Technology Education in Saudi Arabia in Comparison with New Zealand

351 Pages·2016·11.19 MB·English

Technology Education in Saudi Arabia in
Comparison with New Zealand: A study
of Policy, Curriculum and Practice in
Primary Education

A thesis
Submitted in fulfilment of the requirements for the
Degree of
Doctorate of Philosophy in Education
at the University of Canterbury
by
Abbad Salah Almutairi

University of Canterbury
2015
Table of Contents

Declaration of Authenticity ................................................................................................ xii

Acknowledgement ............................................................................................................. xiii

Dedication ........................................................................................................................... xiv

Abstract ................................................................................................................................ xv

Publications from this Research ......................................................................................... xvi

Chapter 1 ................................................................................................................................ 1

An Overview of the Research ............................................................................................ 1

1.0 Introduction ............................................................................................................. 1

1.1 Preamble .......................................................................................................... 1

1.2 Defining Terminology ......................................................................................... 2

1.2.1 Technology ................................................................................................... 2

1.2.2 Technology education ................................................................................... 3

1.2.3 Information technology (IT) ......................................................................... 3

1.2.4 Information and communication technology (ICT) ...................................... 4

1.2.5 Educational technology and instructional technology .................................. 5

1.3 Research Issue ..................................................................................................... 8

1.4 Purpose of the Study ............................................................................................ 9

1.5 Significance of the Study ................................................................................... 10

1.6 Research Aims ................................................................................................... 10

1.7 Research Questions ............................................................................................ 11

1.8 Organisation of the Thesis ................................................................................. 11

1.9 Summary ........................................................................................................ 12

Chapter 2 .............................................................................................................................. 13

The Study Setting: New Zealand and Saudi Arabia ........................................................ 13

2.0 Saudi Arabia Context ............................................................................................. 13

2.1 Saudi Arabia (A Brief History) ......................................................................... 13

2.2 Educational System in Saudi Arabia ................................................................. 14

2.2.1 Philosophy of the education system in Saudi Arabia and education policy
............................................................................................................................. 16

2.2.2 The Saudi national curriculum ................................................................... 17

2.2.3 Technology education in Saudi education .................................................. 18

2.3 New Zealand Context (A Brief History) ........................................................... 19

2.3.1 The educational system in New Zealand .................................................... 20

2.3.2 Philosophy of the education system in New Zealand and education policy
............................................................................................................................. 21

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2.3.3 The New Zealand national curriculum ....................................................... 22
2.4 Cultural and Educational Differences between the Two Contexts....................23
2.5 Summary ............................................................................................................ 25

Chapter 3 .............................................................................................................................. 26

Theoretical and Conceptual Framework .......................................................................... 26

3.0 Introduction ....................................................................................................... 26

3.1 Section 1: Underpinning Theory ....................................................................... 26

3.1.1 Contextualising the study critically ............................................................ 26

3.2 Islamic Education .............................................................................................. 29

3.3 The Social Construction of Western Education: A Brief History ..................... 32

3.4 An Emerging Crisis in Education ...................................................................... 34

3.5 The Economic Crisis ......................................................................................... 34

3.6 Education and Debt ........................................................................................... 36

3.7 The Elephant in the Room: Climate Change ..................................................... 37

3.8 Burning Fossil Fuels .......................................................................................... 37

3.9 Reducing Fossil Fuel Consumption ................................................................... 38

3.10 The Impact on Education ................................................................................. 38

3.11 Summary .......................................................................................................... 39

3.12 Section 2: Literature Review .......................................................................... 40

3.12.1 The relationship between science and technology ................................... 40

3.12.2 Nature of science ...................................................................................... 42

3.12.3 Nature of technology ................................................................................ 46

3.12.4 Nature of the relationship between science and technology ..................... 49

3.12.5 Ethics in science and technology .............................................................. 55

3.12.6 A framework for understanding the relationship between science and
technology ........................................................................................................... 56

