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 Table of Contents  
ORIGINAL ARTICLE
Year : 2016  |  Volume : 2  |  Issue : 3  |  Page : 188-195

How to integration of information and communication technology with Elements of Undergraduate Program Curriculum in Educational Sciences of Farhangian University in Tehran and evaluation from the perspective of students and related professors


Department of Educational Science, Science and Research Branch, Islamic Azad University, Tehran, Iran

Date of Web Publication6-Jun-2016

Correspondence Address:
Reza Fazlalizadeh
Department of Educational Science, Science and Research Branch, Islamic Azad University, Tehran
Iran
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/2395-2296.183534

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  Abstract 

Aims: This study is to investigate the integration of information and communication technology (ICT) with Elements of Undergraduate Program Curriculum in Educational Sciences of Farhangian University in Tehran from the perspective of students and related professors to optimize the mentioned curriculum. Methods: This is an evaluation study, and the researcher has utilized “field research.” The studied population includes: 921 undergraduate students in Educational Sciences and Professors of Educational Sciences, including 92 people who are teaching in different majors of Educational sciences accordingly, among 921 people a sample of 120 students and among 92 educational sciences experts 45 subjects were selected and random cluster sampling method was used. To determine the sample size in this study Morgan's table was used. Data collection tools included a researcher made questionnaire which consists of 50 questions of five-point Likert scale. Before the final implementation of the questionnaire, to ensure the applicability of the questionnaire “pilot implementation” was done. Face and content validity of the questionnaire were confirmed with the opinion of the professors and experts in this field and its reliability was calculated 96.5%, using Cronbach's alpha. In the area of inferential statistics, Chi-square test was used to study and analyze the data. Results: Show the same distribution of opinions of students and professors to use and integrate ICT to explain 4 elements of the curriculum. Conclusion: At the end a model of the integration of (ICT) to optimize the elements of the curriculum at Undergraduate Program Curriculum in Educational Sciences of Farhangian University in proposed which considers different levels of integration in the curriculum, including within field, interdisciplinary, integrated, and interdependent. The results of this research are a strategy for the development and integration of ICT curriculum elements with Farhangian university curriculum and national curriculum document.

Keywords: Curriculum, Farhangian University, information and communication technology, suitable model of curriculum development


How to cite this article:
Fazlalizadeh R, Naderi E, Naraghi EM. How to integration of information and communication technology with Elements of Undergraduate Program Curriculum in Educational Sciences of Farhangian University in Tehran and evaluation from the perspective of students and related professors. Int J Educ Psychol Res 2016;2:188-95

How to cite this URL:
Fazlalizadeh R, Naderi E, Naraghi EM. How to integration of information and communication technology with Elements of Undergraduate Program Curriculum in Educational Sciences of Farhangian University in Tehran and evaluation from the perspective of students and related professors. Int J Educ Psychol Res [serial online] 2016 [cited 2024 Mar 28];2:188-95. Available from: https://www.ijeprjournal.org/text.asp?2016/2/3/188/183534


  Introduction Top


The rapid growth of information technology compared to other revolutions of the last two millennia has had a profound impact on the present communities.[1] The increasing growth of science and the rapid development of technology makes it necessary more and more for those involved in educational authorities to get aware of its new technologies and capabilities.[2] On the other hand, the rapid growth of technology has not been coordinated with social awareness and readiness in communities and schools. The gap between existing knowledge and technology and its social consequences has caused drastic changes at the community level.[3]

Changes in the educational system are only possible when all of the building blocks of activities, are systematic, research-oriented, is reviewed and envolved.[4] In this regard, the role of human resources is very important, and the teacher is considered as one of the most important growth factors involved in the quality development and teacher education content. On the other hand, the relevance of educational system of teacher education with the age of information and communications to meet the diverse and complex needs could have a major role, and since the elements of the curriculum are inseparable from the educational system and the curriculum therefore despite the expansion of information and rapid change in organizational structure, procedures, information, tools and expectations, these elements should be changed in accordance with the present age, to be able to meet the needs of the community.[5]

