Exploring Secondary School Principals’ and Arabic Language Teachers’ Beliefs and Practices with Technology in Saudi Arabia

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Author(s)
Primary Supervisor
Prestridge, Sarah
Other Supervisors
Gardner, Rod
Year published
2016
Metadata
Show full item recordAbstract
This study explores the uses of educational technology as echoed in principals’ and Arabic language teachers’ beliefs and classroom practices. The research is conducted in Saudi Arabia, where the integration of information and communication technologies (ICT) in schools is still at its infancy. Previous research indicates that the use of ICT in education has been limited. This thesis is based on the argument that these limitations result from the lack of the pedagogical use of technology. Understanding principals’ and teachers’ pedagogical rationales and in-depth responses is important for the successful integration of ...
View more >This study explores the uses of educational technology as echoed in principals’ and Arabic language teachers’ beliefs and classroom practices. The research is conducted in Saudi Arabia, where the integration of information and communication technologies (ICT) in schools is still at its infancy. Previous research indicates that the use of ICT in education has been limited. This thesis is based on the argument that these limitations result from the lack of the pedagogical use of technology. Understanding principals’ and teachers’ pedagogical rationales and in-depth responses is important for the successful integration of ICT. This research investigates teachers’ ICT beliefs and practices. In particular, this research endeavours to identify the relationship between teachers’ technology beliefs and practices in the classroom and the factors influencing this relationship. This study also investigates school principals’ beliefs on the use of technology and on teachers’ ICT practices. The study aims to identify the relationship between principals’ beliefs and teachers’ beliefs and practices with regard to ICT, as well as to confirm or determine other factors influencing teachers’ technology practices. With the abundant studies measuring teachers’ self-reported attitudes and practices, and taking into consideration that teachers’ practices do not always reflect their beliefs, the researcher considers direct evidence of practice beyond self-reported practice as crucial in bridging research into school reality. Additionally, the nature of this study’s focus requires in-depth understanding and exploration.
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View more >This study explores the uses of educational technology as echoed in principals’ and Arabic language teachers’ beliefs and classroom practices. The research is conducted in Saudi Arabia, where the integration of information and communication technologies (ICT) in schools is still at its infancy. Previous research indicates that the use of ICT in education has been limited. This thesis is based on the argument that these limitations result from the lack of the pedagogical use of technology. Understanding principals’ and teachers’ pedagogical rationales and in-depth responses is important for the successful integration of ICT. This research investigates teachers’ ICT beliefs and practices. In particular, this research endeavours to identify the relationship between teachers’ technology beliefs and practices in the classroom and the factors influencing this relationship. This study also investigates school principals’ beliefs on the use of technology and on teachers’ ICT practices. The study aims to identify the relationship between principals’ beliefs and teachers’ beliefs and practices with regard to ICT, as well as to confirm or determine other factors influencing teachers’ technology practices. With the abundant studies measuring teachers’ self-reported attitudes and practices, and taking into consideration that teachers’ practices do not always reflect their beliefs, the researcher considers direct evidence of practice beyond self-reported practice as crucial in bridging research into school reality. Additionally, the nature of this study’s focus requires in-depth understanding and exploration.
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Thesis Type
Thesis (PhD Doctorate)
Degree Program
Doctor of Philosophy (PhD)
School
School of Education and Professional Studies
Copyright Statement
The author owns the copyright in this thesis, unless stated otherwise.
Item Access Status
Public
Subject
Educational technology, Saudi Arabia
Teaching languages, Saudi arabia
Teachers and teaching, Saudi Arabia