Analysis of the Making Smart Concept In Order To Provide Appropriate Curriculum for Primary School of Iran

Subject Areas : Educational management

Mohammad Reza Ghaznavi ¹ ( Ph.D. Student of Curriculum Planning, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran )
Zohre Saadatmand ² ( Associate Professor, Department of Educational Sciences, Isfahan (Khorasgan Branch), Islamic Azad University, Isfahan, Iran )
Narges Keshtiaray ³ ( Associate Professor, Department of Educational Sciences, Isfahan (Khorasgan Branch), Islamic Azad University, Isfahan, Iran )

Received: 2017-02-02 Accepted : 2017-05-01 Published : 2017-07-23

Keywords: curriculum design, primary school, make smart, the educational system,

Abstract :

The purpose of this study is to understand the concept of intelligence in order to design a suitable curriculum for elementary in Iran using a combination of exploratory method in two qualitative (qualitative content analysis method and synthesis research method) and quantitative (questionnaire) section was done. The field of research at the qualitative level in content analysis was all intelligence based curriculum articles and books and in the synthesis research section included reviewing countries with intelligence curriculum, that is Malaysia, Australia, Finland, Singapore, England and South Korea. The sampling was done gradually and the saturation limits continued. Statistical population in qualitative section included specialist's in the field of curriculum, educational technology and intelligent instructors in Iran. The sample size was estimated at 375 by the Cochran formula. The sample was selected through multistage cluster random sampling and 41 item questionnaire was presented to the people. To validate the findings in the qualitative section, credibility was used (using people out of the scope of research) and to ensure the reliability, the audit method (maximum control during note taking) was used. Analysis of information in the qualitative section using the system of deductive category and subject coding and in the quantitative part in the method conformed factor analysis. The results showed intelligence is a concept which included five dimensions of management system, teaching and learning environment, empowerment, hardware and software and the curriculum model based on structural intelligence have the elements of goals, content, methods of teaching and learning and evaluation methods.

References:

Adib, Y., Rad Soleimani, L., & Azimi, M. (2016). The impact of smart schools in dealing with attitudes to ICT to enhance the teaching-learning process and academic self-efficacy. Iranian Journal of Research and New Approaches in Educational Administration, 6(1), 21-41. (in Persian).

Amam Jome, T. (2003). The concept of information literacy and literacy in the information age. Iranian Research and Educational Planning. Journal of Technology, 5(2), 38-52.

Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Thousands Oaks, CA: Sage.

Dfe, S. (2003). Towards a specialist system. London: Department for Education and Skills.

Dohen, N. (2009). Web2: Inherent tensions and evident challenges for education. Computer Supported Collaborative Learning, 4, 343-363.

Eslami, M. (2003). Provide a model for designing and implementing programs critical reading and its effect on critical thinking write analytical. Ph.D. Thesis, Tarbiat Moallem University of Tehran. (in Persian).

Falun, M., Karun, Y., Brown, T., & Sharon, F. (2011). E-learning standards. (Translation: Bagheri, F.). Development of Smart Schools.

Flick, A. (2014). Introduction to qualitative research (Translation: Jalili, H.). Tehran: Ney.

Fluck, E.A. (2002). Integration or transformation? A crossnationalstudy of information and communication technology in schooleducation. Ph.D. Thesis, Faculty of Education, University of Tasmania, Australia. Retrieved from http://www.educ. utas.edu.au

Foong Mae, C. (2002). Developing information literacy in the malasyan smart school: Resource base learning as a tool to prepare today’s student for tomorrow society. International Association of School Leadership.

Garison, D. R. S. S., & Anderson, T. (2005). E-learning in the twenty-first century (Translated by S. Safai & E. Zvarky Zarei). Tehran Science and Technology Press.

Ghasempour, H. (2010). Studies theoretical and comparative in the process and generating approach national curriculum the successful planning systems centralized, semi-centralized and decentralized world. According to a Study Commissioned by the Research Organization and Lesson Planning. (in Persian).

Ghiasvand, A. (2011). Application of SPSS statistics and software in data analysis. Tehran: Loya and Motefakkeran. (in Persian).

Gillian, P., & Louise, H. (2004). Information and communication technology in schools survey. The Science Probe, 1(1), 30-41.

Gutierrez, A. (2008). Filling the critical literacy vessel: Constructions of critical literacy in Singapore. Computer & Education, 53(9), 1177-1187.

Harrison, C., Lunzer, E. A., Tymms, P., Fitz-Gibbon, C. T., & Restorick, J. (2004). Use of ICT and its relationship with performance in examinations: A comparison of the Impact2 project's research findings using pupil-level, school- level and multilevel modelling data. Computer Assisted Learning, 20(5), 319-337.

