ijciet_06_09_005

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International Journal of Civil Engineering and Technology (IJCIET)

Volume 6, Issue 9, Sep 2015, pp. 47-57, Article ID: IJCIET_06_09_005

Available online at

http://www.iaeme.com/IJCIET/issues.asp?JTypeIJCIET&VType=6&IType=9

ISSN Print: 0976-6308 and ISSN Online: 0976-6316

© IAEME Publication

___________________________________________________________________________

GAUGE THE READINESS OF

TRANSFORMATION TO SMART SCHOOLS

FOR IRAQI SCHOOLS

THAIR A. KADHIM

Head of Information and Communications section,

General Directorate of Education,

(GDE) in Babylon–Iraq

ABSTRACT

The concept known as smart school represents an expected advance in the

age of information; it alters the very foundation of the teaching-learning

process, teacher-student tasks and roles, and the integration of information

technology and curriculum. This work intends to estimate the preparedness of

transformation secondary schools of the General Directorate of Education

(GDE) in Babylon-Iraq to the smart schools. The work is not regarded as an

experimental work; it is instead defined as being descriptive-analytical. Data

was gathered via questionnaires supplied by the Database of (GDE) in

Babylon. The population being studied in the preliminary questionnaire is

made up of principals, technology experts, and teachers who are currently

teaching at secondary schools of Babylon province. The questionnaire’s

validity and reliability are gauged via content validity and Cronbach alpha

formula. The results from this study can minimize the time and associated

costs to utilize of modern technologies to teach; where teachers and

stakeholders are expected to learn more and enjoy it compared to the

traditional approach to teaching. It was also proven that public secondary

schools in Babylon are quite ready to utilize this approach from the

perspective of both teachers and staff. This is evident despite the presence of

obvious challenges, such as the lack of the infrastructure and the ability of

teachers and staff to use technological tools as well as the schools are

required a strong, successful, and an inclusive plan which serves as a

roadmap to standardize the different eLearning projects in the education

sector to transform Iraqi schools to smart schools.

Keywords: Smart Schools, ICT, integrating technology, teaching and learning

Cite this Article: Thair A. Kadhim. Gauge the readiness of transformation to

smart schools for Iraqi schools. International Journal of Civil Engineering and

Technology, 6(9), 2015, pp. 47-57.

http://www.iaeme.com/IJCIET/issues.asp?JTypeIJCIET&VType=6&IType=9

Thair A. Kadhim


1. INTRODUCTION

A Smart School is defined as an educational establishment that utilizes instructional

processes and educational management practices that encourages systemic changes

that will allow its learners to solve challenges that are common to the era of ICT

(Zahra, 2015; Wan, 2009). These schools have undergone systemic reorganization,

especially in the context of teaching, learning practices, and school management. In

the frame of the information age, a smart school is expected to constantly evolve

based on needs, with changes to its professional staff, educational resources, and

administrative capabilities. This evolution needs to occur simultaneously alongside

student developments to prepare them for a world characterized by ICT (Markoe et

al., 2014).

New York Smart Schools Commission Report by Geoffrey (2014 ) confirms that a

successful evolution to smart schools will require adequate physical and human

infrastructure. First and foremost, schools will require sufficient broadband access and

wireless networking, while also ensuring that their staff and teachers are properly

trained to deal with this transition in their respective classes. Other researchers, such

as(Kalantarnia, et al., 2012; Mohammed et al., 2013) supported the aforementioned

report, and opined that school districts are required to engage in a strong, successful

planning process to guarantee the pinnacle of academic outcomes via an infusion of

technology. This whole process must include stakeholders, generate buy-in, plan for

contingencies and sustainability, and, perhaps most importantly, allow for rapid

alterations in the event of a failure or unexpected catastrophes. This is due to the fact

that even the best plans might run into something unexpected along the way, and the

ones that will benefit the most are the schools that are able to face these problems

head on.

The challenges that are familiar to both students and teachers in their respective

utilization of ICT are mostly in the context of administrative execution and

infrastructures. School inspectors are more concerned with course content and test

scores, as opposed to ICT usage (Jo Shan, 2013 ); the lack of proper administrative

support to effectively utilize ICT (Lim 2007); mandates from the administration

pertaining to better test results, all of which diverted focus from utilizing ICT to

prompt students to participate in higher-order thinking activities (Goktas, Yildirim

and Yildirim 2009); the absence of a suitable course content, instructional programs,

hardware, software, and materials (Jo Shan, 2013).

