A STUDY OF THE SOCIO-TECHNICAL INFLUENCES ON INFORMATION AND COMMUNICATIONS TECHNOLOGY IN GIRLS’ SCHOOLS IN SAUDI ARABIA

ABSTRACT

The integration of Information and Communications Technologies (ICTs) in the classroom has shown to have many benefits. Consequently, educational authorities around the world have been pressuring schools and teachers to integrate ICTs into the classroom. The Saudi Arabian government began its ICT-related educational reform by providing resources, such as resource rooms with interactive whiteboards and projectors in classrooms, and mandating teachers to become ICT adopters. Unfortunately, few gains have been observed and many challenges have yet to be addressed. This study focuses on ICT adoption in Saudi Arabian girl’s schools and examines the challenges to the currently partial ICT integration and to the goal of full ICT integration.

To investigate ICT integration in schools, I conducted an interview-based study of teachers and school administrators in six Saudi Arabian girls’ public schools. My findings indicate that for Saudi Arabia to succeed in ICT integration in education, the government must first address the challenges to the currently partial ICT integration and then address the upcoming challenges for full integration of ICTs in the classroom. Factors that affect the currently partial ICT integration include: (1) formal training, (2) adequate resources, (3) awareness of value of ICTs, and (4) teacher evaluation. Full ICT integration creates challenges such as: (1) ICT curricula and ICT-pedagogy integration, (2) technical support, and (3) additional resources. Four different cultural insights were uncovered through this study: (1) effect of organizational culture on ICT integration, (2) effect of curricular differences between genders on ICT integration, (3) effect of perceived gender role on ICT integration, and (4) effect of social customs and traditions on ICT integration. The Saudi government must take into consideration the influence of culture as it attempts to integrate ICTs into the classroom.

TABLE OF CONTENTS

List of Tables…………………………………………………………………………………….vii

List of Figures…………………………………………………………………………………….viii

Acknowledgments…………………………………………………………………………………….ix

Chapter 1. Introduction……………………………………………………………………………1

1.1 Organization of Thesis…………………………………………………………………5

 

Chapter 2. Literature Review…………………………………………………………………………6

2.1 Two Types of ICT Integration into Schools…………………………………………..6

2.1.1 Partial ICT Integration in the Classroom……………………………………6

2.1.2 Full ICT integration in the Classroom………………………………………8

2.1.2.1 Relevant Studies on Full ICT integration…………………………9

2.1.2.2 Factors influencing full ICT integration in the Classrooms………13

2.2 Saudi Arabia………………………………………………………………………….16

2.2.1 Saudi Arabian Educational System…………………………………………16

2.2.2 Overview of Girls’ Education………………………………………………17

2.2.3 Technology Subjects in Saudi Arabian Schools……………………………18

2.2.4 Partial and Full Integration of ICTs in the Classroom: Trial and Intervention

Studies in Saudi Arabia…………………………………………………………..20

2.2.5 ICT Related Educational Reform in Saudi Arabia…………………………21

2.2.6 Barriers to Successful ICT Integration in Saudi Arabia..………………….22

2.2.7 The Effect of Saudi Arabian Cultural Influences………………………….23

2.2.7.1 Culture of Teachers………………………………………………23

2.2.7.2 Cultural View on Women’s Role…………………………………24

2.2.7.3 Culture’s View on ICT Integration in Girls’ Education………….24

2.2.7.4 Difference Between Cultures in Urban and Rural Areas…………24

2.3 Chapter Summary……………………………………………………………………25

 

Chapter 3. Research Methodology………………………..…………………………………………26

3.1 Research Approach……………………………………………………..……………26

3.2 Sample Population………………………..………………………………………….26

3.3 Participants………………………..………………………………………………….27

3.4 Data Collection Procedures………………………..…………………………………27

3.5 Interview Sessions………………………..………………………………………….28

3.6 Data Analysis………………………..……………………………………………….29

3.7 Validity and Credibility…………..…………………………………………………..30

3.7.1 Reflexivity………………………………………………………………….30

3.7.2 Member Checking…………………………………………………………………..31

3.8 Chapter Summary…………………………………………………………………….32

 

Chapter 4. Findings……………………………………………………………………………….33

4.1 What are the teachers doing in terms of ICT integration?…………………………………….33

4.1.1 Not Integrating ICTs in the Classroom……………………………………..33

4.1.2 Partially integrating ICTs in the classroom………………………………..34

4.2 Why are the teachers not partially integrating ICTs in their classrooms?……………….35

4.2.1 Lack of Formal Training……………………………………………………35

4.2.2 Lack of Awareness of ICT’s value……………………………….………..36

4.3 Why are the teachers partially Integrating ICTs in their classrooms?.………………36

4.3.1 Evaluation Requirements…………………………………………………..36

4.3.2 Awareness of ICT’s Value………………………………….………………37

4.4 What are the teachers’ and school administrators’ views on the challenges for the

future full integration of ICTs in the classroom? ………………………………………..38

4.4.1 Training and Awareness of Value………………………………………….38

4.4.2 ICT Curricula and ICT-pedagogy Integration…………………………….._.38

4.4.3 Technical Support………………………………………………………….39

4.4.4 Resources (Hardware and Software) ………………………………………39

4.5 Chapter Summary……………………………………………………………………41

 