3.13 International Technology Education ............................................................... 60

3.13.1 Technology education in the United States .............................................. 60

3.13.2 Technology education in England ............................................................ 62

3.13.3 Technology education in Finland ............................................................. 63

3.13.4 Technology education in New South Wales, Australia ............................ 65

3.14 Technology Education in New Zealand .......................................................... 68

3.14.1 Key developments in technology education from 1995 to the present ..... 68

3.14.2 The structure of the learning area in New Zealand .................................. 70

3.14.2.1 Technological practice ................................................................... 70

3.14.2.2 Technological knowledge .............................................................. 73

3.14.2.3 Nature of technology ..................................................................... 74

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3.15 Technology Education in the National Curriculum ......................................... 75

3.15.1 Technology education in Saudi Arabia .................................................... 75

3.16 Teachers’ Perceptions of Science and Technology Education ........................ 80

3.16.1 Studies conducted in New Zealand .......................................................... 81

3.16.2 Studies conducted in Saudi Arabia ........................................................... 85

3.16.3 Studies conducted in other contexts ......................................................... 86

3.17 Implementing Technology Education in the Classroom ................................. 88

3.17.1 Modern strategies to technology education .............................................. 88

3.17.2 Considering individual differences of students in the classroom ............. 90

3.17.3 Technology education enhances authenticity and activity in classroom .. 91

3.17.4 Implementation technology education in the Saudi context ..................... 93

3.18 Key Findings from the Literature Review ....................................................... 94

3.18.1 The relationship between science and technology ................................... 94

3.18.2 National and international technology education curricula ...................... 94

3.18.3 Definitions and goals of technology education ........................................ 95

3.18.4 Teachers’ perceptions of technology education ....................................... 95

3.18.5 Implementing technology education in classroom ................................... 96

3.19 Summary .......................................................................................................... 97

Chapter 4 .............................................................................................................................. 98

Research Methodology .................................................................................................... 98

4.0 Introduction ........................................................................................................... 98

4.1 The Research Paradigm ..................................................................................... 98

4.1.1 Research approach ...................................................................................... 99

4.1.2 Research methods and instruments ........................................................... 100

4.1.2.1 Research design ............................................................................. 100

4.1.2.2 Research strategy ........................................................................... 101

4.1.2.3 Research questions ........................................................................ 102

4.2 Procedures of Collecting and Analysing Data ................................................. 103

4.2.1 Data collection methods ........................................................................... 103

4.2.1.2 Documentary analysis .................................................................... 104

4.2.1.3 Interviews ...................................................................................... 105

4.2.1.4 Digital recording and photography ................................................ 106

4.2.1.5 Classroom observations ................................................................. 106

4.2.1.6 Components of the observation sheet ............................................ 107

4.2.1.7 Classrooms observed ..................................................................... 111

4.2.1.8 Entering the field ........................................................................... 111

4.2.1.9 Questionnaire ................................................................................. 111

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4.2.1.10 Questionnaire desin ..................................................................... 111

4.2.1.11 Questionnaire returns ................................................................... 114

4.3 Sampling .......................................................................................................... 115

4.3.1 Sample selection process .......................................................................... 116

4.4 Data Analysis Procedures ................................................................................ 117

4.4.1 First phase of data analysis: Qualitative data ........................................... 117

4.4.2 Second phase of data analysis: Quantitative data ..................................... 118

4.4-3 Reliability and validity ............................................................................. 119

4.4.3.1 Interviews ...................................................................................... 119

4.4.3.2 Questionnaires ............................................................................... 119

4.5 Ethical Considerations ..................................................................................... 120

Informed and voluntary consent ........................................................................ 120

Respect for rights of privacy and confidentiality .............................................. 120

Minimisation of risk .......................................................................................... 121

4.6 Consistency and Comprehensiveness of the Study ......................................... 122

4.7 Summary .......................................................................................................... 122

Chapter 5 ............................................................................................................................ 124

Findings of Two Studies Conducted in New Zealand and Saudi Arabia ...................... 124

5.0 Introduction ......................................................................................................... 124

