The use of Google apps to support teaching and learning: A UAE case study

Copyright © 2016, IGI Global. This study was designed to examine pre-service teachers\u27 proficiency, use, and their perceptions of the benefits and barriers to the use of Google Apps to support their teaching and learning practices. Quantitative and qualitative methods were used. The findings showed that almost two-thirds (63%) of participants were advanced or expert users of Google Apps whereas almost one-fourth (24%) reported that they had intermediate experience and 13% reported possessing poor experience. It was found also that participants used Google Apps the most for communication purposes, backing up and sharing data, and accessing teaching materials. The findings also revealed that participants perceived Google Apps as a valuable tool to improve teaching and learning. However, their use of Google Apps was hindered by several barriers, such as deficiency of access to reliable technology, increasing workload, lack of collaboration skills, cheating and plagiarism, and lack of integration skills

Cloud Applications in Language Teaching

This study examined pre-service teachers\u27 expertise, perceptions and integration of cloud applications in teaching of Arabic and English. Questionnaires and semi-structured interviews were used as data collection methods. The findings of the study specified that pre-service teachers did not own sufficient expertise for effective integration of cloud applications. The findings also revealed that participants perceived cloud applications as a valuable tool to improve many aspects of language education. Nonetheless, participants concentrated on integrating limited features of cloud applications. While the study revealed that there was no significant difference in participants\u27 expertise in integrating cloud applications based on the language they teach, it found that pre-service English teachers had significantly higher levels of positive perceptions and integration of cloud applications than pre-service Arabic teachers. Finally, a positive significant correlation was found between expertise, perceptions, and integration of cloud applications

Cloud applications in language teaching: Examining pre-service teachers\u27 expertise, perceptions and integration

© 2017, IGI Global. This study examined pre-service teachers\u27 expertise, perceptions and integration of cloud applications in teaching of Arabic and English. Questionnaires and semi-structured interviews were used as data collection methods. The findings of the study specified that pre-service teachers did not own sufficient expertise for effective integration of cloud applications. The findings also revealed that participants perceived cloud applications as a valuable tool to improve many aspects of language education. Nonetheless, participants concentrated on integrating limited features of cloud applications. While the study revealed that there was no significant difference in participants\u27 expertise in integrating cloud applications based on the language they teach, it found that pre-service English teachers had significantly higher levels of positive perceptions and integration of cloud applications than pre-service Arabic teachers. Finally, a positive significant correlation was found between expertise, perceptions, and integration of cloud applications

Behavioral intention to use mobile technology in language teaching: A qualitative analysis of a UAE case study

Copyright © 2020, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. This study aimed to qualitatively investigate the factors that influence teachers\u27 behavioral intention to use mobile technology (BIU) for language teaching employing the original technology acceptance model (TAM) as a framework. Semi-structured interviews were conducted with 28 Arabic and English teachers. The study results revealed that there were several external variables influencing teachers\u27 behavioral intention to use mobile technology. It was also found that participants had mixed levels of perceived ease of use (PEOU), perceived usefulness (PU), and attitude toward use (ATU). Moreover, it was concluded that ATU had a direct impact on BIU and PU was the responsible factor for participants who had a mixed ATU

Pre-service Teachers’ Perception of their Educational Preparation

Abstract: This study aimed at investigating pre-service teachers’ views of their educational preparation taking into consideration six study domains, namely: planning and preparation for instruction, classroom environment, professional responsibility, teaching skills, time allotted for learning different subjects, and time allotted for learning certain skills in the program. The differences among the six domains and pre-service teachers’ demographic information such as gender, pre-service teachers’ study majors, and the school level they were prepared to teach (Basic vs. Secondary) were investigated. Additionally, the study examined the extent to which the six study domains predicted the pre-service teachers’ teaching skills. Findings of the study revealed that pre-service teachers have positive views on their own pedagogical preparation. In responding to their perception pertinent to the six domains of this study, the majority of the pre-service teachers thought that they had been “highly prepared” or “well prepared”. However, there were no statistically significant differences in terms of the pre-service teachers’ gender and teaching majors. Other findings were discussed and the study gives some recommendations. Key word: Pre-service Teachers ‘views, Educational Preparation, Perception

Attitudes and perceptions towards summative e-assessment for free-text responses: A case study of a UAE university

© 2019, IGI Global. The key aim of this study is to provide an overview of students\u27 and instructors\u27 attitudes and perceptions towards the potential benefits and challenges of summative e-assessment for their writing courses at a UAE university. A mixed method of quantitative and qualitative analysis is used. The findings of the study revealed that a majority of student participants reported reasonable satisfaction with the e-assessment tool in terms of screen layout and background, interface design and ease of use and access. However, they indicated their preference to pen and paper exams. Instructor participants identified a number of challenges associated with using summative e-assessment in the writing courses, which would require educational institutions to make changes to promote the success of e-assessment