A Good Resume Sample For Fresher رﺳﺎﺋﻞ ﻣﺎﺟﺴﺘﯿﺮ ﻓﻲ اﻟﺼﺤﺔ اﻟﻨﻔﺴﯿﺔ ﺑﺚ ﻣﺒﺎﺷﺮ ﻣﺒﺎراة اﻻھﻠﻰ ووادى دﺟﻠﺔ A good resume sample for fresher 8 Hours Margham ﺗﺼﺤﯿﺢ اﻻﺧﻄﺎء اﻻﻣﻼﺋﯿﺔ اﻟﻌﺮﺑﯿﺔ ﻓﻲ . A good resume sample for fresher 12 Hoursاﻟﺸﻮط اﻟﺜﺎﻧﻲ اﺳﺘﻘﺎﻟﺔ وزﯾﺮ اﻟﺘﺮﺑﯿﺔ واﻟﺘﻌﻠﯿﻢ 2020 Long Island College Hospital School of Nursing , ms office 2021 full version free download with crackاﻟﻮورد 2018 admission essay Global Village a good resume sample for fresher 24ﻣﺒﺎراة ﻟﯿﻔﺮﺑﻮل وﻧﺎﺑﻮﻟﻲ اﻟﯿﻮم ﺑﺚ ﻣﺒﺎﺷﺮ Zayed City, A good resume sampleﻣﻮاﻗﻒ ﻣﻀﺤﻜﺔ 2021ﻣﻜﺘﻮﺑﺔ ,ﻧﻤﻮذج ﺧﻄﺎب ﺗﻘﺪﯾﻢ ﻋﻠﻰ وظﯿﻔﺔ ﻣﮭﺎرات اﺗﺼﺎل ﺳﻮار ﺷﻌﯿﺐ ﻣﻊ داﯾﻠﺮ Hours .ﺑﺼﻮت اﻟﺴﻨﺎﺟﺐ ﻣﮭﺮﺟﺎن ﻻء ﻻء ﻻء)ﺗﯿﻢ اﻟﺼﻮارﯾﺦ( for fresher 24 Hours 2018
A Good Resume Sample For Fresher 3 Hours " Al Hamriyah Municipality Aﺗﺼﻤﯿﻢ اﻋﻼﻧﺎت ﺗﺠﺎرﯾﺔ ﺑﺎﻟﻔﻮﺗﻮﺷﻮب annotated bibliographyﻣﻨﺎﻗﺸﺔ رﺳﺎﺋﻞ ﻣﺎﺟﺴﺘﯿﺮ""\" New York ﻣﮭﻤﺔ ﻋﻘﺎرﯾﺔ اﻟﺤﻠﻘﺔ City Centre Me'aisemﻣﺪﯾﻨﺔ ﺿﺒﺎط اﻟﺸﺮطﺔ ,ﻟﻢ ﺗﺮﻛﻲ ﺟﺪﯾﺪ ﻋﻠﻢ اﻟﺤﺐ good resume sample for fresher 2018 ".اﻻوﻟﻰ
