سید فاطمه زارع شیخکلایی

Digital competence includes safe use of information technology, exchange of information and communication and participation through internet networks. Therefore, teachers' familiarity with competences leads to the use and exploitation of these skills as well as their acquisition and strengthening.

Considering that the purpose of the current research is to review the digital competence of teachers in the post-corona era, the research approach is applied qualitative, phenomenological and descriptive method. For this purpose, by using semi-structured in-depth interview technique of perception and lived experience, 27 primary school teachers of Sari city, who were selected by purposeful sampling with maximum changes and criterion-oriented methods, were examined and analyzed. It should be noted that in order to validate the findings, the method of review by members and examination of two external experts was used to control the data. The data was analyzed based on the seven-step strategy of Collaizi.

The research findings in the interview section with primary school teachers showed that teachers' perceptions of digital competencies in the post-corona era include 20 themes (information and digital literacy, creating digital content, digital resources, technology and information skills, digital communication and collaboration, digital interaction, activity Digital team, digital collaboration, digital creativity and innovation, individual empowerment, power of inference, digital behavioral action, teaching and learning, classroom management, teaching methods based on digital conditions, digital evaluation, digital problem solving, data safety and protection, and digital environment. search, digital research and development, increasing knowledge) and 60 sub-themes.

Although Corona caused a big shock to the education system of the country, this shock caused significant growth in different dimensions and in many cases turned into an opportunity. School teachers who add the experience of Corona to their field of possibility, bring a new type of education, teaching, learning, assignment, evaluation, companionship and cooperation to the field in addition to the previous possibilities. Thus, in the post-corona era, new tasks have been assigned to teachers due to digital competences and technological skills, as a result, teachers must have the necessary digital competence and increase their professional credibility.

Digital competence is defined as a set of knowledge, skills, strategies, and awareness required when using information and communication technologies. Digitally competent teachers can effectively model and use instructional experiences designed, implemented, and evaluated to engage students and enhance their learning. The aim of the current research was to investigate and identify the lived experiences and perceptions of primary school teachers about the digital skills they needed in the post-Covid-19 era.

This applied qualitative research adopted a descriptive phenomenological approach. For this purpose, 27 primary school teachers in Sari, Mazandaran Province, Iran, were selected through criteria-based purposive sampling with maximum variation, and semistructured in-depth interviews were used to investigate their perception and lived experience of digital competencies. To validate the findings, peer review and two external experts’ opinions were used to examine the data. Data were analyzed based on Colaizzi’s (1969) seven-step analysis method.

The findings in the interview section with primary school teachers showed that teachers’ perceptions of digital competencies in the post-Covid-19 era included 12 themes as follows: digital education strategies, teaching and learning goals in the digital space, digital education infrastructure, cooperation with stakeholders, expansion of technological communication, spiritual influence of teachers in the digital environment, digitization of behavior, orientation towards digitization, digital management system, information skills, content creation skills, skills related to the use of digital tools. The aforementioned 12 themes encompassed 36 sub-themes.

Based on the findings, it can be stated that to advance and improve primary school teachers’ digital competencies, policy-makers and educational planners need to modify the upstream documents in line with the identified components of teachers’ digital competencies. Furthermore, digitally competent teachers and educational technology experts should be invited to equip teachers with digital skills and competencies

culture is considered as the body of a university, and is reflected in the basic parts of the university. In this study,in order.to discover the.components of.university culture in virtual learning from the perspective of master studentsof educational sciencesof Mazandaran University was studied.The research was applied in.terms.of purpose and survey in.terms.of descriptive method and the.general design of.the research was mixed.The research data were obtained inthe qualitative part using semi-structured interviews with.university professors  and. in. the quantitative part  using the student population sample questionnaire. In the  qualitative.part.of.the.research,12 themes were  extracted through interviews.in.the field of components .of.university.culture.in.virtual.education.In.a.small part,. the. samples.were  examined. using .a .researcher - made questionnaire. To analyze.the quantitative.data.in.the.statistical part of the t-statistic was analyzed through Spss software.Qualitative findings.were.extracted through semi-structured interviews.in 3 general categories  of contextual components,interactions and artifacts. In.the.quantitative part.of the statistical data, students 'views on the context and artifacts were not satisfactory and significant, and in the interaction component, students' views were evaluated as significant and desirable.As a result, the proper use of the capacity of academic culture in virtual education requires a change in the context, and artifacts of cyberspace for its audience.Strengthening Interactions as an Important and Constructive Principle in Virtual Education A good introduction to improving other elements of academic culture in virtual education is an urgent necessity.

The purpose of this study was to build mobile educational games based on learning theories and educational psychology for the topic of the periodic table and also the effect of this method on students' academic achievement was measured. The statistical population of this study included all female students of mathematics and experimentation who were studying in Shahed and Fath Al-Mubin high schools in Rey in the academic year 1398-1399. Multi-stage cluster sampling method was used to select the sample. There were two groups of mathematics and experiment in each of these schools. 20 students from the experimental school were randomly selected. They were introduced and Q&A sessions were conducted online for the other group. In this study, finally, 20 people were randomly selected from the experimental group and 19 people from the control group due to the fall of the subject. Both groups were tested in ten sessions. After ten sessions, post-test was taken from the students again and at the end, the results were explained using statistical methods, analysis of covariance and variance and the findings showed that educational games had an effect on academic achievement. . However, the effect of educational background on academic achievement was greater than educational educational games and showed the condition that educational educational games are more suitable for students with better educational background.