درخت حوزه‌های تخصصی

Recently, numerous studies have investigated the influence of technology use within the educational settings pointing that the perception of the students as well as the instructor towards technology use is indicative of how well technology might be integrated in instruction. Therefore, this study was designed to explore university lecturers’ perceptions toward instructional technology, their actual versus perceived ICT literacy, the extent to which they integrate technology in their instruction and the challenges they face in successfully integrating instructional technology in academic context. The study adopted a mixed method design and was of exploratory nature. The population consisted of 711 male and female university students studying in different majors including Science, Engineering, Humanities, and Art. Also, 111 instructors teaching different fields took part in the data collection process. Two different questionnaires were devised for the instructors and the students. Besides, for gathering more reliable data, a semi-structured interview was conducted with 51 instructors and 135 students together with an observation to give more depth to the data. The data were analyzed both qualitatively and quantitatively. The study concluded that university lecturers had positive attitude toward ICT and were moderately proficient in the use of ICT while university students had different levels of ICT knowledge and were mostly willing to experience digital learning. However, some limitations were mentioned in the study which shows an urgent need for some measures to be taken for continuous training of university lecturers in ICT which in turn leads to training more knowledgeable digital generation.

This article aimed to study the effect of social problem solving skills training on the educational resilience of children in labour. The statistical population of the study included all the girls in labour, aged 12 to 18 years old, who were supported by the educational charity centres and associations in Tehran in the academic year of 2018-2019. The sample body consisted of 30 individuals from the population, who scored the lowest grades in the educational resilience questionnaire. They were randomly assigned to two experimental and control groups. To measure the educational resilience, the educational resilience questionnaire (Samuels, 2004) was used. The study was of quasi-experimental nature with pre-test, post-test and the control group. The experimental group was trained for 8 sessions to learn the social problem solving based on Dizurilla’s and Goldfried model. Post-test was conducted for both groups. To examine the effect of problem solving training on the educational resilience, the Multivariate Covariance Analysis was performed. The results showed that the social problem solving training affects the learners’ problem-based bias and providence.