گامی برای اعتباربخشی الگوی پذیرش و استفاده از فناوری دیجیتال توسط معلمان

The current research was done with the aim of taking a step to validate the model of acceptance and use of digital technology by teachers. The research method in this study is a systematic review. The statistical population of this research included all valid scientific articles, doctoral dissertations, and master's theses in the field of acceptance and use of digital technology by teachers, according to a regular search in PubMed, ScienceDirect, Eric, Springer, CINAHL, Scopus, and Google Scholar search engines. , SID and Irandak were collected. Based on the entry criteria, 86 articles and theses were selected for the final analysis, and based on the exit criteria, 59 articles and theses were selected for the final analysis. After a semi-structured interview, experts in the field of curriculum planning and educational technology were used to collect data for data validity. In order to analyze the interviews, qualitative content analysis was used, and Gaff's (2013) six steps were used to analyze the texts. To determine the validity of the designed environment, the content validity ratio (CVR) and the value determined in the table based on the number of test participants were used. In this research, 4 themes of personal, environmental, technological and organizational contexts were obtained. Based on the values of the Lavshe table and according to the number of participants (12 people), the questions whose content validity ratio was more than 0.56 are acceptable. All the questions raised scored more than the value mentioned in the table of Lavshe. The average Laushe coefficient (CVR) for all the questions of the proposed model was estimated at 0.83; Therefore, the validity of the model of acceptance and use of digital technology by teachers was recognized as valid.The current research was done with the aim of taking a step to validate the model of acceptance and use of digital technology by teachers. The research method in this study is a systematic review. The statistical population of this research included all valid scientific articles, doctoral dissertations, and master's theses in the field of acceptance and use of digital technology by teachers, according to a regular search in PubMed, ScienceDirect, Eric, Springer, CINAHL, Scopus, and Google Scholar search engines. , SID and Irandak were collected. Based on the entry criteria, 86 articles and theses were selected for the final analysis, and based on the exit criteria, 59 articles and theses were selected for the final analysis. After a semi-structured interview, experts in the field of curriculum planning and educational technology were used to collect data for data validity. In order to analyze the interviews, qualitative content analysis was used, and Gaff's (2013) six steps were used to analyze the texts. To determine the validity of the designed environment, the content validity ratio (CVR) and the value determined in the table based on the number of test participants were used. In this research, 4 themes of personal, environmental, technological and organizational contexts were obtained. Based on the values of the Lavshe table and according to the number of participants (12 people), the questions whose content validity ratio was more than 0.56 are acceptable. All the questions raised scored more than the value mentioned in the table of Lavshe. The average Laushe coefficient (CVR) for all the questions of the proposed model was estimated at 0.83; Therefore, the validity of the model of acceptance and use of digital technology by teachers was recognized as valid.The current research was done with the aim of taking a step to validate the model of acceptance and use of digital technology by teachers. The research method in this study is a systematic review. The statistical population of this research included all valid scientific articles, doctoral dissertations, and master's theses in the field of acceptance and use of digital technology by teachers, according to a regular search in PubMed, ScienceDirect, Eric, Springer, CINAHL, Scopus, and Google Scholar search engines. , SID and Irandak were collected. Based on the entry criteria, 86 articles and theses were selected for the final analysis, and based on the exit criteria, 59 articles and theses were selected for the final analysis. After a semi-structured interview, experts in the field of curriculum planning and educational technology were used to collect data for data validity. In order to analyze the interviews, qualitative content analysis was used, and Gaff's (2013) six steps were used to analyze the texts. To determine the validity of the designed environment, the content validity ratio (CVR) and the value determined in the table based on the number of test participants were used. In this research, 4 themes of personal, environmental, technological and organizational contexts were obtained. Based on the values of the Lavshe table and according to the number of participants (12 people), the questions whose content validity ratio was more than 0.56 are acceptable. All the questions raised scored more than the value mentioned in the table of Lavshe. The average Laushe coefficient (CVR) for all the questions of the proposed model was estimated at 0.83; Therefore, the validity of the model of acceptance and use of digital technology by teachers was recognized as valid.The current research was done with the aim of taking a step to validate the model of acceptance and use of digital technology by teachers. The research method in this study is a systematic review. The statistical population of this research included all valid scientific articles, doctoral dissertations, and master's theses in the field of acceptance and use of digital technology by teachers, according to a regular search in PubMed, ScienceDirect, Eric, Springer, CINAHL, Scopus, and Google Scholar search engines. , SID and Irandak were collected. Based on the entry criteria, 86 articles and theses were selected for the final analysis, and based on the exit criteria, 59 articles and theses were selected for the final analysis. After a semi-structured interview, experts in the field of curriculum planning and educational technology were used to collect data for data validity. In order to analyze the interviews, qualitative content analysis was used, and Gaff's (2013) six steps were used to analyze the texts. To determine the validity of the designed environment, the content validity ratio (CVR) and the value determined in the table based on the number of test participants were used. In this research, 4 themes of personal, environmental, technological and organizational contexts were obtained. Based on the values of the Lavshe table and according to the number of participants (12 people), the questions whose content validity ratio was more than 0.56 are acceptable. All the questions raised scored more than the value mentioned in the table of Lavshe.