Exploring the use of technology to differentiate instruction among teachers of gifted and talented students in Saudi Arabia

Alshareef, Khlood K.; Imbeau, Marcia B.; Albiladi, Waheeb S.

doi:10.1080/15332276.2022.2041507

Cited by 7 publications

(6 citation statements)

References 22 publications

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“…Students' involvement, motivation, and academic growth are enhanced by this method. This outcome is consistent with previous studies indicating that teachers' capacity to execute differentiated education through Technological Skills is essential (Alshareef et al, 2022;Ilmiddinovich, 2022). It enables them to meet the different needs of their students, foster individualized learning experiences, and ultimately improve student success and accomplishment.…”

Section: Discussionsupporting

confidence: 93%

Exploratory Factor Analysis for Professional Development, Technological Skills, Teacher Competence and Self Determined Learning (Sdl)

Ramas. S., Yasin. R. M., Adnan N. H.

2023

tjjpt

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Teachers have an important role in 21st-century education as the main agent or facilitators in their teaching approach. Moreover, the teacher's teaching approach is a significant part of the overall effectiveness with regard to the Teaching and Learning (TnL) process. Consequently, this research focuses on the development process as well as instruments validation to measure four constructs, namely Professional Development, Technology Skills, Teacher Competence, and Self-Determined Learning (SDL). The researcher adapted and modified all these items by referring to theories, models and opinions given by experts related to each construct. This newly developed 100-item instrument by assessing its validity and reliability through Exploratory Factor Analysis (EFA) and examining the relationships between constructs as Pearson Correlation. The instrument was given to a sample of 140 primary school teachers. After EFA analysis, 10 items were removed, leaving a total of 90 items. The EFA produced high Kaiser-Meyer Olkin (KMO) values, which were 0.803 for Professional Development, 0.898 for Technology Skills, 0.876 for Teacher Competence, and 0.883 for SDL. The instrument indicated excellent internal consistency, having Cronbach's alpha values for each construct exceeding 0.80, indicating its suitability as a data collection tool. Reliability analysis also showed acceptable consistency with regard to the instrument. Subsequently, the validation process, with a total of 90 items remained as the final items for this instrument. Note that full details of reliability analysis, validation, along with research findings, are described in this paper. The findings of this research will encourage and motivate school teachers to develop their Teaching and Learning (TnL).

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Section: Discussionsupporting

confidence: 93%

Exploratory Factor Analysis for Professional Development, Technological Skills, Teacher Competence and Self Determined Learning (Sdl)

Ramas. S., Yasin. R. M., Adnan N. H.

2023

tjjpt

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“…Teachers had to ensure that the students receive the relevant learning experiences amidst the resources shortage by searching for more materials through the Internet. The finding lends support to previous studies reporting the use of technology such as the Internet as a useful tool for differentiating instruction among academically high-ability learners (Alshareef et al, 2022; Housand & Housand, 2012; Periathiruvadi & Rinn, 2012). Alshareef et al (2022), for example, found that teachers considered it beneficial to employ technology when differentiating classroom instruction as a means of creating authentic learning contexts to enhance students’ interest.…”

Section: Discussionsupporting

confidence: 87%

“…The finding lends support to previous studies reporting the use of technology such as the Internet as a useful tool for differentiating instruction among academically high-ability learners (Alshareef et al, 2022; Housand & Housand, 2012; Periathiruvadi & Rinn, 2012). Alshareef et al (2022), for example, found that teachers considered it beneficial to employ technology when differentiating classroom instruction as a means of creating authentic learning contexts to enhance students’ interest. In line with such benefits, the teachers in the current study had to use their own financial resources to facilitate searching of the materials online for their students.…”

Section: Discussionsupporting

confidence: 87%

Teachers’ Perceptions of Differentiated Instruction for Academically High-Achieving Secondary School Students in Tanzania

Milinga

Amani

Lyakurwa

2022

Journal of Advanced Academics

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Previous research supporting differentiated instruction (DI) has led to its adoption in different countries as a promising pedagogical framework for addressing diverse learners’ needs. To date, there exists little information on DI from Tanzania especially when competence-based education and inclusion are being embraced. To address this gap, this study explored how Tanzanian teachers perceived DI in their working with academically high-achieving secondary school students. The study was strongly informed by a constructivist research tradition, adopting a multiple case study design. Focus group discussions and interviews were used as data sources and thematically analyzed. The analysis revealed teachers’ limited perceptions of DI, although consonance with the existing literature on DI practices for high-ability learners. After discussing the findings, as conclusion, the article stresses the importance of training teachers on DI to enhance their instructional practices for high-ability learners in Tanzania, along with setting the grounds for future research.

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“…Others studies also mention that diverse abilities also pose challenges, as classrooms often consist of students with varying level of writing proficiency and learning styles. Teachers must differentiate their instructions to accommodate the diverse needs and abilities of their students, which requires careful planning and resource allocation (Maruf, 2023;Hernandez, 2021;Alshareef et al, 2022) . Additionally, a lack of resources, such as writing materials, technology, and professional development opportunities, can hinder effective writing instruction, and insufficient access to upto-date writing resources and training programs may limit teachers' ability to implement innovative and research-based instructional strategies (Zuhri at al., 2021;Maruf & Anjely, 2020;Maruf et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Exploring the Challenges Faced by Teachers in Teaching Writing Skills and How Anchor Charts Can Address Them

Endarwati,

Anwar,

Maruf

2023

ERJEE

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This qualitative study explores challenges faced by teachers in teaching writing skills and evaluates the effectiveness of anchor charts in addressing them. Conducted with 20 experienced teachers from major cities in Java Island, Indonesia, through semi-structured interviews, the findings reveal common challenges, including student apathy, limited instructional time, varied abilities, organization difficulties, resource constraints, assessment struggles, and diverse genre incorporation challenges. Anchor charts emerged as a powerful instructional tool, promoting student engagement, writing organization, clarity, and coherence. Students showed increased enthusiasm and motivation, while charts facilitated improved writing structure and coherence. In conclusion, anchor charts offer a promising solution to address the challenges faced by teachers in teaching writing skills. By incorporating anchor charts in writing instruction, educators can create visually engaging and interactive learning experiences that empower students to become proficient and confident writers.The study contributes practical recommendations, aligns with cognitive process and social constructivist theories, and emphasizes the value of visual aids to foster active learning and engagement. The study suggests future research with larger samples, longitudinal and cross-cultural approaches to enrich understanding. In conclusion, anchor charts integration fosters proficient and confident writers in effective expression.

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Exploring the use of technology to differentiate instruction among teachers of gifted and talented students in Saudi Arabia

Cited by 7 publications

References 22 publications

Exploratory Factor Analysis for Professional Development, Technological Skills, Teacher Competence and Self Determined Learning (Sdl)

Exploratory Factor Analysis for Professional Development, Technological Skills, Teacher Competence and Self Determined Learning (Sdl)

Teachers’ Perceptions of Differentiated Instruction for Academically High-Achieving Secondary School Students in Tanzania

Exploring the Challenges Faced by Teachers in Teaching Writing Skills and How Anchor Charts Can Address Them

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