Fatimah Alhashem, Nasser Agha and Anwar Mohammad
The aim of this study was to measure the readiness of science and mathematics supervisors to utilize technology and online learning platforms for teachers' plans and professional…
Abstract
Purpose
The aim of this study was to measure the readiness of science and mathematics supervisors to utilize technology and online learning platforms for teachers' plans and professional development, during and after the period of the COVID-19 pandemic.
Design/methodology/approach
To achieve this aim, the researchers developed a questionnaire comprising of 55 items based on the instruments used in pertinent studies. A mixed-methods research design was employed, whereby a quantitative online survey was supplemented by focus group discussions with selected supervisors. Survey data were subjected to one-way analysis of variance and t-test, while information obtained via focus groups was coded to identify common themes related to the obstacles and challenges supervisors face.
Findings
When completing the survey, the supervisors approached proficiency using technology; however, focus group discussions revealed misconceptions related to e-leaning and limitations in their abilities to use technology in schools, as well as obstacles imposed by the structure and management of the educational system. T
Practical implications
These findings indicate that supervisors need support in acquiring the competencies required for integrating technology in education, and that their support to teacher community needs to be grounded in clear and systematic approaches and best educational practices.
Originality/value
These findings indicate that supervisors need support in acquiring the competencies required for integrating technology in education, and that their support to teacher community needs to be grounded in clear and systematic approaches and best educational practices.
Details
Keywords
Fatimah Alhashem and Ibrahim Alhouti
Education reform has increasingly become a top political priority in most countries, as education is thought to be the solution to social and economic challenges. While some of…
Abstract
Education reform has increasingly become a top political priority in most countries, as education is thought to be the solution to social and economic challenges. While some of these reforms were successful, others had no impact at all and ended in failure. In the past two decades, Kuwait has continuously attempted to reform its education system, aiming to shift its economy toward a knowledge-based economy by improving the skill sets of its human capital. However, these attempts ended with failure. The aim of this chapter is to provide an explanation of the causes behind the failures by documenting and analyzing the recent reform project, which was launched in 2010 in collaboration with the World Bank. Due to the Ministry of Education’s (MOE’s) lack of official documentation related to the reform process the ethnography approach was used to develop critical documentation of reform process. The ability of educational institutions, including the MOE, to lead and manage educational reform is a crucial factor that affected the sustainability and success of the reform. Consequently, the success of any reform requires the government to prioritize top policies, implements certain social changes, and ensures skilled human capital is incorporated into the educational institutions.