Education Policy in Saudi Arabia and its Relation to Secondary School Teachers’ ICT Use, Perceptions, and Views of the Future of ICT in Education

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Education Policy in Saudi Arabia and its Relation to Secondary School Teachers’ ICT Use, Perceptions, and Views of the Future of ICT in Education

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dc.contributor.author Oyaid, Afnan en_GB
dc.date.accessioned 2009-06-02T10:20:27Z en_GB
dc.date.accessioned 2011-01-25T16:54:50Z en_US
dc.date.accessioned 2013-03-21T12:02:48Z
dc.date.issued 2009-03-19 en_GB
dc.description.abstract In recent years and as a result of the increasing pace of advances in technology and especially developments in the use of ICT in schools, teachers are now expected to make routine use of ICT in their teaching. This research sought to obtain deeper insight into Saudi secondary school teachers' ICT usage and its relation with ICT educational policy, teachers’ perceptions and attitudes towards the use of ICT in the teaching and learning process, and their envisions of possible and preferable usage of ICT in education in the future. The study utilised a sociocultural approach: data was collected via interviews and self completed questionnaires. A total of 14 interviews were conducted with teachers, ICT coordinators and head teachers, and 266 teachers drawn from ten secondary schools in Riyadh City completed the questionnaire. The findings indicate there is widespread use of ICT in secondary schools and most teachers have positive views towards ICT. Teachers pointed to a number of motivators summarised in this formula: internal incentives + school encouragement = competent ICT use in education. Three main factors were found to be hindering teachers' ICT use: time constraints, lack of training, and financial issues. Teachers’ ICT use is guided by policies: the research found that teachers’ ICT use is more influenced by schools’ policy than Ministry of Education policy which they are either unaware of or do not fully understand because of difficulties in implementing it. Finally, teachers anticipated future changes in their role to a facilitator and advisor. Teachers hoped for comprehensive improvement of education, radical curriculum change, and continuous teacher training. en_GB
dc.identifier.uri http://hdl.handle.net/10036/69537 en_GB
dc.language.iso en en_GB
dc.publisher University of Exeter en_GB
dc.subject Education Policy en_GB
dc.subject ICT Use en_GB
dc.subject Futures of Education en_GB
dc.subject Teachers' Perceptions en_GB
dc.title Education Policy in Saudi Arabia and its Relation to Secondary School Teachers’ ICT Use, Perceptions, and Views of the Future of ICT in Education en_GB
dc.type Thesis or dissertation en_GB
dc.date.available 2009-06-02T10:20:27Z en_GB
dc.date.available 2011-01-25T16:54:50Z en_US
dc.date.available 2013-03-21T12:02:48Z
dc.contributor.advisor Dillon, Patrick en_GB
dc.contributor.advisor Tearle, Penni en_GB
dc.publisher.department School of Education and Lifelong Learning en_GB
dc.type.degreetitle PhD in Education en_GB
dc.type.qualificationlevel Doctoral en_GB
dc.type.qualificationname PhD en_GB


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