بی بی عشرت زمانی

This study seeks to provide a model for teaching media literacy for teachers. This research was conducted qualitatively with the data method of the foundation. To collect the data, 28 semi-structured interviews were conducted with communication science specialists, educational sciences and media activists. To this aim, the purposeful sampling continued until theoretical saturation was achieved. The data obtained from interviews were analyzed based on data theory coding. The results showed that due to job requirements, social developments and media risks (causal factors), media literacy in the dimensions of knowledge, attitude and skills (pivotal phenomenon) should be provided to teachers in the form of primary and secondary education (strategies). Policymaking, program development, and funding (platforms) along with motivational factors, teacher competence, content, and equipment (intervening factors) affect program success and have individual, occupational, and social consequences. The developed model could facilitate planning for teacher literacy education in Farhangian University and education in the form of a scientific framework.

The purpose of this study is to develop framework for the media literacy curriculum at Farhangian University. This research was conducted with a qualitative approach through interviews with 28 experts in three groups: communication science specialists, educational sciences and media literacy activists. Sampling was performed purposefully. Content validity was used to determine the validity of the interview and the data were analyzed by categorization method. According to experts, the goals of the media literacy curriculum include media studies, media management, critique and analysis skills, user ethics and media use. Content also includes concepts and generalities, media techniques, message critique, consumption pattern modification, ethics, and media usage. For this purpose, explanatory, problem-oriented, participatory-oriented, critical and workshop methods should be used for teaching, and observational, functional, project, test, self-assessment and self-evaluation methods should be used. The obtained framework can be the basis for designing a media literacy curriculum at Farhangian University.

Academic Procrastination is one of the most challenging problems facing students today. The aim of this study was to identify the relationship between the rate of mobile-phone use in university students and domains of their academic procrastination.

The research method was descriptive-correlational. Its population was all students consisted of all male and female students studying at the University of Isfahan and Isfahan University of Medical Science  in the 2017-2018 academic year according to Krejcie and Morgan table 375 student were selected by  proportional stratified sampling method. The Sevari academic procrastination questionnaire (with dimensions of deliberating procrastination, procrastination caused by physical-mental and procrastination caused by disorganization), were used for data gathering. Data were analyzed in software SPSS by applying Pearson product-moment correlation matrix and analysis of variance.

The findings of the study suggested that there was a positive significant relationship between the rate of excessive mobile-phone usage in general and all the components of academic procrastination.

The results of the research indicated that there was a relationship between excessive use of mobile phones and academic procrastination among students that should be considered, appropriate solutions for prevention and reduction of academic procrastination among students.

The aim of the present study was to investigate the quantitative and qualitative effect of sixth grade mathematics teaching in flipped on the learning outcomes of cognitive domain. , Quasi-experimental method was used and in the qualitative method, semi-structured interviews and observation were used.The statistical population of the study included all sixth grade male and female students in Pirbakran region. The sample included 16 sixth grade male and female students. Mathematics topics were taught in two ways, normal and flipped, using pre-test and post-test in two groups of control and experiment.Quantitative data were analyzed in two levels of descriptive and inferential statistics, and in the qualitative part, interviews with students, parents and teachers were coded and categorized. Findings showed that students' scores on superficial and simple cognitive outcomes in flipped and normal education were not significantly different between the two methods, but the flipped method improved the scores of male and female students in complex and deep cognitive outcomes and improved performance. Students became cognitive in complex and profound outcomes.Also, flipped education did not have a significant effect on the mentioned components on girls and boys. In addition, students 'independence in learning mathematics and students' activities at home in the flipped classroom increased; It also solved the problem of lack of teaching time in person, especially during the coronary heart disease epidemic.

it is essential to carry out applied studies to assess the extent to which teachers have professional qualifications. In this regard, the present study was conducted with the aim of examining the professional competencies of first-year teachers in the life skills curriculum based on the student's assessment approach.

This study was conducted in the academic year of 96-95 using descriptive-cross sectional method. The statistical population of the study consisted of first-year students in Shiraz, who were studying in the academic year of 2017-18 and 385 of them were selected using multistage cluster sampling method. Through the Morgan and Krejsi sample size determination formula, they were selected as the statistical sample of the study and participated in the research. The research instrument was a researcher-made questionnaire developed by the teacher's professional qualifications. The data were analyzed using SPSS 22 software and frequency, percentage, mean, standard deviation, variance, confirmatory factor analysis and dependent T-test.

