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 The Role of Using VLE in CPD Programmes to Increase the Use of ICT in Higher Education Teaching written by Dr. Mohammed Ageel and published by Lulu.com. This book was released on 2013-05-24 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book investigates the use of technology by the university teachers in their instruction to explore the viability of training within a Virtual Learning Environment (VLE) for their professional development. It observes changes in their perceptions about technology and the level of use of Information and Communication Technology (ICT) tools in teaching. It claims the significant improvement in the university teachers' usage of a number of ICT teaching tools after they received VLE training. Additionally, it points to positive change in the attitudes, knowledge and skills of these teachers and promises an active role in the teachers' professional development for these aspects. The book is also claiming that a CPD scheme delivered via a VLE can positively change university teachers' knowledge, attitude, and skills about technology, and consequently increase the use of ICT tools in teaching and learning.
Download or read book Factors Correlating with Teachers Use of Computers in the Classroom written by Samia A. Wahab and published by Universal-Publishers. This book was released on 2008-11-11 with total page 179 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is a need to understand the factors correlating with teachers' instructional use of computers, because much of the present research focuses on students rather than teachers. This study examines several factors relating to the use of computers in the classroom by teachers. The factors examined include teacher attitudes, emotions, beliefs, and outside influences. This was done by a review of the present literature, administering two surveys, and analyzing the survey data. Questionnaires were distributed to faculty at five randomly selected high schools in a Midwest city participating in the study. Data from the survey was then examined to determine which factors correlate with teacher computer use in the classroom. The results of this study will help improve understanding of teachers' instructional computer use.
Download or read book Research on e Learning and ICT in Education written by Panagiotes Anastasiades and published by Springer. This book was released on 2016-09-14 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is an essential text for researchers and academics seeking the most comprehensive and up-to-date coverage of all aspects of e-learning and ICT in education. It provides expanded peer-reviewed content from research presented at the 9th Panhellenic Conference on ICT in Education. It focuses on providing original research on the most cutting edge e-Learning technologies, including CSCL, ICT based learning, ICT and instructional design, serious games and game design, virtual learning environments, robotics in education, ubiquitous learning, distance learning, digital literacies, learning analytics, social media in education and e-assessment.
Download or read book Islamic Teachers Perceptions of Improving Critical Thinking Skills in Saudi Arabian Elementary Schools written by Mesfer Alwadai (‡e author) and published by . This book was released on 2014 with total page 197 pages. Available in PDF, EPUB and Kindle. Book excerpt: The intent of this explanatory sequential mixed-method study is to examine Islamic teachers thoughts on improving critical thinking skills in elementary schools in the Southwestern province of Saudi Arabia. This study involves the collection of quantitative data and an explanation of the quantitative results with qualitative data. In the first phase, a survey is administered to Islamic teachers in Saudi elementary schools to assess their opinions on improving students' critical thinking skills and to investigate the factors that influence or hinder their implementation of critical thinking instruction. In the second phase, qualitative data is collected using semi-structured interviews with a number of Islamic teachers in order to explore more fully their perceptions toward improving students' critical thinking skills in Saudi elementary schools. The reason for collecting both quantitative and qualitative data is to obtain a better understanding of the gathered information than would be possible using only one of these methods. In regard to the barriers for improving the critical thinking ability in elementary education students, the study participants reported seven major obstacles, which are student ability, teaching methods, classroom structure, Saudi society and the school community, pre-service teachers preparation programs and in-service teacher professional developmental programs, and the Islamic studies curriculum. The highest ranked obstacle was student ability, with an overall mean of 4.31. Teaching methods, with a total mean of 4.29, was the second most cited barrier. The third was classroom structure, with a total mean of 3.72. The study participants ranked society and school community as the fourth obstacle, with a total mean of 3.70, and pre-service teachers preparation programs and in-service teacher professional developmental programs with a total mean of 2.69. The Islamic studies curriculum was ranked sixth in obstacles to improving critical thinking for elementary education students, with a total mean of 2.57. These findings suggests there is a need to examine female Islamic teachers' perceptions toward critical thinking in the Southwestern region of Saudi Arabia in order to identify the similarities and differences between the perceptions of male and female teachers. It is vital to investigate perceptions of teacher of other disciplines, such as language art, social science, English, and math, in an effort to provide policy makers in the Ministry of Education with a holistic picture of the Saudi educational system. Qualitative studies, interviews with students, and classroom observation can be carried out to investigate students' perceptions as to how critical thinking is taught in the classroom and whether teaching style is a primary obstacle to it being taught. There is an urgent need to examine in depth the influence society and the school community has on teaching students' thinking in general and critical thinking in particular. Finally, more research is needed on the pre-service education programs and in-service professional training programs in terms of building teaching programs on critical thinking skills.
