Educational Technology - Blended Learning
A. Hossiny; M.R. Yousefzadeh; F. Seraji
Abstract
Background and Objectives: The mission of the education system is to transform students into citizens of the information society, according to technological developments that can use the facilities and platforms created in education to guide and direct daily activities and solve different problems appropriately. ...
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Background and Objectives: The mission of the education system is to transform students into citizens of the information society, according to technological developments that can use the facilities and platforms created in education to guide and direct daily activities and solve different problems appropriately. The Iranian educational system has emphasized the use of new technologies, the National Information and Communication Network in education, by preparing the "Fundamental Transformation Document of Education". Along with the expansion of ICT integration in schools, the matter of evaluating ICT integration in primary schools is important to ensure and improve the quality of teaching and learning, to determine the contexts and requirements of integration in the curriculum for implementation and enforcement. Evaluation criteria help all experts, managers and teachers to always be aware of the results of their work and know how much educational goals and goals of the organization have been achieved. This awareness leads to the integration of ICT in the curriculum in the desired way. The purpose of this study was to determine the holistic framework for evaluation of ICT integration in elementary school curriculum.Methods This research was conducted by a combined exploratory method in two stages. The qualitative research method was phenomenological. In the first stage, in order to determine the evaluation criteria, the semi-structured interview was conducted using purposive sampling, and in the next stage, a questionnaire was used to confirm the evaluation criteria by available sampling method. The participants in qualitative phase were selected based on criteria-based sampling method and the rule of theoretical saturation and hence included teachers and principals of smart schools. The statistical sample in the quantitative part included experts in the field of e-learning. Participants in the qualitative section included six principals and nine teachers and in the quantitative section, the participants included ten e-learning experts. In order to analyze the collected data in the qualitative part, the collage method (open, axial and selective coding) and in the quantitative part, CVR was used.Findings: The findings of the research in the qualitative part indicated that the evaluation framework of ICT integration included 14 criteria in different sections such as: supportive (3 criteria), electronic content (2 criteria), teacher's teaching activities (2 criteria), materials and learning resources (2 criteria), learning activities (2 criteria) and student group activities (2 criteria). In the quantitative part, the CVR percentage of all six evaluation components was higher than the table number (0.62). Electronic content components and support with the highest percentage and qualification of students were confirmed with the lowest percentage of agreement among the evaluation criteria.Conclusion: In order to increase the quality of integration in evaluation, special attention should be paid to the interaction and transaction of all evaluation components. The emphasis on separate evaluation of the dimensions of integration is the incomplete implementation of integrated evaluation in the curriculum. It is suggested that evaluators have a comprehensive and holistic view of all evaluation criteria in the field of Organizational and Educational Areas in evaluating the integration of ICT in the curriculum.
Educational technology- primary school
S. Ansari; F. Seraji; M. Yousefzadeh
Abstract
Background and Objectives: Given the importance of media literacy education to children in the curricula of many schools around the world and the gaps in media literacy education in Iran as well as the emphasis of various studies on using learning-based methods based on information-processing models ...
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Background and Objectives: Given the importance of media literacy education to children in the curricula of many schools around the world and the gaps in media literacy education in Iran as well as the emphasis of various studies on using learning-based methods based on information-processing models and social learning in media literacy education, the question arises as to what the characteristics of media literacy curriculum elements are according to previous studies in the field of media literacy education. The aim of the present study was to determine the characteristics of the second primary media literacy curriculum elements for functional consuming(FC), critical consuming(CC), functional presuming(FP), and critical presuming(CP) media.Methods: This research was conducted using mixed-methods design (qualitative and quantitative). In the first stage, to identify the features of the media literacy curriculum of the second primary school, the qualitative method of synthesis research (qualitative