Knowledge Management an Approach to Smart School in Iran

Knowledge management is a response to the growing realization of knowledge as the deliverer of organizational success. Because much attention has been given to the private sector, knowledge n educational settings seem to be lacking. management initiatives icapturing, creating, sharing, –Considering that knowledge activities are important activities in education, –applying and storing particularly schools, the failure to fully appreciate the potential of nowledge within education is surprising.managing k A mixed method approach was used as a strategy of inquiry in order to explore the knowledge management contextual factors in relation to knowledge activities. The quantitative method focused d on a survey instrument. There were 1200 on collecting data baserespondents and Smart Schools and non Smart Schools participated in responding to the questionnaire. As for the interview method, the study focused on 15 individuals who were purposely selected school –al implementation roles in the schools based on their speciprincipals, information technology coordinators and teachers. The survey data were analysed by using the (SPSS 18) software. The findings suggest that although there is no explicit knowledge m used in managing knowledge in the management systeeducational sector, there are a lot of elements and positive practices of knowledge management already in place that could help schools to develop and encourage activities such as knowledge ution of the contextual factors to sharing. As far as the contribknowledge activities, technology was an important instrument in all of the knowledge activities, but it was certainly not the only or the most prominent one. The culture factor played a more significant dge activities particularly when knowledge sharing role in all knowleobligation in the was considered as a social and spiritualcommunities of practice. Despite this, there were also barriers in the uptake of knowledge management knowledge initiatives in schools which seemed to limitactivities due to time constraints and teacher workload.

کلیدواژه ها:

Knowledge Management ، Teacher Learning ،