Article Preview
TopVery few studies have investigated the use and acceptance of technology in schools in the Arab world during the last decade. Al-Ammari (2004) examined the correlation between Qatari female teachers’ perceptions and computer training and computer lab use. In this study, teachers revealed that using computers as an educational tool is useful for both teachers and students. However, teachers encountered many barriers, including a lack of manuals, a limited number of labs and the high cost of hardware and software. Other barriers were related to personal lack of knowledge and confidence.
Using a mixed method design, Albirini (2006) explored 326 Syrian English language teachers’ attitudes towards information technology. Teachers reflected positive attitudes towards technology in education and reported low levels of computer competencies with limited training. However, teachers showed neutral perceptions regarding the cultural relevance of technology to Syrian society and schools. They were also concerned about the improper materials found on the internet.
Al-Asmari (2005), who also used a mixed design, examined English language teachers’ use of the internet in four Saudi Arabian colleges. The findings indicated that teachers mainly used the internet for personal purposes (rather than instructional purposes). Despite their positive perceptions of the value of internet use as an educational tool, they demonstrated low levels of competency in computer skills.
Samak (2006) studied 363 Jordanian English language teachers’ perceptions regarding the use of technology. The results revealed that these teachers had positive attitudes towards technology; age and teaching experience had a negative correlation with attitudes, whereas qualification had a positive correlation with attitudes. Gender, teaching methods and grade level were found not to be significantly correlated with attitudes towards technology.