Teachers and Learners Attitudes toward Teaching and Learning Technology - Case Study Example

Name Instructor Institution Date Teachers and Learners Attitudes toward Teaching and Learning Technology: A Case Study of University of Hail (UOH) Saudi Arabia. Introduction Positive attitudes towards teaching and learning are necessary aspects for academic success for both teachers and students. Research shows that positive attitudes have the capability of increasing the potential for academic success (Inverness Research, 2012). On the other hand, having negative reactions makes the likeliness of succeeding in academics difficulty. Technology has contributed to the change in how teaching and learning take place in schools today. Specifically, technology has changed and continues to modify the education landscape by giving various solutions as well as creating new problems that require addressing. In education, technology has been one thing that teachers and students have differences in their perceptions and attitudes (McLeod 3). Therefore, getting to understand the attitudes of teachers and students towards teaching and learning technology is essential. It is an endeavor that provides the educational stakeholders with insights and direction on how to handle technological issues when teaching and learning. Teachers have been identified to have a positive attitude towards teaching and learning technology. Research reveals that teachers self-efficacy with technology and especially learning through the use of computers is crucial to helping other learn about the same. It helps them in incorporating technology into the classroom. In fact, teacher’s attitudes towards teaching and learning technology are important determinants for formal and informal curriculum in the classroom (Kalanda 32). When teachers do not have the capability of confronting their attitudes towards technology, it becomes difficult for them to adopt the change in teaching and learning when it comes. Student’s attitudes towards education and learning technology depend on their achievement in the subject matter. It is their willingness of using technology that encourages their positive attitudes towards its learning process in the classroom (Etuk, Afangideh and Uya 197). Their attitude determines how they adopt technology as part of life-long learning strategy. Such ways of adapting to the learning process is important because many of the education institutions are investing in instructional technologies as a method of teaching for teachers and learning for students. Therefore, this research paper will be discussing the educators and learners attitudes toward teaching and gaining skills in technology with a particular reference to the University of Hail in Saudi Arabia. Understanding training and learning attitudes in this context requires information on what it entails the use of technology in instructing and learning. It is also important to understand how the education sector in Saudi Arabia has encouraged the use of technology in teaching and learning in the higher education sector. Teaching and Learning Technology Al-Abdullaziz, Alanazy, Alyahya and Gall (3) describe that different technological methods have been used to teach and teach in the classroom. In fact, a wide variety of web-based tools has contributed significantly to electronic learning all over the world. It is all for the purpose of achieving e-learning that has opened many and new possibilities for teachers and learned as well as encouraging educational innovations. To students, technology has enabled e-learning that they can use to take part in higher-learning programs especially for those working, and with disabilities. Teaching and learning technology has reduced the limitation of space as well as time hence achieving a more convenient teaching and learning environment for teachers and students (Fu 112). According to Zaharias and Poylymenakou (75), the implementation of information technologies in educational institutions has had a significant improvement in learning and teaching. E-learning is an enabling tool for teachers and students in keeping with the current changes happening in the education sector. Instructing and learning technology can entail the use of Web-based instruction, mobile learning, web-based learning and online learning (Khan 1). It is an innovative approach used to deliver learning environments that are interactive, well-designed, learner-centered, and facilitated at anytime, anyplace, and to anyone using different digital technologies (Khan 3). Those techniques are used together with other types of learning materials that suit flexibility, open as well as distributed learning environments. Teaching and Learning Technology in Saudi Higher Education As a modern nation, Saudi Arabia prioritizes information technology in education. Both leaders and planners recognize that training and learning through the integration of technology are essential in the education sector. The Saudi tertiary education institutions are allowed to develop and run their independent technological professional programs for teaching and learning. According to Lee (2), there is a disconnection in the use of technology in teaching and learning within the classroom for Saudi higher education institutions. Various issues prevent efficient technology training in the Saudi higher education sector. There is a diversified as well as the semi-autonomous nature of higher learning in the country. There is also a crucial misinterpretation of what is necessary in leading technology integration efforts and the failure of focusing on changes in attitudes in training programs (Lee 2). Oyaid (10) carried out a study to investigate the education policy in Saudi Arabia and its relation to teacher’s use of ICT, their perceptions and views on the future of technology in education. The study results revealed that Saudi Arabia has lagged behind in the use of technology in teaching and learning in the school system. With the use of technology in teaching and learning in many parts of the world, the case has been different for Saudi Arabia. The introduction of computers in the 1980’s in the Saudi Arabia higher education sector was to teach computer skills. Al-Kahtani and Al-Haider (153) says that teaching with the use of computers as well as applying those skills within the context