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The utilization of instructional technology in the Qatar public school system

, University of Southern California, United States

University of Southern California . Awarded


Previous research studies support the view that the use of instructional technology in classrooms today is vital to education. This study focused on the public school system in the State of Qatar, a small Gulf country that has not fully utilized educational technology. The purpose of the study was to identify the current use of instructional technology, its availability in the schools, teachers' ability to use it effectively, and the amount of teacher training in its use.

The objectives were to recognize the barriers to its use, and the strategies that could be implemented that would encourage its use. A questionnaire was prepared and distributed to principles, teachers, and supervisors in the Qatari public schools to obtain data regarding the use of instructional technology, knowledge of its use, its availability, and the amount of training in the use of the technology by the current staff. Findings of the study revealed that little educational technology was being used in the classrooms today. Barriers to its use included teachers' lack of knowledge and training in its use, the lack of availability of the technology for teachers' use, and an absence of support in its use (equipment, finances, and training programs).

Recommendations included the need for teacher training in the use of educational technology, more availability of the technology, increased budgets to purchase the equipment, and programs designed by experts in its introduction, integration into the curriculum, operation of the equipment, and proper storage. The study is the first step in modernizing the classrooms in the State of Qatar to make them a showcase of modernization in the Middle East.


Abumalha, H.M.S. The utilization of instructional technology in the Qatar public school system. Ph.D. thesis, University of Southern California. Retrieved October 14, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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