Download or read book Saudi Early Childhood Teachers Attitudes about the Use of Technology in Early Childhood Classrooms written by Amal A. Alasimi and published by . This book was released on 2018 with total page 179 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was designed to examine the influence of age, self-confidence, personal use, and experience with technology on Saudi early childhood (EC) teachers` use of and attitudes about technology in their classrooms, particularly teachers` perspectives on barriers to and measures required to improve the use of technology in EC classrooms. Quantitative methodology and a survey yielded data analyzed with descriptive and inferential statistics. This study was conducted in the Riyadh region of Saudi Arabia with 304 EC teachers in 190 public and 114 private EC schools.Overall results indicate that Saudi EC teachers generally held positive attitudes about using technology in EC classrooms; moreover, findings show no statistically significant differences in teachers` attitudes about using technology in the classroom based on differences in teachers` age and technology experiences in the classroom. In addition, results indicate that teachers` confidence and use of technology outside the classroom have the potential to influence and change their attitudes about using technology. Results also indicate a need for greater availability and access to technology and the Internet in EC classrooms. Preservice training and on-going professional development are also necessary to increase teachers` comfort and confidence in using technology in EC classrooms.

Download or read book Assistive Technology to Support Inclusive Education written by Dianne Chambers and published by Emerald Group Publishing. This book was released on 2020-09-25 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: Assistive technology consists of products and services that are designed to support students to augment, strengthen, or bypass areas of difficulty and that allow them to access the curriculum and social aspects of the classroom where they would not previously have had access.

Download or read book Saudi Female Middle School Teachers Attitudes Toward Using Technology written by Layla Abdulaziz Alhurishi and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of Teachers Educational Beliefs on the Classroom Use of Computers in Saudi Arabian Primary Schools written by Manal Abdullah Alabbas (III) and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Beliefs and Perceptions of Early Childhood Teachers in Jeddah Saudi Arabia about Classroom Assesments in Preschools written by Zain I. Nassif and published by . This book was released on 2007 with total page 368 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Calling on CALL written by Nike Arnold and published by . This book was released on 2006 with total page 351 pages. Available in PDF, EPUB and Kindle. Book excerpt: CALICO Book Series, Volume 5 containing an overview of the field of computer-assisted language learning and teaching.

Download or read book Rethinking Inclusion and Transformation in Special Education written by Efstratopoulou, Maria and published by IGI Global. This book was released on 2022-06-24 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt: Diversity creates a rich environment for ideas to evolve into new and more refined forms. This pedagogical approach can help students to appreciate and value all forms of diversity and enrich learning. There is a need for administrators in education to institute policies that will support diversity and inclusion within special education classrooms. Rethinking Inclusion and Transformation in Special Education explores the latest findings on how children learn by discussing global policies and educational practices, considering professional expectations, establishing parent relationships that enhance communication, creating an effective learning environment that meets all students’ needs, and using technology wisely. Covering topics such as language development promotion, school leadership practices, and long-term skill support, this book is essential for special education teachers, diversity officers, school administrators, instructional designers, curriculum developers, academicians, researchers, and upper-level students.

Download or read book A Case Study Exploring Saudi Special Education Teachers Perceptions Toward the Use of Mobile Technology for Teaching Purposes written by Adel Ibrahim Qahmash and published by . This book was released on 2016 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: Within the last few decades special education has benefited from the vast revolution of technologies. These technologies have contributed in facilitating cognitive development as well as learning processes for students with disabilities. One of these emerging technologies is the tablet device and its applications. Due to increasing demands to integrate the latest technology into educational settings, previous studies have looked at the potential of adopting tablet devices and their applications as instruction technology tools in special education classrooms. This case study sought to explore male special education teachers' perceptions toward using tablet devices for teaching purposes in Saudi Arabia. The objectives of this case study were 1) explore male special education teachers' perceptions about using tablet devices for teaching purposes. Their perceptions were measured based on eight variables (voluntariness, relative advantage, compatibility, image, ease of use, trialability, result demonstrability, and visibility) derived from Rogers' and Moore and Benbasat's theories; 2) Examine the impact of teachers' characteristics of age, years of teaching experiences, educational background, and school level being taught on their perceptions; 3) Identify obstacles hindering the adoption of tablet devices for teaching purposes; and 4) Explore the roles of school leadership concerning the use of tablet devices inside the school from the perspectives of special education teachers. This case study employed explanatory sequential mixed methods design, which involves two data collection phases (quantitative → qualitative). The quantitative phase is the primary phase followed by qualitative data collection. The purpose of qualitative phase is to provide further explanation regarding phase one results. A total of 175 participants participated in the survey phase. The results showed the overall perceptions had an overall mean of 3.4 and a standard deviation of (SD = 0.47). In addition, the results revealed that the participants had high perceptions concerning perceived relative advantages (M = 4.2), result demonstrability (M = 3.8), and compatibility (M = 3.9) of using tablet devices for teaching purposes. Whereas the participants had neutral perceptions (mean score range between 2.9 to 3.2) concerning the voluntariness, image, ease of use, trialability, and visibility in the use of tablet devices. Regarding the impact of teacher characteristics on their perceptions of using tablet devices, the multiple regression results showed that only two characteristics of male special education teachers significantly impacted their perceptions. The first characteristic was school level at which the teachers taught, which was significantly related to the participants' perceived voluntariness (p = .03) and trialability ( p = .01). The second characteristic, teachers' years of experience, was significantly related to perceived image (p = .04) and compatibility (p = .04). Once phase one was analyzed, a qualitative case study was carried out to provide further explanations of characteristics found to significantly impact the participants' perceptions about the use of tablet devices and their applications for teaching purposes. Furthermore, this phase aimed to explore difficulties hindering the adoption of tablet devices for teaching purposes as well as the roles of school administration in adopting tablet devices. In this phase six participants were selected purposefully based on their age, years of teaching experience, specialty in teaching students with disabilities, and school level at which they taught. A semi-structured interview method was used to collect data. The collected data were analyzed using a coding approach. The results from the data analysis showed that participants' years of teaching experience and school level were critical, if not vital, when it came to the use of tablet devices as an assistive technology tool in special education classrooms. These results also supported the findings that emerged in phase one. The results from the follow-up interviews showed that four major obstacles hindered the adoption of tablet devices in the Saudi special education system. These obstacles are lack of training, class management, shortage of tablet applications in Arabic, and the process being time consuming. Also the results indicated that school leadership did not support the use of tablet devices for teaching purposes due to lack of awareness and funding. Discussions, implications, limitations of this study as well as recommendations for future research are discussed in depth in Chapter 5.

