Dissertation for Master's Degree (M.A)
Field: Educational Sciences
Preference: Elementary Education
Summer/ 2013
Abstract
The purpose of this research was to investigate the role of e-learning classes on the teaching report of the teachers participating in the course. The subjects of the research were 296 people, 148 of them were trained primary teachers and the rest 148 were untrained teachers of Chaipareh. were forming Subjects are randomly clustered They were selected according to gender, urban and rural. The data was collected by means of a researcher-made questionnaire with 22 questions, the reliability and validity of which was estimated to be favorable, and it was analyzed in a comparative causal design with the statistical test of multivariate analysis of variance. The findings of the research showed that there is a significant difference between the teaching method of trained and untrained teachers in terms of clear and clear transfer of materials using electronic content, use of educational aids, organization, sequence and adjustment of materials using electronic content, interaction with students With the use of electronic media and the level of skill and mastery of teachers in preparing and working with media. Also, the amount of preparation and use of electronic content in teaching by trained female teachers is more than that of male teachers. The preparation and use of electronic content has a decisive role in the clear transfer of materials, interaction with students in different fields, organization and sequence of materials and mastery of educational materials, its preparation and use is recommended to all educators in the field of science and knowledge.
Keywords: training course, teachers, electronic content, teaching method
Chapter 1
Overview of the research
1-1- Introduction
Discussion of education and processes related to it has found an important and valuable aspect in all fields and management approaches, both in industry and services. In developed countries, the main key to their prosperity and progress is education, and new locks can only be opened with the key of education. All this is the reason for the claim that education is the main pillar of progress and development in the field of global market competition. Therefore, with this point of view, education is no longer merely an organizational requirement, but rather a strategy and orientation of the organization so that they can see themselves as successful and progressive in the goals and missions of the organization. Today, the purpose of training is not job promotion, increasing the salary and wage ratio, and enriching people's education certificates, but the purpose of training is to identify problems and solve them with training tools, and finally, to help the progress and improvement of the organization and to satisfy shareholders and customers (Khorasani, 2012). Considering the above, organizations train their human resources in different ways. Short-term training courses are among these methods. Therefore, today, human resource training as a strategic tool serves the society best in the field of bringing people together with knowledge, science and technology. Toffler (1974) says in this context: "Today's world, following the agricultural and industrial revolutions, has started the third wave (information technology), which is the start of a wonderful new civilization." (Farm Lee, 1390: 4). Teachers are the main agents of the successful introduction and interaction of information technology in the educational system. Just as every teacher has his own method of using blackboard or any other tool in teaching, how to use information and communication technology in education and how to integrate technology in teaching depends on the experience and attitude of teachers and can be done at different levels and types (Yildirim, 2000). UNESCO experts emphasize that if teachers use the model of information and communication technology in the classroom If they do not experience their own experiences, it will not be possible to raise a new generation of teachers who can use Fava tools efficiently in their learning (Resta, 2002).So that in various researches (such as Ryan, 1991, Baron et al., 1999, Akpan and Andrey, 2000, Wallis, 2001, Black et al., 2002 and Waxman et al., 2003) the importance of using information and communication technology (electronic content) in the teaching and learning process and its effectiveness in improving learning due to the possibility of simulation, educational network, learning with the help of Computer, virtual laboratory, virtual workshops, research cores, group work using computer and internet, search and research through web and lesson preparation and evaluation have been mentioned. Wein Eyck and colleagues (Bita, quoted by Sharifi, 2013) listed the teacher's information and communication technology skills (electronic content) under the headings of using hardware, using software, and using information and communication technology in the learner's activity. statement of the problem
Nowadays, managers of organizations consider training and development of human resources as one of their most vital tasks in the way of improvement, and considering its significant benefits in the work environment, they make many investments in this direction. Currently, many organizations, regardless of the type and level of formal education of their human resources, and according to the dynamics in the sciences as well as job requirements, provide various and continuous training courses. They prepare for them. Organizations improve the professional knowledge and skills of their human resources through education and coordinate their job performance with the intended goals. (Kaiser, 1995). In education, short-term trainings are used to train teachers to improve the quality of their teaching (Bardes [1], 2008: 43-40).
The acceptance and use of information technology (electronic content) helps teachers in effective curriculum and teaching and creating innovation. So that the necessity of using learning resources other than textbooks has attracted the attention of most of the people involved in the educational systems in different countries during the last few decades. Non-curriculum resources mean any means other than textbooks. which has a positive and useful role in the course of education in improving the teaching and learning process (Dadpanah, 1388: 12).
The results of most of the researches show that unfortunately, after half a century of experience and trial and error, adopting various and sometimes conflicting programs and policies, and creating financial and human investments, we still have not been able to motivate and desire even in the least expectation for serious use and follow To create non-textbook sources among our teachers (Karakabadi, 1373). Also, the research results show that students are reluctant to use extracurricular resources to learn as well as possible. And while The production of electronic content for students to learn better is becoming more widespread day by day (Dad Panah, 1388: 18).
Zofan (1379) believes that the use of electronic content involves students in the teaching-learning process and therefore encourages them to think creatively and independently; also, the use of electronic content empowers the teacher. in order to make fundamental and effective changes in their teaching methods in learning environments, as can be seen from the results of internal and external research, the use of non-textbook resources, i.e. the use of new technologies, have had useful and significant effects on teachers' teaching methods.
Levin and Vadamani (2008) by examining the teachers' views on the effective factors in the use of technology (electronic content) in the classroom found that the use of Electronic content in the classroom, teachers use the general model: the first model focuses on the origin of the impact of technology application and emphasizes human factors in this context, and the second focuses on the nature of the impact of using technology and emphasizes the technical and cognitive evolution in this context. Information and communication technology as a new approach complements education and does not replace it, the purpose of its development is to improve and make education resources, especially human resources, more efficient. Among the new tools and concepts, it provides the field of information expansion and easy and low-cost access for students, students, and teachers in an online method and enables the rapid exchange of information and cultural interactions (Akhvan and Dost Mohammadi 2019). In fact, teachers who use electronic content for teaching are more interactive than their colleagues (Glasser and Hanafen, 2008).