A Strategy to Improve The Usage of ICT in The Kingdom of Saudi Arabia Primary School

Almalki, Gafar; Williams, Neville

doi:10.14569/ijacsa.2012.031007

Cited by 31 publications

(35 citation statements)

References 22 publications

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“…It follows logically that the use of ICT at the primary level would prepare the children from the very early stage of education to enable them to use ICT with confidence by the time they reach secondary school. However, effective strategies critical to the introduction and usage of ICT in Saudi primary schools are not currently in place [26].…”

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confidence: 99%

Factors Influencing the Adoption of ICT by Teachers in Primary Schools in Saudi Arabia

Alshmrany¹,

Wilkinson²

2017

ijacsa

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Abstract-Information and communication technology (ICT)has become part of everyday life for the many people in business, entertainment, education and many other areas of human activity. Students in primary school are just beginning to learn and accept new ideas, show a maturing creativity, develop critical thinking and decision making skills. ICT enriches all these processes. In education, the successful integration of ICT into learning and teaching depends on teachers' attitudes and their ability to use communication technologies, not just competently, but with skill and imagination. Experience is required with the medium, however, but ICT use in education has been largely ignored in Saudi Arabia. The study described here investigated the factors influencing the adoption of ICT as a teaching tool by teachers at Saudi Arabian primary schools. Analysis of the data showed computer literacy and confidence with technology registered a significant positive effect on the study, participants' effort expectancy, which in turn positively influenced their behavioural intention to adopt ICT. On the other hand, Saudi culture, social conditions, system quality, and other obstacles discourage the uptake of ICT by primary school teachers. The findings of this study will assist the Saudi government to enhance the positive factors and eliminate or reduce the negative factors to ensure successful adoption of ICT in primary education by teachers.

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confidence: 99%

Factors Influencing the Adoption of ICT by Teachers in Primary Schools in Saudi Arabia

Alshmrany¹,

Wilkinson²

2017

ijacsa

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“…In his study, Khan (2001) found that the lecturers and trainers' competency could be enhanced on technology when they made use of various ICT-based hardware and software. It will give them the capability to deliver a more enhanced graphics-oriented presentation of lectures (Ageel & John, 2012, p. 2), facilitate computer based technologies for knowledge sharing (Lindvall & Rus, 2003, p. 4), change the ways of teaching (Almalki & Williams, 2012, p. 3) deliver high quality education and prepare students for the information era (AbdulKafi, 2006, p. 5), and help reduce teachers' efforts to deliver knowledge, achieve better visualization and motivate the learners (Almalki & Williams, 2012, p. 1).…”

Section: Saudi Arabian Contextmentioning

confidence: 99%

Teachers and Technology: Trends in English Language Teaching in Saudi Arabia

Farooq¹,

Soormro²

2018

IJEL

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Technology has impacted the learning approaches and vice-versa with an aim to improve the standards of language teaching/learning process. The present study focuses on teachers' preferences and use of technology in their language classrooms. A survey was conducted to seek opinion of EFL teachers both male and female at the English language center on technology-related competencies. The survey comprised four domains: planning and preparation, classroom management, instruction, and professional responsibilities (Danielson, 2007).The questionnaire was distributed to 100 English language teachers (50 males and 50 females) at Taif University English Language Centre. The responses revealed that most of the teachers thought aware of the technology and its uses in education don't integrate technology in their teaching at planning and preparation stage. They use the available technological gadget in the classroom to exploit some of the activities. They must use the university LMS for uploading certain activities and assessment otherwise they hesitate to design technology-based activities for English language learners. They and the students need training in integrating technology with teaching and learning process.

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“…From his findings, it is Saudi headmasters who should assume technology leadership. Almalki and Williams (2012) claim that technology leadership cannot be separated from a suitable ICT infrastructure environment and training, which is strategic to Saudi ICT-related reform across all stages of education.…”

Section: The Concept Of Technology Leadership In Saudi Arabiamentioning

confidence: 99%

Technology leadership in Saudi schools

Alenezi

2016

Educ Inf Technol

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This paper demonstrates the potential of Saudi schools for technology leadership provided by Learning Resource Centres (LRCs) to enhance the formation of a technology-motivated educational environment. Using the grounded theory methodology and the CBAM stages of concern and levels of use this study sheds light on Saudi LRCs and their leadership role within the framework of the ongoing ICT-related education reform. From the interviews of the participants in the training programme at Northern Borders University, Saudi Arabia, it is found that Saudi schools require standardized technology leadership to implement standardized uses of technology via networked LRCs. The Saudi teachers with little knowledge of technology can use LRCs.

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A Strategy to Improve The Usage of ICT in The Kingdom of Saudi Arabia Primary School

Cited by 31 publications

References 22 publications

Factors Influencing the Adoption of ICT by Teachers in Primary Schools in Saudi Arabia

Factors Influencing the Adoption of ICT by Teachers in Primary Schools in Saudi Arabia

Teachers and Technology: Trends in English Language Teaching in Saudi Arabia

Technology leadership in Saudi schools

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