Dissertations for Information and Communication Technology (ICT)

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Assistive Technology's Effect on the Academic Performance of Students with Disabilities: An Investigative Study at Higher Education Institutions in the UAE
(The British University in Dubai (BUiD), 2020-11) Alsoori Alzaabi, Abdulla
Assistive Technology (AT) has a significant role in helping people with disabilities to function better in society. The AT becomes an indispensable tool across the education realm, which can be linked to the more significant academic achievement for Students with Disabilities (SWDs). Furthering and integrating AT in higher education settings permits the practice of independence and social participation of SWDs along with their peers free from discrimination based on disability. Accordingly, the United Arab Emirates (UAE) provides great efforts to promote social inclusion by integrating people with disabilities in everyday activities, such as work, sports, and education. The UAE embraced best global practices and solutions in this field through the standards of services provided, initiatives, and technology as a result of implementing the National Policy in Empowering People of Determination and Federal Law No. 29 of the Year 2006 on the Rights of People with Special Needs. This study aims to examine the effects of AT on the academic performance of SWDs in Higher Education Institutions (HEIs) in the UAE. A mixed methods approach of data collection was applied to gathering data quantitatively and qualitatively, which included a questionnaire, interview and analysis of official documents. The target sample population of the study consists of SWDs, teachers and specialist staff who understand the necessity of AT services and evaluate barriers in promoting AT effectively. This study revealed the extraordinary benefits of the use of AT as a way to increase the academic performance of SWDs in HEIs and identifies the major challenges that hinder the successful implementation of AT. The study recommends establishing AT services and support centers in HEIs along with creating an AT Act to be regulate these provisions in the UAE
Can ICT training change teachers' attitudes towards using technology in teaching? A perspective from a U.A.E high school
(The British University in Dubai (BUiD), 2009-10) Badran, Basel.A.R.
This action research explores the effect of the provision of sustainable ICT training to teachers on changing their attitudes towards increased ICT use in teaching. The research also sought to identify barriers and enablers to ICT uptake at different levels. An ICT in-service training was offered to three government high school teachers who initially responded to an ICT competence audit. The teachers also responded to an ICT survey before and after the training. The instrument collected information on their level of ICT use, their attitudes and opinions towards technology use and finally their training experiences. Data from both surveys as well as interpretive observations and interviews during the 8 months of training were analysed and compared. Results suggest a positive shift in teacher's attitudes towards ICT training and ICT use in teaching. The study also identified three fundamental issues that greatly affect the teacher's attitudes towards technology and their degree of adoption and use of ICTs within UAE government schools; (a) sustainable in-service training, (b) access to ICTs, and (c) sustainable guidance and technical support.
Developing a hybrid model for ESL learners in HEIs in the UAE
(The British University in Dubai (BUiD), 2021-06) Beer, Timothy
The object of this study was to find out what the main factors are to consider when utilizing a hybrid model in Higher Education Institutions in the UAE. The advantages and disadvantages of the hybrid model were looked at as well as what could be done to ensure students success. The study took a mixed methods approach with surveys and interviews being conducted. Data was collected from forty-five participants and the quantitative data was analyzed using descriptive statistics which were then deduced and interpreted. The data revealed mixed opinions about teaching and learning with the hybrid model. The results from the qualitative research reflected and corresponded to the quantitative research. Despite the findings revealing the hybrid model to be an efficient flexible model its efficacy for undergraduates that are ESL learners is questioned. The study revealed motivation and student engagement to be the main issues.