5.1 Phase 1: Findings of Study 1 in New Zealand ................................................. 124

5.1.1 Documentary analysis findings ................................................................ 124

5.1.2 Identifying used documents and terms ..................................................... 124

5.1.2.1 National Education Goals (NEGS): ....................................................... 125

5.1.2.2 Foundation curriculum policy statements. ..................................... 126

5.1.2.3 National curriculum statements. These are statements of: ............ 126

5.1.2.4 National standards ......................................................................... 126

5.1.2.5 National Administration Guidelines (NAGs). ............................... 126

5.2 Technology education in the New Zealand curriculum ................................... 127

5.3 Classroom Observations and Findings ............................................................ 130

5.3.1 Preparation for classroom observation ..................................................... 130

5.3.2 Year 2 Classroom observation .................................................................. 130

5.3.3 First session .............................................................................................. 130

5.3.3.1 Aspect 1: General information about the observed class .............. 130

5.3.3.2 Aspect 2: The learning environment ............................................. 131

5.3.3.3 Aspect Three: Process of teaching and learning ............................ 133

5.3.3.4 Aspect 4: Indicators of progression of technology areas ............... 135

5.3.4 Second session .......................................................................................... 136

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5.3.4.1 Aspect 2: The learning environment ............................................. 136

5.3.4.2 Aspect three: The process of teaching and learning ...................... 138

5.3.4.3 Aspect 4: Indicators of progression of technology areas ............... 139

5.3.5 Third session ............................................................................................. 141

5.3.5.1 Aspect 2: The learning environment ............................................. 141

5.3.5.2 Aspect 3: The process of teaching and learning ............................ 142

5.3.5.3 Aspect 4: Indicators of progression of technology areas ............... 143

5.4 Year 6 Class Observation Findings ................................................................. 145

5.4.1 First session .................................................................................................. 145

5.4.1.1 Aspect 1: General information about the observed class .............. 145

5.4.1.2 Aspect 2: The learning environment ............................................. 146

5.4.1.3 Aspect 3: Process of teaching and learning ................................... 149

5.4.1.4 Aspect 4: Indicators of progression of technology areas ............... 151

5.4.2 Session 2 ................................................................................................... 152

5.4.2.1 Aspect 3: Process of teaching and learning ................................... 152

5.4.2.2 Aspect 4: Indicators of progression of technology areas ............... 154

5.4.3 Session 3 ................................................................................................... 155

5.4.3.1 Aspect 3: Process of teaching and learning ................................... 155

5.4.3.2 Aspect 4: Indicators of progression of technology areas ............... 156

5.4.4 Session 4 ................................................................................................... 157

5.5 Interview Findings ........................................................................................... 158

5.5.1 Participants’ Backgrounds ........................................................................ 158

5.5.2 Emerging themes from the interviews with technology teachers ............. 160

5.5.2.1 Emerging theme 1: Teaching technology education engages students
in design and modelling of authentic technological outcomes. ................. 161

5.5.2.2 Emerging theme 2: Tangible objects attract students in technology
classroom ................................................................................................... 161

5.5.2.3 Emerging theme 3: Science and technology complement each other
................................................................................................................... 161

5.5.2.4 Emerging theme 4: Technology education resources .................... 161

5.5.2.5 Emerging theme 5: Current technology curriculum helped teachers
in the classroom ......................................................................................... 162

5.5.2.6 Emerging theme 6: Technology education teachers face physical
and financial issues faced by ..................................................................... 162

5.5.2.7 Emerging theme 7: Lack of teachers professional development ... 162

5.5.3 Emerging themes from the interviews with technology experts .............. 163

5.5.3.1 Emerging theme 1: Teaching technology as a distinct discipline . 163

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5.5.3.2 Emerging theme 2: The current concept reflects the entire concept
of technology ............................................................................................. 164

5.5.3.3 Emerging theme 3: Different views of integrating technology
education in the curriculum ....................................................................... 164

5.5.3.4 Emerging theme 4: There is a gap between theory and practice need
to be identified ........................................................................................... 165

5.5.3.5 Emerging theme 5: Suggestions for teaching technology education
in Saudi Arabia .......................................................................................... 165

