Social Sciences
Amir Hosein Shokoufi Moghiman; Parinaz Benisi; Maryam Mosleh
Abstract
Background and purpose: By turning the school into a learning organization, the society is gradually guided towards development and lifelong learning. Therefore, today, turning schools into learning organizations is an important issue, and in order to realize it, one must have a correct understanding ...
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Background and purpose: By turning the school into a learning organization, the society is gradually guided towards development and lifelong learning. Therefore, today, turning schools into learning organizations is an important issue, and in order to realize it, one must have a correct understanding and insight into some of its surrounding concepts and issues. Therefore, the aim of the current research is to compile and fit the model of factors related to the development of learning public schools.
Method: The research approach is qualitative and quantitative and a semi-structured interview was conducted through targeted sampling with 22 experts from the Ministry of Education and schools in Tehran until reaching theoretical saturation and finally a questionnaire was designed based on the results of the qualitative part and spread among experts. In order to explore the development model of learning schools, data analysis was done using the foundational data theory and through MAXQDA software. Also, the fit of the relevant model was determined through structural equations using SmartPLS software.
Findings: After conducting qualitative interviews and coding, general categories and subcategories and identification concepts and causal factors, background factors, intervention factors, strategies and consequences of development of learning schools were determined and finally the development model of learning schools with 6 main dimensions and 17 subcategories. And 221 indicators were designed. Also, the fit of the extracted model was confirmed.
Results: Iran's education should simultaneously with the evolution of educational approaches in the world, provide the basis for the formation of learning schools, and in these schools, enhanced learning processes and an integrated interactive environment will be provided to improve the key skills of students, so that all the beneficiaries of the benefits of school development Learners benefit.
Social Sciences
Seddigheh Zohreh Nazari Ardabili; Parinaz Benisi; Hamidreza Vatankhah
Abstract
The main purpose of this article is to design the maturity management model of educational technology in Iranian schools. The research method is mixed (qualitative-quantitative). To conduct this research, in addition to document study, thematic analysis technique with MAXQDA12 software was used to identify ...
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The main purpose of this article is to design the maturity management model of educational technology in Iranian schools. The research method is mixed (qualitative-quantitative). To conduct this research, in addition to document study, thematic analysis technique with MAXQDA12 software was used to identify factors and components. The statistical population in this research was all the experts in the field of educational management and educational technology, as well as regional managers with high experience and work experience in education, which was done after conducting 14 theoretical saturation interviews. The interviews lasted between 75 and 120 minutes. Finally, the basic, organizing and inclusive themes are extracted and structural equation method is used in the quantitative part to design the model. The statistical population in the quantitative part included all the principals and teachers of second year high schools in the 19th district of Tehran, and 169 people were selected as a sample by random sampling. According to semi-structured interviews, 4 dimensions (educational technology knowledge management, educational technology resources and facilities, control and coordination of educational technology and educational technology infrastructure), 15 components (organizing themes) and 55 indicators (basic themes) In order to manage the maturity of educational technology in Iranian schools, it was extracted. After that, according to the questionnaire created by the researcher, the knowledge management dimension of educational technology has the highest importance with a coefficient of 0.974.
