Information literacy
F. Fazli nejad; S. Salimi
Abstract
Background and Objectives: The only remaining solution for the continuation of the activity of students during the Covid-19 pandemic was to move towards online education. The role of technology literacy, especially information and communication technology, is fundamental for the realization of online ...
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Background and Objectives: The only remaining solution for the continuation of the activity of students during the Covid-19 pandemic was to move towards online education. The role of technology literacy, especially information and communication technology, is fundamental for the realization of online education for teachers. Modern societies employ information and communication technology as a tool to transform educational systems, support the development of the economy in agriculture, strengthen health and education, and establish a close connection between communities, teachers, and students. Various technological and social developments have affected all aspects of human life. On the one hand, the role of knowledge, skills, abilities, competencies, and personal characteristics that were very prominent in the past centuries has become ineffective.On the other hand, the role of many new sciences has been highlighted. Most of these changes have been caused by new technologies, especially information and communication. The potential of using information and communication technology in different areas of human life has a prominent role in human well-being and the prosperity of society. Improving the literacy of information and communication technologies is one of the main priorities of social, economic, and educational policies in many countries. Nowadays, having information and communication technology literacy can be very effective in enhancing the professional development of teachers. As a result, this research aimed to evaluate the relationship between information and communication technology literacy and teachers' professional development.Methods: The current descriptive study adopted a correlational design. The statistical population under study included 615 elementary school teachers of Khorramshahr in 2021-2022. Using the stratified random sampling method and based on the Krejcie and Morgan’s table, 235 teachers from the community were selected for the final study. The questionnaire was used as a data collection tool. The information and communication technology literacy questionnaire by Katz and McLean (2007) was used. It had 63 items and seven dimensions including describing (4 items), realizing (6 items), evaluating (4 items), managing (7 items), combining (9 items), creating (17 items), and communicating (16 items). Also, Nova professional development questionnaire (2008) was prepared having six dimensions. The dimensions in this questionnaire included educational items (5 items), teamwork (5 items), organizational skills (6 items), professional path development (6 items), interpersonal relationship development (4 items), and communication (4 items). The content validity and reliability of both questionnaires were confirmed based via Cronbach's alpha. Also, inferential statistics (Pearson's correlation coefficient test, stepwise regression, and t-test) were applied using SPSS 21 software.Findings: The results showed a significant relationship between information and communication technology literacy and professional development. Also, skills such as communicating, creating, combining, and evaluating were dimensions capable of predicting the professional development of teachers. Finally, the findings proved that the current status of teachers' information and communication technology literacy and professional development was favorable.Conclusion: This study recommends that education planners and policymakers consider the fields of improving teachers' information and communication technology literacy and put them at the center of in-service programs and training. It is also recommended to design and implement information and communication technology literacy courses for teacher training programs.
Information literacy
S. Kalvari Janaki; A.S., Khakbaz; M. Pourjamshidi
Abstract
Background and Objectives: Information literacy refers to enabling individuals to determine when they need information and also having the ability to store, evaluate information, and using it effectively when needed. Teaching information literacy through the curriculum is one of the issues that has been ...
