alzamil ch1-5 rev17
TRANSCRIPT
THE EXTENT OF ACHIEVING THE INTENDED RESULTS OF
INTEGRATING EDUCATIONAL TECHNOLOGY IN SAUDI ARABIA
SECONDARY CLASSROOMS
In Partial Fulfillment
Of the Requirements for the Degree
Master of Science in Education, Educational Technology
By
Hanan Alzamil
May 2015
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Copyright 2015 by Hanan Alzamil
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THE EXTENT OF ACHEIVEING THE INTENDED RESULTS OF
INTEGRATING EDUCATIONAL TECHNOLOGY IN SAUDI ARABIA
SECONDERY CLASSROOMS
Department of Reading, Foundations, and Technology
Missouri State University, May 2015
Master of Science in Education, Educational Technology
Hanan Alzamil
ABSTRACT
Saudi Arabia strives to become a more developed country. To do this, they have started implementing more educational technology in their classrooms. This survey study aims to determine if the integration of technology in secondary education classrooms has achieved expectations, such as higher-order thinking skills and 21st century skills consisting of innovation, creativity, communication, and collaboration. If teachers feel the expectations have not been met, the study aims to gather theories about why the objectives have not been achieved after implementing technology, and the use of technology could be improved by implementing teaching practices involving a more student-centered and inquiry-based lessons, similar to those found in eMINTS Instructional Model. Improving education and the use of technology in education will help Saudi Arabia in its goal of a more developed country in education.
KEYWORDS: educational technology, Saudi Arabia, secondary education, classrooms, eMINTS
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TABLE OF CONTENTS
CHAPTER I. OVERVIEW OF THE STUDYStatement of the Problem .................................................................................1Purpose of the Study .........................................................................................1Research Questions ...........................................................................................1Researcher’s Relationship to the Problem ........................................................2Research Design ...............................................................................................2Significance of the Study ..................................................................................3Limitations & Assumptions ..............................................................................3Definition of Terms ..........................................................................................3
CHAPTER II. LITERATURE REVIEW Uses of Technology in Classrooms and Its Effects ..........................................5Theories of Why Technology has not Achieved Desired Effects ....................7Application of Student Centered and Inquiry Based Principles and Strategies ...........................................................................................................................10Summary ...........................................................................................................12
CHAPTER III. METHODOLOGY Research Design ...............................................................................................14Site of Study .....................................................................................................15Participants .......................................................................................................15Ethical Considerations ......................................................................................16Instrumentation .................................................................................................16Data Collection Procedures ..............................................................................16Role of Researcher ............................................................................................18Data Analysis ....................................................................................................18
CHAPTER IV: RESULTS Demographics....................................................................................................20
Research Question 1..........................................................................................22Research Question 2..........................................................................................26Research Question 3..........................................................................................32
CHAPTER V: DISCUSSION, FUTURE RESEARCH, AND CONCLUSIONDiscussion..........................................................................................................37Suggestions for Future Research.......................................................................40Conclusion.........................................................................................................40
REFERENCES .............................................................................................................42
APPENDICES Survey................................................................................................................44
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Informed Consent .............................................................................................47IRB Approval ...................................................................................................48
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LIST OF TABLES
Table 1. Correlation of responses for Research Questions 1 & 2.....................................28
Table 2. Correlation of responses for current technology use and circumstances for increased use.....................................................................................................................35
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LIST OF FIGURES
Figure 1. Percentage of male and female survey respondents .........................................20
Figure 2. Percentages of the age makeup of the respondents...........................................21
Figure 3. Percentage of responding teachers in each subject area....................................21
Figure 4. Percentage of teachers whose students use technology to complete projects…23
Figure 5. Percentage of teachers whose students use technology for presentations.........23
Figure 6. Percentage of teachers whose students use technology for educational
game ..24
Figure 7. Percentage of teachers whose students use technology for collaboration.........24
Figure 8. Percentage of teachers whose students use social media for education....……25
Figure 9. Percentage of teachers whose students use technology to collaborate. .………25
Figure 10. Percentages of teachers who use technology for grades.....………………….26
Figure 11. Percentage of teachers who use technology in lecture....……………………27
Figure 12. Percentage of current technology use at different levels. ……………………34
Figure 13. Percentage of desired use with greater access to technology. .………………34
Figure 14. Percentage of teachers whose level of technology use could increase with professional development and administrative support. .…………………………………35
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CHAPTER I
OVERVIEW OF THE STUDY
Statement of the Problem
Technology is widely used in our daily life experiences. As such, the more it is
applied in educational settings to enhance student learning, its relevance to real life
interventions becomes compatible with development. To compete with other developing
and developed countries, Saudi Arabia has started implementing more technology in their
classrooms. Because technology plays such a large part in our lives, and is important for
development in the global community, determining the success it has had, and ways to
improve the use of technology in classrooms is important to the development potential of
Saudi Arabia.
Purpose of the Study
The purpose of the study is to determine whether the educational technology that
has been implemented in Saudi Arabia recently is perceived to have achieved
expectations in secondary education level classrooms. If the perceptions are that the
technology has not achieved the expectations, the study intends to determine why it has
not. The study also aims to gather ways to improve the use of technology in classrooms,
such as teaching practices supporting a more student-centered and inquiry-based method.
Research Questions
1. Has the technology implemented in secondary education classrooms in Saudi
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Arabia met expectations of having higher-order thinking and 21st century skills
such as critical thinking, creativity, communication, and collaboration in the
classroom?
2. Has the technology had the desired effect in the classroom?
3. Would student-centered and inquiry-based teaching practices be beneficial to
the use of technology in secondary education classrooms?
Researcher’s Relationship to the Study
The researcher’s experience with the research topic is two-fold. The researcher
has previously taught two years and used educational technology in classrooms in Saudi
Arabia. The researcher has also taken courses studying eMINTS Instructional Model in
the United States. After taking the eMINTS courses, the researcher became curious if
some of the teaching practices used in the model could be applied to classrooms in Saudi
Arabia to increase the benefits of educational technology.
Research Design
The research design of the study will be a survey study. The survey will contain
Likert Scale questions. The design will gather quantitative data from the completed
surveys. The purpose of obtaining these data pertains to the usefulness of empirical data
relating to perceptions of educational technology benefits in secondary education
classrooms and the perceptions of improvements that could be made through teaching
practices.
