Document Type : Original Article
Authors
1
phd student of Curriculum Planning, Faculty of Educational Sciences and Psychology, Birjand University, Iran
2
Associate Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Birjand, Iran
3
Associate Professor of Educational Technology, Faculty of Educational Sciences and Psychology, University of Birjand, Iran
4
Department of methods and curriclum planing, Faculty of Psychology and education, University of Tehran, Tehran, Iran
Abstract
The aim of the current research was to investigate the challenges and obstacles of media communication between teachers and students in protecting the education system. This research was conducted with a qualitative approach and phenomenological method. The research community was made up of teachers and students of the primary level of Birjand city. According to the nature of the research, the purposeful sampling method was used, and the data was obtained with semi-structured interviews of 13 teachers and 10 students. In order to analyze the data, the seven-step Colaizzi method was used. Lincoln and Goba criteria were used to ensure validity and reliability. Findings from the lived experiences of teachers and students in the form of 10 themes of digital distraction, difficulty in accessing technology, cultural and attitudinal differences, technological literacy, time management, security and privacy issues, media communication problems, lack of emotions and body language, doubt Having educational activities, disorders and mental problems were organized. In general, it can be concluded that due to the fact that teachers and students use the media to communicate and the clinical monitoring of students by teachers and parents is low in these communications, students are exposed to more problems and injuries that should be carefully monitored for challenges. And the communication barriers took care of the main elements of the education of teachers and students so that the education system is least damaged so that the students do not leave the path of education and training
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