Saudi secondary school science teachers' perceptions of the use of ICT tools to support teaching and learning
Almaghlouth, O. A. D. (2008). Saudi secondary school science teachers’ perceptions of the use of ICT tools to support teaching and learning (Thesis, Master of Science (MSc)). The University of Waikato. Retrieved from http://hdl.handle.net/10289/2432
Permanent Research Commons link: http://hdl.handle.net/10289/2432
This research was conducted to investigate the Saudi science teachers' perception of theuse of Information and Communication Technology (ICT) tools to enhance teaching andlearning and undertake a small and groundwork examination of these teachers current useof ICT.It draws on the interpretive paradigm (Cohen Manion, 1994), where the focus is onhow people interpret and make sense of their world. From this interpretive perspectivethe beliefs of Saudi secondary school science teachers, in relation to the benefits of ICT,their current use of ICT and their perceived needs for improvement in the use of ICT inthe classroom were investigated.Saudi secondary schools science teachers from both girls' and boys' schools in threedifferent types of schools have been involved in this study. There were 28 governmentschools (9 girls' and 19 boys' schools), four small schools in rented premises (2 girls'and 2 boys' schools) and four Aramco schools (1 girls' and 3 boys' schools). Theseschools were in different districts: Aldammam city, Alkhobar city, Aldahran city,Alqateaf city and Sufwa city. The teachers were asked to voluntarily participate in thestudy and 131 teachers out of 200 (86 male and 45 female, 65 %) completed thequestionnaire. Analysis of the data, together with the relevant literature builds a pictureof the use of ICT in science education. Providing ICT hardware and software resources toa school is not enough to ensure significant developments in use of ICT for teaching andlearning in Saudi science classrooms. Access to working ICT continues to be an issue forthese teachers. Although teachers identified many benefits to teachers and students fromusing ICT and had made individual efforts to develop their use of ICT for adminplanning and lesson preparation, they also identified barriers. These barriers focused on alack of appropriate professional development and technical support.The findings have implications for future development in the area of ICT. It is expectedthat the results of the research will guide future research and development in the countryand outline the importance of the use of information and communication technology ineducation for teachers, students, parents and decision-makers. It will contributeinformation towards decision-making and planning in future projects.
The University of Waikato
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