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Significance of the Study
This study is significant to the quality of education in Saudi Arabia. High quality
education is a feature of many of the developed countries of the world. Studies that aim
to increase the quality of education in Saudi Arabia will help it achieve its goal to
compete with other developing and developed counties of the world.
Assumptions & Limitations of the Study
The primary assumption of the study is that there is room to improve the use of
technology in Saudi Arabia’s classrooms. It is also assumed that some technology has
failed to meet its objectives.
Limitations that pertain to the study include: obtaining enough information from
teachers to provide an in-depth understanding of the utilization of technology in
classrooms and whether the technology has achieved the desired effects. Another possible
limitation of the study would be the question of compromising validity and reliability if
the researcher is subjective because of their experience working in the educational
environment of Saudi Arabia.
Definition of Terms
1. Educational Technology: Any equipment or device used in the classroom to enhance the teaching and/or learning experience.
2. eMINTS: Acronym for Enhancing Missouri’s Instructional Networked Teaching Strategies. Professional development instructional model originating in American that helps teachers integrate technology into their teaching methods.
3. Secondary Education: Education continued after primary and elementary school, equivalent to grades 10-12 in some countries, such as the United States.
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CHAPTER II
LITERATURE REVIEW
Uses of Technology in Classrooms and How it Enhances Teaching and Learning
It is no secret that technology is considered an integral part of our daily lives.
However, it is becoming increasingly integrated into educational settings. Thomas Edison
actually predicted that books would become an outdated means of instruction (Rutgers,
2013). The contention was that motion picture had great potential in communicating
knowledge, and by 1920 The National Academy of Visual Instruction was formed. One
of the National Academy of Visual Instruction experts published the first visual
instruction textbooks; allowing the utilization of seeing experiences to include pictures
models, exhibits, charts, and graphs as enrichment of the learning process (Hirumi,
2014). Relevant advancements continued into the 1930’s and 40’s, when radio was
accepted as a major form of education technology. Considerable developments were
pursued in producing sound features improvements through audio recording of lessons.
This aspect of the science moved education technology from merely visual into audio-
visual technology. By 1947 more progress in education technology was realized when the
Department of Audiovisual Instruction (DAVI) along with McGraw Hill Book Company
made the first text films supplementing textbooks (Hirumi, 2014). This section of the
literature review relates to how the modern educational technology can be used to
enhance teaching and learning experiences in the twenty-first century school curriculum.
Wang and Hannafin (2005) conducted studies regarding how educational
technology has been utilized to enhance learning. The authors contend that within the
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past decade, design-based research applications have yielded data benefiting
methodologies. The data shows enhanced learning in educational environments where
specific technologies were adapted during the teaching and learning process (Wang &
Hannafin, 2005).
Associate professor from the University of Central Florida, Dr. Atsusi Hirumi
asked if technology really enhanced learning. The answer to this rhetorical question was
that it lies in the design. The professor advanced that instructional designs are responsible
for more reasons why and how learning occurs, above the technology itself being
utilized. Consequently, educators ought to be encouraged to concentrate on developing
more appropriate teaching methodologies to accompany their use of classroom
technology. Simply using educational technology would be futile and sabotage its true
purpose if not integrated into a successful learning strategy. The time taken to assess
whether one technology works above another should be used by testing the procedures
before its implementation to ensure it is effective throughout the educational process
(Hirumi, 2014).
A technology-enriched classroom environment has also proved to have a positive
effect on student acquisition of higher-order thinking skills (Hopson, Simms, & Knezek,
2002). Problem solving, critical thinking, and higher-order thinking skills have become
crucial to the future success of students in the modern Information Age. Technology
enriched classrooms also had a positive effect on the motivation of students, including
their attitudes and perseverance, and their self-reported creative tendencies, including
exploring the unknown, taking initiative, and finding unique solutions (Hopson, et. al,
2002).
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Overtime, with constant application and research, instructional technologies
become an instrumental strategic approach that nourish curriculum. This evaluation is
monitored by assessment of curriculum relevance in a world impacted by globalization
and social changes. Students and teachers are forced to adapt to an evolutionary phases in
the learning process through utilizing appropriate tools; aligning with the media and their
peculiar environments (Voogt & Knezek, 2008).
Theories of Why Technology in Classrooms has not Achieved Desired Effect
Critics have argued that technology does not enhance teaching and learning in the
classroom. Their main argument is that while some students show improvement, others
do not (Spector, Merrill, Elen, & Bishop, 2010). The following literature review section
proposes various theories as to why technology in classrooms has not achieved its desired
effects in countries such a Saudi Arabia, and why some students have not shown
educational improvement through the integration of educational technology.
Michael Searson, Therese Laferriere, and Roumen Nikolow, presenters at the
2011 International Summit on Information Communication Technology (ICT) in
education identified imminent barriers to educational technology’s adaptation in schools
across the world. The researchers postulate that a sound understanding of the utilization
of ICT in education is lacking among administrators, and that this one of the major
barriers to ICT’s receptivity and subsequent implementation (Searson, Laferriere,
Nikolow, 2011). To remedy this barrier, not only should educators implement an inquiry-
based teaching methodology towards their students, but also they should implement it in
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their own education as well in order to learn from educators more experienced in ICT in
education (Searson, et. al, 2011).
When new technology is introduced, school environments and the public can be
apprehensive towards it, as it the case with integrated the network to public school. To
remedy this barrier and apprehension, everyone involved in the use of ICT, including the
public, needs to be educated about the usefulness of ICTs at improving learning (Turcotte
& Hamel, 2008).
One theory as to why education technology is sometimes ineffective has nothing
to do with how well equipped the classroom is. Instead it focuses on overall teaching
methods. The theory is that antiquated teaching methods, such as instructional lectures
and recitation, are what inhibit the adaption of educational technology in modern
classrooms (Levine, 2008). Teachers’ motivations and preparations must be addressed
and altered to make the utilization of educational technology in classrooms more
effective.
