نشریه توسعه حرفه ای معلم
سال هشتم شماره 2 (پیاپی 28، تابستان 1402)

Nowadays, information and communication technology is a powerful tool that has no choice but to face it. Technology, Information and Communication is rebuilding itself and penetrating other fields with astonishing speed. Undoubtedly, one of the most important achievements of technology development is the transformation in the field of education. Smart schools can be considered as a symbol of the presence of technology in education. The aim of this study was to compare the attitudes and computer literacy of teachers in the use of information technology in educational and administrative processes in Kermanshah province. The method of this research was descriptive survey. The statistical population of this study was all teachers in Kermanshah province. At the time of the study, their number was 22742 people and by simple multi-stage cluster sampling method and using Krejcie Morgan table, 378 people (201 females and 177 males) Sample titles were selected. To collect the data, two standard questionnaires of attitude towards the use of Yavuz technology and the literacy of Sun, Rob and Karismiadji were used. The reliability of the questionnaires was 0.84 and 0.79, respectively. The statistical methods used included descriptive statistics (mean, percentage, frequency) and inferential statistics (independent t-test). The results showed that there was a significant difference between the attitudes of male and female teachers in smart schools in the use of information technology in educational and administrative processes, but there was no significant difference in their computer literacy, although the average score of men was higher.

The present study aimed to investigate the effectiveness of educational computer game produced on the academic performance of boy students in first grade of secondry high school in Tehran. This study is based on the objectives and hypotheses of the type of inter-group experimental design with pre-test and post-test along with the control group and according to the method of data collection, it is a semi-experimental type. The statistical population of this study is all boy students of the first grade secondary school students in Tehran who educated in the academic year of 2017-18. Using a targeted sampling method, a school in Tehran 2 region was selected as the sample and 50 subjects were divided into two experimental and control groups. Research tool of present study was questionnaire of academic performance. The results of ANCOVA and MANCOVA showed that the level of significance was less than 0.01 (p <0.01). Thus, the statistical zero assumption is rejected and it was found that there was a significant difference between the students in the experimental and control groups in the scores related to the academic performance in the post-test. According to the results of this study, it can be concluded that the educational computer game produced on the variable of academic performance has been effective and has led to its increase.

The purpose of this study is to evaluate interventional training of visual and auditory accuracy strategies on improving the reading performance of dyslexic students in the second grade of elementary school. The statistical population of this research includes dyslexic students of the second grade of Kashmar city in 2019-1400. According to the research community, available sampling method has been used. A sample of 16 people was selected from the clients of the learning disorders center of Kashmer city. The research method was semi-experimental with a pre-test-post-test design. Interventional training of visual and auditory accuracy was carried out on the experimental group during 12 sessions of 45 minutes. The research tool was the face dyslexia test. The obtained data were analyzed by covariance analysis method. The results of the research showed that interventional training of visual and auditory accuracy is effective in improving the reading performance of dyslexic students.

The main purpose of this paper was to explain the implications of complexity theory for curriculum. Complexity theory based on the basics of quantum physics, states that complex systems can not be predicted anything before. In this study, the methodology of document mining and categorical content analysis was used to extract the implications of complexity theory for the curriculum. 45 related sources were selected as the research sample based on purposive sampling. First, according to the research questions, related sources were studied and texts were extracted. The findings were then coded, classified, analyzed, and interpreted. The research findings explained the characteristics of complexity theory, the applications of complexity theory in education and curriculum, the characteristics of complex curriculum, and the curriculum approach appropriate to complexity theory. The findings explained complexity theory has features such as positive feedback, adaptability, and adaption, chaos, self-analytical, communication, self-organization, the butterfly effect, self-balancing, unfamiliar attractions, and non-linearity. Based on the complexity theory, only the type of Curriculum can prepare a person to deal with change and evolution and live in a complex world that itself is complex; a curriculum based on complex adaptive systems, are emphasizes the principles such as emergent, self-organization, feedback, interaction, interactive and multi-directional relationships, collaboration, communication, and order without control. An emergent curriculum can help to create learner organizations. Through creating learner organizations, learners gain the ability to show appropriate reactions against change, complexity, and uncertainty, and to be able to manage theirs.

One of the important and fundamental prerequisites for learning is academic motivation, which has an obvious effect on learning. If the students are highly motivated towards studying, it makes them pay attention to the teacher's teaching and explanations, do their homework seriously, and seek more information about the subjects. One of the ways to increase academic motivation in students is the use of humor-based education, which, in addition to fostering critical, analytical and divergent thinking, attracts the attention of students in the classroom, reduces stress, builds a friendly relationship between the teacher and students, and Finally, to increase the durability of the learned material in the student. Therefore, the aim of the current research is to evaluate the effect of humor-based education on students' academic motivation in the fourth grade social studies course. The current research method is participatory action research in the three dimensions of diagnosis, implementation and evaluation, after which strategies were shown that can be used to increase students' academic motivation by using humor-based education. The use of stories, jokes, etc. related to the lesson content, the use of humorous students' abilities to express humorous content related to the lesson content, and the use of visual humor can be considered as effective examples of the use of humor in education. It is suggested that in Farhangian University units for the necessary training to use this tool be provided to student teachers so that they can use this effective tool in primary education correctly.

Motivation is the main driving factor for human motivation that can play a role in identifying, supporting, growing, developing and directing human power. The most important job for teachers as Sharif, the most important job in the society and human builders of the future, on the one hand, and the lack of sufficient knowledge of research factors to promote their motivation and career development, on the other hand, is the main issue of the present issue. The present study was conducted with the aim of investigating the level of motivation of teachers in multi-grade elementary schools in Musian region and comparing it with secondary level teachers and its relationship with their performance and professional development. For this purpose, using a researcher-made questionnaire, whose construct validity was checked and confirmed through confirmatory factor analysis, a census of teachers was conducted, and finally, out of 400 distributed questionnaires, 310 questionnaires were returned and became the basis of the analysis. The results showed that job motivation is insignificant and low in the majority of teachers in both primary and secondary schools. Examining the relationship between job motivation factors and demographic variables such as gender, educational qualification and teaching experience shows that there is no significant relationship between these variables. Therefore, the inadequacy of career motivation is observed in the majority of primary and secondary school teachers with various levels of educational qualifications, gender, backgrounds and different career stages.