Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.528374
Title: Factors affecting the efficacy of ICTs as instructional tools in the classroom : a study of primary independent schools in Qatar
Author: Aldosari, Nafla Abdulla R. H.
Awarding Body: University of Leicester
Current Institution: University of Leicester
Date of Award: 2007
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Abstract:
This study focuses on the use of information and communication technologies (ICTs) in primary independent school classrooms in the state of Qatar. It explores the integration of ICTs into classroom learning environments in a context of comprehensive educational reform programme that took place in a developing country. Although literature shows a growing body of evidence that suggests the importance of using ICTs as instructional tools in classrooms and their roles in raising standards and enhancing learning, it is well accepted that there are obstacles and challenges associated with their integration into teaching and learning practices, particularly in a developing country that witnesses a comprehensive reform programme for its educational system. Hence there is a need for further studies that could improve educators' understanding of those key factors that could affect the use of such technologies in classrooms in these contexts. In addition, while it is widely claimed that ICTs could play an important role in improving students learning skills and their educational achievements, there is a lack of a study that could examine such a claim in a developing country that is in a process of a radical change of its educational system and which used ICTs as one of its reforming enablers.;This study set out to fill this gap by exploring and investigating empirically the key factors that affect the use of ICTs in primary independent schools' classrooms, the impact of using such technologies on students attitude, the key learning skills that can be acquired or enhanced by the use of ICTs in primary independent schools' classrooms, and the type of relationship between these three aspects. The study builds a theory that provides both theoretical and practical insights into the efficacy of ICTs in primary independent schools' classrooms.;Following a comprehensive review of literature in the field, a framework for the efficient use of ICTs in classrooms is formulated. The framework is then applied to four real world case studies in Qatar, to establish an exhaustive overview of the ICTs usage in primary independent schools. It is then revised by using an interpretive case study approach, which is dependent on an iterative research cycle where triangulated data are extracted from 79 interviews, around 15 observations and around 96 documents.;A framework for the efficient use of ICTs in classrooms is developed which presents three different but related key aspects that surround the process of using ICTs in classrooms. It is assumed to be used as a tool to determine the road ahead for employing and using ICTs in classrooms. In particular, it is claimed that it would help educators in identifying key factors that affect the use of the ICT instructional tools, the main factors that affect students and teachers attitude towards the use of ICTs, the possible learning skills that could be enhanced or acquired due to the use of such technologies, and the dependent relationship between all these issues. In addition, it can be claimed that this study has made a novel contribution to the area of using ICTs in primary independent schools in Qatar and has expanded the boundaries of knowledge, especially for educators that are seeking to integrate ICTs into their teaching and learning practice.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.528374  DOI: Not available
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