Ensaf Al Mulhim from the Plymouth University, Drake Circus in United
Kingdom, presented an expert opinion on the barriers to using ICT in teaching and
education specifically for Saudi Arabia. She advanced that the barriers in Saudi Arabia
are twofold, where both teachers and schools influence the barriers. The teacher barriers
occur more frequently, and mainly include their attitude towards technology,
apprehension to change, insufficient time input, poor confidence in their application of
education technology, and inadequate skills and knowledge in utilizing the devices (Al
Mulhim, 2014). In elaborating on the barriers that hinder teachers from using ICT in
their teaching practices in classrooms at Saudi Arabia’s schools, Al Mulhim attributed the
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teaching process itself as a major factor. Teaching was perceived as making available
resources that enhances or facilitates the desired intervention (Al Mulhim, 2014).
Other researchers have also come to the conclusion that teachers’ attitudes and
pedagogical beliefs are one of the major barriers to the integration of educational
technology in the classroom. Teachers sometimes feel threatened with the possibility of
being replaced by computers in the classroom, as well as fearing that computers will
interfere with teacher-student relationships (Bauer & Kenton, 2005). Interestingly though,
attempts at linking educational technology utilization to existing prospective pedagogies
such as language do enhance acceptance and efficiency of education technologies in
modern school curriculum (International Society for Technology in Education, 2009).
Alwani and Soomro (2010) also conducted a study to identify barriers to the
effective use of information technology specific to Saudi Arabia. Their findings
articulated more of the barriers influenced by the schools instead of the teachers. The
participants identified the shortage of short-course training on how to implement
information technology into their curriculum, and the high cost they would incur if
choosing to implement it on their own as two major barriers to the integration of
technology in their classrooms (Alwani & Soomro, 2010).
Application of Student-Centered and Inquiry-Based Principles and Strategies
Analysis of learning enhancement and the influence of education technology has
found that instructional designs are impacted by a number of variables, including: the
learner‘s ability to assimilate content, type of situations in which the learning process is
activated, goals instructors desire to achieve, time frame for the learning intervention to
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occur, along with learning resources available. However, amidst these considerations, it
must be understood that there is no universally perfect educational technology or best
method of practice and that variations exist with reference to age groups and culture of
the community (Dede, 2008).
Mckenney, Voogt, Bustraan, & Smits (2009) conducted a study investigating
educative curriculum materials for the integration of writing and science in elementary
schools. Their professional development for the undertaken task was limited. Twenty-five
class sessions were conducted being evaluated individually, utilizing a five session lesson
curriculum module. The lesson encompassed teaching of a science subject on cloud and
precipitation. While these teachers were not experts in science, they focused on important
practices such as student collaboration and thinking process. At the end of this study all
teachers engaged in this project were positive that more could have been achieved in the
teaching learning process with enhancement of educative curriculum materials
(Mckenney, Voogt, Bustraan, & Smits, 2009). Similarly, it has been recommended that
educators and researchers ought to explore beyond the technology boundaries. In other
words, focus less on technology’s designs and features, and focus more on methods in
which educators and researchers could improve the delivery of education technology
designs that enhance learning (Bernard, Abrami, Lou, & Borokhovski, 2004).
Compatible with the notion of curriculum enhancement and education delivery
methods is the motion of professional development. Lack of professional development
was an evidenced barrier to the effective implantation of education technology. Analysis
has showed that professional development is a catalyst in the appropriate transmission of
knowledge through instructional technology. Professional development was also closely
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aligned with appropriate implementation practices; making desired student outcomes
more achievable (Martin & Strother, 2010). Bauer and Kenton (2005) also support the
claims that poor curriculum planning and poorly trained teachers are part of the reason
technology integration is not happening in schools (2005). They posit that teachers would
be well served by learning effective computer technology instruction, and argue that
teacher education programs have the greatest influence on what methods teachers use to
impart their lessons (Bauer & Kenton, 2005). Because teacher attitudes and pedagogical
beliefs also have an impact on the integration of educational technology in classrooms,
part of professional development would include changing the beliefs of educators and
administrators, ideally through educating them (Ertmer, 2005).
One proven method of professional development is learning vicariously through
the experiences of other educators (Ertmer, 2005). Vicarious experiences are considered
to be a powerful learning tool because observing others similar to you serves both
informational and motivational functions. In other words, models can not only provide
information about how to enact specific classroom strategies, but can also increase
observers’ confidence in generating the same behavior (Ertmer, 2005).
Certain regions in the United States have begun implementing an instructional
model that focuses on implementing inquiry-based learning with student-centered,
teacher facilitated practices, which actively engage students in learning and offer real-
world contexts or authentic experiences (eMINTS National Center, 2003). Supporting the
claims for curriculum alterations, the eMINTS Instructional Model encourages high-
quality lesson designs that engage students in higher-order thinking (eMINTS National
Center, 2003). As stated in the first section of the literature review on how technology
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enhances learning and education, Hopson and his colleagues stated that higher-order
thinking skills are vital to the future success of students. Higher-order thinking focused
curricula like that found in the eMINTS Instructional Model allow students to develop
skills such as innovation, creativity, communication, and collaboration (eMINTS
Instructional Model, 2003); all of which will be valuable after exiting the classroom
education environment.
SummaryInquiry-based learning and student-centered approach go hand-in-hand. Together
they allow real-world questions and contexts drive instruction and learning. Educational
technology is able to assist in the investigation and obtaining of factual information to
answer their question and communicating the conclusion they came to through the data
they gathered, which are all components of inquiry-based learning (eMINTS Instructional
Model, 2003). This is not a common approach in traditional classrooms that focus on
lectures where students simply recall information. The curriculum must be altered to
integrate support of inquiry-based, student-centered learning practices. To make these
curriculum adjustments for the sake of the children, many educators must also be
educated with regard to the benefits of educational technology in the classroom, and
participate in professional development to best make the curriculum adjustments.
Ultimately, the general perception is that education technology enhances learning,
but there are immense barriers towards arriving at the desired learning enhancement.
Even in situations where there is more than enough access to technology, if teachers’
methodologies are not compatible with the evolving technology systems, implementing
devices in schools would be futile. To make teachers’ methodologies compatible with
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evolving technology systems, administrators and members of the community must
support professional development. Altering the curriculum in ways that support student-
centered and inquiry-based principles is also needed to fully integrate technology in the
classroom, instead of only using education technology occasionally.
