This document summarizes a study that examined the challenges and perspectives of using information and communication technologies (ICT) in teaching and learning in secondary schools in Isfahan Province, Iran. The study used an organizational elements model to assess ICT utilization in terms of organizational efforts (inputs and processes) and organizational results (personal and organizational outcomes). A questionnaire was administered to 720 teachers and 372 principals. Statistical analysis found some differences between high school and vocational school teachers in their perspectives on inputs/processes and personal results, but no differences based on school wealth levels or between principal perspectives. Overall, the study aimed to identify challenges and opportunities around ICT integration to inform educational planning.
Towards a Framework for ICTs Integration in Teacher Education in IndiaPremier Publishers
Teachers can only effectively integrate technology in their instruction if they are themselves knowledgeable about the technology. In India, several researches have pointed out challenges hindering effective integration of ICTs in teacher education programme that raise the questions: What is missing in the teacher education and training curriculum? Is there skill training and maintenance for teachers? Do the teacher training institutions have the necessary infrastructure for ICT integration? This paper reports on the findings of a study that attempted to respond to these questions and suggests a possible framework for the successful implementation of teacher training programmes that make advantageous use of appropriate ICTs. It suggests that seven fundamental principles of good practice should be addressed for such programmes to be effective: a shift from an emphasis on ‘education for ICT’ to the use of ‘ICT for education’; an integration of ICT practice within the whole curriculum; a need for integration between pre-service and in-service teacher training; a need for the development of relevant and locally produced content; a need for appropriate educational partnerships; accepting a practice driven approach; and an emphasis on the development of sustainable costing models. Build on modern notions of teaching-learning activities, the paper concludes with a proposed course of action to leverage the real benefits of ICTs for teacher education in India.
ON THE USAGE OF DATABASES OF EDUCATIONAL MATERIALS IN MACEDONIAN EDUCATIONIJITE
Technologies have become important part of our lives. The steps for introducing ICTs in education vary from country to country. The Republic of Macedonia has invested with a lot in installment of hardware and software in education and in teacher training. This research was aiming to determine the situation of usage of databases of digital educational materials and to define recommendation for future improvements. Teachers from urban schools were interviewed with a questionnaire. The findings are several: only part of the interviewed teachers had experience with databases of educational materials; all teachers still need capacity building activities focusing exactly on the use and benefits from databases of educational materials; preferably capacity building materials to be in Macedonian language; technical support and upgrading of software and materials should be performed on a regular basis. Most of the findings can be applied at both national and international level – with all this implemented, application of ICT in education will have much
bigger positive impact
Mc collum, dixie effects of a speech to-text software nfsej v25 n1 2014William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Towards a Framework for ICTs Integration in Teacher Education in IndiaPremier Publishers
Teachers can only effectively integrate technology in their instruction if they are themselves knowledgeable about the technology. In India, several researches have pointed out challenges hindering effective integration of ICTs in teacher education programme that raise the questions: What is missing in the teacher education and training curriculum? Is there skill training and maintenance for teachers? Do the teacher training institutions have the necessary infrastructure for ICT integration? This paper reports on the findings of a study that attempted to respond to these questions and suggests a possible framework for the successful implementation of teacher training programmes that make advantageous use of appropriate ICTs. It suggests that seven fundamental principles of good practice should be addressed for such programmes to be effective: a shift from an emphasis on ‘education for ICT’ to the use of ‘ICT for education’; an integration of ICT practice within the whole curriculum; a need for integration between pre-service and in-service teacher training; a need for the development of relevant and locally produced content; a need for appropriate educational partnerships; accepting a practice driven approach; and an emphasis on the development of sustainable costing models. Build on modern notions of teaching-learning activities, the paper concludes with a proposed course of action to leverage the real benefits of ICTs for teacher education in India.
ON THE USAGE OF DATABASES OF EDUCATIONAL MATERIALS IN MACEDONIAN EDUCATIONIJITE
Technologies have become important part of our lives. The steps for introducing ICTs in education vary from country to country. The Republic of Macedonia has invested with a lot in installment of hardware and software in education and in teacher training. This research was aiming to determine the situation of usage of databases of digital educational materials and to define recommendation for future improvements. Teachers from urban schools were interviewed with a questionnaire. The findings are several: only part of the interviewed teachers had experience with databases of educational materials; all teachers still need capacity building activities focusing exactly on the use and benefits from databases of educational materials; preferably capacity building materials to be in Macedonian language; technical support and upgrading of software and materials should be performed on a regular basis. Most of the findings can be applied at both national and international level – with all this implemented, application of ICT in education will have much
bigger positive impact
Mc collum, dixie effects of a speech to-text software nfsej v25 n1 2014William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
This paper investigated digital competence as perceived by Zimbabwe in relation to four demographic characteristics. The study adopted quantitative descriptive research design. A simple random sample of 440 full time university academics responded to a structured questionnaire. Data were summarized using non parametric methods. Multiple regression and independent samples’t-test were adopted to test two null hypotheses at 95% significance level. Findings revealed significant relationship between university academics’ digital competence and their gender and experience in using the internet. Male academics perceived themselves as more competent than female academics. A significant inverse relationship was also observed between digital competence and age of respondents. The findings led to the conclusion that university academics were fairly competent in using the internet for research and faced challenges in using the internet as a teaching tool. University management was advised to place a premium on the use of information technology in university academic business.
This research is done by the researcher to investigate kinds of ICT used by English lecturers for non-English Study Program students at IAIN Curup and to investigate the roles of ICT for the English lecturer at IAIN Curup. This research used descriptive quantitative Because the questioner's results were evaluated and explained in the explanatory form.The questionnaire used as the instrument to collect the data. Questionnaire about the ICT used by the English lecturers for non-English Study Program students at IAIN Curup and the role of ICT for English Lecturer. Five processes is used to analyze the data from questionnaires in this research. They are (1) data managing of research result, (2) reading/memoing of result, (3) description of result; (4) classifying of research result and (5) interpreting of research result. The result showed that the lecturers always used three types of ICR in teaching English in the classroom, they were the speaker, educational games, and website resources. The reason for them using three types of ICT because it was easy to use and cheap. In using the ICT, the lecturers have a different opinion about About ICT's role in promoting its learning operations. The use of ICT in the teaching and learning system had 7 (seven) roles. It is about the role of ICT in motivating, attracting, and enhancing the success of learners in studying English.
