Evaluation of the use of information and communication technology (ICT) in the teaching and learning process of smart schools by using a mixed method: a case study (teachers of smart schools in Ardel city)

This research aimed to evaluate the use of information and communication technology (ICT) in the teaching and learning process of smart elementary schools in Ardel city. The method was a mixed explanatory type. In the quantitative section, due to the small size of the sample, all teachers (80 people) were selected by census method. Quantitative data were collected by using a researcher-made questionnaire. The validity of the questionnaire was confirmed by a number of educational science professors and experts, and its reliability was calculated by using Cronbach's alpha coefficient, 0.94. In the qualitative part, 15 teachers and 15 administrators were interviewed. A sample T-Tech test was used to analyze quantitative data and qualitative content analysis method was used to analyze the qualitative data. The results showed that using ICT in five components: 1. Theachers’ improving the expertise, technological skills and computer literacy and their use of electronic content in teaching, 2. Using ICT to continue the teaching-learning process, 3. Teachers’ specialized knowledge and awareness in appropriate application of new teaching techniques, 4. Designing electronic content in teaching by teachers, 5. The role of students in producing electronic content in teaching and encouraging them to use ICT to expand knowledge and deepen learning by teachers were lower than desired. By analyzing qualitative data, important obstacles such as: teachers' lack of knowledge of new teaching methods; teachers' lack of satisfaction with the use of ICT and lack of mastery of ICDL skills;  teachers’, students’and parents’ lack of awareness in use of educational software;  teachers’ motivational weakness in the application of ICT in teaching;  all students’lack of access to class laptops; lack of experts in ICT utilization; the traditionality of the school structure; lack of culture of using networks and  teachers’,  parents’ and students’ low scientific- ultural level;  teachers’,  parents’ and students’ negative view and attitude; challenges related to infrastructure, facilities and economic resources; as well as the absence of a predetermined program and curriculum challenges were identified as  using ICT challenges in smart schools.