺍﻝﻤﺸﺭﻑ ﻤﻌﻪ ﺍﻝﺴﺠل ﺍﻝﻭﺭﻗﻲ ﻫﻨﺎﻙ ﺒﻜﻭﻥ ﺍﻝﻜﺘﺭﻭﻨﻴﺎ ﻭﻴﺴﺘﻁﻴﻊ ﻤﺘﺎﺒﻌﺘﻬﺎ ﻭﺘﺤﺩﻴﺜﻬﺎ‬
‫ﻭﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺍﻝﻤﻌﻠﻭﻤﺔ ﺃﻴﺴﺭ ﻭﺃﺴﻬل ﻭﻴﻤﻜﻥ ﺍﻝﻭﺼﻭل ﺍﻝﻴﻬﺎ ﺃﺴﺭﻉ‪ ،‬ﻋﻨﹼﺎ ﺘﺤﺩﻴﺩ ﻤﻭﺍﻋﻴﺩ ﺍﻝﺯﻴﺎﺭﺓ‬
‫ﺍﻝﺼﻔﻴﺔ ﺒﺎﻝﻁﺭﻴﻘﺘﻴﻥ ﺘﻘﻠﻴﺩﻴﺎ ﻭﺍﻝﻜﺘﺭﻭﻨﻴﺎ ﻭﺘﻘﻠﻴﺩﻴﺎ ﻴﺘﻡ ﺒﻤﺫﻜﺭﺓ ﺩﺍﺨﻠﻴﺔ ﻝﻠﻤﺸﺭﻓﻴﻥ ﻭﺍﺫﺍ ﻜﻨﺎ ﻨﻭﺩ ﺠﻤﻊ‬
‫ﺍﻝﻤﻌﻠﻤﻴﻥ ﺃﻭ ﻤﺩﻴﺭﻱ ﺍﻝﻤﺩﺍﺭﺱ ﻓﻴﺘﻡ ﺃﻴﻀﺎ ﻭﺭﻗﻴﺎ ﻭﺍﻵﻥ ﺤﺩﻴﺜﹰﺎ ﺃﺼﺒﺢ ﻝﺩﻴﻨﺎ ﻤﻭﻗﻌﺎ ﺨﺎﺼﺎ ﺒﻤﺩﻴﺭﻴﺘﻨﺎ‬
‫ﺘﺴﺠل ﻭﺘﺤﻤل ﻋﻠﻴﻪ ﺍﻝﺩﻋﻭﺍﺕ ﺍﻝﻜﺘﺭﻭﻨﻴﺎ ﻝﻜﻥ ﺍﻝﺘﻠﻘﻲ ﻻﻴﺯﺍل ﺒﻁﻲﺀ ﻷﻨﻭ ﻻﻴﺯﺍل ﺸﻬﺭﻴﻥ ﺍﻝﻔﻜﺭﺓ ﻫﻲ‬
‫ﻓﻜﺭﺓ ﻋﻘﻠﻴﺔ ﻜﻤﺎ ﺫﻜﺭﺕ ﻷﻥ ﺍﻝﻨﺎﺱ ﻝﻡ ﺘﺘﻐﻠﻐل ﺍﻝﻔﻜﺭﺓ ﻓﻲ ﺃﺫﻫﺎﻨﻬﻡ ﺒﻌﺩ ﻝﻜﻥ ﻫﻲ ﻴﻭﻡ ﻋﻥ ﻴﻭﻡ ﺒﺘﺴﺎﺭﻉ‬
‫ﻴﻌﻨﻲ ﺍﻝﻠﻲ ﻤﺎ ﻜﺎﻥ ﻴﻔﺘﺢ ﻋﺎﻝﻤﻭﻗﻊ ﺼﺎﺭ ﺃﺼﺒﺢ ﻴﺘﺎﺒﻊ ﺸﻭﻱ ﺍﻝﻤﺭﺓ ﺍﻝﺠﺎﻱ ﺒﺸﻭﻑ ﺍﻨﻭ ﺃﻴﺴﺭﻝﻭ ﻭﻫﻜﺫﺍ‬
‫ﻷﻨﻭ ﻜل ﺠﺩﻴﺩ ﻻﺒﺩ ﺃﻥ ﻴﺴﻴﺭ ﺒﻬﺎﻱ ﺍﻝﺨﻁﻰ ﻻﻴﻤﻜﻥ ﺒﻴﻭﻡ ﻭﻝﻴﻠﺔ ﻨﻌﻤل ﻫﺎﺫﺍ ﺍﻝﺸﻲﺀ ﻓﺠﺄﺓ ‪.‬‬
‫ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻝﺨﺎﻤﺱ‪ :‬ﻨﻌﻡ ﻴﻭﺠﺩ ﻭﺍﻝﻤﻌﻭﻗﺎﺕ ﺍﻷﺴﺎﺴﻴﺔ ﻋﺩﻡ ﺘﻭﻓﺭ ﺍﻝﻨﺕ ﺒﺸﻜل ﺩﺍﺌﻡ ﻓﻲ ﺍﻝﻘﺴﻡ‬
‫ﻜﺎﻥ ﻋﻨﹼﺎ ﺨﻁ ﻨﻔﺎﺫ ﻭﻋﻨﺩﻤﺎ ﺴﺅل ﻫل ﺘﻭﺠﺩ ﺸﺒﻜﺔ ﻨﺕ ﺘﺭﺒﻁ ﺍﻝﻭﺯﺍﺭﺓ ﺒﺎﻝﻤﺩﻴﺭﻴﺔ ﺒﺎﻝﻤﺩﺍﺭﺱ ﺃﺠﺎﺏ‬
‫)ﻝﻸﺴﻑ ﻻﻴﻭﺠﺩ ﻭﺇﻨﻤﺎ ﻴﻭﺠﺩ ﺍﻝﻨﺕ ﻓﻘﻁ ﻤﻊ ﻗﺴﻡ ﺍﻝﺸﺅﻭﻥ ﺍﻹﺩﺍﺭﻴﺔ( ﻭﻋﻨﺩﻤﺎ ﺫﻜﺭﺕ ﺃﻥ ﺍﻝﺒﻌﺽ ﺫﻜﺭ‬
‫ﻼ ﻤﻊ ﺍﻗﺴﺎﻡ ﺍﻹﺸﺭﺍﻑ ﻻﻴﻭﺠﺩ ﻓﻲ ﻓﻠﺴﻁﻴﻥ ﺃﻭ‬
‫ﺃﻨﻬﺎ ﺘﻭﺠﺩ ﻭﻝﻜﻥ ﻏﻴﺭ ﻤﻔﻌ‪‬ﻠﻪ ﺃﺠﺎﺏ )ﻫﻲ ﻻﺘﻭﺠﺩ ﺃﺼ ﹰ‬
‫ﻻ‬
‫ﻓﻲ ﺍﻝﻤﺤﺎﻓﻅﺎﺕ ﺍﻝﺸﻤﺎﻝﻴﺔ ﻴﻌﻨﻲ ﻤﺎﺘﹸﺴﻤﻰ ﺒﺎﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﻫﻨﺎﻙ ‪ 16‬ﻤﺩﻴﺭﻴﺔ ﻻﻴﻭﺠﺩ ﺍﻱ ﺘﻭﺍﺼل ﺇ ﹼ‬
‫ﻤﻥ ﺨﻼل ﺍﻹﻴﻤﻴل‪ ،‬ﻻﻴﻭﺠﺩ ﺸﺒﻜﺔ ﺒﻤﻌﻨﻰ ﺍﻝﺸﺒﻜﺔ ﻭﺇﻨﻤﺎ ﺍﻝﺘﻭﺍﺼل ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻤﻤﻜﻥ ﺃﻗﺼﺩ ﻓﻲ‬
‫ﺍﻹﺩﺍﺭﺓ ﺍﻝﻌﺎﻤﺔ ﺃﻤﺎ ﻓﻲ ﻗﺴﻡ ﺍﻹﺸﺭﺍﻑ ﻨﺘﻭﺍﺼل ﻤﻊ ﺒﻌﻀﻨﺎ ﻤﻥ ﺨﻼل ﺍﻹﻴﻤﻴﻼﺕ ﻭﻤﻥ ﺨﻼل ﺍﻝﻔﻴﺱ‬
‫ﺒﻭﻙ ﻝﻜﻥ ﺸﺒﻜﺔ ﻤﺘﻭﺍﺼﻠﺔ ﻴﻌﻨﻲ ﻁﻭل ﺍﻝﻭﻗﺕ ﻝﻸﺴﻑ ﻝﺤﺩ ﺍﻝﻠﺤﻅﺔ ﻷ‪ ،‬ﺍﻝﻤﺸﻜﻠﺔ ﺃﻋﺘﻘﺩ ﺍﻝﻤﺩﺍﺭﺱ‬
‫ﻻﻴﻭﺠﺩ ﻓﻴﻬﺎ ﻨﺕ ﻴﻌﻨﻲ ﻋﻨﺎ ﻓﻲ ﺍﻝﻤﺩﻴﺭﻴﺔ ‪ 86‬ﻤﺩﺭﺴﺔ ﻤﺎﺒﻴﻥ ﺨﺎﺼﺔ ﻭﺤﻜﻭﻤﻴﺔ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﻠﻲ ﻓﻴﻬﺎ ﻨﺕ‬
‫ﺒﺠﻭﺯ ‪ 2‬ﺃﻭ ‪ 3‬ﻷﻨﻭ ﻤﻜﻠﻔﺔ ﻭﻤﺎﺤﺩﺍ ﺭﺍﻀﻲ ﻴﺩﻓﻊ‪ ،‬ﺍﻝﻭﺯﺍﺭﺓ ﺒﺘﻔﻜﺭ ﺒﻤﺸﺭﻭﻉ ﻝﻠﺠﻤﻴﻊ ﻝﻜﻨﻪ ﻤﺘﻌﺜﺭ ﻫﺎﻱ‬
‫ﺃﺒﺭﺯ ﺍﻝﻤﻌﻴﻘﺎﺕ‪ ،‬ﺍﻝﻤﻌﻴﻘﺎﺕ ﺍﻷﺨﺭﻯ ﺃﻴﻀﺎ ﻝﻴﺱ ﺍﻝﺠﻤﻴﻊ ﻋﻠﻰ ﻨﻔﺱ ﺍﻝﺨﺒﺭﺓ ﻓﻲ ﺍﻝﺘﻌﺎﻤل ﻤﻊ ﻫﺫﻩ‬
‫ﺍﻷﻤﻭﺭ‪ ،‬ﺍﻝﺫﻱ ﻴ‪‬ﺜﻠﺞ ﺍﻝﺼﺩﺭ ﺇﻥ ﺍﻝﺫﻴﻥ ﻴﺘﻌﻴﻨﻭﻥ ﺤﺩﻴﺜﹰﺎ ﻤﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻤﻌﻅﻤﻬﻡ ﺃﻓﻀل ﻤﻥ ﺍﻝﺠﻴل ﺍﻝﺴﺎﺒﻕ‬

