ICT has changed the way people live, work and communicate

Table of contents

Information Communication Technology ( ICT ) has significantly changed the manner people live, work, communicate and learn. Therefore, ICT influences many parts of our plants and lives, every bit good as many of our free clip activities. The fact is it includes a assorted figure of tools like computing machines which help to better human life. In instruction to be more specific it has been proven that ICT is a really of import portion of instruction and acquisition procedure. ICT creates new signifiers of larning that can be customized to pupils demands. Using ICT tools, such as multimedia, e-mail, synergistic presentation, CD-ROM, computing machine simulations, computing machine lab and www-based resources, can form learning so that the pupils can command the acquisition procedure. Lessons that based on the scholars ‘ accomplishments can be designed in new and more effectual ways.A Enhancing collaborative activities among pupils utilizing networked computing machine labs. Students can discourse subjects specified by the teacher utilizing on-line treatment forums. Scientific surveies are going easier through computing machine simulations and ocular tools enable pupils to better understand constructs ( Morrison, Lowther and DeMeulle, 1999 ) .

The integrating of ICT in the instruction sector is of import to run into the challenges presented by new tendencies, particularly with the planetary communicating of cognition. It is of import that the pupils become familiar with the construct and usage of ICT in order to fit them for future occupation market. Besides, the instructors can accomplish better quality in learning methods.A A

Education system in Saudi Arabia

The primary instruction system began in Saudi Arabia in the thirtiess. By 1945, King Abdulaziz bin Abdelrahman Al-Saud, the state ‘s laminitis, had initiated an extended plan to set up schools in the Kingdom. Six old ages subsequently, in 1951, the state had 226 schools with 29,887 pupils. In 1954, the Ministry of Education was established, headed by so Prince Fahd bin Abdulaziz as the first Minister of Education. Primary, intermediate and secondary schools are handled by the Ministry of Education, but policies sing third instruction are handled by the Ministry of Higher Education, established in 1975 ( Ministry of Education, 2010 ) .

The kindergarten in Saudi Arabia is non-mandatory. It starts when kids aged 3-6 old ages. Nurseries and kindergartens are supervised, established and developed by different sectors ; the private sector, the Ministry of Education, General Presidency for Girls Education, the Ministry of Labour and Social Affairs, Ministry of Health and governmental and private universities.

The official instruction in Saudi Arabia starts from primary schools and above. A brief description for each phase is as follows:

  • Primary schools in Saudi Arabia consist of six classs ( from age 6 to 12 ) . Get downing from this phase the male child and misss are separated in different schools.
  • Middle schools in Saudi Arabia or intermediate schools consist of three classs ( from age 13-15 old ages old ) .
  • In Saudi Arabia there are different sorts of secondary schools like general secondary schools, commercial, proficient and vocational secondary schools which are under The General Organization for Technical Education and Vocational Training. The general secondary schools consists of three classs 10, 11 and 12 ( from age 16-18 old ages old ) ( Ministry of Education, 2010 ) .

ICT in Saudi Arabia

Developed and developing states have responded to the challenge by originating national plans to present computing machine engineering into instruction. Saudi Arabia made great paces in the countries of computing machine usage in instruction. With respect to the computing machine usage as learning stuff within the course of study of general instruction or its usage in the disposal of the educational procedure. Saudi Arabia takes the advantages of computing machines and introduced it in instruction since 1996 as a tool and course of study to heighten instruction system. Consequently, Computer labs have been established in secondary schools to learn computing machine scientific discipline as a topic. Many undertakings were implemented beside part from private sector to the airing of computing machine civilization in line with the Ministry of Education programs ( Computer and Information Centre, 2008 ) .