of teaching and learning other subjects started in the 1990’s. Such improvements were enhanced by the government taking the educational policy in the education sector a step further to require the inclusion of hardware, software, and teacher specifically for providing teaching and learning of technology in the education sector. The development was essential to change the way institutions managed their teaching as well as learning practices. Oyaid (10) says that to incorporate successfully technology in education requires teachers to change their pedagogical approach. Some of the teachers in the Saudi Arabian higher education sector did not welcome the change since it needed a more direct use of technology to teach and modify the existing teaching practice at that time. However, assimilation of technology in training and learning has changed eventually, and many of the teachers and students have adapted to the modification. A study carried out by Alahmari and Kyei-Blankson (13) shows that using technology in teaching and learning changes the situation to one that is teacher-centered. Here, teachers set their educational goals and targets and personalize the learning situation that gives learners a greater opportunity to shape their teaching as well as learning experience. The change of attitudes towards the use of technology in teaching and learning in Saudi Arabian higher education sector began with the teachers getting the necessary training and skills to apply technology in teaching and learning (Lee 6). It was the begging of teachers to experience the advantages of technology in the practice of instruction. The ability of teachers to apply technology in the education practice advances by getting the appropriate training. The use of technology in teaching and learning to give teachers a successful experience that boosts their confidence and can overcome many obstacles in their practice (Alahmari and Kyei-Blankson 14). The capability of teachers to use technology in teaching and learning has a significant influence on students and their attitudes towards education and learning technology. Teachers have the capacity to transmit their beliefs and values to students to control their attitude towards using technology in the learning environment. The positive attitudes of students towards teaching and learning technology enhance their learning process. Therefore, teachers have a huge role to play in ensuring all students irrespective of their background have equal ICT experience in learning (Buabeng-Andoh 136). The University of Hail, Saudi Arabia Teaching and learning technology at the University of Hail is a core aspect of achieving improved education for the teachers and students in the 21st Century. As a modern University, the institution has a vision of using technology and innovation as primary elements for achieving continuous sustainable development in education. As a strategy to adapt change, teaching and learning technology is inevitable. According to Aichouni1 and El-Haisoni (269), just like other Universities in Saudi Arabia, the attitude of teachers and students towards learning technology is influenced by the top management actively driving them by implementing an official e-learning strategy. The use of innovative technologies by academics in teaching and learning technology occurs with the incentives in the higher education institutions. Schneckenberg (979) says that the management at Universities needs awareness of the technology-driven change in teaching and learning. There is the need for developing e-competence for persistence in using ICT for teaching and learning practices. According to the Oxford Business Group (1), the University of Hail has joined other Universities in Saudi Arabia in driving forward technological reforms for the purpose of improving the standards of teaching and learning in higher education. The University is using technology in providing solutions and alternative ways of teaching and learning. The University director recognizes the need for keeping up with changes in the higher education sector and coaching and learning technology is one the changes that must be embraced by the institution. The University invests heavily in top technologies as well as equipment and research programs. The University offers Massive Open Online Courses (MOOCs) dedicated to the online portal for thousands of students attending virtual lectures as well as webinars. Teachers’ Attitudes toward teaching and learning Technology Alabdullaziz et al., (10) denote that the attitude of teachers towards teaching and learning technology in the classroom is active and cautious. Teacher’s prior experience in using technology contributes to their positive attitudes. Additionally, their field of specialty also determined their attitudes toward technology. However, in teaching and learning technology, teacher’s attitudes include the realization of a paradigm shift in the classroom and technology as a critical aspect of training and learning in today’s classrooms (McLeod 6). The struggle for teachers in integrating technology in teaching and learning defines their attitudes towards technology. They sense a paradigm shift in teaching and learning with the use of technology. However, they hesitate in embracing the change. According to Brown (102), teachers understand that technology will change their teaching methods. Sharpe (56) adds that teacher views the adoption of technology in instructing and learning as an essential strategy that improves education. However, such a change benefits teachers and not learners. Teaching and learning technology does not help learners in constructing knowledge but only for teachers to take advantage by using presentation software in teaching (Zhao, Tan and Mishra 348). In teaching technology, teachers believe that it is a helpful tool for organizing their work and a way of motivating students to learn even though it may not help them in learning through collaborative groups. However, this has been disapproved by the availability of virtual learning tools incorporated to use in discussion groups and boards. According to Van Braak (407), teachers have a positive attitude towards teaching and learning technology. Many of them using technology in training demonstrate their ease of use as a factor that encourages them to integrate the constructivist