جستجوی مقالات مرتبط با کلیدواژه « آموزش و پرورش » در نشریات گروه « فناوری اطلاعات »

Virtual education refers to an approach to teaching and learning that uses information and communication technologies to communicate and collaborate in an educational environment. The aim of this study was to identify the opportunities and challenges of virtual education. The research design was qualitative and of the phenomenological approach. The participants included 18 teachers, principals and technology experts working in education in Lorestan province who were selected by purposeful sampling method in the academic year 2020-2021. Data were collected through semi-structured interviews and analyzed using Colaizzi''s method. The accuracy of the data was obtained through the methods of triangulation, peer review and respondent validation. The results showed that 10 main themes and 26 sub-themes were identified. Increasing effectiveness and quality of education, flexibility and expansion of education opportunities, improving interaction and communication, and economic savings were classified as the most important virtual education opportunities. In addition, the key themes of virtual education challenges included issues related to students, teachers, content delivery and quality of education, culture, infrastructure and technology, and social interaction. In general, this study provides a deep understanding of the opportunities and challenges of virtual education in the Iranian education system.

With the growth of new information technologies, educational systems have also undergone changes in terms of using new technologies in teaching and learning. New educational technologies have the potential to provide free education around the world and to achieve educational justice. But in developing and underdeveloped countries, due to their many challenges, a digital divide has been created between the rich and the poor cities which, in itself, has led to educational injustice. Accordingly, the purpose of this study is to explain the challenges of the digital divide on the implementation of educational justice in order to solve the problems leading to the realization of educational justice in the country.

The present study is a descriptive-analytical study. Therefore, it is a qualitative research and philosophical analysis. The research approach is analytical and critical. The method of data collection is library- documentary. The research population includes all the studies that had examined the digital divide and educational justice and by investigating the background, 30 research studies directly related to this context were found. The data analysis method was researcher-oriented. The validity of the data was obtained based on the analysis of experts' views. The reliability of the study was in line with the findings of other studies.

The findings of the study indicate that various challenges have affected the digital divide and educational injustice. The challenges that have caused the digital divide in the country's education systems are as follows: governance-infrastructure challenges, educational, cultural and economic challenges. The governance-infrastructure challenge has been analyzed based on the Communication and Information Technology Development Index and shows inequality in the sub-indicators of access, usage and skills among the provinces of the country. Thus, the central provinces are in the top rank and the deprived and border provinces are in the last rank in all three sub-indicators. The educational challenge is also based on components such as the low level of digital literacy of teachers and families, centralized educational management, educational policy-making and reliance on traditional teaching methods. The cultural challenge is also based on components such as gender, race and language. Economic challenge is also based on components such as: low income of families, poverty, priority of earning a living on learning and expensive educational technology tools. Solutions to overcome each of these challenges can be listed as follows: raising the level of digital literacy in students and parents, strengthening the motivation to compete and strive, emphasizing e-learning methods and using new technology  in teaching. Also, some other solutions such as upgrading the bandwidth of using the Internet, investing in human resources and developing the internal Internet such as  providing Internet access points in every school and library, providing low-interest loans for public equipment in rural areas and urban slums, measures to reduce equipment prices (tax exemption, subsidies provision) and low-interest loans for low-income families, free web education sessions for the deprived, providing free Internet address for all students.

The findings show that the digital divide can be examined at three levels: local, national and global. At all three levels, four elements are involved in the digital divide, namely education,  economy, governance, and culture. Therefore, in order to get out of the digital divide and achieve educational justice in the country's educational system, we must first identify the gaps, and then take action to eliminate them. Therefore, the country's education system can achieve its ultimate goal, which is a fair society, when it can eliminate the problems facing justice.

The purpose of this study is to investigate the relationship between IT and human resource empowerment and design the relevant communication model. This research is of descriptive-analytical type and in terms of purpose is of user type. The statistical population was human resources managers and information technology practitioners in Fars education and 210 people and the statistical sample was 136 people according to Cochran's formula which was selected by cluster random sampling. Data collection tools were two questionnaires of information technology and human resource empowerment whose face validity was confirmed by relevant experts and their reliability was obtained using Cronbach's alpha formula of 0.862 and 0.907, respectively. In order to study and analyze the data, descriptive statistical methods and confirmatory factor analysis were used with the help of SPSS and smart PLS software and the research analytical model was developed. According to the research findings, the coefficient of information technology to human resources empowerment path is equal to 0.717 and the value of t-statistic for this path is equal to 12.292, which due to the larger value of 1.96 indicates the estimated coefficient of significance. The result of information technology has a positive and significant effect on human resource empowerment.

