How Using Technology in Classrooms Can Boost Students' Levels of Autonomy in Schools in Saudi Arabia - Research Proposal Example

How Using Technology (Smart Boards/ Tablets/ ICT) In Classrooms Can Boost Students' Levels Of Autonomy In Secondary Schools In Saudi Arabia? Name Institution Course Date Introduction Worldwide, schools are increasingly accepting the leaner-centered learning techniques. Because of this, a lot of emphasis is being placed on the role of students in the learning process. In the modern digital word, learners are no longer seen as perceive recipients of information; rather learners are now viewed as active participants in the learning process (Ghavifekr et al. 2011, p. 83). Learners currently act as active processors and interpreters of knowledge which they look for depending on their needs and interests. The growing interest in a learner’s role in the learning process has resulted in the emergence of the concept of learner autonomy. Learner autonomy is a new concept in the education field that implies the ability of a leaner to control and be responsible for their own learning (Bakar 2007, p. 2). Indeed the concept of learner autonomy has received a lot of attention to the extent that it is becoming a trend in most learning institutions as it is aided by the recent technological advancements. Most learning institutions are implementing this concept because of the many perceived benefits of learner autonomy in the modern world. Many bodies of literatures recognize that promoting learner autonomy is important because independent learners are more efficient when it comes to learning (Spratt et al. 2002, p. 56). This notion is supported by the fact that the fact that a student is able to take responsibility over his/her learning shows that the learner has the intrinsic motivation and awareness about learning, which ensures learner efficiency. Some literatures also justifies learning autonomy stating that that fact that an autonomous learner is able to take control over their learning indicates life-long learning, which is a requirement in the modern day world. Besides Bakar (2007, p. 4) noted that the changes that have happened in the recent times due to globalization and technological advancement makes formal teaching unsustainable because learners need to get information independently without necessarily relying on teachers. Despite the increased recognition of the importance of learner autonomy in modern day learning, the role of technology in promoting learner autonomy has not been adequately studies. This study seeks to bridge the gap by studying the extent to which using technology can help boost students’ level of autonomy in secondary schools in Saudi Arabia. Study Background Technology has greatly changed how students learn in the modern world. The world has experienced the emergence of a number of communication tools, such as tablets, laptop computers and the internet that has greatly changed how people receive information. Because of the propagation of the technology, most learners have demonstrated increased demand for autonomous learning. As such, most countries in the world are in the race towards introducing ICT in schools to ensure the use of technology in learning. Saudi Arabia happens to be one of the countries that have been in the race towards introducing technology in high schools to ensure ease of learning in schools, notes Al-Shehri (2010, p. 147). In 2012, the Saudi government launched the first phase of “Smart learning” that it intended to roll out in February 2013 in a selected number of schools. The first phase of the project was estimated to cost the Saudi government SR800 million and involved purchasing of modern technology gadgets, such as tablets and laptops that the government hoped would make education not just more enjoyable, but also easier and more flexible. According to Shahbandari (2012) report, at the end of the pilot program, all students will be supplied with tablet PCs enabled by 4G network to enable them have access to high-speed internet. Currently, most Saudi high schools learners use technology in the learning process. The smart learning model has promoted autonomous learning by students as they do not have to wait for teachers to learn. Instead, the Saudi government says that the program has been a great success since it was launched as it has greatly enhanced learner efficiency, notes Waqas (2012). Research Problem Saudi Arabia happens to be one of the countries that have taken the initiative of transforming the learning system by suing technology. As indicated earlier, the Saudi government has spent millions of dollars in recent years to promote smart learning in high schools. The initiative has seen most schools get supplied with tablet PCs that are given to students for learning purposes. Despite the noble initiative, and wide literature indicating that the use of computers enhances learning and interactivity of students, achieving autonomy with smart learning can only be realized if the computer applications are properly understood and used. Unfortunately, most teachers in Saudi Arabia lack the skills to use the tablets in teaching and this act as a major impediment in using technology in promoting autonomous learning. Besides, the use of technology, such as tablets in learning can be a huge impediment to the achievement of autonomy unless the learners make the right choices. Objectives of the Study The objective of this research