Background and Objectives: One of the most important missions of education is the balanced education of researching and creative students with entrepreneurial spirit and thinking. In this regard, the vision and fundamental transformation document of education emphasizes the importance of cultivating creative and innovative individuals who possess the necessary skills to contribute to science, technology, and entrepreneurship. Based on this importance and emphasis of upstream documents, therefore, schools should play a pivotal role in developing features such as creativity, self-confidence, futurism, risk-taking, and the tendency towards success (entrepreneurial spirit) in students. Promoting entrepreneurial thinking in schools leads to responsibility, increased creativity in achieving goals and discovering new opportunities, and academic and entrepreneurial skills in students. The present research investigated the role of smart and non-smart schools in promoting entrepreneurial thinking among students.Methods: The present study was applied in purpose, quantitative in approach, and comparative causal. The statistical population includes 690 female students from smart and non-smart high schools in Qazvin city. Using the cluster sampling method, 266 students from each group were selected as the research sample. To collect the data, the researchers used a questionnaire consisting of five main components and 20 items. The formal and content validity of the questionnaire was verified by three experts in the field of study. The reliability of the questionnaire was calculated using Cronbach's alpha coefficient and was obtained as 0.779. The data were analyzed using Shapiro-Wilk Test, one-way multivariate of variance test and Levene's test.Findings: The findings indicated that female students in smart schools had higher levels of entrepreneurial thinking in five main components: creative thinking (7.243), independence seeking (6.059), opportunity seeking (7.642), risk-taking (6.473), and internal control locus (5.513) compared to non-smart schools. In general, schools that used modern smart technologies have developed competencies such as creative thinking, independence seeking, opportunity seeking, risk-taking, and internal control locus in students. As a result, students in smart schools felt more successful, motivated, and confident in creating new ideas, ultimately leading to the promotion and emergence of entrepreneurial thinking.Conclusion: Since the entrepreneurial thinking as the basic power of the human mind is one of the main goals of schools and educational centers, therefore schools should be able to provide a suitable platform for the flourishing of characteristics such as; It provided students with creativity, self-confidence, foresight, risk-taking and entrepreneurial spirit. Because, global competition and the need of future jobs for skilled and efficient people show the necessity of creating an entrepreneurial culture in schools. To achieve this goal in the country, it is necessary to raise awareness, promote the culture of entrepreneurship and provide the necessary infrastructure in education. To promote entrepreneurial thinking among students, schools should implement practical teaching methods, team-based and active participation teaching methods, electronic content development of entrepreneurship in multimedia format, periodic feedback on student performance, delegation of school responsibilities, limited options for students, independent problem-solving, and entrepreneurial internships for students.

Societies' change from traditional to knowledge-based ones and the need to use the new communicative conditions leads in universal movement in the developed and developing countries to change the educational structure. The country's authorities understood the change in global circumstances well and this is realized in the ministry of education's approved documents. The authorities are completely aware that in knowledge -based society, it is worth to produce science and knowledge. smart schools can be considered as an educational setting which makes the fulfillment of knowledge-based society possible. In this paper, using the survey research method, the smart schools' development challenges in Iran would be investigated and some strategies would be offered to meet these challenges.

The main aim of this paper was to study the feasibility of smart school in female secondary schools from the viewpoint of teachers and principals. To do so, a theoretical framework developed which consisted of attitude, knowledge, and skills of teachers and principals along with financial resources, infrastructures, equipments, culture and administrative performance within the secondary schools. It was a mixed method (qualitative and quantitative) research. The research population consisted of teachers and principals of Ahwaz secondary schools, and the research sample consisted of 100 teachers and 8 principals of secondary schools which were randomly selected from zone 1 of Ahwaz city based on a cluster sampling method. Data was collected using interview, two questionnaires, checklist and researcher observation. Face and content validity of the instruments were confirmed by some experienced professors. The reliability of teachers' questionnaire was computed 0.89 after a pilot study on 30 participants and the reliability of principals’ questionnaire was computed 0.94. The results showed that in general, the female secondary schools of Ahwaz were not ready to implement smart schools program.

smart schools are the electronic ones in which e-learning is used. The purpose of these schools is to prepare a logical and appropriate structure to intelligently combine Information and Communication Technology (ICT) and school syllabus in a way that ICT turns to be the basis for learning. The aim of this study was to identify and prioritize the factors affecting the realization of smart school project. It was an applied research in its purpose but a descriptive one in method. The population included all high school headmasters in Mazandaran province (N=825). Simple random sampling was applied to select 265 participants as sample group. The data were collected administering a researcher-made questionnaire with reliability index of 0.89. The results of single-group t-Test and one-way ANOVA indicated that appropriate contextualization and preparing the environment suited for ICT in schools, training skilled human resources to be able to work with ICT, and funds and facilities are the major components necessary for the realization of the project. Some suggestions and practical recommendations were also given at the end of the study.

Background: smart school project is a new step in information age; it can create fundamental changes in teaching-learning process as well as teacher-student tasks and roles and integration of information technology and curriculum. The main purpose of this paper is to evaluate smart schools current statues in Mazandaran province based on “smart School” Conceptual Model during the academic year 2011-12.Methods: The research is non-experimental and to say more specifically is descriptive-analytical. The population contained all principals, technology experts and teachers of selected smart schools of Mazandaran province. The sampling method is completed census; census; it means that the number of sample is equal to the whole society (181). The data was collected using scholar-made questionnaires and observation check list. Questionnaire validity and reliability are estimated using content validity and Cronbach alpha formula. The Cronbach alpha in term of manager and IT deputies’ questionnaire and teacher’s questionnaire are calculated (%95) and (%88), respectively.Results: descriptive statistics and inferential indicators results reveal that public smart schools of Mazandaran province are in fairly desirable level and private smart schools are in desirable level which is close to smart School Development” Conceptual Model components and standards.Conclusions: to improve current statue of smart schools in Mazandaran province and to achieve a desired level, guidelines and recommendations are presented.

