INTRODUCTION AND OVERVIEW
Introduction
In recent decades, Saudi Arabia has experienced significant economic growth, largely fueled by its petroleum industry, which has positively impacted health, public education, higher education, and technology consumption As a rapidly developing Islamic nation, Saudi Arabia actively engages in global digital technology advancements Despite being perceived as a mono-cultural and conservative society, it offers valuable insights into cultural changes driven by the digital age's global competitiveness This study aims to explore the implications of these challenges on teacher education, particularly regarding technology integration.
Saudi Arabia's public policy strongly supports the advancement of new technologies across various sectors, particularly education The Eighth Development Plan (EDP) for 2005–2009 highlighted the nation's contemporary challenges, emphasizing four key priorities set by the Ministry of Economy and Planning (MoEP): enhancing and broadening the digital technology infrastructure, increasing Arabic online content, closing the digital divide among different population segments, and implementing e-government initiatives.
In 2007, the Ministry of Communications and Information Technology (MCIT) launched the National Communications and Information Technology Plan (NCITP) to transform Saudi Arabia into an information society and enhance productivity through accessible ICT services As part of this initiative, the Communication and Information Technology Commission (CITC) introduced the Saudi Arabian Home Computing Initiative (SAHCI), aimed at providing personal computers to all Saudi families via affordable installment plans The CITC collaborates with the private sector to ensure this initiative aligns with the long-term goals of the NCITP.
Most recently, in the educational policy, the MoE has released its Ten-Year Plan 2004–
2014, which includes the goals of developing the required infrastructure for digital technology to be better implemented in education (MoE, 2005).
Overview of Saudi context and background
This section offers an overview of Saudi Arabia's history, culture, and development, highlighting the nation's technological transformation amid globalization and technology consumption It also examines the educational landscape, leadership, and policies in Saudi Arabia, culminating in a focus on the integration of technology within the educational system.
1.2.1 Saudi history, culture and development
Saudi Arabia, located in the southern part of Asia, occupies nearly four-fifths of the Arabian Peninsula and was established as a state in the early eighteenth century, later becoming the Kingdom of Saudi Arabia in 1932 under King Abdulaziz ben Abdulrahman Al-Saud Since its inception, Saudi Arabia has played a significant role in the Gulf region and the Arab world, particularly after the discovery of oil in the early 1930s, which fueled rapid development across various sectors As noted by Krieger (2007), the country transformed from a Bedouin society into one of the wealthiest nations globally, especially following World War II The most notable changes have occurred in the economy and social structures, with Saudi Arabia leading the world in oil reserves, production, and exports, accounting for over 25 percent of the global total This economic growth facilitated the country's accession to the World Trade Organization in 2005, allowing it to fulfill international obligations.
Figure 1-1: The map of Saudi Arabia (Source: Ministry of Interiority Accessed July 30, 2011, from: http://www.riyadh.gov.sa/Eng/EngKSA.asp)
Saudi Arabia is experiencing one of the fastest population growth rates in the world, with the population reaching approximately 27 million in 2010 and a growth rate of 3.2% since 2004 Projections indicate that the population could reach 43 million by 2025 This rapid growth is attributed to the country's economic boom, along with cultural and religious factors, creating a stable environment that supports essential social services such as employment, housing, and healthcare.
Saudi Arabia's oil wealth has significantly elevated living standards, contributing to a notable increase in population Additionally, the cultural preference for large families within the Islamic tradition further influences this demographic growth.
Saudi Arabia, an Islamic nation, is deeply rooted in its cultural identity, with the Holy Quran serving as its constitution and Arabic as its official language The country is home to the two holiest cities in Islam, Makkah and Al-Madina, which significantly shape its cultural landscape Saudi culture is characterized by a blend of social, historical, and religious principles that influence individual behaviors, practices, and worldviews Strong social and religious beliefs drive the Saudi way of life, with Islamic law, or Shariah, playing a central role in shaping culture, identity, and social interactions, particularly in the realm of education, which is fundamentally religious in nature.
Saudi culture, as classified by Al-Asmari (2008), is characterized as Islamic, Arabic, mono-cultural, and conservative, which may lead its people to resist ideologies that conflict with their cultural customs and religious beliefs Ziadah (2007a) cautioned that globalization poses a risk to Saudi national identity by creating tensions between local and global cultures In this context, centralized systems are valued for their role in safeguarding religious and cultural fundamentals from incompatible influences, particularly those stemming from Western cultures Al-Asmari (2008) describes this protective function as "cultural sheltering," referring to the proactive measures taken by authority figures in conservative environments to minimize perceived threats to local culture (C1) by restricting exposure to foreign culture (FC).
From an outsider‘s perspective, Burkhart and Goodman (1998) argue that ‗the Saudi society remains one of the world‘s most conservative‘ (p 22) More recently, Krieger
(2007) mentions that Saudi Arabia is still strongly committed to its social and religious character Therefore, introducing any cultural change into Saudi Arabia is not an easy task
It requires long-term development and strong influential factors Burkhart and Goodman
Change tends to occur gradually, often following significant discussion, with religious and social issues frequently taking precedence over technical or economic advantages Historically, communication technologies such as the telegraph, telephone, television, and now the Internet have faced criticism for their potential for misuse, yet they ultimately gain acceptance and regulation over time.
Societies inevitably undergo change, and in Saudi Arabia, several key factors contribute to this transformation Al-Saif (1997) identifies the nation’s unity, stability, and wealth from oil and natural resources as pivotal elements Additionally, Ramady (2010) highlights population growth, economic development, and shifts in social structure as significant influencers Globalization also plays a crucial role (Al-Aqeel, 2005; Ziadah, 2007a) Recently, Saudi Arabia has witnessed notable changes, including greater openness to the world, increased urban migration in search of better opportunities, a rise in imported labor, heightened consumption of new technologies, and a surge in private businesses and trading activities (Al-Aqeel, 2005; Aba-nama, 1995).
In recent decades, Saudi Arabia has successfully modernized while preserving its cultural principles and beliefs, particularly in education (Al-Issa, 2009; Krieger, 2007) The nation aims to prepare its society for the challenges of the twenty-first century by adopting a modern approach that maintains its unique identity (Ramady, 2010) As part of this evolution, Saudi Arabia has begun to think and act with a more global perspective, emphasizing inter-faith dialogue, fostering a culture of moderation, and engaging with other nations based on mutual respect (Ramady, 2010, p 4).
‗ultimately, international competitiveness is likely to impact significantly and possibly irrevocably on Saudi cultural traditions and religion norms‘ (Onsman, 2011, p 1)
Saudi Arabia is undergoing a significant technological transformation, leading to a substantial increase in technology consumption This shift is reducing the country's reliance on its oil industry and fostering a robust economic system, with projections indicating that Saudi Arabia could become one of the world's top 10 competitive economies in the near future Observers such as Krieger, Ramady, and Onsman have highlighted the Saudi government's commitment to decreasing its dependence on oil, which is expected to decline in the coming years.
Saudi Arabian leaders have made significant strides in embracing new technologies, enhancing the community's access to diverse resources for entertainment and research According to Al-Towjry (2005), most families in Saudi Arabia possess at least one computer, telephone line, mobile phone, and satellite television Furthermore, the mobile phone market has seen remarkable growth, with the number of mobile users skyrocketing from under 3 million in 2001 to over 53 million by early 2011, as reported by the MCIT (2011).