is to investigate ways in which the use of technology in classrooms can boost student’s autonomy in high schools in Saudi Arabia. In order to achieve this objective, the study will seek the opinion of the students and teachers regarding the extent to which they believe the use of technology can boost autonomous learning among students. Research Questions a. Does the use of technology promote autonomous learning? b. What are the challenges and limitations of using technology in classrooms? c. How do teachers’ and students’ attitudes affect the use of technology in the classroom? d. How can the government and the education sector encourage the use of technology in the classroom? Justification of the study Despite the increased adoption of technology in learning in most schools across the globe in recent times, there is a research gap on how the use of technology promotes autonomous learning. For example, Al-Shehri (2010, p. 148) study investigates the how schools promote autonomous learning in schools but failed to tell whether or not technology boost autonomous learning in classrooms. Besides, a study by Mundy et al. (2012) investigated the perception of teachers on the use of technology but failed to look at the impact of technology on autonomous learning. Therefore, this research is justified as it seeks to bridge the existing gap in literature regarding the role of technology in boosting autonomous learning by students in classrooms. Significance of the Study The research findings will be useful in a variety of ways. First, the research findings will help the Saudi Arabian government understand whether or not the use of technology is boosting autonomous learning in high schools. The study will also be important to policymakers in Australia as they seek to promote quality education in Australia. Lastly, this study is significant as it seeks to bridge the existing gap on literature on this subject area. Scope of the Study This research will be limited to Saudi Arabian high schools, where the opinions of students and teachers will be sought regarding whether or not technology is promoting autonomous learning in the country’s classrooms. Literature Review Theoretical Framework The degree to which learners seek autonomy and factors underpinning autonomy in learning context can be analyzed using self-determination theory. Self-determination theory is a theoretical framework that maintains that the context in which a learner autonomy is promoted differ according to the context in which motivation is dealt with, which include controlled context and autonomy supporting environment (Kaur & Hashim 2016, p. 8). According to this theory, in autonomy supporting environment, there is high achievement of intrinsic motivation while in controlled environment, intrinsic motivation is not enhanced; rather is undermined as the internationalization of extrinsic motivation is also curtailed. Accordingly, self-determination theory implies that when a learner is provided with an autonomy supporting environment, this would result in the learner becoming more autonomous Kaur & Hashim 2016, p. 9). Contrastingly, the theory indicate that students learning in a highly control learning context are not likely to achieve autonomy because of lack of intrinsic and extrinsic motivation, which affects how a person view learning. Benefits of Technology in Classroom Learning The use of technology in classroom learning dates back to 1990s (Spratt et al. (2002, p. 55). Today, the use of technology in classroom learning has become a trend even in developing countries. The increased adoption of technology in learning is linked to the perceive benefits of using technology in classroom learning. The use of technology in schools is beneficial in the sense that it promotes independent learning. The concept of autonomous learning has currently become an area of increased focus. The trend is linked to the believe that the use of technologies, such as Tablets, laptops, Smart Tables, smart boards and the Internet gives learners the opportunity to study on their own without necessarily having to rely on the teachers (Almalki et al. 2013, p. 44). The technologies allows them to access all the contents they need anytime and anyway, including at home, which gives learners the opportunity to study independently, thus promoting learner efficiency and responsibility as they are responsible for their own learning. Second, the use of technology in learning is supported based on believe that it makes learning enjoyable to learners. In the modern world, learners want a learning environment where they participate actively in the learning process (Bakar 2007, p. 3). Fortunately, such learning environment in provided by technology that allows learners to view the process of knowledge generation. Besides, technology allows learners to be creative as the technology tools, such as tablets allow them to personalize instructions in a manner that suits their needs and interests. Moreover, technology, such as Smart table allows the students to interact virtually with their teachers and this makes learning more interesting compared to teacher-centered learning (Barnett 1993, p. 296). The use of technology in learning is also promoted in most schools across the globe because it allows students to interact with each other wherever they are and this promotes teamwork, which results in improved performance. A study conducted in Saudi Arabia found that the use of Smart tables