Evaluating the quality of science teachers' practices in ICT-supported learning and teaching environments in Saudi primary schools

This study aims to gain an understanding of science teachers’ practices in ICT-supported learning and teaching environments. A mixed methods design that combines qualitative and quantitative data collection and analyses was utilised in two sequential stages in this research study. The first stage included interviews with nine primary science teachers and nine science supervisors. Together with the findings from the literature, a preliminary analysis of the interview data gave a picture for designing a questionnaire to obtain data from a larger population of Saudi science teachers and supervisors. The results of factor analysis in this study indicate four factors which appear to be relevant to current learning and teaching environments for science education in Saudi Arabia: an Engaging and Interactive Teaching Approach, Autonomy in Learning, Purposeful Assessment and Feedback and a Community of Learners. The findings also indicate that Saudi science teachers reportedly used ICT in primary classrooms in various ways. They sometimes used PowerPoint presentations with pictures and videos to deliver science lessons. Teachers also accessed the Internet at home to find ready-to-use presentations and up-to-date scientific information. The use of ICT however, was quite limited in both extent and range as ICT use happened within a traditional approach to teaching; it seems not to have been very successful in helping teachers to develop an effective learning and teaching environment for science. Those responsible for the integration of ICT into science education have a strong desire for it to take place. However, teachers have encountered many barriers. The major barriers are related to lack of access to ICT resources, lack of effective professional development, insufficient time, an inflexible curriculum and lack of technical support. The removal of any one barrier will not be sufficient in itself to produce good teaching and learning and all these barriers need to be addressed. The participants of this study provided suggestions for the development of the science education environment with integration of ICT. In particular, these suggestions were related to provision of new technological resources and access to the Internet, increasing effective training of teachers, developing the science laboratory with full equipment, updating the science curriculum, and reducing the number of students and the number of lessons per week. Based on the current study data, a teaching and learning framework has been suggested based on the four factors mentioned above. The framework, which I have called the Framework for Effective Learning and Teaching in Science (FELTS), offers insights for understanding effective learning and teaching in the Saudi science education context and informing how ICT can support this environment.