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Title: Towards greater integration of ICT into the teaching and learning process : a case study of the Saudi Tatweer Portal
Author: Binothman, Wusmyah Abdullah
ISNI:       0000 0004 5369 7075
Awarding Body: University of Leicester
Current Institution: University of Leicester
Date of Award: 2015
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Educational portals are increasingly being used in many educational systems in order to facilitate ICT integration into the teaching and learning process. In this study, the implementation of the Tatweer Portal in the Kingdom of Saudi Arabia at the trial stage was explored in four schools in the capital, Riyadh, as a case study. Several interviews were conducted with teachers, students and senior managers. Further questionnaires were distributed to both students and teachers. The main findings of this study are that there is great acceptance of the Portal among teachers and students. The main uses of the Portal were for communication and information. The study also emphasized that the school system plays a dominant role in the successful implementation of portals under five main categories of factors, which include financial infrastructure, pedagogic factors, motivation, teachers’ professional development, and parental involvement. Both students and teachers very strongly suggested the appointment of a qualified full-time manager for the Portal in each school. Personal characteristics imposed slight differences amongst teachers as well as students in the way they perceived the Portal; however, these differences did not influence the outcome of this study. Finally, this study introduced two main implications for policy makers in the KSA. The first implication involves extensive revision of the policies of the Portal Project to meet the objectives of the new Saudi education strategy. The second implication is the extension of the trial period of Portal use to allow teachers and students to explore the advantages of the Portal Project.
Supervisor: Comber, Chris; Busher, Hugh Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available