Educational technology- primary school
M. Omidi Shal; B. Bandali; Mahmood Abolghasemi; S. Saadati
Abstract
Background and Objectives: Reading and writing, in addition to being considered as the human necessities for today life, are one of the pillars of literacy and basic skills in education and learning. One of the goals of the literacy is to develop and strengthen the reading and writing skills of students. ...
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Background and Objectives: Reading and writing, in addition to being considered as the human necessities for today life, are one of the pillars of literacy and basic skills in education and learning. One of the goals of the literacy is to develop and strengthen the reading and writing skills of students. However, some national and international studies have shown the weakness of Iranian students in these two skills. In addition, weakness in reading and writing causes problems in understanding other subjects as well. Therefore, due to the important role of reading and writing skills in the learning and academic progress of students, as well as the need to investigate the factors affecting the academic performance and the efficiency of the educational system, the investigation of this issue was considered in this research. Given the components of reading and writing skills, as well as inefficient teaching methods resulting in this failure, one of the activities that can play an effective role in solving the problem is storytelling. With the development of technology in different fields, digital storytelling has also been used in education. Previous research revealed the positive effect of using traditional and digital stories in teaching different subjects, competencies and skills among learners, but no comparison was made between them. Therefore, the purpose of this research was to compare the effect of two teaching methods based on digital and traditional storytelling on the reading and writing skills of first-grade primary school students.Methods: This was an applied study carried out with quantitative approach and quasi-experimental design. A sample of 50 students of the first grade of an all-boys primary public school in Rasht, Iran in the academic year of 2022-2023 were selected through convenience sampling method to participate in this research. They were assigned to experimental and control groups. Five letters of the first primary Persian Literacy were taught in the experimental group by presenting a digital story. In the control group, the same letters were taught through the same stories in a traditional way by the teacher. The stories were approved by educational experts and first grade school teachers as well. After teaching each letter, both groups took part in a test developed by the team leader of first grade teachers district 1 of education department in Rasht. The validity of the tests was confirmed by educational experts and elementary teachers. To ensure reliability, the measurement process was repeated for five letters of the Persian alphabet, all research processes were documented and the subjects' normal conditions were maintained in the evaluation process. The data were analyzed via inferential statistics methods including Anderson-Darling test, the Mann-Whitney U test and independent samples t-test.Findings: Results showed that the mean scores of both groups in all tests were similarly above the theoretical mean and no significant difference was found considering the performance of the two groups.Conclusion: Considering the capabilities that storytelling has in improving learning outcomes, it can be said that using stories, both in traditional and digital form, can be used as an effective method in teaching Persian and improving the reading and writing skills of primary school students. Also, accuracy in educational design and appropriate learning activities can enrich the use of traditional and digital stories in the education process.
Electronic learning- virtual
E. Jafari; M. RezaeiZadeh,; R. Shahverdi,; B. Bandali; M. Abolghasemi
Abstract
Background and Objectives: Today, teachers need a set of broader and more complex qualifications than before. In order for e-learning to be successful, front-line teachers must employ the necessary technological knowledge and effective pedagogical strategies to use ICT in the classroom. Also, to accompany ...
