technology

Educational transformation is increasingly influenced by emerging technologies, offering unique opportunities to redefine the learning process. The aim of this study is to critically analyze the body of scientific literature related to the use of emerging technologies in the educational domain, with a focus on their impact on teaching and learning processes. A systematic review of scholarly literature was conducted, and a total of 58 articles published between 2023 and 2025 were analyzed. The findings indicate that while there is growing interest in integrating technologies such as artificial intelligence and augmented reality, concerns about their implementation and effectiveness have also emerged. Additionally, identified research trends suggest a multidimensional approach to the use of these technologies, emphasizing the importance of teacher training and the educational context in which these technologies are applied. The results demonstrate that to maximize the positive impact of these technologies, an informed pedagogical approach that accounts for both their advantages and challenges is essential. This analysis provides a foundation for future research and offers guidance for educators and policymakers in effectively integrating emerging technologies into educational settings.

This study aims to identify the key factors influencing the technology-based educational and research efficiency of elementary school teachers, with an emphasis on professional skill development.

This applied research employs a mixed-methods approach (qualitative and quantitative). The statistical population includes experts, specialists, and faculty members of Farhangian University. In the qualitative phase, 30 experts were selected through snowball sampling and interviewed. In the quantitative phase, 300 elementary school teachers and 25 faculty members were selected using the census sampling method. Data collection tools included semi-structured interviews and researcher-developed questionnaires. Qualitative data were analyzed using thematic analysis, while quantitative data were analyzed using confirmatory factor analysis (CFA).

The qualitative analysis identified six key factors affecting the technology-based educational and research efficiency of elementary school teachers. Socio-cultural factors, including cultural diversity and communication skills, play an important role. Technology-based skills, such as content creation and proficiency in educational software, significantly impact teachers’ effectiveness. Educational approaches and strategies, including modern teaching methods and learning management, contribute to improved instruction. Knowledge and awareness, particularly pedagogical knowledge and familiarity with educational technologies, enhance teaching efficiency. Psychological and personality traits, such as motivation, creativity, and attitude toward technology, also influence performance. Additionally, infrastructure and educational planning, including digital resources and internet access, are essential for integrating technology into education.

The findings indicate that technology-based skills have the highest impact on improving educational and research efficiency, while psychological and personality traits have the least influence. Strengthening professional skills through technology-focused training is essential for enhancing the effectiveness of elementary school teachers.

 One of the key responsibilities of policymakers is the evaluation of curricula. This study evaluated the pilot implementation of the sixth-grade Work and Technology learning package.

This research employed a mixed-methods approach (quantitative and qualitative). Data were collected using classroom observation, interviews, questionnaires, and focus groups involving 46 teachers, 92 students, 46 administrators, 94 parents, and 44 classrooms from settings across seven provinces. The research tools focused on assessing the curriculum's objectives, alignment with students' physical and cognitive abilities, feasibility of the proposed teaching-learning methods, applicability of the planned evaluation methods, quality of the learning package components, teachers' competencies and training needs, and the effectiveness of the teacher training package.

The results revealed that students achieved the 70% benchmark in 9 objectives (sensory reception, generating ideas skills, completing projects tailored to students' abilities, adhering to project requirements, empathetic and responsible behavior, acquiring basic learning skills, proper utilization of technologies, and product presentation), while they didn’t reach in three other objectives. The learning curriculum materials has shortcomings in terms of specialized and technical vocabulary, activity complexity, conceptual level, and gender dependency. Regarding the feasibility of teaching-learning methods, deficiencies or flaws in instructional design by teachers were observed. In terms of the feasibility of assessment methods, tools such as behavior observation checklists, self-assessment, peer assessment, and work reports were the least utilized among teachers. Concerning the book's appearance, there were issues related to font size, book cover, book volume, and textual design and writing. Regarding teachers' competencies and training needs, suggestions such as providing tools, equipment, and resources, time scheduling and time management for implementation, and content revision were proposed.

The evaluation of the pilot program revealed design flaws that need addressing. The findings of this study can contribute to improving the quality of the Work and Technology curriculum and designing effective training programs for elementary school teachers..