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CHAPTER III
METHODOLOGY
In this chapter, the researcher outlines research design, site of the study,
participants, ethical considerations, data collection procedures, instrumentation, data
analysis, and an explanation of the role of the researcher. By applying the following
methodology, the effects of educational technology in Saudi Arabia classrooms and ways
to improve their use will be deduced from the information gathered through the study.
The methods to improve the use of technology can then be applied to achieve the desired
effects of educational technology in Saudi Arabia.
Research Design
The research embraces an exploration into educational technology use in
secondary education classrooms in Saudi Arabia. A survey research, embodies by Likert
Scale questions will determine whether the use of educational technology in secondary
classrooms has achieved its desired effects, and if not, whether implementing student-
centered and inquiry-based principles and strategies will increase the efficacy of
educational technology. The survey will randomly be distributed to secondary education
teachers and administrators in Saudi Arabia. Fitting with the objective of this research
study, the purpose of quantitative research is to generalize results on the views and
opinions of a chosen sample of the population. In this study, only a portion of the
population will be sampled and questioned about their opinion on whether education
technology in Saudi Arabia secondary education classrooms has achieved its desired
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effects. The same sample population will also be questioned on their opinion of whether
student-centered and inquiry-based style principles and strategies will increase the
positive effects of educational technology. The responses will then be generalized to
apply to all of Saudi Arabia’s secondary education classrooms to improve the use of
education technology.
Site of the Study
The study will take place in secondary education schools throughout the entire
Kingdom of Saudi Arabia. Secondary education in Saudi Arabia takes place over three
years for students ages 16 through 18. The average secondary education classroom has
thirty students. To conduct a survey throughout the entire Kingdom of Saudi Arabia, the
survey will be posted to the forum website of the Ministry of Education, which can be
accessed by most of the teachers.
Participants of the Study
Both male and female secondary education teachers will be the targeted sample
population and participants for the study. The ages of the teachers ranges from 23 to 60
years old. Teachers participating in the study should also have at least 1-year of work
experience in the field. Within the study site area of Saudi Arabia, about a 100 studies
will be randomly distributed to secondary education teachers. This number was reached
because quantitative research studies get the best results with larger sample populations
of 100 people or more, yet it is still small enough to fit within the site of the study.
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Ethical Considerations
Ethical considerations pertaining to this research investigation consist of
legitimate standards in conducting the research process and the protection of human
rights for participants involved in the research. Because this is a quantitative study, there
is less risk for a human rights violation for participants, but nonetheless it should be
addressed.
Research ethics is concerned with validity and reliability of research results.
Researchers are expected to conduct the survey process legitimately; applying
appropriate designs as well as complying with these regulations, in order to arrive at
authentic conclusions. In order to comply with ethical standards for the purpose of
validity and authenticity, a written informed consents (Appendix B) must be obtained
from the teachers who participate this study with a disclaimer that they are under no
obligation to answer the questionnaire. A declaration of exemption from any penalty if
they refuse to participate in the study must also be delivered by a written statement from
the researcher.
Another ethical consideration the researcher must be mindful of is researcher bias.
The researcher has experience in Saudi Arabia’s education system. When designing the
survey, the researcher must be mindful of how these questions are worded so as not write
them to evoke desired answers.
The survey will not be distributed to participants prior to receiving IRB approval
(Appendix C).
Instrumentation
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The instrument used in this study is a survey administered through Survey
Monkey. Questions in this survey require Likert scale responses. An advantage of Likert
scale answers on the questionnaire is that it provides specific responses that are able to be
coded in alignment with research questions. Likert scale questions are also characteristic
of quantitative research. The questions will be designed to gather the opinions of how
well educational technology has achieved its goals, and opinions. Along with questions to
help answer the research questions, questions to gather demographic information of the
population sample will also be included.
Data Collection Procedures
This researcher will conduct a survey to find out teachers and administrators’
opinions of whether or not educational technology in secondary education classrooms in
Saudi Arabia has achieved its desired effects. The Survey Monkey link will be distributed
through the forum website for the Ministry of Education in Saudi Arabia. The forum is
accessed by most of the teachers throughout the kingdom. The survey will also aim to
determine opinions of if student-centered and inquiry-based principles and strategies can
be applied in Saudi Arabia secondary classrooms, and if they would increase the positive
effects of educational technology in secondary education classrooms. Using a survey has
many advantages in data collection. Because the target population lives so far away in a
different country, they are easier to be reached through surveys. Using a survey also
reduces the cost on collecting data in person through interviews. Another advantage of
using survey is the researcher is able to reach the sample population at one time, which
would shorten the time it takes to conduct the study.
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Role of the Researcher
The role of the researcher in this study is to design the project and execute the
process. Researcher’s responsibility is to select a sample of the population to be
investigated, and to obtain the required permission to perform the research. Essentially, it
is the researcher’s role to make sure the data analysis process is authentic and the
institution’s reputation is upheld through the study.
Data Analysis
First, the researcher will code the Likert scale responses to categorize data into
sections related to the research questions. The coded columns are designed to discard
irrelevant data and confine the appropriate information in a subset. Then the application
of mechanical techniques, such as charts and graphs that show the results of Likert scale
responses of teachers’ and administrators’ opinions will be created. The goal of this data
analysis is readability for easy interpretation by others to help decision making processes
to increase the positive effects of education technology in Saudi Arabia secondary
education settings.
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CHAPTER IV
RESULTS
This study is to determine whether the educational technology that has been
implemented in Saudi Arabia recently is perceived to have achieved expectations in
secondary education classrooms. If the perceptions are that technology has not achieved
expectations, then this study is also to determine barriers to technology achieving
expectations. The expectations are that technology is used to support student-centered
and inquiry based teaching methods. This study examined 100 teachers in secondary
education classrooms in Saudi Arabia to see the level of technology use and the types of
technology use in their classrooms. This chapter presents the results of the survey
(Appendix A) to determine what barriers, if any, to educational technology use in Saudi
Arabia must be overcome.
To obtain the information presented in this chapter, the survey was administered
through Survey Monkey, and its link was distributed through the forum website for the
Ministry of Education in Saudi Arabia. The forum website is accessed by most of the
teachers throughout the kingdom. Administering the survey in this way was the most
ideal because the target population lives so far away in a different country from the
researcher. It also allowed the researcher to sample the population at one time, shortening
the time it took to conduct the study.
