Employing technology inside and outside the classroom by special education teachers in primary schools

Abstract

The study aimed to identify the degree of employing educational technology inside and outside the classroom in Abha, Saudi Arabia. The study adopted the descriptive approach as the most appropriate to achieve the objectives. The study sample was selected randomly from special education teachers in Abha, Saudi Arabia. A total of 300 teachers, comprising both females and males, participated in the study. The study instrument was a questionnaire, which consisted in its initial form of 20 paragraphs and was distributed in two fields: using ICT in teaching inside and outside the classroom. The instrument was verified for validity and reliability. This study focused on identifying the levels of employment of educational technology in the educational process by special education teachers in several public schools in Abha City, Saudi Arabia. The findings showed medium use of information and communications technology (ICT) tools inside and outside the classroom. The study concluded that the degree of employing educational technology in the educational process in Abha schools from the teachers’ point of view was medium. The findings revealed that regardless of the teacher’s gender or academic qualification, they employ educational technology at nearly the same level. The study recommended training teachers on the use of technology in different educational situations to promote the educational experience for teachers and students.