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Implementation Issues in the Introduction of Computers into Iranian Education System
Implementation Issues in the Introduction of Computers into Iranian Education System Summary:Bibi Eshrat Zamani Univ. of toronto 233 pgs.; P. 1997 A Thesis for Master's degree This study investigated the introduction of computers into the Iranian educational system, the rationale for introducing the Computer Studies course, and most importantly, the implementation process. The first main focus of the study was to identify the factors and conditions that were important in the computer implementation process. The second focus was to examine how these factors relate to models of implementation of innovation, particularly to Fullan's model which was used as the theoretical framework, and to examine the strengths and weaknesses of his model as applied to the situation of Iran and other developing countries. Participants were samples of different groups involved in the innovation, namely policy makers, principals, teachers, computer lab managers, students and parents. The data collected consisted of questionnaires, semi-structured interviews, policy documents and on-site observations in Iranian high schools in Isfahan (one of the largest Iranian cities). The high rate of questionnaire returns and interview participation demonstrated the participant's interest in cooperating to improve the computer education in Iranian high schools. The results of the study confirm that the identified implementation issues in using computers in Iranian schools were similar to those in other developing countries, e.g., lack of hardware, software and maintenance, lack of trained people, lack of clarity about the objectives, motivational problems, gender inequity in relation to using computers, and programming language used as well as the little educational software that was available in English and culturally inappropriate. The findings also indicated that certain characteristics of the Iranian situation that strongly influenced the implementation process are not emphasized, or overlooked in the theoretical assumptions of the more common models of implementation derived from experience in western industrialized countries. On the basis of these findings, the researcher offered suggestions both for additional elements to be considered in formulating theories of implementation for developing countries and for measures to be taken by national authorities such as those in Iran for coping with technological change in schools. The study was innovative in that it examined the role of situational factors, in particular factors of traditional societies in transition: socio-economic, socio-cultural factors and political stability, in the implementation of technological change. The data provided substantial evidence for the importance of socio-cultural and socio-economic factors in the implementation of the Computer Studies course. However, political stability was not dealt with in depth and needs more research. Any implementation model should take into consideration the role of situational factors in a given society. Please select one mirror to download
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Sponsored LinksImplementation Issues in the Introduction of Computers into Iranian Education System Keywordsiranian factors computers computer schools countries lack introduction developing model issues models innovation situational role theoretical situation software findings data implementation issues interviews policy semi structured interviews collected consisted policy documents questionnaires semi structured on site observations interview participation participation demonstrated questionnaire returnsBookmark Implementation Issues in the Introduction of Computers into Iranian Education SystemHyperlink code:
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