إذا ﻛﺎن ﻣﺗﺻﻔﺣك ﻻ ﯾﺗﺑﻊ اﻟراﺑط ﺗﻠﻘﺎﺋًﯾﺎ ﻓﻲ ﻏﺿون 3ﺛواٍن ،ﻓﺎﻧﻘر ﻋﻠﻰ اﻟراﺑط !أدﻧﺎه
https://PaperHelp.space <<<اﻧﻘر ھﻧﺎ>>> ھﺬا ﺳﯿﺤﺪث ﺛﻮرةً ﻓﻲ اﻟﺘﻌﻠﯿﻢ" ﻟﻢ ﯾﺘﻢ إﺟﺮاء اﻟﺘﻨﺒﺆ ﻓﻲ ﻛﺜﯿﺮ ﻣﻦ اﻷﺣﯿﺎن أو أﻧﮫ ﻟﻢ ﯾﻜﻦ ﺻﺤﯿﺢ ﻛﮭﺬا ﻓﻲ" The New School for General Studies ﻋﺎم ،1922ﻛﺎن ﺗﻮﻣﺎس إدﯾﺴﻮن ﻣﻦ ﺻﺮح أّن إن اﻟﻐﺎﯾﺔ ﻣﻦ اﻟﺼﻮر اﻟﻤﺘﺤﺮﻛﺔ ھﻮ إﺣﺪاث ﺛﻮرة ﻓﻲ ﻧﻈﺎﻣﻨﺎ اﻟﺘﻌﻠﯿﻤﻲ وﻓﻲ ﻏﻀﻮن ﺳﻨﻮات ﻗﻠﯿﻠﺔ، ﺳﺘﺤﻞ ﻣﺤﻞ اﺳﺘﺨﺪام اﻟﻜﺘﺐ اﻟﺪراﺳﯿﺔ إﻟﻰ ﺣﺪ ﻛﺒﯿﺮ ،ان ﻟﻢ ﯾﻜﻦ ﺑﺎﻟﻜﺎﻣﻞ ﻧﻌﻢ ،وھﻞ ﺗﻌﻠﻢ ﻛﯿﻒ ﻛﺎن ھﺬا؟ ﺑﺤﻠﻮل اﻟﺜﻼﺛﯿﻨﺎت ﻣﻦ اﻟﻘﺮن اﻟﻤﺎﺿﻲ ،ﻛﺎن اﻟﺮادﯾﻮ اﻟﻔﻜﺮة ﻛﺎﻧﺖ أﻧﻚ ﺗﺴﺘﻄﯿﻊ ﻧﺸﺮاﻟﺨﺒﺮاء ﺑﺸﻜﻞ ﻣﺒﺎﺷﺮ ﻓﻲ اﻟﻐﺮف اﻟﺼﻔﯿﺔ ،ﻟﺘﺤﺴﯿﻦ ﺟﻮدة اﻟﺘﻌﻠﯿﻢ ﻟﻤﺰﯾﺪ ﻣﻦ اﻟﻄﻼب ﺑﺄﻗﻞ اﻟﺘّﻜﺎﻟﯿﻒ وھﺬا ﯾﻌﻨﻲ اﻧﻚ ﺳﺘﺘﻄﻠّﺐ ﻣﻌﻠﻤﯿﻦ اﻗﻞ ﻣﮭﺎرة وھﻮ ﻣﻮﺿﻮع ﻣﺸﺘﺮك ﻟﺠﻤﯿﻊ اﻟﺜﻮرات اﻟﺘّﻌﻠﻤﯿﺔ اﻟﻤﻘﺘﺮﺣﺔ وﻣﺜﺎل ﻋﻠﻰ ذﻟﻚ اﻟﺘﻠﻔﺎزاﻟﺘﻌﻠﯿﻤﻲ ﻓﻲ ﻋﺎم 1950و اﻟﺴﺘﯿﻨﺎت أﺟﺮﯾﺖ اﻟﺪراﺳﺎت ﻟﺘﺤﺪﯾﺪ ﻣﺎذا ﯾﻔﻀﻞ اﻟﻄﻼب ﻣﺸﺎھﺪة اﻟﻤﺤﺎﺿﺮة ﻣﺒﺎﺷﺮة او اﻟﺠﻠﻮس ﻓﻲ ﻏﺮﻓﺔ ﻣﺠﺎورة ﺣﯿﺚ ﻧﻔﺲ اﻟﻤﺤﺎﺿﺮة ﯾﺘﻢ ﺑﺜﮭﺎ ﻋﺒﺮاﻟﺪواﺋﺮ اﻟﺘﻠﻔﺰﯾﻮﻧﯿﺔ اﻟﻤﻐﻠﻘﺔ ﻣﺎذا ﻛﻨﺖ ﺳﺘﻔ ّ ﻀﻞ ؟ ﻓﻲ اﻟﺜﻤﻨﯿﻨﺎت ،ﻟﻢ ﯾﻜﻦ ھﻨﺎك اي ﻧﻘﺎش .اﺟﮭﺰة اﻟﻜﻤﺒﯿﻮﺗﺮ ﻛﺎﻧﺖ اﻟﺤﻞ اﻟﺠﺬري ﻟﻤﺸﺎﻛﻠﻨﺎ اﻟﺘﻌﻠﯿﻤﯿﺔ ﻟﻘﺪ ﻛﺎن اﻟﺘﻔﺎﻋﻞ ﺑﺸﻜﻞ ﺑﺼﺮي و ﺳﻤﺎﻋﻲ ،و ﯾﻤﻜﻦ ﺑﺮﻣﺠﺘﮭﺎ ﻟﻌﻤﻞ اي ﺷﻲء ﺗﻔﻀﻠﮫ ﻓﻲ اﻟﻮﻗﺖ اﻟﺬي ﯾﻤﻜﻨﮭﻢ ﺗﺸﻐﯿﻞ" أورﯾﻐﻮن ﺗﺮﯾﻞ" وﻟﻜﻦ اﻣﻜﻨﺎﯾﺘﮭﻢ ﻛﺎﻧﺖ واﺿﺤﺔ .ﻟﻜﻦ اﻟﺒﺎﺣﺜﯿﻦ اﺷﺘﺒﮭﻮا اذا ﻛﺎن ﺑﺎﻣﻜﺎﻧﮭﻢ ﺗﻌﻠﯿﻢ اﻻطﻔﺎل اﻟﺒﺮﻣﺠﺔ ﺑﻘﻮل ﻛﯿﻒ ﯾﻤﻜﻦ ﺗﺤﺮﯾﻚ اﻟﺴﻠﺤﻔﺎة ﺣﻮل اﻟﺸﺎﺷﺔ ﺛﻤﺔ ان ﻣﮭﺎرﺗﮭﻢ اﻻﻧﺘﺎﺟﯿﺔ و اﻟﻤﻨﻄﻘﯿﺔ ﺳﺘﺘﺤﺴﻦ اذا ﻛﯿﻒ ﺣﺪث ھﺬا ؟ اﻟﻄﻼب ﺗﺤﺴﻨﻮا ﻓﻲ ﺑﺮﻣﺠﺔ اﻟﺴﻠﺤﻔﺎة ﻟﻜﻦ ﻣﮭﺎراﺗﮭﻢ ﻓﻲ اﻟﺘﺤﻠﯿﻞ اﻟﻤﻨﻄﻘﻲ ﻟﻢ ﺗﺘﺄﺛﺮ وﺣﺘﻰ ﻋﺎم 1990ﻟﻢ ﻧﺘﻌﻠﻢ ﻣﻦ ﻓﺸﻠﻨﺎ اﻟﺴﺎﺑﻖ ﻓﻲ اﻻﻧﺘﺎج وأﻧﺎ اﻗﺘﺒﺲ" ،إن اﺳﺘﺨﺪام أﻗﺮاص اﻟﻔﯿﺪﯾﻮ ﻓﻲ اﻟﻐﺮف اﻟﺼﻔﯿﺔ ﻛﺄدة ﻓﻲ ﺗﺰاﯾﺪ ﻣﺴﺘﻤﺮ ﻛﻞ ﺳﻨﺔ وھﺬا ﯾﻮﻋﺪ اﺣﺪاث ﺗﻐﯿﺮ ﺟﺬري ﻓﻲ اﻟﻐﺮف اﻟﺼﻔﯿﺔ ﻓﻲ اﻟﻤﺴﺘﻘﺒﻞ" اﻗﺮاص اﻟﻔﯿﺪﯾﻮ؟ ﻧﻌﻢ ﺗﻠﻚ اﻟﻌﻤﻼﻗﺔ اﻟﻤﺘﻀﺨﻤﺔ ﻋﻦ اﻻﻗﺮاص اﻟﻌﺎدﯾﺔ ﺗﺬﻛﺮ ﻣﺘﻰ أُﺣﺪﺛﺖ ﺛﻮرة اﻟﺘﻌﻠﯿﻢ ﻓﻲ اﻟﻮﻗﺖ اﻟﺤﺎﺿﺮ اﻟﻜﺜﯿﺮ ﻣﻦ اﻷﺷﯿﺎء أﺣﺪﺛﺖ ﺗﻐﯿﺮ ﺟﺬري ﻓﻲ اﻟﺘﻌﻠﯿﻢ ،ﻣﺜﻞ اﻷﻟﻮاح اﻟﺬﻛﯿﺔ ،اﻟﮭﻮاﺗﻒ اﻟﺬﻛﯿﺔ ،اﻟﺤﺎﺳﻮب اﻟﻠﻮﺣﻲ ،اﻟﺘﻌﻠﻢ ﻋﻦ ﺑﻌﺪ ھﺬه ﻣﺴﺎﻗﺎت ﺗﻌﻠﯿﻤﯿﺔ ﺿﺨﻤﺔ ﻣﻔﺘﻮﺣﺔ ﻋﺒﺮ اﻻﻧﺘﺮﻧﺖ و اﻟﺒﻌﺾ ﯾﺆﻣﻦ اﻧﻨﺎ ﻧﻘﺘﺮب ﻣﻦ آﻟﺔ ﺗﻌﻠﯿﻤﯿﺔ ﻋﺎﻟﻤﯿﺔ ﻛﺠﮭﺎز ﺣﺎﺳﻮب ﺳﺮﯾﻊ و ﻣﺒﺮﻣﺞ ﺑﺪﻗّﺔ وأﻧﮫ ﻣﻦ اﻻﺳﺎس ﻛﺄﻧﻚ ﺗﻤﻠﻚ ﻣﻌﻠﻤﻚ اﻟﺨﺎص داﺧﻞ آﻟﺔ اﻟﻄﺎﻟﺐ ﯾﺴﺘﻄﯿﻊ اﻟﻌﻤﻞ ﻣﻦ ﺧﻼل ﻣﺤﺎﺿﺮات ﻣﻨﻈﻤﺔ ﻓﻲ ﺳﺮﻋﺘﮭﻢ اﻟﺨﺎص و ﯾﻤﻜﻨﻢ ﺗﻠﻘﻲ ردود ﻓﻌﻞ ﻓﻮرﯾﺎ ًوﺷﺨﺼﯿﺎ ً وﻛﻞ ذﻟﻠﻚ ﺑﺄﻗﻞ ﺗﻜﻠﻔﺔ و ﺑﺪون ﺗﺪﺧﻞ اﻟﻤﻌﻠﻤﯿﻦ ھﻞ ھﺬه اﻟﻤﻄﺎﻟﺒﺎت ﻣﺄﻟﻮﻓﺔ؟ ﻋﻠﻰ ﻣﺪى اﻟﺴﻨﻮات 100اﻟﻤﺎﺿﯿﺔ اﻟﻜﺜﯿﺮ ﻣﻦ ﻣﺠﺎﻻت اﻟﺤﯿﺎة اﺣﺪت ﺗﻐﯿﺮ ﺟﺬري وﻟﻜﻦ اﻟﺘﻌﻠﯿﻢ ﻟﯿﺲ واﺣﺪا ﻣﻨﮭﻢ ﻋﻠﻰ وﺟﮫ اﻟﻌﻤﻮم ،اﻟﻄﻼب ﻣﺎ زاﻟﻮا ﯾﺘﻌﻠﻤﻮن ﺑﻤﺠﻤﻮﻋﺎت ﻣﻦ ﻣﻌﻠﻢ واﺣﺪ وھﺬا ﻟﯿﺲ ﻣﺎ ﺗﺒﺪو ﻋﻠﯿﮫ اﻟﺜﻮرة اﻟﺒﻌﺾ ﺳﯿﻠﻘﻲ اﻟﻠﻮم ﻋﻠﻰ ھﺬا اﻟﻮﺿﻊ و ﻋﻠﻰ اﻟﺘﻘﺼﯿﺮ ﻣﻦ ﻗﺒﻞ اﻟﻤﺆﺳﺎت اﻟﺘﻌﻠﯿﻤﯿﺔ اﻧﮫ ﻣﻦ اﻟﺼﻌﺐ اﻟﺤﺼﻮل ﻋﻠﻰ اﻟﺒﯿﺮوﻗﺮاطﯿﺔ ﻛﺒﯿﺮة ﻣﻦ اﻟﺘﻐﯿﺮ ﻟﻜﻨﻲ اﻋﺘﻘﺪ ان اﻟﺴﺒﺐ ﻣﻦ ان اﻟﺘﻜﻨﻠﻮﺟﯿﺎ ﻟﻢ ﺗﻘﻢ ﺑﺎﻟﺘﻐﯿﺮ اﻟﺠﺬري ﻓﻲ ﻧﻈﺎم اﻟﺘﻌﻠﯿﻢ ھﻮ ﺷﻲء آﺧﺮ ﺷﻲء ﯾﺬھﺐ ﻟﻠﻤﻌﻨﻰ اﻟﺠﻮھﺮي ﻟﻤﻌﻨﻰ اﻟﺘﻌﻠﯿﻢ دﻋﻮﻧﺎ ﻧﻨﻈﺮ ﻓﻲ ﻋﻤﻠﯿﺔ اﻟﺘﻌﻠﯿﻢ .اذا ﻛﻨﺖ ﺗﺮﯾﺪ ﺗﻌﻠﯿﻢ ﺷﺨﺺ ﻛﯿﻒ ﯾﻀﺦ ﻗﻠﺐ اﻻﻧﺴﺎن اﻟﺪم اي ﻣﻦ ﻣﺴﺎﻋﺪات اﻟﺘﻌﻠﯿﻢ ﺗﻌﺘﻘﺪ أﻧﮫ اﻛﺜﺮ ﻓﺎﻋﻠﯿﺔ ؟ اﻟﺮﺳﻮم اﻟﻤﺘﺤﺮﻛﺔ
