Saudi Arabian Science and Mathematics Pre-service Teachers' Perceptions and Practices of the ...

393 Pages·2016·4.96 MB·English

by  Alblaihed, Munthir

Graduate School of Education

Saudi Arabian Science and Mathematics Pre-service
Teachers’ Perceptions and Practices of the Integration
of Technology in the Classroom

Submitted by

Munthir Abdullah Alblaihed

To the University of Exeter as a thesis for the degree of Doctor of Philosophy in
Education

July 2016

This thesis is available for Library use on the understanding that it is copyright
material and that no quotation from the thesis may be published without proper
acknowledgement.

I certify that all material in this thesis which is not my own work has been
identified and that no material has previously been submitted and approved for
the award of a degree by this or any other University.

Signature: ………………………………………………

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Abstract
This study was conducted to explore the Saudi Arabian science and
mathematics primary school pre-service teachers’ perceptions and practices of
the integration of technology in the classroom. As their practice takes place
within two different institutions (University and school) each has its own policy
and agenda, the complexity of their practice environment rises and the context
might become problematic. Thus, both personal and contextual factors within
these two institutions were explored to draw a whole picture of the issue
according to the sociocultural theory as the theoretical framework of the study.
Case study was adopted as the research methodology using Technological
Pedagogical Content Knowledge (TPACK) questionnaire, classroom
observation and semi-structured interviews to collect both quantitative and
qualitative data. The sample consisted of 15 participants; seven primary school
pre-service teachers (science and mathematics), four university tutors and four
head teachers.
Two different categories of the pre-service teachers were identified; users and
non-users of technology. Interestingly, those who used technology were found
to adopt traditional transmission strategy of teaching. They perceived strong
agency assuming that their role is to transfer knowledge to passive learners
through visual technology. In contrast, those who did not use technology
assumed more active role by the pupils. Therefore, they thought visual
technologies are not appropriate tools for a learner-centred strategy of teaching
showing less awareness about the affordances that this type of technology
could provide. Accessing guidance during teaching practice was found to be a
significant element that could allow pre-service teachers to learn properly within
their zone of proximal development and contribute considerably to their
pedagogical identity development and their understanding of agency in the
classroom. Moreover, teaching subject was found to be an important factor in
shaping the pre-service teachers’ identity and practice.

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Acknowledgments
I would like to express my greatest appreciation and thanks to my supervisors
Dr. Nasser Mansour and Dr. Judith Kleine Staarman for their guidance, support
and brilliant comments and suggestion throughout the period of my PhD study. I
also would like to express my respect and appreciation to the participants who
kindly participated in this research and provided me with valuable information
and share with me their perceptions and thoughts which formed this thesis.
Last but not least, I would like to express my deepest gratitude to my family. My
sincere thanks go to my parents for supporting me throughout my study and my
life in general. I also reserve my greatest gratitude to my beloved wife, Hind
who spent sleepless nights supporting and encouraging me throughout my
study period.

