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      Saudi secondary school science teachers' perceptions of the use of ICT tools to support teaching and learning

      Almaghlouth, Osamah Abdulwahab D.
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      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, Hamilton, New Zealand. Retrieved from https://hdl.handle.net/10289/2432
      Permanent Research Commons link: https://hdl.handle.net/10289/2432
      Abstract
      This research was conducted to investigate the Saudi science teachers' perception of the

      use of Information and Communication Technology (ICT) tools to enhance teaching and

      learning and undertake a small and groundwork examination of these teachers current use

      of ICT.

      It draws on the interpretive paradigm (Cohen Manion, 1994), where the focus is on

      how people interpret and make sense of their world. From this interpretive perspective

      the 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 in

      the classroom were investigated.

      Saudi secondary schools science teachers from both girls' and boys' schools in three

      different types of schools have been involved in this study. There were 28 government

      schools (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). These

      schools were in different districts: Aldammam city, Alkhobar city, Aldahran city,

      Alqateaf city and Sufwa city. The teachers were asked to voluntarily participate in the

      study and 131 teachers out of 200 (86 male and 45 female, 65 %) completed the

      questionnaire. Analysis of the data, together with the relevant literature builds a picture

      of the use of ICT in science education. Providing ICT hardware and software resources to

      a school is not enough to ensure significant developments in use of ICT for teaching and

      learning in Saudi science classrooms. Access to working ICT continues to be an issue for

      these teachers. Although teachers identified many benefits to teachers and students from

      using ICT and had made individual efforts to develop their use of ICT for admin

      planning and lesson preparation, they also identified barriers. These barriers focused on a

      lack of appropriate professional development and technical support.

      The findings have implications for future development in the area of ICT. It is expected

      that the results of the research will guide future research and development in the country

      and outline the importance of the use of information and communication technology in

      education for teachers, students, parents and decision-makers. It will contribute

      information towards decision-making and planning in future projects.
      Date
      2008
      Type
      Thesis
      Degree Name
      Master of Science (MSc)
      Publisher
      The University of Waikato
      Rights
      All items in Research Commons are provided for private study and research purposes and are protected by copyright with all rights reserved unless otherwise indicated.
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