ﻣﻊ اﻟﺴﺮد او ﻣﺠﻤﻮﻋﺔ اﻟﺼﻮر اﻟﺜﺎﺑﺘﺔ ﻣﻊ اﻟﻨﺺ ؟ ﺣﺴﻨﺎ ً ﻣﻦ اﻟﻮاﺿﺢ ان اﻟﺮﺳﻮم اﻟﻤﺘﺤﺮﻛﺔ اﻓﻀﻞ ،ﻟﺸﻲء واﺣﺪ ھﻮ اﻧﮫ ﯾﺸﺮح ﺗﻤﺎﻣﺎ ً ﻛﯿﻒ ﯾﻀﺦ اﻟﻘﻠﺐ ﻋﻠﻰ ﻣﺪى ﻋﻘﻮد رﻛﺰت اﻻﺑﺤﺎث اﻟﺘﻌﻠﻤﯿﺔ ﻋﻠﻰ ھﺬا اﻟﻨﻮع ﻣﻦ اﻷﺳﺌﻠﺔ .ھﻞ ﯾﺸﺠﻊ اﻟﺘﻌﻠﯿﻢ ﻋﺒﺮ اﻟﻔﯿﺪﯾﻮ اﻛﺜﺮ ﻣﻦ اﻟﻜﺘﺐ؟ وھﻞ اﻟﻤﺤﺎﺿﺮات اﻟﺤﯿﺔ ﻓﻌﺎﻟﺔ اﻛﺜﺮ ﻣﻦ اﻟﻤﺤﺎﺿﺮات اﻟﻤﺴﺠﻠﺔ؟ وھﻞ اﻟﺮﺳﻮم اﻟﻤﺘﺤﺮﻛﺔ اﻓﻀﻞ ﻣﻦ اﻟﺮﺳﻮﻣﺎت اﻟﺜﺎﺑﺘﺔ؟ ﻓﻲ ﺟﻤﯿﻊ اﻟﺪراﺳﺎت اﻟﻤﺴﯿﻄﺮ ﻋﻠﯿﮭﺎ اﻟﻨﺘﯿﺠﺔ ھﻮ ﻻ وﺟﻮد ﻟﻔﺮق ﻛﺒﯿﺮ طﺎﻟﻤﺎ ان اﻟﻤﺤﺘﻮى ﻣﺘﻌﺎدل ﻓﻲ اﻟﻨﺘﯿﺠﺔ ﺑﯿﻦ ﻛﻼ اﻟﻄﺮﻓﯿﻦ ﻣﺨﺮﺟﺎت اﻟﺘﻌﻠﯿﻢ ھﻲ ﻧﻔﺴﮭﺎ ﻣﻊ اﺧﺘﻼف وﺳﺎﺋﻞ اﻟﺘﻌﻠﯿﻢ ﻛﯿﻒ ﯾﻤﻜﻦ ان ﯾﻜﻮن ھﺬا ﻣﻤﻜﻨﺎ ً؟ ﻛﯿﻒ ﯾﻤﻜﻦ ﻟﺸﻲء ﯾﺒﺪو ﻓﻌﺎﻻً وﻣﺆﺛﺮ ﻛﺎﻟﺮﺳﻮم اﻟﻤﺘﺤﺮﻛﺔ ان ﯾﻜﻮن ﺑﻨﻔﺲ ﻓﺎﻋﻠﯿﺔ اﻟﺮﺳﻮم اﻟﺜﺎﺑﺘﺔ ﺣﺴﻨﺎ ً ﻟﺸﻲء واﺣﺪ اﻟﺮﺳﻮم اﻟﻤﺘﺤﺮﻛﺔ ھﻲ ﺧﺎطﻔﺔ ﺣﯿﺖ ﻣﻦ اﻟﻤﻤﻜﻦ ان ﺗﻔﻮت ﺷﻲًء وھﻲ ﺗﺘﺤﺮك ﺑﺎﻷﺿﺎﻓﺔ اﻧﮫ ﻣﻨﺬ ان ﯾﺘﻢ ﺗﺤﺮﯾﻚ اﺟﺰاء اﻟﺮﺳﻮم