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Background and Objectives: Information literacy refers to enabling individuals to determine when they need information and also having the ability to store, evaluate information, and using it effectively when needed. Teaching information literacy through the curriculum is one of the issues that has been considered by curriculum planners in recent years. For this reason, educational systems in different countries have been trying different ways to equip people in communities with information literacy skills. Similarly, in our country, paying attention to teaching information literacy in curricula has been seen in the document of fundamental transformation of education. Two of the courses through which information literacy can be developed are Persian and writing courses. Therefore, the main purpose of this study was to investigate the status of information literacy in Persian and writing textbooks at the first year of high school.Methods: The research method in this study was content analysis with a quantitative approach. The statistical population included Persian and writing textbooks of the seventh, eighth and ninth grades of the first year of high school (academic year 2018-2019), on the whole comprised of six textbooks. The sampling method in this study was purposeful sampling method and the sample size was equal to the size of the population, because all six books were analyzed. The research instrument is the standard checklist of information literacy, extracted from the checklist of Lotfi Maher (2010). This checklist includes eight components of feeling the need for information and how to express it, gathering information and search strategies, understanding, internalizing and recording information, the correct usage of information, organizing information, evaluating and analyzing information, being successful and laying emphasis on social, economic and legal aspects of information. Indicators of descriptive statistics including frequency, frequency percentage, tables and graphs were used to analyze the data.Findings: The results showed that although quantitatively, on the average, about one third of the messages of all these textbooks (35.45%) had paid attention to the components of information literacy; the components of information literacy were not explicitly addressed, and information literacy content was more implicitly included in these books. Meanwhile, the status of writing textbooks in terms of information literacy components was better than the Persian textbooks, and grade 8 writing textbook with a frequency of 51.82 had the first rank and eighth grade Persian textbook with 23.84% had the lowest rate of information literacy messages among all the studied textbooks respectively. Among the components of information literacy, the fourth component (correct usage of information) was ranked first with the highest percentage and the eighth component (laying emphasis on the social, economic and legal aspects of information) was not considered at all. Very little attention was paid to the seventh (success) and the sixth (information evaluation) components.Conclusion: The results make it clear that reviewing these textbooks in terms of information literacy messages is necessary for curriculum planners. In this regard, it is suggested that texts or activities would be added to the content of these books to encourage students to conduct research and refer to various sources of information. It is also necessary to develop information literacy skills more explicitly in these books.
Information literacy
Z. Batooli; F. Fahimnia; N. Naghshineh; F.S. Mirhosseini
Abstract
Background and Objectives:Despite the emergence and advancement of new technologies and, consequently, the change in lifestyle in recent decades, education systems have maintained the same traditional method of education and have not changed according to the characteristics of the digital generation. ...
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Background and Objectives:Despite the emergence and advancement of new technologies and, consequently, the change in lifestyle in recent decades, education systems have maintained the same traditional method of education and have not changed according to the characteristics of the digital generation. Meanwhile, digital generation features have been effective in learning-teaching approaches. One of the most important and recent developments in the field of modern technologies is the use of gamification, that is, the use of game elements in non-game contexts. Gamification is using game mechanics, game aesthetics, and game thinking to engage people, motivate them, and promote learning, and problem-solving. The use of game elements in educational environments has been found in developed countries and even in developing countries as a special place to face current educational problems. The purpose of this study was to review the studies in the field of ‘Gamification in e-learning’ and to present the content analysis of this field and its effectiveness in education. Methods: A systematic search of articles was done in February 2018. After searching the databases Web of Science, Scopus, PubMed, ScienceDirect, Wiley, Taylor & Francis, and Emerald with keywords Gamification, gamify, and gameful and also online, web, tutorial, module, e-learning, electronic, and e-course, and based on input criteria, 60 relevant articles were selected in this study. The selected articles were analyzed in terms of game elements, gamified e-learning courses, and the purpose of the articles. Findings: Target population in this reviewed article included high school, secondary school, and elementary school students, and also university students from a variety of disciplines, including Informatics and Telecommunications Engineering, Business Management, Building Engineering, Computer, Informatics, Library and Information Sciences, Psychology, Journalism, Construction Engineering, Nursing, and Tourism. In these studies, the effectiveness of gamification on learning various educational topics such as the programming languages, English language, data structure and algorithm, mathematics, economy and politics, psychology, informatics, physics, German language, medicine, and biology, have been studied. The effectiveness of gamification on participation/engagement, learning, motivation, anxiety, peer assessment, collaboration, website optimization, cost reduction, and faculty load were among the subject areas studied in these articles. Effectiveness of game elements on behaviors such as leaderboard on anxiety, point on motivation, leaderboard on learning and engagement, half-anonymity avatar on motivation and engagement and, avatar on motivation are among other topics covered in these studies. Furthermore, a few research has been done on determining the game elements affecting learning and motivation, the possibility of predicting the game elements suitable for different users, and gender differences in dealing with gamification. The game element point, leaderboard, badge, levels, challenge, and feedback were used more than other elements. Other elements of the game used in educational environments include avatar, progress bar, social sharing, unexpected rewards, time limit, freedom to fail, currency, missions, and rules/goals. The number of game elements used in these studies varies. In some studies, only one element of the game has been used, and in other studies, two, three, or even more elements of the game have been used and evaluated. Conclusion: The results indicated the effectiveness of gamified e-learning environments to increase learning, engagement, and motivation of learners. This result is due to the features that are at the heart of gamification; because gamification leads to a change in behavior and extensive learning experiences.
