فصلنامه علمی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 گروه تکنولوژی آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه آزاد تهران مرکزی، تهران، ایران

2 گروه تکنولوژی آموزشی، دانشگاه فرهنگیان،گرگان، ایران

چکیده

هدف از پژوهش حاضر، تدوین استانداردهای هوشمندسازی مدارس و میزان رعایت این استانداردها در مدارس شهر تهران می­باشد. روش پژوهش، روش آمیخته(کمی و کیفی) است. در بخش کمی، توصیفی از نوع پیمایشی و روش کیفی از روش اسنادی و کدگذاری استقرایی می‌باشد، بدین‌صورت که ابتدا تمامی اسناد و مدارک موجود، موردبررسی قرارگرفته و نسخ مربوط خط به خط خوانده ‌شده است (کد گردانی باز) و سپس با توجه به عبارات نوشته‌شده در اسناد، مؤلفه‌های عمومی استخراج (کدگذاری محوری) و درنهایت در سند ارائه‌شده، شباهت‌ها و تفاوت‌های مؤلفه‌های عمومی و شاخص‌های اصلی استخراج گردید (کدگذاری انتخابی). جامعة آماری، شامل کلیه مدارس هوشمند 22 گانه شهر تهران که 5 منطقه، یعنی مناطق(4،5،6،7،8) و از بین شان 20 دبیرستان  هوشمند دخترانه به روش نمونه­گیری خوشه‌ای چندمرحله‌ای انتخاب شدند. ابزار پژوهش، یک فهرست استانداردشده محقق ساخته که درواقع ارزیابی وضعیت کنونی استانداردهای هوشمندسازی مدارس می‌باشد(مشاهده مستقیم و همکاری مدیران و مسئول فناوری اطلاعات مدارس). در این روش تحلیل داده‌ها از آمار توصیفی شامل جدول فراوانی‌ها، درصد میانگین، انحراف استاندارد و آمار استنباطی از آزمون‌های کلموگروف اسمیرنوف برای تعیین نرمال بودن توزیع داده‌ها و از آزمون t تک گروهی استفاده‌شده است. نتایج نشان داد که وضعیت کنونی مدارس هوشمند ازنظر محتوای یاددهی و  یادگیری در سطح پایینی قرار دارند و همچنین زیرساخت‌های سخت‌افزاری و  دانش معلمان آموزش‌دیده در سطح بالا و زیرساخت‌های نرم‌افزاری و مدیریت در حد متوسط قرار دارند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The development of standards of making smart schools and the level of respecting to these standards in Tehran

نویسندگان [English]

  • S. Seidi 1
  • A. Badeleh 2

1 Department of Educational Technology, Faculty of Educational and psychological Sciences, Islamic Azad University, Tehran Central Branch, Tehran, Iran

2 Department of Instructional Technology, Farhangian University, Gorgan, Iran

چکیده [English]

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.   

کلیدواژه‌ها [English]

  • Smart Schools
  • Electronic content
  • hardware infrastructures
  • software infrastructures
  • management and communications
  • Human Resources

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[2] SH. Davaei ،M.Emamjomeh (Ph.D)، GH. Ahmadi (Ph.D)، Review and compilation of ICT skills and competencies required for  teachers in the teaching and learning process، Journal of Theory & Practice in Curriculum،Vol.1 (1); 2013 -146-123

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[4] Zamani. B. E. (2010b). Challenges for using ICT in secondary schools of developing countries: Study of Iranian Educational system‎ In Brucket‎‎ M. Secondary schools in 21 century‎ USA: Nova Publishers‎

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[6] Simonson. M., Smaldino. S., Albright. M. & Zvacek, S. (2003). Teaching and learning at a distance (2nd ed). New Jersey: Merrill Prentice Hall.

[7] Porter. L. R. (2004). Developing an online curriculum: technologies and techniques. London: information science publishing

[8] Journal of Educational Technology. 2006; 22 (177 & 178):10-13&31-33. [In Persian]

[9] Kabylova Almakhan, Kussainova Manshuk.2014; Primary School Children Cognitive.

[10] Fatahian., Information technology, the effective agent in education and research quantity increase.Fifth Instructional collection articles conferance (2004). [In Persian]

[11] Jafari Hajati, Ome Kolsum (2006), ‘Evaluation of smart school plans in the high schools of Tehran, MA Thesis, Faculty of Psychology and Educational Sciences, Khwarizimi University

 [12] Mahmudi, Jafar; Nalchigar, Saroshab Rahimi, Seyed Babak and Sadeghi Moghadam, Muhammad Reza (2008). ‘A study of challenges ahead of school development, Seasonal of Educational Innovations. 

[13] Zamani Eshrat; Ghasab Pour Bita and Jabal Ameli Jalal (2009). A Study of Weak and Strong Points, Opportunities and Threats ahead of Smart Schools.

[14] Heidari Maryam, Vaziri Mojhdeh, Adli Fariba (2013). ‘Study of the conditions of smart schools according to standards, and comparison of educational performance and critical thinking of their students with the students of ordinary schools’, Seasonal of IT and Communication in Educational Sciences, year 4, no. 2, winter, pp. 149-173.

[15] Behnaz Mohajeran, Alireza Ghalei, Motahhareh Hamzeh Robati (2013). ‘The main reasons for incorrect formation of smart schools, and presenting solutions for their development in the Province of Mazandaran from the perspective of Managers and IT and communication experts, summer, period 4, no.2.

[16] Pour Banaee, Rajabali Suheila, Shirin Pour Bonab Bahman, Shirin Pour Bonab Behrouz, The Necessity of Executing the Plan of Making Schools of the Country Smart.

