جستجوی مقالات مرتبط با کلیدواژه « مدارس هوشمند » در نشریات گروه « فناوری اطلاعات »

One of the most important missions of education is the balanced education of researching and creative students with entrepreneurial spirit and thinking. In this regard, the vision and fundamental transformation document of education emphasizes the importance of cultivating creative and innovative individuals who possess the necessary skills to contribute to science, technology, and entrepreneurship. Based on this importance and emphasis of upstream documents, therefore, schools should play a pivotal role in developing features such as creativity, self-confidence, futurism, risk-taking, and the tendency towards success (entrepreneurial spirit) in students. Promoting entrepreneurial thinking in schools leads to responsibility, increased creativity in achieving goals and discovering new opportunities, and academic and entrepreneurial skills in students. The present research investigated the role of smart and non-smart schools in promoting entrepreneurial thinking among students.

The present study was applied in purpose, quantitative in approach, and comparative causal. The statistical population includes 690 female students from smart and non-smart high schools in Qazvin city. Using the cluster sampling method, 266 students from each group were selected as the research sample. To collect the data, the researchers used a questionnaire consisting of five main components and 20 items. The formal and content validity of the questionnaire was verified by three experts in the field of study. The reliability of the questionnaire was calculated using Cronbach's alpha coefficient and was obtained as 0.779. The data were analyzed using Shapiro-Wilk Test, one-way multivariate of variance test and Levene's test.

The findings indicated that female students in smart schools had higher levels of entrepreneurial thinking in five main components: creative thinking (7.243), independence seeking (6.059), opportunity seeking (7.642), risk-taking (6.473), and internal control locus (5.513) compared to non-smart schools. In general, schools that used modern smart technologies have developed competencies such as creative thinking, independence seeking, opportunity seeking, risk-taking, and internal control locus in students. As a result, students in smart schools felt more successful, motivated, and confident in creating new ideas, ultimately leading to the promotion and emergence of entrepreneurial thinking.

Since the entrepreneurial thinking as the basic power of the human mind is one of the main goals of schools and educational centers, therefore schools should be able to provide a suitable platform for the flourishing of characteristics such as; It provided students with creativity, self-confidence, foresight, risk-taking and entrepreneurial spirit. Because, global competition and the need of future jobs for skilled and efficient people show the necessity of creating an entrepreneurial culture in schools. To achieve this goal in the country, it is necessary to raise awareness, promote the culture of entrepreneurship and provide the necessary infrastructure in education. To promote entrepreneurial thinking among students, schools should implement practical teaching methods, team-based and active participation teaching methods, electronic content development of entrepreneurship in multimedia format, periodic feedback on student performance, delegation of school responsibilities, limited options for students, independent problem-solving, and entrepreneurial internships for students.

The aim of this study was to investigate the status of smart schools based on the conceptual model of smart schools. In terms of implementation, this research is in the category of descriptive survey research.The statistical population of this study includes all smart primary schools in the 15th district of Tehran. Among the 717 teaching staff of these 50 smart schools, the sample size was considered 250 using Krejcie & Morgan table and simple random sampling method.The method of data collection through the distribution of a standard questionnaire was consistent with the evaluation checklist of smart schools of education.Apparent validity method was used to assess the validity of the questionnaire.The reliability of the questionnaire was calculated by calculating the Cronbach's alpha coefficient of 0.955, which indicates the high reliability of the questionnaire.The research results have been analyzed using descriptive and inferential statistics.The results show that smart schools in the 15th district of Tehran are in the early stages of smartening and are at a low level in relation to all 5 pillars of the conceptual model.Therefore, considering all the components of smart schools and applying the research findings can be Play an important role in creating and improving smart schools.

