Education technology - Teacher training
A. Rahbar; S.M. Imam Jome; A. Hosseini Dehshiri; A. Asareh
Abstract
Background and Objectives: Teacher training, as the most important pillar of education, is responsible for training student teachers to enter the serious job of teaching. Creativity is one of the important issues among researchers, especially educational specialists, which should always be investigated ...
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Background and Objectives: Teacher training, as the most important pillar of education, is responsible for training student teachers to enter the serious job of teaching. Creativity is one of the important issues among researchers, especially educational specialists, which should always be investigated and studied. Improving creativity as a concern has always been considered by researchers. The contemporary world has prompted educators and educational planners to look for ways to prepare learners for the future. It is clear that in a period where learners can access to any information in a few seconds by using the Internet, the emphasis on memorizing and the content of textbooks is not enough. The main focus should be on conceptual development, critical thinking, collaboration and above all creativity because in today's world, the possibility of encountering problems for which there is no predetermined solution has increased. Therefore, solving new problems requires creativity. Based on this viewpoint, the aim of the current research is to design a curriculum model based on creativity for student teachers.Methods: This research is based on the qualitative method and is data-oreinted in type, and of foundation data and the uses dimension analysis approach Participants in the study were specialists curriculum planning and professors of Farhangian University . By criterion sampling for semi - structured and exploratory interviews , 18 individuals were selected. The interviews continued until the theoretical saturation of the data . To analyze the data, open, axial and selective coding were used benefitting from the MAXQDA software . The validity of the data was confirmed by matching methods applied by the members , peer review , and experimental interviews .Findings: Based on the elements of AkKer's curriculum planning, the findings showed that the logic of the creativity-oriented curriculum is based on the integration of information and communication technology in teaching and learning creativity, localizing creativity, training and improving the creative skills of student teachers to foster creative students after finishing their teacher training program and entering the schools. . The content should be diverse and multiple, stimulating, using modern educational technologies and multimedia as well as being attractive in content creation. Moreover, the organization of this content should be based on spiral and integrated organization. The teacher has the role of facilitator and stimulator of creativity. Learning activities should be based on mixed methods, workshops, questioning and cooperative learning. Information and communication technology should be used in teaching in order to enrich the teaching process. Also, the creative environment should have features, such as stimulating creativity, collaboration, as well as being based on creative architecture with attractive colorful computer graphics. The evaluation of the curriculum should be qualitative and descriptive,taking place continuously during a period of time. Exposing the learners to different situations of taking tests , such as creative plays or group games , creative evaluation by using the learning concepts but different from the cliche types of questions within the book , holding group or individual exams after providing counselling opportunites in the group, self-assessment, open goal evaluation , evaluation of creative , process and functional skills are also among other features of a creative environment.Conclusion: Considering the fact that creativity - based curriculum in teacher training course requires an interactive , open and free space ; therefore , along with the prescribed program,such curriculum requires free and flexible space that is in accordance with the executive requirements and features . The use of new educational technologies as well as the integration of ict technologies in all curriculum elements is recommended . Moreover, it is suggested that change and transformation in the curriculums of the teacher-training centers should take place in an attempt at making a curriculum of teaching creativity or integrating creativity in the content of other courses, such as the course of principles and teaching methods or the course of the theories of teaching and learning which are more suitable for this work to train creative student teachers in order to take a positive step toward improving the quality of the curriculum of Farhangian university in an attempt at growing and developing the creativity of of student teachers.
Education technology - Teacher training
M. Rahimi; M. pourjamshidi; A. Momenirad
Abstract
Background and Objectives: Integrating technology in the classroom is one of the essential competencies of teachers in the age of information and communication technology. Achieving new learning standards and meeting the learners’ needs in the present century depends on this competence. One of ...
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Background and Objectives: Integrating technology in the classroom is one of the essential competencies of teachers in the age of information and communication technology. Achieving new learning standards and meeting the learners’ needs in the present century depends on this competence. One of the most important issues and challenges in this field is the low knowledge, skills and attitudes of teachers in achieving the desired level of technology integration in the classroom. This prevents the use of technological capabilities in order to increase the quality of the teaching-learning process and also to meet the needs of the global community. Therefore, it is necessary to examine the methods and strategies for empowering teachers in this field and improving their level of technology integration in the classroom. Accordingly, the present study aimed to investigate the impact of the learning community as a learning strategy on improving the competence of high school teachers in integrating technology in their classroom.Methods: The research method was mixed with an explanatory plan. In the quantitative part, the quasi-experimental method and the use of pre-test/ post-test with experimental and control groups, and in the qualitative part, the content analysis method were used. In conducting the research, knowledge and skills related to technology integration were discussed and shared in the classroom in the experimental group through the learning community, and the control group received the knowledge and skills related to technology integration separately. The statistical population of the study included all male teachers working in the first secondary school of District 2 of Kermanshah in the academic year of 1997-98, accounting for 310, of whom 30 teachers were selected from the statistical population via random sampling procedures and 15 via random placement in the experimental group and 15 others were included in the control group. In the qualitative section, all 15 teachers in the experimental group were considered as participants. The data collection tool was a semi-structured interview in the qualitative part and a researcher-made questionnaire in the quantitative part, compiled of 50 items. The validity of the questionnaire was confirmed by experts and its reliability was 0.97 using Cronbach's alpha. In the research, Momeni Rad’s (2020) learning community design model was used. Data analysis was performed using analysis of covariance using SPSS software and open coding was performed using MAXQDA software.Findings: The results showed that teachers' learning community had a positive effect on their integrated technology knowledge (p= 0.002 <0.01 and F= 3.465), teachers' attitude towards technology integration (p = 0.0166 and F = 6.698) and also, the application of technology in the classroom by teachers (p=0.012 <0.05 and F=7.358) leading to increased teachers' knowledge, attitude, and skills in integrating technology in the classroom. Also, the analysis of qualitative data through open coding led to the extraction of six main categories, including search, support, self-assessment, cognition development, daring to learn, and synergy identified as an influential factor in the learning community on the integration of technology from teachers` view.Conclusion: The learning community can be a supportive and effective factor in increasing the knowledge, attitude, and skills of teachers' technology integration in the classroom. Therefore, by forming and supporting teacher learning communities, the growth and development of teachers' professional competencies is increased in technology integration in the curriculum.