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Background and Objectives: Today, teachers need a set of broader and more complex qualifications than before. In order for e-learning to be successful, front-line teachers must employ the necessary technological knowledge and effective pedagogical strategies to use ICT in the classroom. Also, to accompany young learners in the development of digital competences, it is necessary that their teachers have the necessary digital literacy and competence in the first place. Therefore, digital competence is one of the key competences for teachers. For this reason, the aim of the present study was to evaluate the status of digital educational competencies of teachers based on the European Union framework.Methods: The current research design was quantitative and the participants in the research were 182 teachers from all over the country from 20 provinces and 46 different cities. To evaluate the digital educational competencies of teachers, a virtual workshop entitled "Teacher; On the way to digitalization" was held. After introducing and explaining each competence, the teacher provided the question related to the competence to the participants through the link of Google form, so that the questionnaire could be completed in this way. The questionnaire included 3 general competencies and 10 sub-competencies. Each competency had three levels: Novice and Explorer, Expert and Integrator, and Leader and Pioneer. In fact, the teacher evaluated him/herself based on these three levels of each competency.Findings: The results showed that the competence status of teachers' digital resources in the field of managing, protecting and sharing digital resources and creating and modifying digital resources was at the level of "novice and explorer" and "integrator and expert", respectively. In relation to teaching and learning competence, except self-regulated learning competence, which was at the "novice and explorer" level, other competences were at the "integrator and expert" level. Competence of "assessment strategies" and "analyzing evidence" was also at the level of "novice and explorer". Regarding other competencies, no significant relationship between levels was observed. Also, no significant relationship was found between demographic components (occupation, age, gender, and province) and competencies.Conclusion: In the current research, in addition to familiarizing the teachers with this framework and the types of digital competencies they need in the teaching profession, the evaluation of the digital competencies of the participants was also considered. Since the evaluation was done along with the training, it can be said with more confidence that the obtained data was more accurate. Also, evaluating teachers' digital competencies based on a spectrum or progression model helps to better and more accurately evaluate teachers and develop their digital competencies. In this case, training will be need-based and personalized in some way. Also, investigating the relationship between demographic components and the state of competencies leads to a more accurate understanding of the current situation of teachers in the country. In general, the results of using this self-evaluation can be used to adjust training courses and empower teachers and help teachers' educational preparation. One of the suggestions of this research for future researchers is to consider the evaluation of other competencies of the DigCompEdu framework. In the current research, the main focus was on basic competencies, that is, digital resources, teaching and learning, and assessment.
Educational Technology
Z. Chenari; M. Rezaeizadeh; B. Bandali
Abstract
Background and Objectives: The increasing speed of environmental changes and the intensification of competition among organizations have caused organizations to seek solutions for greater flexibility in responding to environmental needs and changes. In fact, moving towards creating organizations that ...
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Background and Objectives: The increasing speed of environmental changes and the intensification of competition among organizations have caused organizations to seek solutions for greater flexibility in responding to environmental needs and changes. In fact, moving towards creating organizations that have a high degree of flexibility in adapting to a changing environment is a vital and effective solution. One of the effective factors in keeping pace with changes in the environment is the improvement of organizational performance. In this regard, the importance and attention to the development, and improvement of human resources leads to the improvement of organizational performance. There are various strategies and methods for the development and improvement of human resources. One of the ways to develop and improve human resources is coaching. In fact, coaching has created a new approach to staff learning and development. Since information technology is a link among all modern sciences and determines the development of human resources, it has created a new concept in coaching. This research focuses on coaching and information technology. In fact, the purpose of this study is to design a prototype of coaching software as one of the tools to optimize the performance of human resources and ultimately improve organizational performance.Methods: The information of this study was obtained using a mixed approach. The mixed approach benefits from two parts, namely qualitative and quantitative, to achieve the research result. Therefore, the present study used the phenomenological method in the qualitative part and the survey method in the quantitative part. The research instruments in the qualitative part was the focus group method. In the quantitative part of the research, a researcher-made questionnaire was used to collect the information. The statistical population of the study in the qualitative section were specialists in the field of education and human resources, from among them 10 people were selected using the method of snowball sampling. The statistical population of the study in the quantitative part were the top managers of Mashhad Power Distribution Company. From this statistical population, the top managers of the western part of the company, which included 20 people, were selected to perform a usability test.Findings: The data obtained from the qualitative part of the research included 4 components for designing the coaching software, which was based on the prototype model of software development. The data obtained from the research were quantitatively analyzed by SPSS software. Quantitative data analyzed by the software showed that the aforementioned software has the required usability to be implemented in organizations and used by individuals.Conclusion: The present study with laying emphasis on reducing the generation gap between managers and current employees and the individuals who will be employed in the organization and also; and with laying emphasis on technology design by education and human resources experts and examining the existing human resources software, sought to design a prototype of coaching software with features such as communication, cognition, problem facilitation process and problem coping, belief in the ability of individuals and motivational dimensions, and implementation of the selected solution and 360-degree evaluation. The aforementioned features were not seen in the Iranian software examined in the study. In addition to the above features, the distinguishing feature of the aforementioned software is attention to the Cohen and Bradford coaching model, and being process-oriented and feedback-oriented.
