Abstract
Nowadays, our world is experiencing a technological revolution and witnessing an explosion in the field of information and communication. The use of technology in English education is one of the developments associated with this contemporary scientific and technological advance. This paper discusses some issues which Saudi English teachers encounter in using technology in teaching English subjects at intermediate schools in Riyadh, Saudi Arabia. Taking a qualitative approach, the researcher focuses on the status of using technology in two intermediate schools. A discrepancy is found between intention and practice. During investigations and observations throughout the district, the researcher could not find a language laboratory in government intermediate schools. In this paper, the researcher will discuss three issues respectively as follows: teacher resistance, lack of training and self-confidence, and financial obstacles.
Highlights
One challenge for those supporting Information and Communication Technology (ICT) is that the introduction of ICT has been closelyassociated with curriculum change more or less since its first introduction into education (Dias and Atkinson, 2001)
This paper discusses some issues which Saudi English teachers encounter in using technology in teaching English subject at intermediate schools in Riyadh, Saudi Arabia
I gave him contact details for a Sony representative based in the United Arab Emirates (UAE), who set up labs in schools across the Gulf countries, and would be able to advise on what equipment could be fitted into the room, as well as a quotation on price, to be forwarded to the Ministry of Education
Summary
One challenge for those supporting ICT is that the introduction of ICT has been closelyassociated with curriculum change more or less since its first introduction into education (Dias and Atkinson, 2001). Primarily relevant in the context of maths teaching, Papert (1984) provides a benchmark for those advocating educational change, for according to Papert “the computer is going to be a catalyst of very deep and radical change in the educational system” as it will give more opportunities to change the conditions of learning by providing new relationships between knowledge and learning Picking up this theme, Watson (2001) argues that ICT use in general should not be viewed only as a catalyst for change and as requiring changes in learning approaches, teaching methods, and ways of accessing information. All of the above skills are integrated to prepare them for distance learning, which is totally dependent on ICT tools This kind of cooperation will enhance students and teachers to think and understand teaching and learning strategies. This step will enable them to overcome problems in future (Al-Harby, 2014)
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