Information literacy
R. Ahmadi; E. Zaree Zavaraki; D. Norouzi; A. Delavar; F. Dortaj
Abstract
Background and Objectives:Given the impact that new technologies have had on individual and social activities, it is the task of education to respond to the growing needs of the society. To emphasize this task, UNESCO, in 2008, in collaboration with major companies such as Microsoft, Intel, Cisco, the ...
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Background and Objectives:Given the impact that new technologies have had on individual and social activities, it is the task of education to respond to the growing needs of the society. To emphasize this task, UNESCO, in 2008, in collaboration with major companies such as Microsoft, Intel, Cisco, the International Association of Education Technology, the Polytechnic Institute and the University of Virginia, designed a document for teacher information and communication technology knowledge. Due to the importance of the issue and the welcome of member countries, this document was further revised. In the introduction to this document, students and teachers must be able to use technology effectively to live, learn and function successfully in highly complex, knowledge-based and information-rich environments. Education should strive to design students with specific characteristics that meet the needs of today's societies by designing an appropriate environment. Some of these characteristics are: capable of using information technology, searcher, analyst and information evaluator, decision maker and problem solver, capable of effective and creative use of productivity tools, informed, responsible and participatory citizens. By increasing the daily and effective use of technology in the educational process, student-teachers gain the opportunity to learn through technology. The growth and development of various information and communication technologies has made it possible to build a variety of software, hardware and Internet networks that can help the educational system of any country in a variety of formal, informal and free learning. Accordingly, given the important role that the teacher has in organizing learning experiences, it is necessary for them to be trained in a way that finds the necessary attitude, knowledge and skills. Accordingly, in-service and pre-service professional programs for teachers should include objective experiences of information and communication technology in the professional dimension. The present paper aims to construct, validate and estimate the reliability of the questionnaire of technology competencies of student-teachers at Shahid Rajaee Teacher Training University (SRTTU) in Tehran. Methods: To do so a questionnaire was developed after a systematic review of literature on theories of technology competencies. Through a random cluster sampling a sample of 60 student teachers of SRTTU was selected and the questionnaire was administered among them. The instrument included 49 items. Item analysis such as item discrimination and loop, construct validation (factor analysis) and reliability analysis (Cronbach Alpha) were utilized. Findings: In factor analysis, three factors were identified as: technology knowledge, knowledge consolidation and knowledge production. The reliability of the questionnaire turned out to be .98. The results indicate that the instrument is both reliable and valid and can be readily used to assess student-teachers’ technology competencies. Conclusion: The results indicate that the instrument is both reliable and valid and can be readily used to assess student-teachers’ technology competencies.
Information literacy
A. Zahed Babelan; S. Rajabi
Abstract
The present study attempted to investigate the information literacy of students at Mohaghegh Ardabili University. The original pool for the study included 400 male and female students (freshman, sophomore, junior, and senior). The selection was made based on multi-stage sampling in 2010. The study is ...
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The present study attempted to investigate the information literacy of students at Mohaghegh Ardabili University. The original pool for the study included 400 male and female students (freshman, sophomore, junior, and senior). The selection was made based on multi-stage sampling in 2010. The study is a survey and the data have been collected based on 22 indices falling under five standards observed in "Information Literacy Competency Standards for Higher Education" (ACRL, 2000) and a questionnaire constructed by the researcher. The findings demonstrated that the information of students stood above the average in terms of the five standards mentioned. The results obtained from a MANOVA test run showed a statistically significant difference between males and females regarding the variable in focus. The difference appeared to be statistically different among freshmen, sophomores, juniors, and seniors. The difference, however, did not reach statistical difference among the students of Faculty of Literature and Humanities, Faculty of Science, Faculty of Agricultural Engineering, Technology, and Engineering.