5.6 Summary .......................................................................................................... 165

5.7 Phase 2: Findings of Study 2 in Saudi Arabia ................................................. 166

5.7.1 Findings from documentary analysis ........................................................ 167

5.7.2 Science and technology education in the Saudi curriculum ..................... 168

5.8 Classroom Observations Findings ................................................................... 172

5.8.1 Year 5 classroom observation findings .................................................... 173

5.8.1.1 Aspect 1: Learning environment ................................................... 173

5.8.1.2 Aspect 2: Teaching and learning process ...................................... 175

5.8.2 Year 6 classroom observation findings .................................................... 178

5.8.1.3 Aspect 3: Learning environment ................................................... 178

5.8.1.4 Aspect 4: Teaching and learning process ...................................... 179

5.9 Interview Findings ........................................................................................... 181

5.9.1 Science Teachers’ perceptions of technology education .......................... 181

5.9.2 Participants’ backgrounds ......................................................................... 182

5.9.3 Emerging Themes from the interviews with science and technology
teachers .............................................................................................................. 183

5.9.3.1 Emerging theme 1: Saudi teachers struggling to teach technology
................................................................................................................... 184

5.9.3.2
  Emerging theme 2: Tangible objects attract students in technology
classroom ................................................................................................... 184

5.9.3.3 Emerging theme 3: Science and technology complement each other
................................................................................................................... 185

5.9.3.4 Emerging theme 4: Technology education resources .................... 185

5.9.3.5 Emerging theme 5: Less attention given to technology education 185

5.9.3.6 Emerging theme 6: Crowded curriculum and the absence of clear
guidelines to teach technology .................................................................. 185

5.9.3.7 Emerging theme 7: Lack of teachers professional development in
technology ................................................................................................. 186

5.9.3.8 Emerging themes from the interviews with technology experts ... 186

5.9.3.10 Emerging themes from the interviews with science and technology
experts ........................................................................................................ 186

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5.9.3.11 Emerging theme 1: Different views of teaching technology
education as a separate subject .................................................................. 187

5.9.3.12 Emerging theme 2: Technology education is embedded with
science ....................................................................................................... 187

5.9.3.13 Emerging theme 3: Different views about integrating technology
education with other subjects .................................................................... 187

5.9.3.14 Emerging theme 4: Science and technology curriculum do not
reflect the policy ........................................................................................ 188

5.9.3.15 Emerging theme 5: Suggestions for teaching technology education
in Saudi Arabia .......................................................................................... 188

5.10 Findings From The Questionnaires ............................................................... 189

5.10.1 Science Teachers’ perceptions of technology education ........................ 189

5.10.2 Perceptions of tutors at technology colleges .......................................... 200

5.10.3 Perceptions of technology advisors at technology council in Makkah .. 206

5.11 Findings From Open-Ended Questions ......................................................... 213

5.11.1 Science Teachers’ perceptions of technology education ........................ 213

5-11-1 -1 Emerging theme 1: The existing curricula do not help to develop
technological literacy ................................................................................. 213

5.11.1.2 Emerging theme 2: The appropriate method for including technology in
the curricula ....................................................................................................... 214

5.11.1.3 Emerging theme 3: Key aspects of technological literacy .......... 214

5.11.2 Technology advisors’ perceptions of technology education .................. 215

5.11.2.1 Emerging theme 1: Developing technological literacy within the
existing curricula ....................................................................................... 215

5.11.2.2 Emerging theme 2: The appropriate method of including
technology in the curricula ........................................................................ 216

5.11.2.3 Emerging theme 3: Key aspects of technological literacy .......... 217

5-11-3 Tutors’ perceptions of technology education ......................................... 218

5-11-3-1 Emerging theme 1: Developing technological literacy within the
existing curricula ....................................................................................... 218

5-11-3-2 Emerging theme 2: The appropriate method of including
technology in the curricula ........................................................................ 218

5-11-3-3 Emerging theme 3: Key aspects of technological literacy ......... 220

5-12 Summary ....................................................................................................... 220

