How Have Policy Makers Responded to the Current State of ICT in Schools in Saudi Arabia? A Qualitative Investigation

Alharbi, A. (2017) How Have Policy Makers Responded to the Current State of ICT in Schools in Saudi Arabia? A Qualitative Investigation. In: Proceedings of the 9th International Conference on Computer Supported Education, Porto, Portugal, 21-23 Apr 2017, pp. 537-542. ISBN 9789897582394 (doi: 10.5220/0006376405370542)

Abstract

Previous research into Information and Communication Technology (ICT) in Saudi schools has not considered the role of the Ministry of Education or the Education Authority (EA). As a researcher, I decided to study their role in an attempt to understand the current state of ICT in Saudi schools from the perspectives of policy makers from both bodies. The aim of the study resulted in the generation of the following research question: What are the policy makers’ views about the current state of ICT in education in Saudi Arabia? As this research aims to discover and understand the current state of ICT in schools from the views and perspectives of policy makers, a qualitative methodology has been employed and interviews were used to collect the data. In total, five policy makers from both the Ministry of Education in KSA and the local education authority in Ar-Rass city participated. The findings show that the Ministry of Education and the education authority are significant factors in the failure of ICT in schools. The study concludes that, in order to handle issues that affect the successful use of ICT in education, departments of education need to develop their policies, strategies, plans and frameworks.

• Item Type: Conference Proceedings
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Alharbi, Abdulwahab Rabah S
• Authors: Alharbi, A.
• College/School: College of Social Sciences > School of Education
• ISBN: 9789897582394
• Copyright Holders: Copyright © 2017 SCITEPRESS
• First Published: First published in Proceedings of the 9th International Conference on Computer Supported Education: 537-542
• Publisher Policy: Reproduced with the permission of the Publisher