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Table of Content
1 Introduction to the Study ................................................................ 12
1.1 Introduction .................................................................................................... 12
1.2 Rationale of the study and the literature gap .................................................. 12
1.3 Theoretical framework ................................................................................... 15
1.4 Research significance ..................................................................................... 17
1.5 Research questions ......................................................................................... 17
1.6 Overview of the research design .................................................................... 18
1.7 Contribution to knowledge ............................................................................. 20
1.8 Structure of the thesis ..................................................................................... 20
1.9 Summary of the chapter .................................................................................. 23
2 The Study Context ........................................................................... 24
2.1 Introduction .................................................................................................... 24
2.2 General information about Saudi Arabia ........................................................ 24
2.3 Saudi Arabian Educational system ................................................................. 26
2.3.1 Ministry of Education .............................................................................................26
2.3.2 Ministry of Higher Education ..............................................................................27
2.3.3 Technology in Education in Saudi Arabia ......................................................28
2.3.4 The University of Hail ............................................................................................31
2.3.5 The College of Education at the University of Hail .....................................31
2.3.5.1 Education and Communication Technologies .....................................32
2.3.5.2 Producing and Using Instructional Means ............................................32
2.3.5.3 Aural Means for Special Education ..........................................................33
2.3.5.4 Educational TV Programmes for Children ............................................33
2.3.5.5 Education Technologies and Means (1) .................................................34
2.3.5.6 Education Technologies and Means (2) .................................................34
2.3.6 Teaching practice (School placement) ............................................................34
2.3.6.1 The role of university tutor .........................................................................36
2.3.6.2 The role of head teacher ...............................................................................37
2.3.6.3 The role of cooperating teacher ................................................................37
2.3.7 Standards related to the practice schools ......................................................38
2.4 Summary of the chapter .................................................................................. 38
3 Literature Review ........................................................................... 39
3.1 Introduction .................................................................................................... 39
3.2 ICT in education ............................................................................................. 39
3.2.1 What is ICT? ...............................................................................................................40
3.2.2 The role of ICT for teaching and learning .......................................................42
3.2.3 ICT skills and teacher preparation ....................................................................48
3.2.4 Factors beyond the pure technological skills ...............................................50
3.2.5 Pre-service teachers and ICT use ......................................................................55
3.2.5.1 Pre-service teachers’ preparation for teaching with technology .56
3.2.5.2 Teaching subject influence on ICT use: science and math ..............59
3.2.5.3 The context of teaching practice ...............................................................60
3.3 Pedagogy and ICT .......................................................................................... 62
3.3.1 What is Pedagogy?...................................................................................................62
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3.3.2 Affordance theory ....................................................................................................64
3.3.3 Pre-service teachers’ knowledge of teaching with technology ..............67
3.3.3.1 Pedagogical knowledge ................................................................................68
3.3.3.2 Content knowledge ........................................................................................70
3.3.3.3 Pedagogical content knowledge ................................................................71
3.3.3.4 Technological Pedagogical Content Knowledge (TPACK) ..............73
3.4 Pre-service teachers’ beliefs about ICT use ................................................... 77
3.5 Exploring the gap ........................................................................................... 79
3.6 Theoretical framework of the study................................................................ 83
3.6.1 Sociocultural theory ...............................................................................................83
3.6.2 Theory of Planned Behaviour .............................................................................89
3.6.2.1 Behavioural Beliefs ........................................................................................91
3.6.2.2 Normative Beliefs ...........................................................................................91
3.6.2.3 Control Beliefs ..................................................................................................92
3.6.3 Identity and agency .................................................................................................92
3.7 Summary of the chapter .................................................................................. 95
4 Research Methodology ................................................................... 97
4.1 Introduction .................................................................................................... 97
4.2 Research paradigm ......................................................................................... 98
4.2.1 Ontology ......................................................................................................................99
4.2.2 Epistemology .......................................................................................................... 100
4.3 Methodology ................................................................................................. 101
4.3.1 Sampling ................................................................................................................... 105
4.3.1.1 Questionnaire sample ................................................................................ 106
4.3.1.2 Observation and interview sample ....................................................... 107
4.3.2 Research methods and instruments.............................................................. 107
4.3.2.1 Questionnaire ................................................................................................ 109
4.3.2.2 Observation .................................................................................................... 113
4.3.2.3 Interview ......................................................................................................... 116
4.3.3 Ethical issues .......................................................................................................... 120
4.3.4 Practical procedure of data collection .......................................................... 121
4.3.4.1 Obtaining permissions ............................................................................... 121
4.3.4.2 Pilot work ........................................................................................................ 122
Piloting the questionnaire ........................................................................................ 122
Piloting the interview ................................................................................................. 125
Piloting the observation ............................................................................................ 126
4.3.4.3 Preparing for data collection ................................................................... 126
4.3.4.4 Reviewing relevant documents .............................................................. 127
4.3.4.5 Administration of the questionnaire .................................................... 127
4.3.4.6 Conducting the classroom observations ............................................. 127
4.3.4.7 Conducting the interviews ....................................................................... 128
4.4 Data analysis ................................................................................................. 130
4.4.1 Quantitative data analysis ................................................................................. 130
4.4.2 Qualitative data analysis .................................................................................... 133
4.4.3 Data analysis process .......................................................................................... 136
4.4.3.1 Stage 1: Familiarising oneself with the data ...................................... 137
4.4.3.2 Stage 2: Generating initial codes ............................................................ 140
4.4.3.3 Stage 3: Searching for themes ................................................................. 141
4.4.3.4 Stage 4: Reviewing themes ....................................................................... 142
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4.4.3.5 Stage 5: Defining and naming themes .................................................. 143
4.4.3.6 Stage 6: Producing the report ................................................................. 144
