Saudi Arabian Science and Mathematics Pre-service Teachers’ Perceptions and Practices of the Integration of Technology in the Classroom
Alblaihed, Munthir Abdullah
Date: 25 July 2016
University of Exeter
This study was conducted to explore the Saudi Arabian science and mathematics primary school pre-service teachers’ perceptions and practices of the integration of technology in the classroom. As their practice takes place within two different institutions (University and school) each has its own policy and agenda, the complexity of ...
This study was conducted to explore the Saudi Arabian science and mathematics primary school pre-service teachers’ perceptions and practices of the integration of technology in the classroom. As their practice takes place within two different institutions (University and school) each has its own policy and agenda, the complexity of their practice environment rises and the context might become problematic. Thus, both personal and contextual factors within these two institutions were explored to draw a whole picture of the issue according to the sociocultural theory as the theoretical framework of the study. Case study was adopted as the research methodology using Technological Pedagogical Content Knowledge (TPACK) questionnaire, classroom observation and semi-structured interviews to collect both quantitative and qualitative data. The sample consisted of 15 participants; seven primary school pre-service teachers (science and mathematics), four university tutors and four head teachers. Two different categories of the pre-service teachers were identified; users and non-users of technology. Interestingly, those who used technology were found to adopt traditional transmission strategy of teaching. They perceived strong agency assuming that their role is to transfer knowledge to passive learners through visual technology. In contrast, those who did not use technology assumed more active role by the pupils. Therefore, they thought visual technologies are not appropriate tools for a learner-centred strategy of teaching showing less awareness about the affordances that this type of technology could provide. Accessing guidance during teaching practice was found to be a significant element that could allow pre-service teachers to learn properly within their zone of proximal development and contribute considerably to their pedagogical identity development and their understanding of agency in the classroom. Moreover, teaching subject was found to be an important factor in shaping the pre-service teachers’ identity and practice.
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