نشریه فناوری و دانش پژوهی در تعلیم و تربیت
پیاپی 1 (پاییز 1400)

The purpose of this study was to investigate the effectiveness of teaching based on the seven-step learning model of Eisenkraft on academic involvement and self-efficacy of high school students in Share Babak district, the research method was the quasi-experimental method, with the pre-test and post-test and control group. The statistical population in this study included all male students in the eighth grade of high school. The study sample consisted of 40 students from two eighth grade classes who were selected by convenience sampling and randomly designed into two groups. The experimental group received training based on the Eisenkraft seven-step learning model, (2003), Morgan-Jinquez academic self-efficacy questionnaire (1999) and the Rio academic Involvement Questionnaire (2013) were used for collecting data. Data analysis was performed by the statistical method of univariate analysis of covariance, with SPSS 20 software. The results showed that the teaching based on the seven-step learning model of Eisenckraft significantly increased academic involvement and self-efficacy in the post-test stage in the target community. Therefore, due to the positive effect of this method, teachers and educational designers are recommended to use the strategies of teaching and learning to these skills is provided.

This study aimed to investigate the challenges and problems of virtual education from the perspective of teachers and primary school principals in Dehaghan. The research method was a descriptive survey. The statistical population of the study included all (N = 210) teachers and principals of primary schools in Dehaghan city in the academic year 1399-1400, which were selected using the convenience sampling method and based on Krejcie and Morgan table, 132 people were selected as the sample. To collect data, a researcher-made questionnaire was used, the face and content validity of which was confirmed by a panel of experts, and its reliability was obtained through Cronbach's alpha method of 0.76. Descriptive statistics (mean and standard deviation), inferential statistics (CV change coefficient), and SPSS 23 software was used to analyze the data. The results showed that e-learning managers have evaluated the problems of e-learning in technical, legal, organizational, and financial components at a high level, while the problems of e-learning in cultural, cognitive, executive components, have evaluated education as moderate. Finally, it can be said that smartening schools requires more attention from teachers and principals in the education organization.

This study aimed to investigate the direct and indirect effect of beliefs (ease and usefulness), attitude, and behavioral intention to use technology on teachers' persistence in teaching with technology. For this purpose, a correlational research method was used and 150 teachers were selected from 255 teachers in Shahr-e Babak according to the Krejcie and Morgan random sampling table by two-stage cluster sampling method. Data were collected using the TAM questionnaire and subscale of persistence in teaching with ICT and analyzed by path analysis method. The results showed that the direct effect of behavioral intention and attitude toward the use of technology on teachers' persistence in teaching with technology was positive and significant but the direct effect of perceived ease and usefulness beliefs of technology use on teachers' persistence in teaching with was not significant. The simple mediating results showed that attitude toward the use of technology plays a positive and significant role in the relationship between perceived ease of use technology and persistence in teaching with technology, and behavioral intention of use technology as a positive and significant mediating role in the relationship between perceived usefulness of use technology and persistence in teaching with technology. The results of serial mediating also showed that the serial of behavioral intention, and perceived usefulness of use technology, and the serial of behavioral intention, and attitude toward the use of technology have a positive and significant mediating role in the relationship between perceived ease of use technology with persistence in teaching with technology. These results showed that behavioral intention and attitudes toward the use of technology play an important role in the persistence in the use of technology in the teachers' teaching process.

Investigating The mediating role of Internet dependence in the relationship between computer anxiety and skeletal injuries in Payame Noor Students University in Yazd during the Corona epidemic is the aim of this study. All physical education students of Payame Noor University of Yazd province (include 357person) , were selected as the statistical sample. The instruments used in this study were three Nordic musculoskeletal questionnaires (1987), Heinz computer anxiety questionnaire; Glass and Knight (1987) and Young Internet Addiction Questionnaire (1996). The results of correlation coefficient showed a direct relationship between computer anxiety and skeletal injuries with a coefficient of 0.54, between Internet dependence and skeletal injuries with a coefficient of 0.39 and between computer anxiety and Internet dependence with a coefficient of 0.69. Also, the results of structural equations in the model study showed that computer anxiety with a coefficient of 0.57 has an effect on skeletal injuries, Internet dependence with a coefficient of 0.20 has an effect on skeletal injuries and computer anxiety with a coefficient of 0.80 has an effect on Internet dependence. The research model also showed the indirect effect of computer anxiety on skeletal injuries with the mediating role of Internet dependence with a coefficient of 0.16. Therefore, the research model is approved. Parents and all those involved in education and academia are advised to identify an appropriate solution and alternative solutions such as the tendency to exercise to fill leisure time appropriate to students to prevent excessive use of the Internet and choose other behavioral addictions.

The purpose of this study was to understand the lived experiences of teachers of the challenges and opportunities of e-citizenship education in elementary school. This qualitative research was conducted using the phenomenological method. The method of data collection was the use of semi-structured interviews. The statistical population of the present study was all teachers who were familiar with the subject. For this purpose, the data were collected by interviewing 15 teachers who had lived experience in the field. And analyzed by Strabert and Carpenter (2003). The analysis of the interviews identified four main themes including cultural challenges, social challenges, economic and structural challenges, and 19 sub-themes. Opportunities and challenges include full participation, familiarity with diversity, cultural maturity, focus on the interests of the child, non-prescriptive nature, avoidance of prejudice, practicality, cost-effectiveness, avoidance of wasted resources, loss of dry communication between teachers and learners, the direct relationship between teacher and learner, risk of cultural rupture, ethnic and cultural stereotypes, cultural narcissism. The risk of intellectual fragmentation was the risk of superior self-exaltation, high cost of infrastructure, complex and multi-layered structure, and confusion. Therefore, it can be said that e-citizen education is associated with many challenges and opportunities. These challenges are very important in the various elements of the curriculum.

The purpose of this study was to investigate the improvement of teachers' job skills in the context of e-learning. The research method was applied in terms of purpose and descriptive-correlational in terms of data collection method or nature of research. The statistical population of the present study included all primary school teachers in Khomeini Shahr, Isfahan province, 350 people, and among them, using Cochran's formula, 185 people were selected as the sample size. The sampling method in this study was Stratified Random Sampling. The instruments used included two e-learning questionnaires by Watkin et al. (2004) and Improving Job Skills (researcher-made). The validity and reliability of the instruments were evaluated and confirmed. Data were analyzed using Pearson correlation test and group regression using Spss-21 software and structural equation modeling was used using LISREL-v8.80 software. The results of research findings showed that e-learning has a positive correlation with job skills. It can be concluded that the hypothesis of the effect of e-learning on job skills is accepted.