The Ministry of Education ten-year strategic program was established in 2004. It stated that its Information and communicating engineering ( ICT ) end is to develop the substructure of information and communicating engineering and its employment in instruction and acquisition ( Computer and Information Centre, 2008 ) . This comprehensive program for the integrating of engineering in instruction, through many undertakings such as:

  1. King Abdullah Bin Abdul Aziz undertaking for the development of public instruction was in 2007. It has a budget of SR 9 billion and aimed to vouch the handiness of a extremely skilled and motivated work force in the hereafter. The undertaking will get down with making a hi-tech schoolroom environment in the Kingdom in six old ages. More than 400,000 instructors will be trained to manage categories in the hi-tech manner ( Ministry of Education, 2008 ) .
  2. The Ministry of Education in Saudi Arabia identified 39 stairss to implement this undertaking which includes course of study development, professional development programmes for instructors, betterment of the educational environment and the extra-curricular activities for pupils of the more than five million pupils ( Ministry of Education, 2007 ) . The execution of this undertaking required the readying of course of study, digital electronic books and educational elements of the course of study, and constructing proficient criterions integrating into the course of study, course of study development at all phases, get downing from primary through to secondary school. In fact, MOE identified nine stairss to better the educational environment including associating all schools through high-velocity digital communicating and supplying webs within schools with the necessary waiter, and supplying portable Personal computer ( laptop ) devices to each instructor for readyings and lessons.
  3. The Saudi authorities ‘s end is to intermix ICT with instruction ( Ministry of Education, 2007 ) . As a consequence, the Computer Based Labs undertaking has been established in schools across a scope of different engineerings. One of the Ministry of Education precedences is the development of Learning Resource Centre ( LRC ) in each school to supply information through ICT. LRC purpose to supply appropriate acquisition environment that allows the scholar to take advantage of several different types of beginnings of acquisition and make self-learning chances and heighten his accomplishments in research and geographic expedition, enabling the instructor to follow the modern methods in the design of the lesson and develop stuffs, execution and rating. This twelvemonth is the 3rd stage of the constitution of Learning Resource Centre in the public schools. Therefore, this undertaking contributes to increase pupils ‘ technological civilization and the effectivity of lessons. Furthermore, the authorities encourages the investing in E-learning or “ distance instruction ” to supply instruction and preparation of national workers.

In short, Saudi MOE gives precedence in heightening instruction and acquisition procedure and developing educational environment with all updated engineerings.

Statement of job

The hereafter of the computing machine engineering as an educational tool which allows the interaction between the scholars and lesson, distinguishes computing machine engineering than the remainder of the educational tools that came before it. Furthermore, Banathy ( 1996 ) asserts that the integrating of computing machine engineering in learning and acquisition is an educational invention that touches all facets of a school system such as course of study, instructional patterns, learning schemes and techniques, schoolroom scenes, stuffs, resources, instructors ‘ preparation and professional development, appraisal, etc.

Teachers are an of import factor in the execution of computing machine engineering integrating in instruction. Without the engagement of instructors, most pupils may non take advantage of all the available possible benefits of computing machine engineering on their ain. The educational system in Saudi Arabia keeps increasing the attending in recent old ages on developing instructors and course of study. Promoting the usage of modern learning AIDSs such as computing machines and develop instructors ‘ accomplishments. The Saudi Ministry of Education has launched ambitious programs to incorporate engineering in instruction, and attention was given to both instructors ‘ and pupils ‘ computing machine accomplishments, like set uping the Learning Resource Centres which to a great extent depending on computing machine engineering to supply information for scholars, computing machine labs and computerized scientific discipline labs to research its assorted applications in the Fieldss of instruction ( Computer and Information Centre, 2008 ) .

Teachers ‘ phases of concern about this invention are an of import component to promote instructor to incorporate computing machine engineering in their instruction. Without the cognition of instructors ‘ phase of concern in this invention it will be hard how to continue in the execution of computing machine engineering integrating in instruction and acquisition among instructors in Saudi Arabia. Furthermore, because instructors play cardinal function in the diffusion of educational invention it is indispensable to cognize their phase of concern about this invention while most of the surveies investigate instructors ‘ attitudes and degree of usage of computing machine engineering in learning and larning. Besides, teacher preparedness is a cardinal to measuring a instructor ‘s ability to originate, develop or follow a given invention ; it is utile for decision makers and pedagogues to understand instructors ‘ concerns, both before and during the execution stage of an invention ( Fullan, 1999 ) . Harmonizing to Hord, Rutherford, Huling-Austin, and Hall ( 1987 ) , alteration is best carried out by single instructors, and, therefore, placing instructor concerns about an invention is indispensable in easing the acceptance procedure and besides they recommended the usage of the Concerns-Based Adoption Model ( CBAM ) to steer invention execution to a successful point of acceptance. A few surveies about instructors ‘ phases of concern in The Arabic context like Al Shammari ( 2000 ) in his survey in instructors ‘ concern about computing machine engineering execution in the intermediate schools in Kuwait. He indicates that instructors with many old ages of experience expressed higher impact concerns, while instructors with few old ages of experience reported lower ego concerns.

