TEACHERS’ ATTITUDES TOWARDS USE OF INFORMATION COMMUNICATION TECHNOLOGY WITH STUDENTS WITH INTELLECTUAL DISABILITY IN SAUDI ARABIAN SCHOOLS Ibraheem Mohammed N Alsawalem Bachelor of Special Education (King Saud University, Saudi Arabia) Masters of Special Education (King Saud University, Saudi Arabia) A thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy Faculty of Education & Arts University of Newcastle March 2019 Statement of Original Authorship I hereby certify that the work embodied in the thesis is my own work, conducted under normal supervision. The thesis contains no material which has been accepted, or is being examined, for the award of any other degree or diploma in any university or other tertiary institution and, to the best of my knowledge and belief, contains no material previously published or written by another person, except where due reference has been made in the text. I give consent to the final version of my thesis being made available worldwide when deposited in the University’s Digital Repository, subject to the provisions of the Copyright Act 1968 and any approved embargo. Ibraheem Mohammed N Alsawalem II Dedication To my mother ‘Munerah’, who believed that a learning disability cannot prevent a person like me becoming a doctor. This work is dedicated for you III Acknowledgements First of all I thank Allah for giving me the ability, time and opportunity to complete this thesis. Without the uncountable bounties from Allah, I would not be able to accomplish my degree. I would like also to express my sincere thanks to all those who have helped me during the journey of my study. I wish to thank my father for his prayer that guided me to the correct path. Dad, I will always be thankful for your support and encouragement. I wish also to thank my wife Olaa, and my children, Shooq, Yasser and Rose for their patience and understanding during these years. Without their support, this work could not have been completed. My next thanks are to my supervisors, A/Professor Ian Dempsey and A/Professor Kylie Shaw, who contributed so much to ensure I completed my thesis. Their time, support and guidance were always appreciated. Their experience and knowledge helped me so much while writing and developing my thesis. I am grateful also to the Saudi government for giving me the opportunity to complete my degree. As a Saudi, I appreciate their continuing support for me and for all the Saudi students overseas. I want to thank my friends and colleagues in the Kingdom of Saudi Arabia and Australia for their support and collaboration. I would like to name them: at The University of Newcastle, Special Education and Early Childhood Education: Dr Kerry Dally and Michelle Ralston; Dr Khalaf Alotaibi, Shagra University; Mr Yasser Algoian, Ministry of Education; and Tomas McConachie. Thank you for supporting me and sharing my concerns during my study. IV Table of Contents Statement of Original Authorship ..................................................................................... ii Dedication ........................................................................................................................ iii Acknowledgements .......................................................................................................... iv Table of Contents .............................................................................................................. v List of Tables ..................................................................................................................... x List of Figures .................................................................................................................. xi Abstract ........................................................................................................................... xii Abbreviations ................................................................................................................. xiv Keywords ........................................................................................................................ xv Conference Papers Arising from the Thesis ................................................................... xvi INTRODUCTION ............................................................................................ 1 1.1 Aims of the Study .................................................................................................... 5 1.2 Research Questions ................................................................................................. 6 1.3 Statement of the Problem ........................................................................................ 6 1.4 Country Profile and Background to the Education System ..................................... 8 1.5 Special Education in the Kingdom of Saudi Arabia .............................................. 10 1.6 Thesis Outline ........................................................................................................ 12 LITERATURE REVIEW ............................................................................... 14 2.1 The Use of ICT in Education Settings ................................................................... 15 2.2 Attitude to Use of ICT ........................................................................................... 26 2.3 Beliefs About Use of ICT ...................................................................................... 33 2.4 Factors Related to ICT Use and Attitude............................................................... 37 2.5 Barriers to the Use of ICT ..................................................................................... 45 2.5.1 School-level barriers ....................................................................................... 46 2.5.1.1 Infrastructure ............................................................................................ 46 2.5.1.2 Policies in relation to use of ICT .............................................................. 49 2.5.1.3 Support and management of ICT ............................................................. 50 2.5.1.4 Professional development in use of ICT .................................................. 52 2.5.1.5 Lack of time ............................................................................................. 53 2.5.2 Teacher-level barriers ..................................................................................... 54 2.5.2.1 Teacher attitude and beliefs in relation to ICT ......................................... 55 V 2.5.2.2 Resistance to change ................................................................................ 56 2.5.2.3 Teacher’s confidence in using ICT .......................................................... 57 2.5.3 Barriers to use of ICT in special education ..................................................... 58 2.6 Theoretical Framework ......................................................................................... 61 2.6.1 Theoretical background of TAM .................................................................... 61 2.6.2 Technology Acceptance Model ...................................................................... 63 2.6.3 Conceptual framework .................................................................................... 66 2.5 Summary ............................................................................................................... 70 METHODOLOGY ......................................................................................... 72 3.1 Introduction ........................................................................................................... 72 3.2 Research Design .................................................................................................... 73 3.3 Rationale for Using Explanatory Sequential Mixed Methods Design .................. 76 3.4 Research Questions ............................................................................................... 77 3.5 Population and Sample .......................................................................................... 77 3.5.1 Rationale for selecting the sample size ........................................................... 79 3.5.2 Sampling methods .......................................................................................... 81 3.6 Research Instruments ............................................................................................. 82 3.6.1 The adapted questionnaire QTAMID ............................................................. 83 3.6.1.1 Teachers' demographic information ......................................................... 86 3.6.1.2 Use of ICT ................................................................................................ 86 3.6.1.3 Formal professional development in ICT ................................................ 87 3.6.1.4 Attitude to use of ICT .............................................................................. 88 3.6.1.5 Perceived Useful and Perceived Ease of Use ........................................... 88 3.6.1.6 Barriers to use of ICT ............................................................................... 89 3.6.2 Semi-structured interviews ............................................................................. 90 3.7 Translation ............................................................................................................. 91 3.8 Validity and Reliability