فصلنامه فناوری آموزش
سال سیزدهم شماره 4 (پیاپی 52، پاییز 1398)

Education is one of the most important issues in any society and has a decisive role in promoting the level of knowledge of individuals and the growth of culture in that society. In the past, the duty and responsibility of schools was mostly religious education. Schools were built as one of the main pillars of urban organizations by various strata, such as scholars and teachers, kings and the rich, and in addition to their religious educational function, they often played a socio-political role. Took over. The school is a project to meet the needs of the Islamic community. The school was a custom building created to serve an institution that was itself an innovation in education. In addition, the school was the creation of a kind of entrenched civilization that brought new achievements to society. In the past, the core of the islamic education was in the mosques; because the first places which were used in the early islamic centuries for education were the mosques. Accordingly, the mosque have historically functioned as places of muslims gatherings and acquiring knowledge.The present study investigates development of the religion-educational centers, i.e. the school-mosques; and since majority of these centers were built in Qajars Era.

the statistical population of the study consists of the school-mosques built in this period. The verify used in this research is historical commentary and the analysis of the buildings is done with the logical reasoning method. Historical documents and literature library resources have been used to collect information. In this paper, three of the school-mosques of Qajar Dynasty have been selected through purposeful samplivg in order to study the concept of education.

The concept of education and educational methods have changed during Qajar Era; and these changes in the concept of education have led to diversity of forms and changes in architecture of the schools. These changes are evident in plan, internal functions of the building, including changes made to the entrance system, courtyard, and number and quality of the dorms.

The concept of education in the Qajar period took a more general approach than in previous eras and was freed from the monopoly of the aristocracy and nobles. This not only led to the expansion and development of schools in terms of scale and number; but also caused the formation of living spaces and rooms with higher number and quality in Qajar schools. In the traditional period, schools have a completely traditional architecture. Sardar, Sepahsalar and Aghabzorg schools are examples of this period. The model of these schools includes a central courtyard with a number of rooms around it that has an educational-residential structure. The general approach in Qajar schools caused these schools to play an essential role in social activities, and even some religious ceremonies and prayers for the general public were formed there. This led to a change in the entry system and the creation of separate entrances for students and ordinary people. The courtyard is of special importance in the architecture of Qajar schools. The school yard provides a refreshing, eye-catching and relaxing space for students using plants, trees and a pool of water. These courtyards have sometimes even been the subject of debate and teaching.

Software-based education is one of the most important ways to transfer knowledge in the field of new technologies. Because the hardware implementation of some modern science phenomena is not possible due to its complexity or sometimes due to the lack of appropriate manufacturing technology. Therefore, appropriate software can be used to teach such phenomena. One of the sciences and technologies that has grown significantly in recent years is photonic crystal structures, which have also appeared in new editions of graduate courses syllabuses as photon crystals. In this paper, simulation-based (software-based) teaching of a 4-channel optical demultiplexer based on photonic crystal is presented by using the R-Soft software.

The teaching of the demultiplexer structure is based on the use of a photonic crystal filter. In this analysis, with the variation of the radius of the cylindrical nano-ring resonator and the radius of the scattering rods, the critical length parameter of 1573.6 nm is improved in the design of the filter. The advantages of the 4-channel demultiplexer include the mean quality factor of 4525, mean channel power transfer factor of 95%, and maximum and minimum channel cross-talk of -19.6 and -40.4, respectively. Also, mean channel width is obtained as 0.375 nm. Moreover, the proposed 4-channel demultiplexer can be used in WDM systems.

The simulation-based teaching of these structures is very important to develop and improve the multiplexers performance. Therefore, the related syllabus is suggested for master of science (MSc) students in Electronic Engineering major. This syllabus can be considered as a part of Photonic Crystal or Photonics courses.

In this paper, a 4-channel optical demultiplexer based on photonic crystal was studied. In order to teach the theoretical principles and foundations which are mostly complex and its hardware implementation is difficult due to technological limitations, the use of appropriate software environments along with strengthening the basic knowledge required can Improve teaching-learning processes. For this purpose, in this article, we tried to express the appropriate concepts of designing a four-channel optical dimplexplexor system for effective training. Accordingly, the proposed principles and topics as well as the prerequisites in the design were described. In the training section of the four-channel dimplex structure, it was stated that a T-shaped input waveguide, square resonator rings and several output waveguides can be used.

Globalization as a dominant approach and influenced by technological changes in the accelerating position and in a convergent approach, has transformed human behavior and the tools of human society. Higher education and other related socio-economic systems have faced challenges in responding to these changes that traditional solutions are not compatible with, and this institution is deeply involved in the current process of globalization. In the field of higher education, the emergence of globalization and the development of emerging technologies, factors such as student mobility in geographical sites, new disciplines, new educational technologies and new financial structures along with general challenges such as lack of financial resources in the higher education system, the quality and quantity of faculty members as well as limitations based on the specific conditions of each country such as inadequate human development indicators, lack of necessary infrastructure, infrastructure and digital divide lead to the need to use new and efficient solutions in providing new and standardized educational services that are dynamic and forward-looking in line with global economic realities. The purpose of this exploratory study is to design an optimal model to deploy MOOC based trainings in Tehran University using strategic analysis.

