Identifying the factors affecting the application of information and communication technology (ICT) in order to present a model in Iranian schools

Document Type : Research Paper

Authors

• masoumeh tavakoli ¹
• Ebrahim Hallajian ²

¹ PhD student in Educational Management, Sari Branch, Islamic Azad University, Sari, Iran

² Invited Assistant Professor, Department of Educational Management, Sari Branch, Islamic Azad University, Sari, Iran

10.30495/jedu.2022.28589.5732

Abstract

Introduction: Information and communication technology improves the quality of teaching-learning processes and the overall successful implementation of curricula.
research methodology: The research method was conducted with an approach mixed with exploratory design (in-depth and exploratory interviews with refining). In the qualitative approach, a purposeful method and interviews with professors of the Department of Educational Sciences and senior managers and education experts were used to compile a questionnaire. The key points of the semi-structured interview were categorized and labeled in professional terms. In the quantitative approach, a descriptive survey method was used. The statistical population of the study consisted of all school principals in Iran (105,968 people) who were selected as a sample using cluster random sampling method based on Cochran's formula. In order to collect data by field method, a researcher-made questionnaire of factors affecting the use of ICT with 55 questions and 10 components was used. The face and content validity of the tool was approved by experts; And its convergent validity was calculated using the coefficients of mean extraction variance (AVE) that AVE values ​​for all components were greater than 0.5. Also, for all components, Cronbach's alpha and combined reliability higher than 0.7 were calculated and confirmed.
Findings: The results showed that; Factors affecting the use of ICT have ten components (infrastructure, management, psychological, motivational, technical-counseling, cultural, social, economic, supportive-support and educational-skill) that the support component has the most share and component Technical-consulting has the lowest share. Exploratory factor analysis and confirmatory factor analysis were used to analyze the data. Data analysis was performed using SPSS20 and PLS software.
Conclusion: Accurate identification of effective factors and barriers to the use of ICT in schools and proper design of the model based on theoretical support and setting logical goals has led to the approval of the model and its fit.

Keywords

• Effective factors
• ICT application
• schools
• models

20.1001.1.20086369.1401.13.3.3.0

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