ICT Competencies Availability among General Education Schools Teachers in Kuwait | ||||
| المجلة الدولية للعلوم التربوية و الانسانية المعاصرة | ||||
| Articles in Press, Accepted Manuscript, Available Online from 01 October 2023 PDF (2.02 MB) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.12816/ijches.2023.231277.1002 | ||||
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| Authors | ||||
| Ammar H. Safar1; Hawraa A. Safar2 | ||||
| 1Kuwait University, College of Education, Department of Curriculum and Teaching Methods. | ||||
| 2University of California - Berkeley, College of Natural Resources- USA | ||||
| Abstract | ||||
| This study aimed to demonstrate and identify the extent/degree to which teachers in general education schools in the State of Kuwait possess information and communication technology (ICT) competencies based on their point of view. In addition, the research discusses the impact of some independent variables (i.e., gender, specialization, and years of professional experience) on the acquisition level. The study adopted the analytical, exploratory, descriptive, quantitative research methodology, and used the questionnaire as a tool to collect data. A stratified random sample of 1,299 teachers participated electronically in this research study during the first semester of the 2020/2021 school year. The results indicated that the degree of availability of ICT competencies among the teachers in general education schools in the State of Kuwait was generally "medium/average" (M = 2.45, SD = 0.84, RII = 0.49). Where the estimates of the teachers indicated that the extent to which they possess ICT competencies is "medium/average" in all of the study’s dimensions. The findings of the study also revealed that there are statistically significant differences at the significance level of 0.01 among the averages of teachers’ responses regarding the degree to which they possess ICT competencies due to the variables of gender (in favor of the female category), specialization (in favor of the scientific specializations category), and years of professional experience (in favor of the category with the lowest years of experience; less than 10 years), in all of the study’s dimensions separately, and in the tool as a whole. . | ||||
| Keywords | ||||
| information; communication technology; ICT competencies; educational | ||||
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