Technology-based learning environments
F. Tari; M. Javadipour; R. Hakimzadeh; M. Dehghani
Abstract
Background and Objectives: Following the outbreak of covid19, e-learning has provided a unique opportunity to face the limitations of face-to-face education and achieve the ideal of education for all. Since teachers are considered as the most important influential factor in the teaching-learning process, ...
Read More
Background and Objectives: Following the outbreak of covid19, e-learning has provided a unique opportunity to face the limitations of face-to-face education and achieve the ideal of education for all. Since teachers are considered as the most important influential factor in the teaching-learning process, the analysis of their successful and unsuccessful educational experiences can give us a deeper understanding of the current situation and provide solutions to achieve the desired situation and strengthen it. Given the vast amount of research conducted on the challenges and problems of teachers in the electronic context, the present study aims to focus specifically on the strengths of teachers' teaching experiences in the new learning environment. Therefore, the purpose of this study is identifying and modeling the importance of successful educational experiences of elementary school teachers in the e-learning environment.Methods: This is a qualitative and phenomenological study. Participants in this study include all elementary school teachers who had the experience of teaching in electronic context (Shad Program) in the academic year 2020-2021. Eighteen teachers among them were selected through purposive sampling and semi-structured interviews were used to collect information until the researcher could achieve theoretical saturation. The findings were analyzed, using Colaizzi's seven-step strategy. In-depth analysis of the interviews resulted in the identification of 7 main categories and 25 related sub-categories. In the next step, the identified key categories entered into the Interpretive Structural Modeling (ISM) software. In this section, first the structure of the communications between the categories was drawn in the form of an interactive network and then the importance of each of them was determined.Findings: The research findings showed that successful educational experiences of elementary school teachers in the e-learning environment in the order of their importance include the development of technological competencies (61 points), progress and modernization of curriculum elements (60 points), paying attention to emotional-psychological needs (53 points), promotion of social skills (51 points), development of scientific education (28 points), paying attention to aspects of biological and physical education (21 points) and strengthening aesthetic capacities (17 points).Conclusion: The results of the present study can be considered as a continuum in which, on the one hand, the development of technological competencies is of the highest importance and, on the other hand, the strengthening of aesthetic capacities is of the least importance. Based on the results obtained, a major overhaul of pre-service and in-service teacher training methods is needed to keep pace with the developments in technology-rich environments. In order to improve the quality of the teaching and learning process in the electronic context, teachers should also pay attention to the specific requirements of this new educational environment and its developmental capacities, and instead of using traditional teaching methods, prioritize their focus on educating students in all areas, encouraging group collaboration and participation in the virtual classroom, fostering students' curiosity and flourishing their individual creativity, strengthening students’ motivation students and paying attention to students’ individual abilities, interests, talents and personal differences of students in the new ecosystem so that they teachers could hope for an effective and active presence of students in their virtual classes.
Modern Educational Approaches
Z. Abolhasani; M. Dehghani; M. Javadipour; K. Salehi; N. Mohammadhasani
Abstract
Background and Objectives: Design thinking is a participatory problem-solving method with a human-centered approach that enhances innovation by enhancing learners' creative thinking abilities. Although design thinking has become an integral part of design and engineering as well as business, it can have ...