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‫ﻭﻫﺫﻩ ﻁﺒﻴﻌﺔ ﺍﻷﻤﻭﺭ‪ ،‬ﻭﻋﻨﺩﻤﺎ ﺴﺅل ﻝﻤﺎﺫﺍ ﺃﺠﺎﺏ ) ﺒﺭﺃﻴﻲ ﻹﻨﻬﻡ ﻨﺸﺄﻭﻭﺍ ﻓﻲ ﻅل ﺍﻝﻜﻤﺒﻴﻭﺘﺭ ﺤﺘﻰ ﻗﺩ‬
‫ﺘﺠﺩﻱ ﻓﻲ ﺍﻝﺠﺎﻤﻌﺎﺕ ﺒﻌﺽ ﺍﻝﻤﺤﺎﻀﺭﻴﻥ ﻤﻨﻬﻡ ﻤﻥ ﻴ‪‬ﺘﻘﻥ ﺍﻝﺤﺎﺴﻭﺏ ﻭﻤﻨﻬﻡ ﻤﻥ ﻻ ﻴ‪‬ﺘﻘﻥ‪ ،‬ﻤﻨﻬﻡ ﻤﻥ‬
‫ﻴﻭﻅﻑ ‪ LCD‬ﻭﻤﻨﻬﻡ ﻤﻥ ﻻ ﻴﻭﻅﻔﻪ ﻭﻴﺘﺫﺭﻉ ﺒﺤﺠﺞ ﻜﺜﻴﺭﺓ ‪ ،‬ﺴﻤﻌﺕ ﺃﺤﺩ ﺍﻝﺒﺭﻭﻓﺴﻭﺭﻴﻴﻥ ﻗﺎل ﺃﻨﺎ‬
‫ﻻ ﻤﻥ ﺍﻝﺒﻭﺭﺒﻭﻴﻨﺕ ﻭﻫﻭ ﻫﺭﻭﺒﺎ ﻤﻥ ﺫﻝﻙ ﻷﻨﻪ ﻻﻴ‪‬ﺘﻘﻨﻪ ﻭﻫﺫﺍ ﺇﺸﻲ‬
‫ﺃﺭﻴﺩ ﺃﻥ ﺃﻋﺘﻤﺩ ﻋﻠﻰ ﻗﻭ‪‬ﺓ ﺍﻝﻌﻘل ﺒﺩ ﹰ‬
‫ﻥ ﺤﺘﻤﺎ ﺒﺩﻭ ﻴﻭﺨﺫ ﺍﻷﺸﻴﺎﺀ ﺍﻝﺒﺴﻴﻁﺔ ﻴﺎﺩﻭﺏ ﻴﻤﺸﹼﻲ ﺤﺎﻝﻭ‬
‫ﻁﺒﻴﻌﻲ ﻻ ﻴ‪‬ﺨﺠل ﻴﻌﻨﻲ ﺍﻝﻠﻲ ﻤ‪‬ﺘﻘﺩﻡ ﻓﻲ ﺍﻝﺴ ‪‬‬
‫ﺒﺎﻻﻴﻤﻴل ﺒﺎﻷﻤﻭﺭ ﺍﻝﺒﺴﻴﻁﺔ‪ ،‬ﺍﻝﻤﺸﻜﻠﺔ ﻫﻲ ﺃﻤﻴ‪‬ﺔ ﻋﻘﻠﻴﺔ ﺍﻝﺤﺎﺴﻭﺏ ﻜﻤﺎ ﻴ‪‬ﻭﺠﺩ ﻓﻲ ﺍﻝﻌﻠﻡ ﺫﻜﺎﺀﺍﺕ ﻤﺘﻌﺩﺩﺓ‬
‫ﻫﻨﺎﻝﻙ ﺃﻤ‪‬ﻴﺎﺕ ﻤﺘﻌﺩﺩﺓ ﻤﻨﻬﺎ ﺃﻤﻴﺔ ﺍﻝﺤﺎﺴﻭﺏ‪ ،‬ﺍﻝﻤﻬﻡ ﺃﻥ ﺘﻜﻭﻥ ﻋﻘﻠﻴﺘﻙ ﻋﻘﻠﻴﺔ ﺤﺎﺴﻭﺒﻴﺔ ﺍﻝﺩﻗﹼﺔ‪ ،‬ﺘﻭﻅﻴﻑ‬
‫ﻜل ﺠﺩﻴﺩ‪ ،‬ﺍﻝﻤﺘﺎﺒﻌﺔ‪ ،‬ﺍﻝﺘﺤﺩﻴﺙ‪ ،‬ﺘﺼﻤﻴﻡ ﺃﻓﻜﺎﺭ ﻭﺒﺭﺍﻤﺞ ﻤﻌﻴﻨﺔ‪ ،‬ﻭﻋﻨﺩﻤﺎ ﺴﺅل ﻋﻥ ﺍﻝﺘﻜﻠﻔﺔ ﺍﻝﻤﺎﺩﻴﺔ ﻫل‬
‫ل ﻋﻠﹼﺔ ( ﻭﺍﻝﻨﺎﺤﻴﺔ ﺍﻝﻤﺎﺩﻴﺔ ﻨﻌﻡ ﺼﺤﻴﺢ‬
‫ﻱ ﺍﻝﺒﺭﺩ ﻭﺭﺍﺀ ﻜ ّ‬
‫ﺘﻌﺘﺒﺭﻫﺎ ﻤﻌﻴﻕ ﺃﺠﺎﺏ) ﺍﻝﻨﺎﺤﻴﺔ ﺍﻝﻤﺎﺩﻴﺔ ﺩﺍﺌﻤﺎ ﺯ ‪‬‬
‫ﻝﻜﻥ ﺍﻝﻤﻁﻠﻭﺏ ﻫﻭ ﺍﻝﺘﻐﻠﺏ ﻋﻠﻰ ﻫﺫﻩ ﺍﻝﻤﺸﻜﻠﺔ‪ ،‬ﻫﻨﺎﻝﻙ ﻻﺒ ‪‬ﺩ ﺍﻝﻨﻭﺍﺤﻲ ﺍﻝﻤﺎﺩﻴﺔ ﺩﺍﺌﻤﺎ ﻤﺸﻜﻠﺔ ﻝﻜﻥ ﻝﻴﺴﺕ‬
‫ﻫﻲ ﺍﻝﻤﺸﻜﻠﺔ ﺍﻝﻤﻌﻘﺩﺓ ﻤﻤﻜﻥ ﺘﺠﺎﻭﺯﻫﺎ ﻭﺇﺤﻨﺎ ﻤﺎ ﺒﻨﺘﺤﺩﺙ ﻋﻥ ﺍﻝﻭﺯﺍﺭﺓ ﺇﻨﻬﺎ ﺘﻤﻭﻝﻨﺎ‪ ،‬ﺇﻨﻬﺎ ﺘﻌﻁﻲ ﺇﺫﻥ ﺇﺫﺍ‬
‫ﻜﺎﻥ ﻤﻥ ﺠﻬﺔ ﻤﻌﻴﻨﺔ ﻤﺩﺭﺴﺔ ﻤﻌﻴﻨﺔ ﺩﺒ‪‬ﺭﺕ ﺃﻤﻭﺭﻫﺎ ﺒﻁﺭﻴﻘﺔ ﻤﺎ‪ ،‬ﺒﻨﻴﺴ‪‬ﺭ ﻫﺫﺍ ﺍﻷﻤﺭ ﻤﻥ ﺍﻝﻤﺠﺘﻤﻊ‬
‫ﺍﻝﻤﺤﻠﻲ ﻤﻥ ﺠﻬﺔ ﺩﺍﻋﻤﺔ ﺇﻝﻰ ﺁﺨﺭﻩ ﻤﻊ ﺍﻝﺭﻗﺎﺒﺔ‪ ،‬ﺘﺒﺭﺯ ﻤﺸﻜﻠﺔ ﺃﺨﺭﻯ ﻗﺩ ﻻ ﺘﹸﺴﻴﻁﺭ ﺍﻝﻤﺩﺭﺴﺔ ﻋﻠﻰ‬
‫ﺸﺒﻜﺔ ﺍﻝﻨﺕ ﻭﻫﺫﻩ ﻗﻀﻴﺔ ﺜﺎﻨﻴﺔ ﺇﺫﺍ ﻓﹸﺘﺢ ﺍﻝﻨﺕ ﻭﺘﹸﺭﻙ ﺍﻝﺤﺒل ﻋﻠﻰ ﺍﻝﻐﺎﺭﺏ ﻗﺩ ﻴﻘﻭل ﺍﻝﺒﻌﺽ ﺃﻥ ﺍﻝﻁﻠﺒﻪ‬
‫ﻗﺩ ﻴﺴﻴﺌﻭﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻨﺕ ﻭﻫﺫﺍ ﻴﺘﻁﻠﺏ ﺭﻗﺎﺒﺔ ﻤﻌﻴﻨﺔ ﻓﻠﺘﺭﺓ ﻝﺒﻌﺽ ﺍﻝﻤﻭﺍﻗﻊ ﺇﻝﻰ ﺁﺨﺭﻩ‪ ،‬ﻫﺫﺍ ﻴﻌﻴﺩﻨﺎ ﻤﺭ‪‬ﻩ‬
‫ﺜﺎﻨﻴﺔ ﺇﻝﻰ ﺍﻝﻌﻘﻠﻴﺔ ﺍﻝﺤﺎﺴﻭﺒﻴﺔ ﺇﻨﻭ ﺇﺫﺍ ﺘﻭﻓﺭﺕ ﺍﻝﻨﻴﺔ ﻴﻤﻜﻥ ﺃﻥ ﺘﺤﻠﻬﺎ‪ ،‬ﻋﻨﺩﻤﺎ ﺴﺅل ﻋﻥ ﺍﻝﻤﻌﻴﻘﺎﺕ‬
‫ﺍﻹﺩﺍﺭﻴﺔ ﺃﺠﺎﺏ )ﺇﻁﻼﻗﺎ ﻻﻴﻭﺠﺩ ﺃﻨﺎ ﻀﺩ ﻜﺜﻴﺭﻴﻥ ﻻﻴﻭﺠﺩ ﻗﻴﺩ ﻋﻠﻴﻨﺎ ﻓﻲ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺤﻭﺍﺴﻴﺏ‪ ،‬ﻻﻴﻭﺠﺩ‬
‫ﻤﺎﻴ‪‬ﻌﻴﻕ ﻤﻥ ﺍﻝﻨﺎﺤﻴﺔ ﺍﻹﺩﺍﺭﻴﺔ ﺒﺎﻝﻌﻜﺱ ﻴ‪‬ﺤﺙ ﻋﻠﻰ ﺫﻝﻙ( ﻓﺎﻝﻤﺴﺄﻝﻪ ﺘﺒﻘﻰ ﻤﺒﺎﺩﺭﺍﺕ ﻴﻌﻨﻲ ﺃﻨﺎ ﺃﺫﻜﺭ‬
‫ﺒﺩﺍﻴﺎﺕ ﻁﺒﺎﻋﺔ ﺘﻘﺎﺭﻴﺭ ﺍﻝﺤﻭﺍﺴﻴﺏ ﻤﻥ ﻗﺒل ﺍﻝﻤﺸﺭﻓﻴﻥ ﻓﻲ ﺍﻝﻤﺩﻴﺭﻴﺔ ﺍﻵﻥ ﺒﺩﺍﻴﺎﺕ ﺘﺴﻠﺴل ﺍﻝﺘﻘﺎﺭﻴﺭ‬
‫ﺍﻝﻤﻁﺒﻭﻋﺔ ﻤﻥ ﻗﺒل ﺒﻌﺽ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺃﺼﺒﺤﺕ ﺘﹸﺭﻯ ﻤﻥ ‪ 2004‬ﻴﻌﻨﻲ ﺍﻝﺒﺩﺍﻴﺎﺕ ﻤﺒﺎﺩﺭﺍﺕ ﻋﻠﻰ‬
‫ﺍﺴﺘﺤﻴﺎﺀ ﻓﻜﺎﻨﺕ ﺃﻗﻠﻴﺔ ﻗﻠﻴﻠﺔ ﻤﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻴﻁﺒﻌﻭﻥ ﺘﻘﺎﺭﻴﺭﻫﻡ ﻁﺒﺎﻋﺔ ﻭﻫﺫﺍ ﻤﻠﻤﺢ ﻤﻥ ﻨﻭﺍﺤﻲ ﺍﺴﺘﻌﻤﺎل‬
‫ﺍﻝﻨﻭﺍﺤﻲ ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ ﺍﻵﻥ ‪ 2006-2005‬ﺃﺼﺒﺢ ﺍﻝﻌﺩﺩ ﻴﺘﺯﺍﻴﺩ ﺤﺘﻰ ﻭﺼﻠﻨﺎ ﻝﻬﺫﺍ ﺍﻝﻌﺎﻡ ﺍﻝﺤﺎﻝﻲ ﻗﺩ‬
‫ﺘﺠﺩﻱ ﻨﺴﺒﺔ ﻤﻥ ﻜل ‪ 50‬ﺸﺨﺹ ﻭﺍﺤﺩ ﻻﻴﻁﺒﻊ ﻓﻲ ﺘﻘﺩﻡ ﺠﺩﺍ‪ ،‬ﻓﻲ ﻤﻠﺘﻘﻰ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ‬
‫ﺃﺭﻴﺤﺎ ﻓﻲ ﺒﺩﺍﻴﺔ ﺍﻝﻌﺎﻡ ﺘﻡ ﻁﻠﺏ ﻤﻥ ﻗﺒل ﺍﻝﻤﺩﻴﺭ ﺍﻝﻌﺎﻡ ﻝﻺﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺇﻝﻨﺎ ﻜﺭﺅﺴﺎﺀ ﺃﻗﺴﺎﻡ‬
‫ﺍﻹﺸﺭﺍﻑ ﺃﻥ ﻻﺘﻘﺒﻠﻭﺍ ﺃﻱ ﺘﻘﺭﻴﺭ ﻏﻴﺭ ﻤﻁﺒﻭﻉ ﻭﻫﻨﺎ ﻓﻲ ﻫﺫﻩ ﺍﻝﻤﺩﻴﺭﻴﺔ ﺃﺴﺠل ﺒﺎﻓﺘﺨﺎﺭ ﻝﺯﻤﻼﺌﻲ ﻋﻨﺎ‬
‫ﺒﺤﺩﻭﺩ ﺍل‪ 26‬ﻤﺸﺭﻑ ﻜﻠﻬﻡ ﺒﻁﺒﻌﻭﺍ ﺘﻘﺎﺭﻴﺭﻫﻡ ﻁﺒﺎﻋﺔ ﺒﺴﻭﻴ‪‬ﺔ ﺭﺍﺌﻌﺔ ﻭﺠﻭﺩﺓ ﻋﺎﻝﻴﺔ ﻭﻜﺜﻴﻔﺔ‪ ،‬ﻋﻨﺩﻤﺎ‬
‫ﺴﺅل ﻫل ﺘﺘﻭﻓﺭ ﺍﻷﺠﻬﺯﺓ ﻭﻫل ﺘﻭﺠﺩ ﻤﺸﺎﻜل ﺒﺎﻝﺘﻘﻨﻴﺔ ﻫل ﺘﺠﺩﻫﺎ ﻤﻥ ﺍﻝﻤﻌﻴﻘﺎﺕ ﺃﺠﺎﺏ ) ﻻﺃﺴﺘﻁﻴﻊ ﺃﻥ‬
‫ﺃﻗﻭل ﺃﻨﻬﺎ ﻤﻌﻴﻕ ﻭﻓﻲ ﻨﻔﺱ ﺍﻝﻭﻗﺕ ﻻ ﺃﺴﺘﻁﻴﻊ ﺍﻝﻘﻭل ﺃﻨﻬﺎ ﻝﻴﺴﺕ ﻤﻌﻴﻘﺎ ﻫﻲ ﺒﻴﻥ ﺒﻴﻥ ﻨﺭﺠﻊ ﻝﻌﺒﺎﺭﺓ‬
‫‪ There is a will there is a way‬ﺇﺫﺍ ﻜﺎﻥ ﻫﻨﺎﻙ ﺭﻏﺒﺔ ﻓﻬﻨﺎﻝﻙ ﺃﺴﻠﻭﺏ ﻭﻁﺭﻴﻘﺔ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ‬