The purpose of this study was to determine the relationship between social capital and innovative working behavior with the mediating role of cyber citizenship behavior (Case study: Mazandaran Province Education Department). This research is a descriptive-correlational method for collecting field data and descriptive. The statistical population consisted of all employees of Mazandaran Province General Education Department (326) who were selected as sample size using Krejcie and Morgan table and stratified random sampling method of 181 persons. Data were collected using Unix and Boulain (2000) standard questionnaires of social capital, Johnson's innovative work behavior (2000) and UNESCO cyber citizenship behavior (2016). The validity of these questionnaires was confirmed by experts. Reliability was calculated by Cronbach's alpha coefficient (social capital 0.86, innovative work behavior 0.82 and cyber citizenship 0.87%). Descriptive and inferential statistics were used for data analysis using Spss and Lisrel software. The results showed that there is a relationship between social capital and innovative working behavior with the mediating role of cyber citizenship behavior of the employees of Mazandaran Province Education Department.

The purpose of the present descriptive-survey study is development and validation of teaching - learning process instrument in smart schools in educational system of the Islamic Republic of Iran.

The research tool i.e. the researcher-made questionnaire was designed and implemented based on research background. First, the theoretical foundations and research background in this field were studied And three dimensions of indicators, components and tools were extracted and designed in the form of scale items. In the next step, to evaluate the validity of this scale, item analysis method was used and all items had the required validity more than 0.4. In addition, the reliability of the scale was determined and confirmed by Cronbach's alpha. then The designed questionnaire was provide after validation to statistical sample of 216 teachers of smart schools in Gorgan randomly selected based on the sample size formula in the academic year of 1395-1396. who were. Finally, The results were analyzed using descriptive and inferential statistical methods. Friedman test and one-sample t-test statistical techniques were used to analyze statistical data.

The results of this study show that the teaching and learning indicators in smart schools have the greatest impact on creating a dynamic and attractive environment for students' creativity and the least amount is related to the promotion of the assessment of high levels of thinking, knowledge and skills. In terms of teaching and learning components of intelligent schools, the highest level of influences is on teachers' familiarity with IT skills and the least amount on the promotion of critical thinking and students’ self-directedness. Also, regarding teaching and learning tools, smart schools have had the greatest impact on hybrid technology (film, image, etc.), and the least amount of influence on the production of blogs and educational sites.

Smart schools are one of the most important achievements in the development of information technology in order to fundamentally change the educational system. Technology can be used as a powerful tool to improve the quality and efficiency of education, but it should be noted that the combination of information and communication technology with education and learning system is a multifaceted and complex process. According to the findings of the present study, in examining the infrastructure of smart schools, quantitative and qualitative aspects of indicators, components and effective tools of smartening up process should be considered. Undoubtedly, development of smart schools in the country will not be successful regardless of the attitude of the authorities, parents, students and most importantly teachers to this technology. In other words, to succeed in this, determining the factors affecting a positive attitude to technology-based learning is of particular importance because a positive attitude increases motivation and better acceptance of technology as well as active participation in the related activities. Moreover, With a scientific and technological view of the current situation of the country's educational system and producing various electronic content and empowering teachers in the field of information technology it is possible with a long term planning to provide a dynamic ground and bring about structural developments in all dimensions for the educational environment and the teaching-learning process in smart schools. In knowledge-based societies, the development of smart schools is welcomed as a way to train creative and entrepreneurial force and is considered as a way of sustainable development. According to this principle, the entry of our country into this field can provide the ground for increasing and sustainable development.  

The purpose of this study is to investigate the relationship between information technology and the Enterprise resource planning system and the design of the relevant communication model. This research is a descriptive or non-experimental research of survey type. The population consisted of 210 human resource managers and practitioners of Fars education information technology. The statistical sample was 136 people selected by Cochran sampling table through random cluster sampling. Two questionnaires of information technology and Enterprise resource planning system were used for data collection. The face validity of the tool has been verified by relevant experts. Their reliability was 0.91 and 0.87, respectively, using Cronbach's alpha formula Descriptive statistics and confirmatory factor analysis were used to analyze the data by SPSS software and smart PLS software and Based on the findings, the analytical model of the study was formulated. According to the obtained results, the coefficient of information technology path to the organization resource planning system is 0.677 and the t-statistic value is 9.793 which indicates that the value of this path is larger than 1.96, Indicates the significance of the estimated coefficient. As a result, information technology has a positive and significant impact on the organization's resource planning system.

