Education and Technology in Practice in the East - Research Proposal Example

Introduction This research proposal1 is interested in the educational technology of Saudi Arabia. The use of educational technology in Saudi Arabiais limited. This allows an opportunity to analyse the challenges that the educational system in Saudi may face when introduced with various technologies. There are multiple factors that may influence and exasperate the challenges of educational technology in Saudi Arabia. Gender segregation in schools may affect the availability and use of technologies. Educators and students may not have the tools, training and resources available to utilise educational technology. Another challenge lies within the language format, since most web-based applications are English and the language of Saudi Arabia is Arabic. Other challenges may lie in the availability of special education technology in the country, as well as the costs of developing and implementing these technologies into the community. The research proposes to examine these challenges and determine if there are other underlying causes that may not be readily identified. The objective of this research is to explore the challenges in the implementation of educational technology, with the goal to discovery technologies that are beneficial for education and suitable for the distinctive Saudi Arabian culture. The final recommendations for technology improvement will be related to public and private schools in Saudi Arabia. Initial thoughts are that the private schools may be more accepting to newer educational technologies and have more available resources to implement these technologies. This research is founded on the belief that eduation in Saudi Arabia has a bright future, once the challenges are discovered, assessed, and overcome. Saudi Arabia committed itself to apply a five-year plan for 2000-2005, which encompasses objectives and policies that are supposed to realize a quantum leap in providing education for all. Threats for educational technology development in Saudi Arabia can be identified as the quantitative development and the capacity of the educational basis. This can be examined through the indicators of quantitative expansion and accordingly to the increase in the number of students. This requires the expansion and the growth of the occupancy rate in schools as well as a level of education that realizes the desirable educational objectives. Furthermore, the technological qualitative changes during the last quarter of the current century caused a quantum leap in the various fields and sectors. Thus, expectations for educational technology can not be easily quantified because the technology will be used in order to develop the technology itself, and changes in the technology can be very fast. Initially, this research expects that during the next decade, there will be a big boom in more complicated technologies. This is based on the idea that computer, Internet and satellites introduced new concepts that transformed figures, information and images into a wholly integrated information system that made human resolutions deeper, and more accurate and mature. The importance of this research is based on the perceived changes that are occurring within educational institutions and the concept that preparation should be forward-looking towards new trends in technology. This includes a forecast of the volume of changes and their possible effects on the educational system, the administration, the educational process, and training. The technical potentials can also be forecasted in order to develop the educational and training process. The goal is to exploit these in a feasible economic manner that realizes optimum revenues with fewer losses that might result from the bad evaluation of training and educational needs, and of the choice of techniques and equipment. The technology and its applications through education curricula can be examined to choose the most beneficial and suitable in order to establish the technical content of programs in the light of the labor market needs, the requirements of the students for their capacity building in technology and its applications. This requires a strategy that allows the educational institutions to modernize the content of their technical programs and curricula on regular basis to meet the needs of the labor market. Finally, In order to face the challenges, a plan with clear objectives and policies to be implemented in the next period has been set up, and it will be translated into ambitious scientific programs that will be a part of a long-term strategy. Outline of Key Literature Ministry of Education, Kingdom of Saudi Arabia The Saudi government has recognized the importance of reducing computer illiteracy among citizens and introduced in May 2005 a new initiative of the ministry of Education to education technology in public schools through computer labs. The country is beginning to experience the learning sources center project in some schools in Riyadh in 1420-1421h. (2000-2001) and assessing and expanding educational technology. This includes the development of schoolbooks by using the multimedia, producing modern teaching methods that contribute to achieving the practical and teaching goals, and developing the teacher’s guides on teaching means especially the teacher in primary first grade stage (MICT 2004). In Saudi Arabia, efforts will continue for spreading PC use in educational and administrative fields. Many systems will be completed to meet the