Education technology - Teacher training
M. Alizadehjamal; J. Keyhan
Abstract
Background and Objectives: Readiness for learning, teaching and application of technology and awareness of its role in facilitating student learning, is one of the main skills of teachers, especially in the Corona period, the period that the use of information and communication technology has strengthened ...
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Background and Objectives: Readiness for learning, teaching and application of technology and awareness of its role in facilitating student learning, is one of the main skills of teachers, especially in the Corona period, the period that the use of information and communication technology has strengthened as needed and forced its place in the education system. Therefore, it is necessary to be include the use of information and communication technology as a fundamental principle in the educational and curriculum of schools. On the other hand, due to the weakness of IT acceptance models in properly predicting changes in IT acceptance in educational organizations, researchers found it necessary to test the acceptance of this technology using other theoretical models. Therefore, the aim of this research was to Testing unified theory of acceptance and use of technology for predicting teachers' computer technology use in classroom.Materials and Methods. The research method was correlational and structural modeling equation and the statistical population was including all secondary school teachers in district one of Urmia city, 570 people, of which 230 high school teachers of Urmia city was selected using stratified sampling method and answered to venkatesh's and et al (2003) questionnaires of performance expectancy, effort expectancy, social influence, facilitating conditions and voluntariness in use of information technology. Data analysis was performed using PLS software and structural equation testing.Findings: Findings showed that performance and effort expectancy and social influence had significant effects on intention to use, and intention to use and facilitating conditions had significant effects on use. Also finding showed that gender, age and voluntariness in use had moderator role in effects of effort expectancy and social influence on intention to use. In general, the studied variables predict 31% of the decision to use technology and 16% of the amount of technology use. In this study, the variable of computer experience did not have a moderating role on the effects of the variables of expected effort and social influence on the decision to use and facilitating conditions on the rate of use.Conclusion: In short, the findings confirmed the unified theory of acceptance and use of technology. The significance of the direct effect of the performance expectation variable on the decision to use technology means that the more information technology increases a person's work efficiency and is useful for the person, similarly, it will make more decisions to use this technology The significance of the direct effect of expecting effort on the decision to use technology also means that if one considers the computer system as an easy and easy-to-use tool and finds oneself capable of acquiring the skills to use it, one will be more inclined to make decisions about using it. Also, the significant effect of social influence on the decision to use indicates that the emphasis of important people in the life of the person on the use of information technology causes the person to decide on this technology. In addition, when a person uses information technology, this decision manifests itself in the form of actual use, which shows the significance of the effect of the decision to use technology on the use of technology. The low level of predictability indicates the existence of other variables that affect the use rate, and it is necessary for researchers to test other theoretical models to investigate these factors.
Education technology - Teacher training
S. Nasri; A. Karampoor; M. Pirooznia
Abstract
The purpose of this study was to identify the factors affecting the quality of the in-service trainings in Shahid Rajaee Teacher Training University. This study is a descriptive, survey research. Five indicators, including educational needs assessment, goal development, educational contents, learning-teaching ...
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The purpose of this study was to identify the factors affecting the quality of the in-service trainings in Shahid Rajaee Teacher Training University. This study is a descriptive, survey research. Five indicators, including educational needs assessment, goal development, educational contents, learning-teaching strategies, educational conditions and facilities and evaluation and its components were studied. The population of this study included all the university employees (223 people). 150 people were selected using Morgan’s table and stratified random sampling method. The data were gathered through a researcher made questionnaire, the validity of the tool was verified by experts and the reliability was satisfactory with Cornbrash’s alpha 0.93. The data were analyzed by the Chi-square test. The findings showed the most important qualifying factor was the courses’ trainers and the least important was the virtual and distant education. The properties of the factors are respectively as educational needs assessment, learning-teaching strategies, educational conditions and facilities, goal development, educational contents, and evaluation and its components. At the end, a theoretical model for in-service training was offered.