The aim of this research is to examine the impact of technology-based mathematics education on the development of pedagogical content knowledge (PCK) among students-teachers in the primary education program.This research is classified as applied research and was conducted using a quasi-experimental design with pre-tests and post-tests.The research population consisted of 320 female student - teachers from the primary education program at Farhagian University, Hamedan province. From this population,a group of 23 students-teachers with a diploma in humanities and another group of 23 students-teachers with diplomas in experimental and mathematical sciences were selected through simple random sampling.The data collection tool was a researcher-developed assessment designed to evaluate pedagogical content knowledge in mathematics.This assessment focused on the understanding of pedagogical content knowledge related to mathematical concepts and was administered in both the pre-test and post-test phases. In the classes of both groups, technology-based mathematics education was conducted based on MATLAB GUI and through the program (MathsApp) in 10 two-hour sessions.For data analysis, paired t-tests with a repeated measures design and ANCOVA were used.The results of the findings indicated that technology-based mathematics education significantly impacts the development of pedagogical content knowledge for student teachers in the field of elementary education with a diploma in humanities, as well as for student-teachers in the field of elementary education with diplomas in mathematics and experimental sciences. the results showed that there is no significant difference between the two groups regarding the impact of technology-based mathematics education on the development of pedagogical content knowledge of student-teachers.

To assess the impact of including design thinking within the work and technology curriculum on students’ mental habits, a semi-experimental study with pre- and post-tests was conducted. Participants in the study were junior high school students totaling 120 in six classes across all three grades. One of the two classes of each grade was taught utilizing design thinking. The data on students’ mental habits were collected using a translation of a known questionnaire with acceptable validity and reliability. However, the internal consistency of the translation was calculated to be 0.85. Covariance analysis of the collected data revealed that the experimental groups across all grades exhibited improved mental habits and the inclusion of design thinking in the curriculum can help students with habits such as problem solving, creative thinking, critical thinking, lifelong learning, flexibility in thought and behavior, empathy, and mutual understanding.

The use of technology in modern educational approaches is an inevitable principle in today's era. The changing nature of today's world has caused the educational system to be in need of innovation and change to coordinate with these transformations and challenges, however, the attitude of teachers is one of the factors that play a decisive role in the productivity and effectiveness of these types of educational tools. Therefore, this study was designed and implemented with the aim of investigating the attitude of primary education teachers towards technology and its relationship with teachers' performance in 2023. The current research is a cross-sectional descriptive study that was conducted on 320 elementary school teachers in Tehran province. After obtaining written informed consent from the participants, the data in this study were collected using demographic information questionnaire, attitude towards technology questionnaire and teachers' educational performance questionnaire. At the end, the data was analyzed using SPSS version 22 software. According to the results, the average score of the participants in the scale of attitude towards technology is estimated to be 148.57±12.68. Also, the results showed that there was a significant statistical relationship between the two components (p=0.039). So that in the participants who had obtained more technology attitude score, their educational performance score was higher. The present study showed that there is a direct and meaningful relationship between teachers' attitudes towards educational technologies and their performance. Considering the direct relationship between teachers' attitude towards technology and their educational performance, this issue should be set as an alarm for education officials. In this regard, it is recommended to hold classes for teachers to familiarize themselves with new educational tools and remove educational obstacles.

The current research was conducted to identify the challenges of teaching workbooks and technology from the point of view of the sixth-grade teachers of Shush City to provide a suitable solution. The research method of this study was a qualitative method of phenomenology. The statistical population included 6th-grade teachers of Shush City with 10 years of teaching experience in work and technology subjects. The interviewees were purposefully selected from among the sixth-grade teachers in Shush, and finally, in this section, interviews were conducted with 13 of these teachers using the theoretical saturation criterion. The resulting data were analyzed using the content analysis method. Based on the findings of this research, 14 general challenges and obstacles which include: problems related to the content of educational books, lack of workshop and suitable physical space for doing practical work, lack of suitable workshop facilities, non-cooperation of the manager with the secretary of labor and technology, assigning work lessons and Technology to non-specialist teachers, lack of time, lack of scientific tours and visits, lack of cooperation of parents, lack of financial resources, weak knowledge and skills of teachers, lack of appropriateness of educational content with the needs of students, weak implementation of evaluation, lack of cultural background, low The position and value of work and technology among the officials was identified, and then 11 appropriate solutions to solve these challenges in teaching work and technology books were extracted based on the findings.

The development of digital technology has led to the creation of various learning options in the field of science education. Technologies such as game-based learning have been used in several scientific fields and have revealed various benefits regarding its use. However, little research has been conducted to understand how game-based learning enhances student learning in scientific contexts. On this basis, the focus of the present study has been on the use of game-based learning in the literature of science education, through the review of research indexed in several international scientific databases. In this study, a total of 31 researches conducted between the years 2015 and 2021 were examined and it provides valuable data about the techniques of increasing students' skills in science education. Although most past works have supported the positive results and potential of game-based learning to meet the educational requirements of science about learning, social, cognitive, and psychological abilities and skills, however, the results indicate that game-based learning is more for strengthening Students' learning skills are used. In addition, this study has highlighted the gaps and defects in the literature of this field.

