Research Paper
esmaeil aslani; Esmaeil Zaraii Zavaraki; mohammadreza nilli ahmad abadi; ali delavar
Abstract
Media literacy does not occur spontaneously in people and is possible with a coherent educational system. Based on this, the aim of the present study was to identify the components of media literacy education in the second course of elementary. The method of this mixed research was used. In the qualitative ...
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Media literacy does not occur spontaneously in people and is possible with a coherent educational system. Based on this, the aim of the present study was to identify the components of media literacy education in the second course of elementary. The method of this mixed research was used. In the qualitative part, inductive content analysis was used to obtain the model of educational design, and in the quantitative part, for internal validation from the experts' point of view, a questionnaire survey method was used. In the qualitative part, the statistical population included written documents and resources, and in the quantitative part, there were experts in the field of media, educational design, and primary education experts. The selection of samples in both sections was purposeful. In the qualitative section of the text analysis, among the 419, 67 items that were the most suitable for the purpose of this research were analyzed, and in the quantitative section, 12 experts were selected. They were in the field of media and educational technology in different universities and institutions. five main categories were identified and the conceptual model of media literacy education was formulated. These categories include: areas of media literacy, the community of inquiry, presence factor, media literacy skills and educational evaluation. The results of internal validation based on the opinion of experts have shown that the provided model of media literacy education has good internal validity and has the necessary effectiveness for teaching the students of the second score of elementary school.
Research Paper
جوانی Javani; Fereshteh Aghajani
Abstract
This research aimed to examine the influence of the Unified Theory of Acceptance and Use of Technology (UTAUT) on the adoption of innovative technological tools among physical education teachers. This study employed a quantitative approach and utilized structural equation modeling techniques via SmartPLS ...
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This research aimed to examine the influence of the Unified Theory of Acceptance and Use of Technology (UTAUT) on the adoption of innovative technological tools among physical education teachers. This study employed a quantitative approach and utilized structural equation modeling techniques via SmartPLS software. A purposive sampling method was used to select a sample of 100 physical education teachers. Data were collected and analyzed using a standardized questionnaire based on UTAUT constructs. The findings revealed that the four primary factors—performance expectancy, effort expectancy, social influence, and facilitating conditions—positively and significantly impacted teachers' behavioral intention to use technology. Specifically, effort expectancy was the weakest predictor of usage intention, while facilitating conditions exerted the strongest influence. These results corroborate the necessity of adopting a multifaceted approach, encompassing the provision of evidence regarding technological benefits, designing user-friendly interfaces, fostering a supportive culture, and ensuring adequate infrastructure to enhance the acceptance of these tools among physical education teachers. These findings may assist education policymakers in developing effective strategies for implementing new technologies in educational settings.
Research Paper
Fatollah Koushki
Abstract
The research with purpose identifying indicators of student teachers learning activities in curriculum of technology knowledge of elementary education and amount of attention to them was done. Design was combination of sequential exploratory type. In qualitative section, phenomenological method and in ...
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The research with purpose identifying indicators of student teachers learning activities in curriculum of technology knowledge of elementary education and amount of attention to them was done. Design was combination of sequential exploratory type. In qualitative section, phenomenological method and in quantitative section, descriptive-survey method was used. Statistical population in qualitative section is professors and experts in field of technology based learning activities and in quantitative section, student teachers in field of elementary education. In qualitative section, 15 people were selected through purposive sampling and in quantitative section, 227 people were selected through stratified random sampling. Research data were collected through semi-structured interviews and researcher-made questionnaires. Determine validity of interview questions and questionnaire, face and content validity and Cronbach's alpha coefficient were used to estimate reliability of questionnaire. Thematic analysis method was used to analyze data in qualitative section, and descriptive and inferential statistics were used in quantitative section. Findings of research in qualitative section showed that indicators of learning activities in science and technology curriculum of field of elementary education included themes of independent learning, doing homework, active participation in education process, interaction with professors, access to different course content, sharing and skill and ability of student teachers in teaching using new educational technologies. Results of quantitative section also showed that level of attention paid to indicators of student teachers learning activities in curriculum of technology knowledge is at low level. Therefore, it is necessary to pay attention to technological knowledge in consolidated way in performing learning activities.
Research Paper
bahare bahalgardi; mortza karami; farhad seraji; Mahmoud saeedy Rizvani
Abstract
The present article was formed with the aim of synthesizing the competencies of teachers for the flipped classroom. The data were collected based on a qualitative method of synthesis research. The selection of articles was based on keywords based on Roberts' structure and 44 foreign articles were selected ...
