Educational Technology - Teacher Education
E. Reyhani; M. J. Eslampoor; M. Fath bek; M. Ajdadi
Abstract
Background and Objectives: Mathematics, as a fundamental tool for understanding and analyzing the world, plays a vital role in education. Mathematics teachers serve as key mediators between scientific concepts and learners, with a critical responsibility to foster students’ critical thinking, analytical ...
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Background and Objectives: Mathematics, as a fundamental tool for understanding and analyzing the world, plays a vital role in education. Mathematics teachers serve as key mediators between scientific concepts and learners, with a critical responsibility to foster students’ critical thinking, analytical skills, and problem-solving abilities. Recent research has shifted focus from merely solving standard problems to the ability to pose new, creative, and real-world-based problems. Problem-posing is not only a creative process but also a high-level cognitive activity involving meaning-making, structuring, and modeling. This study aimed to examine secondary school mathematics teachers’ abilities in problem-posing, with a focus on the components of mathematical creativity reflected in their posed problems.
Methods: The research employed a descriptive-survey method. The population included all pre-service mathematics teachers from the provinces of Tehran, Khuzestan, Hamedan, and North Khorasan, as well as in-service secondary mathematics teachers in Tehran. The sample consisted of 206 participants selected through cluster random sampling. To assess components of mathematical creativity in problem-posing, a researcher-made test was used. This test included five tasks based on Stoyanova’s problem-posing framework across structured, semi-structured, and open-ended contexts, with 50 minutes allocated for responding and problem-posing. The content validity of the test was confirmed by three professors of mathematics education and two professors of mathematics. The test’s reliability, calculated using Cronbach’s alpha, was 0.78, indicating satisfactory internal consistency. Data analysis was conducted using descriptive statistics, including frequencies and percentages.
Findings: The findings indicated that while most teachers demonstrated the general ability to pose problems in various educational contexts, their focus was primarily on reproducing conventional textbook-style problems. A significant portion of respondents were unable to generate innovative or real-life-based problems. A statistically significant difference was observed between in-service teachers and pre-service teachers, with the latter displaying greater creativity and diversity in problem-posing. Additionally, many teachers lacked a deep understanding of problem contexts and struggled to translate them into instructional tasks. Overall, the creativity components in the posed problems appeared underdeveloped; however, the nature of the task played a crucial role in eliciting mathematical creativity. Although teachers have foundational problem-posing abilities, they require specialized training to enhance this skill.
Conclusion: In conclusion, it can be said that although the Problem-posing ability is recognized as one of the key components of effective mathematics education, our educational system has not yet been able to provide a suitable platform for the development of this skill in teachers. In fact, teachers have the general ability to pose problems in various fields, but they need specialized training in this field, so it is suggested that special workshops and training courses be designed and implemented to teach teachers how to pose problems. Moreover, emphasizing the use of real-world and contextualized problems can contribute to enhancing students’ motivation for learning. Among the limitations of this study are the lack of comprehensive geographical coverage across the country and the exclusive reliance on written instruments to assess problem-posing performance. Future research could investigate the impact of targeted instructional interventions on improving teachers’ problem-posing ability in the classroom.
Educational Technology - Teacher Education
M. Ebadi
Abstract
Background and Objectives: Teacher professional development in a world based on artificial intelligence, alongside other modern technologies, is among the most critical and pivotal topics in education. Artificial Intelligence-based Technological Pedagogical Content Knowledge (AI-TPACK) has recently become ...