5-13 Conclusions ................................................................................................... 227

Chapter 6 ............................................................................................................................ 229

Discussion, Implications, Limitations, Recommendations and Conclusions ................ 229

6.0 Introduction ......................................................................................................... 229

6-
  Principal Implications and Recommendations of Research Findings ............ 229

7-
  Study Limitations ........................................................................................... 229

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8-
  Directions for Further Research ..................................................................... 229

9-
  Conclusion ...................................................................................................... 229

6.1 Key Research Findings .................................................................................... 230

6.2.1 Technology education in the official documents of New Zealand and Saudi
Arabia ................................................................................................................ 232

6.2.2 Technology Education in New Zealand and Saudi Arabia classroom ......... 237

6.3 Findings Gained from Interviews with Technology Education Teachers in New
Zealand and Saudi Arabia ...................................................................................... 244

6.4 Findings from Interviews with Technology Experts in New Zealand and Saudi
Arabia .................................................................................................................... 247

6.5 Findings Gained from Survey Participants in Saudi Arabia ............................ 248

6.6 Principal Implications and Recommendations of Research Findings ............. 251

6.6.1 Educational policy .................................................................................... 251

6.6.2 Ideas for developing curriculum and pedagogy ....................................... 252

6.6.3 Ideas for developing teachers’ efficacy .................................................... 254

6.7 Study Limitations ............................................................................................ 256

6.8 Directions for Further Research ...................................................................... 257

6.9 Conclusions ..................................................................................................... 259

References ......................................................................................................................... 261

Appendix 1 ........................................................................................................................ 273

Appendix 2 ........................................................................................................................ 274

Appendix 3 ........................................................................................................................ 275

Appendix 4 ........................................................................................................................ 276

Appendix 5A ...................................................................................................................... 277

Appendix 5 B ..................................................................................................................... 279

Appendix 5 C ..................................................................................................................... 292

Appendix 6 ........................................................................................................................ 294

Appendix 7 ........................................................................................................................ 301

Appendix 8 ........................................................................................................................ 308

Appendix 9: ....................................................................................................................... 315
Appendix 10: Science textbooks content in primary education.........................................319
Appendix 11: ..................................................................................................................... 333

Appendix 12: ..................................................................................................................... 334

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List of Tables

Table 1.1 Summary of some terms related to Technology and technology
education in New Zealand and Saudi Arabia education systems in
alphabetical order ………………………………………………………. 7
Table 2.1 The developed plan for primary schools subjects (boys and girls),
including the number of sessions per week for each subject……………. 16

Table 3.1 Summary of the differences between science and technology…………... 48

Table 3.2 Content of Technology Education Model for K-12 in USA…………….. 58

Table 3-3 Characteristics of problem solving, design, and research……… 93

Table 4.1 Levels 1 and 3 of indicators of progression of technological practice
strand. Source: Techlink (2010)…………………………………………. 108

Table 4.2 Response Rates…………………………………………………………... 115
Table 4.3 Sample of New Zealand and Saudi contexts (qualitative phase)………… 115
Table 4.4 Sample of the Saudi context (quantitative data)…………………………. 116

Table 5.1 Years and curriculum levels of New Zealand education………………… 128

Table 5.2 Pseudonyms of the participants and their roles………………………….. 157

Table 5.3 Summary of the number of technology topics in primary science
textbooks, Terms 1 and 2………………………………………………… 168

Table 5.4 Pseudonyms of the participants and their roles………………………….. 180

Table 5.5 The influence of the technological revolution on education…………….. 189

Table 5.6 Positive aspects of including technology in primary curriculum………... 190
192
Table 5.7 Type of technological knowledge that students need to acquire…………

Table 5.8 Teaching technology and Saudi’s economic development ……………… 193

Table 5.9 Building a bridge between students and society…………………………. 194

Table 5.10 Ability of current primary curricula to enhance students’ technological
literacy…………………………………………………………………… 195

Table 5.11 Ability of current developed science and technology curricula to
enhance students’ technological literacy………………………………… 196
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