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Technology integration in university teachers' education programs in Jordan: Comparisons of competencies, attitudes and perceptions toward integrating technology in the classroom
DISSERTATION

, Southern Illinois University at Carbondale, United States

Southern Illinois University at Carbondale . Awarded

Abstract

The purpose of this study was to determine the status of Mu’tah University faculty attitudes and their perceptions of the competencies of teacher education programs regarding the integration of technology into classroom instruction in the Kingdom of Jordan. This research intended to investigate attitudes of faculty members toward integration of technology into classroom instruction because the responsibility of preparing future educators falls upon faculty members, and their perceptions and attitudes may influence the implementation and integration of instructional technology into their institutions’ curricula. The study was designed to determine if significant differences exist in faculty’s attitudes toward integration of technology into the classroom, and in faculty’s perceptions of the competencies needed for the integration of technology into the classrooms based on gender, age, academic rank, and teaching experience.

A sample of 264 faculty members in four different colleges (Educational Sciences, Social Sciences, Arts, and Sciences) was selected. Results from 161 faculty members were collected and analyzed. The study utilized an instrument, the Technology in Education Survey (TIES), to collect all necessary data required for three proposed research questions. The survey consisted of three sections: Personal and Situational Data, Attitudes toward Using Technology, and Competency for Using Technology.

Findings of research question one indicated that most faculty members had positive attitudes toward the integration of technology and viewed that to be an important factor for improving the education regardless of gender, age, rank, college, and years of teaching experience. Also, findings of research question two indicated that most faculty members had positive perceptions of their competency levels for the integration of technology and viewed that to be an important factor for improving the education regardless of gender, age, rank, college, and years of teaching experience. Finding of research question three showed that there is a significant positive relationship between faculty’s attitudes and their perceptions of competencies needed for the integration of technology into classroom instruction.

The findings of this study that faculty members have positive attitudes and positive perceptions of the competencies needed for integration of technology into classroom instruction might be the results of investments and training efforts made by the Jordanian Ministry of Higher Education to ensure better educational quality for students. The study suggested some implications and recommendations for policymakers and for future researchers who are interested in conducting similar studies about technology integration; specifically, in the Kingdom of Jordan, or those who are interested in conducting studies in the Middle East region.

Citation

Al-Ghazo, A.M. Technology integration in university teachers' education programs in Jordan: Comparisons of competencies, attitudes and perceptions toward integrating technology in the classroom. Ph.D. thesis, Southern Illinois University at Carbondale. Retrieved November 17, 2019 from .

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

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