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Demographics
There were 100 teachers who responded to the survey administered throughout
the Kingdom of Saudi Arabia via the forum website of the Ministry of Education.
Figure 1 shows the percentages of male and female teachers that responded to the survey.
Out of the 100 teachers, 65 of them were female and 35 were male.
Figure 1 Percentage of male and female survey
respondents
Ages for the participants were divided into three categories: twenties, thirties, and
forty and over. Figure 2 shows the percentages of the participants who fall into each
category. With 46 percent, majority of the teachers were in their thirties. Thirty-four of
the teachers were in their twenties, and only 20% of the teachers were over forty.
65%
35%
Gender
Female Male
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Figure 2 Percentages of the age makeup of the
respondents
The participants of the study teach in a variety of subjects. Figure 3 shows the
different subject areas of the responding teachers, and the percentage of the responding
teachers who work in each area. 21% of teachers that participated in the study teach math
and languages. 16% teach science, and 15% teach social studies. 11% of the teachers who
responded teach religious
studies and 5% teach art.
7% identified their subject
area as other. Computer
science has the smallest
percentage with only 4%.
21%
16%
15%11%
21%
5%
4%7%
Subject Area
Math Science Social Studies
Religious Studies Languages Art
Computer Science Other
34%
46%
20%
Age
Age23-30 Age31-40Age 40 or over
20
Figure 3 Percentage of responding teachers in each subject area
Research Question 1
Has the technology implemented in secondary education classrooms in Saudi Arabia met
expectations of supporting higher-order thinking and 21st century skills such as critical
thinking, creativity, communication, and collaboration in the classroom?
Higher-order thinking and 21st century skills have been found to be increased
through using technology in the classroom to complete project-based activities, game-
based learning, creating media presentations, collaborative work, and communicate and
exchange information. Teachers were asked how often they use technology in the
classroom to facilitate the listed student-centered uses of education technology. The
responses to the questions on teacher use of student-centered instructional technology is
shown in Figures 4 through 9. In each scenario, less than 10% of teachers strongly agree
that their students use technology in the classroom in the ways proven to promote higher-
order thinking and 21st century skills. Of the student-centered technology uses presented,
the one with the highest use is the use of technology by students to create media
presentations.
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Figure 4 Percentage of teachers whose students use technology to complete projects
Figure 5 Percentage of teachers whose students use technology for presentations
22
Figure 6 Percentage of teachers whose students use technology for educational games
Figure 7 Percentage of teachers whose students use technology for collaborating online
23
Figure 8 Percentage of teachers whose students use social media for education
Figure 9 Percentage of teachers whose students use technology to collaborate
The figures above show that the non-use of technology by teachers for various
classroom activities that would involve and support student-centered teaching styles. The
figures also show that there has yet to be an effective shift from teacher-centered to
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student-centered teaching strategies to achieve the expectations of higher-order and 21st
century thinking skills.
Research Question 2
Has the technology had the desired effect in the classroom?
This research question is mainly aimed at obtaining information about how
technology is currently being used in Saudi Arabia, and the percentage of teachers using
technology in their classrooms. Traditionally the teaching process in Saudi Arabia has
been simply to facilitate making the information students need to know available to them.
This is reminiscent of teacher-centered teaching methods. As shown in Figure 10, 85%
of teachers strongly agree that using technology as a tool to post grades is an effective use
of technology. Figure 11 also shows the use of teacher-centered teaching methods by
80% of teachers strongly agrees that technology is an effective tool for presenting lesson
information in a slideshow to students.
Figure 10 Percentages of teachers who use technology for grades
25
Figure 11 Percentage of teachers who use technology in lecture
While the answers to the first research question show that there has not been an
effective shift to the student-centered and inquiry based teaching methods, the answers to
the second research question show that teachers perceive their current uses of technology
as being effective. Their current uses of technology in the classroom do effectively
achieve the desired effect in the traditional Saudi Arabian secondary education classroom
where the role of the teacher is to be a facilitator making information the students need to
know available to them. However, the goal of the modern classroom in developed nations
is for teacher roles to expand and support student inquiry, which has not been reached by
viewing the answers to the first research question.
Table 1 notes the correlation between the low uses and expectations of technology
with regard to activities that are more student-centered and the current traditional uses of
technology in secondary education classrooms. The correlations mean that while
technology is being used effectively in the traditional context of education in Saudi
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Arabia, technology is not being used effectively to evoke the desired outcome, or result,
of using technology to increase the level of education.
Table 1 Correlation of responses for Research Questions 1 & 2
Correlations
Always use Tech as an
effective
tool at saving
and editin
g studen
ts' grade.
Always use Tech as an
effective
tool for
presenting
lesson information in a slieshow to studen
ts.
My studen
ts always use Tech
to compl
ete projec
t-pased activities in the
classroom.
My studen
ts always use Tech
to engage in
game-based learni
ng.
My studen
ts always use Tech
to create media presentation.
My studen
ts always use Tech
to collaborate on
online work.
Always use Tech as an effective tool at saving and editing students' grade.
Pearson Correlation
1 .608** -.007 .142 .077 -.070
Sig. (2-tailed)
.000 .947 .159 .447 .491
N
100 100 100 100 100 100
Always use Tech as an
Pearson Correlation
.608** 1 .102 .226* .135 .022
27
effective tool for presenting lesson information in a slieshow to students.
Sig. (2-tailed)
.000 .313 .024 .179 .826
N
100 100 100 100 100 100
My students always use Tech to complete project-pased activities in the classroom.
Pearson Correlation
-.007 .102 1 .592** .545** .602**
Sig. (2-tailed)
.947 .313 .000 .000 .000
N
100 100 100 100 100 100
My students always use Tech to engage in game-based learning.
Pearson Correlation
.142 .226* .592** 1 .459** .591**
Sig. (2-tailed)
.159 .024 .000 .000 .000
N100 100 100 100 100 100
My students always use Tech to create
Pearson Correlation
.077 .135 .545** .459** 1 .543**
Sig. (2-tailed)
.447 .179 .000 .000 .000
28
media presentation.
N100 100 100 100 100 100
My students always use Tech to collaborate on online work.
