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العنوان
تطوير إدارة المدرسة الثانوية العامة بمصر فى ضوء متطلبات مدرسة المستقبل/
المؤلف
محمد، هبة تقى محمد.
الموضوع
المدارس الثانوية- مصر. المدارس- تنظيم وإدارة.
تاريخ النشر
2011 .
عدد الصفحات
360+7+9ص. :
اللغة
العربية
الدرجة
الدكتوراه
التخصص
التعليم
مكان الإجازة
جامعة بني سويف - كلية التربية - أصول التربية
الفهرس
يوجد فقط 14 صفحة متاحة للعرض العام

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from 351

المستخلص

School is the mirror that reflects the success or failure of educational systems as it is considered the executive applied level of educational plans as well as the source for realistic educational Development, School has developed in the modern era until the information and communication technology (ICT) has become one of the learning environments for the so-called future school, the term school of the future , school electronic or smart school, or school without walls, has been connected to the upward technological progress based on computer technology and its related programs , means of communication and CDs containing various types of knowledge and information, with the expansion in the use of information technology and widespread use of Internet networks, the idea of the future school has become one of the ideas which has received widespread acceptance in developed societies, followed by developing communities in an attempt to catch up and gain knowledge .
the future school needs technical and administrative capabilities to contribute to the development of students in away that gives them skills to gather and classify information, in addition to guiding them to face problems and search for information in any locations of the globe. So it is called the ”school without walls” because its relation to the community and the surrounding institutions linked to people’s lives. Applications the future school has began in a number of countries in the form of reforming and restructuring schools to keep pace with developments and changes and is prepare for the future, These countries have laid plans and strategies aimed at reforming the education process and the inclusion of technology in schools beside linking them to the community to meet their needs, among these countries: the United States of America, the United Kingdom, New Zealand, Malaysia and Australia in addition to some Arab countries like Saudi Arabia , the UAE and Bahrain, which have recently become active in keeping pace with this development.