in primary schools have helped enhance the quality of education by promoting teamwork among students (Almalki et al. 2013, p. 45). The other benefits of technology in classroom learning include the fact that it ensures flexibility in learning while helping improves also the cognitive skills of students. Challenges and Limitations of Using Technology in Classrooms The use of technology teaching is widely accepted to enhancing learning outcomes in students. However, the implementation of technology in classrooms faces various barriers/challenges. Berkner et al. (2010, p. 4) states that, as much as teachers accept the importance of technology in enhancing the quality of education, many challenges arise in the process of implementing technology into the education system. However, literatures indicate that the challenges vary from one country to another and from school to school. Lack of supportive infrastructure is one of the major challenges to the use of ICT in leaning. The implementation of technology in classroom requires not just having the ICT gadgets, such as tablets, Smart Tables or laptops, rather the supportive infrastructure to ensure successful implementation (Almalki et al. 2013, p. 45). In most developing countries, there is a lack of good classrooms most of which are not supplied with electricity and this makes the implementation of ICT in such schools a huge challenge. Besides, in situations where there may be classrooms, power supply may be unreliable due to constant power outages that make the implementation of technology in classrooms difficult. Such challenges have been reported in a country like Saudi Arabia, where poor state of classrooms and lack of reliable power supply to schools has made the implementation of Smart Table learning difficult (Crabbe 1993, p. 443). Similar challenges have been reported in Kenya. Studies indicate that Kenya rolled out the plan to introduce technology in all primary schools in 2013 (Nyamori 2016). However, because the country still lack the right infrastructural facilities in place, such as electricity supply to all schools and classrooms in some parts of the company, the free laptop to all standard one students, as it is popularly referred in Kenya stalled until recently that the government started implementing the program after connecting most schools to electricity. The high cost of rolling out ICT program is another barrier that makes implementing such a program a challenge to most governments. To implement ICT in schools, this requires huge investment in the communication tools, such as tablets, Smart tables or laptops and the government might not have the funds to buy quality and adequate gadgets (Almalki et al. 2013, p. 47). For instance, the Saudi government has spent huge sums of money on the acquisition of Smart Tables for primary schools and tablets PCs for secondary schools. Part of these funds had to be sourced from external sources. Therefore, the high cost associated with such programs make the use of technologies a challenge in most countries. Lack of adequate human capital is another limitation faced by most countries in the use of technology in classrooms. Ertmer et al. (2007, p. 56) argue that, to implement technology in classroom, a school must have the teachers that have strong technology background to use the technology gadgets, such as tablets and laptops. Unfortunately, some schools lack the teachers with the technology background to implement such a program. In Kenya, for instance, the implementation of free laptops in all primary schools have been affected by the fact that most of the primary teachers lack computer knowledge and as such do not know how to use laptops or tablets (Nyamori 2016). This implies that the government has to begin by training teachers how to use the gadgets first before rolling out the product and this not only takes a lot of time, but is also costly to the governments of most countries trying to implement IT in schools. Lack of administrative and technical support is another challenge that is faced when trying to implement technology in classrooms. Without the technical and administrative support, it is not easy to implement ICT in classrooms (Nyamori 2016). Other challenges/limitations to using technology in classrooms include political interference and interference, as well as issues to do with the security of the technology gadgets also create barriers to the use of technology in classrooms. Technology-Based Activities in Learner Autonomy The important of learner autonomy has been acknowledged in many bodies of literatures that state that learner autonomy enhances a learner’s motivation to learning. However, computers and other information technology tools, such as tablets are recognized as the tools that provide learners with the chance to become autonomous learners. Spratt et al. (2002, p. 45) noted that, if effectively and properly used, these ICT tools can help students gain high degree of autonomy as when as increase their motivation to learning. However, as much as technologies, such as computers allows students to become independent learners, teachers still play a critical role in the learning process as they not only support the students but also help them conceptualize their efforts. At the same time, teachers provide students with the necessary contents that meet their learning needs even as they seek to learn independently. Even as the students seek autonomy in learning, questions are