Pearson Correlation
-.070 .022 .602** .591** .543** 1
Sig. (2-tailed)
.491 .826 .000 .000 .000
N100 100 100 100 100 100
Me and my students always use social media to communicate and exchange information.
Pearson Correlation
.104 .239* .461** .393** .626** .391**
Sig. (2-tailed)
.302 .017 .000 .000 .000 .000
N
100 100 100 100 100 100
Me and my students always use a
Pearson Correlation
.120 .155 .401** .511** .362** .532**
Sig. (2-tailed)
.233 .123 .000 .000 .000 .000
29
schedule for rotating technology use in the classroom to facilitate the collaporative work.
N
100 100 100 100 100 100
Correlations
Me and my students always
use social media to
communicate and exchange information.
Me and my students always use a schedule
for rotating technology use
in the classroom to facilitate the collaporative
work.
Always use Tech as an effective tool at saving and editing students' grade.
Pearson Correlation .104 .120
Sig. (2-tailed) .302 .233
N 100 100
Always use Tech as an effective tool for presenting lesson information in a slieshow to students.
Pearson Correlation .239* .155
Sig. (2-tailed) .017 .123
N100 100
My students always use Tech to
Pearson Correlation .461** .401**
Sig. (2-tailed) .000 .000
30
complete project-pased activities in the classroom.
N100 100
My students always use Tech to engage in game-based learning.
Pearson Correlation .393** .511**
Sig. (2-tailed) .000 .000
N 100 100
My students always use Tech to create media presentation.
Pearson Correlation .626** .362**
Sig. (2-tailed) .000 .000
N 100 100
My students always use Tech to collaborate on online work.
Pearson Correlation .391** .532**
Sig. (2-tailed) .000 .000
N 100 100
Me and my students always use social media to communicate and exchange information.
Pearson Correlation 1 .469**
Sig. (2-tailed) .000
N100 100
Me and my students always use a schedule for rotating technology use in the classroom to facilitate the collaporative work.
Pearson Correlation .469** 1
Sig. (2-tailed) .000
N
100 100
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).
Research Question 3
31
Would student-centered and inquiry-based teaching practices be beneficial to the use of
technology in secondary education classrooms?
Even though the answers to the first two research questions note the low uses of
student-centered and inquiry based teaching methods and the teachers’ preferences for
teacher-centered teaching methods in the traditional education environment of Saudi
Arabia, the responses to the third research question note that teachers would be willing to
use more student-centered and inquiry-based teaching methods if they received more
support and professional development. Their desire to obtain more training and provide a
higher level of teaching to students demonstrates their beliefs that student-centered and
inquiry-based teaching practices would be beneficial to the use of technology in
secondary education classrooms. Figures 12 through 14 shows current levels of use,
levels of support for technology use in classrooms by administrators and members of the
community, and the level of technology use teachers feel they could reach if they
received more support and professional development. Table 2 specifically shows the
correlation between the answers of the three questions used to answer the third research
question.
32
Figure 12 Percentage of current technology use at different levels
2%
6%
39%
20%
33%
Level of Technology Use Teachers Would Like to Reach with Increased Access
No Technology UseSparceBasicComfortable
Figure 13 Percentage of desired use with greater access to technology
4%
50%
28%
12%
6%
Level of Current Technology Use in the Classroom
No Technology UseSparceBasicComfortableSeamless
33
Figure 14 Percentage of teachers whose level of technology use could increase with professional development and administrative support
Table 2 Correlation of responses for current technology use and circumstances for increased use
Correlations
The level I currently
use Tech in the
classroom
The level I would like
to reach with
increased access to
technology
The level I could reach
with the complete
profissional developme
nt and support
The level I currently use Tech in the classroom
Pearson Correlation
1 .393** .446**
Sig. (2-tailed) .000 .000
N 100 100 100
The level I would like to reach with increased access to technology
Pearson Correlation
.393** 1 .818**
Sig. (2-tailed) .000 .000
N100 100 100
The level I could reach with the
Pearson Correlation
.446** .818** 1
Sig. (2-tailed) .000 .000
3%
5%
36%
20%
36%
Level Teachers Could Reach with Pro-fessional Development and Support
No Technology UseSparceBasic
34
complete profissional development and support
N
100 100 100
**. Correlation is significant at the 0.01 level (2-tailed).
Findings for the last research question suggest that if teachers were to receive
more support from administrators and the community and received more professional
development, 30% more teachers would feel they would be more comfortable seamlessly
using technology in more ways; ways that have the potential to further integrate
technology in classrooms to facilitate a transition from teacher-centered to student-
centered learning. Similar increases in teacher use of education technology would
increase if they had greater access to technology.
35
CHAPTER V
DISCUSSION, FUTURE RESEARCH, AND CONCLUSION
Discussion
The exploratory goal of this study was to determine whether the educational
technology that has been implemented in Saudi Arabia is perceived to have achieved
expectations in secondary education level classrooms. If the perceptions were that the
technology has not achieved the expectations, the study aimed to determine why
educational technology has not achieved expectations. The study also aimed to gather
ways to improve the use of technology in classrooms, such as teaching practices
supporting a more student-centered and inquiry-based method.
To explore these areas, three main research questions were the foundation for the
research: 1) 1. Has the technology implemented in secondary education classrooms in
Saudi Arabia met expectations of having higher-order thinking and 21st century skills
such as critical thinking, creativity, communication, and collaboration in the classroom?;
2) Has the technology had the desired effect in the classroom?; and 3) Would student-
centered and inquiry-based teaching practices be beneficial to the use of technology in
secondary education classrooms?
To answer the research questions 100 secondary education teachers completed a
survey, which was administered through a Survey Monkey link on the forum website for
the Ministry of Education in Saudi Arabia. Of the 100 teachers, 65 were female. Majority
of the teachers, with 46%, were in their thirties, and 34 teachers were in their twenties.
The remaining 20 teachers were over 40. The subject areas of the teachers were very
36
diversified, encompassing math, science, social studies, religious studies, languages, art,
and computer science. Of the 100 teachers surveyed, 50% of them say they only use
education technology in the classroom sparingly. However, 44% would increase their use
of education technology to some degree if they had increased access to technology, and
45% would increase their use of technology to some degree if they were able to increase
professional development training and support.