The strategically researches results show, the high tech countries have much science and the countries is poor of science. In this case decided to analysis the knowledge and science process, for development and depts. them in high tech countries according to the EMAM KHAMANEI intellectual system. In this research, after complex the Emam Khamanei sentences about science and knowledge, used Grounded Theory. Finally earned 23 strategy. The result shows the new powerments and the innovation and creativity levels of human capital effect the knowledge and science development. So with used of human capital powerment, we can product the knowledge and technology and the knowledge based kinds exportation have done with the knowledge and science upgrade.

This study aims to explore the prospective research dimensions of technology governance within higher education through internal investigations. Utilizing a qualitative approach, the research adopted an inductive methodology and qualitative meta-synthesis method. The present investigation employed a comprehensive sample of 50 peer-reviewed scholarly articles that were published in esteemed domestic academic journals and conference proceedings between the years 2009 and 2023. Of this corpus, 20 articles were selected based on a set of predefined criteria, including their level of precision, originality, and innovative content. Data analysis was conducted using qualitative analysis facilitated by the maxqda20 software. The analysis yielded 89 codes, categorized into 4 primary themes, addressing topics such as the future of technology, technology's role in higher education in Iran, future trends in higher education research, and forthcoming research directions. The findings suggest that forthcoming internal research endeavors in technology within higher education are oriented towards aspects external to the university, particularly concerning the institution's engagement in the metaverse domain, which is anticipated to instigate comprehensive transformations.

Religion and technology are pervasive phenomena of human life and their interaction has taken various forms. The purpose of this research is to formulate types of synergy between religion and technology (superficial, incorrect and incomplete). Also, a favorable and responsible approach to this relationship is presented from the perspective of a technological person and a religious person. The purpose of religion is to educate a person; The highest goal of religious education is to reach closeness as a formative reality; So, in this research, the effect of synergy between religion and technology is explained and analyzed to clarify its effect in reaching this goal. The research method is descriptive-analytical. The findings show that although religion and technology can benefit from each other in multiple ways, sharing in the search for excellence has caused new aspects of their synergy. In this research, the type of religious man's encounter with technology and the technological man's encounter with religion are drawn. The focal position of the concept of closeness in Islamic education is paid attention to highlight the superstructure and underlying reflections on the relationship between religion and technology for the guardians of education who are interested in both religious growth and the intelligentization of educational centers and content. The results of the research show that the face of technology itself and its aspects that serve the basic needs of mankind, consciously or unconsciously lead to closeness; But when technology is used for selfish human policies and procedures, it is destructive and undesirable.

system of education, especially Vocational branch, one of the important trends to develop and grow individuals entrepreneurial skills in people. The purpose of this study is the contents of the book of the visual arts of technical and Professional branch in 2020-2021. The instrument was a content analysis form consisting 7 main components, i.e. success-seeking, risk-taking, accountability, creativity and innovation, tolerance for ambiguity hardworking, and internal control. To confirm the validity and formal and content reliability of the study, the views of experts in educational planning and specialists of entrepreneurship were used. Reliability is calculated 0/81 by using Holsty reliability formula .Content analysis have been analyzed using Shannon entropy method. The results showed that among the seven components studied. The tolerance for ambiguity with the information load is 88.5 and the importance factor of 0.17 is the most attention And the success seeking factor with the amount of information load is 60.42 and the importance coefficient of 0.11 has the least attention. Considering the distribution of entrepreneurship components in the content of the book, in addition to tolerance for ambiguity, it creates a good context for success seeking , riskiness, accountability, hardworking, innovation and creativity, and internal control