Factors inhibiting the adoption of ICT by Tamale Polytechnic lecturers for th...Editor IJCATR
Although the Ghanaian polytechnics have had computers and varied levels of ICT development for almost two decades now, ways
to create effective IT-enabled teaching and learning methodologies have evolved slowly and patchily. This situation is gradually making the
polytechnic trainees incompatible in the digital-enabled job markets. Coupled with this development is the fact that the internet has become
the single and largest library and knowledge reservoir thus making it indispensable in the teaching and learning ambit. It has therefore become
imperative and collective responsibility to identify the factors that inhibit the adoption of the technology by the tertiary teachers especially
the Polytechnic Teachers Association of Ghana (POTAG) fraternity to bridge the digital gab to add more value to the polytechnic teachers
and graduates and to raise their relevance in the industry. This research therefore comes in, with the case of the Tamale Polytechnic, to
explore the challenges and recommend strategies to stakeholders. Descriptive survey methodology, which is capable of collecting background
information and hard to find data without the researcher motivating or influencing respondents' responses, was used to arrive at our findings.
PREPARING STUDENT TEACHERS TO TEACH WITH TECHNOLOGY: CASE STUDIES IN FINLAND ...IJITE
This quantitative study examines the training of student teachers for ICT-based teaching in two teacher education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers had practice in ICT-based teaching. However, about a third of student teachers in both institutions practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach as did their college and school mentor teachers who integrated ICT in their lessons. The variable describing competency in ICT-based teaching correlated with student teachers' attitudes, the number of ICT-based lessons they taught, modelling by the school mentor teacher, and the various schools’ infrastructures and support. The results show that students in Israeli institutions are better prepared to teach with ICT which can be explained by the impact of the latest national reforms. We conclude that students' perception of their TPACK is the function of a variety of factors: on a personal level (attitudes towards the contribution of ICT to teaching and learning); on an institutional level (curriculum, modelling by faculty, institutional strategies); on a field practice school level (modelling by school mentors, infrastructure, pedagogical, technological, and administrative support); and on a national level (reforms and their implementation models). All these factors must be considered to promote the pedagogically innovative integration of ICT in teacher training and the overall education system. The best strategy to achieve this goal is to support collaboration between TEIs and schools on the national level. Wide-scale implementation of ICT in teaching demands significant investments in infrastructure and training. Hence much of its success depends on the national vision and priorities given to this purpose.
The effect of information and communication technology (ICT) in Jordanian lea...IJERA Editor
Information and communication Technology are used of electronic means which involve access storage, processing of electronic technology to handling of information, the various forms of uses it’s in order to improve Jordanian learning. The study aimed to investigate the uses and effect of ICTs for Jordanian learning from their perspective of student of higher school at the north of Jordan. The study method was a descriptive survey which uses questionnaire to collect data, questionnaire was justified and developed by the researcher to measure the effect of ICTs based on previous studies its applied to (548) student of higher school. The study was using SPSS to analyses data. The results indicate that ICTs for higher school at the north of Jordan there were a statistically significant relationship between the higher school at the north of Jordan and Jordanian learning, and seven of hypotheses reported statistically significant in the hypotheses and accepted but three hypotheses reported no a statistically significant and rejected. The study have Conclusion should gives more attention to focus on and beneficial of using ICTs applications.
Information and communication technologies (ICT) have affected all area in a society. Human can learn quickly and accurately from the internet. The aim of this study was to investigate what the problematic internet usage of ICT teachers. Therefore, the present study investigated the problematic internet usage, who worked as an ICT teacher in secondary schools in Turkey. The data collection tools of the study are “Personal Information Form” designed by the researcher, and Problematic Internet Usage Scale. Descriptive statistics, t-test, ANOVA and Pearson correlation test were used for the statistical analysis of the data. The sample group of this study comprised of 119 ICT teachers. At the end of the research, it was found that male ICT teachers received higher scores in problematic internet usage scale when compared to the female ICT teachers. Participants who had been serving as an ICT teacher for six years and more received higher scores in problematic internet usage level when compared to the other groups.
This study surveyed Information and Communications Technology (ICT) awareness, utilization and challenges in managing secondary schools in Onitsha Education Zone. Three research questions guided the study. The study adopted the descriptive survey research design. The population comprised 80 respondents made up of all the 32 principals and 48 Computer Science teachers in Secondary Schools in Onitsha Education Zone of Anambra State. The researchers studied the entire population since it was not large. The instrument for data collection was a structured type questionnaire developed by the researcher. It validated by experts and the reliability was established using the split half method which yielded a coefficient value of 0.80 using the Pearson product moment correlation coefficient. Data was analyzed using the mean method for the three research questions. From the findings of the study, it was found that principals to a high extent are aware of ICT facilities used in school management but utilize them to a low extent. Recommendations were proffered based on the findings of the study and they include: increased provision of ICT facilities used in school management by the government, training and retraining of principals on ICT utilization and testing of principals skills on ICT before appointment amongst others.
The main objective of this study is to find out the level of difficulties faced by the teachers’ in implementing modern technology at higher secondary level and also to find out whether there is any difference in their difficulties in implementing modern technology based on few personal and demographic variables. The sample for this study consists of 300 higher secondary teachers’ (both male [150] and female [150]) from government and government aided schools from Theni educational district. The tool used for the study Teacher’s difficulty in implementing modern technology questionnaire was developed by the investigator (I. Lenin, 2012). The investigator found that the level of teachers’ faced difficulties in implementing modern technology in their class room teaching is below average in nature. It is found that there is no significance difference in teachers’ difficulties in implementing modern technology with respect to the following personal and demographical variables: (i) Sex, (ii) Type of school, and (iii) Nature of the school. The investigator also found that there is significance difference in teachers’ difficulties in implementing modern technology with respect to the locality of the School.
