• History of ICT tools in general. (300 words).
• The definition and role of ICT tools in education (300 words).
• ICT in developed and development countries (Comparison) (600 words).
• Initiatives in ICT implementation in schools (600 words).
• Strategies for successful ICT implementation (600 words). Examples
• Frameworks and models for successful ICT implementation in schools (1500 words, at least 5 examples with figures). Very important
• The leadership, teaching and learning theories in ICT implementation and collaboration between partners. (600 words).
• The school principle role towards ICT implementation in education (600 words).
• The teacher’s role towards ICT implementation in education (600 words).
• Does ICT tools, in Education, are important? (different views) (600 words)
• History of ICT tools in Saudi schools (300 words).
• Saudi Arabia, Culture and Religion
• Saudi educational system, (Administration of Education) The Ministry of Education and the Ministry of High Education (600 words).
• Saudi ICT policy in education and ICT in the Saudi Educational System (600 words).
• Why secondary schools are important? (For example, preparing for the university or job, critical age, .etc.) (300 words)
• The Objectives of Introducing Computers to the Saudi Educational System (500 words)
• Supporting Factors, Incentives, and Motivators for ICT Usage in Teaching (600 words)
• Teachers‟ Perceptions towards ICT Usage in Teaching ( 300 words)
• Current situation of ICT implementation in Saudi secondary schools. (1000 words).
Please note this literature review for my theses and please each section should be separated.
One more thing please use new references as you can. (Not before 2000) Total of words 12000
Objectives
• Examine the historical development of ICT in general, and in Saudi Arabia in particular; to find out the models or initiatives that developed countries have adapted to implement ICT in education.
• Pinpoint the degrees at which headmasters, teachers and ICT directors in the Ministry of Education comply behaviourally with the tenets of Saudi ICT educational policy and to what extent they are professionally qualified to apply the ICT in schools.
• To examine the perspectives and views of school leaders, teachers and students towards ICT implementation, and to what extent they are satisfied with current uses of ICT in Saudi secondary schools.
• To examine the current availability of ICT tools in Jeddah schools and to determine the roles that headmasters, teachers and ICT directors are practicing to integrate ICT in Saudi secondary schools.
• Survey the observed restrictions and barriers hindering the use of ICT in Saudi secondary schools
• Propose a strategy framework for ICT implementation in Saudi secondary schools.
Research Questions
What is the current situation of ICT in Saudi secondary schools?
What is the perspectives and views of ICT stakeholder at Saudi secondary schools?
To what extent the headmasters, teachers and ICT directors comply behaviourally with the tenets of ICT policy.
What is the level of stakeholder engagement in ICT training programmes and the level of ICT skills that they attained?
To what extent the stakeholder qualified to apply ICT in Saudi secondary schools.
What is the level of satisfaction of stakeholder in ICT implementation, in schools?
What are the restrictions and barriers hindering the use of ICT in Saudi secondary schools?
What role that the headmasters and teachers should play to facilitate ICT implementation in Saudi secondary schools?
Research problem
The Saudi government has realized the importance of investing in the education sector, especially in the youth sector; the huge investments have been dedicated by Saudi government to the purpose of developing public education. For example, in 2007 the Saudi government invested almost £2bn in reforming and improving education using modern technologies. Furthermore, public education was improved by revising the curriculum and introducing electronic devices to facilitate teaching. This project also introduced training and development programmes for educators to ensure sufficient use of ICT in education (Tatweer, 2007). Therefore, more than 25% of the overall Saudi’s government budget for 2013 is dedicated to the educational sector( more than £34 billion), which adds to the already massive funds pumped into the educational field towards the implementation of technology in the school curriculum and improving ICT facilities (Al-Eqtisadiah, 2013).
However, In spite of this increased spending and governmental support, Saudi Arabia still lags behind world leaders in the educational sector especially with regards to ICT (Ashka, 2013). There is still a big gap between the availability of ICT technology in Saudi schools and methods of implementation, and there are still many improvements needed to reach an effective implementation of ICT in Saudi classrooms. To confirm that, some recent studies related to ICT in Saudi secondary schools (Almalki & Williams, 2012; Oyaid, 2009; Almadhour, 2010) mentioned that the Saudi government needs to develop an effective strategy for ICT in education and implement it in practice in Saudi schools. Almadhour (2010) concluded in his study, ‘Unfortunately although the Saudi Arabian government has lots of funding, there is no clear strategic framework towards equipping ICT in schools’.
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