The Attitude of High School Teachers in Saudi Arabia towards Computers: Qualitative Study

Authors: Manal O. Alothman, Judy. Robertson

Abstract:

Teachers can play a huge role in encouraging students to use computers and can affect students’ attitudes towards computers. So understanding teachers’ beliefs and their use of computers is an important way to create effective motivational systems for teachers to use computers in the classroom in an effective way. A qualitative study (6 focus group) was carried out among Saudi High school teachers, both male and female, to examine their attitudes towards computers and to find out their computer skills and usage. The study showed a gender differences in that females were less likely to attend computer workshops, females also had less computer skills, and they have more negative attitudes towards computers than males. Also the study found that low computer skills in the classroom made students unlikely to have the lessons presented using computers. Furthermore, the study found some factors that effected teachers’ attitudes towards computers. These factors were computer experience and confidence as much having skills and good experience in computer use, the role and importance of computers had become in their life and in teaching as well.

Keywords: Attitude, Education, Student, Teacher, Technology.

Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1099422

References:

[1] Almekhlafi, A, &Almeqdadi, F. (2010). Teachers’ perceptions of technology integration in the United Arab Emirates school classrooms. Educational Technology & Society, pp. 165–175
[2] Baylor, A. L., & Ritchie, D. (2002). What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms? Computers & Education, 39(4), 395–414. doi:10.1016/S0360-1315(02)00075-1
[3] Becker, H. (1999). Internet use by teachers: Conditions of professional use and teacher-directed student use. Irvine, CA: Center for Research on Information Technology and Organizations.1–35.
[4] Drent, M &Meelissen, M.(2008). Which factors obstruct or stimulate teacher educators to use ICT innovatively?.Computers & Education, pp.187–199.
[5] Ertmer, P. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25–39. doi:10.1007/BF02504683
[6] Ermer, P. Leftwich, A. (2009). Teacher technology change: How knowledge, belifes, and culture intersect
[7] Hardy,J. (1998) Teacher Attitudes Toward and Knowledge of Computer Technology, Computers in the Schools: Interdisciplinary Journal of Practice, Theory, and Applied Research, 14:3-4, 119-136, DOI: 10.1300/ J025v14n03_11.
[8] Knezek, G., & Christensen, R. (2002). Impact of New Information Technologies onteachers and students. Education andInformation Technologies,7(4), 369–376.
[9] Rosen, L.D. & Weil M.M. (1995). Computer availability, computer experience and technophobia among public school teachers. Computers in Human Behavior 11(1):9–31.
[10] Saqlain, N., Al-Qarni, F., &Ghadi, N. (2013).Are English Language Teachers in Saudi Arabia Ready to Integrate Technology? Procedia Social and Behavioral Sciences, 103, 146-153. doi: 10.1016/j.sbspro.
[11] Will M., Andersson, R., &Streith, K. (2005). Examining user acceptance of computer technology: an empirical study of student teachers, 387– 395.
[12] Yushau, B. (2006). Computer attitude, use, experience, software familiarity and perceived pedagogical usefulness: The case of mathematics professors. Eurasia Journal of Mathematics, Science and Technology Education.