2 results for Almaghlouth, Osamah Abdulwahab D.

  • Saudi secondary school science teachers' perceptions of the use of ICT tools to support teaching and learning

    Almaghlouth, Osamah Abdulwahab D. (2008)

    Masters thesis
    University of Waikato

    This 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.

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  • A Case Study of X University: Potential Implications for the Development of E-learning in Saudi Arabia

    Almaghlouth, Osamah Abdulwahab D. (2014)

    Doctoral thesis
    University of Canterbury Library

    The global interest in adopting e-learning to enhance educational achievement is reflected in Saudi Arabia. Online and blended learning can be more effective than simple face-to-face modes of education and this new approach is spreading. Studies have identified factors that influence the implementation of e-learning. These include the teacher’s convictions, as well as the socio-economic and technological environment such as connectivity (bandwidth) and accessibility, the adequacy of telecommunications infrastructure, and the availability of a reliable power supply. The current research aimed to inform our understanding of how e-learning is developing, at one university in Saudi Arabia. To achieve this aim, a case study was conducted at X Saudi Arabian university, chosen because it adopted e-learning relatively early in the tertiary education context, so that lessons learnt there can inform practice elsewhere. A qualitative approach was used in order to obtain rich data on the experiences of individuals and systems at the university. Data were obtained from in-depth interviews of staff, observations of practice, and analysis of institutional documents and resources. In particular, four instructors and their web-enhanced courses, supported by an e-learning centre, were considered. These four cases were chosen as examples of differing experiences and backgrounds in using e-learning at X University. The findings stress the importance of building a strategy adapted to a specific e-learning environment and the context of the particular institution conducting e-learning. Consistent with previous research in other contexts, they highlighted the importance of the teacher’s convictions about e-learning and the way they affect the practice of e-learning in the classroom at X University. Recommendations for practice and further research are discussed.

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