Download or read book Influential Factors and Faculty Members Practices in Technology Integration Using ISTE Standards for Teacher Preparation at Taibah University Saudi Arabia written by Aysha Sulaiman Bajabaa and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Using technology effectively has been proven to enhance education. The status quo in Saudi Arabia reflects low-level usage of technology in K-12 classrooms. Preparing 21st Century teachers to integrate technology in their future classrooms for meaningful learning requires College of Education faculty to model using technology effectively. This study investigated the technology integration practices of faculty members in the College of Education at Taibah University, particularly to what extent these practices are aligned with ISTE NETS-T standards and what factors predict these practices. Based on the literature, the factors examined include attitudes towards technology use, pedagogical beliefs, technical skills, workload, professional development, technology access, technical support, and leadership support. The population of the study was the 257 faculty in the College of Education at Taibah University. The study used a web-based survey containing 66 closed-ended items to collect data, and 170 valid responses were obtained (66% response rate). Descriptive and multiple linear regression analyses were conducted to analyze data. Findings from the first research question revealed that faculty members' technology integration practices were well-matched with ISTE NETS-T standards since the overall mean of these items was (M= 4.25, SD= .64). This indicates that faculty members had awareness of using technology effectively based on these standards to engage students in meaningful learning. Results from the multiple linear regression analysis revealed that the overall model was significant as it explains 43% of the variability in faculty members' technology integration practices. Three significant factors statistically predicted faculty members' technology integration practices based on ISTE NETS standards. Faculty members' attitude toward technology had a positive relationship with faculty members' technology integration practices [[beta]=.35, p=.00]. Faculty technical skills had also a statistically significant positive relationship with faculty members' technology integration practices [[beta]=.19, p=.00]. However, leadership support was found to have a statistically significant negative relationship with faculty members' technology integration practices in teaching based on ISTE NETS-T standards [[beta]=-.23, p=.00]. These results, in addition to the means of the independent variables, showed that the highly rated technology integration factors, including technology attitudes and technical skills, predict their high technology integration practices based on ISTE NET-T standards. However, faculty members still need more support in several technology integration factors including professional development, technology access, workload, and leadership support. The study recommends education faculty members to model the effective use of technology for pre-service teachers through providing them with opportunities to observe it in a variety of instructional models and practice the constructivist use of technology in lesson plan assignments and projects during the program, which helps in developing positive attitudes toward technology use among pre-service teachers. College of Education leaders are recommended to have a clear shared technology vision and offer the resources and support needed to make instructional technology integration successful. Recommendations for future studies are also discussed.

Download or read book Emerging Technologies for Education written by Tianyong Hao and published by Springer. This book was released on 2018-11-05 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book constitutes the thoroughly refereed post-workshop proceedings of the Third International Symposium, SETE 2018, held in conjunction with ICWL 2018, Chiang Mai, Thailand, in August 2018. The 23 full and 3 short papers were carefully reviewed and selected from 51 submissions. The papers have been organized in the following topical sections: Emerging Technologies of Design, Model and Framework of Learning Systems; Emerging Technologies Support for Intelligent Tutoring; Emerging Technologies Support for Game-Based and Joyful Learning; Emerging Technologies of Pedagogical Issues; UMLL (International Symposium on User Modeling and Language Learning); ETLTL (International Workshop on Educational Technology for Language and Translation Learning)

Download or read book Register of Educational Research in the United Kingdom 1992 1995 written by and published by Psychology Press. This book was released on 1995 with total page 438 pages. Available in PDF, EPUB and Kindle. Book excerpt: This latest volume of the Register of Educational Research in the United Kingdom lists all the major research projects being undertaken in Britain during the latter months of 1992, the whole of 1993 and 1994 and the early months of 1995. Each entry provides names and addresses of the researchers, a detailed abstract, the source and amount of the grant(where applicable), the length of the project and details of published material about the research.

