Introducing SMART Table Technology in Saudi Arabia Education System

Almalki, Gafar; Finger, Glenn; Zagami, Jason

doi:10.14569/ijacsa.2013.040207

Cited by 5 publications

(5 citation statements)

References 4 publications

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“…They may not even be able to adopt or implement the use of Classera if the decision is made to expand the use of this LMS across the whole country. This is one of the most significant barriers that hinder the implementation of different technology tools such as Classera into the education system of Saudi Arabia (Almalki et al, 2013). In the case of Saudi Arabia, many studies assert that even though teachers are aware of the significance of technology use to enhance the education system, some challenges arise in the process of integrating the technology in their classrooms.…”

Section: Discussionmentioning

confidence: 99%

“…The Saudi government is currently employing significant financial resources to support and enhance the education portfolio (Almalki, Finger, & Zagami, 2013) and it is striving to ensure that all schools, irrespective of location, and all teachers, irrespective of their background, have access to the resources necessary to adopt and implement technology such as Classera in teaching and learning (Saqlain, Al-Qarni, & Ghadi, 2013). For this purpose, these challenges which hinder the technology integration in Saudi schools must be taken into consideration, and Saudi government officials must thoroughly investigate these challenges and find ways to address them before the implementation of Classera or any other technology programs in K-12 education.…”

Section: Discussionmentioning

confidence: 99%

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Adopting and Implementing an E-Learning System for Teaching and Learning in Saudi Public K-12 Schools: The Benefits, Challenges, and Concerns

Alahmari

Kyei-Blankson²

2016

WJER

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<p><em>Classera is an e-learning system that has been adopted for use in a variety of learning environments in K-12 schools in Saudi Arabia. The system can be integrated in online, blended, or traditional settings with the aim of improving teaching and learning and helping students connect with lesson content, teachers, and peers, and teachers connect with parents. The purpose of the current study is to examine the benefits, challenges and concerns surrounding the adoption and implementation of this system. An online survey was used to gather data from a sample of 70 teachers from the 12 schools in which Classera was originally piloted. The results of the study reveal high levels of teacher satisfaction with the use of Classera with benefits including easy delivering of content, facilitating student learning, and encouraging peer collaboration and teacher-parent communication. However, challenges and concerns surrounding issues such as teacher professional development, time for training, and Internet access still persist and need to be taken into consideration to ensure the successful adoption and implementation of Classera in all K-12 schools across Saudi Arabia. </em></p>

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Adopting and Implementing an E-Learning System for Teaching and Learning in Saudi Public K-12 Schools: The Benefits, Challenges, and Concerns

Alahmari

Kyei-Blankson²

2016

WJER

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“…No model has addressed both the instructional component and certain technological features such as usability. These frameworks and models and cannot be adopted and utilized in university context in SA due to significant variations in existing conceptualizations of AR in higher education that hinder their adaption in developing nations such as SA; few studies have examined the personal and technological variables that could facilitate the incorporation of AR into higher education, particularly in developing nations [32][33][34][35]. Adopted models and theories, when employed independently, might not provide enough information about the investigated area [36].…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring the Influential Factors Affecting Staff Willingness to Adopt Augmented Reality

Alahmari¹

2023

IJIET

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Adopting modern learning technology such as Augmented Reality (AR) technology in higher education has become a demand to enhance teaching and learning performance and motivate students to acquire effective learning processes. Yet, the readiness of universities to adopt modern learning technology, such as AR applications, in developing countries, particularly in Saudi Arabia, is considered one of the critical issues to ensure the AR system’s success. This study aims to explore the factors that influence the academic members’ willingness in Saudi Arabian higher education to adopt modern learning techniques such as AR technology. To test the model, a quantitative survey using a questionnaire with a five-point Likert scale was applied in this study to collect the data. The study was conducted among a sample of 228 academic members and e-learning staff. Based on the analysis, the study found that perceived usefulness and perceived pedagogical contribution are important predicting factors for academic members’ willingness to employ AR in Saudi Arabian higher education teaching. The findings from this study provide insights that assist further studies regarding AR integration factors in higher education. This study contributes to the literature by developing a theoretical and conceptual framework of critical success factors for AR incorporation in Saudi Arabian (SA) universities.

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“…They also highlighted the need to understand each child's mental capabilities first so as to develop a proper method to meet their needs. The implication of this is could be that many teachers in KSA are not adequately trained to meet the needs of DS children, whether using technology or other methods of teaching as noted by Almalki et al (2013).…”

Section: In Addition To a Deep It Knowledge What Do You Think A mentioning

confidence: 99%

The Use of Technology to Support the Learning of Children with Down Syndrome in Saudi Arabia

Alfaraj

Kuyini

2014

WJE

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The research employed a survey questionnaire to explore the type of technological tools available in schools for children with Down syndrome (DS) in Saudi Arabia, perceptions of teachers toward the benefits of technology-assisted learning for DS students, the skills that children with DS need to use technology, the challenges of using technology for children with DS, and what can be done to improve the use of technology for children with DS. The data from the 20 teachers in two schools were analysed using qualitative data analysis procedures, which yielded several themes.The findings show that the sampled schools have different types of technologies but computers, iPads and projectors are the most commonly used devices, although there are other devices such as DVD players, mobile phones, and loudspeakers among others. Many teachers understand the benefits of using technology to support children with DS and their views are supported by studies conducted in the past on the same area as presented in extant literature. The key challenges to using technology as identified by the teachers include lack of resources such as computers, lack of software designed in Arabic, and lack of training for teachers to enable them to support children with DS. Recommendations are discussed.

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Introducing SMART Table Technology in Saudi Arabia Education System

Cited by 5 publications

References 4 publications

Adopting and Implementing an E-Learning System for Teaching and Learning in Saudi Public K-12 Schools: The Benefits, Challenges, and Concerns

Adopting and Implementing an E-Learning System for Teaching and Learning in Saudi Public K-12 Schools: The Benefits, Challenges, and Concerns

Exploring the Influential Factors Affecting Staff Willingness to Adopt Augmented Reality

The Use of Technology to Support the Learning of Children with Down Syndrome in Saudi Arabia

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