Fostering adept human resources capable of addressing the demands of the labor market and society is a fundamental goal of higher education institutions and universities. Curriculum programs, serving as the primary conduit for transmitting knowledge to students and forming the bedrock of a substantial portion of university education, play an indispensable role in shaping competent graduates adept at executing their job responsibilities. This objective can be achieved by designing and implementing well-aligned curriculum programs that cater to societal needs and conditions. Among the pivotal considerations in curriculum design is the significance of innovation and revision in curricula, alongside the synchronization of content and pedagogical methods with evolving circumstances. Revision and change are inseparable concepts from the curriculum. Nowadays, implementing modifications has become a daily reality in educational systems and educational revitalization sectors of various countries. These curriculum transformations, serving as the core of educational systems, must harmonize with society's emergent needs; otherwise, a decline in curriculum quality is inevitable. The recognized importance and compelling need for curriculum revision in the national higher education framework cannot be overstated. As society and industries evolve, it becomes crucial for educational institutions to adapt their curricula to meet the changing demands and requirements of the workforce. However, despite this pressing need, the practice of reviewing, adjusting, and enhancing curricula is often neglected within existing curriculum frameworks. However, curriculum revision holds a special significance, particularly in Iran. The University of Applied Science and Technology, tasked with providing skill-focused and professional higher education, is not exempt from this need; it's entrusted with cultivating skilled human resources aligned with predetermined visions and goals. Consequently, heightened emphasis on curriculum revision is requisite. The established curriculum structures and processes are often deeply rooted and resistant to modifications. This resistance can stem from various factors, including bureaucratic hurdles, lack of awareness about the necessity of curriculum revision, and the fear of disrupting established routines and traditions. This study delves into the investigation and identification of factors affecting and affected pertinent to curriculum revision within skill-based higher education programs in the nation. This study adopted a quantitative approach and utilized a descriptive-survey methodology. The statistical cohort consisted of curriculum planners from comprehensive scientific-applied universities across four provinces: Tehran, Isfahan, East Azerbaijan, and Razavi Khorasan. Employing purposive sampling, a total of 66 individuals were selected as participants. These curriculum planners hold responsibility for crafting curriculum programs and have actively participated in curriculum design efforts. Given the absence of standardized questionnaires in this domain, a researcher-developed questionnaire was constructed based on theoretical foundations and prior research. The questionnaire comprised 17 queries and employed a Likert-type scale ranging from "no effect" to "very high effect," each assigned scores from 1 to 5. The questionnaire's formal validity was ratified by six curriculum experts, while its reliability was assessed through Cronbach's alpha, yielding a coefficient of 0.85. Data analysis employed Fuzzy Dematel and the Smart PLS software. The selection of the fuzzy approach stems from its ability to address uncertainties and ambiguities present in respondents' verbal responses. Consequently, employing the Fuzzy Dematel methodology, which necessitates a suitable linguistic spectrum for data collection, becomes essential. As a result, the initial presentation included an analysis of curriculum planners' responses concerning the influence of factors in each province. Subsequently, the designed model, utilizing the most influential factors for each element, was validated through the Fuzzy Dematel method employing structural equations and the Smart PLS software. The Fuzzy Dematel method is presented in the form of determining cause-and-effect relationships among influential factors in five steps, which are as follows: Step 1: Creating a measurement system for the relationships among factors. Step 2: Creating a matrix of direct relationships. Step 3: Normalizing the matrix of direct relationships. Step 4: Creating a matrix of direct and indirect relationships. Step 5: Calculating the overall sum of rows and columns. The findings unveiled common affecting factors across the four provinces - Tehran, Isfahan, East Azerbaijan, and Razavi Khorasan. These encompass the alignment of curriculum with national human resource development policies, the imperative of curriculum adaptation and enhancement, the need for quantifiable course objectives, the significance of practical internships in refining student competencies, curriculum responsiveness to job requisites, and congruence with student admission criteria in various fields of study. Similarly, shared the affected factors across the mentioned provinces included course titles aligned with objectives and employable professions, practicum course guidance by centers and instructors adhering to the curriculum, synchronization of course outlines with contemporary technologies and sciences, and coordination between associate and bachelor's degree levels. The findings underscore the need to base curriculum design on problem-solving-oriented learning, critical thinking, and experiential learning to enhance skill acquisition, job responsiveness, and overall curriculum effectiveness. In essence, simulating classroom environments or conducting classes within industrial and workplace contexts can facilitate the realization of these objectives. Regarding the affecting factors in curriculum revision in each of the studied provinces, it can be stated that different prioritization in each province indicates the importance and necessity of focusing on curriculum alignment in higher education. This is because factors such as cultural and social diversity, human resources, available natural and non-natural resources in each province, the job market needs of the province, the diverse attitudes of individuals in each geographical region, and the stakeholders of curriculum revision, all play a role in guiding curriculum changes and revisions in each province. In order to adapt the curriculum goals to the required skills and professions of each province, the curriculum designers need to take these factors into account in the process of changing and revising the curriculum in each province.In general, factors affecting curriculum are considered prerequisites that must be taken into account during curriculum revision. Derived from perspectives of curriculum planners, these factors act as prerequisites for the affected factors in the curriculum, and as a result, focusing on effective factors leads to the reinforcement of the affected factors. For this reason, special attention to effective factors in enhancing, improving, and revising the curriculum of each province should be a considered by curriculum designers. In the present study, the findings extracted from the perspectives of curriculum designers serve as a roadmap and guiding light for the officials of the University of Applied Science and Technology in revising curriculum programs. Therefore, it is expected that the findings will be utilized for the purpose of correcting, improving, and reviewing the curriculum programs.