Hooman, A. (2013). Practical guide to qualitative research. Tehran: SAMT.

Jalali, A. (2009). Smart school is the key to modern technology. Retrieved from http://www.drjalali.ir (in Persian).

Jalali, A. (2010). The document of smart schools, executive guidance for schools. Higher Education Letter, 2(5), 83-85. (in Persian).

Karpati, A. (2014). Digital literacy in education. Published by the UNESCO Institute for Information Technologies in Education. Printed in the Russian Federation.

Kington, A., Harris, S., Smith, P., & Hall, M. (2003). Computers for teachers: A qualitative evaluation of phase 1. London: Department for Education and Skills.

Klein, M. (2003). Alternative curriculum conceptions and designs (Third Ed). Boston.

McKenzie, K. (2007). Digital divides: The implications for social inclusion. Learning Disability Schools, New Yorkj, NY: McKinsey and Company, Social Sector Office.

Moazeni, T. (2007). Effectiveness of the education component of assertiveness on the smart school students in Tehran feel safe. Master's Thesis, Allameh Tabatabai University in Tehran. (in Persian).

Mohajeran, B., Ghaleei, A., & Hamzehrobati, M. (2013). The main reasons for the lack of correct formation of the smart schools and presenting solutions for developing them in Mazandaran province. Media, 4(2), 13-23. (in Persian).

Murugaiah, P. (2004). Management practice in Malaysian Smart schools: Tasks and support analysis of the ICT implemention. IEEE International Conference on Advanced Learning Technologies, 1008-1012.

Omidinia, S. (2009). Development of ICT strategic plan for smart school in Iran (Case study: Ministry of Education in Iran). Masters Thesis, Universiti Teknologi Malaysia, Faculty of Computer Science and Information Systems.

Pachler, N., & Williams, L. (2000). Using the internet as a teaching and learning tool. In M. Leask & N. Pachler (eds.). Learning to teach using ICT in the secondary school. London: Routledge. M.S. 51-70.

Perkins, D. (2011). 40 years of teaching thinking: Revolution, evolution, and what next? Retrieved from http://www.gse.harvard.edu/news-impact/tag/david-perkins/#ixzz2 gTVUhEn4

Rahimidust, Gh. (2007). Incorporation instruction technology in schools. Roshd Instruction Technology, 3(4), 47-56. (in Persian).

Reiesdana, F. (2006). Application and benefits of using information technology in educational technology. Educational Innovations, 7(27), 61-78.

Sarkar, S. (2012). The role of Information and Communication Technology (ICT) in higher education for the 21st Century. The Science Probe, 1(1), 30-41.

Shakeri Asl, Z. (2012). The problems and obstacles smart schools in Tehran elementary schools in achieving their goals. Master's Thesis, Islamic Azad University of Tehran. (in Persian).

Shirzad Kebria, B., & Seyed Mohammadi, S. Z. (2015). Studying effective factors on smart schools and present appropriate conceptual model. Iranian Quarterly Journal of Research in School and Virtual Learning, 3(10), 37-46. (in Persian).

Siew Ming, T., Hall, C., Azman, H., & Joyes, G. (2010). Supporting smart school teachers’ continuing professional development in and through ICT: A model for change. International Journal of Education and Development Using Information and Communication Technology, 53(9), 1177-1187.

Smart School Roadmap Implementation Guide. (2009). Ministry of Education in Tehran. (in Persian).

Sulivan, F. (2005). Benchmarking of the smart school integrated solution. Ministry of Education, Malaysia.

Wan Ali, W., Mohd Nor, H., Hamzah, A., & Alwi, N. (2009). The conditions and level of ICT integration in Malaysian smart schools. International Journal of Education and Development, 2(3), 571-593.

Wighting, M. J. (2006). Effects of computer use on high school students’ sense of Community. Educational Research, 99(6), 371-379.

Yildirim, S. (2010). Current utilization of ICT in Turkish basic education schools: A Review of teacher’s ICT use and barriers to interation. International Journal of Instructional Media, 34(2), 171-186.

Zain, M. Z. M., Atan, H., & Idrus, R. M. (2004). The impact of information and communication technology (ICT) on the management practices of Malaysian Smart Schools. International Journal of educational Development, 24(2), 201-211.

Zamani B. E., Ghasempoor, A., Homaii, R., & Moosavi, S. (2016). Investigating the oppertunities and threats, strengths and weaknesses of using smart innovations (Case study: Isfahan high school teachers). Iranian Research in Curriculum Planning, 13(22), 84-98. (in Persian).