Adoption of technology on E-learning effectivenessjournalBEEI
The incorporation of E-learning in both private and public tertiary education can help expedite the learning process. The utilization of fast-paced technology with E-learning also allows for a more flexible and convenient learning process. E-learning platforms can be accessed anywhere as long as there is an internet connection, including at home, the workplace, restaurants or while travelling. This allows for the benefit of distance learning. As such, the current study aims to examine the factor effectiveness of E-learning based on three variables, namely technology, instructors’ characteristics and students’ characteristics and their impact on distance learning. The education system has greatly evolved from the use of apparatus such as chalk and blackboards to the modern use of projectors to conduct lessons. In the current age, E-learning will have an effect on both instructors and teaching technology, aside from the students themselves. As an example, students are expected to know how to utilize these systems in their lessons, instructors must receive training in E-learning systems management and in terms of technology, the E-learning systems must be updated and operated using the most recent upgrades. E-learning is also cost-efficient, less time consuming and reduces the burden on both students and educators.
This paper investigated digital competence as perceived by Zimbabwe in relation to four demographic characteristics. The study adopted quantitative descriptive research design. A simple random sample of 440 full time university academics responded to a structured questionnaire. Data were summarized using non parametric methods. Multiple regression and independent samples’t-test were adopted to test two null hypotheses at 95% significance level. Findings revealed significant relationship between university academics’ digital competence and their gender and experience in using the internet. Male academics perceived themselves as more competent than female academics. A significant inverse relationship was also observed between digital competence and age of respondents. The findings led to the conclusion that university academics were fairly competent in using the internet for research and faced challenges in using the internet as a teaching tool. University management was advised to place a premium on the use of information technology in university academic business.
This research is done by the researcher to investigate kinds of ICT used by English lecturers for non-English Study Program students at IAIN Curup and to investigate the roles of ICT for the English lecturer at IAIN Curup. This research used descriptive quantitative Because the questioner's results were evaluated and explained in the explanatory form.The questionnaire used as the instrument to collect the data. Questionnaire about the ICT used by the English lecturers for non-English Study Program students at IAIN Curup and the role of ICT for English Lecturer. Five processes is used to analyze the data from questionnaires in this research. They are (1) data managing of research result, (2) reading/memoing of result, (3) description of result; (4) classifying of research result and (5) interpreting of research result. The result showed that the lecturers always used three types of ICR in teaching English in the classroom, they were the speaker, educational games, and website resources. The reason for them using three types of ICT because it was easy to use and cheap. In using the ICT, the lecturers have a different opinion about About ICT's role in promoting its learning operations. The use of ICT in the teaching and learning system had 7 (seven) roles. It is about the role of ICT in motivating, attracting, and enhancing the success of learners in studying English.
Factors inhibiting the adoption of ICT by Tamale Polytechnic lecturers for th...Editor IJCATR
Although the Ghanaian polytechnics have had computers and varied levels of ICT development for almost two decades now, ways
to create effective IT-enabled teaching and learning methodologies have evolved slowly and patchily. This situation is gradually making the
polytechnic trainees incompatible in the digital-enabled job markets. Coupled with this development is the fact that the internet has become
the single and largest library and knowledge reservoir thus making it indispensable in the teaching and learning ambit. It has therefore become
imperative and collective responsibility to identify the factors that inhibit the adoption of the technology by the tertiary teachers especially
the Polytechnic Teachers Association of Ghana (POTAG) fraternity to bridge the digital gab to add more value to the polytechnic teachers
and graduates and to raise their relevance in the industry. This research therefore comes in, with the case of the Tamale Polytechnic, to
explore the challenges and recommend strategies to stakeholders. Descriptive survey methodology, which is capable of collecting background
information and hard to find data without the researcher motivating or influencing respondents' responses, was used to arrive at our findings.
PREPARING STUDENT TEACHERS TO TEACH WITH TECHNOLOGY: CASE STUDIES IN FINLAND ...IJITE
This quantitative study examines the training of student teachers for ICT-based teaching in two teacher education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers had practice in ICT-based teaching. However, about a third of student teachers in both institutions practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach as did their college and school mentor teachers who integrated ICT in their lessons. The variable describing competency in ICT-based teaching correlated with student teachers' attitudes, the number of ICT-based lessons they taught, modelling by the school mentor teacher, and the various schools’ infrastructures and support. The results show that students in Israeli institutions are better prepared to teach with ICT which can be explained by the impact of the latest national reforms. We conclude that students' perception of their TPACK is the function of a variety of factors: on a personal level (attitudes towards the contribution of ICT to teaching and learning); on an institutional level (curriculum, modelling by faculty, institutional strategies); on a field practice school level (modelling by school mentors, infrastructure, pedagogical, technological, and administrative support); and on a national level (reforms and their implementation models). All these factors must be considered to promote the pedagogically innovative integration of ICT in teacher training and the overall education system. The best strategy to achieve this goal is to support collaboration between TEIs and schools on the national level. Wide-scale implementation of ICT in teaching demands significant investments in infrastructure and training. Hence much of its success depends on the national vision and priorities given to this purpose.
The effect of information and communication technology (ICT) in Jordanian lea...IJERA Editor
Information and communication Technology are used of electronic means which involve access storage, processing of electronic technology to handling of information, the various forms of uses it’s in order to improve Jordanian learning. The study aimed to investigate the uses and effect of ICTs for Jordanian learning from their perspective of student of higher school at the north of Jordan. The study method was a descriptive survey which uses questionnaire to collect data, questionnaire was justified and developed by the researcher to measure the effect of ICTs based on previous studies its applied to (548) student of higher school. The study was using SPSS to analyses data. The results indicate that ICTs for higher school at the north of Jordan there were a statistically significant relationship between the higher school at the north of Jordan and Jordanian learning, and seven of hypotheses reported statistically significant in the hypotheses and accepted but three hypotheses reported no a statistically significant and rejected. The study have Conclusion should gives more attention to focus on and beneficial of using ICTs applications.
