Electronic learning- virtual
S. Salimi
Abstract
Background and Objectives: To ensure the continuity of education during closures and quarantines, various methods such as television education through the Education Network and content production by teachers were offered on social networks. However, to organize virtual education, the Ministry of Education ...
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Background and Objectives: To ensure the continuity of education during closures and quarantines, various methods such as television education through the Education Network and content production by teachers were offered on social networks. However, to organize virtual education, the Ministry of Education designed and implemented the Student Educational Network Application (Shad), where, similar to the real structure of a school, the student enters a class and follow the educational process. In this system, monitoring virtual classes and students' attendance is the responsibility of the school principal and administrative staff. Teachers have the opportunity to use the online content available in this system, created by educational groups and course secretariats, alongside their teaching duties.Methods: The present research was practical in purpose and exploratory in sequential asynchronous method. The statistical population in the qualitative part included all primary school teachers who were studying and had experience in virtual teaching with the Shad program. The statistical population in the quantitative part included all primary school teachers in Sistan and Baluchestan province, amounting to 14,230 individuals. Based on purposive sampling, 40 primary school teachers with experience were selected for the qualitative part based on theoretical saturation. The sample size in the quantitative section, according to the Krejcie Morgan table, was 374 individuals, who were selected using simple random sampling. A total of 219 questionnaires were collected. In the qualitative part, a semi-structured interview was used, and in the quantitative part, the Shad Network Virtual Education Questionnaire (taken from the analysis of interviews) and the educational quality questionnaire of Mousavi et al. (2016) were used to collect data. For data analysis in the qualitative part, Corbin and Strauss coding method (1998) was used. Descriptive analysis, Friedman test, and correlation coefficient were used for data analysis in the quantitative part. Calculations were performed using SPSS23 software.Findings: Based on the interviews conducted, three Pathology were identified for the structural factor (including: technical performance, design and aesthetics, teaching capability). From the teachers' points of view, among the factors, the technical performance factor with an average of 2.45 and a rank average of 3.30 was the first priority, and the design and appearance factor with an average of 2.19 and a rank average of 1.97 was the last priority. Two types of Pathology were identified for the behavioral factor (including: supra-individual and individual). From the teachers' perspectives, among the factors, the supra-individual factor with an average of 2.69 and a rank average of 3.64 was the first priority, and the individual factor with an average of 2.55 and a rank average of 3.43 was the last priority. Two types of Pathology were identified for the contextual factor (including: economic and social). From the teachers' perspectives, among the factors, the social factor with an average of 2.42 and a rank average of 3.80 was the first priority, and the economic factor with an average of 2.12 and a rank average of 3.33 was the last priority. Furthermore, there was a significant negative relationship between the identified Pathology and educational quality.Conclusion: According to the findings, which showed that the most damages were in the structural part of the Shad network, and there was a negative relationship between these damages and the quality of education, it is recommended to the creators of this network to take measures such as increasing the volume and speed of downloads in order to fix the structural problems and content, make the user environment more attractive and increase information security. It is also recommended to education managers to provide electronic education facilities in all schools and to hold educational workshops to develop and empower teachers in using education networks.
TVET
M. Asghari; T. Hashemi
Abstract
Background and Objectives: Technical and vocational training play an important role in the formation of human capital with Preparation of skilled workers in the market work needs of the world. These trainings in the developing countries are not only responsible for training the workforce but also help ...