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‫ﺼﺤﻴﺢ ﻋﺩﻡ ﻭﺠﻭﺩ ﺃﺠﻬﺯﺓ ﻜﺎﻓﻴﺔ ﻋﻨﺩﻤﺎ ﻴﻜﻭﻥ ﻤﻌﺩل ﺍﻷﺠﻬﺯﺓ ﺍﻝﻤﻭﺠﻭﺩﺓ )‪ (1‬ﻷﺭﺒﻌﺔ ﻤﺵ ﺯﻱ‬
‫ﻤﺎﻴﻜﻭﻥ ﻋﻨﺩﻱ ﻜل )‪ (2‬ﺇﻝﻬﻡ ﻭﺍﺤﺩ ﺃﻭ ﺠﻬﺎﺯ ﻝﻜل ﻭﺍﺤﺩ ﻓﺒﻌﺽ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻴﻤﺘﻠﻜﻭﻥ ﺃﺠﻬﺯﺓ ﻻﺒﺘﻭﺏ‬
‫ﺸﺨﺼﻴﺔ ﻝﻜﻥ ﺃﻨﺎ ﺃﺘﺤﺩﺙ ﻋﻥ ﻤﺅﺴﺴﺔ ﻻ ﺃﻓﺭﺽ ﻋﻠﻰ ﺍﻝﺸﺨﺹ ﺃﻥ ﻴﺤﻀﺭ ﺍﻝﻼﺒﺘﻭﺏ ﺨﺎﺼﺘﻪ‪،‬‬
‫ﻋﻨﺩﻤﺎ ﺴﺅل ﻫل ﻤﻌﻠﻤﻴﻨﺎ ﻭﻤﺸﺭﻓﻴﻨﺎ ﻤﺅﻫﻠﻴﻥ ﺃﺠﺎﺏ) ﺒﻌﺽ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻴﺭﻓﻀﻭﻥ ﺍﻝﺩﻭﺭﺍﺕ ﺃﻨﺎ ﺃﻋﺫﺭﻫﻡ‬
‫ﻭﻻ ﺃﺸﺩﺩ ﻋﻠﻴﻬﻡ ﺃﻥ ﻴﺤﻀﺭﻭﺍ ﻭﻝﺫﻝﻙ ﻋﻨﺩﻤﺎ ﻨﻁﻠﺏ ﻝﺩﻭﺭﺍﺕ ﻨﻭﻋﻴﺔ ﻨﺸﺘﺭﻁ ﺃﻥ ﻴﻜﻭﻥ ﺍﻝﺨﺩﻤﺔ ‪10‬‬
‫ﺴﻨﻭﺍﺕ ﻓﺄﻗل ﺍﻵﻥ ﺘﺴﺘﻁﻴﻌﻴﻥ ﺍﻝﻘﻭل ﺃﻥ ﻤﻥ ﻤﺩﺓ ﺨﺩﻤﺘﻪ ‪ 7‬ﺴﻨﻭﺍﺕ ﻓﺄﻗل ﻤﻌﻅﻤﻬﻡ ﺃﺘﻘﻥ ﺍﻝﺤﺎﺴﻭﺏ‬
‫ﻋﻨﺩﻫﻡ ﺒﻨﺴﺒﺔ ﺠﻴﺩ ﺃﻭ ﺠﻴﺩ ﺠﺩﺍ‪ ،‬ﺍﻵﻥ ﺍﻝﻤﺸﻜﻠﺔ ﻓﻲ ﺒﻌﺽ ﺍﻝﻠﻲ ﻓﻭﻕ ﺫﻝﻙ ﺍﻝﺴﻥ ﻭﺍﻝﻤﺸﺭﻓﻴﻥ ﻋﻠﻰ‬
‫ﺍﻝﺘﻘﺎﻋﺩ ﻝﻜﻥ ﺍﻝﻐﺎﻝﺒﻴﺔ ﺘﺯﺩﺍﺩ ﻴﻌﻨﻲ ﺃﻨﺎ ﻤﺜﻼ ﻜﻨﺕ ﺃﻗﺭﺃ ﺘﻘﺎﺭﻴﺭ ﺯﻤﻼﺌﻲ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻜﺭﺌﻴﺱ ﻗﺴﻡ ﻻﺯﻡ‬
‫ﺍﻋﺘﻤﺩﻫﺎ ﻭﺃﻗﺭﺃﻫﺎ ﻜﻨﺕ ﻗﺒل ﺴﻨﺘﻴﻥ ﻤﺵ ﺍﻜﺜﺭ ﻻ ﺃﺠﺩ ﺃﻱ ﺍﺸﺎﺭﺍﺕ ﻻﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ‬
‫ﺍﻝﺤﺼﺹ ﻋﻨﺩﻤﺎ ﻴﻜﺘﺏ ﺍﻝﻤﺸﺭﻑ ﺘﻘﺭﻴﺭﻩ ﺤﺴﺏ ﺍﻝﺯﻴﺎﺭﺓ ﺍﻝﺼﻔﻴﺔ ﻴﻜﺘﺏ ﻗﺎﻡ ﺍﻝﻤﻌﻠﻡ ﺒﻜﺫﺍ ﻭﺍﺴﺘﻌﻤل‬
‫ﺍﻝﺨﺎﺭﻁﺔ ﻭﻋﻤل ﺃﻤﻭﺭ ﺘﻘﻠﻴﺩﻴﺔ‪ ،‬ﻴﻌﻨﻲ ﻤﺜﻼ ﺃﻀﺭﺏ ﻤﺜﺎﻻ ﺒﺎﻝﻠﻐﺔ ﺍﻹﻨﺠﻠﻴﺯﻴﺔ ﻋﻨﺩﻤﺎ ﺘﻡ ﺸﺭﺤﻪ ﻝﻠﻤﻌﻠﻤﻴﻥ‬
‫ﻗﺎﻝﻭﺍ ﻨﻌﻡ ﻤﺎ ﻨﺘﻜﻠﻡ ﺒﻪ ﺃﻓﻀل ﻋﻨﺎ ﻤﺜﻼ ﺃﺤﺩ ﺍﻝﻨﺼﻭﺹ ﻓﻲ ﻜﺘﺎﺏ ﺍﻝﺘﻭﺠﻴﻬﻲ ﻋﻥ ﺍﻝﻌﻭﻝﻤﺔ‬
‫‪ Globalization‬ﻓﻬﻨﺎﻝﻙ ﺫﻜﺭ ﻝﻌﺒﺎﺭﺓ ﺒﻘﻭل ﺃﻨﻭ ﺘﺴﺘﻁﻴﻊ ﺃﻥ ﺘﺘﺤﺩﺙ ﻭﺃﻨﺕ ﻫﻨﺎﻙ ﻓﻲ ﻓﻠﺴﻁﻴﻥ ﻤﻊ‬
‫ﺸﺨﺹ ﻴﺠﻠﺱ ﻓﻲ ﺴﻴﺩﻨﻲ ﻜﺄﻨﻙ ﺘﺘﺤﺙ ﻤﻊ ﺸﺨﺹ ﻓﻲ ﻨﻔﺱ ﺍﻝﺒﻴﺕ‪ ،‬ﺍﻝﻔﻜﺭﺓ ﺴﺄﻝﺕ ﺇﺤﺩﻯ ﺍﻝﻁﺎﻝﺒﺎﺕ‬
‫ﺍﻝﻤﺠﻴﺩﺍﺕ ﻤﺎ ﻤﻌﻨﻰ ﻜﻠﻤﺔ ﺴﻴﺩﻨﻲ ﻓﻲ ﺍﻝﻨﺹ ﻓﻠﻡ ﺘﻌﺭﻑ ﺴﺄﻝﺕ ﺍﻝﺜﺎﻨﻴﺔ ﻝﻡ ﺘﻌﺭﻑ )‪ (3‬ﻁﺎﻝﺒﺎﺕ ﻭﺴﻁ‬
‫ﻭﺃﺤﺴﻥ ﻭﺴﻁ ﻝﻡ ﻴﻌﺭﻓﻥ ﺴﺄﻝﺘﻬﻥ ﻝﻭ ﻜﺎﻨﺕ ﺍﻝﻤﻌﻠﻤﺔ ﻤﺜﻼ ﻝﻭ ﺠﻠﺒﺕ ﺍﻝﺨﺎﺭﻁﺔ ﻝﻭ ﺠﻠﺒﺕ ﺍﻝﻜﺭﺓ ﺍﻷﺭﻀﻴﺔ‬
‫ﻝﻜﺎﻥ ﺃﻓﻀل ﻭﺃﻓﻀل ﻝﻜﻥ ﺍﻷﻓﻀل ﻤﻥ ﺍﻷﻤﺭﻴﻥ ﻫﺫﺍﻥ ﺍﺴﻠﻭﺒﺎﻥ ﺘﻘﻠﻴﺩﻴﺎﻥ ﺍﻝﺨﺎﺭﻁﺔ ﻭﺍﻝﻜﺭﺓ ﺍﻝﺭﻀﻴﺔ ﺃﻭ‬
‫ﺍﻝﺭﺴﻡ ﻝﻜﻥ ﺍﻷﻓﻀل ﻤﻥ ﺫﻝﻙ ﺤﺘﻰ ﻨﻘﺘﺭﺏ ﻤﻥ ﺍﻝﻨﺎﺤﻴﺔ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺔ ﺃﻥ ﺘﺤﻀﺭ ﺇﺫﺍ ﻜﺎﻥ ﻫﻨﺎﻙ ‪LCD‬‬
‫ﺘﺤﻀﺭ ﻤﻥ ‪ Google earth‬ﻤﺜﻼ ﻓﺴﺘﺭﻯ ﺍﻝﻜﺭﺓ ﺍﻷﺭﻀﻴﺔ ﻭﺘﺭﻯ ﺴﻴﺩﻨﻲ ﻭﺸﻭﺍﺭﻉ ﺴﻴﺩﻨﻲ ﻫﺫﺍ ﻤﺎ‬
‫ﻨﻌﻨﻴﻪ ﺇﻨﻭ ﺒﺎﻝﺘﺩﺭﺝ ﺴﻭﻑ ﻴﺤﺼل ﺸﺌﻨﺎ ﺃﻡ ﺃﺒﻴﻨﺎ ﺇﺫﺍ ﻤﺵ ﻤﻊ ﻫﺎﻱ ﺍﻝﻤﻌﻠﻤﺔ ﺍﻝﻠﻲ ﺼﺭﻝﻬﺎ ﺒﺎﻝﺨﺩﻤﺔ ‪12‬‬
‫ﺴﻨﺔ ﺒﻌﺭﻓﻬﺎ ﺸﺨﺼﻲ‪ ،‬ﻭﻝﺫﻝﻙ ﺃﻨﺎ ﺃﻗﻭل ﺇﺫﺍ ﻝﻡ ﻴﻨﺘﺒﺔ ﺍﻝﻤﻌﻠﻤﻭﻥ ﺇﻝﻰ ﺃﻨﻔﺴﻬﻡ ﻓﺴﻴﺼﺒﺢ ﺍﻝﻤﻌﻠﻡ ﻨﻔﺴﻪ‬
‫ﺍﻀﺤﻭﻜﺔ ﺃﻤﺎﻡ ﻁﻼﺒﻪ‪ ،‬ﻫﻨﺎﻙ ﻗﻀﻴﺔ ﺃﺨﺭﻯ ﺘﺘﻌﻠﻕ ﺒﺎﻝﻌﻘﻠﻴﺔ ﻋﻨﺩ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺇﻨﻭ ﺒﻌﺽ ﺍﻝﻨﺎﺱ ﻴﻔﺘﺭﻀﻭﻥ‬
‫ﺃﻨﻭ ﺫﻝﻙ ﺍﻝﻤﺒﺤﺙ ﻻﻴﻤﻜﻥ ﻴﻌﻨﻲ ‪ It is not Accessible‬ﻻﻴﻤﻜﻥ ﺃﻥ ﻴﻜﻭﻥ ﻗﺎﺒل ﻝﻺﺨﺘﺭﺍﻕ ﻤﻥ‬
‫ﺍﻝﻨﺎﺤﻴﺔ ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ ﻭﺃﻨﺎ ﺃﺭﻓﺽ ﻫﺫﺍ ﺍﻝﻁﺭﺡ ﺒﺎﻝﻤﻁﻠﻕ‪ ،‬ﻜل ﻤﺒﺤﺙ ﻴﺴﺘﻁﻴﻊ ﺍﻝﻤﻌﻠﻡ ﺍﻝﻤﺒﺩﻉ ﺘﻭﻅﻴﻑ‬
‫ﻻ ﻤﻥ ﺍﻝﻜﺘﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺒﻭﺭﺓ ﻭﺘﻌﻠﻤﻴﻥ ﺍﻝﻁﺒﺎﺸﻴﺭ‬
‫ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻴﻪ ﻤﺜﻼ ﻴﺘﺤﺩﺜﻭﻥ ﻋﻥ ﺍﻝﻠﻐﺔ ﺍﻝﻌﺭﺒﻴﺔ ﺒﺩ ﹰ‬
‫ﻤﺎﺩﺓ ﻤﺴﺭﻁﻨﺔ ﻭﻏﺒﺭﺓ ﻭﻤﺎﺒﻌﺭﻑ ﺍﻴﺵ ﻁﺏ ﻝﻤﺎﺫﺍ ﻻﺘﻜﻭﻥ ﻤﺤﻀ‪‬ﺭﺓ ﻋﻠﻰ ﻓﻼﺸﺔ ﺃﻭ ﺒﻭﺭﺒﻭﻴﻨﺕ‬
‫ﻭﻨﻌﺭﻀﻬﺎ‪ ،‬ﺴﻭﻑ ﻴﺼﺒﺢ ﺍﻝﻁﻠﺒﺔ ﻜﻠﻬﻡ ﻤﻨﺸﺩﻴﻥ ﻝﻠﻤﻌﻠﻡ‪ ،‬ﻗﺼﻴﺩﺓ ﻤﻌﻴﻨﺔ ﺒﺩل ﻤﺎ ﺃﻗﺭﺍﻫﺎ ﺒﺎﻝﻁﺭﻴﻘﺔ‬
‫ﺍﻝﺘﻘﻠﻴﺩﻴﺔ ﻭﺘﻜﻭﻥ ﻤﺜﻼ ﻤﻌﺭﻭﻀﺔ ﻋﺭﺽ ﻭﻜل ﺒﻴﺕ ﻴﻅﻬﺭ ﻝﻭﺤﺩﻩ ﺃﺭﺠ‪‬ﻊ ﻫﺫﺍ ﺍﻝﺒﻴﺕ ﻤﻊ ﺃﺭﻀﻴﺎﺕ‬
‫ﻤﻌﻴﻨﺔ ﻫﺫﺍ ﺍﻝﻜﻼﻡ ﻴﺘﻁﻠﺏ ﻤﻨﺎ ﺭﻭ‪‬ﺍﺩ ﻤﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ‪ ،‬ﺠﺯﺀ ﻤﻥ ﺨﻁﺘﻨﺎ ﺃﻥ ﻴﻌﺭﻀﻭﺍ ﺤﺼﺼﺎ ﻤﻥ ﻫﺫﺍ‬