To achieve this goal, in the first phase, a five-step research method with a "systematic review of previous literature" was used to identify stakeholders, as well as dimensions, components and processes of the MOOC and checked the results using Delfi methodology by a selected group of experts in virtual education and higher education policy makers. In the second phase, the current situation of Tehran University was evaluated based on the dimensions, components and identified processes. In the third phase, the deployment model of MOOC in Tehran University was designed and in the final stage, the proportion degree of designed model was validated by the expert group.

The results of the study indicate that the possibility of successfully deploying Mooc tutorials in Tehran University in terms of high technology infrastructure is high, in terms of human resources infrastructure is moderate and in terms of cultural and social infrastructure is lower than average. Based on these results, Mook deployment model was designed based on 5 dimensions and 34 components and the proportion degree of designed model was validated and verified by the expert group.

The establishment of MOOC as a new institution in educational technology in its global wave has affected many areas of human resource development. Improving efficiency along with reducing training costs means higher quality and cheaper for the general public. This institution in the country should be used with the necessary infrastructures. The main purpose of this study was to rely on the existence of an appropriate and national platform along with identifying and managing the real stakeholders and their participation in the formation and development of MOOC. In this study, using global studies, while screening well-known stakeholders in this field, relying on the opinion of experts, local stakeholders in the establishment of MOOC in the most important and most comprehensive university in Iran were identified and based on their needs and knowledge, the proposed model of MOOC and national platform was presented with the approval of the e-learning elite.

Given that the current century is associated with innovation, speed and advances in information technology and knowledge transfer, the new generation is looking for ways to keep up with these changes. Therefore, improvements should be made in the content and method of learning. One of the new educational methods is education with technology. Technology is a tool created by human knowledge to produce, solve, and meet needs or wants with resources. Therefore, educational technology can be considered as the use of technology to create and manage technological resources and processes to improve educational performance with the aim of motivating and encouraging students to learn and facilitate the educational process. The present study was aimed at the meta-analysis and synthesis of the results of research on the impact of the use of technology in mathematical education considering the rapid progress of ICT in the present age and, consequently, the significant increase in studies on the impact of technology on the effectiveness of education.

The statistical community is a research that studies the impact of using technology in advancing the goals of mathematical education and with the review of the history, 19 studies were found in this field.

 The research findings showed that the use of technology at 0.38 of variable variance predicts the achievement of the goals of mathematical education, so if technology can be fully integrated into teaching methods, it can be as an effective tool to improve students' learning in mathematics, therefore, considering the effectiveness of using technology in mathematical education, it is essential that the mathematical curriculum be formulated to bring content with a combination of technology.

The aim of this study was to integrate the results obtained regarding the effect of using technology in advancing the goals of mathematics education by meta-analysis. The independent variables of this research include: educational software, computer games, multimedia, graphic images and computer use; dependent variables were: learning, self-efficacy, academic motivation, performance, executive functions, progress, self-regulation, memorization, attitude and participation in math lessons. Due to the correlation between the use of technology and the advancement of the goals of mathematics education, it is recommended that educational planners take the necessary care in compiling textbooks accordingly, and teachers' teaching methods should be in line with this issue and modified by using new technologies.

The mainstream of society has isolated deaf people due to their inability to communicate with the deaf community. Currently, 1,400 deaf people are born in the country every year, most of whom have a hearing family. For this reason, parents in the early years of a child's life, due to unfamiliarity with sign language, cannot teach them a complete model of sign language. As the name implies, sign language uses gestures, or more precisely hand, eye, and standing postures to convey meaning. If, for example, the movement of the mouth or the general state of the face changes, the meaning of the word produced can also change, or in other words, another word is produced. The same principle applies to the movements of the fingers and hands. The most important factor through which human beings can form their relationships and connections is using different methods such as speaking, writing and sign language. The point that deaf or semi-deaf people are ignored in communities is because of their disability in forming intimate relationships, and also the lack of common training according to what is needed in the society. The text to sign language translation systems have been created to resolve communication problems among hearing and deaf persons. Due to unstructured Persian language as well as the problems of Persian sign language, using translators’ systems of other countries is not practicable. The present study seeks to design a system that receives Persian text as an input and changes it to Persian sign language after all the necessary natural language processing is done.

In doing this matter, several challenges are seen on our way:  a) The number of Persian sign language words which are few compared to the words in Persian language and b) The ambiguity and pun normally used in Persian language. So, similar systems’ architecture could not be applied. Therefore, a new architecture is proposed that uses the relation between the removal pun modules and input text invert module to the deaf world by using designed ontology.

Using this architecture, the efficiency of the Persian text to Persian sign language translator system has improved to 95% and increased the accuracy of the translator system by tripling.

Sign language interpreter system is designed to connect deaf people with other people in the community. In addition, the sign language translator system can be used to teach sign language. Implementing the Persian sign language translator system has challenges due to its unstructured as well as the problem of ambiguity of some words in Persian, as well as the problems in Persian sign language and the limitations in the number of known movements of this language. The paper addressed the challenges to an acceptable degree by presenting a new architecture. In the new architecture, two modules for recognizing and correcting puns and converting sentences into the world of the deaf have been used. Both modules use their own designed ontology.