Using technology in the classroom in student-centered ways that encourage
student inquiry, instead of teacher-based uses such as keeping track of grades and
presenting lecture, lead to students having higher-order thinking skills. The findings of
the study concluded that teacher are using technology in teacher-centered ways. Meaning
technology has not met the expectations of leading to higher-order thinking skills in
students because methods of using technology that support and encourage higher-order
thinking skills, i.e. student-centered and inquiry-based methods, are not being used.
Therefore, technology has not had the desired effect of increasing the level of education
in the classroom even though teachers view their current uses as effective in the
traditional context of education in Saudi Arabia.
A close look at the demographic information gathered can help explain the
responses given to answer the first research question. Of the 100 teachers who
participated in the study, only 4% of them taught computer science. They are likely to be
the teachers who are the most comfortable using education technology in the classroom.
The percentage of computer science teachers matches the percentage of teachers whose
students use technology to complete-project based activities in the classroom and the
percentage of teachers whose students use technology to create media presentations. The
37
only answer to the set of questions aimed at answering the first research question that has
less “strongly agree” responses than computer science teachers is the question on using
technology for game-based learning. It could also be inferred that of the 6 teachers who
currently seamlessly use technology in the classroom, 4% of them are the computer
science teachers.
Findings associated with the second research question support claims made by
other researchers in Chapter II. Al Mulhim (2014) claims that a barrier to the effective
use of educative technology in Saudi Arabia is that teaching process is perceived as
making available resources that enhance or facilitates the desired intervention. In other
words, the teaching process in Saudi Arabia is simply to facilitate making the information
students need to know available to them. Results showing that majority of teachers only
use technology to convey information in lectures supports this claim by Al Mulhim.
Findings from the third research question also support previous studies conducted
that were mentioned in Chapter II. Alwani & Soomro (2010) articulated a major barrier
to the effective use of information technology specific to Saudi Arabia; that the shortage
of short-course training on how to implement information technology into their
curriculum impedes its effective use. Al Mulhim (2014) also stated that Saudi Arabia’s
barriers to educative technology use by teachers centers on their attitudes towards
technology, and includes poor confidence in their application of education technology,
and inadequate skills and knowledge in utilizing the devices. The 30 percent increase
from the level of technology used to the level of seamless technology use that teachers
feel they could reach with professional development supports Alwani and Soomro’s
38
(2014) and Al Mulhim’s (2010) claims that the shortage of training and inadequate skills
and knowledge is a significant barrier to instructional technology use in Saudi Arabia.
Suggestions for Future Research
As the results show, teachers do not feel that the use of instructional technology in
the classroom is supported by administrators and the community. A suggestion for future
research would be to survey the administrators and a community population to determine
why they are non-supportive, or apprehensive of the use of instructional technology in the
classroom. Also, as previous studies mentioned in Chapter II, and this study show,
teachers are dissatisfied with the training and professional development that have been
provided in order to best use educational technology in the classroom. This is cause for
future research to also consist of identifying the areas of educational technology training
and professional development teachers would prefer. By conducting future research that
would more specifically identify administrative barriers to student-centered education
technology use that need to be overcome and establish targeted areas for professional
development, the goal of effectively teaching critical thinking and 21st century skills can
be closer to achievement.
Conclusion
As the findings show, overall, the use of technology in Saudi Arabian secondary
classrooms has not been fully integrated, and therefore, has not achieved the desired
affects. Teachers in Saudi Arabia use technology in two ways: grades entry and post, and
the presentation of information through lectures. These are both teacher-centered
39
methods of using technology instead of student-centered methods. However, if teachers
were to receive more support from administrators, and undergo more professional
development, the findings suggest that teachers would increase their use of instructional
technology in the classroom. The lack of education technology professional development
is also evident by computer science teachers being the lowest percentage of the
participants. However, as more Saudis received education in technology training at
universities, and return to Saudi Arabia to implement their knowledge and skills in the
use of educational technology in their classrooms, there is hope that the use of education
technology will grow, as long as access to technology is funded.
40
REFERENCES
Al Mulhim, E. (2014). The Barriers to the Use of ICT in Teaching in Saudi Arabia: A Review of Literature. Universal Journal of Educaitonal Research, 2(6); 487-493.
Alwani, A. E., & Soomro, S. (2010). Barriers to Effective use of Information Technology in Science Education at Yanbu Kingdom of Saudi Arabia. In E-learing Experiences and Future (pp. 35-46). InTech.
Bauer, J., & Kenton, J. (2005). Toward Technology Integration in the Schools: Why it Isn't Happening. Journal of Technology and Teacher Education , 519-546.
Bernard, R., Abrami, P., Lou, Y., & Borokhovski, E. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature review. Educational Research, 74: 379-439.
Dede, C. (2008). Theoretical Perspectives Influencing the Use of Information Technology in Teaching and Learning. London: Springer.
Dwyer, Ringstaff, C., & Sandholtz, J. (2009). Introduction: Summarizing findings and looking ahead to a new generation of PBL research. Apple Computer, Inc.
eMINTS National Center staff. (2003). Getting Started with eMINTS. Columbia : Curators of the Univesrity of Missouri.
Ertmer, P. A. (2005). Teacher Pedagogical Beliefs: The Final frontier in Our Quest for Techno. Educational technology Research and Development, 25-39.
Hirumi, A. (2014, September 22). Does the Use of Technology Improve Learning? The Answer Lies in Design. White Paper.
Hopson, M. H., Simms, R. L., & Knezek, G. A. (2002). Using a Technology-Enriched Environment to Improve Higher-Order Thinking Skills. Journal of Research on Technology in Education , 109-119.
International Society for Technology in Education (ISTE). (2009). Essential Conditions: Necessary conditions to effectively leverage technology for learning.
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Levine, H. (2008). Computer-intensive school environments and the reorganization of knowledge and learning: A qualitative assessment of Apple Computer's classroom of tomorrow. New Orleans: American Education Research Association.
Martin, W., & Strother, S. (2010). Connecting Instructional Technology Professional Development to Teacher and Student Outcomes. Journal of Research on Technology in Education, 43(1): 55-65.
McKenney, S., Voogt, J., Bustraan, W., & Smits, M. (2009). Educative curriculum materials for the integration of writing and science in elementary schools. The Netherlands: National Institute for Curriculum Development.
