Identifying the Factors Affecting High School Technological Competency-Based Curriculum: A Qualitative Study
Subject Areas : Curriculum Research
Farid
Rezaei Ali Kamar
1
(PhD Student, Educational Sciences, Curriculum Planning, Faculty of Humanities, Marand Branch, Islamic Azad University, Marand, Iran)
Mohammad Ali
Majall
2
(Assistant Professor, Department of Educational Sciences, Faculty of Humanities, Bonab Branch, Islamic Azad University, Bonab Branch)
Jafar
Ghahremani
3
(Assistant Professor, Department of Educational Sciences, Faculty of Humanities, Marand Branch, Islamic Azad University, Marand, Iran)
Keywords: Curriculum, high school, technological competency,
Abstract :
Purpose: The aim of the present study was to identify the factors affecting the high school technological competency-based curriculum.Methodology: This was an applied study in terms of purpose and qualitative in terms of methodology. The research population included the documents and experts of the technological competency-based curriculum in Tehran during 2018. Of these, twelve were selected as a sample according to the principle of theoretical saturation and purposive sampling. The research instrument included a semi-structured interview whose validity was confirmed by the triangulation method and its reliability was estimated at 0.85 by calculating the interrater agreement coefficient. Data analysis was carried out using open, axial, and selective coding methods in MAXQDA software.Findings: The results showed that the factors affecting the high school technological competency-based curriculum consisted of 66 concepts, 15 components, and 6 dimensions. The dimensions included network infrastructure status (with two components of access and quality), communication and interaction tools (two components of simultaneous and simultaneous tools), non-technical competencies and technical skills (with three components of knowledge, skills, and attitude), training facilitation strategies (three components of participation modeling, management, and supervision), training strategies to increase trust (with three components of trust, honesty, and appreciation) and management (with two components of time management and support).Conclusion: According to the research results, the components, and dimensions identified for the factors affecting the high school technological competency-based curriculum, it is essential to have plans to improve it by promoting concepts, components, and dimensions.
Ajuwon PM, Meeks MK, Griffin-Shirley N, Okungu PA. (2016). Reflections of Teachers of Visually
Impaired Students on Their Assistive Technology Competencies. Journal of Visual Impairment &
Blindness, 110(2), 128-134.
Al-Furaih SAA, Al-Awidi HM. (2020). Teachers' change readiness for the adoption of smartphone
technology: Personal concerns and technological competency. Technology, Knowledge and Learning,
25(2), 409-432.
Almerich G, Orellana N, Suarez-Rodriguez J, Diaz-Garcia I. (2016). Teachers’ information and
communication technology competences: A structural approach. Computers & Education, 100, 110-125.
Baek E, Sung Y. (2020). Pre-service teachers' perception of technology competencies based on the new ISTE
technology standards. Journal of Digital Learning in Teacher Education, 37(1), 48-64.
Bagherzadeh Z, Keshtiaray N, Assareh A. (2018). Designing an engineering education curriculum with an
emphasis on technology education. Journal of Higher Education Curriculum Studies, 8(16), 139-162.
Barbu A, Militaru G. (2019). Value co-creation between manufacturing companies and customers: The role
of information technology competency. Procedia Manufacturing, 32, 1069-1076.
Bolukbas U, Guneri AF. (2018). Knowledge-based decision making for the technology competency analysis
of manufacturing enterprises. Applied Soft Computing, 67, 781-799.
Cruthaka C, Pinngern O. (2016). Development of a training program for enhancement of technology
competencies of university lecturers. International Journal of Educational Administration and Policy
Studies, 8(6), 57-65.,
Dai G, Liang K(C). (2012). Competency modeling research and practice in China: a literature review. Journal
of Chinese Human Resource Management, 3(1), 49-66.
Gunes G, Gokcek T, Bacanak A. (2010). How do teachers evaluate themselves in terms of technological
competencies? Procedia – Social and Behavioral Sciences, 9, 1266-1271.
Habibi-Azar A, Keyhan J, Talebi B. (2020). A phenomenological study of the process of ICT-competence
of Iranian teachers with the purpose of presenting a native model. Technology of Education Journal,
14(4), 847-866.
Kimm CH, Kim J, Baek E, Chen P. (2020). Pre-service teachers' confidence in their ISTE technologycompetency. Journal of Digital Learning in Teacher Education, 36(2), 96-110.
Laskowski C. (2018). Reaching the baseline: A professional's perspective on technological competencies for
library students. The Journal of Academic Librarianship, 44(4), 541-543.
Noori F, Yarmohammadiyan MH, Nadi MA. (2019). Designing and validating the technological
competencies questionnaire for students of vocational education. Journal of Curriculum Studies, 14(52),
31-64.
Ozdemir S. (2017). Basic technology competencies, attitude towards computer assisted education and usage
of technologies in Turkish lesson: A correlation. International Education Studies, 10(4), 160-171.
Shyr W. (2017). Developing the principal technology leadership competency indicators for technical high
schools in K-12 in Taiwan. Journal of Mathematics, Science & Technology Education, 13(6), 2085-2093.
Siegert J, Schlegel T, Bauernhansl T. (2020). Verifiable competencies for production technology. Procedia
Manufacturing, 45, 466-472.
Tahmasebizadeh Z, Rahimidoost Gh, Khalifeh Gh. (2020). Designing and validating technological
competencies scale for primary teachers. Journal of Educational Sciences, 27(1), 241-262.
Yilmaz Y, Karabulut HA, Ucar AS, Ucar K. (2021). Determination of the education technology competencies
of special education teachers. European Journal of Special Education Research, 7(2), 71-83