The Digital Transformation in Teaching Methods as the New Normal in Abu Dhabi Private Schools
(The British University in Dubai (BUID), 2022-04) DWEEDAR, LAIALI
The COVID-19 pandemic has given an unexpected boost to digital education in K-12 schools. This pandemic forced a rapid shift to digital learning and accelerated educational digital tools integration. Many educational institutions worldwide have offered online and blended learning programs, citing the benefits of flexibility, accessibility, innovation, and sustainability. In the post-COVID-19 pandemic, digital learning seems to be the best choice that plays a significant role in quality education. According to much research, Online learning will interact with traditional teaching to provide more options, enhance education equity, and promote innovation by merging artificial intelligence and mobile education. The study investigates the digital transformation in Abu Dhabi K-12 private schools during COVID19 and how this shifting to distance learning and using technology tools affects the teaching methods. It also discovers the best teaching methods and strategies teachers adopt to engage the students and enhance their learning. On the other hand, the study explores teachers’ perspectives on digital learning and schools’ leaders' perceptions of the future of K-12 education post-COVID-19. The target sample population of the study consists of teachers, two subjects’ coordinators, one Hod and one school principal from different private schools in Abu Dhabi. A mixed-methods data collection approach was applied to gather quantitative and qualitative data, including an online questionnaire and semi-structured interviews. The validity and reliability of the research tools were assessed carefully to verify that they were appropriate. The findings revealed that teaching methods had been changed from traditional to more flexible methods that fit the current COVID-19 crisis and beyond. The results also showed a positive teachers’ perception of Digital learning, which school leaders believe will continue with us as the new normal. Meanwhile, they found the blended or hybrid learning model as the most successful teaching, and learning model during and post Covid-19.
The effect of online time on students’ academic performance: A study of cycle 1 and cycle 2 students in Abu Dhabi, UAE government schools
(The British University in Dubai (BUiD), 2014-03) Sharabassy, Nermin Hamed
The last few years have witnessed a rapid growth in technology all over the world. This growth is evident in the great increase of Internet use and the technological devices that have been invented and commonly used in a very short time. Using the Internet has become the main source of getting information in all fields of knowledge. The benefits of using the Internet are widely spread to include different aspects of life; communicating with friends, booking flights to any destination in the world, checking bank accounts, paying bills, and helping with any kind of educational needs such as doing homework or research, preparing for assignments , projects and final assessments. This study is focussed on the time students in cycle 1 and 2 of Abu Dhabi, UAE government schools are spending online, and how it is affecting their academic performance. This study will also investigate the effect of this online time on their academic achievement and the perceptions of teachers, parents and the students themselves on the impact of this online time on their academic achievement at school. The study also focuses on the various Internet activities that the students are busy working on, and if online time can be beneficial for them to do their homework, school projects, and to be prepared for their final assessments, or is it merely a tool to communicate with friends through various social networks to play games, check emails and be used for entertainment only. The findings of this study have suggested that online time has a positive effect on the students’ academic performance unless it has not been used wisely within good online time management at school and at home. Online time can be used as an interactive factor to enhance the learning process if it is used wisely in a way that can stimulate the students’ needs and attention.
Enhancing Arabic Reading Proficiency as a Second Language: Unveiling the Significance of Audiobooks for Middle School Students
(The British University in Dubai (BUiD), 0004-12) SAAD, HEBA ABDALLA AMIN; Professor Christopher Hill
Purpose- The use of digital tools and platforms in language classrooms has become a crucial pedagogical strategy. The integration of technology has significantly changed the landscape of foreign language education, enhancing both teaching and learning experiences. Considering audiobooks as a useful tool in improving reading skills and language acquisition, this study aims to explore the potential benefits and effectiveness of using audiobooks as a tool for learning for non-Arab students in Dubai, as there is a diverse student population including individuals from various cultural and linguistic backgrounds which can present significant challenges. It also discusses the pedagogical philosophy of how teachers and students use this tool, identifies the obstacles to the appropriate use of audiobooks in Middle Schools in Dubai, and lastly, make suggestions about how to get through these obstacles. Methodology- Both qualitative and quantitative approaches were employed to collect the study's data. Eleven Arabic teachers from different Dubai schools participated in this qualitative study to determine the significance of audiobooks for non-native Arabic speakers enrolled in Dubai middle schools. The quantitative investigation included a questionnaire. 