Information and communication technologies (ICT) have affected all area in a society. Human can learn quickly and accurately from the internet. The aim of this study was to investigate what the problematic internet usage of ICT teachers. Therefore, the present study investigated the problematic internet usage, who worked as an ICT teacher in secondary schools in Turkey. The data collection tools of the study are “Personal Information Form” designed by the researcher, and Problematic Internet Usage Scale. Descriptive statistics, t-test, ANOVA and Pearson correlation test were used for the statistical analysis of the data. The sample group of this study comprised of 119 ICT teachers. At the end of the research, it was found that male ICT teachers received higher scores in problematic internet usage scale when compared to the female ICT teachers. Participants who had been serving as an ICT teacher for six years and more received higher scores in problematic internet usage level when compared to the other groups.
This study surveyed Information and Communications Technology (ICT) awareness, utilization and challenges in managing secondary schools in Onitsha Education Zone. Three research questions guided the study. The study adopted the descriptive survey research design. The population comprised 80 respondents made up of all the 32 principals and 48 Computer Science teachers in Secondary Schools in Onitsha Education Zone of Anambra State. The researchers studied the entire population since it was not large. The instrument for data collection was a structured type questionnaire developed by the researcher. It validated by experts and the reliability was established using the split half method which yielded a coefficient value of 0.80 using the Pearson product moment correlation coefficient. Data was analyzed using the mean method for the three research questions. From the findings of the study, it was found that principals to a high extent are aware of ICT facilities used in school management but utilize them to a low extent. Recommendations were proffered based on the findings of the study and they include: increased provision of ICT facilities used in school management by the government, training and retraining of principals on ICT utilization and testing of principals skills on ICT before appointment amongst others.
The main objective of this study is to find out the level of difficulties faced by the teachers’ in implementing modern technology at higher secondary level and also to find out whether there is any difference in their difficulties in implementing modern technology based on few personal and demographic variables. The sample for this study consists of 300 higher secondary teachers’ (both male [150] and female [150]) from government and government aided schools from Theni educational district. The tool used for the study Teacher’s difficulty in implementing modern technology questionnaire was developed by the investigator (I. Lenin, 2012). The investigator found that the level of teachers’ faced difficulties in implementing modern technology in their class room teaching is below average in nature. It is found that there is no significance difference in teachers’ difficulties in implementing modern technology with respect to the following personal and demographical variables: (i) Sex, (ii) Type of school, and (iii) Nature of the school. The investigator also found that there is significance difference in teachers’ difficulties in implementing modern technology with respect to the locality of the School.
Adoption of technology on E-learning effectivenessjournalBEEI
The incorporation of E-learning in both private and public tertiary education can help expedite the learning process. The utilization of fast-paced technology with E-learning also allows for a more flexible and convenient learning process. E-learning platforms can be accessed anywhere as long as there is an internet connection, including at home, the workplace, restaurants or while travelling. This allows for the benefit of distance learning. As such, the current study aims to examine the factor effectiveness of E-learning based on three variables, namely technology, instructors’ characteristics and students’ characteristics and their impact on distance learning. The education system has greatly evolved from the use of apparatus such as chalk and blackboards to the modern use of projectors to conduct lessons. In the current age, E-learning will have an effect on both instructors and teaching technology, aside from the students themselves. As an example, students are expected to know how to utilize these systems in their lessons, instructors must receive training in E-learning systems management and in terms of technology, the E-learning systems must be updated and operated using the most recent upgrades. E-learning is also cost-efficient, less time consuming and reduces the burden on both students and educators.
Educational technology is part of a scientific that is mostly engaged in
education. Actually, this scientific has significant benefits, especially in the
field of education. However, many people do not understand the role of
educational technology in education. This can be seen from the diverse
perspectives of society on educational technology. When it is associated with
educational technology science, there are many views of the community that
are very opposite to the scientific clusters of educational technology taught
from lectures. So, the purpose of this study was to find out the various
perspectives of society regarding educational technology itself. This paper is
presented with the addition of theoretical educational technology clumps.
This research employed a descriptive qualitative approach. This study used
indirect interviews, which means giving unstructured questions but still
focusing on what will be researched. The subjects in this study were six
participants who were people outside the educational technology scientific
clump. In addition, the author also conducted a literature review which was
taken from six articles from three different journals. The results of this study
reveal a diverse picture of views on educational technology. All participants
argue that educational technology has a significant role, but in terms of the
dominant conception they still do not understand it like other scientific. From
the results it can be a separate challenge for educational technology. It can be
used as an alternative reference in improving the quality of educational
technology, either through formal education or other forms.
Abstract: Blended learning is an educational model offered through traditional learning methods and digital
networks to share knowledge and education resources between instructors and learners. Besides, blended learning
provides learning courses accessed through digital platforms and gadgets utilizing online technologies such as
smartphones, tablets, laptops, and personal computers. Denoted as e-learning, these platforms are important in
teaching and training students through the internet and wireless technologies. In any course, offering online
learning plays a great role because e-learning provides the students the opportunities of developing their
capabilities, specifically in information science courses. In modern education, digital learning is becoming a
gradually popular option. The classroom settings moved online from full digital courses to classes held remotely.
However, effective communication in a digital learning environment may be hard, particularly when digital
learning transition is unplanned or has been sudden. Making such massive overhauls are confusing and frustrating
for the teachers, learners, and parents.
