Document Type : Original Research Paper

Authors

• M. Jahangir ¹
• maryam safar navadeh ²
• M. Pouratashi ³

¹ Department of Educational Management, Faculty of Educational Sciences, Islamic Azad University, Electronic Branch, Tehran, Iran

² Department of Medical Sciences, Faculty of Medicine and Medical Education, Tehran, Iran

³ Institute for Research and Planning of Higher Education, Tehran, Iran

Abstract

Background and Objectives: Nowadays, modern educational technology and the underlying models and methods have become an integral part of the teaching and learning process and have shown rapid (innovative) growth in the field of higher education. As a result, many higher education institutions are trying to invest in digital technologies to help support various teaching and learning processes and curricula. From an educational perspective, existing studies suggest that “digital technologies” are one of the powerful tools that teachers or higher education institutions can use to facilitate teaching-learning processes and improve/change the learning experiences and engagement of students and faculty.
Methods: The research was carried out by a combination method of sequential exploratory strategy type. In the qualitative stage, conventional content analysis method was used, and in the quantitative stage, the survey research method (combined exploration) of descriptive type was used. In terms of the environment dimension, the current research was of the field type and in terms of the purpose, it was a part of applied research. In the qualitative phase, 7 individuals were purposefully selected to conduct in-depth interviews and the interviews continued until the saturation phase. In the qualitative stage, the statistical population of the research included the lecturers from Shiraz Academic Jihad Applied Scientific Education Center, who were identified using the theoretical and targeted sampling method. The statistical population of this research in the quantitative part included the lecturers of Shiraz University Jihad Applied Scientific Education Center, andthe total sample size was calculated to be 160 participants based on the statistical yearbook of the university that was prepared by the Human Resources Department in 1402-1403, which was calculated and 113 participants were selected as a sample using the simple random sampling method of Krejcie & Morgan table. The tool for data collection was interview in the qualitative part and researcher-made questionnaire in the quantitative part. To analyze the data in the qualitative part, open and axial coding was done using MAXQDA software, and in the quantitative part, one-sample t-test and Friedman test were performed using SPSS 25 software.
Findings: The results showed that the factors affecting the use of educational technology and information and communication technology in the teaching-learning process from the point of view of professors had severn core codes, including the teacher's preparation for using educational technology, supporting the use of educational technology, characteristics of educational technology, ethical considerations, the effectiveness of using educational technology, the challenges of using educational technology, and the solutions to overcome the challenges of using educational technology. Also, the barriers to using educational technology and information and communication technology in the teaching-learning process from the point of view of professors included five core codes including lack of resources, lack of knowledge and skills, lack of support and encouragement, considerations related to content and students. And the considerations were related to attitude and culture. Also, in the quantitative part, the results showed that among the effective factors, the highest average rating was related to ethical considerations in the use of educational technology, and the lowest rating was related to the preparation of the teacher to use educational technology, and in the obstacles section, the highest average rating was related to considerations related to attitude and culture and the lowest rank was related to the lack of support and encouragement.
Conclusion: Teacher readiness to use educational technology, support for the use of educational technology, characteristics of educational technology, ethical considerations in the use of educational technology, effectiveness of the use of educational technology, challenges in the use of educational technology, and strategies for overcoming the challenges of using educational technology were factors affecting the use of educational technology and information and communication technology in the teaching-learning process from the perspective of teachers.

Keywords

• Educational Technology
• Information and Communication Technology
• Teaching-Learning Process
• Features of Educational Technology
• Ethical Considerations

Main Subjects

• Electronic learning- virtual

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