Educational Technology
M. Rostaminezhad; M. mohammadi
Abstract
Background and Objectives: Certainly we all know that due to the diversity and multiplicity of different media around our children, today their taste for learning has changed and there is no choice but to use technology in education and use tools and methods of teaching based on multimedia. Today, in ...
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Background and Objectives: Certainly we all know that due to the diversity and multiplicity of different media around our children, today their taste for learning has changed and there is no choice but to use technology in education and use tools and methods of teaching based on multimedia. Today, in addition to textbooks, multimedia, digital teaching and learning environments have also come to the educational support of learners. While we all know that the use of computers and multimedia alone does not have an educational effect, but combines it with a good educational and self-learning thinking that is applicable. Meanwhile, in disciplines such as computer, where teaching is software-based and the teacher is required to teach a software, at the same time provide his training directly on the relevant software, lessons and multimedia There are some that have been prepared and produced that teachers use for teaching and students for learning, along with specialized textbooks in the field, as a source of teaching aid, but the most important point in designing these tools and multimedia is not to use them. It is a suitable educational approach along with efficient educational design. One of the appropriate educational models and approaches for this purpose is the model of constructivism. This model is based on an issue, question or project as the focus and support and mental systems. The student's goal is to interpret the problem or solve the problem or complete the project. In order to reflect on action, students must imitate the performance that has been modeled for them, and teachers must re-demonstrate student performance so that students engage in action-reflecting. Modeling strategies focus on how experts work. In addition, for project-based training, there are three practice-based, position-based, and project-based models. In this study, after designing a multimedia software with a project-oriented constructivist (PBL) approach. , Which generally uses two models of practice-based and project-based learning, finally, the extent of the impact of multimedia with a project-based approach on learning memory learning of tenth grade students in the field of computer science in Birjand city has been investigated Mathods: The study design is quasi-experimental. The statistical population of this study consists of all second grade boy students of technical and vocational schools in Birjand. The sample was divided into experimental and control groups, which 25 participants in each. The experimental and control groups were trained with multimedia and traditional methods, respectively. Students' academic achievement was measured by teacher-made tests (pretests and the posttests) and their reliabilities were estimated using Cronbach's alpha estimated to be %77. Data were analyzed through inferential statistics (Analysis of variance with repeated measures and Covariance). Findings: The results indicated that the impact of project-based multimedia training on students' learning-retention had more positive effect (68.5% in comparison to the traditional method. Conclusion: The present study shows that computer-based Constructivism with project-based approach affects both low level of learning (knowledge, understanding and use) and high level of learning ( analysis, evaluation, and creation) and retention among students in vocational and technical schools.
Teacher Education
Z. Abolhasani; M. Javadipour
Abstract
Background and Objective:Instructors are one of the main pillars of teaching-learning process that play an undeniable role in improving the quality or disqualifying the educational system. UNESCO sees education as the key to the development of societies and a path that empowers individuals to ...
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Background and Objective:Instructors are one of the main pillars of teaching-learning process that play an undeniable role in improving the quality or disqualifying the educational system. UNESCO sees education as the key to the development of societies and a path that empowers individuals to realize competencies and increase control over the decisions that affect them. However, in order to teach and create sustainable learning, teachers in the education system must have a set of knowledge and skills that are called professional knowledge or professional competencies of the teacher (teacher competencies); at the same time, training capable students is one of the concerns of the education system. In order to have professional and entrepreneurial people, they must be properly and scientifically trained in schools so that they can play their role in the labor market and society properly. This requires improving teaching methods and increasing the skills of teachers. Given that countless people are studying and wanting to do a good job, governments and most likely the people hold the education system, especially teachers and administrators, directly responsible for their learning or non-learning. In this regard, one of the learning strategies in the national curriculum is to benefit more from active, creative and uplifting methods, by innovative and creative organization of the process of collecting and cumulating facts, to provide the basis for science and knowledge. The purpose of this article is study about the relationship between middle school teacher’s job satisfactory and their competency; also measuring the level and amount of this professional competency based on constructivism approach. Methods:The study type is applied research and descriptive (mean and frequency) and in inferential statistics part, mean, independent t-test, single t-test, and Pearson correlation coefficient methods has been used. The competency for constructivism test was used by means of questionnaire. Reliability of the constructivism professional competency questionnaire based on Cronbach's alpha was 0.98 and for questionnaire of job satisfactory based on Cronbach's alpha was 0.81. Middle school teachers (164 male and 177 female teaching during 2016-2017) in Baharestan area were the participants. For sampling, Census method has been used. Findings: Results of independent t-test showed that teachers have an average amount of constructivism professional competency. Based on Pearson correlation coefficient between job satisfactory and constructivism professional competency is 0.37. In whole, results showed that teachers who have higher job satisfactory will have a higher amount of constructivism professional competency. Conclusion: Overall, this study showed that teachers have a moderate level of professional competence and in fact a constructive attitude, and this competence is related to teachers' job satisfaction. Therefore, it is suggested to the authorities that appropriate in-service courses be held to familiarize teachers more with the constructivist approach. Also, since job satisfaction is related to the competence of constructive professionals, to make this approach more effective they have to try to provide conditions for job satisfaction of teachers.
Educational Robotics
R. Mansouri Gargar; A. Hoseini Khah; M. Alemi; Z. Niknam
Abstract
Background and Objective:As widespread changes have occurred in the community, the use of technology has also expanded. To effectively prepare for and cope with evolving of this century we need to design and develop special curricula. Educational robotics is an advanced technology that requires special ...
