نشریه فناوری و دانش پژوهی در تعلیم و تربیت
سال سوم شماره 1 (پیاپی 7، بهار 1402)

The aim of the research was to evaluate the electronic learning of schools based on the SHAD program and based on the ADDIE model. The method of descriptive-survey research and the statistical population of the research were all elementary school teachers of Folad city, Isfahan city, whose number was more than 430 people. Using Cochran's formula, 220 people were determined as a sample and selected by stratified random method. The tool used was the researcher's questionnaire based on the ADDIE education design model. After confirming the validity of the questionnaire, the reliability coefficient was estimated to be 0.813 using Cronbach's alpha formula for the elements of analysis, design, compilation, implementation and evaluation. Descriptive and inferential statistics (one-sample t-test, independent t-test, analysis of variance and Tukey's test) were used to analyze the data.The findings of the research have shown that the degree of usefulness of e-learning using the happy program based on the ADDIE model was lower than the average (2.66 out of 5). Regarding Shad program's attention to the elements of educational design: the attention to the element of analysis is below the average (2.59 out of 5), the attention to the element of design is below the average (2.55 out of 5), the attention to the element of editing is above average Average (2.97 out of 5), the amount of attention to the implementation element was below the average (2.61 out of 5) and the amount of attention to the evaluation element was average (2.99 out of 5). However, no significant difference has been observed between the level of attention to educational design elements according to the level of familiarity with information technology.

This study was conducted to investigate the effect of sports activities with music on the attention of educable students with intellectual disabilities in Yazd.

For this purpose, 40 mentally retarded girls with IQ of 50-70 were selected by selective sampling from Kosar exceptional school in Yazd and based on pre-test scores were homogeneously divided into four experimental and control groups. They included music, exercise, exercise with music, and control. The selected program was for 45 weeks and 1 session per week for 45 minutes with music for the subjects. At the end of the course, post-test was performed again in all four groups. Data were analyzed using SPSS software and intra-group changes of dependent t-test and extra-group changes as post-test and pre-test of one-way analysis of variance.

The results of one-way analysis of variance showed that the attention score among the groups before the test was insignificant (P = 0.634) and after the test was significant (P = 0.0001). The mean changes in the attention score in the post-test stage The test was significantly increased compared to the pre-test in the groups of sports, music, sports + music.

According to the results of the present study, it seems that sports and music activities have a positive effect on improving attention in children with mental disabilities.

The advancement of technology has caused changes in many industries, and the education industry is no exception. Since the field of education based on artificial intelligence is still developing and progressing, this study, while it can help the development of educational systems based on artificial intelligence; also allows teachers to participate in the design process. In this meta-analysis, we examined the experimental research conducted on how teachers interact with artificial intelligence-based systems and how they participate in developing artificial intelligence-based educational systems, and we explained the shortcomings in this field. Our research showed that artificial intelligence provides teachers with many opportunities to improve teaching planning, implementation, and evaluation, and teachers, in turn, play different roles in the development of artificial intelligence technology. Our findings also showed that there are many challenges in the field of applying artificial intelligence in teaching, which can be used as a guide for developing this field.

The fundamental reason for paying attention to electronic technologies is their substantial influence on the educational system, notably on the teaching and learning process. This study aims to determine the effect of the Rosetta Stone Application on seventh-grade female students’ vocabulary learning in a foreign language setting. To this aim, 80 participants were divided into two groups experimental and control groups, recruiting a quasi- experimental design, with pretest-posttest designs. Thus, the control group received traditional instruction, while the experimental group received Rosetta Stone instruction. The treatment lasted five sessions. The findings revealed that both groups' pre-test mean were similar but their post-test were different and the experimental group outperformed the control group. With the help of this program, students can increase their opportunities of learning new vocabulary. Therefore, managers, teachers, parents, and students are suggested to speed up the learning of new vocabulary with the help of new technologies, including language teaching applications.

In recent years, the need for innovation in the functioning of educational systems has attracted the attention of many experts and planners in the field of education. The present study was conducted with the aim of investigating the mediating role of knowledge architecture of human resources in the relationship between digital competence and innovative performance of elementary school teachers in Yazd city. The descriptive research method and the statistical population included elementary school teachers in Yazd city in the second semester of 1402-1401, among whom 230 people were selected based on the rule of 5 times the number of questions using stratified percentage sampling. In order to collect data, Saedi et al.'s knowledge architecture questionnaire (2018), Bettin et al.'s (2023) digital competence questionnaire and innovative performance questionnaire derived from James and James (2008) and Peniads (2006) questionnaires were used. The research data were analyzed at two descriptive and inferential levels using SPSS statistical software and PLS structural equation software. The research findings showed that there is a positive and significant relationship between digital competence and innovative performance (p<0.05). Also, the knowledge architecture of human resources plays a mediating role in the relationship between digital competencies and innovative performance. The obtained results showed that the digital competence of teachers in schools increases their ability to acquire, store and transfer the required information and knowledge and ultimately causes innovation in their educational performance. Therefore, it is suggested that educational workshops be held to improve and strengthen the digital skills of teachers and to use the necessary systems for knowledge architecture in schools in order to create innovation in the educational performance of schools.

The present study was conducted with the aim of identifying the lived experiences of elementary teachers of virtual education in Shiraz. This research was conducted with the paradigm of interpretivism and qualitative methodology, using Husserl's descriptive method and Colaizzi's method. The population of this study included 25 teachers working in the elementary schools in Shiraz. They were members of the students' educational network (Shad) or used other electronic platforms to conduct virtual education. To select the participants in this research, criterion purposive sampling and theoretical saturation criterion were used. Data was collected through semi-structured interviews that were conducted using an "interview guide". The validity of the data was determined by using confirmability techniques through debriefing by subject experts and the reliability was determined by the transparent description of the research steps and the researcher's reflexivity.After re-extracting the subthemes and comparing them with the subthemes extracted by the researcher, the agreement of the analyses of the researcher and experts was established. Krippendorf's alpha was used to ensure reliability. Krippendorff's alpha for about 60 interview notes showed a coefficient of 0.78 regarding the themes, which indicates the acceptable reliability of the analysis. Data analysis was done using the 7-step Colaizzi's method. Among the extracted sub-themes, an inclusive theme of "out-of-school elements and components" was obtained. The out-of-school elements and components" included the organizing themes, features, digital and non-digital facilities, and challenges and some issues which conducting education in the virtual environment.By identifying out-of-school elements and components affecting the virtual classroom, teachers can be helped in planning to improve the capacity and facilities of the virtual classroom.