The results of t-test showed that there is a significant difference between the present and the desired status of teachers' professional competencies in all three qualifications (P≤0.05), in other words, to reach the desired situation.

Considering the acquired results of the present study, which indicates that teachers do not have professional competencies, it is necessary to consider such issues as strictly adhering to the principle of choosing teachers, paying attention to the welfare and livelihood components of teachers, holding new courses in service , Organizing workshops and participatory training sessions, developing a comprehensive system of evaluation of teachers' professional activities, conducting organized oversight and conducting corrective actions in this field, and providing a suitable platform for the promotion and development of professional qualifications of teachers, Provided.

This study aimed to analyze the strengths, weaknesses, opportunities, and threats of the "lesson study" course from executives perspective. The study employed an exploratory sequential mixed methods research design. The sample size consisted of 20 subjects selected through a purposive chain sampling and data saturation in qualitative section. In the qualitative section, the sample was saturated through a semi-structured interview with 20 people. In the quantitative section, 294 teachers were selected as a sample using Cochran's formula. The data collection instrument was semi-structured in the qualitative part of the interview and a researcher-made questionnaire in the quantitative section.The validity of the questionnaire was confirmed by 5 professors of the curriculum and its reliability was obtained at 94% using Cronbach's alpha.  The data analysis instruments in the quantitative section was SPSS software v-23 and in the qualitative section was MAXQDA software. In the quantitative section descriptive and inferential statistical methods such as percentage, frequency, mean, and Friedman test were used. In the qualitative section, the semi-structured interviewing technique was employed. Findings of the qualitative research section were categorized into the most important strengths, weaknesses, opportunities and threats of the course, including components related to objectives, implementation and evaluation. The most important strengths are the participation promotion and exchange of views; the most critical weaknesses are its time-consuming nature, and restrictive laws are the most significant opportunities for developing culture and research capacity. The most critical threats were misunderstanding and lack of accountability in the lesson study course. The quantitative section results showed that development of participatory learning culture, theatrical performance of the lesson study course to participate in the festival, the publication of research resources on a large scale, and the course's time-consuming implementation are the most important strengths, weaknesses, opportunities, and threats of the lesson study course from the teachers' viewpoints.

As one of the important infrastructures of the educational system of any country and the most important source of science and technology production, higher education plays a significant role in the development of lifelong learning. Universities should create a new movement in this direction by conatructing a platform for students to do longlife learning.The present study aims to explain the curricular elements and components of Farhangian University based on the lifelong learning approach and examine the validity of a developed scale in this field.

In the present study, exploratory mixed-methods research was used. Initially, qualitative data were collected and analyzed. Then, based on the obtained qualitative results, quantitative instruments were developed. After that, the quantitative data were collected and analyzed to validate the qualitative findings. The statistical population in the qualitative section consisted of experts in the field of lifelong learning, professors of Farhangian University, and curriculum specialists selected via a purposive sampling method. 33 participants were selected and interviewed via the semi-structured interviewing technique to obtain theoretical saturation in the data. In the quantitative section, a descriptive-survey method was employed. The statistical population in this section consisted of professors of the Department of Educational Sciences, Farhangian University of Isfahan Province as 242 individuals, among whom 145 participants were selected based on the Krejcie & Morgan table and via a cluster sampling method. Then, the researcher-made questionnaire was distributed among them. Among the returned questionnaires, 103 ones were quantitatively analyzed.

The findings of the qualitative section indicated that the curriculum based on the lifelong learning approach in Farhangian University consists of four main elements of goal (with 19 items), content (with 18 items), teaching-learning methods (with 15 items) and evaluation (with 17 items). In the quantitative section, it was also found that based on the results of the Second Order Confirmatory Factor Analysis (CFA), the elements and related items correctly measure the curriculum model for lifelong learning.

To sum up, it can be stated that the scale designed in 4 elements and 69 items is valid for evaluating the curricular elements based on the lifelong learning approach at Farhangian University. It can be the basis for making policies and reviewing curriculum at Farhangian University.