Download or read book A Guide for ensuring inclusion and equity in education written by UNESCO and published by UNESCO Publishing. This book was released on 2017-06-05 with total page 45 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Education Technology in the New Normal Now and Beyond written by Paulina Pannen and published by Taylor & Francis. This book was released on 2023-06-27 with total page 322 pages. Available in PDF, EPUB and Kindle. Book excerpt: The proceedings of the International Symposium on Open, Distance, and E-Learning (ISODEL 2021) share ideas, either research results or literature reviews, on distance education, media, and education in the digital era. Some recent issues consist of innovative education in the digital era, new media Industry 4.0, Digital Education Transformation, Character Building, Vocational Education 4.0, and Preserving Future Children Characters and Culture. It is expected that the proceedings will provide new insights to the knowledge and practice of education and education technology research. Therefore, such parties involved in education research such as academics, practitioners, business leaders, and others will benefit from the contents of the proceedings.

Download or read book Impactful Classroom Experiences in Elementary Schools Practices and Policies written by Parks, Melissa and published by IGI Global. This book was released on 2023-08-18 with total page 271 pages. Available in PDF, EPUB and Kindle. Book excerpt: With high teacher attrition rates, low pay, and constantly shifting standards, the education system desperately requires a fresh approach. Yet, dedicated teachers continue to enter the classroom with a genuine desire to make a lasting impact on their students' lives. Impactful Classroom Experiences in Elementary Schools: Practices and Policies delves into the challenges and opportunities of American elementary education. It offers teachers research-grounded ideas to develop and deliver engaging learning experiences that enhance students' conceptual understanding. The book focuses on positive strategies for creating meaningful classroom experiences, such as building safe and supportive environments, nurturing curiosity, and encouraging calculated risk-taking. It explores topics like play, communication with families, and nature, highlighting how failure can be a learning opportunity and empowering student expression. Additionally, the book provides practical tips and step-by-step directions for teachers to recreate successful experiences in engaging science, math, and social studies lessons. Impactful Classroom Experiences in Elementary Schools offers educators a roadmap to transform their classrooms into vibrant hubs of learning and personal growth. By incorporating research-backed methods and fostering a love of learning in a supportive atmosphere, teachers can create meaningful connections between students' emotions and their conceptual understanding. This invaluable resource equips teachers with the tools they need to make a lasting impact on their students' educational journey, enabling them to deliver joyful and transformative learning experiences in the elementary school setting.

Download or read book Research Anthology on Developing Effective Online Learning Courses written by Management Association, Information Resources and published by IGI Global. This book was released on 2020-12-18 with total page 2104 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the current educational environment, there has been a shift towards online learning as a replacement for the traditional in-person classroom experience. With this new environment comes new technologies, benefits, and challenges for providing courses to students through an entirely digital environment. With this shift comes the necessary research on how to utilize these online courses and how to develop effective online educational materials that fit student needs and encourage student learning, motivation, and success. The optimization of these online tools requires a deeper look into curriculum, instructional design, teaching techniques, and new models for student assessment and evaluation. Information on how to create valuable online course content, engaging lesson plans for the digital space, and meaningful student activities online are only a few of many current topics of interest for promoting student achievement through online learning. The Research Anthology on Developing Effective Online Learning Courses provides multiple perspectives on how to develop engaging and effective online learning courses in the wake of the rapid digitalization of education. This book includes topics focused on online learners, online course content, effective online instruction strategies, and instructional design for the online environment. This reference work is ideal for curriculum developers, instructional designers, IT consultants, deans, chairs, teachers, administrators, academicians, researchers, and students interested in the latest research on how to create online learning courses that promote student success.

Download or read book Innovations in Technology Enhanced Learning written by Liz Bacon and published by Cambridge Scholars Publishing. This book was released on 2015-09-18 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt: Innovations in Technology Enhanced Learning, edited by Dr Anton Ravindran and Professor Liz Bacon, is a collection of state-of-the-art research papers discussing innovations in the area of technology enhanced learning in adult education. It was inspired by ideas presented at the annual Computer Science Education: Innovation and Technology Conferences, organized and administered by Global Science and Technology Forum (GSTF). Input for the twelve chapters have been sourced from ten geographically dispersed countries from across the world: USA, Spain, Portugal, UK, Bahrain, Saudi Arabia, Malaysia, Singapore, Iran and Australia, providing a truly international perspective on the field. With rapid developments in the technology and delivery mechanisms including the development of MOOCs (Massive Open Online Courses), online learning is in the process of revolutionising higher education, which makes this book all the more relevant and timely.