Internet-based learning environments (Lee and Tsai 149). It means that teachers still have difficulties in introducing the training of technology in the classroom. Many of them believe that training technology in the classroom contributes to the improvement of their status. However, few of them want to take it to the classroom to use during training (Tsitouridou and Vryzas 29). However, Sharpe (10) noted that the willingness of teachers to use technology in training depends on the type of training offered to them. Adequate technical knowledge is essential for teachers to have a positive attitude towards training using technology. The reluctance of using technology in training by teachers is due to their attitude of not having sufficient training to enable them to integrate quality technology in the classroom (Brown, Benson and Uhde 100). It is important for teachers to evaluate their views on teaching and learning technology. The reason is that their views will dictate the type of training appropriate for their needs in making training timely and relevant. In the University of Hail, Saudi Arabia, teacher’s attitudes towards teaching and learning technology have been demonstrated by various researchers. Lee (7) was evaluating attitudinal changes as the cornerstone of technology training in higher education in Saudi Arabia. Lee says that teachers in Saudi Arabian universities including the University of Hail are resistant to teaching and learning technology. Al-Kahtani (2010) describe that the attitudes of teachers towards teaching and learning technology are determined by their capacity to adopt technology in technology in teaching. Usually, some of the teachers at the University fear to utilize technology in teaching and considers it a threat (Hussein 51). Niederhauser and Wessling (39) add that the speed at which technology is changing impacts on the attitudes of teachers in teaching and learning technology. It makes them frustrated and not able to keep up with the modification. Al-Maini (3) denotes that in Saudi Arabia, the attitude of teachers towards teaching and learning technology is influenced by the fear of external cultural influences brought about by the use of technology. Since many of the teachers at the University of Hail are not digital natives, they do not have the experience of teaching and learning technology because they did not train in technology as part of the utility in teaching (An & Riegeluth 54). These negative attitudes toward technology use in teaching have been a barrier to the integration of technology in training and learning. Positive attitudes towards instructing and learning technology for the teacher will only take place in the classrooms when teachers are motivated. A study done by Alharbi (21) reported positive attitudes of teachers in teaching and learning technology in digital natives like Saudi Arabia even though for some of them, it will depend on their recent encounter with technology. The teachers believe that technology has a beneficial effect on the process of teaching and learning in the Universities. Specifically, teaching and learning technology is a tool that will help improve the communication between students and teachers. Therefore, teachers require more training so as to embrace the benefits of teaching and learning technology as an improvement tool in education. Teachers in Saudi Arabian context believe that teaching and learning technology adds to the benefits and enjoyment of lessons (McLeod 19). The University of Hail is in Saudi Arabia and the recommendations of this study cover teachers in this country. Therefore, they apply to teachers at the University too. The researchers recommended that teachers in Saudi Arabia require training so as to improve their technological skills to enable them to apply it to teaching and learning in the classroom. It will serve as an advantage of promoting ICT. An and Reigeluth (54) were investigating about creating Technology-Enhanced, Learner-Centered Classrooms in the Saudi Arabian higher education context. The findings of the study reveal that teachers are highly confident about teaching and learning technology. They perceive technology as enjoyable, it is comfortable and like discussing it with others who used in training and learning. The case is the same for the University of Hail teachers who operate within the Arab context and their positive attitudes towards instructing and learning technology is seen in their zeal and effort to incorporate that in the classroom. Learner’s attitudes toward teaching and learning technology The overall attitude towards technology is active because they believe that technology has relevance to their lives. Just like teachers, learners with prior experience with technology have positive attitudes and can correlate that their studies. McLeaod (13) denotes that when learning technology, the aspects of multimedia as well as communication technologies are of the greatest interest to students. There are also various areas of student interest in teaching and learning technology in education. Such interests rest on the need for the learner to ask for guidance in technology-based resources when studying. Students also perceive different pedagogical issues using technology in the learning process and usually express their disappointment with the technical problems that may occur when learning technology (Asiri et al., 128). Educators have the responsibility of addressing these disappointments to avoid the negative attitudes of learners toward learning technology. Various studies have been carried out on the attitudes of students in teaching and learning technology. In their study, Hayes and Robinson (132) were assessing graduate learners attitudes in the use of multimedia computer-assisted instruction. The study results revealed that students are positive towards learning using multimedia. However, this depends on how the use of multimedia in teaching and learning by the educators. Kirkwood (155) revealed similar results whereby students have a positive attitude toward education and learning technology using multimedia. They argue that the use of multimedia in training and learning technology enhances their learning, and it brings the subjects to live for them. Kirkwood also added that students at the higher education are confident about the use of multimedia since