111 parents who have children enrolled in middle schools in Dubai answered the questionnaire that was sent to them. The questionnaire's main objectives are to validate the findings of the interviews and to ascertain the parents' opinions regarding the value and efficacy of audiobooks as a teaching tool among Dubai's non-Arab student population and the potential effects this may have on middle school students' reading skills. Findings- The analysis of data revealed that the good application of Audiobooks in Dubai schools is yet to be accomplished. Audiobooks have emerged as a promising tool for enhancing reading skills and language acquisition. They provide learners with an immersive and interactive experience, combining oral and written language comprehension. Audiobooks have been found to improve pronunciation, fluency, and comprehension skills. Implications- One significant implication is the need to examine the correlation between audiobooks and the curriculum and to raise awareness about it and its importance in the schools. The study also makes some recommendations to integrate cross-curricular connections between the subjects being studied and the language content, thereby enhancing the overall meaningfulness of the learning experience for the students. Originality/ value- This study provides new insights at both practical and scholarly levels. The findings of this study can provide valuable insights into the effectiveness of audiobooks as a supplementary tool in Arabic language instruction. This can contribute to the development of more comprehensive and innovative teaching approaches that cater to the diverse learning needs of Arabic foreign learners. Moreover, it can help educators and language instructors make informed decisions regarding the integration of audiobooks into their teaching practices. By understanding the benefits and limitations of audiobooks, instructors can effectively incorporate them into their curriculum, thereby promoting a more engaging and interactive learning environment for Arabic language learners. Keywords: Arabic reading skills, E-books, audiobooks.
Enhancing Students’ Learning and Engagement through Formative Assessment using Online Learning Tools
(The British University in Dubai (BUiD), 2021-03) Elbasyouny, Tariq Refaat Bahieldeen
Because of the rapid development of technology and its web- based applications and online tools, the current study sheds light on the effectiveness of online tools on both learners’ performance and their engagement. At ATA (ADNOC Technical Academy) in the United Arab Emirates, fifty students and five teachers have participated in the study by using a multiple of online tools in a six-month foundation course. Students have completed an online survey about their attitude towards the use of line tools. Structured interviews have been conducted with the teachers to answer questions about their experience of using online tools in the teaching process. A convergent parallel mixed methods approach has been followed to analyze quantitative and qualitative data. The current study has presented analytic data for students and teachers’ responses. Using descriptive analysis, the study reveals that using online tools in the learning process enhances the performance and engagement of the students in English subject.
ESL Teachers’ Perceptions of Online Teacher Professional Development and Its Barriers in UAE Public Schools
(The British University in Dubai (BUiD), 2023-05) ALARAFEEN, OSAMA SALEEM MOHAMMED; Professor Christopher Hill
This study aimed to investigate the perceptions of English as a Second Language (ESL) teachers towards Online Teacher Professional Development (OTPD) and its perceived barriers in public schools in the UAE. Specifically, the study sought to determine how much teacher characteristics, such as years of experience, gender, and pedagogical and technological background, influenced these perceptions. A quantitative survey methodology was employed to collect data from 300 ESL teachers in public schools. The collected data were analyzed using descriptive and inferential statistics to answer the three research questions. The study found that ESL teachers in public schools in the UAE had positive perceptions of OTPD. The perception of OTPD was significantly influenced by their pedagogical background and years of experience, while gender and technological background had no significant influence. The study also identified the repetition of topics as the most important perceived barrier to OTPD, which was not previously reported in the literature. The findings highlight the importance of sustained, high-quality teacher professional development to enhance student learning outcomes in public schools in the UAE. The study recommends OTPD programs be designed and implemented with consideration for individual teacher characteristics and aligned with curricula to address the identified barriers. The study contributes to the literature by providing insights into ESL teachers' perceptions of OTPD in the UAE and its perceived barriers. It also recognizes the importance of individualizing OTPD programs to address specific teacher characteristics.