 One of the most important parts of the educational system of any country is its technical and vocational education, and this type of education is one of the basic policies of countries to train skilled and semi-skilled efficient manpower. Training of human resources in order to develop efficient and effective human resources is one of its important tasks. The role of technical and vocational education in comparison with theoretical education is very vital in the sense that it provides the manpower needed by countries at the pre-university level. Because the main core of technical and vocational education and skills training is the relationship between these trainings and the labor market. Since there is an increasing possibility of development in the sectors of industry, agriculture and services in the country, education and training of human resources in the technical and professional fields is one of the basic requirements of the country's development. As stated in the report of the United Nations Educational, Scientific and Cultural Organization (UNESCO) for sustainable development, human-centered development and the key to it is technical and vocational education. The purpose of this study was to pathology of the new curriculum of electrotechnical field of the technical and vocational education branch.

 This research is practical in purpose and is done using the mixed-research method. The statistical population includes all of the educational managers, electrotechnical teachers and 11th grade students of electrotechnical field in Yazd province at the academic year 96-97. A census method was used to select the quantitative part sample and the qualitative part sample selected with a purposive sampling method. In order to gather data, three researcher-made questionnaires, observation and semi-structured interview was used. The questionnaires’s validity was confirmed by 4 professors. Theirs reliability was obtained by Cronbach’s alpha method and confirmed. data was analyzed using descriptive and inferential statistics.

The results showed that the electrotechnical new curriculum was estimated relatively desirable from the viewpoint of educational managers and students and relatively undesirable from the viewpoint of teachers. But the workshop equipment and educational facilities, the teachers’ awareness of the upper documents and guidances and in-service course educations was estimated relatively undesirable. Also the instructional time, students’learning activities and students’ readiness from the viewpoint of the teachers was estimated relatively undesirable.

In the present study, the new curriculum of technical and vocational education of secondary school in the field of electrotechnics in Yazd province was studied both in terms of Klein curriculum elements and other influential elements. Then, based on qualitative observations and interviews, the current situation of each component was described and some of the most important causes of injury in each component were mentioned.

In order to achieve the goals and missions of higher education, experts consider it necessary to conduct numerous research on how to examine and identify the strengths and weaknesses of the curriculum. Evaluation of the content of the training course is done in different ways. Comparing the content of the curriculum with each other is one of the methods used. The content of the course is a set that provides planned opportunities for learners to experience learning through an interactive event. The main purpose of the educational program is to train and prepare learners for life and professional activities in the community. Architecture is a discipline that is a combination of humanities, arts and technical sciences. Consequently, the realization of architecture requires a set of knowledge and wisdom. About 1939, academic education of architecture in associate degree and contiguous master's degree courses, began. However, the bachelor's degree course was founded in 1998.

The present study compared the degree of adaptation of architecture curriculum in a contiguous master's degree courses with that of non-contiguous degrees based on the components of architecture education. This applied study was of descriptive-analytical type and evaluation study in nature. The explanatory method was used for data collection. First, the educational content and whatever an architecture student should learn were discussed. Then, experts' opinions and perceptions were asked regarding the educational content using a likert scale questionnaire.

The findings revealed that the content of architecture teaching is based on the three foundations of knowledge, competence, wisdom, and the course syllabus in contiguous master's degree included 67 units (1767 hours) in knowledge dimension and 88 units (3640 hours) in competence dimension. Overall, both non-contiguous degrees encompassed 64 units (1479 hours) in knowledge dimension and 88 units (3570 hours) in competence. According to professors, employers and graduates’perspectives, contiguous master's degree was more comprehensive in terms of knowledge, competence and wisdom. Considering the nature of the architecture and its difference with other fields of study, as well as the impact of the competence and wisdom factors in architects’ training, and in most areas, prefers a non-countiguous master's degree.

In general, in all three areas of knowledge and especially ability and insight, the continuous master's degree is a more successful course. Converting the field of architecture from a bachelor's degree to a continuous master's degree (unlike technical disciplines, etc.) is not a successful experience in Iran, and a bachelor's degree in a continuous master's degree is preferable to a bachelor's degree in most fields.

In workplaces, employees need to understand the meaning of the calculations they perform in their work environment, and in fact employers expect a desirable level of mathematical application from their employees. Education is obliged to train students as useful citizens for the society in proportion to the progress of science and technology. The question is whether a student, after compulsory education, is able to face everyday challenges or not. In many educational societies, this readiness and ability is called literacy, and in particular mathematical literacy. In other words, mathematical literacy includes applications of mathematics in relation to real life. Also, the National Council of Mathematics Teachers has stated that one of the most important goals of mathematics education is to make students aware of the role of mathematics and its effectiveness in life and development of thinking and reasoning; in addition, having confidence in their capacities and abilities in performing mathematical tasks and various problem-solving situations. The purpose of this study is to study the mathematical literacy of students in grade 9.

The research is descriptive and survey method. The statistical population is 9th grade students of the junior high school in Najaf-Abad city and the sample consists of 266 male and female students selected randomly by cluster sampling method. The instrument for measuring is a researcher-made test based on the PISA study, which included 8 questions and included 14 questions. Student's mathematical literacy was studied in various fields and content areas using mathematical processes. The formal and content validity of the research tool was confirmed by experts in mathematical education and mathematical professors.

