Abstract
<p class="apa">The aim of this research is evaluating status of MA field of educational technology in Iran. This research is qualitative and it is conducted based on survey method. The statistical community of this research is expert professors in educational technology area. Accordingly, 15 persons were chosen among this statistical community as statistical sample using objective sampling of desirable cases. Used tool was semi-structured interview. Questions of the interview were determined based on research questions and five expert professor confirmed its content and apparent validity. The interview was conducted face-to-face during 30 to 60 minutes. Collected information was initially classified and then it was analyzed by category method. Results of the research indicated that from viewpoint of professors, the ‘current’ curriculum does not meet the needs and expectations of students in scope of objectives, content and topics, strategies of learning-teaching and assessment methods. Results that are more precise showed a minimum attention of current curriculum to ‘empowerment’ and ‘attitude’ of students in this field. The offered curriculum of professors for more desirable status emphasized on entrepreneurship and empowerment objectives of students and various, student-oriented educational strategies and practical combined assessment methods.</p>
Highlights
Curriculum is always considered as an important element of any educational system (Bobbitt, 1929; Campbell, 1957; Doll, 1993; Smith, 1990; citation from Hosseini, 2009; Rahmanpour & Nasr, 2014, p. 125) and there are various definitions and utilizations for it (Tyler, 1949; Goodlad, 1959; Taba, 1963; Pinar, 2000; Eisner, 1983, recited from Norouzzadeh, 2006; Hussain, Hussain Dogar, Azeem, & Shakoor, 2012, p. 263)
We initially offer related findings to viewpoint of professors about each element of analyzed curriculum and we offer a desirable curriculum based on pluralizing opinions of professors in form of a table
The results of analysis showed that MA curriculum of educational technology field in Iran has some inefficiencies and insufficiencies in regard of meeting needs and expectations of students and professors
Summary
Curriculum is always considered as an important element of any educational system (Bobbitt, 1929; Campbell, 1957; Doll, 1993; Smith, 1990; citation from Hosseini, 2009; Rahmanpour & Nasr, 2014, p. 125) and there are various definitions and utilizations for it (Tyler, 1949; Goodlad, 1959; Taba, 1963; Pinar, 2000; Eisner, 1983, recited from Norouzzadeh, 2006; Hussain, Hussain Dogar, Azeem, & Shakoor, 2012, p. 263). Schools and universities prepared such a race field for students to make them compete with each other above passing curriculum and achieving objectives. Management of university curriculum (codification and evaluation) was always important in higher education institutes (Stevenson et al, 2011). Planning of curriculum concentrates on this matter that what kind of knowledge, skills and values should students learn, what educational experiences should be offered regarding targeted educational outcomes and how we can plan, measure and evaluate learning and teaching in universities or educational systems Curriculum of educational technology is one of curriculums of universities, which has ies.ccsenet.org
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