Nevertheless, digital learning communication can be made easier with the right resource. This research explores
the blended learning environment effectiveness by evaluating the relationships between design features, student
backgrounds or attributes, and learning outcomes. The paper's objective is to determine the important blended
learning effectiveness indicators, taking learning outcomes as dependent variables and design features and learner
background or attributes as independent variables. Results of multiple regression analyses indicated learner
attributes such as self-regulation and attitudes and traits of blended learning designs such as one-on-one support,
technology quality, and online tools forecasted students' satisfaction as an outcome. The findings show that design
characteristics and student traits are important indicators for student learning outcomes in blended learning.
A study of challenges and perspectives on utilizing information and communication technologies in teaching and learning
1. Journal of Information Engineering and Applications www.iiste.org
ISSN 2224-5782 (print) ISSN 2225-0506 (online)
Vol.4, No.3, 2014
1
A Study of Challenges and Perspectives on Utilizing
Information and Communication Technologies in Teaching and
Learning
Reza Ali Nowrozi1*
,karim kamal2
1. Assistant Professor of Educational Sciences Group, Isfahan University, Isfahan, Iran.
2. M A Student in Curriculum Development. Islamic Azad University Meymeh Branch Faculty of Humanities.
* E-mail of the corresponding author: nowrozi.r@gmail.com
Abstract
The aim of this study is to determine the challenges and perspectives of utilizing information technology in the
process of teaching and learning in an organizational framework and the organizational results (personal and
organizational). The study is of applied type and its method is descriptive – measuring. The statistical
population includes some high school and vocational school teachers of 11784 people and principals of 787
people, from all around the Isfahan province during 2012-13 school year. The sampling method was in
proportion to the size of groups, and 720 teachers and 372 principals were selected as the sample of the research.
The data collection method was through a researcher designed questionaire which included 62 questions which
was devised based on the Likert 5-level scale. The validity of the questionaire is based on the Cronbach Alpha
index of 0.88 and its validity was confirmed by the experts. Using inferential statistical tests, we analyzed the
data. The one-way variance test and independent T-test were applied. The study results showed that in ingression
variables, procedure and personal results, there was a significant difference between the high school and
vocational school teachers. However, no difference was seen among the teachers in wealthy, semi-wealthy and
deprived districts. Further, no difference was observed in organizational results between the high school and
vocational school principals.
Keywords: Information and Communication Technology, Secondary School Principals and Teachers, The
Teaching and Learning Process.
1.Introduction
We must consider the contemporary age as a combination of communications and information era. It is the era in
which mankind has more need to get his information through communication. Today, by having access to
technology and advanced communication means the exchange of information has become more viable (Yousofi
Saied Abadi and Rezaei Raad; 2010: 147). The information technology is used for describing technologies that
help us in collecting, saving, processing, retreiving, transferring and receieving the information (Holms,
Translated by Azarakhsh and Mehrdad; 1998: 5). Perhaps what is more important than the meaning of
information technology is to understand and express the notion of information technology. This is because, the
notion of information technology has cultural, social and educational aspects in addition to technical and
technological aspects. Consequently, the notion of information technology will eventually include all cultural
and educational aspects with social, cultural, economical and even educational implications. As a result, this
notion is not only considered as an effective hardware, but also as an effective software. And the depth of its
effectivity will rise when the new tools and concepts of communication and information are utilized to form a
new civilization based on information (Ebadi; 2005: 31).
Brown, Norburg, Srygley (1972); mention six major advantages of using technology in education: 1. It can
increase the efficiency in education 2. It can help individual solo learning 3. It can help enhance learning based
on scientific findings 4. It can help giving depth to the learning process 5. It can speed up learning 6. It can
provide an equal learning opportunity for all.
The changes in the area of technology have affected the educational systems. In fact, one of the characteristics of
the advanced educational systems is using the new potentials in the area of information technology (Mehr
Mohammadi; 2004: 2). And it is with the help of information technology and communication that the process of
learning and teaching can be facilitated and improved and then extended into a life-time adventure. In addition,
the possibility for transferring, reconstructing and renovating of knowledge for people of all ages, including the
youth, can be provided. As an effective factor, we must not ignore the effect of these technologies in changing
and reconstructive process of teaching and learning.
The capability and value of different levels of information technology and its effect on strengths, opportunities,
threats, weaknesses of students’ learning and teaching methods of instructors are changing and developing day
by day (Shabani; 2004: 185). Roblyer &Edward (2000) cited that technology, in general, and computer
technology in particualr, are among inseperable components of the teaching and learning process which help
develop students’ skills such as critical thinking skills.
2. Journal of Information Engineering and Applications www.iiste.org
ISSN 2224-5782 (print) ISSN 2225-0506 (online)
Vol.4, No.3, 2014
2
Nowadays, the diverse information and communication technologies have the ability to facilitate the process of
teaching and learning. In addition, the information and communication technologies can support international
cooperation in student teaching and training. A range of options exist – from video conferencing to multimedia
and websites – that can help facilitate the challenges before teachers. There are evidences that information and
communication technologies may have the ability to enhance and increase the technics for expanding
professional skills of the teachers in the current era (Jung; 2005: 1).
Therefore, the education system has gone under lots of different changes and pressures by external factors. In
general, we can divide these pressures into two groups: 1. The increasing expectations of the parents and
students 2. The pressure due to the changes in educational methods. In response to the mentioned pressures, the
educational methods are evolving. These changes have triggered many changes in learning and teaching methods,
parallel to the changes in the technology field (Mokhtari Eski; 2005: 139). Therefore, the educational planners
must utilize the opportunities and challenges created by information technologies to improve and reconstruct the
process of teaching and learning and try to strengthen these opportunities and weaken the challenges.
However, because using the information and communication for the purpose of quality teaching and learning
has become inevitable for all (Brower, Dejonge, and Stout, translated by Mashayekh and Bazargan; 2003: 17)
we must first look at the opportunities and challenges of utilizing these technologies in the field of education.
