The study was conducted to investigate the integration of electronic mind map within the Arabic vocabulary instruction for fifth-grade students at Jordan. The sample included two classes chosen by the available method from the fifth grade classes in two schools in northern Jordan. One of the classes (29 pupils) whom represented the experimental group; its members studied using the strategy of Electronic Mind map. The other class (30 pupils) represented the control group. The researchers used an achievement test, as well as a collective interview conducted with the experimental group after the post-test. The results revealed that the computerized mind map reinforced students' educational accomplishment in Arabic vocabulary, increased their concentration and created the instructive process more interactive fascinating and gratifying and continue to learn. The study suggested the acceleration of the integration of mind maps in the Arabic language in several education stages. The necessity to produce schools with internet and pcs particularly within the second stage and also to require advantage of specialists within the field of educational technology to attain the highest-quality lecturers.
Educators responded to the corona epidemic period by using virtual education. This article examines the perceptions of first three grade teachers in Jordan toward attaining teaching competencies in the field of distance education. Data were collected using a survey technique and a questionnaire with a reliability coefficient of 0.82. The results suggested competencies linked to online teaching. The results provided insight into the skills and experiences that were possessed to varying degrees: e-course management placed first in terms of relevance with a relative mean (65%), followed by computer applications (50%), networks (47%), and educational materials design (42%). There were no statistically significant differences based on gender and academic qualifications. Therefore, the findings improve teachers’ lack of distance learning professional competencies.
Educators used distance education to respond to the Corona pandemic. The research question focuses on teachers' perceptions toward the use of ICT competencies in distance education, taking training courses into account. The study included 206 primary school teachers from Jordan's northern schools. A questionnaire designed specifically for this study was used, and its validity and reliability coefficient of 0.82 was confirmed. The findings revealed statistically significant variations in the sign of the training courses variable in favor of the teachers who got training. It is frequently regarded as insufficient by teachers' perspectives on the application of ICT competencies. As a result, respondents understand the necessity for and importance of using ICT for distance preparation and teaching and consider it a vital component of their professional development. The findings recommended incorporating competencies linked to teaching online (electronic course management, computer applications, networking, and educational materials creation), into training programs.
This study aimed at investigating the effect of using On-line Chat discussion on the writing composition of 10th grade EFL students. The sample of the study consisted of 127 EFL students (31 males and 32 females) in the experimental group were taught using On-Line Chat discussion with native and non-native English speakers through the Internet; whereas the control group consisted of 64 (32 males and 32 females) received the same instructional materials and time used for the experimental group, using the traditional teaching method. Five different writing passages were taught to the experimental and the control groups for five sessions. The results of the study revealed that there were statistically significant differences between the mean scores of the experimental group and the control group after treatment. On-line Chat method of teaching had a greater significant positive effect on improving the EFL studentsʼ' English writing composition than the traditional method. The results also showed that there was no significant difference between males and femalesʼ' achievement. The results of this study imply that schools can benefit from the use of the Internet as a source of learning. This might encourage educators to stress the use of On-Line Chat technique in teaching in order to develop EFL studentsʼ' writing composition.
The purpose of this study was to investigate the perceptions of primary school teachers' towards the development of human resources for the needs of the e-learning. A sample of 446 teachers (192 male) and (254 female) were randomly selected from the primary schools in Irbid school directorate. A questionnaire was designed and developed by the researchers and distributed to the sample. Of those, 121 male teachers and 164 female teachers responded. Data were analyzed and results indicated the following: The greater majority of teachers were enthusiastic, and almost in full agreement to the need of training for the needs of the electronic learning. 90 % of male and female teachers' indicate that training should be conducted inside their schools. 81 % of male teachers' and only 57% of female teachers' believe of the success of e-learning. 82 % of them lack computer experiences, and 84 % lack of internet experiences. This study suggests that all teachers involved in this program must have a computer, and an International Computer Driving License (ICDL).
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