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Background and Objectives: Technical and vocational training play an important role in the formation of human capital with Preparation of skilled workers in the market work needs of the world. These trainings in the developing countries are not only responsible for training the workforce but also help solve the problem of unemployment by preparing the ground for self-employment. These trainings also have the advantage of short-term or medium-term efficiency, which is the reason that countries are paying more attention to technical and vocational training. Considering the role of expansion of technical, professional and vocational branches in production boom, job creation, and reduction of unemployment, it is very important to study the factors influencing this field. The aim of the study was investigating the injuries of spread technical and vocational branches in the education system of the Tabriz city, In order to identify the existing damages, future decisions should be made scientifically and expertly. Methods: The research was done using a mixed method. The teachers of vocational schools in Tabriz (n=1028) was selected as the population of quantitative research and Students of this branches were selected as the research community (n=14464). Twenty of the experts were interviewed in the qualitative section. The sample of students based on the Cochran's formula (373) who were selected using a targeted sampling method. Quantitative data were analyzed by descriptive statistics and inferential statistics by using SPSS software. The research instrument was a researcher made questionnaire with 17 questions which was confirmedits validity by faculty members positively and its reliability was calculated with Cronbach's alpha (0/82). Findings: After reviewing the interviews of the expert group, the six main components were considered as the location of all branches damages, which include1-Curriculum (Teaching Methods, Educational, Evaluation System, Textbooks)2-Management (Attraction In the job market, motivation interest relative to Education in this branches, force evaluation, communication with industry, existence of effective upstream documents, decentralization) 3-cultural field (media, group of friends and family perspective) 4- Equipment and resources ( Existence of workshop facilities, safety) 5- financial budget (attention to the needs of the audiences and the amount of equipment upgrades) 6-teacher training (relationship between training and real life, Proportion of training and adequacy of tests( Conclusion: In the equipment field, According to Pearson correlation coefficient (0/683%), from the audience's point of view fundamental damage, related to the lack of safety equipment. In terms of curriculum and content, Response To needs of the audiences, was Undesirable (23/7%).in the field of education Improvement of human resources, lack of connection between trainings and real life (3/1%) and in the cultural dimension, inappropriate attitude of groups of friends and parents (21/1%) were recognized as damage. In terms of financial resources. In terms of facilities, finances and equipment, the amount of budget allocated to meet the needs of technical workshops has been very low (25%). the results of Pearson correlation coefficient in the student population showed that about (90%) of the damages of these branches depend on the management methods., Therefore, it is necessary to train and improve the directors of vocational schools and to design appropriate mechanisms in their selection according to their expertise and efficiency in this field.
Books evaluation
Z. Abolhasani; M. Dehghani
Abstract
Background and ObjectiveS: The field of training and learning of work and technology is one of the eleven areas included in the national curriculum and includes the acquisition of practical skills for a productive life and the acquisition of competencies related to technology related sciences. One of ...
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Background and ObjectiveS: The field of training and learning of work and technology is one of the eleven areas included in the national curriculum and includes the acquisition of practical skills for a productive life and the acquisition of competencies related to technology related sciences. One of the main foundations of curriculum reform in the 20th century is the trend of increasing technology education. These competencies are essential for technological education and healthy life in the cyberspace, as well as readiness to enter professions and jobs in various economic and social sectors. According to Islamic teachings, work and employment have educational values and through work, human polishes their existential personality, establishes their identity and prepares the ground for their existential development and the possibility of earning a lawful livelihood and provides to meet the needs of the community. Another step in developing minimum skills is teaching design and technology in schools. Technology education, work and skills training will lead to personal development, increase productivity, participation in social and economic life, reduce poverty, and increase income and development. It should be noted that pathology is a systematic process of data collection in order to interact effectively and usefully in order to solve problems, challenges, pressures and environmental constraints in society. In fact, the pathology of the work and technology curriculum can help in determining hindrances, weaknesses and strengths, and challenges and opportunities and proposing suitable strategies. Also, warranting the quality in work and technology education is amongst the top priorities to develop the related curriculum, job selection and applied disciplines. If the quality of the curriculum of work and technology is not examined systematically, the entrepreneurship that is the top need of the country is not developed. The purpose of this study is to identify the damages in the implementation of the technology curriculum. Methods: This research is qualitative and phenomenological. This research was performed using a participatory observation tool and a semi-structured interview. The statistical society of this study was all Technology teachers and all students in secondary school in Baharestan city. Twenty of teachers were selected through available sampling, 80 of students were selected through accessible sampling and group interviews were conducted in groups of 6 to 8 people. Then the text of the interviews was analyzed in a 7-step manner. Findings: The findings of the research showed that from the perspective of teachers of technology education, five categories of "constraints, social factors, structural inadequacy, motivating strategies and curriculum planning" and ten sub-themes and from the perspective of students’ three categories of "social factors, motivational strategies and curriculum planning" and eleven sub-themes are vulnerable. Conclusion: There are many problems and damages from the point of view of teachers and students, for implementation of Technology Curriculum; Therefore, it is necessary to pay attention to the conditions for the implementation of efficient methods of Technology curriculum, as it plays an essential role in generating entrepreneurial generation. Therefore, policy makers and educators need to pay more attention to the proper implementation of this curriculum. Policymakers and educators should pay more attention to the proper implementation of this curriculum. In line with this research, the following practical suggestions are presented: in-service courses should be held for teachers regarding the complete training of skills and modules; necessary funds should be awarded to fully equip the schools with the necessary facilities to carry out activities; the content of the curriculum should be revised according to the needs of the students and the facilities of the school in order to provide the necessary context for communication with the real life of the students; a clear framework and criteria for student evaluation should be established.