The results showed that students did not perform well in mathematical literacy test. The findings indicate that the student's mathematical world is far from all aspects of issues, content areas, and mathematical processes with the real world. It is hoped that the results of this study will lead to a review of textbooks, teacher training and evaluation methods aimed at improving students' mathematical literacy so that students are more likely to come to the math class.

However, for the progress and development of a society, citizens need to be dynamic and successful in their personal lives and have the ability to solve their personal problems. The expectation from a 15-year-old student is that he or she be able to make financial decisions for his or her personal purchases, for example, or that he or she be able to meet the personal needs of the profits from the purchase and sale of goods. Given that education professionals believe that students need both the components of communication skills and problem-solving ability to enter academia and the job market, and that these two are important through enhanced mathematical literacy, Addressing students' poor performance in assessing math literacy is not without merit.

One of the features used to personalize the e-learning environment is self-efficacy. This feature refers to people's belief in their ability to do tasks. Experts believe that academic self-efficacy is one of the important factors that has a positive effect on effective learning and academic achievement of learners. The concept Self-efficacy began with the work of Albert Bandura. According to Bandura, self-efficacy is a person's beliefs or judgments about his or her ability to perform tasks and responsibilities. This concept is not about having a skill or ability, but about believing in the ability to do work in different situations. The purpose of this article is to design an intelligent tutoring system. The learning model of the proposed system includes features of academic self-efficacy and learning style.

Academic self-efficacy has been automatically identified by designing of a fuzzy system based on learners' behavior and learning style through the questionnaire of Felder-Silverman which contains 44 question. After identification of these features, Proportional education strategies are presented and implemented in tutoring system in a real environment. The effectiveness of the proposed tutoring system is evaluated in terms of learners' operation by investigation of their satisfaction from system.  

The results show that considering functional characteristics in learning model, presenting some learning objects and proportional recommendations to the characteristics, results in 75% learners' educational progress and their educational satisfaction. Moreover, evaluation of the time passed in the e-Learning environment before and after using Perles does not show a significant difference. Results show that the designed intelligent tutoring system based on the learner model and educational strategies, has led not only to the educational success of the learners but also to increase in their enthusiasm in using the system. Considering other effective and cognitive features in learning is highly recommended in order to provide a personalized environment.

The purpose of this study was to personalize the e-learning environment. For this purpose, the characteristics of academic self-efficacy and learning style, which are two effective characteristics in learning, were selected to model learners in a networked environment. Learning style was obtained through a questionnaire and an attempt was made to identify academic self-efficacy indirectly by using learner behaviors in the e-learning environment. To do this, the self-efficacy identification system was designed and evaluated using fuzzy set theory. Comparison of the output results of the identifier system with the academic self-efficacy questionnaire shows that the accuracy of the system is 88.2%. This indicates that the learner's behaviors in the e-learning environment can be an acceptable indicator of his/her academic self-efficacy and these behaviors can be considered as a basis for identifying academic self-efficacy. It is suggested that in future research, other effective features in education such as cognitive style, emotion, and personality be considered in order to provide a personalized environment for learners. 

Tendency to organizational innovation canhappen in the field of manpower, behavioral and psychological studies of employees and recognition of their values ​​and abilities or in the field of technology and industry, equipment, modernization and new technologies or in the structure that includes a set of rules, methods, norms and criteria. Teachers and administrative staff engage in innovation, either directly, that is, implementing new ideas in administrative, technical and professional fields by themselves, or indirectly, i.e. welcoming and supporting innovations in the education and classroom environment, in which the spirit of monotonous and repetitive work gradually becomes an innovative behavior at the level of education. Given the challenges such as the crisis in financial resources, increasing unemployment rate of graduates and increasing social demands, it should be noted that minor changes cannot modify the education system. Considering the future of social and economic systems and the role and the responsibility of the educational system in responding to the needs of society, the necessity of strategic thinking in the educational system and the knowledge and mastery of educational managers over strategic management and planning, is a necessary and inevitable thing. The purpose of this study is the investigating the relationship between strategic thinking and intellectual capital with an orientation towards organizational innovation.

The present study is based on the type of applied and based on the method, descriptive-analytic and correlation type. The statistical population of the study consisted of all the managers of the educational districts of Tehran in 181 people, all of whom were considered as sample size. For gathering data, three standard questionnaires include Goldman’s strategic thinking questionnaire (2001), Bontis’s intellectual capital questionnaire (1998) and Jimenez’s organizational innovation questionnaire (2008). Validity of the questionnaire was verified using content and face validity and reliability using Cronbach's alpha coefficient. In order to analyze the data and analyze the hypotheses, inferential statistics tests including Kolmogorov-Smirnov test, T-student, Pearson correlation and regression analysis were used.

The results showed that strategic thinking and intellectual capital have a positive and significant effect on the orientation towards organizational innovation. In addition, according to the results of research, strategic thinking ability is more effective in orientation towards organizational innovation among Managers in Tehran Education Areas compared to the intellectual capital. In general, according to data collection and analysis of data, all hypotheses were accepted, and conceptual model is confirmed.

 As strategic thinking and the amount of intellectual capital increase in the managers of education departments, their tendency to organizational innovation also increases. In addition, according to research results, the ability of strategic thinking compared to intellectual capital, has a greater impact on the tendency to organizational innovation. 