needs of educational institutions and schools. The Ministry of Education (2006) has adopted a national plan for spreading PCs in schools aiming at providing all schools in Saudi Arabia and in all stage with PCs because it is considered as an essential tool, a teaching means and an information network. The computer courses experience started with some companies in primary and intermediate stages for the academic year 1419-1420h. (1999-2000) In order to teach students important skills for their daily life where computers are no longer secondary tools (Ministry of Education 2006). The experience is being assessed now and a precise description of all its considerations is being prepared in order to expand the use of computers with the collaboration of the private sector. The girls’ education sector also has programs for teaching computer use to girls and spreading its use (Ministry of Education 2005). The educational sources center project experience was evaluated and expanded in some schools. The idea of this project is in harmony with the modern educational objectives that call for avoiding teaching and follow the concept of developing the students’ capacity to learn and their innovative, research and detection skills. This is constituted of the tools that will be needed to face life with all its knowledge explosion and technology revolution (Ministry of Education 2006). Education Technologies The following is a review of available education technologies. This establishes what forms of technology are available. M-Learning Consortium M-learning is the follow up of E-learning which for its part originates from D-learning (distance education). M-learning is the delivery of learning to students who are not keeping a fixed location or through the use of mobile or portable technology. The rapid growth of information and communication technologies (ICT) makes it possible to develop new forms of this education (M-Learning Consortium 2002). Educational technologies can be delivered through many formats, including mobile devices such as Mobile Phones, PDA’s and digital audio players, as well as digital cameras and voice recorders, pen scanners etc. M-learners are seeking lessons in small, manageable formats that they can undertake when it suits them. In fact, if e-learning took learning away from the classroom or campus, then m-learning is taking learning away from a fixed point. Where e-learning is an alternative to classroom learning (actually eLearning should/can be complementary to classroom learning) - m-learning is a complementary activity to both e-learning and traditional learning. M-learning respects that a user would like to interact with educational resources whilst away from their normal place of learning - classroom or computer (M-Learning Constortium 2002). M-Learning in Saudi Arabia ( who has a majority population of youngsters) is expected to gain appeal among younger Saudi generations that have grown up using portable video game devices and wireless technology. In this sense, mLearning appeals not only to those who need learning portable, but to those who have grown up with a cognitive disposition towards using mobile devices- whether or not they have the need for true portability in their learning. AcitveLearning Campus Personal Digital Assistants, or PDAs, are probably now the most common type of mobile technology currently being researched and used in education. There are many instructional activities that can be enhanced using these hand-held devices such as note-taking, collaborative simulations, and accessing digital textbooks. One research project being conducted with PDAs is a project at The University of California, San Diego called ActiveCampus (2006). The ActiveCampus project includes ActiveClass and ActiveCampus Explorer. ActiveClass uses PDAs in the classroom to enable collaboration between students and professors by serving as a moderator for interaction in the classroom. Students can ask questions anonymously and vote on the relative importance of other’s questions using their PDAs. This enables the instructor to focus on the greatest interest and instructional needs of the class as a whole. ActiveCampus Explorer helps students engage in campus life by using their location on campus to provide information to their PDA. Tablet PCs A tablet PC is a compact and portable device typically the size of a spiral bound notebook. They incorporate many of the features of a laptop computer while also giving learners the power to write lecture notes and save them electronically among other features. Tablet PCs can easily be used for students to electronically take tests or fill out surveys and then send that information directly to the instructor over a network. Tablet PCs are the most versatile form of mobile technology at the moment because they combine the functionality of a laptop and a PDA. There are many research projects using Tablet PCs, such as a project between MIT and Microsoft Corporation called the iCampus (2006) research project which used them to encourage student collaboration and creative design efforts. The project is experimenting on how technology can enhance the educational process by innovating technology’s use in instruction. Cell phones With technological advances and steadily decreasing cost, cell phones are emerging as a viable option for mobile education. Although their small screen size can have an effect on the types of activities they will support, their portability and interactivity expand other options and possibilities for research