فصلنامه فن آوری اطلاعات و ارتباطات در علوم تربیتی
سال نهم شماره 1 (پیاپی 33، پاییز 1397)

The aim of the present study was to present the model of organizational agility with an emphasis on the role of information technology. The research method was applied from goal of research point of view and classified as correlation research. The research population included all faculty members of Islamic Azad University of Mazandaran which was 1761. A sample of 213 persons was calculated based on Cochran formula and stratified random sampling based on the number of faculty members in each academic unit .Data collection tool was a 38-items researcher- made questionnaire. The survey questions were designed inspired by the agility capabilities model by Khavari and colleagues (2016) and Fathian, M., Sheikh(2012) past researches on information technology capabilities in the organization. Content validity of the questionnaire was confirmed by the experts and the questionnaire reliability was obtained based on Cronbach alpha 87% for Agility questionnaire and 81% for information technology questionnaire .The data analysis was performed based on structural equation modeling using LISREL software. The results showed that the impact of information technology on organizational agility was 63%. Although architectural components of information technology, IT infrastructure, IT human resources (users and administrators) and network security were introduced as IT capabilities in the organization, as well as the integrity of the universities human resources, cooperation between universities, the acceleration of academic processes, flexibility, responsiveness and the culture of the capabilities changes of an agile university were also presented

The purpose of this study was to design an e-learning model in General Offices of Environment of Northeast of Iran. The research method was mixed with a qualitative and quantitative approach. In the quantitative section, all 132 employees of General Offices of Environment of Northeast of Iran were selected using a full-scale method. In the qualitative section, 20 people were selected for interviewing considering purposeful sampling. The research tool in the quantitative section was a researcher-made e-learning questionnaire with a reliability of 0.76. The face validity was reported according to the experts' opinion. For data analysis, t-test and exploratory factor analysis and content analysis were used. The results were identified based on exploratory factor analysis and Varimax 9 dimensions of educational and technology factors (19/877), effective factors on electronic teaching(4/739), human resource empowerment (10/074), professional ethics (5/803), data management(6/209), environmental conditions(3/416), motivational factors(6/225), supportfactors(7/667) and organizational environment(4/117). this study, the t-dimension of e-learning has been estimated from 15.58 to 2.52 which is more than the estimated t value (1.96). Therefore, considering the significance and positiveness of this coefficient with 99% confidence, it can be stated that all of the above dimensions have a positive and non-direct effect on it. The highest value of t is related to the educational and technological factors, and the lowest is the environmental conditions. These coefficients are significant with a confidence level of p<0/001.The fitting indicators of the model showed that all indicators are in the desired range. So the assumed model was confirmed.

The purpose of this study is to provide an overview of the experiences of masters and graduate students from the concept of e-learning and its challenges. In this regard, the qualitative-phenomenological research approach was used. Research Area, University of Tehran. The research sample consisted of 10 experienced faculty members and 10 graduate students of e-learning courses in 1396-1393, which continued through the purposeful and criterion sampling to theoretical saturation. Semi-structured interviews were used to collect data. To analyze the research data, a seven-stage clayey method was used. A total of 8 themes and 30 sub-topics were identified. To evaluate the findings of the research, using a continuous study and review of data, the review and analysis used by colleagues was used. Findings of the research showed that faculty members 'perceptions and impressions are different in terms of faculty and students' challenges, and each of the two groups reminded the challenges.

The aim of this study was to investigate the effect of school intelligence on social intelligence, spiritual intelligence and academic achievement of students in urban areas. The descriptive research method is of causal-comparative type. The statistical population consists of high school students in Gorgan city. The sample size, based on Krejcy and Morgan tables, was estimated to be 301 people selected randomly by cluster sampling. Data collection tools were Trumsu's social intelligence questionnaire and Abdollahzadeh's spiritual intelligence questionnaire. Academic achievement was also assessed based on the final grade of the third year of high school. Data were analyzed by SPSS software using t-test and independent Pearson correlation coefficient. The findings showed that there is a difference between the social intelligence and spiritual intelligence of ordinary and intelligent students, so that intelligent school students had higher social intelligence and spiritual intelligence; however, there was a significant difference between the academic achievement of the two observation groups Failed. Also, the findings showed that academic achievement with social intelligence and its dimensions did not have a significant relationship but with spiritual intelligence and its dimensions showed a significant correlation. The result is that the presence of students in intelligent schools can lead to better social intelligence and spiritual intelligence.

