The impact (effect) of information and communication technology on educational improvement of third
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Abstract Information and communication technology has become an inseparable part of human life and caused doing things more through the consumption of less time and cost. The present research aims to study the effect of information and communication technology on the educational improvement of third grade high school students in Khash. The descriptive method of measurement type was used for data analysis; frequency distribution table, frequency percentage and diagram drafting were used descriptive statistics section, The Khi (chi-square), U Mann –Whitney and Kruskal-Wallis statistical tests were used in inferential statistics section with regard to the measurement scale. SPSS was used to analyze data. The target population of this research includes the third grade high school students of Khash city who were about 1900 people studying in 35 educational units in 2010. The sample size was determined using Kirgizia and Morgan statistical tables and was determined to be 320 people. Random multistep method was employed for sampling among male and female students in proportion with the community size. A researcher-made 24-quenstion questionnaire with a grading scale of Likret type was used for data collection whose validity and reliability was confirmed by Kranbach alpha with a degree of 0/86. Research findings reveal that using information and communication technology is effective in increasing educational motivation, improving questioning skill, improving research spirit and raising school marks. It is generally effective on third grade high school students' educational improvement to a great extent. This effect was the same among male and female students with different average scores, ages and fields. However, its effect on vocational and high schools students was different. Key words: Information and communication technology, Educational improvement, Internet, Effectiveness Introduction 21st century is knowledge and information revolution century. It means the conversion of industrial society into informational society and today , the richest (the most wealthy) countnes and human societies are those where have access to the greatest (most) knowledge and awareness and information and certainly , the leadership of future education (teaching and training) will be assumed by ICT (information and communication technology ). [ Norouzi and others, 1387 , page 10]. By introducing information and communication technology in teaching and curriculum (curricular program) domains , classroom management was generally revolved and it is performed by a research-based and student-based procedure. Teacher responsibility is no longer gathering and transferring information, but he/she assumes various responsibilities and he/she should be a multi-skilled person. Closed , limited and concentrated pattern of teaching resources and traditional learning is also converted into open , non-concentrated , and unlimited pattern and devoid of time and space limitations and presents very procedural results for teaching and learning system. Curricular subjects obtained from technology have multi-dimensional and motional nature and its designers have process-based policy not context-based one. In traditional attitude towards this subject, teacher- based policy is the basis and foundation of human teaching (training). But in new (novel) attitude , the basis of teaching and training has been established based on student-based one (mohammadi , 1381 , page 2). System based on materials in unilateral form are destroying (over throwing) and educational methods have been established based on exploiting from bilateral values of learning according to new communicative systems and video-audio framework , is an undeniable subject (issue). Ineffectiveness of traditional methods of teaching in the present age is an accepted issue and the application of information and computer technologies in order for quantitative and qualitative improvement of teaching process is inevitable (Yazdchi , 1385, page 4). Educational improvement is one of the important educational essentials (bases) and naturally, it should be revolved proportional to information age. By reviewing (studying) the existed statistics and information about the development amount of information and communication Technology (ICT) in third world countries, Education, we find out that in many countries such as the developed and developing countries , to equip the schools with various facilities such as computer and Internet , comprehensive programs have been compiled and it is a long time when they have paid a special attention to the role of information technology tools (instruments) in their curriculum (curricular programs) and have spent a considerable cost to implement suitable (appropriate) tools in teaching. The invention of new educational methods, exploiting from computer in classrooms , exploiting from educational soft wares and multi-media , exploiting from Internet and e-mail and … are of new consequences of implementing information and communication technology (zoghipour and Ghaffari , 1384 , page 14). Studies show that exploiting from today (up-to-date) technologies like computer and world web in classrooms , gives this possibility to the students to learn by faster speed and better performance (Mehmet , 2004) and have more satisfaction by attending in the classroom (Milleken & Bames 2002). Today , students are born in audio , video and motional world. Therefore , teachers attempts for their training (teaching) by exploiting from teaching (educational) media and methods during past period will be useless or will not be followed by a significant product (result). Therefore , it is necessary teachers both know well about new educational media and technology and also contact with it by a positive attitude (Tileston , 2004). Regarding to the importance (significance) of educational improvement in teaching and training process and the necessity of quality upgrade (enhancement) in teaching and much better exploiting from ICT (Information and communication Technology) phenomenon , making some facilities to implement these innovations in teaching and learning process is very vital. Therefore , the study of phenomena effects of application information and communication technologies in different fields is important. Scientists generally and students specifically are of main consumers of these technologies. Internet devotes an important part of educational and leisure time activities of students to itself and there is this possibility that exploiting from this phenomenon may have effect on their educational improvement. Therefore , the study of consequences (outcomes) of using new technologies is eligible to be studied in terms of the recognition of outcomes (consequences) and effects that may have on students (Magazine of literature and Humanities college / Department , series 15, No. 58 , page 35). Ghasemi-Nejad (1384) conducted a research as Determination of practical procedures for computer workshops activization of secondary (high) schools in Isfahan province , and achieved these results = workshop activization is dependent on educational , managerial (administrative) , structural , official , motivational and recreational measurements. In respect of educational procedures , the most important measurement in terms of teachers and instructors is including a curricular course in students , curriculum (curricular program). Presenting students , curricular homework using of information and communication technology was another suggestion (recommendation). Montazeri and Vakili and seyyed Ebrahimi (1385) in a research called as the effect (impact) of teaching revolutions of information technology in Education in Tehran’s Hakimzadeh high school , achieved these results that implementing information technology in Education not only has become acceleration and facilitation factor and also educational quality upgrade (enhancement) factor , but also it has become a factor of changes in the concepts of traditional teaching essentials. Therefore , the amount of importance (significance) and relying on textbook and curricular materials in any (each) class , evaluation approach of teaching methods , learning value (amount), the approach of relationship between teacher and student , all are of cases which have been changed by exploiting from information technology. Zamani and Isfahani (1386) conducted a research called as the amount of instructors achievement and their exploiting from information and communication technology (ICT) in secondary schools in Isfahan and achieved this result that instructors, access amount to hardware possibilities (facilities) at home and in the school is in a desired extent. While access amount in software field is not so desired. Also , the application of ICT (Information and communication Technology) in three domains of teaching , research and communication is less than the desired level. Islami (1387) in a research titled as the study of development fields of information and communication technology (ICT) in general teaching schools in Mazandaran province , achieved these results that computer possibilities and equipments in our schools are placed in a low position and teachers, LCDL skill position is not in a desired level (state) and teachers enjoy high interest and motivation to use