Background: The present study aimed at investigating the factors that may influence users' perspectives in technology acceptance in universities of Iran. An extended model of the technology acceptance model (TAM), with emphasis on the impact of internal factors on technology acceptance concerning university teachers' points of views in Iran was considered in this research.
Teaching-learning processes in the e-Iearning context are identified as procedures that facilitate learning, using a variety of learning services based on a technology platform. This process is analysed with a focus on the teacher's different presences in online position or e-Iearning environment, specially their presence in cognition, communication and teaches. Given this notion of how the process of teaching learning facilitates learning in a virtual learning environment and what the relationship is between the different roles a teacher might take on, the paper is designed on the basis of the researcher's approach to the teaching-learning process, teacher roles and the implications of mentioned roles in the three virtual Universities selected from Iran.
Background: The purpose of this study is to investigate on the factors have effects on ICT usage specially the professional usage of ICT during teaching and learning process. Methods: we have a surveyed research regarding Kharazmi's teacher's points of view to use ICT in University. Among 128 of the teachers from seven departments selected as convenience sampling method approximately 118 were answered to the researchermade Likert-type questionnaire. The questionnaire validity and reliability estimated in advance. Data were analyzed; by the SPSS software, version 20, Pearson Chi-Square and ANOVA formula Results: The results show that there is a relationship between the teacher's professional usage of ICT and the qualification of related instruments during teaching-learning process (P < 0.05, 0.01).The different levels of satisfaction and approach to professional usage of ICT referred to departments found have no meaningful significant (P < 0.05, 0.01). The teachers' age and teaching backup found not meaningful item to have effects on ICT usage (P < 0.05, 0.01). Conclusions: An improvement of functions in ICT usage needs having an approach to the teachers' abilities on ICT professional usage during teaching-learning process and preparing the qualified ICT facilities
This article describes how today's traditional Iranian schools need to be reorganized to comply with the requirements established in the knowledge and communication fields, based on modern societies, because they are part of an increasingly globalised and complex world. Since 2010, this has been important because the Iranian Government required schools to become “smart,” with particular attention given to the knowledge and the skills that come from using modern technology, such as computers and the internet. Because of this there has been a large research effort promoting and monitoring the approach of schools to ICT. In this article, the results of one of the researches carried out in Karaj (the second biggest city in Iran) are reported. This research investigated the availability of ICT structures through a survey on the point of view of teachers and headmasters. The random sampling method regarded 300 teachers and 20 headmasters to whom two sets of questionnaires were given in order to verify and collect their opinions on the different aspects of ICT implementation. The reliability of these questionnaires has been evaluated by Cronbach's alpha (0/87). The research findings have clearly shown that in Karaj the teachers' knowledge and skills of integrating information technology in everyday teaching are at intermediate level, while infrastructures and equipment considered essential for the implementation of smart schools are at a low level.
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