This article looks at the integration of ICT in teacher education in the wider perspective of school development, which puts on focus both in-service and preservice teacher education. To prepare teacher-education students for work in a rapidly changing, information rich and technology based society, the key strategies in integration of ICT in teacher education programs and provides implications and directions for future analyses of ICT integration efforts are analyzed. A met asynthesis exercise was undertaken, to analyze and synthesize the studies and examples of best practice to integrate ICT in education particularly in teacher education. The results were provided into two main parts including: - ICT in inservice teacher education; - ICT in pre-service teacher education. Discussing the examples of practices and strategies, it is argued that addressed strategies are complementary, thus a combination of the given strategies may be more efficient way in integrating ICT in teacher education programs.

Background and Objectives: The mission of the education system is to transform students into citizens of the information society, according to technological developments that can use the facilities and platforms created in education to guide and direct daily activities and solve different problems appropriately. The Iranian educational system has emphasized the use of new technologies, the National Information and Communication Network in education, by preparing the "Fundamental Transformation Document of Education". Along with the expansion of ICT integration in schools, the matter of evaluating ICT integration in primary schools is important to ensure and improve the quality of teaching and learning, to determine the contexts and requirements of integration in the curriculum for implementation and enforcement. Evaluation criteria help all experts, managers and teachers to always be aware of the results of their work and know how much educational goals and goals of the organization have been achieved. This awareness leads to the integration of ICT in the curriculum in the desired way. The purpose of this study was to determine the holistic framework for evaluation of ICT integration in elementary school curriculum.Methods This research was conducted by a combined exploratory method in two stages. The qualitative research method was phenomenological. In the first stage, in order to determine the evaluation criteria, the semi-structured interview was conducted using purposive sampling, and in the next stage, a questionnaire was used to confirm the evaluation criteria by available sampling method. The participants in qualitative phase were selected based on criteria-based sampling method and the rule of theoretical saturation and hence included teachers and principals of smart schools. The statistical sample in the quantitative part included experts in the field of e-learning. Participants in the qualitative section included six principals and nine teachers and in the quantitative section, the participants included ten e-learning experts. In order to analyze the collected data in the qualitative part, the collage method (open, axial and selective coding) and in the quantitative part, CVR was used.Findings: The findings of the research in the qualitative part indicated that the evaluation framework of ICT integration included 14 criteria in different sections such as: supportive (3 criteria), electronic content (2 criteria), teacher's teaching activities (2 criteria), materials and learning resources (2 criteria), learning activities (2 criteria) and student group activities (2 criteria). In the quantitative part, the CVR percentage of all six evaluation components was higher than the table number (0.62). Electronic content components and support with the highest percentage and qualification of students were confirmed with the lowest percentage of agreement among the evaluation criteria.Conclusion: In order to increase the quality of integration in evaluation, special attention should be paid to the interaction and transaction of all evaluation components. The emphasis on separate evaluation of the dimensions of integration is the incomplete implementation of integrated evaluation in the curriculum. It is suggested that evaluators have a comprehensive and holistic view of all evaluation criteria in the field of Organizational and Educational Areas in evaluating the integration of ICT in the curriculum.

The main purpose of this research is to analysis of ICT integration (cyber spacing) obstacles at implementation stage based on educational innovation theories in secondary schools of sahnieh city. The plan of cyber spacing is as a innovational education design that take place in the event of ICT integration with school curriculum. The approach of research is qualitative and its method is Phenomenology. Participants of this research was teachers, managers and Technology Assistant as a key informed people and according to purposeful sampling, 21 people were selected as research participants. Also Theoretical saturation was base for sampling. Data was gathered with semi structured interview and analyzed with Smith steps in qualitative analysis. To ensure from reliability of data, strategies like trustworthiness, rigor, conformability and transferability was applied.Findings showed that; implementing ICT integration (cyber spacing) in schools curriculum in sahneh city faces with some barriers including; weakness of teacher's knowledge, Lack of belief to constructive using from computers in teaching process, weakness of skills and lack of self-efficacy in applying ICT, teachers and managers resistance in face of ICT integration innovations, Failure in educational and technical supports, noncompliance of educational structures with ICT integration, lack of proper use from parent association capacities, weakness in internalizing of ICT using cultures and non-responsive management.

