Dissertations for Information and Communication Technology (ICT)

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    Teacher's Perspectives and Professional Development Needs to Integrate AI Tools in K-12 Sector in the UAE
    (The British University in Dubai (BUiD), 2023-10) Kumar, Layana Dileep; Dr Tendai Charles
    Artificial intelligence (AI) has enhanced teaching and learning in all sectors of education. Learning about AI at a very young age can foster the 21st century skills of learners. There is an emerging trend to integrate AI across the K–12 curriculum. Teachers play an important role in bringing any kind of innovation to the classroom and in integrating new technologies. To address the growing trend of integrating AI in K–12, the aim of this study was to investigate teachers’ perspectives, beliefs, attitudes, and concerns for the adoption of AI tools in K–12 curriculum and their professional development training needs for the successful integration of these technologies in the K -12 classrooms. This study was theoretically anchored on Technology acceptance model (TAM), Theory of planned behavior (TPB) and Technological pedagogical content knowledge (TPACK). A mixed methods research approach was used to carry out this study. An anonymous questionnaire was used to collect quantitative data from (n= 66) K-12 teachers in the UAE, and qualitative data was collected using focus group interviews (n = 12) with high school teachers. Ten constructs, namely perceived use (PU), Perceived Ease of Use(PEOU) , Self-efficacy(SE), Anxiety, Technological pedagogical knowledge (TPK), Technological knowledge(TK), Technological content knowledge(TCK), Technological pedagogical content knowledge (TPACK), Behavior intention (BI) and ethics were measure through 7-point Likert scale in the survey. Analysis of the data revealed PU as the most significant factor predicting BI and TPACK and SE significantly predicted PU. In addition to this, TK significantly predicted Ethics. Results also revealed educators are positive and motivated to adopt AI tools, although they acknowledge the ethical implications due to the use of AI tools and demand for policies and regulations. Although teachers expressed discomfort and concerns about the use of AI, anxiety didn’t negatively predict their BI. These insights are very useful for policymakers, curriculum developers, and school leaders for planning effective teacher development programs and preservice teacher education.
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    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.
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    To what extent does the usage of Educational Technology affect student performance at a public secondary school in Ras Al-Khaimah?
    (The British University in Dubai (BUiD), 2023-03) ALSHEHHI, SHAMESA ABDULLA AZIZ
    The study aimed to evaluate how the use of advanced school technologies can improve secondary student performance at the Ras Al-Khaimah Public School in the UAE. To achieve this objective, the study used a mixed-methods approach, which involved collecting both primary and secondary data. The primary data was collected using a questionnaire that was created using Google Forms, and it was shared online with research participants. The questionnaire used Likert Scale questions, which are easier for participants to answer and aid in the data processing. The secondary data was collected from published research and articles that had pertinent information or data sets. The study found that all participants answered the questionnaire, and the average response was '4' for satisfied, indicating that students were satisfied with the Ras Al-Khaimah UAE educators' use of digital technology, such as video streaming, presentations, online quizzes, discussion boards, online experiments, and vision exercises. These results suggest that technology improves pupils' academic achievement and that the use of advanced school technologies can positively impact student performance. However, the study also highlights that the educator's role is equally crucial for employing the proper resources for the right goal. Teachers must be skilled at using several technologies to help students achieve their goals and gain edifying skills. Along with this, it is recommended that the Ras Al-Khaimah Public School focus on curriculum development, in which the adaption of technology must be a priority. This is because technology has become an integral part of students' lives, and they are addicted to internet networks. Therefore, teachers must adapt to the changing times and integrate technology into their teaching methods to help students learn better. Overall, the study provides insights into how the use of advanced school technologies can improve secondary student performance and highlights the importance of teacher training and curriculum development in implementing these technologies effectively. The findings of the study can be useful for educators and policymakers in developing strategies for integrating technology into classrooms to enhance student learning outcomes.
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    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.
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    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.
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    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.
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    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.
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    (The British University in Dubai (BUiD), 2021-11) MCQUEEN, OLIVER GILES
    This dissertation aims to dissect the perceptions of English instructors and their understanding of how the global pandemic and advancement of Educational Technology (EdTech) has impacted L2 acquisition. Theorists such as Skinner (1957), Chomsky (1959), Krashen (1988) and Vygotsky (1980) have critically examined effective strategies in which L2 acquisition can be applied. As a result, this dissertation draws upon these views and connects them with the perceptions of highly educated working professionals, who teach in the field of TESOL, thus providing valuable feedback on achievable, insightful and progressive strategies that can be implemented within the UAE Educational System. The findings from this research may help in understanding the pedagogical methods that teachers apply in their teaching. It provides a cross analysis of both qualitative and quantative data in order to assess the current changes taking place during Covid 19. This is significant, as teachers are the keys to learning. They are often overlooked, overworked and neglected when making important decisions within the field of education. Therefore, this dissertation attempts to capture their personal views at a time of much change, allowing for a deeper understanding of teaching methodology that transcends the four walls of the classroom. Adding to the already, well established frameworks of L2 acquisition, adding value where required, from experienced teachers, will undoubtedly be a means for students, and parents to learn from and essentially provide better ideas for overall school improvement (Knapp, 1997).