The present study aimed to investigate and compare the extent of using educational technologies to enhance students’ critical thinking in Iranian and Russian first-grade elementary school experimental science textbooks.

The research employs descriptive-analytical method. Its sample consists of Iranian and Russian first-grade elementary school experimental sciences textbooks. The research instrument is a researcher-made checklist of critical thinking and soft and hard technology. The validity of this checklist was confirmed by experienced teachers and four professors in the field of educational sciences (educational technology and primary education). The reliability and validity of the tools have been calculated by using the formula of William Rumi.

The results of analyzing the content of the experimental sciences textbooks showed that the first-grade textbooks of both countries used hard and soft technologies to teach critical thinking. The percentage of using soft technology was 75.65% and that of using hard technology was 24.35% to foster the critical thinking spirit in the Iranian first grade textbooks of experimental sciences. Moreover, the percentage of using soft technology was 51.64% and that of using hard technology was 48.35% to enhance the critical thinking spirit in the Russian textbooks. In addition, among the components of critical thinking, the highest percentage of 25.49% in Iran was related to the engagement component and in Russia, the highest percentage of 32.02% was related to the engagement component. In Iran, the lowest percentage of 2.87% among the critical thinking components was related to the judgment and evaluation componentand in Russia, the lowest percentage of 3.84% was related to the judgment and evaluation component. Combining soft and hard technologies in the contents of the first-grade textbooks of experimental sciences provides the possibility of learning more effectively and makes the process of learning more attractive for the students. The percentage of the other components of critical thinking in Russia and Iran has been as follows: the component of appropriate questioning in Russia was 18.33% and 11.60% in Iran; the collectiveness component in Iran was 10.01% and 10.04 % in Russia; the analytical component in Russia was 7.30 %and 5.15 % in Iran; the argument component in Russia was 7.63% and 5.15 % in Iran; the composition component was 7.95 % in Russia and 5.6 % in Iran.

The composition of soft and hard technologies in the content of textbooks provide the possibility of more effective and attractive learning for the students. In fact, soft technologies complement and consolidate hard technologies and give rise to hard technologies and enable the growth and development of critical thinking and related areas. Hard technologies, as accessible and tangible tools, and soft technologies, as a set of ideas, plans, innovations, and initiatives which are crystaliized in educational design, determination and management of educational approaches and patterns, play an important role in increasing the effect of teaching and improving the students' learning. Hard technology in itself has no value; rather it is soft technologies that give credibility and value to hard technologies. It should be borne in mind that formal and superficial changes will not be responsive in revising the curriculum and fundamental logical changes are needed in all curriculum processes. As a result, researchers recommend the coherence and integration of critical thinking in educational textbooks. In this regard, the method of using hard and soft technologies and their implementation in the form of critical thinking components in the first year science textbook of Iran and Russia have been studied and emphasized.

The present study was aimed to analyze the implementation of action research from the executing teachers’ viewpoints in Chaharmahal and Bakhtiari Province via SWOT. To do so, a mixed-methods research was employed. The statistical population consisted of teachers, principals, specialists in the field of education and action research executives. The sample of the qualitative section consisted of 20 education experts selected via a purposive sampling method. Accordingly, data saturation was achieved. In the quantitative section with a 60-member population, 50 participants were selected via Morgan's table and stratified random sampling method. The research instrument was semi-structured interviewing in the qualitative section, and a36-item researcher-made questionnaire in the quantitative section. The content analysis technique was used to analyze the data collected in the qualitative section, and descriptive and inferential statistical methods and software such as AMOS and SPSS were used in a quantitative section. The research Findings in the Strengths dimension include providing the necessary grounds for identifying and continuously solving educational and training problems, creating trust and motivation in teachers to solve problems continuously; in the Weaknesses dimension, findings include not promoting and developing teachers' professional knowledge, sharing experiences as a teaching-learning method just to present to the festival; in the Opportunities dimension, they include transforming school environments into a student-centered ones, providing an environment for teachers to learn from each other's ideas and knowledge; and finally in the Threats dimension, they include lacking in capable teachers to use in training courses.