This research is to study the use and application of information and communication technology (ICT) to explain the curriculum Elements of Undergraduate Program Curriculum in Educational Sciences of Farhangian University in Tehran province. Therefore, in this study, the integration of main variables and components of information and communication technologies, which includes computer, database, E-mail, web, multimedia capabilities, simulation and processors and… with nine elements of the curriculum in accordance with Klein's model that included the objectives, content, learning activities, grouping of learners, learning material and resources, time, space, teaching strategies and its assessment practices from the perspective of students, teachers, and related professors to provide practical model to optimize the curriculum of undergraduate program of Farhangian University.[6]

This study aims to provide a model for the applicability and integration of ICT in the curriculum of the undergraduate program in Educational Sciences of Farhangian University in Tehran province in academic year 2014–2015. To achieve this goal, the following steps should be taken:

First step

To achieve a theoretical framework model, the theoretical foundations of the curriculum of ICT-based are studied, and its implications in education, as well as teacher training, helped the researcher in forming the basic framework of the proposed suitable model.[7]

Second step

Conduction of a comparative study: In this study, 5 countries which are in different positions in the ranking of countries in terms of ICT development are elected, and their status is studied in terms of the entrance of ICT in education and teacher training curriculum elements.[8]

Third Step

By analyzing the obtained data from the previous stages and the integration of ICT with the curriculum elements of Farhangian University the researcher measured to offer an optimized model of ICT-based curriculum in Teacher Training of Iran, and to do so, the researcher took advantage of the information from obtained from studying the research literature, including studies carried out in Iran and abroad and raised pattern on the implementation of ICT in teacher training curriculum. Using the findings of comparative studies and the status of teacher training in Iran, providing a practical model to optimize the curriculum of undergraduate program in Educational Sciences of Farhangian University.[9]

The fourth step

By visiting the students and the related professors, the researcher began to evaluate and validate the proposed model.[10]

This study is to answer the following questions:

  1. Is the distribution of opinion of students and professors different in using ICT to explain the space in the Undergraduate Program Curriculum in Educational Sciences of Farhangian University in Tehran province?
  2. Is the distribution of opinion of students and professors different in using ICT to explain the time in the Undergraduate Program Curriculum in Educational Sciences of Farhangian University in Tehran province?
  3. Is the distribution of opinion of students and professors different in using ICT to explain the teaching strategies in the Undergraduate Program Curriculum in Educational Sciences of Farhangian University in Tehran province?
  4. Is the distribution of opinion of students and professors different in using ICT to explain the evaluation method in the Undergraduate Program Curriculum in Educational Sciences of Farhangian University in Tehran province?


ICT integration in the curriculum makes the students to use ICT-based activities to improve scientific research or as a virtual substitute such as virtual simulation laboratories. This procedure leads to economic savings in space and laboratory facilities and reveals the need to the use of ICT.[11] It is clear that the difference between various communities in terms of technical knowledge, infrastructure, trends, and culture in the face of new information and communication technologies demands the use of different and appropriate techniques for the integration of this technology in the educational system of each country and access to appropriate procedures itself requires scientific research, in other words, wise dealing with this phenomenon.[12] Optimal use of the features and capabilities of this integrated environment to increase access and improvement of the quality of learning needs a regular pattern and valid curriculum development. Provision of such a model can guide curriculum designers and managers of Farhangian University in developing and providing a curriculum integrated with ICT and improvement of the quality of learning with the elements of the undergraduate program of Farhangian University. The study attempts to provide a model to design and development of ICT integration with the elements of the undergraduate program of Farhangian University and then evaluate it through related teachers and professors.[13]

The emergence of new technologies has brought amazing changes in products and activities in people's lives and works and has changed different aspects of human life. The emergence of developments in computer and communications have led the life of humans full of new technologies that is remembered as the information and communications technologies, and has had the greatest impact on human life.[14]

