Effectiveness of Educational Technology Applications in Saudi Arabian Secondary Schools


  • Abdullah Alenezi Northern Borders University,7276 Old Airport, Arar 73312- 5079, Kingdom of Saudi Arabia




Educational technology, Information communication technology, Technological tools/equipment, Constructivist learning, Improved learning outcomes


The integration of technology tools into classrooms is a growing trend worldwide. Research studies indicate that technological tools are crucial in creating an environment in which students play an active role in the learning process. The Saudi Arabia government has heavily invested in the Information and Communication Technology (ICT) field, but is yet to fully benefit from the investment. There are a myriad of enablers and hindrances affecting the successful implementation of ICT in Saudi schools. Successful implementation of ICT can be realised through the promotion of constructivist learning environment. This study utilised mixed methodology approach in collecting data from teachers to evaluate the factors affecting effective ICT implementation in Saudi secondary schools. The factors affecting the practical use of educational technology include lack of management and technical support, time limitations, lack of ICT and pedagogical training, negative attitudes and beliefs towards educational technology, lack of clear policies and strategies on ICT adoption in learning institutions and resistance to change and inadequate technological resources. No single factor is capable of guaranteeing the successful ICT implementation in schools; therefore, a multifaceted approach is needed.


Download data is not yet available.


J. T. Abbitt, Measuring technological pedagogical content knowledge in preservice teacher education: A review of current methods and instruments, Journal of Research on Technology in Education 43(4) (2011), 281 – 300, DOI: 10.1080/15391523.2011.10782573.

A. Al Asmari, Evaluating the prospects of integrating technology in preservice EFL teacher training, Arab world English Journal 2(2) (2011), 133 – 166, DOI: 10.5281/zenodo.1039316.

S. S. Albugami and V. Ahmed, Towards successful implementation of ICT in Saudi schools (literature review), (2015), DOI: http://usir.salford.ac.uk/37662/.

H. Al-Harbi, Towards Successful Implementation of ICT in Education, Paper presented at the 2014 WEI International Academic Conference, Vienna, Austria (2014), DOI: https://www.westeastinstitute.com/proceedings/2014-vienna-presentations/.

B. Almadhour, The integration of information and communication technology into secondary technology teachers' pedagogy in New Zealand, Unpublished Master's Thesis, Auckland University of Technology, New Zealand (2010), DOI: https://openrepository.aut.ac.nz/handle/10292/867.

G. Almalki and N. Williams, A strategy to improve the usage of ICT in the Kingdom of Saudi Arabia primary school, International Journal of Advanced Computer Science & Application 3 (2012), 22 – 30, DOI: 10.14569/IJACSA.2012.031007.

K. Asenso-Okyere and D.A. Mekonnen, The Importance of ICTs in the Provision of Information for Improving Agricultural Productivity and Rural Incomes in Africa, United Nations Working Paper (2012).

K.A. Bingimlas, Barriers to the successful integration of ICT in teaching and learning environments: a review of the literature, Eurasia Journal of Mathematics, Science & Technology Education 5(3) (2009), 42 – 49, DOI: 10.12973/ejmste/75275.

C. Buabeng-Andoh, Factors influencing teachers' adoption and integration of information and communication technology into teaching: A review of the literature, International Journal of Education and Development using Information and Communication Technology 8(1) (2012), 136, http://ijedict.dec.uwi.edu/viewissue.php?id=31.

L. Campuzano, M. Dynarski, R. Agodini and K. Rall, Effectiveness of reading and mathematics software products: Findings from two student cohorts, NCEE 2009-4041, National Center for Education Evaluation and Regional Assistance (2009), https://eric.ed.gov/?id=ED504657.

A. C. Cheung and R. E. Slavin, The effectiveness of education technology for enhancing reading achievement: A meta-analysis, Center for Research and Reform in Education (2011), https://eric.ed.gov/?id=ED527572.

H. M. Dahlan, Critical success factors necessary for curriculum integration of computer based testing into Saudi secondary schools, Journal of Information System Research and Innovation 3(5) (2013), 22 – 30, https://seminar.utmspace.edu.my/jisri/.

L. Gray, N. Thomas and L. Lewis, Teachers' use of educational technology in US public schools: 2009, FirstLook, NCES 2010-040, National Center for Education Statistics (2010), https://nces.ed.gov/.

M. Koehler and P. Mishra, What is technological pedagogical content knowledge (TPACK)?, Contemporary Issues in Technology and Teacher Education 9(1) (2009), 60 – 70, https://www.researchgate.net/publication/241616400_What_Is_Technological_Pedagogical_Content_Knowledge.

R.B. Kozma, Comparative analysis of policies for ICT in education, in: J. Voogt and G. Knezek (eds.), International Handbook of Information Technology in Primary and Secondary Education, pp. 1083 – 1096, Springer, USA (2008), DOI: 10.1016/j.compedu.2012.05.014.

J.A. Kulik, Effects of using instructional technology in elementary and secondary Schools: What controlled evaluation studies Say, Arlington, VA: Sri International (2003), http://www.sri.com/policy/csted/reports/sandt/it.

J. M. Lane, Developing the vision: Preparing teachers to deliver a digital worldclass education system, Australian Journal of Teacher Education 37(4) (2012), 59 – 74, DOI: 10.14221/ajte.2012v37n4.7.

C.P. Lim, Effective integration of ICT in Singapore schools: Pedagogical and policy implications, Educational Technology Research and Development 55(1) (2007), 83 – 116, DOI: 10.1007/s11423-006-9025-2.

A. Oyaid, Education Policy in Saudi Arabia and its Relation to Secondary School Teachers' ICT Use, Perceptions, and Views of the Future of ICT in Education, Unpublished doctoral dissertation, University of Exeter, Exeter, United Kingdom (2009).

SETDA, National Educational Technology Trends: 2010, Innovation Through State Leadership, retrieved from www.setda.org (2010).

Tatweer, King Abdullah bin Abdulaziz Public Education Development Project: Tatweer, retrieved from http://www.tatweer.edu.sa/content/aboutus (2015).

M. Vallance, K. Vallance and M. Matsui, Criteria for the implementation of learning technologies, in: M. Thomas (ed.), Handbook of Research on Web 2.0 and Second Language Learning, pp. 1 – 19, IGI Global (2009), DOI: 10.4018/978-1-60566-190-2.ch001.

T. Yamane, Statistics: An Introductory Analysis, 2nd edition, Harper and Row, New York (1967).

M. Virvou, G. Katsionis and K. Manos, Combining software games with education: evaluation of its educational effectiveness, Educational Technology & Society 8(2) (2005), 54 – 65, https://www.semanticscholar.org/paper/Combining-Software-Games-with-Education%3A-Evaluation-VirvouKatsionis/b8677bc8c079c9d4a3194398ea744576aee0191f.




How to Cite

Alenezi, A. (2019). Effectiveness of Educational Technology Applications in Saudi Arabian Secondary Schools. Journal of Informatics and Mathematical Sciences, 11(2), 221–233. https://doi.org/10.26713/jims.v11i2.845



Research Articles