Factors influencing Jordanian teachers technology integration in social studies teaching

This qualitative case study explored the factors affecting Jordanian teachers‘ technology integration in teaching social studies using the TPACK model. In this study, data were analysed using a thematic analysis approach. Interviews, observation, and documentation were used as tools for data collect...

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Main Author:	Smadi, Mohammad Abed Latif
Format:	Thesis
Language:	eng eng eng
Published:	2021
Subjects:	QA299.6-433 Analysis
Online Access:	https://etd.uum.edu.my/9408/1/depositpermission-allow-not%20allow_s902795.pdf https://etd.uum.edu.my/9408/2/s902795_01.pdf https://etd.uum.edu.my/9408/3/s902795_02.pdf
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id	my-uum-etd.9408
record_format	uketd_dc
spelling	my-uum-etd.94082022-05-29T09:30:27Z Factors influencing Jordanian teachers technology integration in social studies teaching 2021 Smadi, Mohammad Abed Latif Raman, Arumugam Awang Had Salleh Graduate School of Arts & Sciences Awang Had Salleh Graduate School of Arts & Sciences QA299.6-433 Analysis This qualitative case study explored the factors affecting Jordanian teachers‘ technology integration in teaching social studies using the TPACK model. In this study, data were analysed using a thematic analysis approach. Interviews, observation, and documentation were used as tools for data collection. Nine social studies teachers from four different schools in Jordan participated in this study. A teacher‘s technological level is measured based on the annual teacher performance evaluation report issued by the Ministry of Education. The current study attempted to answer two main research questions: How do internal and external factors affect Jordanian teachers' integration of technology in teaching social studies? How do females and males differ in the level of technology integration among Jordanian social studies teachers who participated in this study? The study results revealed many factors preventing or motivating teachers to integrate technology into their teaching. These include teacher beliefs and attitudes, technological resources, financial and moral support, time, gender, teacher readiness, technological competence, knowledge, skills, technological expertise, teaching method and lesson plan. Most teachers also showed that they knew the basic components of the TPACK model. Some teachers were limited in their actual integration of the available tools. This study contributes to literature by focusing on both internal and external factors affecting technology integration, technology in teaching and using the TPACK model. This makes this study a pioneering effort in the field of social studies. Future studies should employ mixed studies on technological integration (quantitative and qualitative methods) to obtain clearer and more in-depth evidence about discovering more factors affecting technological integration within the Jordanian classroom. This study will be of interest to all social studies teachers, school administrators, policymakers and future researchers. 2021 Thesis https://etd.uum.edu.my/9408/ https://etd.uum.edu.my/9408/1/depositpermission-allow-not%20allow_s902795.pdf text eng staffonly https://etd.uum.edu.my/9408/2/s902795_01.pdf text eng public https://etd.uum.edu.my/9408/3/s902795_02.pdf text eng public other doctoral Universiti Utara Malaysia
institution	Universiti Utara Malaysia
collection	UUM ETD
language	eng eng eng
advisor	Raman, Arumugam
topic	QA299.6-433 Analysis
spellingShingle	QA299.6-433 Analysis Smadi, Mohammad Abed Latif Factors influencing Jordanian teachers technology integration in social studies teaching
description	This qualitative case study explored the factors affecting Jordanian teachers‘ technology integration in teaching social studies using the TPACK model. In this study, data were analysed using a thematic analysis approach. Interviews, observation, and documentation were used as tools for data collection. Nine social studies teachers from four different schools in Jordan participated in this study. A teacher‘s technological level is measured based on the annual teacher performance evaluation report issued by the Ministry of Education. The current study attempted to answer two main research questions: How do internal and external factors affect Jordanian teachers' integration of technology in teaching social studies? How do females and males differ in the level of technology integration among Jordanian social studies teachers who participated in this study? The study results revealed many factors preventing or motivating teachers to integrate technology into their teaching. These include teacher beliefs and attitudes, technological resources, financial and moral support, time, gender, teacher readiness, technological competence, knowledge, skills, technological expertise, teaching method and lesson plan. Most teachers also showed that they knew the basic components of the TPACK model. Some teachers were limited in their actual integration of the available tools. This study contributes to literature by focusing on both internal and external factors affecting technology integration, technology in teaching and using the TPACK model. This makes this study a pioneering effort in the field of social studies. Future studies should employ mixed studies on technological integration (quantitative and qualitative methods) to obtain clearer and more in-depth evidence about discovering more factors affecting technological integration within the Jordanian classroom. This study will be of interest to all social studies teachers, school administrators, policymakers and future researchers.
format	Thesis
qualification_name	other
qualification_level	Doctorate
author	Smadi, Mohammad Abed Latif
author_facet	Smadi, Mohammad Abed Latif
author_sort	Smadi, Mohammad Abed Latif
title	Factors influencing Jordanian teachers technology integration in social studies teaching
title_short	Factors influencing Jordanian teachers technology integration in social studies teaching
title_full	Factors influencing Jordanian teachers technology integration in social studies teaching
title_fullStr	Factors influencing Jordanian teachers technology integration in social studies teaching
title_full_unstemmed	Factors influencing Jordanian teachers technology integration in social studies teaching
title_sort	factors influencing jordanian teachers technology integration in social studies teaching
granting_institution	Universiti Utara Malaysia
granting_department	Awang Had Salleh Graduate School of Arts & Sciences
publishDate	2021
url	https://etd.uum.edu.my/9408/1/depositpermission-allow-not%20allow_s902795.pdf https://etd.uum.edu.my/9408/2/s902795_01.pdf https://etd.uum.edu.my/9408/3/s902795_02.pdf
_version_	1747828590014103552

Factors influencing Jordanian teachers technology integration in social studies teaching

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