Over the years, due to the growth of information and communication technology, we have witnessed fundamental and increasing changes in higher education. Today, information and communication technology has become an integral part of the workplace and the classroom, and has changed business practices, communication and learning. The art and science of education has combined with the growth of information and communication technology and has created a new approach to learning called e-learning. e-learning is emerging as a new paradigm of modern education and has realized many educational ideals including learning in place and time, collaborative learning, self-assessment and self-strategy. For this reason, it is used in a wide range of educational activities, and many schools, universities and higher education institutions are preparing e-learning programs. The aim of the present study is to recognize the effectiveness criteria of e-Learning programs of Work and Technology Course from experts’ perspective.

The research method is qualitative and Strauss and Corbin’s grounded theory is used. The population of the investigation included experts from training domain, the new technologies planning domain, and work and technology course domain from whom 18 people were selected purposefully as samples. Open, axial and selective categorization techniques were used in order to analyze the data.

Based on the obtained results, a matrix effectiveness framework of grounded factors, causal factors, inhibitor factors, strategies, and outcomes was formed. In this way, as a comprehensive content, the compilation of the effectiveness framework of e-learning programs included the mentioned factors. Each of these categories has various aspects in the basic contents. It is evident that the findings of the present study have made it possible to evaluate the effectiveness of e-learning programs of Work and Technology Course in the Islamic Republic of Iran.

The purpose of this study was to identify the effectiveness of e-learning programs in vocational technology courses from the perspective of experts. According to the interviewees, when these factors appear in a favorable way and the grounds for their desirability are provided, gaining new learning opportunities, synchronizing with modern day technologies, saving time, energy and costs, growth and transformation of the work technology community, achieving lifelong learning, achieving the goals of e-learning curricula, saving extra and surplus costs, achieving upstream goals, interacting with other human communities, productivity in the business environment, improving applied skills, improving individuals skills and the possibility of learning on the job will be exceeded. There is also an increase in the number of applicants for the course, an increase in audience satisfaction, an increase in the speed of learning, and an improvement in the IT knowledge of teachers and learners.

This study investigated the effects of sociocultural instruction on developing the speech act of criticizing. The participants were second language learners in two English learning classrooms as experimental and control groups. The participants in the experimental group operated under the basic principles of the socio-cultural approach with interactive tasks, cooperation, and scaffolding. They were asked to read and criticize a peer’s work orally. For this group, the teacher provided fined tuned instruction and mediated individual tutor feedback. For both the experimental and control groups, the learners’ pragmatic development was measured through pre-tests, immediate and delayed posttests performance of discourse completion and role-play tests. The researchers analyzed the results of tests through statistical procedures such as paired and independent t-tests. The results revealed that the experimental group significantly improved and performed better than the control group, indicating the successfulness of sociocultural instruction. Next, the researchers interviewed the participants to find about their feelings. After interviewing the participants, the researchers found positive feelings of learners about this kind of instruction including low degrees of stress, high levels of excitement, fun, motivation, and clarity that provided another evidence for worthwhile impacts of sociocultural instruction. 

Instructors are one of the main pillars of teaching-learning process that play an undeniable role in improving the quality or disqualifying the educational system. UNESCO sees education as the key to the development of societies and a path that empowers individuals to realize competencies and increase control over the decisions that affect them. However, in order to teach and create sustainable learning, teachers in the education system must have a set of knowledge and skills that are called professional knowledge or professional competencies of the teacher (teacher competencies); at the same time, training capable students is one of the concerns of the education system. In order to have professional and entrepreneurial people, they must be properly and scientifically trained in schools so that they can play their role in the labor market and society properly. This requires improving teaching methods and increasing the skills of teachers. Given that countless people are studying and wanting to do a good job, governments and most likely the people hold the education system, especially teachers and administrators, directly responsible for their learning or non-learning. In this regard, one of the learning strategies in the national curriculum is to benefit more from active, creative and uplifting methods, by innovative and creative organization of the process of collecting and cumulating facts, to provide the basis for science and knowledge. The purpose of this article is study about the relationship between middle school teacher’s job satisfactory and their competency; also measuring the level and amount of this professional competency based on constructivism approach.

The study type is applied research and descriptive (mean and frequency) and in inferential statistics part, mean, independent t-test, single t-test, and Pearson correlation coefficient methods has been used. The competency for constructivism test was used by means of questionnaire. Reliability of the constructivism professional competency questionnaire based on Cronbach's alpha was 0.98 and for questionnaire of job satisfactory based on Cronbach's alpha was 0.81. Middle school teachers (164 male and 177 female teaching during 2016-2017) in Baharestan area were the participants. For sampling, Census method has been used.

Results of independent t-test showed that teachers have an average amount of constructivism professional competency. Based on Pearson correlation coefficient between job satisfactory and constructivism professional competency is 0.37.  In whole, results showed that teachers who have higher job satisfactory will have a higher amount of constructivism professional competency.

Overall, this study showed that teachers have a moderate level of professional competence and in fact a constructive attitude, and this competence is related to teachers' job satisfaction. Therefore, it is suggested to the authorities that appropriate in-service courses be held to familiarize teachers more with the constructivist approach. Also, since job satisfaction is related to the competence of constructive professionals, to make this approach more effective they have to try to provide conditions for job satisfaction of teachers. 

The historical experience of the development process in the industrialized countries shows that agriculture has played a key role in the national development of these countries. Agriculture has complex social, political, economic, ecological, aesthetic and moral aspects. Optimal confrontation with complexities, lack of uncertainty and norms, and conflicting values ​​and tendencies require fundamental changes in agricultural work and as a result, fundamental changes in the competencies are required by agricultural students and rural development. The goal of education should be to nurture talents, grow and develop abilities and competencies, not to define the future for students. Agricultural graduates must not only be equipped with technical and specialized skills, but also have skills to facilitate development processes, including proficiency in project management, communication and negotiation. The main objective of this research was to identify the needs of agricultural students on professional competencies and its relationship with the social structure of education based on the Borich's model.

The statistical population of this study consisted both senior undergraduate and postgraduate students on different agricultural fields at both Bu Ali Sina University of Hamedan and Razi University of Kermanshah (N = 850). Of those, 385 students were selected as samples by using Cochran's formula and a simple random sampling method. The main tool for data gathering in this research was a questionnaire whose questions were designed in three sections: professional competencies, social structure of education, academic motivation. The validity of the questionnaire was calculated using a panel of experts and its reliability was calculated by Cronbach's alpha test and it was 0.88.

The results of the research showed that from the viewpoint of the agricultural students about professional competencies, 8 items need to be learned by the students and integrated into students' curriculum. These were: 1. Practical skills, 2. English skills, 3. Agricultural experience, 4. Ability to implement various agricultural projects, 5. Ability to implement research project; 6. Agricultural and environmental technical knowledge; 7. Information and communication technology skills; and 8. Creativity and innovation. The results of structural equation analysis also showed the direct effect of professional competencies on two variables of academic motivation (0.78) and social structure of education (0.63), and they were significant at the level of 0.001. The results also showed that academic motivation had a direct effect on the social structure of education with a path coefficient (0.82).

Different approaches can be used to formulate competencies and having a competency framework in a specific area. In this context, according to the functional areas and the level and nature of the expected behaviors, competencies can be divided into technical competence, methodological competence, social competence and individual competence, the ratio of which can vary from job to job. Combining different types of competencies together creates a type of competency that can be described as professional competence in practice. In recent years, one of the emerging issues is that competencies and their roles are a contributing factor to the organizations that deal with the changing environment. In this regard, the competency-oriented approach focuses on individuals and highlights the importance of human resources to achieve organizational goals.

Given the basic needs of humans in various social, emotional, intellectual and physical aspects, the current learning environment is far from reaching the living and active space, the place to encounter, experience, and so on. various studies show that collective sense has the greatest impact on the participation of individuals in the performance of the environment. the collective sense is multidimensional, and the place must be somewhere for a collective sense among users. One of the missions of designers and architects is to create a proportionate relationship between humans and the environment around them. To achieve this goal, the creators of space must have a correct understanding of human behavior in different environments to strengthen the connection between man and place. Studies of learning environments have grown significantly over the past 30 years and many studies have been done on the relationship between the classroom environment and student learning. The history of studies of educational spaces shows that these environments have been less studied from sociocultural aspects. The school environment has been studied as a social learning environment for the last four decades. This indicates that the spatial features of the school building can increase or decrease opportunities for interaction between students, which in turn affects the level of socialization, awareness and knowledge of others and the level of collective feeling.

Based on available literature, the five-dimensional model of the richness of place, social ties and interaction, collective activity, security, and sense of belonging and identity were extracted as the most effective criteria for revealing collective sense. to evaluate the theoretical model, three schools were selected from among high schools in Tehran and appropriate questionnaires were distributed among them. the research sample consisted of 750 people who have been selected by random sampling method. content analysis method was used in theoretical part to categorize the views and the case study was used for doing the research. the research method is factor analysis.

The factor load of each measure in the theoretical model was determined and finally, 11 final strategies for designing the educational environment were explained.

This study seeks to evaluate the relationship between collective sense and the quality of educational spaces. Closed educational spaces are the platform for social interactions between users, so it is necessary to review and pay special attention to the design of educational closed spaces as a collective space in many types of education today. The results of this study emphasize the importance of spatial features on the evaluation of collective feeling in place. Accordingly, the mental-psychological and behavioral-activity dimensions are other effective criteria in the collective feeling among users. The presented results are the first step in analyzing and evaluating the closed educational space. The results of this research can be considered as the starting point to evaluate and review the closed educational spaces and become the basis for developing a design guide to improve the quality of the closed educational space.

Technology is a widespread and vital event in the present time. The digital form and the telecommunications sector, which have been accompanied by the transformation of social structures, have transformed the daily life more than the biological arenas and the ecology. The essence of technology is not neutral to be passive in the face of human affairs such as culture, but between technology and the production of thought has always been a two-way relationship. Technology has its own knowledge and is related to the philosophical infrastructure of time and it changes with them. This type of knowledge is based on performance and does not have a metaphysical nature. One of the technological events is the realization of a cybernetic space that is closest to the nature of technology. This proportion is due to the technological nature of cyberspace, the new human habitat in the form of transhumanism and the desire to circulate information rhizome, multidimensional and decentralized. The purpose of this research is the philosophical analysis of technology and to find its relation with cyberspace that is done analytically.