information and communication technology in teaching and instruction and the position of the existing teaching (educational) contents has been evaluated well (as good). Sandholtez & Dwyer (1994) in a research as a look at (view on) attending students in the classroom empowered by technology , pointed out the issue of increase in the motivation and interest of teachers and students in using of technology for learning and have presented (posed) the following points = students , high interest in working with computer caused their learning shall be made (performed) by faster speed. This interest has also increased teachers motivation for technology integration in teaching – learning process. Students devote more time to perform homework and research projects using of the computer and they are even busy by working with computer during their leisure (free) time. Pelegram Velva (2003) based on experiences obtained from SITES II (second Information Technology in Education study) program expresses that it seems ICT (Information and communication Technology) has valued to support learning environments where they are increasingly student-based. Teachers have reported that students have high motivation and discipline problems have been solved (removed). Also , according to teachers saying , despite of becoming work volume heavier (which is the result of learning introductions preparation) , teachers are much more comfortable in class environment and enjoy this that they have been able to teach their students better. In addition , they have reported that their cooperation with other teachers has been improved and this has been caused an increase in their motivation. Regarding to the mentioned issues , this research by a goal to study (review) the effect of information and communication technology (ICT) on the educational improvement of third grade high school (secondary school) students in khash province was performed. In addition , the existence of meaningful difference between the effect of information and communication technology on the educational improvement of third grade high school (secondary school) students has been examined (reviewed) based on the variables of gender , kind of academy , age , educational (academic) field and the average. In order to achieve the mentioned goals , during research performance , the following hypotheses have been tested: General hypothesis: using of information and communication technology has an impact on the educational improvement of third grade high school (secondary school) students. 1- using of information and communication technology has an impact on increase in educational motivation of third grade high school (secondary school) students. 2- Using of information and communication technology has an impact on increase in question-making (asking) skill of third grade high school (secondary school) students. 3- Using of information and communication technology has an impact on increase in research spirit of third grade high school (secondary school) students. 4- Using of information and communication technology has an impact on increase in curricular scores of third grade high school (secondary school) students. Research performance method (approach) Regarding to the mentioned goal and hypotheses in this study , research performance method (approach) is descriptive one of survey kind. Statistical population in this research has been all third grade secondary school students in high schools and art academies in khash province by a population of 1900 persons who are studying in 35 academic units during academic year 1388-1389 , which out of them , 320 persons were selected by kerjisi and Morgan table as samples. Table No.1-1: Frequency of statistical population according to gender separation Gender third grade in secondary school Girl Boy Total Population Frequency (fi) 730 1170 1900 Percentage (pi) 38% 62% 100% Table No.1-2: Distribution of frequency percentage of statistical sample according to gender Gender third grade in secondary school Girl Boy Total Sample Frequency (fi) 123 197 320 Percentage (pi) 38% 62% 100% In this study , two library (using of library books , thesis , magazines , Quarterly and valid and related to research (research-related) electronic magazines) and field methods by a questionnaire containing 24 questions realized by likert spectrum which had been compiled proportional with the hypotheses , are used for data (information) collection. Its content reliability in terms of guidance professors and counselors and a number of educational (training) science group professors , view was confirmed. And test durability was obtained by calculation of crownBach alpha coefficient of 0/86. In order for research data analysis , two statistical methods of descriptive and deductive kinds were used. In descriptive analysis , statistical characteristics such as frequency , frequency percentage and diagram drawing were used. In deductive analysis , for data analysis by numerical (nominal) scale , chi-square test was used (Delavar , 1379 , page 221) , and in relation to data by relative scale regarding to independent groups (two groups and multi groups) , u Mann Whitney and kruskal-wallis tests have been used (Hassan zadeh , 1387 , page 284). Research findings First hypothesis of research: using of information and communication technology has an impact on increase in educational motivation of third grade secondary school students. Table No. (2-1): Distribution of frequency percentage of respondents to first hypo thesis of the research Variable Very Low low To some extent High Very high Total Frequency 0 0 17 226 77 320 Percentage 0 0 5.3 70.6 24.1 100.0 Regarding to the data of table (2-1) , out of all respondents , 0 percent have answered to very low and low options , 5.3 percent have answered to. To some extent options , 70.6 percent have answered to high option and 24.1 percent have answered to very high option. The greatest (most) frequency is related to high option. Table No. (2-2): Results of chi-square test in relation to first hypothesis of the research Sig X2 Df 0.000 12.171 2 Regarding to table (2-2) , the calculated chi-square (12.171) is bigger (greater) than the value of chi-square in the table (9.21) , therefore , by a 99 percent confidence , it can be said that there is a meaningful difference between the observed frequencies and the expected frequencies. And this result indicates that using of information and communication technology has an impact to a high extent on increase in educational motivation of third grade secondary school students. Second hypothesis of the research: using of information and communication technology has an impact on increase in question-making (asking) skill of third grade secondary school students. Table No. (3-1): Distribution of frequency percentage of respondents to second hypothesis of the research Variable Very Low low To some extent High Very high Total Frequency 0 0 7 201 112 320 Percentage 0 0 2.2 62.8 35.0 100.0 Regarding to the data of table (3-1) , out of all respondents , 0 percent have answered to very low and low options , 2.2 percent have answered to. To some extent option , 62.8 percent have answered to high option and 35.0 percent have answered to very high option which the most (greatest) frequency is related to high option. Table no(3-2):Results of chi-square test in relation to second hypothesis of the research Sig X2 Df 0.000 17.768 2 Regarding to table (3-2) , the calculated chi-square (17.768) is greater than the value of chi-square in the table (9.21) , therefore , by a 99 percent confidence , it can be said that there is a meaningful difference between the observed frequencies and the expected frequencies. And this result indicates that using of information and communication technology has an impact to a high extent on increase in question-making (asking) skill of third grade secondary school students. Third hypothesis of the research: using of information and communication and communication technology has an impact on increase in research spirit of third grade secondary school (high school) students. Table No. (4-1): Distribution of frequency percentage of respondents to third hypothesis of the research Variable Very Low low To some extent High Very high Total Frequency 0 1 6 203 110 320 Percentage 0 0.3 1.9 63.4 34.4 100.0 Regarding to the data of table (4-1) , out of total number of respondents , 0 percent have answered to very low options , 0.3 percent have answered to low option , 1.9 percent have answered to To some extent option , 63.4 percent have answered to high option , and 34.4 percent have answered to very high option , which the most (greatest) frequency is related to high option. Table no. (4-2): Results of chi-square test in relation to third hypothesis of the research Sig X2 Df 0.000 13.468 3 Regarding to table (4-2) , the calculated chi-square (13.468) is bigger (greater) than the value of chi-square in the table (11.34) , therefore , by 99 percent confidence , it can be said that there is a meaningful difference between the observed frequencies and the expected frequencies. And this result indicates that using of information and communication technology has an impact to a high extent on increase in research spirit of third grade high school (secondary school) students. Fourth hypothesis of the research: using of information and communication technology has an impact on increase in curricular scores of third grade secondary school students. Table