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The present article was formed with the aim of synthesizing the competencies of teachers for the flipped classroom. The data were collected based on a qualitative method of synthesis research. The selection of articles was based on keywords based on Roberts' structure and 44 foreign articles were selected and analyzed based on thematic monitoring, theoretical saturation and purposefully. The findings showed that teachers' competencies in flipped implementation included 7 dimensions and 24 components. The dimensions included social (teacher's supportive role, communication skills, participatory and active learning), individual (intrinsic motivation, technical skills, educational skills), managerial (course management, time management, learning management), commitments (professional commitment, motivation, learning strategies), technological competencies (mindset and attitude towards technology in education, media recognition and selection, media use in education, media literacy, production of multimedia resources and content), evaluation and monitoring (evaluation and monitoring criteria, evaluation and tool construction, course evaluation, monitoring student learning), and competencies related to design in curriculum elements (designing goals, content, learning strategies) were identified and categorized. According to the results obtained from the findings, it is suggested that specific practical measures be taken in line with the professional development of teachers regarding the promotion of technological literacy, monitoring and evaluation of students in virtual environments, and how to manage students in flipped classrooms. be placed. Keywords: Elementary school. Flipped classroom. Competence. Teacher, Synthesis research.
Research Paper
sedigheh gozall; Enayatollah Zamanpour; Shiva Dolatabadi
Abstract
The present study examines the application of Natural Language Processing (NLP) in enhancing learning and education, focusing on its implications for Iran's educational system. This research was conducted using a mixed-methods approach, including both qualitative and quantitative data analysis.In the ...
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The present study examines the application of Natural Language Processing (NLP) in enhancing learning and education, focusing on its implications for Iran's educational system. This research was conducted using a mixed-methods approach, including both qualitative and quantitative data analysis.In the qualitative section, interviews with 20 teachers and 10 technology experts revealed that integrating NLP can enable personalized learning, automated assignment evaluation, and early identification of learning difficulties. However, challenges such as insufficient school infrastructure, the need for teacher training, and ethical concerns related to data privacy were also identified.In the quantitative section, 400 high school students in Tehran were divided into experimental (n=200) and control (n=200) groups. The experimental group used NLP-based software for English language learning, while the control group received traditional instruction. The results showed that NLP tools had a significant positive impact on students' academic performance, learning motivation, and English language skills.This study highlights the transformative potential of NLP in education and underscores the need to address challenges such as infrastructure development, teacher training, and ethical and cultural issues for its successful integration. Investment in specialized tools for Iran's educational system and the development of ethical policies are essential for the successful implementation of this technology in education.
Research Paper
Mostafa Ghaderi; Fatemeh Sohrabi; Parastoo Salavati
Abstract
The present study was conducted with the aim of investigating the application of artificial intelligence in university education and research. In terms of data collection method, it is a qualitative study and in terms of purpose, it has an exploratory approach. In order to extract the components of the ...
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The present study was conducted with the aim of investigating the application of artificial intelligence in university education and research. In terms of data collection method, it is a qualitative study and in terms of purpose, it has an exploratory approach. In order to extract the components of the proposed framework, professors from Allameh Tabatabaei University (RA) who use artificial intelligence in education and research were interviewed using purposive sampling. Considering the frequency of extracted codes, in the categories of why to use artificial intelligence, suggestions for optimal application, and context-preliminaries and infrastructures, the following were most frequently and repeatedly: increasing accuracy, literacy and education and cognition, creating awareness and meta-awareness, and creating hardware infrastructures. After that, in the category of perspective on application, ideas and content production, in the category of why to use, increasing speed, in the category of how and tools, text-video-summarization production, chatbots, and in the category of context-preliminaries-infrastructure, culture-building, and creating software infrastructures were most frequently. Also, a model for the application of artificial intelligence in universities has been presented in this study.
Research Paper
jamal salimi
Abstract
The present study was designed to explore the experiences and perceptions of school principals regarding sustainable educational leadership and its role in fostering technology-oriented learners, employing qualitative approach with a phenomenological strategy. Employing a qualitative phenomenological ...
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The present study was designed to explore the experiences and perceptions of school principals regarding sustainable educational leadership and its role in fostering technology-oriented learners, employing qualitative approach with a phenomenological strategy. Employing a qualitative phenomenological approach, the study involved 20 school principals from Sanandaj selected through purposeful and snowball sampling. Inclusion criteria comprised a minimum of three years of managerial experience, familiarity with sustainable leadership practices, proficiency in educational technology, and the ability to articulate experiences clearly. Data were collected through semi-structured interviews and continued until theoretical saturation was reached. Data analysis followed Braun and Clarke’s thematic analysis framework, encompassing three stages: identification of basic codes, organization into organizing themes, and synthesis into overarching themes. Findings revealed that principals perceive sustainable educational leadership as a multidimensional and meaning-oriented approach, encompassing guidance of technological transformation, teacher empowerment, fostering a professional culture, and consolidating a coherent digital ecosystem within schools. Key components include leading sustainable technological change, enhancing teachers’ digital capacity, promoting educational equity, and structuring a resilient school digital environment. The consequences of this leadership are also evident in enhancing the quality of technology-based learning, empowering teachers to facilitate student learning in technology-rich environments, shaping a digital professional identity for teachers, developing technological and self-directed learning skills in learners, and creating tangible organizational justice and cohesion. Consequently, sustainable educational leadership transcends short-term decisions and lays the groundwork for continuous learning, active participation, and professional development in schools, specifically preparing learners to face the challenges and opportunities of the digital age.