An Exploration of Female Emirati Students’ Experiences with the Use of Laptops in Mathematics Classrooms
(The British University in Dubai (BUiD), 2011-04) El Hazzouri, Hiba
This study was designed to explore the students‟ experiences with laptops used in mathematics classrooms in a college at the United Arab Emirate, during the first year of laptop program implementation. The study aimed at investigating how laptops were utilized by both the students and teachers to learn mathematics, exploring the students‟ attitudes towards it, and capturing teachers‟ reflections on the experience. Specifically the research questions that guided the study are: 1. In what ways were the laptops utilized in mathematics classrooms during a period of two semesters (one year 2009-2010) by both the students and the teachers? 2. How did the students feel about using the laptops in learning mathematics? 3. How do the mathematics teachers evaluate using laptops by the students in their classes? Both qualitative and quantitative methods were used to collect data including: student questionnaires, teacher questionnaires, classroom observations, focus groups with students and interviews with the teachers. The sample of this study consisted of 58 female emirate students at the foundation level of a government funded college and their three mathematics teachers. The findings of the present study reveal that despite of the reported benefits of using the laptops in mathematics classrooms; students were facing some difficulties in the first year of implementation of the laptop program and so developed negative attitudes towards the use of laptops to learn mathematics. Recommendations, based on the findings of the research, are suggested at the end of this paper and are addressed to both mathematics teachers and decision makers at the college for improvement of the program in the coming years.
Exploring Challenges and Opportunities: Investigating Perceptions and Attitudes of Students, Teachers, Principals and Parents towards Remote Learning in the UAE
(The British University in Dubai (BUiD), 2024-11) ALBASTAKI, SHAIKHA ABDULHAMID; Dr Tendai Charles
This research investigated the perspectives and experiences of the school community in the United Arab Emirates (UAE) regarding remote learning. Employing a conceptual framework informed by existing literature, the study sought to pinpoint essential elements for successful remote education and comprehend the support required for both students and educators. The participants encompassed a diverse range of stakeholders, including students, teachers, principals, and parents. Employing a mixed-method approach, which integrated qualitative and quantitative research methodologies, the study gathered and analyzed data to derive comprehensive insights. The findings obtained from the research highlighted a notable appreciation among participants for the flexibility offered by remote learning methodologies. However, despite this appreciation, there was an unmistakable inclination toThis research investigated the perspectives and experiences of the school community in the United Arab Emirates (UAE) regarding remote learning. Employing a conceptual framework informed by existing literature, the study sought to pinpoint essential elements for successful remote education and comprehend the support required for both students and educators. The participants encompassed a diverse range of stakeholders, including students, teachers, principals, and parents. Employing a mixed-method approach, which integrated qualitative and quantitative research methodologies, the study gathered and analyzed data to derive comprehensive insights. The findings obtained from the research highlighted a notable appreciation among participants for the flexibility offered by remote learning methodologies. However, despite this appreciation, there was an unmistakable inclination towards the traditional modality of face-to-face instruction. Furthermore, the results gained from the study illuminated an intriguing aspect pertaining to the current landscape of online educational practices, hinting at a tendency for knowledge transmission rather than transformative learning experiences. In light of these findings, the study advocates for the adoption of blended learning methodologies, which amalgamate the inherent advantages of both online and in-person teaching modalities. By integrating these approaches, blended learning stands poised to offer a more holistic and effective educational paradigm. Ultimately, this research serves as a beacon illuminating the landscape of online education within the unique context of the UAE, thereby proffering invaluable insights aimed at augmenting educational methodologies and practices in the region. wards the traditional modality of face-to-face instruction. Furthermore, the results gained from the study illuminated an intriguing aspect pertaining to the current landscape of online educational practices, hinting at a tendency for knowledge transmission rather than transformative learning experiences. In light of these findings, the study advocates for the adoption of blended learning methodologies, which amalgamate the inherent advantages of both online and in-person teaching modalities. By integrating these approaches, blended learning stands poised to offer a more holistic and effective educational paradigm. Ultimately, this research serves as a beacon illuminating the landscape of online education within the unique context of the UAE, thereby proffering invaluable insights aimed at augmenting educational methodologies and practices in the region.
