واقع امتلاک معلمي المرحلة الثانوية بمدينة مکة المکرمة للثقافة الحاسوبية

ﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﻭﺍﻗﻊ ﺍﻤﺘﻼﻙ ﻤﻌﻠﻤﻲ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺒﻤﺩﻴﻨﺔ ﻤﻜﺔ ﺍﻟﻤﻜﺭﻤـﺔ ﻟﻠﺜﻘﺎﻓـﺔ          ﺍﻟﺤﺎﺴﻭﺒﻴﺔ، ﻭﻟﺘﺤﻘﻴﻕ ﻫﺩﻑ ﺍﻟﺩﺭﺍﺴﺔ ﺍﺘﺒﻊ ﺍﻟﺒﺎﺤﺙ ﺍﻟﻤﻨﻬﺞ       ﺍﻟﻭﺼﻔﻲ، ﻭﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ     )٣٣٤ ( ﻤﻌﻠﻤﺎﹰ ﻤﻥ ﻤﻌﻠﻤﻲ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺒﻤﺩﻴﻨﺔ ﻤﻜﺔ ﺍﻟﻤﻜﺭﻤﺔ ﻭﻴﻤﺜﻠﻭﻥ         ) ١٤،٤ (% ﻤﻥ ﻤﺠﺘﻤـﻊ ﺍﻟﺩﺭﺍﺴـﺔ، ﺍﺴـﺘﺨﺩﻤﺕ       ﺍﻟﺩﺭﺍﺴﺔ ﺍﻻﺴﺘﺒﺎﻨﺔ ﻜﺄﺩﺍﺓ ﻟﺠﻤﻊ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ، ﻭﻜﺎﻨﺕ ﻤﻥ ﺃﻫﻡ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ؛ ﺃﻥ ﻤﺩﻯ ﺍﺴﺘﺨﺩﺍﻡ ﻤﻌﻠﻤﻲ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺒﻤﺩﻴﻨﺔ ﻤﻜﺔ ﺍﻟﻤﻜﺭﻤﺔ    ﻟﻠﺤﺎﺴﻭﺏ ﻓﻲ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻜﺎﻨﺕ ﺒﺩﺭﺠﺔ ﻜﺒﻴﺭﺓ، ﺤﻴـﺙ ﺒﻠـﻎ ﻤﺘﻭﺴـﻁﻬﺎ              ﺍﻟﺤﺴﺎﺒﻲ  ) ٣،٤١( ، ﻭ ﺃﻥ ﺍﻟﻤﻌﻭﻗﺎﺕ ﺍﻟﺘﻲ ﺘﻤﻨﻊ ﻤﻌﻠﻤﻲ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺒﻤﺩﻴﻨﺔ ﻤﻜﺔ ﺍﻟﻤﻜﺭﻤﺔ ﻤـﻥ ﺍﺴـﺘﺨﺩﺍﻡ              ﺍﻟﺤﺎﺴﻭﺏ ﻓﻲ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻜﺎﻨﺕ ﺒﺩﺭﺠﺔ ﻤﺘﻭﺴﻁﺔ، ﺤﻴﺙ ﺒﻠﻎ ﻤﺘﻭﺴـﻁﻬﺎ ﺍﻟﺤـﺴﺎﺒﻲ              ) ٣،١٥( ، ﻭﻜﺎﻨـﺕ  ﺍﻟﻤﻌﻭﻗﺎﺕ ﺍﻹﺩﺍ ﺭﻴﺔ ﺒﺩﺭﺠﺔ ﻜﺒﻴﺭﺓ، ﻭﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ      ) ٣،٣٠( ، ﻴﻠﻴﻬﺎ ﺍﻟﻤﻌﻭﻗﺎﺕ ﺍﻟﻔﻨﻴـﺔ ﺒﺩﺭﺠـﺔ ﻤﺘﻭﺴـﻁﺔ،         ﻭﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ) ٣،٠٧( ، ﺜﻡ ﺍﻟﻤﻌﻭﻗﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺒﺩﺭﺠﺔ ﻤﺘﻭﺴﻁﺔ ﻭﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ) ٣،٠٥.( Abstract  Aim of the study: This study aimed to identify the reality of Secondary School Teacher’s possession of Computer culture at holy Makah. The researcher used the descriptive method. The sample of study consists of (334) teachers from Makah secondary schools teacher’s, who are represent (14,4%) from the community of the study. The study used questionnaire as a tool for collecting data, and it contained (78) clauses, whose validity has been assured via showing them on a committee of the specialized, and whose reliability has been assured via Alpha cronbach whereas the total score of tool reliability was (90,97). This high score of reliability makes the tool valid for the purposes of the study. The most important results were as follows:   The extent of Makah secondary schools teacher’s using for computer in education was high, as it arithmetic means was (3,41).  The obstacles that encounter Makah secondary schools teacher’s from using computer in education was in average, as its arithmetic means was (3,15). As for the administration obstacles, it was high with arithmetic means of (3,30), followed by technical obstacles that was moderately with arithmetic means (3,07) then the personal obstacles which was moderately with arithmetic means of (3,05