Meta-Synthesis) was used, and in the next stage, to examine the opinion of experts from the descriptive-survey method and to evaluate the effect of program implementation, a quasi-experimental pre-test-post-test design with a control and experimental group was used. The statistical population of this study consisted of three groups, A) The studies published in the field of media literacy education were in local and international scientific databases; out of 4309, 18 related documents in the field of media literacy were purposefully selected as samples, B) In the initial validation section of the project, 15 specialists were purposefully selected (with criteria of expertise and experience in the field of media literacy education) from the statistical community of instructors and curriculum planning specialists in the field of media literacy as a sample, and C) In the quantitative part of the statistical population, the students of the second primary school in Hamedan in the academic year of 2019-2020 were included who were selected as a research sample using the multi-stage random cluster sampling method and consisted of a total of 63 sixth-grade female students. In order to analyze the data, to extract information from research and to analyze and combine the findings in determining the characteristics of the curriculum, the content analysis method was used via coding. At this stage, in addition to using the CASP tool in selecting appropriate study units, to ensure the coding method, in addition to using the researcher self-review technique, two experts in the field of communication and curriculum were used to re-codify the findings. In the second stage, using a researcher-made questionnaire, the data obtained from the survey to validate the curriculum were evaluated with a CVR coefficient. In the third stage, in order to analyze the data obtained from the researcher-made tests (functional evaluation, parent evaluation and self-evaluation) in four levels of functional consumption, critical consumption, functional prosumption, and critical prosumption, according to the fact that the data does not have a normal distribution in the pre-test and post-test, the Uman-Whitney test was used.Findings: Findings of the research in the meta-analysis section indicated characteristics such as attention to critical approach, critical media literacy, cognitive media literacy and new media literacy, and the basics of the philosophy program for children in the basics element; Acquisition and promotion of media consumption indicators included (fostering caring thinking), critical media literacy (fostering critical thinking) and producing media messages (fostering creative thinking) in the target element; Attention to cognitive, emotional, aesthetic and moral dimensions, students' life experiences in the face of different media, components emphasized in media literacy theories and in combination with other courses were included in the content element; Attention to discussion and participation in classroom community of inquiry, research-oriented, based on personal (individual) patterns, as well as the use of integrated methods were considered in the method element; Emphasis on discussion, attention to different cognitive, emotional and behavioral dimensions, use of different evaluation tools as well as metacognitive self-evaluation were the elements of media literacy curriculum evaluation in the second primary school. In the field of validation according to experts, due to the higher CVR coefficient obtained in all items of the minimum acceptable coefficient for 15 people (0.49), the features mentioned in the curriculum of the second primary school were confirmed. In the study of the effect of the implemented curriculum on media literacy competencies of second primary school students, the results of Mann-Whitney post-test showed that the effect of the experimental group was significant at the confidence level of 0.95 (P = 0.000, Z = -5.93).Conclusion: Combining library studies, experimental designs, and interviews with experts in previous studies, as well as validating the features extracted by experts in the field of media literacy training and model effectiveness in implementation suggests a curriculum during which students form a research community to find, build, and engage in media messages involving positive exchange and participation (instead of a competitive environment) in challenging content related to media literacy indicators and results in the cultivation of thoughts based on non-hostile reflection, an increased enjoyment stemming from the ability to read and deeply understand media messages based on dialogue, the development of creativity while creating common perceptions, adherence to ethical principles such as tolerance and acceptance of ambiguities and in general grounding and promoting media literacy and self-leadership through cultivating a variety of caring, critical and creative thinking abilities.
e-learning
S. Hamedinasab; M. Ayati; M. Rostaminejad; F. Seraji
Abstract
Background and Objectives: In recent years, social networking sites and software have become one of the most influential phenomena among new technologies. Student-teacher learning and their professional development also take place in this context, both formally and informally. In this regard, the purpose ...