Teaching-learning is essential for the development of creativity and sustainability of the needs of modern cities, and the intelligent learning environment has been created to respond to the needs of the new knowledge society in smart city design. Community quality is a challenge for smart city development; Because in the social field, the quality of society with a professional approach is not used comprehensively and systematically. The quality of society is based on the quality of organizations, universities, educational institutions and collaborative learning.The purpose of this study was to identify and rank factors affecting smart city design with educational approach.

In this research, a researcher-made questionnaire was used to collect data. The statistical population of the study included all high school teachers and educators in Zahedan city. In the first step, by studying valid scientific and citation sources, while sufficiently familiar with the concepts and definitions of smart city, development of smart city and the factors affecting it, a preliminary list of factors affecting the smart city was identified with an educational approach. In this study, the indicators in terms of structure and practical procedures in smart city learning were identified and accordingly the research questionnaire was designed and compiled and provided to the tutor and consultant who was used to collect data after the corrections and then with Using Cronbach's alpha method, the reliability of the questionnaires was calculated. Simple random sampling method was used. SPSS 21 software was used to analyze the data. Cronbach's alpha coefficient of the questionnaire was found to be  0.84. Data analysis was done by logistic regressions method.

The education industry changes and enhances urban services, and this value-added and driving force industry can be identified as an advanced industry in the smart city. The results showed that intelligent governance (9.526), ​​intelligent interaction and integration (8.926), intelligent people (8.875), infrastructure (8.872), human resources (7.757), technology acceptance (7.567), the smart economy (7.236) and the medium of electronic interaction based on multimedia content (5.765), respectively, have the most importance in the establishment of smart city.

In order to build a smart city education system, the process of encouraging citizen participation and creating different communication channels is critical. The "smart city" label is not limited to cities that simply adopt high technology. The ultimate goal of the smart city development include: improving the quality of life of individuals, families and local people through advanced information and communication technology and education systems through the creation of a communication channel between citizens can create systems that enhance smart integration.  The learning structure in the process of developing smart skills in smart schools needs to be rebuilt. The essence of the smart city is the promotion of social cooperation, social networking and social participation, and it transforms community members into using smart learning as a tool to better comply with social behavioral norms. Collaboration and development of information technology removes barriers to the sharing of information and knowledge, as well as the learning frontier in smart schools, and creates three changes. The first is to change teaching methods; The second is the reconstruction of the knowledge system and the third is the influence on the formation of a new generation of learning methods among students.

The purpose of the present descriptive-survey study is development and validation of teaching - learning process instrument in smart schools in educational system of the Islamic Republic of Iran.

The research tool i.e. the researcher-made questionnaire was designed and implemented based on research background. First, the theoretical foundations and research background in this field were studied And three dimensions of indicators, components and tools were extracted and designed in the form of scale items. In the next step, to evaluate the validity of this scale, item analysis method was used and all items had the required validity more than 0.4. In addition, the reliability of the scale was determined and confirmed by Cronbach's alpha. then The designed questionnaire was provide after validation to statistical sample of 216 teachers of smart schools in Gorgan randomly selected based on the sample size formula in the academic year of 1395-1396. who were. Finally, The results were analyzed using descriptive and inferential statistical methods. Friedman test and one-sample t-test statistical techniques were used to analyze statistical data.

The results of this study show that the teaching and learning indicators in smart schools have the greatest impact on creating a dynamic and attractive environment for students' creativity and the least amount is related to the promotion of the assessment of high levels of thinking, knowledge and skills. In terms of teaching and learning components of intelligent schools, the highest level of influences is on teachers' familiarity with IT skills and the least amount on the promotion of critical thinking and students’ self-directedness. Also, regarding teaching and learning tools, smart schools have had the greatest impact on hybrid technology (film, image, etc.), and the least amount of influence on the production of blogs and educational sites.

