Maximizing Technological Tools for the Improvement of Saudi Arabia’s Education
Introduction
Background and Setting
The use of technological tools in education has become widespread with the increasing advancements in technology. The professionals across the globe from the educational sector consider technological tools to have numerous benefits towards enhancing students experience in education that contributes to their growth and development. Technology has made the work of teachers easy in their way of acquiring knowledge and their teaching practice. Technology advancements have generated a new trend of learning that has made it mandatory for teachers to have adequate knowledge and skills of the new forms of technology and how to use them in the classroom to achieve quality education. Moreover, technology has improved the quality of education by facilitating smooth exchange of educational information among students and teachers. Furthermore, technology provides enormous learning support to the children with disabilities. Most educational institutions have adopted the use of technology in their systems to enhance the quality of education and improve the students’ educational experiences that have significant impacts in their life and future career (Schmid, Bernard, Borokhovski, Tamim, Abrami, Surkes & Woods, 2014). Saudi Arabia Education is experiencing challenges of quality due to lack of adequate knowledge on how to integrate technological tools into its education system that has affected the students learning experiences. Technology is advancing quickly so does knowledge; therefore, it is important for education systems in Saudi Arabia to keep up with these changes in order to achieve quality education. Adopting technology within the classroom setting would provide solutions to the Saudi Arabian education. Technology will provide information and instructional methods that will have significant influence on learning and teaching experiences. These experiences will provide profound changes in the educational environments in Saudi Arabia (Alfaraj & Kuyini, 2014).
Statement of the Problem
Saudi Arabia is currently facing the challenge of appropriating technology tools in their classrooms that has crippled its effectiveness in promoting growth and development of the students in their educational experiences (Schmid, Bernard, Borokhovski et al., 2014). Despite the increasing awareness of the significance of technology in education, most individuals in Saudi Arabia have limited knowledge on how to apply and integrate technology tools into the students’ general learning experience. Limited knowledge has adversely affected the idea of incorporating new forms of technology to achieve optimal learning experience among students thereby affecting the quality of education in Saudi Arabia. Therefore, to improve the quality of Saudi Arabia education, it is crucial to conduct an analysis to determine ways of appropriating technological tools into the learning process (Alfaraj & Kuyini, 2014).
Research Questions
What are the identified benefits of technological tools in the learning experience of students in Saudi Arabia?
What are the most efficient technological tools that can be utilized by teachers to promote the learning process in the classroom environment?
How has the integration of technological tools in the teaching practice impacted on the quality of education in Saudi Arabia?
What particular techniques can be used to improve the relationship teachers and technological tools within the classroom setting?
Does the application of the new forms of technologies within the classroom setting have any adverse effects on the learning experience of students in Saudi Arabia?
Definition of Terms
Technology refers to tools or machines that can be utilized to address the actual problems in the world. In this regard, technology can be defined as a tool used in education to offer solutions and alternative options for learning and teaching (Selwyn, 2016).
Quality is defined as a standard used to measure the level of excellence of something. In this context, quality in education refers to an education that offers learners the necessary ability to become productive economically and contribute positively to the society (Creemers & Kyriakides, 2013).
Limitations of the Study
Access to first hand information was constrained by limited time available to complete the assignment. The assigned time was not adequate for the researcher to carry out a wide range of research.
Limited funding that hindered the researcher to have adequate resources to cover a wide area of study
The choice of the research design was a constrain to the study
Basic Assumptions
The researcher believed that people in Saudi Arabia have adequate awareness of the importance of using technology in education.
Every teacher has training and sufficient knowledge on how to appropriately utilize technological tools within the classroom setting.
Significance of the Problem
The problem of limited knowledge on how to appropriate technological tools in the educational experience is important because it has provided insights on why the quality of education in Saudi Arabia is not optimal. This understanding will allow researchers to determine ways of maximizing the use of technological tools in education to improve the quality of education in Saudi Arabia. Proper utilization of technological tools by administrators and educators within the classroom environment will contribute significantly to the improvement of the quality of education in Saudi Arabia (Schmid, Bernard, Borokhovski et al., 2014). Technology will expose students in Saudi Arabia to the modern learning process and provide them with the opportunity to develop their creativity and become more innovative. Moreover, integration of technology into classroom settings would also provide profound support for children with disabilities in Saudi Arabia in their learning process. For instance, children with Down syndrome in Saudi Arabia often experience challenges in their learning, therefore appropriating technological tools within the classroom setting will greatly benefit these students (Alfaraj & Kuyini, 2014).
References
Alfaraj, A., & Kuyini, A. B. (2014). The use of technology to support the learning of children with Down syndrome in Saudi Arabia. World Journal of Education, 4(6), 42-53. http://www.sciedu.ca/journal/index.php/wje/article/viewFile/5812/3552
Creemers, B. P., & Kyriakides, L. (2013). Improving quality in education: Dynamic approaches to school improvement. Routledge.
Schmid, R. F., Bernard, R. M., Borokhovski, E., Tamim, R. M., Abrami, P. C., Surkes, M. A., … & Woods, J. (2014). The effects of technology use in postsecondary education: A meta-analysis of classroom applications. Computers & Education, 72, 271-291.
Selwyn, N. (2016). Education and technology: Key issues and debates. Bloomsbury Publishing.
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