<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Burcu Duman</style></author><author><style face="normal" font="default" size="100%">Turan Konuk</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EVALUATION OF INFORMATION TECHNOLOGY CURRICULUM FRAMEWORK THROUGH CONTEXT-INPUT-PROCESS-PRODUCT MODEL</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">CIPP model</style></keyword><keyword><style  face="normal" font="default" size="100%">curriculum framework</style></keyword><keyword><style  face="normal" font="default" size="100%">information technology</style></keyword><keyword><style  face="normal" font="default" size="100%">qualitative approach</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1702996003.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">81</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Information technologies represent the main fields in vocational and technical education systems. Since the curricula of this field are technology-based, they need to be assessed and updated at shorter intervals compared to other curricula. Therefore, this study aimed to assess the framework curriculum in the field of Information Technologies in Turkey. The research was carried out based on a qualitative approach. The research design is a case study. The sample of the study was determined via maximum variation sampling. The sample determined for the study consists of Information Technology teachers working in vocational and technical upper-secondary schools in different provinces of Turkey. A semi-structured interview form was employed as a data collection tool. It has been found that the outcomes in the curriculum framework tend to be consistent, but they are above the student level. Timeliness, simplicity, and the availability of printed books are among the strengths of the curriculum framework. Insufficient physical conditions and lack of materials and equipment are among the aspects of the curriculum framework that need to be improved. Students' low level of readiness is stated as one of the main challenges in implementing the curriculum framework. Teachers have provided suggestions such as admitting students to vocational and technical upper secondary schools via exams, offering financial resources, establishing IT upper secondary schools, and transforming vocational upper secondary schools into project schools for an effective curriculum framework.</style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">789-810</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Raziyeh Fallah</style></author><author><style face="normal" font="default" size="100%">Azizeh Chalak</style></author><author><style face="normal" font="default" size="100%">Heidari Tabrizi, H.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">RECONSTRUCTION OF IRANIAN ENGLISH FOREIGN LANGUAGE TEACHERS’ PROFESSIONAL IDENTITY IN ONLINE CLASSES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">communities of practice</style></keyword><keyword><style  face="normal" font="default" size="100%">English as a foreign language</style></keyword><keyword><style  face="normal" font="default" size="100%">language institute</style></keyword><keyword><style  face="normal" font="default" size="100%">online professional identity</style></keyword><keyword><style  face="normal" font="default" size="100%">qualitative approach</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/457-1639553956.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">79</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Because of the Covid-19 outbreak, all academic institutions all over the world swiftly shifted to reconstitute the presentation of their courses that customarily took place on campus. This study explored the kind of online professional identities that English teachers in private language institutes constructed during the Covid-19 Pandemic. Additionally, it examined possible impacts of adopting online solutions on teachers’ performance and teaching skills and their perceptions of communities of practice and their effect on their PI in online classes during this period. The study was conducted on 35 English teachers, teaching English in language institutes in Yazd, Iran. The study followed a qualitative approach. Semi-structured interviews were conducted individually and also in groups, to gain access to their lived experiences of running online classes. Results revealed four main characteristics that (re)constructed and affected teachers’ PI in online classes, namely, teachers’ role, competency and self-effectiveness, appreciation and connection, and future plans. The findings also revealed that streamlined communication and communities of practice were very beneficial in (re)constructing their changing identities in online classes. Membership in communities of practice was found to be an essential action to make teachers’ teaching skills and social learning better and share common experiences. The results showed that these aspects highly influence the teachers’ reconstruction of PI in a positive way in language institutes. </style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">858-879</style></section></record></records></xml>