Chapter 5. Discussion, Recommendations, and Limitations…………………………………….42

5.1 Discussion……………………………………………………………………………42

5.1.1 What are the factors affecting the currently partial ICT integration? …..…42

5.1.1.1 Training…………………………………………………………..43

5.1.1.2 Resources…………………………………………………………44

5.1.1.3 Awareness of Value………………………………………………45

5.1.1.4 Teacher Evaluation………………………………………………45

5.1.2 What are the factors affecting future full ICT integration? ……………46

5.1.2.1 ICT Curricula and ICT-Pedagogy Integration……………………47

5.1.2.2 Technical Support…………………..……………………………48

5.1.2.3 Additional Resources…………………………………………….48

5.1.3 What are the effects of culture on ICT integration?.………………………49

5.1.3.1 Effect of Organizational Culture on ICT Integration…………….49

5.1.3.2 Effect of Curricular Differences Between Genders on ICT

Integration………………………………………………………………..50

5.1.3.3 Effect of Perceived Gender Role on ICT integration…………….51

5.1.3.4 Effect of Social Customs and Traditions on ICT Integration……51

5.1.3.5 Summary of Cultural Influence………………………………….52

5.2 Recommendations……………………………………………………………………53

5.2.1 Policy Makers in the Ministry of Education……………………………….53

5.2.2 Schools……………………………………………………..………………54

5.2.3 Teachers………………………………………………..…………………..54

5.3 Limitations………………………………………………..………………………….55

5.4 Chapter Summary………………………………………..…………………………..55

 

Chapter 6. Conclusion……………………………………………………………………………56

 

References…………………………………………………………………………….………………60

Appendix A: IRB Approval……………………………………………………………..……….68

Appendix B: Ministry of Education Approval……………………………………………..……..69

Appendix C: Ministry of Education Ease of Research Letter for Schools…………………………70

Appendix D: Interview Questions (Approved by Ministry of Education)………..………….…..71

Appendix E: Interview Questions (English)………………………………………………….…..72

Appendix F: Ministry Letter Confirming Completion of Research…….…………..……………..73

LIST OF TABLES

 

Table 1. U.S and Saudi Educational System (Levels Comparison)………………………………17

Table 2. Participants………………………………………………………………………………27

LIST OF FIGURES

Figure 1. Example of Theme Generation……………………………………………………30

 

 

Chapter 1

Introduction

Researchers have found substantial evidence of the benefits of both partial and full integration of Information and Communications technology (ICT) in the classroom concerning student learning (Cox, Preston, & Cox, 1999). Most studies have shown positive gains in improving students’ learning outcome (Baker, Gearhart, & Herman, 1994; Kachala, 1998; Kulik, 1994; Schacter, 1999). Nevertheless, in spite of ICT projects, numerous training programs, and investments by schools in ICT resources, there has been a disappointingly slow adoption of ICTs in schools (Cox, Preston & Cox, 1999). However, before describing the full motivation for this thesis, I would like to, first, define a few important terms:

• Information and Communications Technology – These are software, and hardware tools such as, computers, interactive whiteboards and projectors, which can be used by teachers and students.
• Partial ICT integration – The integration of ICTs to aid conventional teaching. By conventional teaching, I am referring to the traditional teacher-centered instruction that emphasizes the use of lectures and demonstrations where students learn by listening and observing and are expected to memorize facts. There are many ways ICT tools can be used to aid conventional teaching. For example, teachers could use a laptop, PowerPoint, and a projector to present their material instead of writing on a chalkboard. Another example is the use of an online drop box instead of handing in material by hand.
• Full ICT integration – The integration of ICTs (hardware, and subject specific software) into the students’ curriculum and everyday school activity. An example of full ICT integration could be providing each student with a computer and software that will teach him or her mathematical skills to complement the lessons given by the teacher.

There has been increasing demand for integrating ICTs into the class to improve learning and increase achievement (Kozma, 2003; Tubin & Edri, 2004). Teachers’ reactions have ranged from resisting ICT integration to partially integrating ICTs to fully integrating ICTs (Tubin & Edri, 2004).