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‫ﺍﻝﻤﻭﺩﻴل‪ ،‬ﻜﺜﻴﺭ ﺼﺭﺕ ﺃﻗﺭﺃ ﻓﻲ ﺍﻝﺘﻘﺎﺭﻴﺭ ﺘﻡ ﻋﺭﺽ ﺍﻝﺤﺼﺔ ﻓﻲ ﻤﺨﺘﺒﺭ ﺍﻝﺤﺎﺴﻭﺏ‪ ،‬ﺍﻝﻨﺎﺱ ﺍﻝﻠﻲ‬
‫ﺒﻌﺭﻗﻠﻭﺍ ﺍﻷﻤﻭﺭ ﻫﻤﻲ ﻤﺵ ﻓﺎﻫﻤﻴﻥ ﺍﻝﺘﺎﺭﻴﺦ ﻤﺯﺒﻭﻁ ﺍﻨﻭ ﻫﺫﺍ ﺍﻹﺸﻲ ﺒﺩﺍ ﺠﺩﻴﺩ ﺒﺩﻭ ﻴﻭﺨﺫ ﻭﻗﺘﻭﺍ ﻴﻌﻨﻲ‬
‫ﺃﻋﻁﻴﻜﻲ ﻤﺜﺎل ﻗﺒل ‪ 100‬ﺴﻨﺔ ﻜﻴﻑ ﻜﺎﻨﻭﺍ ﻴﻜﺘﺒﻭﺍ ﺍﻝﻨﺎﺱ ﻋﻠﻰ ﺃﻝﻭﺍﺡ ﺨﺸﺒﻴﺔ ﻓﻲ ﺍﻝﻜﺘﺎﺘﻴﺏ ﻭﻏﻴﺭﻭﺍ ﻤﻊ‬
‫ﺍﻝﻤﺩﺓ ﺼﺎﺭﻭﺍ ﺍﻝﻠﻭﺡ ﺍﻝﻠﻲ ﻋﻠﻰ ﺍﻝﻭﺍﺠﻬﺔ‪ ،‬ﺒﻌﺩ ﺸﻭﻱ ﺼﺎﺭ ﻋﻨﺎ ﺃﻝﻭﺍﺡ ‪ White porde‬ﻭﺤﺎﻝﻴﺎ‬
‫‪ Smart pored‬ﻭﺇﻝﻰ ﺁﺨﺭﻩ ﻫﺫﻩ ﺍﻷﻤﻭﺭ ﻤﺴﻴﺭﺓ ﺘﺎﺭﻴﺨﻴﺔ ﻴﺠﺏ ﺃﻻ ﻨﺴﺘﻌﺠﻠﻬﺎ ﻓﻲ ﻨﻔﺱ ﺍﻝﻭﻗﺕ ﻴﺠﺏ‬
‫ﺃﻻ ﻨﺘﻠﻜﺊ ﻓﻲ ﺫﻝﻙ ‪.‬‬
‫ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻝﺴﺎﺩﺱ‪ :‬ﺍﺩﻋﻭﺍ ﺇﻝﻰ ﺴﺒﻴل ﺭﺒﻙ ﺒﺎﻝﺤﻜﻤﺔ ﻭﺍﻝﻤﻭﻋﻅﺔ ﺍﻝﺤﺴﻨﺔ‪ ،‬ﺃﻭﻻ‪ :‬ﺍﻹﻗﻨﺎﻉ‪،‬‬
‫ﺜﺎﻨﻴﺎﹰ‪ :‬ﺍﻝﻘﺩﻭﺓ ﺒﻤﻌﻨﻰ ﺃﻥ ﺘﺤﻀﺭﻱ ﻫﺫﺍ ﺍﻝﺸﺨﺹ ﺍﻝﺫﻱ ﻴﺭﻓﺽ ﻭﻋﻨﺩﻤﺎ ﻴﺸﺎﻫﺩ ﺍﻝﻌﺭﺽ ﺒﺎﻝﻁﺭﻴﻘﺔ ﺍﻝﺘﻲ‬
‫ﻨﺩﻋﻭﺍ ﺇﻝﻴﻬﺎ ﺍﻝﻜﺘﺭﻭﻨﻴﺎ ﺴﻭﻑ ﻨﹸﺨﻠﺨل ﻗﻨﺎﻋﺎﺘﻪ ﻭﺇﺫﺍ ﺨﹸﻠﺨﻠﺕ ﺍﻝﻘﻨﺎﻋﺎﺕ ﻴﺒﺩﺃ ﻴ‪‬ﻔﺘﺵ ﻋﻥ ﺤلّ‪ ،‬ﺍﻝﻤﺸﻜﻠﺔ ﺇﺫﺍ‬
‫ﺒﺘﻠﻘﻲ ﻭﺍﺤﺩ ﻭﻫﺫﻭل ﺒﺤﻤﺩ ﺍﷲ ﻗﻠﹼﻪ ﺃﻭ ﻤﺵ ﻤﻭﺠﻭﺩﻴﻥ‪ ،‬ﺍﻝﻤﻬﻡ ﻁﺭﻴﻘﺔ ﺍﻝﻌﺭﺽ ﻭﺍﻝﺘﺴﻭﻴﻕ ﺘﻜﻭﻥ ﺠﻴﺩﺓ‪،‬‬
‫ﻻ ﺒﺎﻝﺤﻜﻲ ﻴﻌﻨﻲ ﻓﻲ ﺍﻝﺒﺩﺀ ﻜﺎﻥ ﺍﻝﻘﻭل ﻨﺘﻜﻠﻡ ﻋﻥ ﻤﻭﻀﻭﻉ‬
‫ﺍﻝﻤﻭﻋﻅﺔ ﻹﻨﻭ ﻤﺎﺒﺘﺒﺩﻱ ﺒﺄﻱ ﻤﻭﻀﻭﻉ ﺇ ﹼ‬
‫ﺒﺭﺒﻊ ﺴﺎﻋﺔ ﺜﻡ ﺇﻨﻭ ﻨﻌﺭﺽ ﺇﺸﻲ ﻤﺤﺴﻭﺱ ﻋﻤﻠﻲ ﺒﺘﻌﺭﻓﻲ ﺍﻝﻤﺜل ﺍﻝﻠﻲ ﺒﺤﻜﻲ ‪Actions speak‬‬
‫‪ louder than words‬ﺍﻷﻓﻌﺎل ﺃﻜﺜﺭ ﻤﻥ ﺍﻷﻗﻭﺍل‪ ،‬ﺍﻵﻥ ﻫﺫﺍ ﺠﺯﺀ ﺘﻨﻭﻴﺭ ﺨﻠﻴﻨﺎ ﻨﺴﻤﻴﻪ ﺍﻝﻠﻲ ﺴﻤﻴﺘﻪ‬
‫ﺃﻨﺎ ﺍﻝﻤﻭﻋﻅﺔ ﺇﻋﻁﺎﺀ ﺍﻝﻘﺩﻭﺓ ﺇﻨﻭ ﻫﺎﺫﺍ ﺍﻹﺸﻲ ﻤﻤﻜﻥ ﻓﻲ ﻤﺨﺘﻠﻑ ﺍﻝﻤﺒﺎﺤﺙ ﻭﺍﻝﻨﻘﻁﺔ ﺍﻝﺜﺎﻨﻴﺔ ﺇﺫﺍ ﻜﺎﻥ ﻓﻲ‬
‫ﺃﻱ ﺸﻲﺀ ﻋﻠﺘﻪ ﻤﺎﺩﻴﺔ ﺇﻨﻭ ﻨﺩﺒﺭ ﻨﻭﻉ ﻤﻥ ﺍﻝﺩﻋﻡ ﻭﻫﻭ ﻤﻘﺩﻭﺭ ﻋﻠﻴﻪ ﺒﺎﻝﻤﻨﺎﺴﺒﺔ‪ ،‬ﺃﻤﺎ ﺸﺒﻜﺔ ﺍﻝﻨﺕ ﺤﻠﹼﻬﺎ‬
‫ﻤﺭﻜﺯﻱ ﻴﻌﻨﻲ ﺒﺩﻫﺎ ﺍﻝﻭﺯﺍﺭﺓ ﺘﻐﻴﺭ ﺒﻌﺽ ﺍﻷﻤﻭﺭ ﺇﻨﻭ ﻴﺴﻤﺤﻭﺍ ﻤﺜﻼ ﻝﻠﻤﺠﺘﻤﻊ ﺍﻝﻤﺤﻠﻲ ﻭﻗﺩﻴﺵ ﻫﻭﻱ‬
‫ﺒﻜﻠﻑ ﻓﻲ ﺍﻝﺸﻬﺭ ﻝﻠﻤﺩﺭﺴﻪ ﺇﻨﻭ ﻴﻁﻠﻘﻭﺍ ﺴﺭﺍﺤﻬﻡ ﺇﻨﻭ ﻴﺎﻋﻤﻲ ﺒﻁﺭﻴﻘﺔ ﻤﻌﻴﻨﺔ ﺒﺄﺩﻭﺍﺕ ﻤﻌﻴﻨﺔ ﺍﻝﻠﻲ ﺒﻘﺩﺭ‬
‫ﻴﺠﻴﺏ ﻤﻥ ﺠﻬﻪ ﻴﻌﻨﻲ ﻤﻌﺭﻭﻓﺔ ﻏﻴﺭ ﻫﺎﺫﺍ ﺍﻝﺤل ﻤﺎﻓﻲ‪ ،‬ﻴﻌﻨﻲ ﻝﻤﺎ ﻴﻜﻭﻥ ﻓﻴﻪ ‪ 86‬ﻤﺩﺭﺴﺔ ﺍﻝﻠﻲ ﻓﻴﻬﻡ ﻨﺕ‬
‫ﻴﺎﺩﻭﺏ ‪ 5-4‬ﻤﺩﺍﺭﺱ‪ ،‬ﻋﻨﹼﺎ ﻓﻲ ﺍﻝﻘﺴﻡ ﻫﺫﺍ ﺼﺭﻝﻭﺍ ﺃﺭﺒﻊ ﺸﻬﻭﺭ ﻤﺎﻓﻲ ﻨﺕ ﻜﺎﻴﻥ ﻤﺸﺭﻭﻉ ﻤﻭﺠﻭﺩ ﻓﻲ‬
‫ﻋﻨﹼﺎ ﻤﺸﺭﻓﺔ ﺯﻤﻴﻠﺔ ﺒﺘﺠﻴﺏ ﻓﻼﺸﺔ ﻨﺕ ﺨﺎﺼﺔ ﻓﻴﻬﺎ‪ ،‬ﻤﻘﺩﻭﺭ ﻋﻠﻴﻪ ﺍﻝﺤل ﺇﺫﺍ ﺘﻭﻓﺭﺕ ﺍﻝﻨﻭﺍﻴﺎ‪.‬‬

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 ‫ﻤﻠﺤﻕ ﺭﻗﻡ )‪(5‬‬
‫ﻜﺘﺎﺏ ﻜﻠﻴﺔ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻌﻴﺎ ﺇﻝﻰ ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ‬

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 ‫ﻤﻠﺤﻕ ﺭﻗﻡ )‪(6‬‬
‫ﻜﺘﺎﺏ ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺇﻝﻰ ﻜﻠﻴﺔ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻌﻠﻴﺎ‬

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 ‫ﻤﻠﺤﻕ )‪ :(7‬ﺠﺩﺍﻭل ﺇﺤﺼﺎﺌﻴﺔ ﻝﻔﻘﺭﺍﺕ ﻤﺠﺎﻻﺕ ﺍﻝﺩﺭﺍﺴﺔ‬
‫ﺠﺩﻭل )‪ :(1‬ﺍﻷﻭﺴﺎﻁ ﺍﻝﺤﺴﺎﺒﻴﺔ‪ ،‬ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻝﻤﻌﻴﺎﺭﻴﺔ ﻭﺍﻝﻨﺴﺏ ﺍﻝﻤﺌﻭﻴﺔ ﻭﺩﺭﺠﺔ ﺍﻝﻤﻭﺍﻓﻘﺔ‬
‫ﻝﻠﻔﻘﺭﺍﺕ ﻤﺭﺘﺒﺔ ﺘﻨﺎﺯﻝﻴﺎ ﻭﻓﻕ ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﺤﺴﺎﺒﻲ ﻝﻤﺠﺎل ﻭﺍﻗﻊ ﺍﻝﻤﻌﺭﻓﺔ ﺒﻤﻔﻬﻭﻡ ﺍﻹﺸﺭﺍﻑ‬
‫ﺍﻻﻝﻜﺘﺭﻭﻨﻲ‬
‫ﺍﻝﻔﻘﺭﺓ‬
‫ﺩﺭﺠﺔ‬ ‫ﺍﻝﻨﺴﺒﺔ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻝﻤﺘﻭﺴﻁ‬ ‫ﺭﻗﻤﻬﺎ ﻓﻲ‬
‫ﺍﻝﺘﺭﺘﻴﺏ‬
‫ﺍﻝﻤﻭﺍﻓﻘﺔ‬ ‫ﺍﻝﻤﺌﻭﻴﺔ‬ ‫ﺍﻝﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻝﺤﺴﺎﺒﻲ‬ ‫ﺍﻻﺴﺘﺒﺎﻨﺔ‬

