The aim of the study was to examine students’ attitudes toward the formal integration of Facebook in their education at Al- Hussein Bin Talal University and to examine the relationship between their attitudes and their perceptions of Facebook’s attributes. The investigation was guided by Rogers' (2003) attributes of innovation. A descriptive method was adopted in which a questionnaire was used to collect data from 99 undergraduate university students from the college of education. The results show that the students have positive and high attitudes toward the formal integration of Facebook in their teaching. In addition, the students have positive perceptions of Facebook in terms of its relative advantage, ease of use, compatibility, trialability, and observability. Furthermore, Regression analysis showed that 46% of the variance of the students’ attitudes toward the formal integration of Facebook in their education can be accounted for by its linear relationship with the five independent variables: relative advantage, ease of use, compatibility, trialability, and observability. Based on the results, set of recommendations were provided.

The aim of the study was to examine students’ attitudes toward the formal integration of Facebook in their education at Al- Hussein Bin Talal University and to examine the relationship between their attitudes and their perceptions of Facebook’s attributes. The investigation was guided by Rogers' (2003) attributes of innovation. A descriptive method was adopted in which a questionnaire was used to collect data from 99 undergraduate university students from the college of education. The results show that the students have positive and high attitudes toward the formal integration of Facebook in their teaching. In addition, the students have positive perceptions of Facebook in terms of its relative advantage, ease of use, compatibility, trialability, and observability. Furthermore, Regression analysis showed that 46% of the variance of the students’ attitudes toward the formal integration of Facebook in their education can be accounted for by its linear relationship with the five independent variables: relative advantage, ease of use, compatibility, trialability, and observability. Based on the results, set of recommendations were provided.

This research aims to revealing the moral intelligence level of the late childhood stage's children (9-12) years old in Al-Karak governorate in Jordan. In addition, revealing the differences according the variables (gender, family age, parent educational level, family size) on the level of the moral intelligence of the late childhood children's stage (9-12) years old in Al-Karak governorate in Jordan. Research population consists of the children whose ages range from (9-12) years old in Al-Karak governorate in Jordan, they are the children that pertain to the late childhood stage, which means the children who study in the third, fourth , fifth and sixth grades. After treating the data with the relevant statistical methods, the results showed that the level of moral intelligence was at a medium level of the late childhood children's stage (9-12) years old in Al-Karak governorate in Jordan. Moreover, the results indicated that there were no significant differences between the moral intelligence of the children according to (gender, family size, parent's educational level). On the other hand, the study showed there was a significant difference between the moral intelligence on the late childhood children's stage (9-12) years old in Al-Karak governorate in Jordan on the variable of parent's age.

This research aimed to investigate the extent to which the interactive international curriculum is included in the "Child's Scientific Activities" issued by the Ministry of Education in Jordan, for the kindergarten stage according to the global criterion (NRC). In order to answer the study questions, an instrument was developed to measure the extent of including the interactive international curriculum "The Child's Scientific Activities" for the Kindergartens' stage in the scientific concepts. The instrument consisted of scientific concepts that involved three basic aspects, the physics sciences aspects, Biological Sciences aspects and Earth and space aspects. The number of concepts was (20) scientific concepts. The instrument's validity was tested through introducing it to specialists' reviewers. Also the stability analysis was tested by re-analysis; the stage time span between the analyses was one month. The statistic data and frequencies were used to investigate the availability of the scientific concepts in the interactive international curriculum for the kindergarten stage, depending on the study instrument which was built for the study's purposes, and to investigate the suggested scientific concepts to be included in the curriculum. The study results showed a list of suggested scientific concepts to be included in the curriculum. Also, the results exhibited the availability of the scientific concepts in the curriculum (16) scientific concepts from (20) concepts, by (80%) According to the results, the study recommended the kindergarten curriculum designers to include the suggested scientific concepts, and to be presented in a structural balance, and in depth to be appropriate to the developmental characteristics at the kindergarten stage.

This research aimed at evaluation of pictures and graphics semiotics in national kindergarten interactive curriculum in Jordan. Frequencies of items reflecting semiotics were used to evaluation pictures and graphics included in the Jordanian National Kindergarten Interactive Curriculum (JNKIC), depending on the study instrument which was built for the study's purposes. The study results showed that a rich curriculum in graphics and pictures in addition to that it's high quality content, in addition, the literacy level in the pictures and graphics high quality. On the other hand, there is a clear lack of observance pictures and graphics that care with special needs. The researchers recommended giving more attention in the curriculum included pictures and graphics take into account the special needs, in addition, conducting further studies on the evaluation of interactive curriculum from the teachers view point and its relationship between their experience and qualification.