On the other manus most of the surveies focus on one learning country like scientific discipline instructors ( Dass,1997 ) , English instructors ( Aziz,2008 ) , computing machine instructors ( Al Shammari,2000 ) and societal surveies instructors ( Al-Aghbari,2007 )

Therefore, the job of this survey is because of the deficiency of information sing Saudi secondary schools instructors ‘ phases of concern about the integrating of computing machine engineering in learning and acquisition.

 Research aims

The purpose of this research is to look into Saudi secondary school instructors ‘ phases of concern about the integrating of computing machine engineering in learning and larning. The research aims are:

  1. To place Saudi secondary school instructors ‘ phases of concern about the integrating of computing machine engineering in learning and acquisition.
  2. To place the differences between Saudi secondary school instructors ‘ phases of concern about the integrating of computing machine engineering in learning and larning in footings of learning experience.
  3. To place the differences between Saudi secondary school instructors ‘ phases of concern about the integrating of computing machine engineering in learning and larning in footings of country of learning country.

Research inquiries

The information of this survey will be analyzed to reply the undermentioned inquiries:

  1. What is Saudi secondary school instructors ‘ phases of concern about the integrating of computing machine engineering in learning and larning?
  2. Is there a important difference between Saudi secondary school instructors ‘ phases of concern about the integrating of computing machine engineering in learning and larning in footings of learning experience?
  3. Is there a important difference between Saudi secondary school instructors ‘ phases of concern about the integrating of computing machine engineering in learning and larning in footings of learning country?

Significance of the survey

Deriving an grasp of the instructors ‘ phases of concern about the integrating of computing machine engineering for learning and larning may supply utile penetrations into engineering integrating and use of engineering in learning and larning. It is expected that the consequences of the research will steer future research and development in the state and sketch the importance of the usage of information and communicating engineering in instruction for instructors, pupils, and decision-makers.

Besides, this research will lend to the research on instructors ‘ concerns about the acceptance of an invention. The findings of this survey can assist the facilitators of alteration to do appropriate determinations on when and how to supply support to single instructors during the execution of ICT integrating in Saudi instruction.

Restrictions of the survey

This survey is conducted with the undermentioned restrictions: it is applied in Saudi general secondary schools in Al-Hassa state. The private general secondary schools, the proficient and vocational establishments and the schools in rural country are non included in this survey. Another restriction of this survey that the sample is from the male childs ‘ Secondary schools instructors merely because the educational system in Saudi Arabia is gender-based.

Data will be collected from Secondary schools instructors in Al-Hassa state in Saudi Arabia by utilizing lone Phases of Concern Questionnaire ( SoCQ ) as a study instrument of this survey. Therefore, the consequences from this survey can non be generalized to all the Saudi secondary schools.

Operational definitions

Saudi Secondary school instructors: this refers to instructors who teach in the 3rd phase of general instruction system in Saudi Arabia. This phase consists of class ( 10-11-12 ) where the pupils are in the age from age 16-18 old ages old. Teachers in this survey are in different learning countries.

Computer engineering: This term refers to the full scope of digital hardware and package used to back up instruction and acquisition across the course of study, runтing from desktops, laptops, handheld computing machines and applications, local web and the cyberspace to digital peripherals such as cameras, scanners and adaptative devices. It does non include older parallel media such as movies

The integrating of Computer engineering: The incorporation of engineering resource ( computing machines and specialised package, network-based communicating system and other equipment and substructure ) and technology-based pattern into day-to-day modus operandis, work and direction of schools ( Christensen,1997 ; US Department of Education,2002 ) . It refers to the usage of computing machine engineering to heighten instruction and better the pupils learning ( Baker, 2003 ) .

Phases of concern: It refers to the phases of concern in CBAM which includes Awareness, Informational, Personal, Management, Consequences, Collaboration and Refocusing.

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