مجله فناوری برنامه درسی
پیاپی 2 (پاییز و زمستان 1395)

The purpose of the present study is to investigate the mediating roles of perceived ease of use and usefulness in relation with the effect of self-efficacy, motivation, self-directed learning on the tendency of behavior for the use and adoption of mobile phones in learning and teaching by students and teachers.

The present research is applied and correlational. The statistical population of the study consisted of all students and teachers of Ardebil province in the academic year of 2015-2016. 446 students and 196 teachers were selected by cluster random sampling as sample size. For collecting data McCulloom’s questionnaire was used. Data were analyzed using SPSS and AMOS software.

The results of the Pearson correlation showed that all the components are mutually correlated and the results of the path analysis revealed the acceptable paths of the proposed model.  For students' model with mediating role of perceived usefulness and ease of use there was a positive and meaningful relationship between self-efficacy, motivation and self-directed learning. Also,for teachers model with mediating role of perceived usefulness and ease of use,self-efficacy had positive and significant effect in behavior tendency to accept mobile technology in education. The model of teachers and students also fit well

The purpose of this study was to examineteachers' beliefs about educational software and its impact on the quality and quantity of educational software use in teaching-learning process.

Correlational research method was used; the statistical population consisted of all teachers in Yazd province. Using the sample size table of Kerjsi and Morgan, 466 students was selected by random cluster sampling method.  A researcher made questionnaire was used to collect data. Its validity was estimated by content validity and its reliability was α=0.82 through Cronbach's alpha. To analyze the data, descriptive and inferential statistical techniques included one sample t-test, Independent samples t-test, Kruskal-Wallis, analysis of variance (ANOVA), U Mann-Whitney, Tukey and SPSS 21 statistical software was used to analyze data.

Teachers' behavioral epistemological belief in educational software and teachers' belief in software effectiveness are higher than the average; teachers' belief about the nature of educational software and their value, as well as the belief in the process of using software was at average, and the constructivist beliefs of all teachers about educational software is lower than the average. Most teachers do not use educational software in their classroom. Teachers who are more likely to believe educational software use these software more. The variables of belief in the nature of the software and their value, belief in the application process or the use of software, and belief in the effectiveness of software, predict 0.40 of the variance of educational software usage variable. The result is that changing teachers' beliefs about educational software is one of the most important predictors of the use of these software in the teaching-learning process

The purpose of this study was to predict the motivation of students in the second elementary school of Hamadan through their teachers' technological literacy.

The research method was descriptive correlational. The statistical population of the study consisted of all teachers and students of the second elementary school in Hamadan with 598 and 15287 respectively. The sample of teachers was selected based on the Krejcie and Morgan table; using random cluster sampling methods 234 teacher and 702 students selected. For each teacher, three of their students were selected randomly. The data gathering tool was a researcher-made questionnaire of technological literacy and Hartre's Educational Motivation Questionnaire. Validity of the questionnaires was determined through content validity based on experts' viewpoints and reliability of the questionnaires based on Cronbach's alpha coefficient was α=0.89 and α=0.85 respectively. The collected data were analyzed using descriptive statistics indices such as percentage, mean, standard deviation and inferential statistics tests such as correlation tests and stepwise regression analysis.

Findings indicate that there is a positive and significant relationship between the teachers' technological literacy and the educational motivation of second elementary school students. There is also a positive and significant relationship between motivation of students in the second elementary school and the dimensions of teacher's technological literacy which includes understanding of the nature of technology, understanding connection between technology and society, understanding technology design, the technological capability, and the understanding of technology in the world around teachers. Therefore, it can be said that the teachers 'technological literacy has increased the student's motivation, and the combination of two dimensions of "technological capability" and "understanding of the relationship between technology and society" can predict students' academic motivation

The teaching of the Qur'an in the elementary level has always been a consideration for educational officials. It is very important to use educational tools to facilitate education. One of the tools that influences Quranic teaching is the Quranic Smart Pen.

This study aimed to investigate the effect of a smart pen Quran on academic motivation, self-efficacy and academic achievement (fluent reading) in the lesson of the Quran of fifth grade male students, through quasi-experimental study was performed. The statistical population consisted of all 5th grade male students in district 4 of Mashhad in the academic year of 2014-2015. Using randomized cluster sampling, 50 students were selected and assigned to two groups of experimental and control (each group was 25). Data collection was done by using the questionnaires of academic motivation, academic self-efficacy and academic achievement (fluent reading) of the Qur'anic lesson. In this study, the reliability of the academic motivation questionnaire and self-efficacy test was reported by using Cronbach Alpha 0.88 and 0.81 respectively. For analysis of data, covariance analysis and SPSS software version 17 were used at the significant level (P <0.05).

The results showed that effect of smart pen Quran is significant on internal aspect of academic motivation, self-efficacy and academic achievement (fluent reading), but the Quranic Smart Pen did not affect the external aspect of students' academic motivation.

This research was carried out with the aim of designing an applied model for educational use of mobile by visual impaired students and validating proposed model by experts.  

Descriptive-analytic method with systematic literature review approach was used in order to design the model and descriptive-survey method was used in order to validate the model. The statistical population of this research for the design part includes all books, articles, theses and internet information resources related to the field of mobile learning and teaching the blind people from 2000 to 2015 and the statistical population for the validation part includes educational technology and special education experts. The statistical sample consisted of 11 book chapters and 21 articles related to mobile learning and 8 books and 19 articles about teaching the blind people, which were purposefully selected for analysis. Also 30 educational technology and special education experts were selected as available samples for validation phase. The tools of collecting data were note taking and a 7 questions researcher-made questionnaire in Likert scale.

The Result of this study led to the development of a conceptual model included, educational factors, human factors, technical factors and support factors and four stages of preparation, design, implementation and evaluation. Also, two prescription models with their sub-components were developed in order to educational usage of mobile phone technology by the blinds. These models have been developed with a blended approach and the strengths of different models and mobile learning environments have been used. Also, the results indicated the validity of the model by experts. As a result, model can be used to educate blind students through mobile phone. Special educational guidelines for blind students at each stage of the model can be a good guide for designers, educators, and special education teachers.