Exploring Teachers' Utilization of Adaptive Learning Platform Features to Foster Students' Self-Regulated Learning: A Focus on ALEKS Platform
(The British University in Dubai (BUiD), 2024-03) ALMASRI, TASNEEM “MOHAMMED NOOR”; Professor Christopher Hill
Adaptive Learning (AL) is a revolutionary promising technology that employs artificial intelligence to optimize students’ performance and attainment by providing customized learning frameworks that cater to each learner's unique needs. However, the isolated nature of this learning environment has not only necessitated ensuring that students are equipped with the essential skills to thrive within this landscape but also underscored the importance of aligning teachers’ practices to meet this demand. Cultivating students’ Self-regulated learning (SRL) is a critical practice that is needed in this academic setting. A scarcity of studies that explore teachers’ utilization of Adaptive Learning Platforms (ALP) to foster students’ academic competencies, including SRL, was noticeable. Focusing on ALEKS, this study investigates teachers' perceptions of the effectiveness of ALEKS’s features in promoting students' SRL skills. Additionally, the study seeks to assess teachers’ employment of ALEKS’s tools to enhance students’ SRL. Thirdly, this study explores how ALEKS's features could enhance students' SRL. A parallel mixed-method approach was adopted to address the research questions: an online questionnaire and semi-structured interviews. The findings revealed a general affirmation among teachers of ALEKS’s capacity to promote students’ SRL. Moreover, the findings showcased the presence of teachers’ employment of strategies that are believed to foster students' SRL skills within ALEKS context and underlined the need for more consistent engagement. Furthermore, the findings, combined with the theoretical framework, demonstrated ALEKS’s SRL promotion potential. The results additionally highlight obstacles to using ALEKS or other ALPs, and shed light on valuable implications for educators, policymakers, and instructional designers.
Exploring the Use of Social Media and the Associated Ethical Considerations in Paramedic Education
(The British University in Dubai (BUiD), 2020-07) Sookraj, Sunil
Social Media (SM) is ubiquitous in paramedic students’ personal learning environment. SM has the potential to add value as an educational tool. However there are disadvantages such as not being accepted as formal learning tools and potential for inappropriate use. The purpose is to explore how paramedic students and paramedic educators use SM, and the associated ethical considerations, in paramedic education. The study was conducted in the interpretative paradigm using a mixed methods approach. A sequential qualitative then quantitative strategy was employed to interview educators and survey students respectively. Data from the interviews was used in the construction of the survey questionnaire. 90% of students want to use SM for their paramedic studies. YouTube (72.5%), WhatsApp (47.5%) and Medical applications (47.5%) are the most highly used SM applications. 70% of students use SM to gain further knowledge and improve their understanding. 54.5% spend more than one hour per day using SM for education. At least 60% of all students are aware of the SM policy at some level. 77.5% of students know how to behave ethically when using SM for paramedic studies. Participants highlighted the need for a specific SM guide and additional SM ethics training in paramedic education.
ICT in Education in the UAE: An investigation into the use of ICT poster workshops on ‘Road Safety Campaigns’ with Male Emirati Students
(The British University in Dubai (BUiD), 2010-05) Selama, Kamal Ben
Information and Communication Technology (ICT) is still considered as a stand-alone subject in many countries – the UAE included. However, ICT has become vital and decisive in establishing a skilled workforce and empowering citizenry. This research outlines the importance of integrating ICT into the wider curriculum. It describes the use of ICT in an innovative way in order to enhance learning and to help students become active participants in the community. This study uses the mixed methods approach. Quantitative data is collected through administering a questionnaire to students on driving behaviour. This is then followed by workshops where students use ICT applications to create visuals in order to discuss and debate the issue. Finally, interviews with students were held first, to find out about their perceptions on using ICT for learning and second, to discuss their conceptions about driving attitudes and behaviour and the role of ICT in promoting citizenship. Results showed that the participants’ use of ICT in order to produce “Road Safety” posters was motivating and engaging. Besides, ICT was able to unveil the participants’ perceptions towards driving behaviour and attitudes. The study encountered a number of limitations mainly the lack of research on the inclusion of ICT in the wider curriculum in the UAE. as well as the unavailability of data from the UAE Ministry of Education on the systematic and strategic plans for the inclusion of ICT in teaching and learning in the UAE.
