Teacher attitude toward using computer in teaching mathematics in Saudi Arabia

By

ACKNOWLEDGEMENT

This research would not have been possible without the help of my research supervisor and my family so I would like to thank them for their utmost support throughout this research.

DECLARATION

I take an oath that this research is my own work and this research has not been submitted earlier for any educational purpose. The ideas presented in this study are my own ideas and these don't reflect the ideas of my university.

Signed __________________ Date _________________

ABSTRACT

Technology knowledge and skills are increasingly considered as crucial to success in the 21st century. Computer technologies provide powerful tools and applications that promote teaching and learning experiences. Utilizing technology has become the focus of educational managers and administrators. With the increase emphasis on the use of computer technology in education, higher education institutions are challenged to prepare competent teacher educators who have the knowledge and skills to use computer technology effectively in the classroom. This study will focus on the teacher attitude towards using computer in teaching mathematics in the Saudi Arab.

Contents

ACKNOWLEDGEMENTII

DECLARATIONIII

ABSTRACTIV

CHAPTER 1: INTRODUCTION1

Background1

Statement of the Problem1

Purpose2

Research Questions2

Definition of Terms3

Justification of the Study4

CHAPTER 2: REVIEW OF RELATED LITERATURE5

Background of Technology Use in Education in Saudi Arabia5

Education System in Saudi Arabia5

Technology in Saudi Arabian Education5

Faculty Willingness to Use Technology6

Faculty Role in Classroom6

Computer-Assisted Instruction in Secondary School Mathematics7

CHAPTER 3: METHODOLOGY10

Search Technique10

Literature Search10

REFERENCES12

CHAPTER 1: INTRODUCTION

Background

Saudi Arabia, like other countries, has recognized the significant role of computer technologies in education, and makes efforts to provide computer technologies to K-12 schools, colleges, and universities. Educational policy planning in Saudi Arabia occurs every five years. The seventh development plan (2000 - 2005) in Saudi Arabia included a comprehensive plan to integrate Information Computer Technology (ICT) in its education system. Bridging the technological gap between Saudi Arabia and the technological advanced countries by 2020 is on the top of Saudi Arabia development plan's priority. Accordingly, Saudi Arabia needs to recognize the conditions that promote the use of computer technologies in education. (Bangert 1985, p.59-68)

Faculty members play an essential and challenging role in preparing new generations for the workforce. Students are entering the information age in which most of the jobs will require them to have technology knowledge and skills. Teacher educators in higher education institutions are in charge of enabling these students to become competent in using technology.

Statement of the Problem

Computer technologies have become important educational tools in higher education institutions in Saudi Arabia. They are powerful tools that could enhance students' learning; yet, their value depends on how effectively teachers might use computer technologies to support their teaching. In Saudi Arabia, faculty members play a critical role in making decisions regarding the use and implementation of technology in their classrooms in colleges. These decisions might be influenced by different factors such as extrinsic factors (e.g., training and technical support) or intrinsic factors (e.g., attitudes toward computers and beliefs about teaching and learning). In addition to these factors, faculty members' use of computer technologies in Saudi Arabia is influenced by two conditions ...