Figure 1-2: Saudi Mobile phone market (MCIT, 2011)
Investment in the technology sector in Saudi Arabia has seen significant growth recently, with the country leading the Gulf region in security solution expenditures, accounting for 41% of the total market (Sutton, 2007) The technology industry's investment rose from US$2.92 billion in 2006 to US$3.4 billion in 2007 (Bank Audisal, 2008) Additionally, the Saudi software solutions market was valued at $637 million in 2009, making it the largest in the Gulf, with an anticipated growth rate of 12% from 2008 onwards, as highlighted during the ninth International Gulf Information Technology Exhibition (GITEX) held in Saudi Arabia (GITEX Saudi Arabia, 2010).
Internet services in Saudi Arabia began in 1994 for academic and research purposes and became publicly accessible in 1997, with full release occurring in 1999 Today, the Internet is widely available through five primary mediums: dial-up, Digital Subscriber Line (DSL), satellite, wireless networks, and broadband connections.
2011) Internet usage in the Gulf region grew by more than 300 per cent between 2000 and
2005, whereas in Saudi Arabia, it was 1,000 per cent (Joseph & Lunt, 2006) Figure 1-3 presents the growth in the Internet market in Saudi Arabia between 2001 and 2011
Figure 1-3: Internet market in Saudi Arabia (MCIT, 2011)
Between 2000 and 2010, the number of Internet users in Saudi Arabia surged from 200,000 to 9.8 million, reflecting an impressive growth of approximately 800% By the end of the first quarter of 2011, this figure was projected to rise to around 12 million, achieving a penetration rate of 42% of the population Additionally, as of August 2010, Facebook users in the country had reached nearly 2.6 million.
2010) However, these numbers are expected to triple within the next few years
In Saudi Arabia, Internet access is heavily regulated by the Communications and Information Technology Commission, a government-authorized body responsible for overseeing the ICT sector This commission not only manages Internet connectivity but also actively monitors and restricts access to websites deemed culturally or religiously inappropriate, including those related to pornography, anti-religious content, and violence (Communications and Information Technology Commission, 2011).
1.2.3 Overview of Saudi education, leadership and policies
Pre-service teacher education in Saudi Arabia
This section aims to inform about teacher education within the Saudi context, beginning with an overview of teacher preparation across the Arab world It then examines the current state of higher education in Saudi Arabia, along with a concise history of teacher preparation in the country Additionally, the integration of technology into the curriculum for pre-service teacher education in Saudi Arabia is also addressed.
1.3.1 Overview of teacher preparation in the Arabic world
Despite some initiatives to enhance teacher preparation with technology in the Arab world, significant technological transformation remains elusive Current teacher preparation programs predominantly rely on traditional teaching methodologies, which many educators believe inadequately equip future teachers for effective technology integration Zeen (2007) emphasizes the necessity for these programs to address not only technological skills but also psychological readiness to foster successful technology use in teaching Increasing the focus on technology training within teacher education is essential to meet the demands of modern educational practices in the technology era.
Educators in the Arab world recognize the critical need for advancements in teacher preparation systems A significant step in this direction was the Developing Arabic Teachers' Preparation Approaches Conference, which took place at the Arab World University in Cairo.
In 1999, a conference focused on enhancing teacher education in the Arabic world to address the rapid technological advancements of the twenty-first century It underscored the critical need for integrating technology into pre-service teacher education and highlighted the adoption of innovative international models for teacher preparation, including individualized learning, e-learning, distance learning, and educational networks.
The 2000 conference for Arabic Ministers of Education in Jordan emphasized the necessity for teachers in the Arab world to achieve a suitable level of computer literacy to effectively integrate technology into their teaching methods (Zeen, 2007) Zeen (2007) highlighted the specific technological competencies required by pre-service teachers for successful technology integration in their education Additionally, the 2001 Teacher Preparation in the Arab Countries Conference in Lebanon called for a redesign of pre-service teacher education curricula to enable future educators to incorporate new technologies into their teaching and to train academic staff accordingly (Teacher Preparation in the Arabic Countries, 2001) Furthermore, the Second International Conference in Cairo in 2003 reinforced the critical need for training pre-service teachers in technology through the effective integration of computer technologies within their curriculum (Zeen, 2007).
Research on pre-service teacher education in the Arabic context reveals significant gaps in technology preparation Mahdi (1999) emphasized the importance of equipping pre-service teachers with the skills to integrate technology into their learning, suggesting they should be capable of designing their own home pages Similarly, Mandoura (1989) highlighted the need for improvements in pre-service teacher education to align with the technological era, recommending that programs focus on enhancing computer literacy, utilizing technology as a learning tool, and incorporating computers in administrative management.
1.3.2 Current situation of Saudi tertiary education
The push for an effective higher education curriculum in Saudi Arabia began in the early 1970s, driven by the need to align with the country's rapid economic and infrastructural growth Recognizing the importance of this development, the Ministry of Higher Education (MoHE) was established in 1975 to oversee the planning, development, and supervision of higher education This initiative prioritized scientific research and supported specialized projects to enhance the quality of education in the nation.
One of the key responsibilities of the Ministry of Higher Education (MoHE) in Saudi Arabia is to ensure the availability of well-trained, qualified, and highly educated specialists across various fields This initiative aims to meet the country's developmental goals and address the growing demand for skilled labor in Saudi Arabia.
Saudi Arabia has developed a comprehensive 25-year strategy for higher education aimed at aligning with rapid national developments and addressing labor market needs (McCloskey, 2007) This plan, as highlighted by Al-Ouhali, focuses on critical areas including faculty development, student engagement, and information technology (McCloskey, 2007) The higher education sector is witnessing significant growth in student enrollment and infrastructure, driven by substantial financial investments (Onsman, 2011) From 2004 to 2007, approximately $15 billion was allocated to establish over 100 new educational institutions, including colleges and universities (Krieger, 2007) The Ministry of Higher Education's recent budget exceeded $2 billion, part of a broader $13 billion commitment to enhance education in Saudi Arabia (Onsman, 2011) Ultimately, the goal is to create world-class universities that can compete on a global scale (Krieger, 2007).
King Abdullah has invested $10 billion of his personal funds to create a graduate-level science and technology university, positioning it as the sixth wealthiest university globally Additionally, the government has removed a long-standing ban on private institutions, providing free land and over $10 million for scholarships and construction, with aspirations for these institutions to become the Harvards and Yales of the Middle East.
However, quantitative expansion in higher education has minimal influence, unless it meets the need to improve the quality of Saudi tertiary education According to Onsman
Saudi Arabia's higher education development faces the challenge of balancing its Arabian cultural identity with the need for international relevance, as noted by Abd-Al-Jawad (2008) and others The centrally controlled funding aims to reconcile these ambitions, yet there remains a struggle to align social, cultural, and religious values with the pressures of globalization Scholars such as Al-Aqeel (2005) and Al-Hamed (2007) highlight these ongoing challenges, indicating that the philosophy of higher education in Saudi Arabia is still grappling with harmonizing traditional values and global demands.
Saudi higher education faces significant challenges, including rapid population growth, the need for efficient internal and external systems, and the recruitment of qualified professors (2005a, 2005b) Despite substantial financial support, research remains underfunded, with less than 0.25% of national income allocated to it, and institutions like King Abdulaziz City for Science and Technology (KACST) receive minimal attention (Al-Aqeel, 2005; Krieger, 2007) Additionally, Saudi universities often lack collaboration with the private sector and operate under a centralized regulatory system, which stifles freedom, creativity, and competition (Al-Issa, 2010) The provision of monthly allowances to students further diminishes their commitment and undermines universities' efforts to attract talented individuals (Al-Issa, 2010) Consequently, these factors have limited Saudi higher education's influence on the global academic landscape (Onsman, 2011).