This will prevent a blind imitation and will emphacize on an awareness based on knowledge. Therefore, it seems
that the organization elements model is the most suitable way to achieve such awareness and knowledge in an
educational system. In an organization elements model, the relations between what the organizations use, do or
produce and the results of them are shown. Five organizational elements (ingression, process, product,
exudation, and subsequences ) can be divided into the following three groups:
• Organizational efforts: what the organization uses and does
• Organizational results: what is produced inside the organization
• Social results: what is produced for the community and is returned to it
Table 1: 5 Organizational Elements
Ingression Ultra-advices Personal Results Organizational
Results
Social Results
Available Human
and Educational
Resources, Needs,
Goals, Pollicies,
Laws, Values,
Social
Characteristics &
Others.
The educational
tools being used,
the methods of
implementation,
The methods for
teaching and
learning,
Management style &
Others.
The finished
courses, The
learner’s
educational
growth, The
acquired skills,
Finishing the
educational
bases& Others.
Graduates, Job landers,
Educational expenses,
Expansion of
educational justice,
Increasing educational
opportunities &Others.
Self-sufficiency,
Social
independence,
Productive and
effective activities
that help society &
Others.
Internal (Organization) External (Community)
Organizational Efforts Organizational Results Social Results
Source: Coffman and Herman, 2003, Mashayekh and Bazargan, Page 51
In this model (Table 1) each organizational element is dependent on other elements. Organizational efforts relies
on organizational results and these two will make social results (subsequences) possible (Coffman and Herman,
Translation by Mashayekh and Bazargan: 50-51). Utilizing the organizational elements model in an educational
planning helps identify the shortcomings that were not seen before (Coffman and Herman, Translation by
Mashayekh and Bazargan: 50-51). For its widespread essence of social implications and time constraint,
organiational elements model is used for assessing statistical population’s perspectives. Hence, considering the
organiational elements model the current study will examine the challenges and perspectives of using
information and communication technology in the process of teaching and learning in school environment. In
other words, this study will look at the challenges and perspectives of using information and communication
technology in the process of teaching and learning in school environment in the the organiational elements
model’s framework (ingression and process) and organizational results (personal and organizational) in
secondary schools of Isfahan province; or it will identify those areas for challenges and perspectives for using
information and communication technology in the process of teaching and learning that have been ignored or
neglected in educational planning.
2.Research Questions
1. Is there a difference in challenges and perspectives of ingressive results between vocational and high school
teachers?
1.1. Is there a difference in ingressive results of challenges and perspectives among the teachers in wealthy,
semi-wealthy and deprived regions?
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2. Is there a difference in challenges and perspectives process between teachers of vocational and high school?
2.1. Is there a difference in challenges and perspectives among the teachers in wealthy, semi-wealthy and
deprived regions?
3. Is there a difference in challenges and perspectives of personal results between teachers of vocational and
high school?
3.1. Is there a difference in challenges and perspectives of personal results among the teachers in wealthy,
semi-wealthy and deprived regions?
4. Is there a difference in challenges and perspectives of organizational results between teachers of vocational
and high school?
4.1. Is there a difference in challenges and perspectives of organizational results among the teachers in
wealthy, semi-wealthy and deprived regions?
3.Research Method
This study was conducted by a descriptive method and measurement type and it is of applied nature. The
statistical population includes some highschool and vocational school teachers of 11784 people and principals of
787 people, from all around the Isfahan province during 2012-13 school year. The sampling method was in
proportion to the size of groups, and 720 teachers and 372 principals were selected as the sample of the research.
The data collection method was through a researcher designed questionaire. Since there was no valid
questionaire available on the subject of this study, the researcher designed his own questionaire. For this reason,
first some literature from some magazines and periodicals on the subject of information and communication
technology with an emphasis on the teaching and learning process was studied. In addition, several articles at the
Ph.D. and Master’s level (Azadmanesh 2005, Effat Nejad 2002, Fathi 2005, Richardson 1999, Fluke 2003,
Oldfor 1998) related to the topic of research and other related topics were obtained and analyzed and finally a
questionaire was desinged with the help of experts and instructors which included 62 questions on two subjects
of organizational efforts and organizational results and four minor subjects of ingression, process, personal
results and organizational results. To have a final assessment of the questionaire, the Cronbach Alpha index was
used. For this, a preleminary study was conducted and the questionaire was tested on 30 teachers (15 high school
and 15 vocational school teachers) and 20 principals (10 high school and 10 vocational school). After some
analysis on the preleminary study results, the data from the questionaire was evaluated using SPSS16 based on
the Cronbach Alpha index to be equal to 0.88 which indicates the validity of the measuring tools.
Therefore, the questionaire was designed based on the Linkert Scale, considering the framework used for the
research (the organizational elements model, OEM). The questionaire has two topics: First, it is about the
organizational efforts with two dimmensions of ingression and challenges and perspectives process resulted from
utilizing information and communication technology in the process of teaching and learning; and the second is
about the organizational results which examines the challenges and perspectives of two dimmensions of
personal and organizational utilizing information and communication technology in the process of teaching and
learning. As a result, in these questionaires and with respect to time limitations and based on the regional
divisions and the development districts by the ministry of education in the province, they were divided to three
groups of wealthy, semi-wealthy and deprived (The design and planning group for the Isfahan Province Main
Office, 2013) and on this basis the questionaire was distributed among samples for the study. Finally, the
obtained results for analysis were punched into SPSS 16 software and by using inferential statistics (T-test and
One-way Variance test) they were analyzed.
4.Research Findings
Question 1: Is there a difference in challenges and perspectives of ingressive results between vocational and
high school teachers?
Table 2: The Results of the independent T-test for comparing the differences of ingressive results among high
school and vocational school teachers.