in learning. The idea of cell phones as mobile learning devices is currently more popular abroad than in the United States. In places like Japan, where more people own cell phones than PCs, the potential for m-learning with cell phones is on the rise. Cell phones are suited particularly well for education in foreign languages and other instructional areas where audio is necessary or preferred. Projects are currently underway that enable students to receive school notes on their mobile phones and to answer exam questions as well as. Sprint has announced the availability of Sprint Campus Connect, a mobile solution that allows a school to make its educational and administrative resources available anytime, anywhere through a single, consistent interface on the enhanced Sprint Nationwide PCS Network. Special Education Technologies (Bar-On 2002) In addition, there are several projects and programs for special education that are available. This includes the establishment of special education centers for diagnosis and assessment and equipping them with the latest technologies; establishing centers for special education teaching means and equipping them with the latest technologies; expanding the establishment of centers for speech therapy and equipping them with the latest technologies. These can be accomplished by putting the computer technology at the service of the blind people and for typing in Braille characters; putting the latest technology at the service of special education Braille printing houses. These may be accomplished by channeling psychological standards for diagnosis purposes including intelligence, behavioral acquaintance and development and academic difficulties. This includes detecting sources of learning difficulties and providing latest technological educational means and seeking to make the school premises meet the disabled’s needs as well as equip and develop scientific and computer firms for the talented students care program. Resources necessary include training specialists on equipment maintenance and functioning in the field of printing houses for blind people and speech therapy. The goal is providing modern equipment in the field of detecting and treating hearing and speaking defects as well as hearing prostheses and accessories. Accessories include conceptual software for disabled especially blind people, mentally disabled, paraplegic, hearing disabled, dyslexic and training students on using them. Training metrics included using Internet to know about all that is new in the field of special and communication with specialized institutions and organizations. Challenges may come from linking the General Secretariat for Special Education to the directorates at the Ministry of Education, the educational institutions, the institutes and the programs by internet in order to facilitate and quicken the communication operation and working on preparing and developing the regulations at the special education institutes and programs. Research Approach McDonough and McDonough (1997, 44-45) note that descriptive research aims to describe the significant events within the context itself (i.e. it provides a ‘rich account’ of the whole situation rather than minimizing it) and that interventionist research intervenes by manipulating variables that can be identified and attempting to isolate the influence of one or more on the process. The descriptive research method is to gather information through natural observations, surveys and interviews. This approach is designed to assemble quantitative data that answers questions regarding education technology in Saudi Arabia. The inductive approach is used to build the theory from the data gathered to explore possible conclusions. The inductive approach will be used to make recommendations based on what is currently being used, and the deductive approach will be used to define implementation strategies in the final recommendation. Inductive research uses theory, but is not bound to arrive at any particular theoretical location, while deductive research is driven by theory. These are two main approaches to political science; it is important to be aware of both and attempt to use them in concert where possible. Maxwell (1996) notes that the strengths of qualitative research derive from its inductive approach; it focuses on specific situations or people and its emphasis on words rather than numbers. He argues that the strategy starts from the research context and develops as the event unfolds. The study helps the investigator to understand the meaning of the situation the investigator is studying. The investigator allows the people he is studying to attach meaning to their situation through their own story (Creswell 2003). Proposed Research Framework Saunders et al (2003) recommends the ‘phenomenology approach’ when studying the social components for each processed used when analyzing the data collected from interviews. Phenomenology is a psychosocial theoretical approach to disseminating information. In its simplest form, phenomenology is the study of phenomena: their nature and meanings. The focus is on the way things appear to participants through experience or in the consciousness. The phenomenological researcher aims to provide a rich textured description of lived experience. The aim of phenomenological research is to describe the everyday world as it is immediately experienced. Descriptive phenomenologist inspired by Husserlian ideas (Giorgi and Giorgi, 2003) would attempt to study essences of phenomena as it appears