The impact of Blended Learning in Teaching and Learning during the COVID-19
(The British University in Dubai (BUiD), 2021-06) NISANA, FATHIMA
The purpose of this study was to find out the impact of blended learning in teaching and learning in the light of COVID-19 in a private school in the UAE. The study was carried out to investigate critically, the usefulness of blended learning in the continuation of education and its effectiveness. A mixed-method approach was used for data collection. Data was collected through surveys and interviews. 72 participants took part in the study. Students, teachers, and parents expressed their views on blended learning. To calculate the mean and standard deviation of quantitative data Microsoft Excel was used and thematic analysis was used for qualitative data. The researcher found out that the instructors, learners, and parents had a positive approach to blended learning. The efficacy of blended learning was calculated through factors such as feedback, collaboration, motivation, and assessment. However, participants suggested that proper training should be given in terms of technology adoption.
Impact of ICT on teaching and learning in the United Arab Emirates
(The British University in Dubai (BUiD), 2019-03) KUZBOR, AMER
The ‘information age’ is described by open computing, the World Wide Web and a various types of users. In the United Arab Emirates, schools have to adapt the changes to realign efficiently with ‘the information age’. For this reason, schools are trying to develop new skills and abilities by reorganizing and restructuring in order to allow such effective transformation. This study examines the impact of technology (termed as ICT) on teaching and learning in American International School (AISA) in Abu Dhabi. The purpose is to get insight on the consequences of good usage of technology in teaching as well as the contribution of technology to students learning. The methodology of this research uses a mixed approach which is qualitative and quantitative, two surveys with both teachers and students and one interview with teachers were conducted by the researcher that included a group of research questions which looked for answers on the status of ICT in the American International School in Abu Dhabi, consequently, its impact on teaching and learning. However, most of the teachers agree that ICT influence their planning of teaching concerning course preparation, even though, a mismatch is found between policy and implementation. A little is being made regarding the training of the teachers for developing their skills in all aspects of ICT. In addition to that, the teachers in the school require support and time in order to use recent technologies and strategies so they can improve their personal work before to learn using them in the teaching process. The school sounds to produce students with skills as the main contribution of ICT instead of being an instrument to improve the different intellectual abilities of the students, even though, it is very interesting to find that there is a positive attitude about the use of ICT in the school.
The Impact of the Remote Flipped Learning Approach on Perceptions of Learning and Students’ Engagement during COVID-19: A Mixed Method Case Study Research of an Undergraduate Pharmacy Course in a private UAE university
(The British University in Dubai (BUiD), 2021-05) Ali Mir, Zainab
The objective of this Mixed-Method Case Study Research (MMCSR) was to investigate and analyze student's engagement, and the perception of the learning experience in the Remote Flipped Classroom (RFC), from the perspectives of the students and the instructor. The study was focused on an undergraduate pharmacy course taught through the RFC approach in a private UAE university. The study utilized Reeve’s Learning Engagement Scale (LES) Questionnaire as the quantitative tool to analyze the student's overall engagement across Behavioral, Emotional, Cognitive, and Agentic constructs. The students' and the instructor’s perceptions of learning in the RFC were collected through semi-structured interviews. The data was collected from 18 participants in total. For the quantitative results, descriptive statistics were employed, while analysis of the qualitative data was completed through Thematic Analysis. The findings of this study revealed an overall positive learning engagement for the identified engagement constructs, and positive student perception of the RFC approach, with Flexibility, Deep Learning, Autonomy, and Agency as the major themes emerging from the qualitative analysis. Findings from the instructor also indicated a positive perception of the RFC approach, with Interaction and Feedback, Assessment of Learner Understanding, Class Preparedness and Experience with Educational Technology resources as the themes emerging from the qualitative analysis.