Statistical Indexes
of the teachers
Mean Standard
Deviation
T-test Significance Level
High school
teachers
36.32 9.49
-2.67 0.008
Vocationala school
teachers
34.44 9.39
Based on the obtained results in table 2, the effect of being from high school or vocational school is significant
(P = 0.008). In other words, the two groups of high school and vocational school were significantly different in
the ingression variable and the response to the first part of the research question was positive. In addition,
considering the means in table 2 for the vocational teachers is 36.32 and higher than that for the high school
teachers, we can conclude that this variable is of more significance for vocational school teachers.
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Question 1.1: Is there a difference in ingressive results of challenges and perspectives among the teachers in
wealthy, semi-wealthy and deprived regions?
Table 3: The one-way variance analysis test (ANOVA) for ingression results comparison among teachers in
wealthy, semi-wealthy and deprived regions
Statistical Indexes
of Source
Changes
Sum of
Squares
Degrees of
Freedom
Mean of
Squares
F-Test Significance
Level
Inter-groups 308.136 2 154.068
1.74 0.176Intra-groups 64622.000 720 89.753
Total 64930.136 722 -
Based on the obtained results in table 3, no significant effect of being wealthy was obtained. The
significance level was equal to 0.176 and it is higher than 0.05. therefore, the answer to the second part of the
first question is negative and there is no significant difference among the teachers of wealthy, semi-wealthy and
deprived regions.
Question 2: Is there a difference in challenges and perspectives process between teachers of vocational and high
school?
Table 4: The results of independent T-test for comparison among the difference in process results between
teachers of vocational and high school
Statistical Indexes
of the teachers
Mean Standard
Deviation
T-test Significance Level
High school
teachers
20.29 9.49
-2.98 0.003
Vocationala school
teachers
18.97 5.39
Based on the results obtained from table 4, the effect of being from high school or vocational school is
significant (P = 0.003). In other words, the two groups of teachers from high school and vocational school are
significantly different in the process variable.
So the answer to the first part of the second question is positive and considering the mean for vocational school
teachers of table 4 being equal to 20.29 shows a higher mean for them than the high school teachers. We can
then conclude that this variable is more significant for vocational school teachers.
Question 2.1: Is there a difference in challenges and perspectives among the teachers in wealthy, semi-
wealthy and deprived regions?
Table 5: The results of the one-way variance analysis test (ANOVA) for comparing the ingression results among
the teachers in wealthy, semi-wealthy and deprived regions
Statistical Indexes
of Source
Changes
Sum of
Squares
Degrees of
Freedom
Mean of
Squares
F-Test Significance
Level
Inter-groups 83.621 2 41.811
1.156 0.315Intra-groups 25588.539 720 35.540
Total 25675.160 722 -
Based on the results obtained from table 5, no significant difference was observed in being
economincally rich or deprived. The significance is equal to 0.315 and it is more than 0.05; therefore, the answer
to the second part of the second question is negative and there is no significant difference among teachers in
wealthy, semi-wealthy and deprived regions for the variable of process.
Question 3: Is there a difference in challenges and perspectives of personal results between teachers of
vocational and high school?
Table 6: The results of independent T-test for comparing the difference in personal results between the
vocational and high school teachers
Statistical Indexes of the teachers Mean Standard Deviation T-test Significance Level
High school teachers 44.54 10.16
-3.209 0.001Vocationala school teachers 41.92 11.67
Based on the results obtained from table 6, there is a significant difference between being a vocational
school and high school teacher (P = 0.001). In other words, the two groups of teachers from high school and
vocational school are significantly different in the personal results variable. Therefore, the answer to first part of
the third question of the research is positive and considering the results by table 6 regarding the mean for
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vocational school teachers being equal to 44.54, it is higher than that for high school teachers, and we can
conclude that this variable is more significant for vocational school teachers.
Question 3.1: Is there a difference in challenges and perspectives of personal results among the
teachers in wealthy, semi-wealthy and deprived regions?
Table 7: The results of one-way variance analysis test (ANOVA) for comparing the personal results in among
the teachers in wealthy, semi-wealthy and deprived regions
Statistical Indexes
of Source
Changes
Sum of
Squares
Degrees of
Freedom
Mean of
Squares
F-Test Significance
Level
Inter-groups 430.492 2 215.246
1/729 178Intra-groups 87434.025 720 121.436
Total 87864.517 722 -
Based on the results obtained from table 7, no significant difference was observed in being economically rich.
The significance level was equal to 0.178 and this is higher than 0.05. therefore, the answer to the second part of
the third question of the research was negatvie and there was no significant difference among the teachers in
wealthy, semi-wealthy and deprived regions
Question 4: Is there a difference in challenges and perspectives of organizational results between
teachers of vocational and high school?
Table 8: The results of an independent T-Test for comparing the organizational difference between the
vocational and high school teachers.
Statistical Indexes of the teachers Mean Standard Deviation T-test Significance Level
High school teachers 85.92 14.60
1.857 0.064Vocationala school teachers 89.03 16.29
Based on the results obtained from table 8, there was no significant difference in being a vocational or high
school teacher. Having a significance level of equal to 0.064, it is higher than 0.05. In other words, there is no
difference in organizational results variable for vocational and high school teachers. Therefore, the answer to the
first part of the forth research question is negative.
Question 4.1: Is there a difference in challenges and perspectives of organizational results among the
principals in wealthy, semi-wealthy and deprived regions?
Table 9: The results of a one-way variance analysis test (ANOVA) for comparing the organizational results
among the vocational and high school principals of wealthy, semi-wealthy, and deprived regions.
Statistical Indexes
of Source
Changes
Sum of
Squares
Degrees of
Freedom
Mean of
Squares
F-Test Significance
Level
Inter-groups 115.621 2 57.811
0.233 0.793Intra-groups 92467.712 372 248.569
Total 92583.333 374 -
Based on the results obtained from table 9, there was no siginificant effect in being wealthy among the groups.
The significance level equal is 0.793, and it is more than 0.05. Therefore, the answer to the second part of the
fourth question is negative and there was no significant difference for principals in wealthy, semi-wealthy and
deprived regions.
