Teachers' Perspectives on ICT Curriculum and Students' Learning Skills

Objectives: The role of technology in modern life is expanding rapidly. Educational technology has emerged as a crucial component in raising academic achievement worldwide. Teachers all over the world are now focusing on it. Therefore, this study examined the teachers' perspectives on the ICT curriculum and its effect on students' eLearning skills in the UAE. Methods/Analysis: Researchers used a questionnaire to gather the data to learn more about how technology is being used in UAE Model Schools. There were a total of 150 teachers (60 female and 90 male) from three different Abu Dhabi schools included in the study. In addition, the study used descriptive statistics for the analysis. Findings: The study's findings confirmed that teachers at both institutions use technology in the classroom. Novelty /Improvement:Practical implications for the United Arab Emirates support of technology are explored. Doi: 10.28991/ESJ-2023-SIED2-03 Full Text: PD

Framework for the implementation of an enhanced virtual design studio in the architecture education curriculum of the United Arab Emirates : the virtual creative and collaborative studio

Being a rapidly developing country the United Arab Emirates (UAE) has realised the need for highly qualified and properly skilled manpower to cope with the country‟s ambitious development plans. This has resulted in high investments in education and training in the UAE. The government facilitated high technological tools for education. These tools suffered from underutilisation and a failure to be properly integrated in the curricula. The literature review indicates that today‟s knowledge-driven economy demands a workforce equipped with complex skills such as creativity and collaboration. Universities must not only teach the necessary technical skills and knowledge, but also the culture of creativity and teamwork. The learning theories emphasise the importance of learning by doing and collaboration processes to achieve effective learning. Learning theories also emphasise the importance of teaching creative skills to the students. These approaches are congruent with use of technologies, such as visual design studio (VDS), for the purpose of architecture education in design courses, but such use is lacking in the UAE. The present research focuses on implementing and evaluating technologies such as the VDS in architecture education in an attempt to formulate a framework for implementing technologies combined by creative and collaborative skills in the UAE. Since implementing a new technology into education practice is complex task, this work will formulate a framework that will help in shifting from the traditional learning to learning with technology. This work will take into consideration factors such as pedagogical issues, collaboration creative work and architecture practice and industrial needs in the UAE. The aim of the current research is to formulate a framework for implementing VDS at the conceptual end of the architecture design education in the UAE. This research will apply an action research method framework. The action research will be generated into three phases. Each phase will consist of three stages, the descriptive stage which will analyse the need and criteria of the method, the constructive stage which will include the process involved in constructing the framework and the evaluative stage which will include the testing and evaluation. The resulting framework should satisfy the UAE‟s needof advanced technological tools for enhancing design education taking in consideration the socio-cultural dimension of the UAE. As technology is changing rapidly; future research should concentrate on adding further technological tools such as mobile learning. Also as this work provided a framework for integrating technology in architecture design education, yet it is not limited to this discipline only. Other disciplines could benefit from this emerging model and further research could be conducted

How Private International School Leaders Meet The National Education Transformation Agenda In Dubai

In 2014, Dubai Government adopted the United Arab Emirates (UAE) National Agenda, a strategic plan for Vision 2021, whereas leaders are associated with improving the quality and accessibility to education, which represents a major priority in sustaining economic prosperity and achieving social development goals (Government of the UAE, 2016). Managing this seven-year transformation plan in the educational context has been reported in part by Litz and Scott (2016), in which their study revealed that Emirati school leaders needed to change their leadership practice in order to align with the National Agenda expectations. This study explores critical challenges and opportunities for K-12 private education in modern Dubai. The purpose of this qualitative study was to examine how a selected sample of international school leaders in Dubai managed to bring their school rating beyond the acceptable threshold of the UAE National Agenda in 2017, after three years of low performance. More specifically, this study addressed two research questions: What leadership strategies used by these school leaders were identified as effective to change and improve school performance over a three-year period? In addition, considering Dubai’s highly diverse population with over two hundred nationalities (Government of the UAE, 2018), what, if any, Modified or Cross-Cultural Transformation Leadership approaches, as defined by Litz and Scott (2016) were evident in the improvement of the selected sample of international schools? Results from two sources, published school report analyses and transcripts of recorded one-on-one interviews with school principals, revealed this modified or Cross-Cultural Transformation Leadership approach, as defined by Litz and Scott (2016), was evident in the improvement of the selected sample of international schools. Further research is needed to follow the progress initiated by the UAE National Agenda, to explore the growth after Vision 2021 and determine whether Dubai has indeed reached its goal to be ranked among the safest, smartest, most innovative, and happiest nations (Government of the UAE, 2016)

Investigating the effectiveness of mathematics games on students' attitudes and learning environment