No. (5-1): Distribution of frequency percentage of respondents to fourth hypothesis of the research Variable Very Low low To some extent High Very high Total Frequency 0 0 10 175 135 320 Percentage 0 0 3.1 54.7 42.2 100.0 Regarding to the data of table (5-1) , out of total number of respondents , 0 percent have 3.1 percent have answered to To some extent option , 54.7 percent have answered to high option , and 42.2 percent have answered to very high option which the most (greatest) frequency is related to high option. Table no(5-2):Results of chi-square test in relation to fourth hypothesis of the research Sig X2 Df 0.000 13.389 2 Regarding to table (5-2) , the calculated chi-square (13.389) is bigger (greater) than the value of chi-square in the table (9.21) ; therefore , by 99 percent confidence , it can be said that there is a meaningful difference between the observed frequencies and the expected frequencies. And this result indicates that using of information and communication technology has an impact to a high extent on increase in curricular scores of third grade secondary school (high school) students. General hypothesis of the research: using of information and communication technology has an impact on educational improvement of third grade secondary school students. Table No. (6-1): Distribution of frequency percentage of respondents to general hypothesis of the research Variable Very Low low To some extent High Very high Total Frequency 0 0 5 294 21 320 Percentage 0 0 1.6 91.9 6.5 100.0 Regarding to the data of table (6-1), out of total number of respondents , 0 percent have answered to very low and low options , 1.6 percent have answered to To some extent option , 91.9 percent have answered to high option and 6.6 percent have answered to very high option which the greatest (most) frequency is related to high option. Table no(6-2):results of chi-square test in relation to general hypothesis of the research Sig X2 Df 0.000 14.947 2 Regarding to table (6-2) , the calculated chi-square (14.947) is bigger (greater) than the value of chi-square in the table (9.21) ; therefore , by 99 percent confidence , it can be said that there is a meaningful difference between the observed frequencies and the expected frequencies. And this result indicates that using of information and communication technology has an impact to a high extent on the educational improvement of third grade high school (secondary school) students. Gender: The impact (effect) of information and communication technology on the educational improvement of third grade secondary school students regarding to gender (sex) Table No. (7-2): Results of U mann-whitny test in relation to gender Property N M Umann-whitny Z Sig Gender Girl 123 163.89 1.170 1.116 0.265 Boy 197 158.38 Regarding to table (7-2) , the obtained u (1.170) in the level of 95 percent is smaller than critical (crisis) value of the table (1.64) ; therefore , the difference is not statistically meaningful. And it can be concluded that there is no meaningful difference between using of information and communication technology and its impact on the educational improvement of girl and boy students in terms of gender. And its impact on girl and boy students is the same. Kind (Type) of institution (academy): The impact (effect) of information and communication technology on educational improvement of third grade high school (secondary school) students regarding to school kind Table No. (8-2): Results of umann-whitny test in relation to school kind Property N M Umann-whitny Z Sig Kind of school High school 243 160.49 9.353 0.08 0.390 Technical school 77 160.53 According to table (8-2) , the obtained u (9.353) in the level of 95 percent is bigger than the critical (crisis) value in the table (1.64) ; therefore , the difference is statistically meaningful. And it can be concluded that there is a meaningful difference between using of information and communication technology and its impact (effect) on the educational improvement of students studying in high school and technical school. And its impact on technical school students has been more than high school students. Age:The impact (effect) of information and communication technology on the educational improvement of third grade secondary school students regarding to the age of students Table No. (9-2): Results of kruskal-wallis test regarding to the age of students Property N M X2 Df Sig Age 15-year old 0 0 0.060 1 0.806 16-year old 30 162.33 17-year old 290 160.31 Regarding to table (9-2) , the calculated X2 (0.060) is smaller than the critical (crisis) value of the table (3.84) by freedom degree of 1 in the level of 95 percent; therefore , the difference is not statistically meaningful. And it can be concluded that the impact (effect) of using of information and communication technology is the same on the educational improvement of third grade high school (secondary school) students in terms of age. Educational (academic) field: The impact of information and communication technology on the educational improvement of third grade secondary school students regarding to educational field Table No. (10-2): Results of kruskal-wallis test regarding to educational field Property N M X2 Df Sig Field Mathematics & physics 83 163.36 1.480 5 0.915 Empirical science 80 161.00 Humanities 80 157.00 Computer 40 157.00 Electronics 20 165.00 Mapping 17 163.59 According to table (10-2) , the calculated X2 (1.480) is smaller than the critical (crisis) value in the table (11.07) by a freedom degree of 5 in the level of 95 percent ; therefore , the difference is not statistically meaningful. and it can be concluded that the impact (effect) of using of information and communication technology on the educational improvement of third grade secondary school students is the same in terms of educational (academic) field. Average: The impact (effect) of information and communication technology on the educational improvement of third grade secondary school students regarding to the average Table No. (11-2): Results of kruskal-wallis test regarding to the average Property N M X2 Df Sig Average 12-14 4 133.00 6.822 3 0.078 14-16 65 453.31 16-18 117 167.53 18-20 136 158.67 Regarding to table (11-2) , the calculated X2 (6.822) is smaller than the critical (crisis) value in the table (7.81) by a freedom degree of 3 in the level of 95 percent ; therefore , the difference is not statistically meaningful. And it can be concluded that the impact (effect) of using of information and communication technology on the educational improvement of third grade secondary school students is the same in terms of average. Discussion and conclusion Information and communication technology enjoying interact ional property and reserving manipulation ability and presenting information in various forms , provides a potential possibility for active and empirical learning. Based on this , results of this research are as follows: First hypothesis of the research: using of information and communication technology has an impact on increase in educational motivation of third grade secondary school students. Regarding to research results , it was determined that 94.7 percent of respondents have emphasized on first (Number one) hypothesis of the research in very high and high extent , for 5.3 percent , no answer was presented at middle and low and very low extents. In this same respect , the respondents have evaluated using of information and communication technology on increase in educational motivation to a high extent as effective. According to the results (p=0.000 < 0.01 , df =2 , X2 = 12.171) , regarding to that the calculated chi-square (12.171) is bigger (greater) than the value of chi-square in the table (9.21) , it is concluded that by 99 percent confidence , there is a meaningful difference between the observed frequencies and the expected frequencies. And this result indicates that using of information and communication technology has an impact to a high extent on increase in educational motivation of third grade secondary school students. This result is consistent with research findings of Islami (1387) , Sandholtez & Dwyer (1994) , Pelegram & lav (2003). Second hypothesis of the research: using of information and communication technology has an impact on increase in question-making (asking) skill of third grade secondary school students. Regarding to research results , it was determined that 97.8 percent of respondents have emphasized on second (Number two) hypothesis of the research in very high and high extents , for 2.2 percent , no answer was presented in middle and low and very low extents. In this same respect , the respondents have evaluated using of information and communication technology to a high extent on increase in question-making (asking) skill as effective. According to the results (p=0.000 < 0.01 , df =2 , x2=17.768) regarding to that the calculated chi-square (17.768) is bigger (greater) than the value of chi-square in the table (9.21) , it is concluded that by 99 percent confidence , there is a meaningful difference between the observed frequencies and the expected frequencies. And this result indicates that using of information and communication technology has an impact to a high extent on increase in question-making (asking) skill of third grade secondary school students. This result is consistent with the research findings of Montazeri , Vakili and seyyed Ebrahimi (1385). Third hypothesis of the research: using of information and