Background: The rapid growth of information and communication technology has brought about substantial changes in educational practices and approaches. Education and training have received more attention in view of technological developments and emerging requirements. The aim of this study was to investigate school principals’ application of Technology Acceptance Model (TAM) in smart schools of Qom, Iran. Methods: This was a descriptive-correlational study. The study population included all smart school principals in Qom in 2018. Purposeful sampling was applied to identify and select 70 principals as the participants of the study. Davis’ TAM questionnaire with a reliability coefficient of 0. 78 was used for data collection. Descriptive statistics, including mean and standard deviation, were calculated for data analysis, and Pearson correlation coefficient was used in the inferential analysis. Results: Significant positive relationships were observed between perceived usefulness and attitude towards the use of technology (r=73, P<0. 01), perceived usefulness and willingness to use technology (r=64, P<0. 01), perceived ease of use and attitudes towards the use of technology (r=39, P<0. 01), perceived ease of use and perceived usefulness of technology (r=43, P<0. 01), and finally the tendency to use and actual use of technology (r=63, P<0. 01). Conclusion: In order to improve the performance of smart schools, it is recommended to cultivate a positive and constructive attitude towards technology among principals and teachers in a dynamic way.

Attention Deficit Hyperactivity Disorder (ADHD) is defined based on the existence of some implications in attention, inhibition, impulsivity curbing, and the activity level. Often, the problems of children with ADHD in the executive functions may be reflected in all educational, social, and behavioral areas. smart school is a different educational area that can affect the elementary ADHD students. Accordingly, the main purpose of this study was investigating the effectiveness of smart school curriculum on the hyperactivity symptoms of elementary students. The research method was quasi–experimental and the population included all elementary students of Kerman city (68325 students). The sample includes 162 students (84 student from smart schools and 78 students from public schools) from 2 districts of Kerman. The symptoms of ADHD were evaluated by the parents through Swanson, Nolan and Pelham Questionnaire (SNAP). The results showed that there is a significant difference between the hyperactivity symptoms of the students of smart schools and those of normal schools. Accordingly, smart school curriculum has a positive impact upon the reduction of hyperactivity symptoms, so that it relieve the symptoms in these students.

Nowadays, the most important assets of an organization are smart and knowledgeable   staffs who lead their organization to a sustainable comparative vantage by creating modern organizational processes. Innovative attempts in an organization are resulted from investment on learning process and upgrading human resources management and knowledge management. Through creative knowledge management and innovative application of information technology, Organization can provide this possibility that its staffs rely on their own experience in organizational problems which requires a new solution and help the organization with their progress in learning.The present research was aimed at doing a survey and comparison between knowledge management and organizational learning in smart schools and normal schools. The population included all the managers and teachers working in smart and normal schools in Tehran. Using cluster random sampling, the samples were selected including 127 managers and teachers from smart schools and 221 manager and teachers from normal schools according to Morgan Table. The research instruments were two questionnaires, one for each variable. The validity of two questionnaires was calculated by expert professors. They were, then, administered to 35 managers and teachers to calculate the reliability through Alpha Cronbach formula (0.87 for Knowledge Management Questionnaire and 0.79 for Organizational Learning Questionnaire). The findings of the research resulted from the application of t-test showed that smart and normal schools are different regarding the relationship between learning and knowledge management in the way that the mean score of the managers and teachers in smart schools was higher.

This study was aimed at identifying interaction solutions in improving the teaching – learning process of smart schools in Semnan the method used for this study was exploratory mixed method that first part is qualitative and second part is quantitative. In the qualitative research, in first case 6 persons who are expert in ICT were sampled and they were interviewed in depth method, in second case 24 teachers were chosen in a purposive and snowball methods and they were interviewed in semi-guided method. After content analysis of the obtained results of interviews and deep theoretical study, the researchers developed this results in a form of questionnaire contained 2 sections: 1: demographic information and 2: interaction solutions in improving teaching – learning process of smart schools in the ideal situation and the present situation. Construct and content validity of the questionnaire was determined by experts, and its reliability was calculated using Cronbach's alpha, which in the ideal situation reported 0.85 and in the present situation 0.89.In the quantitative part of the research, questionnaires were completed by 254 teachers, 24 managers, 24 deputies and 8 experts in ICT that they were sampled in a stratified method. The results are shown that "connecting schools to National intranet and creating local network to the school "with the most important which are ranked in the first place. «Mobilization computer mini PC, class mate, thin client or lap top connected to the network lan" is in the second place» Computer integrated communication with other schools that is placed in the third." Active member in the Portals smart schools» in the fourth place of the improving effect of the teaching - learning played roles in the smart schools.

The purpose of this research is applying and the method is descriptive to identify and rank the effective factors on smart schools. The statistical population included all administrators, educational assistants and teachers of high schools 2 of district 13 in Tehran In the school year 93-94.196 students were chosen based on random sampling and by using a total of Morgan. For collecting data a standard questionnaire in Likert scale with five options was used (very high, high, medium, low, very low), that one is less important and five is most important. Based on the results of the implementation of the Kolmogorov-Smirnov test, t single sample, Spearman rank correlation coefficient, Confirmatory factor analysis, path analysis and variance analysis and a conceptual model of effective components in smart schools Which include: educational programs, cultural infrastructure, facilities and financial resources and manpower training is presented. At the end, a proposals to implement this concept in order to optimize the smart schools project is presented.