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dc.contributor.authorAlmaghlouth, Osamah Abdulwahab D.
dc.date.accessioned2019-10-28T04:45:24Z
dc.date.available2019-10-28T04:45:24Z
dc.date.created2018-09-04 23:57
dc.date.issued2008-07-28
dc.identifieroai:researchcommons.waikato.ac.nz:10289/2432
dc.identifierAlmaghlouth, O. A. D. (2008). Saudi secondary school science teachers’ perceptions of the use of ICT tools to support teaching and learning (Thesis, Master of Science (MSc)). The University of Waikato, Hamilton, New Zealand. Retrieved from https://hdl.handle.net/10289/2432
dc.identifierhttps://hdl.handle.net/10289/2432
dc.identifier.urihttp://hdl.handle.net/20.500.12424/2387856
dc.description.abstractThis research was conducted to investigate the Saudi science teachers' perception of the use of Information and Communication Technology (ICT) tools to enhance teaching and learning and undertake a small and groundwork examination of these teachers current use of ICT. It draws on the interpretive paradigm (Cohen Manion, 1994), where the focus is on how people interpret and make sense of their world. From this interpretive perspective the beliefs of Saudi secondary school science teachers, in relation to the benefits of ICT, their current use of ICT and their perceived needs for improvement in the use of ICT in the classroom were investigated. Saudi secondary schools science teachers from both girls' and boys' schools in three different types of schools have been involved in this study. There were 28 government schools (9 girls' and 19 boys' schools), four small schools in rented premises (2 girls' and 2 boys' schools) and four Aramco schools (1 girls' and 3 boys' schools). These schools were in different districts: Aldammam city, Alkhobar city, Aldahran city, Alqateaf city and Sufwa city. The teachers were asked to voluntarily participate in the study and 131 teachers out of 200 (86 male and 45 female, 65 %) completed the questionnaire. Analysis of the data, together with the relevant literature builds a picture of the use of ICT in science education. Providing ICT hardware and software resources to a school is not enough to ensure significant developments in use of ICT for teaching and learning in Saudi science classrooms. Access to working ICT continues to be an issue for these teachers. Although teachers identified many benefits to teachers and students from using ICT and had made individual efforts to develop their use of ICT for admin planning and lesson preparation, they also identified barriers. These barriers focused on a lack of appropriate professional development and technical support. The findings have implications for future development in the area of ICT. It is expected that the results of the research will guide future research and development in the country and outline the importance of the use of information and communication technology in education for teachers, students, parents and decision-makers. It will contribute information towards decision-making and planning in future projects.
dc.format.mediumapplication/pdf
dc.languageen
dc.language.isoeng
dc.publisherThe University of Waikato
dc.rightsAll items in Research Commons are provided for private study and research purposes and are protected by copyright with all rights reserved unless otherwise indicated.
dc.subjectICT
dc.subjectICT tools
dc.subjectscience education
dc.subjectSaudi secondary schools
dc.subjectscience teachers
dc.subjectInformation and Communication Technology
dc.subjectteaching and learning
dc.subjectscience female teachers
dc.subjectdigital microscope
dc.subjectsensors
dc.titleSaudi secondary school science teachers' perceptions of the use of ICT tools to support teaching and learning
dc.typeThesis
ge.collectioncodeOAIDATA
ge.dataimportlabelOAI metadata object
ge.identifier.legacyglobethics:15013238
ge.identifier.permalinkhttps://www.globethics.net/gel/15013238
ge.lastmodificationdate2018-09-04 23:57
ge.lastmodificationuseradmin@pointsoftware.ch (import)
ge.submissions0
ge.oai.exportid149801
ge.oai.repositoryid4964
ge.oai.setnameUniversity of Waikato Theses
ge.oai.setnameMasters Degree Theses
ge.oai.setspeccom_10289_2222
ge.oai.setspeccol_10289_2224
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ge.linkhttps://hdl.handle.net/10289/2432


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