Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440216
Title: Introduction of multimedia project-based learning in a technology-rich environment : a study of teacher attitudes and influencing factors in basic education schools in Oman
Author: Al-Hamdani, Dawood Salim
ISNI:       0000 0001 3405 9279
Awarding Body: University of Hull
Current Institution: University of Hull
Date of Award: 2003
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Abstract:
In 1998 the government of Oman embarked on a major reform of the education system, to be implemented in stages. Key features of the new-style schools, called Basic Education schools, were to be a constructivist approach to teaching, and the integration of technologies across the curriculum. However, no clear model for integration was proposed. The aim of this study is to explore factors influencing adoption of a constructivist, technology-rich approach in education, in order to propose a model for technology integration. The research sample was composed of 200 Learning Resource Centre teachers in Basic schools in the regions in Oman. Teachers' attitude towards elements of the new, before and after the provision of training and practice, were explored via a questionnaire using 3 and 5-point Likert scales. Attitude change was measured, and the effects of teaching experience, urban or rural residence and previous ICT training on attitude were explored. Additional qualitative information was gathered by structured observation of video-recorded lessons, and by interviews with 40 teachers. Teachers were generally favourable towards the new approach, but lacked confidence in how to implement. After the training, there was a marked increase in positive attitude for all elements except IT goals. Attitudes and practice towards constructivist were found to be influenced by teachers' years of experience, with more experienced teachers being less amenable to change. Other factors such as technology problems and student misbehaviour were also perceived as significant constraint. Recommendations are made for overcoming these problems.
Supervisor: Spencer, Ken Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.440216  DOI: Not available
Keywords: Education
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