درخت حوزه‌های تخصصی

Purpose: Educational strategies are methods which influence on learning quality and students can make use of them in their studying and learning in order to obtain their education and learning objectives. Methodology: The statistical population of the research was all teachers of primary schools in Iran who 330 ones were randomly selected as the samples by Cochran formula. The current research was investigating the educational strategies based on information and communication technology (ICT). Finding: Then, having reviewed the theoretical bases and history of the research, two factors (educational strategies based on information and communication technology between teachers and students) and 33 parameters have been extracted. and also makes teachers get prepared for providing educational and training programs, use facilities and various methods for presenting educational services, increasing scientific and professional level, increasing job-motivation, developing occupational skills, improving institutional management by school-centering approaches, improving informing system at schools, settling system of teachers' informing at schools.

Purpose: Media literacy plays an important role in teaching and learning curriculum. Therefore, the purpose of the present research was to design and validate the media literacy education model in secondary school. Methodology: This was an applied study in terms of purpose and qualitative in terms of implementation method. The study population for designing the media literacy education model was the specialized council of the thinking and media literacy book department of the country (n=18 people) who were selected by census sampling method. Also, the study population for the validation of the media literacy education model was professors and researchers in the field of communication, Education Department experts and experienced teachers in the field of media literacy, 20 of whom were selected as a sample using the purposeful sampling method. The data collection tool was in-depth interviews in the model design section and calculation the agreement rate in the model validation section. Data analysis was carried out by coding method in MAXQDA ver.10. Findings: The results showed that the model of media literacy education in secondary school consisted of 40 components in 7 categories of media message creation techniques, media unknowns, audience studies, media and lifestyle, media consumption regime, harm of media literacy education and opportunity of media literacy. Also, the model of media literacy education in secondary school had an acceptable validity after calculating content validity ratio (CVR) (0.88) and content validity index (CVI) (0.91) based on the opinion of professors and researchers in the field of communication, Education Department experts and experienced teachers in the field of media literacy. Conclusion: Based on the results of the current research, it seems necessary to plan for the inclusion of media literacy education in secondary school curriculum through the identified components and categories.