The present research was conducted with the aim of studying the teachers' lived experiences of the use of technology in the middle school curriculum. Qualitative research approach and study method was phenomenology. The statistical population of the research was made up of secondary school teachers who had the experience of using technology in the implementation of the curriculum. The sample size was based on the rule of theoretical data saturation, so based on the rule of theoretical saturation, 19 participants were selected using targeted sampling of the desired type. The criteria for selecting the participants of the research was teachers who used educational technologies in the implementation of education. The research tool was semi-structured interviews. Thematic analysis method was used to analyze the data. From the analysis of the interviews, 8 organizing themes and 104 basic themes were extracted. The findings showed that facilitating learning, positive changes in pedagogy, new technological innovations, facilitating administrative processes, lack of appropriate technical platforms and infrastructures, challenges related to easy labor, managerial challenges, consequential challenges of The main experiences of the teachers in the process of implementing the curriculum were based on technology. According to the results of the research, it can be said that in order to increase the use of educational technologies in the implementation of the curriculum, the trustees of the educational system should facilitate the technical, legal and managerial bases of using these technologies.The present research was conducted with the aim of studying the teachers' lived experiences of the use of technology in the middle school curriculum. Qualitative research approach and study method was phenomenology. The statistical population of the research was made up of secondary school teachers who had the experience of using technology in the implementation of the curriculum. The sample size was based on the rule of theoretical data saturation, so based on the rule of theoretical saturation, 19 participants were selected using targeted sampling of the desired type. The criteria for selecting the participants of the research was teachers who used educational technologies in the implementation of education. The research tool was semi-structured interviews. Thematic analysis method was used to analyze the data. From the analysis of the interviews, 8 organizing themes and 104 basic themes were extracted. The findings showed that facilitating learning, positive changes in pedagogy, new technological innovations, facilitating administrative processes, lack of appropriate technical platforms and infrastructures, challenges related to easy labor, managerial challenges, consequential challenges of The main experiences of the teachers in the process of implementing the curriculum were based on technology. According to the results of the research, it can be said that in order to increase the use of educational technologies in the implementation of the curriculum, the trustees of the educational system should facilitate the technical, legal and managerial bases of using these technologies.The present research was conducted with the aim of studying the teachers' lived experiences of the use of technology in the middle school curriculum. Qualitative research approach and study method was phenomenology. The statistical population of the research was made up of secondary school teachers who had the experience of using technology in the implementation of the curriculum. The sample size was based on the rule of theoretical data saturation, so based on the rule of theoretical saturation, 19 participants were selected using targeted sampling of the desired type. The criteria for selecting the participants of the research was teachers who used educational technologies in the implementation of education. The research tool was semi-structured interviews. Thematic analysis method was used to analyze the data. From the analysis of the interviews, 8 organizing themes and 104 basic themes were extracted. The findings showed that facilitating learning, positive changes in pedagogy, new technological innovations, facilitating administrative processes, lack of appropriate technical platforms and infrastructures, challenges related to easy labor, managerial challenges, consequential challenges of The main experiences of the teachers in the process of implementing the curriculum were based on technology. According to the results of the research, it can be said that in order to increase the use of educational technologies in the implementation of the curriculum, the trustees of the educational system should facilitate the technical, legal and managerial bases of using these technologies.The present research was conducted with the aim of studying the teachers' lived experiences of the use of technology in the middle school curriculum. Qualitative research approach and study method was phenomenology. The statistical population of the research was made up of secondary school teachers who had the experience of using technology in the implementation of the curriculum. The sample size was based on the rule of theoretical data saturation, so based on the rule of theoretical saturation, 19 participants were selected using targeted sampling of the desired type. The criteria for selecting the participants of the research was teachers who used educational technologies in the implementation of education. The research tool was semi-structured interviews. Thematic analysis method was used to analyze the data. From the analysis of the interviews, 8 organizing themes and 104 basic themes were extracted. The findings showed that facilitating learning, positive changes in pedagogy, new technological innovations, facilitating administrative processes, lack of appropriate technical platforms and infrastructures, challenges related to easy labor, managerial challenges, consequential challenges of The main experiences of the teachers in the process of implementing the curriculum were based on technology. According to the results of the research, it can be said that in order to increase the use of educational technologies in the implementation of the curriculum, the trustees of the educational system should facilitate the technical, legal and managerial bases of using these technologies. consequential challenges of The main experiences of the teachers in the process of implementing the curriculum were based on technology in education. According to the results of the research, it can be said that in order to increase the use of educational technologies in the implementation of the curriculum, the trustees of the educational system should facilitate the technical, legal and managerial bases of using these technologies.