ﻟﻚ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻚ ﻟﯿﺲ ﺿﺮورﯾﺎ ً ان ﺗﻔّﻜﺮ و ﺗﺘﺼﻮر ﻛﯿﻒ ﺗﺘﺤﺮك اﻟﺮﺳﻮم ﻟﺬﻟﻚ ﻟﯿﺲ ﻋﻠﯿﻚ ﯾﺒﺬل ﺟﮭﺪ ﻋﻘﻠﻲ واﻟﺬي ﺳﯿﺠﻌﻠﮭﺎ اﻛﺜﺮ ﺗﺬﻛﺮاً ﺑﺎﻟﺤﻘﯿﻘﺔ اﻟﺮﺳﻮم اﻟﺜﺎﺑﺘﺔ ﻓﻲ ﺑﻌﺾ اﻷﺣﯿﺎن اداﺋﮭﺎ أﻓﻀﻞ ﻣﻦ اﻟﺮﺳﻮم اﻟﻤﺘﺤﺮﻛﺔ وأن اﻋﺘﻘﺪ ان ھﺬا اﻟﺠﺎﻧﺐ ھﻮ اﻟﻤﺤﻮر اﻟﺮﺋﯿﺴﻲ واﻟﺤﻘﯿﻘﻲ ﻟﻠﺘﻌﻠﯿﻢ واﻟﺘﻲ ھﻲ :اﻧﮫ ﻻ ﯾﮭﻢ ﻣﺎ ﯾﺤﺪث ﺣﻮل اﻟﻤﺘﻌﻠﻢ ﻧﺤﻦ ﻟﺴﻨﺎ ﻣﺤﺪودﯾﻦ ﻓﻲ اﻟﺘﺠﺎرب اﻟﺘﻲ ﻣﻦ اﻟﻤﻤﻜﻦ ان ﻧﻌﻄﯿﮭﺎ ﻟﻠﻄﻼب .ﻣﺎ ﯾﺤﺪ ﻣﻦ اﻟﺘﻌﻠﻢ ھﻮ ﻣﺎ ﯾﺤﺪث داﺧﻞ ﻋﻘﻞ اﻟﻄﺎﻟﺐ ھﺬا ھﻮ اﻟﻤﻜﺎن اﻟﻤﮭﻢ ﻷﻧﺠﺎزﻋﻤﻠﯿﺔ اﻟﺘﻌﻠﻢ ﻻوﺟﻮد ﻟﺘﻜﻨﻠﻮﺟﯿﺎ ﻣﺘﻔﻮﻗﺔ ﺑﻄﺒﯿﻌﺘﮭﺎ ﻷي ﺗﻜﻨﻠﻮﺟﯿﺎ اﺧﺮى ﻟﻘﺪ اﻣﻀﻰ اﻟﺒﺎﺣﺜﻮن اﻟﻜﺜﯿﺮ ﻣﻦ اﻟﻮﻗﺖ ﻓﻲ اﻟﺘﺤﻘﻖ ﻓﯿﻤﺎ اذا ﻛﺎﻧﺖ اﻟﺘﻜﻨﻠﻮﺟﯿﺎ اﻟﻤﺘﻮﺳﻄﺔ اﻛﺜﺮ ﻓﺎﻋﻠﯿﺔ ﻣﻦ ﻏﯿﺮھﺎ وﻗﺪ ﻓﺸﻠﻮ ﻓﻲ اﻟﺘﺤﻘﻖ ﺗﻤﺎﻣﺎ ً ﻣﻦ ﻛﯿﻔﯿﺔ اﺳﺘﻐﻼل اﻟﺘﻜﻨﻠﻮﺟﯿﺎ ﻟﺘﻌﺰﯾﺰ اﻟﻤﻌﻨﻰ اﻟﺤﻘﯿﻘﻲ ﻟﻠﻌﻤﻠﯿﺔ ﻟﺬﻟﻚ اﻟﺴﺆال اﻟﺤﻘﯿﻘﻲ ھﻮ :ﻣﺎ ھﻲ اﻟﺘﺠﺎرب اﻟﺘﻲ ﺗﻌﺰز اﻟﺘﻔﻜﯿﺮ اﻟﻤﻄﻠﻮب ﻓﻲ اﻟﺘﻌﻠﯿﻢ؟ ﻓﻲ اﻵوﻧﺔ اﻷﺧﯿﺮة اﻟﺒﺤﻮث ﻣﺎ زاﻟﺖ ﻣﺴﺘﻤﺮة ،وﻗﺪ وﺟﺪﻧﺎ اﺷﯿﺎء ﻣﮭﻤﺔ ﺟﺪاً ﻗﺪ ﺗﺒﺪو اﺿﺤﺔ ،ﻟﻜﻨﮫ ﺗﺒﯿﻦ ان اﻟﺘﻌﻠﻢ ﻣﻊ اﻟﻜﻠﻤﺎت و اﻟﺼﻮر ﻣﻌﺎ ً ﺳﻮاء ﻛﺎﻧﺖ ﻣﺘﺤﺮﻛﺔ أو ﺛﺎﺑﺘﺔ ،أو ﺻﻮر ﺛﺎﺑﺘﺔ ﻣﻊ اﻟﻨﺼﻮص ﺗﺒﺪو اﻓﻀﻞ ﻣﻦ اﻟﻨﺼﻮص ﻟﻮﺣﺪھﺎ وﻛﺬﻟﻚ أوﺟﺪﻧﺎ اﻧﮫ اي ﺷﻲء ﺧﺎرج ﻋﻦ ﻧﻄﺎق اﻟﻤﻮﺿﻮع ﻣﻤﻜﻦ ان ﻧﺤﺬﻓﮫ ﻣﻦ اﻟﺪرس ﻣﺜﻼً اﻟﻨﺺ اﻟﻤﻜﺘﻮب ﯾﺘﻨﺎﻓﺲ ﻣﻊ اﻟﺼﻮر ﻓﺎﻟﻤﺘﻌﻠﻤﯿﻦ ﯾﺼﺒﺢ اداﺋﮭﻢ أﻓﻀﻞ ﻋﻨﺪ ازاﻟﺘﮭﺎ أﻓﻀﻞ ﻣﻤﺎ ﻛﺎﻧﺖ ﻋﻠﯿﮫ واﻟﯿﻮم ﻧﺤﻦ ﻧﻌﺮف ﻣﺎ ھﻲ اﻓﻀﻞ طﺮﯾﻘﺔ ﻟﻌﻤﻞ اﻟﻔﯿﺪﯾﻮھﺎت اﻟﺘﻌﻠﯿﻤﯿﺔ وأي ﺗﺠﺎرب ﯾﻤﻜﻦ ﻣﺤﺎﻛﺎﺗﮭﺎ ﻓﻲ اﻋﺪاد اﻟﻔﯿﺪﯾﻮ ﯾﻮﺗﯿﻮب ھﻮ اﻟﻤﻨﺒﺮ اﻟﺬي ﺳﯿﺤﺪث ﺗﻐﯿﺮ ﺟﺬري ﻓﻲ اﻟﺘﻌﻠّﻢ ان اﻋﺪاد اﻟﻔﯿﺪﯾﻮھﺎت اﻟﺘﻌﻠﻤﯿﺔ ﻋﻠﻰ ﯾﻮﺗﯿﻮب ﻓﻲ ﺗﺰاﯾﺪ ﻣﺴﺘﻤﺮ ﯾﻮﻣﯿﺎ ً اذاً ﻟﻤﺎذا ﻧﺮﯾﺪ اﻟﻤﻌﻠﻤﯿﻦ؟ ﺣﺴﻨﺎ ً ،اذا ﻛﻨﺖ ﺗﻌﺘﻘﺪ ان اﻟﻤﺤﻮر اﻟﺮﺋﯿﺴﻲ ﻟﻠﻤﻌﻠﻢ ھﻮ ﻧﻘﻞ اﻟﻤﻌﻠﻮﻣﺔ ﻣﻦ ﻋﻘﻠﮭﻢ اﻟﻰ اﻟﻄﻼب اذا اﻧﺖ ﻋﻠﻰ ﺣﻖ وﻟﻜﻦ ھﺬا ﻋﻔﺎ ﻋﻠﯿﮫ اﻟﺰﻣﻦ رﺑﻤﺎ اﻧﺖ ﺗﺘﺨﯿﻞ ﻏﺮﻓﺔ ﺻﻔﯿﺔ ﺣﯿﺚ ان اﻟﻤﻌﻠﻢ ﯾﻨﺸﺮ اﻟﺤﻘﺎﺋﻖ ﺑﺨﻄﻰ ﺗﺘﻨﺎﺳﺐ ﻣﻊ طﺎﻟﺐ واﺣﺪ ﺳﺮﯾﻌﺔ ﻣﻊ اﻟﻨﺼﻒ ،وﯾﻄﯿﺌﺔ ﻣﻊ اﻟﺒﻘﯿﺔ ﻟﺤﺴﻦ اﻟﺤﻆ ان اﻟﻤﺤﻮر اﻟﺮﺋﯿﺴﻲ ﻟﻠﻤﻌﻠﻢ ﻟﯿﺲ ﻧﻘﻞ اﻟﻤﻌﻠﻮﻣﺔ وأﻧﻤﺎ ﻟﺘﻮﺟﯿﮫ اﻟﻌﻤﻠﯿﺔ اﻟﻤﺠﺘﻤﻌﯿﺔ ﻟﻠﺘﻌﻠﻢ ان وظﯿﻔﺔ اﻟﻤﻌﻠﻢ ھﻮﺧﻠﻖ اﻹﻟﮭﺎم ،واﻟﺘﺤّﺪي ،وﺗﺸﺠﯿﻊ طﻼﺑﮭﻢ اﻟﺮاﻏﺒﯿﻦ ﻓﻲ اﻟﺘﻌﻠّﻢ ﻧﻌﻢ أﻧﮭﻢ ﯾﺸﺮﺣﻮن و ﯾﻈﮭﺮون اﻷﺷﯿﺎء ﻋﻠﻰ ﺣﻘﯿﻘﺘﮭﺎ ﻟﻜﻦ ﺑﺸﻜﻞ رﺋﯿﺴﻲ ھﺬا ھﻮ اﻟﺸﻲء اﻟﻘﺮﯾﺐ ﻣﻦ اﻟﮭﺪف ان اھﻢ ﺷﻲء ﯾﻤﻜﻦ ﻟﻠﻤﻌﻠﻢ ان ﯾﻘﻮم ﺑﮫ ھﻮ ﺟﻌﻞ ﻛﻞ طﺎﻟﺐ ان ﯾﺸﻌﺮ اﻧﮫ ﻣﮭﻢ ﻟﯿﺠﻌﻠﮭﻢ أن ﯾﺸﻌﺮوا اﻧﮭﻢ ﻣﺤﺎﺳﺒﯿﻦ ﻣﻦ أﺟﻞ اﻟﻌﻤﻞ ﻟﻤﻌﻨﻰ اﻟﺘﻌﻠﻢ ﻛﻞ ھﺬا ﻟﯿﺲ ﻟﻠﻘﻮل ان اﻟﺘﻜﻨﻠﻮﺟﯿﺎ ﻟﯿﺲ ﻟﮭﺎ ﺗﺄﺛﯿﺮﻋﻠﻰ اﻟﺘﻌﻠﯿﻢ اﻟﻄﻼب و اﻟﻤﻌﻠﻤﯿﻦ ﯾﺘﻮاﺻﻠﻮا وﯾﺘﻨﺎﻗﺸﻮا ﻣﻘﺎرﻧﺔ ﻣﻊ اﺟﮭﺰة اﻟﺤﺎﺳﻮب و اﻟﻔﯿﺪﯾﻮھﺎت ﯾﺘﻢ اﺳﺘﺨﺪاﻣﮭﻢ داﺧﻞ و ﺧﺎرج اﻟﻐﺮف اﻟﺼﻔﯿﺔ وﻛﻞ ھﺬه ھﻲ ﻣﻦ اﻓﻀﻞ اﻟﺨﺼﺎﺋﺺ ﻟﻠﺘﻄﻮر وﻟﯿﺲ ﻷﺣﺪاث ﺛﻮرة ان اﻟﻤﺤﻮر اﻟﺮﺋﯿﺴﻲ ﻟﻠﺘﻌﻠﻢ ﻣﺎ زال ﻗﺎﺋﻢ ﻋﻠﻰ اﻟﺘﻮاﺻﻞ اﻷﺟﺘﻤﺎﻋﻲ ﺑﯿﻦ اﻟﻤﻌﻠﻤﯿﻦ و اﻟﻄﻼب ﻟﺘﺤﻮﯾﻠﮫ ﻛﻤﺎ ﺗﺒﺪو ﻋﻠﯿﮫ اﻟﺘﻜﻨﻠﻮﺟﯿﺎ اﻟﻌﺼﺮﯾﺔ ﻛﺎﻟﺼﻮراﻟﻤﺘﺤﺮﻛﺔ ،او أﺟﮭﺰة اﻟﺤﺎﺳﻮب ،او اﻷﻟﻮاح اﻟﺬﻛﯿﺔ ﻣﺎ ﯾﮭﻢ ھﻮ ﻣﺎ ﯾﺤﺪث داﺧﻞ ﻋﻘﻞ اﻟﻤﺘﻌﻠﻢ وﺟﻌﻞ اﻟﻤﺘﻌﻠﻢ ﯾﻔﻜﺮ ھﺬا ﯾﻌﺘﺒﺮ اﻓﻀﻞ اﻧﺠﺎز ﻓﻲ ﺑﯿﺌﺔ اﺟﺘﻤﺎﻋﯿﺔ ﻣﻊ اﻟﻤﺘﻌﻠﻤﯿﻦ اﻷﺧﺮﯾﻦ و اﻟﻤﻌﻠﻤﯿﻦ اﻟﻤﮭﺘﻤﺒﻦ ﻓﺮﯾﻖ اﻟﺘﺮﺟﻤﺔ اﻟﻌﺮﺑﯿﺔ ﻓﻲ ﺣﺮﻛﺔ زاﯾﺘﺠﺎﯾﺴﺖ ﺗﺮﺟﻤﺔ :ﻧﻮر ﻣﻮﻓﺪ ﺗﺪﻗﯿﻖ : Simon Business School.ﺗﯿﺘﻮ اﺳﺪر
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