Rutgers. (2013, October 18). Discovery Communications Realizes Edisonian Vision.
Searson, M., Laferriere, T., & Nikolow, R. (2011). Barriers to successful implementation of technology integration in educational settings. Internation Summint on ICT Education.
Spector, M., Merrill, D., Elen, J., & Bishop, M. (2010). Handbook of Research on Educational Communications and Technology. New York: John Wiley and Sons.
Turcotte, S., & Hamel, C. (2008). Necessary conditions to implement innovation in remote networked schools: the stakerholders' perceptions. Canadian Journal of Learning and Technology, 34(1).
Voogt, J., & Knezek, G. (2008). International Handbook of Information Technology in primary and Secondary. Springer.
Wang, F., & Hannafin, M. (2005). Technology-Enhanced Learning Environments. Springer.
42
Appendix A
Survey Questions
Demographic Data
1. Please indicate your gender:
⬜Female ⬜Male
2. What subject area do you teach?
⬜Math ⬜Science ⬜Social Studies ⬜Religion Studies
⬜Languages ⬜Art ⬜Computer Science ⬜Other
3. Please indicate your age:
⬜23-30 ⬜31-40 ⬜40 or over
4. How many years have you been teaching secondary education?
⬜1-5 years ⬜6-10 years ⬜11-15 years ⬜16 or more years
How often do you use (Please check one answer for each question)
SA=Strongly Agree; A=Agree; N=Neither Agree nor Disagree; D=Disagree; SD=Strongly Disagree
SA A N D SD
Current Uses of Technology:
5. I always use technology as an effective tool at saving and editing students’ grades.
6. I always use technology is an effective tool for presenting lesson information in a slideshow to students.
7. My students always use different technology tools to complete a project-based activity in the classroom; for example, they search information from outside resources.
8. My students and I create a schedule for rotating technology use would help facilitate a cooperative and collaborative group/class project.
9. My students always use technology tools to engage in game-based learning.
43
10. My students always use technology to create media presentations of projects/research, such as podcasts, videos, and other production software to present their work
11. My students always use technology tools to collaborate on online work such as Google Docs
12. My students and I always use social media to connect, communicate and exchange information in and out the classroom
In general, how well do you feel that :(Please check one response for each question)
13. Using technology consumed the class time
14. Using the current available technology tools has not helped the curricula goals
15. Technology distracts students
16. Using technology helps develop higher-order thinking skills.
17. Using technology in the classroom helps my students to be in the active role rather than the passive role of recipients of information transmitted by me
18. Technology increases my students motivation and self esteem
19. Technology helps my students in accomplishing complex tasks
20. Technology helps students engage in lessons
21. Technology in the classroom would allow students to engage in inquiry based learning
22. Technology helps my students to be more collaborative, sociable and increases group work
23. To use technology in class, I spend too much time at home to prepare
N=No technology use; S=Sparse (rarely used or available); B=Basic (used
44
occasionally in classroom or regularly in a lab) ; C=Comfortable (Used in classroom regularly); SL=Seamless (used daily in classroom to complete assignments and
projects)
Level of Technology Integration N S B C SL
24. The level I currently use technology in the classroom
25. With increased access to technology, the level I would like to reach
26. With curriculum changes supported by administration and professional development I could reach
Overall Experience 1 2 3 4 5
27. Overall experience using technology in classroom
28. Level of support from administration and community for classroom use of technology
45
Appendix B
Informed Consent
You are being invited to participate in a Master’s research project about The Extent of Achieving the Intended Results of Integrating Educational Technology in Saudi Arabian Secondary Classrooms. This study is being conducted by Hanan Alzamil.
There are no known risks to the participant educators in this study. There are no costs for participation in this study. The information gathered will form the basis for future research, improvements in the classrooms and teaching methodologies, and may be used in scholarly publications. The information collected may benefit the future of the educational technology researches. The information gathered in this study should provide more general benefits to develop better methods of utilization of educational technology in the country.
The information gathered from the research instrument is anonymous. No one will know which educators participated in the study. Individuals from the Institutional Review Board may inspect these records. Should the data be published, individual participants cannot be identified.
Educators’ participation in this study is completely voluntary. The questionnaire will take approximately 10-20 minutes to complete. Your participation would be greatly appreciated.
If you have questions regarding the research, you may contact the researcher: Hanan Alzamil and research advisor, Dr. Ching-Wen Chang. Contact information is provided below.
If you are willing to participate in the research, please click on [NEXT] to grant your consent and start the survey. Thank you for your time and cooperation – it is greatly appreciated.
Hanan Alzamil Ching-Wen Chang, Ph.D.215-350-0461 [email protected] [email protected]
46
Appendix C
IRB Approval
To: Ching-Wen Chang, Reading Foundations and Tech, Springfield MO 65897-0027
Approval Date: 3/17/2015Expiration Date of Approval: 3/16/2016
RE: Notice of IRB Approval by Expedited Review (under 45 CFR 46.110)Submission Type: InitialExpedited Category: 7.Surveys/interviews/focus groupsStudy #: 15-0366
Study Title: The Extent of Achieving the Intended Results of Integrating Educational Technology in Saudi Arabia Secondary Classrooms
This submission has been approved by the above IRB for the period indicated. It has been determined that the risk involved in this research is no more than minimal.
Investigator’s Responsibilities:
Federal regulations require that all research be reviewed at least annually. It is the Principal Investigator’s responsibility to submit for renewal and obtain approval before the expiration date. You may not continue any research activity beyond the expiration date without IRB approval. Failure to receive approval for continuation before the expiration date will result in automatic termination of the approval for this study on the expiration date.
You are required to obtain IRB approval for any changes to any aspect of this study before they can be implemented (use the procedures found at http://orc.missouristate.edu). Should any adverse event or unanticipated problem involving risks to subjects or others occur it must be reported immediately to the IRB following the adverse event procedures at the same website.
This study was reviewed in accordance with federal regulations governing human subjects research, including those found at 45 CFR 46 (Common Rule), 45 CFR 164 (HIPAA), 21 CFR 50 & 56 (FDA), and 40 CFR 26 (EPA), where applicable.
CC:Hanan Alzamil
47