Undoubtedly, ICT has been followed with broad changes in all areas of social and economic fields of humanity and its impact on human society is in such a way that, according to Marshall McLuhan, the world is rapidly becoming a global village and the rise of a new era in human life.[15] Among the areas that is changed by ICT with the aim of fundamental changes, is the area of teacher training.[16] Teacher education must change its traditional structure and use new methods and knowledge transfer practices, prepare learners to keep pace with this era and the surrounding changing environment.[17] At present, the public perception of education is from the past and not on the fact that how it should be today. ICT with its innovation and impacts provides the core of this transformation for teacher training and program planners.[18] Preservice teachers can use ICT or that it integrate technology into their teaching activities.[19] Improve the quality of learning in virtual university requires systematic curriculum design in which the relationship between the elements of the curriculum and how to integrate it with the capabilities of the technologies shown.[20] The results showed that teachers understand the course content to suit the needs of their job, the quality of the implementation of the medium-to-high endow their access to ICT is moderate.[21] IT professionals of the time and location of the training were more important.[17] Experience of ICT-based curriculum and teachers' attitudes and knowledge needed to use it to obtain.[22]


  Methods Top


The present research is a field research,[23] because the researchers have sought to comprehensively and deeply identify and understand the integration of ICT with the elements of the undergraduate program of Farhangian University and then evaluate it through related teachers and professors.

  1. 921 undergraduate students in Educational Sciences of Farhangian University in Tehran province in the academic year 2014–2015 studying in four campuses of Farhangian University in Tehran province
  2. Professors of Educational Sciences, including 92 people that are teaching and studying in different majors of Educational sciences in the campus of Farhangian University in Tehran province.


In order for the careful selection, four campuses in four different areas have been selected (North-South-East and West of Tehran). Morgan's formula and cluster random sampling method were used for determining the sample size.[23] On this grounds, among the 921 people sample of 120 students and among 92 professors of Education Sciences 45 subjects were selected.

  1. set the foundations and theoretical framework, the studies have been done in library form
  2. In this study, to collect data from first of all field method and note taking is used. The second category of data is are searcher made questionnaire which is provided using components of the ICT integration model (ICT), with the curriculum elements of Farhangian University for both students and professors developed and its face and content validity is calculated using the opinions of professors and experts in this field and its reliability was calculated by Cronbach's alpha.[24]


In this study, to answer questions and findings in the area of descriptive statistics (mean, frequency, graph, and standard deviation) and inferential statistics in the field of statistical techniques appropriate to the management of tests and statistical methods used in suit the[25] and using editing software SPSS-Version 23 (IBM Company , U.S.A).

Education sciences and human researchers used the questionnaire to access the truth about the past, presenter prediction of the future circumstances or events. The questionnaire allows researchers to study larger sample.[26] In this study, a researcher made questionnaire is used to identify the opinion distribution of students and Educational Science professors of Farhangian University on the integration of ICT with curriculum elements of the undergraduate program of Education in the Farhangian University of Tehran province with Likert scale. The questionnaire has been prepared using components of design pattern using ICT integration design pattern with curriculum elements of Farhangian University and comparative studies of selected countries.[27]

The questionnaire was composed of nine sections with 50 items. The first section examines the demographic characteristics of the subjects, the second part the integration of ICT with curriculum elements of undergraduate program of Education in Farhangian university in relation to the Klein model, including the purpose, content, learning activities, materials and learning resources, grouping of learners, time, space, teaching strategies, assessment, has been questioned. In the options section of the second questionnaire the coefficient of 1–5 represents “very high (5), high (4), average (3), low (2), very low (1).” The percentage of respondents for each option multiplied by the above coefficients and the average of was found. In order for the final judgment on each question, five domain is intended as follows: Grades (5–5.4) limit (strongly agree or very much), limit (3.5–4.49) limit (Agree or high), (2.5–3.49) limit (I'm not sure or average), (1.5–2.49) limit ([disagree or low] and 1–1.49) the limit (strongly disagree or too little).


  Results Top


The results in [Table 1] is based on a coherent and based on that analysis is carried out as follows:

The first hypothesis

The distribution of opinion of students and professors is different in using ICT to explain the space in the Undergraduate Program Curriculum in Educational Sciences of Farhangian University in Tehran province.

