Electronic learning- virtual
S. Khodaveisi; F. Seraji
Abstract
Background and Objective As one of the key components of the curriculum, the teacher has an effective role in teaching effectiveness and facilitating learning. The quality of teachers’ work is the most important factor influencing the quality of students' learning and the success of the educational ...
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Background and Objective As one of the key components of the curriculum, the teacher has an effective role in teaching effectiveness and facilitating learning. The quality of teachers’ work is the most important factor influencing the quality of students' learning and the success of the educational systems. Teachers, as one of the complex components of the school ecosystem must be able to meet the expectations and demands of various admin administrators and stakeholders and have a deep understanding of social developments and future changes. Therefore, teachers must constantly seek to update their knowledge and skills and improve their professional development. The field of teacher professional development consists of various aspects such as perceptions, educational beliefs, epistemology, ideology, behavior, and practice related to teaching and learning. The present study seeks to investigate how Iranian teachers use cyberspace for their professional development. Methods: In this study, qualitative research method with descriptive phenomenological approach used the subjects, who consist of 25 teachers who actively promote the educational applications of cyberspace, were selected from among the teachers of Hamedan Province and invited to an interview. Snowball sampling technique was used and the number of subjects was decided to be 25 according to the principle of theoretical saturation the reliability and validity of the data were determined by transferability and dependability. Findings: By using information retrieval tools, they can access their required information in various fields, become informed about conferences and educational workshops, rethink their experience as well as improve their self-confidence in responding to students' questions. By using tools content production and presentation, they can produce high-quality multimedia contents, design various learning activities, encourage students to participate in activities, and adopt active teaching methods. Finally, teachers can make use of interactive tools to express their experience and receive feedback, exchange information with other teachers and scholars, improve their communication skills, get involved in participatory learning along with their colleagues and conduct team projects. Conclusion: The findings of this study showed that Iranian teachers use three tools of information retrieval, production and presentation of content and interactive tools to develop themselves professionally with respect to content, pedagogical and technological knowledge. Based on the findings, teachers can use the retriveal tools to find the information they need in a variety of areas, such as information about the field of study and the latest changes in textbooks, information about students' educational issues, teaching methods, evaluation methods, research methods, learning theories, education in other countries as well as time, place and themes of wbinars and conferences. The results also showed that teachers can use interactive tools to express their experiences and use the opinions of others to improve them; create a participatory atmosphere; strengthen their critical thinking; improve their writing skills and promote their skills in using word processors; exchange information with experts and colleagues; strengthen their conversational skills; work with partners and experts on collaborative projects; and design individual and group learning activities. So teachers can use cyberspace as a platform to empower themselves professionally.
E-Lerning
P. Mesbahi Jamshid; M. R. Sarmadi; M. Farajolahi; M. Mirdamad; Z. Esmaili
Abstract
Background and Objective:Technology is a widespread and vital event in the present time. The digital form and the telecommunications sector, which have been accompanied by the transformation of social structures, have transformed the daily life more than the biological arenas and the ecology. The essence ...
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Background and Objective:Technology is a widespread and vital event in the present time. The digital form and the telecommunications sector, which have been accompanied by the transformation of social structures, have transformed the daily life more than the biological arenas and the ecology. The essence of technology is not neutral to be passive in the face of human affairs such as culture, but between technology and the production of thought has always been a two-way relationship. Technology has its own knowledge and is related to the philosophical infrastructure of time and it changes with them. This type of knowledge is based on performance and does not have a metaphysical nature. One of the technological events is the realization of a cybernetic space that is closest to the nature of technology. This proportion is due to the technological nature of cyberspace, the new human habitat in the form of transhumanism and the desire to circulate information rhizome, multidimensional and decentralized. The purpose of this research is the philosophical analysis of technology and to find its relation with cyberspace that is done analytically. Methods: The type of research is applied and the research method is analytical-documentary. Findings: Research findings show that what brings an object to the technological level is its structure and rationality, which both meet biological needs and generate new needs for humans; and progresses in a dialectical process to find its relation to the production of thought. Also, the study of the relationship between thought and technology shows that the Gestalt attitude towards technology is related to the relationship between man and technology. This ratio is explained by the specific knowledge of technology based on its conceptual basis in postmodern knowledge. The knowledge that is flexible, relative, and fragile and does not fit into the rational methods of modernism is present in cyberspace, which is the most pervasive form of technological events and, above all, reflects the nature of technology, in the form of pretense, two-tier, and network development. In the section related to human relationship with technology, it was discussed that human beings as creators and users of technology, when faced with a non-technological position, face challenges in the field of ethics, meaning-seeking, transcendence, type and extent. They face responsibility and understand the true relationship with their body and use all their material and spiritual resources to respond to them. Finally, in an ideological context that depicts man's confrontation with technology, cyberspace emerges as an expressive and broad form of technology; an atmosphere that clearly reflects the nature of technology and is a platform for the intersection of technology and society. Research findings show that the abundant entanglement of humans with technology indicates the dominance of the technical object. This dominance is so great that it serves the idea of absolute interconnectedness of the world to more accurately describe the functional life of postmodern man, who has cybernetic imaginary structures and suffers from narcissistic hallucinations as a result of technicality, cyber-extremes and detachment from physical incarnation. Conclusion: The results indicate that the dominance of the technological object and its effects in cyberspace has led to a decrease in responsibility, conflict with the category of meaning, transcendence and moral encounters.
Education technology -training course
T. Shah Jafari; H. Ebrahim Abadi; E. Ebrahim Zadeh; M. Hashem Rezaei
Abstract
This research studies the design of a model of afterschool programs in cyberspace for third grade students of guidance school in 2012-2013 school year in Tehran City. For this purpose, the main parameters of the model were identified and their interrelations were studied, in order to identify the determining ...
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This research studies the design of a model of afterschool programs in cyberspace for third grade students of guidance school in 2012-2013 school year in Tehran City. For this purpose, the main parameters of the model were identified and their interrelations were studied, in order to identify the determining needs and major parameters of afterschool programs in cyberspace. A researcher-made questionnaire has been used for the students and a semi-structured interview for the principals, teachers and other educational staff. The data collected from the questionnaires and the interviews were processed and analyzed by SPSS and AMOS. Thus the conceptual model "after school programs in cyberspace " was confirmed. According to the needs analysis that was performed, the parameters of the after school programs in cyberspace were divided into two exogenous parameters of knowledge and skill and seven endogenous parameters of individual-social features, gaining knowledge extracurricular use, accessibility to information and sources, leisure, place of after school programs, and network features. Finally, the results indicated that the two parameters of individual –social features and place of after school programs in having the most direct and indirect effects on the model of after school programs in cyberspace. Further, in addition to identifying the major parameters of afterschool programs and studying the amount of effects of each of them. The causes and necessity of such programs were studied according to the qualitative and quantitative results.