Information literacy
A. Kardan; S. Kardan
Abstract
One of the important issues in a learning management system is the assessment of the learner’s knowledge level. In basic methods of assessment, questions are simply ticked by the learners, and then automatically scored by machine. In this sort of examinations, two problems may be raised. Firstly, ...
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One of the important issues in a learning management system is the assessment of the learner’s knowledge level. In basic methods of assessment, questions are simply ticked by the learners, and then automatically scored by machine. In this sort of examinations, two problems may be raised. Firstly, the learner may answer and mark the questions accidentally by guessing the answer without having enough knowledge about the related subject. Secondly, he/she may slip in answering the questions due to his/her inattention, although he/she has enough knowledge about the related subject. In this work, an improved method for knowledge level assessment is presented. In the proposed method learning concepts are modeled based on the hierarchical construct of learning objectives, and the learner’s knowledge model is used to estimate his/her knowledge level. This model is established on the basis of Bayesian networks, and considering the hierarchical construct of learning objectives. To evaluate the proposed method, a set of questions by considering the learning objectives was designed and ordered into different levels of complications. Then these questions were used for assessments. In this work also a new algorithm for updating the nodes in a Bayesian network is introduced. By means of this algorithm the effect of guessing and slipping answers in an assessment is undoubtedly reduced. Finally, by presenting a model for knowledge and use of the hierarchical construct of learning objectives, an effective solution for three above mentioned problems of guessing answers, slipping answers, and the origin of wrong answers have been established.
Information literacy
S.M.R. Alavi Moghadam; A.S. Delbari
Abstract
The aim of this study was to evaluate student’s knowledge on solid waste management in Amirkabir University of Technology (AUT).A questionnaire was designed and 200 undergraduate students of 6 specified Faculties were asked to fill it. The SPSS software was applied for analyzing the collected data ...
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The aim of this study was to evaluate student’s knowledge on solid waste management in Amirkabir University of Technology (AUT).A questionnaire was designed and 200 undergraduate students of 6 specified Faculties were asked to fill it. The SPSS software was applied for analyzing the collected data of filled questionnaire. The results showed that highest (5.53out of 10)and the lowest(3.66 out of 10)average of knowledge belong to the students of Faculty of Civil and Environmental Engineering and Faculty of Industrial Engineering ,respectively. With reference to the results obtained and in order to improve level of public knowledge of undergraduate students of universities on solid waste management as well as environmental issues, a course of “environmental Science and technology” as a part of every academic curriculum is suggested to be set.
Information literacy
M. Sadrolashrafi
Abstract
The historical study of developed countries and their economic and industrial prosperity shows the serious attention of managers and planners of these countries to standardization in education. The education system of a country is the most vital part of the economy and the most popular institution for ...
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The historical study of developed countries and their economic and industrial prosperity shows the serious attention of managers and planners of these countries to standardization in education. The education system of a country is the most vital part of the economy and the most popular institution for the state. In the United States, the report "A Dangerous Nation" was published and an alarm was sounded. In Science for All Americans, he published both a national slogan and strategies for teaching science. Then, the concept of "scientific literacy" was published in full detail and the report "Fundamentals and Strategies for Transformation". At that time, all those involved and consumers of science education were convinced that change was both necessary and inevitable. Eventually, all of these activities led to the development of an important work, "Science Education Standards." With the introduction of standards, important recommendations for change or transformation were proposed, such as "change of emphasis" - using all this information and using the principles of scientific research learning, to create a broad and massive change in the teaching of Iranian science, infrastructure proposals and In addition, we have provided an applicable and important one - we hope that this article will be of interest to decision makers of science education at the national level and as soon as possible with a great effort and with the cooperation of all classes, especially teachers and researchers and specialists in science education. , To see the change of science education standards in Iran.