5. Discussion and Conclusion
Following the study of challenges and perspectives, applying the information and communication technology in
the process of teaching and learning based on the first question of the research in chapter 1 will be examined as
follows:
1. The findings regarding the first question of the research: is there a difference in challenges and perspectives
of the ingression results between the teachers of vocational and high school?
1.1. Is there a difference in challenges and perspectives of the ingression results between the teachers of
wealthy, semi-wealthy, and deprived regions?
The results from a T-test and one-way variance test showed that the effect of being from vocational school or
high school is significant. In other words, the two groups of teachers from high school and vocational school
within the ingression variable (suitable educational software for each major of study, sufficient hardware,
appropriate technical support for trouble shooting, sufficient specialized human resources, transparancy of the
policies, objective legislation, presence of proper cultural conditions for a successful execution, prioritizing for
allocating the capital, access to a fast telecommunication network, support by private sector, presence of proper
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political conditions for a successful execution, clarity of credit provision resources, availability of institutions for
teaching the skills required for using the information and communication technologies in the field of teaching
and learning, presence of the essential infrastructures) had significant differences. As a result, the results of this
research was in harmony with those by Yamamatoo (2002), Sharif Khalifeh Soltani and colleagues (2011)
regarding the ingression variable. Therefore, the answer to the first part of the first research question is positive.
And considering the fact that the mean for vocational school teachers being equal to 36.33, it is higher than that
for high school teachers. So we can conclude that this variable is more important for high school teachers.
Subsequently, since the ingression variable is more important for vocational school teachers, it is essential to
provide the vocational school teachers with more ingression variables. However, the effect of economical
prosperity was insignificant; therefore, the response to the second part of the first question of the research is
negative and there is no significant difference among teachers of wealthy, semi-wealthy, and deprived regions
for the ingression variable.
2. Research findings with regard to the second question of the research: Is there a difference in challenges and
perspectives of the process between the vocational and high school teachers?
2.1. Is there a difference in challenges and perspectives of the process among teachers of the wealthy, semi-
wealthy, and deprived regions?
The results from a T-test and one-way variance test showed that the effect of being from vocational school or
high school is significant. In other words, the two groups of teachers from high school and vocational school
within the process variable (examining and identifying the executive obstacles and difficulties, existance of plans
for investment, existance of standards for using educational software programs, existance of standards for using
educational hardware components, a system of incentives for supporting the users (teachers), a good
management support for resolving the problems, a mechanism for supervision, and a mechanism for assessment)
were significantly different. The results of this research was in harmony with those by Yamamatoo (2002),
Sharif Khalifeh Soltani and colleagues (2011) regarding the process variable. Therefore, the answer to the first
part of the second research question is positive. And considering the fact that the mean for vocational school
teachers being equal to 20.29, it is higher than that for high school teachers. So we can conclude that this
variable is more important for high school teachers. However, the effect of economical prosperity was
insignificant; therefore, the response to the second part of the second question of the research is negative and
there is no significant difference among teachers of wealthy, semi-wealthy, and deprived regions for the process
variable.
3. Research findings with regard to the third question of the research: Is there a difference in challenges and
perspectives in the personal results between the vocational and high school teachers?
3.1. Is there a difference in challenges and perspectives in the personal results among teachers of the
wealthy, semi-wealthy, and deprived regions?
The results from a T-test and one-way variance test showed that the effect of being from vocational school or
high school is significant. In other words, the two groups of teachers from high school and vocational school
within the personal results variable (paying more attention to the personal differences of the students, adding to
the visual and verbal harmony, intensifying the motivation in students, meaningful learning event, increasing the
creative ability in students, reducing the chance for educational failure, increasing the power of generalizing and
transfer of knowledge, reducing the amount of anxiety from exams, empowering the critical thinking, training
students to be more investigative, making teachers to be more investigative, enhancing the self-confidence in
teachers and increasing the sense of responsibility in students) were significantly different. The results of this
research was in harmony with those by Karimi Alavijeh and colleagues (2009). Therefore, the answer to the first
part of the third research question is positive. And considering the fact that the mean for vocational school
teachers being equal to 44.54, it is higher than that for high school teachers. So we can conclude that this
variable, similar to the last two variables of ingression and process, is more important for high school teachers.
However, the effect of economical prosperity was insignificant; therefore, the response to the second part of the
second question of the research is negative and there is no significant difference among teachers of wealthy,
semi-wealthy, and deprived regions for the process variable.
4. Research findings with regard to the fourth question of the research: Is there a difference in challenges and
perspectives in the organizational results between the vocational and high school Principals?
4.1. Is there a difference in challenges and perspectives in the organizational results among Principals of
the wealthy, semi-wealthy, and deprived regions?
The results from a T-test and one-way variance test showed that the effect of being from vocational school or
high school is significant. In other words, the two groups of principals from high school and vocational school
within the organizational results variable (providing opportunities for cooperation with advanced schools in other
countries and teaching and learning to expand innovation in lesson planning, providing opportunities to use
international investment funds, moving school towards globalization, wider utilization of information, increasing
the research ability in Principals, expanding more educational fairness, increasing educational opportunities,
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synchronizing students with cultural changes in a national level, synchronizing students with social changes in a
national level, increasing the students ability in doing research, development and expansion of academic
resources in the framework of information and communication technologies, synchronizing students with
scientific-educational changes in a international level, reduction of educational costs, enhancement of class
teaching, making learning a life-time enterprise, diversifying the teaching methods, increasing flexible access to
scientific resources, increasing the interaction between the teacher and the students, facilitating the assessment
process, making educational assessments more scientific, making the education more student-centered,
strengthening a more flexible educational models, increasing coral activities, reduction of time limitation,
reduction of locational limitation) were significantly different. The results of this research was in harmony with
those by Sharif Khalifeh Soltani (2010). Therefore, the answer to the second part of the fourth research question
is negative. And there is no significant difference among principals of wealthy, semi-wealthy, and deprived
regions for the process variable.
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