شبكة المعلومات العربية التربوية

The current research aims at finding out the effect of using intelligent adaptive learning programs on the history teacher. The researcher found that most models of educational design are in the field of enhancing and building the teacher's cognitive and measuring its effect on the learner. The behavioral psychology, which has become interested in constructional theories of education based on the five-point model, (Bates & Watson, 2008:38-44). Therefore, the researcher relied on this model to enhance the design with data and information concerning the scope of learning, the field of application, objectives and tasks with the conditions surrounding the educational process and the readiness of the teacher to receive such a kind of modern teaching methods in order to build an educational experience that makes the process of knowledge acquisition effective and attractive. And to ascertain the validity and readiness of the application of this type of modern educational programs and use as educational framework. The researcher adopted a scientific mechanism based on building a program to detect patterns of interaction between the inputs and outputs of the intelligent educational system and the use of feedback to correct the course of this program as shown in Figure (2). In this research, three hypotheses were adopted: 1) the primary purpose of Intelligent Adaptive Learning is to reduce the social comparison of a particular student with his / her peers in the learning environment. Where the student looks at his own positives only and compares himself with the possibility of development and achieving individual goals. Especially in the subject of history as it contains a variety of diverse topics. 2) The student can maintain his confidence in his knowledge and develop it to create a positive educational identity of his own. 3) The student may be considered a subject or a target. If the student is enabled in the proposed program to be able to implement his or her own education plan in consultation with a mentor, or to be able to choose between alternatives within a single subject, this is often called qualitative adaptation, where the student is the source of learning activity. While the teacher has been adopted as the main source of all decisions he is solely responsible for modifying levels, contents, strategies, etc. This is often called quantitative adjustment. Which was confirmed by the researcher because it carries the dimensions of legislative and scientific: 1) the legislative dimension, where the teacher proposes reverse options, often called why? 2) Practical dimension, no attempt to understand for (how and what to do) in the specified lesson. (Published Abstract)