Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.698180
Title: Developing a strategic approach to ICT implementation in Saudi secondary schools
Author: Albugami, S. S.
ISNI:       0000 0004 5989 9065
Awarding Body: University of Salford
Current Institution: University of Salford
Date of Award: 2016
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Abstract:
The massive advances in information and communication technology (ICT), in the last few decades, encouraged many developed and developing countries to invest in the ICT sector in education. The internet, computers, interactive whiteboards and an assortment of other technological tools have now turned out to be valuable teaching and learning resources. Saudi Arabia is not in isolation from this, they have invested heavily in the ICT field. However, the progression has often been disappointing; there is still a great gap between the availability of ICT technology and methods of implementation, resulting in a number of serious questions being raised for decision-makers and educators alike. One of the most important of these questions is 'what factors affect the successful implementation of ICT in schools’. Hence, the importance of this study is to find an answer to this question and related questions from the participants' perspective. Consequently, the research issue is addressed through a cross-sectional case study strategy, qualitative and quantitative mixed-method choices. In addition, a closed questionnaire and semi-structured interviews were used to collect data from four different perspectives (head teachers, teachers, students in Jeddah secondary school and two ICT directors in Saudi Ministry of Education). Generally, the results showed that ICT was perceived as an important tool in improving performance, collaboration, learning experience and learning outcomes. However, the study found some challenges that affect the application of ICT in Saudi schools, for example, the lack of space, resources, maintenance, a lack of ICT skills among school along with a lack in ICT training and a lack of clear ICT policies. However, the overcoming of such challenges could turn them from ‘challenges ‘into ‘positive factors’ to aid in the success of ICT implementation. Hence, the importance of this research is to suggest a strategic approach to guide decision-makers, educators and further studies in the future to promote the successful implementation of ICT in education, in general, and in Saudi secondary schools in particular.
Supervisor: Not available Sponsor: Saudi Embassy ; Salford University
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.698180  DOI: Not available
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