‫‪0.72136‬‬ ‫‪4.2071‬‬ ‫ﻴﺘﻡ ﻤﻥ ﺨﻼل ﺍﻹﺸﺭﺍﻑ ﺍﻻﻝﻜﺘﺭﻭﻨﻲ ﺘﺨﻁﻲ‬ ‫‪4‬‬

‫‪ 84.14‬ﻜﺒﻴﺭﺓ ﺠﺩﹰﺍ‬ ‫‪1‬‬
‫ﺍﻝﺤﺩﻭﺩ ﺍﻝﻤﻜﺎﻨﻴﺔ ﻭﺍﻝﺯﻤﺎﻨﻴﻪ‬
‫‪0.70365‬‬ ‫‪4.0859‬‬ ‫ﻴﺘﻴﺢ ﺍﻹﺸﺭﺍﻑ ﺍﻻﻝﻜﺘﺭﻭﻨﻲ ﻝﻠﻤﻌﻠﻡ ﺇﻤﻜﺎﻨﻴﺔ‬ ‫‪1‬‬
‫‪ 81.72‬ﻜﺒﻴﺭﺓ ﺠﺩﹰﺍ‬ ‫ﺍﻝﺘﻔﺎﻋل ﺍﻝﻨﺸﻁ ﻤﻊ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺴﻭﺍﺀ‬ ‫‪2‬‬
‫ﺒﺼﻭﺭﺓ ﻤﺘﺯﺍﻤﻨﺔ ﺃﻭ ﻏﻴﺭ ﻤﺘﺯﺍﻤﻨﺔ‬
‫‪0.64517‬‬ ‫‪4.0000‬‬ ‫ﻴﻘﺩﻡ ﻤﻬﺎﻡ ﻭﺃﻋﻤﺎل ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻋﺒﺭ‬ ‫‪2‬‬
‫‪ 80.00‬ﻜﺒﻴﺭﺓ ﺠﺩﹰﺍ‬ ‫ﺍﻝﻭﺴﺎﺌﻁ ﺍﻝﻤﺘﻌﺩﺩﺓ ﻋﻠﻰ ﺍﻝﺤﺎﺴﺏ ﺍﻵﻝﻲ‬ ‫‪3‬‬
‫ﻭﺸﺒﻜﺔ ﺍﻹﻨﺘﺭﻨﺕ ﻭﺃﺩﻭﺍﺘﻬﺎ‬
‫‪78.18‬‬ ‫‪0.72785‬‬ ‫‪3.9091‬‬ ‫ﻴﻭﻓﺭ ﺍﻝﻤﺭﻭﻨﺔ ﻭﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻝﺘﻜﻴﻑ ﻤﻊ‬ ‫‪3‬‬
‫ﻜﺒﻴﺭﺓ‬ ‫‪4‬‬
‫ﻅﺭﻭﻑ ﺍﻝﻤﻌﻠﻤﻴﻥ‬
‫‪81.01‬‬ ‫‪0.57934‬‬ ‫‪4.0505‬‬ ‫ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻤﺠﺎل ﻭﺍﻗﻊ ﺍﻝﻤﻌﺭﻓﺔ ﺒﻤﻔﻬﻭﻡ ﺍﻹﺸﺭﺍﻑ‬
‫ﻜﺒﻴﺭﺓ ﺠﺩﹰﺍ‬
‫ﺍﻻﻝﻜﺘﺭﻭﻨﻲ‬

‫ﺠﺩﻭل )‪ :(2‬ﺍﻷﻭﺴﺎﻁ ﺍﻝﺤﺴﺎﺒﻴﺔ‪ ،‬ﻭﺍﻹﻨﺤﺭﺍﻓﺎﺕ ﺍﻝﻤﻌﻴﺎﺭﻴﺔ ﻭﺍﻝﻨﺴﺏ ﺍﻝﻤﺌﻭﻴﺔ ﻭﺩﺭﺠﺔ ﺍﻝﻤﻭﺍﻓﻘﺔ ﻝﻔﻘﺭﺍﺕ‬
‫ﻤﺠﺎل ﺍﻝﻤﻌﺭﻓﺔ ﺒﺄﻫﻤﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬

‫ﺩﺭﺠﺔ‬ ‫ﺍﻝﻨﺴﺒﺔ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻝﻤﺘﻭﺴﻁ‬ ‫ﺭﻗﻤﻬﺎ ﻓﻲ‬

‫ﺍﻝﻔﻘﺭﺓ‬ ‫ﺍﻝﺘﺭﺘﻴﺏ‬
‫ﺍﻝﻤﻭﺍﻓﻘﺔ‬ ‫ﺍﻝﻤﺌﻭﻴﺔ‬ ‫ﺍﻝﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻝﺤﺴﺎﺒﻲ‬ ‫ﺍﻻﺴﺘﺒﺎﻨﺔ‬

‫ﻴﺴﺎﻫﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﻨﻭﻉ‬

‫ﻜﺒﻴﺭﺓ ﺠﺩﹰﺍ‬ ‫‪83.74‬‬ ‫‪0.72688‬‬ ‫‪4.1869‬‬ ‫‪7‬‬ ‫‪5‬‬
‫ﻤﺼﺎﺩﺭ ﺍﻝﻤﻌﺭﻓﺔ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ‬

‫ﻴﻨﻤﻲ ﻤﻬﺎﺭﺓ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻘﻨﻴﺔ ﺍﻝﺤﺩﻴﺜﺔ‬

‫ﻜﺒﻴﺭﺓ ﺠﺩﹰﺍ‬ ‫‪83.33‬‬ ‫‪0.60245‬‬ ‫‪4.1667‬‬ ‫‪30‬‬ ‫‪6‬‬
‫ﻝﻠﻤﺸﺭﻓﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ‬

‫ﻜﺒﻴﺭﺓ ﺠﺩﹰﺍ‬ ‫‪83.13‬‬ ‫‪0.67646‬‬ ‫‪4.1566‬‬ ‫ﻴﺴﻬل ﻋﻤﻠﻴﺔ ﺍﻝﻭﺼﻭل ﻝﻠﻤﻌﻠﻭﻤﺎﺕ‬ ‫‪19‬‬ ‫‪7‬‬

‫ﻜﺒﻴﺭﺓ ﺠﺩﹰﺍ‬ ‫‪81.82‬‬ ‫‪0.74167‬‬ ‫ﻴﺘﻡ ﻤﻥ ﺨﻼﻝﻪ ﻤﺘﺎﺒﻌﺔ ﺍﻝﺘﻁﻭﺭﺍﺕ ﺍﻝﺤﺩﻴﺜﺔ ‪4.0909‬‬ ‫‪26‬‬ ‫‪8‬‬

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 ‫ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﻭﺍﻹﻝﻤﺎﻡ‬ ‫ﻓﻲ ﻤﺠﺎل‬
‫ﺒﺎﻝﻤﺴﺘﺠﺩﺍﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ ﺇﻝﻜﺘﺭﻭﻨﻴﹰﺎ‬

‫ﻴﺘﻴﺢ ﺍﻹﺸﺭﺍﻑ ﺍﻻﻝﻜﺘﺭﻭﻨﻲ ﺍﻝﺘﻭﺍﺼل ﻤﻊ‬

‫ﻜﺒﻴﺭﺓ ﺠﺩﹰﺍ‬ ‫‪81.72‬‬ ‫‪0.71083‬‬ ‫‪4.0859‬‬ ‫‪6‬‬ ‫‪9‬‬
‫ﺍﻝﻤﻌﻠﻤﻴﻥ ﺒﻴﺴﺭ ﻭﺴﻬﻭﻝﺔ‬

‫ﻜﺒﻴﺭﺓ ﺠﺩﹰﺍ‬ ‫‪80.61‬‬ ‫‪0.80550‬‬ ‫‪4.0303‬‬ ‫ﻴﻭﻓﺭ ﺍﻝﻭﻗﺕ ﻭﺍﻝﺠﻬﺩ ﻭﺍﻝﻤﺎل‬ ‫‪12‬‬ ‫‪10‬‬

‫ﻴﺴﻬﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻻﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺘﻁﻭﻴﺭ‬

‫ﻜﺒﻴﺭﺓ‬ ‫‪79.80‬‬ ‫‪0.69800‬‬ ‫‪3.9899‬‬ ‫‪5‬‬ ‫‪11‬‬
‫ﺍﻝﻨﻤﻭ ﺍﻝﻤﻬﻨﻲ ﻝﻠﻤﻌﻠﻤﻴﻥ‬

‫ﻴﺘﻤﺎﺸﻰ ﻤﻊ ﺍﻝﺴﻴﺎﺴﺔ ﺍﻝﺘﻲ ﺘﻁﻤﺢ ﻝﻬﺎ ﻭﺯﺍﺭﺓ‬

‫ﻜﺒﻴﺭﺓ‬ ‫‪79.60‬‬ ‫‪0.71927‬‬ ‫‪3.9798‬‬ ‫‪25‬‬ ‫‪12‬‬
‫ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ‬

‫ﺁﺭﺍﺌﻬﻡ‬ ‫ﺇﺒﺩﺍﺀ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻝﻤﻌﻠﻤﻴﻥ‬ ‫ﻴﺸﺠﻊ‬

‫ﻜﺒﻴﺭﺓ‬ ‫‪79.10‬‬ ‫‪0.70022‬‬ ‫‪3.9545‬‬ ‫‪31‬‬ ‫‪13‬‬
‫ﻭﻤﻘﺘﺭﺤﺎﺘﻬﻡ ﺍﻝﺘﻁﻭﻴﺭﻴﺔ‬

‫ﻴﺜﺭﻱ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺒﺎﻝﻨﺸﺎﻁ ﻭﺍﻝﺤﻴﻭﻴﺔ‬

‫ﻜﺒﻴﺭﺓ‬ ‫‪77.78‬‬ ‫‪0.80467‬‬ ‫‪3.8889‬‬ ‫‪21‬‬ ‫‪14‬‬
‫ﻭﺍﻝﺘﺸﻭﻴﻕ‬

‫ﻴﺴﺘﺨﺩﻡ ﻤﻥ ﺨﻼﻝﻪ ﻁﺭﻕ ﺘﺩﺭﻴﺏ ﻤﺘﻨﻭﻋﺔ‬

‫ﻜﺒﻴﺭﺓ‬ ‫‪77.78‬‬ ‫‪0.75923‬‬ ‫‪3.8889‬‬ ‫‪14‬‬ ‫‪15‬‬
‫ﻭﻋﺼﺭﻴﺔ‬

‫ﻴﺴﺎﻋﺩ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺍﻹﺒﺩﺍﻉ ﻭﺍﻻﺒﺘﻜﺎﺭ ﻓﻲ‬

‫ﻜﺒﻴﺭﺓ‬ ‫‪77.37‬‬ ‫‪0.80160‬‬ ‫‪3.8687‬‬ ‫ﻁﺭﻕ ﺍﻝﺘﺩﺭﻴﺱ‬ ‫‪27‬‬ ‫‪16‬‬

‫ﻴﻨﻤﻲ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻴﺠﺎﺒﻴﺔ ﻨﺤﻭ ﺍﻹﺸﺭﺍﻑ‬

‫ﻜﺒﻴﺭﺓ‬ ‫‪76.97‬‬ ‫‪0.76555‬‬ ‫‪3.8485‬‬ ‫‪20‬‬ ‫‪17‬‬
‫ﺍﻝﺘﺭﺒﻭﻱ ﻝﺩﻯ ﺍﻝﻤﻌﻠﻤﻴﻥ‬

‫ﻴﺤﻘﻕ ﺍﻹﻨﺠﺎﺯ ﺍﻝﺠﻤﺎﻋﻲ ﺃﻜﺜﺭ ﻤﻥ ﺍﻹﻨﺠﺎﺯ‬

‫ﻜﺒﻴﺭﺓ‬ ‫‪76.57‬‬ ‫‪0.81907‬‬ ‫‪3.8283‬‬ ‫‪32‬‬ ‫‪18‬‬
‫ﺍﻝﻔﺭﺩﻱ‬

‫ﻴﺜﺭﻱ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻓﻴﺔ ﺒﺎﻝﻨﺸﺎﻁ ﻭﺍﻝﺤﻴﻭﻴﺔ‬

‫ﻜﺒﻴﺭﺓ‬ ‫‪76.46‬‬ ‫‪0.71536‬‬ ‫‪3.8232‬‬ ‫‪22‬‬ ‫‪19‬‬
‫ﻭﺍﻝﺘﺸﻭﻴﻕ‬

‫ﻴﻭﻓﺭ ﺍﻝﺘﻐﺫﻴﺔ ﺍﻝﺭﺍﺠﻌﺔ ﺍﻝﻤﺴﺘﻤﺭﺓ ﻝﺩﻯ‬

‫ﻜﺒﻴﺭﺓ‬ ‫‪75.76‬‬ ‫‪0.81574‬‬ ‫ﺍﻝﻤﻌﻠﻤﻴﻥ ﻤﻥ ﺨﻼل ﺘﺤﺩﻴﺩ ﻨﻘﺎﻁ ﺍﻝﻘﻭﺓ ‪3.7879‬‬ ‫‪8‬‬ ‫‪20‬‬
‫ﻭﺍﻝﻀﻌﻑ ﻓﻲ ﺃﺩﺍﺌﻬﻡ‬