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    (The British University in Dubai (BUiD), 2022-01) ALAKALEEK, WAFAA SULEMAN IRSHED
    Lifelong learning is a crucial component of assessment, ensuring that students meet learning objectives and apply them in real-world situations that meet the needs of an increasingly urbanized society. In evaluating national education systems and comparing them with others, internal and external assessments are critically important, as summative as well as formative assessments help teachers adapt teaching practices according to what students need. As online and blended learning has evolved into dominant teaching pedagogies, digital assessment has become a necessity, instead of a prestigious style like it used to be. The current study sheds light on the effectiveness and reliability of digital assessment and to what extent it can reflect the learning performance of students. Furthermore, the study sheds light on integrating technology into education so that pupils can learn, share, and receive immediate feedback regardless of where they are. This study examines the persuasion and authenticity of digital assessment results in various learning environments as well as whether these methods reflect the intended learning outcomes. In addition, this study will discuss the teacher's role in creating effective digitized assessments and if those teachers receive efficacious training in this regard. Finally, the paper attempts to predict how digital assessments will evolve in non-traditional learning environments. To collect qualitative data, multiple ethnographic methods were used, including interviews with SLTs (school senior leadership teams) to discuss digital assessment's limitations and how to enhance it. In addition, two structured surveys were conducted among instructors and parents from various charter schools to collect relevant data. The study found that technology-based assessments boost students' adherence to learning, boost their motivation for learning, increase their self-regulation, lower costs for schools, and promote greater equity for the student learning process. Similarly, the current study elucidates some of the obstacles that might hamper the prosperity of digital assessments, such as physical distances between students and instructors, as well as insufficient time for data collection regarding student evaluations.
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    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.
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    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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    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.
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    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.
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    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.
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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
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    Teachers’ Attitudes and Perceptions towards the Use of Information and Communication Technology (ICT) in Education and the Effect of Training upon ICT Uptake
    (The British University in Dubai (BUiD), 2013-06) Elshal, Samah M.
    The teachers’ attitude toward ICT is crucial in the implementation of computers as a teaching aid. The purpose of this study was to investigate teachers’ attitudes towards the use of ICT and the effect of training upon ICT uptake by them. Three subject teachers from (N) School in Sharjah UAE were selected using a purposive sampling technique. Both qualitative and quantitative data collection methods were used in the study where questionnaires were administered before and after the training; followed by weekly journals after each class for seven consecutive classes. Descriptive statistics were employed for analyzing the quantitative data and weekly journals were transcribed verbatim and then coded. Based on the finding, all the respondents were females with the age range of 20-49 years old. All teachers had ICT training but vary in the duration of the training. Teachers had positive attitudes towards and good competence at ICT and both attributes strengthened after the training. However, teachers’ computer perceptions and attributes were between neutral and positive with no significant improvement after the training. In conclusion, although teachers had positive attitudes and good computer competence based on the quantitative data, the qualitative data indicated that their utilization of ICT as a teaching aid is very limited. Future studies are required to explore the causes as to why teachers’ utilization is limited despite good attitudes about and competence at ICT. In addition, the causes of low teachers’ cultural perception and computer attribute that did not improve after the training should also be investigated. This study was done with three subject teachers all were female working in a suburban school, therefore, future investigations should include schools with various socio demographic characteristics and with a wider variety of subject teachers.
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    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.
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    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.
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    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.
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    The Knowledge Functionality in the Teachers’ Online Social Networks (TOSN) in UAE
    (The British University in Dubai (BUiD), 2019-03) AL-RASSOUL, ASHRAF SHAWKY
    The issue of teachers' professional development is a challenge for educational systems and educational experts as a result of the rapid changes that occur in societies and affect the educational process. These changes including the tremendous development of communication technology, have led both educational institutions and self-motivated teachers to digital platforms in search of professional development. Formal platforms have been established by educational institutions, and informal platforms have been established on the social networks of teachers. This study examines the professional knowledge in the teachers' online social networks (TOSN) in terms of editing and exchanging. This study also seeks the factors affecting this knowledge in order to analyze these networks and evaluate the role in the teachers' professional development and recording the advantages of these communities for investing in future projects for the establishment of such platforms. The study found through the questionnaire that teachers accept these TOSNs because they provide them with professional development and achieve this goal better than traditional programs for professional development. The study has also found that this knowledge is applicable, which positively affects the outcomes of the educational process. One of the factors influencing the promotion of this knowledge is the encouragement of members in these communities to participate, the presence of trust among all members of society, use case-based learning style, possessing digital communication skills.