As [Table 1] shows the data in the column of students, the highest percent (55%) is related to the very high option and the lowest percentage (0.83%) is related to the very low option, meaning that most of the students believe that the use of ICT to explain the space curriculum of the undergraduate program in Educational sciences of Farhangian University in Tehran provinces very much required. This is true in the case of professors so that the highest percentage (53.33%) is related to the high option and the lowest (0%) to very low.
Table 1: The frequency and percentage of the opinion of students and professors for the first hypothesis

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The research results show that calculated χ2 (8.99) with 4 degrees of freedom is smaller than χ2 (9.49) in the table at 0.05 risk of error, therefore the null hypothesis, i.e. lack of difference in opinion distribution of both groups is confirmed and the research hypothesizes rejected. Hence, on the other words, regarding the content of the table, we can conclude that in general the opinion of 97% of the students and professors of Farhangian University in Tehran in terms of using ICT to explain the space of Undergraduate Program Curriculum in Educational Sciences is focused on average or higher than average, therefore with 95% confidence we can say that there is no significant difference between the distributions of views of the both groups in terms of using ICT to explain the space of the Undergraduate Program Curriculum in Educational Sciences.

The second hypothesis

The distribution of opinion of students and professors is different in using ICT to explain the time in the Undergraduate Program Curriculum in Educational Sciences of Farhangian University in Tehran province.

As [Table 2] shows the data in the column of students, the highest percent (55.83%) is related to the very high option and the lowest percentage (0.83%) is related to the very low option, meaning that most of the students believe that the use of ICT to explain the time in the curriculum of the undergraduate program in Educational sciences of Farhangian University in Tehran province is very much required. This is true in the case of professors so that the highest percentage (55.55%) is related to the high option and the lowest (0%) to very low.
Table 2: The frequency and percentage of the opinion of students and professors for the second hypothesis

Click here to view


The research results show that calculated χ2 (4.25) with 4 degrees of freedom is smaller than χ2 (9.49) in the table at 0.05 risk of error, therefore the null hypothesis, i.e., lack of difference in opinion distribution of both groups is confirmed and the research hypothesizes rejected. So on the other words regarding the content of the table we can conclude that in general the opinion of 96% of the students and professors of Farhangian University in Tehran in terms of using ICT to explain the content of the Undergraduate Program Curriculum in Educational Sciences is focused on average or higher than average, therefore with 95% confidence we can say that there is no significant difference between the distributions of views of the both groups in terms of using ICT to explain the time in the Undergraduate Program Curriculum in Educational Sciences.

The third hypothesis

The distribution of opinion of students and professors is different in using ICT to explain the teaching strategies in the Undergraduate Program Curriculum in Educational Sciences of Farhangian University in Tehran province.

As [Table 3] shows the data in the column of students, the highest percent (46.66%) is related to the very high option and the lowest percentage (0%) is related to the very low option, meaning that most of the students believe that the use of ICT to explain the teaching strategies of the curriculum of the undergraduate program in Educational sciences of Farhangian University in Tehran province is very much required. This is true in the case of professors so that the highest percentage (46.66%) is related to the high option and the lowest (0%) to very low.
Table 3: The frequency and percentage of the opinion of students and professors for the third hypothesis

Click here to view


The research results show that calculated χ2 (4.94) with 4 degrees of freedom is smaller than χ2 (9.49) in the table at 0.05 risk of error, therefore the null hypothesis, i.e. lack of difference in opinion distribution of both groups is confirmed and the research hypothesizes rejected. So on the other words regarding the content of the table we can conclude that in general the opinion of 97.5% of the students and professors of Farhangian University in Tehran in terms of using ICT to explain the teaching strategies in the Undergraduate Program Curriculum in Educational Sciences is focused on average or higher than average, therefore with 95% confidence we can say that there is no significant difference between the distributions of views of the both groups in terms of using ICT to explain the learning activities of the Undergraduate Program Curriculum in Educational Sciences.

The fourth hypothesis

The distribution of opinion of students and professors is different in using ICT to explain the assessment methods in the Undergraduate Program Curriculum in Educational Sciences of Farhangian University in Tehran province.