‫ﻴﺴﻬﻡ ﻓﻲ ﺤل ﻤﺸﻜﻼﺕ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﻤﺘﺎﺒﻌﺘﻬﻡ‬

‫ﻜﺒﻴﺭﺓ‬ ‫‪75.76‬‬ ‫‪0.82809‬‬ ‫ﺒﺼﻭﺭﺓ ﻤﺴﺘﻤﺭﺓ ﻭﺨﺎﺭﺝ ﻨﻁﺎﻕ ﺍﻝﺩﻭﺍﻡ ‪3.7879‬‬ ‫‪9‬‬ ‫‪21‬‬
‫ﺍﻝﻤﺩﺭﺴﻲ‬

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 ‫ﻜﺒﻴﺭﺓ‬ ‫‪75.66‬‬ ‫‪0.81752‬‬ ‫‪3.7828‬‬ ‫ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﺇﻴﺠﺎﺩ ﺒﻴﺌﺔ ﺇﺸﺭﺍﻓﻴﺔ ﺘﻔﺎﻋﻠﻴﺔ‬ ‫‪18‬‬ ‫‪22‬‬

‫ﻴﺤﺩﺩ ﺤﺎﺠﺎﺕ ﺍﻝﻤﻌﻠﻡ ﺍﻝﺤﺎﻝﻴﺔ ﻓﻲ ﺘﻁﻭﻴﺭ‬

‫ﻜﺒﻴﺭﺓ‬ ‫‪75.66‬‬ ‫‪0.73236‬‬ ‫‪3.7828‬‬ ‫‪33‬‬ ‫‪23‬‬
‫ﺃﺩﺍﺌﻪ ﺍﻝﻭﻅﻴﻔﻲ‬

‫ﻴﺤﺩﺩ ﺤﺎﺠﺎﺕ ﺍﻝﻤﻌﻠﻡ ﺍﻝﻤﺴﺘﻘﺒﻠﻴﺔ ﻓﻲ ﺘﻁﻭﻴﺭ‬

‫ﻜﺒﻴﺭﺓ‬ ‫‪75.05‬‬ ‫‪0.75021‬‬ ‫‪3.7525‬‬ ‫‪34‬‬ ‫‪24‬‬
‫ﺃﺩﺍﺌﻪ ﺍﻝﻭﻅﻴﻔﻲ‬

‫ﻴﺴﺎﻋﺩ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻋﻠﻰ ﺘﺤﻘﻴﻕ‬

‫ﻜﺒﻴﺭﺓ‬ ‫‪74.95‬‬ ‫‪0.82896‬‬ ‫‪3.7475‬‬ ‫‪29‬‬ ‫‪25‬‬
‫ﺃﻫﺩﺍﻑ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ‬

‫ﻴﺴﻬﻡ ﻓﻲ ﺒﻨﺎﺀ ﻋﻼﻗﺎﺕ ﺇﻨﺴﺎﻨﻴﺔ ﺒﻴﻥ‬

‫ﻜﺒﻴﺭﺓ‬ ‫‪73.94‬‬ ‫‪0.93390‬‬ ‫‪3.6970‬‬ ‫‪24‬‬ ‫‪26‬‬
‫ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺸﺭﻓﻴﻥ‬

‫ﻜﺒﻴﺭﺓ‬ ‫‪73.64‬‬ ‫‪0.82768‬‬ ‫‪3.6818‬‬ ‫ﻴﺜﻴﺭ ﺩﺍﻓﻌﻴﺔ ﺍﻝﻤﻌﻠﻡ‬ ‫‪11‬‬ ‫‪27‬‬

‫ﻴﺤﺭﺹ ﻋﻠﻰ ﺘﻘﻭﻴﻡ ﺍﻷﺴﺎﻝﻴﺏ ﺍﻹﺸﺭﺍﻓﻴﺔ‬

‫ﻜﺒﻴﺭﺓ‬ ‫‪73.64‬‬ ‫‪0.75721‬‬ ‫‪3.6818‬‬ ‫‪10‬‬ ‫‪28‬‬
‫ﺒﺎﺴﺘﻤﺭﺍﺭ‬

‫ﻴﺴﺎﻋﺩ ﻓﻲ ﺍﻝﻘﻀﺎﺀ ﻋﻠﻰ ﺍﻝﻤﻌﻭﻗﺎﺕ ﺍﻝﺘﻲ‬

‫ﻜﺒﻴﺭﺓ‬ ‫‪72.73‬‬ ‫‪0.83032‬‬ ‫‪3.6364‬‬ ‫‪28‬‬ ‫‪29‬‬
‫ﺘﻭﺍﺠﻪ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻓﻴﺔ‬

‫ﻴﺨﻔﻑ ﺍﻷﻋﺒﺎﺀ ﺍﻹﺩﺍﺭﻴﺔ ﺍﻝﻤﻠﻘﺎﻩ ﻋﻠﻰ ﻋﺎﺘﻕ‬

‫ﻜﺒﻴﺭﺓ‬ ‫‪71.52‬‬ ‫‪0.97783‬‬ ‫‪3.5758‬‬ ‫‪23‬‬ ‫‪30‬‬
‫ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ‬

‫ﻜﺒﻴﺭﺓ‬ ‫‪70.71‬‬ ‫‪0.85274‬‬ ‫‪3.5354‬‬ ‫ﻴﻬﺩﻑ ﻏﻠﻰ ﺘﺠﻨﺏ ﺍﻷﺨﻁﺎﺀ ﻗﺒل ﻭﻗﻭﻋﻬﺎ‬ ‫‪15‬‬ ‫‪31‬‬

‫ﻜﺒﻴﺭﺓ‬ ‫‪70.51‬‬ ‫‪0.86492‬‬ ‫‪3.5253‬‬ ‫ﻴﺭﺍﻋﻲ ﺍﻝﻔﺭﻭﻕ ﺍﻝﻔﺭﺩﻴﺔ ﺒﻴﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ‬ ‫‪13‬‬ ‫‪32‬‬

‫ﻤﺘﻭﺴﻁﺔ‬ ‫‪68.69‬‬ ‫‪0.89739‬‬ ‫‪3.4343‬‬ ‫ﻴﺭﺍﻋﻲ ﺤﺎﺠﺎﺕ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫‪17‬‬ ‫‪33‬‬

‫ﻤﺘﻭﺴﻁﺔ‬ ‫‪68.38‬‬ ‫‪0.85558‬‬ ‫‪3.4192‬‬ ‫ﻴﺭﺍﻋﻲ ﺤﺎﺠﺎﺕ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺍﻝﻨﻔﺴﻴﺔ‬ ‫‪16‬‬ ‫‪34‬‬

‫ﻜﺒﻴﺭﺓ‬ ‫‪76.41‬‬ ‫‪0.51197‬‬ ‫‪3.8205‬‬ ‫ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻤﺠﺎل ﺍﻝﻤﻌﺭﻓﺔ ﺒﺄﻫﻤﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻻﻝﻜﺘﺭﻭﻨﻲ‬

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‫ﺠﺩﻭل )‪ :(3‬ﻴﺒﻴﻥ ﺍﻷﻭﺴﺎﻁ ﺍﻝﺤﺴﺎﺒﻴﺔ‪ ،‬ﻭﺍﻹﻨﺤﺭﺍﻓﺎﺕ ﺍﻝﻤﻌﻴﺎﺭﻴﺔ ﻭﺍﻝﻨﺴﺏ ﺍﻝﻤﺌﻭﻴﺔ ﻭﺩﺭﺠﺔ ﺍﻝﻤﻭﺍﻓﻘﺔ‬
‫ﻝﻤﺠﺎل ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ‬
‫ﺩﺭﺠﺔ‬ ‫ﺍﻝﻨﺴﺒﺔ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻝﻤﺘﻭﺴﻁ‬ ‫ﺭﻗﻤﻬﺎ ﻓﻲ‬
‫ﺍﻝﻔﻘﺭﺓ‬ ‫ﺍﻝﺘﺭﺘﻴﺏ‬
‫ﺍﻝﻤﻭﺍﻓﻘﺔ‬ ‫ﺍﻝﻤﺌﻭﻴﺔ‬ ‫ﺍﻝﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻝﺤﺴﺎﺒﻲ‬ ‫ﺍﻻﺴﺘﺒﺎﻨﺔ‬
‫‪84.34‬‬ ‫‪0.66707‬‬ ‫‪4.2172‬‬ ‫ﻴﺯﻭﺩ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺒﺎﻝﺩﺭﻭﺱ ﺍﻝﻤﺼﻤﻤﺔ‬ ‫‪36‬‬
‫ﻜﺒﻴﺭﺓ ﺠﺩﹰﺍ‬ ‫‪35‬‬
‫ﺇﻝﻜﺘﺭﻭﻨﻴﹰﺎ‬

‫‪ 84.14‬ﻜﺒﻴﺭﺓ ﺠﺩﹰﺍ‬ ‫‪0.64717‬‬ ‫‪4.2071‬‬ ‫ﻴﻌﺭﺽ ﺍﻝﺩﺭﻭﺱ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ ﺇﻝﻜﺘﺭﻭﻨﻴﹰﺎ‬ ‫‪37‬‬ ‫‪36‬‬

‫‪ 83.74‬ﻜﺒﻴﺭﺓ ﺠﺩﹰﺍ‬ ‫‪0.60491‬‬ ‫‪4.1869‬‬ ‫ﺍﻝﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺘﺒﺎﺩل‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﻴﻨﻤﻲ‬ ‫‪50‬‬

‫ﻭﺍﻝﺒﻴﺎﻨﺎﺕ ﺒﻴﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻭﺍﻹﺩﺍﺭﺓ‬ ‫‪37‬‬
‫ﻭﺍﻝﻤﻌﻠﻤﻴﻥ‬

‫‪ 83.23‬ﻜﺒﻴﺭﺓ ﺠﺩﹰﺍ‬ ‫‪0.67149‬‬ ‫‪4.1616‬‬ ‫ﺇﻨﺸﺎﺀ ﻤﻭﻗﻊ ﻋﻠﻰ ﺍﻝﺸﺒﻜﺔ ﺨﺎﺹ‬ ‫‪35‬‬
‫‪38‬‬
‫ﺒﺎﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬

‫‪ 82.73‬ﻜﺒﻴﺭﺓ ﺠﺩﹰﺍ‬ ‫‪0.79119‬‬ ‫‪4.1364‬‬ ‫ﻴﺤﻔﻅ ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻷﺴﺎﺴﻴﺔ ﻋﻥ ﺍﻝﻤﺩﺭﺴﺔ‬ ‫‪51‬‬

‫‪39‬‬
‫ﻭﺍﻝﻤﻌﻠﻤﻴﻥ‬

‫‪ 82.42‬ﻜﺒﻴﺭﺓ ﺠﺩﹰﺍ‬ ‫‪0.73038‬‬ ‫‪4.1212‬‬ ‫ﻴﺘﻴﺢ ﻝﻠﻤﻌﻠﻤﻴﻥ ﺍﻻﻁﻼﻉ ﻋﻠﻰ ﻤﻭﺍﻋﻴﺩ‬ ‫‪52‬‬
‫‪40‬‬
‫ﺍﻝﺩﻭﺭﺍﺕ ﺍﻝﺘﺩﺭﻴﺒﻴﺔ ﺍﻝﺘﻲ ﺴﺘﻨﻔﺫ‬

‫‪ 82.32‬ﻜﺒﻴﺭﺓ ﺠﺩﹰﺍ‬ ‫‪0.72072‬‬ ‫‪4.1162‬‬ ‫ﻴﺴﻬل ﻋﻤﻠﻴﺔ ﺍﻻﺘﺼﺎل ﻤﻊ ﺍﻝﻤﺴﺅﻭﻝﻴﻥ‬ ‫‪56‬‬

‫‪41‬‬
‫ﺒﺈﺩﺍﺭﺓ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺃﻭ ﺍﻝﻭﺯﺍﺭﺓ‬

‫‪ 81.72‬ﻜﺒﻴﺭﺓ ﺠﺩﹰﺍ‬ ‫‪0.70365‬‬ ‫‪4.0859‬‬ ‫ﻴﺒﻠﻎ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺒﺎﻻﺠﺘﻤﺎﻋﺎﺕ ﺍﻝﺩﻭﺭﻴﺔ‬ ‫‪38‬‬ ‫‪42‬‬

‫‪ 81.72‬ﻜﺒﻴﺭﺓ ﺠﺩﹰﺍ‬ ‫‪0.77243‬‬ ‫‪4.0859‬‬ ‫ﻴﺯﻭﺩ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺒﺎﻝﺩﺭﻭﺱ ﺍﻝﻨﻤﻭﺫﺠﻴﺔ‬ ‫‪39‬‬ ‫‪43‬‬

‫‪ 81.52‬ﻜﺒﻴﺭﺓ ﺠﺩﹰﺍ‬ ‫‪0.72610‬‬ ‫‪4.0758‬‬ ‫ﻴﺴﺘﺨﺩﻡ ﺍﻝﺘﺨﻁﻴﻁ ﻝﻠﺩﺭﻭﺱ ﺇﻝﻜﺘﺭﻭﻨﻴﹰﺎ‬ ‫‪42‬‬ ‫‪44‬‬

‫‪ 81.41‬ﻜﺒﻴﺭﺓ ﺠﺩﹰﺍ‬ ‫‪0.77069‬‬ ‫‪4.0707‬‬ ‫ﺍﻝﻤﺼﺎﺩﺭ‬ ‫ﺒﻘﻭﺍﺌﻡ‬ ‫ﺍﻝﻤﻌﻠﻤﻴﻥ‬ ‫ﻴﺯﻭﺩ‬ ‫‪58‬‬