A study by Al-Shehri (2004) explored the feasibility of establishing a virtual university in Saudi Arabia, revealing a mismatch between the needs and capabilities of tertiary education students He noted that student outcomes did not align with the intended objectives Similarly, Al-Jarf (2003) found that fewer than four percent of female tertiary students could effectively search electronic databases, prompting her to recommend that Saudi universities implement courses in electronic searching for both undergraduate and postgraduate students.
A study conducted by Al-Jarf (2007) revealed that only 43% of Saudi universities utilize online platforms like WebCT or Blackboard, primarily due to issues such as lack of motivation, poor online teaching skills, insufficient professional support, inadequate infrastructure, and limited funding Al-Haizan (2008) further identified a significant gap in the academic staff's understanding of electronic learning tools, with over 20% lacking knowledge of modern technologies like Smart Boards, despite familiarity with traditional tools like emails and PowerPoint Additionally, nearly half of the academic staff were not utilizing any electronic learning tools, underscoring the absence of clear strategies for effective implementation and the need for professional development training in Saudi universities Al-Rumaih (2004) echoed these concerns, indicating that the current technological usage in Saudi higher education is inadequate and requires improvement.
1.3.3 History and overview of teacher preparation in Saudi Arabia
Saudi teacher education aims to equip educators with the skills to fulfill diverse educational, psychological, and societal roles, acting as advisors and cultural-religious transmitters both inside and outside the classroom Scholars like Al-Aqeel and Metwalli emphasize the importance of active participation in communities and professional settings This multi-disciplinary approach provides teachers with essential knowledge across various domains The evolution of teacher preparation in Saudi Arabia has undergone two significant phases: initially focusing on increasing the number of teachers for public education, followed by efforts to enhance the quality of pre-service and in-service teacher education.
Statement of the research problem
The technology landscape in Saudi Arabia appears optimistic, yet the integration of technology in pre-service teacher education significantly lags behind other advancements Research highlights a critical shortage of teacher preparation and training in digital technologies, with insufficient attention given to technology's role in the curriculum Key challenges include limited computer affordability, poor Internet access, a lack of trained faculty, and inadequate organizational support Additionally, ineffective curriculum design and instructors' low computer literacy further hinder progress Theoretical and philosophical perspectives on digital learning and teaching also fall short of aligning with global trends.
The current study reflects global trends in technology adoption, yet highlights specific limitations within Saudi Arabia's higher education system It posits that educational content and teaching methodologies are not aligned with societal advancements observed in both developed and developing nations, particularly in the Arab world Traditional pedagogical approaches remain prevalent in Saudi Arabia, resulting in limited opportunities for the effective integration of digital technologies Consequently, scholars emphasize the urgent need to prepare future educators to utilize technology in a meaningful and effective manner.
Research into digital technology and pre-service teacher preparation is essential Kay (2006) emphasizes the necessity for comprehensive studies to explore and evaluate the factors influencing the successful integration of digital technology into educational curricula.
Research aim, scope and key question
This thesis critically examines the enhancement of digital technology adoption in pre-service teacher education curricula in Saudi Arabia It addresses the limited existing research on this topic, highlighting the unique cultural context of Saudi Arabia, which is characterized by its Islamic, Arabic, mono-cultural, and conservative society.
This thesis aimed to explore the effective integration of digital technologies into the curriculum for pre-service teacher education in Saudi Arabia The expected outcomes include the creation of context-relevant insights that can enhance pedagogy, policy, and practice within Saudi pre-service teacher education, specifically in relation to digital technologies.
This article critically examines the current state of technological preparation among Saudi pre-service teachers, highlighting the complexities of integrating technology into teacher education curricula Various theoretical perspectives exist on this integration, yet it remains a multifaceted and challenging process As noted by Smolin and Lawless (2007), technology-based reform is particularly difficult due to its intricate nature Furthermore, Gale (2007) describes the integration process as a "terrain of complexity, multiplicity, and interconnectedness," emphasizing the need for a nuanced approach in addressing these challenges.
471) Despite this complexity, much of the literature emphasises the three main perspectives presented in the scope of this current study
The technological perspective of practitioners encompasses their perceived concepts of technology, as highlighted by various studies (Chai, Hong & Teo, 2009; Judson, 2006; Teo, Lee & Chai, 2008; Pianfetti, 2005) Additionally, it includes their awareness of technology, supported by research (Hall et al., 1975; Robertson, Fluck & Webb, 2007; Smith & Kelley, 2007), and their perceived self-efficacy in utilizing technology, as evidenced by multiple sources (Bong & Skaalvik, 2003; Chao, 2003; Maninger & Anderson, 2007; Sang et al., 2010; Webb, 2006).
The second is the pedagogical perspective regarding the effective integration of technology It looks into the curriculum design of pre-service teacher education (e.g Altun,
2007; International Society for Technology in Education [ISTE], 2007; Smith & Kelley,
2007) It is also concerned with technology-based pedagogical practices that are associated with the curriculum design (e.g Barnett, 2006; Robertson et al., 2007; Vannatta, 2007)
The third perspective focuses on administration, highlighting four essential leadership roles: prioritizing technology, enhancing infrastructure, providing training and support, and establishing a robust technology resource base (Altun, 2007; Goktas et al., 2009; Lessen & Sorensen, 2006; Robertson et al., 2007; Smith & Kelley, 2007).
Taking into consideration the complexity associated with effective integration of technology from both local (i.e Saudi Arabia) and global perspectives, the main research question was:
What are the possibilities for the effective integration of digital technologies into the Saudi pre-service teacher education curriculum?
In order to answer the research main question, a number of sub-questions were addressed in Chapter 3 (see p 72).
Significance of the study
This study aims to fill a significant gap in research by collectively examining the integration of technology into pre-service teacher education curricula, an area that has not been extensively studied as a cohesive system By contributing valuable insights to the field of educational technology and enhancing pre-service teacher preparation, this research aspires to improve the educational system in Saudi Arabia and promote effective technology integration Furthermore, the findings are expected to offer relevant perspectives for similar contexts in developing countries within the conservative Arabic and Islamic world, while also enriching the international literature on educational technology in emerging economies.
Limitations of the research
Associated research limitations that affect the generalisability of the current thesis can be categorised into three main points The first is an acknowledged subjectivity As an Arabic
As a Muslim researcher from Saudi Arabia, I have been shaped by one of the world's most conservative Islamic societies, which often prioritizes law and tradition over change Despite these conservative influences, I am optimistic about the imminent integration of technology in Saudi Arabia, particularly in education Global technological advancements are significantly impacting the lives of Saudi citizens, making it essential to incorporate technology into educational systems and teaching environments To foster meaningful, technology-rich educational settings, it is crucial to effectively integrate technology into the pre-service teacher education curriculum in Saudi Arabia.
A significant limitation of the current research is the gender imbalance, as it exclusively examines the male segment of pre-service teacher education within Saudi Arabia's tertiary education system Despite previous discussions on this issue, the Saudi educational framework remains gender-segregated, limiting women's access to educational institutions and interactions with female instructors and students This segregation is rooted in the socio-cultural context of Saudi Arabia, a conservative Islamic society where gender separation in education is prevalent.
The research methodology could be improved by incorporating alternative data collection methods, such as phone interviews with female participants However, due to challenges related to accessibility and participant demographics, the study focused exclusively on male participants Different data collection methods, including face-to-face and phone interviews, can yield varying data quality, which impacts the conclusions drawn Additionally, field notes from face-to-face interviews captured participants' impressions and emotions, enhancing data analysis, while such insights are often lost in phone interviews The inclusion of female participants presented numerous challenges across cultural, ethical, and methodological dimensions, suggesting that the findings may not be fully applicable to women, even within the same context and agency.
The current study's third limitation is the small sample size, as it was conducted solely at the Faculty of Education at King Abdulaziz University in Jeddah While teacher education in Saudi Arabia generally follows similar ideologies and standards, individual universities may have varying policies regarding logistical support, curriculum, learning activities, and technology implementation Consequently, the findings may not be applicable to other teacher education institutions across the country.
The current study involves a satisfactory number of participants, including 325 pre-service teachers and 50 instructors, as well as qualitative insights from 13 pre-service teachers, eight instructors, and three policymakers However, this sample may be insufficient considering the numerous Saudi teacher preparation institutions, which likely exceed 19 faculties of education for males alone, with the potential for double or triple that number for females due to their preference for education over other sectors Efforts to diversify the results by including multiple universities faced challenges, as obtaining necessary permissions from the Ministry of Higher Education (MoHE) and establishing communication with policymakers proved time-consuming and complex within Saudi Arabia's centralized system Additionally, the geographical distribution of universities across various regions added to the logistical difficulties of accessing a broader participant pool.
Overview of the thesis structure
This thesis is organized into seven chapters, starting with Chapter 1, which offers an introduction that outlines the thesis's objectives, significance, and structure It provides a detailed context of the study, highlighting key aspects such as Saudi Arabia's developments, cultural background, education system, technology usage, and pre-service teacher education challenges Additionally, it addresses the increasing need for incorporating technology into the curriculum for pre-service teacher education in Saudi Arabia.
Chapter 2 provides the theoretical framework of the research This includes the need and the importance of technology integration into pre-service teacher education curriculum globally along with the influential factors, which shaped this need as well as the importance and the purpose of reforming pedagogical technology practices to achieve integration
Chapter three outlines the research methodology, addressing key methodological concerns It encompasses the research design, alongside data collection and management processes Additionally, it presents the data analysis framework, concluding with a comprehensive discussion and summary of findings.
The fourth chapter presents a comprehensive analysis of the effective integration of technology in Saudi pre-service teacher education policy, divided into two key sections The first section examines relevant national policies and curriculum documents, while the second section outlines the findings from semi-structured interviews with policymakers The chapter concludes with a discussion of the results and offers insights for future developments in this area.
Chapter five explores the effective integration of digital technologies in the practices of instructors and pre-service teachers It presents an analysis of responses from both quantitative surveys and qualitative interviews, facilitating a comprehensive discussion The chapter concludes with key findings related to three main investigative perspectives, followed by insightful discussions and conclusions.
In the sixth chapter, a comprehensive synthesis of the findings is presented, structured into two main sections The first section addresses context readiness, focusing on technology familiarity, integration concepts, and levels of technology awareness and self-efficacy The second section highlights significant challenges to effective technology integration in pre-service teacher education, including contextual obstacles such as traditionalism, centralization, and conservatism.
Finally, the seventh chapter of this thesis presents the research initiatives towards the better integration of digital technologies in the Saudi pre-service teacher education curriculum
This chapter outlines initiatives aimed at enhancing the Saudi pre-service teacher education curriculum by integrating effective pedagogical practices related to digital technologies It also presents conclusions and suggests directions for future research.
Summary
This chapter serves as an introduction to the thesis, outlining the research context, background, history, and development, while also stating the research problem, aims, scope, significance, and providing an overview of the thesis structure Chapters Two and Three contextualize the current research, with Chapter 2 focusing on the effective integration of technology in pre-service teacher education from a global perspective, and discussing investigative perspectives relevant to the study Chapter 3 outlines the appropriate research methodology, philosophical foundations, research design, ethical considerations, and frameworks for data collection and analysis.
LITERATURE REVIEW
Introduction
The previous chapter offered a comprehensive introduction and overview of the current research thesis, highlighting key aspects of Saudi Arabia's history, development, technological advancements, education system, curriculum, and pre-service teacher education.
This chapter reviews literature on the integration of digital technologies in pre-service teacher education, highlighting the urgent need for innovation in this field According to Bagwell (2008), factors such as the increasing affordability and accessibility of digital technologies, social pressures, and globalization drive this necessity It is essential to cultivate a new generation of teachers capable of adapting to and educating today's digital learners Additionally, there is a pressing requirement to revamp traditional pre-service teacher preparation methods by incorporating contemporary pedagogical approaches and innovative thinking.
To meet the demands of twenty-first-century learners, enhancing technology adoption in pre-service teacher education is essential for professional development This endeavor presents several challenges, as highlighted in the research literature Key issues include the technology practitioners' perspective, which addresses their understanding, self-efficacy, and recognition of technology's significance and utility Additionally, the pedagogical perspective emphasizes the importance of curriculum design and technology-integrated teaching practices Lastly, the administrative perspective examines the critical leadership roles that bridge theory and practice The chapter concludes with a synthesis of contemporary insights and an overview of the research questions that have shaped this study.
Exploring benefits of the effective integration of technology
In the twenty-first century, the integration of technology in education is essential for meaningful development, as digital tools are recognized as powerful assets in enhancing educational relevance (Peeraer & Van Petegem, 2011) Optimizing technology use globally can drive productivity, foster competitive economies, and build knowledge-based societies while enriching innovative educational processes (Bongo, 2005; Fong, 2009; Nasab & Aghaei, 2009; Poorfaraj et al., 2011) As research increasingly focuses on the benefits of technology in education, it becomes clear that digital technologies create authentic learning environments and redefine educational models (Peeraer & Van Petegem, 2011; Polly et al., 2010; Reimer, 2005) According to Wright, Ben, and Scarcella (2003), the implementation of technology can significantly enhance the learning experience, with the potential to revolutionize current educational paradigms (Peeraer & Van Petegem, 2011) Thus, integrating digital technologies is crucial for effective teaching and learning (Anderson & Glenn, 2003).
Integrating technology into education significantly enhances both the quality and level of learning Educational technology scholars emphasize the positive impact of this integration, highlighting the strong connection between knowledge, technology, and effective implementation.
To fully realize the benefits of information and communication technologies (ICT) in education, teachers must adapt their pedagogical approaches (Robertson et al., 2007) Pulkkinen (2007) emphasizes that effective integration of ICT requires viewing these technologies as comprehensive educational systems rather than just technical tools By understanding ICT as systems within education, they can transform educational institutions by altering the internal and external communication and information structures (Pulkkinen, 2007).
The relationship between computer technologies and learning is ongoing, highlighting the need for technology to be integrated into pedagogical practices rather than merely existing within the classroom (Robertson et al., 2007; Dawson, 2006) Effective technology integration in education should prioritize methodologies and applications that foster collaboration over traditional content delivery methods (Pulkkinen, 2007) Dawson (2006) identifies three key uses of technology in classrooms: general applications, support for all students, and instructional enhancement To empower teachers in these roles, it is essential that technology becomes a fundamental component of their professional preparation The following section will discuss the significance and advantages of effectively incorporating digital technologies into pre-service teacher education curricula.
