چکیده:
Appropriate uses of information technology in teaching-learning process can promote the quality of teaching and lead to learning achievements. However، there are various types of information technology used in classrooms which can be included on one spectrum. A side of which consists of power-point and the other side consists of mixed electronic learning systems. Despite this، all mentioned types might not end up in improvement of learning and teaching quality. Therefore، the question is that whether the use of information technology leads to promotion of quality of teaching and learning in a certain condition. The aim of the present study was to explore the relationship between the amount of information technology used by faculty members and their quality of teaching in Faculty of Psychology and Educational Sciences and Faculty of Social Sciences in University of Tehran. Co relational method as a type of descriptive-analytical research was used as research method. A total of 30 faculty members from University of Tehran’s Faculty of Psychology and Educational Sciences and Faculty of Social Sciences participated in this study. For selecting the study sample stratified sampling method with sufficient sample size was utilized. Required data was gathered through two questionnaires: i) The Use of Information Technology Scale، and ii) The Quality of Teaching Scale. Then، the data was analyzed using Spearman’s correlation method. The reliabilities of these scales through Cronbach’s alpha coefficient were. 87 for The Use of Information Technology Scale، and. 90 for The Quality of Teaching Scale. Also، adequate content validities of both scales have been reported by several studies. The results demonstrated that: i) the faculty members of Faculty of Psychology and Educational Sciences and the faculty members of Faculty of Social Sciences adequately applied information technology in teaching-learning process، and they could be rate in optimum level concerning to quality of teaching; ii) There is a significant positive relationship between the amount of information technology used by faculty members and their quality of teaching. On the basis of the results of the current study following suggestions were proposed: 1) facilitating educational conditions for faculty members about information and communications technology in order to inform them of modern and up-to-date technologies، 2) holding workshops about teaching methods، and 3) inviting successful faculty members in teaching to present their effective experiences.
خلاصه ماشینی:
B. Faculty Members' Teaching Quality Questionnaire: This questionnaire, which was constructed according to teaching quality components (Safari, 2009), was revised with slight changes for faculty members, including mastery of teaching content (questions 1 to 4), lesson planning (questions 5 to 10), teaching skills (questions 11 to 16), classroom management (questions 17 to 23), student guidance and counseling (questions 24 to 26), assessment of learning performance (questions 27 to 31), instructor-student communication skills (questions 32 to 34), and observance of ethical issues in education and teaching (questions 35 to 38).
The present research was conducted with the aim of investigating the relationship between the level of information technology use by faculty members and their teaching quality in the faculties of Psychology and Educational Sciences and Social Sciences at the University of Tehran.
Despite the rapid growth of information and communication technology, easy access to educational technology, and significant financial investments by educational institutions, many institutions and faculty members do not always benefit from modern ICT and still do not use it effectively in the classroom and in the teaching and learning process (Sahin, 2006; Tinukwa & Okojie, 2006; Olinzock, Okojie, 2006; Keengwe, 2006; Marsh, 2005; Thompson, 2006).
Other objectives of this study were to determine the extent of faculty members' use of information technology and their teaching-learning quality in the Faculty of Psychology and Educational Sciences and the Faculty of Social Sciences at the University of Tehran.
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