Exploring Secondary School Principals’ and Arabic Language Teachers’ Beliefs and Practices with Technology in Saudi Arabia Author Alghamdi, Abdulmajeed Mohammed B Published 2016 Thesis Type Thesis (PhD Doctorate) School School of Education and Professional Studies DOI https://doi.org/10.25904/1912/816 Copyright Statement The author owns the copyright in this thesis, unless stated otherwise. Downloaded from http://hdl.handle.net/10072/367707 Griffith Research Online https://research-repository.griffith.edu.au Exploring secondary school principals’ and Arabic language teachers’ beliefs and practices with technology in Saudi Arabia Abdulmajeed Mohammed Alghamdi Bachelor of Education and teaching Arabic language (University College in AL-Qunfudah) Master of Education (Umm Al-Qura University) Submitted in fulfillment of the requirements of the degree of Doctor of Philosophy School of Education & Professional Studies Griffith University November 2015 Abstract This study explores the uses of educational technology as echoed in principals’ and Arabic language teachers’ beliefs and classroom practices. The research is conducted in Saudi Arabia, where the integration of information and communication technologies (ICT) in schools is still at its infancy. Previous research indicates that the use of ICT in education has been limited. This thesis is based on the argument that these limitations result from the lack of the pedagogical use of technology. Understanding principals’ and teachers’ pedagogical rationales and in-depth responses is important for the successful integration of ICT. This research investigates teachers’ ICT beliefs and practices. In particular, this research endeavours to identify the relationship between teachers’ technology beliefs and practices in the classroom and the factors influencing this relationship. This study also investigates school principals’ beliefs on the use of technology and on teachers’ ICT practices. The study aims to identify the relationship between principals’ beliefs and teachers’ beliefs and practices with regard to ICT, as well as to confirm or determine other factors influencing teachers’ technology practices. With the abundant studies measuring teachers’ self-reported attitudes and practices, and taking into consideration that teachers’ practices do not always reflect their beliefs, the researcher considers direct evidence of practice beyond self-reported practice as crucial in bridging research into school reality. Additionally, the nature of this study’s focus requires in-depth understanding and exploration. Therefore, this study applied a sequential mixed-methods design, which includes both quantitative and qualitative analyses, to examine the data and answer the research questions. Eighty-two Arabic language teachers serving in technology-equipped secondary schools in Jeddah City, Saudi Arabia filled out quantitative questionnaires on their beliefs and self- reported practices. This step was followed by the conduct of a multi-case design involving 12 teachers who were administered previous quantitative questionnaires and were involved in qualitative pre-lesson interviews, direct classroom observations and post-lesson interviews. Additionally, 67 principals filled out quantitative questionnaires, and this was followed by 12 qualitative interviews with 12 principals. The quantitative findings indicate that the Saudi secondary school principals and teachers have positive beliefs about technology use in general. The findings also indicate that the respondents report high use of teacher-centred technology practice i because they often prefer technology as an information presentation tool. Following the teachers’ qualitative within cross-case and the principals’ thematic analysis and the use of activity theory model as analytical tools, four distinct foci were identified across the sample in terms of the teachers’ epistemic and pedagogical beliefs about technology use; their technology practice in the classroom; the level of (in)consistency between reported and observed practices; the impact of external factors on their practice and the principals’ pedagogical beliefs about technology use; technology practices and the impact of external factors on teachers’ practices. Inconsistencies were identified in some cases between teachers’ reported and observed practices in terms of using student- centred approaches and student interaction with technology. The findings also indicate inconsistencies between secondary school principals and teachers, especially in relation to technology practice in terms of types, levels and frequencies of technology use. Several contextual factors, both school and system related, such as technology problems and technical support, principals’ attitudes towards technology, school culture, absence of ICT school policy, lack of pedagogical professional development, time and curriculum constraints, and problematic communication and cooperation between involved agents, seem to account for this inconsistency. However, these factors, which are the same for all participants, had differing effects on the four emerging groups, and highlighted the influence of additional teacher-related factors. These included teachers’ limited technical competency, lack of pedagogical knowledge, limitations on students’ access to technology and their perceptions of responsibilities. The findings highlight the requirement for teachers to completely understand the pedagogical use of technology that supports student learning, through greater student participation in technology practice. The tensions identified within the teachers’ activity systems by the activity theory model suggest the need for ICT changes. These not only concern practitioners but also policy makers, who are responsible for setting the framework for classroom practice and establishing clear and feasible policies on the pedagogical use of technology and curriculum integration. Implications also arise for school principals because they orchestrate ICT initiatives, and they need to establish effective communication and cooperation between the Ministry of Education and other schools involved. Finally, this study offers recommendations to ICT training organisers and instructors in designing and conducting training programs associated with pedagogical approaches. Synthesis of the findings leads to the development of a ii typology depicting a relationship between beliefs and practices. Therefore, quantitative studies are needed to investigate the relative significance and practices of the typology of beliefs and practices identified in this study. Future research examining technology integration in education in relation to the aims of the educational system and within the broad context of educational reform can also be conducted. Such a research direction can be further explored, especially given an understanding of the influence of these factors. iii Table of Contents Abstract ........................................................................................................ i Table of Contents ......................................................................................... iv List of Figures ............................................................................................ viii List of Tables ................................................................................................. x List of Abbreviations ................................................................................... xii Statement of Originality ............................................................................. xiii Published Work .......................................................................................... xiv Acknowledgments ....................................................................................... xv Chapter 1: Introduction ........................................................................ 1 1.1 Background .......................................................................................... 1 1.2 Empirical Setting ................................................................................. 3 1.3 Aims of the Study .............................................................................. 15 1.4 Significance of the Study ................................................................... 15 1.5 Key Terms .......................................................................................... 17 1.6 Thesis Structure ................................................................................. 19 Chapter 2: Literature Review ........................................................... 21 2.1 Introduction ........................................................................................ 21 2.2 ICT in Education ................................................................................ 21 2.3 Theoretical Perspectives on Technology Integration ........................ 22 2.4 Principals’ Beliefs about Technology use ......................................... 30 2.5 Teachers’ Beliefs about Technology Use .......................................... 32 2.6 Pedagogical Practices with Technology ............................................ 36 2.7 Influence of Beliefs about Technology upon Practices ..................... 38 2.8 Factors Influencing Technology Use ................................................. 39 2.9 The Conceptual Framework of the Current Study ............................ 45 iv 2.10 Chapter Summary ...........................................................................