Because national culture influences teachers’ perceptions and reactions, different nations need to address their ICT needs based on their specific cultural contexts (Albirini, 2006; Somekh, 2008). Saudi Arabia is an excellent example of a country that must take into consideration its strong cultural, traditional, and religious background when integrating ICT in the classroom. This is especially true when it comes to girls’ education. According to Amoudi and Sulaymani (2014), the application of technology in girls’ classrooms is more challenging than in boys’ classrooms in Saudi Arabia because of cultural beliefs.

The history of the Saudi Arabian girls’ education and the recent ICT related reforms are different than many other countries. Historically, Saudi girls’ education was delayed due to cultural beliefs (Amoudi & Sulaymani, 2014). Similarly, there is a delay in the adoption of ICTs in girls’ schools that may have resulted from cultural beliefs

(Amoudi & Sulaymani, 2014).

The Saudi government has been making progress in its ICT related education reform, but the progress has been in the form of quantitative expansion on resources rather than qualitative reforms to curriculum and teaching methodology. They have started to move from the traditional teaching approach to partially utilizing ICTs by providing a limited amount of resources, such as interactive whiteboards and projectors, and mandating teachers to become ICT adopters (Alenezi, 2014). Unfortunately, few gains have been observed and many challenges have yet to be addressed (Alenezi, 2014). In addition, methods for teaching girls still focus on the traditional way of learning, based on listening, observing, and memorizing (AlMunajjed, 2009), instead of the new studentcentered teaching approaches through full ICT integration. Full ICT integration has a lot of potential to improve education as it: (1) prepares students to operate technology in today’s workplace (Bingimlas, 2009; Yelland, 2001), (2) helps students develop skills, motivation, and knowledge (Grabe & Grabe, 2007), and (3) reduces teachers’ direct instruction, giving her or him more time to assist students with their needs (Iding, Crosby, & Speitel, 2002; Romeo, 2006; Shamatha, Peressini, & Meymaris 2004).

Many studies have been conducted on the topic of ICT integration in Saudi Arabian schools. The studies come in two forms: (1) interventions and trial studies on partial and full ICT integration in education (Al-Ahmad, 2007; Al-Otaibi 2003; Al-Dayel 2005), and (2) studies on the challenges to the currently partial ICT integration in education (Alharbi, 2013; Alenezi, 2014). At this time, few studies have investigated the challenges to both the currently partial ICT integration and the potential full ICT integration in the context of girls’ schools in Saudi Arabia.

This study aims at identifying the factors affecting the currently partial ICT integration, and the factors affecting the goal of full ICT integration in girls’ schools, and uncovering underlying cultural influences on ICT integration. In terms of the currently partial ICT integration, many challenges have yet to be addressed. The Saudi government needs to uncover and address the socio-technical challenges to the currently partial ICT integration. Also, full ICT integration is superior to the traditional teaching methods and partial ICT integration methods (Alharbi, 2013; Alenezi, 2014; and Al-Otaibi, 2003). Therefore, in order for the adoption of technology to progress, the Saudi government needs to uncover and address the challenges for future full integration of ICT tools. Because technology integration may be more challenging in girls’ schools than in boys’ schools (Amoudi & Sulaymani, 2014), suggesting that the challenges may differ, there is a need to look into the challenges in girls’ schools’ separately than boys’ schools. These issues motivate this study’s main research question and sub research questions:

What are the socio-technical influences on ICT integration in girls’ schools in  Saudi Arabia?

• What are the factors affecting the currently partial ICT integration?
• What are the factors affecting future full ICT integration?
• What are the effects of culture on ICT integration?

To investigate these questions, I conducted an interview-based study examining the perceptions of teachers and school administrators in six girls’ public schools in the capital of Saudi Arabia, Riyadh.

1.1 Organization of Thesis:

This thesis is structured as follows:

• In Chapter 2, I provide background on partial and full ICT integration in the classroom and an overview of the Saudi Arabian educational context, particularly related to girls’ education.
• In Chapter 3, I present the research approach, sample population, participants, data collection procedures, interview sessions, data analysis, and validity and credibility of the research.
• In Chapter 4, I discuss four questions to uncover the findings: (1) what are the teachers doing in terms of partial ICT integration? (2) Why are the teachers not partially integrating ICTs in their classrooms? (3) Why are the teachers partially Integrating ICTs in their classrooms? And (4) what are the teachers’ and school administrators’ views on the challenges for the future full integration of ICTs in the classroom.
• In Chapter 5, I discuss the insights gained through this study. I also provide recommendations. Finally, I discuss the limitations of this study.
• In Chapter 6, I conclude by summarizing the key findings and discussing future research opportunities in this space.

A STUDY OF THE SOCIO-TECHNICAL INFLUENCES ON INFORMATION AND COMMUNICATIONS TECHNOLOGY IN GIRLS’ SCHOOLS IN SAUDI ARABIA

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