The type of research is applied and the research method is analytical-documentary.

Research findings show that what brings an object to the technological level is its structure and rationality, which both meet biological needs and generate new needs for humans; and progresses in a dialectical process to find its relation to the production of thought. Also, the study of the relationship between thought and technology shows that the Gestalt attitude towards technology is related to the relationship between man and technology. This ratio is explained by the specific knowledge of technology based on its conceptual basis in postmodern knowledge. The knowledge that is flexible, relative, and fragile and does not fit into the rational methods of modernism is present in cyberspace, which is the most pervasive form of technological events and, above all, reflects the nature of technology, in the form of pretense, two-tier, and network development. In the section related to human relationship with technology, it was discussed that human beings as creators and users of technology, when faced with a non-technological position, face challenges in the field of ethics, meaning-seeking, transcendence, type and extent. They face responsibility and understand the true relationship with their body and use all their material and spiritual resources to respond to them. Finally, in an ideological context that depicts man's confrontation with technology, cyberspace emerges as an expressive and broad form of technology; an atmosphere that clearly reflects the nature of technology and is a platform for the intersection of technology and society. Research findings show that the abundant entanglement of humans with technology indicates the dominance of the technical object. This dominance is so great that it serves the idea of ​​absolute interconnectedness of the world to more accurately describe the functional life of postmodern man, who has cybernetic imaginary structures and suffers from narcissistic hallucinations as a result of technicality, cyber-extremes and detachment from physical incarnation.

The results indicate that the dominance of the technological object and its effects in cyberspace has led to a decrease in responsibility, conflict with the category of meaning, transcendence and moral encounters.

The introduction of ICT in education has revolutionized traditional styles and challenged learning theories. The achievements of such a presence have led to virtual classrooms, smart universities, virtual universities and e-learning in general. In fact, communication in the world of education has become the basis for all interactions between professors / learners and learners and between educational and governmental institutions and among other institutions. The use of ICT in today's world has led to major changes in teaching and learning: the abundance of information changes students' perceptions of the world; wide distribution and easy access to information have changed the relationship between faculty and students; flexibility transforms the dimensions of space and time of human educational life. All of these changes are evidence that ICT has gradually become an essential element of educational reform and innovation in today's society, bringing our education system closer to the age of e-learning. The education has been influenced by Information and Communication Technology (ICT) and these technologies have influenced teaching, learning and related researches. The purpose of this research was to provide a systematic study and to present a combination of studies in the field of the situation and the role of information and communication technology in the teaching-learning process.

The method was qualitative and was carried out in the form of research synthesis. Relevant research resources were selected, categorized and analyzed from year 2000 to 2016 in a systematic manner; then, in a tiny screening stage, 29 researches that have intended criteria were selected. Then, a synthesis of their findings was presented in accordance with the principles of composition, rethinking and rearrangement of data.

: The findings showed that there are two trends between ICT and the teaching and learning processes: a) Facilitating trend; b) Stream making trend. While these two trends overlap in some cases and it is difficult to draw a clear border between them, they have features which they could be separated from each other and their aspects, features and impacts on teaching–learning processes could be studied. Accordingly, the effects of Facilitating trend on the teaching-learning process be revealed in the short term; these effects are often displayed in hardware and affect the appearance of the components of the teaching -learning process. The stream making trend of ICT in the teaching-learning process involves changes that affect the quality and condition of teaching-learning processes at a deeper and more complex level. These changes can be considered as some form of long-term results of the Facilitating trend which can be appears as software. In fact, the use of technology tools in the short term has changed the form of education, but its consequences in the long-term and in conjunction with other influential factors have led to the emergence of new approaches and trends in education and the general trend of education has undergone fundamental changes.

The result obtained in this study indicates that the flow-making process of ICT is definable with ten components: 1) the constructive nature of ICT; 2) the relationship between ICT and personalization of the teaching and learning process; 3) ICT in the service of cultivating multiple intelligences; 4) The relationship between ICT and the motivational effect of learning; 5) The relationship between ICT and student-centered learning; 6) Improving and enhancing thinking skills; 7) The relationship between ICT and evaluation of learning; 8) Emphasis on self-learning; 9) Shaping deep, fast and sustainable learning; and 10) changing the role of the teacher.

 In recent years, in addition to educational and research missions, attention to entrepreneurship has increased in universities and scientific centers around the world, and therefore entrepreneurship training courses have been expanded in them. Evidence shows that environmental support and creating an appropriate environment for the effectiveness of the education system and educational technologies in the creation and development of businesses can have an effective impact on their entrepreneurial path. The entrepreneurial ecosystem is defined as the close relationship between individuals, the government and its affiliated institutions, and other influential components to support entrepreneurial activities in a particular geographical area. This ecosystem may be regional or national, or even university-level. The study of the higher education policies for university entrepreneurship ecosystem creation has become one of the major new and important topics in the field of higher education and university entrepreneurship ecosystems. Hence, changing the approach from purely educational and research planning to the establishment of the university campus entrepreneurship ecosystem has been attended by the world's leading universities. Current paper aims to design a model for creating an Entrepreneurial University Campus Ecosystem (EUCE) with the configuration and leveling of the factors.

