Conceptual Framework to Guide the Study

Niess et al. (2009) proposed that the use of technology, content and pedagogy could be described in a five-step process of the stages of integration of technology with PCK. The first step is the recognition or knowledge phase, in which teachers use technology and understand its importance to a subject area, but are not yet able to integrate the technology into their teaching (see Figure 2.6). This could be because of barriers to the introduction of technology such as a lack of support staff or training or ICT tools. The second step is the accepting or persuasion phase, which involves the formation of either a favourable or negative attitude towards using technology in teaching. Once a teacher has been persuaded and accepts the technology, it is more likely that they will be more successful in integrating such technology into their teaching practices. The third step is the adapting or decision phase, involving teachers engaging in technological activities that lead them to adopt or reject technology in teaching. This crucial phase requires a teacher to decide how and where they intend to adapt the new technology into their classroom and their style of teaching. The fourth step is the exploration or implementation phase, whereby teachers who have accepted the use of technology actively integrate it into their teaching and learning. It is at this stage that the teacher allows students to explore the possibilities in research and information gathering as part of the students learning process. Finally, the fifth step is the advanced or confirmation phase, which occurs when teachers evaluate the impact of integrating technology in their teaching. Niess 2009 explains this essential stage as the moment when a teacher accepts and understands that a “sustained innovation in modifying own curriculum” effectively incorporates “technology as a teaching and learning tool”. At this point, TPACK is considered achieved.

Figure ‎2.6: Stages of Integration of Technology with PCK (Niess et al., 2009)

The framework developed by Niess et al. (2009) builds on the TPACK framework (see Figure 2.4). In this study, the framework above is used since it helps guide the analysis process of schools being studied. It is especially helpful in understanding the relative stages of adoption that exist between primary schools studied in Australia and Saudi Arabia. In this comparative study, an attempt is made to determine where each of these nations is situated in terms of ICT integration.

TPACK, as outlined earlier in this chapter, is a conceptualisation which ahs been sued to create an expanding research literature base. An example of that research is the conceptual framework proposed by Niess et al. (2009) and displayed in Figure 2.6. Their research has demonstrated that identifiable stages of integration of technologies with pedagogical content knowledge are possible. While Neiss et al. applied this conceptualisation to mathematics teaching using technologies, this conceptual model has been adopted for this study to illustrate the relative position of TPACK of schools and teachers in this comparative study of ICT use in primary schools in Saudi Arabia and in Australia. Table 2.1 shows some differences in individual beliefs about TPACK level, however the positions are disparate suggesting that the TPACK model is useful as a method for broad identification (Phillips, 2016).

2.19 Chapter Summary

This chapter reviewed the current literature relevant to ICT use in schools, with a specific focus on ICT use in schools in Saudi Arabia and Australia. The review assessed the importance of ICT in education and the rising awareness of its impact on society and education in general. It examined issues facing Saudi Arabia’s and Australia’s education systems in terms of the introduction of ICT in education. An examination of the literature showed that each country was presently having different experiences with ICT introduction. In Australia, broadly speaking, ICT integration has progressed quite rapidly, encountering many issues such as teacher confidence, teacher resistance, teacher training, TK, access to equipment and adapting and adopting appropriate pedagogy for the use of ICT in education. Similarly, the literature shows Saudi Arabia is encountering similar issues, albeit for different reasons. For example, access to ICT equipment and the Internet in an Australian context differs to the Saudi experience. In Australia, funding is available and the infrastructure is provided; however, issues remain around levels of equipment, teacher knowledge of how to use equipment, both technically and pedagogically. In Saudi, the provision of equipment and infrastructure is lower and teacher resistance regarding content of the Internet and their own teaching responsibility with respect to ICT usage in the classroom are apparent.

Since the purpose of this research is to conduct a comparative study of a sample of Australian and Saudi Arabian primary schools to evaluate what can be learned from each country’s experience, the review examined the literature on the importance of comparative education. An understanding of comparative education is essential to assessing the true value of this research and for gaining perspective on the cultural issues and differences within education systems, which undoubtedly arise through this study. It was imperative to review potential frameworks under which the examination

could be undertaken. The review assessed the TPACK model and the SAMR model as frameworks for assessing both countries’ progress in terms of ICT adoption. The TPACK model was chosen because it stresses not just TK but the successful integration of the three major elements of effective teaching: pedagogy, content and technology. In this sense, the TPACK conceptualisation informs implementation, design and thinking surrounding the training and professional development of teachers (Finger et al., 2010). Having established the framework, the review examined the experiences of other researchers to gain a more comprehensive understanding of the advantages, disadvantages, barriers and benefits of ICT usage in schools, especially in primary education in Australia and Saudi Arabia.

To a large extent, the review of the literature showed that the adoption of ICT in education is progressing very differently in countries around the world. The reasons for these differences are highly dependent on the individual circumstances of each country, and are not strictly dependent on financial barriers but are also closely associated with cultural barriers, teacher attitudes, TK, confidence, dominant technologies and teaching methods used. This study adds value by shining light on the present state of adoption in both countries, providing a better understanding of progress made in terms of ICT adoption in education, especially in the primary education sector, and increasing our understanding of what needs to be done in both contexts. That is, the study identifies what can be learned from this study and informs recommendations. The next chapter presents the research design and methodology for this study.