The impact of using self-learning platforms on students' performance and motivating them to learn mathematics in Cycle/3 schools in the Emirate of Abu Dhabi.
(The British University in Dubai (BUiD), 2022-06) ALNUSAIRAT, RAED HAMAD
The United Arab Emirates has worked for several years to consolidate the concept of self-learning among school students. The Ministry of Education (MOE) and the Emirates Schools Establishment (ESE) have provided schools with educational platforms based on artificial intelligence, giving students a greater opportunity for self-learning and making them more self-reliant. Alef Education platform started working in government schools in 2016 and is now considered the most important educational platform in schools because of the support it provides to students to develop their performance. This mixed study aims to identify the impact of self-learning platforms on students' performance and motivation towards learning mathematics in cycle/3 schools in the Emirate of Abu Dhabi. The study targeted 1042 students of both sexes from the Grade/10 and Grade/12 in its advanced and general streams belonging to four secondary schools in the Emirate of Abu Dhabi and 40 mathematics teachers from the same schools. 285 students and 19 teachers responded. The current study revealed the important role of using self-learning platforms in improving students' performance in mathematics and motivating them to learn it. Analysis of students' responses indicated a relatively large influence of the role of self-learning; That is 79.8%. The impact of using these platforms varies with the level of students. Teacher and student responses were significantly correlated. Educators suggested updating the existing platforms to more interactive platforms with simpler and gradual curricula that are compatible with all levels of students and various assessment tools to improve student performance and motivation in mathematics, in addition to using only one platform to avoid student distraction. This study will provide an opportunity for education decision-makers in the United Arab Emirates to develop a system of self-learning platforms to become more sophisticated and effective in improving students' learning opportunities in the future. On the other hand, this study opened the door for future researchers to expand the scope of research on these platforms to include other subjects such as languages and sciences.
The importance of computer programming for developing primary students’ future and academic skills: Examining the time and resources allotted for it in UAE schools
(The British University in Dubai (BUiD), 2022-06) ELSAWAH, WAFAA ABDELRAHIM
Abstract Purpose- As the era of technology continues to evolve, programming education has garnered a growing amount of interest. Programming has an important role in preparing students and arming them with the language of the future. The purpose of this study is to demonstrate the importance of programming, discuss the pedagogical philosophy of how programming is taught, identify the barriers to the proper implementation of programming education in UAE primary schools, and finally find solutions to overcome these barriers. Methodology- The study adopted a mixed methods approach to collect both quantitative and qualitative data. Thirteen ICT teachers, from different schools in the UAE, were interviewed in the qualitative study to investigate their perception of the teaching of programming to primary students. A questionnaire was distributed to parents who have kids in primary school in the UAE in the quantitative study. The questionnaire received responses from 499 parents. The primary goal of the questionnaire is to validate the interview results as well as understand the parents' perspectives towards their kids' experiences with the programming being taught at school. Findings- The analysis of data revealed that the good application of programming education in UAE schools is yet to be accomplished. There is a need to reform the teaching of programming in primary schools in the UAE and to raise awareness about it and its importance in the school domain (school principals, teachers, and students) and the community domain (parents). Implications- One significant implication is that teaching programming should be taken seriously by educational policymakers and school leaders as a core subject that should be taught to all students. The study also contributed to the growing body of literature on the value of programming skills and the role of the appropriate curriculum in developing these skills. It also makes some recommendations to the MOE, the school inspections team, school managers, and teachers in order to improve education programming and overcome challenges in UAE primary schools. Originality/ value- This study provides new insights at both practical and scholarly levels. It can shed light on the field's expansion prospects. The outcomes of this study may assist educational policymakers in better implementing programming education, particularly in primary school. Moreover, it helps teachers better prepare for the problems that primary students may encounter with learning programming in schools.
