Social Sciences
Seddigheh Zohreh Nazari Ardabili; Parinaz Benisi; Hamidreza Vatankhah
Abstract
The main purpose of this article is to design the maturity management model of educational technology in Iranian schools. 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 ...
Read More
The main purpose of this article is to design the maturity management model of educational technology in Iranian schools. 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 was all the 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 conducting 14 theoretical saturation interviews. The interviews lasted between 75 and 120 minutes. Finally, the basic, organizing and inclusive themes are extracted and structural equation method is used in the quantitative part to design the model. The statistical population in the quantitative part included all the principals and teachers of second year high schools in the 19th district of Tehran, and 169 people were selected as a sample by random sampling. According to semi-structured interviews, 4 dimensions (educational technology knowledge management, educational technology resources and facilities, control and coordination of 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 created by the researcher, the knowledge management dimension of educational technology has the highest importance with a coefficient of 0.974.
