Accreditation and Ranking of Skill and Knowledge Components Required for Teachers for Communication and Information Technology Pragmatics

The purpose of this study was accreditation and ranking of skill and knowledge components for teachers in order to use communication and information technology from curriculum planners and experts as well as faculty members’ viewpoint in Ministry of Education. This was descriptive survey using attribution analysis. Statistical population included 134 faculty members of educational sciences in state universities of Tehran and 57 experts of curriculum planning office in Ministry of Education in 2012-2013 academic year from whom 101 faculty members and 52 experts were selected through stratified random sampling using Krejcie and Morgan table. Data gathering tool was structured questionnaire for faculty members and export (jointly). Using Cronbach’s alpha, reliability of questionnaires were respectively 0.96 and 0.92 from viewpoints of faculty members and experts. Findings indicates that from faculty members and experts’ viewpoint, technical knowledge of communication and information technology in curriculum valuation and students’ academic success was the most important skill and knowledge component for teachers in order to use communication and information technology while technical knowledge of communication and information technology in design and provision of curriculums was the least important one. Also, findings showed significant difference in importance sequence of skills and knowledge items from faculty members and experts’ viewpoint.