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Background and Objectives: Teacher professional development in a world based on artificial intelligence, alongside other modern technologies, is among the most critical and pivotal topics in education. Artificial Intelligence-based Technological Pedagogical Content Knowledge (AI-TPACK) has recently become a focus of research for scholars in the field of teacher education. Examining the interplay between the components of AI-TPACK holds significant importance. This paper presented a dynamic control model for AI-TPACK, where a control function is applied to teachers’ knowledge of technology and artificial intelligence to analyze the mutual effects on other components. This model is expected to play a key role in guiding policymakers in making informed decisions regarding teacher professional development.Methods: This research was an applied and developmental study focused on the design and simulation of a dynamic-control model (AI-TPACK). In this context, a model based on relevant data was first used from a reputable article to serve as the foundation for the model design. Subsequently, using a numerical simulation method, the designed model was analyzed, and its performance under various conditions was examined. This process involved several stages, including defining key variables, establishing relationships among them, and executing simulations to assess the model’s effectiveness in achieving educational and technological objectives. Findings: The analysis of the designed dynamic model by using MATLAB indicated that the existence of solutions for the model emphasized the accuracy of the coefficients used in the state equations, which were derived from empirical data. To solve the model, two control functions were employed to manage the variable of teachers’ technological knowledge based on artificial intelligence. Additionally, the mutual influence of AI-based components on technological pedagogical content knowledge was determined through numerical solutions of the model. Detailed graphs related to each variable over time were presented.Conclusion: Artificial intelligence, through its unique capabilities, can enhance the optimized and controlled development of AI-based technological pedagogical content knowledge (AI-TPACK) for teachers. A precise examination of teachers’ professional competencies in the age of artificial intelligence requires the design of a dynamic control model and the analysis of its behavior using advanced methods with higher accuracy. This research proposes a dynamic control model for analyzing and regulating the components of AI-based technological pedagogical content knowledge, grounded in factors related to technology and artificial intelligence. Employing a logistic control function in two distinct scenarios to examine the model’s dynamic behavior can be utilized to determine the level of investment in the application of artificial intelligence and to evaluate its effectiveness on other components of teachers’ AI-TPACK. This model, in essence, also facilitates the advancement of interdisciplinary studies in teacher.
Educational Technology - Teacher Education
N. Salehi
Abstract
Background and Objectives: Over the past decades, the integration of technology in education has transformed how various subjects are taught and learned. This trend has also impacted English as a Foreign Language (EFL) education, opening up new possibilities for interactive learning, global communication, ...
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Background and Objectives: Over the past decades, the integration of technology in education has transformed how various subjects are taught and learned. This trend has also impacted English as a Foreign Language (EFL) education, opening up new possibilities for interactive learning, global communication, and cultural exchange through online tools and platforms. The increasing demand for engaging and interactive learning experiences has made it essential to train pre-service EFL teachers (PSEFLTs) in effectively merging technology and EFL instruction, allowing them to leverage the benefits of digital tools and resources. This training can begin with an assessment of their current Technological Pedagogical Content Knowledge (TPACK). To this end, the current study seeks to explore PSEFLTs’ perceived TPACK competencies and their actual practices for incorporating technology into their teaching, ultimately enhancing their effectiveness in diverse educational contexts.Materials and Methods: Ten undergraduate students enrolled in an English Language Teaching (ELT) program at Semnan Farhangian University in Iran were recruited, comprising six females and four males selected through purposive sampling. They were in their last year of their academic program. This study employed a qualitative case study design, with data collected through semi-structured interviews and classroom observations. The open-ended interview questions and observation checklist were formulated based on a review of the literature on TPACK. In this study, the EFL teacher educators acted as peer debriefers, which contributed to enhancing the validity of the research. Pilot interviews and observations, member-checking, and data triangulation were also conducted to strengthen the credibility of the study. To analyze the data, the researcher employed thematic analysis.Findings: The findings indicated that while PSEFLTs demonstrated a solid foundation in CK, PK, and PCK, their TK, TCK, TPK, and TPACK competencies appeared to be limited. Specifically, the PSEFLTs exhibited a strong grasp of the content and effective teaching strategies; however, their understanding and application of technology in educational contexts were insufficient. This gap suggests that despite having the necessary knowledge to teach effectively, they struggled to integrate technological tools and resources into their instructional practices. Observations also revealed a limited use of technology for student-centered learning.Conclusions: The findings of this study shed light on a concerning gap in the current Iranian pre-service EFL teacher education programs, indicating that future teachers, while possessing strong content and pedagogical content knowledge, are not adequately equipped with the essential TPACK foundation needed to incorporate technology into their teaching methodologies seamlessly. This deficiency in preparing pre-service teachers in the integration of technology could potentially impede their effectiveness in delivering engaging and innovative instruction to their students. The implications of this study extend beyond the classroom, calling attention to the need for policymakers, curriculum developers, and material planners to reassess and enhance teacher training programs to better align with the demands of the 21st-century educational landscape. By effectively addressing the identified weaknesses in the TPACK of PSEFLTs, stakeholders can equip them with the necessary knowledge and skills to utilize the potential of technology in teaching, thereby significantly improving student learning outcomes and fostering a more engaging educational environment.
