University of Isfahan New Educational Approaches   2423-6780 15 1 2020 08 22 Content Analysis of the Syllabus of ICT Application Courses in the field of Primary Education at Farhangian University based on the TPACK model Content Analysis of the Syllabus of ICT Application Courses in the field of Primary Education at Farhangian University based on the TPACK model 59 78 25034 10.22108/nea.2020.123262.1481 FA Fatollah Koushki Ph.D. student of curriculum studies at Allameh Tabatabai University of Tehran Mostafa Ghaderi Associate Professor of the Study Programs at Allameh Tabatabai University Mahboubeh Khosravi Assistant Professor of Curriculum Studies at Allameh Tabatabai University Alireza Sadeghi Assistant Professor of Curriculum Studies at Allameh Tabatabai University Journal Article 2020 05 29 The purpose of this study was to analyze the content of syllabus of ICT application courses in the field of primary education at Farhangian University. Research method was descriptive and content analysis through deductive method. Statistical population of research is syllabus of ICT application courses in the field of primary education. Research sample was equal to statistical population and was selected by census method. Research instrurnent is a researcher made content analysis checklist based on theoretical and research sources of TPACK model of Mishra and Kohler (2006). Validity of instrument was formally confirmed by experts, and congruence coefficient of 91.05 was obtained for reliability of instrument using Scott method. Shannon entropy analysis process was used to analyze data. Results showed that although a total of 112 times attention has been paid to technology related structures, technology content knowledge structure with 46 frequencies with an information load of 0.993 and a significance coefficient of 0.264 is the most and technology knowledge structure with 17 frequencies and amount of information load is 0.869 and coefficient of importance is 0.231 has received the least attention, but it does not cover components of technology related knowledge based on TPACK and is incomplete. Therefore, it is suggested that based on TPACK model, the syllabus of ICT application courses in the field of primary education should be revised. The purpose of this study was to analyze the content of syllabus of ICT application courses in the field of primary education at Farhangian University. Research method was descriptive and content analysis through deductive method. Statistical population of research is syllabus of ICT application courses in the field of primary education. Research sample was equal to statistical population and was selected by census method. Research instrurnent is a researcher made content analysis checklist based on theoretical and research sources of TPACK model of Mishra and Kohler (2006). Validity of instrument was formally confirmed by experts, and congruence coefficient of 91.05 was obtained for reliability of instrument using Scott method. Shannon entropy analysis process was used to analyze data. Results showed that although a total of 112 times attention has been paid to technology related structures, technology content knowledge structure with 46 frequencies with an information load of 0.993 and a significance coefficient of 0.264 is the most and technology knowledge structure with 17 frequencies and amount of information load is 0.869 and coefficient of importance is 0.231 has received the least attention, but it does not cover components of technology related knowledge based on TPACK and is incomplete. Therefore, it is suggested that based on TPACK model, the syllabus of ICT application courses in the field of primary education should be revised. https://nea.ui.ac.ir/article_25034_87b0c5ed439d507ac85c694d1d4cbe93.pdf