Education technology - Teacher training
F. Seraji; R. Movahedi; M. SiahatKhah
Abstract
The main purpose of this research is, an investigation to Iranian virtual university teachers having rate teaching skills in these courses. Virtual learning teachers need for a variety of teaching skills which are different from the attendance learning environment. Salmons e-moderator (2004) model ...
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The main purpose of this research is, an investigation to Iranian virtual university teachers having rate teaching skills in these courses. Virtual learning teachers need for a variety of teaching skills which are different from the attendance learning environment. Salmons e-moderator (2004) model is the basic model of this research that for researcher made questioner these were applied. For selecting research sampling, multi stage sampling method was used and 378 students from three virtual universities such as; Mehr e Alborz, Esfahan and Sahand were selected. Data analyzes with using descriptive statistical indexes and one sample T test showed, Iranian virtual university teachers have not most of virtual teaching skills such as; designing and mentoring instructional process, mastering in technological tools and student technical supporting, promoting students to deep thinking, evaluating learning process, presenting instructional objectives, designing learning activities and presenting feedback to students and respecting to individual differences. Also korscal valise test showed, these three universities were different in these skills.
Education technology - Teacher training
F. DehBashi Sharif; B. Zandi; I. Ebrahimzadeh; S.M. Ziahossaini; A. Alipoor
Education technology - Teacher training
M. Ayati; M. Rostami
Abstract
The aim of this paper is to study how guidance and secondary teachers of Birjand take advantage of information and communication technology according to UNESCO’s classification (emerging, applying, infusing, transforming levels). The methodology used is descriptive – survey research. The ...
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The aim of this paper is to study how guidance and secondary teachers of Birjand take advantage of information and communication technology according to UNESCO’s classification (emerging, applying, infusing, transforming levels). The methodology used is descriptive – survey research. The research population was 217 science teachers in the fields of (biology, chemistry, physics, and geology), and the sample group included 175 teachers. The instrument was a researcher-made questionnaire based on UNESCO’s classification. The questionnaire’s validity was confirmed by 8 educational science professors who are specialized and engaged in field of information and communication technology, and the instrument’s reliability was obtained as 0.80. The data were analyzed using KH2 method. The results of using information and communication technology by teachers show that the maximum redundancy was related to applying level and the minimum redundancy to the transforming level. The results also show that most substitute teachers (53.5%) claimed that they rarely use the instruments (once in a week), and 10.5% of the teachers claimed that they use the instruments in most cases which indicates that such instruments are rarely used by the teachers.
Education technology - Teacher training
A. Zakeri; S. Rashid Haji Khajehloo; H. Afraee; Sh. Zangoee
Abstract
The use of modern educational technology has become increasingly common during the recent years. In this study we try to investigate the teachers’ attitudes toward the use of modern educational technology in the classroom. The participants were 330 teachers randomly selected from a population of ...
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The use of modern educational technology has become increasingly common during the recent years. In this study we try to investigate the teachers’ attitudes toward the use of modern educational technology in the classroom. The participants were 330 teachers randomly selected from a population of 775 teachers in Sabzevar. A questionnaire was prepared by the researchers and distributed among female and male participants. The data were analyzed using x2 test. The results of this research show that a significant difference exists between male and female attitudes. We also observed a significant difference the duration of teaching and the place of teaching.
Education technology - Teacher training
M. Darzi; M. Hosseini; A. Liyaee; Z. Moradi; H. Asghari
Abstract
In this study, firstly two challenges ahead of SMEs in doing need assessment & educational planning are considered. Then the issue of finding and selecting training courses is elaborated. Afterwards, a system of recommending training courses using case-based reasoning and Fuzzy Model is presented ...
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In this study, firstly two challenges ahead of SMEs in doing need assessment & educational planning are considered. Then the issue of finding and selecting training courses is elaborated. Afterwards, a system of recommending training courses using case-based reasoning and Fuzzy Model is presented in order to identify the need assessment of firms as well as planning a suitable curriculum. The case-based reasoning is based on this principle that similar problems have similar solutions. In the knowledge base (case base) of this methodology in which the information & records of the past are gathered as cases, helps to collect & maintain the experts' knowledge in the proposed system. In this system, the Fuzzy model has been used to cope with the ambiguities & uncertainties in case representation and retrieval phase. EFQM (European Foundation for Quality Management) is applied for case modeling. Besides, in order to overcome the cold start problem, a module that is called SMART (Supplementary Module to Accomplish Recommending Task) has been used in which infer as an expert. Finally, this system is evaluated and the results are reported.
Education technology - Teacher training
M. Atashak; P. Mahzadeh
Abstract
The aim of this paper is studying and ranking effective barriers of un-using information and communication technology from view of teachers. In order to, the questioner makes by researcher was distributed among teachers in Tehran. The results show that most important barriers of un-using information ...
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The aim of this paper is studying and ranking effective barriers of un-using information and communication technology from view of teachers. In order to, the questioner makes by researcher was distributed among teachers in Tehran. The results show that most important barriers of un-using information and communication technology from view of teachers are infrastructure technologic, individual, economic, and cultural_ educational barriers.
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