technology integration

The purpose of this research was the effectiveness of technology-based active learning strategy on academic satisfaction and cognitive flexibility of elementary school students in experimental sciences. The research method was a semi-experimental pre-test-post-test design with a control group. The statistical population included all sixth grade female students of the elementary school in Darreh Shahr city. In order to select the sample size, it was selected from the available sampling method in such a way that 36 students of the sixth grade of the second period of elementary school were selected and then the selected sample was randomly divided into experimental groups (18 people) and control groups (18 people). To collect data regarding academic satisfaction, Huber's educational satisfaction questionnaire (2001) and Stroop test (1935) were used to measure students' cognitive flexibility. The experimental group was taught the 6th grade experimental science course using technology-based active learning strategy during eight sessions, and the control group was taught in the usual way. To analyze the data, statistical methods were used at two descriptive levels (central and dispersion indices) and inferential (multivariate covariance analysis). The results showed that technology-based active learning strategy has a significant effect on students' academic satisfaction, but no significant effect was observed on the variable of cognitive flexibility. According to the results of this research regarding the effectiveness of the technology-based active learning strategy on the academic satisfaction of primary school students, it is suggested that the application of this strategy be included in the agenda of the Ministry of Education's Ministry of Education.

The purpos of this study  was to evaluate the integration of technology in e-education by elementary school teachers based on international standards for technology in education. This research was applied in terms of purpose and employed a survey method. The statistical population consisted of all male elementary school teachers in one district one of Hamedan city during the 2022-2023 academic year, with a sample of 140 participants. Data collection was conducted using a researcher-made questionnaire based on the six dimensions of ISTE's standards. The questionnaire's validity was confirmed by educational technology professors, and its reliability was established using Cronbach's alpha, yielding a value of 85% for the total dimensions. The findings revealed that the integration of technology by male elementary teachers in district one of Hamedan city in e-education, considering technological concepts and operations, teaching planning across multiple environments, planning and designing learning experiences and environments, measurement and evaluation, professional productivity, and human, legal, ethical, and social technology issues, was at a favorable level. Furthermore, no significant differences were observed in technology integration based on educational technology standards with regard to age, education, and experience. Based on the findings, it can be concluded that primary school teachers employ strategies related to technology integration dimensions and indicators in an integrated manner within the e-education context, aligning with global standards for technology integration in the teaching-learning process. Therefore, it is recommended that officials and planners take the necessary steps to maintain and further enhance this positive development.

This research was conducted to investigate the relationship between epistemological beliefs, educational philosophies, and the integration of technology in the classroom of male middle school teachers in Hamedan City. The descriptive research method was a correlation. The statistical population included all male secondary school teachers in Hamadan city, numbering 361 people. The sample size was 186 people using the Karjesi and Morgan table were selected. Data collection tools included Schumer's epistemological beliefs questionnaire (1990), educational philosophies questionnaire (Sadker, 2014), and Schmidt et al.'s technology integration questionnaire (2009). The findings showed that there is a positive and meaningful relationship between the components of simplicity of knowledge, inherent ability to learn, quick learning, and the specificity of technology integration knowledge in the classroom; But there is no significant relationship between the certainty of knowledge and the integration of technology in the classroom. Regarding the relationship between teachers' educational philosophies with their technology integration in the classroom, the findings showed that there is a positive and significant relationship between the sub-components of progressivism and existentialism with the integration of technology; However, there is no significant relationship between the sub-components of sustainability, essentialism and reconstructionism with the integration of technology. It was also found that the component of inherent ability to learn from the sub-components related to epistemological beliefs and existentialism and essentialism from the sub-components related to educational philosophies can positively and meaningfully integrate technology by teachers in Predict the Classroom.

Considering the role of technology in facilitating teaching in last decades, factors affecting technology use in class get more important. It seems that in addition to infrastructure, others variables like teachers’ tendency to use technology play important roles in technology integration. This research aims to investigate English language teachers’ intention to integrate technology in teaching English at Safir Language Academy.

In this survey 175 (women: 109, men: 66) teachers took part responding Browne’s Technology Integration confidence scale (2009) with Cronbach’s alpha of 95% and a demographic information questionnaire.

Based on the data analysis using SPSS 26, it is indicated that the teachers’ technology integration tendency is at satisfactory level.

It seems that the policy of the institute to encourage teachers to use technology in the class was successful. Moreover, the teachers’ age (41.1% of them in 20-29 range) might play an important role in their tendency for technology integration. The institute can benefit this satisfactory status to pave its way in advancements in hybrid approach.

The purpose of the present research was to study the driving factors in integration and application of distant education in PhD courses of Payame Noor University. In order to identify the fundamental factors, a researcher-made questionnaire, consisting of 5 scales and 36 sub-scales, was given to 30 distant education experts.. From a population of 1082 people, 136 were selected as the sample, using random sampling and Cochran’s formula, and the questionnaire was distributed among them. Descriptive statistics as well as inferential analysis; mean, slandered diviation, Pearson correlation coefficient, and exploratory analysis were applied for data analysis in SPSS 18 and LISREL 8.53. Based on the initial findings, these were the self-sufficiency, technological skillfulness, practicality, easy access, and comprehensive support which were identified as the driving factors in integration and application of distance education. The correlation coefficients for these factors were 64%, 52%, 49%, 47%, and 39%, respectively. The final results of LISREL analysis showed that the coefficients of determination for the above factors are 27%, 66%, 77%, 61%, and 80%, respectively, indicating the positive relationship of these factors with integration, application, and modeling of distant education. Chi-square to df ratio (2.172) was less than 3, the value of RMSEA (0.0018) was less than the threshold (), -value (0.2132) was greater than the threshold (), and the values of GFI (0.91) and AGFI (0.90) were equal to or greater than the threshold (0.90), all suggesting the goodness of fit of the model and indicating significant relationships between the five main scales.

The main goal of the current study is to determine academicians’ levels of study using information technology in Isfahan University as a criterion for admission of curriculum innovation based on Concern-Based Adoption Model (CBAM). Another goal of this study is to investigate the comparative level of IT use by faculty members based on demographic factors (gender, job experience, academic rank). Type A is a descriptive survey and the sample included 126 cases of Isfahan University faculty members through stratified random sampling method. The Method tool is the standard questionnaire measuring levels of ICT usage in education based on Concern- Based Adoption Model (CBAM) (version 1. 1). Data were collected using statistical "t-test, ANOVA. Correlation and agreement were also analyzed. Results showed: 1) regarding Concern-Based Adoption Model (CBAM), the majority of professors (65.9%) are at levels 2 to 5 of application of information technology (i.e., ready to regular use) 2) Female faculty members(coaches, associate professors and assistant professors) are at the lower levels of information technology use compared to male faculty members. 3)There is no significant relation between professors’ use of information technology and their job experience.