Date Approved
2013
Graduate Degree Type
Thesis
Degree Name
Education (M.Ed.)
Degree Program
College of Education
Abstract
This study examines teachers' attitudes towards integrating technology in Saudi Arabia and the United States. A case study approach was used to identify several factors that challenge teachers and schools to adapt or integrate technology. And, the case study also reveals similarities and differences between the preparation and practice of teachers in Saudi Arabia and in the United States.
The data was collected through semi-structured interviews distributed to ten teachers from Saudi Arabia and the United States. These interviews were analyzed to determine teachers' attitudes in both countries and to compare and contrast these results. Findings reveal that teachers from both countries note positive educational benefits in using technology, but that there is also a discrepancy between how teachers are prepared to use technology and in the availability of technology in their classrooms. And unfortunately, most teachers seem to lack the time needed to learn to use and apply technology in meaningful ways into the curriculum.
ScholarWorks Citation
Alharbi, Asma Mohammed, "Teacher's Attitudes towards Integrating Technology: Case Studies in Saudi Arabia and the United States" (2013). Masters Theses. 58.
https://scholarworks.gvsu.edu/theses/58