Educational Technology - Teacher Education
M. Zarrabi; M. Mohammadi; Z. Seifoori
Abstract
Background and Objectives: Technology has been hugely integrated into foreign language classrooms and teachers are expected to take a proper position toward using it. Aside from extrinsic factors such as time, equipment, and training, there are also intrinsic factors residing within the teachers like ...
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Background and Objectives: Technology has been hugely integrated into foreign language classrooms and teachers are expected to take a proper position toward using it. Aside from extrinsic factors such as time, equipment, and training, there are also intrinsic factors residing within the teachers like beliefs, teaching experience, and willingness to use technology that can predict their perceptions toward integrating technology in the class. The latter seems to be the reason why teachers do not pay due attention to effectively integrating technology into their practice which is still insufficiently explored. This study aims to investigate the relationship between teachers’ professional identity and their perceptions toward Information and Communication Technologies (ICTs) among Iranian EFL teachers and the practices, challenges, and solutions they consider.Materials and Methods: In this mixed-methods research, out of all Iranian EFL teachers working in universities, language institutes, and schools, 174 were selected using convenience sampling. In the quantitative phase, the participants completed two questionnaires, i.e., Teachers’ Professional Identity and Perceptions toward using ICTs. In the qualitative phase, 39 teachers with high levels of perceptions toward using ICTs who were selected to adopt purposeful sampling answered a structured interview. A standard multiple linear regression and frequency analysis were conducted to analyze the data in the quantitative and qualitative phases, respectively. Findings: The results of standard multiple linear regression revealed that professional identity is a strong predictor of ICT use. Teaching experience, however, is not a determiner in this respect. Also, the result of the triangulation of the data from the survey and the interview showed no corroboration. The qualitative data analysis also indicated several common technological practices of teachers in their classrooms. The teachers’ major challenges were categorized as teacher-related (e.g., lack of ICT literacy and professional training; lack of self-confidence and confronting technical difficulties; difficulty in class time management; and preparing technology-based materials), learner-related (e.g., lack of knowledge and being unfamiliar with ICTs; technology as a source of distraction; lack of interest in using technology and cooperation), and institution-related (e.g., weak internet connection; the unfamiliarity of the managers with the concept and denial of advantages of technology; their unsupportive behavior; traditional educational systems and policies; and lack of budget, facilities and equipment). They further suggested some solutions to address the technology-integration issues. They were three types: Solutions that can be handled by the teachers (e.g., increasing their own technological knowledge; being more disciplined, organized, patient, and self-confident; dedicating enough time and attention to their students’ needs and selecting appropriate technologies for learners with differing learning styles, age, and interests; and supporting each other in handling technical difficulties). Other solutions can be managed by the institutions (e.g., providing up-to-date facilities and technological tools; holding training courses, workshops, and seminars to increase technological literacy; encouraging and supporting teachers in applying technologies and being innovative). Some other solutions offered by teachers can be addressed by policymakers (e.g., allocating the budget to the institutes and educational centers to provide appropriate technological equipment and high-speed broadband Wi-Fi).Conclusions: The results of this study clearly demonstrated that high professional identity with all its components (i.e., subject matter, pedagogical, didactic) can positively influence the application of technology in class. Out of these three, teachers’ didactical expertise showed a more significant role. This implies that managers and directors of study, besides equipping the educational centers and facilitating access to technology in class, are expected to provide teachers with pre-service and in-service training courses to empower them to be experts in teaching skills and strategies. Raising teachers’ awareness about other aspects of professional teachers such as professional ethics/values and their knowledge base is also recommended. These challenges did not very much contradict those that resulted in similar studies in other parts of the world. Despite these problems, teachers continue practicing technology in their classes using a variety of ways like using software and applications, gadgets and tech tools, and the internet as the major source of any technology-integrated activity. The results of this study could be more generalizable if more volunteers from all around the country took part in it.