The experience of some countries, including Japan, shows that opening the classroom and the whole educational process from design to evaluation to teachers and creating an educational group creates a cycle of gradual improvement of the educational process in the classroom and it brings positive effects. One of these methods that has emerged from the heart of the school and the classroom in the Japanese education system is lesson study. Lesson study is the most important factor in educational performance to develop the teaching profession. Curriculum research is a research circle in which teachers research curriculum topics in groups. In this advanced model, teachers and professionals work together. The assessment team (teachers) focus all their efforts on educating students in the classroom to grow and refine the subject matter. Through lesson study, the teacher communicates with the practice of research to base the practice of teaching on thought and action. Thoughtful and research-based practice actually introduces a set of skills and abilities that put a person in a critical position to solve problems and issues. This study aimed to explain principles governing desirable lesson study practice in mathematics in Mazandaran Province’s Educational Office.

The research method was qualitative and of phenomenological type. The statistical population of this study included all experts in lesson study. 16 participants were selected through Snowball sampling. The sample size was determined by theoretical saturation. The data collection instrument in this study was semi-structured interview and th validity of the data was assessed and verified by evaluating the participants. The data resulted from interviews were analyzed through categorization method.

Totally, 5 major categories were extracted from the interviews, including human aspect (creativity, responsibility and being open to criticism), structural aspect (technological equipment, supervision, programs, load of teacher work, ratio of the number of teacher to the student and applying results), cultural aspect (teamwork, school culture, belief and commitment to impact of lesson study, family cooperation, Researchers' spirit of teacher and principlas, teacher cooperation place of competition), managerial aspect (support, scoring process, authorities’ support, provision of budget, support of other school factors and time) and pedagogical aspect (exchange  of useful educational experiences, workshops, new teaching styles, provincial team of lesson study, educational content, conversion of quantitative evaluation to descriptive and educational design).

This study was conducted with the aim of explaining the principles governing the optimal implementation of mathematics studies in primary schools of education in Mazandaran province. The categories extracted from the interviews include the human aspect, the structural aspect, the cultural aspect, the managerial aspect and the teaching-learning aspect. The human aspect includes the variables of creativity, responsibility and criticism. The structural aspect includes the variables of technological equipment, supervision, programs, teacher workload, teacher to student ratio and application of results. The cultural aspects include the variables of teamwork, school culture, belief and commitment to the impact of study, family cooperation, research spirit of teachers and principals, teacher cooperation instead of competition. The managerial aspect includes support, scoring process, official support, funding, support of other school and time executives. The teaching-learning aspect includes variables of conversion of useful educational experiences, workshops, new teaching styles, provincial study team, educational content, conversion of quantitative evaluation into descriptive and educational desig.

Technology is changing rapidly, and as new technologies are created, existing technologies are being improved and developed. The technologies of the 21st century have brought possibilities to mankind, and the advances that have taken place surround human life today from all sides. Among these changes are the impact of technological advances in education and the resulting changes in the teaching-learning process. In today's world, educational systems are looking for new approaches to help them rebuild in the face of global changes. For this reconstruction, they need a rich curriculum, flexible education, effective educational leadership, a suitable learning environment and educational content, and capable and professional teachers. Readiness to use technology and knowledge of how technology supports students' learning should be one of the basic skills of teachers. Teachers' ability in the field of technology literacy enables them to use new technologies in the teaching-learning process, especially information and communication technology, thereby improving the quality of their education and the level of information literacy of students and access to a wide range of information learning resources The purpose of this study was to investigate teachers’ technology literacy in the national curriculum on Education and Training in Work and Technology.

Method and Materials: 

This research is conducted as a descriptive study using content analysis technique. The population was three main education documents including National Comprehensive Scientific Map; The Fundamental Transformation of Education Document; and The National Curriculum Document. Data collection instruments were checklists. Descriptive and inferential statistics were used to determine the frequencies and test the results of univariate t-test and Kruskal-Wallis test. Gutmann factor was used to test the reliability.

