The External Factors

The external factors that could impact the productivity of ICT integration not only providing a classroom with ICT tools but also repair the damaged devices and offer continuous technical supports. Another related factor that helps to get the benefits out of those devices that get the knowledge how to use the prorate tools in the teaching process. Thus, there are two external factors in this study that could impact ICT integration in Saudi primary schools. Firstly: The availability of ICT tools and technical support (Section 2.6.1). Secondly: Professional development (PD) (Section 2.6.2).

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2.6.1 The availability of ICT tools and technical support

In order to succeed part of the aim in ICT integration process, one of the important factors is ICT tools (such as computer, smart whiteboard, projector, printer/scanner, and iPad), (Newhouse, 2010) argues that providing resources and ICT tools is the essential external factor in ICT integration in schools. Technical support is also a critical factor, regarding making help and support available when hardware and software problems occur within the system. Thus, teachers and students can be encouraged to use ICT if they have tools in the classroom that support teaching and learning. ICT integration will enable teachers and students to enjoy higher benefits (Pare & Raymond, 1991).

ICT tools improve student learning through the use of visual meaning-making in science; for instance, videos, pictures, animations, and digital microscopes are vehicles for illustration, thinking and argument skills. When teachers and students use and integrate ICT, these tools become effective in the teaching and learning process (Otrel-Cass, Cowie, & Khoo, 2011).

A case study from Nigeria aimed to determine the elements that can influence teachers’ decisions to integrate ICT in the teaching and learning process (Lawrence & Tar, 2018). The researchers developed a model for the integration of ICT in teaching and learning by measuring the factors at play at the levels of teacher, technology, and institution. They found that a lack of ICT resources hinders teachers from integrating ICT in the teaching and learning process (Lawrence & Tar, 2018). A previous study showed that teachers’ pedagogical use of ICT in teaching is determined by the availability of ICT resources in classrooms (Lawrence & Tar, 2018). This is supported by prior studies which found that the main hindrances to the effective ICT integration in schools is the availability of ICT tools (Pelgrum, 2001). Several Saudi studies have shown that ICT is available in schools, and some

researchers have focused on the technology used by primary, intermediate and secondary teachers. Most of these studies have revealed a low level of ICT usage and a lack of training in the field. For example, a previous Saudi study showed that Saudi Arabia was still in the early stages of integrating ICT into the classroom (Bingimlas, 2009). Almaghlouth (2008) found that the most common ICT tools available at secondary schools were digital projectors, TV monitors, overhead projectors,

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printers, and DVD players. The purpose of using ICT in science classrooms may differ from teacher to teacher, but some tools have been found to be particularly popular. Oyaid (2009) found that ICT was often used to prepare lesson activities and provide information through multimedia — pictures, videos and sound. However, in intermediate schools, ICT was rarely used in science classrooms (Al Sulaimani, 2010). A study conducted in the city of Yanbu, Saudi Arabia showed that science teachers integrated ICT most frequently when planning lessons and creating instructional materials (Al-Alwani & Soomro, 2010).

Some studies have focused on the teachers’ use of new technologies in intermediate or secondary science education (Al Sulaimani, 2010; Oyaid, 2009). Al-Showaye (2002) found that among Saudi teachers, integrating ICT is increasingly common in activities that take place in and out of the classroom, including lesson preparation. Conversely, Al Sulaimani (2010) found that there was little opportunity to integrate ICT into the science curriculum in intermediate schools. A similar study by Oyaid (2009) showed that that ICT was not easy to implement effectively in secondary schools.

Technical support is important for teachers who wish to integrate technology into their teaching process. Conversely, lack of technical support hinders teachers from integrating ICT in classrooms (Korte & Hüsing, 2006; Lawrence & Tar, 2018). ICT support in schools helps teachers to use the tools without wasting time trying to fixed technical issues (Alkahtani, 2017; Yilmaz, 2011).

2.6.2 Professional development (PD)

An important factor in ensuring the production of active lessons is the professional development of teachers to increase their desire for teaching (Torff & Tirotta, 2010). Professional development can improve teachers’ attitudes, skills, and enjoyment, thus raising the quality of teaching and learning (Merriam, Caffarella, &

Baumgartner, 2012). In the twenty-first century, when new ICT tools are being introduced in classrooms, numerous workshops should be offered to teachers, to enrich their creativity and improve their teaching abilities (Alghamdi & Higgins, 2015). Indeed, training courses play a vital role in assisting teachers to be

independent learners.

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factors that play an important role in ICT integration in schools. In several studies with a similar context to this study, many teachers perceived the importance of training to help them learn new skills and get benefits form all the functions of the ICT tools available in the schools (Albugami, 2016; Alghamdi & Higgins, 2015; Oyaid, 2009). However, some teachers had difficulty with the training session times and locations. Another issue that negatively affects ICT integration in classrooms is that most teachers will not attend training outside of working hours in Saudi

secondary schools (Albugami & Ahmed, 2015).

Throughout 2014, the Ministry of Education (MoE) in Saudi Arabia sought to identify the numbers of teachers and group them into their teaching subject areas, with a view to determining training needs and setting standards for quality control and performance in professional development (PD) programmes (Ministry of Education, 2014). However, almost all teachers had only participated in PD once during their service. Teachers need ongoing PD programs that are updated with new technology and new teaching and learning strategies to enable them to improve students’ achievements.

A study conducted by AlShaya and Alhassan (2007) determined that Saudi science teachers need computer skills to integrate ICT into effective science learning and teaching. Moreover, Al Sulaimani (2010) argued that most of the training activities were provided after working hours, which may not suit female teachers. In a

quantitative study to investigate how Saudi teachers in primary schools were trained to use Interactive White Board (IWB), (Alghamdi & Higgins, 2015) revealed that the lack of training for teachers caused them to depend on themselves or their colleagues to improve their capabilities and had a significant effect on their IWB skills. Thus, providing support from the school administration and providing teachers with training, both technical and pedagogical, is crucial for effective integration of IWBs in classrooms (Alghamdi & Higgins, 2015).

Implanting E-learning systems for teaching and learning in Saudi schools is ongoing. Several schools have piloted Classera, aiming to improve the teaching and learning process and assist the enrichment of knowledge and enhancement of communication between students, teachers, and parents. A recent study examines the advantages and disadvantages of the integration and use of Classera (Alahmari & Kyei-Blankson,

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2016). This findings revealed that teachers achieve several advantages while using Classera: easing student learning, fast sharing of content, and encouraging colleague cooperation and teacher-parent communication. Nevertheless, several disadvantages hinder use of the system: lack of Internet access, lack of professional development for teachers, and lack of time for training (Alahmari & Kyei-Blankson, 2016). These issues need to be addressed to achieve the effective integration and implementation of Classera in all schools across Saudi Arabia.