Educational Technology - Teacher Education
A Ramazani; Z. Talebi
Abstract
Background and Objectives Today, technology has an important role to play in regulating society's lifestyle. People's lives are dominated by an information environment because of rapid technological progress in computers, the Internet, and smartphones. Information and communication technology (ICT) is ...
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Background and Objectives Today, technology has an important role to play in regulating society's lifestyle. People's lives are dominated by an information environment because of rapid technological progress in computers, the Internet, and smartphones. Information and communication technology (ICT) is a special branch of IT facilitating access to information. ICT can help to improve teachers' teaching experiences and prepare them for the demands of the 21st century. To be effective in the use of ICT, teachers are required to have adequate self-efficacy teaching skills. ICT self-efficacy is the concept of an individual's belief that he or she can use information and communication technologies for specific tasks. The skills of information literacy and digital literacy are required for teachers to develop their own ability to use ICT. With this consideration, the relationship between information literacy and digital literacy of preservice teachers and their ability to use ICT for learning purposes is investigated in this study.Materials and Methods: In this study, a survey research design was employed as the methodology. Data were collected using online questionnaires, and the collected data were analyzed using Confirmatory Factor Analysis (CFA). To gather data for this study, an online survey comprising two questionnaires was administered to students enrolled in teacher training programs at Farhangian University in Zanjan, Iran in 2023. One of the frameworks used as a questionnaire was rigorously developed and validated by Pinto and Markauskaite et al., while the other one was taken from the Global Framework of Reference on Digital Literacy Skills. Participants were chosen from study groups which were selected through stratified cluster sampling. Out of 1700 preservice teachers in two branches of Farhangian University (Alzahra and Shahid Beheshti), 313 preservice teachers were selected as the representatives (which was calculated based on the Morgan Table). To investigate the correlation between latent variables, survey data have been analyzed using CFA. For the evaluation of the proposed framework, structural equation modeling (SEM) was also used.Findings: The outcomes of the CFA and SEM analysis revealed that how pre-service teachers perceive their information literacy directly and positively affects their perception of digital literacy. Additionally, the results showed that pre-service teachers' perceived information literacy has a direct and positive influence on their self-confidence in using ICT for teaching, also known as ICT self-efficacy. Furthermore, the research findings indicated that the way pre-service teachers perceive their digital literacy directly and positively impacts their self-confidence in utilizing ICT for teaching. However, when compared to perceived digital literacy, the perceived information literacy of preservice teachers has a more pronounced effect on their ICT self-efficacy in the context of teaching.Conclusions: The research findings emphasize the importance of giving priority to the development of information literacy and digital literacy skills for pre-service teachers in the field of education. This is because these skills are strongly correlated with higher levels of ICT self-efficacy. The study also underscores the necessity for teacher training and professional development programs that specifically target the enhancement of information literacy and digital literacy. By focusing on these literacies, such programs have the potential to improve preservice teachers' ICT self-efficacy in teaching and enhance the effective utilization of ICT in educational settings.
Educational Technology - Teacher Education
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.
Educational Technology - Teacher Education
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.
Educational Technology - Teacher Education
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.
Educational Technology - Teacher Education
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.
Educational Technology - Teacher Education
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.
Educational Technology - Teacher Education
F. DehBashi Sharif; B. Zandi; I. Ebrahimzadeh; S.M. Ziahossaini; A. Alipoor
Educational Technology - Teacher Education
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.
Educational Technology - Teacher Education
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.
Educational Technology - Teacher Education
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.
Educational Technology - Teacher Education
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.
