الفهرس 
مشكلة البحثيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The education technology specialist is the backbone of the
development of technology where he improves and develops the
educational process by helping the educator supply rich experiences.
Thus, the student finds what suits him and overcomes the obstacles
that stop him from understanding the curriculum.
Due to the importance of designing applied and practical
educational lessons, researchers have conducted studies in designing
them and benefiting from them in many fields. Currently, we find
many studies that focus on the use of computers and their smart
applications in education.
The current research is considered an effort in helping
students, who are to become future teachers, with how to setup and
design good practical educational lessons based on new learning
technologies. Learning technology is focused on helping students
make education a better experience and to offer innovative scientific
solutions to the problems of practical education that are faced by the
many sectors of the educational systems. It’s a mental process that
revolves around the application of educational theories and the
results of research regarding the development of the educational
process.
As previously stated, it has been found that the use of expert systems
is necessary to the development of educational systems and so many
trials, old and new, have emerged regarding their use in education and
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the design of electronic, practical educational lessons that strive to
make education more distinguished.
Thesis Statement
Despite the increased interest in giving future teachers the
necessary skills to design practical lessons, this researcher found many
shortcomings in many of them through an investigative survey done to
identify how well the future teachers gained the skills to design
practical lessons in general and electronic educational lessons in
specific. The survey was done through personal interviews with some
of the fourth year students from educational technology, Ain Shams
University. This researcher found difficulties in the design of practical
lessons and even bigger difficulties in the design of electronic practical
lessons.
The researcher also found that previous studies investigated
the design of practical lessons in general and not, specifically, the
design of electronic practical lessons in smart schools except in one
study where Nahla El Metwally Ibrahim Salem used some
introductions of electronic learning to develop the mental and
creative skills of students of faculty of specific education in Suez Canal
University.
This researcher found a rarity in the previous studies that
discuss expert systems in education and benefiting from expert
systems in overcoming the difficulties teachers face (within the
knowledge of this researcher)
Moreover, the researcher found that previous studies have
increased the benefit from expert systems in various areas but less so
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in the area of education and the design of electronic practical lessons,
in particular.
Research questions:
The problem can be summarized in the following research questions:
- What is the reality of the design of practical lessons in smart
schools?
- What are the technicalities and standards required for
designing expert systems for practical lessons in smart schools?
- How can the design of practical lessons in smart schools be
developed using expert systems?
Research goals:
This research aims to:
- Analyze the reality of designing practical lessons in smart
schools.
- Identify the technicalities and standards required for designing
expert systems for practical lessons in smart schools.
- Put a plan for the development of practical lessons in smart
schools using expert systems.
The importance of this research:
This research could contribute the following:
1. This research gets its importance from its ability to understand
the changes in technology in the educational process.
2. It is also important because of the lack of research and studies
that address the use of expert systems in education.
3. The benefit of new technology in the developing of education.
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4. Effort in trying to offer a permanent assistant to the teacher to
help him/her in designing beneficial practical lessons.
5. Effort to overcome the difficulties of designing practical lessons
in smart schools.
Research curriculum:
This research depended on:
- Descriptive curriculum: which was used in the analysis of the
studies and current reality of education.
- Systemic approach was also used to build a list with the
technical needs and educational standards needed for
Research Sample:
This researcher chose a stratified sample from smart schools in Cairo
governorate and learning technology experts who work at those
schools.
Research tools:
- Survey to state the reality of designing practical lessons in
smart school (created by this researcher)
- A list with the most important educational standards and
required technical needs to create an expert system to design
practical lessons in smart schools (created by this researcher).
Research methods:
1. Research previous studies and related literature.
2. State current reality to design practical lessons in smart
schools.
3. Build a list with needed educational standards and required
technical needs to create an expert system to design practical
lessons in smart schools.
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4. Present the list on panel of judges.
5. Adjust list based on the opinion of the judges.
6. Interpret the results.
7. Suggest a scenario to develop a practical lesson design in smart
schools using expert systems.
8. Present recommendations and suggestions.
General result of the study:
- The results relating to the first question: What is the reality
of the design of practical lessons in smart schools?
This researcher, through her field work, has concluded the
following:
1. This researcher sees that the current situation of designing
practical lessons in smart school is nothing but a traditional
educational stance without organization except for the use
of the computer by the teacher instead of a blackboard.
2. Insufficient amount of computers in comparison to the
number of students.
3. No internal network to connect different classrooms with
each other.
4. Budget set to the smart school project by the ministry is
low.
5. No trainings are supplied by the ministry to teach the
teachers the skills of dealing in a smart school.
6. Refusal of some teacher to integrate new learning
technology in education.
7. Inability of teachers to prepare the correct electronic
practical lesson due to their lack of skills in designing them.
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8. Lack of required preparations to design practical lessons in
smart schools.
9. Some teachers still use blackboards.
10.Rise in the number of students per class.
11. Lack of experience of some teachers in the use of new
learning technologies.
12. Lack of service and repair to the learning technology
properties.
The aforementioned results benefited this researcher in compiling the
list for the needed educational standards and required technicalities
for building an expert system to design practical lessons in smart
schools.
- The results relating to the second question: What are the
technicalities and standards required for designing expert
systems for practical lessons in smart schools?:
This researcher compiled the list for the needed educational standards
and required technicalities for building an expert system to design
practical lessons in smart schools . It’s fields are mentioned in the
following schedule: