عنوان

The Adoption and Use of Technology by Teachers in the United Arab Emirates

Number

TLpq2479689487

.Language of Text, Soundtrack etc

انگلیسی

Title Proper

The Adoption and Use of Technology by Teachers in the United Arab Emirates

General Material Designation

[Thesis]

First Statement of Responsibility

Clarke, Stanford A.

Subsequent Statement of Responsibility

Sorensen, Christine K.

Name of Publisher, Distributor, etc.

Walden University

Date of Publication, Distribution, etc.

2020

Specific Material Designation and Extent of Item

231

Dissertation or thesis details and type of degree

Ph.D.

Body granting the degree

Walden University

Text preceding or following the note

2020

Text of Note

Although technology integration in the classroom improves educational outcomes, cultural influences explaining varying integration of teacher technology adoption and use in the United Arab Emirates (UAE) had not been explored. This explanatory sequential mixed-methods study explored the influence of culture on perceptions of, use of, and factors influencing the decision to adopt technology among native Arab-speaking (NAS) and native English-speaking (NES) teachers (Phase 1) at a boys' secondary school in the UAE and how teachers who exhibit differing levels of adoption make decisions about and use technology in the classroom (Phase 2). The technology adoption model was used as the framework to examine factors influencing acceptance and use of technology. The quantitative Phase 1 surveyed all 75 teachers at the school (52 responded), and the qualitative Phase 2 participants included 4 teachers, 2 NAS and 2 NES. Data were collected using an online survey (Phase 1) and through observations and interviews (Phase 2). Survey data were analyzed descriptively and using 2-tailed t tests; qualitative data were analyzed through coding, categorizing, and theme development. Phase 1 results showed no statistically significant differences in intent to use technology or ease of use. However, NAS teachers (M = 4.52) rated the usefulness of technology significantly higher than NES teachers (M = 4.14), t (51) = 2.26, p = .028. Phase 2 observations and interviews showed NES teachers were more likely to use technology for whole class and teacher needs, and NAS teachers for individualized student support. Results from this study could assist school and technology administrators to institute better supports for teachers as they strive to adopt and use technology in their teaching.

Educational technology

Middle Eastern studies

Clarke, Stanford A.

Sorensen, Christine K.

Electronic name

p

[Thesis]

276903

a

Y