Learning Culture in a Smart School: A Case Study

Transforming learning for the smart learning paradigm: lessons learned from the Palestinian initiative

“…According to the research findings, the use of technology changes the role of the teacher from a primary source of information into secondary source of information and a facilitator guiding the students' learning processes which is congruent with previous studies (Attaran, Alias, & Siraj, 2012;Groff, 2013).…”

“…The smart school project in Iran, with inspiration from the original idea in Malaysia, was launched in 2004 in four high schools in the capital city of Tehran (Attaran et al, 2012). Smart schools in Iran have been proposed as a solution to increase the capabilities of the new generation in the era of ICT (Taleb & Hassanzadeh, 2015).…”

Students’ Critical Thinking Skills in Chemistry Learning Using Local Culture-Based 7E Learning Cycle Model

“…The local culture phenomena that are appropriate with their prior knowledge help them construct new knowledge. The contribution of the local culture in learning or in laboratory activities had been reported by many researchers (Baker & Taylor, 1995;Cobern & Aikenhead, 1996;Jegede & Aikenhead, n.d.;Jegede & Okebukola in Suastra, 2005;Suja et al, 2007;Selamat et al, 2009;Suastra et al, 2011);Suardana, 2010Suardana, & 2013Suardana et al, 2011Suardana et al, & 2013Attaran et al, 2012;Yuenyong, J. & Yuenyong, C., 2012;Windayani, N.W.K., 2013;Munawar, M., 2013, Marheni & Suardana, 2014.…”

What motivates high school teachers to use web-based learning resources for classroom instruction? An exploratory case study in an Iranian smart school

“…These policies force the teachers to rely on traditional resources more than on FWBLRs. Attaran et al (2012) in their study found that typically in Iranian smart schools, the use of traditional resources were given priority before web resources. The governing policy in schools determined the prevalent students' assessment method in Iranian educational context.…”

“…What constitutes the challenges in infusion and instruction of ICT in schools and the role teachers should play in the provision of teaching and learning with web-based technologies, however, has only started to be explored in the last few years in Iran. Iranian teachers' lacks of technological skills in integrating optimal use of ICT into the curriculum have been reported as the main reason for this challenge (Attaran, Alias, & Siraj, 2012;IzadiYazdanabadi & Mirzaee, 2011). Studies have reported that the teachers experienced insufficient technical supports at school and limited access to the Internet (Salehi & Salehi, 2012), lacked of pedagogical instruction to facilitate students conduct on Internet searches (Fatahi, Dokhtesmati, & Saberi, 2011), and lack of positive attitude toward teaching in smart schools (Attaran & Siraj, 2010).…”