4.5 Research trustworthiness .............................................................................. 144
4.5.1 Credibility ................................................................................................................ 145
4.5.2 Transferability ....................................................................................................... 147
4.5.3 Dependability ......................................................................................................... 149
4.5.4 Confirmability ........................................................................................................ 149
4.6 Summary of the chapter ................................................................................ 150
5 Quantitative Findings .................................................................... 151
5.1 Introduction .................................................................................................. 151
5.2 Data analysis for the whole sample .............................................................. 151
5.2.1 Producing knowledge scales ............................................................................ 152
5.2.2 Descriptive analysis of sub-scales .................................................................. 154
5.2.3 Item by item analysis .......................................................................................... 156
5.2.3.1 Technological Knowledge (TK) .............................................................. 156
5.2.3.2 Content Knowledge (CK) ........................................................................... 158
5.2.3.3 Pedagogical knowledge (PK) ................................................................... 160
5.2.3.4 Pedagogical content knowledge (PCK) ................................................ 162
5.2.3.5 Technological content knowledge (TCK) ........................................... 164
5.2.3.6 Technological pedagogical knowledge (TPK) ................................... 165
5.2.3.7 Technological pedagogical content knowledge (TPACK) ............. 167
5.3 Data analysis by subject area ........................................................................ 169
5.3.1 Testing for differences between knowledge sub-scale means by
subject area .............................................................................................................................. 169
5.3.2 Comparison of item responses by subject area ........................................ 173
5.4 Limitations .................................................................................................... 176
5.5 Summary of the chapter ................................................................................ 177
6 Qualitative Findings (Part 1) .......................................................... 179
6.1 Introduction .................................................................................................. 179
6.2 Pre-service teachers’ perceptions of using ICT in the classroom ................. 179
6.2.1 The importance of technology in education ............................................... 180
6.2.1.1 Technology improves teaching and learning .................................... 181
6.2.1.2 Visual modes of technology as the ideal for primary school ....... 187
6.2.2 Technology role: users vs. non-users............................................................ 193
6.2.3 Technology role: science vs. mathematics .................................................. 197
6.2.3.1 The ‘replacement’ function of technology in science lessons ..... 197
6.2.3.2 The ‘additional’ function of technology in math lessons .............. 200
6.2.4 Beliefs development settings: university vs. teaching practice .......... 205
6.2.5 Challenges face the pre-service teachers’ adoption of technology.... 208
6.2.5.1 Technical challenges ................................................................................... 208
6.2.5.2 Time challenges ............................................................................................ 211
6.2.5.3 Personal challenges ..................................................................................... 213
6.3 The pre-service teachers’ experience with technology................................. 215
6.3.1 Technology use by pre-service teachers during university study ..... 215
6.3.2 The pre-service teachers’ personal experience with technology ...... 219
6.4 Summary of the chapter ................................................................................ 222
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7 Qualitative Findings (part 2) .......................................................... 223
7.1 Introduction .................................................................................................. 223
7.2 Influence of school settings on pre-service teachers’ use of technology ..... 223
7.2.1 Availability of technological equipment ...................................................... 223
7.2.2 Pupils’ interest in technology .......................................................................... 225
7.2.3 Relationships with others at school .............................................................. 226
7.2.4 School building as an influential element ................................................... 230
7.2.5 Lack of training and support ............................................................................ 231
7.2.6 School expectations for the use of technology .......................................... 232
7.3 Influence of university settings on pre-service teachers’ use of technology 241
7.3.1 Use of technology by university staff ............................................................ 242
7.3.2 Weak strategy of preparing pre-service teachers for technology ..... 245
7.3.3 University expectations for the use of technology .................................. 246
7.4 Partnership between university and school .................................................. 248
7.4.1 Gaps between theory and practice ................................................................ 249
7.4.2 Partnership organisation ................................................................................... 255
7.4.3 Organisational challenges ................................................................................. 258
7.4.4 The lack of clarity in the assessment criteria ............................................ 259
7.5 Summary of the chapter ................................................................................ 263
8 Discussion ..................................................................................... 264
8.1 Introduction .................................................................................................. 264
8.2 Answers to the research questions ................................................................ 265
8.2.1 Research question one ........................................................................................ 266
8.2.2 Research question two ....................................................................................... 267
8.2.3 Research question three .................................................................................... 268
8.2.4 Research question four....................................................................................... 269
8.2.5 Research question five ........................................................................................ 270
8.2.6 Research question six ......................................................................................... 272
8.3 Discussion of the main findings and their meanings .................................... 273
8.3.1 Naïve views about technology and pedagogy ............................................ 275
8.3.1.1 The issue of focusing on teaching rather than pupils learning .. 275
8.3.1.2 The role of the relationships with others in informing the pre-
service teachers’ pedagogical identity ..................................................................... 278
8.3.2 Technology and affordances: another naïve view ................................... 280
8.3.3 Technology affordances and perceived agency: users vs. non-users of
technology ................................................................................................................................ 284
8.3.4 Technology role and pedagogy: the matter of teaching subject ......... 289
8.3.4.1 The ‘replacement’ function of technology in science lessons ..... 290
8.3.4.2 The ‘additional’ function of technology in math lessons .............. 294
8.3.5 Contextual dimensions of beliefs and identity development .............. 299
8.3.6 Challenges and perceived power within the practice context ............ 305
8.4 Summary of the chapter ................................................................................ 308
9 Conclusion .................................................................................... 309
9.1 Introduction .................................................................................................. 309
9.2 Overview of the study and its findings ......................................................... 309
9.3 Contributions to knowledge.......................................................................... 313
9.3.1 Theoretical contribution .................................................................................... 313
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9.3.2 Practical contribution ......................................................................................... 315
9.4 Limitations of the study ................................................................................ 318
9.5 Implications .................................................................................................. 321
9.5.1 Implications for policy makers ........................................................................ 321
9.5.2 Implications for teacher educators ................................................................ 323
9.5.3 Implications for school practitioners ............................................................ 327
9.6 Recommendations for further research......................................................... 328
9.7 Concluding remarks ...................................................................................... 329
10 References .................................................................................... 332
11 Appendices ................................................................................... 341