Download or read book Conducting Educational Research written by R. Murray Thomas and published by Bloomsbury Publishing USA. This book was released on 1998-09-30 with total page 400 pages. Available in PDF, EPUB and Kindle. Book excerpt: Emphasizing the comparative aspects of research, this introduction to educational research traces the process through five stages—choosing what to study, including specifying the research problem; collecting information; organizing and summarizing information; interpreting results; and reporting the outcomes. Each of the stages offers diverse options available to researchers for solving the problems of that stage, and a research project checklist at the end of each chapter guides readers in applying the chapter's contents to their own research studies. In much educational discourse, comparative education has referred solely to the study of educational similarities and differences between regions of the world or between two or more nations. This book uses the broader definition of the term to encompass a large body of research including studies focusing on comparisons between local educational systems, schools, classrooms, language groups, religious denominations, genders, social classes, and individual students. Students who are planning research projects as well as staff members of such organizations as ministries of education, school systems, bureaus of educational research, and educational aid agencies will find this volume indispensable.
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 The Influence of Management Support Computer Anxiety and Enjoyment on Science Teachers Perception of the Use of Digital Technologies in Hail Primary School written by Khalid Abdalmohsen F. Al-Shammari and published by . This book was released on 2015 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research sought to identify the availability of digital technologies in public primary schools in Hail, Saudi Arabia and their use in teaching science subjects from the viewpoints of science teachers in the city. Another primary focus of this research was to address the applicability of TAM. A total of 330 Science teachers (145 males and 185 females) were drawn from a stratified sample randomly. Two instruments were developed to collect data; the first instrument was a self-developed checklist to profile the data related to the availability of digital technologies and facilities and the second instrument was a questionnaire adopted from three previous studies. The findings indicated an acute lack in the availability of digital technology facilities in all the primary schools surveyed, both boys' schools and girls'. Teachers' use of digital technologies in teaching and learning is influenced by several factors, namely schools' management support (MS), computer anxiety (CA) and enjoyment (E). The availability of digital technological facilities varied throughout the primary schools in Hail. Throughout the 12 digital technology facilities investigated in the study, only 4 were accessible in all the schools. This research would assert that management support (MS) and enjoyment (E) on Science teachers are positively correlated with perceived usefulness (PU) relative to digital technology usage. Moreover, it would further assert that (CA) on Science educators is negatively correlated to PE with regards to digital technology usage. The study found that the intention to use (IU) influenced Science teachers' actual use (AU) of digital technologies in primary schools. It was also found that perceived ease of use (PE) and enjoyment (E) influence Science teachers' intentions in making use of digital technologies in primary schools. But perceived usefulness (PU) seems to not influence Science teachers' intentions to apply digital technologies in primary schools. Science teachers are more likely to be concerned with the ease of use in digital technology and enjoyment in making decisions to use the technology for teaching, as opposed to how digital technology would facilitate better education and learning through their use. The research proposed an extension to the TAM model that accounts for the utilization of the unified model within the MS, CA, E, PE, PU, IU and AU contexts. The results showed that the TAM structure directly impacts the MS, CA, E, PE, PU, IU and AU contexts. These results demonstrate the success of the proposed extension in achieving the objectives of this study. This study will contribute to decision-making to disseminate digital technologies adoption among Science teachers in the primary schools and is beneficial to specialists in teacher training, and those in charge of their training in digital technologies.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2005 with total page 516 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teaching and Learning Thinking Skills in the Kingdom of Saudi Arabia written by Abdulrahman Alnesyan and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Beliefs and Teaching with Computers written by Carmia Suzannah Feldman and published by . This book was released on 2004 with total page 640 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Students and Teachers Beliefs and Attitudes Toward Using Computers in Language Classrooms in Tatweer Schools in Saudi Arabia written by Saud Abdulali Alharbi and published by . This book was released on 2010 with total page 117 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Islamic Teachers Perceptions of Improving Critical Thinking Skills in Saudi Arabian Elementary Schools written by Mesfer Alwadai and published by . This book was released on 2014 with total page 394 pages. Available in PDF, EPUB and Kindle. Book excerpt: The intent of this explanatory sequential mixed-method study is to examine Islamic teachers thoughts on improving critical thinking skills in elementary schools in the Southwestern province of Saudi Arabia. This study involves the collection of quantitative data and an explanation of the quantitative results with qualitative data. In the first phase, a survey is administered to Islamic teachers in Saudi elementary schools to assess their opinions on improving students' critical thinking skills and to investigate the factors that influence or hinder their implementation of critical thinking instruction. In the second phase, qualitative data is collected using semi-structured interviews with a number of Islamic teachers in order to explore more fully their perceptions toward improving students' critical thinking skills in Saudi elementary schools. The