Technology integration in pre-service teacher education
The growing importance of authentic education for pre-service teachers to effectively integrate digital technologies into their classrooms has become increasingly evident (Dawson, 2006; Mosenson & Johnson, 2008) Recent advancements highlight the potential of technology to enhance teaching practices and learning environments specifically for teacher education (Chao, 2003; Mosenson & Johnson, 2008; Peeraer & Van Petegem, 2011) Consequently, teacher education programs face the challenge of equipping future educators with the skills to utilize technology meaningfully (Chao, 2003; Mosenson & Johnson, 2008; Otero et al., 2005; Peeraer & Van Petegem, 2011; Rogers, 2007) As the quality of teachers becomes a critical concern for educators and policymakers worldwide, it is essential that teacher preparation programs adapt to these evolving demands (Capper, Fitzgerald, Weldon & Wilson, 2007; Leach & Moon, 2007; Mosenson & Johnson, 2008; Valli, Rinke & Ringo).
In today's digital era, educational technologies offer lecturers and pre-service teachers access to vast and diverse resources (Mosenson & Johnson, 2008; Peeraer & Van Petegem, 2011; Roblyer & Edwards, 2003) It is crucial for faculties of education to integrate these digital tools and effectively train pre-service teachers in their use to enhance knowledge acquisition and communication (Lessen & Sorensen, 2006) Comprehensive preparation is essential to equip pre-service teachers with the necessary skills and knowledge to thrive in the digital landscape and support ongoing educational reforms (Darling-Hammond, 2007; Mosenson & Johnson, 2008; Reimer, 2005; Rogers).
Reforms play a crucial role in helping future educators recognize the significant pedagogical benefits of integrating technology into their classrooms, as it enhances teaching effectiveness and boosts student learning outcomes.
To enhance pre-service teacher programs, it is essential to systematically integrate technology into educational experiences (Mosenson & Johnson, 2008; Mullen, 2001) Otero et al (2005) emphasize that faculty in teacher education must possess technological proficiency, recognizing its content-specific and pedagogical implications Furthermore, Rogers (2007) argues that for the effective training of technologically adept teachers, faculty members must also demonstrate technological competence.
Improving the learning of prospective teachers through technology must align with the community's social, moral, ethical, and legal standards (Mosenson & Johnson, 2008) Given the safety concerns expressed by community members, particularly parents, it is essential for teacher education programs to equip pre-service teachers with the skills to use technology, especially the Internet, in a safe and ethically responsible way (Mosenson & Johnson, 2008, p 185).
Integrating technology into pre-service teacher education is crucial for two primary reasons: the demand for a new generation of educators and the necessity for innovation, fresh perspectives, and improved outcomes These key factors will be explored in the subsequent sections.
2.3.1 Demand for a new generation of teachers
Teachers are essential in enhancing teaching and learning through digital technologies, as they design learning environments and select effective pedagogies (Altun, 2007; Capper et al., 2007) Their significant responsibility in shaping students' minds makes them invaluable (Townsend et al., 2007) Research indicates that pre-service teachers trained in advanced computer technologies are better equipped to integrate these tools into their classrooms (Stetson & Bagwell, 1999) Furthermore, those who actively incorporate technology into their teaching can foster more student-centered learning environments, thereby improving student outcomes (Judson, 2006; Polly et al., 2010) Providing teachers with practical experience in using digital technologies during their training enhances their effectiveness as role models for students (Webb, 2006; Katyal, 2010).
To cultivate teacher leaders in modern classrooms, teacher education programs must prioritize the comprehensive impact of ICT and the Internet on education This shift is essential to equip student teachers with the necessary skills and knowledge to lead effectively in their future careers.
The rapid advancements in digital technologies have significantly transformed the learning landscape, challenging existing educational paradigms (Gao et al., 2010; Mosenson & Johnson, 2008) This shift underscores the urgent need for a new generation of teachers skilled in integrating technology into their classrooms, as today's children are deeply immersed in digital environments Computers, video games, and handheld devices are integral to their daily lives and routines (Enochsson & Rizza, 2009; Gao et al., 2010; Prensky, 2001a, 2001b; Robertson et al., 2007; Valentine et al.).
2002) The digital generation can be defined as ‗people who were born in the latter 1980s grew up surrounded by digital technology and the Internet‘ (Enochsson & Rizza, 2009, p
Smolin and Lawless (2007) highlight the necessity for educational systems to adapt to a rapidly changing world by prioritizing new literacies, mindsets, and skills beyond traditional curricula They argue that many current schools are merely beginning to explore the use of computers in educational settings, often resulting in limited integration into teaching and learning processes (Sime & Priestley, 2005).
Preparing the new generation of teachers demands courage, as highlighted by Robertson et al (2007), who assert that despite the advantages of digital technologies for learners, teachers must guide students towards the right knowledge, skills, and competencies Similarly, Rogers (2007) emphasizes the necessity for renewal in pre-service teacher education to adapt to the technological era, stating that teacher preparation programs must equip educators to effectively teach today's children It is evident that modern teachers are encouraged to utilize digital technologies in their instruction to address the diverse needs, preferences, and learning styles of current learners This shift is supported by various community stakeholders, including government, educational authorities, media, and parents (Mosenson & Johnson, 2008; Polly et al., 2010; Zhao & Bryant, 2006).
Despite expectations, the integration of digital technologies in schools has been gradual and has not significantly changed daily life and learning experiences (Mosenson & Johnson, 2008; Polly et al., 2010; Sime & Priestley, 2005; Smolin & Lawless, 2007; Zhao).
Despite the widespread integration of technology in daily life, research by Zhao and Cziko (2001) and Polly et al (2010) reveals that its impact on teaching practices remains inadequate To thrive in today's digital and globalized society, it is essential for educators to adapt and enhance their skills (Bagwell, 2008; Darling-Hammond, 2007; Mosenson & Johnson, 2008).
2.3.2 Demands for innovation, new thinking and new outcomes
Over a decade ago, research indicated that teacher education programs worldwide were predominantly influenced by traditional teaching methods (Bagwell, 2008; Capper et al., 2007; Enochsson & Rizza, 2009) Willumsen (1998) noted that while communication technology had been gradually integrated into teacher education, the pace of this integration remained relatively slow (p 61) This sentiment is echoed by Navarro and Natalicio, highlighting the need for a more rapid adoption of innovative teaching practices in educator training.
Teacher preparation has remained largely unchanged for over 50 years, with traditional methods likely to persist in the future Despite the importance of technology integration in pre-service teacher education, programs are falling short in equipping university lecturers, staff, students, and personnel with essential technology skills.
Challenges to the effective integration of technology
In today's rapidly globalized world, a significant challenge in education is the ineffective integration of technology (Zhao & Bryant, 2006) While existing literature offers some insights, it also reveals a lack of settled solutions for implementing necessary changes Despite increased access to technology like computers and the Internet in classrooms over the past decade, factors such as high costs and traditional teaching models hinder its usage (Rogers, 2007; Kaganoff, 1998) The high expenses associated with hardware, software, maintenance, and training present a major barrier, alongside the prevalent reliance on direct teacher-student interaction, which complicates the incorporation of technology Robinson (2007) identifies primary barriers, including limited access to technology and inadequate planning time, as well as secondary barriers like entrenched beliefs about teaching and an unwillingness to adapt Robertson et al (2007) frame these challenges as constraints, emphasizing the need to evaluate both the value and cost of information technology in education.