[Table 4] shows the data in the column of students the highest percent (39.16%) is related to the very high option and the lowest percentage (0%) is related to the very low option, meaning that most of the students believe that the use of ICT to explain the assessment methods of the curriculum of the undergraduate program in Educational sciences of Farhangian University in Tehran province is very much required. This is true in the case of professors so that the highest percentage (46.66%) is related to the high option and the lowest (0%) to very low.
Table 4: The frequency and percentage of the opinion of students and professors for the fourth hypothesis

Click here to view


The research results show that calculated χ2 (4.29) with 4 degrees of freedom is smaller than χ2 (9.49) in the table at 0.05 risk of error, therefore the null hypothesis, i.e. lack of difference in opinion distribution of both groups is confirmed and the research hypothesizes rejected. So on the other words regarding the content of the table we can conclude that in general the opinion of 96% of the students and professors of Farhangian University in Tehran in terms of using ICT to explain the assessment methods of the Undergraduate Program Curriculum in Educational Sciences is focused on average or higher than average, therefore with 95% confidence we can say that there is no significant difference between the distributions of views of the both groups in terms of using ICT to explain the assessment methods of the Undergraduate Program Curriculum in Educational Sciences.


  Discussion and Conclusion Top


The first hypothesis

The distribution of opinion of students and professors is different in using ICT to explain the space in the Undergraduate Program Curriculum in Educational Sciences of Farhangian University in Tehran province. Therefore in general, the opinion of 97% of the students and professors of Farhangian University in terms of explaining the space in the curriculum of the undergraduate program of Educational Sciences of Farhangian University is focused on average or higher than average. Therefore, the null hypothesis, i.e., lack of difference in opinion distribution of both groups is confirmed, and the research hypothesizes rejected. The results of this research in regard to the first hypothesis is consistent with the research results of.[3],[6],[8],[20],[22],[26],[28]

The second hypothesis

The distribution of opinion of students and professors is different in using ICT to explain the time in the Undergraduate Program Curriculum in Educational Sciences of Farhangian University in Tehran province. Therefore in general, the opinion of 96% of the students and professors of Farhangian University in terms of explaining the content of curriculum of the undergraduate program of Educational Sciences of Farhangian University is focused on average or higher than average. Therefore, the null hypothesis, i.e., lack of difference in opinion distribution of both groups is confirmed and the research hypothesizes rejected. The results of this research in regard to the second hypothesis are consistent with the research results of.[3],[6],[8],[18],[20],[21],[22]

The third hypothesis

The distribution of opinion of students and professors is different in using ICT to explain the teaching strategies in the Undergraduate Program Curriculum in Educational Sciences of Farhangian University in Tehran province. Therefore in general, the opinion of 97.5% of the students and professors of Farhangian University in terms of explaining the content of curriculum of the undergraduate program of Educational Sciences of Farhangian University is focused on average or higher than average. Therefore, the null hypothesis, i.e., lack of difference in opinion distribution of both groups is confirmed and the research hypothesizes rejected. The results of this research in regard to the third hypothesis is consistent with the research results of.[1],[3],[4],[10],[12],[21],[26],[29],[30],[31],[32],[33]

The fourth hypothesis

The distribution of opinion of students and professors is different in using ICT to explain the assessment methods of the Undergraduate Program Curriculum in Educational Sciences of Farhangian University in Tehran province. Therefore in general, the opinion of 96% of the students and professors of Farhangian University in terms of explaining the learning materials and resources of the curriculum of the undergraduate program of Educational Sciences of Farhangian University is focused on average or higher than average. Therefore, the null hypothesis, i.e., lack of difference in opinion distribution of both groups is confirmed, and the research hypothesizes rejected. The results of this research in regard to the third hypothesis are consistent with the research results.[1],[6],[8],[34],[35],[36]

Experience-based suggestions of the researchers during the present study

Since this study has evaluated the integration of ICT with the curriculum of undergraduate program in Educational Sciences in Farhangian University in Tehran province the next researchers are recommended to:

  1. Examine the of ICT-based curriculum elements at all levels of education in Farhangian University and higher education system at the University of Iran
  2. Conduct the pilot implementation of the proposed model of developing the teacher education curriculum based on integrating ICT in Farhangian University and higher education system
  3. Evaluate and implement the practical use of ICT integration with elements of the curriculum at Farhangian universities of the whole provinces
  4. Professors, students, and the related officials get aware of the results of research and ways of its implementation
  5. The curriculum planners are recommended to have a special attention to the role of Farhangian University and the widespread use of ICT in curriculum elements of different programs in the National Curriculum and the foundational revolution document.


Financial support and sponsorship

Nil.

Conflicts of interest

There are no conflicts of interest.

 
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    Tables

  [Table 1], [Table 2], [Table 3], [Table 4]



 

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