Smart schools are one of the most important achievements in the development of information technology in order to fundamentally change the educational system. Technology can be used as a powerful tool to improve the quality and efficiency of education, but it should be noted that the combination of information and communication technology with education and learning system is a multifaceted and complex process. According to the findings of the present study, in examining the infrastructure of smart schools, quantitative and qualitative aspects of indicators, components and effective tools of smartening up process should be considered. Undoubtedly, development of smart schools in the country will not be successful regardless of the attitude of the authorities, parents, students and most importantly teachers to this technology. In other words, to succeed in this, determining the factors affecting a positive attitude to technology-based learning is of particular importance because a positive attitude increases motivation and better acceptance of technology as well as active participation in the related activities. Moreover, With a scientific and technological view of the current situation of the country's educational system and producing various electronic content and empowering teachers in the field of information technology it is possible with a long term planning to provide a dynamic ground and bring about structural developments in all dimensions for the educational environment and the teaching-learning process in smart schools. In knowledge-based societies, the development of smart schools is welcomed as a way to train creative and entrepreneurial force and is considered as a way of sustainable development. According to this principle, the entry of our country into this field can provide the ground for increasing and sustainable development.  

The research aims to identify the challenges and opportunities of ICT application in smart school, the main purpose of which is to present a series of changes in smart school .The research population of smart schools was selected from different regions of Tehran in the first and second grade. This research has been conducted in the framework of a qualitative approach using educational ethnographic research method and data collection, observation in researched smart schools and semi-structured interviews. In order to obtain the desired data, there are 19 selected members and 3 members of the site and 2 selected members. The data were analyzed by data analysis using the thematic analysis of the categories used to describe and explain the phenomenon under review, which is in accordance with the laws and regulations of the ICTs. The two main categories are each subdivided into 12 subcategories: 3 sub-categories of opportunities,4and5sub-categories of challenges. Opportunities include: managing and supervising smart schools, producing appropriate online evaluation models. The Challenge-Hashamel: Documentation, Complexity, Weaknesses are the Elements of Smart Schooling. At the end of the results of the coding findings, the categories are formulated and refined based on thematic analysis in a grid-expanded manner.

Mobile learning is a subset of e-learning and focuses on the use of portable learning tools. This method of learning allows learning regardless of time and place. In learning, students are able to learn from a variety of sources around the world. This enrichment leads to effective and meaningful learning. In addition, learners in this environment can change their learning environment and use a variety of learning experiences. The role of social (communication) and managerial processes (teaching and classroom skills) is also important in this regard. The purpose of this research is Impact use of education model based on mobile learning environments on Social peresence and teaching peresence for Smart schools students in mathematical lesson.

in this research goal, a mixed methods research was used. In this research we used quasi-experimental with pre-test and post-test design with control group. Research statistical population included all girl students studying in Tehran Smart schools. In order to select the sample size using multi-stage cluster sampling method from among smart schools in Tehran, one school was selected and finally 15 people were in the experimental group and 15 people in the control group. Multivariate analysis of covariance was used to test the first and second hypotheses of the study.

The results showed that the application of this model was effective on all dimensions of social presence and teaching presence in the experimental group compared to the control group (in the post-test).

. The present study was conducted to investigate the effect of the application of mobile learning model based on social presence and attendance of smart school learners in mathematics. The results of the analysis of research data indicate that the application of mobile learning model has a positive effect on social presence and the presence of smart school students teaching in mathematics. Students in the mobile learning management system scored higher than the other group trained in the traditional environment. This indicates the effectiveness of the environment designed for mobile learning in terms of social presence and teaching.

The aim of this study was to investigate the effect of school intelligence on social intelligence, spiritual intelligence and academic achievement of students in urban areas. The descriptive research method is of causal-comparative type. The statistical population consists of high school students in Gorgan city. The sample size, based on Krejcy and Morgan tables, was estimated to be 301 people selected randomly by cluster sampling. Data collection tools were Trumsu's social intelligence questionnaire and Abdollahzadeh's spiritual intelligence questionnaire. Academic achievement was also assessed based on the final grade of the third year of high school. Data were analyzed by SPSS software using t-test and independent Pearson correlation coefficient. The findings showed that there is a difference between the social intelligence and spiritual intelligence of ordinary and intelligent students, so that intelligent school students had higher social intelligence and spiritual intelligence; however, there was a significant difference between the academic achievement of the two observation groups Failed. Also, the findings showed that academic achievement with social intelligence and its dimensions did not have a significant relationship but with spiritual intelligence and its dimensions showed a significant correlation. The result is that the presence of students in intelligent schools can lead to better social intelligence and spiritual intelligence.