communication technology has an impact on increase in research spirit of third grade secondary school students. Regarding to research results , it was determined that 97.8 percent of respondents have emphasized on third (number three) hypothesis of the research in very high and high extents , 1.9 percent have pointed out to middle extent and 0.3 percent have pointed out to low and very low extents. In this same respect , the respondents have evaluated using of information and communication technology to a high extent on increase in research spirit as effective. According to the results (p=0.000 < 0.01 , df =3 , x2= 13.468) regarding to that the calculated chi-square (13.468) is bigger (greater) than the value of chi-square in the table (11.34) , it is concluded that by 99 percent confidence , there is a meaningful difference between the observed frequencies and the expected frequencies. And this result indicates that using of information and communication technology has an impact to a high extent on increase in research spirit of third grade high school (secondary school) students. This result is consistent with research findings of Taheri (1385) , Imeni (1384) , Haj Foroush and ourangi (1382) , Rose cheli penoel and Abrahamson (2004) , Sand Holtz Fourth hypothesis of the research: using of information and communication technology has an impact on increase in curricular scores of third grade secondary school students. Regarding to research results, it was determined that 96.9 percent of respondents have emphasized on foueth (number four) hypothesis of the research to very high and high extents , for 3.1 percent , no answer was presented in middle and low and very low extents. In this same respect , the respondents have evaluated using of information and communication technology to a high extent on increase in curricular scores as effective. According to the results (p=0.000 < 0.01 , df=2 , x2 = 13.389) regarding to the that the calculated chi-square (13.389) is bigger (greater) than the value of chi-square in the table (9.21) , it is concluded that by 99 percent confidence , there is a meaningful difference between the observed frequencies and the expected frequencies. And this result indicates that using of information and communication technology has an impact to a high extent on increase in curricular scores of third grade secondary school students. This result is consistent with research findings of Najafi and Mohammadi (1385) , Dalzil (2001). General hypothesis of the research: using of information and communication technology has an impact on educational improvement of third grade secondary school students. Regarding to research results , it was determined that 98.4 percent of respondents have emphasized on general hypothesis of the research which encompass (contain) four previous hypotheses to very high and high extents , for 1.6 percent , no answer was presented in middle and low and very low extents. In this same respect , the respondents have evaluated using of information and communication technology to a high extent on the educational improvement as effective. According to the result (p=0.000 < 0.01 , df =2 , x2 = 14.947) regarding to that the calculated chi-square (14.947) is bigger (greater) than the value of chi-square in the table (9.21) , it is concluded that by 99 percent confidence , there is a meaningful difference between the observed frequencies and the expected frequencies. And this result indicates that using of information and communication technology has an impact to a high extent on educational improvement of third grade secondary school students. This result is consistent with research findings of Montazeri and the colleagous (1385) , Najafi and Mohammadi (1385) , kelementz (2000). Research findings indicate that using of information and communication technology has been effective to a high extent on increase in educational motivation , upgrade (enhancement) of making-question (asking) skill , enforcement of research spirit , increase in curricular scores and in total on educational improvement of third grade secondary school students.And this effectiveness has been the same among girl and boy students by different averages and ages and fields. But its technical school students and high school students. Recommendations (suggestions) Regarding to research hypotheses and the results obtained from hypotheses tests , the following recommendations are presented: - Encouragement of students to use ICT (Information and communication Technology) in learning process. - Teaching the courses using of ICT (Information and communication Technology) in educational (teaching) process. - Using of different technologies of ICT (Information and communication Technology) such as computer , television , Internet , satellite , radio , cassette player and etc… in teaching and learning process. - Visiting the students and teachers from school and other educational (academic) centers where use these technologies. - Visiting from international exhibits exposing (delivering) new information and communication technologies. - Using of active and group teaching methods such as (question and answer , discussion , problem-solving and …) based on information and communication technology. - Increase in continuous and dynamic relationship between students and teachers to each other through Internet and E-mail and … . - Performance of (performing) valuation using of information and communication technology tools (instruments). - Exploiting from local network. - Employing work unit method in teaching and learning process. - Giving research projects the students as group and as person (individually). - Enhancing students skills in using of computer and Internet in order to receive and process the information (data). - Opinion exchange between co-field students in different schools by Internet. - Encouragement and promotion of students , research activities using of ICT (Information and communication Technology). - Holding an exhibit consisted of students , research projects. - Preparation of curricular materials and educational (teaching) contents by help of information and communication technologies. - Students , familiarity with information and communication technologies especially in Internet space. - Preparation of enough (sufficient) possibilities and equipments including teaching (educational) media , CD , video films and computer in school and educational (academic) centers. - Modifying educational and teacher (instructor)- training system by new procedures of technology. - Upgrading the knowledge and skill of teachers and their encouragement to use suitable (appropriate) possibilities of ICT (information and communication technology) in teaching-learning process. - Equipping (Equipment of) schools and academic (educational) centers with information and communication technology. Farsi (Persian) References 1- Islami , Rajab Ali , (1387) , study of development fields of ICT (Information and communication Technology) in general teaching schools in Mazandaran province , Mazandaran’s Education organization , center of investigations. 2- Hassanzadeh , Ramezan (1383) , Research methods in behavioral science , Tehran, publication of savalan. 3- Delavar , A. , 1379 , Research method in psychology and training science , Tehran , Roshd publications , page 221. 4- Zoghipour , Abbas , and Ghaffari , Samad , (1384) , Multi-media school , a step towards intelligent schools. Set of papers (articles) in the first IT (Information Technology) in Education , Yazd , Education organization. 5- Zamani , Bibi Eshrat , and Babadi Akasheh, Zahra , (1385) , The role of teachers in integration pattern of information and communication technology in curriculum (curricular program) , set of papers (articles) of the first IT (Information Technology) conference in Education , Yazd , Education organization. 6- Mohammadi , F, (1381) , Recognition of information technology , Magazine of educational (teaching) technology , period 18 M, page 2. 7- Montazeri , Tayebeh , (1385) , The effect of information technology revolutions on Education, set of papers (Articles) of the first IT (Information Technology) in Education , Yazd , Education organization. 8- Norouzi , Ma’soumeh , and Rendi, Faramak and Mousa Madani , Fariborz , (1387) , Ranking of application methods of information technology in schools , teaching-learning process, Quarterly of educational innovations. 9- Yazdchi – Safoura , (1385) , New role of teachers in Education regarding to information and communication technology development , set of papers (articles) of the first IT (information technology) conference in Education , Yazd , Education organization. English References 1- Hardy, j.v. (1998). Teachers Attitudes toward and knowledge of computer technology. computer in the school journal, vol. 14, No.3-4, pp.119-136. 2- Mehmet, Nuri (2004). Use of educational Technology in English classes. The turkish online journal of Educational Technology, vol.3, Issue 2, Article 11. Avaliable at: http:// tojet.net/ volumes/v3i2.pdf. 3- Milleken, j. & Bames, L.p. (2002). Teaching and Technology in higher Education: student perceptions reflections. Computer & Education journal, vol.39, No.3, pp.223-235. 4- Sandholtz j.h. Ringstaff C & Dwyer D.C. (1994). Student Engagement Revisited: view from Technology-Rich classrooms. Available at: http://www.apple.com/ education/ k12/leadership. 5- Tileston, Donna walked (2004). What Every teacher should know about Media and Technology. unitedstates of America, corwin press, INC.
