This paper goes through the potentials of information and communication technology, and specifically computerbased education, in equipping students with developmental literacy (social, cultural, scientific, and environmental) which is instrumental in the realisation of national development. One of the main goals of the education system, everywhere, is to teach students the life skills and equip them with the ability to live and play an effective role in the society's reconstruction and maintenance; therefore a developmentbased education should provide skills along with knowledge to this aim. In this paper capacities of a computerbased education will be reviewed and some lights will be shed on its role in removing the present educational barriers in training developmentoriented citizens-especially in the developing countries. After some theoretical arguments in support of this assertion, the paper will demonstrate some practical evidence concerning the educational system in Iran. For this purpose, the educational goals prescribed in educational policy documents are extracted, compared, and contrasted with the concrete situation and the present functioning of educational programs there. After scrutinising on
Introduction: Nowadays virtual education and the use of technology have been incorporated into the process of educating students and are used in most countries of the world. The present study aims to investigate teachers’ views on the capabilities and weaknesses of ICT and study its prerequisites based on teachers’ narrations.Method: To achieve this aim, qualitative deep interviews were conducted with 20 teachers with at least 5 years of experiences in teaching and using ICT. In order to conduct this research, six different high schools in Tehran were selected.Findings: The results of this study indicate that the use of ICT is a unique experience reported by teachers and for its realization, prerequisites such as providing finance for creating smart schools, equipping schools, providing incentives for teachers, technology into schools (or classifications of the ICT by teachers) includes three parts, namely, resistance and refusal to use, adaptation, and innovation. In the present research, teachers have described the negative and positive aspects of the application of ICT in teaching.Conclusion: The finding of this study showed that to facilitate teachers’ use of ICT, teaching subjects, enhancing ICT application knowledge, and changing teachers’ attitudes are essential. And by accepting ICT, it also facilitates the ICT- based education process.
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