The main purpose of this research was comprehensive evaluation of smart middle schools in SWOT framework to strategic decision-making with ANP fuzzy in Yazd city (Iran) in 2015-16 academic year. At first, the strengths, weaknesses, opportunities and threats of smart schools were identified by expert's opinions. Then, questionnaires of three sub-population of teachers, students and parents were designed, and pilot analysis and data gathering implemented. After collecting data, weighting and ranking of each questionnaire`s items was conducted using the technique of fuzzy VIKOR method. As well as, strategies were developed by five experts in curriculum planning and information technology. By combining the results of SWOT matrix and fuzzy ANP, priorities of strategies were identified. As a result, strength- opportunity (SO) Strategies was recognized as the best strategy (weighing 0.322), and after, respectively, competitive strategy (ST) (weighting 0.303), conservative strategy (WO) (weighting 0.242) and defensive strategy (WT) (weighting 0.135) were proposed as an alternative strategies.

The purpose of this study was developing standards of making smart schools and the level of respecting to these standards in the schools of Tehran. The study has a mixed design (quantitative and qualitative). In the quantitative section, it is a descriptive survey type. In the qualitative method, it uses documentary and inductive encoding when all the existing documents were studied first, the existing copies were read line by line (open decoding); and then, considering the written words in the documents, the general factors were extracted (canonic encoding); and eventually in the documentation of similarities and differences of the general factors, the main indices were extracted (selective encoding). The population included all 22 smart schools in Tehran in 5 educational districts (i.e. districts 4, 5, 6, 7 and 8) out of which 20 girls’ smart schools were selected by multi-stage cluster sampling. The instrument was a researcher-made standardized check-list to evaluate the standards of having smart schools (direct observation, cooperation of principals, and the IT managers of the schools) and studying the current status of smart schools. The data were analyzed by descriptive statistics and single-group t-test. The results of data analysis showed that the current status of smart schools regarding instructional content and learning is below the standards; the status of the hardware infrastructures and trained teachers is higher than the standards; and the software infrastructure and management are at the average level.

This study was aimed at identifying interaction solutions in improving the teaching – learning process of smart schools in Semnan the method used for this study was exploratory mixed method that first part is qualitative and second part is quantitative. In the qualitative research, in first case 6 persons who are expert in ICT were sampled and they were interviewed in depth method, in second case 24 teachers were chosen in a purposive and snowball methods and they were interviewed in semi-guided method. After content analysis of the obtained results of interviews and deep theoretical study, the researchers developed this results in a form of questionnaire contained 2 sections: 1: demographic information and 2: interaction solutions in improving teaching – learning process of smart schools in the ideal situation and the present situation. Construct and content validity of the questionnaire was determined by experts, and its reliability was calculated using Cronbach's alpha, which in the ideal situation reported 0.85 and in the present situation 0.89.In the quantitative part of the research, questionnaires were completed by 254 teachers, 24 managers, 24 deputies and 8 experts in ICT that they were sampled in a stratified method. The results are shown that " connecting schools to National intranet and creating local network to the school "with the most important which are ranked in the first place. «Mobilization computer mini PC, class mate, thin client or lap top connected to the network lan" is in the second place» Computer integrated communication with other schools that is placed in the third." Active member in the Portals smart schools» in the fourth place of the improving effect of the teaching - learning played roles in the smart schools.