The results show agreement between .48 to .95 coefficients for the validity checklists using content validity. The findings of the study show that the level of attention to teacher technology literacy in National Curriculum in the Domain of Teaching and Education Work and Technology was higher than average; and to a largely extent it is appropriately cared for. There is no significant difference between technology literacy standards in terms of compliance with the competencies intended for teachers.

The results show that there is no significant difference between teachers' technology literacy standards and their compliance with the required competencies. Optimal implementation of the national curriculum in the relevant field requires the special assistance and attention of teachers and the use of appropriate professional competencies provided in this program; so its provisions should be taken seriously into account in human resource engineering and in training programs, recruitment and empowerment and retraining teachers before and during service Due to the comprehensive national curriculum in the field of training and learning work and technology, in the field of technology literacy, the content should be included in the preparation and compilation of all educational content, including textbooks, curriculum guide and production of educational packages, etc.

The present study has been designed to identify the constructive components of virtual education in the high schools of the cities of Tehran province. This research was practical and quantitative, which was a cross-sectional survey type. The statistical population included all employees of the department of education in Tehran province. A stratified random sampling method was used to select the representative sample group as well as increasing the accuracy of the measurements, during which 181 employees were selected as a sample. The measuring instrument of research was a researcher-made questionnaire and its reliability according to Cronbach's alpha coefficient was calculated as 0.97. Data analysis was carried out in two levels of descriptive and inferential statistics. The participant's response was analyzed by exploratory factor analysis using SPSS software. The results of factor analysis indicated that the components of virtual training consist of 10 factors and 141 indicators, as follows: The first factor is educational planning with 58 indicators, the second factor is favorable learning with 21 indicators, the third factor is relationship with 14 indicators, the fourth factor is productivity with 11 indicators, the fifth factor is virtual environment with 9 indicators, the sixth factor is feedback with 5 indicators, the seventh factor is educational technology with 6 indicators, the eighth factor is rational thinking with 5 indicators, the ninth factor is curriculum with 5 indicators, and the tenth factor is educational justice with 7 indicators. In total, these indicators and factors explain about 45% of the total variance of virtual training.

The aim of this study was to investigate the relationship between information technology and psychological empowerment of education managers in district one ofSari. This applied study adopted a descriptive-correlational approach as its methodology. The statistical population of the study was 220 educational managers in Sari district one in academic year of 2013-14, of whom 136 were chosen as the study sample using Krejcie and Morgan table. Data collection tools were two researcher-made information technology questionnaires consisting of 15 modified questions with a reliability of 0.91 and Spritzer psychological empowerment standard questionnaire including 15 questions with different reliabilities at different dimensions of being competence 0.88, being effective 0.89, being meaningful 0.86, self-determination 0.88 and trustworthy 0.84. The obtained statistical results were provided in two parts of descriptive and inferential statistics, which included the Pearson correlation and the linear regression tests. The results of the study showed that there was a significant relationship between information technology and empowerment of education managers, feeling of being meaningful, feeling of being effective, feeling of self-determination, and feeling of being effective. But there was no significant relationship between information technology and feeling of competence.

The purpose of this study was to investigate the virtual courses of educators’ in-service training. This research adopted a descriptive approach to conduct the study using survey method. Its statistical population consisted of 881 teachers in Dehloran in 2014. Using the stratified sampling, the sample size was determined as 267 persons by Morgan and Krejcie table, of whom 134 were men and 133 were women who answered the researcher-made questionnaire being prepared based on theoretical foundations of the study as well as previous studies. Face and content validities of the questionnaire were also confirmed using the ideas of a number of experts and specialists of virtual training courses, and the questionnaire reliability was estimated as 0.88 using Chronbach's alpha coefficient. The Kolmogorov Smirnov and Binominal (proportions) tests were used to analyze the data. The results showed that the lack of provision of necessary infrastructures and facilities for virtual training courses effectiveness and lack of the virtual training courses effectiveness compared to attending courses sit among the challenges. Moreover, educational courses compatible with the needs of educators and acquisition of necessary skills for effective use of in-service virtual training courses can be seen as opportunities.

The aim of this paper is studying and ranking effective barriers of un-using information and communication technology from view of teachers.  In order to, the questioner makes by researcher was distributed among teachers in Tehran. The results show that most important barriers of un-using information and communication technology from view of teachers are infrastructure technologic, individual, economic, and cultural_ educational barriers.