Identifying the factors affecting the application of information and communication technology (ICT) in order to present a model in Iranian schools
Subject Areas :
Education
masoumeh tavakoli
1
,
Ebrahim Hallajian
2
1 - PhD student in Educational Management, Sari Branch, Islamic Azad University, Sari, Iran
2 - Invited Assistant Professor, Department of Educational Management, Sari Branch, Islamic Azad University, Sari, Iran
Received: 2021-07-28
Accepted : 2022-01-11
Published : 2022-08-23
Keywords:
Schools,
Effective factors,
ICT application,
models,
Abstract :
Introduction: Information and communication technology improves the quality of teaching-learning processes and the overall successful implementation of curricula.
research methodology: The research method was conducted with an approach mixed with exploratory design (in-depth and exploratory interviews with refining). In the qualitative approach, a purposeful method and interviews with professors of the Department of Educational Sciences and senior managers and education experts were used to compile a questionnaire. The key points of the semi-structured interview were categorized and labeled in professional terms. In the quantitative approach, a descriptive survey method was used. The statistical population of the study consisted of all school principals in Iran (105,968 people) who were selected as a sample using cluster random sampling method based on Cochran's formula. In order to collect data by field method, a researcher-made questionnaire of factors affecting the use of ICT with 55 questions and 10 components was used. The face and content validity of the tool was approved by experts; And its convergent validity was calculated using the coefficients of mean extraction variance (AVE) that AVE values for all components were greater than 0.5. Also, for all components, Cronbach's alpha and combined reliability higher than 0.7 were calculated and confirmed.
Findings: The results showed that; Factors affecting the use of ICT have ten components (infrastructure, management, psychological, motivational, technical-counseling, cultural, social, economic, supportive-support and educational-skill) that the support component has the most share and component Technical-consulting has the lowest share. Exploratory factor analysis and confirmatory factor analysis were used to analyze the data. Data analysis was performed using SPSS20 and PLS software.
Conclusion: Accurate identification of effective factors and barriers to the use of ICT in schools and proper design of the model based on theoretical support and setting logical goals has led to the approval of the model and its fit.
References:
Adak, K, & Adak, M. (2019). Investigating the effective factors on the use of knowledge management by school principals. School Management. 7(1): 195-211. .[in Persian]
Adeyemi, T. O, & Olaleye, F. O. (2010). Information communication and technology (ICT) for the effective management of secondary schools for sustainable development in Ekiti State, Nigeria. American-Eurasian Journal of Scientific Research, 5, 2, 106-113.
Agbo, I.S. (2015). Factors Influencing the Use of Information and Communication Technology (ICT) in Teaching and Learning Computer Studies in Ohaukwu Local Government Area of Ebonyi State-Nigeria. Journal of Education and Practice, 6, 7, 71-87.
Azizi, M, Izadi, S, & Babaian, F. (2020). Investigating Barriers to Admission and Application of Information and Communication Technology in Primary Schools. Journal of New Approaches in Educational Management. 11 (41): 117-134. .[in Persian]
Derakhshideh, S, Mahmoudi, S. M, & Yazdani, H. R. (2020). Identify, prioritize and model the factors affecting the implementation of effective information technology governance using fuzzy Delphi method, fuzzy demitel and network analysis process. Iranian Journal of Information processing and Management, 35, 4, 979-1012.
Esfijani, A, & Zamani, B. E. (2020). Factors influencing teachers’ utilisation of ICT: the role of in-service training courses and access. Research in Learning Technology, 28.
Lau, B. T, & Sim, C. H. (2008). Exploring the extent of ICT adoption among secondary school teachers in Malaysia. International Journal of Computing and IT Research, 2, 2, 19-36.
Mirzajani, H, Mahmud, R, Ayub, A. F. M, & Wong, S. L. (2016). Teachers’ acceptance of ICT and its integration in the classroom. Quality Assurance in Education. 24, 1, 26-40.
Motahari Nejad, H, & Vaziri Shahrbabak, B. (2017). Managerial and organizational factors affecting the acceptance of information technology in schools from the perspective of teachers. Bi-Quarterly Journal of Management on Organizational Education (Scientific-Research). 5(2): 167-202. .[in Persian]
Saeedipour, B, & Islampanah, M. (2009). Presenting a conceptual model of curriculum planning based on information and communication technology and measuring its suitability with the curriculum planning system. Curriculum Studies Quarterly. 10: 93-65. .[in Persian]
Sarchahani, Z, Nasiri Valik Bani, F, Ardalan, M, & Sarchahani, M. (2018). Investigating the model of acceptance and application of information technology in Fars Education Department. A New Approaches in Educational Management. 9(2): 165-180. .[in Persian]
Seraji, F, Ghanbari, S, & Khalid, A. (2014). Identify the factors affecting the motivation of high school teachers to use information and communication technology in the curriculum implementation process. Journal of Education. 30(1): 9-34. .[in Persian]
Taghizadeh, H, & Ziaei, H. P. (2012). Investigating the Relationships between the Application of Information and Communication Technology in Universities with Dimatel Approach (Case Study). Quarterly Journal of Information and Communication Technology in Educational Sciences. 4: 112-89. .[in Persian]
Tavakoli Abandansari, M, & Hallajian, E. (2021). Identifying barriers and challenges in the application of information and communication technology in Iranian schools. School Management. 9(1): 53-70. .[in Persian]
Ghorbani Paji, A. (2020). Meta-Analysis of Studies of the Effective Factors in the Application of Information Technology in the Organizations of Iran. Human Information Interaction. 7(2): 0-0. .[in Persian]
Ghulam Shah Zari, H. (2018). The Impact of Information and Communication Technology on Improving the Quality of Higher Education in Iran: Presenting an Analytical Conceptual Model. Journal of New Approaches in Educational Management. 9(35): 175-200. .[in Persian]
Jalali, Z, Ashrafi Rizi, H, Soleimani, M, & Afshar, M. (2017). Factors affecting the acceptance of information technology by Isfahan University librarians based on the TAM model. Journal of Paramedical School of Tehran University of Medical Sciences (Payavard Salamat). 11(4): 410-400. .[in Persian]
Yazdani, A, Shahamat, N, & Salehi, M. (2017). Relationship between the use of information technology and job motivation and creativity of middle school teachers in Beyza. Journal of New Approaches in Educational Management. 4(3). .[in Persian]
Zarei Zavaraki, I, & Salmian, F. (2016). The main challenges of the application of information and communication technology in primary education. Preschool and Elementary Studies. 1(3): 35-49. .[in Persian]
_||_