Abstract Information and communication technology has become an inseparable part of human life and caused doing things more through the consumption of less time and cost. The present research aims to study the effect of information and communication technology on the educational improvement of third grade high school students in Khash. The descriptive method of measurement type was used for data analysis; frequency distribution table, frequency percentage and diagram drafting were used descriptive statistics section, The Khi (chi-square), U Mann –Whitney and Kruskal-Wallis statistical tests were used in inferential statistics section with regard to the measurement scale. SPSS was used to analyze data. The target population of this research includes the third grade high school students of Khash city who were about 1900 people studying in 35 educational units in 2010. The sample size was determined using Kirgizia and Morgan statistical tables and was determined to be 320 people. Random multistep method was employed for sampling among male and female students in proportion with the community size. A researcher-made 24-quenstion questionnaire with a grading scale of Likret type was used for data collection whose validity and reliability was confirmed by Kranbach alpha with a degree of 0/86. Research findings reveal that using information and communication technology is effective in increasing educational motivation, improving questioning skill, improving research spirit and raising school marks. It is generally effective on third grade high school students' educational improvement to a great extent. This effect was the same among male and female students with different average scores, ages and fields. However, its effect on vocational and high schools students was different. Key words: Information and communication technology, Educational improvement, Internet, Effectiveness Introduction 21st century is knowledge and information revolution century. It means the conversion of industrial society into informational society and today , the richest (the most wealthy) countnes and human societies are those where have access to the greatest (most) knowledge and awareness and information and certainly , the leadership of future education (teaching and training) will be assumed by ICT (information and communication technology ). [ Norouzi and others, 1387 , page 10]. By introducing information and communication technology in teaching and curriculum (curricular program) domains , classroom management was generally revolved and it is performed by a research-based and student-based procedure. Teacher responsibility is no longer gathering and transferring information, but he/she assumes various responsibilities and he/she should be a multi-skilled person. Closed , limited and concentrated pattern of teaching resources and traditional learning is also converted into open , non-concentrated , and unlimited pattern and devoid of time and space limitations and presents very procedural results for teaching and learning system. Curricular subjects obtained from technology have multi-dimensional and motional nature and its designers have process-based policy not context-based one. In traditional attitude towards this subject, teacher- based policy is the basis and foundation of human teaching (training). But in new (novel) attitude , the basis of teaching and training has been established based on student-based one (mohammadi , 1381 , page 2). System based on materials in unilateral form are destroying (over throwing) and educational methods have been established based on exploiting from bilateral values of learning according to new communicative systems and video-audio framework , is an undeniable subject (issue). Ineffectiveness of traditional methods of teaching in the present age is an accepted issue and the application of information and computer technologies in order for quantitative and qualitative improvement of teaching process is inevitable (Yazdchi , 1385, page 4). Educational improvement is one of the important educational essentials (bases) and naturally, it should be revolved proportional to information age. By reviewing (studying) the existed statistics and information about the development amount of information and communication Technology (ICT) in third world countries, Education, we find out that in many countries such as the developed and developing countries , to equip the schools with various facilities such as computer and Internet , comprehensive programs have been compiled and it is a long time when they have paid a special attention to the role of information technology tools (instruments) in their curriculum (curricular programs) and have spent a considerable cost to implement suitable (appropriate) tools in teaching. The invention of new educational methods, exploiting from computer in classrooms , exploiting from educational soft wares and multi-media , exploiting from Internet and e-mail and … are of new consequences of implementing information and communication technology (zoghipour and Ghaffari , 1384 , page 14). Studies show that exploiting from today (up-to-date) technologies like computer and world web in classrooms , gives this possibility to the students to learn by faster speed and better performance (Mehmet , 2004) and have more satisfaction by attending in the classroom (Milleken & Bames 2002). Today , students are born in audio , video and motional world. Therefore , teachers attempts for their training (teaching) by exploiting from teaching (educational) media and methods during past period will be useless or will not be followed by a significant product (result). Therefore , it is necessary teachers both know well about new educational media and technology and also contact with it by a positive attitude (Tileston , 2004). Regarding to the importance (significance) of educational improvement in teaching and training process and the necessity of quality upgrade (enhancement) in teaching and much better exploiting from ICT (Information and communication Technology) phenomenon , making some facilities to implement these innovations in teaching and learning process is very vital. Therefore , the study of phenomena effects of application information and communication technologies in different fields is important. Scientists generally and students specifically are of main consumers of these technologies. Internet devotes an important part of educational and leisure time activities of students to itself and there is this possibility that exploiting from this phenomenon may have effect on their educational improvement. Therefore , the study of consequences (outcomes) of using new technologies is eligible to be studied in terms of the recognition of outcomes (consequences) and effects that may have on students (Magazine of literature and Humanities college / Department , series 15, No. 58 , page 35). Ghasemi-Nejad (1384) conducted a research as Determination of practical procedures for computer workshops activization of secondary (high) schools in Isfahan province , and achieved these results = workshop activization is dependent on educational , managerial (administrative) , structural , official , motivational and recreational measurements. In respect of educational procedures , the most important measurement in terms of teachers and instructors is including a curricular course in students , curriculum (curricular program). Presenting students , curricular homework using of information and communication technology was another suggestion (recommendation). Montazeri and Vakili and seyyed Ebrahimi (1385) in a research called as the effect (impact) of teaching revolutions of information technology in Education in Tehran’s Hakimzadeh high school , achieved these results that implementing information technology in Education not only has become acceleration and facilitation factor and also educational quality upgrade (enhancement) factor , but also it has become a factor of changes in the concepts of traditional teaching essentials. Therefore , the amount of importance (significance) and relying on textbook and curricular materials in any (each) class , evaluation approach of teaching methods , learning value (amount), the approach of relationship between teacher and student , all are of cases which have been changed by exploiting from information technology. Zamani and Isfahani (1386) conducted a research called as the amount of instructors achievement and their exploiting from information and communication technology (ICT) in secondary schools in Isfahan and achieved this result that instructors, access amount to hardware possibilities (facilities) at home and in the school is in a desired extent. While access amount in software field is not so desired. Also , the application of ICT (Information and communication Technology) in three domains of teaching , research and communication is less than the desired level. Islami (1387) in a research titled as the study of development fields of information and communication technology (ICT) in general teaching schools in Mazandaran province , achieved these results that computer possibilities and equipments in our schools are placed in a low position and teachers, LCDL skill position is not in a desired level (state) and teachers enjoy high interest and motivation to use information and communication technology in teaching and instruction and the position of the existing teaching (educational) contents has been evaluated well (as good). Sandholtez & Dwyer (1994) in a research as a look at (view on) attending students in the classroom empowered by technology , pointed out the issue of increase in the motivation and interest of teachers and students in using of technology for learning and have presented (posed) the following points = students , high interest in working with computer caused their learning shall be made (performed) by faster speed. This interest has also increased teachers motivation for technology integration in teaching – learning process. Students devote more time to perform homework and research projects using of the computer and they are even busy by working with computer during their leisure (free) time. Pelegram Velva (2003) based on experiences obtained from SITES II (second Information Technology in Education study) program expresses that it seems ICT (Information and communication Technology) has valued to support learning environments where they are increasingly student-based. Teachers have reported that students have high motivation and discipline problems have been solved (removed). Also , according to teachers saying , despite of becoming work volume heavier (which is the result of learning introductions preparation) , teachers are much more comfortable in class environment and enjoy this that they have been able to teach their students better. In addition , they have reported that their cooperation with other teachers has been improved and this has been caused an increase in their motivation. Regarding to the mentioned issues , this research by a goal to study (review) the effect of information and communication technology (ICT) on the educational improvement of third grade high school (secondary school) students in khash province was performed. In addition , the existence of meaningful difference between the effect of information and communication technology on the educational improvement of third grade high school (secondary school) students has been examined (reviewed) based on the variables of gender , kind of academy , age , educational (academic) field and the average. In order to achieve the mentioned goals , during research performance , the following hypotheses have been tested: General hypothesis: using of information and communication technology has an impact on the educational improvement of third grade high school (secondary school) students. 1- using of information and communication technology has an impact on increase in educational motivation of third grade high school (secondary school) students. 2- Using of information and communication technology has an impact on increase in question-making (asking) skill of third grade high school (secondary school) students. 3- Using of information and communication technology has an impact on increase in research spirit of third grade high school (secondary school) students. 4- Using of information and communication technology has an impact on increase in curricular scores of third grade high school (secondary school) students. Research performance method (approach) Regarding to the mentioned goal and hypotheses in this study , research performance method (approach) is descriptive one of survey kind. Statistical population in this research has been all third grade secondary school students in high schools and art academies in khash province by a population of 1900 persons who are studying in 35 academic units during academic year 1388-1389 , which out of them , 320 persons were selected by kerjisi and Morgan table as samples. Table No.1-1: Frequency of statistical population according to gender separation Gender third grade in secondary school Girl Boy Total Population Frequency (fi) 730 1170 1900 Percentage (pi) 38% 62% 100% Table No.1-2: Distribution of frequency percentage of statistical sample according to gender Gender third grade in secondary school Girl Boy Total Sample Frequency (fi) 123 197 320 Percentage (pi) 38% 62% 100% In this study , two library (using of library books , thesis , magazines , Quarterly and valid and related to research (research-related) electronic magazines) and field methods by a questionnaire containing 24 questions realized by likert spectrum which had been compiled proportional with the hypotheses , are used for data (information) collection. Its content reliability in terms of guidance professors and counselors and a number of educational (training) science group professors , view was confirmed. And test durability was obtained by calculation of crownBach alpha coefficient of 0/86. In order for research data analysis , two statistical methods of descriptive and deductive kinds were used. In descriptive analysis , statistical characteristics such as frequency , frequency percentage and diagram drawing were used. In deductive analysis , for data analysis by numerical (nominal) scale , chi-square test was used (Delavar , 1379 , page 221) , and in relation to data by relative scale regarding to independent groups (two groups and multi groups) , u Mann Whitney and kruskal-wallis tests have been used (Hassan zadeh , 1387 , page 284). Research findings First hypothesis of research: using of information and communication technology has an impact on increase in educational motivation of third grade secondary school students. Table No. (2-1): Distribution of frequency percentage of respondents to first hypo thesis of the research Variable Very Low low To some extent High Very high Total Frequency 0 0 17 226 77 320 Percentage 0 0 5.3 70.6 24.1 100.0 Regarding to the data of table (2-1) , out of all respondents , 0 percent have answered to very low and low options , 5.3 percent have answered to. To some extent options , 70.6 percent have answered to high option and 24.1 percent have answered to very high option. The greatest (most) frequency is related to high option. Table No. (2-2): Results of chi-square test in relation to first hypothesis of the research Sig X2 Df 0.000 12.171 2 Regarding to table (2-2) , the calculated chi-square (12.171) is bigger (greater) than the value of chi-square in the table (9.21) , therefore , by a 99 percent confidence , it can be said that there is a meaningful difference between the observed frequencies and the expected frequencies. And this result indicates that using of information and communication technology has an impact to a high extent on increase in educational motivation of third grade secondary school students. Second hypothesis of the research: using of information and communication technology has an impact on increase in question-making (asking) skill of third grade secondary school students. Table No. (3-1): Distribution of frequency percentage of respondents to second hypothesis of the research Variable Very Low low To some extent High Very high Total Frequency 0 0 7 201 112 320 Percentage 0 0 2.2 62.8 35.0 100.0 Regarding to the data of table (3-1) , out of all respondents , 0 percent have answered to very low and low options , 2.2 percent have answered to. To some extent option , 62.8 percent have answered to high option and 35.0 percent have answered to very high option which the most (greatest) frequency is related to high option. Table no(3-2):Results of chi-square test in relation to second hypothesis of the research Sig X2 Df 0.000 17.768 2 Regarding to table (3-2) , the calculated chi-square (17.768) is greater than the value of chi-square in the table (9.21) , therefore , by a 99 percent confidence , it can be said that there is a meaningful difference between the observed frequencies and the expected frequencies. And this result indicates that using of information and communication technology has an impact to a high extent on increase in question-making (asking) skill of third grade secondary school students. Third hypothesis of the research: using of information and communication and communication technology has an impact on increase in research spirit of third grade secondary school (high school) students. Table No. (4-1): Distribution of frequency percentage of respondents to third hypothesis of the research Variable Very Low low To some extent High Very high Total Frequency 0 1 6 203 110 320 Percentage 0 0.3 1.9 63.4 34.4 100.0 Regarding to the data of table (4-1) , out of total number of respondents , 0 percent have answered to very low options , 0.3 percent have answered to low option , 1.9 percent have answered to To some extent option , 63.4 percent have answered to high option , and 34.4 percent have answered to very high option , which the most (greatest) frequency is related to high option. Table no. (4-2): Results of chi-square test in relation to third hypothesis of the research Sig X2 Df 0.000 13.468 3 Regarding to table (4-2) , the calculated chi-square (13.468) is bigger (greater) than the value of chi-square in the table (11.34) , therefore , by 99 percent confidence , it can be said that there is a meaningful difference between the observed frequencies and the expected frequencies. And this result indicates that using of information and communication technology has an impact to a high extent on increase in research spirit of third grade high school (secondary school) students. Fourth hypothesis of the research: using of information and communication technology has an impact on increase in curricular scores of third grade secondary school students. Table No. (5-1): Distribution of frequency percentage of respondents to fourth hypothesis of the research Variable