Table 2-2: Information and technology issues (Adapted from Robertson et al., 2007, p 80)
Effectiveness (adding value): by increasing accuracy, completeness, currency, timeliness
Integrating technology into education is a complex challenge that pre-service teacher institutions must address to enhance student learning Acknowledging the obstacles to digital technology integration is crucial, as these challenges impact both pre-service and in-service teachers' proficiency (Reimer, 2005; Duhaney, 2001) Many teacher preparation programs focus on using technology rather than equipping future educators with effective integration strategies, leading to misconceptions about their readiness (Rogers, 2007; Smith & Kelley, 2007) Consequently, this approach fails to produce knowledgeable consumers of technology, highlighting the need for a more effective preparation model in pre-service teacher education (Rogers, 2007).
Numerous studies highlight the significant challenges of integrating technology into pre-service teacher education, as documented by researchers such as Al-Asmari (2008) and Chitiyo & Harmon (2009) These challenges can be categorized into three main areas: administrative and leadership issues, pedagogical and curriculum design obstacles, and difficulties related to practitioners' skills, beliefs, attitudes, and perceptions A synthesis of these challenges is presented in Table 2-3, illustrating the various obstacles identified in the literature.
Table 2-3: Challenges and obstacles to technology integration in pre-service teacher education
Category Challenges and obstacles Relevant study
Inadequate instructional, technical and organisational support
Insufficient technology infrastructure: lack of accessibility and availability to computers, technology and Internet
The alignment between teacher education programs and schools‘ needs
Pedagogy, practice and curriculum design
Incorporation of technology tools into teaching and learning
Lack of technology integration models
Standardised and testing focused time of teaching
Addressing teaching technology with a single course
Issues of consistency between courses in pre-service teacher education
Competing priorities in the classroom
Paucity of research regarding pedagogical computing
Limited amount of information about technology integration is available pre- service teacher education
Practitioners‘ skills, beliefs, attitudes and perceptions
Challenges and obstacles presented in the previous table are further discussed in the following sub-sections
2.4.1 First: Challenges related to administration and leadership
Studies conducted in both developing and developed countries regarding challenges related to administration and leadership have mostly reported challenges relevant to infrastructure such as availability and accessibility issues
In developed countries, the integration of technology in pre-service teacher education faces significant challenges, including access issues, funding limitations, and insufficient training and technical support (Duhaney, 2001) A study by Johnston and Cooley (2001) highlights that the lack of technical support is a major barrier to effective technology integration Pierson and McNeil (2000) further emphasize that inadequate access to technology is a critical obstacle Keiper et al (2000) identified four obstacles, three of which pertain to accessibility and reliability Pre-service teachers expressed concerns about supervising their future students' internet use and the potential for accessing inappropriate content A 2007 survey by the National Centre for Education Statistics (NCES) found that most institutions reported technology infrastructure as a significant challenge (Kleiner et al., 2007) More recently, Polly et al (2010) analyzed findings from the U.S Department of Education's Preparing Tomorrow's Teachers to Use Technology initiative, revealing challenges such as inadequate administrative support and a disconnect between teacher preparation programs and the realities of existing schools.
Studies in developing countries, particularly in Africa, reveal significant challenges in integrating technology into pre-service teacher education Research by Chitiyo and Harmon (2009) in Zimbabwe highlighted issues such as inadequate technological infrastructure, insufficient organizational support, and limited professional development opportunities for university lecturers Similarly, Mukama (2009) identified both institutional constraints, like poor computer facilities and unreliable internet access, and individual challenges in Rwanda's National University Magambo (2007) further emphasized the low levels of technology use in teacher preparation programs across sub-Saharan nations, including Cameroon, Kenya, Rwanda, and Uganda, attributing this to inadequate infrastructure and lack of training In Egypt, Zeen (2007) noted barriers such as insufficient technical resources, limited training opportunities, and funding shortages, all hindering effective technology integration into the curriculum.
In Saudi Arabia, the integration of laptop technology into pre-service teacher education faces significant challenges, as highlighted by Bin-Taleb (2005) Key issues include limited access to technology and insufficient administrative support Al-Jarf (2006) further notes that the effectiveness of online instruction in this educational context remains largely unexamined, primarily due to a shortage of computers, inadequate Internet access, and a lack of organizational backing.
Al-Asmari (2008) examined the impact of technology tools on integrating foreign culture into the curriculum for pre-service teacher education in Saudi Arabia His study revealed that access issues, along with various other barriers, posed significant challenges to the effective utilization of technology in this educational context.
2.4.2 Second: Challenges related to pedagogy, practice and curriculum design
Despite advancements in technology, traditional pedagogical approaches still dominate education in technologically advanced countries In the US, Moursund and Bielefeldt (1999) noted that the integration of technology into teaching and learning remains low, even with improved technology infrastructure Pre-service teacher education programs often lack sufficient technology plans and theoretical models for effective integration To address these issues, PT3 projects aim to enhance K-12 teachers' technological skills by providing planning and application support (Polly et al., 2010) Additionally, Pierson and McNeil (2000) identified challenges such as inconsistencies and disconnections between courses in pre-service teacher education, with technology typically addressed in a single course during the program.
Research on the effective use of pedagogical computing remains limited, with a notable absence of credible and objective studies (Johnston & Cooley, 2001) Additionally, time constraints significantly hinder the integration of technology in pre-service teacher education programs This issue is echoed in the findings of Kleiner et al., where many institutions face similar challenges.
In 2007, it was reported that competing classroom priorities and time constraints are significant barriers to effective teaching Similarly, Chao (2003) identified that in Taiwan, the primary challenges to integrating technology in pre-service teacher education include the limited availability of educational technology resources in both schools and teacher training programs.
In Saudi Arabia, the integration of technology in pre-service teacher education faces several challenges Al-Saleh (1999) highlights that the limited role of educational technology in curriculum development and insufficient research contributions hinder effective implementation Additionally, Bin-Taleb (2005) emphasizes that time constraints significantly impact the effective use of technology in education Moreover, Al-Asmari (2008) concludes that ineffective curriculum guidelines pose further challenges to integrating technology in teacher training programs.
2.4.3 Third: Challenges related to the practitioners’ skills, beliefs and attitudes
Pierson and McNeil (2000) highlighted that a significant challenge to integrating technology into pre-service teacher education is the lack of self-confidence and skills among teachers Keiper et al (2000) further noted that technology skills among pre-service teachers and their instructors varied greatly, with some instructors hesitant to engage due to feelings of inadequacy Kleiner et al (2007) identified barriers such as insufficient technology skills, lack of training, and reluctance to adopt new tools Additionally, Rogers (2007) pointed out that computer anxiety among pre-service teachers hindered their comfort with technology, and their level of innovativeness played a crucial role in the effectiveness of technology integration in teacher education.
Research by Chitiyo and Harmon (2009) revealed that instructors exhibited low levels of technology and computer proficiency, as well as a lack of confidence and productivity This finding is supported by Zeen (2007) and Magambo (2007), who noted that insufficient training opportunities contribute to limited technology integration in educational settings Additionally, Mukama (2009) identified personal barriers such as fear of technology, lack of awareness, and reluctance to adopt technological tools.
In Saudi Arabia, pre-service teacher education faces challenges due to insufficient computer literacy and a shortage of trained technology staff, which impede the effective implementation of online instruction (Al-Jarf, 2006; Al-Asmari, 2008).
Integrating technology into teacher education programs presents significant challenges This section offers a theoretical framework for understanding how to effectively incorporate technology in these educational settings.