There are certain barriers that needs to be overcome to ensure seamless integration

of technology from a teachers’ point of view, such as lowered expectations from

teachers and the absence of a defined goals for utilizing ICT in schools (Jo Shan, 2013

);the absence of teacher participation or pedagogical support, along with the lack of

knowledge on the part of the teachers who do cooperate (Ertmer and Otternbreit-

Leftwich 2010);the lack of time required to develop skills in current software of the

integration of ICT in classes (Almekhlafi and Almeqdadi 2010);unable to manage

teaching materials (Jo Shan, 2013); software incompetence and complacency in

students’ learning approaches(Goktas, Yildirim and Yildirim 2009);lack of

knowledge in the use of ICT for teaching (Honan 2008);no specific knowledge on

technology and unable to integrate it with existing pedagogical content knowledge for

teaching students (Hutchison and Reinking 2011);too much emphasis on imparting

knowledge on technical or operational skills as opposed to course content (Lim

2007);being expected to increase score in national examinations (Jo Shan, 2013 );the

absence of motivation to effectively utilize ICT (Tezci 2011a);the absence of an in-

Gauge the readiness of transformation to smart schools for Iraqi schools


service training upon the utilization of ICT (Jo Shan, 2013);the presence of technical

problems in relation to the class (Jo Shan, 2013);ineffective classroom management,

especially for the larger classes (Tezci 2011a);unmotivated workforce due to the lack

of technical and financial support (Jo Shan, 2013 );doubt some of the advantages of

utilizing ICT in the class (Jo Shan, 2013 ); and finally the absence of a detailed idea

on how the integration of technology will enhance students’ learning (Jo Shan, 2013).

The Commission filed a report (2014) (available online at

www.smartschoolsny.com), while researchers such as Jo Shan (2013), MDC (2012),

Zaleha (2011), and Geoffrey (2014)agreed on seven (7) keysto the successful

implementation of the smart school concept: (1) Embrace and expand online learning,

which will break down geographic barriers, provide access to the best sources of

instruction in the world, and level the playing field for students in rural and smaller

school districts. (2) Utilize transformative technologies, such as tablets, laptops, and

interactive whiteboards to deliver differentiated instruction tailored to students’

specific abilities and needs that lets them learn and advance at their own pace. (3)

Connect every school to high-speed broadband using technology that is capable of

scaling up over time and deliver sufficient wireless capability to serve every student.

(4) Extend connectivity beyond the four walls of the classroom so students from all

backgrounds have equal access to the information superhighway. (5) Provide high-

quality, continuous professional development to teachers, principals, and staff to

ensure successful integration of technology into the teaching and learning experience.

(6) Focus on demandsin the Science, Technology, Engineering and Math (STEM)

skills through addressing education policy and curriculum choices in schools to

improve competitiveness in technology development to ensure that students graduate

with 21st century skills. (7) Plan, plan, and plan again.

2. OVERVIEW OF ELEARNING PROJECTS IN IRAQ

UNESCO’s annual accounts (2011), titled “The Hidden Crisis: Armed Conflict and

Learning,” confirms that nations in the Middle East, which include Iraq, will not be

able to achieve their Millennium Development Goals (MDG) in the near future, due to

its current status and conditions. UNESCO pointed out factors, such as former UN

allowances, poor safety, and a fragile financial environment as preventing Iraq’s

desire towards realizing learning and literacy goals. Certain General Directorate of

Education (GDEs) in Iraq successfully implemented small projects, such as the

electronic classes and smart board, which are collaborative projects with the

government, local officials, and community-based organizations. The ones who took

actions are convinced that these projects represent a large scientific step in keeping

pace with developed countries while also helping to decrease the burden on the

students by eliminating the need for textbooks, which will duly be replaced by an

electronic curriculum facilitator.

Electronic classes are regarded as newly implemented technology, which are

currently being used in schools in and around Baghdad as a springboard towards the

full implementation of electronic learning in education. This project is endorsed by

the Education Ministry and executed by iCube Development Company, which is in

charge of designing a program for students that would eventually substitute

schoolbooks. Students are expected to do their work ona computerized active board,

which would link them to their teachers and help them complete their homework. The

government of Iraq pointed out that the introduction of technology to schools

represents their effort in increasing the level of education in Iraq. Other Iraqi schools

http://www.smartschoolsny.com/

http://en.wikipedia.org/wiki/Curriculum

Thair A. Kadhim


will eventually adopt this pilot plan, and this first step is intended to close the huge

gap between the education levels in Iraq and the world (MoE-Iraq, 2015).