Very Low low To some extent High Very high Total Frequency 0 0 10 175 135 320 Percentage 0 0 3.1 54.7 42.2 100.0 Regarding to the data of table (5-1) , out of total number of respondents , 0 percent have 3.1 percent have answered to To some extent option , 54.7 percent have answered to high option , and 42.2 percent have answered to very high option which the most (greatest) frequency is related to high option. Table no(5-2):Results of chi-square test in relation to fourth hypothesis of the research Sig X2 Df 0.000 13.389 2 Regarding to table (5-2) , the calculated chi-square (13.389) is bigger (greater) than the value of chi-square in the table (9.21) ; therefore , by 99 percent confidence , it can be said that there is a meaningful difference between the observed frequencies and the expected frequencies. And this result indicates that using of information and communication technology has an impact to a high extent on increase in curricular scores of third grade secondary school (high school) students. General hypothesis of the research: using of information and communication technology has an impact on educational improvement of third grade secondary school students. Table No. (6-1): Distribution of frequency percentage of respondents to general hypothesis of the research Variable Very Low low To some extent High Very high Total Frequency 0 0 5 294 21 320 Percentage 0 0 1.6 91.9 6.5 100.0 Regarding to the data of table (6-1), out of total number of respondents , 0 percent have answered to very low and low options , 1.6 percent have answered to To some extent option , 91.9 percent have answered to high option and 6.6 percent have answered to very high option which the greatest (most) frequency is related to high option. Table no(6-2):results of chi-square test in relation to general hypothesis of the research Sig X2 Df 0.000 14.947 2 Regarding to table (6-2) , the calculated chi-square (14.947) is bigger (greater) than the value of chi-square in the table (9.21) ; therefore , by 99 percent confidence , it can be said that there is a meaningful difference between the observed frequencies and the expected frequencies. And this result indicates that using of information and communication technology has an impact to a high extent on the educational improvement of third grade high school (secondary school) students. Gender: The impact (effect) of information and communication technology on the educational improvement of third grade secondary school students regarding to gender (sex) Table No. (7-2): Results of U mann-whitny test in relation to gender Property N M Umann-whitny Z Sig Gender Girl 123 163.89 1.170 1.116 0.265 Boy 197 158.38 Regarding to table (7-2) , the obtained u (1.170) in the level of 95 percent is smaller than critical (crisis) value of the table (1.64) ; therefore , the difference is not statistically meaningful. And it can be concluded that there is no meaningful difference between using of information and communication technology and its impact on the educational improvement of girl and boy students in terms of gender. And its impact on girl and boy students is the same. Kind (Type) of institution (academy): The impact (effect) of information and communication technology on educational improvement of third grade high school (secondary school) students regarding to school kind Table No. (8-2): Results of umann-whitny test in relation to school kind Property N M Umann-whitny Z Sig Kind of school High school 243 160.49 9.353 0.08 0.390 Technical school 77 160.53 According to table (8-2) , the obtained u (9.353) in the level of 95 percent is bigger than the critical (crisis) value in the table (1.64) ; therefore , the difference is statistically meaningful. And it can be concluded that there is a meaningful difference between using of information and communication technology and its impact (effect) on the educational improvement of students studying in high school and technical school. And its impact on technical school students has been more than high school students. Age:The impact (effect) of information and communication technology on the educational improvement of third grade secondary school students regarding to the age of students Table No. (9-2): Results of kruskal-wallis test regarding to the age of students Property N M X2 Df Sig Age 15-year old 0 0 0.060 1 0.806 16-year old 30 162.33 17-year old 290 160.31 Regarding to table (9-2) , the calculated X2 (0.060) is smaller than the critical (crisis) value of the table (3.84) by freedom degree of 1 in the level of 95 percent; therefore , the difference is not statistically meaningful. And it can be concluded that the impact (effect) of using of information and communication technology is the same on the educational improvement of third grade high school (secondary school) students in terms of age. Educational (academic) field: The impact of information and communication technology on the educational improvement of third grade secondary school students regarding to educational field Table No. (10-2): Results of kruskal-wallis test regarding to educational field Property N M X2 Df Sig Field Mathematics & physics 83 163.36 1.480 5 0.915 Empirical science 80 161.00 Humanities 80 157.00 Computer 40 157.00 Electronics 20 165.00 Mapping 17 163.59 According to table (10-2) , the calculated X2 (1.480) is smaller than the critical (crisis) value in the table (11.07) by a freedom degree of 5 in the level of 95 percent ; therefore , the difference is not statistically meaningful. and it can be concluded that the impact (effect) of using of information and communication technology on the educational improvement of third grade secondary school students is the same in terms of educational (academic) field. Average: The impact (effect) of information and communication technology on the educational improvement of third grade secondary school students regarding to the average Table No. (11-2): Results of kruskal-wallis test regarding to the average Property N M X2 Df Sig Average 12-14 4 133.00 6.822 3 0.078 14-16 65 453.31 16-18 117 167.53 18-20 136 158.67 Regarding to table (11-2) , the calculated X2 (6.822) is smaller than the critical (crisis) value in the table (7.81) by a freedom degree of 3 in the level of 95 percent ; therefore , the difference is not statistically meaningful. And it can be concluded that the impact (effect) of using of information and communication technology on the educational improvement of third grade secondary school students is the same in terms of average. Discussion and conclusion Information and communication technology enjoying interact ional property and reserving manipulation ability and presenting information in various forms , provides a potential possibility for active and empirical learning. Based on this , results of this research are as follows: First hypothesis of the research: using of information and communication technology has an impact on increase in educational motivation of third grade secondary school students. Regarding to research results , it was determined that 94.7 percent of respondents have emphasized on first (Number one) hypothesis of the research in very high and high extent , for 5.3 percent , no answer was presented at middle and low and very low extents. In this same respect , the respondents have evaluated using of information and communication technology on increase in educational motivation to a high extent as effective. According to the results (p=0.000 < 0.01 , df =2 , X2 = 12.171) , regarding to that the calculated chi-square (12.171) is bigger (greater) than the value of chi-square in the table (9.21) , it is concluded that by 99 percent confidence , there is a meaningful difference between the observed frequencies and the expected frequencies. And this result indicates that using of information and communication technology has an impact to a high extent on increase in educational motivation of third grade secondary school students. This result is consistent with research findings of Islami (1387) , Sandholtez & Dwyer (1994) , Pelegram & lav (2003). Second hypothesis of the research: using of information and communication technology has an impact on increase in question-making (asking) skill of third grade secondary school students. Regarding to research results , it was determined that 97.8 percent of respondents have emphasized on second (Number two) hypothesis of the research in very high and high extents , for 2.2 percent , no answer was presented in middle and low and very low extents. In this same respect , the respondents have evaluated using of information and communication technology to a high extent on increase in question-making (asking) skill as effective. According to the results (p=0.000 < 0.01 , df =2 , x2=17.768) regarding to that the calculated chi-square (17.768) is bigger (greater) than the value of chi-square in the table (9.21) , it is concluded that by 99 percent confidence , there is a meaningful difference between the observed frequencies and the expected frequencies. And this result indicates that using of information and communication technology has an impact to a high extent on increase in question-making (asking) skill of third grade secondary school students. This result is consistent with the research findings of Montazeri , Vakili and seyyed Ebrahimi (1385). Third hypothesis of the research: using of information and communication technology has an impact on increase in research spirit of third grade secondary school