Towards studying the effective integration of technology
The integration of technology into pre-service teacher education curriculum presents various theoretical perspectives (Nkonge & Gueldenzoph, 2006; Polly et al., 2010) According to Smolin and Lawless (2007), this technology-based reform is particularly difficult due to its multifaceted nature Moreover, Gale (2007) describes the process as a "terrain of complexity, multiplicity and interconnectedness." A literature review highlights three primary perspectives on this integration.
1 The practitioner perspective, which includes perceived concept, perceived self- efficacy and perceived awareness in terms of technology importance and usefulness
2 The pedagogical perspective, which includes curriculum design, and technology- based pedagogical practices
3 The administration perspective, which includes the role of the educational policies and the main functions of effective leadership such as infrastructure, training and support
These three perspectives are discussed in the following sub-sections
Understanding pre-service teachers' perceptions and beliefs about digital technologies is crucial for enhancing their professional preparation and development Research shows that these beliefs significantly influence the successful integration of digital technologies in future classrooms By acknowledging and addressing these perceptions, teacher training programs can better equip educators for the digital age.
Good teachers possess a strong intellectual curiosity about pedagogy, which plays a crucial role in improving their teaching methods By gaining a deeper understanding of their beliefs, educators can enhance their pedagogical strategies and adapt their learning styles to effectively integrate digital technologies into the classroom.
Studying perceptions of technology integration is crucial, as highlighted in existing literature Roberts (2004) notes that teacher educators who possess a strong sense of designer self-efficacy and flexible perceptions of technology are more inclined to effectively incorporate technology into their teaching practices This integration not only enhances specific educational goals but also supports various teaching and learning processes.
Sang et al (2010) highlighted that the integration of ICT is shaped by various factors, including student teachers' constructivist teaching beliefs, their self-efficacy in teaching, attitudes towards computers in education, and their computer self-efficacy This discussion centers on three key perceptions: perceived concept, perceived self-efficacy, and perceived awareness of the importance and usefulness of technology.
Figure 2-1: Practitioners‘ technology integration-related perceptions
The perceived concept of technology integration refers to the mental image that practitioners develop regarding this idea As defined by the Oxford Online Dictionaries (2011), a concept is a mental representation that corresponds to distinct entities or their essential features, influencing reasoning and language use In essence, a concept can be viewed as an abstract object or mental representation (Bergman, 2010, p 171) This aligns with Einstein's perspective on understanding the world, emphasizing the importance of conceptual frameworks in our comprehension of technology integration.
Perceived self- efficacy Perceived concept
The initial stage in establishing a 'real external world' involves developing the concept of physical objects and their diverse types This concept derives its meaning and validation solely from the complete range of sensory experiences we associate with it.
The integration of technology in education is significantly influenced by teachers' beliefs, attitudes, and abilities Mumtaz (2000) emphasizes the importance of teachers' beliefs regarding teaching and learning with technology for effective integration Chai et al (2009) point out the complex interplay between teachers' epistemological and pedagogical beliefs and their perceptions of technology Teo et al (2008) found that teachers' attitudes towards technology directly impact the success of its implementation in educational programs, while Judson (2006) suggests that negative attitudes may hinder effective technology use in classrooms Furthermore, Pianfetti (2005) asserts that enhancing pre-service teachers' technological skills can lead to significant changes in their perceptions of technology.
A major challenge in pre-service teacher education programs is conceptualizing the effective integration of technology (Pianfetti, 2005) Despite the need for a clear definition to grasp its implications in teaching and learning, there is no universally accepted conceptualization Recent attempts to define effective technology integration struggle to establish a common understanding, highlighting the evolving perceptions among experts over time.
Table 2-4: Definition and concept of technology integration: A diachronic perspective
Definition Concepts of the definition
‗Technology integration is using computers effectively and efficiently in the general content areas to allow students to learn how to apply computer skills in meaningful ways
Technology integration enhances student learning by incorporating technology in a way that supports real-world applications This approach utilizes business-supported software, allowing students to use computers flexibly, purposefully, and creatively Crucially, the curriculum should guide technology use rather than the other way around, ensuring a cohesive alignment between educational goals and technological resources Ultimately, effective technology integration creates a harmonious relationship between curriculum objectives and technological tools.
- The effective use of computers
- The efficient use of computers
- Flexibility, purposefully and creativity in computers‘ use
Integrating technology resources and practices into the daily operations and management of schools is essential for modern education This includes utilizing computers, specialized software, and network communication systems Effective practices involve collaborative work, Internet-based research, remote access to instruments, and the network-based transmission and retrieval of data, all of which enhance the learning experience and streamline school management.
- Broad definition Incorporation of technology and practice into daily routine, work and school management
‗Technology is a part of what is already happening in the classroom instead of apart from it‘
- Technology as a part of pedagogical practice in the classroom not apart from the physical classroom
Technology-based reform presents significant challenges due to its complex nature It involves various stakeholders, diverse viewpoints for analyzing reform initiatives, and the need for integration across multiple domains.
‗Terrain of complexity, multiplicity and interconnectedness‘
To effectively integrate technology in education, we need to shift our perspective from merely automating traditional classroom methods or innovating within outdated industrial-era school structures Instead, we should view technology as a means to connect with fundamentally different teaching and learning approaches, rendering the term "integration" inadequate to describe this transformative process.
- New meaning for teaching and learning practices with technology
- Technology as powerful tools that may change the nature of teaching and learning
Dockstader (1999) defined technology integration in education by highlighting key concepts that enhance teaching and learning environments These concepts emphasize the effective and efficient use of computers, the enhancement of student learning, and the alignment of technology with the curriculum.
The effective integration of technology in education has evolved from a broad definition by Technology in Schools (2003) to a more nuanced understanding Dawson (2006) emphasizes that technology must become a fundamental aspect of daily pedagogical practices in the classroom Smolin and Lawless (2007) highlight the need for collaboration among learners, teachers, curriculum, and administration in this multi-dimensional effort Gale (2007) describes the challenges of achieving common ground in this area as a "terrain of complexity, multiplicity, and interconnectedness." Dede (2011) further asserts that the concept of integration should be redefined to encompass new pedagogical practices that extend beyond merely introducing technology like computers into traditional educational settings.
Discussion
The integration of digital technologies into pre-service teacher education curricula reveals several gaps, challenges, and critical issues Identifying these gaps is essential for informing and driving the current study This discussion will address each issue, starting from a global perspective and narrowing down to national considerations.
2.6.1 The need for further studies on the integration of technology in teacher education
Integrating technology into pre-service teacher education curricula presents significant challenges worldwide, as highlighted by various studies (Bin-Taleb, 2005; Capper et al., 2007; Chao, 2003) The increasing familiarity of children with digital technologies necessitates that teacher education programs equip future educators with the skills to effectively engage and teach these tech-savvy students (Prensky, 2001a; Bagwell, 2008; Darling-Hammond, 2007) Consequently, there is a pressing need for educators to understand and navigate the complexities of digital learning environments to meet the demands of a new generation of learners (Robertson et al., 2007; Zhao & Bryant, 2006).
The traditional teaching and learning methods in pre-service teacher education require significant improvement and innovation to meet the demands of today's technology-driven and globalized world Despite ongoing efforts to fully integrate technology into the pre-service teacher education curriculum, the results have been largely unsatisfactory.