There are also other small projects being implemented in Iraqi schools, among

them the Electronic library. Tentative analysis showed the amount of books borrowed

is increasing, especially on scientific, literary and cultural topics. This necessitates the

establishment of a comprehensive digital library, which will help spread knowledge

and culture at a faster rate. The smart school project is currently not a part of the Iraqi

school system; instead, it is represented by a decentralized effort from individuals or

organizations in seeding the idea of a smart school in an Iraqi context

(Ibid).Furthermore, the programmers, education staff, and students are all involved in

designing computer programs that will help archive student records, which eliminate

the need for a manual filing system. However, these programs are still not up to par,

and lag behind their peers in other countries, especially in terms of bookkeeping and

grade records.

3. METHODOLOGY

Data from current published work, books, and reports are gathered and read to

comprehend the latest situation pertaining to ICT development in Iraqi school

education. This study uses a quantitative approach to collect data from the database of

the General Directorate of Education (GDE) in Babylon-Iraq via a questionnaire,

while the qualitative method involves conducting interviews with key stakeholders of

the ICT transformation process in the Babylon Province (policy makers, head

teachers, and senior teachers). The data are then statistically analyzed to determine

relationships and associations using Cronbach/SPSS tools. This study used data from

three sources; document study, survey, and interviews with teachers and

policy/decision makers.

This research involves the seven steps shown in (Figure 2) for data analysis. SPSS

is regarded as the perfect tool to key in data, creating new variables, performing

Exploratory Data Analysis (EDA), and performing formal statistical analyses, and

thus SPSS was used for data analysis.

Data Collection: After identifying potential respondents, the questionnaires were

mailed out to them. A covering letter and the permission letter from the GDE in

Babylon requested that the respondent complete the questionnaire in the span of 2

weeks. The head of information and communication section of the schools were

expected to collect and return the questionnaire forms. The data were collected from

the respondents themselves, and the relevancy of the data was reliable, as the

researcher collected it.



Document Study: The document study conducted in Babylon province resulted in the

following; 114 computer laboratories are present in 175 secondary schools (53

schools have their own independent laboratory and 61 schools share their laboratories

with other schools). This indicated that from all secondary schools (319), there are

205 (64%) that lack their own computing laboratories. Furthermore, 144 secondary

schools (45%) lack computing facilities. In contrast, there are 175 secondary schools

(55%) possessing independent computing facilities.

Survey: This formula is reliable to 95% and less than 5% deviation factor. The

Formula is:n=N/ [1+Ne2], where: e=deviation of sampling, N=size of population,

n=size of sampling, the is Formulation: n=11174/[1+(11174 x (0.05)2]=

11174/[1.84]= 386.1759=386

Therefore, the sampling size is 386 samples. The target population group of the

questionnaire is the secondary schools' teaching staff in Babylon province. A

questionnaire of 27 questions (Dhiaa, 2014) was distributed to 386 teachers, with 347

being returned. 13 responses were excluded due not being complete; hence, the total

number of actual completed forms is334.

Data Analysis: The data was analyzed using the SPSS program “Statistical Package

for the Social Science” to obtain research statistic. Descriptive test was used to

explain the respondents’ background, the knowledge level of the respondents in using

ICT, attitude towards the use of ICT, use of ICT among respondents and challenges or

obstacles faced by them in order to gauge the readiness of their schools in

implementing the smart schools project.

4. EXISTING ICT INFRASTRUCTURE

The Directorate also has a program to provide schools with technical support, either

directly from the Ministry, or through private providers.The aim of data analysis from

the available document in Secondary Schools GDE of Babylon – 2015 is to gauge the

status of ICT infrastructure at the schools in Babylon.

The analysis has established the following: In the Babylon governorate, the

education sector has 188 computer laboratories; they are distributed to 252 schools

(53 schools have their own independent laboratory and 61 schools shared their

laboratories with other schools). Hence, this means that there are 181 secondary

schools without their own independent laboratories. In addition, secondary schools

(49.05%) are without access to computers; in the contrast, 188 secondary schools

(35.63%) have independent access to computers. Figure3shows the existing computer

laboratories in the Babylon secondary schools.