[17] Designing smart schools in Malaysia’, Takfa Journal of Education, Analysis, and Information, No. 5 and 6, year 1, June and July 2003.

[18] Shihkuan, H. Who Assigns the Most ICT Activities?Examining the RelationshipBetween Teacher and Student Usage.National Taiwan University, Center for.

[19] Toprakei, E.Obstacles at integration of school in to information and communication technologies by taking into consideration the opinions of the teachers and principals of primary and secondary schools in Turkey. Journal of Instructional Science and Technology (e-JIST), Vol. 9, No. 1, University of South Queensland. Retrieved from www.usq.edu.au. (2006)

[20] Shharaldyn and Abedin An overview of the smart schools and training teachers in Malaysia, in May2012.

[21] Karamipoor,M.Instractional management in information age. Educational technology. (2002) Oct, No. 2. [In Persian]

[22] Abbasi, Hamed (Seifullah) (2013). BadelehT Alireza. (2013). Production of Electronic Content (Standards, Tools, and Software Training), Dibagaran Press, Tehran.

[23] Badeleh, Alireza. Modalal, Seyedeh Azam. Abbasi, Hamed (2015). Basics and Principles of Producing Multimedia Electronic Books with Educational Tendency (Training Flip PDF Software). Dibagaran Tehran Press.

[24] Badeleh, Alireza et al (2011). Basics of Providing Educational Plans, Designing Websites. Publisher: Avaye Masih.

[25] Education Department of Tehran (2005). ‘Draft of the strategic document of smart schools’, website of Tehran Education Department, (2007).

[26] Sarmad, Zohreh; Bazargan, Abbas and hejazi, Alaheh (2003). Research Methodology in Behavior Sciences, Tehran: Agah Press, print

[27] Shahamat Deh Sorkh, Fatemeh (2006). ‘A study of self-planning and cognition styles with the performance of students in the smart schools and comparing it with traditional environment’, MA thesis, Faculty of Psychology and Educational Sciences, University of Tarbiat Moalem.

[28] Ataran, Muhammad (2004). ‘Multimedia designing and execution in the classes’, article extracted from MA thesis, University of Tarbiat Moalem.

[29] Mahmudi, Jafar; Nalchigar, Saroshab Rahimi, Seyed Babak and Sadeghi Moghadam, Muhammad Reza (2008). ‘A study of challenges ahead of school development, Seasonal of Educational Innovations, No. 27, Fall 2008.

[30] Aghaee Fishani Teimur (1998). Creativity and innovation in Human Beings and Organizations, first print, Tehran: Termeh press.

[31] Ensaf Zahra (2009). Necessity of Changes in Education Department.

[32] Zamani, Bibi Eshrat and Afkhami Kheirabadi (2006). ‘Modern approaches in application of information and communication technologies in teaching sciences’, Seasonal of Engineering Training, Year 8, No. 32, p. 10.

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[36] Smartizing Schools, a Transformational Strategy of Ministry of Education in Development of Information and Communication Technologies, August 2011.

[37] Muhammad Omrani (2012). Challenges and Background of Smartizing Schools, November.

[38] Said Moshtaghi, Abdul-Hussein Agbehi, Zohreh Agha Kasiri, Seyed Abedin Husseini Ahangari, ‘Evaluation of the virtual educational courses in the University of Khajeh Nasir Tousi from the perspectives of students and professors focusing on the SCORM standard.

[39] Manoush Mehrabi (2010). Introduction of Tools for Production of Electronic Contents, Fall.

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[41] Gholam Husseinin Leila (2008). ‘E-learning and its position in academic education system’, Journal of Para-medical College of Islamic Republic of Iran Army, year 3, No. 2, summer, series 5.

[42] Babai Mahmud (2010). An Introduction to E-learning, Chapar Press.

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[44] Education Department’s FAVA document of development in 2007.

[45] The Education Department’s book of road maps for smart schools in Tehran Province in 2009.

[46] Issuance of general policies of administrative system by the revolution leader in April 2010.


نامه به سردبیر

سر دبیر نشریه فناوری آموزش، با تواضع انتشار نامه های واصله از نویسندگان و خوانندگان و بحث در سامانه نشریه را ظرف 3 ماه از تاریخ انتشار آنلاین مقاله در سامانه و یا قبل از انتشار چاپی نشریه، به منظور اصلاح و نظردهی امکان پذیر نموده است.، البته این شامل نقد در مورد تحقیقات اصلی مقاله نمی باشد.

توچه به موارد ذیل پیش از ارسال نامه به سردبیر لازم است در نظر گرفته شود:


[1]نامه هایی که شامل گزارش از آمار، واقعیت ها، تحقیقات یا نظریه ها هستند، لازم است همراه با منابع معتبر و مناسب باشند، اگرچه ارسال بیش از زمان 3 نامه توصیه نمی گردد

[2] نامه هایی که بجای انتقاد سازنده به ایده های تحقیق، مشتمل بر حملات شخصی به نویسنده باشند، توجه و چاپ نمی شود

[3] نامه ها نباید بیش از 300 کلمه باشد

[4] نویسندگان نامه لازم است در ابتدای نامه تمایل یا عدم تمایل خود را نسبت به چاپ نظریه ارسالی نسبت به یک مقاله خاص اعلام نمایند

[5] به نامه های ناشناس ترتیب اثر داده نمی شود

[6] شهر، کشور و محل سکونت نویسندگان نامه باید در نامه مشخص باشد.

[7] به منظور شفافیت بیشتر و محدودیت حجم نامه، ویرایش بر روی آن انجام می پذیرد.

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