it helps them balance studies and demands in their lives. In their study, Hall and Higgins (102) also found out that learners tend to appreciate multimedia because of the interactive whiteboards in the classroom. The reason is that such whiteboards provide them with the versatility to their lessons. They also have multi-sensory aspects that students appreciate. Therefore, students are overall positive of the use of multimedia in learning technology since it is helpful to them. Yueh, Lin, Jo-Yi, and Sheen (346) added that students are active towards multimedia in learning because it raises their awareness of learning issues, improves their understanding of content and the depth of knowledge. In the Saudi Arabian Context, Al Qasim and Al Fadda (30) were investigating on the effectiveness of podcast on EFL higher education students listening comprehension. The researchers found out that EFL learners in Saudi Arabia have a positive attitude towards teaching and learning technology since it helps them improve their listening skills. Specifically, the selected female students at the University argued that podcasting is a tool that is beneficial in language teaching since they increase the listening practice inside and outside the classroom. Alahmari and Kyei-Blankso (29) also added that student’s positive attitude toward education and learning technology is because it gives them the control during their exploration process. They are also able to discover different educational and motivational material on their own. The findings in the Saudi Arabia higher education sector apply to students at the University of Hail. Since the study was for students in the top education sector in Saudi Arabia, the University of Hail is part of the segment and students from the institution cannot be left out in the findings of the studies. Therefore, students’ attitudes toward teaching and learning at the University of Hail are active when referring to how they benefit from improved listening skills. Learners in Saudi Arabia also have different attitudes toward teaching and learning technology based on gender. Males students tend to be more favorable to teaching and learning technology in the classroom that their female counterparts. The cultural influence of Saudi Arabia has impacted socially the capability of women students become aggressive as the men. A study carried out by Lin (295) established these differences in second language comprehension and vocabulary learning in video-based Call Program. The researchers identified that in Saudi Arabia, males are confident in learning language skills using technology while female confront with difficulties that make them progress with many difficulties. However, such results are not similar when it comes to other aspects of anxiety whereby female students are more anxious to teaching and learning technology than male learners. Reviewing the culture of Saudi Arabia, women are required to stay at home, and any activity outside the house has restrictions. With the emergence of technology in teaching and learning, many females in Saudi Arabian universities have received an opportunity to access education. The introduction of the MOOCs is one of the facilities that female students associate with positive attitudes toward teaching and learning technology. According to the Oxford Business Group (1), the introduction of virtual lectures as well as webinars at Saudi Arabian Universities including the University of Hail gives female students a chance of accessing education without having to leave their home. To the female students, a positive attitude towards teaching and learning technology has grown from these improvements in the education sector. However, compared to men, they are anxious about learning technology. In their study, Sherbib, Mohammed, Mahmud, Bakar and Ayub (129) revealed that the positive attitude of student pedagogical beliefs toward teaching and learning technology grows with the educator’s ability to use an approach that is helpful. All Saudi Arabian Universities have introduced the Jusur Learning Management System (LMS) and its acceptance by students depends on the faculty member’s ability to implement it effectively in managing e-learning. Students are found to accept positively the tool in teaching and learning when their educators understand its application in their learning. Despite the willingness of learning technology, student’s attitude to teaching and learn technology at the University of Hail just like other learners in Saudi Arabia depends on the effort of the teachers. Conclusion The attitudes towards teaching and learning technology by teachers and learners at the University of Hail have been identified to depend on many factors and with mixed results. The higher education in Saudi Arabia is one that is still developing concerning incorporating technology in the classroom. Teachers and students have been found to have similar attitudes regarding teaching and learning technology. A primary similarity of educators and learners attitudes toward training and learning technology is their capacity to associate with it. They also accept technology depending on their prior experience. However, the research paper has established that a paradigm shift occurs in teachers when using technology as a new method of teaching and learning. It is an attitude that teachers in the University of Hail experience because they are not digital natives and have to learn ways of effectively teaching and learning technology. Incorporating technology in training, teachers must have a positive attitude that it a tool that improves their teaching and learning for the student. Students were seen having an overall positive attitude toward teaching and learning technology. They have a willingness of accepting the chance in education and requiring educator’s participation in excelling in their learning technology. Works Cited Aichouni Mohamed and El-Haisoni Eid, Empirical Investigation of the e-Learning Approach in Saudi Universities, International Journal of English and Education, Vol. 2, Issue:1, 2013. Al-Abdullaziz Fatma., Alanazy Manal., Alyahya Suzan., and Gall James., Instructors’ and Learners’ Attitudes Toward e-learning within a College of Education, Selected Research and Development Papers, Vol.1, 2011. 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