The primary focus of the present study was an evaluation of the effectiveness of games when used in college-level mathematics classes in the United Arab Emirates (UAE). A mixed-method approach involved surveys, interviews, observations of classes and narrative stories.As a first step, a sample of 352 students in 33 classes from three colleges in Abu Dhabi (the largest emirate in the UAE) responded to two surveys. The first, a modified version of the What Is Happening In this Class? (WIHIC) questionnaire, was used to assess students’ perceptions of the learning environment. Five of the seven WIHIC scales were selected for use in my study, namely, Student Cohesiveness, Teacher Support, Involvement, Cooperation and Equity. One scale, from the Constructivist Learning Environment Survey (CLES), Personal Relevance, was also added. The second survey, used to assess students’ attitudes, involved two scales: one to assess students enjoyment of mathematics classes (from the Test of Science-Related Attitudes (Fraser, 1981); and one to assess students’ academic efficacy (modified from the Jinks and Morgan’s (1999) Student Efficacy Scale). Both the WIHIC and attitude scales were modified to improve their suitability for use in the UAE and relevance to the present study, and then they were translated into Arabic.The data were analysed for the modified WIHIC and attitude scales to check their factor structure, reliability, discriminant validity, and the ability to distinguish between different classes and groups. In terms of the validity of modified WIHIC and attitude scales when used with college-level students in the UAE, the factor analysis results attested to the sound factor structure of each questionnaire. The results for each modified WIHIC and attitude scale for alpha reliability and discriminant validity for two units of analysis (individual and class mean) compared favourably with the results for well-established classroom environment instruments.A one-way analysis of variance (ANOVA) for each modified WIHIC scale was used to investigate its ability to differentiate between the perceptions of students in different classrooms. The ANOVA results suggested that students perceived the learning environments of different mathematics classrooms differently on the modified WIHIC scales. In general, the results provided evidence of the validity of the modified WIHIC in describing psychosocial factors in the learning environments of college-level students’ mathematics classrooms in the UAE.The sample of 352 students was also used to examine the strength and direction of associations between the six learning environment scales and the two attitudes scales using simple correlation and multiple regression analyses. There was a statistically significant simple correlation between each attitude scale (Enjoyment of Mathematics Lessons and Academic Efficacy) and each of the six WIHIC scales with the individual as the unit of analysis, but not with the class mean as the unit of analysis. Multiple regression analysis suggested that students’ enjoyment of their mathematics lessons was more positive in classrooms with greater Teacher Support, Cooperation and Personal Relevance, and that Academic Efficacy was higher in classes with more Personal Relevance.Eight of the 33 classes (n=90 students) were exposed to mathematics games. For these students, the effectiveness of the mathematics games was evaluated in terms of classroom environment and attitudes, as well as achievement. Pre-test–post-test differences were explored using a one-way multivariate analysis of variance (MANOVA) with repeated measures (using the student as the unit of analysis). The results suggest that there were statistically significant pre–post differences for three of the six WIHIC scales (namely, Teacher Support, Involvement and Personal Relevance), for both attitude scales, and achievement.In-depth qualitative data (from observations and interviews) provided information about the introduction and use of games in mathematics. The data were analysed to shed light on students’ interactions during the games and to triangulate and to clarify and explain students’ responses to the learning environment and attitude questionnaires. Analysis of the interviews suggested that the students generally enjoyed mathematics more when games were included in their lessons, and that the use of mathematics games had improved their feelings about how well they were performing in mathematics.A narrative, based on the classroom observations, was written to provide the reader with insights into the classrooms that were exposed to the mathematics games. The narrative describing students playing mathematics games suggested that, with the introduction of games in the classroom, students were given the opportunity to interact with each other and to explain and compare their solutions with those of their team-mates. Therefore, qualitative data obtained from students who experienced the use of mathematics games supported the quantitative findings concerning the effectiveness of games in mathematics classes.Finally, a two-way MANOVA with repeated measures on one factor was used to identify the differential effectiveness of using games activities in mathematics instructions for male and female students. The results suggested that, whereas Student Cohesiveness scores were similar for the pre-test, males’ perceived greater cohesiveness than did females for the post-test. Males’ perceptions of Student Cohesiveness improved, while female score deteriorated, during the use of games.The results of my study provide information about the effectiveness of Jeopardy!-type games in terms of the classroom learning environment and students’ outcomes (attitudes and achievement). Because teachers are often reluctant to use computer-based games in their mathematics classrooms, my study is significant as the results have the potential to encourage mathematics teachers to incorporate the use of computer-based games in their classrooms as a viable alternative pedagogical approach. In particular, this study provides valuable information that could help teachers in the UAE to improve their pedagogical practices. The results of this study have the potential to encourage educators, researchers and curriculum developers in the UAE to incorporate the use of computer-based games in the curriculum as a practical way to improve classroom environments and students’ attitudes and achievement

Attitude Towards, and Awareness Of Using ICT in classrooms: A Case of Expatriate Indian Teachers in UAE

