مجله فناوری برنامه درسی
پیاپی 3 (بهار و تابستان 1396)

Today, teachers decide about the main elements of the curriculum in terms of attitudes and beliefs which rooted in their ideologies about the curriculum.The aim of the current study was Investigating curriculum ideologies of the work and technology teachers and compatibility of their ideologies with high level document (case study: middle school teachers in Khorasan Razavi Province).

In terms of nature this study was quantitative, in term of goal, it was applied and in term of data gathering it was descriptive-survey and content analysis. statistical population in the first part is consisted of 994 teachers in middle school teachers in Razavi Khorasan Province in 2016. Using the Simple Random Sampling, the sample size was determined as 269 persons by Morgan and Krejcie sampling table. Its statistical population in the second part which are qualitative content analysis consisted of high level document in education. Three of them were selected with snowball sampling. Research tool in the quantitative part was standard questionnaire developed by schiro (2008) and in the qualitative part check list were used. The Friedman test was used to analyze the data.

The results illustrated that there is no compatibility between the dominant curriculum ideology of work and technology teachers whit high level document. The dominant curriculum ideology of work and technology teachers was academic scholars. dominant curriculum ideology high level document is social efficiency.

The present study aimed at investigating the effect of instructional multimedia on learning, motivation, and participation of elementary school fourth grade students with intellectual disability in mathematics

This research was carried out through a quasi-experimental method and a pretest-posttest design with control group. The statistical population of this research was comprised of fourth grade male students with intellectual disability (SIDs) who were studying in the Iranian school year of 2015-2016 in Tehran exceptional elementary schools. Two exceptional schools in Tehran were selected via purposive sampling. In order to collect the data, this study used Academic Motivation Inventory (AMI) developed by Abd Khodaei (2008), Participatory Learning Questionnaire designed by Moqhimi & Ramezan (2013) and modified by the researcher and also a mathematical test developed by the researcher used for pretest-posttest. The main responsibility of teaching the control group was with the teacher of the class. In order to teach the experimental group, an instructional multimedia developed by the researcher were used in addition to the teachings of the teacher.

The findings of the data analysis of the research hypotheses showed that there is a significant difference between the mean scores of learning, the motivation for academic achievement and the participation of the two groups in the post-test phase after eliminating the effect of the pre-test (P<0.001). The mean of moderated learning scores, the motivation for academic achievement and participation in the experimental group was higher than the average post-test scores, the motivation for academic achievement and participation in the control group, therefore all three hypotheses were confirmed. In general, the results of this study showed that the use of instructional multimedia on the learning, motivation and participation of mental retardation students in math is influential.

Social anxiety is a complicated and a common phenomenon among teenagers that includes multidimensional dimensions and can have an important role in the pathology of psychiatric disorders. Therefore, it is important to be clinically attended. The present study was conducted with the aim of examining the effectiveness of multimedia training of problem solving in reducing social anxiety in female high school students of Kermanshah.

Research method was quasi-experimental with pre-test, post-test and control group. The statistical population was all of female high school students of Kermanshah in 2016 school year (21239 people). To determine the sample size based on Morgan table 377 students that are studying in the academic year 2016-2017 were selected. 30 students who obtained the highest score in Watson & Friend's Social Anxiety Scale (1969), based on the assumption of 2 standard deviations, were included in the trial and were assigned into two groups randomly. To analyze the data, the univariate analysis of covariance test was used by SPSS software version 20 at 95% confidence level.

Analyzing data showed that problem solving training in multimedia method has a significant effect on reducing social anxiety in the form of triple components, including social anxiety, social avoidance and fear of negative evaluation (P<0.000). The findings of the present study showed multimedia training of problem solving can have a significant effect on triple components of social anxiety.

The purpose of this study was to investigate the effects of natural disaster software (earthquake, flood and air pollution) on learning and retention of the natural disasters knowledge of Preschool children of Red Crescent Society in Tehran.

A quasi-experimental design (pre-test, post-test, and control group) was used to achieve the goal and test the hypotheses of this research.The statistical population of this research, was the Red Crescent's pre-school students in Tehran in 2016, including 2500 students. Out of this number, by the use of multi-process cluster sampling, 8 classes were selected with 60 students instructed by educational software (30 girls and 30 boys), and 60 students were instructed by traditional method (30 girls and 30 boys). The experimental group was trained for 8 sessions and 45 minutes in each session, by children's familiarity training software, with coping strategies against natural disasters (earthquake, flood, and air pollution). But the control group did not receive any interventions. The data collection tool was researcher-made standardized test. Its reliability was measured by Chronbach’s Alpha Coefficient as 0.71. The data were analyzed by the use of SPSS version 20 software and ANCOVA test (co-variance analysis) with significance level (p>0.05).

 The results showed that the average value of the scores in the experimental group was significantly higher than the control group (p˂0.001). Therefore, on the basis of this survey, it can be concluded that the plan of natural disaster training software has led to increase in the learning of preschoolers who were members of the Red Crescent Society against natural disasters (earthquake, flood and air pollution). Also, this training method has led to retention of learning (after 15 days) in this group of learners. It can be concluded from this survey that standardized training software can be used as a useful educational tool in learning and retention of natural disasters.

Instructional design is one of the very active areas of educational technology that seeks to facilitate learning and performance. The purpose of this study was to provide an Instructional design model for the training of students' technological competencies at Shahid Rajaee Teacher Training University.

In this study combination of exploratory mixed research method with a model design and validation scheme was used. For this purpose, the existing concepts and theories in the field of technological competencies were firstly examined and after classification, map and conceptual framework were developed and after Internal validation (using the viewpoint of professors, experts and instructors) and external validation (using functional test and researcher-made questionnaire), the Instructional design model of competencies was presented. Then, the content of the training of competencies based on this model was designed and developed on the student teachers of Shahid Rajaee Teacher Training University. A cluster random sampling method was used in the sample. analyzing data, descriptive and inferential statistics (Kolmogorov-Smirnov test and covariance analysis) in 0.05 significent level for were used
 

The results showed that the technological literacy, depth of knowledge and creativity of the students-teacher who were taught by the designed model were significantly higher than the student teachers who were taught by treditinal methods.

By evolution of science and technology and appearance of new learning theories, there are new approaches in science and learning, equally active and new ways of learning. The application of active and new ways of learning make learners learn self-learning, meaningful learning, and self-controlled learning.  The purpose of this study is investigating the effect of mobile learning based on Gagnie's instructional design on students' self-regulation skills and learning.

A quasi-experimental study with pretest- posttest and control group was applied. The statistical population in this study includes all the students who were majoring in educational technology in Arak University. The sample consists of students taking the course of "Introduction to Computer Skills". Convenience sampling was used in this study. The sample size was 34 students. After checking their experiences and familiarity with computer-based technology, they were taught the initial baseline skills. Then they were randomly divided into two groups with 17 participants. The content was designed and developed based Gagne's instructional design model and was administrated by the SHAREit and Telegram application for twelve sessions to the mobile group students. Pintrich and DeGroot's self-regulation questionnaire was utilized that contains two subscales of cognitive strategies (rehearsal, elaboration, organization and critical thinking) and metacognitive strategies (planning, monitoring and regulation) and teacher made test was used for assessing learning. Covariance analysis was used for inferential analysis of data.

The results showed that mobile learning based on Gagnie's instructional design increase students' self-regulation skills and learning.