Electronic government (e-Government) in its simplest form can mean using information and communication technology (ICT) tools to provide services to citizens. Still with the huge benefits and synergies that e-Government grants to governments and societies, it faces many obstacles and challenges. Therefore, there are always a number of critical success factors and risks associated with e-Government. This paper highlights some of the key ones; it critically assesses key factors that influence e-Government services adoption and diffusion. Thus, the aim of this study is to examine and identify the factors that influence and affect the utilization of e-Government in the developing countries, specifically in Jordan. Furthermore, this article investigates the challenges and barriers that must be overcome in order to successfully implement e-Government in Jordan. Semistructured interviews were conducted and used in this study to collect the data. The results of this study show that the most significant challenges and factors influencing the implementation of e-Government services in Jordan are related to budgeting and financial costs, human expertise, social influence, technological issues, lack of awareness, resistance of public employees, data privacy and security, the legal framework, the needed technology, administrative obstacles, and trust or believing in e-Government. Conclusions, recommendations and future work are stated at the end of the paper.

E-Learning is playing a significant role in education to improve students' skills and teach them new ways for managing their knowledge and information. Many universities and institutions of higher education have recognized the value of the Internet in changing the way people learn. Traditional classroom courses can be augmented with interactive materials on the Web and old fashioned courses can be transformed into e-Learning environments. However, few academic institutions have been able to embrace e-Learning in a way that enables widespread innovative uses of educational technology throughout the institution. Despite the fact that there are some cases of Faculty in Jordanian Universities carrying their own experiments and using trial and error to search for innovations to enhance their courses, these efforts are not matched with a large-scale institutional support and structure to move these initiatives from innovations to standards. We need to spread the culture of using e-Learning technology to enhance the quality of learning. Thus, this study aims to investigate the degree of e-Learning integration at the University of Jordan. Specifically, the purpose of this study was to identify potential factors related to the use of e-Learning tools by faculty members (users and non-users) at this University. This study was conducted during the Fall Semester of 2012/2013 with a population consisted of 1314 faculty members. Overall, the results of this study revealed that an increase in salary, teaching workload, and training are the most important factors related to faculty use of e-Learning tools at this Jordanian university. Furthermore, the results showed that faculty rank and perceived use of e-Learning tools were related to the level of faculty use of e-Learning.

The growing demand for combining digital technology with learning practices has surpassed the use of technology or learning how to use it into the process of enhancing learners’ intellectual levels and scaffolding their understanding by focusing on skills that include thought processes gathered in what is called computational thinking. On the other hand, educational challenges promote the search for new instructional tools and approaches. Consequently, learning shall be extended by superimposing science, technology, engineering, arts, and mathematics (STEAM) approach in the instructional practices. The aim of this paper is to show how STEAM approach can develop the computational thinking among high school learners in Jordan. The main skills of computational thinking included: algorithmic thinking, abstraction, decomposition, and generalization. The sample of this study involved 32 high school students in a private school in Amman. The experimental group studied geography skills in a STEAM approach that included the use of online resources such as LightBot maze and the Ordnance Survey maps (OS) website. The control group studied the same content but through conventional method. Findings showed a significant development in the computational thinking especially in algorithmic thinking and abstraction. Thus a STEAM approach learning environment is one of the effective methods of teaching that improved computational thinking.

This research paper lists and discusses major challenges and barriers that may face faculty members at the public universities in Jordan in employing e-Learning systems authoring tools in their instructions. It also proposes several suggestions for the administrators in public universities in Jordan for what they could do to improve the utilization of e-Learning authoring tools at their campuses. E-Learning systems authoring tools allow instructors to easily create and deliver their e-contents and e-lectures. Furthermore, online course materials which uploaded by using such authoring tools could be viewed by any popular web browser system

This study aimed to identify the teaching competencies and job satisfaction among basic education teachers.To achieve the objectives of the study, two study tools, teaching competencies questionnaire and job satisfaction scale, were applied. The study followed a descriptive methodology; its sample consisted of (65) male and female teachers from public schools at Al-jam'a directorate of education in Amman, for the spring semester of the academic year 2014/2015; the participants were chosen randomly. For the purpose of statistical analysis, means and standard deviations were computed. However, the validity and reliability tests were conducted for the study tools. Thus, Cronbach alpha coefficient were applied to measure the reliability of first tool and second tool of the study, which were (0.869 and 0.857) respectively. The results of the study revealed that the level of the teaching competencies possessed by physical education teachers on the total score was high, and the level of job satisfaction possessioned by physical education teachers on the total score was moderate. The results also showed that there were no statistically significant differences at the level of significance (α = 0.05) in the three domains of teaching competencies (planning competencies, implementation competencies, and evaluation competencies). In the light of the results of the study, the study concluded a number of recommendations including: inclusion the teaching competencies to be met by physical education teachers in preparation and teacher training programs; and pay attention to the moral, economic, and social aspects of physical education teachers.