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Background and Objectives: In recent years, social networking sites and software have become one of the most influential phenomena among new technologies. Student-teacher learning and their professional development also take place in this context, both formally and informally. In this regard, the purpose of the present study is to design a curriculum model for the use of informal learning based on Authorized social networks to develop the student-teacher profession.Methods: The method of this research was done with a multi-method approach. To design the above model, the grounded theory method was first used. Participants in this study were all primary school teachers in Farhan Gian University of South Khorasan in 2018-2019. Based on purposive sampling with semi-structured interviews, until the theoretical saturation of the data, 15 of these students were interviewed. To analyze the data, using the dimension analysis approach and during the open, pivotal and selective coding steps, the existing model of informal learning based on student-teacher social networks was extracted for their professional development. To obtain the validity and verifiability of the data, two methods of reviewing the participants and reviewing the non-participating experts in the research were used. In the end, with the theoretical research method and based on previous findings, at first, the nine elements of Klein were the basis of the work and based on it, the desired model was designed. In the next step, the basic concepts or the same characteristics of the curriculum elements and structural concepts, which are in fact the same as identifying the relationship between these elements, were identified. Finally, the model presented by the experts was validated.Findings: Findings showed that goals in unpredictable social networks are flexible and continuous, which have the property of snowballs and should be validated. Content on social media requires features such as; be in tune with the audience, pave the way for critical thinking, action and screening. Learning activities; They create self-sufficiency and belonging, satisfy desires, motivate and lay the groundwork for individual and group education. Materials and resources; Diverse, easy to access, fluid and interactive. Learner grouping; It is non-linear, optional and based on extensive collaboration and online responsiveness. Also, on social media; Enough time to reflect on the answer, the possibility of communicating with communication nodes at any time, the possibility of wasting useful time with attractive content and achieving a large amount of information in a short time. In addition, access to information and educational resources is available everywhere, and the place of learning is the creator of opportunities and is based on ecology and interactive communication. Teaching strategies; Problem-oriented, interactive, based on inclusive buoyancy and with flexible instructor guidance. Evaluation methods; It is quality-oriented, process-oriented, self-assessing, continuous and based on instant feedback. The findings also showed that most experts confirmed the validity of the model in the criteria of validity, coherence, perceptibility, innovation, usability, acceptability and comprehensiveness.Conclusion: Due to the characteristics of social network-based curriculum elements, curriculum planners are suggested to use the coordinates of these elements to design a curriculum based on social networks in order to achieve the development of student-teacher careers. It is also suggested that Farhangian University provides the necessary infrastructure for the purposeful use of social networks for the development of student-teacher professions.
e-learning
F. Seraji; R. Malmir; H. Abbasi kasani
Abstract
Background and Objectives: Users enter social networks with different motives and their participation in social networks is also different from each other. Having different goals and motives, teachers as users of social networks choose various ways to participate in these networks. So, laying emphasis ...
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Background and Objectives: Users enter social networks with different motives and their participation in social networks is also different from each other. Having different goals and motives, teachers as users of social networks choose various ways to participate in these networks. So, laying emphasis on the role of motivation in the ways teachers use social networks, the present study aims at identifying teachers’ motivation and the ways they use social networks. The specific objectives of this research are: 1. determining how virtual social networks are used by teachers who are actively using them. 2. Identifying the feedback of teachers in virtual social networks. Methods: The present research is done using qualitative research approach. The field of this research includes groups and forums of Iranian teachers’ social networks. In this research, 30 teachers who were active in social networks participated among whom 14 teachers were male and 16 teachers were female. All of these participants were managers of virtual channels and Various supergroups in social networks. They were selected using the logic of purposeful sampling and criterion-based method. The selection criterion was the record or history of the group or channel, the number of the followers and the number of the visitors. Also, the teachers who were selected for the interview in addition to this criterion, were selected in the field of e- content generation in virtual social networks by the Roshd center site as an active content generator. Every interviewee mentioned their views in answer to the interview questions for 40 to 45 minutes. To analyze data, the theme analysis method was used. In this method, first the concepts and codes are extracted from the interview text and then the status of each theme from the type of inclusive, organizing, and basic is determined in the network of themes. In this research, in order to perform this process, the following steps were taken: 1. Frist, with the frequent screening and active reading of the data, the search for the meaning and discovery of patterns began by using note-taking and punctuating the data (familiarity with the data). 2. After reading the data, the codes and concepts introducing the data were established (generating basic codes). 3. The identified codes were organized and transferred to certain themes (generating themes). 4. At this stage, the themes were named and reviewed as needed 5. The network of themes were generated to identify the basic, organizing and inclusive themes and the final report of the data was set. Findings: The findings showed that teachers benefit from social networks for personal purposes such as entertainment, access to the news and communication with friends, and for occupational purposes, such as professional development and interaction with colleagues. The teachers’ motives affect how they provide feedback and how they participate in the social networks. Teachers show various feedbacks and participation in the social media which can be classified into six levels of reasonable diffusing, liking, controlling, counselling, criticizing, and commenting. Conclusion: Levels of teachers’ participation in the social networks in terms of their professional development and occupational learning is of significance from the perspective that the more the participation of the teachers in social networks can be organized by using specific projects and programs, so that they can move away from weak interactions, such as diffusing, liking, and controlling towards counselling, criticizing, and reasoning, they can be more profoundly involved with their own occupational themes in the social networks and can benefit from any time, any place, and interactive potentials of this environment for their own professional development.
e-learning
S. Hamedinasab; M. Ayati; M.َA. Rostaminejad; F. Seraji
Abstract
Background and Objectives: To use social media effectively, we need to identify and apply the implications of supportive theories using social media. Different learning theories provide a variety of interpretations of learning. Different learning theories lead to diverse orientations and outcomes in ...