about to the extent to which the students should be autonomous when the performance of these students appears not to change (Bakar 2007, p. 5). For this reason, some education experts feel that teachers still need to play a big role in the learning process by ensuring that they are in close contacts with the students so as to ensure quality outcome even as the learner seek autonomy. Factors Contributing to Learner Autonomy Learner autonomy is defined as the ability of a learner to take control of his/her learning. The growing focus on learner autonomy has resulted in increased study of the factors that affect learner autonomy. A study by Newby et al. (2000) found that the use of computers is one of the major factors that contribute to the autonomy of a learner. The researchers found that the use of computers provide learners with an environment where they can conduct independent studies, thus contributing to a learner autonomy. Crabbe (1993, p. 446) also noted that syllabus and examination requirements were the major factors that affected the attitudes of students and teachers towards the use of computers in the classrooms to boost learner autonomy. A study in Malaysia by Bakar (2007, p. 6) found that teachers emphasized the importance of learners completing the syllabus and the influence of examinations as the key defining factors for their roles as teachers. Pressure to cover the school curriculum and focus on examination has also been identified as a major factor that influences learner autonomy. Bakar (2007, p. 6) study found that examination pressures and the pressure to cover curriculum not only contributed to student autonomy, but also limited the ability of teachers to be adventurous when using technology in their lessons. Research Methodology Research Design This study will use a qualitative case study approach to help provide an understanding of the behaviors of participants in classroom activities and determine the degree of autonomy in a technology-based learning environment. This study design is chosen because it is more advantageous then other methods and will allow for the behaviors of students and teachers to be monitored during a technology-based classroom. Population of Study The study will be conducted with the participants from one of the Saudi Arabian secondary schools that have started using tablet PCs for classroom learning. The study will be conducted by picking two Form 2 students and two Form 3 of who will be female. All the four students to be used in this study will be computer literate and able to use tablets and all its applications with little or no help from the teacher. In addition, two teachers from the two classes will also be used are respondents in the study both of whom are science teachers. Sampling and Sampling Procedure The study will involve the use of simple sampling to choose the participants in the study. The secondary school to be used will be chosen at random among the schools that already use ICT-based learning. Once the secondary school is chosen, two Form 2 and two Form three students will also be chosen at random to act as participants. Random sampling has been found appropriate as it when ensure that there is no bias in choosing the participants in this study. Data Collection Data will be collected from the participants using two instruments. First, data will be gathered through direct interviews with the participants to understand their interests, attitudes and feelings towards the use of ICT in promoting autonomous learning. The interviews will also seek to explore the challenges/limitations that the participants believe to affect the use of technology in classrooms and the role of government in promoting the use of technology in schools. The interviews will the formally and informally structured with the formal interview being conducted with the participants outside the classrooms. However, informal interviews will be conducted inside the classrooms as the students continue with their learning activities. The teachers will be interviewed using formal-structured interviews to have a good understanding of their role on learner autonomy as regards the use of technology-based learning environment and the degree of autonomy that they gives the students. Data will also be collected through direct observation and will be performed when the participants are in both classroom and in computer lap for fifteen lessons. The things observed will be recorded down in the form of notes while videotaping will also be used where allowed to record the activities as the participants go about their learning activities. The data to be gathered from classroom activities will help in understanding the conditions in which the participants learn, as well as help augment the data to be collected through interviews. Data Analysis Data collected will be analyzed by triangulation of the themes in this study. Triangulation has been found appropriate for use in analyzing the data gathered because the research is a qualitative study (Jonsen & Jehn 2006, p. 123). . Besides, this technique will provide a good understanding of the perceptions, interest and attitudes of the participants as regards the use of technology in boosting leaner autonomy in schools. 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Waqas, M 2012, “Coming soon: Smart Schools in Saudi Arabia.” Arabian Gazette, viewed 25 October 2016 http://www.arabiangazette.com/coming-smart-schools-saudi-arabia/ Read More