The present study aims at assessing the status quo of the content of the curriculum implemented in the BA course of primary education at Teacher Training University via the lifelong learning approach. The study employed a descriptive-survey research method. The research population consisted of all professors of the department of educational sciences, Teacher Training University University, campuses of Isfahan province including 242 individuals. Using the proportionate-to-the-size stratified sampling method and observing the principle of randomness, 145 professors were selected as participants and data were collected through a researcher-made questionnaire. Finally, 103 copies of it were returned as the basis for analysis. The reliability of the instrument was obtained by calculating Cronbach's alpha coefficient as 0.94. Its validity was reviewed and confirmed by the experts and findings of factor analysis. Results indicated that the status quo of content of the BA elementary education curriculum is in a relatively desirable situation. Among the indicators, presenting learner-centered learning activities and emphasizing deep learning (problem-oriented) approaches have more desirable places than other indicators.

The rapid growth of science and technology and the subsequent emergence of e-learning have revolutionized education. Also in this period, becoming aware of how the brain functions during the learning process has had important effects on training and learning. Educators are looking for ways to the most usage of technology-based facilities and new findings in educational neuroscience to obtain the optimal learning, especially in difficult subject matters such as computer programming course, which are associated with the problem-solving process. The aim of this study was to investigate the effect of electronic courseware designed based on the brain based learning principles on problem-solving performance and motivation of the students in computer programming course.

This research is a quasi-experimental study, and was conducted with a pretest posttest control group design. In this study, sampling was done by cluster sampling method and thus 60 female students of the eleventh grade of computer fields of vocational schools in Isfahan were selected to participate in the study. Participants were randomly divided into 3 groups of 20 (experimental, control 1 and control 2). A literature review was conducted to identify the brain based learning strategies. Based on the lesson objectives and the strategies derived from the principles of brain based learning, an electronic courseware was designed and developed by the researcher and the expert team. The validity of this courseware was confirmed by experts. The intrinsic and extrinsic motivation subscales of Pintrich et al.'s questionnaire as well as a teacher-made computer programming problem-solving test were used as data collection tools, which were used as a pre-test and post-test, before and after the training, in all 3 groups.  The same content from the computer programming course was taught in all three groups. In the experimental group, in addition to the conventional method, an electronic courseware based on brain based learning strategies was used. In the first control group, in addition to conventional method, a non-brain based electronic courseware was used. The second control group was trained only in the conventional method.

The research data were analyzed using univariate covariance analysis on problem-solving performance test scores and multivariate covariance analysis on intrinsic and extrinsic motivation scores. The results of the study showed that the problem solving performance of experimental group was significantly better than the control 1 and control 2 groups (P <0.05) in computer programming course. Also, the extrinsic motivation of the experimental group was significantly higher (P <0.05) than the first control group. Based on these findings, the use of non-brain based courseware significantly (P <0.05) reduced the extrinsic motivation of control group 2 students compared to control group 1.

The use of electronic courseware designed and developed based on brain based learning principles has a significant impact on increasing student computer problem solving performance. Also, the application of brain based learning principles in designing and developing the electronic courseware makes more external motivation in the users of this courseware than the users of typical courseware while learning.

An extreme and harmful use of the Internet and computer games gives rise to many social, physical, and psychological challenges that disrupt people’s everyday lives. Accordingly, several countries have begun to set up Internet addiction centers. This study aimed to perform a needs assessment for establishing Internet addiction centers from the perspective of experts. In terms of data collection, the study is survey-based and descriptive. Fourteen participants were selected purposively from among faculty members of the psychology, educational science, and sociology faculty of Isfahan University. The data were collected via in-depth, semi-structured interviews and analyzed using Colaizzi’s method. Based on the results, five categories were identified: necessities and requirements, administrative and organizational issues, structural planning, public acceptance and promotion, and the barriers to the establishment of Internet addiction centers. To establish these centers, the findings indicate, it is necessary to consider administrative issues, necessities and requirements, barriers, and mechanisms for increasing public acceptance from different dimensions. Based on this study, detailed information is provided for managers to establish these centers.

