Presenting a Paradigmatic Pattern of Virtual Education of Cyber Media Literacy of Primary School Teachers based on the Grounded Theory Approach

Abstract

pose: Nowadays, new technologies have become an inseparable part of human life and therefore, examining teachers' cyber media literacy is of great importance. As a result, the aim of the present research was presenting a paradigmatic pattern of virtual education of cyber media literacy of primary school teachers based on the grounded theory approach.   Methodology: This research was applied in terms of purpose and qualitative in terms of implementation method. The research population was experts and scholars in the field of educational management or communications with a media orientation. The research sample according to the principle of theoretical saturation was 25 people who were selected with using purposive and snowball sampling methods. The instrument of this research was a semi-structured interview, which its validity was confirmed by the triangulation method and its reliability was obtained by the agreement coefficient between the two coders 0.88. The data of the present research were analyzed with using open, axial and selective coding methods in version 10 of MAXQDA software.   Findings: The findings of this study showed that the virtual education of cyber media literacy of primary school teachers had 144 indicators, 25 components in 6 dimensions including causal factors (with five components of media literacy education inadequacy, emphasis on upstream documents, social changes, media harms and professional requirements), central phenomenon (with four components of knowledge, skills, awareness and attitude), intervening factors (with two components of barriers of virtual education and facilitators of virtual education), contextual factors (with seven components of instructor characteristics, learner characteristics, relationships and collaboration, information and communication technology infrastructure, virtual environment, government support and backing and educational content), strategies (with four components of using from pedagogical models, culture building, feedback and evaluation methods and virtual education methods) and outcomes (with three components of individual outcomes, social outcomes and professional outcomes). Finally, the paradigmatic pattern of virtual education of cyber media literacy of primary school teachers based on the grounded theory approach was drawn.   Conclusion: According to the results of present research, education system specialists and planners to improve virtual education of cyber media literacy of primary school teachers can use the identified indicators and components in this research.