‫‪45‬‬
‫ﻭﺍﻝﻤﺭﺍﺠﻊ ﺍﻝﺤﺩﻴﺜﺔ ﻝﻠﻤﺎﺩﺓ‬

‫‪ 81.41‬ﻜﺒﻴﺭﺓ ﺠﺩﹰﺍ‬ ‫‪0.62523‬‬ ‫‪4.0707‬‬ ‫ﻴﺴﺘﻘﺒل ﺍﻝﻤﻘﺘﺭﺤﺎﺕ ﻭﺍﻝﺘﻭﺼﻴﺎﺕ ﻤﻥ‬ ‫‪55‬‬

‫‪46‬‬
‫ﻗﺒل ﺍﻝﻤﺩﻴﺭﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ‬

‫‪ 81.31‬ﻜﺒﻴﺭﺓ ﺠﺩﹰﺍ‬ ‫‪0.69130‬‬ ‫‪4.0657‬‬ ‫ﺍﻝﻠﻘﺎﺀﺍﺕ‬ ‫ﻭﺘﻭﺼﻴﺎﺕ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻴﺭﺴل‬ ‫‪54‬‬

‫‪47‬‬
‫ﺍﻝﺴﺎﺒﻘﺔ ﻝﻠﻤﻌﻠﻤﻴﻥ‬

‫‪ 81.21‬ﻜﺒﻴﺭﺓ ﺠﺩﹰﺍ‬ ‫‪0.81631‬‬ ‫‪4.0606‬‬ ‫ﻴﺘﻡ ﻤﻥ ﺨﻼﻝﻪ ﺇﺭﺴﺎل ﺍﻝﻨﺸﺭﺍﺕ‬ ‫‪41‬‬

‫‪48‬‬
‫ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﻝﻘﺭﺍﺀﺍﺕ ﺍﻝﻤﻭﺠﻬﺔ‬

‫‪170‬‬
‫‪ 80.91‬ﻜﺒﻴﺭﺓ ﺠﺩﹰﺍ‬ ‫‪0.70022‬‬ ‫‪4.0455‬‬ ‫ﺍﻝﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﺴﺘﻔﺴﺎﺭﺍﺕ‬ ‫ﻴﺴﺘﻘﺒل‬ ‫‪57‬‬
‫‪49‬‬
‫ﻭﻤﻼﺤﻅﺎﺘﻬﻡ ﺤﻭل ﺍﻝﻤﻘﺭﺭ ﺍﻝﺩﺭﺍﺴﻲ‬

‫‪ 80.91‬ﻜﺒﻴﺭﺓ ﺠﺩﹰﺍ‬ ‫‪0.76268‬‬ ‫‪4.0455‬‬ ‫ﻴﻨﻘل ﺍﻝﻤﺅﺘﻤﺭﺍﺕ ﻭﺍﻝﻨﺩﻭﺍﺕ ﺍﻝﻌﻠﻤﻴﺔ‬ ‫‪61‬‬

‫‪50‬‬
‫ﻝﻠﻤﻌﻠﻤﻴﻥ‬

‫‪ 80.61‬ﻜﺒﻴﺭﺓ ﺠﺩﹰﺍ‬ ‫‪0.74663‬‬ ‫‪4.0303‬‬ ‫ﻴﺤﻤل ﺍﻝﺒﺭﺍﻤﺞ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻋﻠﻰ ﺍﻝﺤﺎﺴﺏ‬ ‫‪60‬‬
‫‪51‬‬
‫ﻻﺴﺘﺨﺩﺍﻤﻬﺎ ﻓﻲ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻓﻴﺔ‬

‫‪ 80.20‬ﻜﺒﻴﺭﺓ ﺠﺩﹰﺍ‬ ‫‪0.75394‬‬ ‫‪4.0101‬‬ ‫ﻴﺭﺴل ﺍﻝﺘﻭﺠﻴﻬﺎﺕ ﻭﺍﻝﻠﻭﺍﺌﺢ ﻭﺍﻷﻨﻅﻤﺔ‬ ‫‪59‬‬

‫‪52‬‬
‫ﻋﻠﻰ ﺍﻝﻤﻭﻗﻊ ﺃﻭ ﺍﻝﺒﺭﻴﺩ ﺍﻻﻝﻜﺘﺭﻭﻨﻲ‬

‫‪ 80.00‬ﻜﺒﻴﺭﺓ ﺠﺩﹰﺍ‬ ‫‪0.71956‬‬ ‫‪4.0000‬‬ ‫ﻴﻭﺯﻉ ﺍﻝﻤﻬﺎﻡ ﻋﻠﻰ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺃﺜﻨﺎﺀ‬ ‫‪53‬‬
‫‪53‬‬
‫ﺍﻻﺠﺘﻤﺎﻋﺎﺕ ﺍﻝﺩﻭﺭﻴﺔ‬

‫ﻜﺒﻴﺭﺓ‬ ‫‪79.49‬‬ ‫‪0.76362‬‬ ‫‪3.9747‬‬ ‫ﻴﺼﻴﻎ ﺍﻷﻫﺩﺍﻑ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺇﻝﻜﺘﺭﻭﻨﻴﹰﺎ‬ ‫‪43‬‬ ‫‪54‬‬

‫ﻜﺒﻴﺭﺓ‬ ‫‪79.39‬‬ ‫‪0.77988‬‬ ‫‪3.9697‬‬ ‫ﻴﺯﻭﺩ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺒﺎﻝﺘﻌﺎﻤﻴﻡ ﻭﺍﻝﺘﻭﺠﻴﻬﺎﺕ‬ ‫‪47‬‬

‫‪55‬‬
‫ﺍﻝﺨﺎﺼﺔ ﺒﺎﻝﻤﺎﺩﺓ ﺍﻝﻌﻠﻤﻴﺔ‬

‫ﻜﺒﻴﺭﺓ‬ ‫‪78.79‬‬ ‫‪0.78460‬‬ ‫‪3.9394‬‬ ‫ﻴﺤﻠل ﺍﻝﻤﺤﺘﻭﻯ ﺇﻝﻜﺘﺭﻭﻨﻴ ﹰﺎ‬ ‫‪44‬‬ ‫‪56‬‬

‫ﻜﺒﻴﺭﺓ‬ ‫‪78.79‬‬ ‫‪0.83475‬‬ ‫‪3.9394‬‬ ‫ﻴﻨﺘﻘﻲ ﺍﻷﻨﺸﻁﺔ ﺍﻝﺼﻔﻴﺔ ﻭﻏﻴﺭ ﺍﻝﺼﻔﻴﺔ‬ ‫‪48‬‬
‫‪57‬‬
‫ﺇﻝﻜﺘﺭﻭﻨﻴﹰﺎ ﻋﻥ ﻁﺭﻴﻕ ﺍﻝﻤﻭﺍﻗﻊ ﺍﻝﺘﺭﺒﻭﻴﺔ‬

‫ﻜﺒﻴﺭﺓ‬ ‫‪78.18‬‬ ‫‪0.77513‬‬ ‫‪3.9091‬‬ ‫ﻴﺤﺩﺩ ﺇﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﺍﻝﺘﺩﺭﻴﺱ ﺇﻝﻜﺘﺭﻭﻨﻴﹰﺎ‬ ‫‪49‬‬ ‫‪58‬‬

‫ﻜﺒﻴﺭﺓ‬ ‫‪77.58‬‬ ‫‪0.77751‬‬ ‫‪3.8788‬‬ ‫ﻴﺴﻬﻡ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﺃﺴﺎﻝﻴﺏ ﺍﻹﺸﺭﺍﻑ‬ ‫‪46‬‬

‫‪59‬‬
‫ﺇﻝﻜﺘﺭﻭﻨﻴﹰﺎ‬

‫ﻜﺒﻴﺭﺓ‬ ‫‪76.46‬‬ ‫‪0.80232‬‬ ‫‪3.8232‬‬ ‫ﻴﺴﻬﻡ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﺃﺴﺎﻝﻴﺏ ﺍﻝﺘﻘﻭﻴﻡ‬ ‫‪45‬‬

‫‪60‬‬
‫ﺇﻝﻜﺘﺭﻭﻨﻴﹰﺎ‬

‫ﻜﺒﻴﺭﺓ‬ ‫‪73.03‬‬ ‫‪0.93699‬‬ ‫‪3.6515‬‬ ‫ﻴﺒﻠﻎ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺒﺎﻝﺯﻴﺎﺭﺍﺕ ﺍﻝﺼﻔﻴﺔ‬ ‫‪40‬‬ ‫‪61‬‬
‫‪80.51‬‬ ‫‪0.54240‬‬ ‫‪4.0254‬‬ ‫ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻤﺠﺎل ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ‬
‫ﻜﺒﻴﺭﺓ ﺠﺩﹰﺍ‬
‫ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ‬

‫‪171‬‬
‫ﺠﺩﻭل )‪ :(4‬ﺍﻷﻭﺴﺎﻁ ﺍﻝﺤﺴﺎﺒﻴﺔ‪ ،‬ﻭﺍﻹﻨﺤﺭﺍﻓﺎﺕ ﺍﻝﻤﻌﻴﺎﺭﻴﺔ ﻭﺍﻝﻨﺴﺏ ﺍﻝﻤﺌﻭﻴﺔ ﻭﺩﺭﺠﺔ ﺍﻝﻤﻭﺍﻓﻘﺔ ﻝﻤﺠﺎل‬
‫ﺩﺭﺠﺔ ﻤﻌﻭﻗﺎﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬
‫ﺩﺭﺠﺔ‬ ‫ﺍﻝﻨﺴﺒﺔ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻝﻤﺘﻭﺴﻁ‬ ‫ﺭﻗﻤﻬﺎ ﻓﻲ‬
‫ﺍﻝﻔﻘﺭﺓ‬ ‫ﺍﻝﺘﺭﺘﻴﺏ‬
‫ﺍﻝﻤﻭﺍﻓﻘﺔ‬ ‫ﺍﻝﻤﺌﻭﻴﺔ‬ ‫ﺍﻝﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻝﺤﺴﺎﺒﻲ‬ ‫ﺍﻻﺴﺘﺒﺎﻨﺔ‬
‫‪86.97‬‬ ‫‪0.86369‬‬ ‫‪4.3485‬‬ ‫ﻀﻌﻑ ﺘﻭﻓﺭ ﺨﺩﻤﺔ ﺍﻹﻨﺘﺭﻨﺕ ﻓﻲ‬ ‫‪67‬‬
‫ﻜﺒﻴﺭﺓ ﺠﺩﹰﺍ‬ ‫‪62‬‬
‫ﺍﻝﻤﺩﺍﺭﺱ‬

‫ﻜﺒﻴﺭﺓ ﺠﺩﹰﺍ‬ ‫‪86.97‬‬ ‫‪0.79642‬‬ ‫‪4.3485‬‬ ‫ﻗﻠﺔ ﺃﺠﻬﺯﺓ ﺍﻝﺤﺎﺴﺏ ﺍﻵﻝﻲ ﺍﻝﺨﺎﺼﺔ‬ ‫‪65‬‬
‫‪63‬‬
‫ﺒﺎﻝﻤﻌﻠﻤﻴﻥ‬

‫ﻜﺒﻴﺭﺓ ﺠﺩﹰﺍ‬ ‫‪86.87‬‬ ‫‪0.82057‬‬ ‫‪4.3434‬‬ ‫ﻗﻠﺔ ﺃﺠﻬﺯﺓ ﺍﻝﺤﺎﺴﺏ ﺍﻵﻝﻲ ﻭﺠﻬﺎﺯ‬ ‫‪63‬‬
‫ﺍﻝﻌﺭﺽ ) ﺍﻝﺩﺍﺘﺎ ﺸﻭ ( ﻓﻲ ﺍﻝﺼﻔﻭﻑ‬ ‫‪64‬‬
‫ﺍﻝﺩﺭﺍﺴﻴﺔ‬

‫ﻜﺒﻴﺭﺓ ﺠﺩﹰﺍ‬ ‫‪86.67‬‬ ‫‪0.80607‬‬ ‫‪4.3333‬‬ ‫ﻗﻠﺔ ﻋﺩﺩ ﺃﺠﻬﺯﺓ ﺍﻝﺤﺎﺴﺏ ﺍﻵﻝﻲ‬ ‫‪64‬‬
‫‪65‬‬
‫ﺍﻝﺨﺎﺼﺔ ﺒﺎﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ‬

‫ﻜﺒﻴﺭﺓ ﺠﺩﹰﺍ‬ ‫‪86.06‬‬ ‫‪0.79279‬‬ ‫‪4.3030‬‬ ‫ﻀﻌﻑ ﺍﻝﺒﻨﻴﺔ ﺍﻝﺘﺤﺘﻴﺔ ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ ﻓﻲ‬ ‫‪62‬‬
‫‪66‬‬
‫ﻤﺩﻴﺭﻴﺎﺕ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﻭﺍﻝﻤﺩﺍﺭﺱ‬

‫ﻜﺒﻴﺭﺓ ﺠﺩﹰﺍ‬ ‫‪85.86‬‬ ‫‪0.78375‬‬ ‫‪4.2929‬‬ ‫ﻗﻠﺔ ﺍﻝﻤﻭﺍﺭﺩ ﺍﻝﻤﺎﻝﻴﺔ ﻓﻲ ﺘﻁﺒﻴﻕ‬ ‫‪68‬‬
‫ﺍﻷﺴﺎﻝﻴﺏ ﺍﻹﺸﺭﺍﻓﻴﺔ ﻤﻥ ﺨﻼل ﺸﺒﻜﺔ‬ ‫‪67‬‬
‫ﺍﻝﻤﻌﻠﻭﻤﺎﺕ‬

‫ﻜﺒﻴﺭﺓ ﺠﺩﹰﺍ‬ ‫‪81.92‬‬ ‫‪0.94299‬‬ ‫‪4.0960‬‬ ‫ﺯﻴﺎﺩﺓ ﺍﻷﻋﺒﺎﺀ ﺍﻹﺩﺍﺭﻴﺔ ﻝﻠﻤﺸﺭﻓﻴﻥ‬ ‫‪72‬‬
‫‪68‬‬
‫ﺍﻝﺘﺭﺒﻭﻴﻴﻥ‬

‫ﻜﺒﻴﺭﺓ ﺠﺩﹰﺍ‬ ‫‪80.91‬‬ ‫‪0.90287‬‬ ‫‪4.0455‬‬ ‫ﻗﻠﺔ ﺍﻝﺩﻋﻡ ﺍﻝﻤﺎﺩﻱ ﻭﺍﻝﻔﻨﻲ ﻻﺴﺘﺨﺩﺍﻡ‬ ‫‪80‬‬
‫ﺸﺒﻜﺔ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻤﻥ ﻗﺒل ﻭﺯﺍﺭﺓ‬ ‫‪69‬‬
‫ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ‬

‫ﻜﺒﻴﺭﺓ‬ ‫‪78.99‬‬ ‫‪0.84148‬‬ ‫‪3.9495‬‬ ‫ﻗﻠﺔ ﻭﺠﻭﺩ ﺍﻝﺒﺭﻤﺠﻴﺎﺕ ﺍﻝﻼﺯﻤﺔ‬ ‫‪77‬‬

‫‪70‬‬
‫ﻝﻺﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬

‫ﻜﺒﻴﺭﺓ‬ ‫‪78.99‬‬ ‫‪0.97558‬‬ ‫‪3.9495‬‬ ‫ﻀﻌﻑ ﻭﺠﻭﺩ ﻤﺘﺨﺼﺼﻴﻥ ﻓﻲ‬ ‫‪69‬‬

‫ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﺒﺈﺩﺍﺭﺓ‬ ‫‪71‬‬
‫ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ‬

‫ﻜﺒﻴﺭﺓ‬ ‫‪78.89‬‬ ‫‪0.89098‬‬ ‫ﻀﻌﻑ ﺩﺍﻓﻌﻴﺔ ﺒﻌﺽ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ ‪3.9444‬‬ ‫‪74‬‬

‫‪72‬‬
‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻘﻨﻴﺎﺕ ﺍﻝﺤﺩﻴﺜﺔ‬

‫‪172‬‬
‫ﻜﺒﻴﺭﺓ‬ ‫‪77.37‬‬ ‫‪0.81417‬‬ ‫ﻀﻌﻑ ﻤﻬﺎﺭﺓ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺍﻝﺘﻌﺎﻤل ‪3.8687‬‬ ‫‪76‬‬
‫‪73‬‬
‫ﻤﻊ ﺍﻝﺘﻘﻨﻴﺎﺕ ﺍﻝﺤﺩﻴﺜﺔ‬

‫ﻜﺒﻴﺭﺓ‬ ‫‪77.27‬‬ ‫‪0.87642‬‬ ‫‪3.8636‬‬ ‫ﺘﺩﻨﻲ ﻭﻋﻲ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﺘﻌﻠﻴﻤﻲ ﻷﻫﻤﻴﺔ‬ ‫‪81‬‬
‫‪74‬‬
‫ﺍﻹﻨﺘﺭﻨﺕ ﻓﻲ ﻤﺠﺎل ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ‬

‫ﻜﺒﻴﺭﺓ‬ ‫‪76.77‬‬ ‫‪0.90354‬‬ ‫‪3.8384‬‬ ‫ﻗﻠﺔ ﺍﻝﺩﻭﺭﺍﺕ ﺍﻝﺘﺩﺭﻴﺒﻴﺔ ﻓﻲ ﺍﻝﺤﺎﺴﺏ‬ ‫‪71‬‬

‫‪75‬‬
‫ﺍﻵﻝﻲ ﻝﻠﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ‬

‫ﻜﺒﻴﺭﺓ‬ ‫‪76.16‬‬ ‫‪1.05846‬‬ ‫‪3.8081‬‬ ‫ﻗﻠﺔ ﻭﻋﻲ ﺒﻌﺽ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ‬ ‫‪66‬‬
‫ﺒﺄﻫﻤﻴﺔ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻘﻨﻴﺎﺕ ﺍﻝﺤﺩﻴﺜﺔ ﻓﻲ‬ ‫‪76‬‬
‫ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ‬

‫ﻜﺒﻴﺭﺓ‬ ‫‪75.15‬‬ ‫‪0.99329‬‬ ‫ﻨﺩﺭﺓ ﻭﺠﻭﺩ ﻜﺘﺏ ﻭﻤﺭﺍﺠﻊ ﻭﺤﻘﺎﺌﺏ ‪3.7576‬‬ ‫‪79‬‬
‫ﺘﺩﺭﻴﺒﻴﺔ ﻤﺘﺨﺼﺼﺔ ﻓﻲ ﺍﻹﺸﺭﺍﻑ‬ ‫‪77‬‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬

‫ﻜﺒﻴﺭﺓ‬ ‫‪73.84‬‬ ‫‪0.97743‬‬ ‫ﺍﻝﻤﺸﺭﻓﻴﻥ ‪3.6919‬‬ ‫ﺩﺍﻓﻌﻴﺔ ﺒﻌﺽ‬ ‫ﻀﻌﻑ‬ ‫‪73‬‬

‫ﺍﻝﺘﻘﻨﻴﺎﺕ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻝﺘﺭﺒﻭﻴﻴﻥ‬
‫‪78‬‬
‫ﺍﻝﺤﺩﻴﺜﺔ‬

‫ﻜﺒﻴﺭﺓ‬ ‫‪73.64‬‬ ‫‪0.90949‬‬ ‫ﺼﻌﻭﺒﺔ ﺘﻁﺒﻴﻕ ﺃﺩﻭﺍﺕ ﺍﻝﺘﻘﻭﻴﻡ ﻓﻲ ‪3.6818‬‬ ‫‪78‬‬

‫‪79‬‬
‫ﺍﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬

‫ﻜﺒﻴﺭﺓ‬ ‫‪72.63‬‬ ‫‪0.98229‬‬ ‫‪3.6313‬‬ ‫ﻀﻌﻑ ﻤﻬﺎﺭﺓ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ‬ ‫‪75‬‬

‫‪80‬‬
‫ﻓﻲ ﺍﻝﺘﻌﺎﻤل ﻤﻊ ﺍﻝﺘﻘﻨﻴﺎﺕ ﺍﻝﺤﺩﻴﺜﺔ‬

‫ﻜﺒﻴﺭﺓ‬ ‫‪71.52‬‬ ‫‪1.07194‬‬ ‫‪3.5758‬‬ ‫ﻀﻌﻑ ﺍﻫﺘﻤﺎﻡ ﺇﺩﺍﺭﺓ ﺍﻹﺸﺭﺍﻑ‬ ‫‪70‬‬

‫‪81‬‬
‫ﺍﻝﺘﺭﺒﻭﻱ ﺒﺎﻹﺸﺭﺍﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬
‫‪79.67‬‬ ‫‪.58128‬‬ ‫ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻤﺠﺎل ﺩﺭﺠﺔ ﻤﻌﻭﻗﺎﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ ‪3.9836‬‬
‫ﻜﺒﻴﺭﺓ‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‬

‫‪173‬‬
 ‫ﻤﻠﺤﻕ )‪(8‬‬
‫ﺘﺩﻗﻴﻕ ﺍﻝﺩﺭﺍﺴﺔ ﺒﺎﻝﻠﻐﺘﻴﻥ ﺍﻝﻌﺭﺒﻴﺔ ﻭﺍﻹﻨﺠﻠﻴﺯﻴﺔ‬

‫ﺍﻨﺎ ﺍﻻﺴﺘﺎﺫ ﻤﺤﻤﺩ ﺃﺒﻭ ﺍﻝﻌﺯ ﻤﺩﺭﺱ ﻝﻐﺔ ﻋﺭﺒﻴﺔ ﻓﻲ ﻤﺩﺭﺴﺔ ﺭﻗﻡ ﻭﺍﺤﺩ ﻝﻘﺩ ﻗﻤﺕ ﺒﻤﺭﺍﺠﻌﺔ‬
‫ﻭﺘﺩﻗﻴﻕ ﺭﺴﺎﻝﺔ ﺍﻝﻤﺎﺠﺴﺘﻴﺭ ﻝﻠﻁﺎﻝﺒﺔ ﺭﺸﺎ ﺍﻝﻘﺎﺴﻡ‪ ،‬ﻭﺍﻝﺭﺴﺎﻝﺔ ﺒﻌﻨﻭﺍﻥ " ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴ‪‬ﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ‬
‫ﺍﻝﻐﺭﺒﻴﺔ"‪ ،‬ﻭﻋﻠﻴﻪ ﺃﻭﻗﻊ‪.‬‬

‫ﺍﻻﺴﺘﺎﺫ ﻤﺤﻤﺩ ﺃﺒﻭ ﺍﻝﻌﺯ‬

‫ﺃﻨﺎ ﺍﻝﺩﻜﺘﻭﺭ ﺴﻤﻴﺭ ﻤﺤﻤﻭﺩ ﻤﻥ ﻜﻠﻴﺔ ﺍﻵﺩﺍﺏ ﻗﺴﻡ ﺍﻝﻠﻐﺔ ﺍﻹﻨﺠﻠﻴﺯﻴﺔ ﻗﻤﺕ ﺒﺘﺩﻗﻴﻕ ﻤﻠﺨﺹ‬
‫ﺍﻝﺩﺭﺍﺴﺔ ﺒﺎﻝﻠﻐﺔ ﺍﻹﻨﺠﻠﻴﺯﻴﺔ ﻝﺩﺭﺍﺴﺔ ﺍﻝﻁﺎﻝﺒﺔ ﺭﺸﺎ ﺍﻝﻘﺎﺴﻡ‪ ،‬ﻭﺍﻝﺭﺴﺎﻝﺔ ﺒﻌﻨﻭﺍﻥ " ﻭﺍﻗﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺸﺭﺍﻑ‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴ‪‬ﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺸﻤﺎل ﺍﻝﻀﻔﺔ‬

‫ﺍﻝﻐﺭﺒﻴﺔ"‪ ،‬ﻭﻋﻠﻴﻪ ﺃﻭﻗﻊ‪.‬‬

‫ﺍﻝﺩﻜﺘﻭﺭ ﺴﻤﻴﺭ ﻤﺤﻤﻭﺩ‬

‫‪174‬‬
An-Najah National University
Faculty of Graduate Studies

The Reality of Using Electronic Supervision

in Government Schools from Supervisors’
Perspectives in the Northern West Bank

Prepared by
Rasha Rateb Al-Qasem

Supervised by
Dr. Saida Affouneh

This Thesis is Submitted in Partial Fulfillment of the Requirement for

the Degree of Master of Educational Administration, Faculty of
Graduate Studies, An-Najah National University, Nablus, Palestine.
2013
 The Reality of Using Electronic Supervision in
Government Schools from Supervisors’
Perspectives in the Northern West Bank
By
Rasha Rateb Al- Qasem
Supervised By
Dr. Saida Affouneh
Abstract

This study aims at identifying the reality of electronic supervision in

the governmental schools, as perceived by the Ministry of Education

supervisors in the northern West Bank, and the impact of a number of
variables, such as gender, qualifications, supervision experience, major and

the location of the directorate of education on this perception. In order to

achieve these two ends, the researcher used the analytical descriptive
method, quantitative and qualitative tools such as interviews and a

questionnaire. Eight heads of supervision departments in the directorates

of education in northern West Bank were interviewed and their interviews
were recorded and analyzed . The researcher also developed a

questionnaire on the reality of electronic supervision. Then the

questionnaire was distributed on 244 male and female supervisors. After
collection, the data were coded, fed into the computer and processed

statistically using the SPSS program.

After data analysis, it was found that there was an agreement in the
responses of the participants concerning the use of electronic supervision in

their daily work. The total score of their responses to the question about the
reality of the use of electronic supervision was 79.4%. The total score of

b
the four domains of the study, concerning the knowledge of the electronic
supervision concept, was 81.1%, a very high score. This result was
confirmed by the interviews analysis conducted with the heads of

supervision departments. There was a great importance for electronic

supervision according to them. The heads of electronic supervision
departments argued that the enhancement of technology in education was

very necessary as it is one of the requirements of the Ministry of Education

. They pointed out that there were future plans to employ technology in
supervision work. Analysis of data of interviews also revealed a significant

agreement with the results of the questionnaire data analysis on the

obstacles facing the process of electronic supervision. These obstacles
included poor infrastructure such as shortage of hardware and poor internet

networks or their absence, let alone the lack of financial support for
electronic supervision project. There were also human obstacles. The old
generation of teachers and supervisors resists the idea of electronic

supervision. There were also some administrative obstacles.

It was also found that there were no statistically significant

differences at α = 0.05 between the averages of the responses of the

participants towards the reality of using electronic supervision in the

governmental schools, according to the school supervisors in northern West
Bank, which might be attributed to the variables of gender and academic

qualification in the total score of first, third and fourth domains of the
study. However, there were differences, in the second domain of
knowledge of the importance of electronic supervision, in favor of male
c
supervisors holding M.A. degrees and above. The results also showed there
were no statistically significant differences at α= 0.05 between the
averages of the responses of the participants of study towards the current

state of the use of electronic supervision in public schools, according to

school supervisors, which might be attributed to variables of specialization
and years of experience in the total score in the first, second, third and

fourth domains of the study.

In the light of the study findings, the researcher recommends the

following:

a. Studying the plan of the Ministry of Education and its policies

towards technology.
b. Studying the possibility of using technology not only in

communication, but also in counseling and supervision processes

c. Building up an electronic infrastructure to become a base for
electronic supervision through linkage of schools and ministries with

the internet.
d. Providing all supervisors and teachers with computers and activating
the role of computer labs in schools.