This article investigates Islamic Studies teachers' perceptions in integrating ICT, and the anticipated challenges faced when using ICT. Data was collected through a questionnaire and semi-structured interviews. A total of 62 teachers participated in an online questionnaire consisted of 48 questions. In addition, eight teachers participated in the interviews. The findings of this study revealed positive perceptions of both male and female teachers in the integration of technology in their classrooms. The results showed that there were no significant differences between male and female teachers in all parts of the questionnaire. It also indicated that there was a number of challenges hindered the teachers' use of technology in teaching. Based on the research findings, it was recommended that stakeholders and decision makers in the MOE implement relevant training programs for Islamic studies teachers, to upgrade integrating ICT in classrooms. In addition, this article gives insights into future research studies on the effective use of ICT by Islamic studies teachers.
During the COVID-19 outbreak, online mode of education, schooling from home and the absence of any fully operational educational facilities became the new norm of the education sector, mainly when the pandemic reached its peak. The transition to online teaching for the K-12 teachers in the United Arab Emirates (UAE) was made seamless. The Ministry of Education (MoE) extended its full support to schools, nationwide. For the transition to be sustainably effective, there was the need to examine the professional development needs of the K-12 teachers and the possible challenges that they may confront. This study, therefore, explored the challenges of adopting online education and professional development (PD) needs of K-12 teachers in the UAE. The study employed a descriptive research design using a well-developed and validated survey to collect quantitative and qualitative data involving 1,110 teachers and focusing on their shared and subjective views. Data analyses were done using a variety of descriptive statistics for the closed-ended questions and thematic coding of the open-ended questions. The results reveal significant differences between the surveyed teachers’ as they recognized their needs, the application of emerging trends in online education, and perceived challenges due to the teacher’s grade levels (educational level). The study suggests the need to customize professional development training for K-12 teachers based on their grade levels, exposing them to cutting-edge technologies and other mentoring schemes, as a method of preparing them to combat the challenges.
This paper aims to investigate the effect of using avatar-based coaching as an instructional approach through virtual world to develop selling skills and learning satisfaction among business secondary school students in Egypt. It also seeks to examine how second life virtual learning objects can increase the probability of mastering selling skills among students. The proposed instructional approach is based on the principles of cognitive, constructive and connective learning theories. A one-group pretest-posttest design is utilized in this paper to test the effect of the new instructional approach on developing selling skills and learning satisfaction among a convenience sample of 23 commercial secondary school students. The findings of this paper revealed that the use of avatar-based coaching through second life learning objects has a significance effect on participants’ selling skills and learning satisfaction. The results of this paper supported the effectiveness of avatar-based coaching in developing selling skills. This can extend to skills and knowledge relevant to other areas of business such as decision making and negotiation skills. The business training sector may also apply this new approach in the training of employers and employees for better value and better results in all kinds of organizations.
The research aimed to develop and validate a Multimodality Interactive Learning Environment (MILE), in order to enhance the reading comprehension skills of Grade 4 students in the United Arab Emirates (UAE) public schools. The reading comprehension skills and strategies were drawn from Davis’s (2013) model Building Comprehension Strategies, which include: making the connection, visualization, prediction and pre-prediction, asking and answering questions, inferencing, retelling and paraphrasing, and summarization. Since the international exam for Progress in International Reading Literacy Study (PIRLS) targets Grade 4 students, the MILE was developed pedagogically and technologically to address specific and well-selected activities for Grade 4 students to practise cognitive skills and strategies related to the intended curriculum and syllabus. The study was guided by a developmental and design-based research approach. The MILE was designed on the basis of the Four Components of the Instructional Design model (4C/ID); and it was validated in a public school in Abu Dhabi, UAE. The participants were 27 students from Grade 4. The research findings showed that the proper design of MILE to enhance Arabic reading comprehension is a combination of constructive learning, based on self-generated activities and cognitive strategies. In addition, the proposed MILE was designed for a progression of 200% among low-level committed students. The ‘retelling and paraphrasing’ skills were the easiest, whereas ‘summarisation’ was the hardest. Based on these findings, the research suggested some recommendations, in order to ensure the quality of the learning, and the assessment of the Arabic language in the UAE public schools.
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