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Factors influence developing ICT-supported learning and teaching environments in science education
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, Salman bin Abdulaziz University, Saudi Arabia

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study explored the factors associated with the quality of science teachers’ practices for developing effective learning and teaching environments, in relation to the use of ICT in Saudi primary schools. The factor analysis of the data resulting from administration of learning and teaching environment items in the teacher questionnaire suggested four factors which should be taken into consideration when designing learning environments for science in Saudi primary schools. These factors were an Engaging and Interactive Teaching Approach, Autonomy in Learning, Purposeful Assessment and Feedback and a Community of Learners. Analysis of the data from the interviews indicated that the participant teachers in general appeared to be highly motivated to use ICT in the science classroom. As well, they reportedly used ICT in science classrooms in various ways. However, the use of ICT was quite limited in both extent and range.

Citation

Bingimlas, K. (2013). Factors influence developing ICT-supported learning and teaching environments in science education. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 3049-3054). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 21, 2019 from .

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