1998) Therefore, the issue of technology integration into pre-service teacher education curriculum needs to be more explored, described and investigated by a variety of comprehensive research and studies (Kay, 2006)
2.6.2 The case of Saudi pre-service teacher education
The integration of technology into pre-service teacher education is a global challenge, but it is particularly problematic in Saudi Arabia, where advancements in this area are significantly lagging The current lack of effective teacher preparation and training in technology highlights the urgent need for improvement in Saudi pre-service teacher education programs.
1999, 2002, 2003; Al-Towjry, 2005; Bingimlas, 2010; Bin-Taleb, 2005) To do so, successful and global experiences should be taken into consideration (Al-Saleh, 1999,
2.6.3 Global perspective for technology integration in pre-service teacher education
The integration of technology in education remains a complex and challenging issue globally, as highlighted by numerous studies (Capper et al., 2007; Chao, 2003; Dawson, 2006; Gale, 2007; Leach & Moon, 2007; Otero et al., 2005; Peeraer & Van Petegem, 2011; Rogers, 2007; Smolin & Lawless, 2007; Valli et al., 2007) This ongoing challenge has prompted extensive research, with Kay (2006) identifying ten key strategies for effectively incorporating technology into pre-service teacher education programs These strategies include offering dedicated technology courses, conducting workshops, integrating technology across all courses, modeling its use, utilizing multimedia, fostering collaboration among educational sectors, mentoring educators, providing practical technology experience, focusing on education faculties, and enhancing access to technology and support The study assessed computer attitudes, abilities, and usage patterns, revealing four distinct usage patterns among participants.
1 Most of the conducted studies examined just one to three strategies
2 The effect on pre-service teachers‘ use of computer appeared to be more pervasive in case of four used strategies or more
3 Most of the conducted studies examined attitudes, ability or use, but rarely all three
4 The most important pattern showed that the vast majority of the conducted studies had severe limitations in methods, poor instrumentation, were ambiguous or had small samples and program descriptions, or a lack of or weak in statistical analysis
Kay (2006) emphasized the need for comprehensive research to enhance the understanding and evaluation of technology integration strategies in pre-service teacher education curricula Current theoretical practices highlight three key perspectives: the practitioners' perspective, which encompasses their technology awareness and self-efficacy; the pedagogical perspective, focusing on curriculum design and technology-based teaching methods; and the administration perspective, which addresses the critical roles of leadership However, to date, there has been no significant study that collectively examines all three perspectives.
Understanding practitioners' perceptions is essential for enhancing pre-service teacher preparation and university staff professional development, as well as for effectively integrating technology into the curriculum Research on the link between self-beliefs and technology integration in education is currently limited, indicating a need for further exploration It is important to examine three key types of perceptions: perceived concept, perceived self-efficacy, and perceived awareness of the importance and usefulness of technology.
Perceptions of technology are influenced by various factors, including beliefs, attitudes, and abilities Research indicates that enhancing perceived awareness of technology's usefulness plays a crucial role in effectively integrating technology into pre-service teacher education curricula.
Self-efficacy is a crucial factor derived from learners' beliefs, significantly impacting their abilities and performance in various tasks Research by Bong and Skaalvik (2003), Chao (2003), Driscoll (2000), Maninger and Anderson (2007), Sumner and Niederman (2003), and Webb (2006) highlights the importance of self-efficacy in educational settings.
In Saudi Arabia, there is a pressing need for a shift in the theoretical and philosophical views of educators regarding technology in learning and teaching (Al-Saleh, 2002) Enhancing the awareness of university staff, educators, and policymakers about the benefits of technology is crucial (Abu-Arrad & Fosaiel, 2006) However, research on the perceptions of practitioners—such as policymakers, instructors, and pre-service teachers—regarding technology integration in the pre-service teacher education curriculum is currently insufficient Therefore, these concepts warrant further investigation.
In pre-service teacher education, the integration of technology in the curriculum is essential for effective teaching practices, as teachers often replicate the methods they experienced during their own training To enhance this integration, it is crucial for educational institutions to systematically incorporate technology throughout the pre-service curriculum This includes equipping future educators with key skills such as basic computer literacy, specialized knowledge for teaching with technology, and practical experiences that foster real-world application Engaging in hands-on practice not only bridges the gap between technology and pedagogical approaches but also positively influences pre-service teachers’ attitudes and motivation towards utilizing technology in their teaching methods, ultimately leading to improved learning outcomes and behavioral changes in their future classrooms.
The global demand for a technology-integrated curriculum in pre-service teacher education highlights the inadequacy of current outdated standards, which primarily focus on basic instructional methods (Abdal-Haqq, 1999; Peeraer & Van Petegem, 2011; Pianfetti, 2005) Research advocates for the development of comprehensive curriculum-based technology training, moving beyond mere computer literacy (Abdal-Haqq, 1999; Baylor & Ritchie, 2002; Shelley et al., 2004) Additionally, the literature identifies critical areas needing further exploration, such as curriculum design, policymaking strategies, and the training of university instructors in technology (Altun, 2007; Smith & Kelley, 2007).
In the Saudi context, the pre-service teacher education curriculum remains influenced by outdated instructional methods and lacks effective integration of technology, such as online instruction (Al-Jarf, 2006) This is attributed to a flawed curriculum design that prioritizes quantity over quality, hindering the performance of pre-service teachers and instructors (Al-Asmari, 2008; Al-Miman, 2003; Zeen, 2007) As a result, Saudi scholars unanimously agree on the need for a technological and theoretical overhaul of the pre-service teacher education curriculum, particularly in enhancing current teaching and learning methodologies through technology (Al-Asmari, 2008; Al-Debasi et al., 1999; Al-Nassar, 2002; Al-Saleh, 2002, 2003; Joaili, 2001).
Effective leadership plays a crucial role in the successful integration of technology into pre-service teacher education It provides essential guidance, fosters values, and develops strategic plans to enhance this integration Key actions of effective leadership include prioritizing technology use, establishing a robust technological infrastructure, focusing on developmental processes, and ensuring ongoing training and support for both students and academic staff.
Conclusion
The study emphasizes that successful technology integration in education requires collaboration among practitioners, pedagogical approaches, and administrative support It highlights the necessity for policymakers, educators, and pre-service teachers to possess both technological proficiency and a strong pedagogical understanding of technology's impact on educational development An innovative technology-based curriculum is essential, focusing on effective pedagogical practices that adapt to the rapid evolution of digital technologies and the needs of 21st-century learners and the workforce Furthermore, effective administration is crucial for translating these theoretical concepts into practice, ensuring quality in planning and outcomes through supportive policies that define a clear technological vision and implementation strategies.
In summary, the effective integration of technology in the pre-service teacher education curriculum refers to the intersection of the practitioner, the pedagogical and administration perspectives (see Figure 2-6)
Figure 2-6: Effective integration of technology in pre-service teacher education curriculum
Summary
This chapter reviews literature pertinent to the study, beginning with the advantages of effectively integrating technology in education It highlights the need for technology-qualified teachers to engage the current digital generation and emphasizes the necessity for advancements in pre-service teacher education curricula, which are often rooted in traditional teaching methods The chapter synthesizes challenges to integrating technology in this context and presents a theoretical framework that encompasses practitioners', pedagogical, and administrative perspectives Finally, it outlines the guiding research questions for the inquiry.
The following chapter describes the research methodology and methods for data collection
This article outlines the research design, detailing the study's procedures, aims, and scope It also examines key issues related to the techniques employed for selecting study participants Additionally, the article presents the frameworks and procedures used for data analysis.
Effective integration of technology in pre-service teacher education