The purpose of this study was to investigate the role of technology-related competency components in the curriculum.This research was done in two qualitative and quantitative sections. In the qualitative section, using the method of analysis of the subject, with the exp
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The purpose of this study was to investigate the role of technology-related competency components in the curriculum.This research was done in two qualitative and quantitative sections. In the qualitative section, using the method of analysis of the subject, with the exploratory inductive approach, the components of the technology-related competence are identified from articles and documents, and coded using Maxqda12 software, and by the Atrium Sterling method template was designed. Sampling was done through targeted sampling and continued to saturation (22 articles). In order to determine the content validity of the experts, the Holstein coefficient was used to assess the reliability (0/818). In a quantitative, descriptive-survey method, an initial questionnaire was first made and the content validity of the questionnaire was verified by 10 professors and experts. Its reliability is also 0.85 by Cronbach's alpha. The final questionnaire after the implementation was analyzed among the students of technical and vocational schools with SPSS19 software. The sample size was considered to be 384 in Cochran's formula. The results showed two main components that the role of knowledge component (t=12.3365, p <0.01) and skill component (t = 229.5 and p <0.01) were too moderate in terms of technology-related curriculum. The results of Friedman's test revealed the role of the knowledge component of the competencies associated with technology in the curriculum above skill roles.
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