فصلنامه فن آوری اطلاعات و ارتباطات در علوم تربیتی
سال ششم شماره 1 (پیاپی 21، پاییز 1394)

In the present era, having access to information and using it effectively is considered as a fundamental principle in the social and professional life of everyone from different groups of society. In this case, information literacy is a means of communication in the world. The aim of this study was to investigate the relationship between instruction of information literacy and academic performance of M.A. students in Islamic Azad University, Roodehen branch. The research method was descriptive and correlational. The statistical population was all M.A. students of pedagogy, consulting and psychology generally (N=688). 242 subjects were determined as sample through Krejcie and Morgan table and selected randomly by using stratified sampling method based on field of study. To collect data, a researcher made questionnaire was used.Content validity of the questionnaire was confirmed by professors and professional experts. The reliability was estimated 0.79 using Cronbach's alpha. To study and analyze the data, descriptive and inferential statistics such as Pearson correlation coefficient, two-way ANOVA and multiple regressions were used. The results of the survey showed a significant relationship between instruction of informational literacy (to find, to use and to be motivated) and M.A. students’ academic performance and %10.5 of the improvement in student's academic performance was due to their instruction of informational literacy.

Learning Management System are highly complex and under the web programs which in recent year's most educational centers have paid special attention to it. This study investigated one aspect of this system with regards to evaluation of the quality of these systems, in the Tehran Electronic Universities. The descriptive- survey method was used. The statistical population was all students in Tehran Electronic University in 2014. 143 student of Electronic University of Tehran and 10 specialists in instructional technology at the master level, in the university were selected as sample by stratified random sampling method. The researcher made questionnaire was used for gathering the data. The validity of it was approved by specialists. The reliability was calculated by using Cronbach Alpha and was 0.93. The results showed that the highest and lowest sub-components from experts point of view was the technical quality (59.60) and accountability (47.70) and from student’s point of view was evaluating technical quality components (62.92) and evaluating accountability (52.21). In general, the results indicated that the quality of learning administrative systems in Electronic University of Tehran, based on the evaluations, is significantly higher than the mean (50%) and lower than optimal level (75%).

The present study aimed to study the relationship between teacher's ICT literacy and the academic achievement of fifth grade students in Tehran. The research was descriptive in nature and correlational method was used as the design of the study and data collection method. The statistical population of the study included all teachers of fifth grade in Tehran primary schools who were 2669 in 2014-15 academic year. Based on Krejcie and Morgan table and by using simple random sampling method a sample of 338 was chosen. In order of data collection a researcher made questionnaire was used. The content and face validity of the questionnaires was evaluated and confirmed by researchers. Reliability of the survey was explored and the calculated Cronbach Alpha was 0.949 and 0.903 for ICT Literacy scale and Academic Achievement questionnaire respectively. For data analyzing Kolmogorov–Smirnov test, Pearson correlation coefficient and stepwise multiple Regression tests were used. The findings of the study indicated that there was a significant correlation between teachers ICT literacy, and students’ academic achievement. Furthermore, Regression analysis showed that use of computer and management files, jobs and ICT predict academic achievement positively.

The present study aimed to investigate the factors affecting success in e-learning from student's point of view. The research method based on purpose was applied and based on data collection was survey. The statistical population included all students of one of the branches of Mazandaran province Universities, in the academic year 2013. According to the Krejcie and Morgan table 366 people were selected as statistical sample by using random sampling method. For data collection, a researcher made questionnaire was used. Face and content validity of the questionnaire were verified. Its reliability, assessed through a pilot study in a sample of 30 people and Cronbach's alpha, was estimated 0.84. In order to analyze the data, exploratory factor analysis and one sample t-test were used. Exploratory factor analysis showed that three factors including network and support, culture and organizational policies were effective on e-learning success. Also, the results of t-test showed that the variables of culture, organizational policy and network and support in the university branch of the study were less than average

The aim of the present study was investigating the impact of digital storytelling on language learners’ listening anxiety. Sixty intermediate language learners participated in the study and were sampled as the experimental (n=30) and control (n=30) groups. Their entry level listening anxiety was assessed by Foreign Language Listening Anxiety Questionnaire (FLLAQ) with respect to three factors: emotionality, worry, and anticipatory fear. Both groups received listening instruction based on communicative language teaching (pre-listening, listening, and post-listening). Pre-listening and post-listening activities of both groups were the same. For 14 weeks, the experimental group watched and listened to digital stories made by Corel Video Studio Pro X7 in the listening phase of their listening class. Meanwhile, the control group just listened to the narration of the same stories. FLLAQ was used as a posttest to assess participants’ listening anxiety at the end of the experiment. The result of multivariate analysis of covariance (MANCOVA) revealed that the listening anxiety of the experimental group lowered significantly at the end of the experiment in comparison to the control group considering the FLLAQ and its three dimensions. Examining the effect sizes, however, showed that the treatment effect was the strongest for lowering emotionality dimension of listening anxiety (partial eta squared=0.773) in comparison to worry (partial eta squared=0.552) and anticipatory fear (partial eta squared=0.247).

The research in the form of a quasi –experimental design with the aim of education impact was done by using visual organizer techniques on leaning and retention of student's health knowledge in 2013. The statistical population of the study included all fifth grade students of Ilam city. Sampling method was based on the aim and data gathering tool was teacher's made questionnaire. According to the nature of quasi – experimental designs, the students of seven classes were selected and they were randomly exposed to the seven visual organizers including sibling group, vocabulary network, category network, matrix groups, simple concept maps, conceptual maps, chain alternative sequence and trained on individual and public health during ten session. By using questionnaire the level of student’s heath in the statistics groups was measured in three stages including before intervention (pretest), immediately after completing the course (after the first test), two weeks after the completion of the program without prior notice. The results of one-way variance showed the significant difference among learning (the first pre-test and posttest difference) and group’s retention and showed the superiority of network methods, simple concept maps, family groups and group matrix. Covariance analysis results estimated the 8% of the education method effect on learning. Therefore, based on the results of the study, the impact of the visual organizers is positive and acceptable.

The present research was done on the purpose of examination of the impact of electronic portfolio on student's motivational beliefs. The research method was quasi-experimental with pretest-posttest design with the control group. Statistics population of the research was comprised of all students of faculty of education and psychology of Allameh Tabatabaei University in the academic year of 2013-2014. Research sample was comprised of two masters’ classes which were chosen by available method. The number of each class was 18 students and all the samples were 36 students that were randomly divided into two experimental and control groups. At the beginning of the term both groups were taken a pretest in a same circumstance. Then after the experimental group was assessed by electronic portfolio exposed for one term, at the end of the term in order to examine the changes a posttest was taken from both groups. In order to analysis the data the analysis covariance method were used. The results showed that motivational beliefs of the experimental group has increased significantly compared to the to the control group. So, it could be concluded that the electronic portfolio is one of the assessment and instruction tools that afford improving student's motivational beliefs.