Investigating the Use of “Lughati Tablets” to Promote Arabic Reading Skills to Students with Special Educational Needs and Disabilities: A case study at The Sharjah City of Humanitarian Services (UAE)
(The British University in Dubai (BUiD), 2019-10) Obaid, Nada
Acquiring reading proficiency starts at early ages and develops throughout the years however with Special Educational Needs and Disabilities (SEND) children, this process does not on the whole move along standardized norms for reading development based on chronological age. This study examines the reading development of SEND students who are using Lughati tablets as Assistive Technologies (AT) to support their reading progress in Sharjah City for Humanitarian Services (SCHS). Investigating the use of AT is important due to the various tools that these tablets provide to enable SEND students access educational resources. The study seeks to find answers to 3 main topics: How effective are Lughati tablets in improving the SEND students’ Arabic reading skills? What are the teachers’ and IT supervisor’s experiences and opinions towards using Lughati tablets with SEND students? How can Lughati tablets be best used to support SEND students in developing their reading skills? A total of 10 SEND students diagnosed with down syndrome, mild intellectual disability, cerebral palsy and borderline intellectual functioning were examined in this study. The methodology involved both qualitative and quantitative methods and data was collected from the SEND students’ performances as well as teachers’ interviews. Results revealed that overall the Lughati tablets are worth investing for these types of disabilities however it does not imply that these students will be able to read Arabic on their own or score within the normal reading ranges of typically developing children after using the Lughati tablets. The borderline intellectual functioning and cerebral palsy students scored the highest compared to the other disabilities in the study. The mild intellectual disability candidate required more time to develop one reading task at a time whereas the down syndrome students were the least achieving due to their lower capabilities in phonological demanding tasks. Down syndrome students showed progress in visual related tasks more than the other tasks. The study highlights that it might be beneficial for SEND students to use Lughati as an AT along with other comprehensive and explicit reading instructions. In addition, teachers showed positive attitude in using Lughati tablets in their classrooms and they highly recommended that the tablets get modified to be tailored to these students’ learning needs and capabilities. Interestingly, teachers were using Lughati tablets to assist borderline intellectual functioning students in overcoming their learning difficulties and later enroll in regular education schools. Although this study is limited to a small number of participants and is based in a single location, this study conveyed the possibility of using Lughati tablets to teach SEND students reading Arabic. Finally, further research can be done to examine the effect of collaborative learning when using Lughati tablets on the SEND students’ reading skills.
Investigation into teachers' reflective practices of applying gamification in a hybrid learning context
(The British University in Dubai (BUiD), 2021-06) MOUSSA, SHADI ABD AL BAQI MAHMOUD
The ubiquitous availability of classroom technologies has invoked a stern migration from the normal lectures in classrooms which is traditional to one which is delivered in an integrated and digitalised environment of learning. These environments for learning which are interactive provides teachers with the opportunity to change their process of teaching by the incorporation of elements of games and these can be seen in this study as a driving force for motivating students towards their goals and for promoting competition, capturing the attention of students, fostering effective teamwork, and also communication. A systematic review of literature is presented in this paper for the systems of game-based learning along with different implementations of gamification and the framework which integrates the design of the elements of games in the context of higher education. Furthermore, some previous research works on the field were gathered from different database for this review. The overall aim and objective was to understand and identify the way systems of learning which are gamified can be applied in higher education along with their usefulness and influence. Findings derived from this research can enable universities of higher education to explore and employ teaching systems and efficient gamified forms of learning which can improve the overall performance, motivation, and engagement of students. Therefore it is highly recommended for gamified learning to be applied in higher education in order to enhance the learning experience of students and to increase their motivation.

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