fereiddon yazdani

The main aim of this study was to recognize the obstacles in front of the planning for making private schools of Hamadan smart by new technologies from the perspective of elementary schools teachers. The methodology of this research was descriptive (survey research) and the statistical population of it consisted of 460 Hamedan elementary school teachers in private schools. The sample size determined by using from Krejcie and Morgan's formula. So, 210 individuals were randomly selected by using the several-step clusters sampling method. The instrument was a valid and reliable questionnaire:  “obstacles in front of the making schools smart”. This questionnaire assesses three components: “human limitation”, “planning”, and “infrastructure” obstacles. The data was analyzed using one-sample t-test and Friedman test. The results showed that in views of private primary school teachers, the smart schools obstacles were "infrastructure" and "planning". Also, the results showed that the obstacles are ranked respectively as: planning, infrastructure and finally human limitation

The purpose of this study was to examine the information literacy skills status of elementary teachers in Kermanshah city, third region, Iran.
The method of research was descriptive (survey) and statistical population of it included all elementary teachers of Kermanshah city, in third region. The total number of those was 4695 people. For sampling of subjects, a cluster sampling method was used. On the basis of this method, the 150 subjects were selected. For gathering of dada, "the questionnaire of information literacy" of Yazdani (2012) was used. This questionnaire has made based on the Likert scale and in the five ranks. The component of scale (questionnaire) included 5 standard competency of ACRL. The questionnaire makes up from 30 items in the form of self-report statements. For data analysis, we used descriptive and inferential statistics.
Findings: The skills of teachers’ information literacy of Kermanshah was not desirable. In examining of individual components of teacher's information literacy, appeared that the literacy of teachers in components of evaluation and communication of information is low; and in components of searching and organizing of information is not appropriate; and finally in component of defining of informational needs, the skills of the teachers’ information literacy is good.
There is a gap between teachers’ information literacy status quo and desirable situation.