Thair A. Kadhim


Generally, documents study and database of e-learning section show that access to

the Internet, servers, and communication in the secondary schools is rather poor.

There are only two schools (0.54%) equipped with a Local Area Network (LAN) and

servers; four schools (1.08%) have access to the internet; low levels of software usage

is also evident, with only seven schools (2.17%) having the software to manage their

activities, as shown in Figure 4. The documents’ results also revealed that the

infrastructure of ICT in schools activities is rather low.

Furthermore, there are various ICT tools available. These tools include personal

computer desktop, laptop, data show, scanner, printer, smart board, and phone lines.

Figure 5 shows the number of available IT technology tools used in secondary schools

of Babylon Governorate and the number of each per school. Certain ICT tools exert

their own respective influence upon Education. These are important tools in fostering

successful ICT initiatives. The total number of PC is (3234), distributed among 369

schools, which means that the average number of computers is 8.76 computers per

school. This gives an average of 1PC to 54.08 students, basically implying that most

students are only minimally in contact with the computers at their respective schools.

The computer department maintains a record of all schools in the GDE of

Babylon-Iraq, including numbers of students, classes, labs, computers, printers, and

other relevant data. Annually, the directorate produces a report on the student-to-

computer ratios in all government schools in Babylon. They use the data as a guide to

show the number and percentage of schools having a student-to-computer ratio of

under 10:1 to more than 40:1. The following is the reported results for secondary

schools in the academic year 2014-2015 (Figure 6).



In addition, the number of personal computers (PCs) of each laboratory is

different, as shown in Figure 7. Secondary schools that do not have PCs are 172

(46.61%); without PCs, they lack access to other technology tools; 107 secondary

schools have the maximum number of PCs, which is between 21 and 25, while the

minimum number of schools having PCs falls between 16 and 20.

In rural schools, students are not getting proper ICT-based education due to the

lack of ICT infrastructure. Internet connection is unavailable in remote areas, and the

number of IT tools is very low, so the government should ensure that an adequate

amount of computers and Internet connectivity, especially in rural schools, are

available in order to facilitate the ICT based education for rural school students.

Figure 8 shows the IT tools in secondary schools in Babylon.

Thair A. Kadhim


Iraqi schools cannot be classified as having implemented ICT, due to the lack of

ICT and network infrastructures and communications, and the antiquated management

approach, especially by the government. The results showed that the current allotted

educational budget is inadequate, and should be increased. This is because there are

no instructional media and educational technologies being offered till now; hence, the

educational sector standards, especially in schools, must be changed according to the

practice and standards of international schools. The results on gauging the readiness

of embracing ICT in schools and the education sector are illustrated in Table 1.

Table 1 Gauge schools readiness to accept the ICT

Q Statements SA A N DA SDA Mean

1 The classic instructional media are offered to the

teachers in the classrooms. 3 7 20 130 174 2.61

2

Up-to-date technology is also offered to the teachers

in the classrooms such as computers, projector, and

other multimedia instruments.

3 10 13 114 200 2.52

3 It is better to use the English language in the learning

process especially in ICT. 67 124 17 80 47 4.25

4

Using of educational technology is first step to supply

all the classrooms with up-to-date technology as well

as training the teachers.

177 107 13 30 7 5.25

5 It is very important to push the school staff to use

educational technologies in the learning process. 107 190 17 13 7 5.13

6 It is better to establish ICT centers in education

management. 73 160 43 30 27 4.07

Scale: SD=Strongly Disagree D=Disagree N=Neutral A=Agree SA= Strongly Agree

5. EXISTING TEACHING STAFF

There are 11174 teachers in the General Directorate of Education (GDE) in Babylon,

while the number of ICT teachers are only 404; 58 of them are currently not working

for many reasons (sick, pregnant, and maternity leave), which means that the actual

number of ICT teachers presently working is 346. In other words, the mean of actual

ICT teacher/ students is (0.002), actual ICT teacher/ classes are (0.078), and actual

ICT teacher/ schools are (0.840).