Hard educational technologies received more attention today while soft educational technology has been considered as one of the keys and effective technologies in teaching and learning. The main purpose of this study was to investigate the use of soft educational technologies in teaching environmental issues in the first to the third grade of elementary science textbooks of Iran and Russia. This study is a descriptive analysis of the content. The statistical population of the study is all the first, second, and third-grade textbooks of sciences in Iran and the world around us in Russia. The statistical sample included environmental issues in the first, second, and third-grade elementary science textbooks of Iran and Russia. The research tool was a researcher-made checklist made by soft educational technology and an environmental health checklist from Yale University. The results showed that allegory and role-playing hadn't used at all to teach environmental issues in Iran. Questions and answers Iran 31.95, Russia 31.64)and comparisons of objects, the discovery of similarities and differences, and conclusions )Iran  20.61, Russia  17.72) have been widely used in both countries. In Iran, more emphasis has been placed on solving problems and carrying out projects(13.40), and more emphasis has been placed on the use of daily life activities(16.45) in teaching in Russia. The results also showed that the use of soft educational technology to teach environmental issues was given more significance in the third grade of an elementary school in both of the countries. Soft technology has been used less in the first grade of the elementary school of Iran but in the second grade of the elementary school of Russia.

The purpose of this study was to develop and validate the quality assessment framework of massive open online courses. To achieve the purpose, the factors affecting the quality of MOOCs were extracted, classified and formulated as a framework. The research population comprised of educational technology experts across the country. The sample (200 n) were selected by convenience sampling technique due to the dispersion of the population. A researcher-made questionnaire was designed, validity and reliability of which was confirmed by the educational technology experts. The research data analyzed using confirmatory factor analysis method and SmartPLS software. The results indicate the MOOC quality assessment framework based on the Cronbach's alpha measures (composite reliability, convergent validity, and divergent validity) is desirable, suitable and robust. This framework is also robust in terms of the structural model measured by the R2 and Q2 indexes.

The purpose of this study was to investigate the elements of life skills education curriculum in terms of goals, content, evaluation, educational facilities, place, time and providing solutions for quality of life skills education. The research method is a mix-type method, which has been used as a combination of sequential explanation type. The statistical population in this research included a sample of 2196 first-grade primary school life skill teachers in Fars province, selected by multi-stage cluster sampling proportional to community size in 225 the researcher-made questionnaire was distributed between them and a qualitative sample 18 of the experts and teachers who interviewed were identified. Findings showed that from the viewpoint of teachers, the goals, content and evaluation of the curriculum of life skills education were of moderate quality but the time, space and educational facilities of the curriculum of life skills training of high school were of desirable quality. In the opinion of the expert and teachers, the curriculum of life skills should be designed in accordance with the goals and designed according to the need, interest and ability of students, science and technology of the world, the existing facilities and conditions, and it is necessary to teach the teaching problem-driven students rely on students and teach them how to deal with different social situations. According to the main mission of this lesson, the curriculum is designed to institutionalize life skills in students so that they can use these skills in the real world and interact with issues and problems of life.

Camputer games are one of the attractive recreational activites for children that takes considerable amount of children’ free time.. These games affect children’ physical, mental and psychological health. The aim of the present study was to investigate the complications of addication to violent computer games in mental, behavioral and physical dimention in children aged 5 to7 in shiraz.

The study was an mixed method study that used natural observation methods, interventions in the form of a single subject study, and a qualitative analysis through semi-organized and telephone interviews with parents . Frist, a list of active game nets in Shiraz was prepared. The game nets where considered no age-restrictions for registered members and usual users were identified. Among them, one of was randomly selected by lot. The game net had 90 users, among which 38 were registered member Behavior and the reactions of five boys aged 5-7 was observed and recorded in 8 months after their parents signed a formal consent. Then some the alternative gaming program was given to the children for 8 months. At the end the parents were interviewed for the last time about their childrens’ behaviors.

in psychological dimention, computer games increased false excitement, anxiety, impulsive behaviors, fear of loneliness, nail biting, and decreased interest in doing homeworks. In behavioral dimention, the games resulted in aggressiveness,violent showups, immorality, and angriness. They physical induced vision problems, sedentaryness, and overweight.Using alternative games reduced childrens aggressive behaviors and improved adaptation with their playmates and siblings.

Reducing play time and replacing computer games with childrens favorite games (puzzle games, painting, coloring, and educational classes) may reduce the negative effects of computer games.

