Please use this identifier to cite or link to this item: http://hdl.handle.net/2381/33554
Title: Towards greater integration of ICT into the teaching and learning process: A case study of the Saudi Tatweer Portal
Authors: Binothman, Wusmyah Abdullah
Supervisors: Comber, Chris
Busher, Hugh
Award date: 20-Oct-2015
Presented at: University of Leicester
Abstract: Educational portals are increasingly being used in many educational systems in order to facilitate ICT integration into the teaching and learning process. In this study, the implementation of the Tatweer Portal in the Kingdom of Saudi Arabia at the trial stage was explored in four schools in the capital, Riyadh, as a case study. Several interviews were conducted with teachers, students and senior managers. Further questionnaires were distributed to both students and teachers. The main findings of this study are that there is great acceptance of the Portal among teachers and students. The main uses of the Portal were for communication and information. The study also emphasized that the school system plays a dominant role in the successful implementation of portals under five main categories of factors, which include financial infrastructure, pedagogic factors, motivation, teachers’ professional development, and parental involvement. Both students and teachers very strongly suggested the appointment of a qualified full-time manager for the Portal in each school. Personal characteristics imposed slight differences amongst teachers as well as students in the way they perceived the Portal; however, these differences did not influence the outcome of this study. Finally, this study introduced two main implications for policy makers in the KSA. The first implication involves extensive revision of the policies of the Portal Project to meet the objectives of the new Saudi education strategy. The second implication is the extension of the trial period of Portal use to allow teachers and students to explore the advantages of the Portal Project.
Links: http://hdl.handle.net/2381/33554
Type: Thesis
Level: Doctoral
Qualification: PhD
Rights: Copyright © the author. All rights reserved.
Appears in Collections:Leicester Theses
Theses, School of Education

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