Today's university education is characterized by rapid and unpredictable changes in the personal experience of individuals. The experience of individuals has changed the psychology of lifestyle time, and many of the relationships between them are still unknown. The purpose of this study was to investigate the relationship between addiction to virtual social networks with time perspective and health behaviors in students. The research method is descriptive correlational. The research population was 1730 students of Joybar Azad University in 1396. 317 people were selected by stratified random sampling method (by grade). Each subject completed the questionnaire of addiction to virtual social networks, time perspective and health behaviors. The results showed that 1% decrease in addiction to virtual social networks, 24% on time spell and 18% on health behaviors, and also increase the amount of time perspective, increase the level of health behaviors. And vice versa. Time lag is a key factor in the abuse of social networks, because with the increase of futurism, learning to delay immediate pleasure and paying attention to the consequences of current practices can lead to increased health behaviors Reducing addiction to cyberspace helped students.

The present research is an applied research aimed at investigating the role of information technology mediator in determining the status of knowledge management based on the social responsibility of health care providers in the health care centers and through path analysis. The population under study in this study was all kidneys in Urmia city. A sample of 230 people was selected using random access sampling method. To collect data, three standard questionnaires of Carole's social responsibility (1991) with Cronbach's alpha coefficient of 0.70, scholarship management (2008) with Cronbach's alpha coefficient of 0.79 and Iron information technology (2010) with Cronbach's alpha of 0.72 Is. Structural equation model is used for analysis. The results show the fitness of the conceptual model and its confirmation for the Orumieh Behvarz community. The results showed that the direct effect of social responsibility variable on information technology (0.79) and significance (t = 7.25) was significant at the level of 0.00. The direct effect of information technology on knowledge management (0.61) and significance (t = 4/36) is significant at the level of 0.01. The indirect effect of social responsibility on knowledge management is 0/48 and with respect to (t = 6/54) at the level of 0/00. Given this indirect effect through information technology, it can be said that this variable plays a mediating role among social responsibility and knowledge management. Therefore, in service organizations, individuals are more responsible at the time of in-service training, providing them with information technology and transferring responsibility to individuals.

the purpose of this study was to investigate the relationship between information literacy and attitude towards information technology (with an emphasis on the Internet and computer) with academic self-regulation. The statistical population of this study consisted of 654 B.A. students of educational science from 2015 to 2017 Farhangian University of Gorgan, which 242 of them were selected according to the table of Krejci and Morgan, by systematic random sampling. Data was collected using academic self-regulation questionnaires (ASQ), information literacy measurement questionnaire and attitude towards information technology questionnaire. Also, the data were analyzed by multiple linear regression analysis. The findings showed that Today, computer learners are regarded as an essential part of their learning process and believe that the existence of the computer and its associated technologies has become an integral part of the learning process. Among the 5 components of information literacy, only the component of information exchange has a positive and significant relationship with academic self-regulation; moreover, both components of attitude toward information technology showed a positive and significant relationship with academic self-regulation.

The purpose of this study was to investigate the relationship between science and technology diplomacy and organizational agility by mediating information literacy. This study, application and, descriptive – correlation. The population universe of this research included 630 people the employees of Urmia University, That 230 person of them were selected through random sampling . Required data were collected using three standard questionnaires of science and technology diplomacy (1395), organizational agility Sharifi and Zhang (1999) and information literacy of Nikpour (2011) and by using statistical analysis of structural equation modeling with the method of partial least squares (pls) for the research hypothesis were analyzed. Validity of the questionnaire was confirmed through content and convergent validity and reliability of the questionnaires through Cronbach's alpha and combined reliability. The results showed that science and technology diplomacy has the ability to explain organizational agility changes by 41 percent in direct direction. On the other hand, science and technology diplomacy account for 72% of the information literacy variance in direct direction. Another finding of this research is that information literacy has a meaningful and positive relationship with organizational agility, and 60 percent of organizational agility change outlines information literacy. Diplomacy of science and technology can explain the agility of the organization through the role of mediator of information literacy by 43%. Regarding the statistical results, all the assumptions of the research were confirmed .