With the advent of information technology in the modern era, the use of e-learning has facilitated the education. But in many courses there is a problem with a lack of efficient courseware. Brain-based learning theory has provided effective strategies for increasing efficiency in education that can be well applied in courseware development. One of the most difficult lessons is computer programming. Teachers look for ways to improve student learning in this lesson. The purpose of this study is to investigate the effect of courseware with brain-based learning approach on students' cognitive learning levels in computer programming course compared to conventional courseware.

This research is a quasi-experimental study with pre-test and post-test design with unequal control group. This study aimed to investigate the effect of courseware designed based on brain-based learning principles on the learning of eleventh grade female students in computer field in Isfahan work-knowledge vocational schools in computer programming course at each of Bloom's cognitive levels. Six 11th grade computer field classes were selected from work-knowledge vocational schools of Isfahan through cluster sampling method. Two classes were randomly assigned to each group, and 20 students were assigned to each of the Experimental 1, Experimental 2, and Control groups. In control group, training was performed in the conventional method. In Experimental1 group, in addition to the conventional method, a brain-compatible researcher-made courseware was used to learning. In Experiment2 group, in addition to the conventional method, a conventional courseware was applied that was available on the market. A researcher-made test containing the objectives of computer programming course at different levels of cognitive learning was conducted as pre-test and post-test for the three groups. The validity of this test was confirmed by a group of computer educators and the Isfahan Computer Training Department, and its reliability was calculated 0.746 by the Kuder-Richardson method. The multivariate analysis of covariance was used to analyze the data.

The results of data analysis showed that brain-compatible courseware significantly increased students' cognitive learning in knowledge and Comprehension levels (P <0.05). Also, the non-brain-compatible courseware significantly reduced students' cognitive learning at the synthesis level (P <0.05), and has not been able to enhance learning at other levels. In addition, brain-compatible software was significantly (P <0.05) more effective than non-brain-compatible courseware at knowledge, Comprehension, application and Synthesis levels of learning.

the courseware designed based on Brain-based learning strategies has been able to significantly enhance learner learning at cognitive levels of knowledge, comprehension, application, and synthesis compare to non-brain-based courseware. These findings indicate the remarkable superiority of brain-compatible courseware over non-brain-based courseware.

The nature of higher education is evolving due to the advancement of ICT while these technologies have had a significant impact on the mission of universities in education and research directions. ICT is a mdeiator that enables the expression of a wide range of information, ideas, concepts and messages. This phenomenon, with all its features and applications, is the collection, organization, storage and dissemination of information, including audio, video, text or number, using computer and telecommunications tools. ICT as a new approach is complementary to education, not its alternative, and its the purpose of development is to improve and make education resources more efficient in general and human resources in particular. Numerous studies in the past have shown the positive effects of ICT in teaching. The development of information technology and the use of new tools and concepts provide the basis for the expansion of information and easy and low-cost access for learners, including school and unviersity students and teachers in the online way and enable the rapid exchange of information and cultural interactions. Higher education institutions are increasingly planning to use ICT as a tool for teaching-learning, scientific collaboration, scientific communication, development, and faculty empowerment, and in practice, are trying to use ICT to achieve goals. In facing the global need, ICT use help educators replace traditional teaching methods with technology-based teaching and learning tools and facilities. But today this is much more important for education than in the past, because new tools and the use of ICT are effective in instructional methods. ICT seems to have a tremendous impact on the learning process in higher education by providing new and exciting opportunities for faculty and students. The present study aims to Meta-analyze the previous studies on the effect of ICT on the faculty members' educational and research performance to show the real value 0f ICT.

The research sample consists of all previous studies done on the effect of ICT till 2018 in Iran. The purposeful sampling was done for selection of 6 studies on the effect of ICT on the faculty members' educational performance and 5 appropriate studies regarding the impact of ICT on their research performance to enter the meta-analysis. The isntrument for data gathering includes a checklist of choosing studies technically and methodologically. The meta-analysis method consists of the mixed approach of Hunter and Smith and Cohen for interpretation of results.

The findings confirmed that ICT has a significant effect on faculty members' educational and research performance. The effect size was of ICT on the faculty members' educational performance was 0.413. Also, the effect size of ICT on the faculty members' research performance was 0.315.