Read More
Background and Objectives: Design thinking is a participatory problem-solving method with a human-centered approach that enhances innovation by enhancing learners' creative thinking abilities. Although design thinking has become an integral part of design and engineering as well as business, it can have a positive impact on the 21st century education in other fields, too. Using design thinking in educational settings, students read, think, and reason logically and can solve complex problems. However, there are several definitions of design thinking, as many authors have stated that there is no fixed universal definition of design thinking. Therefore, it seems necessary to try to understand and demystify design thinking. In this regard, the purpose of this study researchis to analyze the concept of design thinking and study the models of design thinking and definitions of the 21st century skills as well as the role of design thinking on the 21st century skills by systematic collecting, evaluating and reviewing the related articles on this topic.Methods: In this study, searches were performed in the databases of Eric, ScienceDirect, Taylor and Francis, Springer, and Google Scholar, and all articles indexed in their databases from 2000 to 2020 were collected in English. After searching the databases, the relevant articles were selected and evaluated according to the CASP evaluation criteria. After reading the abstracts and the initial review and removal of irrelevant articles, the full version of 83 articles was prepared and reviewed. Then, among the available articles, the relevant ones were selected and evaluated for detailed evaluation based on CASP evaluation criteria.Also, in the manual search that was done through the sources of articles, according to the nature of design thinking, 3 reference sites were added to present the model and 3 books and 2 websites were added for the skills of the 21st century. Finally, 54 articles, books and websites were selected for detailed study.Findings: According to the obtained/aforementioned studies, they were categorized in four groups: 1- Articles that have explained the skills of the 21st century. 2- Articles that have offered a new definition of design thinking. 3- Articles that have presented new models of design thinking. 4- Articles that have used the models in implementing the design and improving the skills of the 21st century. Given the results, despite the similarities and connections that can be identified in the context of 21st century skills, different terms and definitions are often used to describe a skill or a set of skills that cause ambiguity and confusion. In this regard, the skills that are mentioned in all frameworks are as follows: cooperation and communication; ICT literacy; social skills; creativity; critical thinking; problem solving, production of quality products and productivity. The results of the studies also showed that the implementation of design thinking leads to strengthening problem-solving skills, innovation and creativity, and the skill of using integrated thinking. Continuing the implementation of design thinking along with empathy, cooperation, teamwork leads to self-confidence and value of the learner.Conclusion: According to the research results, in general, it can be said that today's society needs to educate a generation equipped with the 21st century skills to advance the high goals of the society, so paying attention to creating the necessary conditions for the implementation of design thinking plays a unique role in raising a productive generation.
Teacher Education
Z. Abolhasani; M. Javadipour
Abstract
Background and Objective:Instructors are one of the main pillars of teaching-learning process that play an undeniable role in improving the quality or disqualifying the educational system. UNESCO sees education as the key to the development of societies and a path that empowers individuals to ...
Read More
Background and Objective:Instructors are one of the main pillars of teaching-learning process that play an undeniable role in improving the quality or disqualifying the educational system. UNESCO sees education as the key to the development of societies and a path that empowers individuals to realize competencies and increase control over the decisions that affect them. However, in order to teach and create sustainable learning, teachers in the education system must have a set of knowledge and skills that are called professional knowledge or professional competencies of the teacher (teacher competencies); at the same time, training capable students is one of the concerns of the education system. In order to have professional and entrepreneurial people, they must be properly and scientifically trained in schools so that they can play their role in the labor market and society properly. This requires improving teaching methods and increasing the skills of teachers. Given that countless people are studying and wanting to do a good job, governments and most likely the people hold the education system, especially teachers and administrators, directly responsible for their learning or non-learning. In this regard, one of the learning strategies in the national curriculum is to benefit more from active, creative and uplifting methods, by innovative and creative organization of the process of collecting and cumulating facts, to provide the basis for science and knowledge. The purpose of this article is study about the relationship between middle school teacher’s job satisfactory and their competency; also measuring the level and amount of this professional competency based on constructivism approach. Methods:The study type is applied research and descriptive (mean and frequency) and in inferential statistics part, mean, independent t-test, single t-test, and Pearson correlation coefficient methods has been used. The competency for constructivism test was used by means of questionnaire. Reliability of the constructivism professional competency questionnaire based on Cronbach's alpha was 0.98 and for questionnaire of job satisfactory based on Cronbach's alpha was 0.81. Middle school teachers (164 male and 177 female teaching during 2016-2017) in Baharestan area were the participants. For sampling, Census method has been used. Findings: Results of independent t-test showed that teachers have an average amount of constructivism professional competency. Based on Pearson correlation coefficient between job satisfactory and constructivism professional competency is 0.37. In whole, results showed that teachers who have higher job satisfactory will have a higher amount of constructivism professional competency. Conclusion: Overall, this study showed that teachers have a moderate level of professional competence and in fact a constructive attitude, and this competence is related to teachers' job satisfaction. Therefore, it is suggested to the authorities that appropriate in-service courses be held to familiarize teachers more with the constructivist approach. Also, since job satisfaction is related to the competence of constructive professionals, to make this approach more effective they have to try to provide conditions for job satisfaction of teachers.
