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year 9, Issue 10 (winter 2021 2020)                   Rooyesh 2020, 9(10): 1-8 | Back to browse issues page

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Alipour M, Ayati M, Rostaminezhad M, Alipour M. The study of students' lived experiences and perceptions of the effect of reverse learning on technology literacy. Rooyesh 2020; 9 (10) :1-8
URL: http://frooyesh.ir/article-1-2180-en.html
1- PhD student in curriculum planning, Faculty of Educational Sciences and Psychology, University of Birjand, South Khorasan, Iran. , m.alipour@birjand.ac.ir
2- Associate professor of department of educational sciences, Faculty of Educational Sciences and Psychology,University of Birjand, South Khorasan, Iran.
3- Associate professor of Educational Technology, Faculty of Educational Sciences and Psychology,University of Birjand, South Khorasan, Iran.
4- Master of Computer Software, Islamic Azad University, Science and Research Branch of Tehran (South Khorasan), Iran.
Abstract:   (1935 Views)
In the present study, the lived experiences and perceptions of students about the effect of flipped learning on the literacy of technology were examined qualitatively and phenomenologically. The research community consisted of all fifth-grade elementary school boy students of Ibn Sina Elementary School in Birjand who had the flipped class experience. Due to the nature of the research, a targeted sampling method was used, which was saturated with an in-depth interview of 15 students. To analyze the collected data, the content analysis method and MAXQDA 11 software were used as an auxiliary method for data entry. Findings from students' living experiences and perceptions of the effect of flipped class on technology literacy were summarized in 6 main themes: "Acquiring the ability to work with computers and mobile phones", "Familiarity and working with equipment and accessories", "The ability to work with the Internet", "Reducing playing and watching TV time", "Changing parents' views on technology" and "Acquiring skills in using software and social networks ". Students 'lived experiences show that flipped learning has had a positive effect on students' technology literacy in hardware and software dimensions, and has also led to a change in students 'parents' beliefs about technology and has increased their technology literacy.
Full-Text [PDF 713 kb]   (1124 Downloads)    
Type of Article: Research | Subject: Educational Psychology
Received: 2020/06/27 | Revised: 2021/01/25 | Accepted: 2020/07/19 | ePublished: 2021/01/25

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