جعفر قهرمانی

Purpose: Increasing improvement in the field of computer sciences, appearance and development of information networks, especially internet, facilities and new ways are provided for the programmers and executives of training plans. The purpose of present research is planning and validation of curriculum model of medium period technological competence. Methodology: This research has mixed strategy. To answer these questions, the research was done in four phases. The first phase was done with qualitative approach and other phases with quantitative approach. Handling this research in the first phase, interview, search and investigation was used for data collection. After doing interviews with 12 persons of elites and using the articles of related researches, obtaining data were collected and the questionnaire including 76 questions in 6 main effective indices on curriculum model of medium period technological competence was planned. In the next step of this questionnaire, it was distributed among some elites of managers and assistants of electronic training schools to determine efficiency amount of each noted factors in the questionnaire on curriculum of medium period technological competence and based on their idea using confirmed element analysis method was designed for medium period technological competence. Finding: Obtained findings indicated that 6 indices with 15 components make the status of network substructure with two access components to network and network quality, relation tool and collaboration with two components of concurrent and in-concurrent relationships, non-technical competences and technical skills with three components of knowledge, skill and attitude, strategies of simplicity training with three components of patterning and cooperation, management and supervision, training strategies for increasing trust with three components of trust, honesty and appreciation and management with two components of time management and support for curriculum model of medium period technological competence. In addition, confirmed element analysis of obtaining components indicated that there is acceptable curriculum model of medium period technological competence with data. The most element load was related to management (0.964) and the least one related to network substructure (0.579). Conclusion: Due to obtaining findings, we can conclude that based on the idea of experts, hardware factors such as substructure of communication networks and internet and technical skills along with software and human factors such as management play the role in designing curriculum of medium period technological competence.

Purpose: School revitalization plays an important role in students' academic performance. Therefore, the purpose of the present research was to present an integrated curriculum model in order to revitalize elementary schools. Methodology: The present study was applied in terms of purpose and descriptive survey in terms of methodology. The research population included the professors, experts of the Education Department of Tehran province, and the sample size was determined 289 people using the Cochran formula. Participants were selected using stratified random sampling method according to their job position. The data collection tool included a researcher-made questionnaire of an integrated curriculum aimed at revitalizing elementary schools, whose content validity was confirmed by the opinion of experts and its reliability was obtained 0.83using Cronbach's alpha method. Data analysis was carried out using exploratory factor analysis and structural equation modeling methods in SPSS and AMOS software. Findings: The results showed that the integrated curriculum model for revitalizing elementary schools consisted of 68 design items, i.e. goal (8 items) content (9 items), content organization (5 items), characteristics of learning activities (5 items), learning activity strategy (5 items), and evaluation (8 items), of which only the factor loading of 40 items was higher than 0.40. Also, the integrated curriculum model for revitalizing elementary schools had a good fit and the integrated curriculum for revitalizing elementary schools had a significant effect on all six components of goal, content, content organization, characteristics of learning activities, strategies of learning activities and evaluation (P<0.05). Conclusion: According to the results of this research, an effective step can be taken to revitalize elementary schools through the items of each of the six components of the integrated curriculum, including the goal, content, content organization, characteristics of learning activities, strategies of learning activities and evaluation.

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.

The purpose of this study is to provide a conceptual framework for the e-learning system of higher education institutions in the Iran, based on the views of experts related to the field of e-learning at the level of higher education institutions and prioritizing factors over each other. The present study is applied in terms of purpose; It is descriptive-exploratory in terms of how data is collected and qualitative in terms of the nature of the data. Accordingly, in order to collect qualitative data, after reviewing the literature related to the research topic, a framework was developed to ask questions of interviews with experts. Then, using purposive sampling method (snowball), the opinions of 15 experts up to the theoretical saturation stage were used. The interviews were coded using Clark and Brown six-step inductive theme analysis. Accordingly, the identified speech evidence from the interview text was labeled in the form of 53 initial codes. Then, the initial codes were drawn in the form of 12 sub-themes and then, three main themes including specialized requirements of e-education system, general requirements of e-education system, results and consequences of e-education system, classification and conceptual conceptual framework of e-education system of higher education institutions. Then, in order to validate the results of the interviews and confirm the components of the research conceptual framework, the fuzzy Delphi questionnaire and method were used and in order to prioritize the components of the research conceptual framework, the fuzzy hierarchy questionnaire and process (FAHP) were used. Based on the results of the research in the Delphi section, all 12 sub-themes or questions of the Delphi questionnaire were approved by the research experts. The results of fuzzy hierarchical analysis also showed that the technical requirements of e-learning have the highest priority among the specialized requirements, followed by the quality requirements of the education system, support requirements, requirements related to professors, requirements for educational quality and related requirements. With students, they are in the next ranks. Also, achieving effectiveness is the highest priority among the general requirements of the e-learning system, followed by satisfaction, optimal use and utilization, in the next ranks. In addition, saving time and money is the highest priority. Among the factors and then the development of learning and integration of education, are in the next ranks.