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Background and Objective:As widespread changes have occurred in the community, the use of technology has also expanded. To effectively prepare for and cope with evolving of this century we need to design and develop special curricula. Educational robotics is an advanced technology that requires special attention. In the past few decades, robotics has attracted the attention of researchers and teachers as a valuable tool in developing cognitive / social skills of students and in supporting the learning of subjects in science, mathematics, language, and technology. There are several important reasons why young students should be exposed to robotics. As our world becomes more and more technologically advanced, students need to early experience so that to feel comfortable with and be aware of technology. In addition, the inclusion of robotics in the school curriculum will help prepare students to enter the job market with technological literacy. Robotics is an attractive approach to technology training due to its interdisciplinary nature, which requires expertise in a wide range of fields from mathematics to aesthetics. This can attract the interest and engagement of students who have not been successful in traditional subject matters. The purpose of this paper is to explain the philosophical orientation and educational robotics foundations at the primary school level so that policymakers, engineers and curriculum developers can formulate curriculum models for implementation. Methods: In this research, educational robotics was analyzed and synthesized using the synthesis research method. Valid documents and research from the last four decades have been selected and categorized using a criterion-based purposive sampling technique. Findings: Synthesis findings indicate that robotics in schools work in two ways as an independent subject and as an educational enabler serving other topics. Logical justification of it is based on constructivist, including epistemological (personal and multidisciplinary), psychological (attention to motivation, creativity and etc.) and sociological foundations (interaction, predictability and etc.). Conclusion: In order to design a curriculum, a planner must first pay attention to the nature of the subject or knowledge and then proceed to develop a plan based on the orientations of the curriculum. Because the subject is robotics training in elementary school, the planner must pay attention to its nature first. The findings of this synthesis showed that robotics can serve in schools at all levels as an independent subject or as an educational enabler in the service of other subjects. Therefore, it is necessary to differentiate between the concepts of robotic training and training robotics. In robotics training, the subject is robot training; but in educational robotics, the robot is considered as a method, tool or technique that is used to teach other subjects.
Technology-based learning environments
Z. Hosseini
Abstract
This study was conducted to find the effect of constructivism on technology integration knowledge in student-teachers. Technological Pedagogical Content Knowledge (TPACK) as a framework was selected to study and measure technology integration knowledge. The research sample included 22 student-teachers ...
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This study was conducted to find the effect of constructivism on technology integration knowledge in student-teachers. Technological Pedagogical Content Knowledge (TPACK) as a framework was selected to study and measure technology integration knowledge. The research sample included 22 student-teachers who were studying in the field of instructional technology in Islamic Azad University. The sample was selected from 174 students using a non-random sample selection method. In order to answer the research questions, a mixed method study was designed and the data were collected through multiple tools including TPACK questionnaire, interview, observation and note documents for the project. The data were analyzed using both quantitative and qualitative methods. The results of t-student test analysis showed a significant increase of TPACK in the participants. In addition, the findings that emerged from the qualitative data clarified in detail how constructivism activities enhanced the components of TPACK. Inter and intra group interactions among students and teacher along with the received feedback were found to be the most important activities to enhance TPACK, while learning by doing was found to be an effective activity that equips student-teachers for integrating technology in their teaching.
Electronic learning- virtual
H. Mehdizadeh; M. Eslampanah; D. Payab
Abstract
Abstract: this study is carried out to investigate the effect of application of computer-assisted concept mapping on high school students’ immediate and long-term geology learning compared to conventional (Paper & pen) method. “pretest-post-test” semi experimental design with control ...
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Abstract: this study is carried out to investigate the effect of application of computer-assisted concept mapping on high school students’ immediate and long-term geology learning compared to conventional (Paper & pen) method. “pretest-post-test” semi experimental design with control group has been used at the study. Two classes of G11 grade students were randomly assigned to experimental and control groups. Participants in Experimental group were asked to create several concept-maps with use of C-map software on Geology topics and students in control group were asked to do the same with conventional (Paper & Pen) method of concept mapping. After performing pre-test, students in both groups were asked to create concept map diagrams for 6 sessions (2 hours length), and then immediately the first post-test and after three weeks the second post-test were performed to assess their immediate and long-term learning on geology concepts and topics. Three teacher-made tests each contain 25 questions were used to assess students’ learning. The cronbach alpha reliability coefficient was 0.79. Analysis of covariance and t-test were performed to analyze the data. Results revealed that the mean scores of both students’ immediate and long-term learning in experimental group were significantly higher than the control group. Considering Eta square coefficient indicates that implementing computer-assisted concept mapping in geology education can account for 33 percent of students’ immediate and 49 percent of their longterm learning. It can be concluded that computer-assisted mapping can improve students’ learning.
Education technology -training course
J. Hatami; R. Abdollah Mirzaee; J. Abbasi
Abstract
Traditional approaches and assumptions about the transition of knowledge from teacher to students have been overshadowed by new approaches like "Constructivism". In most Iranian schools, however, the presentation of content is still based on simple transition of concepts from teacher to students. The ...
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Traditional approaches and assumptions about the transition of knowledge from teacher to students have been overshadowed by new approaches like "Constructivism". In most Iranian schools, however, the presentation of content is still based on simple transition of concepts from teacher to students. The content of Iranian schools' curriculum is remarkably similar to that of other countries, but Iranian students have a relatively poor performance in comparison with their counterparts in other countries. Thus, paying more attention to new methodologies serves as the best sort of investment in the Ministry of Education. "Conceptual Map" is a new approach to effective teaching-learning based on Constructivism and Ausubel's Meaningful Learning Theory. Conceptual Map can be described as a drawing tool that organizes a set of concepts and meanings in a specific framework based on logical relations. It leads to deep and meaningful learning which is in contrast with rote learning. Conceptual map based curriculum on have many advantages. The present article intends to not only introduce conceptual maps but also elaborate on their application as a teaching-learning strategy, which is in turn an essential stage in course planning, in improving the instruction quality of the chemistry course in Iranian high schools.
