The International Institute for Science, Technology and Education (IISTE)
Abstract
Integration of information and communications technologies (ICT) in Saudi Arabia encounters some obstacles. This study comes to divulge the intrinsic and extrinsic barriers that impede Saudi male and female science teachers at the intermediate schools from using ICT in science pedagogy. A quantitative methodology was employed to obtain quantitative data from a 16-item questionnaire for which 309 replies were received participants. The findings confirm those reported in the literature that inefficient central project management and inadequate resources influence the integration of ICT in the science curriculum. The results of the questions on factors impeding integration of ICT differed somewhat between male and female science teachers.The study reveals that there are ten (10) main barriers that impede integration of ICT in science pedagogy in the schools of Saudi Arabia, where the Ministry of Education is called upon to deal with those obstacles and help integrate ICT in the science pedagogy. Keywords: Saudi, science, teachers, ICT and technolog
