摘要：AbstractToday's world abounds in a lot of changes and complications. Information dissemination and globalization are among those variations which bring with them changes in the nature of the market, explosion of science, the need for re-learning, life-time learning, the limitations of available resources, the increasing demands for flexible learning opportunities, the creation of novel borders of understanding and the exchange of cultures. The key role of education and its focus on culture as the main paradigm of countries’ stability is what has greatly influenced the educational centers. The teaching planning authorities and curriculum designers of the world are looking for new methods by which they can transfer and hand down the old system as the central, most dominant and the most profound culture to the next generation. Interactive learning, multimedia interactions, creative learning and learning based on global projects and critical thinking are among modern changes in the area of education. It is therefore obvious that new approaches require new methods. Hardware, software, web facilities, emails, worldwide data bases, visual and auditory conferences are the hallmark signs of technological hegemony in the area of teaching and education. Various models are presented along with the changes in educational methodology including the theory of life cycle, dynamic systems, global cooperation, the Ripples model; web based cooperative learning, the theory of dissemination process, the theory of S curve, and the theory of acceptance component analysis. The present study aims to investigate the question whether or not the current educational settings are influenced by the changes in the learner, learning, learning process, learning atmosphere, teacher and learning analysis as new concepts and seeks to find the essential structures on which teaching can be changed in the globalization era by introducing an integrative model based on a technological orientation.