This is a comparative study of Information & Communication Technology Integration method in education in countries such as Finland, England, South Africa, and Singapore in order to present a suitable pattern for Iran. The reason for selecting these countries is that they have completely integrated ICT in their education system. This descriptive survey research is of comparative type. The scholar has answered the research questions by referring to the documents related to ICT integration with instructional program in countries being studied by searching pertinent Internet sites such as those of UNESCO, Dissertation, Proquest, Ministry of Education Sites in countries of study, and by referring to the documents related to Iran's instructional program in this field according to the George. Z. Beredy's study method.The statistical population of this research was the curriculum with the ITC integration approach in the world countries, and the statistical sample was the curriculum integrated with ICT in the selected countries. The result of this research shows that in countries being studied, the instructional programs emphasize the procedure of ICT integration. Based on this, specific goals and executive program are considered. Noting the studies, the researcher has considered the experiences of successful countries in order to design a pattern of ICT integration in instruction program in the General Education system in Iran. The researcher has proposed the perspective of ICT integration in this system.She has then codified values and principles ruling the interaction program with ICT integration method and its strategies. She has then presented a sample instructional program with this method in the science lecture for elementary-school & middle-school education.

In tandem with the development of information and communication technology (ICT), world's integration is increasing. The hypotheses in this article suggest that applying ICT in the countries of the trading parties results in the decrease of the trading costs. The goal of this article is to assess the effects of technology on the economic integration in the developing countries including Iran, applying gravity model during 1971- 2006. The results indicate that development of ICT in the developing countries bears positive effects on the economic integration, but in some countries it is not still significant.

The increasing use and popularity of technology in educational settings and smart schooling makes it indispensable to explore the teachers' perceived obstacles in its successful implementation. This study inspected the status quo of information and communication technology (ICT) integration in Iranian high schools and investigated the obstacles, as perceived by teachers, and their proposed solutions toward using technologies. In so doing, 311 English as foreign language teachers were requested to participate in this study. A researcher- made open- ended questionnaire was used to collect the data. Qualitative data were analyzed using a thematic analysis and the results of study indicated that on the whole, Iranian EFL teachers do not usually integrate ICT in their classes and the obstacles in implementing ICT in language classrooms could be classified into eight main themes: Lack of confidence, lack of competence, resistance to change, lack of time, lack of effective training, lack of technical supports, and negative attitude. The findings revealed that even though teachers realize the benefits of ICT integration, most of them are reluctant in integrating technologies in their classes because of the above-mentioned reasons. The findings may help teachers, policy makers, and syllabus designers put more focus on ICT integration and teachers' needs for obtaining better results in teaching and learning process.

The goal of this research was to extract criteria for evaluating technology leaders and it was conducted by mixed method. The research method was descriptive in the qualitative part and survey method in the quantitative part. The research was carried out in smart and semi-smart primary schools in Zanjan province in the academic year of 1398-99. Participants of the qualitative part were fifteen principals from smart schools who were selected using the criterion sampling method considering the principle of theoretical saturation. In the quantitative part, the statistical population included 228 smart and semi-smart school principals in Zanjan province. According to Krejcie and Morgan Table, 139 principals were selected as a research sample by relative stratified random sampling. In the qualitative part, Data collection tools were Semi-structured interviews and in quantitative one, a researcher-made questionnaire was developed. The validity of this questionnaire was confirmed by confirmatory factor analysis. Its reliability was obtained by calculating Cronbachchr('39')s alpha coefficient for 0. 83. . The method of analysis in the qualitative part was content analysis. According to content analysis, 6 main components including planning, organizing, leadership, control, educational and physical factors and 30 criteria for evaluating school technology leaders were identified. The validity of the components was calculated to be 0. 88 using CVR. In quantitative part, descriptive statistics and Kolmogorov-Smirnov test Single group T and T in correlated groups were used to analyze the data. The results showed that the status of the evaluation components of school technology leaders was higher than the average in the planning component and physical factors. It was higher than average in the component of leadership, organization, and control and educational factors. In general, the components were higher than the average. Therefore, criteria can be used to evaluate school technology leaders.