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List of Tables
Table 4.1: Research instruments, research questions and participants ................................... 109
Table 4.2: Reliability of TPACK questionnaire (Koehler, 2011) ................................................ 124
Table 4.3: Summary of the study data ...................................................................................... 129
Table 4.4: Scores in relation to the level of agreement and the perceived level of knowledge 131
Table 4.5: An example of multiple coding of the same data extract ......................................... 141
Table 5.1: Cronbach’s alpha for each of the knowledge sub-scales......................................... 154
Table 5.2: Descriptive statistics ................................................................................................. 155
Table 5.3: TK item by item statistics ......................................................................................... 157
Table 5.4: CK item by item statistics ......................................................................................... 159
Table 5.5: PK item by item statistics ......................................................................................... 161
Table 5.6: PCK item by item statistics ....................................................................................... 163
Table 5.7: TCK item by item statistics ....................................................................................... 164
Table 5.8: TPK item by item statistics ....................................................................................... 166
Table 5.9: TPACK item by item statistics .................................................................................. 168
Table 5.10 Mean scores and standard deviation on each knowledge by subject area ............ 169
Table 5.11: Test for normality of distribution of the seven knowledge sub-scale ..................... 170
Table 5.12: Independent samples t-test for TK and TPACK ..................................................... 171
Table 5.13: CK, PK, PCK, TCK and TPK medians ................................................................... 172
Table 5.14: Mann-Whitney U Test for CK, PK, PCK, TCK, and TPK ........................................ 172
Table 5.15: TK1 cross tabulation............................................................................................... 173
Table 5.16: TCK2 cross tabulation ............................................................................................ 175

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List of Figures
Figure 2.1: Map of Saudi Arabia (https://www.google.co.uk/maps/) ........................................... 25
Figure 3.1: Technological Pedagogical Content Knowledge (Koehler, 2011) ............................ 74
Figure 3.2: Ajzen’s Theory of Planned Behaviour (From Sadaf et al.,2012:393) ....................... 90
Figure 4.1: Representation of the data analysis process .......................................................... 137
Figure 4.2: An example of qualitative data imported to MAXQDA software ............................. 142
Figure 6.1: Advantages of technology in improving teaching and learning .............................. 187
Figure 6.2: Reasons for adopting visual modes of technology ................................................. 193
Figure 6.3: Difference of views between users and non-users of technology .......................... 197
Figure 6.4: The difference in technology role between science and mathematics PST ........... 205
Figure 6.5: Belief development settings .................................................................................... 208
Figure 6.6: Challenges facing the student teachers when using technology ............................ 215
Figure 6.7: Consistency and inconsistency between the use of technology during university
study and teaching practice ....................................................................................................... 219
Figure 6.8: Personal experience with technology and professional use at school ................... 222

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