Education technology -training course
J. Mahdikhani Sarvejahani; H. Doosti; A. Tehranian; A. Shahvarani; M. Azhini
Abstract
Background and Objectives: Metaphors are powerful tools, which are used to present teachers' attitudes about mathematics and reflect their experiences. Teachers' metaphorical perception can make many educational events more tangible in order to examine the current status of education. Previous studies ...
Read More
Background and Objectives: Metaphors are powerful tools, which are used to present teachers' attitudes about mathematics and reflect their experiences. Teachers' metaphorical perception can make many educational events more tangible in order to examine the current status of education. Previous studies asked provident teachers to provide metaphors for teaching mathematics and to use these metaphors to understand their attitudes about mathematics. On the other hand, these days, educational technologies have rapidly created new opportunities for meaningful education of mathematics. Therefore, the role of teachers in integrating education and technology is getting more and more important. Frequent use of technology, in almost every aspect of our lives, requires a change in the content and nature of school math programs, and it is important for students to use computers to increase their understanding of math concepts as they change. The use of computers in educational programs should be supported. Since the interpretation and explanation of teachers' attitudes toward the field of technology is important in teaching-learning, metaphors are used to compare mere and common interpretation. The National Council of Teachers of Mathematicshas stated that the use of technology is an appropriate method in mathematical reasoning, expression, problem solving, and effective communication. Moreover, the use of computers in educational programs should also be supported. Therefore, the main purpose of the current study based on the instrumentation method was to standardize the metaphorical perception scale of the effectiveness of mathematics education software in the teaching-learning process from the perspective of mathematics teachers.Methods: The research method was descriptive and the method entailed instrumentation and standardization. Using two-stage cluster sampling method and Morgan table, 198 male and female math teachers working in all primary and secondary state and non-state secondary schools in 1, 2, 3, 4 education districts of Tehranwere selected as the participants. Researchers prepared and designed a questionnaire with 44 items based on theoretical basics and related technologies in the field of mathematics education. In the first stage, CVI and CVR content validity indices were examined.Findings: After two stages of distributing questionnaires among eight experts in the field of education and technology of mathematics, the results showed that some items were removed due to not reaching the standard level. Finally, 28 items according to the components in the questionnaire were approved.The questionnaire was then distributed among math teachers in virtual networks.The results of reliability and exploratory factor analysis confirmed four factors with 26 items and the reliability value of each factor was proved and recordedbetween 0.78 and 0.94.Four main factors were identifiedincluding a metaphorical understanding of access and acquaintance, skill and mastery, interest, attitude, impact and application in the use of mathematical software.Conclusion: The results of this survey and tooling based on the views of math teachers showed that the four mentioned factors were very important in the efficiency and application of math education technologies and software in middle school teaching. Determining and explaining such factors can lead to a more detailed examination of the challenges and resources available in the preparation and distribution of mathematics education technologies in schools.
Education technology -training course
M. Maleki; M.J. Liaghatdar; M.R. Nili
Abstract
Background and Objectives: Today, vocational education is a part of the school curriculum that is more about preparing students for life and employment in the society. This training can be the main part of the curriculum with a part of as the requirements for graduation or the fulfilment of other courses. ...
Read More
Background and Objectives: Today, vocational education is a part of the school curriculum that is more about preparing students for life and employment in the society. This training can be the main part of the curriculum with a part of as the requirements for graduation or the fulfilment of other courses. This type of training should be an integral part of all phases of education and should be provided through an organized and graded program. In this regard, the main categories of work that are specifically emphasized are: work related to individual needs, work at home, work in the classroom, school and extracurricular activities, and integrated school loss, work as a learning experience, work in society by focusing on altruistic and selfless services, and work related to professional growth, production, social utility, and the discovery of opportunities and ways of caring. In addition to business skills, in today's modern world, access to information and knowledge and gain insight and attitude in this field, is considered important, so the skill of acquiring credible knowledge and information can be a factor in the growth and development of societies. And any plan, initiative, tool and device that focus on the interaction between the instructor and the learner in order to gain competencies is an example of educational technology. The purpose of the present study was to identify the basic skills of work and technology curriculum designed for junior high school students. Methods: This research has been carried out qualitatively using phenomenological method. The research community consisted of sample Iranian instructors of work and technology curriculum. Sampling was carried out by utilizing target method and standard type sampling. Professional interviews with 13 participants to the extent of saturation were used. For data analysis, the three-step coding method (open, axial and selective) was used. Findings: The findings showed that the basic skills included in work and technology curriculum at the junior high school consists of a series of categories as follows: perceptual (11 subcategories), communication (5 subcategories), ethics (5 subcategories), technical (6 subcategories) and technological (3 subcategories). Conclusion: Today, it is clear that the teaching and learning of students in the field of work and technology is not limited to school and high school, but it is necessary that students throughout life, from formal to informal education, have a desire for lifelong learning. In the meantime, one of the important tools of lifelong learning that leads to the growth and development of students is the acquisition of information and technology literacy skills, so that information literacy for students increases their ability to recognize information needs, recognize incomplete information, ability to access and discover information, the ability to evaluate information and select information. Technological literacy also increases students' innovation in practice, as well as their ability to use, manage, evaluate, and understand technology, followed by lifelong learning. In general, whether a student is successfully completing high school or not, learning basic skills can prepare him or her for the future. Learning the basics of work and technology should be such that the student is equipped with the abilities, skills, experiences, ambitions that lead to success in life after high school. The results show that it is necessary to revise work and technology curriculum at the junior high school education, and take into account the basic skills mentioned in this study.