Vsing ICT has significant effect on educationl and research per formance of faculty members. Considering the obtained results and the quantity and quality of existing research studies, it is suggested that the researches of these two fields be carried out at a higher level in terms of quality and observance of the rules of academic paper writing and conducting research. Also, to achieve a reliable result in the first stage, use parametric statistics in their design and use strong statistical methods with appropriate sample and appropriate sampling methods in accordance with the population. 

The aim of the system Nmad Use of computers and equipment communication for collecting, storing, processing, extracting trends giving students information management. Considering the fact that organizations evolve in a dynamic and competitive Current competitive are looking to increase performance. To achieve this objective, management information systems in organizations are considered significant investments have suffered a lot for the development of the Systems. So, understanding the value and effectiveness of management information systems, and justify the investment made in developing these systems is essential. The aim of this study was to comment on the performance of computer nemad in the technical schools in Isfahan. This study was a descriptive survey, the target population consists of all users (Managers, assistants, specialists and technicians) nmad systems and professional technical schools in Isfahan were a total of 35 persons. The number 32 Kerjcie and Morgan table is selected. For data collection tools in the form of interviews and questionnaires used Likert questionnaire's face validity and content based on the principles and research background System designers and technical schools and professional users icon was confirmed using Cronbach's alpha reliability coefficient, equal to 84/0, respectively. Data obtained using descriptive and inferential statistics spss software analyzed.

showed that reducing waste and costs, to perform activities of daily rate reduction and energy saving most important factor is the use of a Nmad system. Effect on the speed of service, coverage, daily activities, and improve system flexibility and ease of use of the criterion for the selection of the point of view of the people under investigation. The system needs to symbolize the desire and willingness to use the system, are important prerequisites for the establishment of a system of Nmad.Effectiveness of maintenance and ease of use with system software nmad satisfaction is the most important factor. Also improve the quality of services to students, the better the rate of increase in the size and number of the most important indicators of change in the daily activities of users from the point of view of the nmad is.

After analyzing data collected from users (administrators, assistants, specialists and technicians) Professional technical schools, the city, the importance of the system of selection criteria, requirements of the system, satisfaction with the systems, forecast possible changes in system performance and system status nmsd for the state to appropriate users and professional technical schools. And managers need to develop and equip and upgrade the knowledge and skills to plan and special attention are the nmad system users.

 The purpose of the present study is to conduct a systematic review of studies and researches conducted by faculty members on the application of information and communication technology in education during the period 2002-2006. And it answers the basic question of what features did the research have? What has been the attitude of the professors during this period? And identifying the factors that influence attitudes. The present study also sought to provide a comprehensive picture of the landscape of these studies.

 This is a descriptive-analytical descriptive study in which the qualitative and quantitative analysis of past research has been discussed in terms of topics such as the thematic contribution of articles, research methods, attitudes and trends. In this study, according to the purpose of the study, a systematic review method was used.  The statistical population of this study consists of articles published in journals and indexed in Magiran, Normagas, Sid, Google databases. In this regard, using the information available on the Internet and internal databases such as Magiran, Normagas, Sid, Google and the Comprehensive Humanities Portal Keywords Keywords: attitude, beliefs, beliefs, information and communication technology, technology Education, computers, computers, the Internet, mobile technology, e-learning, professors and faculty were searched. Then, the obtained articles were divided into two related and non-related categories. Out of 145 articles, 39 articles were excluded after excluding unrelated articles. Finally, among these, 30 articles met the inclusion criteria and were evaluated. This article is a descriptive review and also a systematic review of 30 researches in Iran. To evaluate the reliability of the systematic review of the articles, two experts were examined.

 Findings indicate that the attitude towards technology use has a significant share. The most common methods in terms of purpose, information gathering and implementation methods regarding the role of attitude in technology application were descriptive, quantitative and quantitative respectively. Eisen and Fishen's Theory of Planned Behavior The theory observed is one of the theories and theories used in the papers. Driving factors and incentives also create a favorable attitude towards technology. The systematic review findings also showed that there is a significant relationship between attitude and technology use. In addition, teachers' attitudes toward technology use in recent years have tended to be slightly negative. The findings of this study indicate that the variables of educational degree, academic rank, and faculty are the influencing factors on faculty members' attitude towards technology.Faculty members 'attitudes play an important and undeniable role in improving technology utilization, but according to the results of this study, professors' attitude towards technology is negatively affected.Therefore, better awareness of attitudinal process will lead to understanding the factors and reasons for negative attitude of faculty members and increasing and improving their use of information and communication technology.

