A comparative analysis of policies, strategies and programmes for information and communication technology integration in education in the Kingdom of Saudi Arabia and the republic of Ireland

Abstract

This paper provides a comparative analysis of policies, strategies and programmes for Information and Communication Technology (ICT) integration in primary and post-primary education, that were active in the Kingdom of Saudi Arabia (KSA) and in the Republic of Ireland in 2016. The analysis showed that while KSA was a relative newcomer to the integration of ICT in education, it was responsive in seeking to enhance the quality of education and support transitions to the knowledge economy through a range of initiatives, including: reform of the curriculum, provision of teacher professional development in ICT integration, and supply of computer technologies and infrastructure. However, as in the Irish context, the framing of the ICT in education’ policies, strategies and programmes needed to be strengthened through participatory partnerships with key stakeholders that endured throughout the life-cycle of ICT policy implementation in primary and post-primary settings. Furthermore, the review showed a need for governments in both jurisdictions to make better provision for financial and human resourcing to fully operationalize the teacher training and supports necessary for effective integration by teachers of ICT in primary and post-primary settings. Finally, the evaluation protocols within ICT in education’ policies, strategies and programmes in both countries needed to be re-casted to make evidence of their enactment publicly available in a timely manner. Moreover, the resultant evaluation reports further needed to be detailed at a level that made visible the national progress on ICT integration in schools, and the corresponding impact on learners’ ICT skills and broader competencies.

Demographic, gadget and internet profiles as determinants of disease and consequence related COVID-19 anxiety among Filipino college students

“…Increased gadget use during the pandemic has been suggested to improve social and cognitive health among students (Beng et al, 2020 ), while the lack of devices and connectivity for e-learning has been linked to increased stress among learners (Baticulon et al, 2021 ). Educational policies that design programs and provide human and financial resources to improve the information communication technology (ICT) integration in post-primary education have been emphasized (Alghamdi & Holland, 2020 ), and are now indispensable necessities in this era of lockdown and remote learning.…”

Socio-interactive practices and personality within an EFL online learning environments

“…Furthermore, there are gaps and shortcomings regarding the literature that discusses EFL introverted and extroverted learners’ sense of community. Within the Saudi context, there is less previous evidence for research related to EFL learners’ attitudes and experiences in online courses (Alghamdi and Holland 2020 ). This study, therefore, sought to examine EFL learners in a synchronous online platform (Blackboard), during which their interactions were measured through the social presence scale, the students’ characteristics were measured through the introversion/extroversion scale, and the sense of connectedness was determined through the sense of community scale.…”

E-learning challenges and opportunities for students with special needs during COVID-19 Pandemic

“…So, despite the expansion of the integration of technology in education during the COVID-19 pandemic in regards with students with disabilities special needs, and despite the efforts made to improve pedagogical approaches, emphasizing the use of computers and technology to support efficient learning, and implement e-learning to achieve efficient learning outcomes (Alghamdi & Holland, 2020). Another difficulty faced this initiative which is the reluctance by some teachers to integrate technology while teaching students with special needs in the classroom (Babeley, 2016; Waight & Oldreive, 2020), due to their weak technical competence, insufficient teaching material, diminished control, and lack of time (Tallvid, 2016).…”