The purpose of the present study was to compare the degree of intellectual capital among elementary school teachers of both ordinary and intelligent schools in Sari. Considering its purpose, this study is applied and considering its method, it is descriptive-survey. The population of the study consisted of all teachers working within Sari City's Intelligent elementary schools (n=79) and all teachers working in the same city's ordinary elementary schools (n=535). Based on Krejcie-Morgan's table, the sample was calculated to be 66 teachers from intelligent schools and 226 teachers from ordinary schools. This sample was chosen based on stratified random sampling and by considering their gender. Bonti's Intellectual Capital questionnaire (1998) was used to gather the data. The validity of this questionnaire was investigated and validated and its reliability was calculated as 0.889 using Chronbach's Alpha coefficient. The data for this study were analyzed using independent groups t-test and one-way ANOVA. The results showed that there's a significant difference between ordinary and intelligent school's teachers regarding their intellectual capital. The intellectual capital mean for intelligent elementary school's teachers was significantly higher than the intellectual capital mean for ordinary elementary school's teachers. Furthermore, there's a significant difference between various dimensions of intellectual capital such as human, structural and relational dimensions between ordinary and intelligent school's teachers. In other words, the mean for various dimensions of intellectual capital for intelligent elementary school's teachers is significantly higher than ordinary elementary school's teachers. There wasn’t any significant difference between teacher's intellectual capital in terms of their gender and educational degree.

The general purpose of this study was to investigate the teacher's attitude toward the application of teaching technology in teaching and its relationship with job satisfaction in smart schools. The research method was descriptive correlation. The statistical population consists of all teachers of the smart schools of Arak (N = 650), of which 242 teachers were selected by cluster sampling method. Data were collected using two standard questionnaires of Yavuz attitude toward the application of technology in education and Ershadi job satisfaction. Validity of both questionnaires was confirmed by experts and their reliability was 0.826 and 0.816 respectively, using Cronbach's alpha test, respectively. Data were analyzed using Pearson correlation coefficient and multiple standard regressions. The results showed that, apart from the lack of impact of technology in education, the four dimensions of the use of technology in education, while having a meaningful relationship with teacher's job satisfaction, explained 0.54 of the dispersion of this variable. In the study of the individual contribution dimension of dimensions, the contribution of technology in education, the perceptions about the application of technology in education, the pre-requisites for applying technology in training and the effectiveness of equipment technology were calculated in meaningful education. The findings of this study, while emphasizing the importance of teacher's job satisfaction in intelligent schools, also point to the crucial role of the application of teaching technology in teaching.

The main goal of this study was to Comparison of Teachers’ Familiarity rate with Technology- Based Teaching Competencies in Smart and Traditional Schools in hamedan in academic year of 2014-2015 and used Survey research method. From (N=437) female teachers based on random stratified sampling 103 female teachers in smart schools and 102 female teachers is traditional schools were selected. For data collecting, a researcher-made questionnaire with 33 items based on Likert scale (5 = strongly agree, 4 = agree, 3 = average, 2 = disagree, 1= completely disagree) was set. The tool content validity was achieved by the opinion of eight experts in educational technology, and its validity according to Cronbach’s alpha was determined.82. Data obtained by descriptive and inferential statistics indicates that the smart school teachers’ familiar level with Technology- Based Teaching Competencies outperformed the teachers in traditional schools. Also smart school teachers, in terms of cognitive knowledge t=6/34, skills t=6/74, emotional t=6/34 and self-efficacy t=4/42, dominated the traditional school teachers.

Due to the increasing development of information and communication technologies (ICT) in the community and schools, this study aimed to identify the relationship between the use of information and communication technologies (ICT), and students’ academic achievement in smart and regular schools. The population was primary school students in the fifth grade and the sample included 662 students, which determined through cluster sampling was. The Survey was done through the use of questionnaires. The method for how to collect data for the purpose and descriptive survey that collects data for action. The instrument used in this study was a questionnaire made by utilizing ICT validity of its content validity and reliability was assessed by Cronbach's alpha coefficient. Alpha coefficient was calculated to 0.92, indicating a high reliability of research tool is the tool. The results showed that the relationship between academic achievement (previous year and the previous term) and there is no use of ICT (p = 0.251; r = 0.088; r = 0.048, p = 0.534), as well as the use of ICT in the boys significantly higher than girls is the (p = 0.003; t = -2.98) and the use of ICT in schools was significantly higher than conventional schools is the (p = 0.001; t = 3.68).

