A Study on the Feasibility of Promoting the Functions of Traditional Schools in Line With the Implementation of Smart Schools in Iran

Introduction

In Iran, basic traditional education, called Darolfonoon, was established 170 years ago. A century ago, on the initiative of the Ministry of Education and Culture, different types of schools were established: a) primary school for rural areas; b) religious primary schools for urban areas; c) secondary schools; d) high schools.

In this context, in 2010, a reform in the educational system took place: schools were authorized to establish new training approaches with “smart” structures and equipment. Schools were named “semi-smart”.

Thus, a process of renovation in the educational system began. This has led to the establishment of secondary schools called “smart”.

The most important aspect of these schools is that teaching and learning are based on the use of modern technology, so that students are educated and trained by efficient and expert staff able to guarantee well planned curricula and appropriate support (Asemi, 2006). These schools encourage active thinking, and the environment itself persuades students to use personal computers. The Internet and the intranet are considered efficient research and communication tools. They allow students to access online libraries and facilities such as e-mail, video conferencing, and discussion rooms for their educational tasks and school homework (Kousha & Abdoli, 2004).