It is a widely accepted fact that ICT integration in education offers a wider opportunity for both teachers and students to fulfill the increasing demand of the contemporary world. The current paper explores the awareness of, and attitude towards, using ICT in teaching by the Indian teachers in UAE based on their gender and age. The data were collected through both questionnaire and interview. At the first phase of the data collection 57 teachers from 7 Indian curriculum schools were selected through consecutive sampling technique and 10 teachers, who were also subject coordinators, were selected through purposive sampling at the second phase. The findings of the study, through the analysis of both quantitative and qualitative data, revealed that teachers have a positive attitude towards using ICT irrespective of their gender and age. However, the ICT awareness of teachers is at the average level and is  influenced by their gender and age. The findings suggest that ICT use for educational purposes should be given greater consideration than it currently receives. In general, the results were consistent with those previously reported in studies related to the use of ICT in the educational settings. Keywords: ICT (Information and communication Technology),  ICT integration , Attitude, Awarenes

Advancing Education: Using Mobile Electronics To Deliver Communications

Based on gender, age, education level, online shopping, economic state, and level of development, this thesis discusses the kinds of electronic communication devices which are used in Arabic countries. Also, the internet, cellphone usage, and how electronic communication technology effect individual\u27s lives in Arabic countries will be studied. As a developing Arabic country, the United Arab Emirates (UAE) is seeking to use the best methods of digital education. Spending on education technology in the UAE is one of the highest in the world. The UAE is constantly looking to better the educational system. The economy in UAE has developed into a modern state. The Hashemite Kingdom of Jordan is another an Arab Kingdom in the Middle East. This research discusses the importance of the information and communication sectors in Jordan. These sectors, as well as telecommunications and technology, business banking, the internet and e-commerce solutions, online shopping, and communication centers are the fastest growing areas in Jordan. Finally, Saudi Arabia has the highest reserves of national oil in the world. Recently, Saudi Arabia has developed rapidly because of its oil exports, so quality of life for citizens has improved. The government has provided an inexpensive distribution of electrical power, which helps advance internet use. Also, the improvement of the living level, and the internet and cellular phones have entered into people’s lives which bring more convenience to communicate in Saudi Arabia, especially in education

THE EFFECT OF GOOGLE DOCS-BASED COLLABORATIVE WRITING ON THE L2 WRITING QUALITY OF HIGH SCHOOL STUDENTS IN THE UAE PUBLIC SCHOOLS

This study investigated the effect of implementing collaborative writing using Google Docs on students’ writing quality in English. The study also explored students’ and the classroom teacher’s perceptions of Google Docs-based collaborative writing (GDBCW). Two intact classes with 46 students from a public school in Al Ain, United Arab Emirates participated in the study and were divided into an experimental group and a control group. To collect data, the researcher employed a pretest- posttest design, distributed a post-treatment student survey, and conducted an interview with the classroom teacher. Data were analyzed quantitively using a Mann-Whitney U test analysis, and students’ and teacher’s responses were thematically grouped and qualitatively analyzed using thematic analysis. While findings from the post-test showed that collaborative writing using Google Docs did not significantly impact students’ writing levels, the student survey results revealed positive perceptions of the activity. Similar positive feedback was gained from the teacher interview. This study extends the frontiers of collaborative writing in the UAE from higher education to the school level. It also provides significant insights for classroom teachers, researchers, and language educators

PRINCIPALS\u27 INTEGRATION OF TECHNOLOGY IN EDUCATION AT SHARJAH CITY GOVERNOMENT SCHOOLS

School leadership includes several elements; one of them is technology leadership that is necessary for the success of technology integration in education. The purpose of this study is to describe the state of technology integration in Sharjah City Government Schools based on a juxtaposition and comparison of principals\u27 perceived practices of technology integration and teachers\u27 perceptions. This technique of study would help in reaching a more trusted image of technology integration at Sharjah schools. The second purpose was to investigate the influence of the principals\u27 gender on integrating technology in their schools, in addition to identify the main challenges that faced Sharjah government schools\u27 principals in integrating technology in their schools. The descriptive approach was used to collect the quantitative data through administering the Educational Technology Survey for principals and teachers. A sample of 34 government school principals and 344 teachers responded to the survey. The findings indicated that a difference exists between principals\u27 and teachers’ perceptions of Sharjah City government school principals\u27 ability to integrate technology in their schools based on National Edu-cational Technology Standards for Administrators (NETS-A). Standard I (Visionary Leadership) was the least level achieved in comparison to the other standards. Moreover, gender had a significant difference just in Standard II “Digital Age Learning Culture” in the favor of female. The high cost of integrating technology and lack of funding, continuous production of new technology tools and the inability to cope with them, lack of professional development programs, and lack of skilled and qualified teachers in integrating technology were the most important challenges that faced Sharjah City principals in integrating technology in their schools