Volume 6, Issue 2 (Summer 2023)
Iranian Journal of Educational Sociology 2023, 6(2): 191-202 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Nazari Ardabili S Z, Banisi P, Vatankhah H. Identification and Analysis of Effective Factors on the Maturity Management Model of Educational Technology in Iranian Schools. Iranian Journal of Educational Sociology 2023; 6 (2) :191-202
URL: http://iase-idje.ir/article-1-1287-en.html
URL: http://iase-idje.ir/article-1-1287-en.html
1- PhD student in educational management, Tehran West Branch, Islamic Azad University, Tehran, Iran.
2- Assistant Professor, Department of Psychology, West Tehran Branch, Islamic Azad University, Tehran, Iran(Corresponding Author))
3- Assistant Professor, Department of Psychology, West Tehran Branch, Islamic Azad University, Tehran, Iran.
2- Assistant Professor, Department of Psychology, West Tehran Branch, Islamic Azad University, Tehran, Iran(Corresponding Author))
3- Assistant Professor, Department of Psychology, West Tehran Branch, Islamic Azad University, Tehran, Iran.
Abstract: (249 Views)
Purpose: The main purpose of this article is to identify and analyze the factors affecting the maturity management of educational technology in Iranian schools.
Methodology: The research method is mixed (qualitative-quantitative). To conduct this research, in addition to document study, thematic analysis technique with MAXQDA12 software was used to identify factors and components. The statistical population in this research were all experts in the field of educational management and educational technology, as well as regional managers with high experience and work experience in education, which was done after 14 theoretical saturation interviews. The interviews lasted between 75 and 120 minutes. Finally, the basic, organizing, and inclusive themes are extracted and in the quantitative part, the Dimtel technique is used to determine the effectiveness of the dimensions of educational technology.
Findings: According to semi-structured interviews, 4 dimensions (educational technology knowledge management, educational technology resources and facilities, control and coordination on educational technology and educational technology infrastructure), 15 components (organizing themes) and 55 indicators (basic themes) In order to manage the maturity of educational technology in Iranian schools, it was extracted. After that, according to the questionnaire of paired comparisons to identify the influential and influential dimensions, it was determined that the dimensions of educational technology infrastructure, knowledge management of educational technology, control and coordination of educational technology, and resources and facilities of educational technology are respectively more influential.
Conclusion: The findings of this study have many practical implications for managers and officials of the education system, and they based on the results of this study can take an effective step towards improving the maturity management of educational technology in Iranian schools.
Methodology: The research method is mixed (qualitative-quantitative). To conduct this research, in addition to document study, thematic analysis technique with MAXQDA12 software was used to identify factors and components. The statistical population in this research were all experts in the field of educational management and educational technology, as well as regional managers with high experience and work experience in education, which was done after 14 theoretical saturation interviews. The interviews lasted between 75 and 120 minutes. Finally, the basic, organizing, and inclusive themes are extracted and in the quantitative part, the Dimtel technique is used to determine the effectiveness of the dimensions of educational technology.
Findings: According to semi-structured interviews, 4 dimensions (educational technology knowledge management, educational technology resources and facilities, control and coordination on educational technology and educational technology infrastructure), 15 components (organizing themes) and 55 indicators (basic themes) In order to manage the maturity of educational technology in Iranian schools, it was extracted. After that, according to the questionnaire of paired comparisons to identify the influential and influential dimensions, it was determined that the dimensions of educational technology infrastructure, knowledge management of educational technology, control and coordination of educational technology, and resources and facilities of educational technology are respectively more influential.
Conclusion: The findings of this study have many practical implications for managers and officials of the education system, and they based on the results of this study can take an effective step towards improving the maturity management of educational technology in Iranian schools.
Keywords: Maturity management of technology, educational technology, schools, cultural and social infrastructure
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
Site Copyright
Copyright © 2021, Iranian journal of educational sociology. This is an Open Access article. This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org
