Success factors for ICT implementation in Saudi secondary schools: From the perspective of ICT directors, head teachers, teachers and students
Sultan Saad Albugami and Vian Ahmed, Salford University, UK
The role of Information Communication and Technology (ICT) in education is undisputed globally. However, although Saudi Arabia government has invested heavily in the ICT sector in education, the progression has often been disappointing. The barriers hindering the successful implementation of ICT in Saudi Arabia remain serious questions for decision-makers and educators alike. The purpose of this study is to determine the barriers and examine factors affecting the successful implementation of ICT in Saudi secondary schools. A sample of 11 participants from three secondary schools in Jeddah city were selected through purposeful techniques comprising of headmasters, teachers, students and some directors of ICT in the Ministry of Education. Using questionnaire guide, participants were interviewed.
To analyse the results obtained from the in-depth interviews, interpretive and thematic techniques are used. The results show that ICT was perceived as an important tool in improving performance, collaboration, learning experience and learning outcomes. However, various challenges affect the application of ICT in Saudi secondary schools. The barriers included lack of space, resources, maintenance, and lack of teachers and head-teachers’ skills in ICT. Furthermore, the level of teacher competency, training, and lack of clear ICT policies showed a negative impact on integration of ICT in schools. This study recognized aspects that sustain and obstruct ICT application in learning. Therefore, this data will notify decision-makers in Saudi Arabia about the current situation affecting implementation of ICT in secondary schools.
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