پديدآورندگان :
Khosravi Negad Shahrzad Islamic Azad University of Dezful, Kuye Azadegan, Dezful, Iran , Assareh Alireza Shahid Rajaee Teacher Training University, Lavizan, Tehran, Iran , Piri Effat cIslamic Azad University of Khorasegan, Khorasegan, Iran , Yarmohammadian Mohammad Hossein Islamic Azad University of Khorasegan, Khorasegan, Iran
كليدواژه :
ICT , Curriculum , Teaching and Learning , Higher Education
چكيده فارسي :
The main purpose of this research was to answer the question: in which fields and to what extent there are obstacles, facilitators and the risks in using ICT in teaching and learning at university level? This research was conducted at the Khorasegan Azad University. That was a survey and the research method was descriptive. The Statistic population included members of full time faculties teaching in M.A and PH.D level (307 ones), ICT professionals (18 ones) and M.A and PH.D students in Curriculum Planners (157 ones) in these universities selected based on accidental sampling. The tool used in this survey was a questionnaire which included 49 statements. The validity was emphasized and accepted by 10 experts in this field and the reliability of questionnaire was 0.91 based on Chronbach’s Alpha coefficient. For the analysis of data, a combination of descriptive and inferential techniques including one sample t test was used. The main results were reported based on the following: 1. The possible domains of using ICT in curriculum decision-making in higher education 2. Obstacles of using ICT in curriculum development at university level 3. Facilitating factors and essential supports needed for application of ICT in curriculum development of higher education 4. Advantages and disadvantages of using ICT for curricular activities at university level.