The ICT skills of teachers and staff in most of the schools are inadequate in the

context of implementing ICT in the schools. This is mainly due to their incompetence

in using software and communication tools. Low-level ICT use could provide a good

starting point, and this adjustment will come once the capability of the teachers and

administrators in the educational sector are further developed. The interpretation of

percentage for this part of the finding is based on these classifications, where

Excellent (90-100%), Very good (80-89%), Good (60-79%), and Poor (0-59%)

(Amer, 2010). These distinctions are used to represent the respondent’s knowledge

with regards to a particular statement. The results of the teachers’ readiness to use

ICT in education are shown in Table 2.



Table2 Descriptive Statistics of Teachers’ readiness to use ICT tools

Q Statements Mea

n

%

7 I know how to use MS Windows. 4.13 82.60%

8 I know how to use all the applications in MS Office. 4.58 91.60%

9 I know how to use MS Word. 4.44 88.80%

10 I know how to use MS PowerPoint. 3.85 77.00%

11 I know how to use MS Excel. 3.95 79.00%

12 I know how to use MS Access. 3.38 67.60%

13 I know how to use the Internet. 4.34 86.80%

14 I know how to use e-mail. 4.55 91.00%

15 I have Internet connected to my computer at my office in the

school. 2.47

49.40%

16 Computer and projector are very important in the classroom. 4.67 93.40%

17 I have good knowledge about ICT networks. 2.45 49.00%

18 I feel comfortable using ICT as a tool in teaching and learning. 4.47 89.40%

19 I will use educational technologies if it is offered in the classrooms. 4.99 99.80%

20 A lot of ICT training coursesare offered for the teachers. 3.38 67.60%

21 I use ICT to prepare lessons. 3.51 70.20%

22 I use ICT to design and produce my own digital learning resources. 2.95 59.00%

23 I use ICT to communicate with colleagues. 2.94 58.80%

24 I use ICT to communicate with students. 2.94 58.80%

25 I use ICT to communicate with the school management and

education administrators. 2.84

56.80%

26 The computer will change the way students learn in my classes. 4.73 94.60%

27 The computer helps teachers to teach in more effective 4.63 92.60%

0 - 59 60 - 79 80 - 89 90 - 100

Poor Good Very good Excellent

6. RESULTS AND DISCUSSION

There are 54.8 students per computer on average in GDE –Babylon. Low ratios of

student-to-laptops in Babylon; its only 538 laptops are available to secondary schools,

with no access to tablet and net books. Also, 154 interactive boards are available on

average, translating to 0.4 interactive boards per school. Lownumber of data

projector; 0.46 per school; 1011 student per data projector. Most secondary schools

(98.02%) lack Internet connection; they failed to fulfill the minimum acceptable level

for websites, emails for students and teachers, a local area network (LAN), or a virtual

learning environment. Generally, lack of own personnel (whether teachers or

technical support staff) who play a large part in maintaining the growing amount of

ICT equipment in schools and lack of ability for teachers and staff to utilize software

and communication tools. Additionally, no overall relationship was found between

high levels of ICT provision and student and teacher confidence, use, and attitudes.

Furthermore, most eLearning projects in the education sector are sporadic projects,

there is a need for the establishment of a comprehensive plan that will help minimize

time and associated costs.

Thair A. Kadhim


7. CONCLUSION

In a modern era of rapid changes pertaining to information and technology, the

process of teaching and learning is fast changing. Using ICT in education has been

proposed to increase education quality, expansion of learning chances, and increase

accessibility of education beyond the classroom. Smart school revamped teaching and

school management via capturing technological utilities. The application of the smart

school concept leads to increased stakeholders’ participation. Gauging the readiness

of schools for the implementation of smart schools is quite useful, and the results can

be built upon to develop a comprehensive plan, in collaboration with stakeholders and

in accordance with the available material and technical capabilities.

Based on the results, most secondary schools in GDE-Babylon lack electronic

infrastructure. Teacher skills are quite basic, and most of them require extensive

training in ICT. However, it was also established that teachers are more than

enthusiastic in using technological tools, and receptive to the idea of shifting towards

learning, although some of them do not seem keen on the idea. According to the

findings from the survey, this study suggest that supporting and developing teachers

could be as important as providing the technology; this is especially true at a level

where infrastructure provision is adequate. Furthermore, the number of ICT teachers

is inadequate, and more than half of the schools lack them and technical support,

making it difficult to implement the smart school project there. In addition, the

standardization of electronic projects in the education sector needs to be done via a

comprehensive plan in order to minimize time and associated costs.

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