GLOBAL ICT IMPLEMENTATION
2. INTRODUCTION
2.7. STUDY CONCEPTUAL FRAMEWORK
Miles and Huberman (1994, p.18) define the conceptual framework as a written or visual product, which "explains, either graphically or in narrative form, the main things to be studied- the key factors, concepts, or variables-and the presumed relationships among them". In this study, the conceptual framework is the system of concepts, expectations, assumptions, beliefs, and theories that support and inform this research (Miles and Huberman, 1994). Therefore, and based on the growing body of studies that have been reviewed in this chapter, which has documented the theories and conditions that could help to identify the factors that affect ICT implementation in education (which are considered to be the most relevant to the study
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conceptual framework), all these factors have contributed to develop the study conceptual framework. Although some underlying issues in ICT implementation may be different in each country, the main criteria for ICT implementation do not vary significantly (Touray et al. 2013). The review of the literature revealed that the successful implementation of ICT in education is strongly linked to understanding the school culture, for instance, the views and attitudes of ICT end-users (Levin and Wadmany, 2005), the level of their satisfaction with the current situation of ICT implementation (Sparks, 1994), as well as the impact of religion and culture on the use of the internet in schools (Albirini 2006; Al-Sulaimani 2010). In addition, the role of the headmaster and the teacher is also a critical factor which confirmed by several studies (Schiller, 2003; Chan, 2004; Blackmore et al. 2011), where their role in ICT application is significant. For instance, the headmaster's role in encouraging teachers and students to use ICT in school and follow-up the application of ICT and supervision, as well as the evaluation of teachers' usage of ICT in their lessons. On the other hand, teachers should employ ICT tools and effective pedagogical practices (Murphy, 2006), with the involvement of the students, develop their skills by attending training programs.
In contrast, the government should play a major role in terms of the development of clear strategies and policies, policies should translate into action, backed the principle of cooperation and participation with various ministries on one hand, and with the schools on the other. Oyaid (2009); Almadhour (2010); Almalki & Williams (2012); Al-Harbi (2014) and Al-Oteawi (2002). Also, the government should play an important role in the preparation and training of qualified teachers (Almohaissin, 2006; AL-Harbi, 2014; Ghamrawi, 2013), providing a suitable infrastructure with the means of safety (Al-Wakeel, 2001). Finally, financial support and the provision of technical tools is a critical factor in by the government to make the ICT implementation more successful (Alzaida, 2008).
Accordingly, the study was able to develop a conceptual framework to be evaluated in the Saudi context, in chapter three. This conceptual framework has two main themes. The first theme is school Level, which has three sub-themes and seven criteria. The second theme is Government Level, which has four sub-themes and 14 criteria. (See table 2.3).
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Table 2.5: Study Conceptual Framework for ICT implementation in education
Themes Sub-themes Criteria Research Enquiries Target
Scho
o
l L
ev
el
In te rn al Fac tor s (1) School culture
Views and attitudes towards ICT integration in education
Religion, culture and beliefs Satisfaction with current situation
What are the views and attitudes of ICT stakeholders towards ICT implementation in Saudi secondary schools?
To what extent do religion and beliefs play a role in ICT implementation?
What is the level of stakeholder satisfaction with ICT implementation in Saudi secondary schools?
Headmasters Teachers
& Students
(2)
Headmaster’s role & responsibilities in ICT
Creating an attractive school
environment (supportive, encouraging, collaborative and facilitative)
Controlling,monitoring and assessing ICT usage
What role the Saudi’s headmaster plays in facilitating ICT implementation in Saudi secondary schools?
What ICT applications are used in headmaster functions? ALL
(3)
Teachers’ role & responsibilities in ICT
Developing technological and pedagogical skills
Employing ICT in the classroom
To what extent do Saudi teachers employ ICT tools in their lessons? What is the level of Saudi teacher engagement in ICT training programmes?
To what extent are the teachers qualified to apply ICT in Saudi secondary schools (skills)?
ALL
Go
v
ernm
ent L
ev
el
E xte rn al Fa ctor s (4)Policy and strategy
Clarifying the education policy Policies translated into action Working in partnership Support and encouragement Follow-up and supervision Staff training
Technical support
What are the objectives of the Saudi education policy regarding ICT in education?
To what extent do ICT stakeholders understand the education policy regarding ICT in education?
To what extent is the education policy related to ICT translated into action?
What role does the Saudi government play in facilitating ICT implementation in secondary schools?
Headmasters Teachers & ICT directors (5) ICT as a subject
Quality of ICT as a subject
ICT tools related to ICT courses and national curriculum
What level of quality does the subject of ICT have? What is the level of quality of the computers (hardware and
software) and their compatibility with what is currently taught in the subject of ICT? ALL (6) Resources Financial resources ICT resources
Human resources (qualified teachers)
What is the level of availability of ICT: tools, financial and human
resources? ALL
(7)
Learning environment
Appropriate physical learning environment (Spaces, safety and security)
ICT facilities and infrastructure
What is the current situation of the school building in regard to facilities, infrastructure, space, safety and security?
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