چکیده:
The purpose of this study was to investigate the factors effecting Information and Communication Technology (ICT) usage in Kharazmi University in Iran and provide insight into the teachers' points of views. Among 300 university teachers, 97 were selected randomly to answer the questionnaire. A researcher-made Likert-type questionnaire was developed using the modules of the ICT Foundation. For comparison and ranking of ICT usage, the Chi square formula and one-way analysis of variance were used. There was significant similarity among the teachers' attitudes in 7 departments about the effects of ICT to use in teaching-learning process. There was no significant difference between teachers' view points about their enthusiasm of professional use of ICT and to integrate technology in pedagogically sound ways in all faculties. The main priority of Kharazmi University according to the teachers was related to the teachers' attitude to empower ICT approaches through teaching and learning processes.
خلاصه ماشینی:
ir Abstract The purpose of this study was to investigate the factors effecting Information and Communication Technology (ICT) usage in Kharazmi University in Iran and provide insight into the teachers' points of views.
There was significant similarity among the teachers' attitudes in 7 departments about the effects of ICT to use in teaching- learning process.
There was no significant difference between teachers' view points about their enthusiasm of professional use of ICT and to integrate technology in pedagogically sound ways in all faculties.
The main priority of Kharazmi University according to the teachers was related to the teachers' attitude to empower ICT approaches through teaching and learning processes.
According to Mishra & Koehler (2005) in recent years, researchers reported that effective ICT integration requires teachers to acquire knowledge of technology, content, pedagogy and the intersection of these, known as TPACK (Archambault, & Crippen, 2009).
Teachers should have a professional approach towards ICT use in their teaching method and for integrating technology in pedagogically sound ways.
According to their findings teachers' attitudes toward information and communication technology, related skills, and the number of published papers in web based journals and conferences are evidence of its applications.
So, the effects of factors which make the teachers' abilities in professional use of ICT during teaching-learning process and their attitude do not sound good.
Main questions • How do teachers describe their professional abilities to use of ICT during teaching- learning processes?
• How do teachers describe their attitude to use of ICT during teaching-learning processes?