The Utilization of Technology in Teaching of the Arabic Language in Secondary Schools in Riyadh, Saudi Arabia

Abstract

This study is about how Arabic language teachers use technology in secondary schools. It aims to provide knowledge that will improve understanding of the current usage of technology. Saudi Arabia has introduced computers into their curricula to keep pace with their developed counterparts. Also, this study can provide the Education Ministry in Saudi Arabia with valuable information for addressing future educational policies such as access, usage and training in the use of computers and can help identify the benefit of the current use of technology for students. Specifically, the study explores the availability and usage of technologies as tools that Arabic language teachers use. It examines the main difficulties that prevent the teachers from using them in their teaching. This study utilizes two kinds of methodologies with male teachers because the education system in Saudi Arabia is segregated so it is not possible to collect data from women. Both quantitative and qualitative approaches are used through using a questionnaire and interviews. The data revealed that it appeared from questionnaires that many electronic instructional technology tools were available in secondary schools in Riyadh. Also, using electronic instructional technology activities in teaching the Arabic language in secondary schools was high. Learning theories have great influence on educational practice and how would educators design and develop instructional materials (Duffy & Jonassen, 1992). Learning theories specify students and instructors roles in the learning process (Jonassen et al., 1995).