The purpose of this study was to analyze the gap between expectations and perceptions of users of the student information system. The research is applied in terms of purpose, and in terms of data collection method, is descriptive-survey. The statistical population of the study consisted of the users (Managers and Executive deputies) of the elementary schools of Kermanshah city with 281 people. According to Morgan table, 162 of them were selected as sample. The questionnaire was used as a data gathering tool. Content validity of the questionnaire was confirmed by the professors. To verify the reliability of the questionnaire, the value of 0.78 for Cronbach's alpha indicates that the questionnaire is acceptable. The basis of the servqual model and the descriptive and inferential statistics techniques used in SPSS 20 software was used to calculate the mean and standard deviation of perceptions and expectations, normal distribution of data, a meaningful gap analysis, and descriptive statistics. Research findings suggest that there is a gap between users' expectations and perceptions. Therefore, the need to redesign the student system is felt based on user expectations.

Flipped classroom is a way to create positive changes in education; therefore, in the present study we tried to offer a comprehensive operating model of implementation of this method based on research synthesis. The corpus of this study consisted of all scientific articles published about the implementation of flipped classroom. From this corpus 1084 papers were identified through constant searching of the scientific data bases and a total of 100 articles were selected for the final analysis. A researcher-made worksheet form was used for the purpose of reporting and submitting information. The obtained data were analyzed through six-step model for meta-synthesis Roberts using Open and axial coding techniques. According to the findings Curriculum Design in the flipped classroom includes a change in the structure of classroom which has defined different and new roles and responsibilities for teachers and learners.

This study was performed aimed to comparison evaluate of academic burnout of usual and smart schools students in Santander town. Methodology of research based on purpose was applied research and based on analytical techniques: was descriptive research. The population consisted of all usual and smart high school students in Sanandaj town in the 1396-1395 academic year. The method was simple random sampling and by using Cochran model, 376 students were selected. To collect data Maslach Burnout (1984) Inventory was used. Then the data collected in the application environment Spss.v.22 entered and with two Independent t-test were analyzed. The results showed that there is no significant difference between the rate of burnout among students of ordinary and intelligent schools (P>0.05). Also between amounts of academic burnout of male and female students there is a significant difference (p < 0.05). Regarding the findings of this research and considering the negative consequences of academic degeneration, school authorities need to take serious action on reducing students' academic burnout and pay attention to gender differences in students.

The present study is qualitative in the field of interpretive studies Using Phenomenology Research Strategy, he is trying to explain the experience of students from active learning in the reciprocal class; Therefore, the unit of research in this study included all students of undergraduate science education In the first semester of the academic year 1396-1397 in an academic classroom Were trained in flipped classroom Based on the data saturation criterion, 17 students were considered as examples. The data collection tool was a semi-structured interview which was analyzed on the basis of the internal method of Van Menen's approach And for accreditation of data, four criteria were used: reliability, portability, reliability and verification capabilities. According to the data obtained, two main components were identified Which was the first case of independent learning, including the following sub-themes: Attention to individual differences, personal feedback, acceptance of learning responsibilities, perceptions and problem solving And the second was a collaborative learning that included the following sub-themes: Interactions, sharing experiences and engaging in the learning process Which can reflect the student's experience of learning to be active in the flipped classroom.

The main purpose of this researcgh was to investigate the relation beweeb students’ learning styles and their prefereed teaching methods in Iranian high schools. The statistical population was included all of high schools’ students in Maybod in 90-91 year that 325 students of them were randomly selected as the sample of study. The research method was descriptive and correlative one. . Gathered data was analyzed by using both descriptive statistical method such as using (frequencies, means and standard deviation) and inferential data analysis such as (Pearson correlation coefficients, Analysis of Varience and follow up tests). Findings of this study indicated that there is relation between students learning styles and their preffed teaching style. Findings of the study did not indicate any differences between students’ learning styles according to years and academic majors. Comparing the students’ learning styles and preferred teaching methods according to demographic information indicated that there was only differences between students’ learning styles and their preferred teaching methods according to their genders. Girls’ learning style and preferred teaching method were more audio than boys.