Hence using a qualitative approach, an in-depth and exploratory interview was conducted with 20 experts from the research population.

Then, using open and axial coding method, 9 axial factors were identified. The axial factors affecting the creation of Entrepreneurial University Campus Ecosystem (EUCE) have been classified using an Interpretive Structural method. A questionnaire was designed and distributed among 28 academic and field experts. A group of five experts on EUCE has studied the completed questionnaires and determined the relations between subject to disagreement components. Then, Interpretive Structural Modelling was built using Matlab software to develop an EUCE model.

The results showed that the factor of promoting the culture of entrepreneurship ecosystem on campus, despite being an internal factor of the university, will play a very important role in creating an entrepreneurial ecosystem on campus (as an example of society) and developing an individual entrepreneurial culture. Corporate entrepreneurship culture and organizational entrepreneurship culture within the university will play an important role in improving the level of readiness to develop the university entrepreneurship ecosystem. In addition, improving university policies and laws, creating and expanding the infrastructure needed to create a university entrepreneurship ecosystem, improving the level of policy and management of university financial resources, increasing the intensity and level of research and development in the university ecosystem, have a great impact on creating an entrepreneurial ecosystem on campus. The new approach presented in the higher education system based on the new model of entrepreneurship ecosystem of the university campus presented in this article will be useful for all managers of the Ministry of Science, Research and Technology and the heads and boards of universities and researchers interested in developing higher education in Iran and other developing countries.

Cloud processing provide services based on gradual price structure for essential software and hardware services (e.g., applications, storage, processing power, virtual server) in web media (e.g., cloud). As a result of scalability and eliminating the need for large investments in expensive hardware and software licenses, and offering benefits, it offers significant costs to organizations. Continuous software and hardware upgrades have become commonplace (and expensive) in many organizations. This situation is likely to worsen in the current economic situation after the imminent collapse of the world's financial systems. Cloud computing can provide the opportunity for many of these organizations to continue to take advantage of new developments in IT technologies at affordable cost. Different organizations in the world are increasingly dynamic. A major part of this situation is the result of developments and innovations in technology, particularly Information and Communication Technology (ICT). The objective of the present study is to investigate knowledge management initiatives in the cloud processing era to identify the current situation as well as future research. Different dimensions such as objectives, different types of knowledge and technologies will be investigated.

After mapping studies at 4 databases of IEEE, AMC digital library, SpringerLink, and Science Direct, 9 articles were identified about knowledge management initiatives at the cloud processing era and in order to extract the related information, they were investigated within a set of questions. Although only a few studies were found that indicated knowledge management initiatives at the cloud processing era, studies show increasing interest in this topic in recent years. From the perspective of knowledge management, most of studies on the dimensions related to presenting cloud issues and new web-based software for knowledge management discuss the utilization of knowledge management system.

The results show that knowledge management is an important strategy to increase effectiveness, promote choices, and use suitable techniques and methods in cloud issues. On the other hand, inadequacy of the existing knowledge management systems is referred as the biggest problem related to knowledge management implementation in the era of cloud processing.

In this paper, a systematic mapping of knowledge management in cloud computing was provided. Nine research questions were defined and examined the following aspects. 1) Distribution of selected studies throughout the year; 2) Research focus from the perspective of cloud processing; 3) Research focus from the perspective of knowledge management; 4) Type of research; 5) Reported problems; 6) Objectives of applying knowledge management in cloud processing; 7) Types of knowledge commonly managed in background of cloud processing; 8) Information technology used in knowledge management in cloud processing; and 9) Main conclusion (advantages and problems) reported in the implementation of knowledge management. Knowledge management in cloud processing has been shown to be a very committed and promising field of research. Knowledge management helps to examine knowledge in the organization in different ways, as shown by this systematic mapping. The main part of this work is to reveal some aspects related to the application of knowledge management in cloud processing for future research in this field.

Mobile learning is a subset of e-learning and focuses on the use of portable learning tools. This method of learning allows learning regardless of time and place. In learning, students are able to learn from a variety of sources around the world. This enrichment leads to effective and meaningful learning. In addition, learners in this environment can change their learning environment and use a variety of learning experiences. The role of social (communication) and managerial processes (teaching and classroom skills) is also important in this regard. The purpose of this research is Impact use of education model based on mobile learning environments on Social peresence and teaching peresence for Smart schools students in mathematical lesson.

in this research goal, a mixed methods research was used. In this research we used quasi-experimental with pre-test and post-test design with control group. Research statistical population included all girl students studying in Tehran Smart schools. In order to select the sample size using multi-stage cluster sampling method from among smart schools in Tehran, one school was selected and finally 15 people were in the experimental group and 15 people in the control group. Multivariate analysis of covariance was used to test the first and second hypotheses of the study.

The results showed that the application of this model was effective on all dimensions of social presence and teaching presence in the experimental group compared to the control group (in the post-test).

. The present study was conducted to investigate the effect of the application of mobile learning model based on social presence and attendance of smart school learners in mathematics. The results of the analysis of research data indicate that the application of mobile learning model has a positive effect on social presence and the presence of smart school students teaching in mathematics. Students in the mobile learning management system scored higher than the other group trained in the traditional environment. This indicates the effectiveness of the environment designed for mobile learning in terms of social presence and teaching.