The purpose of this quasi-experimental study is to evaluate the overall effect of practical work on students’ academic attainment in science. Participants were selected from tenth grade students (chemistry and biology) and eleventh grade students (chemistry), then divided into groups. The control groups were taught using traditional method of teaching science, while the same content was given to the experimental groups using intensive practical work. Pre and post-tests were given to all groups. The mean score comparison revealed a significant difference in the attainment scores of the experimental and control groups. It is thus recommended that students be given ample opportunity to be engaged in practical lessons in secondary schools. This entails that the administration of schools supplies their labs with all equipment needed for practical work to be effectively implemented.

Abstract-This study investigates the readiness and basis for adoption of cloud computing for higher education in the United Arab Emirates using the Theory of Acceptance Model [1] and structured equation modeling. After the concept of cloud computing was introduced through an educational technology course, empirical data were derived from an online questionnaire with 239 preservice teachers and undergraduate students. Hypotheses about users' acceptance and adoption of cloud computing were tested. The findings revealed that perceived ease of use affected the intention to use the technology in the future, and intention to use was demonstrated in the teachers' actual use. The study's outcomes provide educational institutions and cloud service providers a better understanding of cloud computing adoption issues. It also supports the foundation for upcoming research focused at improving our awareness of technology adoption and continued-use factors for innovation in instructional technologies. The implications are discussed in the context of education.Keywords-Cloud computing, intention to use, perceived ease of use, perceived usefulness, structural equation model IntroductionCloud computing is a new technology model used for hosting services, and it has become highly popular among business owners and their customers for providing services. Cloud computing has been defined by the National Institute of Standards and Technology (NIST) as a "model for enabling ubiquitous, convenient, on-demand network access to a shared pool of configurable computing resources (e.g., networks, servers, storage, applications, and services) that can be rapidly provisioned and released with minimal management effort or service provider interaction" [2, p.2]. It is considered a highly effective, convenient and centralized sharing pool through which computer resources can be deployed and accessed with minimum overhead. The most often used examples of cloud computing sharing services are Dropbox and Google Drive [3]. Cloud computing is also proving useful in fields other than business, and given the exponentially increasing popularity of online learning, it is important to explore how it can be used to address the challenges faced by e-learning enterprises and web-based learning environments. With its rapidly growing rate of use, its impli-168

Globalization is irreversible and the Internet is increasingly used to connect people and share information worldwide. The proliferation of digital information allows us to make choices about how we gather information and use technology to enhance learning. This is especially true in an academic environment, where the Internet is often used as a tool to facilitate deeper learning. The focus of this study is to investigate whether and how to use blogs to boost student learning in a traditional learning environment where lecture based (didactic) instructional practices still prevailing. This paper will also look at Al-Ain University of Science and Technology (AAU) student perceptions of the benefits of blogs for enhancing college learning. To explore these issues, Blogging was introduced to students in the Internet Technology class. A combination of one hundred and ninety-nine graduate and undergraduate AAU students answered an online questionnaire exploring their perceptions of blogs as a learning tool. Quantitative and qualitative data was also collected through open-ended questionnaires, student journals and reports, and end-of-class e-portfolios. All statistical analyses were carried out with SPSS. Results indicate that blogs have the potential to empower and enhance student learning. Student response to using blogs in the course has been overwhelmingly positive.

This study investigated the impact of the flipped classroom on grade six students' academic achievements and perceptions in science class. Participants (n = 39) were assigned to a control group (using traditional instruction) or an experimental group (using flipped instruction). Data analysis was done using Statistical Package for the Social Sciences (SPSS). Pre-test scores of both groups were compared by using independent t-test. The obtained "t" value of 1.22 was found to be insignificant at p=0.229 (> 0.05) which revealed no significant difference between these groups at the beginning. After three weeks, their post-test scores in science were again compared to examine the impact of different instructional interventions. The obtained "t" value of both groups' post-test score comparison was 2.646 which was found to be significant at p=0.012 (< 0.05). Likert Scale Questionnaire was also employed to explore if students had valued the experimental intervention. It was revealed that the students were highly satisfied with the flipped classroom. This confirmed the difference between the control and experimental groups. Mean scores of flipped and traditional instruction groups further assured that flipped instruction had an impact on students' learning performance and perceptions.

The purpose of this study is to assess the students' skills in creating virtual classrooms using the Google Classroom (GC) application through a 30 item questionnaire. In addition, the study used a Likert scale and an interview to explore students' perceptions towards GC. The sample consisted of 26 Master's students in the College of Education at Al Ain University in UAE. Data was generated from analyzing the questionnaire, and the Likert scale and the interview were used to answer the research questions. The results revealed that the degree of Master's students' skills in creating virtual classrooms was weak, and there are no statistically significant differences between students' skills based on gender and specialization. The results also showed that the perception of the GC was positive, and the majority of participants assured that GC is easy to create and use. They also expressed interest to learn more about GC through training. The findings from this study could be utilized by College of Education faculty members, students, administrators, and policymakers.