reason for collecting both quantitative and qualitative data is to obtain a better understanding of the gathered information than would be possible using only one of these methods. In regard to the barriers for improving the critical thinking ability in elementary education students, the study participants reported seven major obstacles, which are student ability, teaching methods, classroom structure, Saudi society and the school community, pre-service teachers preparation programs and in-service teacher professional developmental programs, and the Islamic studies curriculum. The highest ranked obstacle was student ability, with an overall mean of 4.31. Teaching methods, with a total mean of 4.29, was the second most cited barrier. The third was classroom structure, with a total mean of 3.72. The study participants ranked society and school community as the fourth obstacle, with a total mean of 3.70, and pre-service teachers preparation programs and in-service teacher professional developmental programs with a total mean of 2.69. The Islamic studies curriculum was ranked sixth in obstacles to improving critical thinking for elementary education students, with a total mean of 2.57. These findings suggests there is a need to examine female Islamic teachers' perceptions toward critical thinking in the Southwestern region of Saudi Arabia in order to identify the similarities and differences between the perceptions of male and female teachers. It is vital to investigate perceptions of teacher of other disciplines, such as language art, social science, English, and math, in an effort to provide policy makers in the Ministry of Education with a holistic picture of the Saudi educational system. Qualitative studies, interviews with students, and classroom observation can be carried out to investigate students' perceptions as to how critical thinking is taught in the classroom and whether teaching style is a primary obstacle to it being taught. There is an urgent need to examine in depth the influence society and the school community has on teaching students' thinking in general and critical thinking in particular. Finally, more research is needed on the pre-service education programs and in-service professional training programs in terms of building teaching programs on critical thinking skills.
Download or read book Technology Assisted ESL Acquisition and Development for Nontraditional Learners written by Khadimally, Seda and published by IGI Global. This book was released on 2018-08-31 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt: Creating technology-integrated learning environments for adolescent and adult language learners remains a challenge to educators in the field. Thoroughly examining and optimizing the experience of these students is imperative to the success of language learning classrooms. Technology-Assisted ESL Acquisition and Development for Nontraditional Learners provides innovative insights into the advancements in communication technologies and their applications in language learning. The content within this publication covers emerging research on instructional design, teacher cognition, and professional development. It is a vital reference source for educators, academics, administrators, and researchers seeking coverage centered on the implementation of technology-based language learning systems.
Download or read book Teaching Digital Natives written by Marc Prensky and published by Corwin Press. This book was released on 2010-03-29 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students today are growing up in a digital world. These "digital natives" learn in new and different ways, so educators need new approaches to make learning both real and relevant for today's students. Marc Prensky, who first coined the terms "digital natives" and "digital immigrants," presents an intuitive yet highly innovative and field-tested partnership model that promotes 21st-century student learning through technology. Partnership pedagogy is a framework in which: - Digitally literate students specialize in content finding, analysis, and presentation via multiple media - Teachers specialize in guiding student learning, providing questions and context, designing instruction, and assessing quality - Administrators support, organize, and facilitate the process schoolwide - Technology becomes a tool that students use for learning essential skills and "getting things done" With numerous strategies, how-to's, partnering tips, and examples, Teaching Digital Natives is a visionary yet practical book for preparing students to live and work in today's globalized and digitalized world.
Download or read book Belief Drives Action written by Aaron Gritter and published by . This book was released on 2005 with total page 14 pages. Available in PDF, EPUB and Kindle. Book excerpt: The initial phase of the Maine Learning Technology Initiative (MLTI) provided all 7th and 8th grade students and their teachers with laptop computers. In the fall of 2003, a survey of all teachers involved with the program was administered by Maine Education Policy Research Institute to determine how and to what extent the technology was being used. An analysis of the surveys was completed to answer the following questions: (1) Can responses on teaching philosophy questions be used to predict the amount a teacher uses their laptop?; (2) Can responses on teaching philosophy questions be used to predict the amount students use laptops in their classroom?; and (3) Do prior computer experience, content area, teaching experience, or education levels affect the philosophy-usage relationship? Teacher responses were analyzed as a whole and also by content area with a focus on how math and science teachers use computers compared to teachers in the other content areas. The analysis of the survey responses shows that there is evidence that teaching philosophy does impact computer use both by the teachers themselves and by the students in their classrooms. The best predictor of computer use is prior computer experience. This may suggest a need for additional pre-service computer training and on-going professional development if computers are going to be used extensively in all classrooms. A list of the items analyzed found on the Teacher Survey Form B-Fall 2003 is appended. (Contains 8 resources.).
Download or read book The Impact of Teacher Beliefs on Classroom Computer Use and Computer Anxiety written by Valerie L. Hall and published by . This book was released on 2003 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt:
