Abstract
The present study explored the extent of both possession and use of computer skills by Jordanian school teachers. A random sample of 74 teachers (33 males and 41 females) was selected. Data obtained were collected by a two-checklist questionnaire consisting of 52 items covering four ICT domains. Teachersʼ responses were entered into the SPSS program. Means and standard deviations were computed, and t-test was conducted for each of the four domains to identify any statistical differences attributed to the classification variables investigated. T-test scores for both possession and use of computer skills showed significant differences due to school stage and type of job in favor of basic school stage and working full-time teachers. Overall results revealed a high degree of consistency between the degree of possession and use of computer skills. Conclusions as well as recommendations were made for continued ICT teacher training with a focus on software design and production.
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