in consciousness. Therefore, the research strategy employed in this methodology is to provide a rich account of the educational technologies challenges and implementation strategy using an analysis of descriptive information. This means that the final recommendation model is not known—for example, the hypothesis does not specifically detail a metric of educational technology that must be fixed, instead the research hopes to gain evidence of challenges and methods of overcoming these challenges. Data Collection The data collection methods of this research are two-fold. Quantitative analysis of educational technology professionals using distributed surveys2 will be used in triangulation with interviews3. The survey was chosen because it can be deployed to many recipients with low cost and analyzed within a relatively normal timeframe. Furthermore, the survey method allows for the participants to define their values regarding the variables within the survey, where other the other considered methods would have imposed the researchers values onto the participants. Interviewing as a data collection method is common for qualitative research studies. Although methodology may cause the process of interviewing to differ, many methods are similar. Survey Procedure Elizabeth Roberts (1999) identifies the components of a distributed survey. The first is that survey research collects data based on variables and does not always denote theoretical value; however, because the research is stated with documented objectives, this is not seen as a barrier to effective survey research. Roberts (p 2 1999) also states that "survey research is too restricted because of the limitations of highly structured questionnaires," yes in this study the limitations are recognized in regards to the sample distribution, survey method, and questionnaire. The third criticism Roberts (p 2 1999) identifies is that survey data may have "measurement error that they are quite unreliable and the validity is extremely low," but in contrast to that statement, Roberts stresses the importance of a good and accurate questionnaire design and analysis. Lastly, criticism that "surveys cannot adequately establish causal connections between variables," is noted, however "appropriate analysis can support the causal relations suggested by the theory," and it is evidential in the data analysis of this research that causal relations are not going to hit the mark in a correlative analysis, so this is not seen as a detriment to this specific study (Roberts p 2 1999). Interview Procedure The researcher must make pre-interview contact, prepare for the interview by drafting an interview guide, conduct the interview using good communication skills, oversee transcription, and ensure that the transcripts provide the basis for analysis. Although the process of interviewing can be time-consuming and costly, it also can be a rewarding experience for the researcher. Saunders et al (2003) define an interview as “a purposeful discussion between two or more people," and can collect data which is both reliable and valid. Saunders et al (2003) describe a structured interview as using questionnaires based on predetermined and standard or identical sets of questions; a semi-structured interview as having a list of themes and questions to be covered; and an unstructured interview as informal but used to explore in depth a general area of interest. Survey Data Analysis The Likert Scale is used to identify education and technology professional’s responses to the survey questionnaire. This is done in the common format of a numerical five-point scale where one shows a strong disagreement; two is a disagreement; three is a neutral response; four is an agreement; five is a strong agreement to the statements in the questionnaire. The benefit of this scaled method is that it allows for easy quantitative analysis to be made from qualitative questions because it defines respondents opinions with numerical responses. The disadvantage of the Likert scale is that it boxes the consumer opinions into specific categories, thus it does not allow for explanation or definition of the responses made. This research proposes to define the associations between various metrics of education technology perceptions in the realm of usage, availability, cost and implementation. A positive correlation between these categories would be indicative of educational technology implications of each defined category, while a negative correlation would indicate that there is not a link between these categories. Interview Data Analysis The focus of this study is on detailing the specifics of the structured interview. Analysis methodology, termed “lad­dering” (Reynolds and Gutman, 1984), for uncovering means-end hierarchies defined by these key elements and connective relationships. Laddering in­volves a tailored interviewing format using primarily a series of directed probes with the express goal of determining sets of linkages be­tween the key perceptions across the range of at­tributes (A), consequences (C), and values (V). The theory of linkages is a foundation for the interview development. Therefore, the categorization of the interviews follows as previously noted, where each has a phenomenology approach of describing situation and reactions and are categorized by attribute, consequence, and value. Limitations The limitations in the research method are geographical. This research study does not have the availability to travel to Saudi Arabia and examine the current state of