This research was conducted with the aim of investigating the effectiveness of technology-based teaching strategy on the academic engagement of the sixth grade elementary school students in the course of experimental sciences. The research method was based on quasi-experimental nature with a pre-test-post-test design and a control group. The statistical population of the research included all sixth grade female students of the elementary school in Dere Shahr city in the academic year of 2022-2023. To select the sample size from the convenience sampling method, 36 students of the sixth grade of the second period of Elementary School in Dere Shahr City were selected and then the selected sample was randomly assigned into experimental groups (18 people) and control groups (18 people). Fredericks (2004) educational enthusiasm questionnaire were used to collect data on academic engagement. The experimental group was trained using the active teaching strategy based on technology during eight sessions, and the control group was trained in the usual way. To analyze the data, statistical methods have been used at two descriptive levels (central and dispersion indices) and inferential (covariance analysis). The results showed that the technology-based teaching strategy had a significant effect on students' academic engagement. According to the results of this research regarding the effectiveness of the technology-based teaching strategy on the academic engagementof elementary school students, it is suggested that this strategy be included in the agenda of the Deputy of Elementary Education of the Ministry of Education.

The purpose of this research was to design a model for innovation-oriented direction in Tehran Islamic Azad Universities, which was carried out using a qualitative and quantitative methods.

The statistical population of all senior managers and deputies and faculty members and professors of different disciplines of Islamic Azad University of Tehran units was that the samples in the qualitative section of 38 people (target-shotgun sampling) and in the small part of 280 people were randomly selected (A population of 3500 people). Data collection tools were open in the qualitative section of the interview (validity validity was confirmed by the professors and reliability with re-test and internal-consensus method 89.99%) and in the quantitative part of the researcher-made questionnaire (verified by experts and reliability of alpha Cronbach was 75%).

The findings showed that the development of standards, bylaws and regulations, the design of incentive financial and non-financial mechanisms, the creation of the infrastructure and technology infrastructure, the implementation and application of technology, optimization of initiative processes, the use of efficient manpower, the creation of competitive advantage, internal and external communication Appropriate organization, assessment and monitoring of the environment and appropriate academic culture are key factors in building an innovative university.

The results show that in order to create a creative and innovative environment, each of the legal-supportive, behavioral-communicative, identity-cultural, technological-technological, as well as human-financial-based models should be optimized and in the framework of the interactions between these factors Equipped with the right balance.

In the educational system, the main role of educating students is performed by teachers, in order to improve the quality of education, the teacher needs to know the intelligence, personality and hypothetical attitudes of the students, and besides that, the teacher needs different educational plans, with progress Increasing Technology has solved many obstacles and challenges of teaching. Technology implemented in classrooms can create positive effects on self-confidence and selfbelief and creativity, motivation and help emotions and overcome fear and shame for students and even teachers, and in its inhibiting state, such as students' lack of understanding of Technology The limited budgets of educational systems, low supervisions cause the negative aspects of Technology to appear. Today, educational Technology materials are accepted as the main focus of students' learning, although the innovative ways of using it were done on a temporary basis, but after that, they realized the necessity of Technology applications. and a new revolution occurred in the science of educational Technologies. The purpose of this article is to express the feedbacks of the use of Technology and its mutual reaction. The recording and collection methods of this article are descriptive, and the method of collecting materials is sampling practical and interesting topics of analysts step by step from scientific research articles of researchers. Therefore, according to the studies, Technology and its materials are divided into three main areas in terms of learning, each of which has vital tasks in this vibrant sea of Technology: a) Teachers: teachers need rich and modern knowledge to achieve their goals in the field of education and training. b) Parents: parents are receptive elements for students, their duty to erase the negative effects of Technology in the minds of their children is based on three principles, supervision, supervision, more supervision. c) Students using Technology is the key to development in cultural and social matters .