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Background and Objectives: To use social media effectively, we need to identify and apply the implications of supportive theories using social media. Different learning theories provide a variety of interpretations of learning. Different learning theories lead to diverse orientations and outcomes in curriculum planning. Therefore, learning theories serve as a framework for guiding decisions during the design and implementation of the curriculum. The aim of this study was to identify the types of learning theories that support the use of social networks and to analyze learning theories on social networks in order to provide a theoretical basis for designing curricula. Methods: For this study, qualitative content analysis method was used. The statistical population of this study consists of all valid documents related to the subject- supportive theories of learning in social networks- from 1995 to 2018 (n=30) selected based on purposeful sampling. The content of 30 documents were analyzed. The analysis unit is the theme. To analyze the findings, the main and sub-classes were extracted after open coding. To ensure the validity of the research, the methods of review by members, triangulation of data sources and review by colleagues were used, and to ensure reliability, the agreement method between the two coders was used. Findings: The findings showed a variety of context-based, community-based, and person-centered theories that support learning on social media. The findings also include four main categories: It showed the dimensions of social networks, network interactions, types of learning, and curriculum elements. It was shown that network communication in social networks includes social interaction, interpersonal communication and interactive communication with admin and teacher-student communication, which is broad and based on community sharing, central agreement and based on sharing ideas. Types of learning on social networks include; network learning, situational learning, problem-based learning, personal learning, and indirect learning. Elements of the curriculum include; network objectives, network content, network learning environment, network inclusiveness, and network evaluation. Network Objectives; features such as unpredictability, divergence, unpredictability, variability, nonlinearity, flexibility, value, reproductive and interactive. Network content has some features such as distributed knowledge, multiplicity of resources, reliable resources, accessibility, context-based knowledge, shared knowledge, inclusive knowledge, self-centered information, voluntary knowledge creation, interchangeable content. The network environment includes technical and educational features. Among the technical features of this environment, we can mention the diversity of language, the existence of communication tools, the possibility of customizing the message and simulating communication. The educational features of this environment also include; being rich is one of the tools of knowledge management, situational awareness, personalized information, open and flexible environment. The network learner is knowledgeable and up-to-date, independent and active, able to do several things together. The network learner is an actor, and social agent who processes, publishes, and manages knowledge on a regular basis. Evaluation on social media is a nonlinear process, formative, conscious, and continuous that is accompanied by the elimination of standard rankings and tests. Conclusion: Based on the research results, it is suggested that those in charge of education use the coordinates of social network-based curriculum elements to design a curriculum based on social networks. For further research it is suggested that researchers implement the findings in an experimental environment to take a positive step towards the optimal use of social networks to learners’ learning outcome.
competency of teachers
F. Seraji; M. Rostami
Abstract
The main goal of this study was to Comparison of Teachers’ Familiarity rate with Technology- Based Teaching Competencies in Smart and Traditional Schools in hamedan in academic year of 2014-2015 and used Survey research method. From (N=437) female teachers based on random stratified sampling 103 ...
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The main goal of this study was to Comparison of Teachers’ Familiarity rate with Technology- Based Teaching Competencies in Smart and Traditional Schools in hamedan in academic year of 2014-2015 and used Survey research method. From (N=437) female teachers based on random stratified sampling 103 female teachers in smart schools and 102 female teachers is traditional schools were selected. For data collecting, a researcher-made questionnaire with 33 items based on Likert scale (5 = strongly agree, 4 = agree, 3 = average, 2 = disagree, 1= completely disagree) was set. The tool content validity was achieved by the opinion of eight experts in educational technology, and its validity according to Cronbach’s alpha was determined.82. Data obtained by descriptive and inferential statistics indicates that the smart school teachers’ familiar level with Technology- Based Teaching Competencies outperformed the teachers in traditional schools. Also smart school teachers, in terms of cognitive knowledge t=6/34, skills t=6/74, emotional t=6/34 and self-efficacy t=4/42, dominated the traditional school teachers.
