Saudi English Teachers’ Use of Technology in Secondary Classrooms: Perceptions, Barriers, and Suggestions for Improvement

Deya’A Ageel Mutlaq Alswilem

doi:10.7575/aiac.alls.v.10n.6p.168

Deya’A Ageel Mutlaq Alswilem

Open Access

https://doi.org/10.7575/aiac.alls.v.10n.6p.168

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Abstract

This study sought to quantify the perceptions of Saudi English teachers towards the use of technology in secondary classrooms. To achieve this goal, seventy-six English teachers in Al-Jouf district of the Kingdom of Saudi Arabia responded to a questionnaire, showing that the teachers held positive attitudes toward the use of technology in the classroom. However, the participants reported several critical barriers to widespread use. These included a) the lack of teacher training, b) the lack of infrastructure (labs and classrooms), and c) the lack of technology resources (computers). The survey results suggested the need for an explicit vision and strategy for technology use. Further, the teachers suggested that the creation of a standardized physical infrastructure in conjunction with financial incentives could help to improve adoption.

Highlights

Seventy-six English teachers in AlJouf district of the Kingdom of Saudi Arabia responded to a questionnaire, showing that the teachers held positive attitudes toward the use of technology in the classroom
This showed that the participants had strong positive attitudes towards integrating technology into English language teaching
The results of this study indicated that secondary English teachers had positive attitudes toward technology integration in English teaching

Summary

Introduction

The widespread use of technology since the emergence of low-cost computing has had a critical influence on many aspects of society, including education, one of the most vital aspects of life. Fleming (2013) suggested that “Teaching in the internet age means we must teach tomorrow’s skills today.” In this regard, technology displays an exciting potential to expand and enhance the learning process and overcome obstacles that may stand in the way of providing high-quality education at scale.Seels and Richey (1994, p.9, as cited in Earle, 2002) defined instructional technology as “the theory and practice of design, development, utilization, management and evaluation processes and resources for learning.” Okojie, Olinzock, and Okojie-Boulder (2006) considered technology integration a process of using existing tools, equipment, materials, and electronic media for the purpose of enhancing learning, asserting that technology integration is not merely the use of various software tools in teaching and argued that a broad viewpoint should include theories for integration, strategies on how to select technology, and skills to demonstrate, use, evaluate, and customize the use of technology to help learning. Fleming (2013) suggested that “Teaching in the internet age means we must teach tomorrow’s skills today.”. In this regard, technology displays an exciting potential to expand and enhance the learning process and overcome obstacles that may stand in the way of providing high-quality education at scale. In a comparable way, Earle (2002) supported this assumption He pointed out that the aim of using technology is to focus on curriculum and learning. He supported a definition of integration based on how and why, and not by the amount or type of technology used in practice

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