students. Regarding to research results , it was determined that 97.8 percent of respondents have emphasized on third (number three) hypothesis of the research in very high and high extents , 1.9 percent have pointed out to middle extent and 0.3 percent have pointed out to low and very low extents. In this same respect , the respondents have evaluated using of information and communication technology to a high extent on increase in research spirit as effective. According to the results (p=0.000 < 0.01 , df =3 , x2= 13.468) regarding to that the calculated chi-square (13.468) is bigger (greater) than the value of chi-square in the table (11.34) , it is concluded that by 99 percent confidence , there is a meaningful difference between the observed frequencies and the expected frequencies. And this result indicates that using of information and communication technology has an impact to a high extent on increase in research spirit of third grade high school (secondary school) students. This result is consistent with research findings of Taheri (1385) , Imeni (1384) , Haj Foroush and ourangi (1382) , Rose cheli penoel and Abrahamson (2004) , Sand Holtz Fourth hypothesis of the research: using of information and communication technology has an impact on increase in curricular scores of third grade secondary school students. Regarding to research results, it was determined that 96.9 percent of respondents have emphasized on foueth (number four) hypothesis of the research to very high and high extents , for 3.1 percent , no answer was presented in middle and low and very low extents. In this same respect , the respondents have evaluated using of information and communication technology to a high extent on increase in curricular scores as effective. According to the results (p=0.000 < 0.01 , df=2 , x2 = 13.389) regarding to the that the calculated chi-square (13.389) is bigger (greater) than the value of chi-square in the table (9.21) , it is concluded that by 99 percent confidence , there is a meaningful difference between the observed frequencies and the expected frequencies. And this result indicates that using of information and communication technology has an impact to a high extent on increase in curricular scores of third grade secondary school students. This result is consistent with research findings of Najafi and Mohammadi (1385) , Dalzil (2001). General hypothesis of the research: using of information and communication technology has an impact on educational improvement of third grade secondary school students. Regarding to research results , it was determined that 98.4 percent of respondents have emphasized on general hypothesis of the research which encompass (contain) four previous hypotheses to very high and high extents , for 1.6 percent , no answer was presented in middle and low and very low extents. In this same respect , the respondents have evaluated using of information and communication technology to a high extent on the educational improvement as effective. According to the result (p=0.000 < 0.01 , df =2 , x2 = 14.947) regarding to that the calculated chi-square (14.947) is bigger (greater) than the value of chi-square in the table (9.21) , it is concluded that by 99 percent confidence , there is a meaningful difference between the observed frequencies and the expected frequencies. And this result indicates that using of information and communication technology has an impact to a high extent on educational improvement of third grade secondary school students. This result is consistent with research findings of Montazeri and the colleagous (1385) , Najafi and Mohammadi (1385) , kelementz (2000). Research findings indicate that using of information and communication technology has been effective to a high extent on increase in educational motivation , upgrade (enhancement) of making-question (asking) skill , enforcement of research spirit , increase in curricular scores and in total on educational improvement of third grade secondary school students.And this effectiveness has been the same among girl and boy students by different averages and ages and fields. But its technical school students and high school students. Recommendations (suggestions) Regarding to research hypotheses and the results obtained from hypotheses tests , the following recommendations are presented: - Encouragement of students to use ICT (Information and communication Technology) in learning process. - Teaching the courses using of ICT (Information and communication Technology) in educational (teaching) process. - Using of different technologies of ICT (Information and communication Technology) such as computer , television , Internet , satellite , radio , cassette player and etc… in teaching and learning process. - Visiting the students and teachers from school and other educational (academic) centers where use these technologies. - Visiting from international exhibits exposing (delivering) new information and communication technologies. - Using of active and group teaching methods such as (question and answer , discussion , problem-solving and …) based on information and communication technology. - Increase in continuous and dynamic relationship between students and teachers to each other through Internet and E-mail and … . - Performance of (performing) valuation using of information and communication technology tools (instruments). - Exploiting from local network. - Employing work unit method in teaching and learning process. - Giving research projects the students as group and as person (individually). - Enhancing students skills in using of computer and Internet in order to receive and process the information (data). - Opinion exchange between co-field students in different schools by Internet. - Encouragement and promotion of students , research activities using of ICT (Information and communication Technology). - Holding an exhibit consisted of students , research projects. - Preparation of curricular materials and educational (teaching) contents by help of information and communication technologies. - Students , familiarity with information and communication technologies especially in Internet space. - Preparation of enough (sufficient) possibilities and equipments including teaching (educational) media , CD , video films and computer in school and educational (academic) centers. - Modifying educational and teacher (instructor)- training system by new procedures of technology. - Upgrading the knowledge and skill of teachers and their encouragement to use suitable (appropriate) possibilities of ICT (information and communication technology) in teaching-learning process. - Equipping (Equipment of) schools and academic (educational) centers with information and communication technology. Farsi (Persian) References 1- Islami , Rajab Ali , (1387) , study of development fields of ICT (Information and communication Technology) in general teaching schools in Mazandaran province , Mazandaran’s Education organization , center of investigations. 2- Hassanzadeh , Ramezan (1383) , Research methods in behavioral science , Tehran, publication of savalan. 3- Delavar , A. , 1379 , Research method in psychology and training science , Tehran , Roshd publications , page 221. 4- Zoghipour , Abbas , and Ghaffari , Samad , (1384) , Multi-media school , a step towards intelligent schools. Set of papers (articles) in the first IT (Information Technology) in Education , Yazd , Education organization. 5- Zamani , Bibi Eshrat , and Babadi Akasheh, Zahra , (1385) , The role of teachers in integration pattern of information and communication technology in curriculum (curricular program) , set of papers (articles) of the first IT (Information Technology) conference in Education , Yazd , Education organization. 6- Mohammadi , F, (1381) , Recognition of information technology , Magazine of educational (teaching) technology , period 18 M, page 2. 7- Montazeri , Tayebeh , (1385) , The effect of information technology revolutions on Education, set of papers (Articles) of the first IT (Information Technology) in Education , Yazd , Education organization. 8- Norouzi , Ma’soumeh , and Rendi, Faramak and Mousa Madani , Fariborz , (1387) , Ranking of application methods of information technology in schools , teaching-learning process, Quarterly of educational innovations. 9- Yazdchi – Safoura , (1385) , New role of teachers in Education regarding to information and communication technology development , set of papers (articles) of the first IT (information technology) conference in Education , Yazd , Education organization. English References 1- Hardy, j.v. (1998). Teachers Attitudes toward and knowledge of computer technology. computer in the school journal, vol. 14, No.3-4, pp.119-136. 2- Mehmet, Nuri (2004). Use of educational Technology in English classes. The turkish online journal of Educational Technology, vol.3, Issue 2, Article 11. Avaliable at: http:// tojet.net/ volumes/v3i2.pdf. 3- Milleken, j. & Bames, L.p. (2002). Teaching and Technology in higher Education: student perceptions reflections. Computer & Education journal, vol.39, No.3, pp.223-235. 4- Sandholtz j.h. Ringstaff C & Dwyer D.C. (1994). Student Engagement Revisited: view from Technology-Rich classrooms. Available at: http://www.apple.com/ education/ k12/leadership. 5- Tileston, Donna walked (2004). What Every teacher should know about Media and Technology. unitedstates of America, corwin press, INC.
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