Document Type : Original Research Paper
Authors
Department of Educational Management, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran
Abstract
Background and Objectives: Different aspects of human societies are evolving at an astonishing rate, and as a result new domains of knowledge are being created that address human beings’ needs; therefore, education must function with greater speed and quality in these arenas. The purpose of this study was to identify the components of learning technology in education.
Methods: The present study was conducted qualitatively. Statistical population consisted of three groups: a) published studies related to learning technology that have been published in prestigious local and foreign journals, b) specialists in the field of leaning technology, and c) upstream documents of education. The statistical sample of this research was divided into three groups: a) 82 international studies of the last two years and 210 local studies, b) interviewing the 22 experts of learning technology, and ) Upstream documents (Fundamental Transformation Document, National Curriculum, Vision 1404, Comprehensive Scientific Map of the country, General Policy of the Parliament). The data collection instrument included an open-ended interview with the participants. Data analysis was performed based on the content analysis. After extracting the codes, the main categories were extracted using axial coding. Then, by discovering the relationship among the central categories, and selective coding, the central category was identified. To validate the data, methods of feedback to participants, researcher review and stance, alignment with scientific sources and key educational documents were used. The reliability of the findings was also assessed eliciting the experts’ comments.
Findings: In the context analysis section, it was indicated that in the backgrounds of 137 concepts, 15 components were the most important components of learning technology. From the interviews that were conducted, 128 concepts and 16 components were the most important factors. The examination of the upstream documents revealed that 156 concepts and 26 components were the most important components of learning technology. As the findings of this study showed, 7 criteria and 26 related indicators were applied to learning technology.
Conclusion: The results of this study indicated important points that can provide valuable information for educational administrators in the field of learning technology to take basic steps to improve and enhance the quality and effectiveness of this field by adopting principled policies. By classifying the sub-components, the main components were extracted and the network of themes was drawn. As the findings of this study showed, 7 criteria and 26 related indicators were applied to learning technology. These criteria include system capability, individual empowerment, knowledge sharing, interaction with the environment, learning sharing, financial resources, content production. The system capability component included virtual capability, new capability, space and equipment supply, supply and equipment supply principles. Individual empowerment encompassed attitude, empowerment of individuals towards a collective perspective, readiness for change, and principles of technology use. Knowledge sharing entailed encouraging colleagues and group learning, knowledge acquisition, and leadership model and support. Promoting research and exchange results from the connection of the organization with the environment, learning environment, the field of training and learning work and technology. Learning sharing included continuous learning opportunity, learning sharing and system establishment, core knowledge, e-learning, comprehensive goals, learner role validity, teacher (instructor) authority role validation, and teaching-learning. Financial resources entailed principles of financing. Finally, the content production component was identified, which included content production policies.
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©2022 The author(s). This is an open access article distributed under the terms of the Creative Commons Attribution (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, as long as the original authors and source are cited. No permission is required from the authors or the publishers.
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