educational technology, or to directly interview and survey the Ministry of Education in Saudi Arabia, although the research will attempt to contact them for an interview/survey. There is also a language limitation, as it is not possible to examine Arabic-speaking students and educators to evaluate the challenges in educational technology. References Activecampus (2006) Active Campus. Retrieved Online November 30, 2006 From Http://Activecampus.Ucsd.Edu Bar-On, S. (2002). E-Learning As A Facilitator In Special Education Frameworks. In C. Crawford Et Al. (Eds.), Proceedings Of Society For Information Technology And Teacher Education International Conference 2002 (P. 2232). Chesapeake, VA: AACE Creswell, J.W. (2003). Research Design. Qualitative, Quantitative And Mixed Methods Approaches. Thousand Oaks, CA: Sage. Ghauri, Pervez N., Grønhaug, Kjell (2002). Research Methods In Business Studies: A Practical Guide. Pearson: London Giorgi, A And Giorgi, B (2003) Phenomenology. In J A Smith (Ed.) Qualitative Psychology: A Practical Guide To Research Methods. London: Sage. Icampus (2006). I Campus. Retrieved Online November 30, 2006 From Www.Icampus.Com Maxwell, J. A. Qualitative Research Design: An Interactive Approach. Thousand Oaks: Sage Publications, 1996. Mcdonough, J. And Mcdonough, S. (1997), Research Methods For English Language. New York: Wiley. Ministry Of Education, Kingdom Of Saudi Arabia (2006) Computer And Information Center. Retrieved Online November 30, 2006 From Http://Www.Moe.Gov.Sa/Openshare/Englishcon/ M-Learning Consortium (2002) M-Learning. Mcgraw-Hill Ryerson Limited. Retrieved Online November 30, 2006 From Http://Www.Mcgrawhill.Ca/College/Mlearning/ Reynolds, Thomas J And Jonathan Gutman (1984) Laddering: Extending The Rep­ertory Grid Methodology To Con­struct Attribute-Consequence-Value Hierarchies. In Personal Values And Consumer Psychology, Vol II., R. Pitts And A. Woodside, Eds. Lexington, MA: Lexington Books Roberts, Elizabeth (1999) In Defence Of The Survey Method: An Illustration From A Study Of User Information Accounting & Finance Volume 39 Issue 1 Page 53 Saunders, M., Lewis, P. And Thornhill, D. (2003), Research Methods For Business Students, 3rd Edition, London: FT Prentice Hall. Appendix A: Proposed Dissertation Outline 1. Introduction 1.1. Education Technology Basics 1.2. Education in Saudi Arabia 1.3. Governing Bodies (Ministry of Education) 2. Educators and Students 2.1. Background 2.2. Changes in Education in Saudi Arabia 2.3. Trends in Educational Technologies 3. Research Purpose 3.1. Aims—Discover Challenges 3.2. Objectives---Discover Strategies 3.3. Goals---Recommendations for Overcoming 4. Literature Review 4.1. Types of Educational Technology 4.2. Challenges of Educational Technology 4.3. Limitations of Educational Technology in Saudi Arabia 4.4. Implementing Educational Technology 4.5. Trends of Educational Technology 4.5.1. Cost Analysis 5. Research Methodology 5.1. Qualitative--Interviews 5.2. Quantitative--Surveys 6. Data Analysis 6.1. Discovered Trends 6.2. Discovered Challenges 6.3. Discovered Strategies 6.4. Conclusion and Recommendations Appendix B: Survey Questionnaire Education Technology M-Learning is a valid education technology. PDA’s can enhance the education experience. Tablet PC’s are effective education tools. Cell phones can be used for education purposes. Computer technology in education should be expanded. Computer Efficiency in Education Efforts will continue for spreading PC use in educational and administrative fields. Many systems will be completed to meet the needs of educational institutions and schools. A national plan for spreading PCs in schools in Saudi Arabia is important for education. Computer courses at primary and intermediate stages for the academic years can teach students important skills. Expanding the use of computers with the collaboration of the educators in private and public sectors is important. Special Education Establishing centres for special education teaching means and equipping them with the latest technologies Equip and develop scientific and computer firms for the special education students care program is important. The Internet can assiste educucators in the field of special and communication with specialized institutions and organizations Detecting sources of learning difficulties is providing latest educational technologies Conceiving software for disabled especially blind people, mentally disabled, paraplegic, hearing disabled, dyslexic and training students on using them are important to education. Education Technology in Saudi Arabia Learning resources should include technology. Multimedia design of schoolbooks is beneficial to students Modern technology methods contribute to achieving the practical and teaching goals. Education technology female gender is important. Implementing educational technology is important. Appendix C: Interview Questionnaire Attributes How does the segregation of sexes in Saudi schools affect the use of technology in education? What is the education environment in Saudi Arabia? What kinds of educational technologies are viable for Saudi Arabia? Values Are educators in Saudi Arabia highly trained in technology? How can this be improved? What challenges does the education system in Saudi Arabia face? Consequences What kinds of technologies that can be both beneficial for education and suitable for the Saudi culture? What are the technologies used in special education? What are the challenges of implementing educational technology in Saudi Arabia? Read More