The research aimed to study the effects of social software application on constructivist classroom Characteristics. Applied research and descriptive - survey was conducted. The population consisted of all male and female teachers in the smart high schools that were selected by random sampling, 103 of them were selected as participants. The research's tool is scale of constructivist classes based on e-learning model Mvvdly and scale of social software applications. The reliability and validity of tools was calculated using the Cronbach's alpha and internal consistency. The method for data analysis, average fixed, correlation and regression analysis and structural equation modeling was conducted. The results showed that the use of social software and constructivist classroom Characteristics in the sample studied is higher than average. The use of social software and constructivist classroom Characteristics are taught positive and significant relationship. The results of regression analysis and path analysis showed that the use of the Internet and intranet affect on constructivist classroom Characteristics.

In the recent years there has been a movement in building smart schools in Iran and according to statistics it is increasingly growing in our country. Since technology can’t improve the learning of students by itself therefore in order to create an environment for students to learn better, special prerequisites are needed; the researchers in the present study aim at investigating the relationship between learning self-regulation with education in smart schools in Tehran. The research  using the descriptive-correlation method, by means of a researcher-made questionnaire. The research population (2000 people) and the sample (251 people) of this study, included students of full-smart schools of Tehran. The main question of this study is: what is the effect of the each variable of learner-learner, learner-teacher, learner- content, and self –regulated learning in satisfaction score anticipation of students? Analyzing the research finding of multiple linear regression analysis showed that: two variants of interaction between learner-teacher and self-regulation learning can anticipate the satisfaction variable of education in a positive way. The interaction of learner-teacher variable in showing the educational satisfaction was more than self- regulated learning. Among the interaction subscale, the learner- content subscale with the mean of 2.44 had the highest mean in comparison to the other interaction scale.

The aim of this study is to compare the level of motivation of fifth grade male students in regular elementary schools and smart elementary schools. The design of this study is causal-comparative and the statistical population includes all the fifth grade male students of Tehran’s elementary schools. The Organization of Education of Tehran announced that the number of these students is 2225 students. 62 students from regular schools and 62 students from smart schools were selected and compared. The sampling method used in this study is purposive sampling and the reason behind choosing this method was to select those samples that were closest to the standards. Since the previous studies had published good reviews about the reliability and validity the Hermans Achievement Motivation Questionnaire, it was used to measure the level of motivation of students in both regular and smart schools. Finally, the collected data and descriptive statistics including frequency, median, mean and two independent samples t-test were analyzed. This statistical test showed that there is no significant difference between the level of motivation of students in smart schools and regular schools and the comprehensive system of information and communication technologies facilities has not had any influence on increasing students’ motivation.

The present study aimed to investigate the status of smart schools based on standards and to compare its performance with that of public schools. The study method was descriptive survey. The statistical population included all girl secondary schools in city of Yazd. Two public high schools were selected via cluster sampling، and two smart schools were selected via census method. Instruments included smart schools evaluation check list (observation) to examine the present status of the schools، critical thinking skills test، and third grade average to measure academic achievements of the students. SPSS software was used for data analysis، and descriptive and inferential statistics (t test) were used to test the research questions. The findings showed that the current status of smart schools was in low level with respect to teaching-learning content، ICT infrastructure، trained teachers and computer communication with the schools. Only with respect to principals'' use of computers it was in accepted level. Also، there was not a significant difference between smart school students'' performance and that of the public school students in critical thinking but in academic achievement there was significant difference.